Elements and Performance Criteria

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.
General-purpose source texts may include:
documents which are in general use by the wider community such as:
product labels and user information
public journal and reference documents
other narrative texts, including newspapers, magazines, posters and brochures
internal and public newsletters
information provided in plain English to the general public in texts related to:
medical
legal
welfare
transport
housing
education
community services
product or service publications and advice
general reports and correspondence
non-narrative texts such as transportation schedules and transcripts of personal and general information such as:
educational and academic records
licences
immigration documents
births, deaths and marriage records
employment records and CV
Reference material may include:
contextual information, including general information relating to personal and community support systems
bilingual and monolingual dictionaries and glossaries
parallel texts
style guides or manuals
presentation, document lay out and graphics
thesaurus
topic and assignment-specific references
Tools and equipment may include:
dictionaries and glossaries, including:
bilingual and monolingual
electronic and hard copy
hardware, including:
computers
printers
scanners
templates
tools and equipment including:
internet
voice-operated keyboards
video recording and editing equipment
Analysing source text may include:
key elements, including:
context
regional, specialist and technical aspects
style
topic
meaning in context
punctuation
purpose
semantic structure
syntactic problems
transfer problems
writing conventions
non-text elements
research and clarification
Restructured text may address:
anomalies in terminology
ambiguity and confused references
cultural sensitivities and equivalence issues
lexical, linguistic or structural deficiencies
Resources may include
human resources, such as:
field or subject experts
peer help groups and opposite language colleagues
reference material
examples of previously translated texts and presentations
Appropriate may include:
adaptation
extract and certification
localised text
register and style appropriate to audience and purpose of translation
suitable orthography and punctuation, including paragraphing
suitable vocabulary
Standard methods of certification may include:
applying translator authority to translation according to legal, organisational and professional requirements, such as:
across pages
inserted header or footer text
on every page of source and target text
using signature or initials
using such things as:
affidavits
NAATI stamp
separate statement
statutory declarations
Supporting documentation may include:
background information
legal instruments certifying translated text, such as:
affidavits
statutory declarations
source text
updated assignment-specific glossary

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 ability to translate a general-purpose text from LOTE to English, conveying the purpose and use of the source information in a functionally equivalent translated text. This includes:
applying language and translating skills required to convey the purpose and use of source texts where there are limited equivalence problems
using a range of techniques to produce a translation that is accurate and appropriate for the context, target audience and end use
applying sound subject and context knowledge of the material being translated and a broad general knowledge during the translation process
using relevant language and research skills and the ability to critically apply resources, including glossaries
checking and correcting content and formatting of translated text for consistency and accuracy through the exercise of revision and proofreading
of using a range of word processing and document management technology to produce a target text in required format and within suitable and agreed timeframe
incorporating revised content and feedback from clients, checking translator and appropriate advisers
certifying translations using standard methods
Context of and specific resources for assessment
Evidence for assessment of this unit of competency will make use of scenarios, case studies, translation copy, assignment experiences and, where possible, examples of interactions with colleagues and clients which illustrate a range of skills and strategies for translating general purpose texts from LOTE to English.
Resources for assessment include:
a range of narrative and non-narrative general purpose LOTE texts and their translated English texts
examples of critical use of resources such as glossaries and dictionaries, written and memorised
client feedback and product evaluations
sources of content information and research
part and fully completed translated
general purpose texts in a range of content and subject areas
translated texts which have addressed cultural and limited equivalence issues
texts which require further research on content, language and presentation
evidence of checking, revising, formatting and proofreading
certified translations

While the content and scenarios may be simulated, evidence for assessment should reflect the conditions of real assignments in translating a range of narrative and non-narrative texts presenting limited equivalence problems and requiring limited research.