CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety Learner Workbook Table of Contents Table of Contents3 Instructions to Learner4 Assessment instructions4 Assessment – CHCDIV002-Promote Aboriginal and/or Torres Strait Islander cultural safety7 Activities8 Activity 1A8 Activity 1B0 Activity 1C1 Activity 1D2 Activity 2A3 Activity 2B4 Activity 2C5 Activity 2D6 Activity 1A to 2D checklist – for assessor7 Activity 3A8 Activity 3B9 Activity 3C10 Activity 3D11 Activity 4A12 Activity 3A to 4A checklist – for assessor13 Summative Assessments14 Knowledge Activity (Q & A)14 Knowledge Activity Assessor Checklist16 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 · 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. 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. Candidate Details Assessment – CHCDIV002-Promote Aboriginal and/or Torres Strait Islander cultural safety 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: _________________________________ Student Number: __________________________________ Email:
[email protected] 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. Signed: Date: 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? 2. Outline the historical significance of the Maralinga and the Mabo case. 3. How can cultural shock affect Aboriginal and Torres Strait Islander people? 4. What aspects of Aboriginal and Torres Strait Islander culture are diverse? 5. What are some of the key beliefs of Aboriginal and Torres Strait Islander people? CHCDIV002 Learner Workbook Version 1.2 Page 2 of 2 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? 2. What critical issues influence your workplace and professional relationships with Aboriginal and/or Torres Strait Islander co-workers and clients? 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? 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? 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. 2. How does this affect your perception of the cultural realities of others? 3. Outline three considerations you need to take into account for Aboriginal and Torres Strait Islander people when implementing culturally safe work practices. 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. 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? 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? 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"? 2. Where can you find interpreter resources in Australia and what level should they be? 3. How can you resolve difficulties, differences or misunderstandings using the following strategies: · Negotiation of culturally appropriate guidelines · Identification of appropriate mediators · Negotiating a workplace code of practice? 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 Assessor’s name Unit of Competence (Code and Title) Date(s) of assessment 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