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 CUAPRF305A, 'Perform in ways that respect customary law, ethics and traditions'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Perform in ways that respect customary law, ethics and traditions' 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. Apply principles of Aboriginal and Torres Strait Islander customary law to performing arts practice
1.1. Seek advice from relevant personnel where appropriate to establish how principles of customary law affect own dance practice
1.2. Take guidance and direction from cultural mentors
2. Behave ethically and with respect for tradition
2.1. Provide rationale and scope for a code of ethics in a particular sector of the arts
2.2. Consult where relevant to determine parameters and contents of code of ethics
2.3. Compile a code of ethics and test it in the community to determine its workability
2.4. Act in terms of personal, professional and cultural values and principles
2.5. Advocate for and support the maintenance and renewal of traditions in appropriate ways
3. Identify copyright issues for the protection of cultural heritage
3.1. Apply knowledge of copyright to products
3.2. Seek advice where required, to ensure that copyright issues are fully addressed in terms of own rights and the rights of others
4. Liaise with Indigenous communities, groups and individuals in ethical and culturally appropriate ways
4.1. Seek advice where relevant to determine appropriateness of reasons for liaison and protocols to be complied with
4.2. Make ethical arrangements for contact which respect and support people’s cultural needs
4.3. Determine own rights and responsibilities in particular situations
5. Follow cultural protocols, ethics and traditions when rehearsing and performing
5.1. Comply with customary law and cultural protocols as they relate to performance
5.2. Implement strategies to account for cultural difference during performance of dance activity
5.3. Interact with and acknowledge directors, performers and audiences in appropriate ways