Teacher guide
Cultural Resource Management
flexiblelearning.net.au/Toolbox
Teacher guide Cultural resource management
The views expressed in the copyright work do not necessarily represent the views of the Commonwealth of Australia.
Broadband Content Services, National VET E-learning Strategy, © Commonwealth of Australia (Department of Industry Innovation,
Science, Research and Tertiary Education) 2012.
With the exception of the Commonwealth Coat of Arms, the Department’s logo, any material protected by a trade mark and where
otherwise noted, all material presented in this document is provided under a Creative Commons Attribution-ShareAlike 3.0 Australia
(http://creativecommons.org/licenses/by-sa/3.0/au ) licence.
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Teacher guide Cultural resource management
Table of Contents
Table of Contents ..................................................................................................................... 3
Introduction............................................................................................................................... 5
Getting started delivering e-learning....................................................................................... 7
Getting you started .................................................................................................................. 7
How to install the Toolbox ....................................................................................................... 7
Preparing to use the Toolbox .................................................................................................. 7
Computer and technical requirements .................................................................................... 9
Hardware ................................................................................................................................ 9
Software .................................................................................................................................. 9
Customisation ....................................................................................................................... 10
Online teaching strategies ..................................................................................................... 11
Social networking .................................................................................................................. 11
Preparing the learners to use the materials ........................................................................... 12
Qualification and competencies ............................................................................................ 14
Toolbox qualifications and competencies .............................................................................. 14
Mapping to AHC10 Training Package, qualification and units. ............................................... 14
Unit guides ............................................................................................................................ 16
Employability Skills ................................................................................................................ 17
Overview of the selected competencies ................................................................................ 20
Target audiences .................................................................................................................... 21
Learners ................................................................................................................................ 21
Knowledge and skill requirements ......................................................................................... 21
Language, Literacy and Numeracy (LLN) requirements ........................................................ 23
Teachers/trainers/facilitators ................................................................................................. 23
Business mentors.................................................................................................................. 24
Underpinning ideas ............................................................................................................... 24
Toolbox structure and design ................................................................................................ 26
Teacher’s role ....................................................................................................................... 26
Site map ................................................................................................................................ 27
Key features .......................................................................................................................... 28
Cultural Resource Management Toolbox – main page .......................................................... 29
Suggested study sequence ................................................................................................... 29
Navigating the Cultural Resource Management Toolbox ....................................................... 30
Communication tools ............................................................................................................. 33
Collaboration ......................................................................................................................... 34
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Glossary ................................................................................................................................ 34
Learning objects .................................................................................................................... 34
Teaching and learning design ............................................................................................... 36
Contextual delivery advice..................................................................................................... 36
Tasks and activities ................................................................................................................ 38
Prior knowledge and skills ..................................................................................................... 38
Activities ................................................................................................................................ 38
Learningscape....................................................................................................................... 40
Supplementary resources ..................................................................................................... 61
Assessment strategies ........................................................................................................... 62
Recognition of prior learning (RPL) ....................................................................................... 62
Access, equity and Indigenous Toolboxes ........................................................................... 63
Access and equity ................................................................................................................. 64
Getting help............................................................................................................................. 65
Contact Information ................................................................................................................ 65
Appendix A – Competency alignment to Toolbox activities ................................................ 66
Appendix B – RPL checklist................................................................................................... 72
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Teacher guide Cultural resource management
Introduction
Welcome to the Cultural Resource Management Toolbox.
This Teacher guide will assist trainers and teachers wishing to use the Toolbox, either in its
complete form or as a source of learning components, in the development of their own teaching
programs.
The purpose of the Teacher guide is to show how the Toolbox resources can be effectively used to
assist in the delivery of a program. It is written in a non-prescriptive way, assuming that the trainers
will want to select aspects of the Toolbox, substitute others and customise aspects for their own
audience including learners with language, literacy and numeracy needs.
These strategies will provide opportunities to maximise the learning experience through the use of
the Toolbox and take advantage of the collaborative learning environment that can be achieved
through facilitated discussion and information sharing amongst a group of learners.
Series 5.18 Flexible Learning Toolbox
Supporting resources for :
 RTD20102 Certificate II in Conservation and Land Management RTD30102 Certificate III in
Conservation and Land Management RTD40102 Certificate IV in Conservation and Land
Management (superseded) from RTD02 Conservation and Land Management training
package (superseded)
with mapping to:
 AHC21010 Certificate II in Conservation and Land Management, AHC31410 Certificate III in
Conservation and Land Management AHC40910 Certificate IV in Conservation and Land
Management
 from AHC10 Agriculture, Horticulture and Conservation and Land Management Training
Package version 2.1 (released Oct 2011).
22/05/2012: Version 1.2
This Teacher guide has been reviewed and updated to support the continued use and application of
the Cultural Resource Management Toolbox to meet the requirements of the AHC10 Agriculture,
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Teacher guide Cultural resource management
Horticulture and Conservation and Land Management Training Package version 2.1 (release Oct
2011).
The Toolbox itself has not been altered.
Training Package
Superseded Training
Package
Training Package as
at October 2011
Date
released
RTD02 Conservation
and Land
Management
AHC10 Agriculture,
Horticulture and
Conservation and
Land Management
v2.1 – Oct
2011
Comment
Qualification
Superseded
qualifications
Qualification as at
October 2011
Superseded
date
Comment
RTD20102
Certificate II in
Conservation and
Land Management
AHC21010 Certificate
II in Conservation and
Land Management
Oct 2011
AHC21010 requires 15 units for
completion (5 core units).
RTD30102
Certificate III in
Conservation and
Land Management
AHC31410 Certificate
III in Conservation
and Land
Management
AHC31410 requires 16 units for
completion (2 core units).
RTD40102
Certificate IV in
Conservation and
Land Management
AHC40910 Certificate
IV in Conservation
and Land
Management
AHC40910 requires 12 units for
completion (1 core units).
See Section ‘Qualification and competencies’ for detailed mapping information.
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Getting started delivering e-learning
Getting you started
If you are new to e-learning, we suggest you visit http://designing.flexiblelearning.net.au/.
This site provides some answers to two big questions: What is e-learning? And how do you do it?
There are a number of resources that provide learning designs, learning materials, strategies that
come with downloadable guides. Some of the areas covered are:
 Get started in e-learning.
 Explore e-technologies.
 Plan an e-learning initiative.
 Design an e-learning course.
 Develop an e-learning plan.
How to install the Toolbox
To start using this CD-ROM:
Insert the Toolbox CD in your CD-ROM drive. In most cases the CD will automatically run, if it
doesn't then do one of the following:
 Using Windows Explorer (or your equivalent) double click on the CD-ROM icon to view the
files contained on the CD-ROM. Then double-click on the file called ‘default.htm’ at the root
directory level.
or
 Using your web browser, go to the ‘File’ menu and select ‘Open file’, browse to the location of
the CD-ROM and open the file 'index.htm' at the root directory level.
Preparing to use the Toolbox
This Teacher guide has been developed to help you to use the Cultural Resource Management
Toolbox to deliver the Certificate II, Certificate III and Certificate IV in Conservation and Land
Management.
It explains the types of activities and resources contained in the Toolbox and offers suggested
delivery strategies and opportunities for customisation to help you to maximise the learning
experience for your learners. This includes providing guidance on how to create a collaborative
learning environment through facilitating discussions and information sharing amongst the group of
learners.
As a workplace trainer or supervisor, it is important to set aside adequate time to familiarise yourself
with the Toolbox and its resources so you can properly support your learners. Teachers have
reported the greatest successes when they first familiarised themselves with the Toolbox,
integrating it with their course, developing learner activities and additional material and thus guiding
the learners through using the Toolbox.
It is important to prepare to use the Toolbox. The following tips for trainers highlight important
information you should consider when introducing Toolboxes into your training.
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 Set aside adequate time to familiarise yourself with the Toolbox so you can properly support
your learners.
 Internet sites change over time so make sure you check for broken links prior to using the
Toolbox.
 Set realistic time frames for implementation.
 Integrate the Toolbox into your teaching delivery, just as you would any new teaching
resource.
 Using a Toolbox is not about leaving learners alone to learn for themselves, but about using a
new medium as a part of an overall teaching delivery strategy.
 If you choose to conduct group activities via discussion boards or wikis, you will need to set up
discussion threads/wiki headings prior to commencing the activity.
 You may need to provide instructions to the learners on how to use communication tools such
as email, Wiki, virtual conferencing or chat.
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Computer and technical requirements
Nothing spoils a computer-based learning experience more than technical problems and difficulties.
On the ‘Enter Cultural Resource Management’ page of the Toolbox, there is a link to the ‘Technical
guide’ that displays the system requirements. Some users do not check this prior to using the
Toolbox and discover they don’t have the required software installed on their computer, or that their
computer doesn’t meet the minimum requirements. It is worth checking with your Systems or IT
Coordinator.
However, Toolboxes are designed for a standard specification computer and Internet connection
eliminating many problems. You can help by making sure your learners have checked their
computer against the minimum specifications listed, and where necessary help them to download
required plugins. For your reference, below is a copy of the information presented within that link
from the home page.
Incorrect versions of these applications could result in information being shown in an unreadable
form or not shown at all.
Hardware
To use the learning material in this unit, learners will need a computer with the following features:
 IBM® compatible with a 1 GHz processor running Windows 2000, XP, Vista, Windows 7 or
 Apple Macintosh® with a 500 MHz processor running OSX v10.5 with:
o
o
o
o
o
512 MB of RAM
1024 x 768 pixel display
CD-ROM drive
Internet access
Sound card.
Software
Learners will also need the following software/plug-ins installed on their computer:
 Internet Explorer 6.0 or above (http://www.microsoft.com/)
or
 Firefox 3.0 or above (http://www.mozilla.com/)
or
 Safari 3 or above (http://www.apple.com/)
 Microsoft® Word 97 or a similar word processing program to open and use downloadable
forms, checklists and worksheets.
 Adobe® Flash Player 10. If you haven’t got this plug-in, you can download and install the
latest free version from: www.adobe.com
 Adobe® PDF Reader 8.0 or above. If you haven’t got this plug-in, you can download and
install the latest free version from: www.adobe.com
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Customisation
Toolboxes are designed to be customised. This is an important feature. Teachers are invited to use
parts of a Toolbox that compliment their training sessions and/or incorporate their own materials into
a Toolbox.
There are mini tutorials available on the Toolbox website that may assist you in customising a
Toolbox. These can be found at: http://tle.tafevc.com.au/toolbox/access/search.do.
If you require assistance with your customisation, please contact the Content Services Advisor in
your state. You will find a list of Content Services Advisors at
http://toolboxes.flexiblelearning.net.au/support.
To customise resources in this Toolbox you will need software such as:
 An HTML text editor such as Homesite®, BBEdit® or Adobe® Dreamweaver to edit web
pages. Alternatively, for a free downloadable text editor, try Kompozer –
http://www.kompozer.net/download.php.
 A word processor such as Microsoft® Word to edit documents.
 If customisation of multimedia interactions is required, then the following applications may be
necessary:
o
o
o
o
o
Flash CS3
XML SPY or equivalent XML editing tool
Photoshop/Fireworks (or equivalent) for editing still images
SoundEdit16 (or equivalent) for editing sound content
Premiere (or equivalent) for editing video content.
Brief customisation options for the Toolbox are provided in the Technical guide, which can be
accessed from the link on first page of the Cultural Resource Management Toolbox.
Accessing individual resources
 All images are accessible by browsing to the /images/ directory.
 All PDFs are accessible by browsing to the /pdf/ directory.
 All audio is accessible by browsing to the /audio/ directory.
 Most Flash movies must be viewed within the website in order to function.
Customising the Discussion link
To customise the online discussion link that learners are instructed to use, please follow these
steps:
 Open the file "discussion_redirect.htm" in the root directory.
 Modify the line that begins "var DiscussionLink"... and replace the default
"http://www.anta.gov.au/" with your desired online discussion link.
 Save the file.
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Online teaching strategies
Teaching in an online environment focuses on facilitating and guiding the learner’s progress.
Learners have significant learning resources available to them in the Toolbox, in the workplace and
on the internet. Helping learners to navigate this information and pinpoint the relevant materials to
meet performance criteria is the central role. It requires a clear statement of learning objectives and
regular feedback on learner progress.
Toolboxes are designed to encourage this learner collaboration and the activities are customisable
depending on requirements. It is the trainer’s decision how this collaboration occurs. For example:
 A trainer might set up a discussion board or online discussion forum around how to save
energy in the home. A start and finish date might be set for the discussion, and a proportion
of final assessment weighted to participation. Learners may be notified of these
requirements by email, as well as through an initial posting on the bulletin board, if one has
been set up for the learners. The bulletin board (along with other tools) is a useful record of
learner contributions for assessment purposes.
Online discussions will only work if there is a sense of team collaboration, so it is important that you
consider how to develop this team environment. Throughout the tasks in this Toolbox, there are
many opportunities for learners to communicate with their colleagues. Below are some tips that
could help you to set up and facilitate communication activities with the learners.
 You can use an online icebreaker in a computer training room or with learners who are at
different locations.
 If you intend for your learners to collaborate online (using email, a learning management
system, or a web discussion board) it’s important to give them a chance to get familiar with
each other by using the medium, before they get down to the serious part.
 Set group projects based on the worksheets and journals.
Social networking
Every day, your learners communicate with each other in new and different ways, and emails and
bulletin boards are not always the preferred options. Mobile phones, text messaging and creating
and sharing media files (videos, graphics, podcasts) are other common forms of communication that
people currently use.
Social networking tools allow you to assist learners to network with other learners as they complete
Toolbox activities. For example, you can ask learners to create networks by:
 reviewing Your Guide to Social e-learning for additional information and ideas.
http://socialelearning.flexiblelearning.net.au/social_elearning/index.htm
 sharing their work in weblogs, for example writing in their own blog or sharing mobile phone
photos in moblogs (mobile weblogs)
 collaborating with others to develop documents, for example, using wikis to put together a
response to a problem
 creating and sharing photos of their work using photo sharing software, for example, Flickr
www.flickr.com
 creating and sharing bookmarks of sites they have found useful in research, for example,
www.delicious.com
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 creating and sharing media files capturing their work, for example MP3s or video files
 sharing their evidence for assessment in social networking spaces on the internet
 sharing ideas and information via a virtual conference.
Preparing the learners to use the materials
The following tips for learners highlight important information to be considered when introducing the
use of Toolboxes into your delivery strategy:
Implementing successful Toolbox delivery
 Flexible delivery is not about leaving learners alone to learn for themselves, but about using a
new medium as a part of an overall teaching delivery structure that is well defined.
 Structured learning – In an evaluation of Toolboxes, the overall message from teachers was
that ‘structure means success’ and reflects their recognition that effort is required to integrate
the Toolbox into their teaching delivery – just like building any new teaching resource.
 Orientation to the Toolbox – Feedback from the same evaluation of Toolboxes suggested that
orientation sessions appeared to be a feature of the more successful trials. Providing
orientation to the Toolbox in a practical, face-to-face session with learners actually using the
Toolbox is clearly a key to a successful use. It provides a mixture of technical and
pedagogical assistance that aligns the Toolbox with the qualification and the course.
 Other resources – It is highly recommended that learners be referred to a range of other
resources outside the Toolbox, including textbooks, websites, video etc.
Providing support
 It is important to plan ahead and obtain management support, set realistic timeframes for
implementation and gain support from the learner’s employer before introducing the Toolbox.
 Make sure that you are aware of legislation and regulations which may impact on flexible
delivery of the Toolbox. For example, learners working at home, traineeship agreements,
apprenticeship agreements and enterprise-based arrangements.
 Establish whether your learners have completed any previous units online. This way you can
gauge how much support you will need to provide to coach learners in development of online
learning skills, as well as the content in the units. You will probably find learners require
different levels of support. In the first few weeks get a clear picture of how each learner is
coping to enable early intervention.
 If you manage a very large group of learners, create a sense of community online by setting
up study groups of four to eight learners, all of whom begin the Unit at more or less the same
time. This makes it easier for learners to gain the benefits of social learning and to form
networks and provide support to each other as they study.
 Once you have set up the study group, facilitate an online ‘icebreaker’ activity when learners
start the Unit. You could include ideas for facilitating this activity within the Teacher Guide.
 Plan ahead and be clear to your learners about which group work activities you expect them
to complete.
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Tasks and discussion board activities
 If you choose to include discussion board exercises, you will need to set up discussion
threads prior to commencing the activity. You will also need to advise learners of these
requirements.
 You should also encourage learners to use a discussion board to ask for assistance if they are
unsure of where to find a resource. You may need to provide instructions to the learners on
how to use communication tools such as e-mail, discussion board, or chat. TIP: make use
of the LMS delivery tools.
 If you are delivering the program online, email will be the primary method of communication
with your learners, so ensure that you have a clear system of email folders for managing the
traffic.
 Send emails to all learners with reminders of the tasks that should be completed, the tasks in
progress with reminders for times of chats or forums during that week. Alerting learners to
activities for which they should be undertaking individual learning (e.g. in learning tasks and
learning packs) prior to a group activity in the week to come can also be helpful. You might
comment on the quality of work in the preceding week and provide tips and encouragement
for the task at hand.
 Be clear about timeframes by setting targets for learning. These can help you with your ‘online
lesson’ planning. You will need to set frameworks so that learners know what to do, and
when to do it.
 When learners are about to start an online group activity, send them an email with instructions
on what teams they will be in or whose job it is to start a round robin activity. Do not presume
learners will work it out.
Literacy and numeracy
 Find out whether the learner will need literacy support to read the online material or complete
the exercises. Workplace supervisors are often aware of the literacy difficulties of their
employees, and often already have support mechanisms in place, such as pairing the worker
up with another person with better literacy skills.
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Qualification and competencies
The Cultural Resource Management Toolbox was developed to support RTD20102 Certificate II in
Conservation and Land Management, RTD30102 Certificate III in Conservation and Land
Management and RTD40102 Certificate IV in Conservation and Land Management for the RTD02
Conservation and Land Management Training Package.
RTD02 was superseded in June 2011 by the AHC10 Agriculture, Horticulture and Conservation and
Land Management Training Package, and again in Oct 2011 by AHC10 v 2.1. As a result, the units
of competency supported by the Toolbox are no longer current, though the content is still applicable
to the AHC10 Agriculture, Horticulture and Conservation and Land Management Training Package
(as at October 2011).
The learning objects contained in the Toolbox are applicable to the qualifications RTD20102
Certificate II in Conservation and Land Management, RTD30102 Certificate III in Conservation and
Land Management and RTD40102 Certificate IV in Conservation and Land Management and
support four units of competency.
The content within this Teacher guide has been updated to align with the AHC10 Agriculture,
Horticulture and Conservation and Land Management Training Package requirements (as at
October 2011). The Toolbox itself has not been altered; hence the Toolbox structure and design,
Teaching and learning design and Tasks and activities sections within the Teacher guide remain
consistent with the Toolbox.
The Toolbox content can be customised to incorporate unit of competency changes.
Toolbox qualifications and competencies
The units of competency supported by the Toolbox are:
Competency code
Competency Name (current as of October 2011)
Comment
AHCILM302A
Provide appropriate information on cultural knowledge
Supported
AHCILM301A
Propose appropriate uses of traditional customs
Supported
AHCILM401A
Protect places of cultural significance
Supported
AHCILM402A
Report on place of potential cultural significance
Supported
Mapping to AHC10 Training Package, qualification and units.
The following tables detail the mapping between the superseded Training Package RTD02
Conservation and Land Management and the Training Package AHC10 Agriculture, Horticulture and
Conservation and Land Management, and the associated qualifications and competencies as
referenced in the Toolbox, as at October 2011:
Training Package
Superseded
Training Package
Training Package
RTD02
Conservation and
Land Management
AHC10 Agriculture,
Horticulture and
Conservation and
as at October 2011
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Date
released
Comment
v2.1 – Oct
2011
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Teacher guide Cultural resource management
Land Management
Qualification
Superseded
qualifications
Qualification
RTD20102
Certificate II in
Conservation
and Land
Management
AHC21010
Certificate II in
Conservation and
Land
Management
RTD30102
Certificate III in
Conservation
and Land
Management
AHC31410
Certificate III in
Conservation and
Land
Management
AHC31410 requires 16 units for completion
(2 core units).
RTD40102
Certificate IV
in
Conservation
and Land
Management
AHC40910
Certificate IV in
Conservation and
Land
Management
AHC40910 requires 12 units for completion
(1 core units).
as at October
2011
National VET E-learning Strategy 2012 – 2015
Superseded
date
Comment
Oct 2011
AHC21010 requires 15 units for completion
(5 core units).
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Teacher guide Cultural resource management
Competencies
Superseded
competency
code
Competency
code (as at
October 2011)
Equivalency
statement
Comment
RTD3802A
AHCILM302A
Deemed
equivalent
Performance criteria 1.1 has been re-named
and rewritten to clarify understanding of preand-post 1788 indigenous ecological,
economic, social, and religious knowledge and
structures.
For the unit in total: addition of
numeracy/literary skills, recording/reporting
skills, interpersonal skills, communication
skills, legislative/regulatory requirements,
organisational policy/procedure requirements.
RTD3817A
AHCILM301A
Deemed
equivalent
Addition of numeracy/literary skills,
recording/reporting skills, interpersonal skills,
organisational policy/procedure requirements.
RTD4508A
AHCILM401A
Deemed
equivalent
Addition of numeracy/literary skills,
recording/reporting skills, interpersonal skills,
communication skills, organisational
policy/procedure requirements.
Addition of ‘Plan ongoing conservation
actions’.
RTD4509A
AHCILM402A
Deemed
equivalent
Addition of numeracy/literary skills,
recording/reporting skills, interpersonal skills,
communication skills.
Addition of knowledge of methods of locating
position of site.
Addition of skills to assess places of cultural
significance, consult with indigenous
communities, and document an assessment
report.
Unit guides
Unit guides for each of the units of competency supported by the Toolbox are included in the
appendices of this guide. The Unit guides provide an overview of the performance criteria
associated with each unit, and the alignment of activities in the toolbox to the performance criteria.
The Unit guides can be found in Appendix A
A Recognition of Prior Learning (RPL) checklist for skills recognition for learners with existing skills
is located in Appendix B.
For additional information on this qualification, refer to the TGA website – www.training.gov.au.
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Employability Skills
Employability Skills are sometimes referred to as generic skills, core skills, essential skills,
capabilities or key competencies. The Commonwealth of Australia defines them as, “skills required
not only to gain employment, but also to progress within an enterprise so as to achieve one’s
potential and contribute successfully to enterprise strategic directions.” (Employability Skills
Summary, http://employabilityskills.training.com.au/index.php, accessed 14 January 2010).
The following table contains a summary of the Employability Skills as identified by the Agriculture,
Horticulture and Conservation and Land Management Industry for the qualifications AHC21010
Certificate II in Conservation and Land Management, AHC31410 Certificate III in Conservation and
Land Management and AHC40910 Certificate IV in Conservation and Land Management.
This table should be interpreted in conjunction with the detailed requirements of each unit of
competency packaged in this qualification.
The outcomes described here are broad industry requirements that may vary depending on
packaging options.
AHC21010 Certificate II in Conservation and Land Management
Employability Skill
Industry/enterprise requirements for this qualification include:
Communication
Listening and understanding
Speaking clearly and directly
Reading and interpreting workplace related documentation
Teamwork
Working as an individual and a team members
Working with diverse individuals and groups
Problem-solving
Solving problems individually or in teams
Initiative and enterprise
Make decisions within area of responsibility
Planning and organising
Collecting analysing and organising information
Taking initiative and making decisions within workplace role
Participating in continuous improvement and planning processes
Self-management
Taking responsibility at the appropriate level
Learning
Learning in a range of settings including informal learning
Technology
Using technology and related workplace equipment
Using technology to organise data
Applying OHS knowledge when using technology
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AHC31410 Certificate III in Conservation and Land Management
Employability Skill
Industry/enterprise requirements for this qualification include:
Communication
Listening and understanding
Speaking clearly and directly
Reading and interpreting workplace related documentation
Applying numeracy skills to workplace requirements
Teamwork
Working as an individual and a team member
Working with diverse individuals and groups
Applying knowledge of own role as a part of a team
Problem-solving
Developing practical and creative solutions to workplace problems
Showing interdependence and initiative in identifying problems
Solving problems individually or in teams
Initiative and enterprise
Adapting to new situations
Being creative in response to workplace challenges
Identifying opportunities that might not be obvious to others
Planning and organising
Collecting, analysing and organising information
Being appropriately resourceful
Self-management
Taking responsibility at the appropriate level
Learning
Being open to learning, new ideas and techniques
Learning in a range of settings, including informal learning
Technology
Using technology and related workplace equipment
Using basic technology skills
Applying OHS knowledge when using technology
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AHC40910 Certificate IV in Conservation and Land Management
Employability Skill
Industry/enterprise requirements for this qualification include:
Communication
Listening and understanding
Speaking clearly and directly
Reading and interpreting workplace related documentation
Applying numeracy skills to workplace requirements
Teamwork
Working as an individual and a team member
Working with diverse individuals and groups
Applying knowledge of own role as a part of a team
Problem-solving
Developing practical and creative solutions to workplace problems
Showing interdependence and initiative in identifying problems
Solving problems individually or in teams
Initiative and enterprise
Adapting to new situations
Being creative in response to workplace challenges
Identifying opportunities that might not be obvious to others
Planning and organising
Collecting analysing and organising information
Being appropriately resourceful
Self-management
Monitoring and evaluating own performance
Taking responsibility at the appropriate level
Learning
Being open to learning, new ideas and techniques
Learning in a range of settings including informal learning
Technology
Using technology and related workplace equipment
Using advanced technology skills
Applying OHS knowledge when using technology
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Overview of the selected competencies
Competencies and skills in Indigenous land management and cultural resource management have
historically been minimal or absent in natural resource management training.
The inclusion of Indigenous Land Management as an industry sector in the Conservation and Land
Management Training Package is indicative of the need to expand training and redress the historical
lack of focus in this field at a national level for both Indigenous and non-Indigenous people.
There is a diversity of industries in Australia that directly and indirectly have an impact on the
cultural heritage of Indigenous people. Legislation is commonly in place to protect this heritage but it
is usually society's ignorance of Aboriginal culture heritage issues that has resulted in destruction of
cultural sites and relics.
In response to the developing awareness of governments, industry and elements in the broader
community of the need to protect and maintain Australia's Indigenous cultural heritage, there is now
an acceptance of the importance of training employees and managers, to equip them with the
necessary skills to deal with Indigenous cultural heritage conservation issues.
On a different note, many Indigenous communities have suffered major cultural disruption. The
provision of heritage training to Indigenous people not only protects and reinforces existing cultural
knowledge, places and objects, but also assists in reclaiming disrupted cultural elements. The four
selected competencies provide a substantial framework for training on Indigenous culture and
heritage.
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Target audiences
Learners
In order to reflect the diverse backgrounds of the learner group the Cultural Resource Management
Toolbox is designed for learners who:
 may have learning difficulties associated with low literacy or non-English speaking
backgrounds
 may need to access the toolbox to revise prior learning or work experience
 need to complete an induction module prior to being employed in industry.
Knowledge and skill requirements
Certificate II
Characteristics of learning outcomes
 Breadth, depth and complexity of knowledge and skills that would prepare a person to perform
in a range of varied activities or knowledge application where there is a clearly defined range
of contexts in which the choice of actions required is usually clear and there is limited
complexity in the range of operations to be applied.
 Performance of a prescribed range of functions involving known routines and procedures and
some accountability for the quality of outcomes.
 Applications may include some complex or non-routine activities involving individual
responsibility or autonomy and/or collaboration with others as part of a group or team.
Distinguishing features of learning outcomes
Do the competencies enable an individual with this qualification to:
 demonstrate basic operational knowledge in a moderate range of areas
 apply a defined range of skills
 apply known solutions to a limited range of predictable problems
 perform a range of tasks where choice between a limited range of options is required
 assess and record information from varied sources
 take limited responsibility for own outputs in work and learning.
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Certificate III
Characteristics of learning outcomes
 Breadth, depth and complexity of knowledge and competencies would cover selecting,
adapting and transferring skills and knowledge to new environments and providing technical
advice and some leadership in resolution of specified problems. This would be applied
across a range of roles in a variety of contexts with some complexity in the extent and choice
of options available
 Performance of a defined range of skilled operations, usually within a range of broader related
activities involving known routines, methods and procedures, where some discretion and
judgment is required in the section of equipment, services or contingency measures and
within known time constraints.
 Applications may involve some responsibility for others. Participation in teams including group
or team co-ordination may be involved.
Distinguishing features of learning outcomes
Do the competencies enable an individual with this qualification to:
 demonstrate some relevant theoretical knowledge
 apply a range of well-developed skills
 apply known solutions to a variety of predictable problems
 perform processes that require a range of well-developed skills where some discretion and
judgment is required
 interpret available information, using discretion and judgment
 take responsibility for own outputs in work and learning
 take limited responsibility for the output of others.
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Certificate IV
Characteristics of learning outcomes
 Breadth, depth and complexity of knowledge and competencies would cover a broad range of
varied activities or application in a wider variety of contexts, most of which are complex and
non-routine.
 Leadership and guidance are involved when organising activities of self and others as well as
contributing to technical solutions of a non-routine or contingency nature.
 Performance of a broad range of skilled applications including the requirement to evaluate and
analyse current practices, develop new criteria and procedures for performing current
practices and provision of some leadership and guidance to others in the application and
planning of the skills. Applications involve responsibility for, and limited organisation of,
others.
Distinguishing features of learning outcomes
Do the competencies enable an individual with this qualification to:
 demonstrate understanding of a broad knowledge base incorporating some theoretical
concepts
 apply solutions to a defined range of unpredictable problems
 identify and apply skill and knowledge areas to a wide variety of contexts, with depth in some
areas
 identify, analyse and evaluate information from a variety of sources
 take responsibility for own outputs in relation to specified quality standards
 take limited responsibility for the quantity and quality of the output of others.
Language, Literacy and Numeracy (LLN) requirements
The assessment environment should not disadvantage the participant. The design of assessment
tools must reflect the language, literacy and numeracy competence required for the performance of
a task in the workplace and not exceed these expectations. You can identify specific literacy and
numeracy requirements within the required skills section of each unit.
Assessors must ensure that assessment processes do not place inappropriate emphasis on
language, literacy or numeracy and do not disadvantage candidates on inappropriate grounds such
as gender or cultural background.
Teachers/trainers/facilitators
The Toolbox is designed so that the online teacher or training organisation can use it to meet
different delivery needs. These needs may be determined by the influence of the industry sector,
training setting and individual learning styles.
The Toolbox will suit a range of delivery and assessment contexts, including:
 workplace trainers working in a one to one or group training situation
 vocational trainers and/or assessors in an educational or workplace setting who deliver
training, conduct assessments, and issue qualifications
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 team leaders/supervisors and/or line managers who are involved in implementing learning in
the workplace and assessing its effectiveness
 new practitioners, both part-time and full-time, casual and sessional
 existing practitioners seeking higher levels of knowledge and skills.
Business mentors
If learners have access to business mentors, mentors could be utilised in a variety of ways. For
example, some activities require learners to fill in site surveys. The site surveys could be reviewed
by the business mentor as an alternative to trainer feedback.
Mentors could be also used by individual learners to help complete activities requiring group
discussion or input.
Underpinning ideas
The Toolbox target audience includes a variety of Aboriginal and Torres Strait Islander people
engaged in a number of activities. In general, the progress throughout Australia of engaging
Indigenous people in the management of public lands and the enforcement of heritage management
legislation has created a demand for socially and culturally adapted training in such management.
Cultural resource management has been traditionally undertaken by specialist non-Indigenous
personnel who have undertaken training usually as part of other specialist training such as
archaeology, anthropology, natural resources, parks or land management. The current demand for
cultural resource management by Indigenous peoples not only requires a recognition of their
specific training needs, but also the general higher priority given to the protection and management
of the physical remains of the past, held by Indigenous peoples.
Specifically, the activity areas where training demands exist are:
 duties as site officers employed by Indigenous non-government and government
organisations
 cross cultural and cultural heritage education
 land management
 public education
 cultural heritage regulation
 cultural tourism
 cultural arts and crafts
 commercial cultural heritage management consulting.
The Cultural Resource Management Toolbox provides a series of virtual field trips where the learner
can interface with a variety of cultural sites that have been constructed for educational purposes or
existing registered cultural sites where access has been permitted by traditional owners. The
Toolbox provides learners with the opportunity to recognize and identify a variety of artefacts and
other site content, while retaining the opportunity to examine the broader landscape context of the
overall site. The virtual nature of the Toolbox also ensures that cultural protocols are not
disregarded and that cultural sites are not damaged through educational activities.
The Toolbox recognises the diversity of Indigenous culture and customs across Australia, but is
designed to be as generic as possible to ensure that it can retain widespread applicability. To
achieve this, the primary focus of cultural site identification is based on recognition of physical
remains of past indigenous activities and life ways, such as stone implements, stone fragments
remaining from the manufacture of stone tools, scar trees, and hearth sites. The focus on site
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archaeology does not extend to rock art or burial sites due to cultural protocols and advice from the
national reference group, which provided guidance throughout the development of the Toolbox.
The Toolbox is task oriented to the extent that it focuses on the units of competencies covering the
reporting and protection of cultural sites. In developing these competencies, learners will develop
basic archaeological and cultural resource management skills and utilize them in specific tasks such
as filling out site record cards and proposing strategies for the ongoing management of cultural
sites.
In performing the site identification and protection tasks, which are well defined and largely based
on fulfilling legislative requirements to protect cultural sites, it is imperative to retain linkages with the
cultural knowledge and traditional customs of the relevant Indigenous community. Cultural sites, as
identified by artefacts, are part of the landscape which is in turn traditionally embedded in story.
Story is the property of the Indigenous community and the cultural knowledge held in trust by
individuals in the community.
Emphasis is made throughout the entire Toolbox, to the inappropriate and often erroneous
outcomes of conclusions about Indigenous culture and customs based simply upon recognising and
identifying a number of artefacts and relating them to the context of the landscape in which they are
found. Attainment of the units of competency on providing appropriate information on cultural
knowledge and proposing appropriate uses of traditional customs can only be achieved by including
the custodians of cultural knowledge into the delivery of aspects of the Toolbox.
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Toolbox structure and design
The Cultural Resource Management Toolbox has been designed specifically as a resource that can
provide learners with ready access to a range of cultural sites where they can develop the skills to
report on and protect places of cultural significance.
If access to other cultural sites can be achieved, and with permission from the local Indigenous
community and private landholders, it is certainly worth visiting these sites to supplement or replace
learning exercises in the Toolbox.
The Toolbox provides learners with a virtual interface to a variety of physical heritage sites that
contain features and content common to such sites throughout Australia.
Learners can be immersed into a simulated landscape that is rich with artefacts indicating and
defining the existence of such physical heritage sites. The visual experience is supported by the
ability to pan across landscape images and zoom in on selected items of interest that are
highlighted via hint icons.
Close up items can be viewed in a three dimensional context by rotating the view and looking at the
artefact from all perspectives.
To support the visual experience of the interface, each location and object in the Toolbox has an
audio script, provided in the form of male and female Aboriginal guides, which explain the relevant
archaeological terms and context associated with each site.
Navigation through the site is simple and requires only a few steps to access all areas of the
Toolbox.
Teacher’s role
It is imperative for teachers to work through all aspects of the Toolbox and become extremely
familiar with the learning material before allowing learners to use it as a learning resource. If this has
not occurred it will be impossible to assist learners with specific questions that arise in the learning
process.
Teachers are encouraged to adopt alternative teaching strategies which incorporate visits to local
sites and visits by custodians of local cultural knowledge. Other strategies which can be adopted
include practical activities based on traditional skills such as knapping.
Teachers are also encouraged to access resources available through the Australian Heritage
Commission. These provide extensive information on cultural site conservation protocols and
procedures which have not been included in this Toolbox.
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Site map
Below is a detailed site map, providing an overview of the Toolbox structure.
Teacher Guide
WELCOME
PAGE
Guided tour
Requirements
Technical guide
What you will
learn
uide
Acknowledgements
How to use
this program
Cultural Resource
Management
Enter
Toolbox
Suggested
path
Main Page
Saying
Hello
Assessment and
competencies
Getting
Started
Contents
1
Learning
Scape
2 Site
Survey
3 Other
Sites
4 Build
your own
5 Tasks
Learning
Scape Sites
Site Surveys
Other Sites
Knapping site
Inland site
Build Your
Own Site
Background
information
Knapping site
Bipolar site
Scarred trees
site
Axe Grinding
site
Hearth site
Bipolar site
Lakeside site
Scarred trees
site
Coastal site
Inland site
Axe Grinding
site
Hearth site
Lakeside site
Stone Source
site
Glossary
Conserving
the Knapping
site
Teacher
Guide
Conserving
the Inland
Site
Conserving
the Lakeside
Site
Coastal site
Conserving
the Coastal
Site
Stone Source
site
Planning &
Budgeting
Conserving a
site in your
own country
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Key features
The Cultural Resource Management Toolbox consists of a broad range of scenarios and strategies
that help to develop learner capability and enable learners to be able to assess typical situations
and react appropriately.
The Toolbox is designed to provide the following benefits:
 flexible training that can be time-managed to fit in with most work schedules
 training delivery can be in multiple delivery modes, a mix of face-to-face, flexible learning or
fully self-paced
 training exercises are relevant to real-time workplace environments
 customisability of the materials to meet different training delivery methods and workplace
contexts.
The Toolbox has been designed specifically with a focus on Aboriginal archaeology, but it is
recognised that there may be other aspects Indigenous cultural sites the need to be identified,
reported and protected.
The Toolbox’s focus on archaeology allows it to be widely used across the range of Indigenous
communities in Australia, without requiring extensive adaptation or modification to align with cultural
practices and protocols.
It is also accepted that the Toolbox can be adapted and modified to fit local Indigenous community
requirements as necessary.
Given the archaeological context of the Toolbox, it is necessary to indicate that teachers who use
the Toolbox as a resource will need appropriate skills and expertise in Aboriginal archaeology. The
Teacher guide will provide guidance on delivery using the Toolbox, but will not substitute as a train
the trainer manual.
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Cultural Resource Management Toolbox – main page
Suggested study sequence
New users should embark on the Guided Tour section as well as the Getting Started section of
the Toolbox in order to gain an understanding of the navigation approach and Toolbox tools.
The Toolbox has been designed to sequentially provide a learning pathway commencing with:
 understanding basic descriptive terms and recognising diagnostic features, artefacts and other
common site content
 recognising artefacts in a real cultural site context rather than a constructed or simulated
context
 recognising and identifying risks to cultural sites
 reporting and recording requirements for cultural sites
 assessing cultural sites for cultural and scientific significance
 assessing risks to cultural sites
 developing conservation plans for cultural sites
 prioritising cultural site conservation activities.
To maximise learning outcomes, it is recommended that the following learning pathway be followed,
completing each section prior to commencing the next. It is important to note that alternative study
sequences may be followed, depending on individual or group requirements.
Study sequence
 Getting started
 Learningscape
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 Knapping site
 Bipolar site
 Axe grinding site
 Scarred tree site
 Hearth site
 Other sites
 Inland sites
 Inland axe site
 Inland log site
 Inland ochre site
 Inland tree site
 Inland fox hole site
 Inland knapping site
 Lakeside site
 Coastal site
 Stone source site
 Site survey
 Build your own site
 Conservation tasks
Navigating the Cultural Resource Management Toolbox
All units in the Cultural Resource Management Toolbox follow a similar layout and structure, with
navigation as detailed below. Although the pages within each section are designed to be read
sequentially, learners are able to visit any of the activities and tasks in any order.
Main section navigation
There are seven main sections to the Toolbox plus a Home and a Contents page. On the Home
page there are links and brief explanation of each section. And, no matter where you are in the
program, there is a main section navigation bar across the top of the screen allowing the user to
jump to any of these sections as shown in the example which follows:
Sub-sections navigation
In the major audio/visual sections, the Learningscape and Other Sites, the learner can navigate to
sites other than the one they are in by using the sub-section navigation at the bottom of the page as
show in the example below:
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Control buttons
When in a scene in the Learningscape or Other Sites, the learner will see three main image control
buttons as shown below. The arrows allow the learner to scroll the image left or right and in some
instances up and down. The Hints hand, when rolled over with the cursor, will highlight hotspots on
the screen where the learner can click to see close-ups. The Back boomerang will take the learner
back up to the last screen they visited.
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3 D Objects
When the learner opens up a 3D object, they can ‘turn’ that object around using the left and right
arrows shown below. If they wish to go back to the screen where they selected the object,select the
‘x’ button to the right of the arrows.
Guides
Throughout the Toolbox are Guides that give audio commentaries on the scenes and objects in the
image window. To play the audio the learner must select the triangular play button. If it is the first
time the program has loaded, it will take some time to stream in the audio files. To access the audio
quickly, double click on the play button after 30kbs of the audio has been streamed. There are three
audio control buttons on the bottom right of the image of the Guide’s head. The square stop button
stops the audio and resets it at the beginning – then selecting the play button plays the audio from
the start. The pause button in the middle pauses the audio – then selecting the play button plays the
audio from where it was paused. The play button plays the audio on a single click. Under the Guide
is an Audio text button. Selecting this button pops up a text summary of the Guide’s comment.
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Site Surveys and Tasks
The Site Surveys and Tasks exercises appear as popup windows over the site selected for the
particular exercise. Selecting the Go to Knapping Site arrow at the bottom of the screen, in this
example, takes the learner to the Knapping Site to search for information to answer the Site Survey
questions.
Please note: if the learner selects the close ‘x’ in the Site Survey window, the survey will close and
they will have to start from the beginning of the Survey.
Selecting the Return to Site Survey arrow under the Guide takes the learner back to the place
where they left the Site Survey questions.
Communication tools
Much of the learning about content and conservation can be taken beyond particular country. If
learners are encouraged to establish bulletin boards accessed by learners in other locations, then
site identification and conservation issues can be expanded and general principles drawn.
Each of the four fully interactive Site Surveys has suggested online Discussion topics and
questions. Some of these prompt the posting of images as well as text. These Discussion questions
are really just a starter and teachers will no doubt add to them and post topics that are more specific
to their country; or topics that prompt the contrasts and comparisons between their country and
learners in another location.
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Collaboration
The Toolbox has no explicit collaborative activities; but the material lends itself to collaborative
learning:
The Learningscape and Other Sites sections can work very well with small group learning. Group
tasks could be assigned for a particular site or across a certain series of sites. Individuals in the
small groups could take on responsibilities for an aspect of each task – for example mapping and
drawing the characteristics of the sites and the separate objects (and their relationships) within the
sites. The teacher could create many additional small group tasks that involved field trips for survey
sites and coming up with conservation plans for these sites. These could then be compared to
similar tasks done for the sites in the Toolbox.
The Site Surveys can be carried out in small groups. Each learner could fill out the Site cards
complete with the drawings and combine their efforts into a group Site Card solution. Site Cards can
be printed out for use on sites in one’s own country.
The Build Your Own tasks can be done collaboratively, particularly the Build Your Own in your
country task. This is a large task and could almost be seen as a term assignment for a small group.
The Tasks section contains a series of Conservation Tasks that could be assigned to small groups.
Glossary
The glossary is accessible as a pop-up window from all learning and practice activity toolbars. The
glossary is an alphabetic listing of many of the technical and cultural terms used throughout the
Toolbox.
Learning objects
An alternative way to access this Toolbox content is via discrete learning objects, which can be
downloaded from http://tle.tafevc.com.au/toolbox/access/home.do.
Learning objects are smaller components of content forming a self-contained sequence of learning.
A ‘learning object’ is defined as:
 A digital entity designed to support a particular learning experience, that can be repurposed
for use in another setting, and which forms or is part of an IMS content package. Essential
characteristics of learning objects are that they incorporate a self-contained sequence of
learning and be discoverable, interoperable, editable and reusable. (Source: Australian
Flexible Learning Framework Trials of Learning Objects (Series 7) –
http://toolboxes.flexiblelearning.net.au/documents/reports.htm#r17.
A learning object does not imply that it is an entire competency or one of the key performance
criteria from a unit of competency. A learning object is an output that can be used by others as a
stand-alone product. The best way to identify a learning object is as a segment of content that can
stand alone and be used independently from the rest of the competency.
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This Toolbox contains twenty-five learning objects, as listed below:
 Conserving a site in your country.
 Working to a budget.
 Conserving the coastal site.
 Conserving the lakeside site.
 Conserving the inland site at the learningscape.
 Conserving the knapping site at the learningscape.
 Build Your Own Learningscape.
 Stone Source Site Survey.
 Coastal Site Survey.
 Lakeside Site Survey.
 Hearth Site Survey.
 Axe Grinding Site Survey.
 Inland Site Survey.
 Scarred Tree Site Survey.
 Bipolar Site Survey.
 Knapping Site Survey.
 Stone Source Cultural Site.
 Coastal Cultural Site.
 Lakeside Cultural Site.
 Inland Cultural Site.
 Learningscape Hearth Site.
 Learningscape Scarred Tree Site.
 Learningscape Axe Grinding Site.
 Learningscape Bipolar Site.
 Learningscape Knapping Site.
These learning objects can also be accessed from http://toolboxes.flexiblelearning.net.au/index.htm.
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Teaching and learning design
The teaching and learning strategies employed in the ‘Cultural Resource Management’ Toolbox are:
 task-centred
 action-based
 problem-based
 reflection/evaluation
 self-paced
 interactive
 identify, interpret and analyse.
The learning outcomes for the competencies used in the Toolbox are largely practical and
procedural, and relate specifically to cultural resource management.
There is an emphasis on OHS, reporting/recording, development of interpersonal skills, selfmanagement, team participation, and knowledge of and use of related legislation and regulations.
These outcomes are generic to the conservation and land management industry, and should be
contextualised to the specific workplace settings of the learner cohort.
Many learners will have limited experience with computers and may have limited literacy/numeracy
skills or other impairments or disabilities. These need to be taken into account in delivery of
teaching and learning strategies.
Learners are able to choose and access content within the Toolbox, though it is recommended that
guidance be provided when this is the case. Learners are able to work through all of the topics in
sequence, or choose individual topics that suit their learning needs.
Learners can also use the tasks as a framework to gather evidence towards an RPL assessment.
Contextual delivery advice
The design and construction of the Cultural Resource Management Toolbox is based around a
conceptual framework to assist teachers in their delivery and support of the material contained in
the Toolbox.
The framework aims to keep the objectives of the Toolbox in perspective. From experience at
delivering this material in the field, it has been found that many learners, after an introduction into
archaeology, lose sight of the big picture and focus too heavily on artefacts. After a while they “lose
sight of the forest for the trees”, and have trouble in relating the context of the site to what it
provided to the Indigenous community that used it.
Site identification framework
The motto of this part of the framework is ‘you cannot protect what you cannot identify’. If learners
spend their time scouring the countryside searching for artefacts, they will probably never identify a
physical heritage site. To identify sites they will need to look around try to understand what the
landscape and climate provided to Indigenous communities. This is in part understanding your
country.
By understanding what people need to live, learners should be looking at the resources that were
available in their country to support communities and made their existence more comfortable.
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Simple things to consider include the proximity to food and water and the ability of the landform to
provide a comfortable camping site.
Technology was used by people to exploit the resources available in their country. Examples of
technology include stone tools, coolamons, digging sticks and fish traps. The application of
technology to tasks that support or enhance the lifestyles leave physical elements with the
landscape or on occasion directly modify the landscape. By understanding the elements of
application of technology to utilise resources, it is easier to establish a site’s broader set of
diagnostic features to prove that it is a cultural site.
Application of the framework requires teachers to continually challenge learners to think about the
landscape and the type of technology which would have been utilised to exploit the resources of the
country. The remains of past activities, ie stone artefacts, are in general more likely to be found in
sections of the landscape which provided a diversity of resources including raw stone material and
supporting denser populations than in areas which had limited resources supporting more dispersed
populations.
The Toolbox applies this framework by allowing learners to step back and pan the camera around to
look at the broader landscape. As a teacher you will constantly need to remind learners to do this
and to get to know their country.
Site recording framework
This framework establishes a perspective for recording cultural sites. Firstly, the simple process of
recording details of a site is in fact helping to protect it. Learners should be reminded that when they
are recording a site they are taking a snapshot in time. Whereas no further action may be taken in
conserving a site beyond recording its details, these details will be useful in a future time when
future generations may be reevaluating the site, its context, origin and its significance.
The second point to emphasise is that sites are easy to lose if they are not recorded. Quite often
they are discovered when climatic and other conditions favour visibility within and on the landscape.
Sites are also often identified as incidental to tasks other than those specifically intended to identify
cultural sites. As such conditions affecting visibility may change or other priorities may obscure
recall and, if sites are not recorded, they may never be found again. Rule number 1 should state ‘Do
not lose the site’.
Having identified and recorded a site, it is important to remember that the site does not belong to the
individual who recorded it and that community and legislative requirements will drive the process of
site conservation from that point onwards. If rule number 2 had to be drafted it would state ‘You may
not be involved beyond recording the site – live with it’.
The degree of effort awarded to conserving a site is relative to the need of the Indigenous and
scientific community to conserve it. Sites conservation strategies are dependent on the site
significance and the level of risk to the site. The assessment of cultural significance can only be truly
determined by the local Indigenous community, while the scientific significance historically lies in the
realm of professional archaeologists or practitioners of related disciplines.
Assessment of risk to the site is based consideration of a variety of factors including the physical
and spatial integrity of individual items contained within the site, the spatial relationships between
objects and groups of objects and the general context of the site as a whole within the landscape.
More simply put risk is assessed upon on how much of the site material will be moved or destroyed,
how far it will be moved and how quickly this will occur.
Assessing the risk to any given site is a complex process engaging a variety of possible sources of
risk of differing degree relative to degree of significance of any given site. However, it may be simply
viewed that an assessment of high risk and high significance will indicate a maximum need to
actively conserve. Low risk and low significance representing circumstances within which active
conservation is least required. Between these two poles a continuum of possible conservation
considerations exist with each individual site being unique.
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It is important to remind learners that identification of a site may not result in any attempts to
implement conservation strategies for the site. They must accept that their input may cease after
rule number 1 has been invoked and the details of the site have been recorded.
Cultural knowledge framework
This framework attempts to put some perspective into cultural issues associated with the
identification of a physical site. Once identified and recorded cultural sites should not be considered
simply a location on a map where a few artefacts were located.
Cultural sites are part of a physical and social landscape that is embedded in story. Story is the
property of the Indigenous community and is a component of cultural knowledge. Within the
community there are individuals who hold the knowledge in trust. This knowledge can be used to
help locate sites and explain the history and meaning associated with an area. However, the use of
story, elements of story or sources of story require informed consent of individuals and
communities; consent that may not be forthcoming. As such learners should be encouraged to
acknowledge the framework of ‘cultural knowledge’ that any given site may exist but also to respect
the ‘ownership’ of such knowledge.
Tasks and activities
In the Cultural Resource Management Toolbox, activities and tasks are grouped in the categories
Learning Scape sites, Site Surveys, Other Sites and Build your own.
This section provides detailed information about these activities and tasks, which support the four
units of competency in the Toolbox. This includes:
 the purpose of activities
 the purpose of activities
 assessment suggestions
 related resources.
Prior knowledge and skills
No prior knowledge or skills are assumed.
Activities
This section describes the background to the activities and relationships of the activities to the
associated sites. Clarification of the activites and detailed site information is also provided.
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There are twenty five learner activities and tasks supporting the four units of competency in the
Toolbox. They are:
 Conserving a site in your country.
 Working to a budget.
 Conserving the coastal site.
 Conserving the lakeside site.
 Conserving the inland site at the learningscape.
 Conserving the knapping site at the learningscape.
 Build Your Own Learningscape.
 Stone Source Site Survey.
 Coastal Site Survey.
 Lakeside Site Survey.
 Hearth Site Survey.
 Axe Grinding Site Survey .
 Inland Site Survey.
 Scarred Tree Site Survey.
 Bipolar Site Survey.
 Knapping Site Survey.
 Stone Source Cultural Site.
 Coastal Cultural Site.
 Lakeside Cultural Site.
 Inland Cultural Site.
 Learningscape Hearth Site.
 Learningscape Scarred Tree Site.
 Learningscape Axe Grinding Site.
 Learningscape Bipolar Site.
 Learningscape Knapping Site.
The activities and tasks are grouped into four broad categories within the Toolbox.
They are:
 Learningscape Sites.
 Site Surveys.
 Other Sites.
 Build your own.
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Learningscape
Outline
The Learningscape is the first area of the Toolbox which should be accessed. In brief, the virtual
Learningscape was produced from a real world Learningscape where Aboriginal learners
constructed a number of cultural sites as part of a course where they were learning about cultural
site conservation. They found that the best way to learn about features which would identify a
cultural site was to use archaeological and cultural knowledge to construct their own sites. As well
as providing a fantastic learning experience, the finished product also provided a facility for training
other people with skills in cultural site identification.
The virtual Learningscape is an attempt to take the success of the real world Learningscape and
make it available as a place for other learners to visit and develop the skills to recognise cultural
sites. In the Toolbox it is mentioned that the constructed Learningscape has been registered as a
cultural site so that in years to come it is not confused with actual cultural sites.
The Learningscape also attempts to link cultural sites with features of the broader landscape.
Locating and finding cultural sites requires knowledge of the resources that a community required
for its day to day activities and needs e.g. location to shelter, food and water.
Key points
 Knowing your country
 Campsite resources of shelter, flat landscape, fire wood, water, food
 Other cultural activities associated with good camp site
Teacher’s role
 Reinforcing key points in the guide’s audio script
 Directing class activities towards looking for resources that would have been associated with
good campsites
 Facilitating visits from community custodians of cultural knowledge
Alternative strategies
 Visit to identified cultural sites to investigate the relationship between resource availability and
cultural site location
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Knapping site
Outline
The Knapping Site was constructed to demonstrate the type of artefacts and debris which could be
found to indicate that stone tool manufacturing had occurred at a site. Knapping is essentially a
traditional skill of making stone tools by controlled impact fracture of stone. The guide provides an
explanation of the type of debris to be found, some technical terms to use and remember, and the
context the site has within the broader landscape. A gallery link also provides short video footage of
the guide knapping. The most significant feature of the knapping site is not the identification of
knapping as an activity. It is the recognition of knapped stone as a marker of human activity in any
site context.
Key points
 Knapping
 Cores
 Flakes
 Hammer stones
 Knapping fans
 Site condition and integrity
 Tool function
 Safety precautions when knapping
 Knapping demonstration
 Collection and disposal of stone fragments from knapping exercise
 Stone quality
 Platform
 Conjoining
 Scraper tools
 Blades
 Diagnostic features
 Ventral surface
 Bulb of percussion
 Dorsal surface
 Dorsal ridge
 Preparation of dorsal ridge
 Preserving the context
 Debitage
 Negative flake scars
 Retouch flakes
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 Spawl
 Burrin
 Hammer stone facet
 Cortex
 Blade core
Teacher’s role
 Reinforcing key points in the guide’s audio script
 Performing OHS risk assessment for knapping exercise
 Collection and disposal of stone fragments from knapping exercise
 Sourcing stone material for knapping exercise.
Alternative strategies
 Demonstration of knapping by a skilled operator
 Visit to identified knapping sites
Description
Knapping sites, stone scatter or ‘workshop’ sites refer to collections of flakes, cores, debitage
(waste material) and sometimes tools and hammers stones related to a stone tool manufacture or
maintenance activity. Most often the tool or tools being manufactured are not present unless the tool
was damaged in manufacture and discarded. A completed tool would be expected to have been
removed from the site to be used.
Interpretation
The Learningscape knapping site contains workshops created by seven individuals within a small
area. Each workshop can be identified by an average half meter concentration of flakes and
debitage called a knapping fan around a small clear area were the knapper sat or knelt.
In the knapping site a number of interpretations may be made from the residual material of the
knapping event in addition to the position of the knapper:
In undisturbed knapping fans it is sometimes possible to identify the clear space that marks where
the human agency (the knapper) sat or knelt.
In undisturbed knapping fans it sometimes possible to identify the preferred hand of the human
agency (the knapper) by a greater density of flaked material on that hand (side) left or right.
The skill of the knapper may be evident in a lack of waste and the presence of regular thin detached
flakes rather than irregular ‘chunky’ pieces that represent high waste of stone.
The closeness of the stone source may be indicated by the degree of stone reduction. Scarce and
valued material at distance from the source will generally be carefully worked down to small cores
producing tools from even the smallest pieces of stone. Common stone material will be discarded
early in the knapping process in larger quantities if the material or tool fails to meet the knapper’s
requirements.
Sometimes trading activity between groups can be identified by the presence of high quality stone
inconsistent with the local geology. At times it may even be possible to identify the source of
distinctive stone material imported from other areas.
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Method
The knapping method employed in the Learningscape knapping site is freehand percussion. In this
method the knapper detaches a flake from a ‘core’ held in one hand using a hammer stone held in
the other hand. The core is usually well prepared prior to the detachment of the flake. The
preparation of a core reflects both the physics of stone knapping and the tool being produced. A
core must have a level striking ‘platform’ that sits over a core face with an angle of ninety degrees or
less. The size and hardness of the hammer stone is often also carefully selected relative to the type
of core material, its size and the tool that is being produced.
Knapping produces characteristic features on flaked stone that are ‘diagnostic’ of human action.
These features are very rarely reproduced in nature and when observed on a piece of stone will for
all practical purposes identify that piece of stone as human-modified.
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The basic features of a stone flake resulting from knapping are:
 a rounded thicker end to the flake closest to the point where force was applied with the
hammer stone on the ventral surface called a bulb of percussion
 a small crushing point where the hammer stone struck called the point of force application
(PFA)
 undulations in the ventral surface caused by force waves passing through the stone
 a ridge along the length of the flake on the dorsal surface called a dorsal ridge
 crushing and pitting can also be observed on the striking surface of a hammer stone. This is
called hammer stone facet.
Freehand percussion produces two basic tool types:
 cutting and piercing tools made from long ‘sharp’ flakes, sometimes called blades, that are
defined as being at least twice as long as they are wide
 chopping and scraping tools, often made from broader thicker flakes or suitably shaped
pebbles.
Flaked tools may be used directly as unmodified flakes or simple flaked pebbles (nuclear tool) or
secondary knapping called retouch may be used to further shape or refine the tool. These
retouched tools may be flaked from one (unifacial) or both (bifacial) surfaces and on one or both
margins (sides) and include both the distal and proximal end of a flake.
A long thin flake may be finely retouched to form a piercing tool, leaving behind small, broad waste
flakes.
A large thick flake (or suitable pebble) may be flaked to form a heavy chopping edge.
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Presentation
Presentation of a knapping site must include the following basic features:
 the use of proper technical terms
 suitable explanations of technical terms, explaining what these terms are and most importantly
the reason why they are being ‘taught’. Namely these are the terms in specific use that aid
precise communication in relation to knapping, stone tools and associated site content.
Further these are terms archaeologists and other heritage practitioners use and Aboriginal
people should be able to present as informed equals. Teachers should be very aware that
‘specialised’ terms (jargon) can be used to exclude persons from communication as well as
aid communication
 A direct connection between the present and the past allowing Aboriginal people a sense of
ownership of the physical remains of their collective past.
 A process that presents the stone based technology as valid in its own right rather than a
primitive predecessor of present day technologies.
 A process that identifies and links concepts of living Aboriginal ‘skills’ as processes rather than
the simple remains of a dead past.
 A process that allows Aboriginal people to accept that they can recapture the skills being
presented and that those skills are ‘special’ in their own right.
The above factors are best presented as analogy, demonstration and as story.
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Bipolar site
Outline
This is another stone tool manufacturing site using a different process. It is a process used utilise
small pieces of often high quality and valued stone; or initiate fracture on sources of stone such as
rounded river pebbles that present few if any platforms suitable for freehand percussion. The site is
included in the Learningscape to indicate that cultural skills were developed around the resources
which were available to the community. Bipolar percussion was developed as a technique for
manufacturing stone tools where the base stone resource was not suitable for other stone tool
manufacturing techniques.
Key points
 Variable quality stone
 River pebbles
 Bipolar percussion
 Anvil(s)
 Hammer(s)
 Anvil, hammer – poles
 Cores
 Flakes
 Hammer stone – shape
 Baton hammer
 Quartz pebble
 Crushing marks
 Notebook
 Core size
 Wedge shaped flakes with crushing on the top and bottom
 Site context.
Teacher’s role
 Reinforcing key points in the guide’s audio script
 performing OHS risk assessment for bipolar percussion demonstrations or learner exercises
 collecting and disposing of stone fragments from bipolar percussion exercise
 sourcing stone material for bipolar percussion exercise.
Alternative strategies
 Demonstration of bipolar percussion by a skilled operator.
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Axe grinding site
Outline
This site is included to demonstrate the features to look for to indicate that axe grinding occurred at
a site. It also tries to highlight that a feature such as an axe-grinding groove can’t conclusively prove
that axe manufacturing occurred at a site. For example, it may have been a site for axe sharpening
rather than axe manufacturing.
Throughout the Toolbox, emphasis is made about not trying to draw conclusions about a site and
the cultural practices which may have been carried out at a site based on a few artefacts. It is not
uncommon for inexperienced heritage practitioners to go beyond the evidence and attempt to
“recreate the Roman Empire from the remains of one leather sandal.”
Key points
 Axe grinding grooves
 Axe preforms
 Axe stone quality
 Expanded flakes
 Sharpen by grinding
 Cutting paste
 Shape of grinding grooves
 Natural rock surface
Teacher’s role
 Reinforcing key points in the guide’s audio script
Alternative strategies
 Demonstration of axe grinding by a skilled operator
 Visit to museums of natural history to examine a range of Indigenous stone artefacts
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Scarred tree site
Outline
This site attempts to demonstrate the features which would indicate that a scar on a tree was
created by Indigenous people rather than a variety of other causes such as fire, vandalism or
European activities.
Key points
 Canoe scar
 Scar regrowth
 Coolamon
 Shield
 False scar
 Steel axe cuts
 Fire scar
 Original stone surface – cortex
 Step fractures
 Impact of chopping into bark
Teacher’s role
 Reinforcing key points in the guide’s audio script
Alternative strategies
 Field trip to examine tree scars and possible causes of the scars
 Field trip to identify scarred trees
Interpretation
Within the Learningscape scarred trees are approached first by highlighting what is not a scarred
tree of indigenous origin. A variety of processes may act to produce scars on trees other than the
harvesting of bark by Aboriginal people. These processes include among others:
 bark prising by parrots of various species
 harvesting of bark by European settlers
 stock damage
 machinery damage
 fire
 lightening
 branch fall.
In addition to the misidentification of scarred trees, there is the problem of misinterpretation. Scarred
trees are often divided into two classes, canoe scars and shield scars. Aboriginal people harvested
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bark for a wide variety of purposes. The identification of shields or canoes owes more to the
resemblance to shield and canoe shape of the resultant scar rather then the use the removed bark
was actually put too. It was equally or perhaps more reasonable to identify other common uses of
bark such as shelter material and as receptacles (coolamons).
The perpetuation of misconceptions of bark use by Aboriginal peoples is fostered by a number of
factors that include:
 Scar shape: Many observers equate the present shape of a scar to the shape and size of the
piece of bark originally removed. In fact there can be significant regrowth of ‘scar’ material
producing a scar both smaller and differently shaped than the original bark harvested.
 Technological requirements: Removing bark with a stone axe is different to using a steel
axe. While a stone axe will cut effectively with the grain of the bark cutting at right angles to
the grain is more difficult and will cause damage to the leading edge of the bark causing it to
split when removed. It is more effective to cut the leading edges as an arch. The elongated
and rounded scars produced bear a resemblance to the shape of ‘modern’ water craft and
are thereby identified as canoes.
 Modern boat use: There is a tendency to discount smaller scars as ‘water craft’ and identify
these scars as shield or coolamon scars. This misunderstanding stems from the almost
universal acceptance that such craft were designed to carry people. However the proposition
that the ‘craft’ be used to carry collected resources harvested by people from rivers, creeks
and swamps whilst those people were actually in the water seems to escape many.
 Post European land clearing: In many cases the remaining concentrations of scarred trees
are within creek, river and swamp margins. This association with water tends to predispose
an identification of watercraft. However, such ‘boggy’ areas are often unsuitable for many
agricultural practices and were not extensively cleared by early European settlers. This
process produces a distorted incidence of scarred trees in association with water sources. In
addition Aboriginal people (like all people) locate themselves near reliable water whenever
possible. As such there was no doubt extensive construction of shelters in proximity of water.
As such scarred trees are not necessarily directly associated with water bodies and larger
panels of bark were not necessarily used as water craft in association with such water
bodies.
 Post European timber harvesting: Forest harvesting of timber did and does focus upon
valued tree species and tree form (large, sound and straight). These factors appear to also
been considerations to Aboriginal people is trees selected for bark harvesting. As such the
surviving sample of scarred trees in many areas may lack the prime and representative
examples, these having been harvested for timber. This process in turn may have distorted
the understanding of scar identification and bark use.
Learners should be encouraged to look to the context of a scar prior to any speculation as to the
use of any given piece of harvested bark.
For example, there are a variety of reasons a large scar will resemble the shape of a canoe. This
does not mean the scar was produced by the manufacture of a canoe however a ‘canoe’ scar in the
absence of any body current or past water source this would appear unlikely. However large ‘canoe’
shaped scars are not unknown in such environments.
The clue is not in the shape of the scar but rather the landscape in which the scar exists.
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False scarred tree showing all the classic features of an aboriginal
scarred tree. However upon examination the tree, near Albury NSW, was a
sugar gum, a species confined to South Australia and imported to the
region.
Presentation
The presentation of the false scar tree site highlights the need for informed identification and
interpretation of sites. To be effective this presentation relies upon the viewer first identifying the
scar as of Aboriginal origin and then when asked to examine the scar more closely identifying his or
her error. However while a serious topic the issue of misinformed identification and interpretation
can be approached with a level of humour and it is important not make the viewer feel foolish. The
purpose of having the viewer make the misidentification is demonstrate how easily this can happen
not to demonstrate the ignorance of the viewer.
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Genuine Aboriginal scarred tree, near Wodonga Victoria, while ‘canoe’
shaped, the scar is at distance from a water source and most likey used
as shelter material. The lower portion of the scar shows steel axe marks
that post date the creation of the scar.
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Hearth site
Outline
The Hearth Site provided another example of evidence of a cultural site, but it also raises issues
about how sites are found through a variety of forms of exposure and how they can easily be
contaminated by relatively careless activity of the site investigator.
Key points
 Exposure
 Erosion gullies and creek banks
 Hearth fragments – bits of stone tools, animal bones or shells
 Cigarette smoke
 Stones as heat retainers
 Clay balls as heat retainers
Teacher’s role
 Reinforcing key points in the guide’s audio script
Alternative strategies
 Research activity to determine the fragments which would most likely be found in a Hearth
Site in your country
Other sites
Outline
Whereas the Learningscape sites provide an excellent resource for learning the basic concepts of
site identification and archaeological terms, they are only a few years old and do not represent the
typical features that may be found in sites that are much older and have suffered various amounts of
degradation.
The Other Sites are recorded cultural sites. They help to further develop the learner’s cultural site
and archaeological knowledge. They also expose learners to broader issues of the significance of
the site and the risks that exist which may result in degradation of the sites.
Learners visiting recorded cultural sites as a learning activity are a source of risk to the site. The
virtual sites help learners to develop the necessary skills to protect the sites without contributing to
their degradation in the process.
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Inland site
Outline
This site demonstrates a variety of features including knapping, axe grinding, scarred trees and an
ochre source. In addition, it covers techniques for surveying a site and examines the issues of site
degradation by animals and erosion. It is an extensive site with numerous locations and artefacts to
examine. There are also a range of site preservation issues to consider.
This site raises questions about the significance of the site and highlights the importance of cultural
knowledge belonging to the local Indigenous community in assessing the significance of the site.
Key points (Axe grinding)
 Exposed sandstone in creek
 Axe grinding grooves
 Thin deep axe grinding grooves
Key points (Log area)
 Up out of the flood zone
 Transects
 Axe preform, axe blanks
 Pebble cortex surface
 Shaped by flaking or retouch
 Flake scars
 Story based on evidence
 Preserve the context of a site
 Small scraper or cutting tool
 Remains of a core
 Evidence
Key points (Ochre scene)
 Site based on resources
 Ochre
 Paint
 Soft mudstone
 White ochre stained red
 Paint and rock art
 Protect knowledge within sites, not just the sites themselves
Key points (Scarred tree area)
 Trees with scars not permanent artefacts – they die and rot away
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 Record the site
Key points (Fox hole area)
 Site being trashed
 Quartzite hammer stone
 Site context being destroyed
 Site preservation – doing the best you can while accepting site limitations
 Stone brought in from somewhere else
Key points (Blade knapping area)
 Erosion
 Remains have moved around and the story changed
 Problem for site protection
 Exposure
 Site significance
 Conservation strategies
 Financial resources
 Negative flake scars
 Very fine flakes – at least twice as long as they are wide
 Blade core
 Skilled workmanship
 Blade
 Dorsal and ventral surface
 Bulb of percussion
 Microliths
 Microscope to examine edges
 Spawl
 Burrin tool
Teacher’s role
 Reinforcing key points in the guide’s audio script
Alternative strategies
 With permission, visit local cultural sites and discuss the issues of site significance, risk and
conservation strategies as they pertain to these sites
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Coastal site
Outline
The location of cultural sites can often be related to the resources available to the community which
used the site. The Coastal Site provides an example of how a site could be associated with
resources of food, water and shelter. The aboriginal guide is also cautious about drawing too many
conclusions about the site, which is aimed at continually reminding learners not to jump to
conclusions about cultural activities based on a small amount of evidence.
Key points
 Midden
 Ancient rubbish tip
 Caves for shelter
 Location to food source
 Location to water
 Rock well
Teacher’s role
 Reinforcing key points in the guide’s audio script
Alternative strategies
 With permission, visit local cultural sites and discuss the issues of resource availability as they
pertain to these sites
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Lakeside site
Outline
The lakeside site provides a perfect example of how sites are exposed, in this case by the erosive
action of waves in a water storage dam, and how they are at risk from a variety of factors including
continued exposure, loss of temporal integrity and artefact removal. The site also demonstrates
issues of how the sites are now normally under water and are only exposed under periods of
exceptionally low rainfall.
Key points
 Terrace
 Rich sources of resources close to the site
 First rule (never lose the site)
 Grinding stone for grinding plant food
 Manuports
 Resources found in country
 Quartz
 Retouch edges
 Good flaking stone has good conchoidal fracture
 Negative flake scars
 Use of photographs to record sites
 Hearth
 Changes of colour
Teacher’s role
 Reinforcing key points in the guide’s audio script
Alternative strategies
 With permission, visit local cultural sites and discuss the issues of site significance, risk and
conservation strategies as they pertain to these sites
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Stone source site
Outline
The interest of this site focuses on traditional use of resources. Where a resource, such as a good
source of stone existed, care was taken to ensure that only the stone that was suitable for the tasks
at hand was taken away.
Key points
 Test flake
 Testing what was best for what they wanted
 Test flakes of undesirable material left behind
 Hammer stone
 Hammer stone size for task
 River bed
 Weathering
 Negative flake scars
 Dorsal and ventral surfaces
Teacher’s role
 Reinforcing key points in the guide’s audio script
Alternative strategies
 With permission, visit local cultural sites and discuss the likely sources of rock used in your
country
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Site survey
Outline
This component of the Toolbox provides learners with the opportunity to apply their site identification
skills by reporting on sites of cultural significance. The sites used include the knapping, bipolar,
scarred tree and inland sites from the Toolbox.
The site survey involves, firstly, producing a scale drawing of each site’s details as required for
completing site record cards used by agencies in each state of Australia. The site drawing is a drag
and drop exercise which contains all of the necessary elements. The learner’s challenge is to put all
of the elements into the correct location on the card compared to what was viewed in the cultural
sites. This exercise will require the learners to continually refer back to each of the sites and the
location of specific artefacts.
The second part of the site survey is to answer a variety of questions on the artefacts and the sites.
This is essentially an exercise in testing the level of knowledge gained by the learner as they
explored each of the sites. The knowledge test assist the learner in completing the third section of
the site survey which is a series of tick box questions regarding details of the site which are
recorded on a site card.
The fourth component of the site survey required filling out a site survey card that can be printed
from the Toolbox. The final stage is to participate in a discussion forum with other learners. This is a
mechanism to ensure that essential details about the site have not been overlooked.
Key points
 Site drawing
 Site information
 Photographs
 Site card
 Registering a site
 Informing local community
Teacher’s role
 Assist in revision of key points from each of the four case study sites
 Assist in drag and drop exercises to produce a site map
 Assist in filling out details of the site environment
 Assist in completion of site card
 Access site cards relevant to local State or Territory
 Access information on site registration procedures for State and Territory agencies
 Lead discussion on protocols for informing the local Indigenous community on sites that have
been identified
Alternative strategies
 Construct demonstration sites using a variety of cheap children’s toys to assist in producing
site drawings. Note, DO NOT manufacture artefacts and create demonstration sites without
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permission from the local Indigenous community and without registering them as
demonstration sites. Constructed sites are best done on plastic sheeting which can be
cleaned up at the end of the exercise.
Build your own site
Outline
The Build your own section encourages learners to work from story to site prediction, identification
and discovery. There are two main parts to this section, firstly, the drag and drop exercise that asks
the learner to listen to a story and then build the site that might have been there 500 years after the
story. The second part of the section present the outline of an extensive task that leads to
discovering some to the story in the learners own country. The learner then has to build a site to be
used for learning and based on the story they’ve uncovered.
Key points
 The importance of story
 Deriving site environment and elements from a story
 ]What is left behind and what doesn’t last
 Understanding context
 Planning and budgeting for a learning site
Teacher’s role
 Assist in completion of drag and drop exercise
 Assist in finding elders or experts to interview
 Assist in documenting a site from a story
 Assist in planning an synthetic site
 Assist and budgeting and drawing up a funding proposal for the site
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Conservation tasks
Outline
The tasks section of the Toolbox examines the conservation needs of the Knapping site in the
Learningscape, the Inland Knapping site, the Lakeside site and the Coastal site. For each site, an
evaluation of the cultural and scientific significance of the site is provided. In real world scenarios,
the significance of the sites can only be determined through a consultation process with the local
indigenous community and the scientific community.
To complete this section, learners are provided with a number of structured tasks that include
answering general questions about the site, preparing a conservation plan in the form of a map and
preparing a budget of the likely costs associated with implementing the conservation plan.
The final part of this section is to put learners into the role of managing a conservation budget for all
of the four sites. Their responsibility is to prioritise the use of limited resources against the needs of
each site with varying cultural and scientific significance.
This exercise can be extended to a site in the learner’s country provided appropriate protocols and
permissions are followed and received. If possible, this is a valuable exercise because it will require
community and scientific consultation.
Key points
 risks or impacts to the site
 degree of impact
 source of impact
 site significance
 resources available to respond to impacts
 site condition
 site exposure
 site contents
 conservation strategies
 conservation plans
 budgets
 priorities
Teacher’s role
 Revising key points on each of the cultural sites
 Facilitation of discussion on impacts and risks to sites
 Facilitation of discussion on significance of sites. This will involve discussion on both scientific
significance and cultural significance. Archaeologists and local Indigenous community
representatives MUST be involved in these discussions.
 Lead discussion on general guidelines as outlined in the Burra Charter
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Alternative strategies
 Visit cultural sites and examine the risk to the sites and the conservation strategies which
have been employed to manage the risks
Assessment suggestions
Assessment in the Cultural Resource Management Toolbox is based around the site survey cards
and site conservation tasks. Use of these activities as assessment events needs to be determined
by the learner's Registered Training Organisation (RTO) and their teacher. To demonstrate
competence in all four units of competency it will be necessary for the RTO to develop other
assessments where learners can consult and liaise with stakeholders and work with custodians of
cultural knowledge within local Indigenous communities.
Designing and organising assessment is the responsibility of the RTO offering these units, and may
involve collaboration with the learner's workplace supervisor.
Supplementary resources
There are extensive supporting materials available through the Australian Heritage Commission.
These include:
 Protecting Heritage Places Workbook: 10 steps to help protect the natural and cultural
significance of places:
 http://www.environment.gov.au/heritage/ahc/publications/commission/books/protectingplaces/index.html
 Protecting Heritage Places: information and resource kit:
http://trove.nla.gov.au/work/32025547?selectedversion=NBD43861768
 The resource kit is in compact disk format and contains the following publications in PDF
format:
 “Protecting Local Heritage Places – a guide for communities”
 “Australian Natural Heritage Charter”, 2nd edition
 “Natural Heritage Places Handbook”, 1998
 “Burra Charter: The Australian ICOMOS Charter for Places of Cultural Significance”, 1999
 “Ask First: a guide to respecting Indigenous heritage places and values”
 website copy of www.heritage.gov.au/protecting.html
For more information on these resources contact:
 The Australian Heritage Council:
 http://www.environment.gov.au/heritage/ahc/index.html
 The Department of Environment, Sustainability, Water, Population and Communities.
 http://www.environment.gov.au/heritage/index.html
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Assessment strategies
The ‘Cultural Resource Management’ Toolbox does not specifically support assessment of the
competencies, as assessment methodologies and practices can vary greatly for RTOs nationally.
Toolboxes, in general, do not provide summative assessment(s). However, some of the activities
contained in a Toolbox may lend themselves to be used in the context of formative assessment(s).
The Toolbox supports the summative assessment process, as learners will be working on tasks that
directly align with the competencies and will be producing evidence of their skills and knowledge
through the work they complete in the Toolbox.
As part of an evidence portfolio, an assessor may choose to use completed worksheets and
journals presented by a learner online or face-to-face, as well as meaningful contributions to online
discussions or the project work recommended in the Toolbox.
However, in most cases, additional assessment methods will be used to ensure learners fully
demonstrate their competency, for example:
 observation of workplace performance – will need a well planned observation guide; will need
to be combined with other methods to assess underpinning knowledge
 simulation – role plays to assess negotiation or consultation skills; useful for overcoming
ethical issues when direct observation in the workplace is not appropriate
 demonstration through videos of performance
 interview/dialogue – present case scenarios and ask learners how they would respond;
include questions to assess underpinning knowledge; improves access and equity; when
integrated with observation of performance can assess understanding in context – may be
conducted online with voice tools, or face-to-face.
Further assessment requirements to supplement the Toolbox content are the RTOs responsibility, in
accordance with AQF standards and requirements for competency-based assessment.
Recognition of prior learning (RPL)
Learners
The Toolbox offers an RPL Expressway to help learners decide whether they should apply for
recognition of prior learning in any of the units covered.
This section provides information on how the RPL process works, as well as an RPL Checklist for
each of the competencies covered in the Toolbox.
Teachers/trainers/facilitators
Teachers/trainers/facilitators must explain what recognition of prior learning (RPL) is to learners,
and how learners can access the skill recognition area of the Toolbox.
Learners should be made aware that if they have existing skills and knowledge relevant to a
particular unit of competency, that they can investigate the skill recognition area of the Toolbox to
help them judge whether to proceed with an RPL application.
Please note that this does not facilitate nor process an RPL application or assessment as that must
be managed and supported by an RTO. It does, however, provide an excellent insight into what is
involved with RPL and also offers a range of useful tools for both RPL candidates and RPL
assessors.
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An RPL Checklist has been provided in Appendix B.
Access, equity and Indigenous Toolboxes
Nationally the goals of all VET policies on equity are the same: to improve access to study and
related outcomes within VET for all clients and potential clients.
Improving access might involve strategies such as including accessibility features, ensuring that
selection criteria and course materials do not discriminate against learners, and adapting activities
to encourage all learners.
Strategies to improve access contribute to equity of outcomes from training regardless of individual
circumstances, background, and identity.
Examples of equity strategies include providing a supportive learning environment; adjusting
assessments and the means of accessing information to meet individual circumstances and
developing and using inclusive training materials.
Essentially, in the context of VET, equity refers to the capacity for all learners to achieve results in
training and to receive training in an inclusive environment with inclusive materials. Inclusive
environments and materials acknowledge and value the differences between people and cultures;
they include rather than exclude.
In meeting the principles of access and equity, it is important to accommodate the different needs of
all learners in an active and inclusive way. Considerations include:
 Is the learning environment (virtual or other) familiar to the learners?
 How does the cultural background of these learners influence their use and view of time?
 What cognitive styles characterise the target learners?
 What previous educational levels may the target learners achieved?
 How do learners conceive the role of the teacher/trainer/facilitator?
 Do the target learners have an increased likelihood of particular forms of disability?
 What kind of relationship do learners expect/want with their teacher/trainer/facilitator?
 What kinds of assessment tasks are fair and unbiased for the target learners?
 What rewards and forms of feedback are most motivating and beneficial for these learners?
 How do the learning materials respect Indigenous knowledge systems and processes?
 Does the Teacher guide explain how the Toolbox respects and preserves the intellectual and
cultural property rights of Indigenous people?
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Access and equity
In an attempt to address access and equity guidelines, the Cultural Resource Management Toolbox
incorporates the following features:
Large and pictorial icons
The Toolbox is built in an open structure with large icons that make easy targets. There is also a
use of image icons to preview links and help learners build expectation and predictive skills and
approaches.
Extensive use of audio
Almost all of the core information in this Toolbox is communicated in audio through the Guides.
Many of the target learner group have literacy issues and providing audio helps involve those who
might otherwise have been disadvantaged. The use of audio and pictures in a demonstration format
also reflect tradition Aboriginal methods of education.
Text alternatives
All the audio in the Toolbox has a text alternative. This text also describes the images in the
program.
Screen reader friendly
The Toolbox navigation system has been designed to be screen reader friendly and has been
tested with Jaws 4.0. Where required the toolbox makes use of ‘hidden links’, invisible to the user,
but detectable by screen readers. All browser pages have been developed to the XHTML standard
as approved by W3C World Wide Web Consortium.
Summaries and reminders
Research into learners with learning disabilities has shown that the use of frequent reminders helps
to improve memory retention. With this in mind, each activity in the Toolbox uses activity summary
sheets, which encourages learners to summarise, in their own words, the material covered in the
activity. In addition to these unit summaries, learners will also encounter tips and reminders as they
work through various activities.
Easy to navigate interface
The CRM Toolbox is easy to navigate. There is an exploratory mode where users can move through
the nine sites and listen to the Guides as the go. There is also a Structured mode where the major
sites can be investigated in detail by doing the Site Survey exercises and moving on to the Build
Your Own and Tasks sections. The navigation features have been explained above in the ‘The
interface’ section of ‘Learning setting’.
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Getting help
If there are any technical issues, users should refer to the specifications in the Technical guide. If
assistance is still required:
 discuss the issue with your Content Services Advisor
 call the Help Desk on 1300 736 710
 email your issue to toolboxhelp@flexiblelearning.net.au.
What is a Content Services Advisor?
There is a Content Services Advisor in each State and Territory. The Content Services Advisor
service is provided to assist Private RTOs, Industry bodies, TAFE, ACE and Schools in VET in the
successful implementation of Flexible Learning Toolboxes. Funded under the National VET Elearning Strategy, the Content Services Advisors are the "face" of Toolboxes in their state or
territory. To locate your Content Services Advisor, please visit
http://toolboxes.flexiblelearning.net.au/support/.
What can the Content Services Advisors do for you?
 Organise and conduct professional development activities.
 Mentor teams wishing to implement Toolboxes.
 Provide advice about using the Toolboxes.
 Disseminate information and broker other types of support (eg customisation).
Contact Information
For further information on Flexible Learning Toolboxes, please contact:
Flexible Learning Toolbox Help Desk
Phone:
1300 736 710
Email:
Toolboxhelp@flexiblelearning.net.au
Website:
flexiblelearning.net.au/Toolbox
For further information on the National VET E-learning Strategy, please contact the FLAG
Secretariat:
Phone:
03 9954 2700
Email:
flag_enquiries@natese.gov.au
Website:
flexiblelearning.net.au
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Appendix A – Competency alignment to Toolbox
activities
The following tables provide mapping of the competency and performance criteria details aligned to
Toolbox activities.
Note: Not all performance criteria are addressed by the Toolbox.
1a AHCILM302A Provide appropriate information on cultural knowledge (unit as of
October 2011)
1b RTD3802A Provide appropriate information on cultural knowledge (replaced unit)
Note – Performance criteria for both units are identical
Element
Performance criteria
Alignment to
Toolbox activities
and tasks
1. Summarise
essential features
of Aboriginal and
Torres Strait
Islander families
and cultures.
1.1 Contemporary Australian indigenous history since
1788 is summarised.
Partial alignment
with activities
nos. 7, 7b, 8, 9,
10, 11, 12, 13,
14, 15, 16, 17.
1.2 The concepts and beliefs of the dreaming and
before time are explained.
1.3 The link between economic organisation and
ecology in Aboriginal and Torres Strait Islander
societies is outlined.
1.4 The traditional social structures of Aboriginal and
Torres Strait Islander societies are summarised.
1.5 The elements of Aboriginal or Torres Strait Islander
societies (i.e. religion, land, ecology, social structure,
political structure) are combined to create a whole.
2. Identify
locations and
patterns of plants
and animals in a
specific area.
2.1.Relationships between land, rivers, lakes and sea
management practices and seasonal cycles are
identified and documented in an accessible record.
2.2.Common and indigenous names are used to
describe plants and animal according to community
guidelines and cultural protocols.
Alignment to
activities
1, 2, 3, 4, 5, 6, 7,
8, 9, 10, 11.
2.3.Relationships between spirituality and people to
complement the accessible record are noted.
2.4.Appropriate people are used to confirm findings.
3. Identify plants,
animals and
resources used
for medicine and
food.
3.1.Bush foods and medicines for a specific area are
identified and recorded.
No alignment
3.2.Common and indigenous names are used to
describe plants and animal according to community
guidelines and cultural protocols.
3.3.Plant and animal samples are collected for future
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identification.
3.4.Issues in relation to indigenous access and use are
defined and documented.
4. Relate
information on
cultural
knowledge to
others.
4.1.Information on cultural knowledge is provided to
those who are authorised to possess that knowledge
according to community guidelines and cultural
protocols.
Alignment to
activities
1, 2, 3, 4, 5, 6, 7,
8, 9.
4.2.Information on cultural knowledge is related in an
appropriate format and medium according to community
guidelines and cultural protocols.
4.3.Requests for disclosure of information on cultural
heritage that infringes intellectual property rights of a
group or community are referred to appropriate persons
according to community guidelines and cultural
protocols.
4.4.Requests for disclosure of information on aspects of
cultural knowledge by unauthorised individuals are
appropriately declined.
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2a AHCILM301A Propose appropriate uses of traditional customs (unit as of October 2011)
2b AHCILM301A Propose appropriate uses of traditional customs (replaced unit)
Note – Performance criteria for both units are identical
Element
Performance criteria
Alignment to Toolbox
activities and tasks
1.
Identify the role
of traditional
customs in
indigenous
communities.
1.1. Specific impacts of traditional customs on
a local community are investigated.
Alignment with activity 7.
1.2. The impact of role delineation of
indigenous men and women on land
management practices is defined according to
community protocols.
1.3. Current customs are compared with those
of pre-European settlement to determine any
impacts on the management of country.
2.
Outline impact
of native title rights
and interests
recognised under
non-Indigenous law.
2.1. Implications of the potential conflict of
interest between people exercising their native
title rights, which are in contravention of nonindigenous law, are investigated.
No alignment.
2.2. Instances where people exercising their
native title rights are contained within nonindigenous law are outlined.
2.3. The limitations placed on the exercise of
native title rights and interests by other valid
grants of title under non-indigenous law, and
how these different rights and interests in land
might coexist are determined.
2.4. The implications of the potential conflict of
interest between the exercise of native title
rights and interests and the rights of others with
interests in land are assessed.
2.5. Ramifications of the outcomes of
practicing traditional customs and native title
are discussed.
3.
Propose
appropriate
applications of
traditional customs
3.1. Situations involving traditional customs or
native title which result in ethical implications in
carrying out responsibilities are identified.
Alignment to activity 7.
3.2. The use of traditional customs as an
alternative to or in conjunction with mainstream
legal and management systems is outlined.
3.3. Advice for legal representatives regarding
the integration of traditional customs and
mainstream legal and management systems is
outlined.
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3a AHCILM401A
Protect places of cultural significance (unit as of October 2011)
3b AHCILM401A
Protect places of cultural significance (replaced unit)
Note – Performance criteria for both units are identical
Element
Performance criteria
Alignment to
Toolbox activities
and tasks
1.
Communicate
with stakeholders.
1.1. Working relationships are developed with
stakeholders that assist in the management of
culturally significant places.
Alignment with
activities 1, 2, 3, 4,
5, 6, 7.
1.2. Communication approaches are developed that
accommodate cultural views.
1.3. Views are regularly obtained on the way in
which the cultural significance and resource can be
conserved and used.
1.4. Views obtained are conveyed into enterprise
and park/reserve planning process.
2.
Conserve
significance.
2.1. Enterprise conservation policies and plans are
used with stakeholder views to plan ongoing
conservation actions.
Alignment to
activity 1.
2.2. Operational activities are developed and
implemented to implement the conservation
strategies and plans in a culturally sensitive manner.
2.3. Staff are organised to implement conservation
actions that minimise deterioration and damage.
2.4. Staff are supervised during restoration projects.
2.5. Resources are obtained for conservation and
restoration activities.
2.6. Submissions are made to the enterprise budget
process for funds to implement the conservation and
restoration activities.
3.
Manage
incidents.
3.1. Operational plans are developed to manage
incidents consistent with plan of management and
risk management analysis.
Alignment to
activities1, 2, 3, 4,
5, 6
3.2. Staff responsibilities are assigned to manage
types of incidents.
3.3. Equipment and supplies are obtained and
maintained to enable effective response to incidents.
3.4. Staff are trained in the management of the
types of incidents for which they have an
involvement.
3.5. Submissions are made to the enterprise budget
process for funds to support the incident
management activities.
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4a AHCILM402A Report on place of potential cultural significance (unit as of October 2011)
4b AHCILM402A Report on place of potential cultural significance (replaced unit)
Note – Performance criteria for both units are identical
Element
Performance criteria
Alignment to
Toolbox activities
and tasks
1.
Investigate
evidence of past
activities.
1.1. Movement through park/reserve is managed to
minimise disturbance and degradation to the
park/reserve and surrounding environments; especially
in relation to known and potential places of significance;
and complies with legislative requirements, Codes of
Practice and the park/reserve management strategy
and plan.
Alignment with
activities 7b, 8, 9,
10, 11, 12, 13, 14,
15, 16, 17.
1.2. Land forms including caves and potential sites for
rock art, flora, fauna and settings are observed to
identify potential places of previous human activity
which could have cultural and/or natural significance, as
part of operational duties.
1.3. Signs of previous human activity are assessed
and documented.
1.4. Park/reserve activities are reviewed in light of
potential significance and maintained, modified or
halted to enterprise procedures to maintain
significance.
1.5. Where activities have or may affect the potential
significance, notes and records are made of the original
state of the non-indigenous activities at the place, or
directions are sought from indigenous stakeholders or
cultural reference group in reference to indigenous
activities.
1.6. Where potential places of significance are
identified, field notes are taken of location in terms of
other park/reserve features, survey markers, and/or
global positioning.
1.7. Reasons for identifying potential significance are
recorded.
1.8. Location is referred to indigenous stakeholders or
cultural reference group for any directions.
2.
Implement
2.1. Immediate and longer-term risks associated with
interim protection the conservation of the place are identified according to
measures
enterprise guidelines, relevant charters and Codes of
Practice.
Alignment to
activities 1, 2, 3, 4,
5, 6.
2.2. Interim protective measures are taken to avoid
degradation, disturbance, and deterioration, and any
action which may break cultural protocols.
2.3. Existing activities of personnel and visitors are
modified to reduce/eliminate risks to the significance of
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the place.
3.
Report
observation.
3.1. Field notes on location are collated and recorded
to enterprise requirements.
3.2. Enterprise records are reviewed to reveal any
existing information about the non-indigenous
significance of the place.
Alignment to
activities 8, 9, 10,
11, 12, 13, 14, 15,
16, 17.
3.3. Colleagues are notified in a report about finding
and interim protective measures.
3.4. Advice is sought on the potential cultural and
natural significance of the place and any additional
required protective measures from indigenous
stakeholders or cultural reference group, from
specialists in or external to the enterprise, according to
enterprise procedures.
3.5. Interim assessment of place is documented and
reported to enterprise and legislative requirements and
best practice guidelines and Codes of Practice.
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Appendix B – RPL checklist
This table can be used as an aid to assist learners determine existing skills and learning gaps.
1. AHCILM302A Provide appropriate information on
cultural knowledge
I have performed these tasks
Frequently Sometimes Never
1.1 Contemporary Australian indigenous history since
1788 is summarised.
1.2 The concepts and beliefs of the dreaming and before
time are explained.
1.3 The link between economic organisation and ecology
in Aboriginal and Torres Strait Islander societies is
outlined.
1.4 The traditional social structures of Aboriginal and
Torres Strait Islander societies are summarised.
1.5 The elements of Aboriginal or Torres Strait Islander
societies (i.e. religion, land, ecology, social structure,
political structure) are combined to create a whole.
2.1.Relationships between land, rivers, lakes and sea
management practices and seasonal cycles are identified
and documented in an accessible record.
2.2.Common and indigenous names are used to describe
plants and animal according to community guidelines and
cultural protocols.
2.3.Relationships between spirituality and people to
complement the accessible record are noted.
2.4.Appropriate people are used to confirm findings.
3.1.Bush foods and medicines for a specific area are
identified and recorded.
3.2.Common and indigenous names are used to describe
plants and animal according to community guidelines and
cultural protocols.
3.3.Plant and animal samples are collected for future
identification.
3.4.Issues in relation to indigenous access and use are
defined and documented.
4.1. Information on cultural knowledge is provided to
those who are authorised to possess that knowledge
according to community guidelines and cultural protocols.
4.2. Information on cultural knowledge is related in an
appropriate format and medium according to community
guidelines and cultural protocols.
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4.3. Requests for disclosure of information on cultural
heritage that infringes intellectual property rights of a
group or community are referred to appropriate persons
according to community guidelines and cultural protocols.
4.4. Requests for disclosure of information on aspects of
cultural knowledge by unauthorised individuals are
appropriately declined.
2. AHCILM301A Propose appropriate uses of traditional
customs
I have performed these tasks
Frequently Sometimes Never
1.1. Specific impacts of traditional customs on a local
community are investigated.
1.2. The impact of role delineation of indigenous men and
women on land management practices is defined
according to community protocols.
1.3. Current customs are compared with those of preEuropean settlement to determine any impacts on the
management of country.
2.1. Implications of the potential conflict of interest
between people exercising their native title rights, which
are in contravention of non-indigenous law, are
investigated.
2.2. Instances where people exercising their native title
rights are contained within non-indigenous law are
outlined.
2.3. The limitations placed on the exercise of native title
rights and interests by other valid grants of title under
non-indigenous law, and how these different rights and
interests in land might coexist are determined.
2.4. The implications of the potential conflict of interest
between the exercise of native title rights and interests
and the rights of others with interests in land are
assessed.
2.5. Ramifications of the outcomes of practicing
traditional customs and native title are discussed.
3.1. Situations involving traditional customs or native
title which result in ethical implications in carrying out
responsibilities are identified.
3.2. The use of traditional customs as an alternative to or
in conjunction with mainstream legal and management
systems is outlined.
3.3. Advice for legal representatives regarding the
integration of traditional customs and mainstream legal
and management systems is outlined.
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AHCILM401A Protect places of cultural significance
I have performed these tasks
Frequently Sometimes Never
1.1. Working relationships are developed with
stakeholders that assist in the management of culturally
significant places.
1.2. Communication approaches are developed that
accommodate cultural views.
1.3. Views are regularly obtained on the way in which the
cultural significance and resource can be conserved and
used.
1.4. Views obtained are conveyed into enterprise and
park/reserve planning process.
2.1. Enterprise conservation policies and plans are used
with stakeholder views to plan ongoing conservation
actions.
2.2. Operational activities are developed and
implemented to implement the conservation strategies and
plans in a culturally sensitive manner.
2.3. Staff are organised to implement conservation
actions that minimise deterioration and damage.
2.4. Staff are supervised during restoration projects.
2.5. Resources are obtained for conservation and
restoration activities.
2.6. Submissions are made to the enterprise budget
process for funds to implement the conservation and
restoration activities.
3.1. Operational plans are developed to manage incidents
consistent with plan of management and risk management
analysis.
3.2. Staff responsibilities are assigned to manage types
of incidents.
3.3. Equipment and supplies are obtained and maintained
to enable effective response to incidents.
3.4. Staff are trained in the management of the types of
incidents for which they have an involvement.
3.5. Submissions are made to the enterprise budget
process for funds to support the incident management
activities.
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AHCILM402A Report on place of potential cultural
significance
I have performed these tasks
Frequently Sometimes Never
1.1. Movement through park/reserve is managed to
minimise disturbance and degradation to the park/reserve
and surrounding environments; especially in relation to
known and potential places of significance; and complies
with legislative requirements, Codes of Practice and the
park/reserve management strategy and plan.
1.2. Land forms including caves and potential sites for
rock art, flora, fauna and settings are observed to identify
potential places of previous human activity which could
have cultural and/or natural significance, as part of
operational duties.
1.3. Signs of previous human activity are assessed and
documented.
1.4. Park/reserve activities are reviewed in light of
potential significance and maintained, modified or halted
to enterprise procedures to maintain significance.
1.5. Where activities have or may affect the potential
significance, notes and records are made of the original
state of the non-indigenous activities at the place, or
directions are sought from indigenous stakeholders or
cultural reference group in reference to indigenous
activities.
1.6. Where potential places of significance are identified,
field notes are taken of location in terms of other
park/reserve features, survey markers, and/or global
positioning.
1.7. Reasons for identifying potential significance are
recorded.
1.8. Location is referred to indigenous stakeholders or
cultural reference group for any directions.
2.1. Immediate and longer-term risks associated with the
conservation of the place are identified according to
enterprise guidelines, relevant charters and Codes of
Practice.
2.2. Interim protective measures are taken to avoid
degradation, disturbance, and deterioration, and any
action which may break cultural protocols.
2.3. Existing activities of personnel and visitors are
modified to reduce/eliminate risks to the significance of
the place.
3.1. Field notes on location are collated and recorded to
enterprise requirements.
3.2. Enterprise records are reviewed to reveal any
existing information about the non-indigenous
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significance of the place.
3.3. Colleagues are notified in a report about finding and
interim protective measures.
3.4. Advice is sought on the potential cultural and natural
significance of the place and any additional required
protective measures from indigenous stakeholders or
cultural reference group, from specialists in or external to
the enterprise, according to enterprise procedures.
3.5. Interim assessment of place is documented and
reported to enterprise and legislative requirements and
best practice guidelines and Codes of Practice.
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