Assessor Resource

AHCILM304A
Follow cultural protocols

Assessment tool

Version 1.0
Issue Date: March 2024


This unit applies to following cultural protocols and details the specific sensitivities of working in communities with diverse cultural requirements.

This unit will provide participants with an awareness of the issues surrounding community cultural protocols and familiarise them with cultural processes, whilst considering their impact on heritage and the local Aboriginal community and defines the standard required to: relate key components of Aboriginal and/or Torres Strait Islander societies and activities as they relate to heritage and cultural protocols; identify Aboriginal beliefs and cultural protocol; relate Aboriginal protocols to community consultation; identify the main principles of Intellectual Property (IP)and copyright.

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

Employability Skills

This unit contains employability skills.




Evidence Required

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

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

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

The following evidence is critical to the judgement of competence in this unit:

identification of cultural information, material and cultural expression appropriate to be shared

description of elements of cultural diversity within Aboriginal communities

description of natural resources and how they relate to general economy, religion and spirituality, art, environment, values, beliefs and lore

description of the cultural rights and responsibilities when using community knowledge, information and material

identification of groups to be consulted in relation to owners/custodians of cultural and community knowledge, information and/or material

description of cultural protocols for contacting appropriate people in a specific community

Context of and specific resources for assessment

Any assessment events must be contextualised to meet the needs of the particular group, including:

a community, educational or workplace setting

involvement of people approved by Elders of the relevant local community

candidates who have gained relevant knowledge and skills through their life experience.


Submission Requirements

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

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

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

Required skills

respect for cultural diversity and sensitivity to social, cultural and professional values and beliefs

using technology to access written, oral or visual source material

library and internet research

comprehension of written, oral or visual source material

interpretation of written, oral or visual source material

listening skills

oral communication skills

the ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities

exercising discretion and confidentiality

sustainable environmental practices

occupational health and safety requirements

use numeracy skills to estimate, calculate and record routine workplace measures

use interpersonal skills to work with and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities.

Required knowledge

knowledge of Aboriginal and Torres Strait Islander heritage, cultural values and protocols

knowledge of Aboriginal cultural information/material/expression able to be accessed and shared.

The range statement relates to the unit of competency as a whole.

Aboriginal and/or Torres Strait Islander heritage and cultural protocols may refer to:

gender roles in relation to knowledge and cultural practices

information sensitivity and access

appropriate information transfer

negotiations with local Aboriginal community about information transfer

cultural diversity

natural resources and their importance for economy, religion, spirituality, art, environment, values, beliefs and lore.

Aboriginal beliefs may relate to:

connection to country

creation

structure of community such as elders and custodians

practicality and purpose

appropriate behaviour, protocols and restrictions

spiritual value of knowledge and stories

communal ownership of some knowledge and material

intergenerational ownership of some knowledge and material

oral tradition of passing on knowledge

roles as custodians of specified knowledge, ceremony, designs, information

kinship and relationships

storytelling.

Cultural protocols may relate to:

symbols

sites

stories

local customs - respect and responsibility to local customs

who can hold information and why

information which is commonly owned within the community

the talking of community politics

repatriation of artefacts

issues of ownership (clans/nations)

ownership of intellectual property.

Community consultation may require understanding of:

the need to gain permission from local Aboriginal Land Councils for access to sites

adequate consultation with elders and custodians/community

repatriation of artefacts

issues of ownership and boundaries

respecting restrictions on who can speak about certain topics or information, e.g. gender issues

acceptance that some material may not be able to be accessed, shared or published.

Who in a specified community needs to be contacted may relate to a range of people, including:

elders

elders' councils

residents

custodians of local cultural knowledge

land councils

women's groups

men's groups

aboriginal organisations

relevant individuals

local government groups

aboriginal advisory groups

DECC (National Parks and Wildlife).

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

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Identify the significance of gender roles. 
Document elements of the cultural diversity within Aboriginal communities and relevant management practices that impact on the economy and spirituality. 
Describe the key components of Aboriginal societies relating to land, sea, water, air, flora and fauna. 
Identify and document the importance of Aboriginal beliefs and sites. 
Document protocols within a community. 
Identify and record key protocols required for community consultation. 
Document significant factors and practices which could damage the level of trust and respect between negotiating parties and the community. 
Describe strategies to establish and maintain a harmonious relationship between all parties involved. 
Describe IP as an economic right. 
Document processes and procedures in order to acquire IP. 
Identify and record the rights of land owners to recognise knowledge and land management practises (e.g. bush tucker, medicinal properties of plants and animals, traditional agriculture). 
Describe the general rule/s governing the length of IP. 
Research current legislation which identifying intellectual property and copyright. 

Forms

Assessment Cover Sheet

AHCILM304A - Follow cultural protocols
Assessment task 1: [title]

Student name:

Student ID:

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

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

AHCILM304A - Follow cultural protocols

Student name:

Student ID:

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

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: