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Evidence Guide: ACMVET411A - Prepare, deliver and review animal care education programs

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

 

ACMVET411A - Prepare, deliver and review animal care education programs

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

Communicate with local community groups

  1. Suitable target groups and group leaders are identified and their interest in educational programs established.
  2. Meetings with principal community groups are organised and conducted.
  3. Reciprocal benefits and objectives are determined and recorded.
  4. Action plans are developed and meetings are scheduled.
Suitable target groups and group leaders are identified and their interest in educational programs established.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Meetings with principal community groups are organised and conducted.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reciprocal benefits and objectives are determined and recorded.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Action plans are developed and meetings are scheduled.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare animal care education material

  1. Information on existing community animal care education programs is obtained and relevancy is assessed in consultation with the target group.
  2. Communication methods and materials for delivery, including relevant workplace health and safety requirements, are designed.
  3. Associated industry groups are contacted and the provision of resources is discussed.
  4. Materials for program delivery are prepared in consultation with the relevant parties.
Information on existing community animal care education programs is obtained and relevancy is assessed in consultation with the target group.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communication methods and materials for delivery, including relevant workplace health and safety requirements, are designed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Associated industry groups are contacted and the provision of resources is discussed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Materials for program delivery are prepared in consultation with the relevant parties.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deliver and review animal care education programs

  1. Animal care education programs are provided to community groups in accordance with developed schedules.
  2. Animal care outcomes achieved through the delivery of relevant education programs are reviewed and delivery policies are adjusted as required.
Animal care education programs are provided to community groups in accordance with developed schedules.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Animal care outcomes achieved through the delivery of relevant education programs are reviewed and delivery policies are adjusted as required.

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 competency 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:

establish community needs and interest in educational programs

develop an action plan and meeting schedule

gather information and develop materials for the program

develop, deliver and evaluate relevant programs within the local community

communicate effectively with clients and employers.

The skills and knowledge required to prepare, deliver and review animal care education 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 for this Unit is to be practical in nature and will be most appropriately assessed in a veterinary practice or in a situation that reproduces normal work conditions.

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

Method of assessment

To ensure consistency of 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 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

third-party evidence

workplace documentation eg. education 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).

Required Skills and Knowledge

Required skills

Ability to:

critically evaluate and report on animal care education programs

relate to and communicate with the full range of community partners

use literacy skills to read, select and implement policies and procedures, including workplace health and safety, infection control and other clinic policies and procedures; coordinate patient admission and discharge; implement sequenced written instructions; and record patient details accurately and legibly

use written skills to prepare animal care education programs

use oral communication skills/language required to fulfil the job role as specified by the clinic, including negotiating and questioning techniques, active listening, asking for clarification from community members, and acknowledging and responding to a range of views

use numeracy skills to estimate, calculate and record routine workplace measures

use interpersonal skills to relate to people from a range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities

use problem-solving skills to use available resources and present animal care information in a format appropriate to an audience.

Required knowledge

Knowledge of:

animal care needs

animal nutrition and health

existing animal education programs

instructional design principles

local demographics

teaching strategies.

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.

Community groups may include:

facilities for the elderly

dog obedience groups or clubs

dog and cat breed support groups

local government authorities

production animal support groups

schools.

Existing animal care education programs may include:

Cats in Schools

Dogs 'n' Kids

Pets and People Education Program (PetPEP)

Safe Pets Out There (SPOT).

Workplace health and safety risks associated with dealing with animals include:

animal bites, kicks or scratches

manual handling and shift loading

release of infective agents (animal and human)

zoonoses.

Education programs may include:

activity sheets

brochures

endorsed pet care products

overhead slides

videos

written notes.