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 AHCASW301A, '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 |
1. Identify and communicate with key stakeholders | 1.1 Appropriate persons within communities who hold cultural knowledge relevant to determining the cultural significance of Aboriginal places and heritage are identified 1.2 Working relationships with key stakeholders that assist in the management of culturally significant places are developed 1.3 Communication approaches that place Aboriginal cultural protocols and values at the forefront and accommodate stakeholder concerns and interests are developed 1.4 Views on the way in which the cultural significance and resource can be conserved and used are regularly sought and obtained 1.5 Views obtained are included in organisational planning processes 1.6 Research on the Burra Charter process and on other existing industry guidelines is undertaken to ensure proper processes are planned for and applied to protection processes |
2. Define cultural significance | 2.1 Cultural knowledge holders inform the decision-making process to determine the cultural significance of places 2.2 Traditional Aboriginal knowledge and practices in managing Country and environment are acknowledged and respected 2.3 Aboriginal beliefs embedded in a place of cultural significance are determined 2.4 The embodiment of cultural significance in the place itself, its fabric, setting, use, associations, meanings, records, related places and related objects is recognised 2.5 An assessment of cultural significance is conducted 2.6 A statement of cultural significance is documented |
3. Identify threats to Aboriginal cultural places | 3.1 Threats to culturally significant places, both external and internal to the area under consideration, are identified 3.2 Details of evidence of land degradation are observed, described and recorded 3.3 A risk assessment of all threats to determine potential impact on sites and associated cultural landscape is undertaken 3.4 Protection/conservation measures to control potential and actual threats are determined |
4. Conserve significance | 4.1 Conservation policies and plans are used along with stakeholder views to plan ongoing conservation actions 4.2 Conservation activities are implemented in culturally sensitive ways 4.3 Current mainstream protection practices are compared with those of pre-European settlement in order to consider culturally appropriate alternative practices 4.4 Resources are obtained for conservation and restoration activities, along with any associated ceremonial/cultural activity |