Assessor Resource
CUAPRF305A
Perform in ways that respect customary law, ethics and traditions
Assessment tool
Version 1.0
Issue Date: May 2024
Aboriginal and Torres Strait Islander employed (including self-employed) dancers and small business entrepreneurs with some practical experience in traditional Indigenous Australian dance apply the skills and knowledge outlined in this unit. They could be developing their awareness of customary law and copyright issues in group performances at events in the local community or in public performances for visitors to their region or community.
Work performed requires a range of well-developed skills where some discretion and judgment are required and individuals take responsibility for their own outputs.
Trainers and assessors in this unit must be validated by the Community Advisory Board. Collaboration with Aboriginal and Torres Strait Islander people on the delivery and assessment of this unit is recommended.
This unit describes the skills and knowledge required to apply appropriate specific Aboriginal and Torres Strait Islander cultural protocols, values and principles to develop as an Indigenous Australian performing artist. It is intended that this unit be delivered by and to Aboriginal and Torres Strait Islander people.
The local or community cultural knowledge necessary to achieve competency in this unit may only be accessible to Aboriginal and Torres Strait Islander people; or persons recognised by specific Aboriginal and Torres Strait Islander Community elders, or those persons who are local custodians of local cultural heritage.
It is necessary for organisations delivering this unit to respect community protocols and heritage in the implementation of this unit. They would be expected to work closely with the local Aboriginal and Torres Strait Islander community or Community Advisory Board (CAB). Information on the composition and role of CABs is provided in the Assessment Guidelines in CUA11 Live Performance Training Package.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)