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

CUVATS503 Mapping and Delivery Guide
Work effectively with Aboriginal and Torres Strait Islander visual artists and their communities

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUVATS503 - Work effectively with Aboriginal and Torres Strait Islander visual artists and their communities
Description
Employability Skills
Learning Outcomes and Application
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
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: Determine impacts of Aboriginal and Torres Strait Islander history
  • Discuss historical and contemporary events and issues and their impacts on Aboriginal and Torres Strait Islander peoples
  • Identify factors that continue to impact on urban, regional, rural and remote Aboriginal and Torres Strait Islander artists and their communities
  • Analyse how identified factors impact on professional practice issues
       
Element: Develop knowledge of cultural practices and artists’ rights
  • Use sources of information to extend knowledge of cultural protocols related to local Aboriginal and Torres Strait Islander communities
  • Expand knowledge of the diversity of Aboriginal and Torres Strait Islander visual arts practices and how they relate to culture
  • Evaluate work practices to ensure they are culturally safe and support artists’ rights
  • Identify potential dishonest, misleading or deceptive conduct related to Aboriginal and Torres Strait Islander visual artists and their communities
       
Element: Communicate effectively with artists and their communities
  • Recognise potential communication issues related to working with Aboriginal and/or Torres Strait Islander artists and their communities
  • Plan and document communication strategies that integrate cultural protocols, involving stakeholders internal and external to the community
  • Engage the services of language interpreters, colleagues and/or cultural brokers to ensure fair and ethical work practices
       
Element: Build and maintain partnerships with artists and their communities
  • Identify key issues that influence professional partnerships with Aboriginal and Torres Strait Islander artists and their communities
  • Promote work practices that are based on mutual respect, inclusivity and self-determination
  • Record effective strategies that foster true partnerships with Aboriginal and Torres Strait Islander artists and their communities
       
Element: Represent artists and their communities
  • Seek permission and advice to work with artists and their artwork according to cultural protocols
  • Consult with Aboriginal and/or Torres Strait Islander artists and their communities to determine culturally appropriate ways to promote, exhibit and display artwork
  • Address potential barriers to fair and ethical representation and Aboriginal and Torres Strait Islander control of cultural heritage
       


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.

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

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

1. Determine impacts of Aboriginal and Torres Strait Islander history

1.1 Discuss historical and contemporary events and issues and their impacts on Aboriginal and Torres Strait Islander peoples

1.2 Identify factors that continue to impact on urban, regional, rural and remote Aboriginal and Torres Strait Islander artists and their communities

1.3 Analyse how identified factors impact on professional practice issues

2. Develop knowledge of cultural practices and artists’ rights

2.1 Use sources of information to extend knowledge of cultural protocols related to local Aboriginal and Torres Strait Islander communities

2.2 Expand knowledge of the diversity of Aboriginal and Torres Strait Islander visual arts practices and how they relate to culture

2.3 Evaluate work practices to ensure they are culturally safe and support artists’ rights

2.4 Identify potential dishonest, misleading or deceptive conduct related to Aboriginal and Torres Strait Islander visual artists and their communities

3. Communicate effectively with artists and their communities

3.1 Recognise potential communication issues related to working with Aboriginal and/or Torres Strait Islander artists and their communities

3.2 Plan and document communication strategies that integrate cultural protocols, involving stakeholders internal and external to the community

3.3 Engage the services of language interpreters, colleagues and/or cultural brokers to ensure fair and ethical work practices

4. Build and maintain partnerships with artists and their communities

4.1 Identify key issues that influence professional partnerships with Aboriginal and Torres Strait Islander artists and their communities

4.2 Promote work practices that are based on mutual respect, inclusivity and self-determination

4.3 Record effective strategies that foster true partnerships with Aboriginal and Torres Strait Islander artists and their communities

5. Represent artists and their communities

5.1 Seek permission and advice to work with artists and their artwork according to cultural protocols

5.2 Consult with Aboriginal and/or Torres Strait Islander artists and their communities to determine culturally appropriate ways to promote, exhibit and display artwork

5.3 Address potential barriers to fair and ethical representation and Aboriginal and Torres Strait Islander control of cultural heritage

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.

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

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

1. Determine impacts of Aboriginal and Torres Strait Islander history

1.1 Discuss historical and contemporary events and issues and their impacts on Aboriginal and Torres Strait Islander peoples

1.2 Identify factors that continue to impact on urban, regional, rural and remote Aboriginal and Torres Strait Islander artists and their communities

1.3 Analyse how identified factors impact on professional practice issues

2. Develop knowledge of cultural practices and artists’ rights

2.1 Use sources of information to extend knowledge of cultural protocols related to local Aboriginal and Torres Strait Islander communities

2.2 Expand knowledge of the diversity of Aboriginal and Torres Strait Islander visual arts practices and how they relate to culture

2.3 Evaluate work practices to ensure they are culturally safe and support artists’ rights

2.4 Identify potential dishonest, misleading or deceptive conduct related to Aboriginal and Torres Strait Islander visual artists and their communities

3. Communicate effectively with artists and their communities

3.1 Recognise potential communication issues related to working with Aboriginal and/or Torres Strait Islander artists and their communities

3.2 Plan and document communication strategies that integrate cultural protocols, involving stakeholders internal and external to the community

3.3 Engage the services of language interpreters, colleagues and/or cultural brokers to ensure fair and ethical work practices

4. Build and maintain partnerships with artists and their communities

4.1 Identify key issues that influence professional partnerships with Aboriginal and Torres Strait Islander artists and their communities

4.2 Promote work practices that are based on mutual respect, inclusivity and self-determination

4.3 Record effective strategies that foster true partnerships with Aboriginal and Torres Strait Islander artists and their communities

5. Represent artists and their communities

5.1 Seek permission and advice to work with artists and their artwork according to cultural protocols

5.2 Consult with Aboriginal and/or Torres Strait Islander artists and their communities to determine culturally appropriate ways to promote, exhibit and display artwork

5.3 Address potential barriers to fair and ethical representation and Aboriginal and Torres Strait Islander control of cultural heritage

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
Discuss historical and contemporary events and issues and their impacts on Aboriginal and Torres Strait Islander peoples 
Identify factors that continue to impact on urban, regional, rural and remote Aboriginal and Torres Strait Islander artists and their communities 
Analyse how identified factors impact on professional practice issues 
Use sources of information to extend knowledge of cultural protocols related to local Aboriginal and Torres Strait Islander communities 
Expand knowledge of the diversity of Aboriginal and Torres Strait Islander visual arts practices and how they relate to culture 
Evaluate work practices to ensure they are culturally safe and support artists’ rights 
Identify potential dishonest, misleading or deceptive conduct related to Aboriginal and Torres Strait Islander visual artists and their communities 
Recognise potential communication issues related to working with Aboriginal and/or Torres Strait Islander artists and their communities 
Plan and document communication strategies that integrate cultural protocols, involving stakeholders internal and external to the community 
Engage the services of language interpreters, colleagues and/or cultural brokers to ensure fair and ethical work practices 
Identify key issues that influence professional partnerships with Aboriginal and Torres Strait Islander artists and their communities 
Promote work practices that are based on mutual respect, inclusivity and self-determination 
Record effective strategies that foster true partnerships with Aboriginal and Torres Strait Islander artists and their communities 
Seek permission and advice to work with artists and their artwork according to cultural protocols 
Consult with Aboriginal and/or Torres Strait Islander artists and their communities to determine culturally appropriate ways to promote, exhibit and display artwork 
Address potential barriers to fair and ethical representation and Aboriginal and Torres Strait Islander control of cultural heritage 

Forms

Assessment Cover Sheet

CUVATS503 - Work effectively with Aboriginal and Torres Strait Islander visual artists and their communities
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

CUVATS503 - Work effectively with Aboriginal and Torres Strait Islander visual artists and their communities

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: