Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

1. Research specialised information on cultural and heritage environments.

1.1 Identify key sources of specialised information about cultural and heritage environments.

1.2 Evaluate the credibility and reliability of information sources.

1.3 Use formal and informal research to access and obtain current and relevant information.

1.4 Make subjects of potential customer interest the focus of research activities.

2. Prepare specialised information on cultural and heritage environments.

2.1 Analyse information and develop interpretive themes and messages to meet customer needs.

2.2 Organise information to support the ways in which it will be used and presented.

3. Update knowledge of specialised information on cultural and heritage environments.

3.1 Identify and use opportunities to maintain currency of knowledge about specialised topics.

3.2 Proactively seek opportunities to enhance and expand own knowledge base.

3.3 Incorporate updated and expanded knowledge into work activities.

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 cultural and heritage environments

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 cultural and heritage environments

the nature and significance of one or more cultural or heritage environments including:

how the environment developed and evolved

historically and culturally significant features, including details of any exhibits, displays or performances

individuals associated with the environment, their roles and impacts

role of the environment in the local community, both past and present

relationship of the environment to past and current Australian culture and history.

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 cultural and heritage environments 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.

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.

Cultural and heritage environments may be natural or built and may include:

Aboriginal art or occupation sites

art galleries

cultural centres

heritage trails

historic localities or regions

historic theme parks

museums

prehistoric and fossil sites.