Assessor Resource

CHCEDS312A
Work with diversity in the education environment

Assessment tool

Version 1.0
Issue Date: May 2024


In practice, working with diversity is demonstrated in the context of other work activities, such as working effectively in the organisation, upholding the values of the organisation, contributing to the work team and delivering services

This work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional

This unit describes the knowledge and skills required for individuals without supervisory responsibilities to work effectively with diversity

It includes recognising and valuing individual differences and working effectively with diverse clients and colleagues

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not Applicable

Employability Skills

This unit contains Employability Skills



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Assessment requires access to a range of opportunities defined in the range Statement, including:

appropriate workplace where assessment can take place

simulation of realistic workplace environment for assessment

relevant school/centre policy, protocols and procedures

educational materials

legislation, regulations, policies and guidelines

definitions and benefits of workplace diversity

organisation's values and codes of conduct

organisation's procedures and protocols

current information on diversity issues

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Benefits of diversity of the school community and in the workplace

Principles and practices of cultural awareness and cross-cultural communication

How to locate legislation, policies and guidelines related to diversity

Requirements of anti-discrimination legislation

Direct and indirect discrimination, such as dress codes that exclude certain groups
(e.g. requiring male staff to be clean shaven would indirectly discriminate against Sikhs)

Own cultural assumptions and their effect on work practices and behaviour

Legislative definitions of diversity

Principles and practices of cultural awareness and cross-cultural communication

Equal employment opportunity, equity and diversity principles

Essential skills:

It is critical that the candidate demonstrate the ability to:

Use a range of communication styles to suit different audiences and purposes

Communicate effectively with people from diverse backgrounds

Respond to diversity, including gender and disability

Access and read formal documents such as legislation and polices related to educational work environments

Access legislation and codes of conduct electronically or in hard copy

Seek feedback and act upon it

Apply the level of reading, writing, language and numeracy competence required to perform effectively in an education support role

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Diversity may include:

Age

Cultural background

Disability

Educational level

Ethnicity

Expertise

Family responsibilities

Gender

Interests

Interpersonal approach

Language

Learning styles

Life experience

Marital status

Personality

Physical capability

Political orientation

Race

Religious belief

Sexual orientation

Sexual identity

Socioeconomic background

Thinking styles

Work experience

Working styles

Colleagues may include:

Peers

Teachers

Trainees

School support staff

Work experience personnel

Supervisors and school management

External stakeholders including parents, students community groups etc.

Legislation, policy and guidelines may include:

Codes of conduct/ethics

Community guidelines, policy and practices that may exist within specific cultural or ethnic communities

Disability Discrimination Act 1992

Education Standards 2005

Human Rights and Equal Opportunity Commission Act 1984

Privacy Act 1988

Public sector management acts

Racial Discrimination Act 1975

Sex Discrimination Act 1984

State/territory legislation addressing diversity issues

The organisation's plans strategies and policies relating to diversity

Workplace diversity guidelines

Workplace Relations Act 1996

Communication styles may include:

Pace of delivery varied to audience needs

Clear articulation

Checking that the message is understood

Use of eye contact or no eye contact, dependant on the situation

Non-verbal communication techniques e.g. gestures, facial expressions, signing, positioning

Written communication in a language other than English

Speaking in a language other than English

Use of telephone translation services

Use of Braille materials

Use of pictures/diagrams

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Explore diversity to identify attributes that may be of benefit tot he school and its community 
Assist colleagues to acknowledge and use their diverse attributes to contribute to work teams, educational outcomes and delivery of services 
Use work practices that are inclusive and benefit educational outcomes, community relationships and the work environment 
Identify and respond to student diversity in accordance with legislation, policy and guidelines 
Develop and use a range of communication styles to respect and reflect the diversity of the school 
Comply with the requirements of legislation, policies and guidelines relating to workplace diversity is demonstrated through personal conduct in the workplace 
Seek and act upon feedback from colleagues and supervisors to continuously improve personal effectiveness in working with diversity 

Forms

Assessment Cover Sheet

CHCEDS312A - Work with diversity in the education environment
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCEDS312A - Work with diversity in the education environment

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: