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 AHCASW302, 'Relate Aboriginal culture to sites work'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Relate Aboriginal culture to sites work' 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. Apply understanding of traditional cultural frameworks when working with Aboriginal people | 1.1 Integrate the relationship to the land into daily work routines 1.2 Determine relationships of Aboriginal objects, features and cultural landscapes to Aboriginal beliefs 1.3 Determine the interrelationship of discrete Aboriginal sites to cultural frameworks 1.4 Acknowledge and respect traditional knowledge, belief systems, customs and cultural practices in managing Country |
2. Recognise traditional Aboriginal social frameworks | 2.1 Recognise different language groups and general lore/laws and customs 2.2 Identify extended family structures and clans in physical and geographical locations 2.3 Relate totemic structures and associated stories about ancestral beings from the Creation Period 2.4 Identify social structures that define the social positions, behaviours and obligations in kinship names, sections and networks 2.5 Identify the kinship system for determining roles and responsibilities, marriage unions, ceremonial relationships, funeral roles and behaviour patterns with other kin 2.6 Determine marriage relationships resulting from the union of two moieties or skin names 2.7 Recognise and respect gender roles |
3. Relate Aboriginal spirituality to the landscape | 3.1 Acknowledge and record Aboriginal beliefs that determine Aboriginal cultural protocols 3.2 Define the connection between spirituality and the land in local and trans-local terms of identity, culture and food 3.3 Relate the historical and present living environments to Dreaming stories and cultural knowledge 3.4 Recount cultural language and customs embedded in the relationship to the land and Aboriginal sites 3.5 Define the relationships of Creation stories, oral histories, kinship and totems to the cultural landscape 3.6 Recount the sense of belonging to the land and culture embedded in landscape in culturally appropriate ways 3.7 Express elements of spirituality in ceremony, rituals, stories, dance, song, art and language |
4. Relate the interactions between Dreaming, traditional beliefs and ceremonies to Aboriginal sites work | 4.1 Record the effects of cultural disconnection with the land, spirituality and ceremonial expressions of culture 4.2 Record impacts of disintegration and disconnection on Aboriginal sites 4.3 Acknowledge and respect the evolving nature of Dreaming 4.4 Identify and document current trends in mainstream culture and heritage and opportunities and threats to the Aboriginal sites work sector |