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Evidence Guide: CULMS506C - Plan and develop activities, events and programs

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CULMS506C - Plan and develop activities, events and programs

What evidence can you provide to prove your understanding of each of the following citeria?

Establish need and scope of activities, events or programs

Completed
Date:

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Identify and develop activities, events or programs which meet current/future organisational priorities and policies and which contribute to sustainable museum practice

Completed
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Assess program activities in the context of the whole institution, where no overall program strategy exists

Completed
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Evaluate external influences on program development

Completed
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Identify the need for the activities, events or programs based on customer needs, current development initiatives and wider community needs

Completed
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Establish educational, interpretive and commercial objectives of the activity in consultation with appropriate stakeholders

Completed
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Develop concepts for activities, events or programs

Completed
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Undertake appropriate research and develop appropriate storylines and/or interpretive messages/themes accordingly

Completed
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Integrate appropriate cultural and environmental protocols into concept development

Completed
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Identify and utilise the service of other specialists as required

Completed
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Ensure the activity, event or program is physically and technically feasible within existing resource constraints

Completed
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Present a proposal for approval to relevant personnel in accordance with the organisation's policies and procedures

Completed
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Plan resource requirements

Completed
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Specify and obtain the resources required to complete each aspect of the activity, event or program

Completed
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Clearly identify and agree on timeframes for the preparation of the activity, event or program with all relevant parties

Completed
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Identify the effect of the activity, event or program on other activities and people, and take appropriate steps to coordinate activities

Completed
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Confirm that facilities are capable of delivering activities to the specified range of users and provide a suitable and safe environment

Completed
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Ensure resources required to operate the facilities are available and suitable

Completed
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Undertake a risk audit for the activity and incorporate relevant issues into activity development in accordance with regulations and organisational procedures

Completed
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Develop support materials

Completed
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Identify existing information support materials and assess their suitability to the activity, event or program and audience

Completed
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Develop information support materials to suit the purpose of the activity, event or program and the requirements of users

Completed
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Ensure information support materials contain valid and reliable information and appropriate interpretations

Completed
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Develop information support materials within resource and time constraints and ensure accessibility

Completed
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Evaluate activity, event or program

Completed
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Obtain formal and informal feedback from customers/users and colleagues during piloting or conduct of the activity

Completed
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Modify activity according to feedback received or use feedback to inform future development

Completed
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Establish and implement ongoing review mechanisms to ensure continuous improvement of the activity where appropriate

Completed
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Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

research, development and evaluation of an activity, event or program to meet a particular need

detailed knowledge of subject matter and ability to apply that knowledge to the development process.

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 the activity

integration of realistic workplace constraints for the development process e.g. budget, space limitations, other resource constraints

access to relevant organisational documentation

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

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 by the candidate

project to develop and evaluate an activity, program or event for a nominated customer group/organisation

oral or written questioning to assess knowledge of development processes.

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

THTFTG14A Prepare specialised interpretive content (cultural and heritage environments)

CULMS004B Integrate knowledge of education and learning into museum activities

other exhibition units.

Required Skills and Knowledge

Required skills

planning and organisational skills to undertake the total planning process for an activity or event (note: not a major event requiring specialist event management skills)

communication skills to undertake consultations and liaison on a wide range of potentially complex operational issues

literacy skills to interpret and develop varied and complex support materials

numeracy skills to estimate costs and to work with budgets.

Required knowledge

subject matter around which the activity, program or event is developed

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

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

sources of advice and specialist assistance for activity development

planning and scheduling for activity, event or program

interpretation techniques suitable for a wide range of audiences

relevant resources for planning, promoting, delivering and evaluating activity, event or program

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

copyright, moral rights and intellectual property issues and legislation that impact on the development of activities, including those relevant to Indigenous cultures

other relevant legislation including child protection and Trade Practices.

Range Statement

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 programs may include:

guided tours

exhibitions

special occasions and festivals

holiday or weekend activities

performances e.g. theatre, film, music, dance, craft demonstrations, workshops

scientific experiments

presentations, demonstrations

excursions, field trips, site visits, guided tours

school visit programs

institution open days

ceremonies

school programs

External influences on program development may include:

current or emerging community interests

social trends

current events

programs in other institutions

changes in technology

visitation patterns

Other specialists may include:

curators

designers

actors/performers

environmental consultants

interpretation consultants

cultural advisers

technical experts

curriculum advisers

teachers

educational psychologists, learning advisors

Proposal may include:

rationale, aims, objectives and expected outcomes, in financial and other terms

facilities, resources and equipment needed

target audience

marketing and promotion requirements

staff training needs

Resources required may include:

natural resources

lighting

audiovisual equipment and recordings

handouts

costumes

props

contractors e.g. performers

guest speakers

technical and creative staffing

other equipment

catering

security

support materials

transportations

furniture

space

booking systems/support

Support materials may include:

replicas/education collection materials

guidance materials

descriptions

labels

signs

overheads

videos

activity sheets

curriculum-related material

Customers/users may be:

local community

tourists

educational groups

special interest groups