Prepare to translate and interpret

This unit describes the outcomes, skills and knowledge required to prepare work necessary to develop effective work plan and develop resources for translating and interpreting assignments. It includes the ability to analyse and address specific translating and interpreting assignment requirements, to identify and source suitable reference material, and to make efficient use of tools and equipment.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication


This unit applies to translators and interpreters who are required to undertake preparation that maximises assignment outcomes and minimises the risks associated with inadequate preparation. Most commonly, this unit will apply to self-employed practitioners whose preparation is sufficient to meet client expectations and assignment requirements.


Not applicable.

Elements and Performance Criteria



1. Analyse assignment information for planning purposes.

1.1. Confirm scope and nature of assignments, identify stakeholders and determine other relevant factors.

1.2. Obtain and analyse assignment documentation and related background material according to standard protocols.

1.3. Select and obtain tools and equipment and identify and analyse up-to-date, relevant and comprehensive resources.

1.4. Consider assignment requirements and familiarity with topic and other relevant factors to determine planning needs.

1.5. Identify and resolve factors that may affect assignment outcomes.

2. Establish familiarity with topic and context.

2.1. Analyse assignment requirements and build on existing knowledge.

2.2. Identify areas requiring further research and seek additional information.

2.3. Access and develop assignment-specific resources.

2.4. Identify and resolve problems, and seek assistance from client or peer network where necessary.

3. Develop work plan.

3.1. Identify objectives with measurable targets according to assignment requirements.

3.2. Explore innovative and flexible options for achieving objectives.

3.3. Reflect OHS requirements when determining realistic time commitments and allocations.

3.4. Collaborate as required in planning process to ensure mutual agreement.

4. Review and evaluate work plan.

4.1. Review preparation to confirm that it addresses assignment requirements, and resolve outstanding issues.

4.2. Discuss preparation and plan with appropriate persons and incorporate their feedback.

4.3. Consider and implement adjustments to improve process and outcomes of future preparation.

Required Skills

Required skills

interpersonal skills to:

confirm assignment requirements with clients and colleagues

interact with a wide range of people from culturally and linguistically diverse backgrounds

seek assistance from clients, specialist advisers and peers

language skills to analyse the demands of assignments

literacy skills to:

comprehend and use a range of information sources

read and note resources for future reference

update and manage glossaries

organisational skills to manage an effective work environment and resources

research skills to:

identify suitable resources and update specialist and non-specialist knowledge

select and make critical use of precedents and reference material

make efficient use of print, electronic and human resources

prepare bilingual glossaries

self-management skills to plan personal priorities and daily tasks for maximum efficiency of work time and to undertake preparation within required assignment timeframe

technology skills to:

make efficient use of electronic resources

select and use resources, techniques and equipment, including office equipment and information and communications technology

Required knowledge

key sources of required information to inform the assignment preparation

professional procedures and guidelines, ethical practices and business standards applicable to preparation

conditions that require team or relay interpreting

source and target languages to meet performance expectations

subject, specialist area and culture-specific knowledge relevant to topic

tools and equipment relevant to assignment

code of ethics, codes of professional practice

commercial software used in assignments and office management

file and information management procedures, including process for storing, retrieving and returning assignment material

OHS practices and procedures relevant to nature of assignment

privacy and confidentiality requirements

Evidence Required

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

In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms the candidate's ability to demonstrate a planned approach to undertaking assignments aimed at achieving effective outcomes. This includes:

identifying and analysing assignment requirements and associated reference material and the need for additional information

planning and organising activities within required timeframe and appropriate to type and complexity of translating and interpreting assignment to ensure effective outcomes

critically evaluating preparation for adequacy and appropriateness.

Context of and specific resources for assessment

Assessment of this unit of competency will make use of scenarios, case studies, experiences and, where possible, examples of interactions with colleagues and clients which illustrate the preparation required for a range of different assignments.

Resources for assessment include:

a range of clients and environments where preparation for assignments requires problem solving, research, critical analysis and familiarity with assignment and contractual requirements

a range of suitable resources and their sources

relevant codes of practice

technical and routine equipment and resources.

Evidence for assessment should be gathered to demonstrate preparation for a range of different client requirements and conditions and with examples of a range of degrees of preparation determined by the demands of the assignment. Evidence may include examples of comprehensive preparation as well as for quick and immediate preparation in a very short timeframe. Examples should also include evidence of decision making where there are ethical, business and professional issues influencing planning decisions.

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.

Scope and nature of assignment may include:

desired outcomes

required timeframe

source and target languages

context, subject and topic

any specific requirements

specialist terminology and required contextual knowledge

for interpreting:

purpose of interpreting and subject matter

setting and mode of interpreting appropriate to setting

sight translation of documents during interpreting

positioning requirements

for translating:

assignment schedule, including volume of material and stage deadlines

assignment-specific style guide conventions

end use of text

recording requirements

translation memory tools.

Other relevant factors may include:

access to specialist advisers

background reference material

tools and equipment required and available, including software

confidentiality or access requirements, such as police clearances

need for team or relay interpreting

translators or interpreters previously involved

for interpreting, participants':

cultural background


languages spoken


Background material refers to assignment-specific documentation, including:

contextual information, including:

general information relating to such things as health and legal systems

geography and maps of relevant places

forms or paperwork

glossaries and terminology lists

existing bilingual or multilingual material

for interpreting:

client documents

dialogue-related documents

list of participants and their titles and affiliations

for translating:

existing translation precedents

related texts

other target language material.

Tools and equipment may include:

commercial software

current and emerging technology

hardware, such as computers, printers, scanners and telephones


internet search engines

virtual collaboration

stationery supplies, such as batteries, note books.

Resources may include:

field trips to clarify field-specific concepts and terms

internet search engines

personal and organisational records


general and specialised, including bilingual and monolingual dictionaries and glossaries

books and brochures

assignment documents and references

reference material, such as parallel texts and specialist references

print and electronic resources, such as:

style guides


topic or subject-specific references

human resources, such as:

field or topic experts

opposite language colleagues

other practitioners previously involved

peer help groups.

Factors that may affect assignment outcomes may include:

types of risks and their implications, such as:

language issues relating to risk of miscommunication

legal issues relating to:

access and equity


duty of care

informed consent or decisions

potential conflict of interest


potential for litigation

health and safety concerns, which may occur as a result of:

criminal or mental health contexts

duration of assignment

distressing or stressful assignments

employment conditions

situations of real or threatened violence

possible community repercussions or payback

pressure of time constraints to complete assignments.

Analyse may include:

sourcing precedents and relevant reference material, including:

parallel texts

client-provided glossaries

existing texts in target language

previous related practice and experience

applying context-specific knowledge


key concepts, words and terms

culturally specific terms, expressions and ideas

idiomatic words and expressions

technical terms and jargon

unknown terms and expressions

undertaking linguistic analysis of source language, such as:

semantic structure, e.g. cohesive markers and coherence of text.

Areas requiring further research may include:

contextual information, including that related to specialist professional, educational and government systems

particular and specialist subject knowledge.

Peer network may include:

practitioners previously involved

professional association networks

specialist advisers and colleagues.


Not applicable.

Competency Field

Translating and Interpreting.

Employability Skills

This unit contains employability skills.

Licensing Information

Not applicable.