Category: Writing

Assessment item 1
Initial research & investigation task
Value: 25%
Due Date: 18-Mar-2019
Return Date: 08-Apr-2019
Length: 600-900 words approx. re-choice of questions
Submission method options: EASTS (online)
Task
You will have three days to complete this research and investigation task. The exact details can
be downloaded from the HCS102 Interact2 subject site after 7am on Friday 15 March. Save the
assignment document to a separate drive (such as a USB or your home computer/laptop),
complete the task and submit the document for marking via EASTS by no later than 11.45pm
on the due date of Monday 18 March. The assignment task will not be accessible after that
date/time.
Overall, you need to respond to 12 questions that relate to content from mainly Module
1-Foundations for Study [Weeks 1-4]. There are two parts [Part A & Part B] of the task to
complete.
PART A = Reviewing and summarising information. Answer with a paragraph of 4-6 sentences
to each of four (4) questions provided.
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HCS102 201930 W D
Version 2 – Published 13 February 2019
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*Notes to help you:
• You will answer questions around the following themes/topics: the Iceberg Analogy;
the Matryoushka Doll Analogy/the adult communication management model; an
Ethos of Scholarship, and reflective practice.
• You will get a chance to practise writing this type of response through example
questions, on the online Forum.
• Make sure you include correct referencing which follows the APA Guidelines.
• In Part A, you will have to use the library Primo Search tool [the link will be in the
HCS102 Interact2 subject site] to find a specific resource to help answer the question
here that relates to ‘reflective practice’: Visit Primo Search and access the reading by
Thompson and Thompson (2008). What are one or two significant ideas from the authors
that give you a better understanding about ‘reflective practice’?.
PART B = Investigating and researching content so far. Choose eight (8) short-answer
questions to answer – which may be made up of multiple choice answers, Yes/No answers, or
short-paragraph answers – from a bank of questions [approximately 32].
*Notes to help you:
• Answers to questions may be in any of the following formats:
• Short-paragraph answer required, for example, What are values and where do they
come from? (These examples will provide you with an opportunity for self-reflection
and critical engagement with different topics.)
• Yes/No answer required, for example, Does the Human Services Profession include
social work? Yes/No
• Multiple-choice questions where you review, identify, and select the correct answer
from a number of choices, for example, What are APA Referencing Guidelines? a)
shows referencing format used by CSU, or b) shows the correct way to reference
resources to support your academic work, or c) both a) and b), or d) neither a) nor b).
Rationale
This assessment task will assess the following learning outcome/s:
• be able to demonstrate an ability to study in an academic environment by applying
basic principles of learning and research required for university study
• be able to demonstrate an identification with, and have a basic understanding of, the
values needed in the Human Services and an understanding of own values and
approaches
• be able to communicate in writing as required for successful university study and a
career in the Human Services
Marking criteria and standards
The following Assignment 1 Marking Rubric provides information for how short-answer
questions and multiple choice questions will be marked in this task:
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HCS102 201930 W D
Version 2 – Published 13 February 2019
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• • Marking criteria – what students need to produce to complete the task and cover this
part of their learning
• • Differentiation of performance standards against each criterion.
Assignment 1 Marking Criteria/Rubric
Task Name: Assignment 1 HCS102 – Initial research
& investigation task Weighting %: 25% Student name:
CRITERIA –
short answer
questions –
PART A &
PART B
PERFORMANCE STANDARDS
High Distinction
[possible marks
>3.4/4]
Distinction
[possible
marks >3/4]
Credit
[possible
marks >2.6/4]
Pass
[possible
marks >2/4]
Fail
[possible
marks 4]
Criterion 1 –
Knowledge
The ability to
access and
demonstrate
understanding
of the subject
content
through
providing
logical
information,
and engaged
ideas through
critical
thinking and
reasoning.
The answers
show a
sophisticated
level of
conceptual
understanding
and evidence of
critical thinking
and reasoning in
the responses,
through specific
application
examples of
theory to
practice.
Responses are
logically
structured and
draw insightfully
and creatively
from subject
materials. There
is evidence of
superior research
with additional
professional and
scholarly
resources used
appropriately to
provide
supporting
evidence.
The answers
show a
proficient level
of conceptual
understanding
and
application of
critical
thinking and
reasoning in
the responses,
and also an
analytical level
of reasoning
and thinking
about some
definite
connections of
theory to
practice.
Responses are
logically
structured and
draw
purposefully
and
knowledgeably
from subject
materials.
There is
evidence of
some excellent
The answers
show sound
conceptual
understanding
and sufficient
application of
critical
thinking and
reasoning in
the responses,
together with
a sound level
of reasoning
and thinking
about some
way that
theory could
be connected
or linked to
practice.
Responses are
mostly logical
in structure
and draw
sufficient
relevant
information
from subject
materials.
Variable
quality
evident in the
The answers
are mostly
correct,
however, with
some
important
aspects
missing. The
beginnings of
critical
thinking and
reasoning are
demonstrated
in the correct
responses,
with a basic
description of
theory and its
possible
linkage to
practice.
n from
subject
materials.
Minimal use
of
professional
and scholarly
resources to
provide
supporting
evidence.
The
answers
may be
incorrect,
and show
inadequate
or incorrect
description
of theory
and little to
no possible
linkage to
practice.
Responses
lack logical
clarity and
show
inadequate
reference to
subject
materials.
No
professional
and
scholarly
resources
are used to
provide
supporting
evidence.
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Version 2 – Published 13 February 2019
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research using
further
professional
and scholarly
resources to
provide
supporting
evidence.
selection and
use of further
professional
and scholarly
resources to
provide
supporting
evidence.
LOW; MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
Feedback:
Criterion 2 –
Presentation
The quality of
writing is
appropriate
and
technically
correct, using
APA
Referencing
Guidelines,
and sound
sentence and
paragraph
structure.
Language
used supports
meaning by
clearly
articulating
the preferred
answer to a
question
through welldefined
concepts,
theories,
evidence,
analysis and
reflection.
Language
consistently
demonstrates a
high level of
clarity and
fluency
throughout, in
conveying
concepts,
theories,
evidence,
analysis and
reflection.
The writing is
technically
correct and free
of APA and
typographical
errors. Although
there may be 1 or
2 minor errors,
these do not
impact meaning.
Language
demonstrates
a significant
degree of
clarity and
fluency in
conveying
concepts,
theories,
evidence,
thoughtful
analysis and
reflection with
little variability
in quality.
The writing is
almost all
technically
correct, and
almost free of
APA and
typographical
errors,
although could
have a
maximum of 2
or 3 minor
errors, which
do not impact
meaning.
Language
demonstrates
a competent
degree of
clarity and
fluency in
conveying
concepts,
theories,
evidence,
analysis and
reflection,
though
variable in
quality.
The writing
shows some
variability but
is mostly
technically
correct,
although
could have a
maximum of 3
minor errors
in APA
referencing
and in
typographical
errors, but the
writing still
supports
meaning
Language
satisfies a
minimum
standard of
clarity and
fluency in
conveying
concepts,
theories,
evidence,
analysis and
reflection.
The writing
shows a basic
level of
technical
correctness,
with up to a
combination
of more than
4 minor and/
or significant
errors,
omissions, or
lapses in
clarity, in APA
referencing
and in
typographical
errors that
could impede
meaning at
times.
The writing
is below the
minimum
standard,
interrupting
fluency and
significantly
reducing
clarity in
conveying
concepts,
theories,
evidence
and
reflection.
The writing
has
consistent
technical,
APA
referencing
and
typographic
errors that
significantly
affect its
correctness
and
impedes
expression
and
meaning for
the most
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HCS102 201930 W D
Version 2 – Published 13 February 2019
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sufficiently. part.
LOW; MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
Feedback:
CRITERIA –
multiple
choice
questions –
PART B.
Criterion 1
Select,
research, and
recall correct
theories,
ideas,
concepts, and
information to
answer
multiple
choice
questions,
where chosen,
in Part B of
the task.
Responses for
eight questions
have been
selected,
researched, and
recalled clearly,
accurately and
comprehensively,
although there
may be 1 or 2
minor errors
allowed for some
of the choices
[for example,
those asked to
rewrite or format
correctly].
Responses for
eight
questions have
been selected,
researched,
and recalled
almost all
accurately,
although there
may be up to 2
minor errors,
omissions, or
lapses in
clarity allowed
for some of the
choices [for
example, those
asked to
rewrite or
format
correctly].
Responses for
eight
questions
have been
selected and
recalled
mostly
correctly,
although
there may be
up to 3 minor
errors,
omissions, or
lapses in
clarity
allowed for
some of the
choices [for
example,
those asked to
rewrite or
format
correctly].
Responses for
eight
questions
have been
selected and
identified,
although
there may be
a
combination
of more than
4 minor and/
or significant
errors,
omissions, or
lapses in
clarity
allowed for
some of the
choices [for
example,
those asked
to rewrite or
format
correctly].
Responses
indicate the
student has
not
selected,
researched
and
recalled the
one best
and correct
answer
option from
four
available
choices for
each of the
questions in
Part B.
There are
multiple
errors
throughout.
Feedback:
What you did well:
What you need to improve:
How your grade is related to the assessment criteria for the assessment task:
MARKER:
Total Mark: /25% REVIEWER:
High Distinction
Outstanding
work
Distinction
Excellent work
Overall DI
Credit
Very good
Overall CR
Pass
Good/
satisfactory
Fail
Poor/could
be better
Charles Sturt University Subject Outline
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Version 2 – Published 13 February 2019
Page 21 of 47
Overall HD grade:
21.25/25 to 25/
25]
grade: 18.75/
25 to 21/25]
grade: 16/25
to 18.5/25]
Overall PS
grade: 14.5/
25 to 16.25/
25]
Overall FL
grade:
14.25/25,
and below]
LOW; MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
Presentation
1. If possible, write your answers on the document you download at the start of the task
[Friday 28th July].
2. Follow the specific instructions given on the day, related to numbering of questions to
answer, providing name and student ID, and the ways to save and submit work.
3. Include both in-text and full citation references to support your work. Referencing
must follow the APA formatting guidelines (see APA referencing guide:
http://www.csu.edu.au/division/studserv/my-studies/learning/_pdfs/apa.pdf )
4. Ensure work can be marked easily; do not use coloured highlights.
Requirements
• Answer all questions in Part A – this is a mandatory section; those not answered will
demonstrate non-achievement and non-engagement with the initial learning
outcomes for this subject and will result in work being returned with the option of
completing for a Pass only in this assignment.
• Consider your situation. Be mindful and committed in how you organise your time
across the 3-day window of opportunity to complete this task (some will complete
the task in two hours, but many will complete in two days doing a bit at a time).
• Access the questions, via the subject Interact2 site, from Friday 15.03.19 [end-Week
3] until Monday 18.03.19. These will not be released earlier than that date.
• Practise, practise, practise. Take advantage of the ample opportunity to practise
prior to the task.
• Example questions and possible answers to prepare for this task, can be found:
In the section of Module 1 titled, Sound-bytes of knowledge.
In the Announcements leading up to the task.
On the relevant practise-writing sub-Forum.
• Organise and plan enough time to engage with the subject materials to complete this
task.
• Look out for further specific instructions in the lead up to the task opening online
Charles Sturt University Subject Outline
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Version 2 – Published 13 February 2019
Page 22 of 47
[please check Announcements and Discussion Board/Forum on a regular basis].
• There are NO extensions for this assignment. Any extraordinary situation that may
impact your completing the task on time should be discussed with the subject
coordinator. Please note however, that ‘extraordinary’ does not relate to
circumstances like: a holiday cruise; a family birthday party; a wedding; or other social
gatherings.
• Finally, submit this assignment online via the EASTS tool in Interact2.
Charles Sturt University Subject Outline
HCS102 201930 W D
Version 2 – Published 13 February 2019
Page 23 of 47
Attachments:
3195112_1_Assignment-one.pdf

Assessment item 3
Reflection: Knowledge and skills development
Value: 40%
Due Date: 03-Jun-2019
Return Date: 25-Jun-2019
Length: 1200 words
Submission method options: EASTS (online)
Task
Write a scholarly reflection in three parts. A scholarly reflection is a type of text where
connections between personal experience and academic ideas are explored. The writer
examines their experience of a particular topic and where theories, concepts or ideas from the
readings play out (or perhaps do not). The aim is that the learning gained will inform new ways
of thinking, being, or doing. So, if you are working in a HSO you can reflect on your practice
experience in Parts 2 and 3. Your reflection in Part 1 must be as a service user.
The reflection for Assessment 3 asks you to focus on knowledge you have gained in WEL118
and how you can use it to identify skills for future development. The reflection is structured
into three parts:
Charles Sturt University Subject Outline
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Version 1 – Published 11 February 2019
Page 18 of 25
Part 1: Insights from experience and learning (400 words)
Reflect on an experience you have had of using a human service organisation (Centrelink, job
services, immigration, medical). Briefly describe the situation and comment on the effect it
had on you, positive, negative, or otherwise. Relate your experience to what you now know
about HSOs that might have contributed to your experience. What could have enhanced the
experience and usefulness for you?
Part 2: Learning for Indigenous community contexts (400 words)
Based on your reading, reflect on the knowledge and skills you already have, and those you
will need to develop, to work effectively in an Indigenous human services context.
Part 3: Learning for a regional, rural, remote or metropolitan context (400)
Based on your reading, reflect on the knowledge and skills you already have, and those you
will need to develop, to work effectively in either a regional, rural, remote or metropolitan
context.
Note on referencing: A scholarly reflection is written in the first person (“I”, “me”) and tells a
story, but the story includes references to scholarly ideas and readings that you have been
learning about. You are expected to include at least one reference to subject readings in each
part. Minimum of 5 academic references for this paper and you may source references from
beyond the subject materials.
Rationale
This assessment task will assess the following learning outcome/s:
• be able to articulate the differences between providing human services to
metropolitan and non-metropolitan areas, rural and remote areas, Indigenous
communities.
• be able to think critically about skills and strategies for working in human services
organisations.
Critical reflection on experience is a common process in human services education, and
ongoing in professional practice. Assessment 3 is designed for you to practise reflective
writing, and evaluate and articulate your learning in the topic fields.
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Version 1 – Published 11 February 2019
Page 19 of 25
Marking criteria and standards
WELL 118 ASSESSMENT – SCHOLARLY REFLECTION: KNOWLEDGE AND SKILLS DEVELOPMENT
Criteria HD DI CR PS FL
Both
responses
connect
personal
accounts
with
scholarly
learning
and ideas
from
relevant
readings
/20
All elements of the
task have been
covered
The links between
learning and
analysis of skills
development are
discussed
consistently and
succinctly
Scholarly ideas are
integrated with the
personal account
All elements of the task
have been covered The
links between learning
and analysis of skills
development are
discussed clearly
Scholarly ideas are
mostly integrated with
the personal account
All elements of
the task have
been covered
The links
between
learning and
analysis of
skills
development
are discussed.
All elements of the task have
been referred to An attempt has
been made to link learning and
analysis of skills development
An attempt has been made to
integrate scholarly ideas with
the personal account, but
reasons for references chosen
could be clearer
Only one element has
been addressed or the
response does not align
with the questions Skills
development has not
been discussed The
responses does not refer
to scholarly ideas and are
opinion or description
only
Referencing
/10
A range of relevant
readings have been
cited and there is a
Reference List
Minor corrections
needed to APA 6
referencing formats
More than the
minimum number of
relevant readings have
been cited and there is
a Reference List Some
corrections needed to
APA 6 referencing
formats
The minimum
number of
relevant
readings have
been cited and
there is a
Reference List
Attention to
APA 6
referencing
format needed
The minimum number of
readings have been cited;
relevance could be made
clearer There is a Reference List
Focused attention to APA 6
referencing format needed
No readings have been
cited and/ or there is no
reference list APA 6
referencing style has not
been attempted
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Version 1 – Published 11 February 2019
Page 20 of 25
Written
expression
and skills
/10
Consistently
concise sentence
and paragraph
structure with
ideas organised for
clarity Minor typos.
Mostly concise
sentence and
paragraph structure
with ideas organised
for clarity Some typos,
spelling or grammar
corrections needed
Mostly concise
sentence and
paragraph
structure with
organisation of
idea on the
whole clear
An attempt has been made to
organise ideas into clear
sentences and paragraph
structure but attention to
developing these skills will
improve the writing.
Sentence and paragraph
structure, as well as
numerous typos, grammar
and punctuation mistakes
make ideas and meaning
unclear.
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Version 1 – Published 11 February 2019
Page 21 of 25
Presentation
Use a cover page for your work that indicates your name, student number, the subject and its
code, the assessment item, and the final word count for your paper excluding the reference
list.
Give your work an informative title depending on the material you have included. Clearly mark
Part 1 and Part 2 in bold. Use 12 point sans serif font (like this one – no tails on the letters) and
double line spacing. Double the space between paragraphs. You will continue to use these
formatting criteria in your other subjects unless advised otherwise.
Assessment Information
Academic integrity
Academic integrity means acting with honesty, fairness and responsibility, and involves
observing and maintaining ethical standards in all aspects of academic work. This subject
assumes that you understand what constitutes plagiarism, cheating and collusion. If you are a
new student we expect you to complete the modules called Academic Integrity at CSU.
(https://interact2.csu.edu.au/webapps/blackboard/execute/
courseMain?course_id=_16412_1&task=true&src=)
CSU treats plagiarism seriously. We may use Turnitin to check your submitted work for
plagiarism. You can use Turnitin to check for plagiarism (http://student.csu.edu.au/library/
integrity/referencing-at-csu/checking) in your assessments before submission.
Referencing
Referencing is an important component of academic work. All assessment tasks should be
appropriately referenced. The specific details of the referencing requirements are included in
each assessment task description. Get referencing style guides and help
(http://student.csu.edu.au/library/integrity/referencing-at-csu) to use for your assessments.
How to submit your assessment items
Online submission process
Access EASTS (https://online.csu.edu.au/de/eastssubmission.htm) (Electronic Assignment
Submission Tracking System) to submit assessment tasks online. Be sure to read the
submission guidelines prior to commencing a task; including file types the system will accept,
file name and formatting requirements, etc. A comprehensive user guide, FAQs and system
support are also available.
Postal submission process
There is no postal submission available in this subject
Hand delivered submission process
Charles Sturt University Subject Outline
WEL118 201930 W D
Version 1 – Published 11 February 2019
Page 22 of 25
Attachments:
3195056_1_Assignment-3.pdf

* Due date is the last date for assessment items to be received at the University
** Applies only to assessment items submitted by the due date
Assessment item 1
Organisational Profile
Value: 10%
Due Date: 29-Mar-2019
Return Date: 23-Apr-2019
Length: 800 words
Submission method options: EASTS (online)
Task
Identify a human services organisation in your local area. This will begin to build your
knowledge of the resources in your town, suburb or district. The second part is about your
process for investigating the organisation. References are not necessary in Part 2. Part 3 is
preparing you for further referencing requirements as your academic career progresses.
Part 1: Organisation profile: (word length between 360 and 440 is acceptable)
Identify a human service organisation in your local area and outline its key features (as
discussed in Topics 1 and 2). Write a profile of your chosen organisation. This will include: the
type of organisation (government, non-government, charitable or profit taking); type of
funding; the service setting; service providers and the population served. To prepare your
organisational profile use the Assessment 1 template below. Cite your references including
personal communications and websites (see the Literacy window for APA referencing in topic
1).
Part 1 Template (this is a tool to help you complete Part 1)
You may be able to talk to someone from your chosen organisation but please be aware that
some agencies receive a lot of requests and may not be able to assist. Do check their website
first so you are well prepared and have the question sheet to hand.
If you talk to someone, tell your respondent that the questions will only take 10 minutes or
less.
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Version 1 – Published 11 February 2019
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WEL418 ASSESSMENT 1 – ORGANISATIONAL PROFILE
Information Gathering Notes
Organisational Details
Name of organisation:
Location of organisation:
Is it rural, urban or remote?
How are they funded?
What government policies, if any, affect their
funding?
Key Activities
What are the organisation’s key activities? Do they
have professionally qualified staff, experts by
experience and/or volunteers? Who do they
provide services to?
Type of organisation
Government, non-government, charitable or
profit taking? Is it contracted to government or
some other arrangement?
Service setting
Online only, delivery model, home visits ,
community based, office appointments
Population served
Are there specific client groups for example
defined by age, need, location
Services provided
Eligibility criteria, list services
Staff profile
Volunteers, professional, levels of training, roles?
Government policies/legislation
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Page 8 of 25
What government policies affect their operation?
Part 2: Process description: (word length between 360 and 440 is acceptable)
Write about your process for finding the information you used in Part 1. Include how you found
information (e.g. website, work experience, speaking with someone) and comment on any
other aspect of your learning process you feel important. What have you learned about
research and learning.
Part 3: Referencing (no word count)
Finish this part by listing all the resources you have used in alphabetical order – see the
literacy window in Topic 1 that directs you to APA referencing. (No need for in text citation in
this assignment).
Part 1 relates to Assessment 2, where you will develop an Organisational Report in more
detail. Part 2 of Assessment 1 relates to Assessment 3, which is a piece of scholarly reflective
writing.
Rationale
This assessment task will assess the following learning outcome/s:
• be able to describe various service delivery models in the human services field.
• be able to describe the influence of economic and social policy on human services
organisations and their activities.
You are not being tested for comprehensive knowledge in Assessment 1. It is designed to
start you thinking and writing about some general aspects of human services
organisations that are explored further in your studies and that relate to the above
learning outcomes. It provides information that will assist you in completing Assessments
2 and 3.
It is also a chance to focus on some introductory skills for academic writing: sentence and
paragraph structure and summarising key information. Ways to improve these writing skills
will be provided in your feedback on this task.
Marking criteria and standards
Charles Sturt University Subject Outline
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Version 1 – Published 11 February 2019
Page 9 of 25
WEL118 ASSSESSMENT 1 MARKING RUBRIC
ORGANISATIONAL PROFILE AND PROCESS REFLECTION
Criteria 0 5 10
Part 1
Description of
HSO
/10
Not done A brief attempt to collect
information as described
in the template
provided. Some spelling
errors, over or under
word length.
A thoughtful effort, no or
few spelling errors,
complies with word
length. Includes most of
the information
described in template
provided.
0 2.5 5
Part 2
Reflection on
process
/5
Not done A brief attempt, some
spelling errors, over or
under word length.
A thoughtful effort,
considers process and
impact on self. No or few
spelling errors, complies
with word length.
0 2.5 5
Part 3
Presentation
and referencing
/5
Not done Doesn’t meet
presentation
requirements.
No reference List
Clearly presented and
addressing presentation
requirements. Reference
list is provided.
Mark /20
Feedback
On content, grammar, paragraph construction, spelling, punctuation and
referencing:
Presentation
Use a cover page for your work that indicates your name, student number, the subject and its
code, the assessment item, and the final word count for your paper excluding any reference
list.
Give your work an informative title depending on the organisation you are profiling. Clearly
mark Part 1, Part 2 and Part 3 in bold. Use 12 point font and double line spacing. Double the
space between paragraphs. You will continue to use these formatting criteria in your other
subjects unless advised otherwise
Charles Sturt University Subject Outline
WEL118 201930 W D
Version 1 – Published 11 February 2019
Page 10 of 25
Attachments:
3194972_1_Assignment-1.pdf

SITHKOP002-Plan And Cost Basic Menus
Assessment Method 2 – Project- Part 1
Instructions for students
This assessment requires you to identify customer preferences, and plan, cost and write an à la carte seasonal menu.
This assessment consists of 4 tasks. Student must complete these tasks.
Task 1-Identify customer profile
Task 2- Develop a seasonal à la carte menu (background information) and written report
Task 3- Cost menu and written report
Task 4-Write menu content and written report
Task 5-Prepare and cost a table d’hote menu
To achieve satisfactory in this assessment, you must satisfactorily complete all the skills listed in the marking guide.
Assessor will inform you the submission date for this assessment. It recommends allocating approximately 6 hours for this assessment.
You could complete with assessment in computer lab, classroom based, simulated industry environment and self-paced.
You must use spreadsheet software and word processing software as per the instructions given in the task. (E.g. MS Excel /MS Word)
Your assessor will provide you the soft copies of required templates for this assessment.
Recommended font sizes of the document should range between 10 and 14 and font type should be as Calibri, Arial, Times New Roman or Tahoma.
On completion, you are required to submit all the parts to your assessor.
Your assessor will inform you the submission date.
Ask your assessor, if you do not understand a question. Your assessor cannot tell you the answer he/she may be able to re-word the question for you.
You must use only black or blue pens to complete any document.
The additional and specific instructions are listed under each task.
Assessment 2-Project / April 2018
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KFQ Partners Pty Ltd RTO ID: 21996 | CRICOS: 02999J
SITHKOP002-Plan And Cost Basic Menus
Information To Complete The Project-Part 1
Describe your workplace or training environment’s style.
Develop a customer profile for your workplace or training environment.
Identify customer preferences in your workplace or training environment.
Develop and cost a seasonal à la carte menu that incorporates ethnic food preferences of customer groups.
Format and print the à la carte menu.
Develop and determine a selling price for a table d’hote menu.
Complete written reports.
Attach organisational information to this assessment when requested within each task.
Use the list in the
Learner task checklist
provided when submitting your assessments.
Task 1: Identify customer profile
Instructions to complete the task
Research information about your workplace or training environment and customers.
Sources of organisational information could include manual documentation, computerised records and reports, and your colleagues, management or other staff.
Document your research findings in the tables given below.
Attach copies of organisational information used to identify customer preferences.
Assessment 2-Project / April 2018
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KFQ Partners Pty Ltd RTO ID: 21996 | CRICOS: 02999J
SITHKOP002-Plan And Cost Basic Menus
Research information about your workplace or training environment’s cuisine, menu and service style.
Category
Organisational information
Style of cuisine
Menu style
Service style
Sequence of courses
Develop a profile of your workplace or training environment’s customers. List the sources of organisational information you used to develop this profile.
Profile category
Profile information
Sources of customer
profile information
Age range
Gender
Income level and/or
buying power
Social and cultural
background
Based on your current menu, what are your customers’ food preferences? Use organisational documents, POS or other computer systems and manual or computerised reports to complete the table.
If your workplace or training environment’s menu does not match the headings provided, please modify heading to reflect your menu structure. Attach one copy of each type of organisational information used to identify customer preferences to this assessment.
Food preferences
Organisational information
First course /
Main course / meal
Dessert / sweet
entrée
item
Highest selling / most popular
menu item
Lowest selling / least popular
menu item
Assessment 2-Project / April 2018
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KFQ Partners Pty Ltd RTO ID: 21996 | CRICOS: 02999J
SITHKOP002-Plan And Cost Basic Menus
Task 2: Develop a seasonal à la carte menu (background information) and written Report.
Instructions to complete the task
You can choose to
develop a seasonal à la carte menu
for your workplace or training organisation,
or
use the scenario information provided.
If choosing to develop a
Attachments:
3193743_1_2-SITHKOP002-Project.doc

Assessment item 4
Professional Planning Document
Value: 30%
Due Date: 07-Jun-2019
Return Date: 01-Jul-2019
Length: 1200 words
Submission method options: EASTS (online)

Task
Your final assessment task for IKC101 requires you to consider your previous learning across each module of the subject. Each assessment task has asked you to reflect on, and critically analyse specific elements of your standpoint through your engagement with the learning activities: that is, the social, institutional, and historical factors and forces that influence knowledge.
For this task you will take the role of an individual applying to lead the project described for the organisation you have selected from the options below.

Choose one organisation only:

Business
Supply Nation was established in 2009 and “works with partners, members, Certified Suppliers, and Registered Businesses to achieve its vision of a prosperous, vibrant and sustainable Indigenous enterprise sector.”
Our company aims to secure a contract with Qantas to provide locally sourced bush tucker for all of their regional flights within NSW. We are a well-established brand who currently supply catering items to businesses throughout NSW, Victoria and the ACT. We will consult and work with local Indigenous communities, businesses and entrepreneurs to enable this vision to be realised in a respectful and sustainable way.
We are recruiting a project officer to lead this initiative.

Graphic design and advertising
Gilimbaa are “a full service creative agency specialising in strategic and connected communication. [They] are driven by the power and process of storytelling and the role this plays in the education and celebration of culture and community.”
Our business has been engaged by a non-Government organisation to create a logo and associated branding related to their new services and building in Dubbo. We are recruiting a project officer to lead this initiative, which will reflect the strength and resilience of the local communities. The project officer will consult with local Indigenous community members, and organisations, and will work with an artist from the region to realise this project.
We are recruiting a project officer to lead this initiative.

Performing Arts
The Indigenous Dance Project aims to provide Wiradjuri secondary students with the opportunity to participate in an arts and cultural program that develops professional pathways for young people, and strengthens their connections with local community and peers. Students will receive artistic mentorship in dance, cultural knowledge and performance skills. It will be led by accomplished contemporary Indigenous dancers from Bangarra.
We are recruiting a project officer to lead this initiative.

Education
The Aboriginal and Torres Strait Islander Independent School was “established in 1986 with an aim to promote the development of Indigenous students as independent and skilled people who are culturally, morally and socially responsible, employable, and capable of self-fulfilment and of contributing to society.”
Yungartilla is a newly accredited independent K-12 school on the NSW north-coast region that is implementing an initiative to encourage high level engagement between Indigenous parents and Yungartilla teachers. Twelve out of the 15 teachers employed by the school are non-Indigenous and comprise eight (8) new graduates and four (4) highly experienced teachers. The aim of the project is to establish a mutual channel so that Indigenous students of the school receive culturally relevant curriculum, and to build trust and rapport between parents and teachers.
We are recruiting a project officer to lead this initiative.

Science
The Nimmie-Caira Project is a “significant water saving project for NSW … aims to balance the environmental and Aboriginal cultural heritage protection with commercial use so as to create an asset for the local community and the Murray-Darling Basin.”
Our organisation is recruiting a lead project officer who will work collaboratively with key stakeholders focusing on the Long Term Land Management Plan component of the project.
We are recruiting a project officer to lead this initiative.

Health
The National Aboriginal Community Controlled Health Organisation (NACCHO) is “the national peak body for Aboriginal health. In 1997, the Federal Government funded NACCHO to establish a Secretariat in Canberra [this] increased the capacity of Aboriginal Peoples involved in [Aboriginal Community Controlled Health Services] to participate in national health policy development.”
In order to close the gap in life expectancy between Indigenous and non-Indigenous people in Australia, a pilot program has been established. This program will employ Indigenous Community Health workers in targeted locations across Australia. The Community Health workers will be responsible for developing and maintaining relationships with the local community they are working in and for facilitating improved health outcomes for that community.
We are recruiting a project officer to lead this initiative.

Social work / Social Welfare
Uniting Burnside “offers a range of short and long-term care options for young people, including foster care, guardianship and adoption.”
Our organisation is recruiting a lead project officer to expand our services into Western NSW. The project will recruit and support carers and staff throughout the region to provide tailored support to children and young people in Out-Of-Home Care.
We are recruiting a project officer to lead this initiative.

Agricultural Science/Veterinary Science/Equine Science
Kimberley Agricultural and Pastoral Company (KAPCO) in Western Australia is a major player in northern Australia’s cattle industry and has just taken over Myroodah Station near Fitzroy Crossing. KAPCO is owned by a syndicate of traditional owner groups in the Kimberley region.
Since securing Myroodah Station KAPCO has increased the herd with the aim to continue creating meaningful employment and training pathways on Country for remote communities in the region. KAPCO has also recently been approved to irrigate fodder crops on Frazier Downs Station near Broome and is therefore working towards land development. This development will allow KAPCO to grow and breed cattle on other properties and bring them to Frazier Downs for high-quality fodder to fatten them and finish them off close to Broome Port ready for live export. To muster cattle KAPCO mainly uses horses from its own horse breeding and training program. Traditional owners live and work on these stations.
KAPCO is looking to employ a team to support this expansion and seek the skills of those with qualifications in agricultural science, veterinary science, and equine science.
We are recruiting three project officers to support this initiative: 1x Agricultural Scientist; 1x Veterinary Scientist; and 1x Equine Scientist.

Media / Theatre
Sydney Festival runs over several weeks in January each year with a “cultural celebration based on critical ideas and cutting-edge art and performance.”
Sydney Festival is currently recruiting a range of project officers to join our dynamic team. We are looking for creatives and media professionals to work on the second chapter of Reconciling Australia. The first chapter was the Artspace exhibition Just Not Australian that explored ideas about being Australian and what it means to be unAustralian. The show featured works by a range of Indigenous and non-Indigenous artists. This next show will focus on communicating and showcasing unacknowledged aspects of Australian national identity and its significance for a reconciled Australia. If you have relevant qualifications in the following professions please submit an expression of interest:
• Theatre
• Theatre media
• Stage and screen
• Media, including social media
• Communications

Context:
You are submitting an expression of interest (EoI) to lead the selected project connected to the organisation you have chosen. You are required to explain your professional philosophy and demonstrate an understanding of the historical and institutional influences on the field in which the organisation operates. In addition, you will review your original assessment of cultural competence from Task 1 and describe how you would enact your evolved understandings in the Project Officer role. A critical part of the project is to work with local Indigenous community or groups to build connections to interpret and respond to their needs.
You will complete an EoI – Project Officer in three sections. You must support your EoI with evidence from your sources, using APA (6th ed.) referencing.
• Section 1. Explain your professional standpoint as it applies to your cultural competence. (300 words)
• Section 2. Describe the social, institutional, and historical factors relevant to the project. Explain the relevant ethical issues. (600 words)
• Section 3. What principles will you apply to establish and build collaborative partnerships with Indigenous community representatives or groups? (300 words)

A template for this assessment task will be provided in the subject site.

Rationale
This assessment task will assess the following learning outcome/s:
• be able to refine, review, relate and map new knowledge and understandings to demonstrate ethical professional practice, and to explore principles for respectful partnerships with Indigenous communities.
This task is a summative assessment item and requires you to demonstrate your comprehension of IKC101 LOs 1-5 to meet the following outcome:
• be able to refine, review, relate and map new knowledge and understandings to demonstrate ethical professional practice, and to explore principles for respectful partnerships with Indigenous communities.

In Tasks 1 and 2 you critically reflected on the factors and forces that influence, reproduce, and reinforce particular forms of knowledge about Indigenous Australians and yourself as part of Australian society. You considered what knowledge can be taken-for-granted because of this reinforcement by institutions, using the media as one example of a powerful socialising institution. You provided a critical analysis of available historical and contemporary evidence to deepen your understanding of the forces influencing contemporary understandings about, and contemporary experiences of Indigenous Australians.
In Task 3 you are required to apply what you have learned through the IKC101 Modules and after completion of Tasks 1 and 2 to consider your professional responsibilities, your potential contribution to Yindyamarra Winhanganha, and to apply principles for engagement with Indigenous communities to facilitate these.

Marking criteria and standards
Summative Task: Assesses Learning Outcomes 1 – 5
Criterion HD 25 – 30 / 30
D 22 – 24.5 / 30
CR 19 – 21.5 / 30
P 15 – 18.5 / 30
F 0 – 14.5 / 30

Professional standpoint statement demonstrates ongoing self-reflection on developing cultural competence from the student’s baseline articulated in Tasks 1 and 2. The student has considered and clearly linked this reflection on cultural competence to their future profession.
Examines and reflects on standpoint and cultural competence progression from Tasks 1 – 3 to discuss influence on this emerging professional standpoint and cultural competence. Develops original ideas on how you could respond to these issues in your future professional setting. Addresses personal ethical dimensions impacting on professional standpoint.
Examines standpoint and reflects on cultural competence progression from Tasks 1 – 3
Attachments:
3195172_1_Task-4.pdf