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

CULEVP503A Mapping and Delivery Guide
Develop and promote activities, events and public programs

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CULEVP503A - Develop and promote activities, events and public programs
Description This unit describes the performance outcomes, skills and knowledge required to plan, develop and promote activities, events and public programs for different customer groups.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies in a broad range of industry contexts and focuses on the short-term planning and promotion of an activity, event or public program.Depending on the context, this role may be undertaken by senior experienced operational staff or managers.
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: Establish scope of public programs
  • Identify activities, events or public programs that meet current or future organisational priorities and policies
  • Evaluate external influences that may impact on the development of programs
  • Research customer needs, current development initiatives and wider community needs
  • Establish educational, interpretive and commercial objectives in consultation with appropriate stakeholders
       
Element: Develop concepts for public programs
  • Develop and document concepts for storylines, interpretive messages and themes
  • Integrate cultural and environmental protocols into concept development
  • Identify and use the service of specialists as required
  • Prepare and present proposals for approval consistent with organisational procedures
       
Element: Prepare to stage activities, events and public programs
  • Obtain resources required to complete activity, event or public program
  • Agree on preparation timeframes with relevant parties and take steps to coordinate with other activities
  • Confirm that facilities are capable of delivering activities to the specified range of users and provide a suitable and safe environment
  • Ensure resources required to operate the required facilities are available and suitable
  • Undertake risk audits and take appropriate action according to organisational procedures
       
Element: Organise publicity
  • Assess the suitability of existing promotional materials for activities, events and public programs and audience
  • Contribute to the development of strategies that target audiences within resource and time constraints
  • Ensure material contains valid and reliable information and appropriate interpretations
       
Element: Evaluate programs
  • Obtain and provide formal and informal feedback from and to customers and colleagues
  • Modify activities according to feedback received and use feedback to inform future development
  • Establish and implement ongoing review mechanisms to ensure continuous improvement of programs
       


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, plan, develop and promote activities, events or public programs to meet specified needs

conduct and evaluate effectiveness of activities, events or public programs.

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 an activity, event or public program

integration of realistic workplace constraints for the development process, such as budget, space limitations, resource constraints and staff

access to:

relevant organisational documentation

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

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 onthejob performance

activity, event or public program for a nominated customer group or organisation to develop and evaluate

verbal or written questioning to assess knowledge of processes

responses to a case study.

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

SITXMPR001A Coordinate production of brochures and marketing materials.

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 and teamwork skills to:

consult with stakeholders

discuss complex ideas

obtain and evaluate feedback

work collaboratively with others in staging the activity

initiative and enterprise skills to:

develop storylines, interpretive messages and themes

develop promotional strategies

literacy skills to:

develop varied information support materials

read and interpret information

use appropriate presentation formats

numeracy skills to:

allocate and manage resources

estimate costs and work within budgets

track expenditure

planning and organising skills to:

organise resources

plan, schedule and coordinate operations

problem-solving skills to:

address challenges and issues that typically arise in the context of developing and promoting programs

analyse links between audiences and concepts

reduce costs and wastage

self-management skills to:

follow workplace procedures

prioritise work tasks and meet deadlines

technology skills to:

apply different formats

identify and analyse a wide range of information sources.

Required knowledge

subject matter around which activities, events or public programs are developed

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

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

sources of advice and specialist assistance for activity development

techniques for planning and scheduling activities, events and public programs

interpretation techniques suitable for a wide range of audiences

resources for planning, promoting, delivering and evaluating activities, events and public programs

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

copyright, moral rights, privacy and intellectual property issues and legislation that impact on the development of activities, including those relevant to Aboriginal and Torres Strait Islander cultures, 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 public programs may include:

ceremonies

demonstrations

excursions

exhibitions

festivals

field trips

guided tours

holiday or weekend activities

institution open days

performances, such as:

theatre

film

music

dance

craft demonstrations

workshops

presentations

school programs

scientific experiments

site visits

special occasions.

External influencesmay include:

changes in technology

current events

current or emerging community interests

legislation

programs in other institutions

social trends

visitation patterns.

Specialists may include:

actors

cultural advisers

curators

curriculum advisers

designers

educational psychologists

environmental consultants

interpretation consultants

learning advisors

performers

teachers

technical experts.

Proposalsmay include:

aims and objectives

expected outcomes

facilities, resources and equipment needed

marketing and promotional requirements

organisational strategy

staff training needs

target audience

timeline.

Resourcesmay include:

audiovisual equipment and recordings

booking systems and support

catering

contractors, such as performers

costumes

furniture

guest speakers

handouts

licences

lighting

natural resources

other equipment

props

security

space

support materials

technical and creative staffing

transportation.

Materials may include:

activity sheets

curriculum-related material

descriptions

guidance materials

labels

overheads

press releases

replicas and education collection materials

signs

social media

videos.

Strategiesmay relate to:

advertising

bulletins

community media

editorials

multifaceted approaches

newspapers

posters

press releases

social media

targeted campaigns

websites.

Customers may be:

educational groups

local community members

special interest groups

tourists.

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 activities, events or public programs that meet current or future organisational priorities and policies 
Evaluate external influences that may impact on the development of programs 
Research customer needs, current development initiatives and wider community needs 
Establish educational, interpretive and commercial objectives in consultation with appropriate stakeholders 
Develop and document concepts for storylines, interpretive messages and themes 
Integrate cultural and environmental protocols into concept development 
Identify and use the service of specialists as required 
Prepare and present proposals for approval consistent with organisational procedures 
Obtain resources required to complete activity, event or public program 
Agree on preparation timeframes with relevant parties and take steps to coordinate with other activities 
Confirm that facilities are capable of delivering activities to the specified range of users and provide a suitable and safe environment 
Ensure resources required to operate the required facilities are available and suitable 
Undertake risk audits and take appropriate action according to organisational procedures 
Assess the suitability of existing promotional materials for activities, events and public programs and audience 
Contribute to the development of strategies that target audiences within resource and time constraints 
Ensure material contains valid and reliable information and appropriate interpretations 
Obtain and provide formal and informal feedback from and to customers and colleagues 
Modify activities according to feedback received and use feedback to inform future development 
Establish and implement ongoing review mechanisms to ensure continuous improvement of programs 

Forms

Assessment Cover Sheet

CULEVP503A - Develop and promote activities, events and public 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

CULEVP503A - Develop and promote activities, events and public 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: