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

AHCASW309A Mapping and Delivery Guide
Interpret Aboriginal cultural landscape

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency AHCASW309A - Interpret Aboriginal cultural landscape
Description This unit covers the process of interpreting cultural landscapes from an Aboriginal cultural and spiritual perspective. The unit also covers if and how this knowledge may be collected and provided to others.
Employability Skills This unit contains employability skills
Learning Outcomes and Application This unit applies to working on Country and the interpretation of cultural landscapes. The unit applies to working with lore/law men and women either as an autonomous Sites worker or under the supervision and cultural authority of Traditional Owner/s and/or Elder/s for specific Country. 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 AHCASW302A Relate Aboriginal culture to sites workAHCILM306A 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: Investigate cultural knowledge
  • The determination of Aboriginal people as the primary source of information about cultural knowledge is acknowledged
  • The identification by cultural authorities of appropriate persons within communities who hold cultural knowledge is performed
  • Cultural knowledge is accessed through reference to the appropriate knowledge holders and/or cultural manager
  • Appropriate cultural authorities are consulted and approval to be on Country is obtained
  • Boundaries and extent of Country are determined
  • Ownership rights and intellectual property rights to Aboriginal cultural knowledge are established
  • Parameters for access and access restrictions in transferring cultural knowledge and information are established
  • Community lore/laws, customs and speaking rights about cultural knowledge are respected
  • Key principles, values and practices of Aboriginal cultural knowledge are determined and recorded
  • Relationships between cultural knowledge and Country are defined according to Aboriginal cultural protocols
  • The acquisition of the history of dispossession from Community sources and available resources is undertaken
  • Lost connections to Country due to colonisation are recounted
       
Element: Acquire information
  • Movement through Country/park/reserve is managed to minimise disturbance and degradation to the park/reserve and surrounding environments
  • The relationships between Aboriginal beliefs, Aboriginal-sites, land features, seasons, artefacts, objects and spirituality are determined
  • Landscape features and sites on Country, in accordance with their place and role in Dreaming, Aboriginal spirituality and local cultural practices and ceremony, are identified
  • The association of connection to Country through language, stories, song, dance and art is made
  • The role of lore and customs in matters of land, family, marriage, kinship, totem, clan and obligation is accounted for
  • Fauna and flora used for food and medicine are identified and Aboriginal names and common names are used
  • Knowledge on relationships of plants and animals is investigated from Aboriginal beliefs, land management and cultural perspectives
  • Simple bush tucker food chains relevant to Country are defined and relationships to the cultural landscape determined
       
Element: Relate information on cultural knowledge to others
  • Permissions from cultural authorities, relevant individuals and organisations for access, use and documented Aboriginal cultural information and material are sought and may be obtained or denied
  • Information on Aboriginal cultural knowledge is provided to those who are authorised to possess that knowledge according to Community guidelines and Aboriginal cultural protocols
  • Information on cultural knowledge is related in an appropriate format and medium according to Community guidelines and cultural protocols
  • Requests for disclosure of information on Aboriginal cultural sites, landscapes and cultural material that infringes intellectual property rights of a group or Community are referred to appropriate persons. Requests for disclosure of information on aspects of cultural knowledge by unauthorised individuals are appropriately declined
       


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.

Particular care should be exercised in the delivery and assessment of training for this unit in relation to who is authorised to interpret and/or "tell the stories" and share knowledge of particular sites and landscapes.

The evidence required to demonstrate competency in this unit must be relevant to workplace operations on Country and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge. Candidates must demonstrate evidence of the ability to:

identify details of plant and animal species on Country, their Aboriginal names and their roles and place in the cultural landscape

collate information on Aboriginal culture and history for Country in culturally appropriate ways

collect and use information according to Community guidelines and cultural protocols

identify landscape features and sites on Country in accordance with their place and role in Dreaming, Aboriginal spirituality and local cultural practices and ceremony

Context of and specific resources for assessment

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

a Community, educational or workplace setting on Country

involvement of people approved by cultural authorities and/or Traditional Owners of the relevant local Community who possess the cultural knowledge required for this unit

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 interpreting cultural landscapes. The primary method of assessment for this unit should include participation on Country by candidates in simulated or actual work practices relevant to Sites work.

The following examples are appropriate for this unit:

observation of the candidate on Country identifying sites, artefacts and describing cultural landscapes under the supervision of appropriate cultural authority

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

verbal or written questioning

observation of participation in Ceremony and/or interpretation 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:

AHCASW308A Apply cultural significance to Aboriginal sites and landscapes

AHCASW302A Relate Aboriginal culture to sites work

AHCILM306A Follow Aboriginal cultural protocols

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:

acquire cultural information

operate according to Community guidelines and Aboriginal cultural protocols

investigate, use, and document cultural knowledge

identify locations and patterns of plants and animals in a specific area

identify plants, animals and resources used for medicine and food

use literacy skills to follow sequenced written instructions and record information accurately and legibly

use oral communication skills/language competence to fulfil the job role as specified by the organisation including questioning, active listening, asking for clarification and seeking advice from Traditional Owners/s, Elders, Supervisor, etc.

use interpersonal skills to relate to people from a range of social, cultural and ethnic 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

Aboriginal cultural customs and heritage

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

designated cultural areas and features of Country, boundaries and extent of Country

key principles, values and practices of Aboriginal cultural knowledge

Community lore/laws, customs and speaking rights

connection to Country through stories, song, dance and art

role of lore and customs in matters of land, family, marriage, kinship, totem, clan and obligation

protocols and customs relating to disclosure of knowledge about Country

when and how to relate and document information and when it is not appropriate according to cultural protocols

Aboriginal communities and social structures

history of dispossession in Australia

Aboriginal history and impact of European colonisation

dispossession and land rights legislation

legislation and its impact on Aboriginal communities

Cultural and Heritage Legislation or relevant NPWS legislation

Aboriginal names for plants, animals and landscape features

basic ecological concepts

cultural knowledge about plant and animals relating to a particular Community, group or region

role and rights of indigenous peoples in maintaining and controlling cultural knowledge

individuals who are authorised to possess cultural knowledge

intellectual and cultural property rights

legislative and enterprise requirements relevant to workplace health and safety and the environment

ownership rights

intellectual property rights and requirements

copyright rights and requirements

sustainable environmental practices

workplace 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 knowledgemay include:

Aboriginal land, landscape features, rivers, lakes and sea resources and their uses, and the relationships between plants, animals and individuals, clans and Community

Aboriginal beliefs, values, spirituality, language, lore/law, customs, gender roles, kinship networks, factions, moieties, and speaking rights

ceremonies, rituals, stories, song, dance and art

traditional and current land management practices

Aboriginal-sites, places, artefacts, objects, material and landscapes

names, locations and meanings

Aboriginal cultural protocols

Aboriginal cultural heritage

the cultural significance of Aboriginal knowledge

Cultural authorities may include

Cultural authority refers to the most appropriate senior person/s that is able to speak for particular Country, cultural objects, ceremony and/or materials in a specific place. A cultural authority could be a Traditional Owner, a Native Title Claimant, Aboriginal Culture and Heritage Body, Elder, Aboriginal Land Council, etc.

A ceremonial/cultural manager in terms of Aboriginal customary law means someone who does the work either under the direct supervision of the Aboriginal Owner or does the work that is authorised by the Owner. In a ceremony for example, the ceremonial manager(s) may provide the food and do the performance (work). Traditional roles and responsibilities swap over depending on a person’s status in any given situation – ie – whose land / estate one is on for business.

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

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

Aboriginal-sites may include

shelters with deposits

open camp site

midden

shelter with midden

shelter with art

isolated find

undefined sites

axe grinding grooves

bora/ceremonial ring

burial site

rock engraving

scarred tree

carved tree

natural mythological site

restricted site

quarry

ochre quarry

fish trap

stone arrangement

mound (oven)

mia mia

waterhole (well)

contact/mission

abraded grooves

aboriginal Place (declared under NPW Act)

Aboriginal Area (declared under NPW Act)

protected archaeological site

Conservation agreement

massacre

reserve

Cultural landscapes may include:

places and areas made up of living stories that have connections to the past and can include natural resources, objects, customs and traditions (and their contexts)

places of land, sea and air where cultural and natural elements are considered together

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
The determination of Aboriginal people as the primary source of information about cultural knowledge is acknowledged 
The identification by cultural authorities of appropriate persons within communities who hold cultural knowledge is performed 
Cultural knowledge is accessed through reference to the appropriate knowledge holders and/or cultural manager 
Appropriate cultural authorities are consulted and approval to be on Country is obtained 
Boundaries and extent of Country are determined 
Ownership rights and intellectual property rights to Aboriginal cultural knowledge are established 
Parameters for access and access restrictions in transferring cultural knowledge and information are established 
Community lore/laws, customs and speaking rights about cultural knowledge are respected 
Key principles, values and practices of Aboriginal cultural knowledge are determined and recorded 
Relationships between cultural knowledge and Country are defined according to Aboriginal cultural protocols 
The acquisition of the history of dispossession from Community sources and available resources is undertaken 
Lost connections to Country due to colonisation are recounted 
Movement through Country/park/reserve is managed to minimise disturbance and degradation to the park/reserve and surrounding environments 
The relationships between Aboriginal beliefs, Aboriginal-sites, land features, seasons, artefacts, objects and spirituality are determined 
Landscape features and sites on Country, in accordance with their place and role in Dreaming, Aboriginal spirituality and local cultural practices and ceremony, are identified 
The association of connection to Country through language, stories, song, dance and art is made 
The role of lore and customs in matters of land, family, marriage, kinship, totem, clan and obligation is accounted for 
Fauna and flora used for food and medicine are identified and Aboriginal names and common names are used 
Knowledge on relationships of plants and animals is investigated from Aboriginal beliefs, land management and cultural perspectives 
Simple bush tucker food chains relevant to Country are defined and relationships to the cultural landscape determined 
Permissions from cultural authorities, relevant individuals and organisations for access, use and documented Aboriginal cultural information and material are sought and may be obtained or denied 
Information on Aboriginal cultural knowledge is provided to those who are authorised to possess that knowledge according to Community guidelines and Aboriginal cultural protocols 
Information on cultural knowledge is related in an appropriate format and medium according to Community guidelines and cultural protocols 
Requests for disclosure of information on Aboriginal cultural sites, landscapes and cultural material that infringes intellectual property rights of a group or Community are referred to appropriate persons. Requests for disclosure of information on aspects of cultural knowledge by unauthorised individuals are appropriately declined 

Forms

Assessment Cover Sheet

AHCASW309A - Interpret Aboriginal cultural landscape
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

AHCASW309A - Interpret Aboriginal cultural landscape

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: