CHCDIV002

Promote Aboriginal and/or

Torres Strait Islander cultural
safety
Learner Workbook
 Table of Contents

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

Instructions to Learner
Assessment instructions
• Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the
terms and conditions relating to the submission of your assessment task. Please consult with your
trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to
the terms and conditions, and address fully each assessment task. If any assessment task is not fully
addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor
will remain available to support you throughout the assessment process.

•
• Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the
overall unit of competency. When undertaking any written assessment tasks, please ensure that you
address the following criteria:

• Address each question including any sub-points

• Demonstrate that you have researched the topic thoroughly

• Cover the topic in a logical, structured manner

• Your assessment tasks are well presented, well referenced and word processed

• Your assessment tasks include your full legal name on each and every page.

• Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.

• Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as
your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you
have any doubts about including the work of other authors in your assessment, please consult your
trainer/assessor. The following list outlines some of the activities for which a learner can be accused of
plagiarism:

• Presenting any work by another individual as one's own unintentionally

• Handing in assessments markedly similar to or copied from another learner

• Presenting the work of another individual or group as their own work

• Handing in assessments without the adequate acknowledgement of sources used, including

assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to
discuss this with you, and further action may be taken accordingly.

• Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in
whole or in part of unauthorised collaboration with another person or persons. Collusion involves the
cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such,
both parties are subject to disciplinary action.

For further details about Academic Misconduct Policies and Procedures, please visit website at
https://aibtglobal.edu.au/support/student-forms/academic-policies/

• Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).

Once the learner has Satisfactorily completed all the tasks for this unit including vocational placement
and/or simulation tasks the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for
the relevant unit of competency.

For further details about Assessment Policy and Procedure, please visit at
https://storage.googleapis.com/aibtglobal/2020/05/358bc8d7-assessment-policy-and-procedures-v.1.0-
may-2020.pdf
 • Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in
order to determine competency, you must provide us with such information/evidence, subject to
privacy and confidentiality issues. We retain this right at any time, including after submission of your
assessments.

• Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law. However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues and others, that
they do not consent to the disclosure of. While we may ask you to provide information or details about
aspects of your employer and workplace, you are responsible for obtaining necessary consents and
ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with
such information.

• Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy with your
assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You
must first discuss the issue with your trainer/assessor. If you would like to proceed further with the
request after discussions with your trainer/assessor, you need to lodge your appeal to the course
coordinator, in writing, outlining the reason(s) for the appeal.

• Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments
as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

• Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as the
activities found in this workbook.
An explanation of observations and demonstrations:

A demonstration will require:

• Performing a skill or task that is asked of you

• Undertaking a simulation exercise.

• Your trainer/assessor will inform you about the tasks required to be done. The
observation/demonstration will cover one of the unit’s elements.

• The observation/demonstration will take place either in the simulated training

environment.
Your trainer/assessor will ensure you are provided with the correct equipment and/or
materials to complete the task. They will also inform you of how long you have to
complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.

Candidate Details

Assessment – CHCDIV002-Promote Aboriginal and/or Torres Strait Islander

cultural safety
Please complete the following activities and hand in to your trainer/assessor for
marking.

This forms part of your assessment for CHCCCS023 - Support independence and
wellbeing

Student Full Name: Priyank Patel

Student Number: 0015938

Declaration

I declare that no part of this assessment has been copied from another person’s
work with the exception of where I have listed or referenced documents or work
and that no part of this assessment has been written for me by another person. I
also understand the assessment instructions and requirements and consent to
being assessed.

Signed: priyank Date: 29/05/2022

Activities
Activity 1A
Estimated Time 60 Minutes
Objective To provide you with an opportunity to identify the potential impact of cultural
factors on service delivery to Aboriginal and/or Torres Strait Islander clients.
Activity 1. What were the immediate effects of European colonisation on
Aboriginal and Torres Strait Islander culture?
Aboriginal and Torres Strait Islander culture had effect because of European
colonisation. The effect that they had was damaging. By naing it security,
Aboriginal people were facing lots of ill treatment, that includes large murders
and even were also removed from native homelands & placed in institutions and
areas. Cultural practises also were being ignored, and most were destroyed as an
impact of it. Colonization for Aboriginal and Torres Strait Islander led to murders,
conflict, illness, and loss.

2. Outline the historical significance of the Maralinga and the Mabo case.
The Maralinga and the Mabo Case was a major law suit in Australia that
acknowledged the Meriam people's land rights in the Torres Strait's Murray
Islands.
Maralinga case:
It served as Maralinga Tjuarutja's residence. Initial cleanup efforts in 1967 failed
to stop these impacts, therefore a second effort, costing $108 million, was sent in
2000. The land has been damaged as a result of the European Union's nuclear
tests conducted on this site between 1956 and 1963 as well as other smaller
impacts. The Maralinga Tjarutja people were given access to the land once more
in 1985.
Mabo case:
The Mabo Case was helpful on exposing the notion that Australia was terra
nullius, or property which was owned to no one, at the period of invasion.
Indigenous people have existed in Australia for centuries and also had title to the
land based under their own laws and practices, as per the High Court. The Mabo
judgment identified Indigenous people's historic rights over the land and
resources, opening the route for native title in Australia. It also established that
Indigenous people resided in Australia for many years before the British people
came in 1788.

3. How can cultural shock affect Aboriginal and Torres Strait Islander
people?
Cultural shock affects Aboriginal and Torres Strait Islander individuals by creating
discrimination, racism, lack of cultural knowledge. They face inequality and
injustice in the society. Cultural faith, attitudes, and views of the world impact
how individuals believe, behave, and interact with others.

4.What aspects of Aboriginal and Torres Strait Islander culture are diverse?
The aspects of Aboriginal and Torres Strait Island culture that are diverse are
cultures, languages, family systems, and lifestyle. Aboriginal people have their
Activity 1B
Estimated Time 40 Minutes
Objective To provide you with an opportunity to identify critical issues that influence
relationships and communication with Aboriginal and/or Torres Strait Islander
people.
Activity 1. What is meant by cultural realities and how do these affect the working
relationship with Aboriginal and/or Torres Strait Islander people?
Cultural reality is also known as information reality which is the union of multiple
features of social reality. It means how individuals represent their culture. Cultural
realities influence the relationships in work with Aboriginal and/or Torres Strait
Islander people creating hurtful stereotypes and prejudice. Some non-Indigenous
individuals, for instance, assume that Indigenous Australians are brutal and do not
heed to their seniors. It isn't always obvious how our own culture influences our
thoughts, feelings, and actions.

• What critical issues influence your workplace and professional relationships

with Aboriginal and/or Torres Strait Islander co-workers and clients?
The critical issues that influence workplace and professional relationships with
Aboriginal and/or Torres Strait Islander co-workers and clients are:
• Genuineness and attribution
• Discrimination
• Respect
• Communication customs
• Confidentiality
Activity 1C
Estimated Time 30 Minutes
Objective To provide you with an opportunity to establish key aspects of cultural safety in
consultation with Aboriginal and/or Torres Strait Islander people.
Activity How can you demonstrate the following in the workplace:

• Mutual respect
In any company, mutual respect is essential. When there is reciprocal respect
in the workplace, employees are recognised for their accomplishments,
talents, and characteristics. By knowing more about Aboriginal and/or Torres
Strait Islander culture, mutual respect can be expressed. Listening to them
can also foster a sense of mutual respect. Aboriginal and/or Torres Strait
Islander will feel honored and valued if people try to learn more about their
culture and listen to it. They will not feel as if they are treated unfairly.

• Tolerance of diversity
Tolerance of diversity is a meaningful life trait, mostly in the workplace, in
which we are frequently required to work with a varied group which we did
not select. "The ability to resolve conflict in others," is the clearest
explanation we've found of tolerance. Age, gender, faith, ethnicity, and
gender identity are all instances of differences. Tolerance of diversity involves
understanding that our variations are a source of innovation and regeneration
for all cultures.

• Shared understanding of cultural safety?

A culturally safe workplace follows a set of ethical standards and shows
practices, mindsets, rules, and procedures that permit all employees to
operate successfully across cultures. All employees feel safe, encouraged, and
valued in a culturally safe workplace.
In order to demonstrate shared understanding of cultural safety we can do
the following things:
• Establishing trust
• identifying stereotypes and overcoming them
Activity 1D
Estimated Time 30 Minutes
Objective To provide you with an opportunity to evaluate the extent to which cultural
safety is integrated in own work and workplace.
Activity Assess your own work and workplace. Does it effectively practise culturally
safety? If not, which areas are culturally unsafe?
Cultural safety in workplace is developing circumstances in which everyone feel at
ease - wherein their identities are not questioned and their requirements are
satisfied. All employees feel secure, encouraged, and valued in a culturally safe
workplace. Employee will feel inspired to engage in all relevant conversations,
keeping them safer and much more efficient. My work and workplace effectively
practise cultural safety. The ways by which cultural safety is practised effectively
in my workplace are mentioned below:
• Considering one's personal culture, emotions, and ideas regarding 'others.'
• Conversation that is transparent, value-free, honest, and polite.
• Establishing trust
• Recognizing stereotypes and eliminating them
• Valuing contribution
• Sharing experiences and knowledge
Activity 2A
Estimated Time 60 Minutes
Objective To provide you with an opportunity to ensure work practices are grounded in
awareness of one’s own cultural bias.
Activity • Outline your own culture and its beliefs.
The culture that I follow is hinduism. The key beliefs of my culture are mentioned
below:
• Truth is timeless
• Brahman is Truth and Purity
• The Vedas are the definitive verdict on everything
• Dharma is something that everyone should aspire for
• Individual spirits are eternal
• Moksha is the individual spirit's aim

• How does this affect your perception of the cultural realities of others?
Cultural perception refers to how a person's culture influences how they view the
world. Culture has a strong influence on our growth as individuals. It generates a
place where individuals with similar views, modes of thinking, and practices
interact. It is continuous and changes constantly. Your dietary patterns, including
what you eat, how you eat, and even when you eat, will be influenced by the
culture you were raised into. It will impact the clothing you wear and the activities
you participate in.

• Outline three considerations you need to take into account for Aboriginal
and Torres Strait Islander people when implementing culturally safe work
practices.
Three considerations that we need to take into account for Aboriginal and Torres
Strait Islander people when implementing culturally safe work practices are:
 Lifestyle trend: Respect their decisions and practices that differ from
those of the majority of people in society.
 Gender: This implies explicit issues that should only be examined with
persons of some sexual orientation. They have thought about people's
business.
 Food customs: Since explicit individuals or social gatherings have a
striking affinity for clear-cut foods. For example, it can be illegal to
butcher and consume these, excluding when new administrations are in
effect.
Activity 2B
Estimated Time 30 Minutes
Objective To provide you with an opportunity to reflect awareness of own and other
cultures in work practices.
Activity Outline three strategies that can be used to effectively accommodate cultural
differences in the workplace.
Three strategies that can be used to effectively accommodate cultural differences
in the workplace are mentioned below:
 Additionally, comprehending your continued behavior and thought
processes might be aided by developing an appreciation of case culture
and history.
 By taking into account the important stances and effects of local and
Torres Strait Islander culture and history on the current medical problem.
 Also, by recognizing shared characteristics, one might detect parties'
shared convictions at work
Activity 2C
Estimated Time 30 Minutes
Objective To provide you with an opportunity to use communication techniques and work
practices that show respect for the cultural differences of Aboriginal and/or
Torres Strait Islander people.
Activity • How might communication and the work environment be affected by
Aboriginal and Torres Strait Islander cultural factors?
Aboriginal and Torres Strait Islander cultural elements can have an impact on
communication and the workplace. People will gain a proper understanding of
their culture. However, there will be a lack of effective communication among
employees. They will also be unable to use current technologies. They should be
supplied with some training.

• How can Aboriginal and/or Torres Strait Islander Health workers, liaison
officers and other colleagues be used as a resource to facilitate effective
communication within the workplace?
Because they can be used for the following purposes:
 Local data and storage space
 Consultation
 Feedback
 Interpretation
In all other cases, they should be the initial point of contact for inquiries regarding
Aboriginal and Torres Strait Islanders.
Activity 2D
Estimated Time 40 Minutes
Objective To provide you with an opportunity to engage with Aboriginal and/or Torres
Strait Islander interpreters and colleagues as cultural brokers, according to
situation needs.
Activity • What is meant by the term "cultural broker"?
Cultural broker is an individual helping another individual or group of
individuals cross the culture clash from one culture to another. At the most basic
level, cultural brokers can act as middlemen, crossing the culture clash by
conveying commonalities and differences between cultures.

• Where can you find interpreter resources in Australia and what level should
they be?
Interpreter resources in Australis can be found in
 National accreditation master for translators joined (NAATI).
 Australian foundation of interpreter and translators joined (AUSIT).

• How can you resolve difficulties, differences or misunderstandings using the

following strategies:

• Negotiation of culturally appropriate guidelines

There would be fewer confrontations among employees in the organization if
culturally relevant norms are in place and followed. Also, if a problem
emerges, we can figure out a solution by referring to the culturally
appropriate principles. Employees will value each other's cultures if there are
culturally relevant guidelines in the workplace.

• Identification of appropriate mediators

The mediator helps and encourages the clients in reaching a deal. The
mediator doesn't really determine the result, but instead aids the parties in
recognizing and emphasizing on the critical issues to consider in order to
negotiate. Mediators operate as a middleman and guide in a discussion
among the individuals involved in the issue. They help them to achieve a
conclusion that is mutually acceptable while preventing getting distracted or
caught in a battle.

• Negotiating a workplace code of practice?

A code of conduct is a collection of rules that govern how employees should
conduct themselves at work. If a proper workplace code of conduct exists,
employers will work and behave in accordance with it, and there will be no
conflicts, disagreements, or misunderstandings. If differences emerge, they
can also be resolved with the help of the code of practice.
Activity 1A to 2D checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name Priyank Patel

Assessor’s name E.Cruz
Unit of Competence
CHCDIV002
(Code and Title)
Date(s) of assessment 28/07/2002
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:
Priyank, you were able to perform all activities from 1A and 2D, However you failed to identify
potential impact of cultural factors on service delivery and identify cultural safety issues in the
workplace and model cultural safety in own work. Please work on improving your understanding
about this activity.

Please resubmit 1A Q2, Q2, 1B Q1, 2A Q3, 2B Q1, 2C Q1 2D Q2

Learner’s signature
Priyank
Assessor’s signature
E.Cruz
Activity 3A
Estimated Time 90 Minutes
Objective To provide you with an opportunity to support the development of effective
partnerships between staff, Aboriginal and/or Torres Strait Islander people and
their communities.
Activity • Outline two of the resources you can use to facilitate effective service
delivery in a cross-cultural context.
• Individuals who had the necessary cultural expertise were found 
• Workplace design that is culturally sensitive

• Outline three strategies for developing and maintaining effective

relationships with Aboriginal and/or Torres Strait Islander co-workers and
clients?
Three strategies for developing and maintaining effective relationships with
Aboriginal and/or Torres Strait islander co-workers and clients are:
• Negotiating jobs and responsibilities at work gives employees more
control over their activities and reduces the likelihood of problems.
• By looking into and observing socially responsible workplace practices.
• Actually displaying sensitivity, or the ability to understand another
person's feelings.

• What strategies can you employ to support the development of effective

partnerships between staff, Aboriginal and Torres Strait Islander people and
their communities?
• Cultural awareness
• Acknowledge the country
• Look for more than one opinion
• Training
• Good communication
• Cherishing the cultural diversity
Activity 3B
Estimated Time 25 Minutes
Objective To provide you with an opportunity to identify and utilise resources to promote
partnerships.
Activity • What are reference groups and how are they used?
A reference group is a group of individuals who we use to measure
ourselves to, irrespective of if we are members of that category. They are
used to grasp societal standards, that then influence our beliefs, opinions,
conduct, and looks. This implies we employ these to estimate the relative
value, attractiveness, and suitability of various items.

• How is a memorandum of understanding (MOU) different from a contract?

Unlike an MoU, unless there's an alternative, a contract is legally
enforceable. The partners have a lawful duty to fulfill all of the contract's
terms & conditions. If any agreement or term is violated, they may suffer
from legal consequences.
And in the meantime, unlike a contract, an MoU is indeed not binding. It is
unenforceable in a court of law.
Activity 3C
Estimated Time 30 Minutes
Objective To provide you with an opportunity to devise and document ways to support
the delivery of services and programs that are culturally safe and encourage
increased participation.
Activity • What communication strategies can you (as an individual) employ to ensure
the work environment is culturally safe?
The communication strategies I can employ to ensure the work environment is
culturally safe are:
• Ongoing development of social skills.
• Adopt an optimistic attitude
• Watch and mirror guarantee procedures to make sure that others are not
being restricted by social qualities.
• Use appropriate signs
• Nonjudgmental methods.

• Give ten communication strategies which might prove

ineffective/inappropriate with Aboriginal and Torres Strait Islander people
in a health care setting.
Ten communication strategies that might prove ineffective/inappropriate
with Aboriginal and Torres Strait Islander people in a health care setting is
mentioned below:
 Without their consent, touching them.
 Speak in a stern tone.
 Asking for something close.
 Speaking openly about personal matters
 Making immediate eye-to-eye contact
 Talking about the problems with the incorrect person
 Causing the patient disgrace
 Hasty dialogue
 Passing disrespectful comments about their appearance
 Joking about their culture

• Give ten ways you can remodel your communication strategies for
Aboriginal and Torres Strait Islander people in a health care setting.
The ten ways we can use to remodel my communication strategies for Aboriginal
and Torres Strait Islander people in a health care setting are mentioned below:
 Hold off till your swing speaks.
 Self-introduce kindly
 Speak clearly
 Use a kind tone while expressing sympathy
 Comfortable communication
 Using simple language
 Not using words that can hurt their sentiments
 Friendly communication
 Thinking many times before saying something
 Try to have verbal communication
Activity 3D
Estimated Time 30 Minutes
Objective To provide you with an opportunity to integrate strategies that encourage self-
determination and community control in services and programs.
Activity • How can consultation with community representatives and community
participation in decision making processes increase the participation of
Aboriginal and Torres Strait Islander people in health service delivery?
Interaction with community members and public participation in decision-
making processes enhance Aboriginal and Torres Strait Islander
involvement in health service delivery. Because community representatives
are more knowledgeable about Aboriginal and Torres Strait Islander people,
this is the case. They are acutely aware of their reactions and feelings. They
know how to speak with them in a way that makes them feel at ease. They
never make these folks feel abandoned.

• What factors may contribute to the poor health of Aboriginal and Torres
strait Islander people?
The factors that may contribute to the poor health of Aboriginal and Torres strait
Islander people are mentioned below:
• Smoking
• Insufficient nutrition
• Drinking Alcohol
• Inactive physically
• Loss of family interfaces
• Use of drugs

• What are some on the common chronic conditions and infectious diseases in
Aboriginal and Torres Strait Islander people?
The following are persistent ailments that affect indigenous people:
Alzheimer's illness, kidney disease, cardiovascular disease, cancer, and diabetes
The overwhelming illnesses are: GI disorders, HIV, tuberculosis, hepatitis, and
more
Activity 4A
Estimated Time 60 Minutes
Objective To provide you with an opportunity to evaluate cultural safety strategies.
Activity Examine your own workplace and its cultural safety strategies. Are they
sufficient?
The cultural safety strategies that is in my workplace are mentioned below:
Consider one's personal history, attitudes, and ideas regarding 'others.'
Communication that is straightforward, value-free, transparent, and
courteous.
Establishing trust
• Identifying biases and avoiding them
• Being flexible
I think these strategies are not sufficient enough. Few more strategies can be
added in order ensure workplace and its cultural safety strategies.

State which outcomes you are measuring cultural safety against, and suggest
revisions to insufficient strategies.
The outcomes that we are measuring cultural safety against are:
• Determine the results which will be used to measure cultural safety
practices
• Indigenous people must be included in reviews
• Examine services and programs in terms of their stated goals.
• Modify approaches depending on assessment and proper indigenous
participation
The revision to insufficient strategies:
Culturally appropriate language should be used
Other’s sentiment should not be harmed
You should think before you talk
Employees should not feel discriminated
No employee should feel as if they are ignored
Activity 3A to 4A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name Prinyank Pravinbhai Patel

Assessor’s name E.Cruz
Unit of Competence
CHCDVI002
(Code and Title)
Date(s) of assessment 28/07/2022
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

 Feedback to learner:

Prinyank, you have performed all activities from 3A to 4A, however, you failed to show
understanding on how support the development of effective partnership between staff, Aboriginal
and ot Torres Strat Islander people and their communities and how to documents ways to support
the delivery of services and programs that are culturally safe and encourage increased participation.
You are also unable to evaluate cultural safety strategies. Please review and answer activities with
comments.

Please resubmit 3A Q2, 3C Q1,Q2,Q3, 3D Q2, Q3

Learner’s signature
Prinyank
Assessor’s signature
E.Cruz

Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed after
finishing the Learner Guide. You should complete these as instructed by your trainer/assessor.

Knowledge Activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
Answer each question in as much detail as possible, considering your organisational requirements for
each one.

All answers will vary depending on the learner and the organisation they work for, but the learner should
be able to answer each question competently.

• In what ways does a competent cultural awareness of the concept of Aboriginal and/or Torres
Strait Islander people promote cultural safety in the community services and health context? You
should refer to your own understanding of cultural awareness as well as the policies and
procedures of your workplace.
The ways by which competent cultural awareness of the concept of Aboriginal and/or Torres Strait
Islander people promote cultural safety in the community services and health context are mentioned
below:
• It makes communication easier
• It helps people understand the sentiments of Aboriginal and/or Torres Strait Islander
• It helps people understand the culture of Aboriginal and/or Torres Strait Islander
• There will be no discrimination in the workplace
• All cultures will be valued equally
• Aboriginal and/or Torres Strait Islander will feel accepted

• List three examples of key legislations which have been passed that affect Aboriginal and Torres
Strait Islander people.
The three examples of key legislations which have been passed that affect Aboriginal and Torres Strait
Islander people are mentioned below:
• Environment Protection and Biodiversity Conservation Act
• The Aboriginal and Torres Strait Islander Heritage Protection Act
• Other relevant Commonwealth laws.

• Respecting the diversity of culture is essential to the cultural safety of the workplace. List two
culturally appropriate practices that you could provide within your workplace.
Two culturally appropriate practices that I could provide within my workplace are:
• Appreciate traditional holidays, festivities, and cuisine
• Enjoying international literature and art

• Explain, in your own words, why two of the following issues may have an effect on the
engagement of Aboriginal and/or Torres Strait Islander people with community services and
health systems.
Your answer should be no more than 500 words.

• The European settlement:

Long before colonisation happened, Aboriginal people stayed in tiny households that were related
to larger linguistic groups with variety of local borders. They also had complicated family rules and
social interaction rules, positions in law, schooling, spiritual growth, and resource management.
Speech, rituals, traditions, and customs we also there. They also had thorough information of the
surroundings. To put it differently, Aboriginal cultures were powerful and quite well-developed and
Aboriginal children were getting proper nutritions.
 The effect of European colonisation on Aboriginal people and customs was severe. In the name of
security, Aboriginal people were facing lots of difficulties, such as mass murders or getting removed
off from their own native homelands and resettled on missions and areas. Cultural norms were
ignored, and most were also destroyed because of this. Colonization gave rise to murders, violence,
sickness, and loss.

• The loss of land and culture

• Racism and discrimination:
Racism and discrimination have become more recognized as a major health determinant which
leads to differences in health. Throughout Australia, attempts have been made to reduce the
existing gap in healthcare that exists among Aboriginal and Torres Strait Islander people and the rest
of the Australian population. Racism and discrimination lead to mental health problem in Aboriginal
and/or Torres Strait Islander people. It is a barrier to Aboriginal health development. Despite major
research findings of racism's poor influence on ethnic groups' clinical outcomes, public health
policies have failed to properly tackle the discrimination challenges experienced by Australia's
Aboriginal and Torres Strait Islander peoples. Studies suggests that a lack of specialized strategies to
tackle racism and discrimination is a significant contributor to program failure, and the same may be
said about a program aiming at improving health of an individual.

• Power relations both past and present

• What impact might your own culture have on Aboriginal and/or Torres Strait Islander people’s
engagement with the services within your workplace? You may refer to specific workplace
procedures and/or codes of practice already implemented. Present your answer in no more than
500 words.
Cultural security is a basic human right. This is also a lawful obligation for government bodies to give
workplace safety.
For everybody’s wellness, health, and security, the work atmosphere, resources, and settings should be
culturally safe.
We should fix the fundamental reasons of culturally harm to make a fair equitable and equal world
which doesn’t have racial discrimination. Everyone here in their company bears some responsibility for
the cultural safety of Aboriginal people. Everybody is liable for just how they engage with Aboriginal
employees, healthcare consumers, and community service clients.
The Cultural Safety Framework of Aboriginal and Torres Strait Islander was intended to guide
conventional Victorian health, personal and social programs, as well as the agency, in establishing safe
and respectful settings, services, and occupations.
The impact that my own culture has on Aboriginal and/or Torres Strait Islander people’s engagement
with the services within my workplace are mentioned below:
• Self-awareness and self-respect: Getting to know how someone's personal cultural beliefs, skills,
capabilities, and behaviors are made and effect others, and also a duty to tackle implicit bias,
prejudice, and racism.

• Knowledge of Aboriginal peoples, tribes, and traditions, as well as the values and abilities required
to operate successfully with them.

• A dedication to eliminating racism and prejudice through restructuring organizations and systems:
Strategic and organizational change to break down barriers to Aboriginal people's better health,
welfare, and safety behavior.
• Identify the reason why the following factors may contribute to Aboriginal and/or Torres Strait
Islander ill health:

• A lack of culturally relevant and adequate education

• Living conditions are poor.
• Isolation and vulnerability feelings

• List three chronic health conditions which Aboriginal and/or Torres Islander people are likely to
suffer from.
• Respiratory diseases
• High blood pressure
• Diabetes

• Explore three ways in which you can encourage the involvement of Aboriginal and/or Torres Strait
Islander people in the planning and delivery of the services and programs offered by your
workplace. Your answer should consider the policies and procedures of your workplace as well as
wider legislation. Present your answer in an essay of no more than 800 words.
The three ways in which you I encourage the involvement of Aboriginal and/or Torres Strait Islander
people in the planning and delivery of the services and programs offered by my workplace are:

• Start a reasonable discussion: Since relationships require time to create, it's critical to begin building
them initially in the guideline project and nurture them continuously. It is essential that Aboriginal
and Torres Strait Islander leaders take an active part in discussion and encourage polite and deep
hearing. In discussions, it's vital to use a 'strengths-based' perspective to identify a society's
endurance and assets — information, talents, connections, wider family, and culture and identity. A
strengths-based strategy to happiness also examines the social factors of 'excellent health,' as well
as coping mechanisms.

• For the guideline development group, look for Aboriginal and Torres Strait Islander representatives:
When choosing participants for the guideline development group, guideline developers should
account for diversity of groups. This consists acknowledging variations in urban, rural, and isolated
lifestyle, as well as race, class, culture, ,sex sexual orientation, and disability. It is vital to the
operation of a guideline design team that all members feel secure and comfortable in voicing their
views. It is essential to consider that interactions may vary from dominant culture communication
patterns and to create a culturally safe atmosphere for the grouping.

• Build a rapport with communities by participating respectfully: As there are organized information
systems in place for the dissemination of Aboriginal and Torres Strait Islander knowledge, obtaining
local viewpoints needs approval of community knowledge-holders. While working with Aboriginal
and Torres Strait Islander communities, there are usually local norms to follow, such as family links
and laws governing social interactions. Study the history and customs of the area, including family
names for the regions, languages, and host residents.

• Give sufficient time and resources: Since Aboriginal and Torres Strait Islander groups are so
different, recognizing their perspectives is expected to have a serious influence on scheduling and
allocating resources. Collecting community members' perspectives, for instance, may require trip to
remote areas. If you're dealing with an individual whose first language is not English, you'll need to
 find a competent interpreter, that might be tough since professional trying to interpret services for
just some Aboriginal languages are rare. Such activities should be included in your cost and project
timeline.

Knowledge Activity Assessor Checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name Priyank Patel

Assessor’s name E.Cruz
Unit of Competence
CHCDIV002
(Code and Title)
Date(s) of assessment 28/07/2022
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

Comments

Provide your comments here:

Prinyank explanation is informative.

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Priyank, you have performed all Knowledge Activity, you have demonstrated essential
knowledge required to effectively complete tasks outlined in elements and performance
criteria of this unit, manage tasks and manage contingencies in the context of the work
role

Learner’s signature
Priyank
Assessor’s signature
E.Cruz