Elements and Performance Criteria

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Animals may include:
quiet, well-handled domestic animals:
cats
dogs
birds
non-venomous reptiles and amphibians.
Reasons that require staff to identify animals may include:
carrying out supervisors instructions related to catching under supervision and assisting in the handling of animals
developing the skills required to describe animals using industry terminology as well as common terms
developing the skills required to notice differences between animals for future skill development in:
catching, handling and moving the correct animal unsupervised
ensuring feeding, medications and other treatment are provided to the correct animal
making observations of behaviour and health symptoms in individual animals.
Specific characteristics of animals may include:
age, sex and size
coat or skin colours and texture
eye colour
markings, patterns and permanent scars
toe nail colour
microchip, ear tags, tattoos and markings and leg bands.
OHS risks when working with animals may include:
animal bites, kicks, scratches and crush injuries
biological hazardous waste and sharps disposal
handling of chemicals and medicines
gas leakage
inhalation of aerosol particles
intraocular contamination
manual handling, including carrying, lifting and shifting
needle pricks and cuts from other sharps
release of infective agents (animal and human)
slippery or uneven work surfaces
zoonoses.
Catching and handling equipment may include:
cages, yards, pens and bags
collars, leads, halters and harnesses
treats and toys.
Behavioural signs may include:
indicators of stress:
aggressive behaviour
subdued behaviour
trembling
vocalisation
confidence and willingness to be approached gestures:
relaxed body tone and tail wagging
standing still or remaining sitting or laying down when approached
defensive gestures:
defending territory, other animals or food
growling, barking, hissing and spitting
hair on topline being raised
lunging forward
pecking
striking out with paws
submissive gestures:
lowering body
rolling onto back
tail between legs
turning away from handler.
Catching technique may include:
calling animal by name
encouraging animal to approach by offering a treat
quietly approaching animal, slipping on collar and attaching lead or catching and holding animal with hands
running animal into a small enclosure.
Basic handling may include:
using hands to:
assist supervisor during application of treatments or other care activities
prevent animal moving away during inspection
separate animal from others
carrying animals
grooming animals for cleaning or brushing when de-knotting.

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy all of the requirements of the performance criteria, required skills and knowledge and the range statement of this unit. Assessors should ensure that candidates can:
identify individual animals
identify the potential risk factors for animal and human safety and wellbeing when approaching and handling animals
select catching and handling techniques to minimise the risk of injury or distress
use appropriate verbal and non-verbal communication skills when approaching, catching or handling quiet domestic animals
assist in the control of animals during animal care routines or activities
follow supervisor instructions and work as part of a team.

The skills and knowledge required to catch and handle a range of quiet animals must be transferable to a range of work environments and contexts and include the ability to deal with unplanned events.
Context of and specific resources for assessment
Assessment of this unit is to be practical in nature and will most appropriately be assessed in an animal care workplace or in a situation that reproduces normal work conditions. Workplaces can include pet shops, breeding or boarding kennels and catteries, aviaries, companion animal training, grooming establishments, domestic animal zoos, mobile animal facilities and veterinary practices.

There must be access to a range of quiet, well-handled domestic animals as well as relevant information, equipment and/or resources to enable one to demonstrate competence.
Method of assessment
To ensure consistency in one's performance, competency should be demonstrated, to industry defined standards, on more than one occasion over a period of time in order to cover a variety of circumstances, cases and responsibilities, and over a number of assessment activities.

The assessment strategies must include practical skills assessment. Suggested strategies for this unit are:
written and/or oral assessment of candidate's required knowledge
observed, documented and first-hand testimonial evidence of candidate's application of practical tasks
simulation exercises that reproduce normal work conditions
third-party evidence
workplace documentation
portfolio.

This unit may be assessed in a holistic way with other units of competency relevant to the industry sector, workplace and job role.
Guidance information for assessment
Assessment methods should reflect workplace demands (e.g. literacy and numeracy demands) and the needs of particular target groups (e.g. people with disabilities, Aboriginal and Torres Strait Islander people, women, people with a language background other than English, youth and people from low socioeconomic backgrounds).