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 AHCILM303A, 'Work in an Indigenous community or organisation'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Work in an Indigenous community or organisation' 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
1. Gather information about indigenous and non-indigenous social structures
1.1. Major characteristics of the social structures of Aboriginal and Torres Strait Islander societies are determined.
1.2. Main characteristics of the social structure of British society (1770-1790) are defined.
1.3. Impacts on indigenous social structures following European colonisation are identified.
1.4. Examples of resistance to European colonisation are recorded.
1.5. Positive and negative effects of European colonisation are documented.
2. Summarise actions of governments to deal with the effects of European colonisation on indigenous people
2.1. Major legislation and/or policy directions of governments that affect Aboriginal and Torres Strait Islanders are identified.
2.2. Legal parameters relating to indigenous land ownership, acquisition and management are defined.
2.3. Impacts of laws and/or policies on social structures of indigenous peoples are documented.
3. Outline responses of indigenous peoples
3.1. Responses by communities relating to social impacts of European colonisation are identified.
3.2. Influences and trends affecting indigenous peoples' responses are determined.
3.3. The source of influences and trends affecting indigenous peoples' responses is identified.
3.4. Positive responses for the maintenance of indigenous peoples' culture and/or growth of culture are recorded.
3.5. Personal responses to these trends are related.
4. Operate within an indigenous community or organisation
4.1. Cultural protocols are observed according to community and/or organisational guidelines and procedures.
4.2. Community traditions and customs are respected and reflected in workplace policies and procedures.