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 may interpretive and learning programs include?
Interpretive and learning programs may include conservation programs, learning technologies, interactive programs, web site information, outreach programs, special events, online learning, family learning programs, keeper talks and other presentations, signage and brochures, publications, preschool and community programs, schools education (on or off site), holiday programs and tours.

What resources may be accessed?
Internal resources may include content experts, educational personnel and existing materials and programs.
External resources may include ARAZPA educational policy and support materials, ARAZPA education specialist advisory groups, other institutions' programs and materials and Internet material.

What may be considered when designing programs or material?
When designing programs or material consideration should be given to the programs' objectives, target groups, learning principles, levels of interaction required, the budget and instructional design principles.

What type of OHS issues would be relevant in this context?
Animal care for captive animals has a range of associated risks from bites, envenomation, kicks or scratches. All duties should reflect an awareness of and a respect for these risks.
The safety of self and others must be a primary consideration if programs require the handling of animals. Programs should incorporate adherence to the institution's OHS policies and procedures.
Safe work practices should be used in packaging and handling loads, including animals. Appropriate safe handling techniques should be used to reduce muscle load on exertion.
Some captive animal facilities may expose personnel to risks such as zoonoses, release of infective agents (both animal and human) and chemical or drug spillage.
Keyboard work can cause injury unless the operator is aware of ergonomic issues and the importance of adequate lighting, heating and ventilation. Regular breaks from the keyboard should be taken to avoid injury.

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:

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.

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 a sound working knowledge of:

institutional policies and procedures, in particular interpretive and learning policies
ARAZPA education policy and support materials
learning principles, strategies and technologies
teaching strategies
instructional design principles
animal welfare and ethics
exhibit design theories.

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 relate to and communicate with the full range of clients
ability to design a range of interpretive and learning programs and materials
ability to critically evaluate interpretive and learning programs
training and facilitation skills
literacy skills to read and implement institutional policies and procedures; develop sequenced written instructions; record accurately and legibly information collected; and select and apply procedures to a range of defined tasks
excellent written skills
interpersonal skills to work with and relate to people from a range of cultural, social and religious backgrounds
oral communication skills / language competence to fulfil the job role as specified by the institution, including negotiation and questioning techniques, active listening, asking for clarification from client groups and acknowledging and responding to a range of views
problem-solving skills to use available resources and present information in a format appropriate for the audience.

What are the specific resource implications for this unit of competency?
For valid assessment, one
ARAZPA education policy and support materials
institutional policies and procedures, including the institution's strategic plan
learning materials, resources and equipment to develop and deliver interpretive and learning programs
audiences and appropriate venues for program delivery.

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
Training units within the BSZ40198 Certificate IV in Assessment and Workplace Training

There are a number of processes that are learnt throughout work and life that 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
By designing interpretive and learning programs based on clients' needs. (3)

Collecting analysing and organising information
By researching interpretive and learning program requirements. (2)

Planning and organising activities
By applying instructional design principles to the design of interpretive and learning programs. (3)

Working with others and in teams
By working with others to develop effective learning strategies. (2)

Using mathematical ideas and techniques
By evaluating statistical information for inclusion in programs. (2)

Solving problems
By designing interpretive and learning programs for a wide range of clients within budgetary constraints. (3)

Using technology
By using electronic equipment to develop learning resources. (2)