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Evidence Guide: AHCASW302 - Relate Aboriginal culture to sites work

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

AHCASW302 - Relate Aboriginal culture to sites work

What evidence can you provide to prove your understanding of each of the following citeria?

Apply understanding of traditional cultural frameworks when working with Aboriginal people

  1. Integrate the relationship to the land into daily work routines
  2. Determine relationships of Aboriginal objects, features and cultural landscapes to Aboriginal beliefs
  3. Determine the interrelationship of discrete Aboriginal sites to cultural frameworks
  4. Acknowledge and respect traditional knowledge, belief systems, customs and cultural practices in managing Country
Integrate the relationship to the land into daily work routines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine relationships of Aboriginal objects, features and cultural landscapes to Aboriginal beliefs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the interrelationship of discrete Aboriginal sites to cultural frameworks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge and respect traditional knowledge, belief systems, customs and cultural practices in managing Country

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise traditional Aboriginal social frameworks

  1. Recognise different language groups and general lore/laws and customs
  2. Identify extended family structures and clans in physical and geographical locations
  3. Relate totemic structures and associated stories about ancestral beings from the Creation Periodto landscape features and sites
  4. Identify social structures that define the social positions, behaviours and obligations in kinship names, sections and networks
  5. Identify the kinship system for determining roles and responsibilities, marriage unions, ceremonial relationships, funeral roles and behaviour patterns with other kin
  6. Determine marriage relationships resulting from the union of two moieties or skin names
  7. Recognise and respect gender roles
Recognise different language groups and general lore/laws and customs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify extended family structures and clans in physical and geographical locations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relate totemic structures and associated stories about ancestral beings from the Creation Periodto landscape features and sites

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify social structures that define the social positions, behaviours and obligations in kinship names, sections and networks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the kinship system for determining roles and responsibilities, marriage unions, ceremonial relationships, funeral roles and behaviour patterns with other kin

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine marriage relationships resulting from the union of two moieties or skin names

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and respect gender roles

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relate Aboriginal spirituality to the landscape

  1. Acknowledge and record Aboriginal beliefs that determine Aboriginal cultural protocols
  2. Define the connection between spirituality and the land in local and trans-local terms of identity, culture and food
  3. Relate the historical and present living environments to Dreaming stories and cultural knowledge
  4. Recount cultural language and customs embedded in the relationship to the land and Aboriginal sites
  5. Define the relationships of Creation stories, oral histories, kinship and totems to the cultural landscape
  6. Recount the sense of belonging to the land and culture embedded in landscape in culturally appropriate ways
  7. Express elements of spirituality in ceremony, rituals, stories, dance, song, art and language
Acknowledge and record Aboriginal beliefs that determine Aboriginal cultural protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define the connection between spirituality and the land in local and trans-local terms of identity, culture and food

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relate the historical and present living environments to Dreaming stories and cultural knowledge

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recount cultural language and customs embedded in the relationship to the land and Aboriginal sites

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define the relationships of Creation stories, oral histories, kinship and totems to the cultural landscape

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recount the sense of belonging to the land and culture embedded in landscape in culturally appropriate ways

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Express elements of spirituality in ceremony, rituals, stories, dance, song, art and language

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relate the interactions between Dreaming, traditional beliefs and ceremonies to Aboriginal sites work

  1. Record the effects of cultural disconnection with the land, spirituality and ceremonial expressions of culture
  2. Record impacts of disintegration and disconnection on Aboriginal sites
  3. Acknowledge and respect the evolving nature of Dreaming
  4. Identify and document current trends in mainstream culture and heritage and opportunities and threats to the Aboriginal sites work sector
Record the effects of cultural disconnection with the land, spirituality and ceremonial expressions of culture

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record impacts of disintegration and disconnection on Aboriginal sites

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge and respect the evolving nature of Dreaming

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and document current trends in mainstream culture and heritage and opportunities and threats to the Aboriginal sites work sector

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

Element

Performance criteria

Elements describe the essential outcomes.

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

1. Apply understanding of traditional cultural frameworks when working with Aboriginal people

1.1 Integrate the relationship to the land into daily work routines

1.2 Determine relationships of Aboriginal objects, features and cultural landscapes to Aboriginal beliefs

1.3 Determine the interrelationship of discrete Aboriginal sites to cultural frameworks

1.4 Acknowledge and respect traditional knowledge, belief systems, customs and cultural practices in managing Country

2. Recognise traditional Aboriginal social frameworks

2.1 Recognise different language groups and general lore/laws and customs

2.2 Identify extended family structures and clans in physical and geographical locations

2.3 Relate totemic structures and associated stories about ancestral beings from the Creation Periodto landscape features and sites

2.4 Identify social structures that define the social positions, behaviours and obligations in kinship names, sections and networks

2.5 Identify the kinship system for determining roles and responsibilities, marriage unions, ceremonial relationships, funeral roles and behaviour patterns with other kin

2.6 Determine marriage relationships resulting from the union of two moieties or skin names

2.7 Recognise and respect gender roles

3. Relate Aboriginal spirituality to the landscape

3.1 Acknowledge and record Aboriginal beliefs that determine Aboriginal cultural protocols

3.2 Define the connection between spirituality and the land in local and trans-local terms of identity, culture and food

3.3 Relate the historical and present living environments to Dreaming stories and cultural knowledge

3.4 Recount cultural language and customs embedded in the relationship to the land and Aboriginal sites

3.5 Define the relationships of Creation stories, oral histories, kinship and totems to the cultural landscape

3.6 Recount the sense of belonging to the land and culture embedded in landscape in culturally appropriate ways

3.7 Express elements of spirituality in ceremony, rituals, stories, dance, song, art and language

4. Relate the interactions between Dreaming, traditional beliefs and ceremonies to Aboriginal sites work

4.1 Record the effects of cultural disconnection with the land, spirituality and ceremonial expressions of culture

4.2 Record impacts of disintegration and disconnection on Aboriginal sites

4.3 Acknowledge and respect the evolving nature of Dreaming

4.4 Identify and document current trends in mainstream culture and heritage and opportunities and threats to the Aboriginal sites work sector

Required Skills and Knowledge

Element

Performance criteria

Elements describe the essential outcomes.

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

1. Apply understanding of traditional cultural frameworks when working with Aboriginal people

1.1 Integrate the relationship to the land into daily work routines

1.2 Determine relationships of Aboriginal objects, features and cultural landscapes to Aboriginal beliefs

1.3 Determine the interrelationship of discrete Aboriginal sites to cultural frameworks

1.4 Acknowledge and respect traditional knowledge, belief systems, customs and cultural practices in managing Country

2. Recognise traditional Aboriginal social frameworks

2.1 Recognise different language groups and general lore/laws and customs

2.2 Identify extended family structures and clans in physical and geographical locations

2.3 Relate totemic structures and associated stories about ancestral beings from the Creation Periodto landscape features and sites

2.4 Identify social structures that define the social positions, behaviours and obligations in kinship names, sections and networks

2.5 Identify the kinship system for determining roles and responsibilities, marriage unions, ceremonial relationships, funeral roles and behaviour patterns with other kin

2.6 Determine marriage relationships resulting from the union of two moieties or skin names

2.7 Recognise and respect gender roles

3. Relate Aboriginal spirituality to the landscape

3.1 Acknowledge and record Aboriginal beliefs that determine Aboriginal cultural protocols

3.2 Define the connection between spirituality and the land in local and trans-local terms of identity, culture and food

3.3 Relate the historical and present living environments to Dreaming stories and cultural knowledge

3.4 Recount cultural language and customs embedded in the relationship to the land and Aboriginal sites

3.5 Define the relationships of Creation stories, oral histories, kinship and totems to the cultural landscape

3.6 Recount the sense of belonging to the land and culture embedded in landscape in culturally appropriate ways

3.7 Express elements of spirituality in ceremony, rituals, stories, dance, song, art and language

4. Relate the interactions between Dreaming, traditional beliefs and ceremonies to Aboriginal sites work

4.1 Record the effects of cultural disconnection with the land, spirituality and ceremonial expressions of culture

4.2 Record impacts of disintegration and disconnection on Aboriginal sites

4.3 Acknowledge and respect the evolving nature of Dreaming

4.4 Identify and document current trends in mainstream culture and heritage and opportunities and threats to the Aboriginal sites work sector

The candidate must be assessed on their ability to integrate and apply the performance requirements of this unit in a workplace setting. Performance must be demonstrated consistently over time and in a suitable range of contexts.

The candidate must provide evidence that they can:

explain traditional Aboriginal belief systems of the Community

identify examples and impacts of disintegration and disconnection with Aboriginal culture

describe the relationship between the land and environment and Aboriginal peoples in culturally relevant ways

explain the relationship between Dreaming, traditional beliefs, Ceremony and sites

use Aboriginal names and standard industry terminology appropriate to the task.

The candidate must demonstrate knowledge of:

how to source appropriate cultural and lore/law authority for specific Country and/or sites

protocols and customs relating to disclosure of knowledge about Country

Aboriginal cultural and social frameworks

Community’s ancestral beliefs

kinship names, sections and networks

totems, moieties, skin names

relationship of Community’s Dreaming to the site and how it is evolving

rules and limitations to access to cultural knowledge

different social structures of various Indigenous Communities

Indigenous cultural customs and heritage of the Community

recording and documentation procedures used by organisation.

Range Statement