NATURAL & CULTURAL HERITAGE pty ltd

1997

Hartley Historic Site

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Hartley Historic Site

Interpretive Plan

Christine O'Brien

NATURAL & CULTURAL HERITAGE pty Ltd

1997

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• HAR.TLEY R\I'I'ERPRE'1"m PLAN.

recommendations

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site• To reduce the visual impact of high speed traffic outside the site, it is recommended

that screening options be investigated, such as plantings or mounding (refer 2.1.1).

To continue to entice visitors to the site and to attract new markets, it isessential that the basic needs and expectations of visitors to the site are met.Accordingly, the following recommendations are made for the visitorfacilities at Bartley:

management & resources• To permit essential and basic maintenance for highly significant buildings such as the

Court House, it is recommended that adequate funding be made available (refer 2.1.4;4.1.2).

visitorfacilities• To reduce the visual (refer to aesthetics 2.1.3 & 2.1.5) and physical impact of parked

coaches and cars blocking views and access to buildings (refer 2.1.2), and to also avoidany safety issues for children and traffic (refer 2.1.5), it is recommended that a new carpark is established on the edge of the site, and that a 'pedestrian only zone' beestablished within the village. Allowance for property owners in the site could besanctioned by an 'authorised vehicles only' sign.

• So that the aesthetics of the village may be enhanced, it is recommended that Telstra beapproached to remove the current aluminum phone booth and replace it with a redbooth. (refer 2.1.5).

• To provide shelter from rain and sun, for family groups and education groups, it isrecommended that a suitable shelter structure be provided (refer 2.1.5; 3.1 & 3.1.2).

• To provide a suitable briefing place for education groups, it is recommended thatCorneys Garage &/or Garage Cottage be converted for use by educational groups (refer3.1.1,3.1.2; 5.2.5 &page 59). .'

• To meet the basic needs of many visitors, especially the elderly, and to encouragevisitors to walk around the site, it is strongly recommended that suitable seating beprovided at regular intervals around the site (refer 2.1.5; 3.0; 4.1.3).

• To meet basic visitor needs for orientation and information, it is recommended thatbasic directional signage be provided (refer 4.1.1)' To meet the expectations of non-English speaking visitors (refer 3.0) and to reduce the visual impact of managementsignage, it is further recommended that these directional signs use only internationalsymbols (refer 2.1.5).

• To ensure visitors receive appropriate orientation, it is recommended that the currentaluminium sign in the sandstone shelter be upgraded to include a 'you are here'

accesso To provide access to visitors with mobility restrictions, such as walking sticks, wheel

chairs, strollers etc, it is recommended that a ramp be provided up to the visitor centre -Farmers Inn (refer 2.1.2 & 3.0). It is further strongly recommended that disabled people'stoilets are provided that are accessible and meet the Australian Standards for suchconstruction (refer 2.1.2; 4.1.1).

• To encourage links with the surrounding region and its related history, as well as toprovide walking access to the site and attract the youth and walkers markets, it isrecommended that a connection with other tracks in the area be established (refer 2.1.2,2.1.5; 4.5).

• NATURAL&CULTURALHERITAGEptyltd - ChristineO'Brien - 96darghanstreet, glebe nsw - (02)96602165

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interpretive & educational• To meet the professional standards and expectations of education groups (refer 2.1.6;

page 27, 3.1, 3.1.1 & 3.1.2), it is strongly recommended that a curriculum-based teachers'kit (teachers notes, pre- & post student activities) be prepared.

• To increase return visits by schools and to attract more first visits from the 3,000 or soschools in NSW & ACT, it is strongly recommended that appropriate promotion andadvertising be placed in NSW Department of School Education Excursion Publication(refer 5.2.5). It is further recommended that meetings, familiarisation tours andpromotions be negotiated with the coach industry (eg Westbus), who offer educationpackages for school excursions (refer 5.1).

• To reach new markets and improve the rate of returns for current markets, it isstrongly recommended that living interpretation programs and demonstrations oftraditional skills be introduced, which will 'breathe life' into Rartley (refer 4.4; 5.2.3,5.2.5, page 50 & 54). These programs would include horse and cart rides, domesticanimals, activities in and around buildings, workers in reconstructed gardens, domesticanimals in paddocks, reconstructed horse troughs, shingle splitting and basic cooking(refer page 55).

• To improve visitation and attract new markets, it is recommended that the standardand range of general publications (refer 4.2; 5.2.3) and materials for teachers (refer 4.3) beupgraded.

• To attract appropriate markets and reach more potential visitors from current marketsit is recommended that the profile of the site is raised by the development of astructured and properly funded promotions and advertising program (refer 4.4; 5.2.5).

• NATURAL&:CULTURALHERITAGEptyltd • ChristineO'Brien· 96darghanstreet, glebe nsw • (02)96602165

component in the key, with a suitable symbol placed on the map (refer 4.1.1). It isfurther recommended that information msymbols be attached to the outer faces of theshelter so that visitors know the function of the structure (refer 4.1.1).

• To reduce the visual impact of too many management signs, it is stronglyrecommended that all old timber routed signs (eg names of buildings, oldentry/shopltour signs etc) be removed (refer 4.1.1) - the interpretive signs provide thesame information (refer 2.1.6). It is further recommended that, to improve theprofessional and 'cared-for' image of the site, a set of standard management signs beprepared and installed (refer 2.1.5).

• To reduce the potential for further vandalism and to protect the remains of the convictcells, it is recommended that the timber picket fence around the cells be repaired andthe pile of loose pickets be removed from view (refer 4.1.2).

• To ensure that a professional and welcoming image is provided so to encourage returnvisits, it is recommended that no more lexan coverings be applied to any interpretivealuminium anodised signs, and that the lexan sheets be removed, as they have a buildup of algae and dirt (refer 4.1.1, 4.2).

• To meet the needs and expectations of education and tourist groups, and to entice othernew markets such as the 'weekend escapists', it is strongly recommended that arefreshment/snack facility be provided, such as a tea house (refer 3.1,3.1.1,3.1.2,3.1.4,3.1.5,3.1.6;3.2.1,3.2.2; 4.1.1,4.1.3, 4.1.4; 5.1,5.2.3, 5.2.5, 5.2.6; 5.3), and it be establishedin the Post Office (page 59).

• To reach new markets, meet the expectations of community, tertiary and secondaryeducation groups, and to further entice these groups to adopt Rartley as a prime site tovisit, it is strongly recommended that bunkhouse accommodation be provided "(refer 3.1,3.1.2,3.1.4,3.1.5;4.5; 5.2.5, 5.3) in the Garage Cottage.

• To reach new tourist markets (weekend escapists), meet the expectations of touristgroups, and to entice these groups to visit Bartley, it is recommended that a Bed &Breakfast accommodation be provided (refer 3.1,3.1.2,3.1.4,3.1.5; 4.5; 5.2.5, 5.3) in theRoyal Hotel (page 59).

• To improve the core experiences and increase the educational and interpretive potentialof the site, it is recommended that walking tracks and lookouts be constructed aroundthe granite tor, woodland and riverine areas (4.1.2,4.1.3,4.1.4,4.5; 5.2.2., 5.2.6).

• HARTLIiY INttRPREiTIVE PLAN.

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• It is recommended that the interpretive & educational objectives for Hardey (refer 5.2.1& 5.2.2) communicate the significance and the major stories for the site, encourageinvolvement and appreciation, as well as conveying the regional and historical contextand management of the site.

• It is strongly recommended that an Interpretive and Educational Program be developedfor Hardey, based on the recommended themes (refer 48 . 51). It is furtherrecommended that the following media be installed in Hardey (refer 5.2.3 &page 54)living interpretation, traditional skills demonstrations, self guided walks, interpretivesigns, an internet web site, publications (pre-visit brochures, booklet, teachers' kit &student activities, poster, post cards featuring photo collection), audios, video,exhibitions, artefacts and an interactive rural 'play' item.

• It is recommended that Hartley's Interpretive and Educational Programs be linked inwith other state and regional events, such as Seniors Week, Yuletide in the Mountains,Lithgow Jazz & Blues Festival (refer 5.2.4).

income generating activities• To realise interpretive opportunities and also provide an income for the site, it is

recommended that the layout of the shop is professionally designed, with appropriatephotos from Hartley collection and artefacts, with more local crafts and produce (refer4.4).

• It is recommended that a Tea Room be fitted out in the Post Office with appropriateinterpretive themes (refer pages 48 - 50) and that NPWS staff be responsible forproviding basic information as well as refreshments.

• It is recommended that a monthly 'heritage' market be established to attract local andregional tourists, with stalls being set up in front of appropriate venues (refer page 57).

• To attract new markets and entice more visitors from current markets, it isrecommended that such ventures as a Heritage Garden Shop, A Heritage BuildingCentre be established, which could interpret some of the social themes as well as'breathing life into Hartley (refer page 57).

partnerships• It is recommended that partnerships be established between appropriate University

faculties, professional bodies, commercial and community groups (refer 3.1.4J.• In order to best utilise resources (eg artefacts), it is strongly recommended that a

partnership be formed with Hill End Historic Site, Bathurst District, so that the livinginterpretation program can be implemented.

• NATURALUCULTURALHERITAGEptyltd • CheistineO'Brien. 96 darghanstreet,glebe nsw • (02)96602165ill

contents1.0 introduction 3

1.1 . project brief& scope ofproject 31.2 . managementframework 31.3 . definitions 5

2.0 existing conditions & constraints 62.1 - site 6

2.1.1 climate & location 62.1.2 access 62.1.3 significance & character 72.1.4 management & resources 72.1.5 visitorfacilities 82.1.6 interpretive & educationalfacilities 9

2.2 - visitors 102.2.1 markets & audiences 112.2.2 visitor numbers 122.2.3 visitation patterns· months/days/times 172.2.4 visitor transport mode 25

3.0 target consumers - needs & demands 283.1 - organised education groups 29

3.1.1 primary school groups 303.1.2 secondary school groups 313.1.3 TAPE 323.1.4 tertiary lecturers & students 323.1.5 community education (WEA etc) 343.1.6 special interest group 34

3.2 - tourist groups 343.2.1 local, regional & domestic 343.2.2 international 35

4.0 audit services & programs- strengths & weaknesses 364.1 - audit of visitor services 36

4.1.1 'welcome' component 364.1.2 core experience 384.1.3 things to 'see &do' 394.1.4 visitor services 41

4.2 - interpretive programs 424.2 - educational programs 434.4 - commerci!J.l programs 444.5 - recreational programs 45

5.0 opportunities 465.1 - new markets/audiences 465.2 - interpretation & education opportunities 46

5.2.1 interpretive & educational objectives 475.2.2 themes 485.2.3 media 515.2.4 other interpretive opportunities 555.2.5 reaching new markets &attracting visitors 565.2.6 recreation opportunities 57

5.3 - income generating opportunities 585.4 - partnerships opportunities 60

6.0 impiementation 616.1 priority of media & facilities 616.2 - options 626.3 - tasks 646.4 - estimated costs 656.5 - priorities & timeframe 66

7.0 conclusion 67

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• NATURAL t< CULTURAL H"!TACE P'l' ". Cbristine O'Brien ·96 darghan street, glebe nsw2037 • (02) 9660 2165• 2

1.0 introduction

3• NATUlt.AL&-CUl'tUUI.. HUfTACipfY ltd ChristineO~Brien~96dargb.anstl"fft,glebensw20J1~ (02) 9660 2165•

Location of Hartley Historic Site

'The interpretation program presently in place will be assessedand re-designed in the light of the development of the site whichwill attract more and possibly different types of visitors.'

(NPWS, 1994)

'An interpretation plan will be developed for Hardey whichidentifies objectives and themes and addresses the needs andexpectations of the target user groups.'

ii to identify existing and potential markets;

i to implement relevant sections of the Hardey Plan ofManagement;

iii to identify a range of interpretive options that can beimplemented in the short, medium and long termthrough the preparation and adoption of a Business Plan.

and:

1.2 - management frameworkHartley is a small village set at the base of Victoria Pass, 140 kms west ofSydney. In the 1830s it was a major regional centre for law and order, andreflects the social, religious, transport and economic changes over the last160 years.

1.1 - project brief & scope of projectThe brief called for the preparation of an Interpretation Plan for HartleyHistoric Site, with the following objectives:

The scope of the contract was defined through the implementation ofSection 4.3.2 of the Hartley Plan of Management, ie:

• HAR'l1.Ji:Y INTERPRE'TIVE PLANa

Today the site includes 15 historic buildings and a surrounding landscapethat totals 11.5 hectares. There is a strong continuous social link betweenHardey and many members of the local community.

Hartley Historic Site Plan

In 1972 Hardey was reserved as a Historic Site under the National Parksand Wildlife Act (1967) and managed by the National Parks and WildlifeService (NPWS), through the Blue Mountains District. The nationalsignificance of Hardey is recognised by the Australian HeritageCommission, which has listed the site on the National Estate Register. TheService policy for Hardey .and other Historic Sites, is based on theAustralian ICOMOS principles and the Burra Charter (1981). In 1994NPWS adopted a Plan of Management for Hartley Historic Site, whichoutlines the educational role of Hartley, its destination as a tourist venueand the conservation measures required for the development, restorationand ongoing maintenance of such a significant site.

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-Hartley Historic Site

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Cbristi.n< O'80eo . 96 dart""" street,. glebe nsw 2037 . (02) 9660 21654

1.3 . definitionsTo ensure there is a mutual understanding of the approaches proposed inthis plan, the following key terms are defined.

1.3.1 environmental educationThe definition used by the NSW Department of School Education is:

'Environmental education is a process which develops awareness,knowledge and understanding of the environment, positive andbalanced attitudes towards it and skills which will enable students toparticipate in determining the quality of the environment.'

(Environmental Education Curriculum Statement K-12)

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-HAR.TLIiY INTERPRETIVE PLAN-

(filden Freeman, 1967)

(Don Aldridge, 1972)

(Interpretation Australia, 1996)

5• NATURAL" CUl1"URAl HERITACE P'Y hd Christine O'Brien • 96 darghan street, glebe nsw 2037 • (02) 9660 2165•

1.3.3 heritage tourismThere are several definitions for heritage tourism, which is also known asrcultural tourism'. Zeppe1 and Hall define heritage tourism as being:

'the desire to experience diverse past and present culturallandscapes, environments, places and forms.'

(Zeppel and Hall, 1992)

The Interpretation Australia Association describes interpretation as being:'a means of communicating ideas and feelings which helps peopleenrich their understanding and appreciation of their world andtheir role within it.'

Another respected interpreter from the UK describes interpretation as:'... the art of explaining the place of [humans] in [their]environment, to increase visitor or public awareness of theimportance of this relationship, and to awaken a desire to contributeto environmental conservation.'

The concept of interpretation relies on involvement and to this extent it hasbeen readily applied to certain types of recreation. The UK CountrysideCommission defines interpretation as:

'The process of developing a visitor's interest in and enjoyment andunderstanding of, an area, or part of an area, by describing andexplaining its characteristics and their inter·relationships.~

(Countryside Commission, 1970)

1.3.2 interpretationThere are several definitions for this term, which was first coined byFreeman Tilden in the USA. Below are the definitions used for thepreparation of this plan. Tilden defines interpretation as:

'An educational activity which aims to reveal meaning andrelationships through the use of original objects, by firsthandexperience, and by illustrative media rather than simply tocommunicate factual information.'

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2.0 existing conditions _To provide the necessary context for the Interpretive Plan, it is essential toreview the existing conditions of the site and how they relate to, or impacton visitors. Accordingly, aspects about the site and the visitors whocurrently come to the site are discussed and then analysed.

2.1 site

2.1.1 climate & locationThe Hartley area experiences extremes of weather conditions (cold inwinter, exposed to winds and very hot in summer). Being at the base of themountain range, visibility at the site is often clear, when up on the plateauxthe cloud or mist decreases visibility to a few metres.

Hartley is relatively isolated, with the nearest town being Lithgow to thewest and the settlement of Mount Victoria to the east.

The historic site village is located just off the Great Western Highway andvery close to the turn off to Jenolan Caves. Traffic on the highway travelsat speeds around 100 km/hr and over, as they approach the bridge over theRiver Lett. Not only does this create considerable noise and associatedvisual distractions for visitors, but it is in direct conflict with the slow paceof people walking through the peaceful village site.

2.1.2 accessThe only access for Hartley is via the Great Western Highway. As there isno public transport, visitors arrive by car, coach or bike. This means thatthe site is less accessible and therefore less attractive to some marketsegments, such as bac~packers and those without cars or bikes.

Upon arrival, access to most of the main buildings (Court House, Post Office,Old Trahlee, Shamrock Inn, Rayal Hotel,) is over relatively flat terrain. Thereare steps up to the Farmers Inn, Ivy Cottage and the Presbytery, with rampedaccess to the public toilets (behind the Court House), St Bernards CatholicChurch, Corneys Garage and the nearby Garage Cottage.

Access for people with mobility disabilities is restricted, because of the:- steps up to the visitor centre in the Farmers Inn;- uneven surface of the ramp leading to the public toilets (tree rootsand dropped pine needles) and its gravel surface.

Although staff may be able to assist these visitors during relatively quiettimes, it is a very unsatisfactory situation from a disabled person'sviewpoint, as encountering these barriers may prevent some visitors fromseeking assistance from staff. There is also a worker safety issue if staff areinstructed to assist in the lifting of wheelchairs up the steps of suchbuildings as the Farmers Inn. According to information from groups: NATURAL" CULTURAL HERITAGE poy \od Christine O'Bcien - 96 dargbanstreet, glebe nsw2037 • (02) 9660 2165 6

The buildings currently utilised by the Service for management purposesinclude the:

representing the disabled (Fraser, 1987), access to basic facilities such astoilets should be provided in all major visitor areas, without the need to callon others for help.

Uneven surfaces present a threat to senior Cl!1zens, and when this iscombined with a long slope and a gravel surface, there is also a safety issueinvolved. Thus to meet the basic access and safety needs of visitors, it isessential that access for the disabled be upgraded to both the toilets and theFarmers Inn.

7• NATUIlAL .. CULTURAL HERITAGE P'l' hd Christine O'Rden ·96 dartban street, glebe nsw 2037 • (02) 9660 2165•

- Farmers Inn (shop/visitor centre, drink vending machine, display room, office)- Presbytery (office, storage)- Court House (interpretive/educational, commercial hire)- St Bernards Church (interpretive/educational/religious)- Corneys Garage (Service staff accommodation)- Garage Cottage (vacant)- Woolshed (vacant)

There is no access to the site by dedicated walking tracks. The nearest majorwalking track to the site is the Six-Foot Track, which is maintained by theDepartment of Conservation and Land Management (CALM). The trackconnects Megalong Valley and Jenolan Caves. Another regional walkingtrack is Lawsons Long Alley (Mount York - Hartley Vale).

The character of Hartley is perhaps hard to define, but below are some ofthe public comments about the site that are recorded in the Visitor Booksinstalled at the Farmers Inn:

'- interesting, cute, charming, beautiful, quaint, peaceful, isolated,old, very hot, cold, fascinating, relaxing, nostalgic, a sense of history,history preserved splendidly, tons of character'.

2.1.3 significance & characterAs outlined in the Plan of Management (page 5), Hartley is recognised asbeing of national significance. Its cultural significance relates to its history,social and aesthetic values and architectural significance. The builtenvironment of Hartley has a recognised degree of unity in scale, form,texture and colour, all set within a landscape that has both a significantrural and natural heritage. The important relationship between the site, thelandscape and individual elements such as buildings, gardens and structures,forms the basis for the management of the site and for the SiteConservation Plan (Ring, 1996).

2.1.4 management & resourcesIn keeping with its dedication as a Historic Site under the NP&W Act, andits listing on the National Estate, Hartley' operates with certain heritageconstraints. These apply to activities that relate to aspects such as buildings,landscape and aesthetic qualities.

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- Ivy Cottage Oeased for accommodation)- Shamrock Inn (vacant)- Post Office (vacant)- Old Trahlee (vacant)- Royal Hotel (vacant)

There is a considerable collection of artefacts, family history records andphotographs for the site. In particular the photographs, dating back to the1870s provide an excellent visual record of Hartley's evolution to its presentform.

In reviewing the existing conditions of the site, it is also appropriate to notethat there are management constraints in the area of resources and funding.These constraints appear to be affecting certain maintenance aspects of thesite, such as the replacement of gutters, fencing and signage.

The site is open daily, from 10.00 am - 5.00 pm, with staff available in thevisitor centre/shop. There is a full time site manager and a full time officerwho staffs the visitor centre/shop and conducts tours. Part time staff arealso used to share the load of shop and tour duties.

Detailed records have been kept by site staff on numbers of visitors to theshop, number of school students on tours and number of the general publicthat pay for guided tours.

2.1.5 visitorfacilitiesBasic visitor facilities are provided at Hartley, such as toilets, car park,public telephone, picnic tables, village paths and directional signage.

The public toilets are located behind the Court House, there are no toiletsfor people with disabilities. A car park is sited in front of the Court Houseand a bus turning circle is provided on the southerly fringe of the village.

Outside the old Post Office building is a modern aluminium-clad Telstraphone booth. While the public telephone provides a useful amenity, itsmodern appearance is very prominent and not aesthetically appropriate. AsTelstra still provides the older, red telephone booths for areas with heritage

The Court House parking area provides spaces for around 5 - 7 cars, andvehicles can ~so park directly outside most buildings along the grass/dirtverge of the roadways through the site. When there are large numbers ofvehicles at the site, they have a considerable visual impact. These vehiclesblock visitors' view of the Court House and the village, block views of thesmall interpretive signs, as well as interrupt pedestrian access by parking tooclose to the entrances to buildings. Large parked vehicles such as coaches,may also block drivers' views of pedestrians crossing the road, therebycreating a potential safety issue for small children running from behindparked vehicles. From an aesthetic viewpoint, parked vehicles can also havean impact on the character of the village, and on the quality of the visitorexperience of a historic site.

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Visitors are provided with an orientation map on a large interpretive sign(1000 mm x 1000 mm) in the sandstone structure outside the Court House.

Daily tours of the village and Court House are conducted on demand fromthe centre, from 10.00 am - 4.00 pm, with a minimum of two adults (orpayment for two) rNuired for a tour to proceed. Generally the duration oftours is from 40 minutes - 1 hour.

There are routed signs outside each building, with most of the signs needingmaintenance (eg painting, replacing missing panels). Some of the routedsigns inform visitors of 'INFORMATION TOURS - SHOP OPEN', whileothers identify the structure, eg 'Ruins of Solitary Confinement Cell' orissue a management message, such as 'Keep off the Ruins' .

A visitor centre and shop in the Farmers Inn sells souvenirs, books,paintings and 'bric a brac', and there is also a room for temporary displays.The souvenirs range from jams and soaps, to rocks and tea towels. Touristbrochures about other sites are available from the shop, but there are nodetailed brochures, postcards or posters on Hartley itself.

Outside each building in the site, small aluminium signs with words and ahistoric photo interpret the structures, describing aspects of their history.The signs are low to the ground, angled at 45 degrees, covered with lexanand mounted on a sandstone plinth. Using these signs, visitors can guidethemselves around the site.

Within the site there are currently 4 different styles of signs:- management signs (timber routed)- dark green lettering on cream background- black lettering on white background- timber coloured with orange NPWS logo

- interpretive signs (anodised aluminium)- black lettering on silver

School tours are usually booked in and the average duration of school staysis 1 - 1.5 hours. Students on tours are divided into groups of 30.Information for teachers consists of an outline of the educational tours andactivities available (Historic Site Tour, Court House mock trial, St BernardsChurch, Shamrock Inn briefing notes). Currently these sheet are notprofessionally designed, most have no Service logo and they containnumerous spelling errors. They do not meet the standards set down in theNPWS Publication Manual. There are no detailed teachers' notes, noractivity sheets for students.

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From discussions with staff and from the various visitor surveys conductedfrom 1986 to the present, the existing markets may be summarised as:

::. special interest groups - historical, architectural, family history;singlescouples without children. . .senlOr cltlzens

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:~ local community:--local families/friends of/descendants from Battley- half-day trippers from Lithgow, Blue Mountains area

::. schools & tertiary institutions:- schools travelling to Battley as a destination- schools travelling to other destinations -Jenolan Caves/Bathurst/Hill End- schools returning to Battley- schools visiting Battley for the first time- secondary students, teachers (eg Yr 9 Australian history)- tertiary students, lecturers (history, geography)

:~ local community - Battley area, Lithgow, Blue Mountains region;family groupssinglescouples without childrensenior citizens

2.2.1 markets & audiences::. tourist market - regional, domestic (intra-state, interstate) overseas;

family groupsfamilies with young childrensinglescouples without childrensenior citizenscoach travellersindependent travellers in hire cars

::. schools & tertiary institutions - local, regional and intra-state;primary studentsprimary school teachers & volunteer parentssecondary studentssecondary school teachers (history)tertiary studentslecturers (history)

Within these markets the following groups can be identified:::. tourists:

- day trippers travelling to Battley as a destination- 'stop-over' visitors on their way to other destinations- 'accidental' visitors who spot Battley and 'drop' in

• NATURAL" CULTURAL HERITAGE P'Y he Christine O'Scien • 96 darghan streer, glebe nsw 2037 • (02) 9660 2165

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Table 1- (2.2.2) Visitors to Hartley 1984 -86; 1990 - 1996(SOHr~SHIJj"an/NPWS)

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Year' j Paying Visitors Numbers of Students on l S op V1Sltors~ Tours/EntryFee Public on Tours Tours 1 -

• NATURAL" CULTURAL H'RITAC' P'Y hd Christine O'Brien .96 dargban street, glebe nsw 2037 • (02) 9660 2165

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# Source Sullivan (1986): A na -no data for shop visitors: - -record startfrom June 1989

2.2.2 visitor numbersThe level of visitors to the site from 1984 - 1986; &1990 - 1996 is shownbelow in Table 1 (2.2.2). The figures from 1984 - 1986 were derived fromticket sales for entry to the Court House (Sullivan, 1986) and were usedbecause they provide a reference and represent the only detailed records fora comparison of recent visitor figures. It should be noted that the 'schools'numbers include both concessions and children. There is no data for shopvisitors in the 1984 -1886 period, as shop visitors were not recorded untilJuly, 1989.

All visitor numbers in this plan are shown in the format of the calendaryear O"an-Dec), rather than the financial year, as the school markets andtourists on school holidays operate on this cycle. For this reason the recentrecords start from January 1990, rather than the June 1989 period. The dataregarding paying visitors (public and schools), public on tours, students ontours and shop visitors is listed in table 1 (2.2.2) below.

::. special interest groups:- returning to Hardey- travelling to other destinations - Blue Mt/Jenolan Caves/Bathurst/Hill End- visiting Hardey for the first time

1993 j 11520 5291 6229 I 13472 j·········"i"9·94·········1··············ii673···········... ··················s"i"io·················· ···················7S·03··················T·················i49S·i"·················~·········i99S········r··············92"94··············· ···················38·99··················· ··················S"39·5··················\""················2"06·98··················:

1996 8707 3248 5459! 19995

1984 I(to c~;1o",,) 14510 # 17564 * I na A I. ;. ~ :

1985 j 32067 15338 # 16729 * i na A j~ (to Court House) I ~~ # i i

1986 1 27790* # incomplete records incomplete records I na A :

·········i987·········f··(~9.~:~~:~tf!Jr-~~L ············~~·~~·~~~d~············ ············~~··~~~~~d~···········j-············~~··~~~~~d~············11988 no records no records no records ! no records

::.·.·.·::::.uj.§::.·.·.·.·.·.+.·.·.·::::~~J~~r~~::::::::.L:~·~~=~~~~~%:::~~=~:.·::::~~~::~j~j~~~·~~~:~::J.·.·.·=~~=~.i~t.l§.r:~~=~::.·J1991 1 9789 2934 6855! 17935 j1992 11614 4327 7287 i 15258

-HAR.'l'LEY INTERPRETIVE PLAN-

•••••( \ .III

f,-,.,.,.•

-11,"k.-:..

I.'

••e: =--..•~..

t

III

General Public - Shop Visitors versus Visitors on Tours_______ -----..JStudents - Shop Visitors versus Schools on Tours !::~:~y~~g:Y~~~~?i~:::::::::::::::::: -::~:~:~~~:~~::!.~~~~:~~~~~:~::~~:~~~~::!.~~~~:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::J

13

Shop VisitorsPaying Visitors

1996

••_Shop Visitors versus all Visitors on Tours_Sho Visitors versus Schools versus Public Tours

Irn Paying Visitors 0 Shop Visitors I

From this data, it can be seen that the number of ,visitors paying for tourshas decreased since the 19984-1985 records were kept. The entry fees werelow ($1 adults; 0.50 cents for concessions and children), and there were noother commercial attractions (such as the shop) in the site. Focusing onrecent data (1990 - 1996), Graph 1.b (2.2.2) shows the number of generalpublic on tours, school students on tours and shop visitors.

_ NATUUL &: cvtTVUL HEJ.fTACi ?"y hd Christine O'Brien . 96 dargban street. glebe nsw 2031 . (02) %60 2165

35000\lr--------------~

30000 :1 125000 .~~ :l'

20000 'I~ t,

::~ \\

Graph l.a - (2.2.2)Visitors to Hartley (entry/tours & shop) 1984 ·86; 1990· 1996

All visitors paying for services at Hardey (entry fee/tours) and visitors whowere recorded in the shop (1990 - 1996) are shown in Graph 1.a (2.2.2).

Data from Table 1 (2.2.2) above, has been graphed below as:

_HAltiLS.Y 1NTERPRE11VE PLAN-

To further illustrate the visitor number trends for 1990 - 1996, the data forvisitor tours, students tours and shop visitors may be expressed as apercentage, as shown below as Graph 1.c (2.2.2):

14

1996

Shop VisitorsSchool Tours

Public Tours

1996

1996

199419931992

19901991

19921993

1994

Christine O"Brien . % diorgban str""" ;lebe nsw 2037 . (02) %60 2165

o

o Shop Visitors • Public Tours GI School Tours

100%

90%

80%

70%

60%

60%

40%

30%

20%

10%

0%1990 1991

20000

11 Public Tours

L'lII School Tours 5000

o Shop Visitors

15000

.-----~ 10000

25000.,..----,----------......

The general public visiting Hartley (1990 - 1996) were recorded as theychose the two options (to visit the shop only, go on a tour and visit shop).As tours start from the shop, visitors entering the shop are recorded, then ifthey go on a tour, their numbers are recorded separately. By graphing thesedetails below in Graph 2.a (2.2.2), an interesting comparison can be seen.

• NArURAL .& CVLrURAL HiR..lTAGi Pry'

•

Graph 1.e - (2.2.2)% o/Visitors to Hartley (public/schools tours & shop) 1990 -1996

Graph l.b· (2.2.2)

Visitors to Hartley (public/school tours & shop) 1990 - 1996

• HARTLEY IN'T'ERPRETrVE PLAN-

From Graph 2.a (2.2.2), the general trend shows the number of the publicvisiting the shop has increased in the 1994- 1996 period, but the number ofthe general public taking tours is decreasing. This trend can be more easilyseen if the data is represented as a percentage, as shown in Graph 2.b (2.2.2),where the percentage of shop visitors taking tours in 1993 represented39.27%, compared to the 16.24% of shop visitors on tours in 1996.

-HAJt11..J:iY INTERPRE11VEPL.A.N_

15

1996

1996

1995

1995

1994

1994

1993

1993

1992

Io Shop Only _Shop & TourI

Io Shop Only _Shop & TourI

19911990O¥"'---

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%1990 1991 1992

5000

20000

25000

10000

Graph 2.a . (2.2.2)

Public Visitors to Hartley (tours & shop) 1990 -1996

15000

Graph 2.b . (2.2.2)

% ofShop Visitors versus Tours (general public) 1990 -1996

- NATURAL &: CUlTUllAl HUITACli: PlY !Id ChristineO'Brien .96d.a.rgbanstreet~g1ebensw2037.(02)9660 2165•

The number of shop visitors compared to the number of students on tourscan be seen below in Graph 3.a (2.2.2.). This information expressed as apercentage is shown in Graph 3.b.

-HARTLEY INTERPRFITVE PLAN-

19961995199419931992

I0 Shop mSchoolsI

30000

25000

20000

15000

10000

5000

01990 1991

Graph J.a - (2.2.2)

Shop Visitors versus Student Tours 1990 -1996

Graph J.b - (2.2.2)

% ofShop Visitors versus School Tours 1990 -1996

mSchool ToursI

11••~.-I

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%1990 1991 1992

Io Shop1993 1994 1995 1996

I

• • NATURAL at CULTURAL KintfTAOi pty bd Christine O'Bnen ~ % dargban street, gJe~ nsw 2037 . (02) 9660 2165• 16

Graph 4 • (2.2.2)

Visitors on Public Tours versus School Tours: 1984· 1985: 1990 - 1996

1996

17

1995199419931992199119901985o1984

5000

* the school market is larger compared to the general public market,but numbers in both markets appear to be declining.

* overall, school student tours have been approximately stable interms of numbers, however there has been a moderate decline for

the period 1995 - 1996;

10000

35000

* from a peak of general public visitors on tours in 1993 - 1994, thelast two years has seen a decline in visitor tours by the generalpublic;

* visitor numbers to the shop have increased in 1995 - 1996, after adecline 1992 - 1994;

30000

20000

25000

15000

To see how the number of students on tours compare to the number of thegeneral public on tours, the information has been depicted in Graph 4(2.2.2) below.

From the graphical evidence presented, visitor number trends may bedescribed as:

2.2.3 visitation patterns months/days/timesMonthly visitor information (shop visitors, general public tours, school tours) arekept by Hardey staff. For the period January 1990 - December 1996, dataon shop visitors is listed below in Table 1 (2.2.3) and Graphs la &1b (2.2.3).

• NATVIlAL"CULTVIlAL ""fTA"""", .., ChristineO'Srien -%dargbanstreet,glebensw2037· (02)%60 2165•

••f'..,.

.~.,.till.-

«;

~

••"iI••

aHARTLEY INTERPRETIVE PLAN_

Table 1 - (2.2.3)

Shop Visitors by Month 1990 - 1996 (Source NPWS)

Graph 1 a - (2.2.3)

Shop Visitors by Month 1990 - 1996

Graph l.b - (2.2.3)

Trend ofShop Visitors by Month 1990 - 1996

. - ~ ~ ~ - ~ ~ ~I_ 1990 !l! 1991 .1992 Cl 1993 111994 III 1995 .19961

16000

14000~Q.l 12000..ClE::::J 10000c'- 8000~

Cl)

6000"50-

40000..c:.Vl

2000

Cl)'- 12000(l)

.Cl

E10000:::>

c'- 8000..s

'Vi"5 60000-0 4000..c:.Vl

2000

0

Jan Feb Mar

14000

16000

Si1:~ Vhf(')l'~ , 11:190 1:91:11 1992 , 1:993 19t),. 199'5 ~ 1:996', ;.......J~.~ ....... 1539 1347 1542 1776 959 1564 2095........................ .............................~~~.~ ..... 735 681 619 638 581 679 1041......................... • •••••uu•••••••••••••••

March 1160 1724 1051 1088 820 1475 1522.1907

~~~ ......._.2549April 1970 2161 2286 1663 2489

.........}~~~Y.. .......... 1589 1465 : 1165 1510 1140 1686 1083......................... .........................,......................... ..................................J~~~.......... 1455 1552 : 1460 1572 1186 1752 1424......................... •• n ••• n •••••••••••••••

July 1636 ··..····zi6i·····T·····"iS29....···· 1549 1278 2386 1790August 1281 1416 1163 1210 1048 1864 1269 II

....~~~~ ... 1583 1549 i 1001 1731 1201 i 1816 1677......................... ········i74T·····"!""······ij"S9··..·..·• ••••••••••••••••••• n •• ·······i73S..·....T....··22"76..·.... ·1 2407October 2169 2025............................... ••••••••• u •••••••••••••• ..·····i376'·····r·····io6"s···..·· • •••••• 04 •••••••••••••••• ....·····1"i"4....···r··..·"i"3si·····l······169i"······November 1721 1113December 966 827 1127 974 714 1264 1506

•

•

~~%

~

11.J;J.~

•~2;

•,t11g

•11•••11

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nav Oec

1.1990 111991.1992 Cl1993 111994 £a1995 .19961

From the graphs above it may be concluded that the peak visitation periodfor shop visitors are the months of April, July and October, with the leastnumber of visitors occurring in the month of February.

11

• - NA1"VUL k• Christine O'SneD . % darghan street, glebe nsw 2037 . %1>0 2165 18

I

~

-I

~

-I~

~

The data on school students on tours is listed below in Table 2 (2.2.3) andGraphs 2a & 2b (2.2.3) for the period January 1990 - December 1996.

Table 2 - (2.23)

School Students on Tours by Month 1990 -1996(Source NPWSj

Students : 1990 1991: 1992 j 1993 1994 1995 j 1996on Tolt~ : ~ 1 ~January 0 0 0 0 0 0 0Febrl12rv 75 62 ~ 89 26 44 i 0 45

•••••••••~~.l .••..• ·········(;1"3..······ ········446········1········"399··..····· ········2iT······· ·········1·20······..1·········478""······· ········"370..······~~~~ n ••••••• n u y ···············v·..········..·······..·· ._. April 298 580 L~_...... 351 545 ~ 196 184

May 1232 131: 910 l 832 1201 504! 155

• NATUut" CULTURAL "«lTAC' "" I.. Christin

• HAR'fLltY fNTERPRE11VE PLAN-

Graph 2.a . (2.2.3)

School Students on Tours by Month 1990 -1996

I,I

"I"~fIJ

I

9000

8000

7000en......

6000..0

E 6000:::>zC 4000

-0:::> 3000

V12000

1000

0Jan Feb Mar Apr May Jun Jul Aug Sep Oet Nov Dee

IIlI 1990 ~ 1991 -1992 El1993 81994 t:31996 .1996

IIlI 1990 lO 1991 - 1992 El1993 IIlI 1994 El 1996 .1996

Graph 2 b . (2.2.3)

Trend ofStudent Tours by Month 1990 -1996

Jul Aug Sep Oet Nov Dee

9000

8000

7000

en... 6000.8E 6000::I

:z:- 4000c:ClJ'"C::I 3000en

2000

1000

0

Jan Feb Mar Apr May Jun

I

II

I

II

The peak months for school tours are clustered around spring (August _September - October), with the peak visitation in September (around 9,672students). There is also a smaller peak in May -June. The poorestperforming period is December - January - February.

II

I • NATUUL & CUL'rUlAt HERITACE pty !Id Christine O'Brien ~ 96 darghan street, glebe DSW 2037 (02) 966D 2165- 20

IJIJ

f+r

•..o,~....~'-I:1•?l•••11~~~

Information regarding tours by the general public is listed below in Table 3(2.2.3) and Graphs 3a & 3b (2.2.3) for the period]anuary 1990 - December1996.

Table 3 - (2.23)

General Public on Tours by Month 1990 -1996(Source NPWS)

Public ~ 1990 1991: 1992 1993 1994 1995 j 1996:ooToonj ~; j

January 293 278 759 555 464 396 478February 131 141 158 103 208 236 136

•• • NArURAL &: CUI.TURAL HUtrAGE l*r hd Cbristine O'Srien ~ 96 d.arghan street, glebe nsw 2037 . (02) 9660 2165• 21

The peak season for tours by the general public appears to be in April,followed by January, then July. The months of February and Augustappear to be the least attended months for tours, while the remainingmonths are relatively constant in number. These figures reflect the samepattern of visitation for shop visitors, with the exception of the months ofJune and August when less visitors appear to take tours.

22%60 2165Citrinin. O'Scion . '16 dargban "'fee'. gl.be MW 2037

4000

l!! 3600.8 3000e:::I

z 2600.!:

2000.IQ:::I

0- 1600

e 1000cuc~ 600

0

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

.1990 >l 1991 -1992 Cl 1993 111994 m1996 111996

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

.1990 '" 1991 - 1992 Cl 1993 111994 m1996 111996

o....Cl)cCl)

c..::>

Graph J.a - (2.2.3)

General Public on Tours by Month 1990 -1996

Graph J.b - (2.2.3)

Trend ofPublic on Tours by Month 1990 -1996

• NATVIt.AL &: CVt1uUL HU1TAOi-

~~

••

During the period 1 - 28 July, 1996, Hartley staff recorded the times thatvisitors arrived in the shop and the times that visitors took tours. From theprevious information, the month of July is relatively well patronised byshop visitors and the general public on tours, but not by school students.The shop visitor data is shown in Table 4 - (2.2.3). The time of their visit isdepicted in Graph 4.a (2.2.3}.and the days visited in Graph 4.b (2.2.3).

Table 4 - (2.23)

Daily times ofShop Visitors: 1 ·28July, 1996 (Source NPWSj

am Il;o~~ 23 28 3 91 42 6~

12 - 1 : 20 : 10 : 5 : 111 : 28 I 93 i 118 j.........P~ ! l ! .I .1 1. 1 1..}..~..~..P~ .L }:? .L ?. L ~.~ L. ...!.§ J ? L.··.·····?·~··········l·········?·~········j

2 - 3 ID ~ 35 ! 25 ! 30 ! 16 ! 28 ! 77 I 32 !3 -~ 1 29 i 22 i 9 ~ 31 i 17 i 62 32!

....±..:~?..p..~ L }:9.~=:I=:±9.~::~J::::~:~ x=:=r=:=..2!. ~~I~ !:? .L }.?. J }?. ..J

• NATUOAt" CVlTUlW. _!TAG' P'Y '''' Christ"",O'Brien • 96 dargban str.... glebe nsw 2037 • (02) 9660 2165

• 23

_HARTU.Y lNTERPRETIVEPLAN-

Monday Tuesday Wednsday Thursday Friday Saturday Sunday

o Monday III Tuesday • Wednsday Cl Thursday III Friday t!l Saturday • Sunday

460

400

E::: 3600>.0 300

§ 250~ 200.s 150'en:> 100

50O.jo&1L-

010am.11 am Gl11am.12noon .12noon.1pm 01pm.2pm 112pm.3pm

c:l3pm.4pm .4pm.5pm

Fram this graphical data, the most popular times for shop visitors is themorning period (10.00 am - 12 noon inclusive)

10am.11a 11am.12n 12.1pm 1pm.2pm 2pm.3pm 3pm.4pm 4pm.5pmm oon

Graph 4 a- (2.2.3)

Times for Shop Visitors: 1 - 28 july, 1996

400

360

300

260

200

B 150~ 100

60

o

Graph 4 b- (2.2.3)

Days for Shop Visitors: 1 - 28 july, 1996

\IH

"""~••~

•••I

Table 5 - (2.2.3)

Daily times ofVisitor Tours: 1 - 28 july, 1996 (Source NPWSj

The most popular days for visiting the shop in July, 1996 was Thursdays,followed closely by Saturday and Sunday.Details on the visitors taking tours during the survey period are shownbelow in Table S (2.2.3). Graph S.a (2.2.3) depicts the times of their tours,and Graph S.b (2.2.3) shows the days the tours were taken.

Christine O·Sr;"n • % darr.han street, glebe nsw 2037 . (02) %60 2165

2 0o 0

9 0

o 8100

11 - 12 noon 0 4 012 -I pm 4 0 01-2 pm 5 0 32-3 pm 8 0 103 -4pm 0 32 04-5 pm 0 0 ! 0

• WATUltAl. $t cutTUUL HERlTAGi pfY ltd

•

II

I

II,

I

o Monday III Tuesday III Wednsday [] Thursday III Friday D Saturday III Sunday

25

70

60

'"Q:; 60..0E 40::>c:'- 30

..8'0;:; 20:>

10

0

Graph 5 b- (2.23)

Days for Visitor Tours: 1 - 28July, 1996

The most popular times for visitor tours is the 11.00 am slot, followed bythe 2.00 pm - 3.00 pm and the 3.00 - 4.00 pm slots. The least popular tourslot is the 4.00 - 5.00 pm slot.

010am.11 am 1311am.12noon 1112noon.1pm 01pm.2pm 112pm.3pm

193pm.4pm 114pm.6pm

Monday Tuesday Wednsday Thursday Friday Saturday Sunday

10am.11 11am.12n 12noon.1p 1pm.2pm 2pm.3pm 3pm.4pm 4pm.6pmam oon m

Graph 5 a- (2.23)

Times for Visitor Tours: 1 - 28July, 1996

2.2.4 visitor transport modeDuring the period 7 October - 3 November, 1996, a survey was conductedby the Historic Site staff of the mode of transport used to reach the village.This data is shown below in Table 1 - (2.2.4). The days that the vehicleswere used is shown in Graph La (2.2.4) and the mode of transport used on adaily basis is shown in Graph 1.b (2.2.4).

For tours, the most popular days in July, 1996 were Thursdays, followedclosely by Sunday, then Saturday. Tuesdays was the next most preferredday, with the least popular days being Wednesdays and Mondays.

• N...TURAl !t cut.,TtJL\L HUtT"C! pty It-d Christine O'Brien ~ 96 dar&han str~t, &Iebe nsw 2037 . (02) %60 2165•

-HARTtEY IN1"F.RPREl'IVEPLAN-

•ill

•~

~

III

•III11

•.-••1!,11

-•¥--

-HARTlli-Y INTERPRE1lVEPLAN-

Monday Tuesday Wednsday Thursday Friday Saturday Sunday

o Monday 11 Tuesday • Wednsday 13 Thursday 11 Friday £! Saturday • Sunday

26

o Charter Bus• Hire Bus• other

o Private Car mHire CarIII Community Bus mMotorbike

2 1 1 0 10 0 10

47 47 46 38 40 61 59

360

300Cl.>

-0 2600::::;;;: ~___ Cl.>

200..... ..Clo E 160o..:;;:J~ c:2 100

f--

60

0

Other

Hire Car

Motorbike

Private Car

Graph 1 b- (2.2.4)

Transport Mode ofVisitors 7 Gct - 3 Nov, 1996

Table 1 - (2.2.4)

Survey ofVisitor Transport Mode 7 Gct - 3 Nov, 1996 (Source NPWSj

80

70

-i5 60o

::::;;;: ~ 60___ Cl.>~..Cl 408..~~ c: 302 20

f--

10

0.....--

Private Hire Car Hire Bus Charter Communit Motorbike otherCar Bus yBus

Graph 1 a- (2.2.4)

Daily Means ofVisitor Transport 7 Gct -3 Nov, 1996(Source NPWSj

Tr~~:ilit, Mdnd:ty j l'ne~day Wedne~day l'hurSdiy Eddar Slttutday; SLtnWl)': A

The overwhelming mode of daily transport to Hardey for the periodsurveyed is the private car, while popular days for hire cars were recordedon Thursdays and Sundays. It is difficult to comment on the remainingmodes as the figures are too small.

• NATUUl,.. &- CULTURAL HutJTAGE PlY hd Christine O~Brien - % da.rgha.n street, ~ebe nsw 2037 . (02) 9660 2165

•

8 8 6 13 5 4 11Hire Bus 1 1 ....-1---+--0~-+--'-0-~-_·0--'--+··_--0·_·,

······Ch~~;·B~······,f···········4······ ..····· ······· 7 1......•......2 1 ·2·······,·····..··,····..····1·' · ··,..·····..2'····..·..·..··,,··..· ·2..' ·· ,····c~·;-;;;;;;;;tY·B~·..·t···········1·········· ··········O···..········j·············O········..··j··········..O···..·······..+···....·0··..·····..· ········..0....····......"....· ·0.. ···..· ,

fIll,IIIIII

\

11

•.,11III+•d ~~£•~..

% '

••11III

--,i 0 "

~III

Mid) m_w,-, ~ ," ¥

, ,

• _HAR.,.LEY INTERPRETIVE PLAN-A summary of other visitor survey data held by the Hardey staff is shownbelow:

* Small sample size

* Majority of visitors from2 groups S dne 8 res onses - 38%

211986 (1 week + I weekend)Sullivan

General Public

SchoolsSchools 1990 124 * First visit for 35 of these schools

NPWS * No information on origin ofschools or level (primary/secondary)

"S~h';~l~""""""""""""""" ··1"991"········································ ··"1:30····················· ···*·F~~t·~~itl~~·54··~{th~~·~~h~·~i~···NPWS * No information on origin of

schools or level (primary/secondary···sd;:~~I~································jXA~·g·~·2is~p·i99i··········i6·S~h;~1~···!··*··s~~~~;;E~h~·~i~·(7)·b~~d·th~y;:····...

NPWS (9 Primary Ivisit on the 'package' being4 Second~, offered by 'Westbus'.

3 unknown) ! * 10 Schools wanted more support! materials! * 6 wanted changes to tours/slide

Sample size is I h cl l' dinall ! s ow, mos y re atmg to crow gvery sm i and/or more time needed..................................................... { ..............................................................•.........

General Public 28 May - 12 June 1993 86 ! * Small sample size, but detailedHogan individuals I! questions

* Sample size too small and over

.........................................................................................................................................l..~.~~..:.~~~.=..~.~~~..~:::.~~.=.~.~.~!. ..

11,

*',

• NATURAL" CULTURAL HERlTACE P'Y hd Christine O'Brien ·96 darghan street, glebe nsw 2037 • (02) 9660 2165

•27

1·-"f

_HAIli'LEY INT'ERl'RETIVEPLAN_

3.0 target consumers - needs & demandsAs stated in the project brief, the Interpretive Plan is required to address theneeds and expectations of target user groups. To assess what these needs anddemands are, I have drawn on 22 years of experience as an interpretive andenvironmental education specialist, as well as 6 years of teaching experience.

As outlined in Section 2.2 (visitors), the current visits to the site includethe two major groups of the education market and the tourist market. Allvisitors have basic needs that relate to aspects such as access, toilets etc. Inaddition to these needs, there are also many individuals who have specialneeds, such as visitors:

- with a pram!stroller- in wheelchairs- with walking aids (sticks, frames)- with sight or hearing impairments- who are non-English speaking.

These visitors require specific facilities, such as suitable toilets, appropriateseating at regular spaces and directional signs with international symbols.

In meeting the basic needs of visitors, the context of the site and theconstraints that operate there obviously directs what management actionsare taken. However the sites that meet the best practice standards, are theones that strive to not only meet consumer needs, but also anticipate theirdemands.

To attract new markets to Hartley, as well as to continue to attract thecurrent markets, it is essential that the needs and expectations of thesemarkets are understood and wherever possible addressed. These issues arediscussed below.

• NATURAL" CULTURAL H'R1TAC& P'Y hd Christine O'Brien ·96 cLughan street, glebe nsw 2037 • (02) 9660 2165• 28

BASIC Primary Secondary TAPE Tertiary CommunityNEEDS

- access • • • • •- toilets • • • • •-water • • a • 0- food 0 0- information • • • • •

29

3.1 - organised education groups

o an advantage if present

To satisfy the target educational groups that visit Hartley, their basic needsmust be met. These needs may be summarised as below:

o an advantage

Table 1 (3.1)Basic needs ofEducational Groups

Table 2 (3.1)Expectations ofEducational Groups

In addition to these basic needs, there are further expectations that theeducational market requires, such as those listed below. To re~ch theenormous schools market (there are approximately 3,000 schools in NSWand the ACT), Hartley needs to offer facilities and programs that providean added 'advantage over other excursion sites. The services and facilities tomeet these expectations are summarised below then discussed in detail.:

• NATU""L" CULTU""L HERITAGE P'l' hd Christme O'Brien - 96 darghan street, glebe nsw 2037 • (02) 9660 2165•

EXI'ECTATIONS Primary Secondary TAPE T~rtiary Community

- refreshments • • • • •- shelter .' • • • •- eating area • • • • •- briefing area • • • • •- teachers • • • • •resource kit- curriculum • •based pre-visitactivities- curriculum • •based post-visitactivities- on site • • • • •programs- research area, • • • •maps, artefacts- playground 0- in depth • • •study & longerstays(accommodation)

-HAR'J'LEY WIERPRETIvEPLAN-

The KSLA are:

30

" .d~$n - ? )

I si. q « • , &i ,. t l

• NATURAL" CULTURAL HERITAGE P'Y !od Christine O'Bnen .96 darghanstreet, glebe nsw 2037 • (02) 9660 2165

•

Teachers and parents also look for other things that assist them in planningand implementing excursions, such as:

- a safe play space with seats where the group can have 'lunch';- a place where refreshments & snacks are available;- a 'briefing' area;- a set of pre-visit background sheets for teachers based oncurriculum requirements;

- a set of pre & post-visit activity sheets for use by students;_appropriate low cost souvenirs for the younger age group, that alsoreflects the flavour of the site.

Due to the limited attention span of primary students, it is essential thatthere is a range of suitably 'active' sessions to keep them usefully occupied.If teachers have suitable advance knowledge and notes about an excursionsite, they can offer additional activities to students with differential learningand comprehension levels. Teachers look for this information in the form

::. English- listening, talking, reading & writing;::. Maths_patterns & relationships, analysis, counting & sorting numbers,problem solving (spatial, measurement & numerical);::. Science & Technology_understanding the environment (human & natural), investigating,designing, making & using technology;::. Personal Development, Health & Physical Education::. Human Society & its Environment_relationship between people, cultures, languages, civics &citizenship;::. Creative & Practical Arts- dance, drama, music & visual arts through creating andimplementing own work.

In addition to these key learning areas, there are also programs that arecompulsory requirements from years K - 12, such as EnvironmentalEducation and Aboriginal Studies. As many teachers often have notreceived formal qualifications in these fields, they gladly accept teachers'guides and student activities that will assist them in meeting theseeducational demands.

In selecting excursion sites, primary school teachers seek excursion sites thatsatisfy Key Subject Learning Areas (KSLA), as part of curriculumrequirements.

3.1.1 primary school groupsPrimary school groups have special needs. Most primary groups come fromYears 2 - 6 (ie ages 7 - 11 years old) and are usually accompanied by severalparents who assist the teachers.

tl -HAR.'l'LEY INTERPRE1'IVEPLAN-

From a practical organisational viewpoint, secondary school teachers alsoexpect that an excursion site should also offer a:

On longer excursions, teachers expect and need appropriate places wherethey can brief their students. H the weather is fine and the temperate is nottoo high or low, this can be done in any quiet area. However, usually

- 'briefing' area;- place where refreshments & snacks are available;- space with seats where the group can have 'lunch'.

31

Secondary: teachers today have heavy -w0rk loads and. have constantdemands made on their time. Therefore they are specific in theirexpectations on relation to excursions; so to assist them in their work, anypotential excursion sites should meet their demands and offer them:

- detailed background information and resource lists for use inpreparing teaching units relating to the excursion site;- suggested pre-visit and post visit materials for students;- opportunities to expose students to new experiences that illustrateaspects of their subject curriculum.

of a resource kit, and the demand for teachers' notes and student activitiesis evident from other major Service sites visited by schools (eg Hill End,Quarantine Station). As shown in a 1990 qualitative survey of 16 schoolsconducted by Hardey staff, 10 schools wanted more educational supportmaterials.

The basic needs of secondary students are similar to primary students, butsecondary students are more likely to be vocal in their demands for foodand refreshments (hot & cold). Any excursion site that offers theserefreshment facilities, will reduce the pressure on teachers (and parents) thatarises from student complaints about the lack of such basics.

In keeping with environmental education principles, any student activitiesmust include a variety of interactive sessions, with an emphasis on student-discovery, rather than 'adult-talk fests'. An added benefit for the site is thatthese student-led programs also assist in reducing possible vandalism, byensuring that mischievous students do not get an opportunity to becomebored.

• NATURAL « CULTURAL HE"TACE,,>,'" ChristineO'Brien ·96 darghanstreer,glebe nsw2037 - (02)9660 2165

•

3.1.2 secondary school groupsDue to the secondary history curriculum requirements to cover aspects ofAustralian history, Hartley is a highly relevant and important destinationfor this group of students. Other secondary subject areas that also relate toHartley include geography, science, environmental education, drama,economics and art. This important segment of the education marketincludes Years 7 -12 (ie ages 12 - 18 years old). Again didactic educationalapproaches must be avoided to ensure that students are appropriatelyoccupied to reduce potential vandalism.

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Examples of some of the tertiary institutions offering courses that arerelevant for Hardey are shown in Table 3 (3.1) below:

In order to meet the demand of the last point, suitable accommodationmust be available, so that teachers and students can study on site, withoutthe waste of travelling time.

Education lecturers and student teachers in the fields of history, science andgeography are a special segment of the tertiary educational group andshould be especially targetted, due to their potential influence in choosingexcursions for their future classes. The expectations of this group relates tohow the site meets the educational demands of their teaching subjects.

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teachers expect to have a sheltered area from the sun and the weather.Although students can provide their own food and refreshments, there isalways a number of students who either forget or bring insufficient food fortheir needs, so if there is an outlet at an excursion site where students couldbuy some supplies, teachers are spared the additional problem of cateringfor such emergencies.As there are numerous sites competing for the school excursion market, tobe competitive, the potential excursion site should offer:

- innovative and challenging programs;- opportunities to develop requisite skills, such as research &deduction;- cost effectiveness in terms of price, time and distance from school;- a variety of interactive activities based on student-discovery;- opportunities for students to study subjects in depth.

3.1.4 tertiary lecturers &studentsAgain the expectations and needs of tertiary groups are similar to secondaryschools, however they also need to provide for in-depth study of theirtopics. The specific demands of tertiary lecturers relate t-Q the ·,r,elevance -0fthe site to their course. The relevant subject areas include:

- Australian history- heritage architecture- archaeology- social studies- cultural tourism- environmental studies- education/child studies

3.1.3 TAPEThe needs of TAFE teachers and students are similar to those of secondaryschool groups. However, due to the vocational basis of TAFE study, meansthat they expect practical demonstrations of skills in the areas of the arts,building and construction, tourism and hospitality.

• HAR,.TLEY INTERPRETIVE PLAN-

• NATURAL" CULTURAL H'K1TAC' P'Y hd Christine O'Brien - 96 darghan street, glebe nsw 2037 - (02) 9660 2165

• 32

Table 3 (3.1)Universities offering Courses Relevant to Hartley

~niversity Australian Heritage. Archae Social Tourism Env. E'ducationHistory Architecture ology Studies Studies ;

ScienceAustralian • • •CatholicUniversityAustralian • • • •NationalUniversityCharlesSturt - • • • • •Albwy,Bathurst,Waj(glt

Macquarie • • • • • •UniversitySouthern • • • •CrossUniversityUniversity • • • •of CanberraUniversity • •of NewEnglandUniversity • • • • • • •of NSWUniversity = = .. .. • •ofN'castleUniversity • • • • • • •of SydneyUTS • • • • • . •University • • • • •of WesternSydneyUniversity • • • • •ofWollonl?;onl?;

To meet the expectations of the tertiary education groupto study their subject in some depth and to obtain field experience, it isessential that low cost accommodation and access to artefacts andcollections be provided.. Other post-graduates in the fields of heritagearchitecture, archaeology, Australian history are also part of this marketsegment.

Lecturers in the above courses expect excursion sites to offer:- opportunities to research artefacts/collections/interiors;- in-depth briefings about various issues and topics;- challenging and complex issues that require student research anddeduction;- opportunities for practical fieldwork (eg visitor surveys, archaeologicalexcavations, photogrammetry etc);- cost effectiveness (price, time in field, accommodation);- opportunities for field experience (tour guiding, trainee teachers etc).

• NATURAL &. CULTURAL H...TAG' P'Y h. Christine O'Brien ·96 dargban street, glebe nsw 2037 • (02) 9660 2165• 33

-HAR.UIiY INTERPRETIVE PLAN-

3.2 - tourist groups

3.1.6 special interest groupIncluded in the special interest group are genealogists, National Trustmembers, Royal Historical Society members and traditional craftspeople.These special interests are also leisure activities for many of theseindividuals, thus the demands of this group also relate to comforts andactivities such as food and refreshments.

.,' -

3.1.5 community education (WEA etc)The various community education programs that operate from tertiaryinstitutions, such as Sydney Community College, WEA, University ofSydney, University of NSW, Macquarie University, Charles SturtUniversity (Bathurst) and University of Western Sydney, offeropportunities for the community to pursue their interests and hobbi.es.These course include such activities as family history, photography,drawing, culture, drama, Australian history and handcrafts. The needs forthis group relate to interesting opportunities where the tutors and studentscan be involved with practical examples, demonstrations and real artefacts.This group demands more comforts and facilities, food and refreshments,because their participation in courses is a voluntary decision, so they viewthe activity as an 'outing'.

The basic needs of tourist groups may be summarised as relating to cleanand accessible toilets, refreshments, hot and cold food and shelter.However, considering the many hundreds of attractions competing for thetourist market, for Hartley to continue to draw visitors and to attract new

. markets, it is essential that the expectations of this group-be addressed.

While Hartley does provide visitor activities for the family, these arelimited to tours (guided or self-guided). The site does not meet theexpectations of local!regional and domestic tourists in relation to a 'retreat',

According to the NSW Tourism Development Strategy (1996), marketingfor domestic and regional tourism should be directed towards 'weekendescapes' from the" 'pressures and stress of work'. To meet the demands ofthe tourist market that seeks to 'escape' for a weekend, Hartley will need to'value-add' to the interpretive programs being offered, ~s well as providingsuitable facilities to which these tourist markets can 'escape'.

34_ NA'rURAL &; CULTURAL HERITACE Pt)' hd Christine O'Brien ·96 clarghanstreet, glebe nsw2037 • (02) 9660 2165•

3.2.1 local, regional & domesticAccording to NSW Tourism, the market trends revealed for this groupindicates that their needs and expectations include:

- variety and experiential activities;- weekend retreats and mid-week retreats;- activities that offer escape and self-indulgence;- activities that focus on the family;- sealed roads & good signposting.

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-HAR.'I'LE.Y INTERPRETIVE PLAN-

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Accordingly, I would rate the welcoming' component for Hartley asfollows:

Visitors are also met by a worn and damaged routed timber signannouncing - 'SHOP OPEN' sign. This is permanently displayed, eventhough the shop closes at 5.00 pm, which could mislead those visitorsarriving outside the working hours.

(toilets, picnic area, information), but there are numerous and 4 differentexamples of timber management signs. Many of these are redundant as thereis also an interpretive sign identifying each building. The absence of astandard set of management signs not only detracts from the ambience andcharacter of the site, but it also fails to communicate the essentialmanagement message.

Another criterion of the 'welcoming' experience is the initial impression ofwell maintained visitor facilities. The basic visitor facilities at Hartley areclean and well maintained (eg toilets, garbage bins, grass cutting), howeverthere are problems with 'missing' panels and old management signs, as wellas with the small interpretive signs. These small interpretive signs arecovered by lexan and there is an unpleasant build-up of algae and dirtaround the four fixing holes on all of the exposed signs. The addition of the(expensive) lexan sheets over the aluminium signs is unnecessary if the signsare laminated onto an aluminium plate and then treated with a .vandal-resistant coating (as part of the manufacturing process). In my 22 yearsexperience of using these aluminium signs, I have never had to use the lexancover. Instead I have opted for the extra vandal-resistant coating which has

. successfully survived in highly visited and vandalised areas such as NorthHead (Sydney Harbour National Park and Little Manly Point) for periodsof up to 10 years.

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Welcoming' Rating for Hartley

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"Welcome- excellent good' satisfactory . poor unsatisfactory- 'gateway •orientation •difficult

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• NATURAL" CULTURAL HERITAGE P'Y 1

As would be expected in a heritage site of national significance, the qualityof setting for Hardey village and buildings is excellent. However, the visualand noise pollution associated with the highway can be intrusive anddistracting. Potentially there is access to several buildings if visitors pay for'a guided tour (Court House, St Bernards Church, Post Office, Shamrock Inn aswell as Farmers Inn), however there is free access to only one building(Farmers Inn). Although there are paths around the buildings, there is noapparent access to the surrounding landscape, so visitors cannot experiencethe broader diverse and interesting views over the site, and around thewoodland and river.

4.1.2 core experienceA review of the 'core experience' of a site relates to the quality of the setting(buildings, village and landscape), the sense of care (staff, litter, graffiti,vandalism, maintenance of site) and the appropriateness of experiencesoffered by the site.

The 'sense of care' experienced by visitors with respect to contact with staffis excellent. The standard of individual contact, the level of friendliness andprofessionalism of the staff is very high, an assessment that is backed up bycomments from the visitor book.

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There is no evidence of litter, with adequate bins being provided andserviced, however there appears to be some examples of vandalism andproblems with certain aspects of building maintenance.

The timber picket fence around the convict cell ruins has many timberpalings missing. Many of these pickets are presently strewn on top of thecrumbling brick remains of the cells. There is a sign advising visitors to'keep off the ruins', but with a fence 'opened up' by the missing pickets andtheir presence as a pile of obviously vandalised pieces, the scene is sendingconflicting messages. You are asking people to keep off the ruins, yet theycan see that nothing is being done to respect them, because the vandalisedpickets are scattered over the area. Not only does this example spoil thecore experience of the visitor, it also communicates the wrong code to thoseindividuals that might be prone to continuing this level of vandci1ism.

As well as the fence, there are also problems with basic buildingmaintenance, such as the corroded guttering and downpipes on the CourtHouse. Although the site is a 'historic' one, the lack of care for such animportant building does impact on the visitor's core experience (especiallywhen it rains).This lack of maintenance may relate to lack of funds, but it issuch a vital task that it should be addressed as soon as possible.

• NATURAL'" CULTURAL HERITAGE P'Y hd Christine O'Brien ·96 clarghanstreet, glebe nsw 2037 • (02) 9660 2165

• 38

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In summary, the core experience of visitors is listed below:

Standard of'Core Experience J for Visitors

Core Experience excellent good ' satisfactory' poor ' unsatisfactory:Quality ofsetting- site •traffic

noise &visual

- buildings • pollutiondistracting- village & curtilege •- surrounding landscape •no access.Sense ofcare- staff •-litter •- vandalism evidence •- maintenance • fences & signsgutters,

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4.1.3 things to 'see & do 'The things to see and do at Hartley relate to the opportunities as well as tothe current number and variety of activities available.

There are many interpretive, educational and recreational opportunities,but'not all of these have been exploited. While there are some outstandingactivities that explore the village and buildings, there are no tours throughthe surrounding landscape (granite tor lookout, woodlands, and river.Visitors are able to explore the exteriors of the buildings, following theinterpretive signs, but these signs concentrate on a single theme (thestructures themselves), and do not interpret the range of other interestingthemes that relate to, the historical and social significance of the village,

The recreational pursuits offered by Hartley are extremely basic. As long asvisitors provide their own food, they can picnic or walk through the site.Apart from the picnic tables on the flat below the Court House, there are noother seats. Despite the needs and expectations of visitors with respect toenjoying refreshments (tea house, or restaurant) in the setting of Hartley,there are no such outlets.

The more adventurous visitors, can 'bush-bash' to overlook the site (granitetor, woodland), but most visitors need to have a formed track to follow thisactivity.

• NATURAL" CULTURAL HERITACE P'Y hd Christine O'Brien ·96 darghanstreet, glebe nsw 2037 • (02) 9660 2165

• 39

Things to excellent good satisfactory poor unsatisfactory .

'see & do'Interpretation

- buildings/village • -tours/vc • -signs

- people" -tours ••signs

- surrounding •landscape

Education

- buildings/village • -tours

- people •• tours

- surrounding •landscapeRecreation

- picnicking •- walking around •village- walking around •landscape- sitting down to •enjoy village- eating/tea room •- accommodation •

A summary of the things to 'see and do' is shown below:

Ratings ofThings to 'See &Do' in Hartley

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II

I

-HAR'I'LEY INTERPREnVEPLAN_

4.1.4 visitor servicesTo attract new markets in the tourism area, it is necessary to offer facilitiesthat are of a high standard, and that meet the expectations of the targettedvisitors. As discussed in Section 3.0, each targetted market has differentexpectations, eg 'weekend escapists' seek services that can be leisurelyenjoyed over a weekend, such as eating venues (a tea house, upmarketrestaurant) and suitable accommodation sites (bed & breakfasts). Anassessment of the visitor services for the facilities in Hartley is summarisedbelow:

Assessment ofVisitor Services

Visitor services excellent good satisfactory poor- unsatisfactory ,.toilets •- disabled •car park • if few cars • if several buses &

cars

shelter • • groupsif smallnumbers

food/refreshments •accommodation •picnic area •bbq •seats ••goods range • for students • - for internationaltouristsrange of shops • only 1 shopguided tours •village paths • •.- -access for some siteswal)5:ing tracks • around landscape

• NATUKAL" CULTUKAL H'RlTAGE P'Y hd Christine O'Brien ·96 dalthan street, glebe nsw 2037 • (02) 9660 2165• 41

4.2 - interpretive programs

An audit of the interpretive programs currently operating in Hartley isshown in the table below. The strengths and weaknesses of the programshave been assessed and listed.

Audit ofInterpretive Programs

INTERPRETIVE Information Guided Signs Publications-'PROGRAMS . Centre Tours'

* Visitor Guide ~(A4 folded to DL,1 colour - free)- good basicinformation forpre-visitID:formation, canbe easily updated;

42

*B~yond theMountains:Visitor Guide -(4 colour, 2 pagespreadinA4booklet, $2)- provides a good'car glovebox'guide on how toreach Hardey &facilities available.

* effective use ofrich photographicresources, IDvandal-resistantmaterials;

* provide a goodgeneral self-guidedinterpretive tourof village, usefulwhen staff areunavailable.

* personal &flexible - themes& messages can betailored to suitvisitor needs.

* goodbackgroundbriefing notes forstaff (eg ShamrockInn)

* personal - mosteffective methodof interpretingmessages tovisitors.

Strengths

• NATURAL" CULTURAL HERITAGE P'Y hd Christine O'Brien ·96 d2rghan street, glebe nsw 2037 • (02) 9660 2165•

Weaknesses * effectiveness of * not cost * superfluous use * Visitor Guide -personal approach effective when of lexan covering, (DL - free)depends on the visitor numbers as aluminium is - needs updating-availability of are low; already vandal- (eg film, charges).staff & numbers resistant; - does not lookentering VC; * large demand on very inviting in

limited staff to * mould and/or Black & white &*asaVC operate tours; dirt under screw photo of(Fanners Inn) is fixings detract Presbytery doesunsuitable for * background from signs (see not conveylarge numbers of notes are too above - clear message of avisitors (ie a coach didactic (dates, lexan not needed); remote 'village'.load 35 - 40); ..on your left is...

etc) and so do not * limited * Beyond the* VC is limited in encourage an interpretive Mountains:size of exhibitions interpretive theme, needs to Visitor Guide -it can display, due approach. be expanded. (4 colour booklet)to space & nature - show facilities asof fabric. icons on map.

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- HARTLEY IN11lRl'RETIVE PLAN-

4.3 - educational programs

The following audit of educational programs had to be based on the writtenmaterial provided by the Service, as there were no school groups visitingduring my observations.

Audit ofEducational Programs

EDUCATION Guided Tours & Activities . .PROGRAMS . . '. .

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Strengths

Weaknesses

* Hartley Historic Site tour - general coverage of obvious themes, ie buildings,religious heritage, impact of technology.

* Shamrock Inn- good background briefing notes themes; messages can be tailoredto suit visitor needs and interests.

* St Bernards Church - good use of resources (stations of cross & harmonium).

* Court House - Mock trial- excellent for involving a range of students andencouraging them to become a 'living' part of Hartley.

* objectives and content far too general, most teachers require more specifictailoring to their students needs (ie curriculum, age, level etc).

* activities too didactic, which defeats the purpose of coming to such. a site asHardey.

* tours are too 'history of buildings-based' - there is a need to expand onprograms to include other themes, such as commercial-Efe, social issues, rural andeveryday life in Hardey. .

* lack of emphasis on social history and the 'human' element - ie what conditionsfaced the priests in carrying out their duties.

* does not exploit key learning areas of curriculum (eg maths, English, creativearts (art, music, drama), human society & its environment (eg civics).

* much of printed material about tours (for teachers) is unprofessional - noidentification as 'Hardey HS & NPWS), plus it is full of spelling errors.

* no mention and/or use of rich resources (photographic, family history recordsetc available.

I - NATURAL" CULTURAL HERITAGE P'Y !od Christine O'Bden -96 darghan street, glebe DSW 2037 - (02) 9660 2165- 43

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Weaknesses * tours need to * groups * better shop * promotion * profile is too low.be advenised sizes (average layout & target& promoted size 30) too needed. advenising * promotion &better -on site large, need to needed for target advenising to& off site in a be 15 - 20 * more panicular 'location managers'professional & maxImum. professional market (magazines, films,appropriate display of segments advenisingmanner. * need to ans/crafts (reception companies) needed

promote & needed. centres, for panicularadvenise wedding market segments.tours with * greater magazmes,teachers & range of localcoach merchandise newspapersindustry. needed in etc).

morebuildings/locations.

* no tea &coffeerefreshmentfacilityavailable.

* no snacks,small mealsavailable.

44

* aesthetic,evocative,authenticatmosphereavailable withinsite & buildings.

* authentic,exciting &unusualbuildings &sites available.

* diverserange ofmerchandise

* goodrange ofpnces.

to answeruestlons.

* friendly,informedNPWSstaff

* flexibility intimes to allowfor shon tomediumguided tours.

* Historic Sitetour·interesting,excellentvalue formoneyactivity.

Strengths

4.4 - commercial programs

The following review of commercial programs is an assessment gained byresearching materials provided by NPWS and from observations andexperience of similar programs in other heritage sites.

Audit ofCommercial Programs

- NATURAL" CULTURAL HERITAGE P'Y hd Christine O'Brien ·96 darghan street, glebe nsw 2037 • (02) 9660 2165-

- HARTLEY INTERPRETIVE PLAN-•~

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4.5 - recreational programs

In the context of Hardey, 'recreation' is considered from the viewpoint ofvisitors, so activities such as guided tours, self-guided tours and sight-seeingis a form of recreation. An audit of the recreational activities offered atHardey is listed below:

Audit ofRecreational Programs

RECREATION Guided Picnics,. Walking, & Camping/PROGRAMS Tours BBQs &. Lookouts Accommod~tioil

Eating.

I

Strengths * Historic Sitetours are-interesting andeducationalform ofrecreation.

* tours areoffered ondemand.

* visitors havea choicebetween guidedand self-guidedtours

* picturesquepicnic site, withgood views ofmain features ofHardey.

* easy mainly flatwalks aroundvillage.

* opportunities forlonger walks downto the river and upto ridgeoverlooking site.

* opportunities forlookouts fromridge, in same spotsas historic photos.

I

II

Weaknesses * large group * picnic area is * no marked, * no camping availableaccess to certain exposed to winds graded tracks down on site, whichbuildings (eg and rain - no to river or up discourages more visitorsShamrock Inn), shelter. around the ridge from exploring Hardeyrestricted due and granite tor. for longer periods.to sensitive * difficult accessnature of for disabled. * no connections * no groupbuilding f~bric. with longer accommodation

* no BBQs hiking/walking available, which limitsavailable. tracks nearby eg the range and time of

Six Foot Track. activities (1_1 1/2 hrs) that* no eating or can be undertaken,refreshments * no lookouts over especially by school/ snack area for site, thus missing groups.visitors, thus out on importantdiscouraging interpretive * no Bed & Breakfastthem from opportunities, as accommodation to meet'lingering' and seen in historic demands of 'weekend-enjoying site to photo collection.. escape/overnight'the fullest. tourists.

• NATURAL t< CULTURAL HERITACE P'Y I,d Cbristine O'Srien • 96 darghan street, glebe nsw 2037 • (02) 9660 2165• 45

5.0 opportunities _

46'

5.2 - interpretive & educational opportunities

In reviewing the needs and expectatio