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 AHCILM305A, 'Work with an Aboriginal 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 with an Aboriginal 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. Define Australian history from an Aboriginal cultural and Community perspective
1.1 Major characteristics of the social structures of Aboriginal societies are determined
1.2 Impacts on Aboriginal social structures following European colonisation are identified
1.3 Examples of resistance to European colonisation are recorded
1.4 Positive and negative effects of European colonisation are documented
1.5 Various approaches and resources which can be employed in order to identify cultural authorities for specific Country and Community are determined
1.6 Contemporary Aboriginal social, economic and political trends are researched in the context of Community life
2. Summarise actions of governments to deal with the effects of European colonisation on Aboriginal people
2.1 Major legislation and/or policy directions of governments that affect Aboriginal people are identified
2.2 Legal parameters relating to Aboriginal land ownership, acquisition and management are defined
2.3 Impacts of laws and/or policies on social structures of Aboriginal peoples are documented
3. Outline strategies for working with Aboriginal organisations and people
3.1 Differences in relation to working as an Aboriginal person (or non-Aboriginal person) within Aboriginal and non-Aboriginal communities and organisations are acknowledged and considered
3.2 Aboriginal ways of working are identified
3.3 Potential conflicts are recognised
3.4 Strategies for minimisation of conflicts are identified and implemented
4. Operate effectively in a job role working with an Aboriginal Community or organisation
4.1 Aboriginalcultural protocols are observed according to Community and/or organisational guidelines and procedures
4.2 Community traditions and customs are respected according to workplace policies and procedures
4.3 Productive relationships are built and maintained within the Aboriginal Community and organisation
4.4 Mutual respect is created and given as evidenced by effective engagement and shared outcomes with the Community and/or organisation over time
4.5 Feedback on personal work performance, interpersonal ways of relating and adherence to Aboriginal cultural protocols is valued and obtained