Assessor Resource

ACMCAN405A
Design and evaluate interpretive and learning programs

Assessment tool

Version 1.0
Issue Date: March 2024


The unit is applicable to senior or more experienced keepers with extensive zoo keeping or related experience.

In addition to legal and ethical responsibilities, all units of competency in the ACM10 Animal Care and Management Training Package have the requirement for animals to be handled gently and calmly. The individual is required to exhibit appropriate care for animals so that stress and discomfort is minimised.

This unit of competency covers the process of developing and evaluating interpretive and learning programs for a captive animal institution to provide exemplary learning opportunities that connect people to nature.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Employability Skills

This unit contains employability skills.




Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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

The evidence required to demonstrate competence in this unit must be relevant to workplace operations and satisfy all of the requirements of the performance criteria, required skills and knowledge and the range statement of this unit. Assessors should ensure that candidates can:

design, develop and promote interpretive and learning programs in consultation with others

trial and deliver a range of interpretive and learning programs to a wide range of audiences

review and improve interpretive and learning programs based on feedback.

The skills and knowledge required to design and evaluate interpretive and learning programs must be transferable to a range of work environments and contexts and include the ability to deal with unplanned events.

Context of and specific resources for assessment

Assessment of this unit is to be practical in nature and will be most appropriately assessed in a captive animal workplace. Workplaces may include small or large captive animal facilities, traditional or open-range type facilities and mobile or theme park environments.

There must be access to the appropriate equipment and/or resources to enable one to demonstrate competence.

Method of assessment

To ensure consistency in one's performance, competency should be demonstrated, to industry defined standards, on more than one occasion over a period of time in order to cover a variety of circumstances and where possible, over a number of assessment activities.

The assessment strategy must include practical skills assessment. Suggested strategies for this unit are:

written and/or oral assessment of candidate's required knowledge

observed, documented and first-hand testimonial evidence of candidate's application of practical tasks

simulation exercises that reproduce normal work conditions

third-party evidence

workplace documentation (e.g. program materials)

portfolio.

This unit may be assessed in a holistic way with other units of competency relevant to the industry sector, workplace and job role.

Guidance information for assessment

Assessment methods should reflect workplace demands (e.g. literacy and numeracy demands) and the needs of particular target groups (e.g. people with disabilities, Aboriginal and Torres Strait Islander people, women, people with a language background other than English, youth and people from low socioeconomic backgrounds).


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

apply effective presentation and public speaking skills

apply excellent written skills to develop program materials and resources

evaluate interpretive and learning programs

employ safe, humane and environmentally responsible organisational systems and procedures when handling and working with animals

identify relevant communication methods and materials for delivery

implement institutional policies and procedures

maintain records and write workplace documents, including reports to management

relate to and communicate with a wide range of clients

undertake research and consult to determine program requirements

use training and facilitation skills

literacy skills to read and follow institutional policies and procedures, including OHS and waste management; develop sequenced written instructions; record accurately and legibly information collected; and select and apply procedures to a range of defined tasks

oral communication skills/language to fulfil the job role as specified by the institution, including negotiating and questioning techniques, active listening, training others, asking for clarification from client groups and acknowledging and responding to a range of views

interpersonal skills to work with others and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities

problem-solving skills to use available resources and present information in a format appropriate for the audience.

Required knowledge

ARAZPA education policy and support materials

exhibit design theories

features of presentation equipment

instructional design principles

interpretive theory

learning principles, strategies and technologies

principles of animal welfare and ethics

public speaking techniques

teaching strategies

relevant institutional policies and procedures, including OHS, animal welfare, ethics and strategic plan

relevant OHS and animal welfare legislative requirements and codes of practice

safe work practices

subject matter for the interpretive and learning programs.

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.

Interpretive and learning programs may include:

conservation programs

family learning programs

holiday programs and tours

interactive programs

keeper talks and other presentations

learning technologies

online learning

outreach programs

preschool and community programs

publications

schools education (on and off-site)

signage and brochures

special events

website information.

Resources that may be accessed include:

internal resources:

content experts

educational personnel

existing materials and programs

external resources:

ARAZPA educational policy and support materials

ARAZPA education specialist advisory groups

internet material

other institutions' programs and materials.

Program or material design considerations may include:

budget

instructional design principles

learning principles

levels of interaction required

program objectives

requirements to use animals

target groups.

OHS risks when working with animals may include:

animal bites, envenomation, kicks, scratches and crush injuries

biological hazardous waste and sharps disposal

handling of chemicals and medicines

inhalation of aerosol particles

intraocular contamination

manual handling, including carrying, lifting and shifting

needle pricks and cuts from other sharps

release of infective agents (animal and human)

slippery or uneven work surfaces

zoonoses.

Feedback sources may include:

education specialist advisory groups

keepers within the section, in other sections or keepers in charge

management

other institutions' staff

species experts

target audience evaluations.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Australian Regional Association of Zoological Parks (ARAZPA) and institutional interpretive and learning policies are accessed and reviewed, and draft program objectives are assessed in line with the institutional strategic plan. 
Priorities for interpretive and learning programs are established in consultation with management. 
Internal and external resources are identified and accessed to assist with development of specific program content. 
Programs are designed in consultation with relevant personnel to meet the learning objectives of the target audience. 
Draft program designs are presented to management to gain approval for further development. 
Communication methods and materials for delivery are developed, noting relevant occupational health and safety (OHS) requirements. 
Staff members are trained and provided with ongoing professional development to deliver and support the programs. 
Programs are trialled where appropriate and feedback is incorporated into the final draft. 
Programs are printed or displayed and promoted in accordance with institutional policies and procedures. 
Programs or other interpretive material are presented to relevant client groups. 
Feedback from a variety of sources is collected, collated and analysed on a regular basis. 
Programs or displays are improved and updated in accordance with institutional policies and procedures. 

Forms

Assessment Cover Sheet

ACMCAN405A - Design and evaluate interpretive and learning programs
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

ACMCAN405A - Design and evaluate interpretive and learning programs

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: