Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

ICAICT212A Mapping and Delivery Guide
Incorporate Indigenous needs and perspectives into IT environment

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency ICAICT212A - Incorporate Indigenous needs and perspectives into IT environment
Description This unit describes the performance outcomes, skills and knowledge required to use information technology (IT) to meet the specific needs of Indigenous learners.Note: delivery and assessment against this unit of competency must comply with Indigenous community protocols and guidelines and be supported by Elders or custodians of Country.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to people working with Indigenous people and communities requiring the information and communications technology (ICT) skills to use the communication technologies, software applications and hardware solutions being used, and to research and discuss possible alternative IT solutions.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
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
Elements of Competency Performance Criteria              
Element: Identify the use of IT systems in the Indigenous community
  • Identify local community organisations, including Indigenous community organisations and other relevant Indigenous and related agencies, that use IT
  • Determine specific Indigenous learning styles and knowledge systems that impact on the use of IT in an Indigenous community
  • Identify the most common communication technologies, software applications and hardware solutions used in the local community
  • Describe the use of IT in local community organisations, including Indigenous community organisations and other relevant bodies
       
Element: Identify and use specific IT resources relevant to Indigenous people
  • Identify a range of methods of accessing Indigenous and non-Indigenous electronic resources for research and learning
  • Identify and access relevant Indigenous and IT websites and other online resources
  • Following community consultation, discuss and compare the relevance of a range of Indigenous websites to Indigenous communities
       
Element: Identify appropriate IT resources to meet the needs of Indigenous people and communities
  • Use the most common local communication technologies, software applications and hardware solutions
  • Research and identify possible alternative communication technologies, software applications and hardware solutions
  • Discuss most appropriate IT resources with local Indigenous community, to meet Indigenous individual and community needs
       


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.

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 ability to:

identify common communication technologies, software applications and hardware solutions used in the local Indigenous community

identify specific Indigenous customs and practices that impact on the use of IT within the community

use current communication technologies, software applications and hardware solutions

identify and discuss possible alternative IT solutions.

Context of and specific resources for assessment

Assessment must ensure access to:

PC

relevant hardware components

OHS standards and organisational policies and procedures

relevant software applications

common communication technologies

appropriate learning and assessment support when required

modified equipment for people with special needs.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

verbal questioning of candidate to assess knowledge of common communication technologies, software applications and hardware solutions used in the local Indigenous community

direct observation of candidate using common communication technologies, software applications and hardware solutions used in the local Indigenous community.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, where appropriate.

Assessment processes and techniques must be culturally appropriate, and suitable to the communication skill level, language, literacy and numeracy capacity of the candidate and the work being performed.

Indigenous people and other people from a non-English speaking background may need additional support.

In cases where practical assessment is used it should be combined with targeted questioning to assess required knowledge.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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.

Required skills

basic research skills to identify alternative communication, software and hardware solutions

communication skills to:

communicate with peers and supervisors

seek assistance and expert advice

literacy skills to:

read and write at a basic level

use computer or online help functions

problem-solving skills to address basic computer problems

technical skills to:

access and use the internet

operate a personal computer (PC)

use basic application packages

use PC peripheral hardware.

Required knowledge

basic knowledge of operating system, hardware and software products

ergonomic principles to avoid back, wrist and eye strain

OHS principles and responsibilities relating to IT specific to Indigenous community customs and practices.

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.

Indigenous community organisations may include:

Aboriginal businesses

Aboriginal Land Councils

educational groups

Indigenous Coordination Centres (ICC)

multi-purpose centres

Tribal Councils.

Relevant Indigenous and related agencies may include:

Australian Bureau of Statistics

Centrelink

Department of Housing

education

government departments

internet providers.

Indigenous learning styles are generally characterised by cultural learning practices, including:

emphasis on looking, listening and learning

learning independently or in a family group

observation, imitation and participation

practical exercises

privately or in small groups

ensuring collective progression

using procedural questions

visual interpretation.

Indigenous knowledge systems may include:

being only available according to gender

being only available according to societal roles

ceremony

expression through cultural practices

knowledge of astronomy

lore or law

being maintained via Dreaming and creation stories

oral language transference

organisation through relationship and kinship ties

sacred and secret sites

social relationships

specific detail of Country

the Dreaming

ways that knowledge is maintained, such as through gatherings.

Communication technologies may include:

cable connections

internet service provider (ISP) connection properties

satellite connections

wireless system (wi-fi), such as a combination of:

digital subscriber line (DSL) modems

wi-fi network cards

wireless routers.

Software applications may include:

databases

email

graphics packages

internet browsers

spreadsheets

system browsers

word-processing.

Hardware solutions may include:

Bluetooth device

fax and modem

keyboard

laptop

mobile phone

monitor

mouse

multimedia kit

PC

personal digital assistant (PDA), such as palmtop

printer

scanner

speaker

tape cartridge

universal serial bus (USB) device

wi-fi router.

Indigenous and IT websites may include:

Aboriginal Affairs NSW Department of Human Services

Australian Apprenticeship Training Information Service

Australian Computer Society, ICT careers portal

Australian PC Authority

Department of Education, Employment and Workplace Relations, Indigenous portal

Department of Education, Employment and Workplace Relations, training skills for Indigenous students

Indigenous portal - Australian government services for Indigenous people

Koori Mail newspaper

National Indigenous Times newspaper

NSW Aboriginal Education Consultative Group Incorporated website

National Aboriginal Torres Strait Islander website

NSW Department of Aboriginal Affairs

PC World Australia.

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
Identify local community organisations, including Indigenous community organisations and other relevant Indigenous and related agencies, that use IT 
Determine specific Indigenous learning styles and knowledge systems that impact on the use of IT in an Indigenous community 
Identify the most common communication technologies, software applications and hardware solutions used in the local community 
Describe the use of IT in local community organisations, including Indigenous community organisations and other relevant bodies 
Identify a range of methods of accessing Indigenous and non-Indigenous electronic resources for research and learning 
Identify and access relevant Indigenous and IT websites and other online resources 
Following community consultation, discuss and compare the relevance of a range of Indigenous websites to Indigenous communities 
Use the most common local communication technologies, software applications and hardware solutions 
Research and identify possible alternative communication technologies, software applications and hardware solutions 
Discuss most appropriate IT resources with local Indigenous community, to meet Indigenous individual and community needs 

Forms

Assessment Cover Sheet

ICAICT212A - Incorporate Indigenous needs and perspectives into IT environment
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

ICAICT212A - Incorporate Indigenous needs and perspectives into IT environment

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: