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 AHCBIO403A, 'Plan and implement a biosecurity program'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Plan and implement a biosecurity program' 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
1. Maintain a biosecure area to prevent disease transmission through the use of physical barriers and hygiene practices
1.1. A controlled access perimeter is maintained to funnel authorised traffic through control points.
1.2. Procedures are established and implemented for all staff and equipment to cross the controlled access perimeter into the controlled access zone.
1.3. Entry of workers and equipment into the controlled access zone is restricted by transferring inputs, waste and products through access points on the controlled access perimeter.
1.4. Restricted access perimeters and restricted access zones for each shed are maintained.
1.5. Access to sheds is prioritised, based on the risks and potential impacts of infection being carried to the animals being housed in them.
2. Implement biosecurity procedures to manage visitors
2.1. The risk level of visitors is defined by gathering information before the visit and during sign in.
2.2. Procedures for higher risk visitors such as veterinarians, catchers and vaccinating crews are established.
2.3. Clear signage is maintained to direct traffic and discourage unauthorised visitors.
2.4. The requirements for entry are communicated to visitors before they arrive on site.
2.5. Visitor parking is kept separate so that staff vehicle or traffic ways don't become contaminated.
2.6. A questionnaire is developed to be completed and signed by visitors to establish their risk levels.
2.7. Criteria for banning visitors are set down including those who fail to make pre-arrangements.
2.8. Visitor log books are maintained to allow traceability of any subsequent disease issues.
3. Apply on-farm sanitation practices and personnel movements to reduce the risk of disease
3.1. Drainage is monitored and adjusted to ensure water doesn't collect and stand.
3.2. Hygiene and clothing procedures for entry to the site are put in place and monitored.
3.3. Well-defined transition zones are established and maintained for entering barns or rooms.
3.4. Disinfectants that are appropriate for surfaces and water quality are selected for use.
3.5. Standard operating procedures for cleaning and sanitising facilities, tools and equipment are developed and implemented.
3.6. Staff movements and animal exposures are from most susceptible animals to least susceptible.
3.7. Boot dips are used correctly and recharged frequently.
4. Implement an integrated strategy for pests to reduce the risk of disease
4.1. Facilities are maintained to eliminate potential points of entry for pests.
4.2. All inputs such as feed, animals and bedding are screened to reduce the likelihood of pests being introduced.
4.3. Pest numbers are monitored through the use of counts or other indicators.
4.4. Good sanitation and hygiene is used to break pest cycles and eliminate pest habitat.
4.5. Pests are controlled or excluded from output storage areas.
4.6. Pest numbers are reduced by use of an integrated approach using a combination of biological, chemical, behavioural and mechanical controls.
4.7. Pesticides are rotated periodically to overcome resistance in pest populations.
4.8. Sufficient time is allowed between groups of animals in a shed to break the pest cycle.
4.9. Pest control measures are documented and evaluated in response to effectiveness over time.
5. Manage farm outputs to reduce the risk of disease
5.1. Farm outputs such as garbage, manure and bedding are removed and stored for removal or disposal.
5.2. Storage areas for farm outputs are located in low-traffic areas and managed to prevent cross-contamination and comply with environmental legislation.
5.3. A manure management strategy is put in place with emphasis on sale or recycling.
5.4. A mortality management strategy is implemented using alternatives such as burial, composting, rendering or incineration.
6. Review the implementation of biosecurity measures
6.1. Record keeping of biosecurity procedures is used to reduce risk of disease.
6.2. Effectiveness and progress of control activities are monitored and compared with planned objectives.
6.3. Standards and protocols for the monitoring of sheds and facilities are carried out as part of work duties.
6.4. Issues and concerns with biosecurity are addressed and procedures amended where required.
6.5. Control activities are revised as required to address relevant protocols, maintain cost-effectiveness (including appropriate resource allocation) and contain wider impacts.
6.6. Staff training and induction records are reviewed to ensure they are able to implement all biosecurity requirements appropriate to their position.