Unit of competency Outline

Date retreived
23/07/2026 4:28 PM AWST

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Maintain and protect culture

Maintain and protect culture

Unit of competency
National Code
BSBATSIC403B
State Code
D0572
TGA Status
Replaced
DTWD Status
Replaced
Current Release Number
1.00
Current Release Date
11/11/2010
View on TGA
State Implementation and Classification
Approved Date
18/07/2008
Field of Education
090311 - Indigenous Studies
Original Release Date
18/07/2008
Nominal Hours
60
Description
This unit covers working as a Board member in such a way as to respect, maintain and protect aspects of culture within the Board structure, the organisation and the community.This unit is based on a unit originally developed by the Aboriginal and Torres Strait Islander Curriculum Consortium, Tropical North Queensland Institute of TAFE.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.This unit covers working as a Board member in such a way as to respect, maintain and protect aspects of culture within the Board structure, the organisation and the community.This unit is based on a unit originally developed by the Aboriginal and Torres Strait Islander Curriculum Consortium, Tropical North Queensland Institute of TAFE.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Notes
Elements and Performance Criteria
1 Demonstrate a knowledge of your culture
  • 1.1 Outline appropriately relevant traditional and cultural responsibilities
  • 1.2 Explain local history
  • 1.3 Follow protocols
  • 1.4 Identify and document the role of Elders and their relationship to the organisation
  • 1.5 Model respect for culture
2 Demonstrate respect for cultural diversity
  • 2.1 Describe diverse lifestyles
  • 2.2 Identify relevant aspects of diversity
  • 2.3 Accommodate cultural differences in dealings with other people
3 Identify the impacts of colonialism on Aboriginal and Torres Strait Islander culture
  • 3.1 Describe the history of the community from the Aboriginal and Torres Strait Islander perspective
  • 3.2 Identify and list negative changes in community life
  • 3.3 Identify and list positive changes to culture
4 Combine Aboriginal and Torres Strait Islander and non Aboriginal and Torres Strait Islander ways
  • 4.1 Explain examples of relevant Aboriginal and Torres Strait Islander processes
5 Deal with cultural exploitation
  • 5.1 Identify examples of actual and/or potential harm
  • 5.2 Develop, document and implement strategies for eliminating or containing damage to cultural integrity
6 Deal with stereotyping and prejudice
  • 6.1 Identify and list areas of social conflict
  • 6.2 Develop in consultation with appropriate non-Aboriginal and Torres Strait Islander sectors in targeted areas, strategies toward reconciliation
7 Assess the effects of new legislation and policy
  • 7.1 Locate and describe new legislation and policy affecting Aboriginal and Torres Strait Islander people
  • 7.2 Identify and list changes to public policy relevant to Aboriginal and Torres Strait Islander affairs
  • 7.3 Assess impacts and develop and document responses
8 Assess the impacts of development on culture
  • 8.1 Identify and list relevant current social, technical, economic and political changes
  • 8.2 Assess positive and negative impacts
  • 8.3 Consider and list potential future impacts
  • 8.4 Develop, document and implement strategies to prevent or minimise negative impacts
  • 8.5 Develop, document and implement strategies to maximise positive impacts
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.
Traditional and cultural responsibilities may include:
Aboriginal Law
kinship
land ownership
Elders, Traditional Owners, men / women
birth, marriage and death
Local history may include:
events eg. massacres
development
community relations
Protocols may include:
talking to the right people
land ownership
family/kinship/clan
Lifestyles may include:
remote
rural
urban
Diversity may include:
language
law
ceremonies
literacy
employment
living conditions
lifestyles
Impact of colonialism may include:
legislation
land use
religion
education
alcohol
Negative changes may include:
personal trauma
stolen generation
dispossession
cultural disintegration
loss of social control
Positive changes may include:
education
living standards
Relevant Aboriginal and Torres Strait Islander organisational processes may include:
committee meetings in appropriate language
constitutions recognise Traditional Owners
decision-making processes
bush meetings
Areas of actual or potential harm may include:
artworks copyright
shift from community focus to business
Areas of social conflict may include:
schools
workplaces
public places
Strategies for eliminating damage may include:
legal options
negotiation
joint development
Appropriate non-Aboriginal and Torres Strait Islander sectors may include:
sporting clubs
schools
local government
businesses
church groups
Legislation and policy may include:
Native Title
Wik amendments
pastoral and mining leases
'Three Strikes' laws
GST
independent living allowance
extended trading hours (liquor)
Impacts may include:
lost of land and culture
cultural assimilation
unemployment
Development may include:
land developments
mainstreaming services
changing technologies
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
Evidence of the following is essential:
Integrated demonstration of all elements of competency and their performance criteria; and
Culture is maintained and protected
Context of and specific resources for assessment
Assessment must ensure:
This unit of competency should be assessed through the performance of Board duties, but in the event that there is no opportunity to observe such a performance a simulated environment can be used but such simulation must replicate Board conditions in terms of: performing the task; managing a number of different tasks; coping with irregularities and breakdowns in routine; dealing with the responsibilities and expectations of the Board, including working with others; and transferring competency to other situations
Knowledge and performance to be assessed over time to confirm consistency in performance
Method of assessment
The following assessment method is appropriate for this unit:
Performance of Board duties, or through an accurate simulation of Board duties
Guidance information for assessment
Replaces
State Code National Code Title Type
C3758 BSBATSIC403A Maintain and protect culture Unit of competency
Replaced By
State Code National Code Title Type
D4837 BSBATSIC412A Maintain and protect cultural values in the organisation Unit of competency