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Evidence Guide: ACMACR403A - Identify and respond to animal behaviour

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

ACMACR403A - Identify and respond to animal behaviour

What evidence can you provide to prove your understanding of each of the following citeria?

Recognise and identify animal

  1. Animal is identified by breed, type and group, according to identifiable characteristics.
  2. Information and equipment for use in identification activity are determined and located.
  3. Animal is recognised by common name.
  4. Brief description, including unique features of the animal is documented.
  5. Assistance from supervisors and/or peers is sought when necessary.
  6. Organisational policies and procedures and legislative requirements are followed.
Animal is identified by breed, type and group, according to identifiable characteristics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information and equipment for use in identification activity are determined and located.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Animal is recognised by common name.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Brief description, including unique features of the animal is documented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assistance from supervisors and/or peers is sought when necessary.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organisational policies and procedures and legislative requirements are followed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify animal behaviour

  1. Animal and its body language are observed and interpreted.
  2. Temperament, traits, health and wellbeing of animal are identified and documented.
  3. Physical and social environment of animal are assessed.
  4. Behaviour of animal is determined.
  5. Assistance from supervisors and/or peers is sought when necessary.
  6. Organisational policies and procedures and legislative requirements are followed.
Animal and its body language are observed and interpreted.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Temperament, traits, health and wellbeing of animal are identified and documented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Physical and social environment of animal are assessed.

Completed
Date:

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Behaviour of animal is determined.

Completed
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Assistance from supervisors and/or peers is sought when necessary.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organisational policies and procedures and legislative requirements are followed.

Completed
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Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess and respond to animal behaviour

  1. Risks or hazards to the public, self, bystanders and the target animal are assessed.
  2. Constructive solutions to animal behaviour are offered to owner when appropriate.
  3. Referral to specialists is offered to owner when appropriate.
  4. Statutory response to animal behaviour is actioned when appropriate.
  5. Assistance from supervisors and/or peers is sought when necessary.
  6. Organisational policies and procedures and legislative requirements are followed.
Risks or hazards to the public, self, bystanders and the target animal are assessed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Constructive solutions to animal behaviour are offered to owner when appropriate.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Referral to specialists is offered to owner when appropriate.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Statutory response to animal behaviour is actioned when appropriate.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assistance from supervisors and/or peers is sought when necessary.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organisational policies and procedures and legislative requirements are followed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

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:

identify animals by breed, type and group

recognise animals by common name

interpret animal body language

determine behaviour and temperament of animals

assess specific types of animal behaviour and respond accordingly

refer unusual or dangerous behaviour to specialists or action a statutory response

access and use management systems to keep and maintain accurate records.

The skills and knowledge required to assess and impound animals 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 an animal control and regulation workplace or in a situation that reproduces normal work conditions.

There must be access to the appropriate equipment and/or resources to enable one to demonstrate competence. Assessment must include identifying top (most common) twenty breeds of dogs, top three breeds of cats and at least one species from each of livestock, wildlife and/or native animals and declared pest animals.

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, cases and responsibilities and 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

case study analysis

third-party evidence

workplace documentation

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).

Required Skills and Knowledge

Required skills

document information about the animal, its behaviour, environment and the action taken. and read and interpret relevant legislation

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

maintain the highest standards of hygiene and infection control at all times to reduce the risk of infection and cross-infection

recognise and identify a range of animal species and breeds

respond to animal behaviours and traits

use identification equipment

literacy skills to read and follow organisational policies and procedures, including occupational health and safety (OHS), infection control and waste management; follow 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 organisation, including questioning, active listening, asking for clarification and consulting with or seeking advice from supervisor

numeracy skills to estimate, calculate and record routine workplace measures

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 prioritise daily tasks.

Required knowledge

animal behaviour and temperament

animal species, breeds and groups

antisocial behaviour

evolution of animals and animal behaviour

organisational policies and procedures

owner-animal relationship

possible statutory responses under relevant legislation

principles of animal health, diseases and zoonoses

principles of animal welfare and ethics

recognition of animal stress and comfort

recognition of environment, including where an animal lives, how it is managed by its owner and impacts on animal behaviour

relevant legislation and codes of practice relating to OHS and animal control and regulation requirements

restricted animals and restricted breeds

top (most common) twenty breeds of dogs, top three breeds of cats and at least one species from each of livestock, wildlife and/or native animals and declared pest animals.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Identifiable characteristics may include:

age, sex and size

coat or skin colours and texture

eye colour

markings, patterns and permanent scars

toe nail colour

microchip, ear tags, tattoos and markings and leg bands.

Information and equipment may include:

information:

enclosure

habitat

photographs

species books

equipment:

animal trapping and catching paraphernalia

binoculars

cameras

protective gloves and clothing

video recorders

microchip detectors, devices and scanners.

Common names requires:

names sufficient to convey meaning

in Indigenous communities, language names can be used in lieu of common names.

Animal behaviour may consider:

normal versus abnormal behaviour

aggressive versus benign behaviour

confident versus timid or fearful behaviour.

Risks or hazards when working with animals may include:

animal bites, envenomation, kicks, scratches and crush injuries

biological hazardous waste

inhalation of aerosol particles

intraocular contamination

manual handling, including carrying, lifting and shifting

moving parts of machinery or equipment

release of infective agents (animal and human)

slippery or uneven work surfaces

zoonoses.

Risks or hazards to be assessed include:

assessment of breed/type potential to cause harm or difficulty

circumstances prevailing

degree of animal restraint and confinement

level of own experience, confidence and capability

level of owner/handler cooperation, competence and control

obvious signs of the animal's abnormal health and condition.

Constructive solutions may include:

looking at the owner-animal-environment triangle of effect in the expression of problem animal behaviour and offering remedial advice

considering different methods of handling and dealing with animals displaying specific behavioural traits (e.g. nervous or timid)

endeavouring to remedy the causes as well as the problem animal behaviour

for wandering animals the constructive solution may include:

restoring animal to correct owner property

capture and impoundment

offering advice regarding more adequate fencing

providing advice regarding:

a more enriched environment

improving obedience and responsiveness

using positive and negative reinforcement training.

Referral to specialists may include:

veterinarian, animal behaviourist or animal trainer.

Statutory response may include:

detail procedural requirements and explain timelines for outcomes

issue caution or infringement notice

recommend action plan

seize animal.