Assessor Resource

BSBATSIC403B
Maintain and protect culture

Assessment tool

Version 1.0
Issue Date: March 2024


This unit applies to individuals with a broad knowledge of the business or core functions of organisations who contribute their skills and knowledge to monitoring and guiding the activities of organisations in the Indigenous community.

Indigenous community boards are upholders of traditional and cultural values.

This unit applies to individuals with a broad knowledge of the business or core functions of organisations who contribute their skills and knowledge to monitoring and guiding the activities of organisations in the Indigenous community.

Indigenous community boards are upholders of traditional and cultural values.

This unit covers working as a Board member in such a way as to respect, maintain and protect aspects of culture within the Board structure, the organisation and the community.

This unit is based on a unit originally developed by the Aboriginal and Torres Strait Islander Curriculum Consortium, Tropical North Queensland Institute of TAFE.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

This unit covers working as a Board member in such a way as to respect, maintain and protect aspects of culture within the Board structure, the organisation and the community.

This unit is based on a unit originally developed by the Aboriginal and Torres Strait Islander Curriculum Consortium, Tropical North Queensland Institute of TAFE.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

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.

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

Evidence of the following is essential:

Integrated demonstration of all elements of competency and their performance criteria; and

Culture is maintained and protected

Context of and specific resources for assessment

Assessment must ensure:

This unit of competency should be assessed through the performance of Board duties, but in the event that there is no opportunity to observe such a performance a simulated environment can be used but such simulation must replicate Board conditions in terms of: performing the task; managing a number of different tasks; coping with irregularities and breakdowns in routine; dealing with the responsibilities and expectations of the Board, including working with others; and transferring competency to other situations

Knowledge and performance to be assessed over time to confirm consistency in performance

Method of assessment

The following assessment method is appropriate for this unit:

Performance of Board duties, or through an accurate simulation of Board duties

Guidance information for assessment


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

Oral and written communication

Cross-cultural competence, including gender and disability

Evaluation and decision-making

Problem solving

Required knowledge

Cultural context - Boards are upholders of traditional and cultural values. Relevant aspects of culture may include: cultural protocols, language (both Traditional and Aboriginal English), Aboriginal learning styles, cultural business, family and community responsibilities and local history

Community control - community participation and control in decision-making are central to organisations and the role of Boards is to support the community in these processes

Location and resources - organisations operate in diverse locations where cultural, social, economic and political conditions may vary widely. Also, acute resource shortages may also determine the options available

Legal requirements - organisations operate under provisions of federal, state or territory legislation as legal entities and funding recipients which influence decision-making

Organisation processes

Equity and diversity principles

Technological changes

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Traditional and cultural responsibilities may include:

Aboriginal Law

kinship

land ownership

Elders, Traditional Owners, men / women

birth, marriage and death

Local history may include:

events eg. massacres

development

community relations

Protocols may include:

talking to the right people

land ownership

family/kinship/clan

Lifestyles may include:

remote

rural

urban

Diversity may include:

language

law

ceremonies

literacy

employment

living conditions

lifestyles

Impact of colonialism may include:

legislation

land use

religion

education

alcohol

Negative changes may include:

personal trauma

stolen generation

dispossession

cultural disintegration

loss of social control

Positive changes may include:

education

living standards

Relevant Aboriginal and Torres Strait Islander organisational processes may include:

committee meetings in appropriate language

constitutions recognise Traditional Owners

decision-making processes

bush meetings

Areas of actual or potential harm may include:

artworks copyright

shift from community focus to business

Areas of social conflict may include:

schools

workplaces

public places

Strategies for eliminating damage may include:

legal options

negotiation

joint development

Appropriate non-Aboriginal and Torres Strait Islander sectors may include:

sporting clubs

schools

local government

businesses

church groups

Legislation and policy may include:

Native Title

Wik amendments

pastoral and mining leases

'Three Strikes' laws

GST

independent living allowance

extended trading hours (liquor)

Impacts may include:

lost of land and culture

cultural assimilation

unemployment

Development may include:

land developments

mainstreaming services

changing technologies

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
Outline appropriately relevant traditional and cultural responsibilities 
Explain local history 
Follow protocols 
Identify and document the role of Elders and their relationship to the organisation 
Model respect for culture 
Describe diverse lifestyles 
Identify relevant aspects of diversity 
Accommodate cultural differences in dealings with other people 
Describe the history of the community from the Aboriginal and Torres Strait Islander perspective 
Identify and list negative changes in community life 
Identify and list positive changes to culture 
Explain examples of relevant Aboriginal and Torres Strait Islander processes 
Identify examples of actual and/or potential harm 
Develop, document and implement strategies for eliminating or containing damage to cultural integrity 
Identify and list areas of social conflict 
Develop in consultation with appropriate non-Aboriginal and Torres Strait Islander sectors in targeted areas, strategies toward reconciliation 
Locate and describe new legislation and policy affecting Aboriginal and Torres Strait Islander people 
Identify and list changes to public policy relevant to Aboriginal and Torres Strait Islander affairs 
Assess impacts and develop and document responses 
Identify and list relevant current social, technical, economic and political changes 
Assess positive and negative impacts 
Consider and list potential future impacts 
Develop, document and implement strategies to prevent or minimise negative impacts 
Develop, document and implement strategies to maximise positive impacts 

Forms

Assessment Cover Sheet

BSBATSIC403B - Maintain and protect culture
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

BSBATSIC403B - Maintain and protect culture

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: