Elements and Performance Criteria

The Range of Variables explains the range of contexts within which the performance and knowledge requirements of this unit may be assessed. The scope of variables chosen in training and assessment may depend on the work contexts.

What types of sexual behaviour may be observed?
Sexual behaviour may include aggression between males, nesting, preening, courtship rituals and copulation.

Which forms of communication may be observed?
Communication may include specific breeding calls and olfactory signals.

What signs in the male and female reproductive cycle may be relevant?
Signs may include oestrus, parturition, puberty, metamorphosis in amphibians, fattening up and changes in dietary habits.

What are the major animal groups?
The major animal groups are mammals, birds, reptiles, amphibians, fish and invertebrates.

What are the risks associated with reproduction and who may be at risk?
Captive animals and facilities expose personnel to risks including bites, envenomation, kicks or scratches, zoonoses, release of infective agents (both animal and human) and chemical spillage.
Risk of injury may occur to self, work colleagues, bystanders, members of the public and animals.

What type of OHS issues would be relevant in this context?
The handling of chemicals requires extra care to ensure safe work practices are maintained.
Safe work practices are used in packaging and handling loads, including animals. Appropriate safe handling techniques are used to reduce muscle load on exertion.
Procedures to reduce the spread of disease may include incident reporting, cleaning, the removal of waste and spillage, the containment or elimination of risk, the use of personal protective equipment and clothing and seeking advice from supervisors.

Which conditions may be suitable for breeding?
Suitable conditions may include simulated natural habitat, dietary requirements, screening, privacy, reduced noise or light, temperature, humidity and photoperiod.

What types of environmental cues may be required?
Suitable environmental cues may include changes in photoperiod, humidity, temperature and / or precipitation.

What may a suitable environment include?
Suitable environments may include consideration of appropriate housing for the mother, separation of the animal from other animals, simulated natural habitats, screening or privacy from the public and providing suitable media for fertilisation.

What may requirements include?
Requirements may include:
Nutritional requirements including food supplements during egg development, pregnancy and lactation.
Health requirements including specific medication and regular health checks.
Behaviour requirements including physical, social and food-related enrichment.

Which data may be recorded?
Data may include environmental conditions and the introduction or separation of individuals.

What types of suitable media may be required?
Suitable media may include materials or substrates for nest building, egg laying and / or incubation.

What monitoring may be required?
Monitoring may include implementation of a 24-hour watch and checking egg viability.

What may post-birth and egg laying behavioural considerations include?
Post-birth and egg laying behavioural considerations may include the need to remove one or both parents, maintenance of a private and / or quiet environment and maintenance of the animal within a social group.

What are the critical aspects of evidence required for this unit of competency as a whole?
The critical requirements that are valuable for this unit of competency as a whole are listed below.

Assessment must confirm one's ability to:

provide environments conducive to reproduction in accordance with the institution's breeding plan
recognise reproductive processes in captive animals, including all behavioural, physical and physiological factors from the time prior to fertilisation through to birth or hatching of the young
monitor and manage birth or hatching processes
record and maintain accurate records.

What specific knowledge is needed to achieve the performance criteria?

Knowledge and understanding are essential to apply this unit in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this unit of competency are listed below and include:

institutional policies and procedures, including OHS and hygiene standards
institutional collection plan
relevant legislation
reproductive terminology
behavioural changes in animals when pregnant, with young or when displaying territorial behaviour
working knowledge of anatomy and physiology for the six major animal groups
natural breeding behaviours and biology
seasonality and non-seasonality of reproduction
normal and abnormal animal behaviour
housing requirements for mother and young, where relevant
environmental processes that may influence breeding, birth and hatching
factors that may interfere with breeding.

What specific skills are needed to achieve the performance criteria?

To achieve the performance criteria, some complementary skills are required. These skills include:

ability to implement institutional policies and procedures
ability to recognise courtship, copulation, combat and signs of behavioural and physical changes associated with reproduction
ability to provide suitable environments for breeding
ability to monitor and respond to breeding animals' requirements
ability to prepare and maintain hatching and birthing requirements
literacy skills to read and implement institutional policies and procedures, including OHS and waste management; follow treatment instructions; record accurately and legibly information collected; and select and apply procedures to a range of defined tasks
oral communication skills / language competence to fulfil the job role as specified by the institution, including questioning techniques, active listening, asking for clarification from supervisors and consulting with supervisors
numeracy skills to complete arithmetic calculations
interpersonal skills to work with and relate to people from a range of cultural, social and religious backgrounds
problem-solving skills to use available resources and prioritise daily tasks.

What are the specific resource implications for this unit of competency?
For valid assessment, one
an appropriate captive animal workplace
equipment and / or resources normally used in the workplace
institutional policies and procedures, including collection and breeding plans
breeding pairs and / or groups of animals for a range of species
suitable breeding environments
suitable media for birth and hatching
record-keeping system.

What considerations should there be for consistency in performance?
To ensure consistency in one's performance, competency should be demonstrated on more than one occasion over a period of time in order to cover a variety of circumstances, cases and responsibilities and, where possible, over a number of assessment activities.
The skills and knowledge required to

What considerations should there be for context of assessment?
Assessment for this unit of competency is to be largely practical in nature and will be most appropriately assessed in a captive animal workplace.
There must be access in this situation to the appropriate equipment and / or resources to enable one to demonstrate competency.

Are there other units of competency that could be assessed with this one?
This unit of competency
RUV3411A Care for young animals

There are a number of processes that are learnt throughout work and life which are required in all jobs. They are fundamental processes and generally transferable to other work functions. Some of these are covered by the key competencies, although others may be added. The questions below highlight how these processes are applied in this unit of competency. Following each question a number in brackets indicates the level to which the key competency needs to be demonstrated where 0 = not required, 1 = perform the process, 2 = perform and administer the process and 3 = perform, administer and design the process.
Communicating ideas and information
Through discussion with supervisors and team members about animal breeding requirements. (2)

Collecting analysing and organising information
By observing animal behaviour and reproductive processes and recording them in accordance with institutional requirements. (2)

Planning and organising activities
By developing and implementing management plans for breeding animals. (2)

Working with others and in teams
By working with others on agreed tasks. (2)

Using mathematical ideas and techniques
By calculating and monitoring breeding cycles. (2)

Solving problems
By observing animal sexual behaviour and providing a suitable environment for breeding. (2)

Using technology
By using computer technology to record data collected. (2)