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 AHCASW302A, '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 |
1. Use an understanding of traditional cultural frameworks for Aboriginal peoples at work | 1.1 Relationship to the land is integrated into daily work routines 1.2 Relationships of Aboriginal objects, features 1.3 The interrelationship of discrete Aboriginal-sites to cultural frameworks is determined 1.4 Traditional knowledge, customs and cultural practices in managing Country are acknowledged and respected |
2. Recognise the traditional social frameworks for Aboriginal peoples | 2.1 Language groups and general lore/laws and customs are shared 2.2 Extended family structures and clans in physical and geographical locations are identified 2.3 Totemic structures and associated stories that relate to ancestral beings from the Creation Period are related to landscape features and sites 2.4 Social structures that define the social positions, behaviours and obligations are classified in kinship names, sections and networks 2.5 The kinship system determining roles and responsibilities, marriage unions, ceremonial relationships, funeral roles and behaviour patterns with other kin are identified 2.6 Marriage relationships resulting from the union of two moieties and/or skin names are determined 2.7 Gender roles are recognised and respected |
3. Relate Aboriginal spirituality to the landscape | 3.1 Aboriginal beliefs that determine Aboriginal cultural protocols are acknowledged and recorded 3.2 The connection between spirituality and the land is defined in local and trans-local terms of identity, culture and food 3.3 The historical and present living environments are related to Dreaming stories and cultural knowledge 3.4 Cultural language and customs embedded in the relationship to the land and Aboriginal-sites are recounted 3.5 Creation stories, oral histories, kinship and totemic relationships to the cultural landscape are defined 3.6 The sense of belonging to the land and culture embedded in landscape are recounted in culturally appropriate ways 3.7 Elements of spirituality are expressed 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 Variable cultural disintegration in modern evolving cultural landscapes is identified 4.2 The effects of cultural disconnection with the land, spirituality and ceremonial expressions of culture are recorded 4.3 Impacts of disintegration and disconnection on Aboriginal-sites are recorded 4.4 The evolving nature of Dreaming is acknowledged and respected 4.5 Current trends in mainstream culture and heritage and opportunities and threats to the Aboriginal-sites work sector are identified and documented |