Welcome to the learner’s guide for this unit of competency for the qualification SIT40116 Certificate IV in Travel and Tourism. This guide provides you with essential information on competency standards, delivery plan and schedule, assessment plan, assessment tasks and learning resources for this unit of competency.
This unit also incorporates Foundation Skills that are embedded within the competency elements.
Unit Overview
This unit describes the performance outcomes, skills and knowledge required to source and use current and emerging information on the tourism and travel industry. This includes industry structures, technology, laws and ethical issues specifically relevant to the tourism and travel industry. Tourism and travel personnel integrate this essential knowledge on a daily basis to work effectively in the industry.
This unit applies to all tourism and travel sectors and people working at different levels. Managers will use more formal research to attain specialised and comprehensive knowledge which supports product planning, marketing and strategic management activities. This is covered within other units of competency.
This unit is not about having in-depth knowledge but focuses on the ability to source and interpret information relevant to day-to-day activities in order to maximise performance.
As well as demonstrating the performance criteria, to be assessed as competent, the learner must demonstrate their ability to apply the required knowledge and skills in a range of situations. These are summarised in the Competency Standards section below.
There are no prerequisite requirements for individual units of competency in this course.
Appropriate credit(s) may be granted to eligible students against each unit of competency on presentation of evidence of successful completion of the same unit in an equivalent or higher qualification. Under the Australian Qualifications Framework, this qualification recognises competencies achieved as part of a Nationally Recognised Qualification from other institutes or universities.
Students may also apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.
Please refer to college’s RPL/Credit Transfer Policy for more information and applicable procedures. The policy is available either through the faculty coordinator or college’s website.
This unit is derived from the Tourism, Travel and Hospitality Training Package SIT (2015), for packaging of the qualification SIT40116 Certificate IV in Travel and Tourism.
Competency standards for this unit are made up of unit descriptor (As provided in the Unit Overview), performance criteria, required skills, required knowledge, embedded employability skills components, assessment requirements and evidence guide.
They can also be viewed at:
The learners must familiarise themselves with all the competency requirements for this unit of competency and ensure that they have received all the relevant information and support from the trainer and assessor that might be detrimental to their academic performance and outcomes.
The Cert IV qualifies individuals who apply specialised knowledge in a range of contexts to undertake advanced skilled or paraprofessional work and as a pathway for further learning. Graduates of an Certificate Cert IV will have specialised and integrated technical and theoretical knowledge with depth within one or more fields of work and learning.
Graduates at this level will have a broad range of cognitive, technical and communication skills to select and apply methods and technologies to:
Graduates at this level will apply knowledge and skills to demonstrate autonomy, judgement and defined responsibility in contexts that are subject to change and within broad parameters to provide specialist advice and functions.
The following performance criteria specify the required level of performance for each of the elements of competency:
|
Element |
Performance Criteria |
|
1. Source and use industry information. |
1.1. Identify sources of information on the structure and operation of the tourism and travel industry. 1.2. Access specific information of relevance to the tourism and travel industry to assist operational duties. 1.3. Obtain information on features of current and emerging tourism products and services relevant to job role. 1.4. Use knowledge of the tourism and travel industry and its products and services to enhance the quality of work performance. |
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2. Source and use compliance information. |
2.1. Obtain information on laws specifically relevant to the tourism and travel industry and work compliantly. 2.2. Seek information on industry quality assurance schemes and use it to benefit own organisation. 2.3. Access information on career planning and equal employment opportunity (EEO) law. 2.4. Obtain information on ethical industry practices and conduct day-to-day tourism and travel activities according to those practices. |
|
3. Source and use information on tourism and travel technology. |
3.1. Source and access information on current and emerging technologies that impact on operational duties. 3.2. Use information on technology to suggest new and improved workplace practices. 3.3. Use current and emerging technology in day-to-day work activities to enhance the quality of work performance. |
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4. Update personal and organisational knowledge of the tourism and travel industry. |
4.1. Identify and use a range of opportunities to update knowledge of the tourism and travel industry. 4.2. Monitor current issues and trends for the industry. 4.3. Share current tourism and travel issues and trends with colleagues. |
Evidence of the ability to:
To complete the unit requirements safely and effectively, the individual must:
Delivery is in the form of instructor-led, classroom-based tutorial sessions and instructor-supervised simulated learning and/or project sessions. Within the class room environment, learning is supported by classroombased tutorials/lectures and structured lessons. Strategies for classroom based learning would focus on interaction, discussion, practice, reading and practical examples of the theory.
The unit will be delivered over a prescribed period (term/semester) in a class-room training environment through a structured learning program comprising of lectures, presentations, case studies, practical projects, group discussion and class-room based activities.
Delivery schedule of this unit of competency is provided at the beginning of this guide. Timetables will be advised at the beginning of each academic term and posted on the notice board and college’s website.
Examples of classroom delivery strategies that can be used in delivery;
It is expected that tutorial/learning sessions will incorporate group/collaborative activities and tasks that impinge upon required skills and knowledge in this unit. The emphasis of learning, where possible, should be on linking theoretical concepts and models with real-life situations to provide the learners with an opportunity to gain an insight into key technological processes, professional environment and workplace practices.
Given the classroom delivery environment, a project-based approach to training will be adopted. To simulate the workplace environment, trainer/assessor will usually play the role of the supervisor. Students and/or student groups will be asked to play the roles required to create a real-life context. Given the available resources, where possible classrooms seating/furniture arrangement or layout can be changed to create the required environment. The concept of enabling competency through project-based delivery learning provides opportunities for learners to apply skills and knowledge in an integrated format that represents a realistic workplace practice.
Simulated activities and tasks allow assessment of complex interactions, skills and attributes that may be difficult to reproduce or assess (e.g. multidisciplinary teamwork, negotiation etc.) in a typical classroom environment. Training package assessment guidelines and unit of competency provide guidance on appropriate simulation techniques.
Simulated activities and tasks should be developed within the context of assessment of this unit and address specific requirements, if any, stipulated in the unit. Simulated assessment arrangement is described in the following sections.
The following lesson plans are planned for this unit. According to session times, trainers may expand these lesson plans into their own session plans. Trainers must take a special note of the activities planned in the right-hand column. These activities form part of “Formative Assessments”. The formative assessments are not marked (assessed) but they contribute towards learning that prepares them for summative tasks.
Ideally, before commencing a unit, trainers should take note of all summative tasks required to be completed and plan their delivery in a way that helps students complete their summative tasks in conjunction with the relevant learning sessions and formative tasks; e.g. the strategy of Learn, Practice, Apply, Evaluate.
These lesson plans are flexible and can be adjusted or improved by trainers according to their own delivery plan or method. Likewise, formative tasks can be modified; or new tasks added relevant to the topic being learned.
In general, at the beginning of the term, the trainers are expected to;
If the conditions for specific tasks are not likely to be met (e.g. inability to run group-based projects due to lessor student numbers), Course Coordinator must be informed and alternative plans made based on the situation. Any variations to assessment tasks or conditions should be documents and reported to the Director of Studies.
Formative assessment is predominantly used to provide formative feedback to students on their learning progress. Consequently, formative assessment happens during learning and is an integral part of learning and training.
Activities completed during learning sessions contribute towards formative assessment. Collective records of these activities and classroom tasks make up the portfolio. The portfolio does not require to be submitted as an evidence of competence as it is not assessed. However, students must be encouraged to maintain their portfolios with copies of all activities and task completed, including any handwritten notes or copies of reference documents as it forms part of their learning process. It also enables the trainers/assessors to identify learning needs
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