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 ACMINF304, 'Promote environmental health and safety for companion animals in remote communities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Promote environmental health and safety for companion animals in remote communities' 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
Elements | Performance Criteria |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Identify a remote community's basic animal environmental health and infection control requirements | 1.1 Confirm the community's attitude and relationship to companion animals 1.2 Carry out a basic assessment of human and animal disease risk and access to preventatives or treatment options within the community 1.3 Confirm applicable regulations relating to the keeping and management of companion animals in the community and their relationship to environmental health and infection control 1.4 Identify key issues related to the health and condition of animals and local community priorities 1.5 Establish rapport and trust with the local community to be able to carry out animal welfare activities within the community |
2. Handle or interact with companion animals safely within a remote community | 2.1 Observe animal behaviour before approaching or handling to assess risks to safety of self or other people or animals 2.2 Select, fit and use personal protective equipment before contact with animals and animal body fluids and excrement 2.3 Use appropriate personal hygiene practices when handling or interacting with companion animals 2.4 Apply basic animal training and behaviour principles when approaching or handling animals to ensure safety 2.5 Apply behaviours and techniques to behaviours to prevent attacks, bites and perceived threats to animals |
3. Provide animal environmental health and infection control advice to community members | 3.1 Check general condition and look for signs of health and diseases in individual companion animals within a community 3.2 Provide advice on how to access treatments and treat common animal skin and parasitic infections to individual community members, including medications which can only be administered by a veterinarian 3.3 Explain how to contact a veterinarian or local council or regional services for more serious animal health conditions 3.4 Explain the benefits to the community and promote the use of available population control and treatment services |
4. Provide hygiene and infection control advice to community members | 4.1 Identify opportunities to build awareness of the link between animal and human health and the adoption of good hygiene relating to animal care 4.2 Model appropriate personal hygiene and safety when handling or interacting with animals according to health standards 4.3 Provide advice to individual community members on basic hygiene and infection control for self and family members 4.4 Provide advice on seeking medical assistance for signs of zoonotic diseases according to available services in the region |
5. Consult to provide ongoing culturally appropriate community awareness activities | 5.1 Seek permission to interact with or handle animals according to community requirements and practices 5.2 Involve community members in activities to improve care for animals, prevent and minimise the transmission of diseases and promote responsible animal ownership 5.3 Use communication techniques and work practices that show respect for the culture of the community and other team members according to community standards 5.4 Provide feedback to supervisor and service providers to increase cross-cultural awareness in animal environmental health and management services |