CHCDIV002 Learner Workbook V1.2

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Australian Institute of Business *

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CHCDIV002

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Sociology

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Apr 3, 2024

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docx

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CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety Learner Workbook CHCDIV002 Learner Workbook Version 1.2 Page 1 of 38

Table of Contents Table of Contents ............................................................................................................................. 3 Instructions to Learner ..................................................................................................................... 4 Assessment instructions ................................................................................................................ 4 Assessment – CHCDIV002-Promote Aboriginal and/or Torres Strait Islander cultural safety ........ 7 Activities ........................................................................................................................................... 8 Activity 1A ...................................................................................................................................... 8 Activity 1B ...................................................................................................................................... 0 Activity 1C ...................................................................................................................................... 1 Activity 1D ..................................................................................................................................... 2 Activity 2A ...................................................................................................................................... 3 Activity 2B ...................................................................................................................................... 4 Activity 2C ...................................................................................................................................... 5 Activity 2D ..................................................................................................................................... 6 Activity 1A to 2D checklist – for assessor ....................................................................................... 7 Activity 3A ...................................................................................................................................... 8 Activity 3B ...................................................................................................................................... 9 Activity 3C .................................................................................................................................... 10 Activity 3D ................................................................................................................................... 11 Activity 4A .................................................................................................................................... 12 Activity 3A to 4A checklist – for assessor ..................................................................................... 13 Summative Assessments ................................................................................................................ 14 Knowledge Activity (Q & A) ............................................................................................................ 14 Knowledge Activity Assessor Checklist ........................................................................................ 16 CHCDIV002 Learner Workbook Version 1.2 Page 2 of 38

Instructions to Learner Assessment instructions Overview Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process. Written work Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:  Address each question including any sub-points  Demonstrate that you have researched the topic thoroughly  Cover the topic in a logical, structured manner  Your assessment tasks are well presented, well referenced and word processed  Your assessment tasks include your full legal name on each and every page. Active participation It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time. Plagiarism Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:  Presenting any work by another individual as one's own unintentionally  Handing in assessments markedly similar to or copied from another learner  Presenting the work of another individual or group as their own work CHCDIV002 Learner Workbook Version 1.2 Page 3 of 38

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 Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet. If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly. Collusion Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. For further details about Academic Misconduct Policies and Procedures, please visit website at https://aibtglobal.edu.au/support/student-forms/academic-policies/ Competency outcome There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience). Once the learner has Satisfactorily completed all the tasks for this unit including vocational placement and/or simulation tasks the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency. For further details about Assessment Policy and Procedure, please visit at https://storage.googleapis.com/aibtglobal/2020/05/358bc8d7-assessment-policy-and-procedures- v.1.0-may-2020.pdf Additional evidence If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments. Confidentiality We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information. CHCDIV002 Learner Workbook Version 1.2 Page 4 of 38

CHCDIV002 Learner Workbook Version 1.2 Page 5 of 38

Assessment appeals process If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal. Special needs Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately . Observation/Demonstration Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook. An explanation of observations and demonstrations: A demonstration will require:  Performing a skill or task that is asked of you  Undertaking a simulation exercise. Your trainer/assessor will inform you about the tasks required to be done. The observation/demonstration will cover one of the unit’s elements. The observation/demonstration will take place either in the simulated training environment. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task. You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide. CHCDIV002 Learner Workbook Version 1.2 Page 6 of 38

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Candidate Details Assessment – CHCDIV002-Promote Aboriginal and/or Torres Strait Islander cultural safety Declaration I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed. CHCDIV002 Learner Workbook Version 1.2 Page 7 of 38 Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for CHCCCS023 - Support independence and wellbeing Student Full Name: ____Tiantian Qi_________ Student Number: ____12682__________ Email: ____________@aibtglobal.edu.au

Signed: Tiantian Qi Date:12/02/22 Activities Activity 1A Estimated Time 60 Minutes Objective To provide you with an opportunity to identify the potential impact of cultural factors on service delivery to Aboriginal and/or Torres Strait Islander clients. Activity 1. What were the immediate effects of European colonisation on Aboriginal and Torres Strait Islander culture? ➢ Forcing Aboriginal and strait islanders off their land, away from their hunter- gatherer origins ➢ Violence in retaliation to their land being taken from them ➢ Infection from the European colonials sometimes resulting in death ➢ Being forbidden to use their own language or maintain cultural practices, when moved to missions/reserves ➢ Laws were created that limited the rights of Aboriginal and Torres Strait Islander people, implementing segregation ➢ Aboriginal and Torres Strait children were removed from their families and raised by foster families or in institutions ➢ Aboriginal and Torres Strait Islander people suffered physical and sexual abuse or were forced into servitude and poverty ➢ Loss of cultural identity and language, as expectations were to adopt European customs ➢ Prevention of contact with their Aboriginal and Torres Strait Islander families. 2. Outline the historical significance of the Maralinga and the Mabo case. In the case of Maralinga , t he government was forced to pay $13.5 million compensation to the Maralinga Tjarutja people, as concerns arose for the long- term effects on their health. In 1992, after ten years of legal disputes, the court granted the Meriam people their land rights. This overruled the British belief that the whole of Australia was terra nullius the basis for them claiming the land on their arrival in 1770. The Meriam people of Mer Island received a native title, declaring that they were the rightful and traditional owners of the land. The spurred other Indigenous communities to take their claims for land to court, leading to the creation of the Native Title Act (to clarify the processes that needed to be followed). The Mabo case was a milestone court case which increased fair land rights for Indigenous people of Australia. In 1992, after ten years of legal disputes, the court granted the Meriam people their land rights. This overruled the British belief that the whole of Australia was terra nullius the basis for them claiming the land on their arrival in 1770. The Meriam people of Mer Island received a native title, declaring that they were the rightful and traditional owners of the CHCDIV002 Learner Workbook Version 1.2 Page 8 of 38

land. The spurred other Indigenous communities to take their claims for land to court, leading to the creation of the Native Title Act (to clarify the processes that needed to be followed). 3. How can cultural shock affect Aboriginal and Torres Strait Islander people? ➢ Depression ➢ Alcoholism ➢ Drug problems ➢ Self harm ➢ Violence ➢ Language difficulties ➢ Loss of identity ➢ Poverty ➢ Homelessness ➢ Unemployment 4. What aspects of Aboriginal and Torres Strait Islander culture are diverse? You will need to provide culturally appropriate practices; these may include: ➢ Strategies for providing a service for women's and men's health issues ➢ Allowances made for cultural obligations One of the first things you must realise is that Aboriginal and Torres Strait Islander people are not a homogenous group they are diverse and culturally different within themselves and have unique customs, cultural beliefs and ceremonies. Depending on the impact of European colonisation, there will have been varying amounts of loss of culture. For the devout, traditional values and customs guide their everyday living; for those of mixed descent or who have integrated into mainstream society, their influences will feature all aspects both cultures In Aboriginal culture there are certain practices and customs that are performed separately by both genders. This is known as Men's and Women's Business – these rules are very strict and there can be severe penalties within their culture for breaking them 5. What are some of the key beliefs of Aboriginal and Torres Strait Islander people? ➢ The earth is eternal and many ancestral beings inhabit it. ➢ The ancestral beings are usually related to animals e.g. Kangaroo-men, Bowerbirdwomen. ➢ These beings journeyed across the Earth and created all life, leaving traces in the natural land. ➢ They connected people to specific regions and languages. ➢ Some groups continue to believe in a supreme being – The Dreaming. ➢ The Dreaming still controls the natural world. CHCDIV002 Learner Workbook Version 1.2 Page 9 of 38

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Reference List: Diana School of Community Services, CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety, Australia Institute of Business and Technology CHCDIV002 Learner Workbook Version 1.2 Page 10 of 38

Activity 1B Estimated Time 40 Minutes Objective To provide you with an opportunity to identify critical issues that influence relationships and communication with Aboriginal and/or Torres Strait Islander people. Activity 1. What is meant by cultural realities and how do these affect the working relationship with Aboriginal and/or Torres Strait Islander people? The term cultural reality refers to how someone's culture can define their world (i.e. their reality). So, whatever culture someone has grown up around, this becomes normal for them (i.e. their reality) – they will behave and abide by the customs of their culture without question and this becomes their expectation of how to be treated. So, whoever you work with, you must accept their beliefs and work to accommodate them in work practices. You will need to identify the cultural differences before you can begin to address them. You must identify and accept the cultural realities of the people you are working with – identify the changes that you may need to make in your behaviour to accommodate them. This will ensure that you gain their full participation in service delivery, as they cannot reasonably exclude themselves if you have made steps to meet their cultural reality 2. What critical issues influence your workplace and professional relationships with Aboriginal and/or Torres Strait Islander co-workers and clients? ➢ Discrimination – you must be culturally safe and treat them as equals. Positive or negative discrimination will only serve to alter the harmony on the work environment. ➢ Confidentiality/privacy – they have a right to keep their sacred and ritual knowledge secret. This means you cannot publish it. Their personal affairs must also be respected and they should be consulted with before any person information is released about them. Gender-specific images should only be seen by initiated men and women, and may not be published without permission. Saying the name or using the image of a deceased person is considered culturally offensive, without prior consultation with the related family. ➢ Communication protocols – use communication protocols that don't offend Aboriginal and Torres Strait Islander people, as explained in section 2.1 of this unit. ➢ Respect – they must be treated with mutual respect regarding their cultural heritage and interests. ➢ Integrity – they must be recognised as the primary guardians and interpreters of their cultures. They should be accurately represented and it should reflect their cultural values, customs and laws. The images and text that you use to portray them should consider their confidentiality and privacy, and ensure that it doesn't reinforce stereotypes.

➢ Attribution – they should be given proper credit and acknowledgement for their achievements, contribution and roles in the work environment. Encourage them to share their perspective regarding issues, to offer a wider perspective. Ask them how they wish to be identified in published materials, if applicable. ➢ Legal recognition and protection – Australian laws and policies exist to protect the rights of Indigenous people. You must comply with these and make sure that their cultural and intellectual property is protected. Reference List: Diana School of Community Services, CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety, Australia Institute of Business and Technology Activity 1C Estimated Time 30 Minutes Objective To provide you with an opportunity to establish key aspects of cultural safety in consultation with Aboriginal and/or Torres Strait Islander people. Activity How can you demonstrate the following in the workplace:  Mutual respect  Tolerance of diversity  Shared understanding of cultural safety? Mutual respect You must respect the rights of Aboriginal and Torres Strait Islander people to retain their cultural heritage and interests, just as they must respect yours. You will need to consider the following: ➢ How people wish to be portrayed (in media formats) ➢ How people wish to be addressed ➢ People's attitudes to touch ➢ People's attitudes to swearing ➢ People's style of appearance ➢ How people wish to be greeted. Tolerance of diversity Everyone is different and someone being from another culture, which has beliefs that are foreign to you, does not mean they should be shunned or ridiculed. You must learn to accept the diversity of your work community and not discriminate against others or look at them unfavourably. There should be no resentment to people from other cultures, races etc. Based on these factors – of course, there will be workplace disputes but they should not be on the basis of cultural resentment. You should view differences and diversity as a strength, rather than a weakness. This allows you as a group to have a wider perspective of the world and to be able to empathise with more people. On a personal level, you can focus on common ground, rather than highlighting the differences between CHCDIV002 Learner Workbook Version 1.2 Page 1 of 38

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individuals. Shared understanding of cultural safety "Cultural safety" is a term developed in the 1980s in New Zealand – it moves beyond cultural sensitivity to analyse power imbalances, institutional discrimination, colonisation and relationships with colonisers. Culturally unsafe practices are those which diminish, demean or disempower the cultural identity and wellbeing of an individual. A definitive definition of cultural safety does not exist – there is debate on how it differs from cultural awareness, cultural sensitivity, cultural appropriateness and cultural competency Reference List: Diana School of Community Services, CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety, Australia Institute of Business and Technology Activity 1D Estimated Time 30 Minutes Objective To provide you with an opportunity to evaluate the extent to which cultural safety is integrated in own work and workplace. Activity Assess your own work and workplace. Does it effectively practise culturally safety? If not, which areas are culturally unsafe? I use the the four principles of cultural safety to assess my workplace: Principle 1 The aim of cultural safety is to improve the health and wellbeing of others. This involves emphasising positive health outcomes and acknowledging the different beliefs of others who are different from them. In my workplace, we communicate with all families, which aim to provide professional care to emphasising positive health outcomes. Principle 2 The aim of cultural safety is to identify the power relationship of the stakeholders in a service and empower the users of a service. They should feel confident to express any issues or worries they have. Providers should also educate themselves about cultural diversity in their environment and apply social science concepts to help them respond effectively to their clientele. In my workplace, all families are welcome at our care centre, and we encourage them to join us in celebrating cultural festivals and days, talking to the children about their job, hobbies, or other areas of interest, and volunteering their time to support our programs. We believe family engagement enriches your child’s early learning experience and teaches them the value of community Principle 3 CHCDIV002 Learner Workbook Version 1.2 Page 2 of 38

Cultural safety involves recognising inequalities in the following areas: ➢ Health care ➢ Employment ➢ Education ➢ Society ➢ Societal interactions ➢ Employment ➢ Education. The causes and effects of inequalities must also be addressed for things such as: ➢ Political, social and employment status ➢ History ➢ Housing ➢ Gender ➢ Education ➢ Personal experience. You must also learn to accept diversity in behaviour and social structure, and minimise things that act as barriers to cultural safety. Though we aim to protect the culture safety, we still need further progress on the Societal interaction. We have limited chance to build social interaction with other groups. Principle 4 Providers must examine their practices carefully, in order to avoid bias towards certain cultures, and to prevent their own culture, attitudes and experiences influencing their decisions. Power relationships should be balanced so everyone is receiving equal treatment and tension or alienation does not arise between cultures. You must also understand your own rights, as well as those of others, and respect them accordingly, so you realise that differences are legitimate, and not something to be the basis of discrimination. In our workplace, the course of respect diverse culture will be delivered in our enrolment. We also actively ask the family's opinion to avoid misunderstanding. For example, when we introduce families from different culture background, we will contact them and ask for their advice of our description. Reference List: Diana School of Community Services, CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety, Australia Institute of Business and Technology Activity 2A Estimated Time 60 Minutes Objective To provide you with an opportunity to ensure work practices are grounded in awareness of one’s own cultural bias. Activity 1. Outline your own culture and its beliefs. CHCDIV002 Learner Workbook Version 1.2 Page 3 of 38

I am a Chinese and my culture background based on the Chinese culture. Chinese culture is one of the world's oldest cultures, tracing back to thousands of years ago. Important components of Chinese culture includes ceramics, architecture, music, literature, martial arts, cuisine, visual arts, philosophy and religion. My parents believe in Taoism, I also believe Taoism. w e will go to the Taoist temple to donate money on special days. 2. How does this affect your perception of the cultural realities of others? Because Taoism holds that humans and animals should live in balance with the Tao, or the universe. So I believe that we should respect the culture and religion of other people. Every people have their right to choose the way they prefer to live. 3. Outline three considerations you need to take into account for Aboriginal and Torres Strait Islander people when implementing culturally safe work practices. ➢ Food customs ➢ Kin relationships ➢ Lifestyle preferences ➢ Gender ➢ Language preferences Reference List: Diana School of Community Services, CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety, Australia Institute of Business and Technology CHCDIV002 Learner Workbook Version 1.2 Page 4 of 38

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Activity 2B Estimated Time 30 Minutes Objective To provide you with an opportunity to reflect awareness of own and other cultures in work practices. Activity Outline three strategies that can be used to effectively accommodate cultural differences in the workplace. Strategies to accommodate cultural differences in the workplace may include: ➢ Workplace induction program – by having a program designed to introduce workers to their environment, it gives people with cultural differences a chance to identify, raise and negotiate adapting it to their needs. ➢ General guidelines and standards for approaching specific tasks and issues – by having standard procedures in the workplace, it is easy to identify which situations might cause an issue to those with cultural differences. You can then see whether you can adapt them (if practical), or ensure that no-one is put in a situation that is culturally insensitive to them. ➢ Develop understanding of own culture and history – knowing your own culture and history will help you understand the way you behave and why you think how you do. This, in turn, will help you better accept and understand the differences of others. Reference List: Diana School of Community Services, CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety, Australia Institute of Business and Technology Activity 2C Estimated Time 30 Minutes Objective To provide you with an opportunity to use communication techniques and work practices that show respect for the cultural differences of Aboriginal and/or Torres Strait Islander people. Activity 1. How might communication and the work environment be affected by Aboriginal and Torres Strait Islander cultural factors? You will need to ensure you use appropriate language and the correct terms to describe things, as well as understanding that some words do not carry the same meaning in yours and their language. Try and use their preferred terms, where possible. If possible (and required) consult an Aboriginal/Torres Strait Islander member of staff, personnel from an organisation, the local community or even the person you are communicating with. Avoid the following non-verbal cues when communicating with Aboriginal and Torres Strait Islander people: CHCDIV002 Learner Workbook Version 1.2 Page 5 of 38

➢ Persistent questioning ➢ Direct questioning ➢ Loud voices ➢ Lengthy eye contact ➢ Invading their personal space ➢ Following routines rigidly ➢ Ignoring visitors ➢ Talking while writing ➢ Anything that may be associated with past negative experiences for them. 2. How can Aboriginal and/or Torres Strait Islander Health workers, liaison officers and other colleagues be used as a resource to facilitate effective communication within the workplace? If you have any of these people available in the workplace, you may need to utilise these in order to maximise the effectiveness of communication. They can be used for: ➢ Interpretation ➢ Consultation ➢ Feedback ➢ Local knowledge and expertise. They should be used as a first point of contact for any matters concerning Aboriginal and Torres Strait Islander people, not as an afterthought. Reference List: Diana School of Community Services, CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety, Australia Institute of Business and Technology Activity 2D Estimated Time 40 Minutes Objective To provide you with an opportunity to engage with Aboriginal and/or Torres Strait Islander interpreters and colleagues as cultural brokers, according to situation needs. Activity 1. What is meant by the term "cultural broker"? A cultural broker is someone who facilitates people from one culture crossing over to another. In other words they act as a mediator between people/groups of different cultures, to enable effective communication and reduce conflict. They act as more than just an interpreter – in colloquial terms, they would be known as a "middle man". 2. Where can you find interpreter resources in Australia and what level should they be? You will need to know the available interpreter resources available to your organisation and its needs, so you can employ them as necessary. Government agencies are required to provide and pay for professional interpreters when people are seeking government-related services that have CHCDIV002 Learner Workbook Version 1.2 Page 6 of 38

difficulties speaking English. The Translating and Interpreting Service (TIS) National provides free interpretation services to nonEnglish speaking Australian citizens or permanent residents who need to communicate with approved groups and individuals, such as medical professionals. Interpreters can be accredited and unaccredited – you should aim to provide a 'Professional Interpreter' level worker accredited by the National Accreditation Authority for Translators and Interpreters (NAATI). If this is not possible/available, a 'Paraprofessional Interpreter' should be your second choice. Useful resources for finding interpreters include: ➢ Australian Institute of Interpreters and Translators Incorporated (AUSIT): www.ausit.org ➢ Translating and Interpreting Service (TIS): www.tisnational.gov.au ➢ National Accreditation Authority for Translators and Interpreters (NAATI): www.naati.com.au Reference List: Diana School of Community Services, CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety, Australia Institute of Business and Technology CHCDIV002 Learner Workbook Version 1.2 Page 7 of 38

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Activity 1A to 2D checklist – for assessor This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Learner’s name Tiantian Qi Assessor’s name Unit of Competence (Code and Title) CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety Date(s) of assessment 12/02/22 Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No (Please circle) Has sufficient evidence and information been provided by the learner for the activity? Yes No (Please circle) The learner’s performance was: Not yet satisfactory Satisfactory If not yet satisfactory, date for reassessment: Feedback to learner: Learner’s signature Tiantian Qi Assessor’s signature CHCDIV002 Learner Workbook Version 1.2 Page 8 of 38

Activity 3A Estimated Time 90 Minutes Objective To provide you with an opportunity to support the development of effective partnerships between staff, Aboriginal and/or Torres Strait Islander people and their communities. Activity 1. Outline two of the resources you can use to facilitate effective service delivery in a cross-cultural context. ➢ People identified with appropriate cultural knowledge ➢ Workplace design to accommodate cultural needs ➢ Workplace policy ➢ Reference groups 2. Outline three strategies for developing and maintaining effective relationships with Aboriginal and/or Torres Strait Islander co-workers and clients? ➢ Negotiation of roles and responsibilities in the workplace ➢ Development, monitoring and review of culturally safe work practices ➢ Identification of and consultation with key contact people such as Aboriginal liaison Officers 3. What strategies can you employ to support the development of effective partnerships between staff, Aboriginal and Torres Strait Islander people and their communities? ➢ Formation of appropriate reference groups ➢ Policy/guidelines – memorandum of understanding ➢ Two way flow of information and resources . Reference List: Diana School of Community Services, CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety, Australia Institute of Business and Technology Activity 3B Estimated Time 25 Minutes Objective To provide you with an opportunity to identify and utilise resources to promote partnerships. Activity 1. What are reference groups and how are they used? Reference groups are those which contain experts and senior figures from Aboriginal and Torres Strait Islander people; they allow your organisation to engage with their communities through meetings where they advise you on such matters. They give strategic advice on your organisation's procedures and guide you on how best to support Aboriginal and Torres Strait Islander people's rights. CHCDIV002 Learner Workbook Version 1.2 Page 9 of 38

2. How is a memorandum of understanding (MOU) different from a contract? A memorandum of understanding is an agreement between two or more parties (in this case, your organisation and Aboriginal and Torres strait Islander people). The agreement concerns working together to achieve a mutually beneficial/agreed goal. It is a written document, which can cover general matters or more precise concerns. Regardless, there are mutually-agreed expectations i.e. behaviour from one party is conditional on the other holding up their end of the bargain. However, MOUS are generally not legally binding, as money is not involved and it removes any unnecessary complications. They are less formal than contracts and have less details and stipulations this makes them more appealing and quicker to draw up and implement. Reference List: Diana School of Community Services, CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety, Australia Institute of Business and Technology Activity 3C Estimated Time 30 Minutes Objective To provide you with an opportunity to devise and document ways to support the delivery of services and programs that are culturally safe and encourage increased participation. Activity 1. What communication strategies can you (as an individual) employ to ensure the work environment is culturally safe? Strategies for individuals: o gestures and non-verbal techniques o display of positive regard and respect o non-judgemental approaches o ongoing personal/interpersonal skill development o forming partnerships with all cultural groups to achieve particular work goals o monitoring and reflecting on own actions to ensure cultural values are not imposed on others 2. Give ten communication strategies which might prove ineffective/inappropriate with Aboriginal and Torres Strait Islander people in a health care setting. ➢ Speaking in high tones ➢ Speaking too fast ➢ Using Standard Australian English to someone who doesn't speak it as a first language CHCDIV002 Learner Workbook Version 1.2 Page 10 of 38

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➢ Speaking to the wrong person about issues ➢ Speaking about confidential matters in public ➢ Speaking to the opposite gender about Men's/Women's business ➢ Rushing conversations ➢ Causing the patient shame/embarrassment/ridicule/disempowerment/to lose face/to lose dignity ➢ Interrupting/speaking over a patient ➢ Asking the patient to continually repeat themselves ➢ Asking closed questions ➢ Mimicking or attempting to speak their language without proficiency or permission ➢ Using direct eye contact (especially in cross-gender communication) ➢ Standing too close to them during communication ➢ Touching them without permission ➢ Using inappropriate titles when addressing them ➢ Assuming they understand what you say when they say "yes" ➢ Not providing them with clear choices or alternative care options ➢ Using jargon 3. Give ten ways you can remodel your communication strategies for Aboriginal and Torres Strait Islander people in a health care setting. ➢ Manipulate the environment to make it feel comfortable and familiar. ➢ Use welcoming verbal and non-verbal communication. ➢ Use Aboriginal and Torres Strait Islander flags, artwork, signage, patient information and other visual cues to reassure them. ➢ Smile and relax, to become more approachable. ➢ Introduce yourself warmly. ➢ Speak in gentle tones. ➢ Slow down speech and clearly pronounce words. ➢ Find out what language the patient understands best. You may need to find an interpreter if English is limited. ➢ Don't assume that the person is literate or literate in any form of communication. ➢ Ask them if they would like to deal with someone of the same sex. If this is not impossible, ask them if they would like another person to be present e.g. relative or partner. ➢ Be discrete and discuss all confidential matters in private, with the consent of the other person. ➢ Allow extra consultation time with them and be aware that they may be reluctant to communicate during certain times e.g. Sorry Business. ➢ Allow them to volunteer information, rather than forcing it out of them. ➢ Use indirect questioning. Reference List: Diana School of Community Services, CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety, Australia Institute of Business and Technology CHCDIV002 Learner Workbook Version 1.2 Page 11 of 38

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Activity 3D Estimated Time 30 Minutes Objective To provide you with an opportunity to integrate strategies that encourage self-determination and community control in services and programs. Activity 1. How can consultation with community representatives and community participation in decision making processes increase the participation of Aboriginal and Torres Strait Islander people in health service delivery? Consultation with community representatives This will allow you identify the key issues and priorities that may improve health and wellbeing outcomes for Aboriginal and Torres Strait Islander people. Representatives can put across the general opinions and views of their community and gather them for you. This allows you to get a feel of the issues that are most important to a particular community and which you can reasonably address. Community participation in decision making processes at all levels Involving people in the community (not just officials and representatives) gives an opportunity for the voices of everyone to be heard. There should be a medium/process for you to engage with people in the Aboriginal and Torres Strait Islander community, whether it is them contacting you or vice versa. Things like surveys, polls, email and censuses are useful forums for discussion with the wider community on a range of issues 2. What factors may contribute to the poor health of Aboriginal and Torres strait Islander people? ➢ History of European/Aboriginal contact ➢ Loss of culture, land, identity and Indigenous law ➢ Loss of family links ➢ Geographical remoteness ➢ Lack of relevant and culturally appropriate education ➢ Lack of meaningful employment or occupation ➢ Lack of relevant health knowledge ➢ Food and nutrition ➢ Smoking ➢ Alcohol and substance abuse ➢ Mental stress ➢ Poor maternal health ➢ Feelings of isolation and vulnerability and being culturally unsafe ➢ Violence ➢ Environmental health factors (housing, sewerage, water supply, hygiene) ➢ Late presentation, diagnosis and treatment. 3. What are some on the common chronic conditions and infectious diseases in Aboriginal and Torres Strait Islander people? Aboriginal and Torres Strait Islander people suffer from a number of chronic health conditions; these include: ➢ Cardiovascular disease CHCDIV002 Learner Workbook Version 1.2 Page 12 of 38

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➢ Diabetes ➢ Kidney disease ➢ Cancer ➢ Lung disease ➢ Dementia. As well as chronic conditions, there are also common infectious diseases which affect Aboriginal and Torres Strait Islander people, including: ➢ HIV/AIDS ➢ Hepatitis ➢ Tuberculosis ➢ Gastrointestinal conditions ➢ Haemophilus influenzae type b. Reference List: Diana School of Community Services, CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety, Australia Institute of Business and Technology Activity 4A Estimated Time 60 Minutes Objective To provide you with an opportunity to evaluate cultural safety strategies. Activity Examine your own workplace and its cultural safety strategies. Are they sufficient? In our centre, we use Aboriginal and Torres Strait Islander flags, artwork, signage, patient information to decorate the main room and our porch. We also create the world community display which present the original country families come from. Before we provide the service, we will community with families and collect the information we may need to protect the cultural safety. To promote staff sensitivity to cultural diversity, we will conduct staff education during regular staff meetings. Though we have many strategies to workplace cultural safety, we still should have further strategies to promote cultural safety. Because the families do not have a specific clue to test our daily teaching, and do not know whether we can effectively carry out cultural protection. Our centre do not create regular report to families. State which outcomes you are measuring cultural safety against, and suggest revisions to insufficient strategies. I will conduct surveys for attitudes and perceptions on different cultures. Thus, we should carry out the regular family meeting, and should report our teaching and efforts about cultural safety to families. In the meeting, we should survey the for attitudes and perceptions on different cultures CHCDIV002 Learner Workbook Version 1.2 Page 13 of 38

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Families should also have clues to give response to our centre. We will also providing extra education to staff on the diverse cultures they will encounter and teaching them to communicate with and approach diversity in better ways. Reference List: Diana School of Community Services, CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety, Australia Institute of Business and Technology CHCDIV002 Learner Workbook Version 1.2 Page 14 of 38

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Activity 3A to 4A checklist – for assessor This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Learner’s name Tiantian Qi Assessor’s name Unit of Competence (Code and Title) CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety Date(s) of assessment 12/02/22 Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No (Please circle) Has sufficient evidence and information been provided by the learner for the activity? Yes No (Please circle) The learner’s performance was: Not yet satisfactory Satisfactory If not yet satisfactory, date for reassessment: Feedback to learner: Learner’s signature Tiantian Qi Assessor’s signature CHCDIV002 Learner Workbook Version 1.2 Page 15 of 38

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Summative Assessments The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as instructed by your trainer/assessor. Knowledge Activity (Q & A) Objective: To provide you with an opportunity to show you have the required knowledge for this unit. Answer each question in as much detail as possible, considering your organisational requirements for each one. All answers will vary depending on the learner and the organisation they work for, but the learner should be able to answer each question competently. 1. In what ways does a competent cultural awareness of the concept of Aboriginal and/or Torres Strait Islander people promote cultural safety in the community services and health context? You should refer to your own understanding of cultural awareness as well as the policies and procedures of your workplace. Cultural awareness is sensitivity to the similarities and differences that exist between two different cultures and the use of this sensitivity in effective communication with members of another cultural group. Cultural safety involves actions that recognise, respect and nurture the unique cultural identity of a person and safely meet their needs, expectations and rights. It means working from the cultural perspective of the other person, not from your own perspective. Cultural competence means becoming aware of the cultural differences that exist, appreciating and having an understanding of those differences and accepting them. It also means being prepared to guard against accepting your own behaviours, beliefs and actions as the norm. Health care, services and programs need to reflect culturally safe and appropriate practices. This means taking into account the differences of other cultures (Aboriginal and Torres Strait Islander people in particular) and respecting their rights to adhere to cultural practices within the industry. Thus, Culturally appropriate work practices may recognise: ➢ Food customs ➢ Kin relationships ➢ Lifestyle preferences ➢ Gender ➢ Language preferences Thus, based on my understanding of Cultural awareness, Cultural safety and Cultural competence, We should consider these aspects when we make policies and procedures in workplace. CHCDIV002 Learner Workbook Version 1.2 Page 16 of 38

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2. List three examples of key legislations which have been passed that affect Aboriginal and Torres Strait Islander people. ➢ State Children Act 1911 ➢ Aboriginals Preservation and Protection Act 1939 ➢ Torres Strait Islander Act 1939 ➢ Adoption of Children Act 1964 3. Respecting the diversity of culture is essential to the cultural safety of the workplace. List two culturally appropriate practices that you could provide within your workplace. 1. Food customs: Meals were traditionally a social time in Aboriginal and Torres Strait Islander culture Elders were fed first (out of respect) and portions divided according to social standing. However, today, most of these customs have been replaced by the convenience of preparation and cooking; however, the sharing aspect still remains. Thus, we will respect the food customs of Aboriginal and Torres Strait Islander people and provide these in health care/services/programs settings. 2. Gender: Aboriginal and Torres Strait Islander have the concept of Men's and Women's business – this refers to certain matters that should only be discussed with people of the same gender. So we should employing someone from a community organisation from the appropriate gender to assist with the sharing of information (if one is not available in your organisation). Certain information can be sensitive and it is important to provide the appropriate people required to facilitate the process. 4. Explain, in your own words, why two of the following issues may have an effect on the engagement of Aboriginal and/or Torres Strait Islander people with community services and health systems. Your answer should be no more than 500 words.  The European settlement  The loss of land and culture  Racism and discrimination  Power relations both past and present  The European settlement: Before Australia was colonised, it is estimated that there were over one million Aboriginal and Torres Strait Islander inhabitants. This population declined post-colonisation, leaving only 60,000 of them by the 1920s. European colonisation forcing Aboriginal and strait islanders off their land, away from their hunter-gatherer origins; Violence in retaliation to their land being taken from them; Infection from the European colonials sometimes resulting in death; Being forbidden to use their own language or maintain cultural practices, when moved to missions/reserves; Laws were created that limited the rights of Aboriginal and Torres Strait Islander people, implementing segregation; Aboriginal and Torres Strait children were removed from their families and raised by foster families or in institutions; Aboriginal and Torres Strait Islander people suffered physical and sexual abuse or were forced into servitude and poverty; Loss of cultural identity and language, as expectations were to adopt European customs; Prevention of contact with their Aboriginal and Torres Strait Islander families.  The loss of land and culture CHCDIV002 Learner Workbook Version 1.2 Page 17 of 38

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The Continuing Impact of Settlement. Changes in policy, even when addressed to problems created by the past, do not erase the past. The history of forced resettlement on reserves, the placing of many thousands of children in institutions, and the loss of land and culture are evident in the disadvantages still experienced by many Aboriginal people today. Even without forcible removal, Aborigines often had little choice but to ‘come in’ to the cities, rural centres or pastoral stations. The coming together in settlements and missions of many different groups with different languages and customs created new tensions. The availability of Western medical skills, education and technology increased the degree of contact with the outside world and Anglo-Australian ways. The increasing availability of television in rural areas and the advent of satellite communications have added further pressures. Alcohol continues to have a devastating effect.  Racism and discrimination In Australia, discrimination and racism towards Aboriginal and Torres Strait Islander peoples is a reality that is exacerbated by collective experiences and memory of abuse, dispossession and intergenerational trauma from colonisation. It has been recognised for many years the health disadvantage that Aboriginal and Torres Strait Islander peoples have in comparison to their non- indigenous counterparts due to the ongoing colonialization of Australia. For example, for Aboriginal and Torres Strait Islander people born in 2015 to 2017, the life expectancy was estimated to be 8.6 and 7.8 years lower than other Australian male and female counterparts, respectively. Moreover, Aboriginal and Torres Strait Islander people experienced a total disease burden (disability-adjusted life years or DALYs) that was 2.3 times that of other Australian populations in 2011 and are nearly three times more likely to be physiologically distressed and two times more likely to die by suicide than other Australians.  Power relations both past and present The social and economic impact of invasion and control of Indigenous people has accumulated across generations. It was amplified by policies and practices that have systematically disadvantaged Indigenous people. In many instances, this has resulted in the transmission of trauma, poverty and other forms of disadvantage from generation to generation. So the disadvantage we see today is often the long term effect of lack of opportunities in previous generations, including poor nutrition and inadequate education and health care. 5. What impact might your own culture have on Aboriginal and/or Torres Strait Islander people’s engagement with the services within your workplace? You may refer to specific workplace procedures and/or codes of practice already implemented. Present your answer in no more than 500 words. The Chinese traditional cultural values of harmony, benevolence, righteousness, courtesy, wisdom, honesty, loyalty, and filial piety are embodied in China’s diplomacy through the concept of harmony, the most important Chinese traditional value. Firstly, according to the concept of harmony, the universe unites diversity. Difference does not necessarily equal contradiction. Differences sometimes evolve into contradictions, but sometimes they constitute a necessary condition for harmony. There are many examples in which differences complement each other in nature and society. Uniting diversity is the basis for the generation of new things. Confucius said, “The gentleman aims at harmony, and not at uniformity.” Thus, a gentleman may hold different views, but he does not blindly follow others. Instead, he seeks to coexist harmoniously with them. CHCDIV002 Learner Workbook Version 1.2 Page 18 of 38

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Secondly, Chinese culture believe that Wisdom requires that one distinguish right from wrong, place capable people in suitable positions, know oneself, and be resourceful. One must have a loving heart to love others, and one must have wisdom to understand others. People should have not only a loving heart but also wisdom to distinguish good from evil and right from wrong. They should have the wisdom and resourcefulness to control evil and promote good. Thus, I believe that the respect of difference could have positive influence on Aboriginal and/or Torres Strait Islander people’s engagement with the services within my workplace. For example, Management/Nominated Supervisor/Certified Supervisor will ensure: • That child-rearing practices reflect cultural context. • That all children and families are treated equally and fairly and with respect at all times. • The Service creates and maintains links with local cultural diverse communities • A sense of inclusion for all families will be embraced within the Service • The service builds and maintains cultural resources. • Encourage children, families and staff to respect and value others, including those who are different from themselves. • Children, staff and families cultural backgrounds are reflected in developing routines and program consistent with best practice and positive outcomes for all stakeholders. • Communication for families can be translated into their home language wherever possible To distinguish right from wrong and have a loving heart to love others, the codes of ethics in our centre also could have positive influence on Aboriginal and/or Torres Strait Islander people’s engagement with the services within my workplace. For example, Educators will:  Encourage children to respect and value others, including those who are different from themselves  Ensure children do not exclude others on the basis of differences such as race, sex or ability  Ensure that the self-identity of each child is valued and respected  Encourage children to explore and accept diversity  Challenge bias and stereotypes  Provide an inclusive environment  Address bias or comments about difference  Model inclusive practices  Ensure privacy and confidentiality is maintained 6. Identify the reason why the following factors may contribute to Aboriginal and/or Torres Strait Islander ill health:  A lack of relevant and culturally appropriate education  Poor living conditions  Feelings of isolation and vulnerability. There are a variety of things in Australia which can contribute to the onset of the above diseases and conditions. While they apply to everyone, Aboriginal and Torres Strait Islander people tend to have higher rates of them. Factors contributing to Aboriginal and Torres Strait Islander people's ill health include: ➢ History of European/Aboriginal contact ➢ Loss of culture, land, identity and Indigenous law ➢ Loss of family links CHCDIV002 Learner Workbook Version 1.2 Page 19 of 38

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➢ Geographical remoteness ➢ Lack of relevant and culturally appropriate education ➢ Lack of meaningful employment or occupation ➢ Lack of relevant health knowledge ➢ Food and nutrition ➢ Smoking ➢ Alcohol and substance abuse ➢ Mental stress ➢ Poor maternal health ➢ Feelings of isolation and vulnerability and being culturally unsafe ➢ Violence ➢ Environmental health factors (housing, sewerage, water supply, hygiene) ➢ Late presentation, diagnosis and treatment. These things can be attributed to a wide range of external factors, which include: ➢ Low income ➢ Lack of education ➢ Unemployment ➢ High stress ➢ Poor social networks and support ➢ Poor working and living conditions ➢ Gender inequalities ➢ Behavioural problems (mental conditions). 7. List three chronic health conditions which Aboriginal and/or Torres Islander people are likely to suffer from. ➢ Cardiovascular disease ➢ Diabetes ➢ Kidney disease ➢ Cancer ➢ Lung disease ➢ Dementia. 8. Explore three ways in which you can encourage the involvement of Aboriginal and/or Torres Strait Islander people in the planning and delivery of the services and programs offered by your workplace. Your answer should consider the policies and procedures of your workplace as well as wider legislation. Present your answer in an essay of no more than 800 words. Before engaging with Aboriginal and Torres Strait Islander communities it is worthwhile taking time to reflect on your own values, principles and beliefs; and to understand the way our shared history impacts on relationships between Aboriginal and Torres Strait Islander and non-Indigenous Australians today. It is an important process to recognise during interactions across the lifecycle of guideline development. 1. Consider whether the guideline topic is a priority issue and/or has specific implications for Aboriginal and Torres Strait Islander Peoples If initial scoping investigations and consultation with peak bodies suggest the topic has specific implications for Aboriginal and Torres Strait Islander Peoples — for example, implications related to achieving equity of health outcomes — NHMRC suggests appointing an Aboriginal and/or Torres Strait Islander person as the chair or co-chair of the guideline development group. This is in addition to other Aboriginal and Torres Strait Islander representatives. A general principle should be - the CHCDIV002 Learner Workbook Version 1.2 Page 20 of 38

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greater the implications for a specific group, the greater the need for engagement, involvement and leadership from that group If you are developing guidelines about a general health issue that may also impact Aboriginal and Torres Strait Islander Peoples, then at least two Aboriginal and Torres Strait Islander representatives should be included on the development group. Doing this makes it easier for members of a non- dominant group to have a voice. Some checklists may help determine whether you need to target your guideline for Aboriginal and Torres Strait Islander Peoples or whether you might want to frame it around equity-sensitive questions. These will be important to consider at the beginning of the guideline development process as they may have implications for the selection of the chair or guideline development group members. 2. Scope relevant issues for Aboriginal and Torres Strait Islander Peoples NHMRC asks Australian guideline developers to ensure that issues relevant to Aboriginal and Torres Strait Islander Peoples — such as particular risks, treatment considerations or sociocultural considerations — are identified and described. ·The Australian Bureau of Statistics and the Australian Institute for Health and Welfare provide data on the health of Indigenous Australians, against national key performance indicators (nKPIs)  · The Lowitja Institute has developed search aids to help explicitly identify studies involving Aboriginal and Torres Strait Islander Peoples  ·The Cochrane Library’s special collection on Indigenous health  ·You can also consult with a librarian about how you might capture studies related to Aboriginal and Torres Strait Islander Peoples in your search. 3. Start a positive conversation Engagement is undertaken with an understanding of the historical, cultural and social complexity of specific local or regional contexts . Cultural security, safety and awareness are essential for working effectively with communities (Alcohol and Drug Foundation) and providing a culturally safe environment is critical. Hurried, one-off consultations that are organised without direct input from communities and through community structures, don’t work (Hunt 2013). Relationships take time to develop and so it is important to start building them from the beginning of the guideline project, and to maintain them throughout the process. It is important that Aboriginal and Torres Strait Islander representatives lead the conversation and focus on respectful and deep listening (Dadirri) It is important to use a ‘strengths-based’ lens in discussions recognise the resilience and assets of a community — knowledge, skills, networks, extended family and cultural identity. A strengths-based lens also incorporates a holistic approach to wellbeing; the social determinants of ‘good health’; as well as protective factors. For example, the philosophy of Tathra Preschool, The United Nations Convention on the Rights of the Child, The Early Childhood Australia Code of Ethics, and Federal and NSW Equal Opportunity legislation, principles of social justice and equity provide a framework for this Policy At Tathra Preschool we embrace a collaborative approach in which we :  Support the learning and wellbeing of children and families, embracing individual and cultural diversity CHCDIV002 Learner Workbook Version 1.2 Page 21 of 38

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 Recognise that all children have the right to have their culture acknowledged and respected  Actively support the inclusion of all children including those with additional needs.  Provide an environment which is free from bias and prejudice in which children learn the principles of fairness and respect.  Build networks and collaborate with the community to promote an understanding and appreciation of diversity.  Actively encourage families to share their individual skills, life experiences and culture.  Access and provide referral to inclusion support services to support children’s well-being and full inclusion into our preschool program.  Provide an educational program which aims to reflects principles of inclusion, equity and diversity in action. Reference List: Diana School of Community Services, CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety, Australia Institute of Business and Technology https://www.heti.nsw.gov.au/education-and-training/courses-and-programs/international-medical- graduate-information/cultural-awareness https://systematicreviewsjournal.biomedcentral.com/articles/10.1186/s13643-020-01480-w https://australianstogether.org.au/discover/australian-history/get-over-it/ https://carnegieendowment.org/2013/11/21/china-s-traditional-cultural-values-and-national- identity-pub-53613#:~:text=The%20Chinese%20traditional%20cultural%20values,most %20important%20Chinese%20traditional%20value . https://www.aihw.gov.au/getmedia/7d54eac8-4c95-4de1-91bb-0d6b1cf348e2/ctgc-ip05.pdf.aspx? inline=true https://tathrapreschool.com.au/wp-content/uploads/2016/10/Inclusion-and-Diversity-Policy.pdf CHCDIV002 Learner Workbook Version 1.2 Page 22 of 38

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Knowledge Activity Assessor Checklist This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Learner’s name Tiantian Qi Assessor’s name Unit of Competence (Code and Title) CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety Date(s) of assessment 12/02/22 Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No (Please circle) Has sufficient evidence and information been provided by the learner for the activity? Yes No (Please circle) Comments Provide your comments here: The learner’s performance was: Not yet satisfactory Satisfactory If not yet satisfactory, date for reassessment: Feedback to learner: Learner’s signature Tiantian Qi CHCDIV002 Learner Workbook Version 1.2 Page 23 of 38

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