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 LGAPLEM612B, 'Protect heritage and cultural assets'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Protect heritage and cultural assets' 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 Prepare inventory of heritage and cultural assets | 1.1 Heritage and cultural assets within the community, and council expectations and requirements relating to them, are identified. 1.2 The significance of each heritage and cultural asset is assessed according to established criteria and community expectations. 1.3 An adequate information base of significant places is obtained through comprehensive field investigation and research. 1.4 Data is collected accurately and objectively on heritage and cultural assets. 1.5 A comprehensive inventory of heritage and cultural assets is prepared with full and detailed descriptions of history and significance. |
2 Assess threats and opportunities for the protection of heritage and cultural assets | 2.1 Threats and opportunities are identified to ensure all factors are fully assessed. 2.2 Based on input from council and the community, criteria are established to enable threats and opportunities to be prioritised. |
3 Identify and develop strategies for the protection of heritage and cultural assets | 3.1 Criteria are established to identify priorities. 3.2 Consultation with the community and property owners is undertaken to seek views on the conservation action required to protect the significant attributes of the area. 3.3 A framework for the legal protection of heritage and cultural assets is established through existing legislation. 3.4 Practical and appropriate strategies to conserve heritage and cultural assets are determined. 3.5 The effectiveness of strategies is assessed through a comparison with methods used elsewhere. 3.6 The policy elements of the proposed heritage program are determined. 3.7 Innovative approaches are developed to protect heritage and cultural assets in response to the local community need. |
4 Implement strategies for the protection of heritage and cultural assets | 4.1 The study and program are adopted by the local authority. 4.2 Consultation is undertaken with the community and property owners about the study and proposed heritage program. 4.3 Financial resources are identified and procured within budget cycles to support the achievement of required outcomes. 4.4 Personnel are identified, trained and assigned to tasks so that requirements for skills and knowledge are met. 4.5 Physical facilities and equipment are identified and procured within budget cycles to support the achievement of required outcomes. 4.6 Community education and information materials are prepared and distributed to ensure ongoing support for the strategy. 4.7 The strategy is incorporated into council policies and procedures and relevant legislation. 4.8 A timetable for implementation is established and priorities are set. |
5 Monitor and review the effectiveness of strategies to protect heritage and cultural assets | 5.1 Further research is undertaken on places listed as being of local significance in the study. 5.2 Additional plans of significance are identified and reviewed. 5.3 An annual heritage report is prepared if required. 5.4 Information received from monitoring and review is used to develop new strategies that are based on accumulated knowledge and experience. |