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

AHCASW302 Mapping and Delivery Guide
Relate Aboriginal culture to sites work

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency AHCASW302 - Relate Aboriginal culture to sites work
Description
Employability Skills
Learning Outcomes and Application This unit of competency describes the skills and knowledge required to understand cultural landscapes from Aboriginal perspectives. The unit introduces overarching belief systems that operate where Aboriginal sites work takes place. It provides a conceptual foundation for understanding Aboriginal cultural protocols, cultural customs and cultural practices that the Aboriginal sites worker is likely to encounter in daily work routines.This unit applies to Aboriginal worldviews and beliefs as they impact and affect Aboriginal sites work on Country. The unit applies to working either as an autonomous sites worker or under the supervision and cultural authority of Traditional owners or Elders for specific Country and is also applicable to the work of repatriation workers and anthropologists.This unit applies to all Aboriginal sites workers. However, cultural beliefs and practices vary across locations and communities and in some situations non-Aboriginal learners may not be able to access the cultural knowledge and materials required to achieve competency in this unit due to restrictions that are applied to non-Aboriginal people gaining access to cultural knowledge, material or sites. In these situations the Registered Training Organisation will be required to make alternative arrangements for learners that are still consistent with the delivery and assessment requirements for this unit.No occupational licensing, legislative or certification requirements are known to apply to this unit at the time of publication.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.

Assessment must comply with Community protocols and be supported by Elders and Custodians of Country.

Assessors must satisfy current standards for RTOs.
Prerequisites/co-requisites
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: Apply understanding of traditional cultural frameworks when working with Aboriginal people
  • Integrate the relationship to the land into daily work routines
  • Determine relationships of Aboriginal objects, features and cultural landscapes to Aboriginal beliefs
  • Determine the interrelationship of discrete Aboriginal sites to cultural frameworks
  • Acknowledge and respect traditional knowledge, belief systems, customs and cultural practices in managing Country
       
Element: Recognise traditional Aboriginal social frameworks
  • Recognise different language groups and general lore/laws and customs
  • Identify extended family structures and clans in physical and geographical locations
  • Relate totemic structures and associated stories about ancestral beings from the Creation Periodto landscape features and sites
  • Identify social structures that define the social positions, behaviours and obligations in kinship names, sections and networks
  • Identify the kinship system for determining roles and responsibilities, marriage unions, ceremonial relationships, funeral roles and behaviour patterns with other kin
  • Determine marriage relationships resulting from the union of two moieties or skin names
  • Recognise and respect gender roles
       
Element: Relate Aboriginal spirituality to the landscape
  • Acknowledge and record Aboriginal beliefs that determine Aboriginal cultural protocols
  • Define the connection between spirituality and the land in local and trans-local terms of identity, culture and food
  • Relate the historical and present living environments to Dreaming stories and cultural knowledge
  • Recount cultural language and customs embedded in the relationship to the land and Aboriginal sites
  • Define the relationships of Creation stories, oral histories, kinship and totems to the cultural landscape
  • Recount the sense of belonging to the land and culture embedded in landscape in culturally appropriate ways
  • Express elements of spirituality in ceremony, rituals, stories, dance, song, art and language
       
Element: Relate the interactions between Dreaming, traditional beliefs and ceremonies to Aboriginal sites work
  • Record the effects of cultural disconnection with the land, spirituality and ceremonial expressions of culture
  • Record impacts of disintegration and disconnection on Aboriginal sites
  • Acknowledge and respect the evolving nature of Dreaming
  • Identify and document current trends in mainstream culture and heritage and opportunities and threats to the Aboriginal sites work sector
       


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. Apply understanding of traditional cultural frameworks when working with Aboriginal people

1.1 Integrate the relationship to the land into daily work routines

1.2 Determine relationships of Aboriginal objects, features and cultural landscapes to Aboriginal beliefs

1.3 Determine the interrelationship of discrete Aboriginal sites to cultural frameworks

1.4 Acknowledge and respect traditional knowledge, belief systems, customs and cultural practices in managing Country

2. Recognise traditional Aboriginal social frameworks

2.1 Recognise different language groups and general lore/laws and customs

2.2 Identify extended family structures and clans in physical and geographical locations

2.3 Relate totemic structures and associated stories about ancestral beings from the Creation Periodto landscape features and sites

2.4 Identify social structures that define the social positions, behaviours and obligations in kinship names, sections and networks

2.5 Identify the kinship system for determining roles and responsibilities, marriage unions, ceremonial relationships, funeral roles and behaviour patterns with other kin

2.6 Determine marriage relationships resulting from the union of two moieties or skin names

2.7 Recognise and respect gender roles

3. Relate Aboriginal spirituality to the landscape

3.1 Acknowledge and record Aboriginal beliefs that determine Aboriginal cultural protocols

3.2 Define the connection between spirituality and the land in local and trans-local terms of identity, culture and food

3.3 Relate the historical and present living environments to Dreaming stories and cultural knowledge

3.4 Recount cultural language and customs embedded in the relationship to the land and Aboriginal sites

3.5 Define the relationships of Creation stories, oral histories, kinship and totems to the cultural landscape

3.6 Recount the sense of belonging to the land and culture embedded in landscape in culturally appropriate ways

3.7 Express elements of spirituality in ceremony, rituals, stories, dance, song, art and language

4. Relate the interactions between Dreaming, traditional beliefs and ceremonies to Aboriginal sites work

4.1 Record the effects of cultural disconnection with the land, spirituality and ceremonial expressions of culture

4.2 Record impacts of disintegration and disconnection on Aboriginal sites

4.3 Acknowledge and respect the evolving nature of Dreaming

4.4 Identify and document current trends in mainstream culture and heritage and opportunities and threats to the Aboriginal sites work sector

The candidate must be assessed on their ability to integrate and apply the performance requirements of this unit in a workplace setting. Performance must be demonstrated consistently over time and in a suitable range of contexts.

The candidate must provide evidence that they can:

explain traditional Aboriginal belief systems of the Community

identify examples and impacts of disintegration and disconnection with Aboriginal culture

describe the relationship between the land and environment and Aboriginal peoples in culturally relevant ways

explain the relationship between Dreaming, traditional beliefs, Ceremony and sites

use Aboriginal names and standard industry terminology appropriate to the task.

The candidate must demonstrate knowledge of:

how to source appropriate cultural and lore/law authority for specific Country and/or sites

protocols and customs relating to disclosure of knowledge about Country

Aboriginal cultural and social frameworks

Community’s ancestral beliefs

kinship names, sections and networks

totems, moieties, skin names

relationship of Community’s Dreaming to the site and how it is evolving

rules and limitations to access to cultural knowledge

different social structures of various Indigenous Communities

Indigenous cultural customs and heritage of the Community

recording and documentation procedures used by organisation.

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.

Element

Performance criteria

Elements describe the essential outcomes.

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

1. Apply understanding of traditional cultural frameworks when working with Aboriginal people

1.1 Integrate the relationship to the land into daily work routines

1.2 Determine relationships of Aboriginal objects, features and cultural landscapes to Aboriginal beliefs

1.3 Determine the interrelationship of discrete Aboriginal sites to cultural frameworks

1.4 Acknowledge and respect traditional knowledge, belief systems, customs and cultural practices in managing Country

2. Recognise traditional Aboriginal social frameworks

2.1 Recognise different language groups and general lore/laws and customs

2.2 Identify extended family structures and clans in physical and geographical locations

2.3 Relate totemic structures and associated stories about ancestral beings from the Creation Periodto landscape features and sites

2.4 Identify social structures that define the social positions, behaviours and obligations in kinship names, sections and networks

2.5 Identify the kinship system for determining roles and responsibilities, marriage unions, ceremonial relationships, funeral roles and behaviour patterns with other kin

2.6 Determine marriage relationships resulting from the union of two moieties or skin names

2.7 Recognise and respect gender roles

3. Relate Aboriginal spirituality to the landscape

3.1 Acknowledge and record Aboriginal beliefs that determine Aboriginal cultural protocols

3.2 Define the connection between spirituality and the land in local and trans-local terms of identity, culture and food

3.3 Relate the historical and present living environments to Dreaming stories and cultural knowledge

3.4 Recount cultural language and customs embedded in the relationship to the land and Aboriginal sites

3.5 Define the relationships of Creation stories, oral histories, kinship and totems to the cultural landscape

3.6 Recount the sense of belonging to the land and culture embedded in landscape in culturally appropriate ways

3.7 Express elements of spirituality in ceremony, rituals, stories, dance, song, art and language

4. Relate the interactions between Dreaming, traditional beliefs and ceremonies to Aboriginal sites work

4.1 Record the effects of cultural disconnection with the land, spirituality and ceremonial expressions of culture

4.2 Record impacts of disintegration and disconnection on Aboriginal sites

4.3 Acknowledge and respect the evolving nature of Dreaming

4.4 Identify and document current trends in mainstream culture and heritage and opportunities and threats to the Aboriginal sites work sector

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
Integrate the relationship to the land into daily work routines 
Determine relationships of Aboriginal objects, features and cultural landscapes to Aboriginal beliefs 
Determine the interrelationship of discrete Aboriginal sites to cultural frameworks 
Acknowledge and respect traditional knowledge, belief systems, customs and cultural practices in managing Country 
Recognise different language groups and general lore/laws and customs 
Identify extended family structures and clans in physical and geographical locations 
Relate totemic structures and associated stories about ancestral beings from the Creation Periodto landscape features and sites 
Identify social structures that define the social positions, behaviours and obligations in kinship names, sections and networks 
Identify the kinship system for determining roles and responsibilities, marriage unions, ceremonial relationships, funeral roles and behaviour patterns with other kin 
Determine marriage relationships resulting from the union of two moieties or skin names 
Recognise and respect gender roles 
Acknowledge and record Aboriginal beliefs that determine Aboriginal cultural protocols 
Define the connection between spirituality and the land in local and trans-local terms of identity, culture and food 
Relate the historical and present living environments to Dreaming stories and cultural knowledge 
Recount cultural language and customs embedded in the relationship to the land and Aboriginal sites 
Define the relationships of Creation stories, oral histories, kinship and totems to the cultural landscape 
Recount the sense of belonging to the land and culture embedded in landscape in culturally appropriate ways 
Express elements of spirituality in ceremony, rituals, stories, dance, song, art and language 
Record the effects of cultural disconnection with the land, spirituality and ceremonial expressions of culture 
Record impacts of disintegration and disconnection on Aboriginal sites 
Acknowledge and respect the evolving nature of Dreaming 
Identify and document current trends in mainstream culture and heritage and opportunities and threats to the Aboriginal sites work sector 

Forms

Assessment Cover Sheet

AHCASW302 - Relate Aboriginal culture to sites work
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

AHCASW302 - Relate Aboriginal culture to sites work

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: