Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CULMS002B Mapping and Delivery Guide
Research and evaluate Aboriginal or Torres Strait Islander cultural material
Version 1.0
Issue Date: May 2024
Qualification | - |
Unit of Competency | CULMS002B - Research and evaluate Aboriginal or Torres Strait Islander cultural material |
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Description | This unit describes the performance outcomes, skills and knowledge required to research the context and interpretation of Aboriginal or Torres Strait cultural material. As such, the unit focuses on the skills to analyse cultural material, including current collections and the impact of post-colonial history. These skills then form the basis for appropriate treatment and interpretation of cultural material. The unit includes a focus on appropriate consultation with the traditional custodians of cultural material.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. | ||
Employability Skills | The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The Employability Skills Summary for the qualification in which this unit of competency is packaged, will assist in identifying Employability Skills requirements. | ||
Learning Outcomes and Application | This unit has particular application to Aboriginal or Torres Strait Islander peoples.The cultural knowledge necessary to achieve competency in this unit may only be accessible to Aboriginal or Torres Strait Islander peoples. This unit also recognises that there is no single Aboriginal or Torres Strait Islander culture.The unit deals with complex and interrelated elements of Aboriginal or Torres Strait Islander cultures, which are the cultural and intellectual properties of specific communities across the continent and islands of Australia. These may only be interpreted by appropriate persons, for example those recognised by the local Aboriginal or Torres Strait Islander community as an Elder or custodian of local cultural knowledge. Any organisation or individual planning to train or assess this unit would be expected to work in a culturally appropriate manner with the appropriate Aboriginal or Torres Strait Islander community, for example through the establishment of a local Aboriginal or Torres Strait Islander reference group. In particular, it is vital to ensure respectful integration of any local cultural knowledge or protocols that will inform the implementation of the unit. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | Nil | ||
Competency Field | Aboriginal or Torres Strait Islander Museum Practice |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Research the context of Aboriginal or Torres Strait Islander cultural material | ||||||||
Element: Identify relevant sources of information on cultural material and the context for its interpretation | ||||||||
Element: Use formal and informal research techniques in a culturally appropriate manner to access information | ||||||||
Element: Critically evaluate the validity of the range of interpretations of cultural material and the cultural relevance to its traditional custodians | ||||||||
Element: Assess post-colonial interpretation of Aboriginal or Torres Strait Islander cultural material | ||||||||
Element: Critically evaluate the ways in which different aspects of post-colonisation history have affected the interpretation of Aboriginal or Torres Strait Islander cultural material | ||||||||
Element: Critically evaluate collections in relation to the context in which materials were collected and interpreted and the respect shown for cultural protocols in sourcing, handling and exhibiting cultural material | ||||||||
Element: Assess ways in which interpretations by those other than traditional custodians may have impacted on communities and/or individuals | ||||||||
Element: Develop approaches to the interpretation of Aboriginal or Torres Strait Islander cultural material | ||||||||
Element: Identify and explore potential new and appropriate approaches to the interpretation of cultural material based on knowledge and understanding of consultation with traditional custodians and respect for their wishes | ||||||||
Element: Integrate the concept and practice of community consultation within interpretive approaches | ||||||||
Element: Develop substantiated positions for interpretive approaches | ||||||||
Element: Enhance interpretative approaches by challenging and adapting own ideas | ||||||||
Element: Communicate new approaches to stakeholders | ||||||||
Element: Identify key stakeholders in the interpretation and exhibition of cultural material, including traditional custodians | ||||||||
Element: Consult and negotiate ways with stakeholders in culturally appropriate ways to interpret Aboriginal or Torres Strait Islander cultural material in accordance with wishes of traditional custodians |