Assessor Resource

CULMS506C
Plan and develop activities, events and programs

Assessment tool

Version 1.0
Issue Date: May 2024


This unit applies across a broad range of industry contexts and focuses on the short-term planning of any type of public activity, program or event. Depending on the context, this role may be undertaken by senior experienced operational staff or managers

The unit does not reflect the role of a specialist event manager. Those skills are covered in event management units in the THT02 Tourism Training Package.

Skills for the actual delivery of activities, events or programs are covered in CULMS406C Deliver information, activities and events.

This unit describes the performance outcomes, skills and knowledge required to plan and develop activities, events or programs for different customer groups.

This unit is equivalent to unit THTPPD05B Plan and develop interpretive activities, in the THT02 Tourism Training Package.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Nil

Employability Skills

The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The Employability Skills Summary for the qualification in which this unit of competency is packaged, will assist in identifying Employability Skills requirements.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

research, development and evaluation of an activity, event or program to meet a particular need

detailed knowledge of subject matter and ability to apply that knowledge to the development process.

Context of and specific resources for assessment

Assessment must ensure:

assessment conducted over a period of time to allow the candidate to develop, pilot and evaluate the activity

integration of realistic workplace constraints for the development process e.g. budget, space limitations, other resource constraints

access to relevant organisational documentation

access to equipment and resources relevant to the activity, program or event.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate

project to develop and evaluate an activity, program or event for a nominated customer group/organisation

oral or written questioning to assess knowledge of development processes.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

THTFTG14A Prepare specialised interpretive content (cultural and heritage environments)

CULMS004B Integrate knowledge of education and learning into museum activities

other exhibition units.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

planning and organisational skills to undertake the total planning process for an activity or event (note: not a major event requiring specialist event management skills)

communication skills to undertake consultations and liaison on a wide range of potentially complex operational issues

literacy skills to interpret and develop varied and complex support materials

numeracy skills to estimate costs and to work with budgets.

Required knowledge

subject matter around which the activity, program or event is developed

features of typical policies, procedures and practices relating to the provision of public activities, events and programs

concept of sustainable museum practice and its relevance to the development of public programs

sources of advice and specialist assistance for activity development

planning and scheduling for activity, event or program

interpretation techniques suitable for a wide range of audiences

relevant resources for planning, promoting, delivering and evaluating activity, event or program

cultural protocols to be observed in developing programs, including those relating to Aboriginal or Torres Strait Islander contexts

copyright, moral rights and intellectual property issues and legislation that impact on the development of activities, including those relevant to Indigenous cultures

other relevant legislation including child protection and Trade Practices.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Activities, events or programs may include:

guided tours

exhibitions

special occasions and festivals

holiday or weekend activities

performances e.g. theatre, film, music, dance, craft demonstrations, workshops

scientific experiments

presentations, demonstrations

excursions, field trips, site visits, guided tours

school visit programs

institution open days

ceremonies

school programs

External influences on program development may include:

current or emerging community interests

social trends

current events

programs in other institutions

changes in technology

visitation patterns

Other specialists may include:

curators

designers

actors/performers

environmental consultants

interpretation consultants

cultural advisers

technical experts

curriculum advisers

teachers

educational psychologists, learning advisors

Proposal may include:

rationale, aims, objectives and expected outcomes, in financial and other terms

facilities, resources and equipment needed

target audience

marketing and promotion requirements

staff training needs

Resources required may include:

natural resources

lighting

audiovisual equipment and recordings

handouts

costumes

props

contractors e.g. performers

guest speakers

technical and creative staffing

other equipment

catering

security

support materials

transportations

furniture

space

booking systems/support

Support materials may include:

replicas/education collection materials

guidance materials

descriptions

labels

signs

overheads

videos

activity sheets

curriculum-related material

Customers/users may be:

local community

tourists

educational groups

special interest groups

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Forms

Assessment Cover Sheet

CULMS506C - Plan and develop activities, events and programs
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CULMS506C - Plan and develop activities, events and programs

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: