The skills and knowledge outlined in this unit underpin the effective work performance of Aboriginal and Torres Strait Islander people in many areas of work, including arts practice and cultural tourism. They could be preparing for work or further learning to pursue a career in the visual or performing arts, or as a tour guide in local communities.

This learning and work would be closely guided by appropriate members of Aboriginal or Torres Strait Islander communities.

This unit describes the performance outcomes, skills and knowledge required to develop an understanding of one’s own cultural identity.

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.

This unit deals with complex and interrelated elements of Aboriginal or Torres Strait Islander cultures, which are the cultural and intellectual properties of specific communities. These may only be interpreted by appropriate persons, e.g. those recognised by the local Aboriginal or Torres Strait Islander community as an Elder or custodian of local cultural knowledge.

Any organisation or individual planning to train or assess this unit would be expected to work closely with the local Aboriginal or Torres Strait Islander community, for example through establishing a local Aboriginal or Torres Strait Islander reference group. In particular, it is vital to ensure respectful integration of any local cultural knowledge or protocols that will inform the implementation of the unit.

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

Not applicable.

This unit contains employability skills.

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 ability to: access sources of information relevant to own Aboriginal or Torres Strait Islander identity access and use information in a culturally appropriate way.
Context of and specific resources for assessment	Assessment ensure: involvement of persons approved of by Elders of the relevant local community access to information sources on relevant regions and countries.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: observation of candidate discussing issues with Elders and community members evaluation of information gathered by the candidate oral or written questioning to assess knowledge as listed in the required knowledge section of this unit review of portfolios of evidence review of third-party reports from experienced practitioners. Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example units that describe work functions where there is a very strong link between cultural identity and the work being performed, such as: Indigenous dance units in CUA11 Live Performance Training Package art form specialisation units in CUV11 Visual Arts, Craft and Design Training Package tour guiding units in SIT07 Tourism, Hospitality and Events Training Package.

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)

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

communication skills to discuss with appropriate persons issues, such as:

Aboriginality and the concept of cultural diversity within an Aboriginal or Torres Strait Islander context

cultural values that underpin aspects of one’s local Aboriginal or Torres Strait Islander community

family units and broader social organisational aspects of Aboriginal or Torres Strait Islander communities

organising skills to collect and review information on Aboriginal or Torres Strait Islander culture

self-management skills to:

observe cultural protocols

attend meetings and classes in a timely fashion.

Required knowledge

own country and region, including customs, ceremonies and relationship to land

own family and kinship

matters of protocol within Aboriginal or Torres Strait Islander societies

protocols for accessing information and communicating with different community members

ways in which knowledge can be used, how it should be used and with whom it can be shared

ways in which Aboriginal or Torres Strait Islander protocols and cultural values impact on work practices in different contexts

issues of intellectual property and culturally appropriate commercial activity.

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.

Appropriate persons may include:	accepted Aboriginal or Torres Strait Islander cultural educators Elders family groups local community groups relevant Aboriginal or Torres Strait Islander organisations.
Sources of information may be primary or secondary and may include:	archives books CDs community art organisations cultural centres galleries internet libraries museums own observation videos.

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 consult with appropriate persons to obtain knowledge of own region or country
Identify relevant sources of information on own region or country
Access information and people in a culturally appropriate way
Correctly identify holders of information and consult with appropriate persons in relation to kinship and family
Identify other relevant sources of information on family and kinship
Collect appropriate information on family and kinship in a culturally appropriate way, which shows respect for local Aboriginal or Torres Strait Islander culture and customs
Examine information to determine own Aboriginal or Torres Strait Islander identity in relation to country and kinship
Consider how the concept of ‘belonging to country’ in relation to culture, family and kinship may inform work practice
Use information in a culturally appropriate way at all times, including identification of how and with whom information can be shared

Assessment Cover Sheet

CUVATS101A - Develop understanding of own Aboriginal or Torres Strait Islander identity

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

CUVATS101A - Develop understanding of own Aboriginal or Torres Strait Islander identity

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: