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

LGALAND503A Mapping and Delivery Guide
Develop agreements with native title holders_traditional owners

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency LGALAND503A - Develop agreements with native title holders_traditional owners
Description This unit covers developing agreements with traditional owners about native title and other matters of mutual concern.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit supports the attainment of skills and knowledge required for competent workplace performance in councils of all sizes. Knowledge of the legislation and regulations within which councils must operate is essential. The unique nature of councils, as a tier of government directed by elected members and reflecting the needs of local communities, must be appropriately reflected.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
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: Conduct background research to identify traditional owners
  • Protocols for consultation with Aboriginal or Torres Strait Islander people are researched and documented.
  • Appropriate research is undertaken to identify the correct traditional owners, including consultation with the relevant native title representative body and the National Native Title Tribunal (NNTT).
  • Expert advice is sought where appropriate.
       
Element: Identify key stakeholders
  • NNTT is consulted about the requirements for registering an Indigenous land use agreement (ILUA).
  • Other stakeholders or potential parties to the agreement are identified through consultation with relevant government agencies.
  • Other Indigenous people with interests are identified.
  • Meetings are held with traditional owners to establish rapport and credibility.
       
Element: Negotiate with traditional owners
  • The range of issues to be addressed through an agreement is clarified with council.
  • Highly desirable, unacceptable, or possible trade-off positions on each issue are identified for discussion with the traditional owners.
  • The scope of the negotiations is identified and agreed with traditional owners.
  • Culturally appropriate protocols for negotiations are established.
  • Levels of confidentiality and liaison with the media are agreed.
  • Processes and timing for consultation with the wider community are agreed.
  • Arrangements for liaison with the media are agreed.
  • Negotiations are appropriately managed and focussed on mutual outcomes.
  • Agreement is reached through negotiation and terms and conditions of agreement are drafted.
       
Element: Register the agreement
  • Expert advice is sought on the draft terms and conditions of the agreement.
  • Draft terms and conditions of the agreement are documented.
  • NNTT is consulted about requirements prior to lodging an ILUA registration.
  • Application for registration is lodged with appropriate agencies and any queries or additional requirements are satisfied.
  • The agreement is registered.
  • Arrangements are established for implementation and fulfilment of commitments detailed in the agreement.
       


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.

Overview of assessment requirements

A person who demonstrates competency in this unit will be able to perform the outcomes described in the Elements to the required performance level detailed in the Performance Criteria. The knowledge and skill requirements described in the Range Statement must also be demonstrated. For example, knowledge of the legislative framework and safe work practices that underpin the performance of the unit are also required to be demonstrated.

Critical aspects of evidence to be considered

The demonstrated ability to:

conduct appropriate research to identify traditional owners

identify key stakeholders and establish rapport and credibility to facilitate the negotiation process

conduct negotiations with traditional owners to reach agreement

register an Indigenous land use agreement.

Context of assessment

Competency is demonstrated by performance of all stated criteria, with particular attention to the critical aspects of evidence and the knowledge and skills elaborated in the Evidence Guide, and within the scope of the Range Statement.

Assessment must take account of the endorsed Assessment Guidelines in the Local Government Training Package.

Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment.

Assessment should reinforce the integration of the key competencies for the particular AQF level. Refer to the key competency levels at the end of this unit.

Relationship to other units(prerequisite or co-requisite units)

To enable holistic assessment this unit may be assessed with other units that form part of the job role.

Method of assessment

The following assessment methods are suggested:

observation of the learner performing a range of workplace tasks over sufficient time to demonstrate handling of a range of contingencies

written and/or oral questioning to assess knowledge and understanding

completion of workplace documentation

third-party reports from experienced practitioners

completion of self-paced learning materials including personal reflection and feedback from trainer, coach or supervisor.

Evidence required for demonstration of consistent performance

Evidence should be collected over a set period of time that is sufficient to include dealings with an appropriate range and variety of situations.

Resource implications

The learner and trainer should have access to appropriate documentation and resources normally used in the workplace.


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.

This describes the essential skills and knowledge and their level, required for this unit

Required Skills

oral and written communication

research

evaluation

decision making

negotiation

consultation

media liaison

Required Knowledge

cultural context

location and resources

legal requirements

organizational processes

equity and diversity principles

council policies and procedures

state or territory and commonwealth government departments and agencies

Indigenous land use agreements

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 in the Performance Criteria is detailed below.

Protocols for consultation may include:

use of interpreters

talking to the appropriate people

respecting cultural differences

respecting family, kinship and clan relationships

allowing sufficient time for the parties to receive, absorb and respond to information

Appropriate research may include:

register searches

consultation with the relevant native title representative body

NNTT decisions and records

state or territory government policies

Other stakeholders may include:

other landholders

lessees

state or territory government agencies

commonwealth departments and agencies

other Aboriginal or Torres Strait Islander people with historical connections to the area

Culturally appropriate protocols may include:

representation and mandate

methods of communication in face to face meetings

time frames

meeting times

venues

use of interpreters

levels of confidentiality

Expert advice may include:

solicitors and barristers

native title representative bodies

native title holders/applicants

NNTT

the federal court

state or territory governments

other professionals with relevant expertise, including anthropologists, archaeologists, valuers, planners and mediators

Appropriate agencies may include:

federal court

NNTT

federal attorney-general's department

native title representative bodies

state or territory governments

Arrangements may include:

formal or registered agreements

informal agreements

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
Protocols for consultation with Aboriginal or Torres Strait Islander people are researched and documented. 
Appropriate research is undertaken to identify the correct traditional owners, including consultation with the relevant native title representative body and the National Native Title Tribunal (NNTT). 
Expert advice is sought where appropriate. 
NNTT is consulted about the requirements for registering an Indigenous land use agreement (ILUA). 
Other stakeholders or potential parties to the agreement are identified through consultation with relevant government agencies. 
Other Indigenous people with interests are identified. 
Meetings are held with traditional owners to establish rapport and credibility. 
The range of issues to be addressed through an agreement is clarified with council. 
Highly desirable, unacceptable, or possible trade-off positions on each issue are identified for discussion with the traditional owners. 
The scope of the negotiations is identified and agreed with traditional owners. 
Culturally appropriate protocols for negotiations are established. 
Levels of confidentiality and liaison with the media are agreed. 
Processes and timing for consultation with the wider community are agreed. 
Arrangements for liaison with the media are agreed. 
Negotiations are appropriately managed and focussed on mutual outcomes. 
Agreement is reached through negotiation and terms and conditions of agreement are drafted. 
Expert advice is sought on the draft terms and conditions of the agreement. 
Draft terms and conditions of the agreement are documented. 
NNTT is consulted about requirements prior to lodging an ILUA registration. 
Application for registration is lodged with appropriate agencies and any queries or additional requirements are satisfied. 
The agreement is registered. 
Arrangements are established for implementation and fulfilment of commitments detailed in the agreement. 

Forms

Assessment Cover Sheet

LGALAND503A - Develop agreements with native title holders_traditional owners
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

LGALAND503A - Develop agreements with native title holders_traditional owners

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: