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 AHCASW307, 'Support the documentation of Aboriginal cultural landscapes'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support the documentation of Aboriginal cultural landscapes' 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 the characteristics of Aboriginal cultural landscapes on Country | 1.1 Identify Aboriginal cultural landscapes and associated sites and features of cultural significance 1.2 Determine boundaries and extent of Country 1.3 Apply the concept of lore/law in the land 1.4 Describe Aboriginal cultural landscapes in ecological and archaeological terms, Aboriginal cultural language and spiritual terms, and traditional Aboriginal economic terms 1.5 Identify archaeological evidence of landforms |
2. Participate in investigations of cultural and historical records of an Aboriginal cultural landscape | 2.1 Identify from relevant databases or websites whether any historical records or previous research is available for the site 2.2 Participate in research activities to determine traditional understanding of the cycle of the seasons and meteorological phenomena, and of landform and vegetation community types in a cultural landscape 2.3 Determine environmental cultural knowledge, cultural connections and relationships with the landscape that are passed down generationally 2.4 Carry out investigations on Country in accordance with safe work policies and procedures, enterprise requirements and Burra Charter guidelines |
3. Identify Aboriginal cultural value links to cultural landscapes | 3.1 Identify cultural landscapes and determine links with Aboriginal cultural and Community knowledge 3.2 Describe relationships between Creation stories, oral histories, kinship and totemic to the cultural landscape 3.3 Identify gender access, roles and usage as this relates to the cultural landscape 3.4 Identify Aboriginal cultural values in cultural landscapes 3.5 Identify links between archaeological evidence and cultural landscapes 3.6 Identify indicators in the landscape that reveal traditional Aboriginal land management practices |
4. Describe Aboriginal cultural practices and beliefs which maintain cultural connections to cultural landscapes | 4.1 Identify appropriate persons within Communities who hold cultural knowledge 4.2 Identify appropriate Cultural Knowledge holders and/or Cultural Manager for an Aboriginal cultural landscape 4.3 Recount the range and interrelationship of Aboriginal beliefs and Aboriginal cultural and ceremonial practices that maintain connection with the cultural landscape 4.4 Document the associations of connection to Country through language, stories, song, dance and art if appropriate according to Community protocols and customs relating to disclosure of knowledge, using archaeological and Aboriginal terminology |