CHCDIV001 Student Assessment Booklet ID 99496

Student Assessment
CHC33015 Certificate III in Individual Support

CHCDIV001 - Work with diverse people
CHC33015 Certificate III in Individual Support
CHCDIV001 Work with diverse people
Student Name: Loredana Sofia
Student Number: 6267985
Assessment Submission Date:
Result
Result
Date
Date
Assessment Assess Re-assessment
Re-
ed
S NYS S NYS assessed
Completed Completed
Task 1: Written questions Task 1: Written questions
Task 2: Case studies Task 2: Case studies
Task 3: Culture research Task 3: Culture research
Task 4: Cultural reflections Task 4: Cultural reflections

Result for unit:
Assessor Name: Zenon Ram
Assessor Signature:
Date result reached:
Comments:
I Loredana Sofia declare that:
 I was made aware of all assessment requirements for this/these unit/s

 I have received feedback from my assessor on the results of each
Declaration: individual assessment tasks and my overall result for this/these unit/s
I have been made aware of the reassessment policy for any assessment tasks
and/or units that I have not yet satisfactorily completed
Student Signature: Loredana Sofia
Please note that you will only receive a satisfactory grade for theory work completed. You will
need to complete all placement requirements satisfactorily before you can be deemed
competent for this unit.
© Lead College Pty Ltd RTO No: 41489 CRICOS Code: 03636F
Student Assessment – CHCDIV001 Work with diverse people Page 2
ASSESSMENT OVERVIEW
This Student Assessment Booklet includes all your tasks for assessment of CHCDIV001 Work with
diverse people.
ABOUT YOUR ASSESSMENTS

This unit requires that you complete 5 assessment tasks. You are required to complete all tasks
satisfactorily to demonstrate competency in this unit.
Assessment Task About this task
Assessment Task 1: Written questions You must correctly answer all questions to show that you
understand the knowledge required in this unit.
Assessment Task 2: Case studies There are three case studies in this task. You are to read and
complete the questions related to each.
Assessment Task 3: Culture research You are to undertake a research project on a number of
different cultural groups living in Australia.
Assessment Task 4: Cultural reflections You are to reflect on your own experience of culture and
diversity in the workplace.
Assessment Task 5: Workplace You are to be observed interacting with clients or colleagues
observation from diverse backgrounds in three different situations.
How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet.
Please fill it in for each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task and will write this on
the back of the Task Cover Sheet.
Make sure you photocopy your written activities before you submit them – your assessor will put
the documents you submit into your student file. These will not be returned to you.
Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to
us. Refer to your Student Handbook for more information about our appeals process.
Assessment plan
The following outlines the requirements of your final assessment for this unit. You are required to
complete all tasks to demonstrate competency in this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the
table below.
Assessment Requirements Due date
1. Written questions
2. Case studies
3. Culture research
4. Cultural reflections
5. Workplace observation
AGREEMENT BY THE STUDENT
Read through the assessments in this booklet before you fill out and sign the agreement below.
Make sure you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of Yes
assessment?
Do you understand the requirements of this assessment? Yes
Do you agree to the way in which you are being assessed? Yes
Do you have any special needs or considerations to be made for this No

assessment? If yes, what are they?
__________________________________________________________________________________________________
Do you understand your rights to appeal the decisions made in an Yes

assessment?
Student name: Loredana Sofia____________________________________________________________________
Student signature: _Loredana Sofia Date: 06/09/219_____________
Assessor name: Zenon Ram ______________________________________________________________________
Assessor signature: _ Date:
ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
Name: Loredana Sofia
Date of birth:23/06/1984 Student ID: 6267985
Unit:
 CHCDIV001 Work with diverse people.
Student to complete Assessor to complete
Studen
Resubmission? t Sufficient/
Assessment Task Y/N initials insufficient Date
Written questions
STUDENT DECLARATION
I ________________________________________________________ declare that these tasks are my own

work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against
me.
Student signature: Loredana Sofia _______________________________________________________________
Date: _______________________________________________________________________________ 06/09/2019
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
__________________________________________________________________________________________________
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__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Assessor signature: ______________________________________________________________________________
Assessor name: Zenon Ram______________________________________________________________________
Date: ____________________________________________________________________________________________
ASSESSMENT TASK 1: WRITTEN QUESTIONS
TASK SUMMARY:
 This is an open book test – you can use the Internet, textbooks and other
documents to help you with your answers if required.
 You must answer all questions correctly.
 Write your answers in the space provided.
 If you need more space, you can use extra paper. All extra pieces of paper
must include your name and the question number/s you are answering.
 You may like to use a computer to type your answers. Your assessor will tell
you if you can email them the file or if you need to print a hard copy and
submit it.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
 Access to textbooks and other learning materials.

 Access to a computer and the Internet (if you prefer to type your responses).
 Access to a copy of the Universal Declaration of Human Rights.
WHEN DO I DO THIS TASK?
 You will do this task in your own time.

 Write in the date of submission as advised by your assessor: _______________
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission.
You will need to do one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally.
Instructions to students:
Provide answers to each of the questions.
QUESTION 1
Answer the following questions.
a) In your own words define ‘diversity’.
Diversity is the individual unique of a human being. The diversity is defined in society by the
adoption of different culture, background belonging, experience and preference.
b) In your own words, describe the term ‘cultural awareness’. Consider the work roles in your
preferred industry and write down how an understanding of cultural awareness can be of
benefit to relationships with others in the workplace.
With the term cultural awareness, we understand that cultural background can be different
between every one and from my own. However, in mental health care industry is important
understand that cultural awareness is often the first step in working with young people and
families. In this industry is important to be open minded and accepting because in mental helth
care industry we have to provide a culturally safe environment for all.
c) In your own words, describe the term ‘cultural competence’.
When someone is cultural aware, he or she can demonstrate their cultural competence which is
the ability to understand, communicate with and effectively and appropriately interact with people
across cultures and backgrounds by developing positive attitudes towards cultural differences.
d) List two ways in which an organisation and its staff can demonstrate cultural competence.
In health care industry it requires all staff to have access to and support for ongoing skills
development, training and knowledge. Training in cultural competence is regarded as a core
competency in quality improvement efforts.
A community health centre provides a training program for staff development in cultural
competence offering on both generic topics and job-specific topics.
In this way the organization should determine different cultural effectiveness because it can help
to analyse treatment, compliance, progress and outcomes among cultural groups.
In addition should encourage counselling between people different cultures and backgrounds to
guarantee the best approach.
e) In your own words, describe the term ‘cultural safety’.
In my understanding the term environment cultural safe is an environment that is spiritually,

socially and emotionally safe, as well as physically safe for all people; where no one is
discriminated against, disrespected and there is no assault challenge or denial of their identity, of
who they are and what they need without prejudice.
f) What ways could you develop your own cultural competence? Provide at least three
strategies.
There are a number of steps that organisations can take in order to facilitate the development
of cultural competence
1.Approaches to discipline and subjects: such as attending workshops and seminars, reading
articles, researching issues among diverse groups.
2.Participating in traditional family structure within the CLD groups during life moments, such as
cooking, discussion, craft.
3.Religious affiliations and involvement in local and cultural celebrations.
QUESTION 2
a) Describe the legislative and ethical rights and responsibilities of employees, employers and
clients to ensure a culturally safe and diverse work environment and care experience. List in
your answer the types of requirements that must be adhered to.
The types of requirements that must be adhered to ensure a culturally safe and diverse work
environment and care experience are need to be aware of and comply with the legislative
obligations when working with clients and colleagues and considering Anti-Discrimination, Equal
Employment Opportunity and code of practices.
Be open-minded to global company cultures will helping the company to better understand
colleagues, clients, and customers around the world it also makes the workplace a more
interesting and personally enriching environment for everyone taking care of the different
legalisations such as equal opportunity, anti-discrimination and act in case of disability and age
care.
I any business the benefits of diversity in the staff member are equally compelling in today’s
globalized business environment.
In so vary workplace there are different perspectives that are valued and embraced and can go a
long way to foster productive business relationships.
What actions can a client take if they feel an organisation is being discriminatory and not taking
due care to meet their cultural needs?
The actions that a client can take if they feel an organisation is being discriminatory and not taking
care to meet their cultural needs are seeking for legal advice, write a formal complain or referring
to the competent department.
QUESTION 3
Terese is an elderly lady whose family has decided to put her into care with some reluctance –
the matriarch is generally cared for by the family, but unfortunately Terese’s sons and
daughters cannot manage with the high level of care she now requires.
Terese speaks only a limited amount of English but can mostly understand what is being said
to her. Her family has always communicated to others for her, and have previously taken her to
all doctor appointments, specialist appointments and even banking and other daily needs.
a) Explain the role of a language interpreter and how it differs from a cultural interpreter. Explain
which interpreter is required in this scenario and how it will help Terese.
A language interpreter has different role than a cultural interpreter. Infact the first one is a person
who translates the conversation of two peoples in two different languages. The cultural interpreter
assists providers to understand the belief and the practices of a client culture to ensure a save
cultural environment.
In the case of Terese she needs an interpreter because she is not able to express herself when she
is alone. So the language represent a barrier. The language interpreters will help Terese to better
understand the situation and the fact that she will receive a good care even when she will be alone
b) Terese’s family has given permission that the services of an interpreter can be used. Use the
Internet to locate an interpreting/translation services provider in your own local area. (You can
choose Terese’s cultural background to locate specific translation/interpretation services.)
Write down their name, address and telephone number.
As Terese’s background is Italian, and she is locate in Five Dock NSW then she can contact the
C.O.A.S.I.T located in Leichhard with available a lot of language interpreters and taslator.
QUESTION 4
A group of community services workers are planning a social night out. Their manager is
organising dinner at a local pub, and advises staff they are welcome to bring a friend or
partner and to respond via email of their acceptance and if they will bring someone.
A new employee, Tom, is keen to attend – it’s a great opportunity to social and get to know his
new colleagues in a more relaxed environment. He decides he will bring his partner of 5 years,
Dave.
Tom responds to the email invite his manager has sent out, saying in the body of the email that
Dave will attend too.
The next day, the date of the dinner changes due to ‘a number of staff being unable to
attend’ . Tom accepts the new date. Two days later it changes again. He is unable to attend
this time, Dave has his own work function and Tom always attends them.
A couple of days later, Tom is in the lunch room telling a colleague about Dave’s work function
and how much of a good time they had. Two staff get up and leave the kitchen during this
chat.
The colleague tells Tom it’s fantastic that Dave’s work is so accepting, and rolls their eyes in
the direction of those who departed the room.
Tom discovers that some people in the department were uncomfortable with the idea of Dave
going to the dinner, and that the manager kept changing the dates with the hope that Tom
would be busy, and that the rest of the staff could still come.
Tom’s manager has demonstrated conduct that has breached legislative and workplace
requirements. Indicate in your answer:
a) The type of legislation and types of workplace procedures that have been breached and how.
The type of legislation that has been breached from the manager is The Antidiscrimination Act
when he was continually change the date of the dinner because of Tom sexual orientation as was
considered a problem for most of the staff members.
g) How this situation can impact the cultural safety of the workplace.
This situation can impact the cultural safety of the work place in different ways. In fact, the staff
member can divide themselves in some that approve the manager decision and start behalf on
others with prejudices or feeling uncomfortable. Other can lose the respect for the manager
because they think that what he did is not fair.
h) How this situation can impact Tom socially and professionally. Consider in your response the
impact on his relationships with others in the workplace and his relationship with Dave.
The situation can impact Tom negatively regarding the professional and the relationship aspect. For
this reasons Tom will work in an environment where he feels no trust and respect from his
manager. However even in relationship with his partner Tom can have some negative impact which
shows that Dave will feels exclude from Tom’s work environment and not welcoming.
Consequently, Tom will not perform at work at 100% and will be not happry to communicate with
the others staff members.
i) What actions could Tom take in this situation? Imagine that his workplace does not handle the
situation and Tom continues to be excluded. What could he do next?
As beginning Tom’s should speak to the manager, should express his hurter feelings and the impact
of the situation on his personal life as well. After if the environment is still so hostile well, he needs
to involve the human resource department and explain what happens and the consequences of
this situation on his life. If even in this case the HR department will not deal with the situation then
he is obliged to refer to the equal opportunity/human rights commission in NSW or consider to
engaging legal counsel.
QUESTION 5
a) Describe the purpose of the Universal Declaration of Human Rights.
The Universal Declaration of Human Rights it is an International document that helps us to

understand the purpose in respect of the human rights which must be enjoyed by all people, no
matter who they are or where they live. Its begins by recognising that 'the inherent dignity of all
members of the human family is the foundation of freedom, justice and peace in the world.
j) Do human rights necessarily cover all human needs? Explain your answer in one paragraph and
provide an example.
No.
Most rights are negative rights. These things aren’t provided to you, they are just protection
against having them taken away. For example, the US recognizes a right to bear arms but you are
not provided with a gun, you must buy in on your own.
Actual human needs are things like food, water, shelter, etc. Human rights may prevent you from
being unfairly deprived of them but they do not provide them for you. So you have a right to be
able to buy food and not be denied on account of being black or a woman or a Muslim or
whatever, but if you’re broke then you’re out of luck unless someone chooses to give you money or
food. Your rights do not compel someone else to provide for you.
QUESTION 6
a) List at least three effective strategies that could encourage effective communication in a
situation where there is a language barrier.
 keeping an open mind in unfamiliar situations being willing to provide information and to
encourage Speak slowly and clearly. Focus on clearly enunciating and slowing down your
speech.
 2. Using universal signs, body language or gesture Frequently check for understanding.
 3. Be specific and using translator service Ask for clarification.
k) List two strategies you could use if you were involved in a cross-cultural conflict with a work
colleague and needed to sensitively resolve it.
1. understand various cultural factors contributing to cultural differences and avoid them by
looking for common ground between the two parties and building on it.
2.be sensitive and appreciate the different culture experience by listening carefully and clarifying
any concept that can be misunderstand.
l) Describe the effectiveness of visual imagery when communicating information to diverse

audiences. Provide at least three examples of universal imagery or colours used within the
workplace (you may draw examples where required).
A system universally used across the culture and places is the visual imagery, in which signs and
symbols can express messages. For instance, a common sign is the red and green light which the
first means stop and the second means go. Or the men and the woman clack shape icons that
mean where toilets are located by gender differences. And also, another sign with universal
meaning is the Exit sign.
QUESTION 7
a) Using at least three paragraphs, write about how diversity has impacted Australia’s ever-
changing economic, employment, social, cultural and political landscape.
Diversity has impacted Australia in many areas such as in relationship with other countries which
has contribute to increase the economy thanks to the business trade. In fact, import and export
had promoted an evolution of the business. In order to do that in the best way possible even the
communication between the countries has improved a lot and consequently also the technology.
The benefits of cultural diversity on Education recognised Australia as the fourth largest export and
largest service industry in tertiary institutions and because the social cohesion and cultural
exchange across a culturally diverse community. That is made possible because migrants and
refugees show disposition for hard work and sacrifices in order to establish a good environment for
them to stay.
The improvement in social and economy fields bust as well a better cultural insight to increase
innovation and creativity. Such a good improvement develops and makes the market more
competitive. Even in workplace the cultural difference is change the way all employees are treated
considering a safe work environment for everyone by strengthening cultural communities.
c) Using at least three paragraphs, now write about how Australia’s diverse community has been
impacted (consider both positives and negatives) by the changing economic, employment,
social, cultural and political landscape.
The multiculturalism has been good for Australia and the impact of this diversity is palpable as it
touches every aspect of the way we live and it had positive or negative effects depending on how it
was managed.
In Australia, the good management of our diversities has given us the opportunity to provide the
right assistance for marginalized groups. Everyone can have access to many of health care service.
However, this benefit as a drawback on people cost living because is increase as result of everyone
free access to the services.
Regarding the workplace there is a better consideration of equal employment opportunities. This
factor let Australia grown in terms of economy because people after having a better job
opportunity decide to live in this country and they buy houses and pay tax.
All this multiculturalism but compromise the identity of this country.
QUESTION 8
Key areas of diversity have been listed below.
Note: remember to be appropriate and respectful in your definitions and responses.
Disability Provide three examples of different types of disability you may encounter in
your preferred work role/industry.
As people with disability belong to a diverse group, I may come across many
disabilities in my work life. Some examples of common disabilities I may find are:
 vision Impairment
 deaf or hard of hearing
 mental health conditions
 intellectual disability
 acquired brain injury
 autism spectrum disorder
 physical disability.
1.People with mental health conditions
Mental illness is a general term for a group of illnesses that affect the mind or
brain. These illnesses, which include bipolar disorder, depression, schizophrenia,
anxiety and personality disorders, affect the way a person thinks, feels and acts.
A person with a mental health condition may experience difficulty concentrating,
which can sometimes be a result of medication. Try to avoid overly stressful
situations wherever possible so that their condition is not exacerbated.
2.People with intellectual disability.

There are many causes of intellectual disability, factors include physical, genetic
and/or social and they are frequently grouped by school-area skill sets. The most
common syndromes associated with intellectual disability are Autism, Down
syndrome, Fragile X syndrome and Fetal Alcohol Spectrum Disorder (FASD).
The types of intellectual disability is look different from one person to another
3.Vision impairment
Vision impairment refers to people who are blind or who have partial vision.
When I have to approach a vision impairment person, while I am talking with this
person who is blind, I need always identify myself and any others with me, ask if
the person requires assistance, and listen for specific instructions, however be
prepared for your offer to be refused. Describe any changes in the environment
such as steps, obstacles, etc.
If the person has a guide dog, please remember the dog is working and should not
be patted, fed or distracted.
Culture Provide a definition of ‘culture’.
The term Culture is useful to identify the characteristics, knowledge and the way of
a particular group of people, encompassing language, religion, cuisine, social
habits, music, arts, norms.
Race Provide a definition of ‘race’.

The term race refers to groups of people who have differences and similarities in
biological traits which determine physical features deemed by society to be socially
significant, meaning that distinct people treat other people differently because of
them.
Ethnicity Provide a definition of ‘ethnicity’.

A person's ethnicity is someone who has adopted their ethnic traits, classification,
or association relates to large groups of people who have certain racial, cultural,
religious, dress or other traits in common.
Religion Provide a definition and three examples of ‘religion’.

Religion is something everyone believes in and follows devotedly. a point or matter
of ethics or conscience and is acting with ritual observance of important dates or
events, and ceremonies.
Spirituality Provide a definition of ‘spirituality’.

Spirituality is a broad concept with room for many perspectives in be connected to
others to seek the meaning of the life and spiritual beliefs ect.
Gender Provide a definition of ‘gender’.
Gender is refers to the socially constructed characteristics of women and men, such
as norms, roles, and relationships of and between groups of women and men.
Gender define the different between masculinity and femininity. It varies from
society to society and can be changed.
Transgender Provide a definition of ‘transgender’.
Transgender describes people whose gender identity or expression does not match
the sex they were assigned at birth. For example, a transgender person may
identify as a woman despite having been born with male genitalia.
Intersex Provide a definition of ‘intersex’.

Intersex” is a general term used for a variety of conditions, for a genetical medical
condition in which a person is born with a reproductive or sexual anatomy that
doesn't seem to fit the typical definitions of female or male. This term doesn’t not
relate to a person’s sexual orientation.
Lesbian Provide a definition of ‘lesbian’.

A lesbian is a homosexual woman, is a woman in relation to her sexual identity or
sexual behaviour and spirituality. Is someone who has same-sex attraction.
Gay Provide a definition of ‘gay’.

Gay is a term that primarily refers to a homosexual person or the trait of being
homosexual so attracted of their own gender. The extent to which these usages still
retain connotations of homosexuality has been debated and harshly criticized.
Bisexual Provide a definition of bisexual.
Bisexual means be attracted by characters of both sexes and especially both male
and female reproductive structures. The attraction can be spiritual, physical,
romantic and sexual.
Heterosexual Provide a definition of ‘heterosexual’.

A heterosexual person is attracted to people of the opposite sex. A heterosexual
couple consist in a man and a woman staying together. However, being
heterosexual is only one sexual orientation.
Generational Provide a definition of ‘Generation Y’ (or ‘millennials’). List two common

stereotypes of this generation.
The Millennial Generation is also known as Generation Y, because it comes after
Generation X and it is referring to those people between the early 1960s and the
1980s.
Millennials have been characterized in a number of different ways. On the negative
side, they've been described as lazy, narcissistic and prone to jump from job to job.
They're even a bit delusional.
Provide a definition of ‘Generation X’. List two common stereotypes of this

generation and two common characteristics.
Those born immediately after the baby boomers are usually known in this country
as Generation X. The most common definition of Generation X is from about 1964
to 1978, but sometimes the definition extends a year or two before or after that.
The term “X” was including stereotypes such as disengaged, cynicism or
independent because of the preference for freedom and flexibility.
Provide a definition of ‘Baby Boomers’. List two common stereotypes of this
generation.
The term baby boomers it is refers to the period between 1960 –1970. The “baby
boomers” are a group which is very important in understanding the demographics
of Australian society. Those born immediately after World War II when the birth
rate was very high have had a substantial impact on Australian society, and still
shape the demographics that come out of each Census. The common stereotypes
for this generation are not only they are tech-phobic, not willing to change, don’t
want to learn but also, they are knowledgeable, with strong work ethic or
independent.
QUESTION 9
Martin, 26, is sitting in a conference room being interviewed for a job. It is all going well, but
then one interviewer asks how old he is, as his date of birth wasn’t indicated on his resume.
Martin refuses to give his age – he states that his age is not an indicator of whether he can do
the job well, but his work experience, knowledge and strong references should be what proves
his abilities.
Martin does not get the job. A friend who works in the organisation tells him that they employed
a 45-year-old female because they felt a ‘mature’ person and ‘soft’ approach would be best for
the position.
a) Answer the following questions about Martin’s situation.
 What breach has the workplace committed?
Martin has been discriminated by the workplace for his age and sex.
 What could be the consequences of this scenario?
Marting could write to the company a complain regarding an unfair and illegal hiring process which
is not respecting the equal opportunity to employee someone, in this way the community and the
staff can get impacted and be aware of the unfair treatment.
 What do you think would be the impact on Martin in this situation?
The sad experience could impact Martin self-esteem so much to develop a so strong stress and
then frustration till to become a very serious behaviour disorder that will compromise his way to
relate with everyone.
Giovanni has a guide dog. One day he is out with his carer, Cathy, who suggests they stop by
one of her favourite cafés for something different. As Giovanni’s guide dog is working, it is
harnessed.
They approach a table and start to sit down. An employee quickly meets them and quietly asks
them to leave. Cathy is taken aback and asks why. The employee states that pets are not
permitted inside.
Cathy says that Giovanni’s ‘pet’ is clearly a guide dog and they are allowed in the premises –
health regulations have exemptions for guide dogs.
The employee says their manager has requested they leave and they cannot do anything more
for them.
m) Answer the following questions about Giovanni and Cathy’s situation.
 What breach has the café committed?
As per hela5th regulation as Giovanni’s dog is an assistance animal, he is legally allowed into food
premises, otherwise no allow him to get into that mean discriminate against Giovanni disability.
Giovanni can write a complain regards the fact the café is not adhering to the requirements to the
human right commission in his state or territory and define the breach of disability and anti-
discrimination.
 What do you think would be the impact on both Martin and Cathy in this situation?
Giovanni has is emotions hurt so he can build a low self-esteem and develop a phobia in going out
in public because it will make him very frustrated.
Cathy may be very resistant in going back to her favourite place and spare the word with family
and friends regarding the bad experience or write a negative review.
Umair has finished his Certificate III in Individual Support. He has passed all his assessments and
the feedback from his trainers has been very positive.
Umair is very excited to get a job – he enquires at his placement organisation, but unfortunately,
they do not have any jobs available at the moment. The manager promises to let him know if
any jobs are going to be advertised, as she was very impressed with his work.
Umair finds that a lot of his job applications do not lead to any interviews. With the urging of his
friends, he decides to call the last workplace his applied to and ask why he wasn’t considered
for an interview. He is put through to someone called Bri, who says, ‘Oh Umair, that’s right. I
heard about you. Yes, the manager didn’t want to put your application through further because
they thought some of our elderly clients might be unsettled by a Muslim on the staff.’
Umair hangs up in shock – he can’t believe what he has just heard!
n) Answer the following questions about Umair’s situation.
 What breach has the workplace committed?
As Umair is a Musman the staff of the workplace has discriminated him cause of his religion and
that could make clients feel uncomfortable.
Umair could write a complain so that workplace could be found in breach of racial discrimination
law.
 What do you think would be the impact on Umair in this situation?
Umair may start to question if he will be subject of racism every day and everywhere, he propose
himself for job.
o) Review the Universal Declaration of Human Rights and identify Article/s that are being
breached in Umair’s story.
In Umair’s story the articles that are being breached are Article 1 and 2 of the Universal
Declaration of Human Rights.
In the specific these articles say:
QUESTION 10
a) Provide a definition of marginalisation. Why do some people experience marginalisation?
Marginalisation is the social process or treatment to other people. People experience

marginalisation is because of the poverty and deprivation among the marginalized social groups.
a) Explain how those in marginalised groups may be impacted by trauma, discrimination,

negative attitudes and exclusion. In your response, refer to the needs of people with
disability, those who are ageing and those with mental health/emotional issues.
They feel marginalised because they have been discriminating on their age and people with mental
health. Just like other they can perform what the other can do.
b) List three protective factors that can help those in marginalised groups to cope.
1. Positive attitudes, values or beliefs
2 Strong social supports
3. Good peer group/friends
QUESTION 11
In a short paragraph, describe at least three cultural biases or social expectations which may
exist when working with:
a) Someone of an older generation.
1. Age discrimination
2. not employing certain people because they won’t ‘fit in’ with other employees because of
their age
3. making choices around redundancy, or forcing someone to retire, because of his or her age
c) A person with a disability.
1. limited human-resource experience of dealing creatively with difference
2. inability to access flexible-work arrangements
3. he assignment of work that underestimates capability
QUESTION 12
Access the National Disability Standards at https://www.dss.gov.au/our-responsibilities/disability-
and-carers/standards-and-quality-assurance/national-standards-for-disability-services
In the following table list, each of the Standards and provide for each an example of a possible
impact on a client if a standard was breached. The first one has been completed as an example.
National Disability Standards

Standard 1 Rights If this standard was breached the person would be
denied of their basic human rights to:
 dignity and respect
 freedom of expression
 self-determination
 choice and control
 confidentiality and privacy
 freedom from discrimination, exploitation, abuse,
harm, neglect and violence
 the role of families, friends, carers and advocates
in the safeguarding of rights
 comprehensive systems to prevent or promptly
respond to any breaches of rights
This may lead to them being denied services, or
having services forced on them.
Standard 2 Service Access
 Transarent and consistently applied service
commencement and leaving a service processes
 Information provision and active referral when a
service is not available
 The value of partnerships with other agencies and
relevant community members to enable referral
 Regular reviews to identify and respond to any
potential barriers to access
 Accessible information to respond to diversity of
need
Standard 3 Individual Outcomes  Service planning, implementation and review

being based on individual strengths, needs
and life goals
 People with disability leading and directing
their supports with supporty from family,
friends, carers and advocates
 Collaboration and dialogue, responsiveness to
diversity and options
Standard 4 Feedback and Complaints  The use of feedback and complaints to
continuously drive service improvements
 Regular, proactive and inclusive feedback
systems
 Clear and regular communication about how
to provide feedback including how to make a
compliant.
 Transparent dispute management
 Access to independent information, support,
advice and representation to ensure people
are able to provide feedback or make a
complaint
 Effective complaints management and
resolution
Standard 5 Service Management.  Compliance with workplace related legislation and

regulation includin work health safety, human
resource management and financial management
 Clear communication to staff, people with disability
and other stakeholders
 Sound governance and management in all aspects
of service planning, development and provision
 Continuous improvement and evidence based
practice
 A range of methods for active participation of
people with disability and their family friend, carers
and advocates in planning, delivery and review at
the individual, service and organisational levels
Standard 6 Participation and Inclusion  Connection to family, friend and chosen
communities
 Economic and communtiy participation and associated
benefits to the individual and the broader communtiy
 Participation based on an individual interest, identity,
heritage, preferences, goals and aspirations
 Role of family, friends, cares, advocate and other
organisations in promoting participation and inclusion.
 Promoting a valued role for people with
disability in public and private life
What do I need to hand in for this task? Have I completed this?

Your answers to these questions Yes
Unit:
Studen
Case studies
Case study 1
Case study 2
Case study 3
STUDENT DECLARATION
I Loredana Sofia ______________________________________ declare that these tasks are my own

work.
me.
Student signature: Loredana Sofia________________________________________________________________
Student name: Loredana Sofia
Date: _______________________________________________________________________________ 06/09/2019
ASSESSOR FEEDBACK
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Assessor name: Zenon Ram_____________________________________________________________________
Date: ____________________________________________________________________________________________
ASSESSMENT TASK 2: CASE STUDIES
TASK SUMMARY:
Complete the questions that follow each case study.
 Access to textbooks and other learning materials

 Access to a computer and the Internet (if you prefer to type your responses).
 Access to a copy of the Universal Declaration of Human Rights.
 You will do this task your own time.

 Answer the questions that were incorrect in writing and resubmit entire assessment.
INSTRUCTIONS:
CASE STUDY 1 – TEAM CONFLICT
A team of community services workers is experiencing conflict. There is an Aboriginal worker

on the team (Barry), a Muslim worker (Ahmed) and two white Australian workers (Janice and
Julia). It started when Ahmed accused Barry of being lazy and rude – ‘He never rushes, even
when we are rushed off our feet and he doesn’t even look me in the eye when he talks to me.’
Barry retaliates by accusing Ahmed of taking time off all the time to ‘pray on his stupid prayer
mat’.
Janice responds by saying, ‘For God’s sake, why can’t you just be like the rest of us?’
Janice and Julia get caught up in it with, both Ahmed and Barry complaining all the time about
each other and trying to get them to take sides.
Their conflict is impacting on their clients and colleagues.
1. There are a range of issues that are causing difficulties within this work team. List each one
you can identify. For each issue you identify, indicate the cultural differences that are being
misunderstood among the team members.
 Religion issues
 Priorities issues
 Identity issues
 Behaviour issues
 Respect issues
 Discrimination issues
1. What could you suggest to help this team resolve their differences in a culturally sensitive
manner? List at least one strategy.
2. Imagine Barry complains to management about the time Ahmed takes to pray. Ahmed puts
forth a suggestion that his prayer time is taken as break times, and he still works a full day –
just a longer one than his colleagues. Management refuses the suggestion as if he gets
special treatment, everyone will want special treatment.
What further issue has now occurred in this workplace?
3. Now let’s imagine Ahmed’s suggestion is successful. However, Barry continues to complain
and encourage others to make fun of Ahmed during his time of prayer. Julia is very
uncomfortable about what is happening.
As an employee, what is Julia’s responsibility in this situation?
4. Review the Universal Declaration of Human Rights. What Article/s are being breached in this
scenario?
CASE STUDY 2 – FADI

Fadi has just come into full-time residential care. Fadi tells his son that the food is mainly
western style, is very dull and often tough. As he is a Muslim, Fadi does not eat pork.
The staff always provide another alternative when pork is on the menu but yesterday, when
pork sausages were on the menu, the only alternative was fish – which Fadi has a strong
aversion to and cannot eat without being ill.
When he said he couldn’t eat the sausages or the fish, he was told by staff that he would have
to have a Vegemite sandwich.
Fadi’s son is shocked – this is hardly enough for the main meal of the day!
Fadi’s son encourages his father to complain, but Fadi says he doesn’t want to cause trouble,
he is new and is still trying to settle in.
Fadi’s son decides to put in a formal complaint about the food that is served to his father.
The manager explains that there are many different nationalities and it is impossible for every
cultural food requirement to be catered for all the time. However, the kitchen is keen to help
out as much as they can so long as it is within their tight budget, therefore this is why Fadi was
given a sandwich.
1. As a client, what rights does Fadi have that are being breached?
Fadi does have the right to choose his dinner/meal, the residential care should take care of his
religion and give him a different option when serving pork.
5. What process should be undertaken to investigate this complaint in a culturally sensitive

manner?
The complaint has to be reported to supervisor and directed towards the manager and this problem
has to be resolved as soon as possible without repetition.
6. Suggest three strategies that might solve Fadi’s problem.
Strategy 1: Ask fadi for his preferred meal before the meal
plan
Strategy 2: Make sure that his preferred meal is ready before
serving them
Strategy 3: Knowledge about Meal preference should be

kept in mind every time
CASE STUDY 3 – JOAN

Joan is a new, Aboriginal carer at Elise’s service. Lately Joan has had a couple of days off work,
and has also had a few days where she has started work later than others in her team.
Hani, another carer who is also one of Elise’s good friends, begins to gossip about Joan at
lunchtime. She says that Joan excludes herself because she is always so quiet and avoids eye
contact with people. Hani doesn’t like the fact that Joan is new but gets special treatment – no
one else comes in late and takes time off, especially in their first two months at a new job!
Elise is not impressed by Hani’s behaviour and decides to remove herself from the lunch group.
She instead begins to spend some of her lunchtimes with Joan and some different carers. She
learns that Joan takes time off to help with the care of one of her Aunties, who is very ill.
One afternoon Joan approaches Elise and tells her that she will be taking time off work due to
Sorry Business. Elise is not sure what this means, but does not want to appear ignorant and
gives Joan her best wishes – she assumes it must not be good news due to the word ‘sorry’.
Joan says that their supervisor is very compassionate and she is lucky to work for a company
that respects her cultural traditions, but says that some of the staff make her feel shame.
The next day, Hani is talking negatively about Joan again. Elise has had enough, she decides to
research Aboriginal culture so she educate Hani before she gets herself into trouble.
1. Research Aboriginal culture and explain:
 Why Hani’s opinion of Joan’s approach to communication is incorrect and inappropriate.
 Why Joan was caring for her Auntie.
 Sorry Business and how Joan, her family and community would mourn.
 Why Joan’s community has a tradition to not say the name of the deceased for some time.
1. What impact is Hani’s behaviour having on Joan? What did Joan mean about feelings of
shame?
2. How do you think that Elise is contributing to a culturally safe and culturally competent
workplace?
3. How should the workplace support Joan in terms of her absences?
Unit:
Studen
Culture research
STUDENT DECLARATION

work.
me.
Date: ____________________________________________________________________________________________
ASSESSOR FEEDBACK
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Date: _______________________________________________________________________________ 06/09/2019
ASSESSMENT TASK 3: CULTURE RESEARCH
TASK SUMMARY:
You are to undertake a research project on a number of different cultural

groups living in Australia.
 Access to textbooks, learning materials and the Internet for research.

INSTRUCTIONS:
Answer each the questions below.
1. Research each of the three cultures below and the one of your choice.
What things are of specific importance in these cultures that would need to be considered
when providing health and community services? List at least four items of importance for each
culture listed. Consider in your response areas such as spirituality and/or religion and cultural
customs.
 Italian culture.
 Vietnamese culture.
 Sudanese culture.
 A culture of your choice that is different to your own.
 Aboriginal culture
1 Practices and ceremonies
2 Art
3 Tribal music
4 Oral traditions
 Italian culture
1 arts
2 music
3 Architecture
4 Food
 Vietnamese culture
1 Ancestor veneration
2 Respect for community and family values
3 Ancestor worship
4 Handicrafts and manual labour religious belief
 A culture of your choice that is different to your own.
1 A friendly and casual attitude in Australia
2 Australian use a lot of slang terms
3 Multicultural society
4 Learning styles
4. Now research Aboriginal or Torres Strait Islander culture and answer the following questions.
 Which culture did you research? (Tick the appropriate box.)
 Aboriginal culture  Torres Strait Islander culture
 Research the social, political and economic issues that are affecting Aboriginal or Torres
Strait Islander people and write at least two paragraphs about each issue you identify and
its impact.
 Research at least three important cultural customs for Aboriginal or Torres Strait Islander
people and write at least one paragraph about each. For example, you may like to
research Men’s and Women’s Business, Dreaming, smoking ceremonies, the importance of
kinship and so on.
 Consider how Western society and culture has affected Aboriginal or Torres Strait Islander
people. Provide five examples.
 Identify two issues that impact Aboriginal or Torres Strait Islander people and describe
what programs and projects have been developed by the Australian government or other
stakeholder groups to address the issues. You may like to use the table format below to
present your responses.
Issues Programs and projects developed to

address issues
Issue 1
Issue 2
 What are four issues that Aboriginal or Torres Strait Islander people face when engaging
with health and community services?
7. Did your perspective or opinion of each of these cultural groups change due to the
information you learned during this research task? If yes, explain what you learned and how
your perspective has changed. If no, explain why you feel your perspective has remained the
same.
Explain how your learnings will help you appreciate and value diversity in your day-to-day
work activities (if you are not currently employed, consider how you will demonstrate this
once you are working).

Unit:
Studen
Cultural reflections
STUDENT DECLARATION

work.
me.
Date: ____________________________________________________________________________________________
ASSESSOR FEEDBACK
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Date: ____________________________________________________________________________________________
ASSESSMENT TASK 4: CULTURAL REFLECTIONS
TASK SUMMARY:
You are to write a reflective report on your own experience of culture and
diversity in your workplace environment.
 Access to textbooks, learning materials and the Internet for research.

 Workplace policies and procedures on working with diversity

INSTRUCTIONS:
For this task, you are required to reflect on your own attitudes, beliefs and perceptions of cultural
diversity in the workplace (if you are a classroom-based student, think about your experiences so
far while undertaking your work placement, or your experiences when working in a previous role).
You are to write a reflective report that covers each item below. You can use the headings
provided below to separate your discussions. You must cover each bullet point.
Remember that cultural sensitivity and competence is not just shown in how you speak and
interact with others, but how you write about different cultures and your opinions and
perspectives.
1: YOUR OWN CULTURE
 Discuss your cultural/social background and that of your family. What language,
policies/structures and customs are relevant to your own culture? How do you think your own
background impacts on people from backgrounds/cultures different to your own?
 How do your cultural beliefs, values and experiences affect your own behaviour, your
relationships with others and your social expectations of others from different cultures?
 How do you think your culture has impacted Australian society – consider now and its impacts
in the future? Do you think there has been positive change?
 What changing practices to Australia’s political, economic and social landscape do you believe
has directly impacted your culture?
 Consider what you have learned during this unit of competency. What cultural biases or
assumptions did you have before undertaking this unit?
Culturally diverse workplace is the situation in any organisation where every individual appreciates
their differences that can be based on age, sex, gender, ethnicity, sexual orientation, social status.
Having a diverse workplace is always effective because it allows employees to be more productive
with the flow of unique ideas from different individuals. Diversity is important in every field.
The migration has brought different cultural influences that has had a positive economic, social and
cultural Impact on Australia. Generally speaking, migrants and refugees show strong resilience and
adaptability to new challenges and surroundings.
I am form Nepal and it is a beautiful landlocked country. People here follow different religions such as
Hinduism, Buddhism, Islam, Christianity, Sikhism where the majority of population are either Hindus or
Buddhists. Nepal is a multiethnic, multilingual, multi-religious and multicultural country well equipped
with many cultures, languages, traditions, religions. As I follow Hinduism, I have a conception of
believing on GOD and believe in not entering to temple with shoes.
Culture means shared values, beliefs and norms of a specific group, so it influences the manner we
learn, live and behave. Culture is an important shaper of our personality.
There is a practice of going to the temple to worship god and goddess, practice of fasting in special
occasions such as Teej, Tihar, Panchami by women praying for long life of husband and brother, which
practice has never been changed.
Culture plays an important role is shaping the style of communication, the way people talk and
behave. Having a Nepalese cultural background, since I have been fortunate enough to gain education
and learn moral values, I never had any issues with communication. I try to talk to people with smile
and care for others which is just the reflection of the culture I came from.
If there comes a situation where my cultural people are less around in workplace, I might have
problem with communication and cooperation in initial phase but by understanding and appreciating
diverse culture will definately help me in coordinating with fellow members in the organisation
No, I have not felt any kind of discrimination issues
Yes, I consider myself to be socially and culturally aware in the workplace because we work with
different people with individual identity, culture, traditions and social values and beliefs and to bring
about positive outcome we have to work with proper understandings and coordination. For example, I
have one of my colleagues who is form Bangladesh and she follows Islam, but we respect each other
religion and tradition.
I have participated in different celebrations, trainings, policy making, meetings and many more which
helps in promoting cultural diversity in workplace.
2: DIVERSITY IN THE WORKPLACE
Note to the student: where you refer to specific colleagues, supervisors or clients, do not identify
them by name. You may like to use ‘Colleague A’ or ‘Client 1’ or similar.
 Provide some detail about your workplace (or the service you are doing your placement at).
How diverse is this workplace in terms of staff and client base? Consider race, gender, sexual
identity, religious and spiritual beliefs and other areas that define diversity in your response.
 How do you, in your day-to-day work activities, show that you value and respect people from
different cultures and backgrounds to your own? Provide at least three examples.
 How culturally competent is your workplace? Give a reason for your ratings.
 How do you think your ability to build professional relationships with your colleagues and
clients encourages a culturally safe work environment?
 How does your own cultural background affect the way your communication style and delivery
in the workplace? Have you been involved in a cross-cultural misunderstanding with anyone in
the workplace, or experienced a difficult situation that stemmed from diversity?
If yes, explain the situation and the strategies you used to bring it to a respectful, sensitive
resolution.
If no, explain a situation you have either seen occur between others in the workplace, or have
heard about. Discuss the strategy used to deal with the situation – do you agree with the way
in which it was handled, or would you have done it differently?
 What is one limitation or barrier you feel you have when working with people from
backgrounds or cultures different to your own? What do you think you can do to remove the
barrier or address the limitation?
 What frameworks, approaches and instruments are used in your workplace to not only
champion human rights, but to also adhere to legislative and ethical requirements? In your
response, ensure you are also referring to frameworks and procedures that deal with
discriminatory practices and behaviours.
 What interpreter services does your workplace use or make available to its staff and clients?
What is the process used? How does your workplace ensure that the situation requires an
interpreter, and that the person’s communication needs are met?
 What imagery is used in your workplace to assist with a cultural competent and culturally safe
workplace?

Completed report that addresses all points Yes
Unit:
Studen
Workplace observation
STUDENT DECLARATION

work.
me.
Date: _______________________________________________________________________________ 06/09/2019
ASSESSOR FEEDBACK
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Assessor name: Zenon Ram_____________________________________________________________________
Date: ____________________________________________________________________________________________
ASSESSMENT TASK 5: WORKPLACE OBSERVATION
TASK SUMMARY:
You are to be observed by your assessor communicating with three people

from diverse social and cultural backgrounds in your workplace.
 Access to your workplace (or placement service if you are a classroom-based student)
 Access to three clients or colleagues from different social and cultural backgrounds.
 This task will be done during one of your assessor’s visits to your workplace service.
 Write in the visit date as advised by your assessor: _________________________
INSTRUCTIONS:
For this task, your assessor will observe you during their workplace visit as you communicate and
work with people in your workplace from diverse social and cultural backgrounds, helping to meet
their needs (these will vary according to the situation, and may include care needs, information
needs, or workplace needs).
You will need to demonstrate your effective communication skills and cultural competence in
three different situations. During each situation, you may be responding or working with one
person or multiple people.
This observation may be undertaken in any situation that is relevant to your workplace. For
example, you could be assisting a client with activities, greeting a client’s family, providing
information to a client about services, working with a colleague, meeting with a supervisor and so
on.
Following each interaction/situation, your assessor will ask you a series of verbal questions.
You should discuss the arrangements for this assessment with your assessor and supervisor to
make sure that a suitable variety of situations will be available for you during your assessor’s
visit. In some cases, your supervisor and assessor may need to organise for appropriate
situations to occur, so you can demonstrate your skills across the three required occasions.
Where you are going to be observed working with clients, you must obtain permission from the
client for the observation to occur. Make sure the permission forms located at the end of this task
are signed and submitted to your assessor.
 Value and respect the diversity and the needs of each person you interact with
 Build and maintain professional relationships that show acceptance and respect for
differences
 Promote a culturally safe work environment during the interactions
 Sensitively and appropriately deal with any difficulties or differences that occurred due to
diversity (a verbal question will be asked where this cannot be demonstrated in any of the
three situations).
Your assessor will also ask you some verbal questions about the interactions after the
observations are complete.
What do I need to hand in for this task? Have I completed this (where
applicable)?
Signed client permission forms (only required
where interactions/ situations involve clients)

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Student Assessment

CHC33015 Certificate III in Individual Support

Student Number: 6267985

Assessment Submission Date:

Task 1: Written questions Task 1: Written questions

Task 2: Case studies Task 2: Case studies

Task 3: Culture research Task 3: Culture research

Task 4: Cultural reflections Task 4: Cultural reflections

Assessor Name: Zenon Ram

Date result reached:

I Loredana Sofia declare that:

 I was made aware of all assessment requirements for this/these unit/s

Student Signature: Loredana Sofia

ABOUT YOUR ASSESSMENTS

Assessment Task About this task

How to submit your assessments

Assessment Task Cover Sheet

Assessment Requirements Due date

AGREEMENT BY THE STUDENT

Do you understand the requirements of this assessment? Yes

Do you have any special needs or considerations to be made for this No

Do you understand your rights to appeal the decisions made in an Yes

Student name: Loredana Sofia____________________________________________________________________

Student signature: _Loredana Sofia Date: 06/09/219_____________

Assessor name: Zenon Ram ______________________________________________________________________

Assessor signature: _ Date:

Make sure you have kept a copy of your work.

Name: Loredana Sofia

Date of birth:23/06/1984 Student ID: 6267985

 CHCDIV001 Work with diverse people.

Student to complete Assessor to complete

I ________________________________________________________ declare that these tasks are my own

None of this work has been completed by any other person.

Student signature: Loredana Sofia _______________________________________________________________

Student name: Loredana Sofia____________________________________________________________________

Date: _______________________________________________________________________________ 06/09/2019

Assessor signature: ______________________________________________________________________________

Assessor name: Zenon Ram______________________________________________________________________

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Access to textbooks and other learning materials.

WHEN DO I DO THIS TASK?

 You will do this task in your own time.

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

a) In your own words define ‘diversity’.

c) In your own words, describe the term ‘cultural competence’.

e) In your own words, describe the term ‘cultural safety’.

In my understanding the term environment cultural safe is an environment that is spiritually,

3.Religious affiliations and involvement in local and cultural celebrations.

a) Describe the purpose of the Universal Declaration of Human Rights.

The Universal Declaration of Human Rights it is an International document that helps us to

 3. Be specific and using translator service Ask for clarification.

l) Describe the effectiveness of visual imagery when communicating information to diverse

2.People with intellectual disability.

Race Provide a definition of ‘race’.

Ethnicity Provide a definition of ‘ethnicity’.

Religion Provide a definition and three examples of ‘religion’.

Spirituality Provide a definition of ‘spirituality’.

Transgender Provide a definition of ‘transgender’.

Intersex Provide a definition of ‘intersex’.

Lesbian Provide a definition of ‘lesbian’.

Gay Provide a definition of ‘gay’.

Heterosexual Provide a definition of ‘heterosexual’.

Generational Provide a definition of ‘Generation Y’ (or ‘millennials’). List two common