Unit Assessment Pack (UAP) \u2013 Cover Sheet
\nStudent and Trainer\/Assessor Details
\nStudent ID
\nStudent name
\nContact number
\nEmail address
\nTrainer\/Assessor name
\nCourse and Unit Details
\nCourse code
\nCourse name
\nUnit code CHCDIV001
\nUnit name Work with diverse people
\nAssessment Submission Method
\n? By hand to trainer\/assessor
\n? By email to trainer\/assessor
\n? Online submission via Learning Management System (LMS)
\n? By Australia Post to
\nRTO ? Any other method<\/p>\n
_________________________________________________
\n(Please mention here)<\/p>\n
Student Declaration
\n\u2022 I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;
\n\u2022 I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;
\n\u2022 For the purposes of assessment, I give the trainer\/assessor of this assessment the permission to:
\no Reproduce this assessment and provide a copy to another member of staff; and o Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking).
\nStudent signature: ________________________________
\nDate: _______________________
\nLevel 1, 243 Lonsdale St. Dandenong VIC 3175 Email: info@hammond.edu.au Web: www.hammond.edu.au Phone: 1800 788 399
\nAssessment Plan
\nTo demonstrate competence in this unit, you must be assessed as satisfactory in each of the following assessment tasks.
\nEvidence recorded Evidence Type\/ Method of assess ment Sufficient evidence recorded\/Outcome
\nUnit Assessment Task 1 Unit Knowledge Test (UKT) S \/ NS (First Attempt)
\nS \/ NS (Second Attempt)
\nUnit Assessment Task 2 Case Studies S \/ NS (First Attempt)
\nS \/ NS (Second Attempt)
\nUnit Assessment Task 3 Unit Project (UP) S \/ NS (First Attempt)
\nS \/ NS (Second Attempt)
\nUnit Assessment Task 4
\nWork placement task S \/ NS (First Attempt)
\nS \/ NS (Second Attempt)
\nUnit Assessment Task 5
\nWork placement observation S \/ NS (First Attempt)
\nS \/ NS (Second Attempt)
\nFinal result C\/NYC Date assessed
\nTrainer\/Assessor Signature
\nAssessment Conditions
\nUnit purpose\/application
\nThis unit describes the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and\/or Torres Strait Islander people.
\nThis unit applies to all workers.
\nThe skills in this unit must be applied in accordance with Commonwealth and State\/Territory legislation, Australian\/New Zealand standards and industry codes of practice.
\nWhat the student can expect to learn by studying this unit of competency
\n\u2022 Reflect on own perspectives
\n\u2022 Appreciate diversity and inclusiveness, and their benefits
\n\u2022 Communicate with people from diverse backgrounds and situations
\n\u2022 Promote understanding across diverse groups
\nTraining and assessment resources required for this unit of competency
\nThe student will have access to the following:
\n\u2022 Learner guide
\n\u2022 PowerPoint presentation
\n\u2022 Unit Assessment Pack (UAP)
\n\u2022 Access to other learning materials such as textbooks
\nThe resources required for these assessment tasks also included:
\n\u2022 Access to a computer, the Internet and word-processing system such as MS Word.
\n\u2022 Codes of practice and standards issued by government regulators or industry groups
\n\u2022 Access to individualised plans and any equipment outlined in the plan
\n\u2022 Recognised assessment and planning tools
\nSimulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions.
\nSubmission instructions
\nYour trainer\/assessor will confirm assessment submission details for each assessment task.
\nAcademic integrity, plagiarism and collusion
\nAcademic Integrity
\nAcademic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.
\nAs a student, you are required to:
\n\u2022 Undertake studies and research responsibly and with honesty and integrity
\n\u2022 Ensure that academic work is in no way falsified
\n\u2022 Seek permission to use the work of others, where required
\n\u2022 Acknowledge the work of others appropriately
\n\u2022 Take reasonable steps to ensure other students cannot copy or misuse your work.
\nPlagiarism
\nPlagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the internet, RTO staff, other students, and from published and unpublished work.
\nPlagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:
\n\u2022 Paraphrasing and presenting work or ideas without a reference
\n\u2022 Copying work either in whole or in part
\n\u2022 Presenting designs, codes or images as your own work
\n\u2022 Using phrases and passages verbatim without quotation marks or referencing the author or web page
\n\u2022 Reproducing lecture notes without proper acknowledgement.
\nCollusion
\nCollusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else.
\nCollusion may be with another RTO student or with individuals or students external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.
\nCollusion occurs when you work without the authorisation of the teaching staff to:
\n\u2022 Work with one or more people to prepare and produce work
\n\u2022 Allow others to copy your work or share your answer to an assessment task
\n\u2022 Allow someone else to write or edit your work (without rto approval)
\n\u2022 Write or edit work for another student
\n\u2022 Offer to complete work or seek payment for completing academic work for other students. Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO\u2019s policy on Academic integrity, plagiarism and collusion.
\nPlagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO\u2019s policy.
\nProven involvement in plagiarism or collusion may be recorded on students\u2019 academic file and could lead to disciplinary action
\nOther Important unit specific Information
\nN\/A
\nUnit outcome
\n\u2022 This unit is not graded and the student must complete and submit all requirements for the assessment task for this cluster or unit of competency to be deemed competent.
\n\u2022 Students will receive a ‘satisfactorily completed’ (S) or ‘not yet satisfactorily completed (NS) result for each individual unit assessment task (UAT).
\n\u2022 Final unit result will be recorded as competency achieved\/competent (C) or competency not yet achieved\/not yet competent (NYC).
\nPrerequisite\/s
\nNil
\nCo-requisite\/s
\nNil
\nFoundation Skills
\nThe Foundation Skills describe those required skills (learning, oral communication, reading, writing, numeracy, digital technology and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.
\nRelevant Legislation
\n\u2022 Australian Human Rights Commission Act 1986
\n\u2022 Age Discrimination Act 2004
\n\u2022 Disability Discrimination Act 1992
\n\u2022 Racial Discrimination Act 1975
\n\u2022 Sex Discrimination Act 1984
\n\u2022 Code of ethics and codes of conduct
\n\u2022 Ethical Principles in the Workplace
\n\u2022 Codes of practice
\n\u2022 The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
\n\u2022 Occupational Health and Safety Act 2004
\n\u2022 Work Health and Safety Act 2011
\nPrinciples of assessment and rules of evidence
\nAll assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to.
\nThe principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent. The rules of evidence state that evidence must be sufficient, valid, current and authentic.
\nAQF Level
\nAQF levels and the AQF levels criteria are an indication of the relative complexity and\/or depth of achievement and the autonomy required to demonstrate that achievement.
\nAll assessment tasks must ensure compliance with the requirements of AQF level and the AQF level criteria. For more information, please visit http:\/\/www.aqf.edu.au\/
\nFurther Information
\nFor further information about this unit go to https:\/\/training.gov.au\/Training\/Details\/CHCDIV001
\nAdditional Information
\n\u2022 This information will be managed by the provisions of the Privacy Act and the Freedom of Information Act.)
\n\u2022 Students are required to satisfactorily complete and submit all assessment tasks that contribute to the assessment for a unit.
\n\u2022 Students will be provided with one more attempt to complete this Unit assessment pack (UAP) if trainer\/assessor deems them not satisfactorily completed (NS) in any Unit assessment task (UAT).
\n\u2022 Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer\/assessor to ensure the student is ready for the assessment.
\n\u2022 Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance and quality assurance department\/administration department in your RTO for continuously improving our assessment and student resources.
\nFeedback to student
\nFeedback on students\u2019 assessment performance is a vital element in their learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take.
\nFeedback defines for students what their trainer\/assessor thinks is important for a topic (sample nursing essay examples by the best nursing assignment writing service) or a subject.
\nAt its best, feedback should:
\n\u2022 Be provided for each Unit Assessment Task (UAT)
\n\u2022 Guide students to adapt and adjust their learning strategies
\n\u2022 Guide trainers\/assessors to adapt and adjust teaching to accommodate students\u2019 learning needs
\n\u2022 Be a pivotal feature of learning and assessment design, not an add-on ritual
\n\u2022 Focus on course and unit learning outcomes
\n\u2022 Guide students to become independent and self-reflective learners and their own critics
\n\u2022 Acknowledge the developmental nature of learning.
\nIf students have not received proper feedback, they must speak to compliance and quality assurance department\/administration department in the RTO\/person responsible for looking after the quality and compliance services of the RTO.
\nFor more information, please refer to RTO Student Handbook.
\nUnit Pre-Assessment Checklist (UPAC) UAT 1 \u2013 Unit Knowledge Test (UKT)
\nPurpose of the checklist
\nThe pre-assessment checklist helps students determine if they are ready for assessment. The trainer\/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer\/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
\nSection 1: Information for Students
\n\u2022 Please make sure you have completed the necessary prior learning before attempting this assessment.
\n\u2022 Please make sure your trainer\/assessor clearly explained the assessment process and tasks to be completed.
\n\u2022 Please make sure you understand what evidence is required to be collected and how.
\n\u2022 Please make sure you know your rights and the Complaints and Appeal process.
\n\u2022 Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer\/assessor).
\n\u2022 Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
\n\u2022 Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
\n\u2022 Due date of this assessment task is according to your timetable.
\n\u2022 In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer\/assessor.
\n\u2022 Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
\n\u2022 Request for an extension to submit your assessment work must be made before the due date of this assessment task.
\nSection 2: Reasonable adjustments
\n\u2022 Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
\n\u2022 Please note, academic standards of the unit\/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
\n\u2022 The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
\n\u2022 Trainer\/Assessor must complete the section below \u201cReasonable Adjustment Strategies Matrix\u201d to ensure the explanation and correct strategy have been recorded and implemented.
\n\u2022 Trainer\/Assessor must notify the administration\/compliance and quality assurance department for any reasonable adjustments made.
\n\u2022 All evidence and supplementary documentation must be submitted with the assessment pack to the administration\/compliance and quality assurance department.
\nReasonable Adjustment Strategies Matrix (Trainer\/Assessor to complete)
\nCategory Possible Issue Reasonable Adjustment Strategy (select as applicable)
\n\u2022 LLN \u2022 Speaking
\n\u2022 Reading
\n\u2022 Writing
\n\u2022 Confidence \u2022 Verbal assessment
\n\u2022 Presentations
\n\u2022 Demonstration of a skill
\n\u2022 Use of diagrams
\n\u2022 Use of supporting documents such as wordlists
\n\u2022 Non-
\nEnglish
\nSpeaking
\nBackground \u2022 Speaking
\n\u2022 Reading
\n\u2022 Writing \u2022 Cultural background \u2022 Confidence \u2022 Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
\n\u2022 Use methods that do not require a higher level of language or literacy than is required to perform the job role \u2022 Use short sentences that do not contain large amounts of information
\n\u2022 Clarify information by rephrasing, confirm understanding
\n\u2022 Read any printed information to the student
\n\u2022 Use graphics, pictures and colour coding instead of, or to support, text
\n\u2022 Offer to write down, or have someone else write, oral responses given by the student
\n\u2022 Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student\u2019s needs
\n\u2022
\nIndigenous \u2022 Knowledge and understanding
\n\u2022 Flexibility
\n\u2022 Services \u2022 Inappropriate training and assessment \u2022 Culturally appropriate training
\n\u2022 Explore understanding of concepts and practical application through oral assessment
\n\u2022 Flexible delivery
\n\u2022 Using group rather than individual assessments
\n\u2022 Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
\n\u2022 Age \u2022 Educational background \u2022 Limited study
\nskills \u2022 Make sure font size is not too small
\n\u2022 Trainer\/Assessor should refer to the student\u2019s experience \u2022 Ensure that the time available to complete the assessment takes account of the student\u2019s needs
\n\u2022 Provision of information or course materials in accessible format.
\n\u2022 Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
\n\u2022 Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write
\n\u2022 Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
\n\u2022 Changes to course design, e.g. substituting an assessment task
\n\u2022 Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
\n\u2022
\nEducational background \u2022 Reading
\n\u2022 Writing
\n\u2022 Numeracy
\n\u2022 Limited study skills and\/or learning strategies \u2022 Discuss with the Student previous learning experience \u2022 Ensure learning and assessment methods meet the student\u2019s individual need
\n\u2022 Disability \u2022 Speaking
\n\u2022 Reading
\n\u2022 Writing
\n\u2022 Numeracy
\n\u2022 Limited study skills and\/or learning strategies \u2022 Identify the issues
\n\u2022 Create a climate of support
\n\u2022 Ensure access to support that the student has agreed to
\n\u2022 Appropriately structure the assessment
\n\u2022 Provide information or course materials in accessible format, e.g. a textbook in braille
\n\u2022 Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
\n\u2022 Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write
\n\u2022 Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
\n\u2022 Changes to course design, e.g. substituting an assessment task
\n\u2022 Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
\nExplanation of reasonable adjustments strategy used (If required)
\nUnit Assessment Task (UAT)
\nAssessment Task 1 – Unit Knowledge Test (UKT)
\nAssessment type
\n\u2022 Written Questions
\nAssessment task description
\n\u2022 This is the first unit assessment task you must successfully complete to be deemed competent in this unit of competency.
\n\u2022 The Unit Knowledge Test is comprised of seventeen (17) written Questions
\n\u2022 You will receive your feedback within two weeks – you will be notified by your Assessor when results are available.
\n\u2022 You must answer all questions to the required level, e.g. select the appropriate number of choices and correct answers.
\n\u2022 You must respond to all questions and submit them to your Assessor.
\nApplicable conditions
\n\u2022 This assessment is untimed. Student must finish assessment task in his own time.
\n\u2022 Assessment is conducted as open book tests (this means that you can refer to your textbook or other learner resources during the test).
\n\u2022 You must answer the questions in your own words. (Answer copied directly from text books\/internet or other sources are not accepted).
\n\u2022 Electronic devices are allowed during this test.
\n\u2022 Outside materials are allowed.
\n\u2022 You must read and respond to all questions.
\n\u2022 You may handwrite\/use computers to answer the questions.
\n\u2022 You must complete the task independently.
\n\u2022 No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
\n\u2022 As you complete this assessment task you are predominately demonstrating your knowledge to your assessor. The assessor may also observe your practical skills and techniques and ask you relevant questions during this assessment task.
\nResubmissions and reattempts
\n\u2022 Where a student\u2019s answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed.
\n\u2022 You must speak to your Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)
\nLocation
\n\u2022 This assessment task may be completed in a classroom, learning management system (i.e. Moodle), workplace, or independent learning environment.
\n\u2022 Your assessor will provide you further information regarding the location of completing this assessment task.
\nPurpose of the assessment
\n\u2022 The purpose of this assessment task is to demonstrate essential knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and\/or Torres Strait Islander people.
\nGeneral Instructions for answering written questions:
\n\u2022 Complete a written assessment consisting of a series of seventeen (17) written questions.
\n\u2022 You will be required to correctly answer 100% of these questions.
\n\u2022 Do not start answering questions without understanding what is required from you. Reading the question carefully and critically analyze it a few seconds will help you to identify what is really needed.
\n\u2022 Answer the questions in the space provided on the answer sheet
\n\u2022 Use a black or blue ballpoint pen.
\nHow your assessor will assess your work?
\n\u2022 This assessment task requires the student to answer (17) written Questions
\n\u2022 Answers must demonstrate the student\u2019s understanding and knowledge of the unit.<\/p>\n
Assessment Task 1
\nWritten Questions:
\n1.Define the following terms in 100 -200 words:
\na) Culture
\nb) Diversity
\nc) Human Rights
\nd) Cultural identity
\ne) Ethnicity
\nF) Race
\ng) Marginalized community
\n2. List at least three (3) each internal and external factor that contribute to the formation of the culture?
\n3. List any three (3) legislations relevant to issues surrounding cultural differences?
\n4. Is it necessary to value and respect the cultural identity and cultural difference of your clients and colleagues?
\nMention any two (2) reasons.
\n5.Describe briefly the following given below discrimination legislation in 100 words?
\na. Age Discrimination Act 2004
\nb. Disability Discrimination Act 1992
\nc. Racial Discrimination Act 1975
\nd. Sex Discrimination Act 1984
\n6. A. When was the Universal declaration of human rights was adopted?
\nB What rights do people have under the Universal declaration of human rights that affect disability support services? Mention any five (5) rights.
\nC. How do Universal declaration of human rights affect individual workers? Answer in 50-100 words.
\nD. Describe the relationship between human needs and human rights? Answer in 50-100 words.
\n7. State any two (2) methods used to review and modify work practices in a workplace for the workers with different languages?
\n8.A. Why is it necessary to overcome any language and cultural barriers when working with clients? List any two (2) reasons:
\nB. Write any five (5) strategies that can be implemented to manage language barriers when you are working with an aged care clients or disabled clients from different cultural background?
\nC. List any three (3) indications where language interpreter is required in working Environment?
\nD. Name any two (2) people who can help when professional interpreter is unavailable?
\n9.List any three (3) ways to maintain respect for cultural differences when communicating with clients and their family?
\n10. A. List any three (3) known causes of discrimination in a disability support or aged care environment?
\nB. Write four (4) strategies that can be implemented to eliminate discrimination from the workplace?
\n11. List at least five (5) factors\/areas of cultural differences that influence work practices.
\n12. Mention Four (4) verbal communication techniques that will help us to develop trust and understanding with the clients at workplace?
\n13 List any five (5) nonverbal communication strategies that can be implemented to deal with clients from different cultures?
\n15 A. Mention any two (2) cultural influences and\/or changing cultural practices that have occurred in Australia?
\nHint: Consider their impact on diverse communities that make up Australian Society.
\n16. The following table list substandard treatment that could be found in an aged or disability care environment. Provide at least three (3) examples of how people from different cultures can be treated unfairly.
\nSubstandard treatment Examples
\n1. Inappropriate food as per cultural needs
\n2.Disrespecting cultural views about gender
\n3.Ignoring client\u2019s complaints with language barrier
\n4.Exclusion of people because they are
\nBelong to marginalised communities
\n5. Misconduct with the staff member about cultural difference
\n6.No opportunity for resident to practice religion
\n17.Discuss the social, political and economic issues affecting Aboriginal and Torres Strait Island people? (Write in 100-200 words)
\nUnit Assessment Result Sheet (UARS)
\nAssessment Task 1 \u2013 Unit Knowledge Test (UKT) Student and Trainer\/Assessor Details
\nUnit code CHCDIV001
\nUnit name Work with diverse people
\nOutcome of Unit
\nAssessment Task (UAT) First attempt:
\nOutcome (please make sure to tick the correct checkbox): Satisfactory (S) ? or Not Satisfactory (NS) ?
\nDate: _______(day)\/ _______(month)\/ ____________(year)
\nSecond attempt:
\nOutcome (please make sure to tick the correct checkbox):
\nSatisfactory (S) ? or Not Satisfactory (NS) ?
\nDate: _______(day)\/ _______(month)\/ ____________(year)
\nFeedback to Student First attempt:
\nSecond attempt:
\nStudent Declaration \u2022 I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
\n\u2022 I have kept a copy of all relevant notes and reference material that I used as part of my submission.
\n\u2022 I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.
\n\u2022 I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
\n\u2022 All appeal options have been explained to me.
\nStudent Signature
\nDate
\nTrainer\/Assessor Name
\nTrainer\/Assessor Declaration I hold:
\n? Vocational competencies at least to the level being delivered
\n? Current relevant industry skills
\n? Current knowledge and skills in VET, and undertake
\n? Ongoing professional development in VET
\nI declare that I have conducted an assessment of this candidate\u2019s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the abovenamed candidate.
\nTrainer\/Assessor Signature
\nDate
\nOffice Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________
\nUnit Pre-Assessment Checklist (UPAC) UAT 2 \u2013Case Studies
\nPurpose of the checklist
\nThe pre-assessment checklist helps students determine if they are ready for assessment. The trainer\/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer\/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
\nSection 1: Information for Students
\n\u2022 Please make sure you have completed the necessary prior learning before attempting this assessment.
\n\u2022 Please make sure your trainer\/assessor clearly explained the assessment process and tasks to be completed.
\n\u2022 Please make sure you understand what evidence is required to be collected and how.
\n\u2022 Please make sure you know your rights and the Complaints and Appeal process.
\n\u2022 Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer\/assessor).
\n\u2022 Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
\n\u2022 Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
\n\u2022 Due date of this assessment task is according to your timetable.
\n\u2022 In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer\/assessor.
\n\u2022 Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
\n\u2022 Request for an extension to submit your assessment work must be made before the due date of this assessment task.
\nSection 2: Reasonable adjustments
\n\u2022 Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
\n\u2022 Please note, academic standards of the unit\/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
\n\u2022 The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
\n\u2022 Trainer\/Assessor must complete the section below \u201cReasonable Adjustment Strategies Matrix\u201d to ensure the explanation and correct strategy have been recorded and implemented.
\n\u2022 Trainer\/Assessor must notify the administration\/compliance and quality assurance department for any reasonable adjustments made.
\n\u2022 All evidence and supplementary documentation must be submitted with the assessment pack to the administration\/compliance and quality assurance department.
\nReasonable Adjustment Strategies Matrix (Trainer\/Assessor to complete)
\nCategory Possible Issue Reasonable Adjustment Strategy (select as applicable)
\n\u2022 LLN \u2022 Speaking
\n\u2022 Reading
\n\u2022 Writing
\n\u2022 Confidence \u2022 Verbal assessment
\n\u2022 Presentations
\n\u2022 Demonstration of a skill
\n\u2022 Use of diagrams
\n\u2022 Use of supporting documents such as wordlists
\n\u2022 Non-
\nEnglish
\nSpeaking
\nBackground \u2022 Speaking
\n\u2022 Reading
\n\u2022 Writing \u2022 Cultural background \u2022 Confidence \u2022 Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
\n\u2022 Use methods that do not require a higher level of language or literacy than is required to perform the job role \u2022 Use short sentences that do not contain large amounts of information
\n\u2022 Clarify information by rephrasing, confirm understanding
\n\u2022 Read any printed information to the student
\n\u2022 Use graphics, pictures and colour coding instead of, or to support, text
\n\u2022 Offer to write down, or have someone else write, oral responses given by the student
\n\u2022 Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student\u2019s needs
\n\u2022
\nIndigenous \u2022 Knowledge and understanding
\n\u2022 Flexibility
\n\u2022 Services \u2022 Inappropriate training and assessment \u2022 Culturally appropriate training
\n\u2022 Explore understanding of concepts and practical application through oral assessment
\n\u2022 Flexible delivery
\n\u2022 Using group rather than individual assessments
\n\u2022 Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
\n\u2022 Age \u2022 Educational background \u2022 Limited study
\nskills \u2022 Make sure font size is not too small \u2022 Trainer\/Assessor should refer to the student\u2019s experience
\n\u2022 Ensure that the time available to complete the assessment takes account of the student\u2019s needs
\n\u2022 Provision of information or course materials in accessible format.
\n\u2022 Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
\n\u2022 Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write
\n\u2022 Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
\n\u2022 Changes to course design, e.g. substituting an assessment task
\n\u2022 Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
\n\u2022
\nEducational background \u2022 Reading
\n\u2022 Writing
\n\u2022 Numeracy
\n\u2022 Limited study skills and\/or learning strategies \u2022 Discuss with the Student previous learning experience \u2022 Ensure learning and assessment methods meet the student\u2019s individual need
\n\u2022 Disability \u2022 Speaking
\n\u2022 Reading
\n\u2022 Writing
\n\u2022 Numeracy
\n\u2022 Limited study skills and\/or learning strategies \u2022 Identify the issues
\n\u2022 Create a climate of support
\n\u2022 Ensure access to support that the student has agreed to
\n\u2022 Appropriately structure the assessment
\n\u2022 Provide information or course materials in accessible format, e.g. a text book in braille
\n\u2022 Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
\n\u2022 Supply of specialised equipment or services, e.g. a note taker for a student who cannot write
\n\u2022 Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
\n\u2022 Changes to course design, e.g. substituting an assessment task
\n\u2022 Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
\nExplanation of reasonable adjustments strategy used (If required)
\nAssessment Task 2 \u2013 Case Studies
\nAssessment type
\n\u2022 Case Studies
\nAssessment task description
\n\u2022 This is the second unit assessment task you must successfully complete to be deemed competent in this unit of competency.
\n\u2022 Student is required to read seven (7) case studies and answer the questions related to case studies.
\n\u2022 You will receive your feedback within two weeks – you will be notified by your Assessor when results are available.
\n\u2022 You must attempt all case studies and answer the questions related to the client given in the case studies to be deemed satisfactory in this task
\nApplicable conditions
\n\u2022 This assessment is untimed. Student must finish assessment task in his own time.
\n\u2022 Assessment is conducted as open book tests (this means that you can refer to your textbook or other learner resources during the test).
\n\u2022 You must answer the questions in your own words. (Answer copied directly from text books\/internet or other sources are not accepted).
\n\u2022 Electronic devices are allowed during this test.
\n\u2022 Outside materials are allowed.
\n\u2022 You must complete the task with your trainer and other classmates.
\n\u2022 You will be assessed independently on this assessment task.
\n\u2022 No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
\n\u2022 As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your assessor.
\n\u2022 Assessor may ask you relevant questions during this assessment task.
\nResubmissions and reattempts
\n\u2022 Where a student\u2019s answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed.
\n\u2022 You must speak to your Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)
\nLocation
\n\u2022 This assessment task may be completed in a classroom, learning management system (i.e. Moodle), workplace, or independent learning environment.
\n\u2022 Your assessor will provide you further information regarding the location of completing this assessment task.
\nPurpose of the assessment task:
\nThis assessment task is designed to evaluate your following skills and abilities to:
\n\u2022 Apply knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and\/or Torres Strait Islander people.
\n\u2022 Provide real life scenarios to practice and used the knowledge to be implemented at workplace setting.
\n\u2022 Use reflection to support own ability to work inclusively and with understanding of others
\n\u2022 Contribute to the development of work place and professional relationships based on appreciation of diversity and inclusiveness
\n\u2022 Use work practices that make environments safe for all
\n\u2022 Use verbal and non-verbal communication constructively to establish, develop and maintain effective relationships, mutual trust and confidence
\n\u2022 Identify issues that may cause communication misunderstandings or other difficulties \u2022 Address any difficulties with appropriate people and seek Helpance when required
\nHow your assessor will assess your work?
\n\u2022 This assessment task requires the student to attempt seven (7) case studies followed by written questions
\n\u2022 Answers must demonstrate the student\u2019s understanding and skills of the unit.
\nInstructions to Students
\n\u2022 Read the case study and answer the written questions.
\n\u2022 Attempt all the written questions followed by case studies.
\n\u2022 Answer must be provided in the space provided
\nAssessment task 2
\nCase Study 1: Mark
\nYou are working in a disability support facility as disability support worker. As a part of your duties, you Help residents\/clients daily with their breakfast. Mark one of the resident is not happy at the breakfast table. You notice that he is quite angry on your new colleague. You approached Mark\u2019 table and saw bacon on Mark plate. Mark is Jewish by religion. It\u2019s clearly written on Mark care plan that he does not eat pork as per his religious needs. Mark is very strict about his religion and religious practices which he follows at the facility.
\nAnswer the following questions:
\n1.Select from the following answers, how does the scenarios represent Mark situation:
\nMark was angry as his cultural and religious needs are not satisfied.
\nMark always felt joyful
\nMark was feeling happy
\nMark started ignoring his culture he liked the most<\/p>\n
2. As a -Disability support worker- for Mark, list any three (3) effective strategies that you can Implement to sort the misunderstanding between staff and Mr Mark?
\n3. When updating the new staff about Mark\u2019s cultural and religious needs, what you should consider. Select the correct answer:
\nMaintain privacy, confidentiality and dignity of the client.
\nAlways check that the dietary charts are updated as per care plan.<\/p>\n
Education session on addressing residents needs
\nFollow organisational policies and procedures to report the incident.
\nAll the above<\/p>\n
4. List any one (1) suggestions that incident should not happen to Mark in future?
\n5. What are three (3) work practices that are considered to be culturally appropriate at workplace?
\nCase study 2: Ms. Darlo Chao
\nMs. Darlo Chao is a Chinese national. She wants to complain about a care worker because of few recent incidents. She is not able to communicate with the staff on duty because of her limited command on English. The Nurse on duty has asked her to engage an interpreter to ensure that all details relating to the incidents were accurately recorded. The client refused the offer of an interpreter because she thought that she would be charged for this service. The Nurse, not knowing why the client was refusing an interpreter, asked the woman to wait and called an interpreter on the telephone. After a brief conversation with the interpreter, the Nurse understood why the offer of an interpreter had been refused and was able to assure the client that she would not have to pay for the interpreter. With the help of the interpreter, the client was able to record all incidents and the Nurse on duty was able to collect the necessary information to investigate the incident further.
\nQ1: What is the main issue of the resident as per the case study? Answer in 15-20 words.
\nQ2: What strategy as per the case study helped the resident communicating the incidents? Mention any one (1) strategy.
\nQ3: List any two (2) reasons why you will not use a family member as an interpreter for Ms. Darlo?
\nCase Study 3: Mr Summeral
\nSummeral is an old aboriginal man in his seventies with Alzheimer’s disease. He has been recently admitted to a respite care centre because of the death of his wife, who was his primary carer. Summeral’s friend expressed his concern to the caretakers that he has never been out of aboriginal community. You have also noticed that Summeral is frightened and visibly shaking. Sensing the distress this experience is causing both Summeral and his friend, you as a coordinator calls in a carer who has an aboriginal background to talk to Summeral and his friend about what Summeral\u2019s stay will be like. The carer also helps identify Summeral\u2019s needs and explains how the centre will provide care. You as a coordinator also asks Summeral if he would like to meet another Indigenous man who is also at the centre. Once Summeral’s friend learns there are Indigenous people at the centre he is much more relaxed. As a group, they discuss how Summeral\u2019s need for family and cultural contact can be met, and the kind of activities he can participate in to make his stay in the centre more enjoyable.
\nQ1: List any two (2) physical, mental and health care needs for Summeral as per the case study?
\nQ2: Write down any two (2) situations where Sumemral may feel isolated, exclusion or negative attitude from other residents?
\nQ3: What is the immediate trauma to Mr Summeral as per the case study? Mention any one (1) immediate trauma.
\nQ4: What strategies you would use or implement to ensure a smooth transition of Mr. Summeral into respite care facility?
\nMrs Shana is a new disability support worker who joined the team of the floral facility. She is Muslim and wears a scarf as a religious practice. You (male disability support worker) tried to introduce yourself several times to Mrs Shana during lunch time and tea breaks. You also offered handshake few times but Mrs Shana has always ignored your initiatives and maintained distanced. You have never worked with anyone like Mrs Shana before even you had a number of other Muslim coworkers.
\nQ1: What are the religious and\/or cultural practices Mrs Shana is performing as per her gender? Mention any two (2) religious and\/or cultural practices.
\nQ3: Write down any four (4) ways to make Mrs Shana feel comfortable and safe at the facility?
\nCase study 5: Ann
\nAnn was living at home had a worker Helping her to shower because her partner Mary was no longer able to help her. Last week the worker asked if they were lesbians. Mary denied that they were because she was concerned that Ann would receive a lesser standard of care. However, one morning the care worker noticed they had both been sleeping in the double bed. The care worker refused to touch Ann in the shower. Mary was concerned because Ann needed a lot of Helpance and she couldn\u2019t understand why the care worker wouldn\u2019t help. Ann was confused and distressed and Mary thought about ringing the service provider to make a report, but she didn\u2019t know what she should say.
\nReference: Australian Dementia Research: Current Status, Future Directions? June 2008
\nQ1: Explain in 15-20 words how the care worker is breaching human rights of Ann and Mary?
\nCase study 6: Mrs. Maria
\nMrs. Maria is 85 years old in relation with his nephew, John who is only 45 years old. John is Maria’s only caretaker who was looking after her from last 20 years. Maria recently joined your care facility due to deteriorating health.
\nQ1: How you make sure that you provide respect and protecting environment to Mrs. Maria?
\nQ2: What biases Mrs. Maria may experience at the care facility?
\nQ2: How would you involve children to support mother’s health and well-being?
\nUnit Assessment Result Sheet (UARS)
\nAssessment Task 2 \u2013Case Studies Student and Trainer\/Assessor Details
\nUnit code CHCDIV001
\nUnit name Work with diverse people
\nOutcome of Unit
\nAssessment Task (UAT) First attempt:
\nOutcome (please make sure to tick the correct checkbox): Satisfactory (S) ? or Not Satisfactory (NS) ?
\nDate: _______(day)\/ _______(month)\/ ____________(year)
\nSecond attempt:
\nOutcome (please make sure to tick the correct checkbox):
\nSatisfactory (S) ? or Not Satisfactory (NS) ?
\nDate: _______(day)\/ _______(month)\/ ____________(year)
\nFeedback to Student First attempt:
\nSecond attempt:
\nStudent Declaration \u2022 I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
\n\u2022 I have kept a copy of all relevant notes and reference material that I used as part of my submission.
\n\u2022 I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.
\n\u2022 I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
\n\u2022 All appeal options have been explained to me.
\nStudent Signature
\nDate
\nTrainer\/Assessor Name
\nTrainer\/Assessor Declaration I hold:
\n? Vocational competencies at least to the level being delivered
\n? Current relevant industry skills
\n? Current knowledge and skills in VET, and undertake
\n? Ongoing professional development in VET
\nI declare that I have conducted an assessment of this candidate\u2019s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the abovenamed candidate.
\nTrainer\/Assessor Signature
\nDate
\nOffice Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________
\nUnit Pre-Assessment Checklist (UPAC) UAT 3 \u2013 Project
\nPurpose of the checklist
\nThe pre-assessment checklist helps students determine if they are ready for assessment. The trainer\/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer\/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
\nSection 1: Information for Students
\n\u2022 Please make sure you have completed the necessary prior learning before attempting this assessment.
\n\u2022 Please make sure your trainer\/assessor clearly explained the assessment process and tasks to be completed.
\n\u2022 Please make sure you understand what evidence is required to be collected and how.
\n\u2022 Please make sure you know your rights and the Complaints and Appeal process.
\n\u2022 Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer\/assessor).
\n\u2022 Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
\n\u2022 Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
\n\u2022 Due date of this assessment task is according to your timetable.
\n\u2022 In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer\/assessor.
\n\u2022 Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
\n\u2022 Request for an extension to submit your assessment work must be made before the due date of this assessment task.
\nSection 2: Reasonable adjustments
\n\u2022 Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
\n\u2022 Please note, academic standards of the unit\/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
\n\u2022 The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
\n\u2022 Trainer\/Assessor must complete the section below \u201cReasonable Adjustment Strategies Matrix\u201d to ensure the explanation and correct strategy have been recorded and implemented.
\n\u2022 Trainer\/Assessor must notify the administration\/compliance and quality assurance department for any reasonable adjustments made.
\nAll evidence and supplementary documentation must be submitted with the assessment pack to the administration\/compliance and quality assurance department.
\nReasonable Adjustment Strategies Matrix (Trainer\/Assessor to complete)
\nCategory Possible Issue Reasonable Adjustment Strategy (select as applicable)
\n\u2022 LLN \u2022 Speaking
\n\u2022 Reading
\n\u2022 Writing
\n\u2022 Confidence \u2022 Verbal assessment
\n\u2022 Presentations
\n\u2022 Demonstration of a skill
\n\u2022 Use of diagrams
\n\u2022 Use of supporting documents such as wordlists
\n\u2022 Non-
\nEnglish
\nSpeaking
\nBackground \u2022 Speaking
\n\u2022 Reading
\n\u2022 Writing \u2022 Cultural background \u2022 Confidence \u2022 Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
\n\u2022 Use methods that do not require a higher level of language or literacy than is required to perform the job role \u2022 Use short sentences that do not contain large amounts of information
\n\u2022 Clarify information by rephrasing, confirm understanding
\n\u2022 Read any printed information to the student
\n\u2022 Use graphics, pictures and colour coding instead of, or to support, text
\n\u2022 Offer to write down, or have someone else write, oral responses given by the student
\n\u2022 Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student\u2019s needs
\n\u2022
\nIndigenous \u2022 Knowledge and understanding
\n\u2022 Flexibility
\n\u2022 Services \u2022 Inappropriate training and assessment \u2022 Culturally appropriate training
\n\u2022 Explore understanding of concepts and practical application through oral assessment
\n\u2022 Flexible delivery
\n\u2022 Using group rather than individual assessments
\n\u2022 Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
\n\u2022 Age \u2022 Educational background \u2022 Limited study
\nskills \u2022 Make sure font size is not too small \u2022 Trainer\/Assessor should refer to the student\u2019s experience
\n\u2022 Ensure that the time available to complete the assessment takes account of the student\u2019s needs
\n\u2022 Provision of information or course materials in accessible format.
\n\u2022 Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
\n\u2022 Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write
\n\u2022 Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
\n\u2022 Changes to course design, e.g. substituting an assessment task
\n\u2022 Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
\n\u2022
\nEducational background \u2022 Reading
\n\u2022 Writing
\n\u2022 Numeracy
\n\u2022 Limited study skills and\/or learning strategies \u2022 Discuss with the Student previous learning experience \u2022 Ensure learning and assessment methods meet the student\u2019s individual need
\n\u2022 Disability \u2022 Speaking
\n\u2022 Reading
\n\u2022 Writing
\n\u2022 Numeracy
\n\u2022 Limited study skills and\/or learning strategies \u2022 Identify the issues
\n\u2022 Create a climate of support
\n\u2022 Ensure access to support that the student has agreed to
\n\u2022 Appropriately structure the assessment
\n\u2022 provision of information or course materials in accessible format, e.g. a text book in braille
\n\u2022 Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
\n\u2022 Supply of specialised equipment or services, e.g. a note taker for a student who cannot write
\n\u2022 Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
\n\u2022 Changes to course design, e.g. substituting an assessment task
\n\u2022 Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
\nExplanation of reasonable adjustments strategy used (If required)
\nUnit Assessment Task (UAT)
\nAssessment Task 3 \u2013 Project
\nAssessment type:
\n\u2022 Part A: Write a reflective journal\/log
\n\u2022 Part B: Write a reflective journals\/log
\n\u2022 Part C: Presentation
\nAssessment task description:
\n\u2022 This is the third (3) unit assessment task that student must successfully complete to be deemed competent in this unit of competency.
\n\u2022 This assessment task is comprised of a project ( help with nursing paper writing from experts with MSN & DNP degrees).
\n\u2022 Student is required to submit two (2) Reflective journals in Part A &B and one (1) presentation Part C.
\n\u2022 Student must attempt all criteria to the required level.
\n\u2022 Student must prepare presentation by following all given instructions, for the trainer\/assessor to assess competency in this assessment task.
\nApplicable conditions:
\n\u2022 Student may use computers and laptops for the presentation.
\n\u2022 Student must complete the task independently.
\n\u2022 No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
\n\u2022 Trainer \/Assessor must assess student\u2019s practical skills, technique and knowledge as he\/she complete this assessment task.
\n\u2022 The trainer\/assessor may ask student relevant questions on this assessment task to ensure that this is his\/her own work.
\nResubmissions and reattempts:
\n\u2022 Where a student\u2019s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
\n\u2022 Student may speak to their Trainer\/Assessor if student have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)
\n\u2022 For more information, please refer to RTO Staff Handbook.
\nLocation:
\n\u2022 This assessment task may be completed in a workplace learning environment or classroom settings.
\n\u2022 Trainer\/Assessor will provide student further information regarding the submission of completing this assessment task
\n\u2022 Trainer\/Assessor will provide student further information regarding the location of completing this assessment task.
\nGeneral Instructions for attempting the skills test:
\n\u2022 Student must correctly attempt all activities of this assessment task.
\n\u2022 Student is required to student to submit two (2) Reflective journals in Part A &B and one (1) presentation Part C
\n\u2022 Answers must demonstrate an understanding and application of relevant concepts and critical thinking.
\n\u2022 Student must concise to the point and present the topic (sample nursing essay examples by the best nursing assignment writing service) according to the given criteria to and do not provide irrelevant information.
\n\u2022 Student must not use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.
\n\u2022 Assessor should not accept answers copied directly from texts, paraphrased or summarized information without acknowledgement of the source.
\nHow trainer\/assessor will assess the work?
\n\u2022 Student is required to submit two (2) Reflective journals in Part A &B and one (1) presentation Part C
\n\u2022 Answers must demonstrate the student\u2019s understanding and knowledge of the unit.
\n\u2022 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
\n\u2022 If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
\n\u2022 Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer\/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
\n\u2022 The \u201cAssessment Plan\u201d is available with the Unit Assessment Pack (UAP) \u2013 Cover Sheet.
\nPart A: Reflective journal\/log: Own social and cultural practices
\nStudent must write a reflective journal\/log about their culture and jot down own social and cultural perspectives and biases, in 500-800 words:
\nReflective journal\/log must provide information to address the following criteria:
\n\u2022 Main cultural values, norms and practices
\n\u2022 Religion and religious practices
\n\u2022 Food including dietary specifications
\n\u2022 Celebration or events: flags, festivals
\n\u2022 Family structures and relationships
\n\u2022 Spoken languages
\n\u2022 Health care and health issues
\n\u2022 Recognition of cultural influences of Australian practices on your cultural values
\n\u2022 Effect of changes due to migration to Australia
\nPart B: Reflective journal\/log: Recognized and respected social and cultural practices
\nProvide any three (3) examples of where you have recognized and respected the needs of people from diverse social and cultural backgrounds. Culture backgrounds can include things such as religion, disability, gender (transgender, intersex, sexual orientation\/sexual identity – lesbian, gay, bisexual, heterosexual), Indigenous cultures, race and ethnicity. Include how you identified their cultural needs and what you did to ensure their cultural needs were respected. Each example should contain 150-200 words.<\/p>\n
Part C: Prepare and deliver presentation on the given topic (sample nursing essay examples by the best nursing assignment writing service):
\nAustralian\u2019s Aboriginal and\/or Torres strait islander cultures:
\nStudent must research using books, on the internet, with other Education and Care Services in the area with similar cultural groups, within the community services and community groups.
\nPresentation must provide information to address the following criteria.
\n\u2022 Australian\u2019s Aboriginal and\/or Torres strait islander own cultures
\n\u2022 Aboriginal Culture brief history
\n\u2022 Growth and development
\n\u2022 Values, norms, ethics and standards
\n\u2022 Aboriginal arts
\n\u2022 Social, political and economic issues affecting Aboriginal and\/or Torres Strait Islander
\n\u2022 Impact western systems and structures on Aboriginal and\/or Torres Strait Islander
\n\u2022 and their engagement with services
\nInstructions to the student
\n\u2022 Student need to prepare at least 10 to 15 power point slides.
\n\u2022 Student presentation time is 7-10 minutes.
\n\u2022 Student presentation should be delivered in front of your trainer\/assessor and other students.
\n\u2022 Presentation Text size:
\n\u2022 You can use any font style provided the text must be clearly readable from the back of the room.
\n\u2022 Student can use graphics and pictures to illustrate and enhance the message.
\nObservation Checklist- Trainer\/ Assessor to complete:
\nStudent Name
\nObserver Name
\nUnit of Competency CHCDIV001 – Work with diverse people
\nName of Workplace
\nDate of Observation
\nPresentation Topic Australian\u2019s Aboriginal and\/or Torres strait islander cultures:
\nDuring the presentation did the student cover the following: Comments
\nAll the criteria given for the presentation covered. Yes No
\nAppropriate use of technology Yes No
\nMaintain the confidentiality of the client information Yes No
\nFeedback from the team Yes No
\nOverall effectiveness of the presentation Yes No
\nThe student\u2019s performance was: Not yet competent Competent
\nFeedback to student:
\nStudent signature
\nObserver signature
\nUnit Assessment Result Sheet (UARS)
\nAssessment Task 3 \u2013 Unit Project Student and Trainer\/Assessor Details
\nUnit code CHCDIV001
\nUnit name Work with diverse people
\nOutcome of Unit
\nAssessment Task (UAT) First attempt:
\nOutcome (please make sure to tick the correct checkbox): Satisfactory (S) ? or Not Satisfactory (NS) ?
\nDate: _______(day)\/ _______(month)\/ ____________(year)
\nSecond attempt:
\nOutcome (please make sure to tick the correct checkbox):
\nSatisfactory (S) ? or Not Satisfactory (NS) ?
\nDate: _______(day)\/ _______(month)\/ ____________(year)
\nFeedback to Student First attempt:
\nSecond attempt:
\nStudent Declaration \u2022 I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
\n\u2022 I have kept a copy of all relevant notes and reference material that I used as part of my submission.
\n\u2022 I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.
\n\u2022 I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
\n\u2022 All appeal options have been explained to me.
\nStudent Signature
\nDate
\nTrainer\/Assessor Name
\nTrainer\/Assessor Declaration I hold:
\n? Vocational competencies at least to the level being delivered
\n? Current relevant industry skills
\n? Current knowledge and skills in VET, and undertake
\n? Ongoing professional development in VET
\nI declare that I have conducted an assessment of this candidate\u2019s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the abovenamed candidate.
\nTrainer\/Assessor Signature
\nDate
\nOffice Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) ____________________________<\/p>\n","protected":false},"excerpt":{"rendered":"
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