Assessor Resource

CUAATS303
Develop and apply knowledge of Aboriginal or Torres Strait Islander cultural arts

Assessment tool

Version 1.0
Issue Date: March 2024


This unit describes the skills and knowledge required to develop and apply knowledge of cultural arts within a specific Aboriginal or Torres Strait Islander context. The local cultural knowledge necessary to achieve competency in this unit may only be accessible to Aboriginal or Torres Strait Islander peoples. This unit also reflects the fact that there is no single Aboriginal or Torres Strait Islander culture.

It applies to individuals working in all areas of arts practice who are expected to work closely with the local Aboriginal or Torres Strait Islander community. They may be responsible for establishing a local Aboriginal or Torres Strait Islander reference group. It is vital to ensure respectful integration of any local cultural knowledge or protocols that will inform the implementation of the unit.

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

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



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.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Seek information on Aboriginal or Torres Strait Islander cultural arts

1.1 Identify and access relevant sources of information on cultural arts practice within Aboriginal or Torres Strait Islander communities

1.2 Gather information on cultural and economic significanceof Aboriginal or Torres Strait Islander arts practice

1.3 Collect information in culturally appropriate way

1.4 Follow relevant cultural protocols in conduct of own arts practice

2. Work with stakeholders

2.1 Identify individuals and networks used in context of Aboriginal or Torres Strait Islander cultural arts, both internal and external to community

2.2 Access networks to enhance quality of own arts practice

2.3 Integrate cultural protocols into all stakeholder communication and business practices

3. Update and maintain knowledge of Aboriginal or Torres Strait Islander cultural arts

3.1 Identify and use relevant opportunities to update knowledge of Aboriginal or Torres Strait Islander cultural arts

3.2 Share updated knowledge with colleagues as required, and incorporate into day-to-day work activities

Evidence of the ability to:

identify and gather information on the context and structure of cultural arts within Aboriginal or Torres Strait Islander communities relevant to a specific community environment

observe cultural protocols when accessing and using information from individuals and networks

maintain currency of cultural arts knowledge for use in a work context.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

describe ways in which cultural arts practice operates within Aboriginal or Torres Strait Islander communities, including various community structures and approaches

outline the scope of the different types of cultural art practice found within Aboriginal or Torres Strait Islander communities

clarify cultural protocols within Aboriginal or Torres Strait Islander arts practice

explain the roles of particular individuals, networks or organisations in enhancing Aboriginal or Torres Strait Islander cultural arts practice

explain the economic importance of Aboriginal or Torres Strait Islander arts practice to their local communities.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in Aboriginal and Torres Strait Islander cultural heritage environments. The assessment environment must include:

access to information sources on cultural arts within Aboriginal or Torres Strait Islander communities

involvement of persons approved by Elders of the relevant local community.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.


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.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Seek information on Aboriginal or Torres Strait Islander cultural arts

1.1 Identify and access relevant sources of information on cultural arts practice within Aboriginal or Torres Strait Islander communities

1.2 Gather information on cultural and economic significanceof Aboriginal or Torres Strait Islander arts practice

1.3 Collect information in culturally appropriate way

1.4 Follow relevant cultural protocols in conduct of own arts practice

2. Work with stakeholders

2.1 Identify individuals and networks used in context of Aboriginal or Torres Strait Islander cultural arts, both internal and external to community

2.2 Access networks to enhance quality of own arts practice

2.3 Integrate cultural protocols into all stakeholder communication and business practices

3. Update and maintain knowledge of Aboriginal or Torres Strait Islander cultural arts

3.1 Identify and use relevant opportunities to update knowledge of Aboriginal or Torres Strait Islander cultural arts

3.2 Share updated knowledge with colleagues as required, and incorporate into day-to-day work activities

Evidence of the ability to:

identify and gather information on the context and structure of cultural arts within Aboriginal or Torres Strait Islander communities relevant to a specific community environment

observe cultural protocols when accessing and using information from individuals and networks

maintain currency of cultural arts knowledge for use in a work context.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

describe ways in which cultural arts practice operates within Aboriginal or Torres Strait Islander communities, including various community structures and approaches

outline the scope of the different types of cultural art practice found within Aboriginal or Torres Strait Islander communities

clarify cultural protocols within Aboriginal or Torres Strait Islander arts practice

explain the roles of particular individuals, networks or organisations in enhancing Aboriginal or Torres Strait Islander cultural arts practice

explain the economic importance of Aboriginal or Torres Strait Islander arts practice to their local communities.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in Aboriginal and Torres Strait Islander cultural heritage environments. The assessment environment must include:

access to information sources on cultural arts within Aboriginal or Torres Strait Islander communities

involvement of persons approved by Elders of the relevant local community.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.

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 and access relevant sources of information on cultural arts practice within Aboriginal or Torres Strait Islander communities 
Gather information on cultural and economic significanceof Aboriginal or Torres Strait Islander arts practice 
Collect information in culturally appropriate way 
Follow relevant cultural protocols in conduct of own arts practice 
Identify individuals and networks used in context of Aboriginal or Torres Strait Islander cultural arts, both internal and external to community 
Access networks to enhance quality of own arts practice 
Integrate cultural protocols into all stakeholder communication and business practices 
Identify and use relevant opportunities to update knowledge of Aboriginal or Torres Strait Islander cultural arts 
Share updated knowledge with colleagues as required, and incorporate into day-to-day work activities 

Forms

Assessment Cover Sheet

CUAATS303 - Develop and apply knowledge of Aboriginal or Torres Strait Islander cultural arts
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

CUAATS303 - Develop and apply knowledge of Aboriginal or Torres Strait Islander cultural arts

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: