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 AHCILM507A, 'Plan for successful cultural practice at work'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Plan for successful cultural practice at work' 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. Summarise essential features of Aboriginal and Torres Strait Islander families and cultures | 1.1. Contemporary Australian indigenous history since 1788 is summarised. 1.2. The concepts and beliefs of the dreaming and before time are explained. 1.3. The link between economic organisation and ecology in Aboriginal and Torres Strait Islander societies is outlined. 1.4. The traditional social structures of Aboriginal and Torres Strait Islander societies are summarised. 1.5. The elements of Aboriginal or Torres Strait Islander societies (i.e. religion, land, ecology, social structure, political structure) are combined to create a whole. |
2. Review impacts of changes on Aboriginal and Torres Strait Islander societies since European invasion | 2.1. World colonisation and the impacts on indigenous peoples are outlined. 2.2. Racist behaviours and the impact that these have had on indigenous Australian peoples and communities is outlined. 2.3. The role the media and other agencies play in influencing public opinion is outlined. 2.4. The changes that have happened to Aboriginal and Torres Strait Islander societies since 1778 in relation to world colonisation and racial theories are broadly outlined. 2.5. The responses to the changes described above are broadly outlined. 2.6. Impacts that these changes have had on families and communities are summarised. 2.7. Personal responses to information about the positive and negative effects of colonisation are analysed. 2.8. The significance of these impacts on cultural practices is outlined. |
3. Analyse effects of examining isolated cultural elements of a holistic culture as individual doctrines | 3.1. Areas of overlap within sections of Aboriginal cultural life are explained, and areas of overlap within sections of Torres Strait Islander cultural life are explained. 3.2. The Aboriginal and Torres Strait Islander worldview, including the dimension of holistic notion of culture is explained. 3.3. The effects of compartmentalising a holistic culture are explained. |
4. Relate the implications for vocational area of government efforts to address continuing effects of colonisation | 4.1. Various policies implemented by governments to address the areas of Aboriginal and Torres Strait Islander affairs are investigated and explained. 4.2. The processes of bureaucracies that implement these policies are identified. 4.3. The effects of these policies and their implementation processes on communities are evaluated. 4.4. The effectiveness of a chosen policy is investigated through community consultation. 4.5. Strategies for redressing the perception of 'special treatment' for indigenous peoples in relation to the chosen policy are outlined. |
5. Outline the concept of cultural maintenance | 5.1. Features of identity and personal cultural maintenance are listed. 5.2. How these features are applied in daily work life is outlined. 5.3. The broader issues of cultural maintenance and cultural theft are outlined. 5.4. Cultural maintenance in relation to a work issue is defined. 5.5. Allowances for absences due to family/seasonal cultural practices and bereavement are acknowledged. 5.6. Conflicts and opportunities for cultural maintenance in work are outlined. 5.7. Possible strategies for cultural maintenance in work are developed. |
6. Characterise self as an effective indigenous practitioner in the environment field | 6.1. Possible sources of conflicts and opportunities in work roles are described. 6.2. Strategies for addressing these are developed. 6.3. A vision/set of aspirations for own work is developed. 6.4. Personal action plan and strategies for fulfilling this vision are outlined. 6.5. Appropriate complaint mechanisms are put in place. |
7. Plan culturally appropriate work practices | 7.1. Common culturally inappropriate work practices are detailed. 7.2. Ways in which indigenous practitioners can effect change to create greater cultural awareness are proposed. 7.3. The significance of not addressing the practice is discussed. 7.4. Strategies to change the practice are described. 7.5. An implementation and evaluation plan for the strategies is developed. |