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Evidence Guide: AHCASW308A - Apply cultural significance to Aboriginal-sites and landscapes

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!

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AHCASW308A - Apply cultural significance to Aboriginal-sites and landscapes

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

Define significance within the industry context

  1. The role and prominence of the Burra Charter in the culture and heritage sector in Australia is investigated
  2. The Burra Charter definition of significance is researched
  3. The Burra Charter process is applied and the significance features in the process are incorporated in definitions
The role and prominence of the Burra Charter in the culture and heritage sector in Australia is investigated

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The Burra Charter definition of significance is researched

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The Burra Charter process is applied and the significance features in the process are incorporated in definitions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine cultural significance

  1. Cultural Knowledge holders inform the decision-making process to determine the cultural significance of Aboriginal-sites and places
  2. The determination of Aboriginal people as the primary source of information about the cultural significance of an Aboriginal site and landscape is acknowledged
  3. Traditional knowledge and practices in managing Country and environment are acknowledged and respected
  4. Aboriginal beliefs embedded in a place of cultural significance are determined
  5. The embodiment of cultural significance in the place itself, its fabric, setting, use, associations, meanings, records, related places and related objects is recognised
Cultural Knowledge holders inform the decision-making process to determine the cultural significance of Aboriginal-sites and places

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The determination of Aboriginal people as the primary source of information about the cultural significance of an Aboriginal site and landscape is acknowledged

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Traditional knowledge and practices in managing Country and environment are acknowledged and respected

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Aboriginal beliefs embedded in a place of cultural significance are determined

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The embodiment of cultural significance in the place itself, its fabric, setting, use, associations, meanings, records, related places and related objects is recognised

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct a significance assessment on an Aboriginal site

  1. The difference between an assessment of cultural significance and a statement of cultural significance is determined
  2. In consultation with colleagues, factors that may impact on the assessment are identified and incorporated into planning work
  3. In collaboration with relevant experts, information relevant to the assessment of cultural significance is collected
  4. The cultural significance of the site is assessed in accordance with the Burra Charter guidelines
  5. In collaboration with relevant experts, a statement of cultural significance consistent with the assessment of cultural significance findings is prepared
  6. Feedback from colleagues on statement of significance is sought
The difference between an assessment of cultural significance and a statement of cultural significance is determined

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In consultation with colleagues, factors that may impact on the assessment are identified and incorporated into planning work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In collaboration with relevant experts, information relevant to the assessment of cultural significance is collected

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The cultural significance of the site is assessed in accordance with the Burra Charter guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In collaboration with relevant experts, a statement of cultural significance consistent with the assessment of cultural significance findings is prepared

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feedback from colleagues on statement of significance is sought

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 delivery and assessment of this unit must comply with Community protocols and be carried out in consultation with and participation with Traditional Owners and/or Elders and custodians of that specific Country.

In accordance with Aboriginal cultural protocols, cultural knowledge copyright considerations and Aboriginal lore/law restrictions, it is essential that this requirement be respected and implemented in the delivery and assessment of Cultural Units to guarantee cultural authenticity and quality control around the delivery of training and assessment for Aboriginal-sites workers.

Candidates must demonstrate evidence of the ability to:

identify appropriate cultural authorities for a Community, place or for a Site

collaborate with relevant experts to complete an assessment of cultural significance and involvement in an ACHMP

adhere to Burra Charter process and guidelines

identify cultural information, material and cultural expression appropriate to be shared

identify groups to be consulted in relation to owners/custodians of cultural and Community knowledge, information and/or material

Context of and specific resources for assessment

Assessment events must be contextualised to meet the needs of the particular group, including:

a Community, educational or workplace setting

involvement of people approved by cultural authorities and/or Traditional Owners of the relevant local Community

experts such as Archaeologists, Researchers, Soil Testers, etc. may provide useful assistance and resources for the assessment of this unit

Method of assessment

A range of assessment methods should be used to assess competency in understanding cultural significance. The following examples are appropriate for this unit:

observation of the candidate on Country identifying sites and collecting information for an assessment

direct questioning combined with third-party workplace reports of on-the-job performance

verbal or written questioning

examples of completed assessments of cultural significance, statements of significance, field notes, ACHMP reports and/or sections

Assessment methods should closely reflect workplace demands and the needs of particular client groups (consider the requirements of different age groups, clients with English as a second language, clients with disabilities, remote library users, etc.).

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

AHCILM306A Follow Aboriginal cultural protocols

AHCILM404A Record and document Community history

AHCASW303A Identify and record Aboriginal-sites, artefacts and cultural landscapes

AHCASW305A Work with Aboriginal ceremonial secret sacred materials

Assessment for this unit should comprise a combination of theory and practical application. Both aspects of assessment are best conducted on Country for this unit.

Required Skills and Knowledge

Required skills include:

Ability to:

respect cultural diversity and sensitivity to social, cultural and professional values and beliefs

use technology to access written, oral or visual source material

conduct library and internet research

comprehend written, oral or visual source material

interpret written, oral or visual source material

apply listening skills

apply oral communication skills

relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities

exercise discretion and confidentiality

record information accurately

make field notes

collaborate with other professionals in the field

read maps

record photographic material

draw mud maps

handle field tools

undertake test pits or collaborate with expertise

monitor surface disturbance

apply mitigation skills

Required knowledge includes:

Knowledge of:

Aboriginal history, cultural values and interpersonal and Community protocols

authentic and authoritative sources for Aboriginal cultural information, material and expression able to be accessed and shared

landscape archaeology (predictive), individual or in collaboration with expert

Burra Charter

vegetation identification

geographic/geological identification features

orientation and identification of location

artefacts and stone objects identification

compass/dumpy level use

sustainable environmental practices

workplace health and safety requirements

Cultural and Heritage Legislation or relevant NPWS legislation

Range Statement

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.

Burra Charter process includes:

the cultural significance of a place and other issues affecting its future are best understood by a sequence of collecting and analysing information before making decisions. Understanding cultural significance comes first, then development of policy and finally management of the place in accordance with the policy

the policy for managing a place must be based on an understanding of its cultural significance

policy development should also include consideration of other factors affecting the future of a place such as the owner’s needs, resources, external constraints and its physical condition

Aboriginal-sites may include

shelters with deposits

open camp site

midden

shelter with midden

shelter with art

isolated find

undefined sites

axe grinding grooves

bora/ceremonial ring

burial site

rock engraving

scarred tree

carved tree

natural mythological site

restricted site

quarry

ochre quarry

fish trap

stone arrangement

mound (oven)

mia mia

waterhole (well)

contact/mission

abraded grooves

Aboriginal Place (declared under NPW Act)

Aboriginal Area (declared under NPW Act)

protected archaeological site

Conservation agreement

massacre

reserve

cultural significance may include:

aesthetic, historic, scientific, social or spiritual value for past, present or future generations

significance embodied in the place itself, its fabric, setting, use, associations, meanings, records, related places and related objects

Aboriginal beliefs may refer to

connection to Country

creation events

structure of Community such as lore/law men and women, elders and custodians

practicality and purpose

appropriate behaviour, protocols and restrictions

spiritual value of knowledge and stories

communal ownership of some knowledge and material

intergenerational ownership of some knowledge and material

oral tradition of passing on knowledge and responsibilities

roles as custodians of specified knowledge, ceremony, designs, information

kinship and relationships

storytelling

Relevant experts may include

archaeologists

Traditional Owners and/or Elders

surveyors

anthropologists

environmental scientists

historians

researchers