Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

AHCASW301A Mapping and Delivery Guide
Protect places of Aboriginal cultural significance

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency AHCASW301A - Protect places of Aboriginal cultural significance
Description This unit covers the protection of places of cultural significance to Aboriginal people. It requires following Aboriginal cultural protocols and details the specific cultural, gender and kinship sensitivities of working in Aboriginal communities and on Country with diverse cultural requirements.
Employability Skills This unit contains employability skills
Learning Outcomes and Application This unit applies to those whose work on Country and in cultural keeping places and includes protecting cultural places, sites and objects often in co-operation with a range of stakeholders and with reference to Aboriginal communities and/or line management. The unit involves and requires a high level of awareness and experience with Aboriginal culture and communities and the need to observe Aboriginal cultural protocols. This unit is also applicable to the work of repatriation workers and anthropologists. This unit applies to all Aboriginal-sites workers. Cultural beliefs and practices vary across locations and communities however and in some situations non-Aboriginal learners may not be able to access the cultural knowledge and/or materials required to achieve competency in this unit. This applies when restrictions are applied to non-Aboriginal people gaining access to cultural knowledge, material or sites. In these situations the Registered Training Organisation will have to make alternative arrangements for learners that are still consistent with the delivery and assessment requirements for this unit.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites AHCILM306A Follow Aboriginal cultural protocols
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Identify and communicate with key stakeholders
  • Appropriate persons within communities who hold cultural knowledge relevant to determining the cultural significance of Aboriginal places and heritage are identified
  • Working relationships with key stakeholders that assist in the management of culturally significant places are developed
  • Communication approaches that place Aboriginal cultural protocols and values at the forefront and accommodate stakeholder concerns and interests are developed
  • Views on the way in which the cultural significance and resource can be conserved and used are regularly sought and obtained
  • Views obtained are included in organisational planning processes
  • Research on the Burra Charter process and on other existing industry guidelines is undertaken to ensure proper processes are planned for and applied to protection processes
       
Element: Define cultural significance
  • Cultural knowledge holders inform the decision-making process to determine the cultural significance of places
  • Traditional Aboriginal knowledge and practices in managing Country and environment are acknowledged and respected
  • Aboriginal beliefs embedded in a place of cultural significance are determined
  • The embodiment of cultural significance in the place itself, its fabric, setting, use, associations, meanings, records, related places and related objects is recognised
  • An assessment of cultural significance is conducted
  • A statement of cultural significance is documented
       
Element: Identify threats to Aboriginal cultural places
  • Threats to culturally significant places, both external and internal to the area under consideration, are identified
  • Details of evidence of land degradation are observed, described and recorded
  • A risk assessment of all threats to determine potential impact on sites and associated cultural landscape is undertaken
  • Protection/conservation measures to control potential and actual threats are determined
       
Element: Conserve significance
  • Conservation policies and plans are used along with stakeholder views to plan ongoing conservation actions
  • Conservation activities are implemented in culturally sensitive ways
  • Current mainstream protection practices are compared with those of pre-European settlement in order to consider culturally appropriate alternative practices
  • Resources are obtained for conservation and restoration activities, along with any associated ceremonial/cultural activity
       


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 delivery and assessment of this unit must comply with Community protocols and be carried out in consultation with and in participation with Traditional Owners and/or Elders and custodians of that specific Country.

In accordance with Aboriginal cultural protocols, cultural knowledge copyright considerations and Aboriginal lore/law restrictions, it is essential that this requirement be respected and implemented in the delivery and assessment of Cultural Units to guarantee cultural authenticity and quality control around the delivery of training and assessment for Aboriginal-sites workers.

Candidates must demonstrate evidence of the ability to:

identify appropriate cultural authorities for a Community, place or for a Site

develop working relationships with Aboriginal and non-Aboriginal stakeholders in cultural sites

canvass views in determining the cultural significance and heritage value and preservation issues of an Aboriginal cultural site

plan for the protection of an Aboriginal cultural site including resources required and submissions to be completed

observe Aboriginal cultural protocols in dealing with stakeholders and land managers

identify threats and develop action and emergency plans to mitigate and manage the risk of damaging incidents or loss of cultural integrity

document the submissions to implement conservation and restoration activities and support the incident management activities

identify natural resources and how they relate to cultural protocol, spirituality, art, environment, values, beliefs and lore/law

identify cultural rights and responsibilities when using Community knowledge, information and material

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

Context of and specific resources for assessment

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

on Country, a Community, educational or workplace setting including Aboriginal cultural keeping places

involvement of people approved by cultural authorities and/or Traditional Owners of the relevant local Community

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

Method of assessment

A range of assessment methods should be used to assess competency in protecting Aboriginal places of cultural significance. The following examples are appropriate for this unit:

observation of the candidate on Country and/or in Aboriginal cultural keeping places protecting cultural sites and/or cultural material and objects

direct questioning combined with third-party workplace reports of on-the-job performance

verbal or written questioning

observation of participation in Ceremony and/or Sites work related to the knowledge and skills outlined in this unit

Assessment methods should closely reflect workplace demands and the needs of particular client groups (consider the requirements of different age groups, clients with English as a second language, clients with disabilities, remote library users, etc.).

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

AHCILM306A Follow Aboriginal cultural protocols

AHCASW308A Apply cultural significance to Aboriginal sites and landscapes

AHCASW310A Move and store Aboriginal cultural material

Assessment for this unit should comprise a combination of theory and practical application. Both aspects of assessment are best conducted on Country for this unit.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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 include:

Ability to:

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

use technology to access written, oral or visual source material

plan ongoing conservation actions

conserve significance of place of culture

use literacy skills to read, interpret and follow organisational policies and procedures, develop sequenced written instructions, record accurately and legibly information collected and select and apply procedures to a range of tasks

use oral communication skills/language competence to fulfil the job role as specified by the organisation including questioning, active listening, asking for clarification, negotiating solutions and responding to a range of views

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

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

exercise discretion and confidentiality

Required knowledge includes:

Knowledge of:

Aboriginal history, cultural values and interpersonal and Community protocols

authentic and authoritative sources for Aboriginal cultural information, material and expression able to be accessed and shared

industry, organisational and enterprise policies and procedures for conservation of places of cultural significance

core sections of Burra Charter and Guidelines

Cultural and Heritage Legislation or relevant NPWS legislation

sustainable environmental practices

occupational health and safety requirements

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.

Cultural significance may include:

aesthetic, historic, scientific, social or spiritual value for past, present or future generations

significance embodied in the place itself, its fabric, setting, use, associations, meanings, records, related places and related objects

Stakeholders may include

Aboriginal Land Councils

Indigenous Ranger groups

Traditional Owners and Cultural managers

Aboriginal communities and Clans

museums

Culture and Heritage government departments and representatives

National Parks personnel

sites workers

archaeologists

anthropologists

Aboriginal cultural protocols may include:

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/law.

rights and responsibilities associated with cultural knowledge, story, song, Site, and ceremony

interpersonal ways of relating

the talking of Community politics

repatriation of artefacts

issues of ownership (clans/nations)

ownership of intellectual property

acknowledging participation and ownership

communicating about cultural material

displaying cultural material

handling cultural material

identifying appropriate people to be consulted

occasions when consultation is required

ways in which consultations should be conducted

Burra Charter process includes:

the cultural significance of a place and other issues affecting its future are best understood by a sequence of collecting and analysing information before making decisions. Understanding cultural significance comes first, then development of policy and finally management of the place in accordance with the policy

the policy for managing a place must be based on an understanding of its cultural significance

policy development should also include consideration of other factors affecting the future of a place such as the owner’s needs, resources, external constraints and its physical condition

Existing industry guidelines may include:

the Draft Guidelines for the Protection, Management and Use of Aboriginal and Torres Strait Islander Cultural Heritage Places

Aboriginal beliefs may refer to

connection to Country

creation events

structure of Community such as lore/law men and women, 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 and responsibilities

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

kinship and relationships

storytelling

Culturally significant places may include

areas of non-Aboriginal activity

Aboriginal-sites

landscapes

buildings and other structures

natural areas of Aboriginal cultural significance

historical events and monuments

areas of Aboriginal activity such as:

burial

occupation and contact sites

engravings

grinding grooves

rock pictures

fish traps

middens

mounds

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
Appropriate persons within communities who hold cultural knowledge relevant to determining the cultural significance of Aboriginal places and heritage are identified 
Working relationships with key stakeholders that assist in the management of culturally significant places are developed 
Communication approaches that place Aboriginal cultural protocols and values at the forefront and accommodate stakeholder concerns and interests are developed 
Views on the way in which the cultural significance and resource can be conserved and used are regularly sought and obtained 
Views obtained are included in organisational planning processes 
Research on the Burra Charter process and on other existing industry guidelines is undertaken to ensure proper processes are planned for and applied to protection processes 
Cultural knowledge holders inform the decision-making process to determine the cultural significance of places 
Traditional Aboriginal knowledge and practices in managing Country and environment are acknowledged and respected 
Aboriginal beliefs embedded in a place of cultural significance are determined 
The embodiment of cultural significance in the place itself, its fabric, setting, use, associations, meanings, records, related places and related objects is recognised 
An assessment of cultural significance is conducted 
A statement of cultural significance is documented 
Threats to culturally significant places, both external and internal to the area under consideration, are identified 
Details of evidence of land degradation are observed, described and recorded 
A risk assessment of all threats to determine potential impact on sites and associated cultural landscape is undertaken 
Protection/conservation measures to control potential and actual threats are determined 
Conservation policies and plans are used along with stakeholder views to plan ongoing conservation actions 
Conservation activities are implemented in culturally sensitive ways 
Current mainstream protection practices are compared with those of pre-European settlement in order to consider culturally appropriate alternative practices 
Resources are obtained for conservation and restoration activities, along with any associated ceremonial/cultural activity 

Forms

Assessment Cover Sheet

AHCASW301A - Protect places of Aboriginal cultural significance
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

AHCASW301A - Protect places of Aboriginal cultural significance

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: