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 AHCILM306, 'Follow Aboriginal cultural protocols'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Follow Aboriginal cultural protocols' 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 Aboriginal beliefs and associated cultural protocols for different Country | 1.1 Identify and document the importance of Aboriginal beliefs and the relationship of these beliefs with cultural landscapes 1.2 Recognise and respect gender roles 1.3 Respect language groups and kinship networks within specific Country that inform the basis of social relationships and Community roles 1.4 Recognise and respect cultural taboos, factions and avoidance relationships 1.5 Acknowledge the rights of individuals within Communities and on Country to hold specific knowledge and ceremony 1.6 Acknowledge the rights of individuals within Communities and on Country to hold responsibility for Aboriginal sites and the cultural rules associated with sharing that knowledge 1.7 Respect and affirm the inherent diversity that exists within cultures and Communities |
2. Identify Aboriginal cultural authorities for specific Country in culturally appropriate ways | 2.1 Apply various approaches and resources to identify cultural authorities for specific Country 2.2 Research difficulties in identifying cultural authorities in various states and territories 2.3 Identify and consult appropriate cultural authorities 2.4 Apply the identification by cultural authorities of appropriate persons within Communities who hold cultural knowledge relevant to determining the cultural significance of Aboriginal objects and places 2.5 Respect and implement the provision of advice by cultural authorities 2.6 Respect and implement rights and responsibilities associated with cultural knowledge, story, song, site and ceremony 2.7 Support cultural knowledge holders to inform the decision-making process to determine the cultural significance of objects and places 2.8 Acknowledge and respect traditional knowledge and practices in managing Country and environment |
3. Relate Aboriginal cultural protocols to Community consultation | 3.1 Identify and record key protocols required for Aboriginal Community consultation 3.2 Acknowledge determination of Aboriginal people as the primary source of cultural information 3.3 Select participants for and methods of consultation in accordance with decisions made by Aboriginal cultural authorities 3.4 Use communication approaches that place Aboriginal cultural protocols and values as a principal concern 3.5 Undertake participation in Community consultation following appropriate cultural protocols for that Country and Community |
4. Recognise and administer Aboriginal ownership and intellectual property rights | 4.1 Establish ownership rights and intellectual property rights of Aboriginal cultural information and material 4.2 Recognise rights to control cultural heritage by Aboriginal people as custodians of Aboriginal culture 4.3 Apply access restrictions to cultural knowledge, information and material 4.4 Follow confidentiality measures for recording secret, sacred materials 4.5 Determine and administer the ownership of cultural knowledge, information and material 4.6 Report any identified infringement of copyright |
5. Access, transfer and use cultural information and material | 5.1 Seek permissions from cultural authorities, relevant individuals and organisations for access and use of Aboriginal cultural information and material 5.2 Abide by decisions from cultural authorities, relevant individuals and organisations to deny permission for access and use of Aboriginal cultural information and material 5.3 Establish and implement parameters for processes of transfer of cultural knowledge 5.4 Observe cultural restrictions on Aboriginal cultural information and Aboriginal material 5.5 Acknowledge and observe copyright and licensing issues related to access and use of Aboriginal cultural material and cultural information 5.6 Follow Aboriginal cultural requirements for communications about, and display, access and handling of Aboriginal cultural information and material 5.7 Acknowledge and agree to the implications of consent for accessing, transferring and using cultural information and materials |
6. Use appropriate personal and social protocols | 6.1 Observe appropriate use of personal protocols for addressing and greeting persons, personal contact, and gestures 6.2 Allow respect for local and Community traditions to guide personal presentation and conduct 6.3 Use personal communication styles such as language, non-verbal communication, discussion, meaning, questioning, eye contact and silence that reflect the customs and idioms of the local Community 6.4 Maintain a flexible attitude to address situations of cultural diversity and cross-cultural differences |