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Evidence Guide: AHCILM304A - Follow cultural protocols

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

 

AHCILM304A - Follow cultural protocols

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

Relate key components of Aboriginal and/or Torres Strait Islander societies and activities to heritage and cultural protocols

  1. Identify the significance of gender roles.
  2. Document elements of the cultural diversity within Aboriginal communities and relevant management practices that impact on the economy and spirituality.
  3. Describe the key components of Aboriginal societies relating to land, sea, water, air, flora and fauna.
Identify the significance of gender roles.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document elements of the cultural diversity within Aboriginal communities and relevant management practices that impact on the economy and spirituality.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Describe the key components of Aboriginal societies relating to land, sea, water, air, flora and fauna.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify Aboriginal beliefs and cultural protocol

  1. Identify and document the importance of Aboriginal beliefs and sites.
  2. Document protocols within a community.
Identify and document the importance of Aboriginal beliefs and sites.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document protocols within a community.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relate Aboriginal protocols to community consultation

  1. Identify and record key protocols required for community consultation.
  2. Document significant factors and practices which could damage the level of trust and respect between negotiating parties and the community.
  3. Describe strategies to establish and maintain a harmonious relationship between all parties involved.
Identify and record key protocols required for community consultation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document significant factors and practices which could damage the level of trust and respect between negotiating parties and the community.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Describe strategies to establish and maintain a harmonious relationship between all parties involved.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain the main principles of IP and copyright

  1. Describe IP as an economic right.
  2. Document processes and procedures in order to acquire IP.
  3. Identify and record the rights of land owners to recognise knowledge and land management practises (e.g. bush tucker, medicinal properties of plants and animals, traditional agriculture).
  4. Describe the general rule/s governing the length of IP.
  5. Research current legislation which identifying intellectual property and copyright.
Describe IP as an economic right.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document processes and procedures in order to acquire IP.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and record the rights of land owners to recognise knowledge and land management practises (e.g. bush tucker, medicinal properties of plants and animals, traditional agriculture).

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Describe the general rule/s governing the length of IP.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research current legislation which identifying intellectual property and copyright.

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

identification of cultural information, material and cultural expression appropriate to be shared

description of elements of cultural diversity within Aboriginal communities

description of natural resources and how they relate to general economy, religion and spirituality, art, environment, values, beliefs and lore

description of the cultural rights and responsibilities when using community knowledge, information and material

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

description of cultural protocols for contacting appropriate people in a specific community

Context of and specific resources for assessment

Any 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 Elders of the relevant local community

candidates who have gained relevant knowledge and skills through their life experience.

Required Skills and Knowledge

Required skills

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

using technology to access written, oral or visual source material

library and internet research

comprehension of written, oral or visual source material

interpretation of written, oral or visual source material

listening skills

oral communication skills

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

exercising discretion and confidentiality

sustainable environmental practices

occupational health and safety requirements

use numeracy skills to estimate, calculate and record routine workplace measures

use interpersonal skills to work with and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities.

Required knowledge

knowledge of Aboriginal and Torres Strait Islander heritage, cultural values and protocols

knowledge of Aboriginal cultural information/material/expression able to be accessed and shared.

Range Statement

The range statement relates to the unit of competency as a whole.

Aboriginal and/or Torres Strait Islander heritage and cultural protocols may refer to:

gender roles in relation to knowledge and cultural practices

information sensitivity and access

appropriate information transfer

negotiations with local Aboriginal community about information transfer

cultural diversity

natural resources and their importance for economy, religion, spirituality, art, environment, values, beliefs and lore.

Aboriginal beliefs may relate to:

connection to country

creation

structure of community such as 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

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

kinship and relationships

storytelling.

Cultural protocols may relate to:

symbols

sites

stories

local customs - respect and responsibility to local customs

who can hold information and why

information which is commonly owned within the community

the talking of community politics

repatriation of artefacts

issues of ownership (clans/nations)

ownership of intellectual property.

Community consultation may require understanding of:

the need to gain permission from local Aboriginal Land Councils for access to sites

adequate consultation with elders and custodians/community

repatriation of artefacts

issues of ownership and boundaries

respecting restrictions on who can speak about certain topics or information, e.g. gender issues

acceptance that some material may not be able to be accessed, shared or published.

Who in a specified community needs to be contacted may relate to a range of people, including:

elders

elders' councils

residents

custodians of local cultural knowledge

land councils

women's groups

men's groups

aboriginal organisations

relevant individuals

local government groups

aboriginal advisory groups

DECC (National Parks and Wildlife).