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 AHCASW309A, 'Interpret Aboriginal cultural landscape'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- 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
ELEMENT | PERFORMANCE CRITERIA |
1. Investigate cultural knowledge | 1.1 The determination of Aboriginal people as the primary source of information about cultural knowledge is acknowledged 1.2 The identification by cultural authorities of appropriate persons within communities who hold cultural knowledge is performed 1.3 Cultural knowledge is accessed through reference to the appropriate knowledge holders and/or cultural manager 1.4 Appropriate cultural authorities are consulted and approval to be on Country is obtained 1.5 Boundaries and extent of Country are determined 1.6 Ownership rights and intellectual property rights to Aboriginal cultural knowledge are established 1.7 Parameters for access and access restrictions in transferring cultural knowledge and information are established 1.8 Community lore/laws, customs and speaking rights about cultural knowledge are respected 1.9 Key principles, values and practices of Aboriginal cultural knowledge are determined and recorded 1.10 Relationships between cultural knowledge and Country are defined according to Aboriginal cultural protocols 1.11 The acquisition of the history of dispossession from Community sources and available resources is undertaken 1.12 Lost connections to Country due to colonisation are recounted |
2. Acquire information | 2.1 Movement through Country/park/reserve is managed to minimise disturbance and degradation to the park/reserve and surrounding environments 2.2 The relationships between Aboriginal beliefs, Aboriginal-sites, land features, seasons, artefacts, objects and spirituality are determined 2.3 Landscape features and sites on Country, in accordance with their place and role in Dreaming, Aboriginal spirituality and local cultural practices and ceremony, are identified 2.4 The association of connection to Country through language, stories, song, dance and art is made 2.5 The role of lore and customs in matters of land, family, marriage, kinship, totem, clan and obligation is accounted for 2.6 Fauna and flora used for food and medicine are identified and Aboriginal names and common names are used 2.7 Knowledge on relationships of plants and animals is investigated from Aboriginal beliefs, land management and cultural perspectives 2.8 Simple bush tucker food chains relevant to Country are defined and relationships to the cultural landscape determined |
3. Relate information on cultural knowledge to others | 3.1 Permissions from cultural authorities, relevant individuals and organisations for access, use and documented Aboriginal cultural information and material are sought and may be obtained or denied 3.2 Information on Aboriginal cultural knowledge is provided to those who are authorised to possess that knowledge according to Community guidelines and Aboriginal cultural protocols 3.3 Information on cultural knowledge is related in an appropriate format and medium according to Community guidelines and cultural protocols 3.4 Requests for disclosure of information on Aboriginal cultural sites, landscapes and cultural material that infringes intellectual property rights of a group or Community are referred to appropriate persons. Requests for disclosure of information on aspects of cultural knowledge by unauthorised individuals are appropriately declined |