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Evidence Guide: AHCILM306A - Follow Aboriginal 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

 

AHCILM306A - Follow Aboriginal cultural protocols

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

Identify Aboriginal beliefs and associated cultural protocols for different Country

  1. The importance of Aboriginal beliefs and the relationship of these beliefs with cultural landscapes are identified and documented
  2. Gender roles are recognised and respected
  3. Language groups and kinship networks within specific Country that inform the basis of social relationships and Community roles are respected
  4. Cultural taboos, factions and avoidance relationships are recognised and respected
  5. The rights of individuals within communities and on Country to hold specific knowledge and ceremony are acknowledged
  6. The rights of individuals within communities and on Country to hold responsibility for Aboriginal-sites and the cultural rules associated with sharing that knowledge are acknowledged
  7. The inherent diversity that exists within cultures and communities is respected and affirmed
The importance of Aboriginal beliefs and the relationship of these beliefs with cultural landscapes are identified and documented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gender roles are recognised and respected

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Language groups and kinship networks within specific Country that inform the basis of social relationships and Community roles are respected

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Cultural taboos, factions and avoidance relationships are recognised and respected

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The rights of individuals within communities and on Country to hold specific knowledge and ceremony are acknowledged

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The rights of individuals within communities and on Country to hold responsibility for Aboriginal-sites and the cultural rules associated with sharing that knowledge are acknowledged

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The inherent diversity that exists within cultures and communities is respected and affirmed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify Aboriginal cultural authoritiesfor specific Country in culturally appropriate ways

  1. Various approaches and resources that can be employed in order to identify cultural authorities for specific Country are applied
  2. Difficulties in identifying cultural authorities in various states and territories is researched
  3. The appropriate cultural authorities are identified and consulted
  4. The identification by cultural authorities of appropriate persons within communities who hold cultural knowledge relevant to determining the cultural significance of Aboriginal objects and/or places is applied
  5. The provision of advice by cultural authorities is respected; with advice and decisions by cultural authorities on identifying appropriate persons for consultation implemented
  6. Rights and responsibilities associated with cultural knowledge, story, song, site, and ceremony are respected and implemented
  7. Cultural knowledge holders inform the decision-making process to determine the cultural significance of objects and/or places
  8. Traditional knowledge and practices in managing Country and environment are acknowledged and respected
Various approaches and resources that can be employed in order to identify cultural authorities for specific Country are applied

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Difficulties in identifying cultural authorities in various states and territories is researched

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The appropriate cultural authorities are identified and consulted

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The identification by cultural authorities of appropriate persons within communities who hold cultural knowledge relevant to determining the cultural significance of Aboriginal objects and/or places is applied

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The provision of advice by cultural authorities is respected; with advice and decisions by cultural authorities on identifying appropriate persons for consultation implemented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Rights and responsibilities associated with cultural knowledge, story, song, site, and ceremony are respected and implemented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Cultural knowledge holders inform the decision-making process to determine the cultural significance of objects and/or places

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relate Aboriginal cultural protocols to Community consultation

  1. Key protocols required for Aboriginal Community consultation are identified and recorded
  2. Determination of Aboriginal people as the primary source of cultural information is acknowledged
  3. Decision making by Aboriginal cultural authorities for when consultation is required, the selection of participants, and ways in which consultations are conducted is determined
  4. Communication approaches that place Aboriginal cultural protocols and values as a principal concern are implemented
  5. Participation in Community consultation following appropriate cultural protocols for that Country and Community is undertaken
Key protocols required for Aboriginal Community consultation are identified and recorded

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determination of Aboriginal people as the primary source of cultural information is acknowledged

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Decision making by Aboriginal cultural authorities for when consultation is required, the selection of participants, and ways in which consultations are conducted is determined

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communication approaches that place Aboriginal cultural protocols and values as a principal concern are implemented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participation in Community consultation following appropriate cultural protocols for that Country and Community is undertaken

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and administer Aboriginal ownership and intellectual property rights

  1. Ownership rights and intellectual property rights of Aboriginal cultural information and material is established
  2. Rights to control cultural heritage by Aboriginal people as custodians of Aboriginal culture are recognised
  3. Access restrictions to cultural knowledge, information and material are applied
  4. Confidentiality measures for recording secret, sacred materials are followed
  5. The ownership of cultural knowledge, information and material, is determined and administered
  6. Any identified infringement of copyright is reported to appropriate personnel
Ownership rights and intellectual property rights of Aboriginal cultural information and material is established

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Rights to control cultural heritage by Aboriginal people as custodians of Aboriginal culture are recognised

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access restrictions to cultural knowledge, information and material are applied

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confidentiality measures for recording secret, sacred materials are followed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The ownership of cultural knowledge, information and material, is determined and administered

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Any identified infringement of copyright is reported to appropriate personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access, transfer and use cultural information and material

  1. Permissions from cultural authorities, relevant individuals and organisations for access and use of Aboriginal cultural information and material are sought and may be obtained or denied
  2. Parameters for processes of transfer of cultural knowledge are established and implemented
  3. Adherence to cultural restrictions on Aboriginal cultural information and Aboriginal material is observed
  4. Copyright and licensing issues related to access and use of Aboriginal cultural material and cultural information are acknowledged and observed
  5. Aboriginal cultural requirements for communications about, and display, access and handling of, Aboriginal cultural information and material are followed
  6. The implications of consent for accessing, transferring and using cultural information and materials are known and agreed
Permissions from cultural authorities, relevant individuals and organisations for access and use of Aboriginal cultural information and material are sought and may be obtained or denied

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Parameters for processes of transfer of cultural knowledge are established and implemented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adherence to cultural restrictions on Aboriginal cultural information and Aboriginal material is observed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Copyright and licensing issues related to access and use of Aboriginal cultural material and cultural information are acknowledged and observed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Aboriginal cultural requirements for communications about, and display, access and handling of, Aboriginal cultural information and material are followed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The implications of consent for accessing, transferring and using cultural information and materials are known and agreed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate personal and social protocols

  1. Appropriate use of personal protocols of addressing persons and greetings, personal contact, and gestures is observed
  2. Personal presentation and conduct is guided by respect for local and Community traditions
  3. Personal communication styles for language, non-verbal communication, discussion, meaning, questioning, eye contact and silence reflect the customs and idioms of the local Community
  4. A flexible attitude is used to address situations of cultural diversity and cross-cultural differences
Appropriate use of personal protocols of addressing persons and greetings, personal contact, and gestures is observed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personal presentation and conduct is guided by respect for local and Community traditions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personal communication styles for language, non-verbal communication, discussion, meaning, questioning, eye contact and silence reflect the customs and idioms of the local Community

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A flexible attitude is used to address situations of cultural diversity and cross-cultural differences

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 and seek participation of appropriate cultural authorities for a Community, place or for a site

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

describe elements of cultural diversity within Aboriginal communities

describe natural resources and how they relate to cultural protocol, spirituality, art, environment, values, beliefs and lore/law

describe the cultural rights and responsibilities when using Community knowledge, information and material

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

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

Method of assessment

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

observation of the candidate relating to and engaging Aboriginal persons and Aboriginal Community

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

verbal or written questioning

observation of participation in Ceremony and/or Sites work related to the knowledge and skills outlined in this Unit

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

AHCASW308A Apply cultural significance to Aboriginal-sites and landscapes

AHCILM404A Record and document Community history

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 values and beliefs

use technology to access written, oral or visual source material

carry out 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

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.

Cultural and Heritage Legislation or relevant NPWS legislation

sustainable environmental practices

workplace health and safety requirements

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.

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

Different Country may include:

adjoining local Aboriginal Land Council boundaries

remote Aboriginal communities in the same or different States and Territories

different spaces within the same geographical area

Cultural taboos may include:

anything that is offensive to the group or person in question

naming deceased persons

speaking of persons and/or places and/or practices that are not to be spoken of in public

cross gender practices and/or proximity in some situations

Cultural authorities may include:

Cultural authority refers to the most appropriate senior person/s that is able to speak for particular Country, cultural objects, ceremony and/or materials in a specific place. A cultural authority could be a Traditional Owner, a Native Title Claimant, Aboriginal Culture and Heritage Body, Elder, Aboriginal Land Council, etc.

A ceremonial/cultural manager in terms of Aboriginal customary law means someone who does the work either under the direct supervision of the Aboriginal Owner or does the work that is authorised by the Owner. In a ceremony for example, the ceremonial manager(s) may provide the food and do the performance (work). Traditional roles and responsibilities swap over depending on a person’s status in any given situation – ie – whose land / estate one is on for business.

Aboriginal cultural protocols may include:

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/law.

rights and responsibilities associated with cultural knowledge, story, song, Site, and ceremony

interpersonal ways of relating

the talking of Community politics

repatriation of artefacts

issues of ownership

ownership of intellectual property

copyright and copyright infringement

acknowledging participation and ownership

communicating about cultural material

accessing, displaying and handling cultural material

identifying appropriate people to be consulted

occasions when consultation is required

ways in which consultations should be conducted