This unit of competency describes the skills and knowledge required to develop and evaluate interpretive and learning programs for a captive animal institution to provide exemplary learning opportunities that connect people to nature.

This unit applies to senior or more experienced keepers with extensive zoo keeping or related experience who supervise others and provide and communicate solutions to a range of predictable and sometimes unpredictable problems.

No occupational licensing, legislative or certification requirements are known to apply to this unit at the time of publication.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) generally have the same meaning in the workplace. In jurisdictions where the national model WHS legislation has not been implemented, RTOs must contextualise the unit of competency by referring to current OHS legislative requirements.

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

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.

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
Review learning and interpretive policies and assess whether program objectives meet the strategic plan
Establish priorities for interpretive and learning programs in consultation with management
Identify and access internal and external resources to assist with development of specific program content
Design programs to meet the learning objectives of the target audience in consultation with relevant personnel
Present draft program designs to management
Develop communication methods and materials noting relevant WHS requirements
Train staff members and provide with ongoing professional development to deliver and support the programs
Trial programs where appropriate and incorporate feedback into the final draft
Promote and display programs according to workplace policies and procedures
Present programs or other interpretive material to relevant client groups
Collect, collate and analyse feedback from a variety of sources
Improve and update programs or displays according to workplace policies and procedures

Assessment Cover Sheet

ACMCAN405 - Design and evaluate interpretive and learning 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

ACMCAN405 - Design and evaluate interpretive and learning 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: