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 CHCEDS505A, 'Work effectively with Aboriginal and/or Torres Strait Islander students'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work effectively with Aboriginal and/or Torres Strait Islander students' 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. Identify personal cultural identity and its influence on interactions with Aboriginal and/or Torres Strait Islander students | 1.1 Identify significant events in own family's history which may influence own current beliefs and values 1.2 Identify aspects of the environment which influence own cultural identity 1.3 Examine aspects of family history and personal cultural identity for impact on personal values and interactions with Aboriginal and/or Torres Strait Islander students |
2. Research and document some of the impacts of colonisation on Aboriginal and/or Torres Strait Islander Australians | 2.1 Identify some Aboriginal and/or Torres Strait Islander historical issues for own district/state 2.2 Analyse the impact of some Aboriginal and/or Torres Strait Islander historical issues in own district/state 2.3 Identify some contemporary impacts of Aboriginal and/or Torres Strait Islander historical issues on Aboriginal and/or Torres Strait Islander people today 2.4 Research the diversity of Aboriginal and/or Torres Strait Islander populations in own educational organisation and the wider community |
3. Support cultural identity of Aboriginal and/or Torres Strait Islander students | 3.1 Identify and consult with appropriate persons to obtain knowledge of local Aboriginal and/or Torres Strait Islander groups 3.2 Identify and consult with colleagues to obtain knowledge about the cultural identity of Aboriginal and/or Torres Strait Islander students in the educational organisation 3.3 Develop skills and knowledge which enable supportive interactions with Aboriginal and/or Torres Strait Islander students 3.4 Handle information in a culturally appropriate way at all times including identification of how and with whom information can be shared 3.5 Provide opportunities for students to share local context and cultural knowledge 3.6 Use cultural diversity to enhance educational opportunities for all students 3.7 Incorporate recognition of and respect for Aboriginal and/or Torres Strait Islander languages into the learning context in consultation with the teacher |
4. Create safe learning environments and provide social support for student achievement | 4.1 In consultation with the teacher, plan and implement learning experiences that foster positive attitudes to learning and student achievement 4.2 Establish constructive relationships with students based on mutual trust and respect 4.3 Communicate and interact with students in an open, inclusive, equitable and ethical manner 4.4 Encourage involvement of family and community members in all aspects of the student's learning 4.5 Negotiate with community members any approaches to student support in areas that are outside of educational programs |
5. Contribute to the design and implementation of inclusive learning experiences | 5.1 Gather accurate and reliable information about students and their families from the teacher/ supervisor and use to identify student needs and design learning experiences 5.2 Evaluate learning and assessment resources to ensure they accurately represent different cultures, are not discriminatory and do not reinforce stereotypes 5.3 Provide classroom teacher with written and verbal reports on student performance 5.4 Plan and implement learning experiences that build on the diverse backgrounds of students and their families in consultation with the teacher/supervisor 5.5 Plan and implement learning experiences that focus on events, customs and beliefs relevant to Aboriginal and/or Torres Strait Islander communities in consultation with the teacher/supervisor 5.6 Access community resources that focus on events, customs and beliefs relevant to Aboriginal and/or Torres Strait Islander communities and, in consultation with the teacher/ supervisor, plan and use them in a culturally appropriate manner 5.7 Discuss with teacher/supervisor support for students whose skills in reading/writing Standard Australian English (SAE) (or equivalent) and numeracy are below conventional levels |
6. Actively support students in developing personal identity, self-esteem and a positive self-image | 6.1 Foster learning environments where relationships between students, teachers and other adults are based on trust and mutual respect 6.2 Communicate and interact with students to foster their confidence, self-esteem, self-image and self-efficacy 6.3 Plan, implement and evaluate group activities in consultation with the teacher, so that students use collaborative processes to set and achieve goals and solve problems 6.4 Follow the organisation's policies and procedures on pastoral care 6.5 Identify Aboriginal and/or Torres Strait Islander peers, mentors or members of staff to support individual students 6.6 Follow relevant protocols in working with Aboriginal and/or Torres Strait Islander community members |