Assessor Resource

PUALIO002B
Provide local community, cultural and geographic information to other agencies and tourists

Assessment tool

Version 1.0
Issue Date: May 2024


The application for this unit has not been fully developed. It will be reviewed as part of the process of implementing the Design Model for Streamlined Training Package Material.

This unit covers response by an Aboriginal or Torres Strait Islander officer to request for operational or other relevant information concerning local matters in a traditional or semi-traditional Aboriginal or Torres Strait Islander community.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

It is essential for this unit that competence be demonstrated as follows:

Assessors must obtain evidence that the Aboriginal officer is willing and able to contribute operationally relevant local information as required

It should be noted that the provision of information in reply to a non-Aboriginal person's questioner is a non-trivial performance for most Aboriginal people

Assessors should be fully aware of an Aboriginal person's question/answer styles when determining the possession of the information. They should then determine whether the information would be available to members with a lesser degree of cross-cultural skills. The test at this level is that the information would be made available to a member with sufficient knowledge to formulate the correct type of question

In relation to culturally sensitive issues it is required that the Aboriginal or Torres Strait Islander officer not volunteer inappropriate information - since that would undermine his or her support in the community - and be prepared to explain to a member of average cross-cultural sensitivity that the information may not be given

Consistency in performance

Evidence should be gathered over a period of time in a range of actual or simulated workplace environments

Context of and specific resources for assessment

Context of assessment

Evidence should be gathered over a period of time in a range of actual or simulated workplace environments

Specific resources for assessment

If an independent assessment needs to be made (see below) then several days would be required to establish relations with the officer assessed and make on-the-job observations

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level, required for this unit.

Required Skills

ability to function in two distinct cultural contexts

Required Knowledge

local knowledge and/or knowledge or Aboriginal or Torres Strait Islander social structures

this unit presupposes sufficient oral knowledge of English to communicate on ordinary matters and also to relay Aboriginal or Torres Strait Islander cultural information

it also presupposes significant cross-cultural knowledge in relating European to non-European approaches to identification

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 in the Performance Criteria is detailed below.

Information:

requests for information about the community may include:

its geographic and demographic make-up

its roadways, public thoroughfares, means of transport

the incidence of social disorder or substance abuse

community health or safety programs

identification of community contacts supportive of the policing function

local community leaders

"Secret business" may include:

there may be information of a cultural, ritual or religious nature that either the Aboriginal officer is not privy to or is not culturally permitted to share

Identification includes:

Aboriginal people identify themselves using a different system from non-Aboriginals

the most relevant identification will depend on the context

Culturally significant/sacred sites may include:

certain locations may be culturally forbidden to persons of a particular sex or lineage. Others might be generally "out of bounds", including to police. In some cases entry may be permitted on application to the appropriate persons

Cultural structure may include:

communities might consist of one or more language or clan groups and within these several different kinship groups. In traditional society the behaviour of individuals to one another is determined by their membership in these groups

Avoidance relations may include:

traditional Aboriginal people or non-Aboriginal people may be prohibited from speaking to or remaining in close proximity to members of related kin groups. Since non-Aboriginal people can be adopted into Aboriginal kinship relations this can be a source of difficulty in policing if not understood and taken into account. It also affects the role an Aboriginal officer may play in some circumstances

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Request is acknowledged and satisfied or acknowledged with reason for lack of immediate response 
Requests for information concerning "secret business" is declined as inappropriate for the uninitiated 
Requests for information concerning appropriate behaviour by officers are answered directly or after consultation with community elders 
Persons are identified by European and/or Aboriginal name 
Persons are identified in terms of blood relationships 
Where relevant, persons are identified in terms of Aboriginal skin name and/or kin relations 
Where relevant, persons are identified in terms of dreaming or clan membership 
Local place names are explained, and places are pointed out or indicated visually on a map or diagram 
Best access routes are explained or shown and likely dangers pointed out, taking into account weather and/or road conditions 
Culturally significant places and significant places and applicable access/avoidance protocols and/or required permits detailed 
Local language groups/people are identified 
Local skin groups and kin relations are explained 
Local kinship terms and avoidance relations are explained 

Forms

Assessment Cover Sheet

PUALIO002B - Provide local community, cultural and geographic information to other agencies and tourists
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

PUALIO002B - Provide local community, cultural and geographic information to other agencies and tourists

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: