- PSPGOV420A - Use translation services
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
PSPGOV420A Mapping and Delivery Guide
Use translation services
Version 1.0
Issue Date: May 2024
Qualification | - |
Unit of Competency | PSPGOV420A - Use translation services |
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Description | This unit covers the use of translation services for routine correspondence, reports, standard text material and other non-specialised materials. It includes preparing information for translation, engaging a translation service and completing translation arrangements.In practice, the use of translating services may overlap with other generalist and specialist public sector work activities such as working ethically, complying with legislation, providing client services, applying government processes, promoting client compliance with legislation, preparing evidence, etc. This is one of 2 units of competency in the Working in Government Competency Field that deals with interpreting and translating. The related unit is:PSPGOV419A Work with interpreters | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | Not applicable. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | Not applicable. | ||
Competency Field | Working in Government. |
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 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Prepare written information for translation |
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Element: Engage translation service |
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Element: Complete translation arrangements |
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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 specifies the evidence required to demonstrate achievement in the unit of competency as a whole. It must be read in conjunction with the Unit descriptor, Performance Criteria, the Range Statement and the Assessment Guidelines for the Public Sector Training Package. | |
Units to be assessed together | Pre-requisite units that must be achieved prior to this unit:Nil Co-requisite units that must be assessed with this unit:Nil Co-assessed units that may be assessed with this unit to increase the efficiency and realism of the assessment process include, but are not limited to: PSPETHC401A Uphold and support the values and principles of public service PSPGOV402B Deliver and monitor service to clients PSPGOV413A Compose complex workplace documents PSPGOV422A Apply government processes PSPLEGN401A Encourage compliance with legislation in the public sector PSPREG402C Promote client compliance PSPREG409B Prepare a brief of evidence |
Overview of evidence requirements | In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms: the knowledge requirements of this unit the skill requirements of this unit application of Employability Skills as they relate to this unit use of translation services in a range of (3 or more) contexts (or occasions, over time) |
Resources required to carry out assessment | These resources include: legislation, policy, procedures and protocols relating to the use of translation services case studies and workplace scenarios to capture the range of translation contexts likely to be required |
Where and how to assess evidence | Valid assessment of this unit requires: a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered when using translation services, including coping with difficulties, irregularities and breakdowns in routine use of translation services in a range of (3 or more) contexts (or occasions, over time). Assessment methods should reflect workplace demands, such as literacy, and the needs of particular groups, such as: people with disabilities people from culturally and linguistically diverse backgrounds Aboriginal and Torres Strait Islander people women young people older people people in rural and remote locations. Assessment methods suitable for valid and reliable assessment of this competency may include, but are not limited to, a combination of 2 or more of: demonstration portfolios projects questioning scenarios authenticated evidence from the workplace and training courses |
For consistency of assessment | Evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments |
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.
This section describes the essential skills and knowledge and their level, required for this unit. |
Skill requirements Look for evidence that confirms skills in: specifying requirements and preparing information to ensure effectiveness and efficiency of translating experience tailoring written communication to suit the level of client understanding and the translating environment briefing translators on subject matter, terminology and required background reading addressing the occupational health and safety of translators (in terms of issues such as stress, repetitive strain injury) through adequate time allocations and deadlines applying legislative and ethical requirements of working with translators |
Knowledge requirements Look for evidence that confirms knowledge and understanding of: legal and ethical requirements of working with translators process for accessing translation services translators' code of ethics cultural aspects of communication with diverse client groups language requirements of working with translators roles a translator should and should not be expected to perform legislation/policy/procedure related to working with translators occupational health and safety and environmental issues related to working with translators |
The Range Statement provides information about the context in which the unit of competency is carried out. The variables cater for differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for different work requirements, work practices and knowledge. The Range Statement also provides a focus for assessment. It relates to the unit as a whole. Text in bold italics in the Performance Criteria is explained here. | |
Translation is: | the written rendering of the meaning of the written word from one language (the source language) into another (the target language) |
Words without direct translation may include: | name of the organisation, which should not be translated technical/specialist terms, such as ergonomic assessment |
Legislative and organisational requirements may include: | privacy public sector ethics organisational code of practice |
Purpose of translating may include: | translation of texts that do not contain technical or specialised information or terminology simple translation where some level of inaccuracy is acceptable translation work that may include routine correspondence, reports, standard text material in the general field of scholarship translation of non-specialised scientific, technical, legal, tourist and commercial subjects translation work requiring a reasonable level of accuracy translation work requiring a high level of accuracy complex, technical and sophisticated translation |
Competency of translators may include: | paraprofessional level professional level advanced professional level international standard accreditation with National Accreditation Authority for Translators and Interpreters (NAATI) - a requirement for translation assignments in some jurisdictions international credentials degree of difficulty of written material |
Language may include: | major language plus dialects community languages Aboriginal languages register syntax level |
Identification of target language may include: | expert advice on language/s to choose for translation (for posters or pamphlets for community or workplace, for example) |
Specific requirements may include: | recording of translations (audiotape) police clearance for translator |
Specifications may include: | font size margin specifications layout template word processing desktop publishing roles a translator is not expected to undertake, such as: defining terms reformatting material providing examples changing materials to make them more suitable for translation |
Translations may be received by: | file transfer hard copy |
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 |
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Written information for translation is presented in language that is simple, plain, grammatically correct and uses short sentences, while preserving the integrity of the required meaning. | |||
Words without direct translations, key concepts, terminology and jargon are explained in simple terms or through diagrams/graphics/pictures. | |||
Active voice is used in preference to passive where possible and acronyms and abbreviations are avoided or explained in full. | |||
Question and answer formats are used for written information where possible to break text into meaningful chunks. | |||
Written information is checked to ensure it is legible, and precise. | |||
Written information is tested on others not familiar with the subject matter, in accordance with legislative and organisational requirements, to ensure that the meaning is clear and easy to understand. | |||
The purpose of translation is determined to ensure the competency of the translator meets organisational requirements. | |||
Target languages are identified and any specific requirements of the translating service are determined. | |||
Exact specifications and timeframe for finished product are determined and agreed with translator. | |||
Occupational health and safety requirements are considered and incorporated in determining time allocations and deadlines for translations. | |||
Quotes are obtained if required and translator/s engaged in accordance with organisational policy and procedures. | |||
Details of translation arrangements are recorded in accordance with organisational policy and procedures. | |||
Background materials and information for translation are provided to translator/s in agreed format and timeframe. | |||
Contact details are provided for clarification of information, concepts and technical terms as required by translators. | |||
Translations are received in accordance with agreed conditions, and payments authorised as required in accordance with organisational policy and procedures. | |||
Where translated material is sent for printing, completed proofs/products are checked by translator/s prior to printing. |
Forms
Assessment Cover Sheet
PSPGOV420A - Use translation services
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
PSPGOV420A - Use translation services
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: