CHCECE001 Learner Workbook V2

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School

Australian Institute of Business *

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Course

CHCECE011

Subject

Accounting

Date

Apr 3, 2024

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docx

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CHCECE001 Learner Workbook V2.0 Page 0 of 44 CHCECE001 Develop cultural competence Learner Workbook

Table of Contents Table of Contents ..................................................................................................................... 1 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 ....................................................................................................... 5 LEARNER ACTIVITY ........................................................................................................... 9 Activity 1A- ........................................................................................................................ 9 Activity 1B ........................................................................................................................ 10 Activity 1C ........................................................................................................................... 12 Activity 2A ........................................................................................................................... 13 Activity 2B ........................................................................................................................... 14 Activity 2C ........................................................................................................................... 16 Activity 3A ........................................................................................................................... 17 Activity 4A ........................................................................................................................... 18 Activity 4B ........................................................................................................................... 19 Learner activities 1A – 4B checklist – for assessor .......................................................... 21 Activity 5A ........................................................................................................................... 22 Activity 5B ........................................................................................................................... 23 Activity 5C ........................................................................................................................... 24 Activity 5D ........................................................................................................................... 25 Activity 5E ............................................................................................................................ 26 Activity 6A ........................................................................................................................... 27 Activity 6B ........................................................................................................................... 29 Activity 6C ........................................................................................................................... 30 Activity 6D ........................................................................................................................... 31 Learner activities 5A – 6D checklist – for assessor .......................................................... 33 Summative Assessments ........................................................................................................ 34 Summative Assessments: Section B checklist .................................................................. 36 CHCECE001 Learner Workbook V2.0 Page 1 of 44

Section C: Performance Activity ...................................................................................... 37 Summative Assessments: Section C checklist .................................................................. 38 Supplementary Oral Questions (optional) – for assessor ................................................... 39 CHCECE001 Learner Workbook V2.0 Page 2 of 44

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. CHCECE001 Learner Workbook V2.0 Page 3 of 44

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. CHCECE001 Learner Workbook V2.0 Page 4 of 44

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 CHCECE001 Learner Workbook V2.0 Page 5 of 44

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