Bankstown Education and Skills Training Centre
Candidate Assessment Instructions
For
CHCDIV001
Work with diverse people
Release 1
Name:
Heena Malik
Date Collected:
Please enter the date you took this unit
Date Submitted:
Please enter the date you submitted this
unit
Rhonda Khalaf
Assessor Name:
Note: When answering the below questions, please ensure you type your answers in
the space provided. The space is an indication of the expected length of the answer. If
you require additional space please add an extra sheet at the end of the document.
Make sure you make a note that there is additional information attached.
CHCDIV001
Work with diverse people – Assessments
Contents
Contents
2
Part A .................................................................................................................... 3
Part B .................................................................................................................... 4
Part A .................................................................................................................... 6
Part B .................................................................................................................... 8
Part A .................................................................................................................. 11
Part B .................................................................................................................. 12
Part A .................................................................................................................. 13
Part B .................................................................................................................. 14
Final assessment
15
How to work through this final assessment .......................................................... 15
Further information .............................................................................................. 15
Part A – Questions............................................................................................... 20
Part B – Case study questions ............................................................................. 38
Practical placement ..................................... Ошибка! Закладка не определена.
Record of outcome ...................................... Ошибка! Закладка не определена.
Page 2 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
Review due on the 06/02/2015 - 2020
CHCDIV001
Work with diverse people – Assessments
Learning checkpoint 1: Reflect on own
perspectives
This learning checkpoint allows you to review your skills and knowledge in reflecting on your
own perspectives.
Part A
1. Describe your own upbringing, social and cultural perspectives, and biases in a paragraph.
I was brought up in India within a very small family of four my father mother and my younger
brother and myself. My family’s belief is very broad and we respect every culture and
diversity. I moved on to Australia as I got married here and I follow the same practice we
learned.
2. Briefly explain how concepts of cultural awareness, safety and competence can impact on
your different work roles.
Some ways that concepts can impact work roles are
Acknowledging religious practices and beliefs
Catering for dietary requirements
Promoting awareness of cultural issues
3. Define diversity and how a person’s behaviours, knowledge and practices can impact on
those relationships, perceptions and expectations of others.
The concept of diversity encompasses acceptance and respect. It means understanding that
each individual is unique, and recognizing our individual differences. These can be along the
dimensions of race, ethinicty, gender, sexual orientation, age, physical abilities, religious
beliefs, political beliefs, or other ideologies. It is about understanding each other and moving
beyond simple tolerance to embracing and celebrating the rich dimensions of diversity.
Thus a person’s behaviours impact all these areas in working environment.
4. List three ways to reflect on your own perspectives of others in regards to diversity.
Identify and reflect on own social and cultural perspectives and biases
Work with awareness of own limitations in self and social awareness
1.3 Use reflection to support own ability to work inclusively and with understanding of others
Page 3 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
Review due on the 06/02/2015 - 2020
CHCDIV001
Work with diverse people – Assessments
5. Why is it important to undertake a structured process of reflection on own perceptions of
diversity?
Reflecting on our your own beliefs and perceptions of diversity can make you realize
how you feel about others and how you see other people ethinicty,gender,sexual
orientation, age, physical abilities , religious beliefs, political beliefs, or other ideologies
6. Identify one goal that you feel would assist you within your current job role to strengthen
your understanding and knowledge in relation to diversity.
Understanding the impact of Aboriginal and or Torres Strait islander culture and history
on education and care issues
7. How could you work towards achieving this goal you identified in Question 6? List three
actions you would undertake as you worked towards it.
A sound, inclusive workplace induction program provides employees with
information and resources about Aboriginal and or Torres Strait islander
cultures to help them adjust their work practices.
Page 4 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
Review due on the 06/02/2015 - 2020
CHCDIV001
Work with diverse people – Assessments
Part B
Read the case study, and then answer the questions that follow.
Case study
An Aboriginal family is commencing at Velma’s service next week. The family includes two children,
one aged 5 the other 7 years. The children haven’t been in a centre environment before and the
mother, Harriet, seems quite reluctant and is not forthcoming with any type of information regarding her
children. When participating in an orientation with the children during the week, she didn’t look at any
staff members when they were speaking to her, ask questions or respond to questions being asked of
her.
1. What may be some reasons why the mother avoided eye contact kept her head down and
didn’t respond to questions regarding her children?
Mother avoided eye contact may be because of lack of confidence or lack of language
skills.
May be because she is not ready to explore diverse people and not only of her
community.
2. Describe potential reasons why the Aboriginal mother may be interacting in this manner,
including social, political and economic issues relevant to the Aboriginal culture and
heritage.
In all social indicators, Aboriginal and Torres Strait Islander peoples rate as among the most
disadvantaged peoples in Australia. Aboriginal and Torres Strait Islander people’s rate far worse than
non-Aboriginal and Torres Strait Islander peoples in education, employment, health, standard of living
and incidence of family violence. They are also grossly over-represented in the child protection and
criminal justice systems.
This can be the reason mother is not quite confident in interaction.
Page 5 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
Review due on the 06/02/2015 - 2020
CHCDIV001
Work with diverse people – Assessments
Learning checkpoint 2: Appreciate diversity and
inclusiveness, and their benefits
This learning checkpoint allows you to review your skills and knowledge in appreciating
diversity and inclusiveness, and their benefits.
Part A
1.
List the characteristics of culture, race and ethnicity as key areas of diversity.
The characteristics of culture, race and ethnicity encompasses the complex web of
meanings which underlie everyday life and behavior- the understandings and
expectations which guide our actions and interactions with others. It also includes
institutions, manners, and habits of thought, intentions and ways of life
2. Describe the impact of economic policy in Australia on diversity.
Aboriginal and Torres islander peoples face arrange of challenges familiar to their culture, with poor
health, less education opportunity, lower life expectancy and fewer employment opportunities. These
issues largely linked to the remote areas of which many indigenous Australian lives however social
status and negative social attitudes contribute to these issues as well.
3. Summarise the Australian Government’s diversity policy and its impact on the diverse
communities that make up Australian society.
Australia's Multicultural Access and Equity Policy: Respecting diversity. Improving responsiveness
acknowledges that we live in a multicultural society, and there is an obligation on Australian Government
departments and agencies to provide equitable access to services regardless of the cultural or linguistic
background of clients.
The impact of government policies has been particularly strong and very direct for many of the
families who are the focus of this book; the state has been crucial in the migration experience and in
the experience of Aboriginal families. The structure and composition of immigrant families are
determined to a significant extent by regulations governing entry into Australia-initial entry of
individuals and family units and then entry of other family members. Assistance with settlement,
including the provision of English language classes, regulation of employment and access to and
appropriateness of services are also crucial in determining the experience of families.
Page 6 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
Review due on the 06/02/2015 - 2020
CHCDIV001
Work with diverse people – Assessments
4. Outline how a person can contribute to the development of workplace and professional
relationships based on appreciation of diversity and inclusiveness.
A person should demonstrator a commitment to multicultural access and equity and
take responsibility for its implementation.
Should identify and strategically engage with culturally and linguistically diverse clients,
stakeholders and communities
Should have strategies in place to ensure that policoes, programmes, community
interactions and service delivery are responsive to culturally and linguistically diverse
Australians.
5. What legislative requirements must we consider when working with diversity?
The following federal and state legislation covers workplace diversity and equal opportunity in Australia:








6.
The Australian Human Rights Commission Act
The Age Discrimination Act
The Sex Discrimination Act
The Racial Discrimination Act
The Racial Hatred Act
The Disability Discrimination Act
The Workplace Gender Equality Act 2012
The Fair Work Act and National Employment Standards (NES)
State-based
OH&S laws.
List the fouranti-discrimination
grounds in which and
discrimination
can generally be based on.
- See
at: https://www.dca.org.au/compliance/legislation-and-other1.more
Caste
compliance.html#sthash.JLsLYhxB.dpuf
2. Language
3. Race or ethnic
4. Religious
7. The Universal Declaration of Human Rights is an international document that states basic
rights and fundamental freedoms to which all human beings are entitled. What are the key
features outlined within this document, and how do they play a part in your role within the
workplace?
The Universal Declaration begins by recognizing that ‘the inherent dignity of all members of
the human family is the foundation of freedom, justice and peace in the world’.
It declares that human rights are universal – to be enjoyed by all people, no matter who they are
or where they live.
The Universal Declaration includes civil and political rights, like the right to life, liberty, free
speech and privacy. It also includes economic, social and cultural rights, like the right to social
security,
Pagehealth
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Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
Review due on the 06/02/2015 - 2020
CHCDIV001
Work with diverse people – Assessments
8. Describe the relationship between human needs and human rights.
One of the major problems in democratic societies is the confusion between needs and rights. By
helping us understand our emotional needs, emotional intelligence helps us distinguish one from the
other. For example, in certain countries I have the "right" to own deadly weapons, while in others I do
not. The situation becomes even more complicated when we consider our desires as opposed to our
needs. For example, I may desire a certain standard of living, but I do not have a right to any lifestyle I
choose--instead I must earn it. While our needs come from nature, there really are no such things as
"rights" in nature.
Rights are a completely man-made fabrication which harks back to the days of kings and subjects. The
kings treated the subjects badly so the subjects came up with a list of "rights". The kings agreed to
certain "rights" but the kings still kept the power. To this day governments still control the power by
deciding what the people's "rights" are.
9. List the frameworks, approaches and instruments used in your workplace.
National Quality Framework including laws, legislation, regulations and sanders.
Early years learning framework and or MY time your place
Early childhood Australia’s code of ethics
United Nations convention on the rights of child
National and state legislation
Centre policies and procedures...
Page 8 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
Review due on the 06/02/2015 - 2020
CHCDIV001
Work with diverse people – Assessments
Part B
Read the case studies, and then answer the questions that follow.
Case study 1
Skye is an educator. She suffers from severe anxiety and is afraid that if she tells her director,
Karly, she will stop her from working.
Karly has questioned why Skye cannot attend an excursion they are taking. The whole group is
taking a bus trip to the supermarket. Skye is very anxious about this and does not think she can
attend, as she is likely to have a panic attack. Travelling on a bus is one of her phobias.
1. What type of marginalisation might Skye’s needs be identified as?
Skye’s need can be marginalized as social anxiety.Social phobia is a fear reaction to
something that isn't actually dangerous — although the body and mind react as if the danger is re
2. What should Skye do to seek assistance and guidance from someone else?
skye should contact their supervisor and make her understand her condition tthat can
help her.
3. Do you believe Skye’s emotional state is a reason for her to lose her job?
No,
Page 9 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
Review due on the 06/02/2015 - 2020
CHCDIV001
Work with diverse people – Assessments
Case study 2
Amy is working in the toddler room with eight children who are quite busy and noisy. On several
occasions throughout the morning, you overhear Amy telling Ty, a Vietnamese boy, that he cannot join
in with the play of the other children. After she has told him this on two different occasions, you then
hear her say to Ty, ‘Go and find something else to do, you wouldn’t understand what the children are
doing here anyway‘, and pointing to the direction of the other side of the room. Ty looks confused and
continues watching the other children play. Amy then says ‘Asian children don’t build with blocks, go
and do some cooking in the home corner’.
4. Do you believe Amy’s attitude towards Ty was discriminative? If so, on what grounds?
Amy attitude towards Ty was discriminative based on Ty nationality or can be referred
with racial discrimination as well based on the way Amy was not letting Ty play with
other kids and giving comment based on his nationality.
5. What should you say to Amy after hearing her speak to Ty in this way?
I will question her use of words and ask her why did you do that?
I will also let her know what I felt towards Ty.
6. What should be done in this situation to help support Ty and the other children from this
happening again, and who should be told?
Is7.there room for every voice at your staff meeting? Is every child included in the parlay? Have you listened
to all the children questions and answered them? Do we have children from another ethnicity or religion?
Celebrate common ground and differences. Don’t just think about equality, justice and inclusion. Take action
to make it a reality.
Ty should be told and encouraged to play what he likes and with whomever he likes to play with.
Page 10 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
Review due on the 06/02/2015 - 2020
CHCDIV001
Work with diverse people – Assessments
Learning checkpoint 3
Communicate with people from diverse backgrounds and situations
This learning checkpoint allows you to review your skills and knowledge in communicating
with people from diverse backgrounds and situations.
Part A
1. If a parent of Western heritage was frowning at you, what might they be conveying in their
facial expression?
They could be conveying displeasure, sadness or worry.
2. Identify two types of signs that don’t contain written words that could be understood by
most people, regardless of their culture.
Waving hands reprints saying bye
Doing thumbs up if you like something or some work is done
Page 11 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
Review due on the 06/02/2015 - 2020
CHCDIV001
Work with diverse people – Assessments
Part B
Read the case study, and then answer the questions that follow.
Case study
Ahn has come to your service looking for child care for her son, Duc. Ahn has recently arrived from
Vietnam. Ahn speaks little English and cannot read English. Her educator, Justine, would like to make
Ahn feel welcome in the service.
1. Research and list the written word for ‘welcome’ in Vietnamese.
1. Contact Us
2. Book an interpreter through the following numbers: Melbourne (03) 9034 5299
2. Research and list the contact details for an interpreter you could access that speaks
3. Sydney
(02) 9119 2200
Vietnamese.
4. Perth
(08) 6365 4119
Canberra
(02) 6171 0900
Brisbane
(07) 3123 4887
3. What simple
English
words could Justine say to Ahn when they meet?
Adelaide
(08) 7070
6757
Simple words income, say, happy, care, kid, name, country, which, who etc.
4. What body language or gesture could Justine use to show Ahn was welcome?
Opening her arms or giving the direction to come inside by waving the hand in that
direction.
Page 12 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
Review due on the 06/02/2015 - 2020
CHCDIV001
Work with diverse people – Assessments
Learning checkpoint 4
Promote understanding across diverse groups
This learning checkpoint allows you to review your skills and knowledge in promoting
understanding across diverse groups.
Part A
A child does not make eye contact with their educator. Is it reasonable to assume this is a
cultural norm, or should more be found out to see if it relates to the child’s confidence or
communication skill development?
If the child is nor making eye contact than we should focus on situations where he is
not making eye contacts for example if asked something in group or individual or when
he wants something or may be all the times.
If the child is not making eye contact all the time or when asked something in group it
can relate to child’s confidence. If we think it is due to cultural norm we should talk to
his parents about the situation and then deal with it accordingly.
Page 13 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
Review due on the 06/02/2015 - 2020
CHCDIV001
Work with diverse people – Assessments
Part B
Read the case study, and then answer the questions that follow.
Case study
Ken usually plays with the group of boys in a construction or puzzle game. Today he is playing dress
ups and has been experimenting with the skirts and dresses, as some of the children have been
dancing and he noticed that the skirts twirl around really widely when they spin.
Janet, his mother, arrives and is unhappy about seeing Ken in a skirt. Ken wearing a skirt and twirling
around. Janet abruptly tells Ken to take off the dress and sit at the door. Janet strides off toward
Kyrelee, the educator.
Janet: ‘What’s he doing in a dress, are you nuts?’
Kyrelee: ‘Hi Janet, Ken is just playing; I can see you are upset about this.’
Janet: ‘You bet I am! Don’t you think it’s wrong him doing that, shouldn’t you be getting him into blockbuilding and sand pit stuff?’
1. What might Kyrelee say next?
2.
Kyrelee should tell ken mother that he is just exploring the dance using the skirt as he
liked how the skirt is twirling widely when he turns around.
We should tell ken to play only with the blocks or sand pit rather he can explore all
things but wow should teach him and talk to him about what he was doing is
3. What cultural or social link do you think connects to Janet’s feelings on Ken wearing a
skirt?
Gender and fender identity sex and sex characteristics
Page 14 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
Review due on the 06/02/2015 - 2020
CHCDIV001
Work with diverse people – Assessments
Final assessment
How to work through this final assessment
This final assessment is designed to assess your performance of competency for the
unitCHCDIV001 Work with diverse people, Release 1. Your assessor or workplace supervisor
will help you fully understand assessment requirements for this unit.
The features of this final assessment are detailed in the following table.
Feature of the
assessment resource
Explanation
Assessment
information and scope
This section provides details of the unit of competency covered, setting out
information about the aims of the unit, what areas are covered, how the
assessment tasks must be completed and how the assessment is
conducted.
Are you ready for
assessment?
This section provides you with the opportunity to self-assess your
performance, to ensure that you are ready to commence the assessment
process.
Final assessment
overview
This section provides an outline of the final assessment tasks to be
covered.
Assessment plan
Your assessor will discuss the assessment tasks with you and may also
customise the assessment tasks to suit specific requirements where
needed.
Final assessment tasks
This section outlines the final assessment tasks in detail, including the
relevant documentation you need to complete and submit along with your
final assessment tasks.
Record of outcome
As you progress through the final assessment tasks, your assessor will use
the record of outcome to confirm your performance and provide relevant
advice and feedback.
Further information
Before you commence your final assessment tasks, you should review the information provided
by your training organisation about assessment. You should not commence your final
assessment tasks until you have read and understood this information. Your training
organisation must also provide information about assessment while on practical placement,
including specific time lines.
Page 15 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
Review due on the 06/02/2015 - 2020
CHCDIV001
Work with diverse people – Assessments
Assessment information and scope
Who is the final
assessment designed
for?
The final assessment is designed for candidates to demonstrate their
competency having completed formal learning experiences in this unit.
Assessment may occur in real and/or simulated work environments.
Candidates may be undertaking the unit in a range of learning situations,
including private study, via a traineeship arrangement or via other
workplace-supported means.
What are the aims of
the final assessment
tasks?
This unit describes the skills and knowledge required to work respectfully
with people from diverse social and cultural groups and situations, including
Aboriginal and/or Torres Strait Islander people.
The key outcomes are:
•
Reflect on own perspectives
•
Appreciate diversity and inclusiveness, and their benefits
•
Communicate with people from diverse backgrounds and situations
•
Promote understanding across diverse groups
Prerequisites and
co-requisites
None
Legislative and
licensing requirements
The skills in this unit must be applied in accordance with Commonwealth
and State/Territory legislation, Australian/New Zealand standards and
industry codes of practice
Page 16 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
Review due on the 06/02/2015 - 2020
CHCDIV001
Work with diverse people – Assessments
Are you ready for assessment?
You must ensure that you are ready to begin the final assessment. Complete the following selfassessment checklist to confirm that you hold the skills and knowledge required and feel ready
to undertake a successful final assessment.
Topic
I am able to perform skills
and demonstrate
knowledge satisfactorily
in the following tasks.




Topic 1 Reflect on own
perspectives
Topic 2 Appreciate diversity
and inclusiveness, and their
benefits
Topic 3 Communicate with
people from diverse
backgrounds and situations
Topic 4Promote
understanding across
diverse groups
Key outcomes

1AIdentify and reflect on own
social and cultural perspectives
and biases

1B Recognise limitations of self
and social awareness

1CReflect on ability to work
inclusively and with understanding
of others

1D Identify and act on ways to
improve self and social awareness

2AValue and respect diversity and
inclusiveness in the workplace

2B Contribute to workplace and
professional relationships

2CKeep the workplace safe

3AShow respect for diversity in
communication

3B Use verbal and nonverbal
communication to establish
effective relationships

3CUse effective strategies to
communicate when a language
barrier exists

3DSeek assistance according to
communication needs

4A Identify issues that may cause
communication misunderstandings

4B Consider impact of social and
cultural differences if difficulties or
misunderstandings occur

4C Resolve differences and take
account of cultural considerations

4D Address difficulties with
appropriate people and seek
assistance
If you have covered and feel confident in all of these areas, you are ready to proceed to the final
assessment.
Before you commence the assessment process, discuss with your assessor or workplace
supervisor any areas you do not feel confident in or have not covered.
Page 17 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
Review due on the 06/02/2015 - 2020
CHCDIV001
Work with diverse people – Assessments
Final assessment overview
To demonstrate your competency using this final assessment you must successfully complete
both theory and practical assessment tasks.
Complete the following
task using this learner
guide
•
Part A – Questions
You will demonstrate a sound knowledge of the unit requirements in your
responses.
•
Part B – Case study questions
You will demonstrate a sound knowledge of the unit requirements in your
responses.
Refer to the Aspire
Practical placement
logbook for this unit
•
Practical placement
Your performance will be assessed in the workplace.
Page 18 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
Review due on the 06/02/2015 - 2020
CHCDIV001
Work with diverse people – Assessments
Assessment plan
Complete the following form with your assessor.
Training organisation
name
Candidate name
Phone number
Email
Assessor name
Unit/s of competency
CHCDIV001 Work with diverse people, Release 1
Assessment parts
selected

Part A – Questions

Part B – Case study questions

Practical placement
Ready for assessment
declaration
I confirm that the purpose and procedures of this assessment have been
clearly explained to me. I have been consulted about any special needs I
might have in relation to the assessment process. The criteria to be used
for this assessment have been discussed with me, as have the
consequences and possible outcomes of the assessment.
I have accessed and understand general assessment information as
provided by my training organisation.
I have been given fair notice of the date, time, venue and other
arrangements for this assessment. I have completed a self-assessment of
my performance of the skills and knowledge for this unit and confirm that I
am ready for assessment.
My training organisation has provided information regarding time lines for
assessment while on practical placement.
Candidate signature
Date
Page 19 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
Review due on the 06/02/2015 - 2020
CHCDIV001
Work with diverse people – Assessments
Final assessment tasks
Part a – Questions
Purpose
You will demonstrate a sound knowledge of the unit requirements in your
responses.
Instructions to the
candidate
All questions must be answered satisfactorily for Part A to be completed
satisfactorily.
There is no restriction on the length of the question responses, or time
restriction in completing the assessment.
You must complete all questions unassisted by the assessor or other
personnel, but may refer to reference material as needed.
Resources required
The question responses section is the only resource required for this
questioning assessment to be completed.
Assessment conditions
Skills must have been demonstrated in the workplace or in a simulated
environment that reflects workplace conditions. Where simulation is used, it
must reflect real working conditions by modelling industry operating
conditions and contingencies, as well as, using suitable facilities,
equipment and resources.
Assessors must satisfy the Standards for Registered Training
Organisations (RTOs) 2015/AQTF mandatory competency requirements for
assessors.
Reasonable adjustment
If you do not wish to respond to the questions in written form, an interview
may be used as an alternative approach if negotiated with your assessor.
Candidate to complete
Candidate name
Date of assessment
Assessment
declaration
I declare that no part of this assessment has been copied from another
person’s work, except where clearly noted on documents or work
submitted.
I declare that no part of this assessment has been written for me by
another person. I understand that plagiarism is a serious offence that may
lead to disciplinary action by my training organisation.
Candidate signature
Page 20 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
Review due on the 06/02/2015 - 2020
CHCDIV001
Work with diverse people – Assessments
Question 1
Describe how a person cultural identity and biases influence their cultural
awareness when undertaking different work roles.
Answer
By reflecting on and improving your understanding of alone person,
you are expanding your ability to be culturally aware of all people.
Cultural awareness is not about knowing everyting, it is about being
open to and willing to accept others and find out about how you can
respect their beliefs and values.
The learning will lead to cultural knowledge
Cultural awareness and cultural sensitivity that helps you in your
work place
Marking

Question 2
Describe how cultural safety is reflected in individual actions and communication
methods when undertaking different work roles.
Answer
Your attitude towards cultural difference influences how you feel
about others and how you approach new information. It also
presents itself in your personality when meeting new people. This
can make others feel comfortable in your company, or avoidant to
you for fear of misunderstanding or being typecast.
Marking

Question 3
Explain how to ensure cultural competence is incorporated within different work
roles in the early childhood education sector.
Answer
In attempt to increase your cultural acceptance, we can attend
workshops or gather information about topics such as child rearing
practices of a particular cultural group. Every person should be
treated as individualized person. We must not typecast as per
cultural difference, age difference, or individual needs of a person...
by considering all this differences you will be working toward cultural
competence.
Marking

Satisfactory
Satisfactory
Satisfactory



Unsatisfactory
Unsatisfactory
Unsatisfactory
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Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
Review due on the 06/02/2015 - 2020
CHCDIV001
Work with diverse people – Assessments
Question 4
Define diversity.

Answer

The quality or state of having many different forms, types,
ideas, etc.
: the state of having people who are different races or who
have different cultures in a group or organization
Marking

Question 5
Explain the concept of diversity.
Answer
One would assume that the concept of diversity would have a clear
definition; but the definition of diversity differs from person to person,
from organization to organization, and from author to author. In
some organizations, diversity is strictly focused upon race, gender,
religion, and disability status; in other organizations, the concept of
diversity is extended to sexual orientation, body image, and
socioeconomic status.
Marking

Question 6
Explain how an individual’s culture including community attitudes, language, policies
and structures impact on different people and groups.
Answer
Knowledge of the various factors that make up a culture can assist
you in developing trusting relationships that are non discriminatory
and may also help you meets the needs of individual. Positive
attitudes that reflect equality and value others should be displayed at
all ties. This will help influence other people and groups to develop
understanding and acceptance of diversity.
Marking

Satisfactory
Satisfactory
Satisfactory



Unsatisfactory
Unsatisfactory
Unsatisfactory
Page 22 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
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CHCDIV001
Work with diverse people – Assessments
Question 7
Explain how practices and experiences on personal behaviour, interpersonal
relationships, perceptions and social expectations of others can impact diversity.
Answer
To understand another person you must explore the factors that
make up their culture, but also look deeper to their needs and how
their life experiences add to and after their perception.
Some factors that might influence are
Family values, negative and positive experiences, historical values,
emotional conncections, passions and interest, strength and
weaknesses.
Marking

Question 8
Identify and explain potential issues that currently affect social, political and
economic diversity of Aboriginal and/or Torres Strait Islander people.
Answer
Aboriginal and Torres islander peoples face arrange of challenges
familiar to their culture, with poor health, less education opportunity,
lower life expectancy and fewer employment opportunities. These
issues largely linked to the remote areas of which many indigenous
Australian lives however social status and negative social attitudes
contribute to these issues as well.
Marking

Question 9
Describe how western systems and structures impact on the Aboriginal and/or
Torres Strait Islander people and their engagement within the early childhood
education sector.
Answer
Non indigenous people tend to use stereotyping and bias to describe
the beliefs and values of indigenous Australian, causing some fear
confusion negative outlooks and a general consideration that all
indigenous people suffer the same o r similar social, political and
economic issues.
Satisfactory
Satisfactory


Unsatisfactory
Unsatisfactory
Some challenges are
Proving land ownership
Health
Page 23 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
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CHCDIV001
Work with diverse people – Assessments
Remoteness
Education and employment
Marking

Question 10
Explain how to identify and act on ways to improve one’s social awareness
concerning diversity and inclusiveness.
Answer
By reflecting on the impact of practices an experiences and
recognizing the sensitive nature of some issues, you can develop
responsiveness relationships and provide empathy by focussing
positively and openly on similarities and difference , diversity
becomes an inept=resting and even exciting experience.
Marking

Question 11
Describe characteristics of culture, race and ethnicity that may play a key role in
diversity.
Answer
The characteristics of culture, race and ethnicity encompasses
the complex web of meanings which underlie everyday life and
behavior- the understandings and expectations which guide our
actions and interactions with others. It also includes
institutions, manners, habits of thought, intentions and ways of
life
Marking

Question 12
Describe characteristics of disability that may play a key role in diversity.
Satisfactory
Satisfactory
Satisfactory



Unsatisfactory
Unsatisfactory
Unsatisfactory
Page 24 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
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CHCDIV001
Work with diverse people – Assessments
Answer
Marking
The characteristic s of disability include


Physical: affects the persons mobility

Intellectual: affects the person’s ability to learn.

Psychiatric: affects the persons thinking abilty sensory:
affects the person’s ability to head or see

Neurological: results in the loss of some bodily or mental
functions...
Satisfactory

Unsatisfactory
Page 25 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
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CHCDIV001
Work with diverse people – Assessments
Question 13
Explain how religion and or spiritual beliefs are a key area of diversity.
Answer
Religion is a specific set of organized beliefs and practices focused
on the belief in and worship of god or gods.
Spirituality is a broader concept than religiosity is more of an
individual practice and has to do on having a since of peace and
purpose
Marking

Question 14
Explain how characteristics of gender, including transgender are a key area of
diversity.
Answer
Gender refers to the gender related identity, appearances or
mannerism or other gender related characteristics of a person.
Satisfactory

Unsatisfactory
This includes the way people express or present their gender and
recognize that a genders identity may be other than male or female.
It does not matter what sex the person we s assigned ait birth or
undergone any medical intervention.

Satisfactory

Unsatisfactory
Question 15
Describe how the characteristics of intersex play a key role in diversity.
Answer
Being intersex is about having biological variation and not about
gender identity. An intersex person may have the biological
attributes of both the sexes or lack some of the biological attributes
considered necessary to be defined as one or other sex.
Marking

Satisfactory

Unsatisfactory
Page 26 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
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CHCDIV001
Work with diverse people – Assessments
Page 27 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
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CHCDIV001
Work with diverse people – Assessments
Question 16
Explain how the characteristics of age and generational differences are key areas of
diversity.
Answer
Research shows that each generation approaches life and work in
different ways. their unique attide and ambitions and world views
being shaped by the social and historical events that they have lived
through withing Australia we have
The silent generation
Baby boomers’
Generation X
Generation Y
Marking

Question 17
Explain how the characteristics of sexual orientation/sexual identity (lesbian, gay,
bisexual, heterosexual) are key areas of diversity.
Answer
Sexual orientation means a person’s sexual orientation toward
Satisfactory

Unsatisfactory
Persons of same sex
Persons of different sex
Persons of same sex and different sex
All these groups are represented in Australian society.
Marking

Question 18
Write a brief paragraph explaining the political features of diversity in Australia and
how these impact on different areas of work and life.
Answer
The political, social, economic and cultural features of diversity
impact on different areas of work and life. Depending on your needs
and values, these can cause limitations or beliefs.
Marking

Satisfactory
Satisfactory


Unsatisfactory
Unsatisfactory
Page 28 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
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V.1 Developed on the
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CHCDIV001
Work with diverse people – Assessments
Question 19
Explain the concept of social cohesion.
Answer
Social cohesion is about how people in a community work together
in order to move forward and create appositive environmental
understanding of diversity and willingness to be inclusive is
required to create social cohesion.
Marking

Question 20
Explain how economic circumstances of Australia are linked to diversity and how
this impacts on different areas of work and life.
Answer
Australia has a system of support for those who are unemployed
and or sick, including benefits. Immigration is seen as building of
human capitol and results in economic growth within this country.
, supplements,
loans Medicare
and support for
small
bussiness
development.

Question 21
Explain how cultural features of diversity in Australia can impact on different areas
of work in an early childhood educational context.
Satisfactory
Satisfactory


Unsatisfactory
Unsatisfactory
Answer
Page 29 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
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CHCDIV001
Work with diverse people – Assessments
Marking

Satisfactory

Unsatisfactory
Page 30 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
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CHCDIV001
Work with diverse people – Assessments
Question 22
How can changes in Australian society positively impact the Australian community,
and the diverse communities within Australia?
Answer
When you make effort to learn about a person’s background you
gain information that allows you to make the environment amore
welcoming and enjoyable place to be. By focussing on special
attributes of each individual you can share in other culture s and
learn from each other.
Marking

Question 23
Identify the international, national, state/territory and local laws which apply when
workers discriminate against a person on the basis of their age. Explain how a
breach is responded to.
Answer
Age discrimination Act 2004
Satisfactory

Unsatisfactory
Is relatively new law, which is especially important with regard to
Australian ageing population? it protects people who are
discriminated because of age and stated that regardless of age
everyone has the same right of equality before law
Marking

Question 24
Explain specific legal and ethical considerations regarding disability discrimination
when working with diversity.
Satisfactory

Unsatisfactory
Answer
The Disability discrimination act 1992
Gives a broad definition of disability or indirect discrimination based
on inabiility. It also prohibits discrimination against people
associated with people who have disability. The acts makes it
unlawful to discriminate n the areas of
Employment
Education
Page 31 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
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V.1 Developed on the
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CHCDIV001
Work with diverse people – Assessments
Access to public premises purchase of house or land
Provision of goods services am faculty
Administrations of government laws and programmes
Marking

Question 25
Explain the legal and ethical considerations of racial discrimination when working
with diversity.
Answer
The racial decimation act 1975 covers all of Australia and prohibits
racial discrimination and offensive behaviour based on racial hater. It
covers discrimination based on race, colour, descent and national or
ethnic origin.
Marking

Question 26
Explain legal and ethical considerations of sex discrimination when working with
diversity.
Answer
The sex discrimination act 1984 explains that it is unlawful to
discriminate against someone based on their sex, marital status,
pregnancy or potential pregnancy. It sets out laws against sexual
harassment, as well as dismissal from work based on family duties,
including pregnancy.
Marking

Question 27
Describe what the Universal Declaration of Human Rights is. What is an example of
a breach of the Universal Declaration of Human Rights? How could you respond to
a breach of human rights?
Satisfactory
Satisfactory
Satisfactory



Unsatisfactory
Unsatisfactory
Unsatisfactory
Page 32 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
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V.1 Developed on the
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CHCDIV001
Work with diverse people – Assessments
Answer
Australian human rights commission Act 1986 deals with breaches
of anti discrimination laws and to promtr hunam rights education
This act only covers actions or policies of the commonwealth
Marking

Question 28
What is the relationship between human rights and human needs?
Satisfactory

Unsatisfactory
Answer
One of the major problems in democratic societies is the confusion
between needs and rights. By helping us understand our emotional needs,
emotional intelligence helps us distinguish one from the other. For example,
in certain countries I have the "right" to own deadly weapons, while in
others I do not. The situation becomes even more complicated when we
consider our desires as opposed to our needs. For example, I may desire a
certain standard of living, but I do not have a right to any lifestyle I choose-instead I must earn it. While our needs come from nature, there really are
no such things as "rights" in nature.
Rights are a completely man-made fabrication which harks back to the
days of kings and subjects. The kings treated the subjects badly so the
subjects came up with a list of "rights". The kings agreed to certain "rights"
but the kings still kept the power. To this day governments still control the
power by deciding what the people's "rights" are.
Marking

‘]Question 29
Outline what frameworks are used in the early childhood education sector to guide
appropriate diversity practices.
Satisfactory

Unsatisfactory
Page 33 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
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CHCDIV001
Work with diverse people – Assessments
Answer
National Quality Framework including laws, legislation, regulations
and sanders.
Early years learning framework and or MY time Your place
Early childhood Australia’s code of ethics
United nations convention on the rights of child
National and state legislation
Centre policies and procedures...
Marking

Question 30
Explain how protective factors enable socially excluded people to gain power and
equality.
Satisfactory

Unsatisfactory
Page 34 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
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CHCDIV001
Work with diverse people – Assessments
‘
Answer
We can create a safe and secure environment through a number of
mechanisms.
Create a problem focused culture
Take a non discrimination approach to all people respect all
individual
Work towards resolving issue respectfully
Report signed of abuse or neglect
Support cultural linguistic religious basifies
Provide interpreters if needed
Marking

Question 31
Outline the mental and emotional health care needs of marginalised groups.
Answer
Physical needs might include people with physical inability. People
with mental health issues may be marginalized due to stigma
attached to mental health issues but also they become isolated, lack
education or have other issues linking with medication or
confidence. in severe cases the person with mental health issues
may present with behaviour or reaction that are safe yet not
understood by others and this can create fear and hence Lack of
Acceptance.
Marking

Question 32
Explain the impacts of discrimination, trauma, exclusion and negative attitudes
against people in marginalised groups.
Satisfactory
Satisfactory


Unsatisfactory
Unsatisfactory
Page 35 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
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CHCDIV001
Work with diverse people – Assessments
Answer
When people feel their rights and needs are continuously ignored or refused, they may lose
confidence in others, in the system, in series. Most importantly they may lose confidence in
themselves and their own ability.
Marking

Question 33
Provide examples of issues that may cause communication misunderstandings or
other difficulties across diverse groups.
Answer
May communication barriers are language, cultural, values and
attitudes. The environment and the medium of communication itself
can also present barriers that not oblivious to toes involved.
Marking

Satisfactory
Satisfactory


Unsatisfactory
Unsatisfactory
Page 36 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
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CHCDIV001
Work with diverse people – Assessments
Question 34
Explain impacts on social and cultural diversity where difficulties and or
misunderstandings occur across diverse groups.
Answer
Proper Communication is essential in any workplace. with
misunderstanding in communication , it’s difficult to maintain relation
to know what one needs, or how to offer care to children ,families
with diverse groups
Marking

Question 35
Explain how sensitivity when resolving differences is incorporated taking into
account diversity considerations across diverse groups.
Answer
When resolving difference, it is understanding and commitment to
resolving the conflict that leads to change. Managing conflict
involves communication skills in both sending and receiving
messages.
Marking

Question 36
Describe why a complaint from a parent should be handled according to the
service’s complaints procedure.
Answer
Some parents and guardians may not share the understanding of
child development as mistakes are considered to be learning
opportunities. It is important that parents understand the service’s
procedure and policies regarding discipline and the service
expectation about what is appropriate behaviour.
Marking

Satisfactory
Satisfactory
Satisfactory



Unsatisfactory
Unsatisfactory
Unsatisfactory
Page 37 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
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V.1 Developed on the
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CHCDIV001
Work with diverse people – Assessments
Part B – Case study questions
Purpose
You will demonstrate a sound knowledge of the unit requirements in your
responses.
Instructions to the
candidate
All questions must be answered satisfactorily for Part B to be completed
satisfactorily.
There is no restriction on the length of the question responses, or time
restriction in completing the assessment.
You must complete all questions unassisted by the assessor or other
personnel, but may refer to reference material as needed.
Resources required
The question responses section is the only resource required for this
section to be completed.
Assessment conditions
Skills must have been demonstrated in the workplace or in a simulated
environment that reflects workplace conditions. Where simulation is used, it
must reflect real working conditions by modelling industry operating
conditions and contingencies, as well as, using suitable facilities,
equipment and resources.
Assessors must satisfy the Standards for Registered Training
Organisations (RTOs) 2015/AQTF mandatory competency requirements for
assessors.
Reasonable adjustment
If you do not wish to respond to the questions in written form, an interview
may be used as an alternative approach if negotiated with your assessor.
Page 38 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
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CHCDIV001
Work with diverse people – Assessments
Candidate to complete
Candidate name
Heena malik
Date of assessment
4th August 2016
Assessment
declaration
I declare that no part of this assessment has been copied from another
person’s work, except where clearly noted on documents or work
submitted.
I declare that no part of this assessment has been written for me by
another person. I understand that plagiarism is a serious offence that may
lead to disciplinary action by my training organisation.
Candidate signature
Page 39 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
Review due on the 06/02/2015 - 2020
CHCDIV001
Work with diverse people – Assessments
Read the case study, then answer the questions that follow
Case study (questions 1–2)
A new child, Mie, has moved from Japan and speaks little English. Her parents speak minimal English
but are able to write quite well. Sally greets the family on arrival on their first day; she rushes over
enthusiastically and proceeds to chat away as though she has known them for quite some time. Sally
explains where things go, the routine and where Mie will be playing throughout the day. Both parents
are frowning and show little understanding of what Sally is saying. Mie stands behind her mother’s leg
clinging to her. The Team Leader Allie intervenes and speaks slowly to the family using lots of hand
gestures and written forms of communication to explain how the routines and programs work.
CS Question 1
Describe how Sally could reflect on this experience to increase her ability to work
inclusively and with understanding of others in the future.
Answer
Understanding and reading body language can asset you in
identifying the needs and emotions person are sending. Sally can
use this experience to understand body languages more efficiently
and how to respond in the case when parents know little English.
Marking

CS Question 2
In what ways could Sally identify and act on the ways she dealt with this
communication exchange to improve herself and social awareness in the future.
Answer
Sally needs to understand the reading of body languages which will
assist her in identifying the needs and emotions so parents.
Marking

Satisfactory
Satisfactory


Unsatisfactory
Unsatisfactory
Page 40 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
Review due on the 06/02/2015 - 2020
CHCDIV001
Work with diverse people – Assessments
Read the case study, and then answer the questions that follow.
Case study (questions 3–4)
Kye is a new educator and has minimal experience working within the industry. When lunch time
arrives, pork and noodle stir fry is on the menu. Amend who is Jewish and isn’t allowed to eat pork, is
attending on this day. Kye has been informed of all children’s allergies within the room along with other
preferences set out by families. He is serving lunch to all of the children including Kye. The children all
begin to eat the pork stir fry including Amend. Pat notices Amend is eating the pork and quickly
removes the bowl from in front of him saying, ‘Sorry Amend I will get you something else!’ Amend
frowns and puts his head down. Pat turns to Kye and says, ‘Did you not know that Amend isn’t allowed
to eat pork?’ Kye shrugs laughing and says, ‘He’s not allergic, just let him eat it, he was enjoying it, I
don’t know why people are so stupid with things they don’t let their children eat.’
CS Question 3
Was Kye valuing and respecting diversity in this situation and embracing
inclusiveness within the lunch time routine? Explain your response.
Answer
Working with cultural diverse children involves cooperation, positive
communication and teamwork.
Kye was lacking in respecting diversity and lack in understanding its
value. To show respect towards each other, you must learn about
maintaining positive attitudes towards others, developing effective
relationships a depreciating difference.
Marking

CS Question 4
What should Pat do now to support Amend and Kye to enable a better outcome in
the future?
Satisfactory

Unsatisfactory
What further actions may Kye be subjected to once this matter has been dealt with
by appropriate personal within the service?
Answer
To effectively work with children, you must value their individual
identity, their family and their links with the community. To do this
Pat should incorporate many actions in programmes like simple
activities that demonstrate to children that everyone is welcome.
Activities like treasure hunt or discussion and group time about
differences.
Kye should be encouraged to reflect and explore each child’s
culture, heritage, background and traditions.
Marking

Satisfactory

Unsatisfactory
Page 41 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
Review due on the 06/02/2015 - 2020
CHCDIV001
Work with diverse people – Assessments
Read the case study, and then answer the questions that follow.
Case study (questions 5–10)
Sissy is 4 years of age and has recently moved from Singapore to live in Australia. She has been at the
service for a month now. Her first language is Malay, in which she uses to respond to all educators and
children. She is beginning to pick up a few words of English but continues to communicate in her home
language. Many educators respond to sissy by saying ‘I don’t understand, and trying to get her to use
English instead’.
Giving Sissy directions or routines to follow is quite a challenge as she doesn’t respond when being
spoken to, instead turning away and putting her head down, sheltering her body away. During meal
and snack times, even when encouraged with hand gestures, Sissy refuses to join the group and sit
with the other children at the table. Sissy has made no friends and doesn’t respond to any of the
educators either. Sissy sits on her own or plays independently with the same dolls and puzzle each
time she attends.
CS Question 5
In what ways could educators show respect when communicating with Sissy?
Answer
When you communicate with culturally diverse children, it is
important to remember that trust and confidence should never be
assumed they often must be built over time as you continue t
embrace people from various cultural backgrounds and meet their
needs. Putting listening and observing techniques into practice can
asset you to show respect.
Marking

CS Question 6
In what ways could you use verbal and non-verbal communication methods to
interact with Sissy to enable her to feel respected and important within the
program?
Answer
Using gestures that respect her, using body languages, body
moments and facial expressions along with verbal communication to
give more meaning to verbal communication. They can even use
sign languages to show concern and make her feel respected and
important within the program.
Marking

Satisfactory
Satisfactory


Unsatisfactory
Unsatisfactory
Page 42 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
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CHCDIV001
Work with diverse people – Assessments
CS Question 7
Identify two ways you could use effective strategies to communicate in the most
efficient way possible when a language barrier exists.
Answer
Gesture van be used that convey specific messages in particular
situation.
Body language is also a way of communication by using body
movement’s gestures or facial expression to give more meaning to
verbal communication.
Marking

CS Question 8
List and describe two communication resources which support individuals and
organisations to embrace and respond to diversity, remember to include language
and cultural interpreters.
Answer
Children whose do not speak fluent English will also need more time
resources and encouragement to using both languages.
/Satisfactory

Unsatisfactory
FKA Children’s services INC is an Australian wide support service
that provides materials, resources ,interpreters, translators and other
types of support to your service.
Marking

CS Question 9
Describe how communication using image resources support individuals and
organisations to embrace and respond to diversity.
Answer
Signs or image resources often used to ensure these who are
unable to read still understand the message for example toilets may
have a male and female image on the doors to denote which is
which.
Marking

Satisfactory
Satisfactory


Unsatisfactory
Unsatisfactory
Page 43 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
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V.1 Developed on the
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CHCDIV001
Work with diverse people – Assessments
CS Question 10
List at least two names, services and contact details you would seek assistance
from when needing an interpreter or other personal to enable effective
communication and meeting of individual’s needs.
Answer
Translating and interpreter services

TIS Online Support
(TIS Online and existing on-site booking enquiries)
Phone: 1300 655 082 (within Australia)
Email: tis@border.gov.au
NABS National Auslan interpreter booking and payment service
1. Phone 1800 246 945
2. Email bookings@nabs.org.au
Marking

Satisfactory

Unsatisfactory
Page 44 of 44
Candidate Instructions: CHCDIV002 Promote Aboriginal and Torres Strait Islander
Cultural Safety
V.1 Developed on the
Review due on the 06/02/2015 - 2020