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 CHCEDS403A, 'Promote and implement Aboriginal and/or Torres Strait Islander language and culture programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Promote and implement Aboriginal and/or Torres Strait Islander language and culture programs' 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. Support the teacher in the effective delivery of the education program to Aboriginal and/or Torres Strait Islander students | 1.1 Provide relevant information and advice to the teacher during planning and delivery of lessons 1.2 Prepare charts and displays on Aboriginal and/or Torres strait Islander culture as required 1.3 Support induction of teachers unfamiliar with the local Aboriginal and/or Torres Strait Islander culture 1.4 Use discussion and relevant procedures to foster cultural awareness of staff 1.5 Apply knowledge and understanding of appropriate behavioural and developmental characteristics to activities 1.6 Raise and explain cultural issues affecting learning or relationships to the teacher when appropriate |
2. Interpret for the teacher when there is a communication difficulty between teacher and the student | 2.1 Use knowledge of Aboriginal and/or Torres Strait Islander families, the community, and its culture to assist communication 2.2 Provide mediation between students, staff and others to promote mutual understanding according to direction 2.3 Provide students with lesson guidance as required |
3. Teach aspects of Aboriginal and/or Torres Strait Islander culture | 3.1 Support language programs through a team teaching approach and in collaboration with the community 3.2 Promote and support Aboriginal and/or Torres Strait Islander studies under the supervision of the teacher 3.3 Provide knowledge and understanding of the history, language and culture that promotes respect, understanding and harmony in the classroom |
4. Advise on Aboriginal and/or Torres Strait Islander studies and programs | 4.1 Provide advice on the cultural suitability of an education program and its resource materials 4.2 Source and access people to assist with classes in Aboriginal and/or Torres Strait Islander culture in consultation with teacher 4.3 Plan and organise visits to the school/centre by Aboriginal and/or Torres Strait Islander role models in liaison with teachers and according to school/centre protocol 4.4 Compile and develop resource lists which promote Aboriginal and/or Torres Strait Islander studies and culture |
5. Facilitate support for Aboriginal and/or Torres Strait Islander students on matters which affect their education | 5.1 Offer support to Aboriginal and/or Torres Strait Islander students through positive role modelling, classroom strategies, promotion of regular attendance and conduct of support groups 5.2 Arrange tutoring for students during the transition from one phase to the next or as required 5.3 Support relevant teaching staff in explaining career pathways and opportunities 5.4 Contribute to reviews or case conferences of Aboriginal and/or Torres Strait Islander students as required |