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.
Interpretive and learning programs may include:
conservation programs
family learning programs
holiday programs and tours
interactive programs
keeper talks and other presentations
learning technologies
online learning
outreach programs
preschool and community programs
publications
schools education (on and off-site)
signage and brochures
special events
website information.
Resources that may be accessed include:
internal resources:
content experts
educational personnel
existing materials and programs
external resources:
ARAZPA educational policy and support materials
ARAZPA education specialist advisory groups
internet material
other institutions' programs and materials.
Program or material design considerations may include:
budget
instructional design principles
learning principles
levels of interaction required
program objectives
requirements to use animals
target groups.
OHS risks when working with animals may include:
animal bites, envenomation, kicks, scratches and crush injuries
biological hazardous waste and sharps disposal
handling of chemicals and medicines
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.
Feedback sources may include:
education specialist advisory groups
keepers within the section, in other sections or keepers in charge
management
other institutions' staff
species experts
target audience evaluations.

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 competence 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:
design, develop and promote interpretive and learning programs in consultation with others
trial and deliver a range of interpretive and learning programs to a wide range of audiences
review and improve interpretive and learning programs based on feedback.

The skills and knowledge required to design and evaluate interpretive and learning programs 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 be most appropriately assessed in a captive animal workplace. Workplaces may include small or large captive animal facilities, traditional or open-range type facilities and mobile or theme park environments.

There must be access to the appropriate 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 and where possible, over a number of assessment activities.

The assessment strategy 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 (e.g. program materials)
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).