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 AHCASW309, 'Interpret Aboriginal cultural landscape'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Interpret Aboriginal cultural landscape' 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
Elements describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Investigate cultural knowledge
1.1 Acknowledge the determination of Aboriginal people as the primary source of information about cultural knowledge
1.2 Work with cultural authorities to identify appropriate persons within communities who hold cultural knowledge
1.3 Access cultural knowledge through reference to the appropriate Knowledge Holders or Cultural Manager
1.4 Consult appropriate cultural authorities to obtain approval to be on Country
1.5 Determine boundaries and extent of Country
1.6 Establish ownership rights and intellectual property rights to Aboriginal cultural knowledge
1.7 Establish parameters for access and access restrictions in transferring cultural knowledge and information
1.8 Determine and record key principles, values and practices of Aboriginal cultural knowledge
1.9 Define relationships between cultural knowledge and Country according to Aboriginal cultural protocols
1.10 Determine and record the history of dispossession from Community sources and available resources
1.11 Recount lost connections to Country due to colonisation
2. Acquire information
2.1 Manage movement through Country/park/reserve to minimise disturbance and degradation to the park/reserve and surrounding environments
2.2 Determine the relationships between Aboriginal beliefs, Aboriginal sites, land features, seasons, artefacts, objects and spirituality
2.3 Identify landscape features and sites on Country in accordance with their place and role in Dreaming, Aboriginal spirituality and local cultural practices and ceremony
2.4 Make the association of connection to Country through language, stories, song, dance and art
2.5 Determine the role of lore and customs in matters of land, family, marriage, kinship, totem, clan and obligation
2.6 Use Aboriginal and common names to identify fauna and flora used for food and medicine
2.7 Investigate knowledge of relationships between plants and animals from Aboriginal beliefs, land management and cultural perspectives
2.8 Define simple bush tucker food chains relevant to Country and determine relationships to the cultural landscape
2.9 Carry out investigations in accordance with work health and safety and environmental sustainability policies and procedures
2.10 Document investigation in accordance with Community protocols and permissions, to enterprise standards
3. Relate information on cultural knowledge to others
3.1 Seek permissions from cultural authorities, relevant individuals and organisations for access, use and documentation of Aboriginal cultural information and material
3.2 Provide information on Aboriginal cultural knowledge to those who are authorised to possess that knowledge according to Community guidelines and Aboriginal cultural protocols
3.3 Relate information on cultural knowledge in an appropriate format and medium according to Community guidelines and cultural protocols
3.4 Refer requests for disclosure of information on Aboriginal cultural sites, landscapes and cultural material that infringes intellectual property rights of a group or Community to appropriate persons
3.5 Decline requests for disclosure of information on aspects of cultural knowledge by unauthorised individuals