Explanations and perspective given by participants are grounded in:
unique cultural knowledge and values and are cognisant of the cultural diverse background of participants
Participants will have the opportunity if applicable to undertake literacy extension Units directly related to this module

Critical Aspects of Evidence
Assessment requires evidence of the following products to be collected:
Documentation to be collected includes:
oral/written short answer questions
short project: given resources , participants are to draw an outline of a body and fill it with pictures of what health means, creating a collage. Material from this aspect of assessment will form the first item in a personal Resource folder that will be added to throughout the duration of the course.
Resource Folder under the heading 'What is health':
list of activities identified in a film on traditional society.
Statements detailing how these activities affected the physical, mental and environmental health of people in traditional Aboriginal societies

Assessment requires evidence of the following processes to be provided
group work during which discussion of collages and identification of pictures that fall under the heading of physical (body), mental(mind) and environmental (place) occur
participation in a physical activity on a continuous basis throughout the course
observation of participation in classroom discussion
viewing of video on tradional Aboriginal society

Interdependant Assessment of Units
This Unit of Competence should be assessed in conjunction with the following Units:
Explain how contempory Aboriginal lifestyles and health status can be improved Identify the main organs (in the body) and their main functions.
Use a primary health care strategy to address a 'high risk' health issue in the community
Demonstrate the association between health practices and disease in a community

There are no prerequisite Units of Competence

Required skills and knowledge
cultural group values and world view concerning the concept of health
local community socio-cultural environment
local community physical environment
locla communication protocols and practices

Resource Implications
paper
scissor
glue
craft materials

Suggested Learning Resources for Participants:
Participants will be required to establish a Personal Resource folder ro keep work in throughout the course. It will serve as:
a record of what work has been done
a reference for student to reflect back on
a filing system (sections could include group work, wrinen oral assessments, projects, etc)
a resource for future use.
It may contain:
health terminology
language development exercises (meaning of words)
photos
advertisements
timetables
rules for sentence structures
useful local and state infonnation
health related pamphlets
work related information such as occupational health and safety, work duties
course outline and Unit of Competence map
addresses of relevant agencies, contact person for advice on courselliteracy difficulties

Assessment Context
This Unit is to be assessed in a classroom environment. Assessment should be flexible and require minimal English numeracy/literacy skills

Consistency of perfromance
Competency in this Units needs to be assessed on multiple occasions involving a series of direct, indirect and supplmentary forms of evidence

Key Competency Levels

NB: These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.

* Collect analyse and organise information (Level ?)
* Communicate ideas and information (Level ?)
* Plan and organise activities (Level ?)
* Work with others and in teams (Level ?)
* Use mathematical ideas and techniques (Level ?)
* Solve problems (Level ?)
* Use technology (Level ?)

Three levels of performance denote level of competency required at perform a task.

1. Perform 2. Administer 3. Design

Performance Level 1 describes the competency needed to undertake activities efficiently and with sufficient self-management to meet the explicit requirements of the activity and to make judgements about the quality of outcome against established criteria.

Performance Level 2 describes the competency needed to manage activities requiring the selection, application and integration of a number of elements and to select from established criteria to judge quality of process and outcome.

Performance Level 3 describes the competency needed to evaluate and reshape processes, to establish and use principles in order to determine appropriate ways of approaching activities, and to establish criteria for judging quality of process and outcome.