CHCDEV002

Analyse impacts of sociological factors on clients in community work and services

Learner Workbook

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Table of Contents

 

Instructions to students: 3

Assessment instructions 3

Assessment Task 3

Assessment requirements 3

Competency outcome 4

Assessment appeals process 5

Special needs 5

Additional evidence 5

Confidentiality 5

Academic misconduct 6

Learner Activities 10

Activity 1A 10

Activity 1B 11

Activity 1C 12

Activity 1D 13

Activity 1E 14

Activity 2A 15

Activity 2B 16

Activity 2C 17

Activity 3A 18

Activity 3B 19

Activity 3C 20

Learner Activities checklist – for assessor 21

Summative Assessments: 22

Knowledge Activity (Q & A) 22

Knowledge Activity checklist – for assessor 23

Supplementary Oral Questions (optional) – for assessor 23

 

 

Instructions to students:

Assessment instructions

Overview

The purpose of this learner workbook, assessment workbook, simulation diary or logbook is to provide a guide of instruction and information in relation to the relevant assessment tasks. As a learner, you will be provided with information relating to your assessment, including how they are to be completed and submitted. Therefore, it is important that you fully understand the assessment instructions given by your trainer to avoid issues such as academic misconduct, submitting past the due date and providing incomplete assessments, which you will be required to resubmit. If you fail to understand or need more clarification on the assessments, you are required to contact your trainer/assessor for further information.

Assessment Task

The aim of assessments is to test your knowledge, skills and understanding in relation to the topics being taught within a given course. This will be done by using an assessment criterion which shows what you need to do to achieve the appropriate level of competency. For the purpose of completing a written assessment, you are required to:

Complete each question, including any sub-questions;

Provide in-depth research on the topic, using appropriate primary and secondary sources;

Respond using a clear structure (e.g. Introduction, points of argument or fact, conclusion), including references to the sources used.

All assessments required to be completed are compulsory as it is a required condition of your enrolment.

Assessment requirements

The assessments within this document can be completed through several approaches such as:

Observation of real, indisputable actions as they occur;

Written or oral task such as reports, role play, work samples etc;

Portfolios;

Questions, or third-party evidence, in which the relevant document (observation document is to be completed by the agreed third party.

All documents relating the third-party observation is to be provided to your trainer/assessor as this will be used in determining your level of competency. Third-party evidence can be obtained from supervisors (e.g., from the workplace), or clients/customers.

Please be informed that all assessments are to be typed up. Any handwritten assessments will not be permitted unless approved by the trainer/assessor. You must also comply with assessment policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/.

Simulation diary (if required): You will do the simulation tasks as a part of your course in the designated simulated environment.

During the simulation session, the student is required to meet the following requirements:

Follow the dress standards -enclosed shoes, appropriate clothing (no shorts or skirts)

Be aware of relevant procedures in case of accident, emergencies, evacuation

Follow the start and finish times, breaks, work routines, etc.

Follow the policies on personal phone calls and personal emails.

The attendance for simulation sessions will be monitored as per ‘AIBTGlobal’s Monitoring Student Attendance and Academic Progression policy and procedure.’

Students should follow the standards of behaviour and comply with ‘AIBTGlobal’s Student Conduct Rules’.

Students should come prepared for the planned activities for simulation.

Observation/demonstration/simulation (if required):

You may be required to perform tasks/works/assessments through observations, simulation, or demonstrations. Your trainer/assessor will provide you with a list of demonstrations, logbooks, simulation diary or any other related documents for tasks/works/assessments. The observation, simulation or demonstration can occur in the workplace, or the training environment such as workshop, or simulation labs. During observation, demonstration or simulation, you will be provided with necessary information (e.g., timeframe) and equipment and/or materials to complete the task. You are required to perform the work, task or assessment in accordance with the required instructions.

Competency outcome

Upon completing the following assessments, your trainer will either mark the assessment indicating S for satisfactory or NS for not satisfactory (requires more training). If you, as a learner/trainee, receive satisfactory marks for all assessments within this module, you will be graded a “C” for ‘Competent’. In vice versa, “NYC” for ‘Not yet Competent’, in which your trainer will provide adequate feedback and give you a chance to resubmit. If your second submission of assessments is still NS, you may be required to (i) resubmit assessments on the third attempt or (ii) redo the course unit again, which requires re-enrolment. Please be aware that the third attempt of resubmission or re-enrolment to the course can result in additional costs/fees.

Assessment appeals process

As a learner, you have a right to appeal a decision or outcome of an assessment if you feel like it was made unfairly. However, this complaint must first be resolved with the trainer/assessor before lodging an appeal. If you are still dissatisfied with the outcome, then a written application of the appeal can be made to the course coordinator, outlining the grounds for the appeal in accordance with the complaints and appeals policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/.

Special needs

Learning adjustments can be made for any candidate who has special needs (e.g., a student with a disability). However, the trainer/assessor must be well informed about this so they can immediately implement the necessary adjustments and have it ready before commencement.

Additional evidence

If at any event during or after the assessment process, the trainer/assessor requests you to provide additional information or an alternative submission to establish your level of competency, then you are required to do so. However, you must do so in a way that avoids any issues of privacy or confidentiality.

Confidentiality

All information provided to us regarding your job, workplace and employer will be kept confidential in accordance with the relevant law. However, it is your responsibility to check that all information provided to us does not involve details unrelated or not agreed upon for disclosure. For example, information about your employer, colleagues and other related third parties who might be involved. Although we may require information about these other parties, it is your responsibility to check that valid consent has been given from these individuals before providing us with the requested information. This process of obtaining information from the relevant parties must also be done in accordance with the relevant law.

Recognised prior learning

Any candidate may apply for credit transfer which they wish to count towards their course credit following the application and assessment process of the credit transfer policy and procedure.

Academic misconduct

Academic Misconduct includes plagiarism, cheating and/or collusion, or any act or omission by a student which attempts to circumvent or defeat the integrity of the College’s assessment process. Without limiting the scope of the definition of academic misconduct, examples of plagiarism, cheating and collusion are provided below:

Plagiarism is defined as taking someone else’s work or ideas and submitting it as their own. This may include acts such as, but not limited to:

Copying the direct words of a sentence or paragraph presented in a source, without referencing it or giving it proper acknowledgement. This also extends to any structure used in completing the assignment; and

Submitting the same assignment as another learner who either is currently or has previously completed it and presenting it as their own work.

Cheating occurs when you behave dishonestly in an attempt to obtain an unfair advantage in any form of assessment. Examples of cheating include:

Failing to adhere to examination conditions, for example, speaking or communicating with other candidates in an examination, bringing unauthorised material into the examination room, reading or attempting to read other students’ answers, leaving the examination or test answer papers exposed to another student’s view;

Impersonating another student or arranging for someone to impersonate a student in any assessment task;

Purchasing assessment items from a contract cheating or ghost-writing service and presenting them as the student’s own work;

Allowing others to complete any assessment task and/or submit an assessment task which is not the student’s own work;

Fraudulent representation of any required documentation, for example, prior qualifications, or medical certificates.

Collusion is defined where a learner collaborates with another learner currently enrolled or graduated to produce an assessment which is submitted as their own. This may involve two or more learners working together to produce the content of an assessment before submission.

Plagiarism, cheating and/or collusion is a behaviour that is strictly prohibited, therefore, prior to completing your assessment it is advised that you refer to our Academic Misconduct policy and procedure at https://aibtglobal.edu.au/support/student-forms/policies/ to ensure relevant compliance. If you are found committing any of these acts, you will be investigated in which the appropriate disciplinary action will be taken. As a result, it is important that you raise any questions regarding plagiarism, cheating and collusion with your trainer before submitting the final assessment.

Student Details

Student ID: _____________________________________________________________

Name: _____________________________________________________________

Phone: _____________________________________________________________

Email: _____________________________________________________________

Declaration

I declare that

The content in this document is my own work, based on my own study and research and no part of it has been copied from any other source, except where acknowledgement/reference has been made.

The content in this document is my own work and no part of the work has been copied from any other student who is currently studying or was graduated from the college.

I have read and understood all instructions and requirements for the work, task, or assessment that is assessed by my trainers and/or assessors. The understanding includes the submission date and time.

I will keep a copy of my submitted work (e.g., logbook, or assessment).

I have read and understood the assessment policy and procedures, and academic misconduct policy and procedures:

I will perform my work to the best of my ability.

I will not commit academic misconduct stated in academic misconduct policy and procedures. Academic misconduct behaviour may result in ‘not competent’ result of the unit of competency.

I understand if I receive not satisfactory for my work/assessment/task, it will result in not competent result for the unit of competency. This can result in work/assessment/task resubmission and re-enrolment of the unit of competency which can incur additional costs/fees to me.

I understand that any assessment/task/work deemed unsatisfactory will require me to undergo reassessment which may be different to the one originally submitted.

I give permission for my assessment/task/work to be reproduced, communicated, compared, and archived for the purposes of detecting academic misconduct and to fulfil any related College’s policy and procedures

I am aware that if I disagree with the assessment/task/work result, I have the right to appeal the result. I will follow the complaints and appeals policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/.

I take full responsibility for the correct submission of this assessment/task/work in the required place/channel with the correct cover sheet.

Student Signature: ____________________________________________________________

Date: _____________________________________________________________

ONLY If assessment/task/work is required to be completed as part of a group or in pairs, details of the learners involved should be provided below:

If you are NOT instructed to complete the assessment, work, or task in a group or in pairs, you or any other student will NOT fill or sign this section below and MUST NOT work in a group or in pairs. Failure to comply will result in not satisfactory result of required work, assessment, or task.

The content of this work/task/assessment is completed by the students named below. All students acknowledge that the assessment, work, or task must be completed by everyone’s equal contribution and in accordance with the requirements. All students declare that no part of this assessment, task, or work is taken from or completed by any other student. If the assessment, work, or task cites or paraphrases information from other sources, reference and acknowledgement of those sources must be provided.

Student 1:

Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

Student 2:

Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

Student 3:

Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

Student 4:

Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

Learner Activities

Activity 1A

Estimated Time	30 Minutes
Objective	To provide you with an opportunity to identify major social and cultural institutions in Australian society and their societal functions.
	What major social and cultural institutions affect your life? Provide at least three examples. Several major social and cultural institutes and effect my life. These can include of health system, legal system and the media ecosystem that has been created. All of these factors have different types of influences on my own performance and their influence the behaviour differently. For instance, healthcare system enables me to have insurance-based support through which I am able to minimise my worrying about my overall health condition. Similarly, the legal system facilitates me to have basic rights through which I can interact with other individuals in a democratic environment and develop. The media ecosystem facilitates my knowledge about current news, facilitates my entertainment, and helps me to stay on top of what others are doing (Qian and Qi, 2016). Briefly explain the purpose of each social and cultural institution mentioned in the previous answer. The purpose of each of the social and cultural Institute is important to my own performance. It can be highlighted that health; legal and media systems are an essential aspect of creating a development-oriented approach in Australia. Through all of these factors, emphasis upon insurance, medical treatment, safety, is insured. Moreover, they facilitate in knowledge development, cultural growth, removing interpersonal disputes, and other aspects as well. In a democracy, these are areas through which better economic growth and development is facilitated. Leadership is at the core of these aspects as they facilitate in long-term performance to be enabled at a high capacity

Activity 1B

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to identify ways in which major institutions in Australian society can impact clients as individuals and as part of community and family groups.
	Explain how your life has been influenced by the following institutions: Education Religious institutions Health systems. My life has been influenced by education, religion institutions, and healthcare systems. It can be illustrated that my basic knowledge about English, mathematics, history, and other subjects has evolved through being in education institutes that are facilitating these types of subjects to my attention. Since I am in an environment surrounded by teachers and other peer members, being able to discuss different problems, solve solutions, have a learning mindset has been a big aspect of my life which has enabled me to create a positive career (Ball, 2021). Religion institutions have facilitated my mindset towards creating good faith in individuals. This is an important aspect as I believe that it has helped me to move forward through difficult times and have better judgement when problems are arising in day-to-day life activity. Similarly, healthcare system has facilitated my overall health in providing good care through which common cold, specific injuries, and more has been alleviated with different types of treatments and medication. All of these aspects have influenced my life positively to live effectively with other people. Suggest two potential side effects of long-term unemployment on people’s lives. Two major side effects are present of long-term unemployment. Firstly, financial status is immensely impacted and an individual is not able to fend for his family, be able to succeed immensely in having medium to luxurious goods that can help improve status of life, moreover, basic necessities such as food, shelter, ability to have Internet, computers, and box is inaccessible. Apart from this, another long-term problem of unemployment is that it demoralises and causes psychological issues within an individual as it makes a person question his own ability to perform well. It is because of an aspect such as this that an individual is not able to succeed immensely. Moreover, the process that an individual can follow to be able to succeed effectively is impacted immensely and an individual is not able to learn new skills through which they are able to pursue education at a further capacity as it costs financial aid (Schaal, 2017).

Activity 1C

Estimated Time	30 Minutes
Objective	To provide you with an opportunity to identify how to examine and identify possible effects and consequences of conditions and experiences of inequality on clients as individuals and as part of community and family groups.
	Define inequality and provide at least two examples. Inequality can be defined as the situation in which individuals are not provided with the same opportunities to be able to excel. 2 examples of inequality being practised in modern situations can be through property being created for different types of jobs having different types of payment skills. While labourers have very little income when it comes to mining, moving luggage, and more, intellectual jobs such as coding, creation of websites and more have higher payment attached to them. Therefore, it can be highlighted that poverty is created more for individuals that are having much more physical skills being at use the mental abilities (Alvaredo, 2018). Similarly, another example of inequality can be in the workplace situations that is created in a working Institute. Individuals such as women, transgender individuals, and people from different sexual orientation are discriminated against in a workplace situation with work payment, lesser opportunities and more. What are the consequences of inequality? The consequences of inequality are that it causes poverty, causes psychological issue and destabilises a community. Moreover, lack of workplace opportunities is created and internal family strains can be created as well. It can cause long-term employment issues as individuals are not provided with the same type of opportunities to grow and prosper and help in creating a level playing plain for everyone (Gabaix et al., 2016).

Activity 1D

Estimated Time	15 Minutes
Objective	To provide you with an opportunity to identify impacts of long-term unemployment and associated issues on clients as individuals and as family members.
	Briefly describe the detrimental effects that long-term unemployment can have on clients? Long-term unemployment can have different types of effects on clients. The perception of clients can change over time and the question of competency and capability can arise. Moreover, not being able to showcase the gap in the resume of individuals is a problem that can give rise to the problem of why they should be hired presently right now. Apart from that, clients might feel that the employees or candidates are not competent enough to have a working job through which they are able to sustain for themselves. Moreover, with prototype jobs, side projects, the question of what they have doing can be subsided however, not being able to indulge in any work-related activity can decrease the interest of clients to work with the prospect (Grigoli and Robles, 2017).

Activity 1E

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to identify how to, where relevant, identify factors associated with age in Australian society and their impact on clients as individuals and in family and community settings.
	What age category do you fit into? What factors or institutions influence your age category? My age category fits within the 20 to 30 years bracket. Multiple types of factors and institutions are present that influences my age category. These institutions can range from education, healthcare, legal, and more. Healthcare is 1 of the aspects that individuals in this area which is being affected as the coronavirus is spreading. Moreover, education is a factor also that is being impacted as more people are learning from home and are developing skills that can be applied online. Similarly, legal aspects have emerged presently as more businesses and contacts are being signed online and conducted. How can stereotypes about age harm individuals? Multiple types of stereotypes are present for my age that encompasses of not willing to work, only focused upon having fun and not focusing upon career, and more. These are specific stereotypes that is only true for a select group however, many individuals are career focus and are starting new enterprises that are killing large revenue incomes online through multichannel sources (Kornadt et al., 2017).

Activity 2A

Estimated Time	30 Minutes
Objective	To provide you with an opportunity to identify how to use available information to identify and analyse social and cultural factors impacting on individual clients, groups or communities.
	A man is being shown around a house by an estate agent. When he mentions his partner, who is the same gender, would like it, the estate agenda says the house is no longer for sale. Is this discrimination? Explain your reasoning. In this situation, it can be illustrated that this is a form of discrimination as soon as the real estate agent is able to understand that the partner is of the same gender, he is no longer interested in providing the house for sale. This type of discrimination falls under homophobia due to which, he is being refused to provide the real estate space. Moreover, it can be illustrated, this type of denial to a real estate property because of discrimination can be mentioned under the antidiscrimination act and equality act as they are both against this type of conduct. Since a large population in the society is against such types of relationships and in many states, same gender relationships are not being accepted, this is a commonality being present (Walch et al., 2016). How can overcrowding in a house damage the inhabitant’s health? Provide at least two examples. Overcrowding in a specific house can be a threat to an individual’s health as in the pandemic situation, it can be understood that contagious diseases are being spread easily. Two examples of situations where overcrowding can result in long-term health issues might include of coronavirus presently and prior to that, other types of situations such as HIV, common cold, and other types of diseases can also spread amongst individuals if items are shared and DNA is some form is exchanged in a crowded environment (Fraïssé and Barrientos, 2016). Why do Aboriginal Australians experience more social problems than other groups? Suggest three reasons. Aboriginal Australians face discrimination in social dynamics because of various reasons that might include of their situation in the continent which is extremely isolated from the rest of the continent. Moreover, it can be understood that the accent, lifestyle, overall economy in which they live is different as well. Since there accent is unique, they might face the social problems while speaking with other groups. Similarly, their lifestyle is surrounded by wildlife owing to which, their adaptability to highly develop metropolitan cities is halted as well (Malaspinas et al., 2016).

Activity 2B

Estimated Time	30 Minutes
Objective	To provide you with an opportunity to identify how to clarify current health and wellbeing and associated needs for individual clients, groups or communities.
	How can physical and mental disabilities affect people’s lives? Physical and mental disabilities such as cerebral palsy, arthritis, ADHD, dyslexia, Down’s syndrome, are all different types of issues that an individual can face. Owing to this, being able to learn, have motor skills, understand different education concepts, and more is difficult. Their ability to interact with other individuals, excel in education, create a career, have normal conversation and engage in nice can also be a problematic aspect that an individual can face. The higher the number of disabilities, the more dependence on other family members and friends is increased for an individual in the specific circumstances and other types of complex and inferiority issues emerge as an individual (Fletcher et al., 2018). What emotional needs are people and children likely to have? Children are highly likely to have emotional needs such as desiring attention from parents, friends, and more. There is need to have love, affection, friendship, and trust is immense. They require consistent communication from these guardians as well and preferred to learn and network from these individuals to be able to understand how to operate in social dynamics. Their ability to interact with other individuals, develop, and become much more rounded individual facilitates them to be much happier and more contented person in a long period of time.

Activity 2C

Estimated Time	15 Minutes
Objective	To provide you with an opportunity to identify how to make informed decisions in relation to specific work to be undertaken and/or services to be provided to client/s.
	What are the key factors that may influence your decision in relation to work to be undertaken and/or services to be provided to clients? Provide at least two examples. Multiple key factors are there that influence the decision-making process of individuals when dealing with clients that require services these decision-making processes can involve factors such as the wellness of the service being provided, how eligible it is for the need of the client, and more. Apart from this, psychological and cultural relevance can be considered as well through which if the client is requiring the services actually can be considered. For instance, in the case of therapy, if an individual is psychological effect, then then need to have therapy is null and void. Using decision-making metrics, this type of conclusion must be reached adequately so that inadequate treatment is not provided.

Activity 3A

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to identify how to monitor impact of work undertaken and/or services provided to clients, in line with scope of own work role and organisational policies and procedures.
	How can you monitor work you have undertaken in line with organisational policies? Multiple ways of monitoring organisational policies are present that might include of utilising quality checking managers who can facilitate an organisation to investigate if the employees are following through with all of the rules that have been set. Compliance with code of ethics through specific point such as equal opportunity being provided, revenue being distributed in the form of incentives, and more can be quality checked. These are factors through which it can be easier for organisational policies to be monitored effectively. Apart from this, emphasis upon utilisation of amendment to policies can also facilitate in better fit to be created within an organisation in a long-term (Weale et al., 2020).

Activity 3B

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to identify how to review effectiveness of work undertaken and/or services provided to clients, in relation to identified social and cultural factors impacting on clients, groups or communities.
	How should you review the effectiveness of work/services provided? In order to assess the effectiveness of the work, multiple drafts of the work can be provided to clients. This can facilitate in deeper analysis to be conducted. Moreover, in adequate with the request of the client, changes can be made adequately, that can facilitate in improved performance to be raised in the long term. Effectiveness can be also increased through specific indicators point that can be requested from the client which can facilitate in structuring the work at a better capacity. In accordance with the market standards and codes that is present, improvement upon the work can be achieved as well. These are all aspects that can help in improving overall services and work in the long run. In addition, it can be highlighted that review of work from other individuals in the professional circle can help in growth (Bertram et al., 2016).

Activity 3C

Estimated Time	15 Minutes
Objective	To provide you with an opportunity to identify how to, if required, revise aspects of work undertaken and/or services provided to better address social and cultural issues and enhance outcomes for clients, groups or communities.
	How should you revise aspects of the work undertaken? In order to revise different types of work being conducted, multiple edits, division of work, and more can be conducted through which it can be easier for there to be analysis of client work to be considered. Any type of cultural discrimination, group stereotypes, and other aspects should be considered while reassessing the work effectively. This will help in making sure that it is easier for there to be long-term relationship being created without any form of interpersonal issues being created. It can be also highlighted that while vision, utilisation of other experts in the work can facilitate in making sure that it is easier for there to be better performance being enabled.

Learner Activities 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
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?				Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?				Yes No (Please circle)
The learner’s performance was:	Not yet satisfactory		Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Summative Assessments:

Knowledge Activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

Functions of social and cultural institutions within Australian society

Factors contributing to client experiences of inequality and the possible effects and consequences on their role in society

Effects and consequences of unemployment on clients and in our society

Contemporary frameworks and influences underpinning social policy

Political and economic theory and systems

Concepts of inequality and how they impact on individuals and society

Different beliefs about various stratifications in our society and the ways in which stereotypes develop, and their impact

Specific policy decisions and their impact on community work

Organisational standards, policies and procedures

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.

Outline the functions of at least three social and cultural institutions within Australian society.

To help create cultural awareness

To facilitate in social safety being maintained

To enable community growth

What are the main factors contributing to client experiences of inequality and what are the possible effects and consequences on their role in society?

Unemployment causes possible effects such as having high inferiority, not being able to support family, and having large plasma gaps.

Suggest three possible effects and consequences of unemployment on clients on clients and in our society.

The UN Global Compact, UN Declaration of Human Rights and Ethical Trading Initiative

In no more than 300 words, describe the contemporary frameworks and influences that underpin social policy.

The political system in Australia follows a federal parliamentary is procedure and hierarchy. The federal parliamentary frameworks and hierarchies are important in helping to create social policies. In accordance with these different types of policies being enabled, healthcare, social structures, competition, data protection, and other aspects is enabled in a legal environment for social support to be facilitated in community. A community is essential in the context of social policies as it helps in regulating behaviour and making sure that proper conduct is being performed so that the highest benefits that can be led by most individuals in the community can be achieved. In addition, contemporary frameworks which illustrate focus towards having moral compass and direction facilitates in better step-by-step procedure through which it is easier for extended performance towards goal-oriented activities to be achieved. Moreover, it can be highlighted that it is necessary for there to be policy and structures to be intertwined in central systems in the political arena in Australia.

In Australia, since a large population is present, it is important for democracy to be enabled as it helps in social activities to be enabled at a greater capacity. In accordance with the hierarchies that have been created, it can be proposed that utilitarianism framework in ethics is a focused endeavour which is putting illustration on overall collective contribution of individuals towards output. It eliminates minority interests and make sure that majority as a whole in the community is being able to provide high impact services and products which yields extra performance. Moreover, contemporary frameworks such as Hofstede’s dimensions theory is also important in a societal context as it enables the scope of lower power distance between corporations and citizens and make sure that the interest of the public is being addressed adequately. This is important in dating social policies as it makes sure that discriminatory behaviour is being minimised.

In approximately 200 words, summarise the political systems within Australia.

The political system in Australia follows a federal parliamentary is procedure and hierarchy. This political system is focused upon creating democracy and helping in making sure that it is easier for equality to be enabled. An important facet of the political system in the Australian market is that it enables the scope of extra equality to be maintained and making sure that a supportive environment is being created which enables the scope of extended performance. A community can be supported with these types of approach by the political system as it helps in integration of citizens as well as immigrants from other countries as well.

Moreover, right of practice religion, speech, and more are facilitated through these types of political system is being practised in Australia. Technological freedom is provided to businesses to practice different types of innovation which helps in community progress to be achieved. Apart from this, it can also be illustrated that the political systems in Australia is presently focu towards helping in creating an environment in which community support can be enabled through clear cut communication whereby which, policies that are in accordance with public interests in helping in developing businesses, roads, education, and health care is being enabled. All of these aspects are essential to choosing politicians who can help the country to perform well in the future as well.

What are the two main approaches to explaining inequality? Briefly describe both.

Two approaches of inequality encompass of discriminatory language and harassment being some. Language discrimination uses negative words while harassment imposes physical abuse.

Describe at least two different age stratifications in our society and the way in which they are stereotyped.

People of the age of 60 and above face a dissemination while individuals in the age below 18 have capability focused discrimination.

Provide two examples of specific policy decisions and their impact on community work.

Health and safety policy and education and learning policies. Decisions to implement them help community to develop.

Choose three key organisational standards, policies or procedures and explain how they impact on your role.

 

Code of ethics, data protection regulation, and total quality management policies are strategies through which different roles are empowered.

Knowledge Activity 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
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?				Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?				Yes No (Please circle)
The learner’s performance was:	Not yet satisfactory		Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Supplementary Oral Questions (optional) – for assessor

The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory

 

Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory
Question:
Learner answer:
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References

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Fletcher, J.M., Lyon, G.R., Fuchs, L.S. and Barnes, M.A., 2018. Learning disabilities: From identification to intervention. Guilford Publications.

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Walch, S.E., Ngamake, S.T., Bovornusvakool, W. and Walker, S.V., 2016. Discrimination, internalized homophobia, and concealment in sexual minority physical and mental health. Psychology of Sexual Orientation and Gender Diversity, 3(1), p.37.

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