Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver ACMCAS410A, 'Conduct companion animal training classes'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct companion animal training classes' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Develop class training plans | 1.1. Research is conducted to explore community and client requirements for classes and to determine current acceptable training methods. 1.2. Behavioural traits for a range of breeds are researched. 1.3. Training strategies to achieve desirable behaviours are determined. 1.4. Training classes to be held are determined in accordance with organisational requirements, community and client needs. 1.5. Class training plans are developed in accordance with organisational requirements and the goals of training classes to be held. |
2. Advertise training classes | 2.1. Venues and equipment for training classes are determined, evaluated and prepared. 2.2. Documents are prepared that itemise costs involved in training classes. 2.3. Advertising materials are prepared and distributed in accordance with organisational requirements. 2.4. Bookings for classes are taken and enquiries are responded to appropriately. |
3. Conduct training classes | 3.1. Appropriate training equipment is selected and used in accordance with training plans. 3.2. Training is conducted in accordance with training plans, industry best practice standards, including occupational health and safety (OHS) and animal welfare and ethics requirements. 3.3. Behaviour of individual breeds and interaction between breeds is observed and managed to minimise stress in animals, owners and class participants. 3.4. Training equipment is maintained, hygienically cleaned and stored in accordance with organisation policies and procedures and relevant manufacturers' guidelines. 3.5. Progress of class participants is discussed with handlers or owners. 3.6. Training plans are reviewed and updated as required. 3.7. Records are maintained in accordance with training plans and organisational policies and procedures. |
4. Conduct ongoing assessments | 4.1. Progress of animals is reviewed in accordance with training plans and discussed with clients. 4.2. Training plans are reviewed and modified accordingly. 4.3. Training records are maintained in accordance with industry standards. |
5. Instruct classes in ongoing training maintenance | 5.1. Strategies to achieve short and medium-term conditioning objectives are discussed with classes. 5.2. Advice on longer-term objectives is provided to classes. 5.3. Advice is provided to classes as required on animal's dietary, exercise and maintenance requirements in accordance with the training plans. |