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 LGALAND503A, 'Develop agreements with native title holders_traditional owners'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Develop agreements with native title holders_traditional owners' 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
1 Conduct background research to identify traditional owners
1.1 Protocols for consultation with Aboriginal or Torres Strait Islander people are researched and documented.
1.2 Appropriate research is undertaken to identify the correct traditional owners, including consultation with the relevant native title representative body and the National Native Title Tribunal (NNTT).
1.3 Expert advice is sought where appropriate.
2 Identify key stakeholders
2.1 NNTT is consulted about the requirements for registering an Indigenous land use agreement (ILUA).
2.2 Other stakeholders or potential parties to the agreement are identified through consultation with relevant government agencies.
2.3 Other Indigenous people with interests are identified.
2.4 Meetings are held with traditional owners to establish rapport and credibility.
3 Negotiate with traditional owners
3.1 The range of issues to be addressed through an agreement is clarified with council.
3.2 Highly desirable, unacceptable, or possible trade-off positions on each issue are identified for discussion with the traditional owners.
3.3 The scope of the negotiations is identified and agreed with traditional owners.
3.4 Culturally appropriate protocols for negotiations are established.
3.5 Levels of confidentiality and liaison with the media are agreed.
3.6 Processes and timing for consultation with the wider community are agreed.
3.7 Arrangements for liaison with the media are agreed.
3.8 Negotiations are appropriately managed and focussed on mutual outcomes.
3.9 Agreement is reached through negotiation and terms and conditions of agreement are drafted.
4 Register the agreement
4.1 Expert advice is sought on the draft terms and conditions of the agreement.
4.2 Draft terms and conditions of the agreement are documented.
4.3 NNTT is consulted about requirements prior to lodging an ILUA registration.
4.4 Application for registration is lodged with appropriate agencies and any queries or additional requirements are satisfied.
4.5 The agreement is registered.
4.6 Arrangements are established for implementation and fulfilment of commitments detailed in the agreement.