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Evidence Guide: SITTPPD005A - Plan and develop interpretive activities

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

 

SITTPPD005A - Plan and develop interpretive activities

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

Establish need for activity.

  1. Identify need for the interpretive activity, based on customer requests and feedback, product development initiatives and wider community needs.
  2. Establish educational, interpretive and commercial objectives of the activity in consultation with appropriate colleagues.
Identify need for the interpretive activity, based on customer requests and feedback, product development initiatives and wider community needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish educational, interpretive and commercial objectives of the activity in consultation with appropriate colleagues.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop the activity.

  1. Identify and develop possible themes and messages for the activity.
  2. Identify and access a range of potential information and resources, including other specialists as required, in a culturally and environmentally appropriate manner.
  3. Develop activity using creative and interpretive techniques.
  4. Identify hazards for customers and delivery personnel at activity site, conduct a risk assessment and incorporate controls into activity development.
  5. Select messages and supporting information of appropriate breadth and depth to meet customer needs.
  6. Develop resources to support the activity within designated timelines.
  7. Develop activity within budget to meet agreed objectives in consultation with colleagues.
  8. Promote activity in conjunction with relevant colleagues and according to organisation marketing objectives.
Identify and develop possible themes and messages for the activity.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and access a range of potential information and resources, including other specialists as required, in a culturally and environmentally appropriate manner.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop activity using creative and interpretive techniques.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify hazards for customers and delivery personnel at activity site, conduct a risk assessment and incorporate controls into activity development.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select messages and supporting information of appropriate breadth and depth to meet customer needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop resources to support the activity within designated timelines.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop activity within budget to meet agreed objectives in consultation with colleagues.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote activity in conjunction with relevant colleagues and according to organisation marketing objectives.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate activity.

  1. Obtain formal and informal feedback from customers and colleagues during piloting or conduct of activity.
  2. Modify activity according to feedback received.
  3. Establish and implement ongoing review mechanisms to ensure continuous improvement of activity in line with its objectives.
Obtain formal and informal feedback from customers and colleagues during piloting or conduct of activity.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Modify activity according to feedback received.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish and implement ongoing review mechanisms to ensure continuous improvement of activity in line with its objectives.

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:

ability to develop all operational aspects of interpretive activities that meet the needs of the specific customers and objectives of the organisation and evaluate those activities

subject knowledge and ability to apply that knowledge to the development of tourism-related interpretive activities

planning and developing various interpretive activities covering multiple themes and messages that meet the needs of different customer groups to ensure consistency of performance

planning and developing interpretive activities that take account of the commercial constraints of their delivery, e.g. budget restrictions and limitations on activity duration

planning and developing interpretive activities for a number of different delivery environments (e.g. at a nature-based site, at a cultural site, in a national park or on a walking tour) to ensure that skills can be adapted to different delivery locations and contexts

project or work activities conducted over an operationally realistic period of time so that monitoring, evaluation and review of interpretive activities can be assessed, e.g. through a pilot of activities.

Context of and specific resources for assessment

Assessment must ensure:

access to and use of appropriate environments for which interpretive activities can be planned and developed, e.g. nature-based sites, cultural sites, national parks and walking tours

access to comprehensive and sufficient information about the customer base for which interpretive activities would be planned to allow the candidate to fully develop appropriate activities

access to resources and equipment used for the presentation of interpretive activities.

Methods of assessment

A range of assessment methods should be used to assess the practical skills and knowledge required to plan and develop interpretive activities. The following examples are appropriate for this unit:

project to develop and evaluate activities for a nominated customer group or organisation

review of planning and development activities undertaken as part of industry placement or training with an industry operator

written and oral questioning or interview to test knowledge of interpretation principles and activity development processes

case studies to assess ability to tailor activities and information to suit particular customer needs

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

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

SITTGDE006A Prepare and present tour commentaries or activities

SITTGDE008A Research and share general information on Australian Indigenous culture

SITTGDE009A Interpret aspects of local Australian Indigenous culture

SITTGDE010B Prepare specialised interpretive content on flora, fauna and landscape

SITTGDE011B Prepare specialised interpretive content on marine environments

SITTGDE012B Prepare specialised interpretive content on cultural and heritage environments.

This unit involves substantial knowledge of the subject matter around which the interpretive activity is based. This knowledge must be thoroughly assessed. Co-assessment with at least one of the abovementioned units is required. Those units describe skills and knowledge essential to this unit of competency.

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

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:

ability to conduct a safety-based risk assessment

interpretation of the specific needs of customers and any specific services previously promoted to customers

high-level communication skills to facilitate the gathering and analysis of complex information and to interpret this for simpler communication to customers

creative communication techniques for interpretive commentaries or activities, including such things as storytelling, role-play, games, sensory awareness exercises and illustrated talks.

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

in-depth knowledge of subject matter around which the activity is developed

the comprehensive details of Freeman Tilden's principles of interpretation

principles and processes that support activity development.

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.

An interpretive activity:

may include:

guided walks

guided site activities

touring activities

sporting activities

one or more activities that may be combined in an overall tour program

may relate to a range of subjects, including:

wildlife

domestic and farm animals

birds

history and heritage

culture

art

natural environment

built environment

sports

festivals or seasonal themes.

Resources may include:

natural resources

audiovisual equipment, such as:

video and video monitor

slides and slide projector

microphone

overhead projector and transparencies

handouts

costumes

props

actors and performers

guest speakers

special interest organisations.

Other specialists may include:

subject matter experts

cultural advisers

technical experts

creative designers

actors and performers

marketers

environmental educators

interpretation consultants.