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 RGRHBR404, 'Oversee care and supervise staff raising young horses'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Oversee care and supervise staff raising young horses' 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. Induct and orient handlers | 1.1 Establish and maintain working relationship with handlers 1.2 Provide new handlers with an induction briefing and information about their work roles, obligations and responsibilities according to WHS and animal welfare requirements 1.3 Explain WHS requirements for assessing and controlling risks working with young horses relevant to handlers' work area and role 1.4 Provide an overview of young horse behaviour, body language, and ability to learn, to assist handlers to develop their skills 1.5 Explain and demonstrate procedures for checking gear to control and handle horses, and the use of personal protective equipment (PPE) 1.6 Provide handlers with access to information and resources required in their role |
2. Monitor performance of handlers in identifying, catching, controlling and handling young horses | 2.1 Regularly review handler performance against agreed expectations 2.2 Provide feedback to handler on performance, and discuss 2.3 Identify short-term and longer-term skills and knowledge development needs or preferences in consultation with handler 2.4 Delegate tasks according to competence of staff, and animal and staff welfare |
3. Oversee others to identify and catch, control and handle horses | 3.1 Instruct others regarding the safe catching, controlling and general handling of horses as required by workplace 3.2 Provide assistance to others in identifying and handling horses 3.3 Determine competence of other workers with regard to handling individual horses 3.4 Explain and demonstrate use of different gear to control and handle horses 3.5 Provide opportunities for practice and skill development for inexperienced staff |
4. Support handlers in their work role | 4.1 Discuss work-related issues with handlers on a regular basis 4.2 Support handlers to establish and maintain effective relationships with colleagues and industry personnel 4.3 Identify areas of tension or conflict in relationships, and take steps to address contributing factors and issues 4.4 Provide opportunities for practice and skill development for inexperienced staff |
5. Oversee the health and welfare of young horses | 5.1 Establish hygiene standards for areas used to house young horses 5.2 Observe and note behavioural characteristics of young horses 5.3 Monitor growth and progress of young horses 5.4 Detect symptoms of common illnesses and injuries in young horses 5.5 Conduct routine preventative care procedures 5.6 Develop and implement procedures to provide enrichment and socialisation activities for young horses |
6. Develop and oversee a feeding program for young horses | 6.1 Calculate nutritional requirements of young horses 6.2 Determine feeding plans for young horses according to workplace practices 6.3 Adjust nutrition and feeding program to achieve desired growth |
7. Comply with rules and regulations | 7.1 Comply with industry requirements relating to registration processes 7.2 Comply with codes of practice and relevant legislation |