CHCDIV002

Promote Aboriginal and/or Torres Strait Islander

Cultural Safety
Student Assessment Instrument
CHC52015 Diploma of Community services

Table of Contents
ASSESSMENT GUIDE..................................................................................................................................... 4
CHCDIV002 - PROMOTE ABORIGINAL AND/OR TORRES STRAIT ISLANDER CULTURAL SAFETY ..............................................5
PRE-ASSESSMENT CHECKLIST........................................................................................................................ 8
ASSESSMENT 1 UNDERPINNING KNOWLEDGE QUESTIONS..........................................................................10
Assessment Activity 1: What have I learned about Aboriginal and Torres Strait Islander Australians?......11
Assessment Activity 2: Remember your first contact with an Aboriginal and/or Torres Strait Islander
person............................................................................................................................................................12
ASSESSOR CHECKLIST - ASSESSMENT 1 – UNDERPINNING QUESTIONS..........................................................................13
ASSESSMENT 1 ASSESSOR’S DECISION SHEET................................................................................................15
ASSESSMENT 2 -RESEARCH WORK/PROJECT WORK.....................................................................................17
Assessment Activity 11: Research your local area – Part 1...........................................................................17
Assessment Activity 13: Research your local area – Part 2...........................................................................17
Assessment Activity 16: Activists from your jurisdiction and/or regional area during the protection and
segregation, and assimilation eras...............................................................................................................18
Assessment Activity 17: Activists from your jurisdiction and/or regional area since the early 1970s.........18
Assessment Activity 18: Cultural recognition, pride, maintenance and recovery your jurisdiction and/or
regional area.................................................................................................................................................18
Assessment Activity 19: What is the Aboriginal name for the area in which you live or have lived and what
language was or is spoken?..........................................................................................................................19
Assessment Activity 22: What does this mean for me and my community service role?.............................20
Assessment Activity 23: What does cultural safety mean to me?................................................................20
Assessment Activity 24: Where am I at now? Reflecting on earlier activities..............................................21
Assessment Activity 25: Cultural protocol resources in your area................................................................22
Assessment Activity 26: Evaluate how Aboriginal and Torres Strait Islander people will experience you?. 22
ASSESSOR CHECKLIST - ASSESSMENT 2 - RESEARCH / PROJECT...................................................................................23
ASSESSMENT 2 ASSESSOR’S DECISION SHEET................................................................................................24
ASSESSMENT 3- OBSERVATION OF PERFORMANCE SKILLS...........................................................................26
Assessment Activity 27: Promote Aboriginal and/or Torres Strait Islander cultural safety in the workplace
.......................................................................................................................................................................26
STUDENT OVERALL ASSESSMENT RECORD OUTCOME..................................................................................31
CHC52015 Diploma of Community services

Modification History

Version Date Changes

1.1 30/06/2018 Contextualised for International students for
the CHC50215 Diploma of Community
Services
1.0 30/06/2018 © This resource was developed by
Congress of Aboriginal and Torres Strait
Islander Nurses and Midwives, 2018 for the
Diploma of Nursing Course program

Disclaimer: While every effort has been made to ensure that unit requirements are covered, the
developers do not give any warranty or accept any liability in relation to the assessment tools in this
resource. RTOs are advised to validate assessment instruments and tools before use, after any
customisation or contextualisation, and during their scheduled validation processes to ensure they
meet any requirements set by the standards under which the RTO is registered, current Training
Package requirements, and any RTO requirements.
CHC52015 Diploma of Community services

Assessment guide
Please read your Assessment Guidelines so that you are informed of your responsibilities regarding
undertaking assessments at the Australian Harbour International College (AHIC) before completing
this assessment.

The following table shows you how to achieve a satisfactory result against the criteria for each type
of assessment task.

Assessment Method Satisfactory Result Non-Satisfactory Result

You will receive an overall result of competent or not yet competent for the unit. The assessment process
is made up of a number of assessment methods. You are required to achieve a satisfactory result in each
of these to be deemed competent overall. Your assessment may include the following assessment types.

Assessment Task 1 All questions answered correctly Incorrect answers for one or more
questions
Underpinning
Knowledge/Questions Answers address the question in full; Answers do not address the question
and case studies referring to appropriate sources from in full. Does not refer to appropriate
your workbook and/or workplace or correct sources

All comprehension questions answered Lack of demonstrated comprehension

correctly; demonstrating an application
of knowledge of the topic case scenario
of the underpinning knowledge
(remove) required to complete the
case study questions correctly. One
or more questions are answered
incorrectly

Answers address the question in full; Answers do not address the question
referring to appropriate sources from in full; do not refer to appropriate
your workbook and/or workplace sources

Assessment Task 2 The assessor will mark the activity Does not follow
against the detailed guidelines/instructions
Written
guidelines/instructions
Activity/Research
Work Attachments if requested are attached Requested supplementary items are
not attached

All requirements of the written activity Response does not address the
are addressed/covered. requirements in full; is missing a
response for one or more areas.

Responses must refer to appropriate One or more of the requirements are

sources from your workbook and/or answered incorrectly.
workplace
Does not refer to or utilise
appropriate or correct sources of
information
CHC52015 Diploma of Community services

Assessment Method Satisfactory Result Not Satisfactory Result

Assessment Task 3 All steps in the demonstration of Could not demonstrate satisfactory
practical skills in the workplace whilst completion of all the steps required
Observation of
being observed by an assessor, using an of the practical skill as evidenced by
practical skills
observational checklist, are deemed observation checklist
satisfactory

Or

All steps in the demonstration of

practical skills in a simulated learning
environment whilst being observed by
an assessor, using an observational
checklist, are deemed satisfactory

This third-party report is only obtained as part of the assessment evidence for a unit of competency
when the AHIC workplace assessor is seeking additional evidence to support a judgement about a
student’s competence in the workplace. As part of the evidence of competence the third-party report
should be completed by an RN who has worked closely with the student.

Workplace Community Support Worker or Officer Could not demonstrate consistency

Observation Third who observes your work performance in practical skills in the workplace.
party report and confirms that you consistently meet
Could not demonstrate the ability to
the standards expected from an
achieve the required standard of an
experienced enrolled nurse
enrolled nurse

CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander

Cultural Safety

For all documentation on the performance criteria, and assessment requirements of the unit
CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander Cultural Safety please refer to the
training.gov.au website using this link. http://training.gov.au/Training/Details/CHCDIV002

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

Unit component Performance criteria, Performance evidence and knowledge evidence

CHC52015 Diploma of Community services

E1. Identify 1.1 Identify the potential impact of cultural factors on service delivery to
cultural safety Aboriginal and/or Torres Strait Islander clients
issues in the 1.2 Identify critical issues that influence relationships and communication with
workplace Aboriginal and/or Torres Strait Islander people
1.3 Establish key aspects of cultural safety in consultation with Aboriginal and/or
Torres Strait Islander people
1.4 Evaluate the extent to which cultural safety is integrated in own work and
workplace
E2. Model cultural 2.1 Ensure work practices are grounded in awareness of one’s own cultural bias
safety in own 2.2 Reflect awareness of own and other cultures in work practices
work 2.3 Use communication techniques and work practices that show respect for the
cultural differences of Aboriginal and/or Torres Strait Islander people
2.4 Engage with Aboriginal and/or Torres Strait Islander interpreters and
colleagues as cultural brokers, according to situation needs
2.5 Ensure work practices are grounded in awareness of one’s own cultural bias
E3. Develop 3.1 Support the development of effective partnerships between staff, Aboriginal
strategies for and/or Torres Strait Islander people and their communities
improved cultural 3.2 Identify and utilise resources to promote partnerships
safety 3.3 Devise and document ways to support the delivery of services and programs
that are culturally safe and encourage increased participation
3.4 Integrate strategies that encourage self-determination and community
control in services and programs
E4. Evaluate 4.1 Agree outcomes against which cultural safety strategies can be measured
cultural safety 4.2 Involve Aboriginal and/or Torres Strait Islander people in evaluations
strategies 4.3 Evaluate programs and services against desired outcomes
4.4 Revise strategies based on evaluation with appropriate engagement of
Aboriginal and/or Torres Strait Islander people
Performance The candidate must show evidence of the ability to complete tasks outlined in
Evidence elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be evidence that the
candidate has:
PE1. promoted Aboriginal and/or Torres Strait Islander cultural safety in the context
of at least 1 workplace
PE2. researched culture and history, the impact of European settlement, loss of land
and culture and the importance of law and kinship
PE3. evaluated ways to improve communication with Aboriginal and/or Torres Strait
Islander peoples who may be clients or colleagues.
Knowledge The candidate must be able to demonstrate essential knowledge required to
Evidence effectively complete tasks outlined in elements and performance criteria of this unit,
manage tasks and manage contingencies in the context of the work role. This
includes knowledge of:
KE1 concept of Aboriginal and/or Torres Strait Islander cultural safety in the
community services and health context, and its relationship with:
 cultural awareness
 cultural competence
KE2. legislative context for Aboriginal and/or Torres Strait Islander cultural safety
KE3. the diversity of Aboriginal and/or Torres Strait Islander cultures
KE4. historical, social, political and economic issues affecting Aboriginal and/or Torres
CHC52015 Diploma of Community services

Strait Islander people and their engagement with community services and health
systems, including:
 impact of European settlement
 loss of land and culture
 racism and discrimination
 past and present power relations
KE5. own culture, western systems and structures and how these impact on
Aboriginal and/or Torres Strait Islander people and their engagement with
services
KE6. factors that contribute to Aboriginal and/or Torres Strait Islander ill health and
common diseases experienced by these groups of people:
 impact of trauma on individuals’ ability for:
 decision-making
 communicating
 understanding
 retaining information
KE7. ways to involve Aboriginal and/or Torres Strait Islander people in the planning
and delivery of services and programs
Assessment Skills must have been demonstrated in the workplace or in a simulated environment
Conditions that reflects workplace conditions. Where simulation is used, it must reflect real
working conditions by modelling industry operating conditions and contingencies, as
well as, using suitable facilities, equipment and resources.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs)
2015/AQTF mandatory competency requirements for assessors.
 CHC52015 Diploma of Community services

Pre-assessment Checklist
Student name: Assessor name:

Date: Location:
CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander Cultural Safety

Checklist for Conducting the Assessment 

Student confirms readiness to be assessed.

Time and date of the assessment was diarised and agreed to by the Student
Date: Time: Location:

Criteria against which the student’s performance will be assessed are explained to the
student.

Student has read the Assessment guidelines document where assessment methods,
processes and documentation about assessment have been explained to student.
Has student any special requirements? Please list special requirements:

Confidentiality of assessment outcome has been explained.

Right to appeal assessment decision has been explained to the student.

All hygiene, Work, Health and Safety requirements have been met as per orientation
pack.

Instructions to the Students

 Should you not answer the questions correctly, you will be given feedback on the results and your
gaps in knowledge. You will be given another opportunity to demonstrate your knowledge and skills
to be deemed competent for this unit of competency.
 If you are not sure about any aspect of this assessment, please ask for clarification from your trainer.
 Please refer to the College student handbook for more information.
 If you have questions and other concerns that may affect your performance in the assessment please
inform the assessor immediately.

In signing this form, the student acknowledges that s/he is ready for assessment and that the assessment
process has been fully explained. The assessment information gathered (including student name, but no
other personal details) will be used by the training organisation for specific record keeping purposes

Student’s Signature:

Assessor’s Signature:
CHC52015 Diploma of Community services

Assessment 1 -Underpinning knowledge

questions
CHC52015 Diploma of Community services

Assessment 1 Underpinning knowledge questions

Instruction to Students:
 Answer the questions below in the spaces text box provided.
 Ensure all references are documented under each individual question.
 Answers are to be typed or for written submissions, use black or blue ink and ensure your name
is attached to the responses.

Assessment Activities to record in this document

Please see the ‘Assessment requirements’ section of your Learner Guide (pages 4-6). It describes:

 the Assessment Activities that are undertaken in the workshop and ARE NOT recorded in
this Student Assessment Document
 the Assessment Activities that you must complete in your personal study time and ARE
recorded in this Student Assessment Document.

This is the reason why the numbering of Assessment Activities in this Student Assessment Document
is not in immediate sequential order (e.g. 1, 2, 3, 4 etc). The numbers match the order in your
Learner Guide, so you can link them to the material in the Learner Guide that will help you complete
them.

General instructions

Within each Assessment Activity you need to complete in this document, space has been left
between the questions for you to start typing in your answers. As this is a Word document, you can
type in as much as you need to respond to the question. If you need guidance on the length of your
response, please speak to your Facilitators.
CHC52015 Diploma of Community services

Assessment Activity 1: What have I learned about Aboriginal and Torres

Strait Islander Australians?
Write your responses to these four questions. You will reflect on them later in this unit:

1. What stories have you learned about Aboriginal and/or Torres Strait Islander Australians?

I have learned a lots of stories about aboriginal and/or Torres Strait Australians. Some of them
are:

 Aboriginal Torres Strait Island people only live in remote areas

 They lived in small communities and survived by hunting and gathering. The men would
hunt large animals for food and women and children would collect fruit, plants and
berries. Aboriginal and Torres Strait Island communities only used the land for things
that they needed - shelter, water, food, weapons.

 Violence/Abuse against women and children are a part of Aboriginal Torres Strait
Island culture

 Aboriginal Torres Strait Island people only excel at sports

 Aboriginal Torres Strait Island people get special privileges
 People with white skin aren’t Aboriginal, or are only part Aboriginal.

2. Based on these stories, what assumptions do you often make about Aboriginal and/or Torres
Strait Islander Australians?

 I assumed that Aboriginal and/or Torres Strait Islanders Australians could be very racist
and conservative people. They are violent and dangerous to our society. Most of them
must be illerate and therefore have no knowledge of the world. Outside people are not
welcomed to their community.

3. Do these assumptions shape what you do in your practice? How does this happen?

 No, these assumptions do not shape in my practice. This happened when I studied about
the Aboriginal and/or Torres strait islander Australians and had close interactions with
them
CHC52015 Diploma of Community services

4. If you learned that some or many of these assumptions were incorrect, how willing are you to
challenge these assumptions and change your practice?

 If I learned that some or many of these assumptions were incorrect, then I am ready to find
out the truth behind these assumptions by meeting the aboriginal people, interact and have
close personal relation with them. I will not show any kind of racial discrimination and
respect their culture and race.

Assessment Activity 2: Remember your first contact with an Aboriginal

and/or Torres Strait Islander person

Through this exercise we help you start identifying and considering your level of exposure to
Aboriginal and/or Torres Strait Islander Australians, their lives and contexts, and identify some of
your attitudes as well as any myths and preconceptions. In answering, please be honest with
yourself. It is your individual experience and interpretation (positive and/or negative) that are
important in this exercise. If you have not had an interpersonal experience, then you can use your
first introduction to an Aboriginal and/or Torres Strait Islander person via the media, books or your
education.

1. What was the first experience you remember having with an Aboriginal and/or Torres Strait
Islander person? Write a brief description to share:

 My First experience with an Aboriginal and/or Torres Strait Islander person was when I
started working as a health care worker. I had to look after the son who had the autism.
The family was very kind and generous. Even though I belong to different race and culture,
they showed me utmost respect and no racial discrimination. They seemed to be very
open minded and polite.

5. What experiences have you had since?

 I have had positive experiences ever since. The aboriginal family invite me to celebrate
festivals with them. They have also offered me to ask for help if I needed. They have been
very supportive and kind. They have always showed utmost respect for who I am, my culture
and race I belong to.

6. How have these experiences shaped your current beliefs and attitudes about Aboriginal
and/or Torres Strait Islander people?

 These experiences have positively shaped my current beliefs and attitudes about Aboriginal
and/or Torres Strait Islander people. I have developed respect for them and the aboriginal
history, culture and beliefs.
CHC52015 Diploma of Community services

References:

 Working with Aboriginal and Torres Strait Islander Young People.

https://www.dovetail.org.au/media/1189/dovetail_gpg_4_learning-from-
eachother_working-with-aboriginal-and-torres-strait-islander-young-people.pdf
 Communicating effectively with Aboriginal and Torres Strait Islander people.
https://www.health.qld.gov.au/__data/assets/pdf_file/0021/151923/communicating .pdf
 CHC52015 Diploma of Community services

Assessor Checklist - Assessment 1 – Underpinning Questions

CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander Cultural Safety

The assessor needs to indicate whether they have conducted the questioning as written questions or as verbal
questions by ticking the box below.

 Written Questioning  Verbal Questioning

The assessor must provide evidence with the assessment tool. For written questions, the assessor must provide the
student’s original written responses. For verbal questioning, the assessor must provide dot points as a minimum on
the student’s responses.
For details on how to conduct and contextualise this form of assessment, please refer to the questioning checklist
explanation in the assessor guide.

Student’s name:

Assessor’s name:
If questions are answered verbally, the assessor must write detailed answers in the sections Satisfactory
provided below. The space below does not indicate the size of the answer anticipated. Keep response
typing and the space will expand. If answers are recorded separate to this document, they must
be attached to the assessment documents. Yes No
Assessment Activity 1: What have I learned about Aboriginal and Torres Strait Islander
Australians?

1 What stories have you learned about Aboriginal and/or Torres Strait Islander
Australians?

2 Based on these stories, what assumptions do you often make about Aboriginal
and/or Torres Strait Islander Australians?

3 Do these assumptions shape what you do in your practice? How does this
happen?

4 If you learned that some or many of these assumptions were incorrect, how
willing are you to challenge these assumptions and change your practice?
 CHC52015 Diploma of Community services

Assessment Activity 2: Remember your first contact with an Aboriginal and/or Torres
Strait Islander person

1 What was the first experience you remember having with an Aboriginal and/or
Torres Strait Islander person? Write a brief description to share:

2 What experiences have you had since?

3 How have these experiences shaped your current beliefs and attitudes about
Aboriginal and/or Torres Strait Islander people?

Feedback to Student:

Result  Satisfactory  Not Yet Satisfactory

Assessor’s Signature: Date:
CHC52015 Diploma of Community services

ASSESSMENT 1 ASSESSOR’S DECISION SHEET

Qualification Code: Title CHC50215 Diploma of Community Services

Unit Code/Title CHCDIV002 - Promote Aboriginal and/or Torres Strait

Islander Cultural Safety
Assessment Type Underpinning Knowledge/Questions and case
study
Due Date

Location

Term-Year

Student Details
Student Name Student ID

Feedback to Student

RESULTS (Please Circle) Satisfactory Not Satisfactory

Assessor Details
Assessors Name

Assessor Signature

Date
CHC52015 Diploma of Community services