This unit applies to workers who have a role in the development programs beyond a local public safety group level.

This unit covers the competency to determine public education requirements and develop and implement programs.

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

PUACOM006B Plan and conduct a public awareness program (Fire sector specific)

This unit contains employability skills.

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.

Critical aspects for assessment and evidence required to demonstrate competency in this unit	It is essential for this unit that competence be demonstrated in: Development implementation and evaluation of a public safety awareness program Consistency in performance Evidence should be gathered over a period of time in a range of actual or simulated workplace environments.
Context of and specific resources for assessment	Context of assessment On the job or in a simulated work environment in conjunction with presentation of portfolio evidence. Specific resources for assessment No special 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)

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.

This describes the essential skills and knowledge and their level, required for this unit.

Required Skills

budgeting program design and management research and analysis

Required Knowledge

application of performance measures education principles knowledge of current principles and practices relating to developing public education programs marketing principles target groups use of educational support materials

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 in the Performance Criteria is detailed below.
Research and analysis may include:	review of common public enquiries compliance levels new trends seasonal trends issues
Target groups may be selected based on:	age location of residence gender type of residence type of vehicle drinking habits driving habits language cultural group
Materials and resources may include:	video displays pamphlets trainers experts signage multilingual information
Programs may include:	incentives penalties education community participation
Constraints to implementing program may include:	budget cuts availability of planned resources legislative liability and areas of jurisdiction

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
Research and analysis is undertaken to determine trends and issues and the need for a program consistent with organisational strategic direction.
Target audience and characteristics are defined to inform program planning.
Aims and objectives are specified for the program and performance measures agreed which allow assessment of improvement/influence in community behaviours and attitudes.
The program type, implementation, and support required to meet the needs of the targetgroups and organisational aims, outcomes and objectives are determined.
Resource options to implement the program are determined and preferred option identified.
Sponsorship/joint venture opportunities are investigated to maximise impact within budget.
Cost effective resources and materials are accessed that are relevant to the target group and the subject.
A pilot program is conducted where appropriate to assess effectiveness in achieving required outcomes and changes made as necessary.
Constraints and opportunities for implementing the program are identified.
Production of resources is managed to ensure that relevant materials are available in sufficient quantities to meet identified needs.
The program is managed to meet agreed performance indicators within budget.
Ongoing monitoring of program is undertaken during the implementation phase.
Changes in target group practice are measured against predetermined performance indicators.
Timely and relevant adjustments are made to future program to reflect evaluation outcomes.
Market response is evaluated to determine effectiveness of the program and amendments are made to reflect market feedback.

Assessment Cover Sheet

PUACOM008B - Develop and organise public safety awareness 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

PUACOM008B - Develop and organise public safety awareness 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: