Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver AHCASW301, 'Protect places of Aboriginal cultural significance'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Protect places of Aboriginal cultural significance' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Element | Performance criteria |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Identify and communicate with key stakeholders | 1.1 Identify appropriate persons within communities who hold cultural knowledge relevant to determining the cultural significance of Aboriginal places and heritage 1.2 Develop working relationships with key stakeholders that assist in the management of culturally significant places 1.3 Develop communication approaches that place Aboriginal cultural protocols and values at the forefront and accommodate stakeholder concerns and interests 1.4 Seek and obtain views on the way in which the cultural significance and resource can be conserved and used 1.5 Report feedback to management for operational planning processes |
2. Define cultural significance | 2.1 Ensure cultural knowledge holders inform the decision-making process to determine the cultural significance of places 2.2 Acknowledge and respect traditional Aboriginal knowledge, practices, rights and responsibilities in managing Country and environment 2.3 Determine the Aboriginal beliefs embedded in a place of cultural significance 2.4 Recognise the embodiment of cultural significance in the place itself, its fabric, natural resources, setting, use, associations, meanings, records, related places and related objects 2.5 Assess cultural significance 2.6 Document cultural significance in accordance with Community permissions |
3. Identify threats to Aboriginal cultural places | 3.1 Identify threats to culturally significant places, both external and internal to the area under consideration 3.2 Observe, describe and record details of evidence of land degradation using standard industry and Indigenous terminology and according to Community permissions 3.3 Participate in a risk assessment of all threats to determine potential impact on sites and associated cultural landscape 3.4 Identify appropriate protection or conservation measures to control potential and actual threats |
4. Conserve significance | 4.1 Use conservation policies and plans along with stakeholder views to participate in planning for ongoing conservation actions 4.2 Implement conservation activities in culturally sensitive ways, and in accordance with Burra Charter guidelines and enterprise, Community and legislative requirements 4.3 Apply safe and environmentally sustainable work practices 4.4 Obtain resources for conservation and restoration activities, along with any associated ceremonial or cultural activity |