Application
This unit describes the performance outcomes, skills and knowledge required to develop interpretive activities for different customer groups. It requires the ability to establish educational, interpretive and commercial objectives for an activity; develop operational aspects; and evaluate the success of the activity. The actual presentation of activities is covered in the unit SITTGDE005 Prepare and present tour commentaries or activities.
The unit applies to many industry sectors and has particular relevance in tourism, sport and recreation, and cultural contexts. Interpretive activities take place on historical, cultural, heritage or nature-based tours, in attractions and theme parks, in national parks or in locations such as museums, galleries, libraries, performing arts centres and zoos. Activities could be virtual.
Planning and developing interpretive activities may be for a series of activities in a venue or tour operation or for a one-off activity. It could be the responsibility of the person delivering the activity or be developed by senior operational or supervisory personnel. The planning role applies to those who work independently with limited guidance from others. This could include senior guides, activities coordinators, or owner-operators of small organisations.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
Elements and Performance Criteria
ELEMENTS | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Establish need for activities. | 1.1.Identify need for interpretive activities, based on customer, organisation and community needs. 1.2.Establish educational, interpretive and commercial objectives in consultation with appropriate colleagues. |
2. Create activities. | 2.1.Identify and evaluate a range of potential information and resources, including other specialists as required. 2.2.Develop interpretive framework for activities. 2.3.Generate and select ideas for potential messages, themes and storylines. 2.4.Identify relationships between themes, storylines and the site. 2.5.Incorporate interpretive media that matches the site. 2.6.Conduct a risk assessment and incorporate controls into activity development. 2.7.Evaluate and integrate legal, ethical and sustainability considerations. 2.8.Develop resources to support activities. 2.9.Develop activity within budget to meet agreed objectives. |
3. Evaluate activities. | 3.1.Obtain formal and informal feedback from customers and colleagues during piloting or conduct of activities. 3.2.Modify activities according to feedback received. 3.3.Establish and implement ongoing review mechanisms to ensure continuous improvement of activities in line with its objectives. |
Evidence of Performance
Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:
plan and develop one single interpretive activity and one series comprising at least three interpretive activities combined into an overall program, for at least two of the following:
attractions
guided activities or walks
sporting activities
theme parks
virtual activities
plan and develop the above interpretive activities using at least two of the following themes:
cultural
heritage
historical
nature
ensure above interpretive activities include key messages that reflect subject matter knowledge and meet the needs of different customer groups and commercial and operational constraints
identify review mechanisms for above interpretive activities.
Evidence of Knowledge
Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:
subject matter around which activities are developed
influential principles and theories of interpretation
physical and digital interpretive media
resource considerations for the development of interpretive activities:
apps and other digital content
costumes
guest speakers
handouts
information and communications technology
natural resources
props
professional organisations
special interest organisations
specialists:
actors and performers
creative designers
cultural advisers
designers
environmental educators
heritage specialists
historians
interpretation consultants
marketers
subject matter experts
technical experts
practical processes that support activity development:
budgeting
evaluation
needs analysis
resource development
scheduling
creative communication techniques for interpretive activities:
games
illustrated talks
role-playing
sensory awareness exercises
storytelling
use of apps, podcasts, near response codes, quick response codes
safety requirements specific to activities
risk assessment processes:
determining overall risk level
determining exposure to the risk
estimating probability of negative impacts
identifying consequences that could result from the identified risk
legal, ethical and sustainability considerations for activity development:
cultural appropriateness
duty of care
minimal impact
minimising waste and conserving resources.
Assessment Conditions
Skills must be demonstrated in an operational tourism environment. This can be:
an industry workplace
a simulated industry environment set up for the purposes of assessment.
Assessment must ensure access to:
a real or simulated environment for which interpretive activities can be planned and developed
information sources on subject matter of interpretive activities, resources and other specialists
current technology for use in activity development
customers sufficient in number to reflect different customer, organisational or community needs and locations for interpretive activities; these can be:
customers in an industry workplace who are assisted by the individual during the assessment process; or
individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.
Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors; and:
have worked in industry for at least three years where they have applied the skills and knowledge of this unit of competency.
Foundation Skills
Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement. | |
SKILLS | DESCRIPTION |
Reading skills to: | evaluate wide ranging information and tease out creative themes and messages for activities analyse and interpret complex information and communicate it creatively to customers. |
Oral communication skills to: | consult with colleagues about development issues for interpretive activities. |
Numeracy skills to: | calculate costs in order to work within established budgets. |
Planning and organising skills to: | coordinate creative and practical aspects of activities. |
Technology skills to: | use software to develop products that support the delivery of educational and commercial interpretive activities in both real and virtual contexts. |
Sectors
Tourism
Competency Field
Planning and Product Development