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 AHCILM402A, 'Report on place of potential cultural significance'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Report on place of potential cultural significance' 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 evidence of past activities | 1.1. Movement through park/reserve is managed to minimise disturbance and degradation to the park/reserve and surrounding environments; especially in relation to known and potential places of significance; and complies with legislative requirements, Codes of Practice and the park/reserve management strategy and plan. 1.2. Land forms including caves and potential sites for rock art, flora, fauna and settings are observed to identify potential places of previous human activity which could have cultural and/or natural significance, as part of operational duties. 1.3. Signs of previous human activity are assessed and documented. 1.4. Park/reserve activities are reviewed in light of potential significance and maintained, modified or halted to enterprise procedures to maintain significance. 1.5. Where activities have or may affect the potential significance, notes and records are made of the original state of the non-indigenous activities at the place, or directions are sought from indigenous stakeholders or cultural reference group in reference to indigenous activities. 1.6. Where potential places of significance are identified, field notes are taken of location in terms of other park/reserve features, survey markers, and/or global positioning. 1.7. Reasons for identifying potential significance are recorded. 1.8. Location is referred to indigenous stakeholders or cultural reference group for any directions. |
2. Implement interim protection measures | 2.1. Immediate and longer-term risks associated with the conservation of the place are identified according to enterprise guidelines, relevant charters and Codes of Practice. 2.2. Interim protective measures are taken to avoid degradation, disturbance, and deterioration, and any action which may break cultural protocols. 2.3. Existing activities of personnel and visitors are modified to reduce/eliminate risks to the significance of the place. |
3. Report observation | 3.1. Field notes on location are collated and recorded to enterprise requirements. 3.2. Enterprise records are reviewed to reveal any existing information about the non-indigenous significance of the place. 3.3. Colleagues are notified in a report about finding and interim protective measures. 3.4. Advice is sought on the potential cultural and natural significance of the place and any additional required protective measures from indigenous stakeholders or cultural reference group, from specialists in or external to the enterprise, according to enterprise procedures. 3.5. Interim assessment of place is documented and reported to enterprise and legislative requirements and best practice guidelines and Codes of Practice. |