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 AHCILM306A, '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 |
1. Identify Aboriginal beliefs and associated cultural protocols for different Country | 1.1 The importance of Aboriginal beliefs and the relationship of these beliefs with cultural landscapes are identified and documented 1.2 Gender roles are recognised and respected 1.3 Language groups and kinship networks within specific Country that inform the basis of social relationships and Community roles are respected 1.4 Cultural taboos, factions and avoidance relationships are recognised and respected 1.5 The rights of individuals within communities and on Country to hold specific knowledge and ceremony are acknowledged 1.6 The rights of individuals within communities and on Country to hold responsibility for Aboriginal-sites and the cultural rules associated with sharing that knowledge are acknowledged 1.7 The inherent diversity that exists within cultures and communities is respected and affirmed |
2. Identify Aboriginal cultural authorities | 2.1 Various approaches and resources that can be employed in order to identify cultural authorities for specific Country are applied 2.2 Difficulties in identifying cultural authorities in various states and territories is researched 2.3 The appropriate cultural authorities are identified and consulted 2.4 The identification by cultural authorities of appropriate persons within communities who hold cultural knowledge relevant to determining the cultural significance of Aboriginal objects and/or places is applied 2.5 The provision of advice by cultural authorities is respected; with advice and decisions by cultural authorities on identifying appropriate persons for consultation implemented 2.6 Rights and responsibilities associated with cultural knowledge, story, song, site, and ceremony are respected and implemented 2.7 Cultural knowledge holders inform the decision-making process to determine the cultural significance of objects and/or places 2.8 Traditional knowledge and practices in managing Country and environment are acknowledged and respected |
3. Relate Aboriginal cultural protocols to Community consultation | 3.1 Key protocols required for Aboriginal Community consultation are identified and recorded 3.2 Determination of Aboriginal people as the primary source of cultural information is acknowledged 3.3 Decision making by Aboriginal cultural authorities for when consultation is required, the selection of participants, and ways in which consultations are conducted is determined 3.4 Communication approaches that place Aboriginal cultural protocols and values as a principal concern are implemented 3.5 Participation in Community consultation following appropriate cultural protocols for that Country and Community is undertaken |
4. Recognise and administer Aboriginal ownership and intellectual property rights | 4.1 Ownership rights and intellectual property rights of Aboriginal cultural information and material is established 4.2 Rights to control cultural heritage by Aboriginal people as custodians of Aboriginal culture are recognised 4.3 Access restrictions to cultural knowledge, information and material are applied 4.4 Confidentiality measures for recording secret, sacred materials are followed 4.5 The ownership of cultural knowledge, information and material, is determined and administered 4.6 Any identified infringement of copyright is reported to appropriate personnel |
5. Access, transfer and use cultural information and material | 5.1 Permissions from cultural authorities, relevant individuals and organisations for access and use of Aboriginal cultural information and material are sought and may be obtained or denied 5.2 Parameters for processes of transfer of cultural knowledge are established and implemented 5.3 Adherence to cultural restrictions on Aboriginal cultural information and Aboriginal material is observed 5.4 Copyright and licensing issues related to access and use of Aboriginal cultural material and cultural information are acknowledged and observed 5.5 Aboriginal cultural requirements for communications about, and display, access and handling of, Aboriginal cultural information and material are followed 5.6 The implications of consent for accessing, transferring and using cultural information and materials are known and agreed |
6. Use appropriate personal and social protocols | 6.1 Appropriate use of personal protocols of addressing persons and greetings, personal contact, and gestures is observed 6.2 Personal presentation and conduct is guided by respect for local and Community traditions 6.3 Personal communication styles for language, non-verbal communication, discussion, meaning, questioning, eye contact and silence reflect the customs and idioms of the local Community 6.4 A flexible attitude is used to address situations of cultural diversity and cross-cultural differences |