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AHCILM306 Follow Aboriginal cultural protocols (Core)

Describes the skills and knowledge required to develop awareness of, and apply the protocols of Aboriginal culture, including the need to identify the appropriate persons when approaching a Community and the cultural and social protocols associated with that task.

How does Aboriginal art create meaning



Aboriginal Dreamtime Story



Rainbow Serpent Story



How the Kangaroo Got Her Pouch



Elements and Performance Criteria

1. Identify Aboriginal beliefs and associated cultural protocols for different Country
1.1 Identify and document the importance of Aboriginal beliefs and the relationship of these beliefs with cultural landscapes
1.2 Recognise and respect gender roles
1.3 Respect language groups and kinship networks within specific Country that inform the basis of social relationships and Community roles
1.4 Recognise and respect cultural taboos, factions and avoidance relationships
1.5 Acknowledge the rights of individuals within Communities and on Country to hold specific knowledge and ceremony
1.6 Acknowledge the rights of individuals within Communities and on Country to hold responsibility for Aboriginal sites and the cultural rules associated with sharing that knowledge
1.7 Respect and affirm the inherent diversity that exists within cultures and Communities

2. Identify Aboriginal cultural authorities for specific Country in culturally appropriate ways
2.1 Apply various approaches and resources to identify cultural authorities for specific Country
2.2 Research difficulties in identifying cultural authorities in various states and territories
2.3 Identify and consult appropriate cultural authorities
2.4 Apply the identification by cultural authorities of appropriate persons within Communities who hold cultural knowledge relevant to determining the cultural significance of Aboriginal objects and places
2.5 Respect and implement the provision of advice by cultural authorities
2.6 Respect and implement rights and responsibilities associated with cultural knowledge, story, song, site and ceremony
2.7 Support cultural knowledge holders to inform the decision-making process to determine the cultural significance of objects and places
2.8 Acknowledge and respect traditional knowledge and practices in managing Country and environment

3. Relate Aboriginal cultural protocols to Community consultation
3.1 Identify and record key protocols required for Aboriginal Community consultation
3.2 Acknowledge determination of Aboriginal people as the primary source of cultural information
3.3 Select participants for and methods of consultation in accordance with decisions made by Aboriginal cultural authorities
3.4 Use communication approaches that place Aboriginal cultural protocols and values as a principal concern
3.5 Undertake participation in Community consultation following appropriate cultural protocols for that Country and Community

4. Recognise and administer Aboriginal ownership and intellectual property rights
4.1 Establish ownership rights and intellectual property rights of Aboriginal cultural information and material
4.2 Recognise rights to control cultural heritage by Aboriginal people as custodians of Aboriginal culture
4.3 Apply access restrictions to cultural knowledge, information and material
4.4 Follow confidentiality measures for recording secret, sacred materials
4.5 Determine and administer the ownership of cultural knowledge, information and material
4.6 Report any identified infringement of copyright

5. Access, transfer and use cultural information and material
5.1 Seek permissions from cultural authorities, relevant individuals and organisations for access and use of Aboriginal cultural information and material
5.2 Abide by decisions from cultural authorities, relevant individuals and organisations to deny permission for access and use of Aboriginal cultural information and material
5.3 Establish and implement parameters for processes of transfer of cultural knowledge
5.4 Observe cultural restrictions on Aboriginal cultural information and Aboriginal material
5.5 Acknowledge and observe copyright and licensing issues related to access and use of Aboriginal cultural material and cultural information
5.6 Follow Aboriginal cultural requirements for communications about, and display, access and handling of Aboriginal cultural information and material
5.7 Acknowledge and agree to the implications of consent for accessing, transferring and using cultural information and materials

6. Use appropriate personal and social protocols
6.1 Observe appropriate use of personal protocols for addressing and greeting persons, personal contact, and gestures
6.2 Allow respect for local and Community traditions to guide personal presentation and conduct
6.3 Use personal communication styles such as language, non-verbal communication, discussion, meaning, questioning, eye contact and silence that reflect the customs and idioms of the local Community
6.4 Maintain a flexible attitude to address situations of cultural diversity and cross-cultural differences

Performance Evidence

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:
  • identify and consult with appropriate cultural authorities for a Community, place or site
  • identify cultural information, material and cultural expression that is appropriate to be shared
  • identify groups to be consulted in relation to owners or custodians of cultural and Community knowledge, information and/or material
  • follow cultural protocols for consultation, research and recording information about particular Communities
  • show respect and cultural sensitivity towards Aboriginal people, their beliefs, customs, values, lore/law, ceremonies and history

Knowledge Evidence

The candidate must demonstrate knowledge of:
  • cultural diversity within Aboriginal Communities
  • the cultural rights and responsibilities when using Community knowledge, information and material
  • Aboriginal cultural values and interpersonal and Community protocols
  • authentic and authoritative sources for Aboriginal cultural information, material and expression able to be accessed and shared
  • customs, history, protocols of the Community with which they are working

Assessment Conditions

Assessment of this unit must be conducted by recognised and appropriate Community Elders and/or Custodians with appropriate assessor qualifications or co-assessed by a qualified assessor in cooperation and discussion with an appropriate with Community Elders and/or Custodians.
Assessors must satisfy the current standards for RTOs.

1. What is a songline?


2. Who is Robert Stevens?


3. How are Robert and the other elders involving younger people?


4. How is Terry Gandadila passing on his beliefs?


5. Where is Lurujarri Trail and who is preserving it?


6. Why is the Lurujarri Trail under threat?


7. Who is Joseph Roe?


8. What award did Joseph receive in 2014?


9. How might social media play a part in preserving songlines?


10. What other ways can songlines be preserved and protected?


CUAATS111 Develop understanding of own Aboriginal and/or Torres Strait Islander identity (Core)

Develop an understanding of the cultural and intellectual properties of one's own cultural identity. The local cultural knowledge necessary to achieve competency in this unit may only be accessible to Aboriginal or Torres Strait Islander peoples. This unit also reflects the fact that there is no single Aboriginal or Torres Strait Islander culture. It applies to Aboriginal and Torres Strait Islander people in areas of work that include arts practice and cultural tourism. They could be preparing for work or further learning to pursue a career in the visual or performing arts, or as a tour guide in local communities. This learning and work would be closely guided by appropriate members of Aboriginal or Torres Strait Islander communities.

APY elders share sacred songline with the world



Songline Of An Ancient Roadmap



The Kimberley's songlines at risk



Joseph Roe



Elements and Performance Criteria

1. Seek information on own region and country
1.1 Identify required sources of information on own region and country
1.2 Consult with required personnel to obtain knowledge of own region and country

2. Seek information on own family and kinship
2.1 Identify personnel with information on own kinship and family
2.2 Consult with identified personnel to obtain knowledge of own kinship and family
2.3 Identify other sources of information on own family and kinship as required
3. Develop concept of own identity
3.1 Determine own Aboriginal and/or Torres Strait Islander identity using information obtained
3.2 Inform work practice using concept of ‘belonging to country’ in relation to culture, family and kinship

Foundation Skills

Reading
- Recognises and interprets information in familiar contexts

Oral communication
- Participates in exchanges using required language
- Uses questioning and careful listening to gather facts and information
- Follows culturally determined communication practices and customs required to gather required information

Planning and organising
- Plans, organises and completes tasks in logical sequence

Self-management
- Observes local cultural protocols when accessing and using information related to own identity in other contexts

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:
  • develop concept of own Aboriginal and/or Torres Strait Islander identity.
In the course of the above, the candidate must:
  • identify, gather and use information required for own region and country, and family and kinship
  • use required cultural protocols when gathering information.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:
  • own country and region, including customs, ceremonies and relationship to land
  • own family and kinship, including family structures and kinship responsibilities
protocols for Aboriginal and/or Torres Strait Islander societies, including:
  • accessing information and communicating with different Aboriginal and/or Torres Strait Islander community members
  • using and sharing knowledge
  • impact of Aboriginal and/or Torres Strait Islander protocols on work practices in different contexts.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.
This includes:
  • access to information sources on candidates’ regions and countries
  • involvement by persons approved by Elders of required local community.
Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.

11. What is the Our Ways program?


12. What does Aunty Wendy Latter do in the program?


13. Describe Lamandra.


14. What is the key message of Our Ways?


15. What are the 8 ways of learning?


16. Why are Community Links important?


17. What is non-linear learning?


18. Who is Helen Lalara and what does she do?


19. Who was Banjo Clarke?


20. Where was he educated?


CUAATS313 Develop and apply knowledge of Aboriginal and/or Torres Strait Islander cultural arts (Core)

Develop and apply knowledge of cultural arts within a specific Aboriginal or Torres Strait Islander context. The local cultural knowledge necessary to achieve competency in this unit may only be accessible to Aboriginal or Torres Strait Islander peoples. This unit also reflects the fact that there is no single Aboriginal or Torres Strait Islander culture. It applies to individuals working in all areas of arts practice who are expected to work closely with the local Aboriginal or Torres Strait Islander community. They may be responsible for establishing a local Aboriginal or Torres Strait Islander reference group. It is vital to ensure respectful integration of any local cultural knowledge or protocols that will inform the implementation of the unit.

Effective Practice in Aboriginal Education



The 8 way learning model



Helen Lalara - Senior Aboriginal Health Worker



Banjo Clarke, "Wisdom Man" - Aboriginal Elder



Elements and Performance Criteria

1. Collect information on Aboriginal and/or Torres Strait Islander cultural art
1.1 Identify and access required information on cultural arts practices in Aboriginal and/or Torres Strait Islander communities
1.2 Collect information on cultural and economic significance of Aboriginal and/or Torres Strait Islander arts practices
1.3 Record information in required format

2. Interact with others to develop own artistic practice
2.1 Identify individuals and networks involved with Aboriginal and/or Torres Strait Islander cultural arts within and outside of community
2.2 Engage with identified individuals and networks
2.3 Identify areas for skill and knowledge development to enhance quality of own artistic practice with required personnel

3. Apply information collected to own artistic work
3.1 Produce own artistic work using obtained skills and knowledge
3.2 Review cultural and intellectual property requirements and make adjustments to work as required
3.3 Incorporate feedback from relevant personnel on work in progress and make refinements as required

4. Update and maintain knowledge of Aboriginal and/or Torres Strait Islander cultural arts
4.1 Identify and use opportunities to update knowledge of Aboriginal and/or Torres Strait Islander cultural arts
4.2 Share knowledge with colleagues as required
4.3 Incorporate knowledge into daily work activities

Foundation Skills

Reading
- Identifies and interprets relevant information and ideas within familiar contexts to inform own practice

Oral communication
- Participates in exchanges with individuals and groups using required language
- Uses careful listening and questioning to gather facts and information

Initiative and enterprise
- Takes responsibility for developing and maintaining own knowledge of cultural arts

Teamwork
- Follows communication practices and protocols required to local culture when accessing and sharing information with required personnel
- Follows established cultural protocols and practices when gathering information

Planning and organising
- Organises and implements routine tasks required to maintain or update knowledge

Self-management
- Follows cultural protocols when conducting own artistic practice

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:
  • produce at least one piece of artistic work developed from knowledge of Aboriginal and/or Torres Strait Islander cultural arts.
In the course of the above, the candidate must:
  • identify and gather information on context and structure of cultural arts in Aboriginal and/or Torres Strait Islander communities required for specific community environment
  • observe cultural protocols when accessing and using information from individuals and networks
  • identify at least one opportunity to maintain cultural arts knowledge for use in work context.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:
  • cultural arts practices in Aboriginal and/or Torres Strait Islander communities, including different types, approaches and community structures
  • cultural protocols of Aboriginal and/or Torres Strait Islander arts practices
  • roles of individuals, networks and organisations in enhancing Aboriginal and/or Torres Strait Islander cultural arts practices
  • intellectual property requirements for Aboriginal and/or Torres Strait Islander artwork
  • economic importance of Aboriginal and/or Torres Strait Islander arts practice to local communities.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.
This includes access to:
  • information sources on cultural arts in Aboriginal and/or Torres Strait Islander communities
  • involvement of persons approved by Elders of relevant local community.
Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.

21. How does aboriginal art create meaning?


22. Describe the slacker effect.


23. List three main points of a team contract.


24. Why should meetings be short and frequent?


25. What three words describe the Power of Collaboration?


26. If 5 people have 3 ideas a month how many ideas might 320 have?


27. Complete Walt's tip. "If you can dream it,


28. notions + beliefs + theories =


29. join forces + pool resources =


30. List at least three things helped by collaboration.