Elements and Performance Criteria

This unit applies to many tourism and hospitality industry sectors and is particularly relevant to guides working in a natural or cultural heritage environments. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
Activities may include:
guided walks
guided site activities
touring activities
sporting activities.
One or more activities may be combined in an overall tour program.
Interpretive activities relate to an enormous range of subjects. Examples are:
wildlife
domestic/farm animals
birds
history and heritage
culture
art
natural environment
built environment
sports
festivals/seasonal themes.
Resources may include:
natural resources
microphone
AV equipment
overhead projector/transparencies
video and video monitor
slides/slide projector
handouts
costumes
props
actors/performers
guest speakers
special interest organisations.
Other specialists may include:
subject matter experts
cultural advisers
technical experts
creative designers
actors/performers
marketers
environmental educators
interpretation consultants.
This unit applies to many tourism and hospitality industry sectors and is particularly relevant to guides working in a natural or cultural heritage environments. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
Activities may include:
guided walks
guided site activities
touring activities
sporting activities.
One or more activities may be combined in an overall tour program.
Interpretive activities relate to an enormous range of subjects. Examples are:
wildlife
domestic/farm animals
birds
history and heritage
culture
art
natural environment
built environment
sports
festivals/seasonal themes.
Resources may include:
natural resources
microphone
AV equipment
overhead projector/transparencies
video and video monitor
slides/slide projector
handouts
costumes
props
actors/performers
guest speakers
special interest organisations.
Other specialists may include:
subject matter experts
cultural advisers
technical experts
creative designers
actors/performers
marketers
environmental educators
interpretation consultants.

Essential Knowledge and Skills to be Assessed
The following knowledge and skills must be assessed as part of this unit:
detailed knowledge and understanding of interpretation principles (from Tilden, Interpreting Our Heritage)
interpretation that does not somehow relate what is being displayed or described to something within the personality or experience of the visitor will be sterile
information, as such, is not interpretation. Interpretation is revelation based upon information. But they are entirely different things. However, all interpretation includes information
interpretation is an art which combines many arts, whether the materials presented are scientific, historical or architectural
the chief aim of interpretation is not instruction, but provocation
interpretation should aim to present a whole rather than a part, and must address itself to the whole person rather than any phase
interpretation addressed to children should not be a dilution of the presentation to adults, but should follow a fundamentally different approach

creative communication techniques for interpretive activities including story-telling, role-playing, games, sensory awareness exercises and illustrated talks
principles and processes which support activity development
in-depth knowledge of subject matter around which the activity is developed.
Linkages to Other Units
This unit has linkages to a range of other units and combined training and assessment may be appropriate. For example:
THTFTG06B Prepare and present interpretive tour commentaries or activities
THTFTG03B Develop and maintain the general knowledge required by guides
THTFTG12A Prepare specialised interpretive content (flora, fauna and landscape)
THTFTG13A Prepare specialised interpretive content (marine environments)
THTFTG14A Prepare specialised interpretive content (cultural and heritage environments)
Critical Aspects of Assessment
Evidence of the following is critical:
ability to apply the total development and evaluation process to an interpretive activity.
subject knowledge and the ability to apply that knowledge to the development of tourism related interpretive activities
This unit may involve substantial knowledge of the subject around which the interpretive activity is based and this knowledge must be thoroughly assessed. Assessment should take account of the fact that individuals may have already acquired this knowledge either through formal study or life and work experience. Examples include the scientific qualifications of Ecotour Guides and the recognition systems in relation to cultural knowledge that exist in Aboriginal and Torres Strait Islander societies.
Context of Assessment and Resource Implications
Assessment must ensure:
project or work activities conducted over a period of time to allow the candidate to develop, pilot and evaluate the activity
integration of commercially-realistic constraints for the development process (e.g. budget, tight timeframes, limitations on activity duration)
access to and use of an appropriate environment for the piloting of the activity (e.g. natural or cultural heritage site)
involvement of other people to act as the customer group.
Assessment Methods
Assessment methods must be chosen to ensure that the planning and development of an interpretive activity can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills.
The following examples are appropriate for this unit:
project to develop and evaluate an activity for a nominated customer group or enterprise
oral or written questions to assess knowledge of interpretation principles and development processes
review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Key Competencies in this Unit
Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment.
Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competencies
Collecting, Organising and Analysing Information
For example:
Collecting and analysing information to inform the development process (3)
Communicating Ideas and Information
For example:
Developing creative ways of communicating message to customers (3)
Planning and Organising Activities
For example:
Integrating the components of an activity to meet time and other practical operational limitations (3)
Working with Others and in Teams
For example:
Holding a brainstorming session with colleagues on possible approaches to an activity (3)
Using Mathematical Ideas and Techniques
For example:
Calculating costs of the activity (1)
Solving Problems
For example:
Developing creative solutions to address resource shortages (3)
Using Technology
For example:
Integrating audio-visual elements into the activity (1)
Essential Knowledge and Skills to be Assessed
The following knowledge and skills must be assessed as part of this unit:
detailed knowledge and understanding of interpretation principles (from Tilden, Interpreting Our Heritage)
interpretation that does not somehow relate what is being displayed or described to something within the personality or experience of the visitor will be sterile
information, as such, is not interpretation. Interpretation is revelation based upon information. But they are entirely different things. However, all interpretation includes information
interpretation is an art which combines many arts, whether the materials presented are scientific, historical or architectural
the chief aim of interpretation is not instruction, but provocation
interpretation should aim to present a whole rather than a part, and must address itself to the whole person rather than any phase
interpretation addressed to children should not be a dilution of the presentation to adults, but should follow a fundamentally different approach

creative communication techniques for interpretive activities including story-telling, role-playing, games, sensory awareness exercises and illustrated talks
principles and processes which support activity development
in-depth knowledge of subject matter around which the activity is developed.
Linkages to Other Units
This unit has linkages to a range of other units and combined training and assessment may be appropriate. For example:
THTFTG06B Prepare and present interpretive tour commentaries or activities
THTFTG03B Develop and maintain the general knowledge required by guides
THTFTG12A Prepare specialised interpretive content (flora, fauna and landscape)
THTFTG13A Prepare specialised interpretive content (marine environments)
THTFTG14A Prepare specialised interpretive content (cultural and heritage environments)
Critical Aspects of Assessment
Evidence of the following is critical:
ability to apply the total development and evaluation process to an interpretive activity.
subject knowledge and the ability to apply that knowledge to the development of tourism related interpretive activities
This unit may involve substantial knowledge of the subject around which the interpretive activity is based and this knowledge must be thoroughly assessed. Assessment should take account of the fact that individuals may have already acquired this knowledge either through formal study or life and work experience. Examples include the scientific qualifications of Ecotour Guides and the recognition systems in relation to cultural knowledge that exist in Aboriginal and Torres Strait Islander societies.
Context of Assessment and Resource Implications
Assessment must ensure:
project or work activities conducted over a period of time to allow the candidate to develop, pilot and evaluate the activity
integration of commercially-realistic constraints for the development process (e.g. budget, tight timeframes, limitations on activity duration)
access to and use of an appropriate environment for the piloting of the activity (e.g. natural or cultural heritage site)
involvement of other people to act as the customer group.
Assessment Methods
Assessment methods must be chosen to ensure that the planning and development of an interpretive activity can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills.
The following examples are appropriate for this unit:
project to develop and evaluate an activity for a nominated customer group or enterprise
oral or written questions to assess knowledge of interpretation principles and development processes
review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Key Competencies in this Unit
Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment.
Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competencies
Collecting, Organising and Analysing Information
For example:
Collecting and analysing information to inform the development process (3)
Communicating Ideas and Information
For example:
Developing creative ways of communicating message to customers (3)
Planning and Organising Activities
For example:
Integrating the components of an activity to meet time and other practical operational limitations (3)
Working with Others and in Teams
For example:
Holding a brainstorming session with colleagues on possible approaches to an activity (3)
Using Mathematical Ideas and Techniques
For example:
Calculating costs of the activity (1)
Solving Problems
For example:
Developing creative solutions to address resource shortages (3)
Using Technology
For example:
Integrating audio-visual elements into the activity (1)