• CUVPRP02B - Develop understanding of own Aboriginal or Torres Strait Islander identity

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

CUVPRP02B Mapping and Delivery Guide
Develop understanding of own Aboriginal or Torres Strait Islander identity

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CUVPRP02B - Develop understanding of own Aboriginal or Torres Strait Islander identity
Description This unit describes the skills and knowledge required to develop an understanding of one's own cultural identity. The local cultural knowledge necessary to achieve competency in this unit may only be accessible to Aboriginal or Torres Strait Islander peoples. This unit also recognises that there is no single Aboriginal or Torres Strait Islander culture.This unit deals with complex and interrelated elements of Aboriginal or Torres Strait Islander cultures which are the cultural and intellectual properties of specific communities. These may only be interpreted by appropriate persons, e.g. those recognised by the local Aboriginal or Torres Strait Islander community as an Elder or custodian of local cultural knowledge. Any organisation or individual planning to train or assess this unit would be expected to work closely with the local Aboriginal or Torres Strait Islander community, for example through establishing a local Aboriginal or Torres Strait Islander reference group. In particular, it is vital to ensure respectful integration of any local cultural knowledge or protocols that will inform the implementation of the unit.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application Not Applicable
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites This unit has linkages to a range of other units and combined assessment and/or training with those units may be appropriate, e.g.:units within the Visual Arts Craft and Design Training Packageunits within the Tourism Training Package.
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: Seek information on own region or Country.
  • Identify and consult with appropriate persons to obtain knowledge of own region or Country.
  • Identify other relevant sources of information on own region or Country.
  • Access information and people in a culturally appropriate way which shows respect for local Indigenous culture and customs.
       
Element: Seek information on family and kinship.
  • Correctly identify holders of information and consult with appropriate persons in relation to kinship and family.
  • Identify other relevant sources of information on family and kinship.
  • Collect appropriate information on family and kinship in a culturally appropriate way which shows respect for local Aboriginal or Torres Strait Islander culture and customs.
       
Element: Use information to develop concept of identity.
  • Examine information to determine own Aboriginal or Torres Strait Islander identity in relation to Country and kinship.
  • Consider how the concept of 'belonging to country" in relation to culture, family and kinship may inform artistic practice.
  • Use information in a culturally appropriate way at all times, including identification of how and with whom information can be shared.
       


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.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

The following evidence is critical to the judgement of competence in this unit:

knowledge of sources of information

ability to access and use information in a culturally appropriate way.

Context of and specific resources for assessment

The assessment must provide for:

involvement of persons approved of by Elders of the relevant local community in the assessment process.

Method of assessment

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:

oral or written questioning to assess knowledge

review of portfolios of evidence

third party workplace reports of performance by the candidate.

Assessment of this unit requires access to information sources on relevant regions and Countries.


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:

understanding of Aboriginality and the concept of cultural diversity within an Aboriginal or Torres Strait Islander context

understanding of the cultural values that underpin aspects of one's local Aboriginal or Torres Strait Islander community

understanding of family units and broader social organisational aspects of Aboriginal or Torres Strait Islander communities, e.g. extended family, community, women's roles, men's roles.

Required knowledge:

general knowledge of own Country and region, e.g. customs, ceremonies, relationship to land

general knowledge of own family and kinship

matters of protocol within Aboriginal or Torres Strait Islander societies

protocols for accessing information and communicating with different community members, e.g. gaining permission, consultation, issues of ownership/custodianship

the ways in which knowledge can be used, how it should be used and with whom it can be shared

the ways in which Aboriginal or Torres Strait Islander protocols and cultural values impact on work practices in different contexts, e.g. artistic practice, tourism, including issues of copyright, intellectual copyright and culturally appropriate commercial activity.

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.

Appropriate persons for information on region, country, family and kinship may include:

accepted Aboriginal or Torres Strait Islander cultural educators

Elders

family groups

local community groups

relevant Aboriginal or Torres Strait Islander organisations.

Other sources of information on region, Country, family and kinship may include:

archives

books

CDs

community art organisations

cultural centres

galleries

Internet

libraries

museums

own observation

secondary sources

videos.

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
Identify and consult with appropriate persons to obtain knowledge of own region or Country. 
Identify other relevant sources of information on own region or Country. 
Access information and people in a culturally appropriate way which shows respect for local Indigenous culture and customs. 
Correctly identify holders of information and consult with appropriate persons in relation to kinship and family. 
Identify other relevant sources of information on family and kinship. 
Collect appropriate information on family and kinship in a culturally appropriate way which shows respect for local Aboriginal or Torres Strait Islander culture and customs. 
Examine information to determine own Aboriginal or Torres Strait Islander identity in relation to Country and kinship. 
Consider how the concept of 'belonging to country" in relation to culture, family and kinship may inform artistic practice. 
Use information in a culturally appropriate way at all times, including identification of how and with whom information can be shared. 

Forms

Assessment Cover Sheet

CUVPRP02B - Develop understanding of own Aboriginal or Torres Strait Islander identity
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

CUVPRP02B - Develop understanding of own Aboriginal or Torres Strait Islander identity

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: