Unit of competency Outline
Date retreived
22/07/2026 2:45 PM AWST
22/07/2026 2:45 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.
Explore the history and social impact of creativity
Explore the history and social impact of creativity
Unit of competency
National Code
BSBCRT403A
BSBCRT403A
State Code
D0648
D0648
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
10/10/2014
Field of Education
120501 - Career Development Programmes
Original Release Date
10/10/2014
Nominal Hours
50
Description
This unit describes the performance outcomes, skills and knowledge required to explore the history and social impact of creativity.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Notes
Elements and Performance Criteria
1. Investigate the history of creativity
- 1.1. Identify relevant sources of information on the history of creativity
- 1.2. Investigate and review different definitions of creativity and how these relate in an historical context
- 1.3. Assess the ways that individuals and collaborative groups have demonstrated creativity
- 1.4. Explore the relationship between creativity and different cultures and relate these to current contexts
2. Assess the impacts of creativity
- 2.1. Explore the impacts of creativity on the ways that people live and work
- 2.2. Explore the ways in which creativity has occurred in different fields of human endeavour
- 2.3. Determine and evaluate the factors that affect the presence or extent of creativity in a given situation
3. Evaluate the potential for enhancing creativity in own life
- 3.1. Extract key information and ideas from the history of creativity for possible relevance to own life and work
- 3.2. Discuss and explore ideas with others
- 3.3. Reflect on how creativity or creative thinking might be integrated into own life and work
- 3.4. Identify and access opportunities to build own creative thinking skills
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.
Sources of information may include:
artistic works (visual, aural, oral)
arts co-operatives
clubs
friends and family
internet
printed references and texts
production teams
Impacts of creativity may include:
archaeological discoveries
botanical/anthropological discoveries
change in nature of communication between individuals and communities
changed relationships between gender and generations
changes in style
conservative versus adventurous culture and social mindset
improvement in living conditions
new products and services
reduced costs
scientific discoveries
sudden or gradual political change
totally new ways of undertaking tasks
Different fields of human endeavour may be:
agriculture
arts
science
subsistence - primitive societies
technology
Factors that affect the presence or extent of creativity may include:
culture
economic
environmental
family
friends
political
right time and place
social
Opportunities to build own creative thinking skills may include:
attendance at seminars
participation in creative activities
reviewing and adapting own communication skills
using new approaches to work
working in creative communities
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.
Sources of information may include:
artistic works (visual, aural, oral)
arts co-operatives
clubs
friends and family
internet
printed references and texts
production teams
Impacts of creativity may include:
archaeological discoveries
botanical/anthropological discoveries
change in nature of communication between individuals and communities
changed relationships between gender and generations
changes in style
conservative versus adventurous culture and social mindset
improvement in living conditions
new products and services
reduced costs
scientific discoveries
sudden or gradual political change
totally new ways of undertaking tasks
Different fields of human endeavour may be:
agriculture
arts
science
subsistence - primitive societies
technology
Factors that affect the presence or extent of creativity may include:
culture
economic
environmental
family
friends
political
right time and place
social
Opportunities to build own creative thinking skills may include:
attendance at seminars
participation in creative activities
reviewing and adapting own communication skills
using new approaches to work
working in creative communities
EVIDENCE GUIDE
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 following is essential:
knowledge and understanding of the history and social impact of creativity, including its contemporary relevance to individuals and communities.
Context of and specific resources for assessment
Assessment must ensure:
access to sources of information on the history of creativity.
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 on-the-job performance by the candidate
evaluation of candidate's exploration of creativity and its impact, demonstrated through oral or written presentation
oral or written questioning to assess knowledge of creativity in an historical and contemporary context
review of identification of opportunities to build own creative thinking skills.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
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 following is essential:
knowledge and understanding of the history and social impact of creativity, including its contemporary relevance to individuals and communities.
Context of and specific resources for assessment
Assessment must ensure:
access to sources of information on the history of creativity.
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 on-the-job performance by the candidate
evaluation of candidate's exploration of creativity and its impact, demonstrated through oral or written presentation
oral or written questioning to assess knowledge of creativity in an historical and contemporary context
review of identification of opportunities to build own creative thinking skills.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AUH56 | BSBCRT403 | Explore the history and social impact of creativity | Unit of competency |