Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CULEVP402A Mapping and Delivery Guide
Design and develop interpretive displays

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CULEVP402A - Design and develop interpretive displays
Description This unit describes the performance outcomes, skills and knowledge required to design and develop small displays to assist in the interpretation of collections or sites.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to individuals who develop small interpretive displays of collection material.The unit is most relevant to people working independently or in small organisations, who apply visual design and interpretive skills to present material in creative and interesting ways.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Develop ideas for displays
  • Consult with colleagues and other stakeholders to confirm exhibition or display objectives
  • Explore interpretive display ideas in the context of the collection
  • Research relevant information on audience profile and need to inform interpretive approaches
  • Obtain and assess operational information which may impact on the development of displays
  • Evaluate existing storylines and conduct research to develop new themes or storylines
  • Identify the need for and seek assistance from interpretive or subject matter specialists
  • Prepare interpretive display proposals for approval as required
       
Element: Create interpretive displays
  • Plan and schedule display approaches and communication media using established techniques and available resources
  • Organise display spaces that meet intended objectives and reflect the principles of universal access
  • Select and organise relevant materials and equipment making creative use of available materials and supplies
  • Participate in the creation and installation of displays according to organisational procedures
  • Maintain displays in line with organisational procedures
       
Element: Evaluate interpretive displays
  • Obtain formal and informal feedback from customers on effectiveness of display materials
  • Challenge and test designs through own evaluation and consultation
  • Seek feedback from colleagues to enhance current and future displays
       


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:

research and develop new ideas for interpretive displays

apply different display techniques when developing interpretive displays

design and develop displays to address specific audience profiles.

Context of and specific resources for assessment

Assessment must ensure:

access to:

a collection or site

materials and equipment

information on audience profile.

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

evaluation of displays developed by the candidate

evaluation of candidate’s ability to design displays for different collection and site scenarios

verbal or written questioning to assess knowledge of display techniques and conventions

evaluation of formal and informal feedback processes developed by the candidate.

Assessment methods should closely reflect workplace demands and the needs of particular client groups (consider the requirements of different age groups, clients with English as a second language, clients with disabilities, remote library users, etc.).

Guidance information for assessment

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

CULEVP401A Present information on activities, events and public programs.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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

communication skills to:

consult with colleagues and stakeholders

gain feedback from customers on interpretive displays

liaise with stakeholders

initiative and enterprise skills to:

assess audience profiles

create displays that engage audiences while meeting design and technical principles

identify themes and storylines for interpretive displays

literacy skills to:

develop interpretive labels and other materials

prepare display proposals

planning and organising skills to:

coordinate processes and resources for displays

plan and stage displays

schedule activities

self-management skills to:

follow workplace procedures

prioritise work tasks and meet deadlines

teamwork skills to work collaboratively with colleagues

technical skills to use:

audiovisual equipment for interpretive displays

materials and equipment in the development of interpretive displays

visual literacy skills to:

creatively use materials to enhance displays

design displays

evaluate storylines

work at a basic level with colour, shape and layout.

Required knowledge

basic principles of design

copyright, moral rights and intellectual property issues and legislation that impact on the development of display materials

cultural protocols to be observed in the display of cultural material, including those for the exhibition of Aboriginal or Torres Strait Islander material

work health and safety (WHS) requirements in relation to use of equipment and the overall safety of displays

organisational procedures for displays

potential uses of technology in interpretive displays

principles of universal access in relation to displays

range of materials and equipment used for interpretive displays

role of interpretive displays in enhancing access to cultural material

techniques and conventions for:

creating small displays

effective label development, including production and installation.

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.

Stakeholders may include:

access specialists

boards of management

conservators

cultural groups

curators

designers

display specialists

local community members

school or education specialists

subject matter experts

visitors.

Interpretive display ideas may include:

charts

diagrams

display stands

electronic presentations

labels

maps

photographs

signs

support materials, such as:

activity books

guides

handouts

publications.

Information on audience profile may include:

age

cultural preferences

cultural diversity

disability access required

educational level

familiarity with collections or sites

gender

physical capabilities

special interests.

Operational information may include:

budget allocation

collection needs

duration of exhibition

floor plans

lighting

movement of visitors through the space

need for utilities, such as:

electricity

water

security issues

set-up times and duration

size of display areas, such as:

booth

stage

structure of walls

type of surface on which display is to be created

work health and safety requirements.

Techniques may relate to:

balance of text and pictorial content

choice of materials for label production and supports

creative interpretation techniques

ensuring access to information

label hierarchies

organisational or industry standards, including:

grammatical correctness

technicality of language

use of conventions for information, such as for dates and names

principles of design

relationship of cultural material to display mechanism

use of colour

use of fonts and typefaces

use of juxtaposition.

Materials and equipment may include:

three-dimensional materials

adhesives

audiovisual systems

boards

computers

fabric

flags

freestanding display cases and stands

furniture

knives

paint

paint brushes

pens and markers

perspex

pins

plinths

printed materials

rulers

scissors

screens

signs

sound systems

string

tape measures

tools

velcro

videos.

Creative use may involve:

experimenting with colour, shape and texture

lighting

placing items in a range of different ways

testing different approaches

use of sound.

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
Consult with colleagues and other stakeholders to confirm exhibition or display objectives 
Explore interpretive display ideas in the context of the collection 
Research relevant information on audience profile and need to inform interpretive approaches 
Obtain and assess operational information which may impact on the development of displays 
Evaluate existing storylines and conduct research to develop new themes or storylines 
Identify the need for and seek assistance from interpretive or subject matter specialists 
Prepare interpretive display proposals for approval as required 
Plan and schedule display approaches and communication media using established techniques and available resources 
Organise display spaces that meet intended objectives and reflect the principles of universal access 
Select and organise relevant materials and equipment making creative use of available materials and supplies 
Participate in the creation and installation of displays according to organisational procedures 
Maintain displays in line with organisational procedures 
Obtain formal and informal feedback from customers on effectiveness of display materials 
Challenge and test designs through own evaluation and consultation 
Seek feedback from colleagues to enhance current and future displays 

Forms

Assessment Cover Sheet

CULEVP402A - Design and develop interpretive displays
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

CULEVP402A - Design and develop interpretive displays

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: