Assessor Resource

SITTGDE307
Prepare specialised interpretive content on flora, fauna and landscape

Assessment tool

Version 1.0
Issue Date: April 2024


This unit applies across many industry sectors and has particular application to guides who work in national parks, or who conduct tours with a strong focus on the natural environment. In this context, they work independently to research and prepare interpretive content.

This unit describes the performance outcomes, skills and knowledge required to research specialised information on flora, fauna and landscape, and then critically analyse that information to develop interpretive themes and messages. It highlights the need for ongoing research to update and expand knowledge.

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

Prerequisites

Not applicable.

Employability Skills

This unit contains employability skills.



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.

Overview of assessment

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

Evidence of the ability to:

demonstrate knowledge of flora, fauna and landscape as detailed under Required Knowledge

develop coherent and interesting interpretations for presentation.

Context of and specific resources for assessment

Assessment must ensure use of:

current specialised information sources

current interpretive resources.

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 observation of the individual using knowledge to deliver interpretive commentaries or activities

questioning of group members about the individual’s breadth of knowledge and ability to answer customer questions

review of a research portfolio prepared by the individual

written or oral questioning to assess the way in which the research process has been used

written or oral questioning to assess aspects of specialised knowledge

review of portfolios of evidence and thirdparty workplace reports of onthejob performance by the individual.

Guidance information for assessment

The assessor should design integrated assessment activities to holistically assess this unit with other units relevant to the industry sector, workplace and job role, for example:

SITTGDE303 Lead tour groups

SITTGDE304 Prepare and present tour commentaries or activities

SITTPPD402 Develop interpretive activities.

Assessment should also recognise the different ways that people acquire specialised knowledge, for example:

specialised qualifications in the subject matter area

cultural knowledge in Aboriginal or Torres Strait Islander societies.

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

critical thinking and interpretive skills to:

establish an interpretive framework

evaluate and adapt a varied range of information for practical workplace purposes

create key messages, themes and storylines for audiences

literacy skills to:

interpret potentially complex and detailed information on flora, fauna and landscape

learning skills to proactively build own knowledge base

technology skills to use the Internet as a research tool.

Required knowledge

understanding of the role of interpretation in creating a powerful customer experience

current interpretive theory, methods and media

sources of information on flora, fauna and landscape in the relevant geographic context

landscapes of interest within a local region and their general characteristics

key ecological terminology and concepts, including:

biotic and physical factors

populations

biodiversity and abundance

food web

community relations

life cycles

succession

zonation

carbon cycle

water cycle

energy flow

nutrient cycle

interrelationships between parts of the ecosystem:

developmental processes related to the formation of the local landscapes, including:

geological formations and history

soil composition and its relation to plant and animal life and water catchment areas

principles of Gondwana theory and the impact of Gondwana on plant and animal communities

major species of flora and fauna within the landscape, including:

nature of species and where it is found

roles of individual species

characteristics

commonalities

interactions between species and the environment

nutrition and life cycles

species harmful to humans

identification techniques for flora and fauna

environmental influences that affect the landscape, including climate and fire

nature of human impact on the landscape, including industrial impacts

management regimes for the local landscape, including relevant authorities and codes of practice

Australian Indigenous perspective on the landscape.

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.

Sources may include:

artworks

events

exhibitions

experiences and observations (of self or others)

films

images

Internet

music

objects

other people:

local experts

traditional owners

performances

presentations

professional associations

printed texts (books, journals, magazines, newspapers)

special interest groups:

geological societies

plant study groups

wildlife societies

technical information.

Landscape may be:

alpine

coastal

desert

outback

temperate

tropical.

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
Identify key sources of specialised information about flora, fauna and landscape. 
Evaluate the credibility and reliability of information sources. 
Use formal and informal research techniques to access current, accurate and relevant information. 
Make subjects of potential customer interest the focus of research activities. 
Analyse information and develop interpretive themes and messages to meet customer needs. 
Organise information to support the ways in which it will be used and presented. 
Identify and use opportunities to maintain currency of knowledge about specialised topics. 
Proactively seek opportunities to enhance and expand own knowledge base. 
Incorporate updated knowledge into work activities. 

Forms

Assessment Cover Sheet

SITTGDE307 - Prepare specialised interpretive content on flora, fauna and landscape
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

SITTGDE307 - Prepare specialised interpretive content on flora, fauna and landscape

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: