- AHCILM506A - Operate within community cultures and goals
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
AHCILM506A Mapping and Delivery Guide
Operate within community cultures and goals
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | AHCILM506A - Operate within community cultures and goals |
|---|---|---|---|
| Description | This unit covers the process of exploring and understanding the culture and goals of a community or group and operating appropriately within those parameters and defines the standard required to: investigate the diversity of groups within a community and their culture; identify the roles of informal leaders and influencers in community groups, as well as elders in indigenous communities; research the background and goals of community groups, and their attitudes and perspectives on natural resource management issues; plan for consultation within the community by working with the cultures and goals of the groups that comprise it. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | This unit applies to persons who explore and understand the culture and goals of a community or group and operate appropriately within those parameters. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| 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 | |
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| Elements of Competency | Performance Criteria | |||||||
| Element: Identify community values |
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| Element: Research community history and plans |
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| Element: Establish role of group in community |
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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 evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: investigate the diversity of groups within a community and their culture identify the roles of informal leaders and influencers in community groups, as well as elders in indigenous communities research the background and goals of community groups, and their attitudes and perspectives on natural resource management issues plan for consultation within the community by working with the cultures and goals of the groups that comprise it. |
Context of and specific resources for assessment | Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances. |
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 |
identify community values research community history and plans conform to social protocols for a range of cultures in the community develop an approach that is inclusive of indigenous gender issues source key information from community sources including approaching leaders establish role of groups within the community use literacy skills to fulfil job roles as required by the organisation. The level of skill may range from reading and understanding documentation to completion of written reports 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 complex workplace measures 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. |
Required knowledge |
relevant government and community action programs processes for development and delivery of programs typical community and local government structures and organisation group processes broad Australian and regional history current social and environment affairs for local community and wider region rural industry operation and processes (for rural programs) process for identifying cultural protocols understanding of what may be noteworthy to community and newsworthy to media. |
The range statement relates to the unit of competency as a whole. | |
Operating within community cultures and goals includes: | exploring and understanding the culture and goals of a community or group and operating appropriately within those parameters. |
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 |
|---|---|---|---|
| Range of groups in community is identified through interaction with community members and groups to determine potential diversity of values. | |||
| Values held by various sections of the community relevant to program activities are identified for planning of promotional and group activities. | |||
| Cultural authority is identified in indigenous communities and groups to implement appropriate protocols. | |||
| Community leaders in terms of community involvement and opinion making are identified from community interaction. | |||
| History of community relevant to program is identified for use in promotional, educational and group activities. | |||
| Relevant documents, symbols, places of value and oral traditions are identified to place program and group in local context. | |||
| Community plans are identified for use in promotional, educational and group activities. | |||
| Potential roles of program and group to community are identified for use in group activities. | |||
| Interaction with community is managed to build rapport with individuals and groups. | |||
| Consultation processes are established and maintained with community members and groups. | |||
| Image of group and program in community is maintained by acknowledging community concerns and promoting positive image of group and program. |
Forms
Assessment Cover Sheet
AHCILM506A - Operate within community cultures and goals
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
AHCILM506A - Operate within community cultures and goals
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: