Unit of competency Outline
Date retreived
21/07/2026 11:28 PM AWST
21/07/2026 11:28 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Develop and promote activities, events and public programs
Develop and promote activities, events and public programs
Unit of competency
National Code
CULEVP503A
CULEVP503A
State Code
D9409
D9409
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
24/02/2014
Field of Education
080301 - Business Management
Original Release Date
24/02/2014
Nominal Hours
60
Description
This unit describes the performance outcomes, skills and knowledge required to plan, develop and promote activities, events and public programs for different customer groups.
Notes
Elements and Performance Criteria
1. Establish scope of public programs
- 1.1 Identify activities, events or public programs that meet current or future organisational priorities and policies
- 1.2 Evaluate external influences that may impact on the development of programs
- 1.3 Research customer needs, current development initiatives and wider community needs
- 1.4 Establish educational, interpretive and commercial objectives in consultation with appropriate stakeholders
2. Develop concepts for public programs
- 2.1 Develop and document concepts for storylines, interpretive messages and themes
- 2.2 Integrate cultural and environmental protocols into concept development
- 2.3 Identify and use the service of specialists as required
- 2.4 Prepare and present proposals for approval consistent with organisational procedures
3. Prepare to stage activities, events and public programs
- 3.1 Obtain resources required to complete activity, event or public program
- 3.2 Agree on preparation timeframes with relevant parties and take steps to coordinate with other activities
- 3.3 Confirm that facilities are capable of delivering activities to the specified range of users and provide a suitable and safe environment
- 3.4 Ensure resources required to operate the required facilities are available and suitable
- 3.5 Undertake risk audits and take appropriate action according to organisational procedures
4. Organise publicity
- 4.1 Assess the suitability of existing promotional materials for activities, events and public programs and audience
- 4.2 Contribute to the development of strategies that target audiences within resource and time constraints
- 4.3 Ensure material contains valid and reliable information and appropriate interpretations
5. Evaluate programs
- 5.1 Obtain and provide formal and informal feedback from and to customers and colleagues
- 5.2 Modify activities according to feedback received and use feedback to inform future development
- 5.3 Establish and implement ongoing review mechanisms to ensure continuous improvement of programs
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 public programs may include:
ceremonies
demonstrations
excursions
exhibitions
festivals
field trips
guided tours
holiday or weekend activities
institution open days
performances, such as:
theatre
film
music
dance
craft demonstrations
workshops
presentations
school programs
scientific experiments
site visits
special occasions.
External influencesmay include:
changes in technology
current events
current or emerging community interests
legislation
programs in other institutions
social trends
visitation patterns.
Specialists may include:
actors
cultural advisers
curators
curriculum advisers
designers
educational psychologists
environmental consultants
interpretation consultants
learning advisors
performers
teachers
technical experts.
Proposalsmay include:
aims and objectives
expected outcomes
facilities, resources and equipment needed
marketing and promotional requirements
organisational strategy
staff training needs
target audience
timeline.
Resourcesmay include:
audiovisual equipment and recordings
booking systems and support
catering
contractors, such as performers
costumes
furniture
guest speakers
handouts
licences
lighting
natural resources
other equipment
props
security
space
support materials
technical and creative staffing
transportation.
Materials may include:
activity sheets
curriculum-related material
descriptions
guidance materials
labels
overheads
press releases
replicas and education collection materials
signs
social media
videos.
Strategiesmay relate to:
advertising
bulletins
community media
editorials
multifaceted approaches
newspapers
posters
press releases
social media
targeted campaigns
websites.
Customers may be:
educational groups
local community members
special interest groups
tourists.
Activities, events or public programs may include:
ceremonies
demonstrations
excursions
exhibitions
festivals
field trips
guided tours
holiday or weekend activities
institution open days
performances, such as:
theatre
film
music
dance
craft demonstrations
workshops
presentations
school programs
scientific experiments
site visits
special occasions.
External influencesmay include:
changes in technology
current events
current or emerging community interests
legislation
programs in other institutions
social trends
visitation patterns.
Specialists may include:
actors
cultural advisers
curators
curriculum advisers
designers
educational psychologists
environmental consultants
interpretation consultants
learning advisors
performers
teachers
technical experts.
Proposalsmay include:
aims and objectives
expected outcomes
facilities, resources and equipment needed
marketing and promotional requirements
organisational strategy
staff training needs
target audience
timeline.
Resourcesmay include:
audiovisual equipment and recordings
booking systems and support
catering
contractors, such as performers
costumes
furniture
guest speakers
handouts
licences
lighting
natural resources
other equipment
props
security
space
support materials
technical and creative staffing
transportation.
Materials may include:
activity sheets
curriculum-related material
descriptions
guidance materials
labels
overheads
press releases
replicas and education collection materials
signs
social media
videos.
Strategiesmay relate to:
advertising
bulletins
community media
editorials
multifaceted approaches
newspapers
posters
press releases
social media
targeted campaigns
websites.
Customers may be:
educational groups
local community members
special interest groups
tourists.
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.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
research, plan, develop and promote activities, events or public programs to meet specified needs
conduct and evaluate effectiveness of activities, events or public programs.
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 an activity, event or public program
integration of realistic workplace constraints for the development process, such as budget, space limitations, resource constraints and staff
access to:
relevant organisational documentation
equipment and resources relevant to the activity, event or public program.
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 onthejob performance
activity, event or public program for a nominated customer group or organisation to develop and evaluate
verbal or written questioning to assess knowledge of processes
responses to a case study.
Assessment methods should closely reflect workplace demands and the needs of particular client groups (consider the requirements of different age groups, clients with English as a second language, clients with disabilities, remote library users, etc.).
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CULEVP401A Present information on activities, events and public programs
SITXMPR001A Coordinate production of brochures and marketing materials.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
research, plan, develop and promote activities, events or public programs to meet specified needs
conduct and evaluate effectiveness of activities, events or public programs.
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 an activity, event or public program
integration of realistic workplace constraints for the development process, such as budget, space limitations, resource constraints and staff
access to:
relevant organisational documentation
equipment and resources relevant to the activity, event or public program.
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 onthejob performance
activity, event or public program for a nominated customer group or organisation to develop and evaluate
verbal or written questioning to assess knowledge of processes
responses to a case study.
Assessment methods should closely reflect workplace demands and the needs of particular client groups (consider the requirements of different age groups, clients with English as a second language, clients with disabilities, remote library users, etc.).
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CULEVP401A Present information on activities, events and public programs
SITXMPR001A Coordinate production of brochures and marketing materials.
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| D1820 | CULMS506C | Plan and develop activities, events and programs | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWG04 | BSBLIB503 | Develop and promote activities, events and public programs | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J632 | CUV50613 | Diploma of Aboriginal and Torres Strait Islander Visual Arts Industry Work | Qualification |
| D697 | CUL50111 | Diploma of Library and Information Services | Qualification |