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Evidence Guide: SITTGDE010A - Prepare specialised interpretive content on flora, fauna and landscape

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!

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SITTGDE010A - Prepare specialised interpretive content on flora, fauna and landscape

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

Research specialised information on flora, fauna and landscape for presentation.

  1. Identify key sources of information on specialised topics relating to flora, fauna and landscape.
  2. Use formal and informal research techniques correctly and appropriately to access current, accurate and relevant information on specialised topics.
  3. Identify subjects of potential customer interest, based on direct contact with customers and consultation with industry colleagues.
  4. Make subjects of potential customer interest the focus of research activities.
Identify key sources of information on specialised topics relating to flora, fauna and landscape.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use formal and informal research techniques correctly and appropriately to access current, accurate and relevant information on specialised topics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify subjects of potential customer interest, based on direct contact with customers and consultation with industry colleagues.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare specialised information on flora, fauna and landscape for guiding activities.

  1. Organise information in a manner that reflects the needs of customers and the way in which information may be presented during a guiding or interpretive activity.
  2. Identify and develop interpretive themes and messages from research to meet specific customer needs.
Organise information in a manner that reflects the needs of customers and the way in which information may be presented during a guiding or interpretive activity.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and develop interpretive themes and messages from research to meet specific customer needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Update knowledge of specialised information on flora, fauna and landscape.

  1. Identify and use opportunities to maintain current knowledge about specialised topics.
  2. Incorporate updated knowledge into day-to-day guiding activities.
Identify and use opportunities to maintain current knowledge about specialised topics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate updated knowledge into day-to-day guiding activities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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, the range statement and the Assessment Guidelines for this Training Package.

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

Evidence of the following is essential:

presentation of commentaries or activities to ensure application of the knowledge

required breadth of knowledge of flora, fauna and landscape as specified in this unit, to a level and familiarity sufficient to:

develop a coherent and interesting interpretation for customers

answer typical questions asked by customers on given topics

ability to source initial and updated information to meet differing customer needs and ensure that information supplied is current

ability to incorporate this information into multiple interpretive commentaries or activities that cover multiple topics, to ensure a breadth of knowledge.

Context of and specific resources for assessment

Assessment must ensure:

demonstration of relevant knowledge through the presentation of commentaries or activities within commercially realistic guiding environments, e.g. in a national park or on a bush walking tour

presentation of information to, and sharing of knowledge with, customer groups of a size and nature that reflect the commercial environment in which the guide operates

access to information sources in order to conduct research and collect sufficient information.

Methods of assessment

A range of assessment methods should be used to assess the practical skills and knowledge required to prepare specialised interpretive content on flora, fauna and landscape. The following examples are appropriate for this unit:

direct observation of the candidate using knowledge to deliver interpretive commentaries or activities

questioning of group members as to the candidate's breadth of knowledge and ability to answer customer questions

review of guiding activities undertaken as part of industry placement and training with an industry operator

review of a research portfolio to assess the candidate's ability to research current and accurate information

written and oral questioning or interview to assess the way in which the research process has been used

oral or written questions to assess key knowledge requirements detailed in this unit

review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate.

Assessment methods should take into account that individuals may have acquired their knowledge through formal study or life experience. This would include such things as the recognition of scientific qualifications of ecotour guides and the recognition systems that relate to cultural knowledge that exists in Aboriginal and Torres Strait Islander societies.

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

SITTGDE004A Lead tour groups

SITTPPD005A Plan and develop interpretive activities.

Assessing employability skills

Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts.

Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.

Required Skills and Knowledge

This section describes the essential skills and knowledge and their level, required for this unit.

The following skills must be assessed as part of this unit:

basic research skills and techniques for acquiring and maintaining current knowledge of specialised topics

interpretation of the specific information needs of customer groups and specific customers

literacy skills to source, read and interpret sometimes complex information on flora, fauna and landscapes.

The following knowledge must be assessed as part of this unit:

relationship between the guide's interpretation of knowledge and the quality of the customer experience

sources of information on the flora, fauna and landscape

depth of knowledge to satisfy the information needs of the customers and the expectations of the tourism operators, including the following broad knowledge base:

landscapes of tourism interest within a local region, such as waterways and landforms, and their general characteristics

key ecological terminology

key concepts of ecology, including biotic and physical factors, populations, numbers, food web, community relations, life cycles, succession, zonation, carbon cycle, water cycle and energy flow

interrelationships between parts of the ecosystem

developmental processes related to the formation of the local landscapes, including geological formations and history, soil composition and its relation to plant and animal life and water catchment areas

principles of Gondwana theory and the impact of Gondwana on plant and animal communities

major species of flora and fauna within the landscape, including nature of species and where it is found, roles of individual species, characteristics, commonalities, interactions between species and the environment, nutrition and life cycles and species harmful to humans

identification techniques for flora and fauna

environmental influences that affect the landscape, including climate and fire

nature of human impact on the landscape, including industrial impacts

management regimes for the local landscape, including relevant authorities and codes of practice

Australian Indigenous perspective on the landscape.

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 in the performance criteria is detailed below.

Landscapes may be:

alpine

outback

desert

tropical

temperate

coastal.

Formal and informal research, techniques and opportunities to maintain current knowledge may include:

talking and listening to local experts

talking and listening to traditional owners

personal observation and exploration

watching television, videos and films

listening to radio

internet

reading newspapers, books and other references

membership of professional associations

undertaking formal study

community groups, such as historical societies.