ACM10 Animal Care and Management

Release: 3.0

Contents

Preliminary Information	8

ACM10v3 Qualifications	8

ACM10v3 Units of Competency and Prerequisites	10

ACM10v3 Imported Units	21

ACM10 Qualification Mapping (All Versions)	24

ACM10 Unit Mapping (ACM10v2 to ACM10v3)	27

ACM10 Unit Mapping (ACM10 to ACM10v2)	29

ACM10 Unit Mapping (RUV04 to ACM10)	31

Overview	45

Qualifications Framework	58

ACM10 Qualification Pathways	63

Skill Sets in ACM10v3	65

Assessment Guidelines	67

ACM10 Assessment Guidelines - Industry Contextualisation	81

Competency Standards	90

ACM10 Competency Standards - Industry Contextualisation	95

Employability Skills	97

Industry Requirements for Employability Skills	101

Modification History

Version Modification History

Version	Release Date	Comments
3	7 December 2012	Addition of new Grooming and Workplace health and safety sectors Addition of three new qualifications: ACM30612 Certificate III in Pet Grooming ACM40612 Certificate IV in Pet Styling ACM50512 Diploma of Veterinary Nursing (General Practice) Revision of four qualifications: ACM40412 Certificate IV in Veterinary Nursing ACM50212 Diploma of Veterinary Nursing (Surgical) ACM50312 Diploma of Veterinary Nursing (Dental) ACM50412 Diploma of Veterinary Nursing (Emergency and Critical Care) Addition of 18 new units of competency: ACMEQU405A Maintain and monitor horse health and welfare ACMGRM301A Perform dog grooms on different coat types ACMGRM302A Perform a cross breed clip ACMGRM401A Carry out breed standard styling on Gun, Working and Hound dog breeds ACMGRM402A Carry out breed standard styling on Non-sporting and Toy dog breeds ACMGRM403A Carry out breed standard styling on Terrier and Utility dog breeds ACMGRM404A Provide creative styling on dogs ACMGRM405A Carry out styling on cats of different breeds and coat types ACMVET414A Nurse foals ACMVET415A Provide intensive foal care and nursing ACMVET508A Support veterinary practice communication and professional development ACMVET509A Manage veterinary nursing procedures ACMVET510A Apply veterinary nursing pathophysiology ACMVET511A Apply principles of animal behaviour ACMWHS201A Participate in workplace health and safety processes ACMWHS301A Contribute to workplace health and safety processes ACMWHS401A Maintain workplace health and safety processes ACMWHS501A Manage workplace health and safety processes Addition of 11 imported units of competency: AHCAIS401A Supervise artificial breeding and/or embryo transfer programs AHCHBR202A Handle young horses AHCHBR203A Provide daily care of horses AHCHBR303A Carry out mare mating or artificial insemination procedures AHCHBR305A Handle and care for stallions AHCLSK330A Implement procedures for foaling down of mares BSBCUS501C Manage quality customer service BSBSMB404A Undertake small business planning BSBWOR502B Ensure team effectiveness SIRXMER201 Merchandise products SITXCCS002A Provide quality customer service ISC Upgrades: Amended elective packaging rules in ACM30410 Certificate III in Companion Animal Services and ACM40310 Certificate IV in Companion Animal Services Updated Pathways information in ACM20110 Certificate II in Animal Studies Updated knowledge reference and OHS references in ACMINF301A Updated range statement and OHS references in ACMCAS306A, ACMCAS307A, ACMCAS407A and ACMCAS408A Clarified application of the unit and updated OHS references in ACMVET503A and ACMVET504A Updated OHS references in: ACMVET401A ACMVET402A ACMVET403A ACMVET404A ACMVET405A ACMVET406A ACMVET407A ACMVET408A ACMVET409A ACMVET410A ACMVET411A ACMVET412A ACMVET413A ACMVET501A ACMVET502A ACMVET505A ACMVET506A ACMVET507A Updated equivalent imported units of competency
2	09 March 2012	Addition of new Equine sector Addition of a new qualification: ACM40511 Certificate IV in Equine Dentistry Addition of 10 new units of competency: ACMATE506A Assist to collect and transfer embryos of mice ACMEQD401A Work in an equine dental service provider framework ACMEQD402A Determine equine oral functional efficiency ACMEQD403A Identify potential health impacts of equine oral conditions ACMEQD404A Conduct equine oral inspections and assessment and plan equine dental treatment ACMEQD405A Perform routine dental correction and oral care using manual instruments ACMEQU401A Relate equine anatomical and physiological features to equine health care requirements ACMEQU402A Determine nutritional needs in provision of horse health care ACMEQU403A Relate musculoskeletal structure to horse movement ACMEQU404A Evaluate fit of saddlery and equipment Addition of five imported units of competency: BSBSMB402A Plan small business finances BSBWOR204A Use business technology RGRPSH201A Handle horses RGRPSH304A Identify factors that affect racehorse performance RGRPSH308A Provide first aid and emergency care for horses ISC Upgrades: included ACMATE506A in the elective bank of ACM50110 Diploma of Animal Technology updated equivalent imported units of competency minor typographical correction in some units of competency
1	11 November 2010	Primary Release

ACM10 Copyright 2012

Copyright Statement
© 2012 Commonwealth of Australia. With the exception of the Commonwealth Coat of Arms, the Department’s logo, any material protected by a trade mark and where otherwise noted, all material presented in this document is provided under a Creative Commons Attribution-No Derivative Works 3.0 Australia licence. You are free: to copy, distribute, display, and perform the work to make commercial use of the work Under the following conditions: Attribution - You must give the original author credit. No Derivative Works - You may not alter, transform, or build upon this work. Special Conditions (Waiver) For the sake of clarity, where the license refers to "the work", in addition to meaning the work in its entirety this term shall also mean "extracts of the work". Extracts of the work carry with it the respective licence, and is thus “partitioned”. The details of the relevant licence conditions are available on the Creative Commons website (www.creativecommons.org.au) as is the full legal code. The document must be attributed as the ACM10 Animal Care and Management Release 3.0.
Disclaimer
This work is the result of wide consultations with Australian industry participants. It is a collaborative view and does not necessarily represent the view of Department of Industry or any specific body. For the sake of brevity it may omit factors which could be pertinent in particular cases. While care has been taken in the preparation of this Training Package, Department of Industry and the original developer do not warrant that any licensing or registration requirements specified here are either complete or up-to-date for your State or Territory. Department of Industry and the original developer do not accept any liability for any damage or loss (including indirect and consequential loss) incurred by any person as a result of relying on the information contained in this Training Package. The Commonwealth, through the Department of Industry, does not accept any liability to any person for the information or advice (or the use of such information or advice) which is provided in this material or incorporated into it by reference. The information is provided on the basis that all persons accessing this material undertake responsibility for assessing the relevance and accuracy of its content. No liability is accepted for any information or services which may appear in any other format. No responsibility is taken for any information or services which may appear on any linked websites.

Published by:	AgriFood Skills Australia

Release Date:	7 December 2012

Preliminary Information

Important Note to Users

Training Packages are not static documents; they are amended periodically to reflect the latest industry practices and are version controlled. It is essential that the latest version is always used.

Check the version number before commencing training or assessment

This Training Package is Version 3 - check whether this is the latest version by going to the National Training Information Service ( www.ntis.gov.au) and locating information about the Training Package. Alternatively, contact AgriFood Skills Australia at http://www.agrifoodskills.net.au to confirm the latest version number.

Explanation of version number conventions

The primary release Training Package is Version 1. When changes are made to a Training Package, sometimes the version number is changed and sometimes it is not, depending on the extent of the change. When a Training Package is reviewed it is considered to be a new Training Package for the purposes of version control, and is Version 1. Do not confuse the version number with the Training Packages national code (which remains the same during its period of endorsement).

ACM10v3 Qualifications

Code	Title
ACM10110	Certificate I in Animal Studies
ACM20110	Certificate II in Animal Studies
ACM30110	Certificate III in Animal Studies
ACM30210	Certificate III in Animal Technology
ACM30310	Certificate III in Captive Animals
ACM30410	Certificate III in Companion Animal Services
ACM30510	Certificate III in Farriery
ACM30612	Certificate III in Pet Grooming
ACM40110	Certificate IV in Animal Control and Regulation
ACM40210	Certificate IV in Captive Animals
ACM40310	Certificate IV in Companion Animal Services
ACM40412	Certificate IV in Veterinary Nursing
ACM40511	Certificate IV in Equine Dentistry
ACM40612	Certificate IV in Pet Styling
ACM50110	Diploma of Animal Technology
ACM50212	Diploma of Veterinary Nursing (Surgical)
ACM50312	Diploma of Veterinary Nursing (Dental)
ACM50412	Diploma of Veterinary Nursing (Emergency and Critical Care)
ACM50512	Diploma of Veterinary Nursing (General Practice)

ACM10v3 Units of Competency and Prerequisites

Code	Title	Prerequisites
ACMACR401A	Comply with animal control and regulation requirements
ACMACR402A	Assess and impound animals
ACMACR403A	Identify and respond to animal behaviour
ACMACR404A	Manage conflict situations within an animal control and regulation environment
ACMACR405A	Euthanase sick, injured or unwanted pound animals
ACMACR406A	Carry out pound procedures
ACMACR407A	Conduct community awareness programs
ACMACR408A	Coordinate seizure of animals
ACMACR409A	Prepare and present animal control and regulation case
ACMATE301A	Work within an animal technology facility
ACMATE302A	Carry out institution containment and exclusion procedures
ACMATE303A	Prepare for and monitor anaesthesia in animals
ACMATE304A	Conduct non-surgical procedures on animals
ACMATE305A	Conduct euthanasia of research animals
ACMATE501A	Manage compliance in animal technology
ACMATE502A	Manage and maintain the health of research animals
ACMATE503A	Carry out post-mortem examination of a research animal
ACMATE504A	Administer anaesthesia and perform surgery on animals for scientific purposes
ACMATE505A	Carry out advanced breeding procedures
ACMATE506A	Assist to collect and transfer embryos of mice
ACMATE507A	Manage the parturition of transgenic mice or rats
ACMCAN301A	Work within a captive animal facility
ACMCAN302A	Prepare and present information to the public
ACMCAN303A	Support collection management
ACMCAN304A	Prepare and maintain animal housing
ACMCAN305A	Assist with capturing, restraining and moving animals
ACMCAN306A	Monitor animal reproduction
ACMCAN307A	Rehabilitate native wildlife
ACMCAN308A	Release native animals to natural environment
ACMCAN309A	Develop institutional husbandry guidelines
ACMCAN310A	Assist with exhibit design and renovation planning
ACMCAN311A	Care for young animals
ACMCAN401A	Implement collection management
ACMCAN402A	Manage enclosures and exhibits
ACMCAN403A	Develop animal diets
ACMCAN404A	Develop, monitor and review behavioural management strategies
ACMCAN405A	Design and evaluate interpretive and learning programs
ACMCAN406A	Assist in establishing and maintaining a plantation
ACMCAN501A	Contribute to enclosure and exhibit design or renovation projects
ACMCAN502A	Develop and monitor collection management
ACMCAS301A	Work effectively in the companion animal industry
ACMCAS302A	Provide advice on companion animal selection and general care
ACMCAS303A	Provide advice on selection and care of aquatic animals
ACMCAS304A	Capture, handle and transport companion animals
ACMCAS305A	Maintain aquascapes and aquatic animals
ACMCAS306A	Provide grooming services for companion animal comfort
ACMCAS307A	Provide companion animal hydro-bathing services
ACMCAS401A	Manage compliance in the companion animal industry
ACMCAS402A	Manage and maintain aviaries and bird rooms
ACMCAS403A	Design, construct and maintain aquascapes
ACMCAS404A	Develop enrichment strategies for companion animals
ACMCAS405A	Purchase companion animal livestock
ACMCAS406A	Manage companion animal breeding
ACMCAS407A	Provide professional companion animal grooming services
ACMCAS408A	Manage the operation of a mobile hydro-bathing facility
ACMCAS409A	Provide training advice to companion animal owners
ACMCAS410A	Conduct companion animal training classes
ACMEQD401A	Work within an equine dental service provision framework
ACMEQD402A	Determine equine oral functional efficiency
ACMEQD403A	Identify potential health impacts of equine oral conditions
ACMEQD404A	Conduct equine oral inspection and assessment and plan equine dental treatment
ACMEQD405A	Perform routine dental correction and oral care using manual instruments
ACMEQU401A	Relate equine anatomical and physiological features to equine health care requirements
ACMEQU402A	Determine nutritional needs in provision of horse health care
ACMEQU403A	Relate musculoskeletal structure to horse movement
ACMEQU404A	Evaluate fit of saddlery and equipment
ACMEQU405A	Maintain and monitor horse health and welfare
ACMFAR301A	Handle horses safely in the provision of farriery services
ACMFAR302A	Work effectively as a farrier in the equine industries
ACMFAR303A	Perform routine day-to-day farriery activities
ACMFAR304A	Respond to emergencies and apply essential first aid in the equine industries
ACMFAR305A	Perform welding tasks using a forge
ACMFAR306A	Maintain, repair and manufacture hand tools used in farriery
ACMFAR307A	Make standard shoes for a range of horses
ACMFAR308A	Determine foot care and shoeing plans for horses
ACMFAR309A	Fit shoes for normal healthy horses
ACMFAR310A	Fit shoes to alleviate moderate faults and defects in horses
ACMFAR311A	Fit shoes to alleviate severe faults and defects in horses
ACMFAR312A	Accommodate special needs of particular horses through farriery techniques
ACMGAS101A	Investigate job opportunities in animal care and related industries
ACMGAS102A	Catch and handle a range of quiet animals
ACMGAS103A	Assist in the care of animals
ACMGAS201A	Work in the animal care industry
ACMGAS202A	Participate in workplace communications
ACMGAS203A	Complete animal care hygiene routines
ACMGAS204A	Feed and water animals
ACMGAS205A	Assist in health care of animals
ACMGAS206A	Provide basic first aid for animals
ACMGAS207A	Provide reception services for an animal care facility
ACMGAS208A	Source information for animal care needs
ACMGAS209A	Provide information on companion animals, products and services
ACMGAS210A	Prepare for and conduct a tour or presentation
ACMGAS301A	Maintain and monitor animal health and wellbeing
ACMGAS302A	Provide enrichment for animals
ACMGAS303A	Plan for and provide nutritional requirements for animals
ACMGAS304A	Carry out simple breeding procedures
ACMGAS305A	Rescue animals and apply basic first aid
ACMGAS306A	Assist with conditioning animals
ACMGRM301A	Perform dog grooms on different coat types	ACMCAS306A ACMCAS307A
ACMGRM302A	Perform a cross breed clip	ACMCAS306A ACMCAS307A ACMGRM301A
ACMGRM401A	Carry out breed standard styling on Gun, Working and Hound dog breeds	ACMCAS306A ACMCAS307A ACMGRM301A
ACMGRM402A	Carry out breed standard styling on Non-sporting and Toy dog breeds	ACMCAS306A ACMCAS307A ACMGRM301A
ACMGRM403A	Carry out breed standard styling on Terrier and Utility dog breeds	ACMCAS306A ACMCAS307A ACMGRM301A
ACMGRM404A	Provide creative styling on dogs	ACMCAS306A ACMCAS307A ACMGRM301A
ACMGRM405A	Carry out styling on cats of different breeds and coat types	ACMCAS306A ACMCAS307A ACMSPE305A
ACMINF301A	Comply with infection control policies and procedures in animal work
ACMMIC401A	Implant microchip in cats and dogs
ACMOHS201A	Participate in occupational health and safety processes
ACMOHS301A	Contribute to occupational health and safety processes
ACMOHS401A	Maintain occupational health and safety processes
ACMOHS501A	Manage occupational health and safety processes
ACMSPE301A	Provide basic care of amphibians
ACMSPE302A	Provide basic care of birds
ACMSPE303A	Provide basic care of common native mammals
ACMSPE304A	Provide basic care of dogs
ACMSPE305A	Provide basic care of domestic cats
ACMSPE306A	Provide basic care of marine fish
ACMSPE307A	Provide basic care of freshwater fish
ACMSPE308A	Provide basic care of marine aquatic invertebrates
ACMSPE309A	Provide basic care of terrestrial and freshwater invertebrates
ACMSPE310A	Provide basic care of mammals
ACMSPE311A	Provide basic care of non-venomous reptiles
ACMSPE312A	Provide basic care of rodents and rabbits
ACMSUS201A	Participate in environmentally sustainable work practices
ACMSUS301A	Implement and monitor environmentally sustainable work practices
ACMVET201A	Carry out veterinary nursing reception duties
ACMVET202A	Carry out daily clinic routines
ACMVET203A	Assist with surgery preparation
ACMVET401A	Coordinate patient admission and discharge
ACMVET402A	Apply imaging routines
ACMVET403A	Perform clinic pathology procedures
ACMVET404A	Perform clinic office procedures
ACMVET405A	Carry out surgical nursing routines
ACMVET406A	Nurse animals
ACMVET407A	Carry out medical nursing routines
ACMVET408A	Coordinate and perform theatre routines
ACMVET409A	Provide specific animal care advice
ACMVET410A	Carry out veterinary dental nursing procedures
ACMVET411A	Prepare, deliver and review animal care education programs
ACMVET412A	Coordinate clinic promotional activities
ACMVET413A	Develop and implement specific clinic policies
ACMVET414A	Nurse foals
ACMVET415A	Provide intensive foal care and nursing	ACMVET414A
ACMVET501A	Manage nursing requirements for specialised surgical procedures
ACMVET502A	Carry out post-operative nursing routines
ACMVET503A	Produce veterinary dental oral cavity radiographs
ACMVET504A	Provide veterinary dental nursing support for advanced veterinary dental surgery
ACMVET505A	Prepare for emergency response
ACMVET506A	Perform emergency procedures to sustain life
ACMVET507A	Provide nursing support for critical care surgery
ACMVET508A	Support veterinary practice communication and professional development
ACMVET509A	Manage veterinary nursing procedures
ACMVET510A	Apply veterinary nursing pathophysiology
ACMVET511A	Apply principles of animal behaviour
ACMWHS201A	Participate in workplace health and safety processes
ACMWHS301A	Contribute to workplace health and safety processes
ACMWHS401A	Maintain workplace health and safety processes
ACMWHS501A	Manage workplace health and safety processes

ACM10v3 Imported Units

Code	Title	Origin
AHCAGB301A	Keep records for a primary production business	AHC10
AHCAIS401A	Supervise artificial breeding and/or embryo transfer programs	AHC10
AHCBIO302A	Identify and report unusual disease or plant pest signs	AHC10
AHCFAU301A	Respond to wildlife emergencies	AHC10
AHCHBR202A	Handle young horses	AHC10
AHCHBR203A	Provide daily care of horses	AHC10
AHCHBR303A	Carry out mare mating or artificial insemination procedures	AHC10
AHCHBR305A	Handle and care for stallions	AHC10
AHCMOM305A	Operate specialised machinery and equipment	AHC10
AHCNAR202A	Maintain wildlife habitat refuges	AHC10
AHCPMG401A	Define the pest problem in a local area	AHC10
AHCPMG405A	Implement pest management action plans	AHC10
AHCVPT306A	Apply animal trapping techniques	AHC10
BSBCUS501C	Manage quality customer services	BSB07
BSBFLM309C	Support continuous improvement systems and processes	BSB07
BSBFLM312B	Contribute to team effectiveness	BSB07
BSBHRM506A	Manage recruitment selection and induction processes	BSB07
BSBINM301A	Organise workplace information	BSB07
BSBRES401A	Analyse and present research information	BSB07
BSBSMB402A	Plan small business finances	BSB07
BSBSMB403A	Market the small business	BSB07
BSBSMB404A	Undertake small business planning	BSB07
BSBSMB405A	Monitor and manage small business operations	BSB07
BSBSMB407A	Manage a small team	BSB07
BSBWOR204A	Use business technology	BSB07
BSBWOR402A	Promote team effectiveness	BSB07
BSBWOR502B	Ensure team effectiveness	BSB07
HLTFA301C	Apply first aid	HLT07
LGAEHRR304B	Operate council pound facilities	LGA04
LGAPLEM405C	Provide assistance in carrying out building inspections	LGA04
MEM05004C	Perform routine oxy acetylene welding	MEM05
MEM05012C	Perform routine manual metal arc welding	MEM05
MEM05050B	Perform routine gas metal arc welding	MEM05
MEM18001C	Use hand tools	MEM05
MEM18002B	Use power tools/hand held operations	MEM05
MSL915002A	Schedule laboratory work for a small team	MSL09
MSL916001A	Develop and maintain laboratory documentation	MSL09
MSL916003A	Supervise laboratory operations in work/functional area	MSL09
MSL916005A	Manage complex projects	MSL09
MSL922001A	Record and present data	MSL09
MSL924001A	Process and interpret data	MSL09
MSL933001A	Maintain the laboratory/field workplace fit for purpose	MSL09
MSL973001A	Perform basic tests	MSL09
MSL973002A	Prepare working solutions	MSL09
MSL973004A	Perform aseptic techniques	MSL09
MSL973007A	Perform microscopic examination	MSL09
MSL973008A	Perform histological procedures	MSL09
MSL974007A	Undertake environmental field-based monitoring	MSL09
MSL974011A	Prepare tissue and cell cultures	MSL09
PSPGOV404B	Develop and implement work unit plans	PSP04
PSPPM401B	Design simple projects	PSP04
PSPREG404C	Investigate non-compliance	PSP04
PSPREG405B	Act on non-compliance	PSP04
RGRPSH201A	Handle horses	RGR08
RGRPSH304A	Identify factors that affect racehorse performance	RGR08
RGRPSH308A	Provide first aid and emergency care for horses	RGR08
SIRXCCS201	Apply point-of-sale handling procedures	SIR07
SIRXFIN201	Balance and secure point-of-sale terminal	SIR07
SIRXICT001A	Operate retail technology	SIR07
SIRXICT303	Operate retail information technology systems	SIR07
SIRXINV001A	Perform stock control procedures	SIR07
SIRXINV002A	Maintain and order stock	SIR07
SIRXINV005A	Control inventory	SIR07
SIRXMER004A	Manage merchandise and store presentation	SIR07
SIRXMER201	Merchandise products	SIR07
SIRXMER303	Coordinate merchandise presentation	SIR07
SITXCCS002A	Provide quality customer service	SIT07
TAEDEL402A	Plan, organise and facilitate learning in the workplace	TAE10

ACM10 Qualification Mapping (All Versions)

Qualification Mapping – ACM10v2 to ACM10v3

ACM10v2 Qualification Code	ACM10v2 Qualification Title	ACM10v3 Qualification Code	ACM10v3 Qualification Title	Mapping	Comment
ACM30612	Certificate III in Pet Grooming	New qualification
ACM40410	Certificate IV in Veterinary Nursing	ACM40412	Certificate IV in Veterinary Nursing	E	Revised qualification - equivalent
ACM40612	Certificate IV in Pet Styling	New qualification
ACM50210	Diploma of Veterinary Nursing (Surgical)	ACM50212	Diploma of Veterinary Nursing (Surgical)	N	Revised qualification - not equivalent
ACM50310	Diploma of Veterinary Nursing (Dental)	ACM50312	Diploma of Veterinary Nursing (Dental)	N	Revised qualification - not equivalent
ACM50410	Diploma of Veterinary Nursing (Emergency and Critical Care)	ACM50412	Diploma of Veterinary Nursing (Emergency and Critical Care)	N	Revised qualification - not equivalent
ACM50512	Diploma of Veterinary Nursing (General Practice)	New qualification

Qualification Mapping – ACM102 to ACM10v2

ACM10 Qualification Code	ACM10 Qualification Title	ACM10v2 Qualification Code	ACM10v2 Qualification Title	Mapping	Comment
ACM40512	Certificate IV in Equine Dentistry	New qualification

Qualification Mapping – RUV04 to ACM10

RUV04 Qualification Code	RUV04 Qualification Title	ACM10 Qualification Code	ACM10 Qualification Title	Mapping	Comment
RUV10104	Certificate I in Animal Studies	ACM10110	Certificate I in Animal Studies	N	Units revised to reduce duplication, new units added and packaging rules changed.
RUV20104	Certificate II in Animal Studies	ACM20110	Certificate II in Animal Studies	N	New units added to reduce duplication, units deleted, sustainability unit added and packaging rules changed.
ACM30110	Certificate III in Animal Studies	New qualification
RUV30104	Certificate III in Animal Technology	ACM30210	Certificate III in Animal Technology	N	Generic units introduced to reduce duplication, units deleted, sustainability unit added and packaging rules changed.
RUV30204	Certificate III in Captive Animals	ACM30310	Certificate III in Captive Animals	N	Generic units introduced to reduce duplication, units deleted, sustainability unit added and packaging rules changed.
RUV30304	Certificate III in Companion Animal Services	ACM30410	Certificate III in Companion Animal Services	N	Generic units introduced to reduce duplication, units deleted, sustainability unit added and packaging rules changed.
ACM30510	Certificate III in Farriery	New qualification
RUV40104	Certificate IV in Animal Control and Regulation	ACM40110	Certificate IV in Animal Control and Regulation	N	Sustainability unit added. However technical outcomes remain the same.
RUV40204	Certificate IV in Captive Animals	ACM40210	Certificate IV in Captive Animals	N	Units revised, sustainability unit added and packaging rules changed.
RUV40304	Certificate IV in Companion Animal Services	ACM40310	Certificate IV in Companion Animal Services	N	New units added, units revised, sustainability unit added and packaging rules changed.
RUV40404	Certificate IV in Veterinary Nursing	ACM40410	Certificate IV in Veterinary Nursing	N	New units added, units deleted, sustainability unit added and packaging rules changed. However, technical outcomes remain the same.
RUV50104	Diploma of Animal Technology	ACM50110	Diploma of Animal Technology	N	New units added, units revised, sustainability unit added and packaging rules changed.
RUV50204	Diploma of Veterinary Nursing (Surgical)	ACM50210	Diploma of Veterinary Nursing (Surgical)	N	New units added, units revised and packaging rules changed. However, technical outcomes remain the same.
RUV50304	Diploma of Veterinary Nursing (Dental)	ACM50310	Diploma of Veterinary Nursing (Dental)	N	New units added, units revised and packaging rules changed. However, technical outcomes remain the same.
RUV50404	Diploma of Veterinary Nursing (Emergency and Critical Care)	ACM50410	Diploma of Veterinary Nursing (Emergency and Critical Care)	N	New units added, units revised and packaging rules changed. However, technical outcomes remain the same.

ACM10 Unit Mapping (ACM10v2 to ACM10v3)

ACM10v2 Unit Code	ACM10v2 Unit Title	ACM10v3 Unit Code	ACM10v3 Unit Title	Mapping	Comments
ACMEQU405A	Maintain and monitor horse health and welfare	New Unit
ACMGRM301A	Perform dog grooms on different coats	New Unit
ACMGRM302A	Perform a cross breed clip	New Unit
ACMGRM401A	Carry out breed standard styling on Gun, Working and Hound dog breeds	New Unit
ACMGRM402A	Carry out breed standard styling on Non-sporting and Toy dog breeds	New Unit
ACMGRM403A	Carry out breed standard styling on Terrier and Utility dog breeds	New Unit
ACMGRM404A	Provide creative styling on dogs	New Unit
ACMGRM405A	Carry out styling on cats of different breeds and coat types	New Unit
ACMVET414A	Nurse foals	New Unit
ACMVET415A	Provide intensive foal care and nursing	New Unit
ACMVET508A	Support veterinary practice communication and professional development	New Unit
ACMVET509A	Manage veterinary nursing procedures	New Unit
ACMVET510A	Apply veterinary nursing pathophysiology	New Unit
ACMVET511A	Apply principles of animal behaviour	New Unit
ACMWHS201A	Participate in workplace health and safety processes	New Unit
ACMWHS301A	Contribute to workplace health and safety processes	New Unit
ACMWHS401A	Maintain workplace health and safety processes	New Unit
ACMWHS501A	Manage workplace health and safety processes	New Unit

ACM10 Unit Mapping (ACM10 to ACM10v2)

ACM10 Unit Code	ACM10 Unit Title	ACM10v2 Unit Code	ACM10v2 Unit Title	Mapping	Comments
ACMATE506A	Assist to collect and transfer embryos of mice	New Unit
ACMEQD401A	Work within an equine dental service provision framework	New Unit
ACMEQD402A	Determine equine oral functional efficiency	New Unit
ACMEQD403A	Identify potential health impacts of equine oral conditions	New Unit
ACMEQD404A	Conduct equine oral inspection and assessment and plan equine dental treatment	New Unit
ACMEQD405A	Perform routine dental correction and oral care using manual instruments	New Unit
ACMEQU401A	Relate equine anatomical and physiological features to equine health care requirements	New Unit
ACMEQU402A	Determine nutritional needs in provision of horse health care	New Unit
ACMEQU403A	Relate musculoskeletal structure to horse movement	New Unit
ACMEQU404A	Evaluate fit of saddlery and equipment	New Unit

ACM10 Unit Mapping (RUV04 to ACM10)

RUV04 Unit Code	RUV04 Unit Title	ACM10 Unit Code	ACM10 Unit Title	Mapping	Comments
RUV4201A	Comply with animal control and regulation requirements	ACMACR401A	Comply with animal control and regulation requirements	E
RUV4202A	Assess and impound animals	ACMACR402A	Assess and impound animals	E
RUV4203A	Identify and respond to animal behaviour	ACMACR403A	Identify and respond to animal behaviour	E
RUV4204A	Manage conflict situations in an animal control and regulation environment	ACMACR404A	Manage conflict situations within an animal control and regulation environment	E
RUV4205A	Euthanase sick, injured or unwanted pound animals	ACMACR405A	Euthanase sick, injured or unwanted pound animals	E
RUV4206A	Carry out pound procedures	ACMACR406A	Carry out pound procedures	E
RUV4207A	Conduct community awareness programs	ACMACR407A	Conduct community awareness programs	E
RUV4208A	Coordinate seizure of animals	ACMACR408A	Coordinate seizure of animals	E
RUV4209A	Prepare and present animal control and regulation case	ACMACR409A	Prepare and present animal control and regulation case	E
RUV3306A	Work within an animal technology institution	ACMATE301A	Work within an animal technology facility	E
RUV3301A	Carry out institution containment and exclusion procedures	ACMATE302A	Carry out institution containment and exclusion procedures	E
RUV3307A	Prepare for and monitor anaesthesia in animals	ACMATE303A	Prepare for and monitor anaesthesia in animals	E
ACMATE304A	Conduct non-surgical procedures on animals	New Unit
RUV3302A	Conduct euthanasia of research animals	ACMATE305A	Conduct euthanasia of research animals	E
RUV5304A	Manage compliance in animal technology	ACMATE501A	Manage compliance in animal technology	N	New element added
RUV5305A	Manage and maintain the health of research animals	ACMATE502A	Manage and maintain the health of research animals	E
RUV5302A	Carry out post-mortem examination of a research animal	ACMATE503A	Carry out post-mortem examination of a research animal	E
RUV5308A	Administer anaesthesia and perform surgery on animals for scientific purposes	ACMATE504A	Administer anaesthesia and perform surgery on animals for scientific purposes	E
RUV5301A	Carry out breeding procedures	ACMATE505A	Carry out advanced breeding procedures	N	Substantial revision
RUV5303A	Manage nutrition of research animals	Unit deleted. Content and outcomes covered in ACMGAS303A but not equivalent
RUV5306A	Plan an animal technology facility	Unit deleted
RUV5307A	Manage laboratory procedures	Unit deleted. Replaced with imported MSL09 units. MSL915002A, MSL916001A, MSL916003A
ACMATE507A	Manage the parturition of transgenic mice or rats	New Unit
RUV3402A	Work within a captive animal institution	ACMCAN301A	Work within a captive animal facility	N	New element added
RUV3403A	Prepare and present information to the public	ACMCAN302A	Prepare and present information to the public	E
RUV3404A	Assist with collection management	ACMCAN303A	Support collection management	N	Revision to elements and performance criteria
RUV3406A	Prepare and maintain animal housing	ACMCAN304A	Prepare and maintain animal housing	N	Revision to elements and performance criteria
RUV3410A	Capture, restrain and assist in moving animals	ACMCAN305A	Assist with capturing, restraining and moving animals	E
RUV3412A	Monitor animal reproduction	ACMCAN306A	Monitor animal reproduction	E
RUV3401A	Rehabilitate and release native wildlife	Unit deleted
ACMCAN307A	Rehabilitate native wildlife	New Unit
ACMCAN308A	Release native animals to natural environment	New Unit
RUV3405A	Develop an institutional husbandry manual	ACMCAN309A	Develop institutional husbandry guidelines	N	Unit title, elements and performance criteria changed
RUV3407A	Maintain exhibits and assist with their design	ACMCAN310A	Assist with exhibit design and renovation planning	E
RUV3411A	Care for young animals	ACMCAN311A	Care for young animals	E
RUV4402A	Implement collection management	ACMCAN401A	Implement collection management	E
RUV4403A	Manage enclosures and exhibits	ACMCAN402A	Manage enclosures and exhibits	N	New element added
RUV4404A	Develop animal diets	ACMCAN403A	Develop animal diets	E
RUV4406A	Develop, monitor and review behavioural management strategies	ACMCAN404A	Develop, monitor and review behavioural management strategies	E
RUV4401A	Design and evaluate interpretive and learning programs	ACMCAN405A	Design and evaluate interpretive and learning programs	E
RUV4405A	Assist in establishing and maintaining a plantation	ACMCAN406A	Assist in establishing and maintaining a plantation	E
RUV5401A	Design and develop enclosures and exhibits	ACMCAN501A	Contribute to enclosure and exhibit design or renovation projects	N	Unit revised and elements modified to ensure outcomes are achievable.
RUV5402A	Develop and monitor collection management	ACMCAN502A	Develop and monitor collection management	E
RUV3503A	Work effectively in the companion animal industry	ACMCAS301A	Work effectively in the companion animal industry	E
RUV3501A	Provide advice on companion animal selection and general care	ACMCAS302A	Provide advice on companion animal selection and general care	E
RUV3502A	Provide advice on selection and care of aquatic animals	ACMCAS303A	Provide advice on selection and care of aquatic animals	E
RUV3506A	Capture, handle and transport companion animals	ACMCAS304A	Capture, handle and transport companion animals	E
RUV3509A	Maintain aquascapes and aquatic animals	ACMCAS305A	Maintain aquascapes and aquatic animals	E
ACMCAS306A	Provide grooming services for companion animal comfort	New Unit
ACMCAS307A	Provide companion animal hydro-bathing services	New Unit
RUV4510A	Provide companion animal hydro-bathing services	Unit not carried forward
RUV4501A	Manage compliance in the companion animal industry	ACMCAS401A	Manage compliance in the companion animal industry	E
RUV4502A	Hand-rear companion animals	Unit deleted
RUV4503A	Develop diets for companion animals	Unit deleted
RUV4504A	Manage and maintain aviaries and bird rooms	ACMCAS402A	Manage and maintain aviaries and bird rooms	E
RUV4505A	Design, construct and maintain aquascapes	ACMCAS403A	Design, construct and maintain aquascapes	E
RUV4506A	Develop enrichment strategies for companion animals	ACMCAS404A	Develop enrichment strategies for companion animals	E
RUV4507A	Purchase companion animal livestock	ACMCAS405A	Purchase companion animal livestock	E
RUV4508A	Manage companion animal breeding	ACMCAS406A	Manage companion animal breeding	E
RUV4509A	Provide professional companion animal grooming services	ACMCAS407A	Provide professional companion animal grooming services	E
ACMCAS408A	Manage the operation of a mobile hydro-bathing facility	New Unit
RUV4511A	Provide training advice to companion animal owners	ACMCAS409A	Provide training advice to companion animal owners	E
RUV4512A	Conduct companion animal training classes	ACMCAS410A	Conduct companion animal training classes	E
ACMFAR301A	Handle horses safely in the provision of farriery services	New Unit
ACMFAR302A	Work effectively as a farrier in the equine industries	New Unit
ACMFAR303A	Perform routine day-to-day farriery activities	New Unit
ACMFAR304A	Respond to emergencies and apply essential first aid in the equine industries	New Unit
ACMFAR305A	Perform welding tasks using a forge	New Unit
ACMFAR306A	Maintain, repair and manufacture hand tools used in farriery	New Unit
ACMFAR307A	Make standard shoes for a range of horses	New Unit
ACMFAR308A	Determine foot care and shoeing plans for horses	New Unit
ACMFAR309A	Fit shoes for normal healthy horses	New Unit
ACMFAR310A	Fit shoes to alleviate moderate faults and defects in horses	New Unit
ACMFAR311A	Fit shoes to alleviate severe faults and defects in horses	New Unit
ACMFAR312A	Accommodate special needs of particular horses through farriery techniques	New Unit
RUV1101A	Prepare for animal care work	Unit deleted
ACMGAS101A	Investigate job opportunities in animal care and related industries	New Unit
RUV1102A	Support animal care work	Unit deleted
RUV1103A	Support animal care cleaning activities
RUV1104A	Maintain the animal care workplace
ACMGAS102A	Catch and handle a range of quiet animals	New Unit
ACMGAS103A	Assist in the care of animals	New Unit
RUV2101A	Work in the animal care industry	ACMGAS201A	Work in the animal care industry	N	Unit substantially revised
RUV2105A	Participate in workplace communications	ACMGAS202A	Participate in workplace communications	E
RUV2103A	Assist with general animal care	uNIT DETELED
ACMGAS203A	Complete animal care hygiene routines	New Unit
RUV2104A	Provide food and water for animals	Unit deleted
RUV2106A	Assist with food preparation	Unit deleted
ACMGAS204A	Feed and water animals	New Unit
ACMGAS205A	Assist in health care of animals	New Unit
RUV2107A	Provide basic first aid for animals	ACMGAS206A	Provide basic first aid for animals	E
ACMGAS207A	Provide reception services for an animal care facility	New Unit
ACMGAS208A	Source information for animal care needs	New Unit
RUV2501A	Provide information on companion animals, products and services	ACMGAS209A	Provide information on companion animals, products and services	E	Unit changed to generic animal studies unit as applicable across industry sectors.
RUV2401A	Prepare for and conduct a tour or presentation	ACMGAS210A	Prepare for and conduct a tour or presentation	E	Unit changed to generic animal studies unit as applicable across industry sectors.
RUV3303A RUV3409A RUV3504A	Monitor and maintain animal health and wellbeing Monitor and maintain animal health Monitor and maintain health of companion animals	ACMGAS301A	Maintain and monitor animal health and wellbeing	E	New unit replacing and equivalent to each of the industry sector units
RUV3304A RUV3414A RUV3505A	Provide behavioural enrichment for research animals Identify behavioural needs and implement improved husbandry Provide enrichment for companion animals	ACMGAS302A	Provide enrichment for animals	E	New unit replacing and equivalent to each of the industry sector units
RUV3408A RUV3508A RUV4503A	Prepare animal diets and monitor feeding Prepare companion animal diets and monitor feeding Develop diets for companion animals	ACMGAS303A	Plan for and provide nutritional requirements for animals	E	New unit replacing and equivalent to each of the industry sector units
RUV3305A	Carry out simple breeding procedures	Unit deleted
RUV3507A	Carry out companion animal breeding procedures	Unit deleted
ACMGAS304A	Carry out simple breeding procedures	New Unit
RUV2108A	Rescue animals and provide basic animal care	ACMGAS305A	Rescue animals and apply basic first aid	N	Unit revised substantially
RUV3413A	Condition animals	ACMGAS306A	Assist with conditioning animals	N	Unit changed to generic animal studies unit as applicable across industry sectors.
ACMINF301A	Comply with infection control policies and procedures in animal work	New Unit
ACMMIC401A	Implant microchip in cats and dogs	New Unit
RUV2102A	Follow OHS procedures in an animal care environment	ACMOHS201A	Participate in occupational health and safety processes	E
RUV3101A	Carry out workplace OHS procedures	ACMOHS301A	Contribute to occupational health and safety processes	E
RUV4101A	Implement and monitor the organisation's OHS program	ACMOHS401A	Maintain occupational health and safety processes	N
ACMOHS501A	Manage occupational health and safety processes	N	New Unit
ACMSPE301A	Provide basic care of amphibians	New Unit
ACMSPE302A	Provide basic care of birds	New Unit
ACMSPE303A	Provide basic care of common native mammals	New Unit
ACMSPE304A	Provide basic care of dogs	New Unit
ACMSPE305A	Provide basic care of domestic cats	New Unit
ACMSPE306A	Provide basic care of marine fish	New Unit
ACMSPE307A	Provide basic care of freshwater fish	New Unit
ACMSPE308A	Provide basic care of marine aquatic invertebrates	New Unit
ACMSPE309A	Provide basic care of terrestrial and freshwater invertebrates	New Unit
ACMSPE310A	Provide basic care of mammals	New Unit
ACMSPE311A	Provide basic care of non-venomous reptiles	New Unit
ACMSPE312A	Provide basic care of rodents and rabbits	New Unit
ACMSUS201A	Participate in environmentally sustainable work practices	New Unit
ACMSUS301A	Implement and monitor environmentally sustainable work practices	New Unit
RUV2601A	Carry out veterinary reception duties	ACMVET201A	Carry out veterinary nursing reception duties	E
RUV2602A	Carry out daily clinic routines	ACMVET202A	Carry out daily clinic routines	E
RUV2603A	Assist with surgery preparations	ACMVET203A	Assist with surgery preparation	E
RUV4601A	Coordinate patient admission and discharge	ACMVET401A	Coordinate patient admission and discharge	E
RUV4602A	Apply radiographic routines	ACMVET402A	Apply imaging routines	N	Unit updated to expand range of imaging technologies.
RUV4603A	Perform clinic pathology procedures	ACMVET403A	Perform clinic pathology procedures	E
RUV4604A	Perform clinic office procedures	ACMVET404A	Perform clinic office procedures	E
RUV4605A	Carry out surgical nursing routines	ACMVET405A	Carry out surgical nursing routines	E
RUV4606A	Nurse animals	ACMVET406A	Nurse animals	E
RUV4607A	Carry out medical nursing routines	ACMVET407A	Carry out medical nursing routines	E
RUV4608A	Coordinate and perform theatre routines	ACMVET408A	Coordinate and perform theatre routines	E
RUV4609A	Provide specific animal care advice	ACMVET409A	Provide specific animal care advice	E
RUV4610A	Carry out veterinary dental nursing procedures	ACMVET410A	Carry out veterinary dental nursing procedures	E
RUV4611A	Prepare, deliver and review animal care education programs	ACMVET411A	Prepare, deliver and review animal care education programs	E
RUV4612A	Coordinate clinic promotional activities	ACMVET412A	Coordinate clinic promotional activities	E
RUV4613A	Develop and implement specific clinic policies	ACMVET413A	Develop and implement specific clinic policies	E
RUV5601A	Manage nursing requirements for specialised surgical procedures	ACMVET501A	Manage nursing requirements for specialised surgical procedures	E
RUV5602A	Carry out postoperative nursing routines	ACMVET502A	Carry out post-operative nursing routines	E
RUV5603A	Produce veterinary dental oral cavity radiographs	ACMVET503A	Produce veterinary dental oral cavity radiographs	E
RUV5604A	Provide veterinary dental nursing support for advanced veterinary dental surgery	ACMVET504A	Provide veterinary dental nursing support for advanced veterinary dental surgery	E
RUV5605A	Prepare for emergency response	ACMVET505A	Prepare for emergency response	E
RUV5606A	Perform emergency procedures to sustain life	ACMVET506A	Perform emergency procedures to sustain life	E
RUV5607A	Provide nursing support for critical care surgery	ACMVET507A	Provide nursing support for critical care surgery	E

Overview

What is a Training Package?

A Training Package is an integrated set of nationally endorsed competency standards, assessment guidelines and Australian Qualifications Framework (AQF) qualifications for a specific industry, industry sector or enterprise.

Each Training Package:

provides a consistent and reliable set of components for training, recognising and assessing peoples skills, and may also have optional support materials

enables nationally recognised qualifications to be awarded through direct assessment of workplace competencies

encourages the development and delivery of flexible training which suits individual and industry requirements

encourages learning and assessment in a work-related environment which leads to verifiable workplace outcomes.

How do Training Packages fit within the National Skills Framework?

The National Skills Framework applies nationally, is endorsed by the Ministerial Council for Vocational and Technical Education, and comprises the Australian Quality Training Framework 2010 (AQTF 2010), and Training Packages endorsed by the National Quality Council (NQC).

How are Training Packages developed?

Training Packages are developed by Industry Skills Councils or enterprises to meet the identified training needs of specific industries or industry sectors. To gain national endorsement of Training Packages, developers must provide evidence of extensive research, consultation and support within the industry area or enterprise.

How do Training Packages encourage flexibility?

Training Packages describe the skills and knowledge needed to perform effectively in the workplace without prescribing how people should be trained.

Training Packages acknowledge that people can achieve vocational competency in many ways by emphasising what the learner can do, not how or where they learned to do it. For example, some experienced workers might be able to demonstrate competency against the units of competency, and even gain a qualification, without completing a formal training program.

With Training Packages, assessment and training may be conducted at the workplace, off-the-job, at a training organisation, during regular work, or through work experience, work placement, work simulation or any combination of these.

Who can deliver and assess using Training Packages?

Training and assessment using Training Packages must be conducted by a Registered Training Organisation (RTO) that has the qualifications or specific units of competency on its scope of registration, or that works in partnership with another RTO, as specified in the AQTF 2010.

Training Package Components

Training Packages are made up of mandatory components endorsed by the NQC, and optional support materials.

Training Package Endorsed Components

The nationally endorsed components include the Competency Standards, Assessment Guidelines and Qualifications Framework. These form the basis of training and assessment in the Training Package and, as such, they must be used.

Competency Standards

Each unit of competency identifies a discrete workplace requirement and includes the knowledge and skills that underpin competency as well as language, literacy and numeracy; and occupational health and safety requirements. The units of competency must be adhered to in training and assessment to ensure consistency of outcomes.

Assessment Guidelines

The Assessment Guidelines provide an industry framework to ensure all assessments meet industry needs and nationally agreed standards as expressed in the Training Package and the AQTF 2010. The Assessment Guidelines must be followed to ensure the integrity of assessment leading to nationally recognised qualifications.

Qualifications Framework

Each Training Package provides details of those units of competency that must be achieved to award AQF qualifications. The rules around which units of competency can be combined to make up a valid AQF qualification in the Training Package are referred to as the ‘packaging rules’. The packaging rules must be followed to ensure the integrity of nationally recognised qualifications issued.

Training Package Support Materials

The endorsed components of Training Packages are complemented and supported by optional support materials that provide for choice in the design of training and assessment to meet the needs of industry and learners.

Training Package support materials can relate to single or multiple units of competency, an industry sector, a qualification or the whole Training Package. They tend to fall into one or more of the categories illustrated below.

Training Package support materials are produced by a range of stakeholders such as RTOs, individual trainers and assessors, private and commercial developers and Government agencies.

Training Package, Qualification and Unit of Competency Codes

There are agreed conventions for the national codes used for Training Packages and their components. Always use the correct codes, exactly as they appear in the Training Package, and with the code always before the title.

Training Package Codes

Each Training Package has a unique five-character national code assigned when the Training Package is endorsed, for example XYZ08. The first three characters are letters identifying the Training Package industry coverage and the last two characters are numbers identifying the year of endorsement.

Qualification Codes

Within each Training Package, each qualification has a unique eight-character code, for example XYZ10108. Qualification codes are developed as follows:

the first three letters identify the Training Package;

the first number identifies the qualification level (noting that, in the qualification titles themselves, arabic numbers are not used);

the next two numbers identify the position in the sequence of the qualification at that level; and

the last two numbers identify the year in which the qualification was endorsed. (Where qualifications are added after the initial Training Package endorsement, the last two numbers may differ from other Training Package qualifications as they identify the year in which those particular qualifications were endorsed.)

Unit of Competency Codes

Within each Training Package, each unit of competency has a unique code. Unit of competency codes are assigned when the Training Package is endorsed, or when new units of competency are added to an existing endorsed Training Package. Unit codes are developed as follows:

a typical code is made up of 12 characters, normally a mixture of uppercase letters and numbers, as in ACMACR401A

the first three characters signify the Training Package – ACM10 Animal Care and Management – in the above example and up to eight characters, relating to an industry sector, function or skill area, follow;

the last character is always a letter and identifies the unit of competency version. An ‘A’ at the end of the code indicates that this is the original unit of competency. ‘B’, or another incremented version identifier means that minor changes have been made. Typically this would mean that wording has changed in the range statement or evidence guide, providing clearer intent; and

where changes are made that alter the outcome, a new code is assigned and the title is changed.

Training Package, Qualification and Unit of Competency Titles

There are agreed conventions for titling Training Packages and their components. Always use the correct titles, exactly as they appear in the Training Package, and with the code always placed before the title.

Training Package Titles

The title of each endorsed Training Package is unique and relates the Training Packages broad industry coverage.

Qualification Titles

The title of each endorsed Training Package qualification is unique. Qualification titles use the following sequence:

first, the qualification is identified as either Certificate I, Certificate II, Certificate III, Certificate IV, Diploma, Advanced Diploma, Vocational Graduate Certificate, or Vocational Graduate Diploma;

this is followed by the words ‘in’ for Certificates I to IV, and ‘of’ for Diploma, Advanced Diploma, Vocational Graduate Certificate and Vocational Graduate Diploma;

then, the industry descriptor, for example Telecommunications; and

then, if applicable, the occupational or functional stream in brackets, for example (Computer Systems).

For example: ACM20110 Certificate II in Animal Studies

Unit of Competency Titles

Each unit of competency title is unique. Unit of competency titles describe the competency outcome concisely, and are written in sentence case.

For example: ACMACR401A Comply with animal control and regulation requirements

Introduction to the ACM10 Animal Care and Management Training Package

Working with animals is an increasingly popular career choice. Many people begin working with animals at an early age – they may instinctively have a desire to care for animals and for some, a hobby turns into a fulfilling career.

For others, working with animals is a rewarding career change that allows them to fulfil a lifelong dream. A more mature person searching for a career working with animals, may have no animal welfare experience and not be sure where to start in terms of which career with animals to follow. Having good work experience, life skills and being able to demonstrate a genuine interest in animal welfare, is a good starting point.

The animal care and management industry offers a wide and diverse range of career opportunities and pathways, both within and across industry sectors. The industry sectors represented in ACM10 Animal Care and Management Training Package are:

animal control and regulation

animal technology

captive animals

companion animal services

farriery

veterinary nursing

equine.

The industry provides work opportunities in all parts of Australia, the majority through small business enterprises employing between one and three staff. It is difficult to provide an accurate estimation of the industry workforce, due to no single statistical collection point for employment data. As an example of the size of the industry, the pet industry provides employment for over 44,000 people, both directly and indirectly covering full-time, part-time and casual positions.

The workforce comprises workers drawn from a wide variety of backgrounds, including Indigenous and workers with language backgrounds other than English. Women are well represented in the workforce across the majority of industry sectors. As an example, in 2000 the Australian Bureau of Statistics (ABS) published a report on veterinary services throughout Australia and found that veterinary science is a female dominated occupation, with 73% of all persons working in veterinary practices being female.

There is also an extensive volunteer workforce. As an example, the NSW Wildlife Council (NWC) is the state’s peak body representing over 4,000 wildlife rescuers throughout NSW and the Queensland RSPCA operates with the assistance of 2,000 volunteers.

Overseeing compliance with federal, state and/or territory legislation is a significant requirement for all industry enterprises. Sector compliance areas include but are not limited to:

animal health, welfare and ethical obligations

biosecurity and quarantine procedures

care and use of animals for scientific purposes

duty of care to workers

euthanasia of animals

local government regulations

microchipping

occupational health and safety (OHS) responsibilities

protection of native wildlife

radiography

use and application of therapeutic and controlled substances

use of firearms

waste handling and disposal including biological hazardous waste.

Industry Sector Profiles

Animal control and regulation

Animal control and regulation (also known as urban animal management) is a function provided by local and state/territory governments. It provides a community management service comprising four elements – regulation, education, information and infrastructure.

Animal control and regulation aims to facilitate relationships between pets, their owners and the general community by educating the public in responsible pet ownership, enforcing relevant legislation and regulations as well as minimising pet nuisance.

Workers in this sector are involved with handling all kinds of animals and may have to deal with critical animal welfare issues as well as some uniquely sensitive public rights matters. Their work incorporates significant public health, welfare and amenity elements and is often complicated by a range of emotional stresses.

According to the Rural Training Council of Australia, animal regulation encompasses positions, such as pound manager, ranger, community officer, urban animal controller/manager, pest animal officer, regulatory services manager and animal inspector.

In Victoria there are 82 Department of Primary Industry/RSPCA inspectors and 297 council officers (of which 125 are rural based). These numbers are growing annually both in real terms and by replacement of officers who leave for promotion or other reasons.

The amount of time devoted to the animal management role by local government employees varies considerably according to the size of the employer. Animal management duties may be specialised positions for some council rangers, while others simultaneously carry out roles as diverse as parking enforcement, health and building compliance, heavy vehicle enforcement and noxious weeds inspection.

Identified associated pathways include animal welfare inspectors, council animal control officers, generalist council rangers, pastures protection officers, national parks and wildlife officers, maritime/marine enforcement officers, veterinary staff, pet shop owners and zoo staff.

Animal technology

Animal technology incorporates the management, breeding and care of animals in biomedical research or production institutions or facilities. Animal technicians at a junior level are involved in the care and husbandry of animals. Senior technicians often move into highly specialised fields with a high degree of autonomy and expertise in areas such as management, surgery techniques or research. The technician must care for and manage animals whilst working strongly with researchers and within the constraints set by the animal ethics committee.

Technicians play a major role in educating researchers on the conditions under which animals are held and which may affect the results of their studies.

Animal technicians are employed in all states and territories of Australia were they work as part of a licensed scientific establishment in a field or laboratory setting. Highly skilled animal facility managers and hard working technicians are constantly in high demand and, as the increase in government spending and importance of biomedical research is promoted, it is only likely to increase demand for technicians in industry. Sources of employment include research institutions, such as the Commonwealth Scientific and Industrial Research Organisation (CSIRO), government veterinary laboratories, universities, major hospitals, animal breeding establishments and zoos.

Workers in this sector must be knowledgeable in and have the ability to recognise any signs of pain, distress and illness specific to a wide variety of species as well as assist with the breeding, care and husbandry of the species. General knowledge of surgery techniques, mathematical skills, anatomy and biology (specifically genetics) are also required. All technicians play a major role in recordkeeping covering a wide range of requirements, such as routine husbandry, health monitoring and disease, physical environmental factors, fertility, fecundity, morbidity and mortality and genetic constitution.

Facility managers must take responsibility for legislative compliance and the management and day-to-day care of animals in holding and breeding facilities as well as liaising between investigators and government bodies, vets, quarantine personnel, teachers and facility staff. They must ensure that personnel in their facility receive appropriate OHS training and maintain a high standard of personal and workplace hygiene including procedures for protection from zoonoses. Training in the use of equipment, such as autoclaves and cage washers as well as grief management, are also required.

Research using animals has various broad aims which include:

improving the health and wellbeing of people

improving the health and welfare of entertainment, recreation, sport and service animals, and of animals used to provide therapeutic support

improving the health, welfare and productivity of farm animals and other production animals

finding better ways to preserve, protect and manage a range of animal species (especially endangered and native animals) to maintain a balance that is ecologically and well adapted to the Australian environment

developing more humane and effective pest control methods to protect endangered animals and plants from the species that threatens them and to prevent damage to the environment

broadening the foundations of biological science, including our knowledge and understanding of life processes in all animal species.

The knowledge gained about animals and people through research needs to be passed on, now and in the future, to those who are or who will become:

doctors, nurses and other human health professionals

animal care personnel, veterinarians, farmers, conservation managers, zoo keepers and others engaged in animal-related activities

school, vocational educators and university lecturers; and researchers in animal-based science

anyone interested in how their own body works or in what the welfare needs of animals are, and those interested in the coexistence of animals and people.

Captive animals

Working with captive animals involves the management and care of animals within captive environments. Animal keepers and/or carers are employed throughout Australia and work in zoos, wildlife parks and shelters, aquaria and theme parks. They provide expert care and management of captive animals usually as part of an integrated team.

Animal keepers have a wide range of practical skills and knowledge, including general animal care and management, preparing and maintaining animal housing, preparing animal diets and monitoring feeding. They may also monitor and maintain animal health, monitor animal reproduction, and assist with capturing, restraining and moving animals. In addition, animal keepers may also be involved in identifying behavioural traits, implementing improved husbandry, rehabilitating and releasing native wildlife, and in preparing and presenting information to the public.

Caring for sick, injured and orphaned wildlife is a task that requires skill and commitment. The NSW Wildlife Information Rescue and Education Service (WIRES) operates from 30 branches spread throughout NSW with approximately 2000 volunteer carers. Queensland has more than 2000 wildlife volunteer carers. According to WIRES there is an acute shortage of volunteers and foster families to nurse wild animals back to health so they could be returned to the wild.

Membership of the Zoo and Aquarium Association (ZAA) includes 75 zoos, aquariums and other wildlife facilities in Australia, New Zealand and the South Pacific. This includes institutions that are government-owned, not-for-profit trusts and privately-owned for profit zoos and aquariums. Australian member institutions:

employ over 2,600 staff

enjoy the services of over 1600 volunteers

have a 300,000 strong public support membership base

including flow-on economic value, contribute approximately $510 million to the economy.

Companion animal services

The companion animal services sector embraces a wide range of diverse, and in many cases, specialised operations. This sector includes pet shops, boarding kennels and catteries, companion animal training, grooming and breeding establishments, mobile animal care facilities, animal training, behaviour, natural therapies, working animals (guide dogs, drug dogs, therapy assistance in hospitals and nursing homes), mobile farms and educational programs/talks/displays.

According to the Australian Companion Animal Council Inc (www.acac.org.au/pet_care.html):

the incidence of pet ownership in Australia is one of the highest in the world, with an estimated 63% of Australia's 6.6 million households owning some kind of pet (53% owning a cat or dog)

some 13.1 million Australians are associated with pets

the pet care industry gives employment to more than 44,000 people, both directly and indirectly covering full-time, part-time and casual positions

with few exceptions the pet care and services industry consists of enterprises classified as small businesses, operating as sole traders and employing on average between one and three staff

total consumer expenditure on pet care products and services in 2005 was estimated at $4.6 billion

in 2007, 37.1 million pets were owned throughout Australia, including 3.7 million dogs and 2.2 million cats. In addition, there are approximately 20 million fish, 7.8 million birds and around 3 million other pets including horses, rabbits, guinea pigs and other small animals.

Companion animal services career opportunities include positions, such as animal handler, animal trainer, assistant dog trainer, cattery attendant, groomer, kennel attendant, pet exerciser, pet funeral operator, pet shop/aquarium assistant/manager, pet transporter, security dog handler, animal breeder, abandoned animal shelter manager, stablehand and farm assistants, as well as reptile industry and specialised marine aquarium animals for pet shop retail.

Workers in this sector are involved in the care of a variety of animals and are routinely involved in tasks like feeding, maintaining hygiene, maintaining housing, grooming and providing information to the public on products and services.

They are required to have a range of skills to carry out tasks, such as providing basic first aid to animals, providing advice on the selection and care of companion animals and aquatic animals, preparing diets and monitoring feeding, carrying out companion animal breeding procedures, capturing, handling and transporting companion animals, operating retail equipment and information technology systems, and performing stock control procedures. In addition, they are required to have knowledge of legal and ethical responsibilities appropriate to the sector.

Farriery

Farriery, or care of horses and similar animals' feet, is an ancient craft, believed to have been practised first in the Roman Empire.

A farrier is a specialist in equine hoof care, including the trimming and balancing of a horse's hoof. A farrier is a skilled craftsperson with a sound knowledge of both theory and practice of the craft, capable of shoeing all types of equine (or similar) feet, whether normal or defective, of making shoes to suit all types of work and working conditions, and of devising corrective measures to compensate for faulty limb action. A farrier couples a sub-set of the blacksmith's skills (fabricating, adapting, and adjusting metal shoes) with a sub-set of veterinary medicine (knowledge of the anatomy and physiology of the lower limb) to address the care of the horse's feet. Farriery is hard and physical work, often outdoors in all weathers. It is practiced on animals, some of which may be fractious.

Additional tasks for the farrier include dealing with injured and/or diseased hooves and application of special shoes for racing, training, performance or ‘cosmetic’ purposes. In cases of horses with certain diseases or injuries, special reparative procedures may be needed for the hooves, followed by the construction and fitting of special shoes. This specialist work is usually undertaken in consultation with veterinarians involved with hoof care.

Most farrier’s travel to their customers' premises or competition venues to work. Farriers carry a mobile workshop of tools (which they must maintain) and stock with them.

As most farriers are self-employed, success depends on providing a good service to existing customers and encouraging new customers. The Master Farriers Association (MFA) and the Australian Farriers and Blacksmiths Association (AFBA) are the two national farrier professional bodies in Australia, with affiliate branches in most states/territories.

According to the ABS 2001 Census report there were 814 farriers working in Australia (768 male and 46 female). This figure appears low given the anecdotal feedback received during the Phase 1 Environmental Scan.

In terms of education, a farrier can either have completed a trade certificate course, have been apprenticed to a qualified farrier, have learnt the trade from another unqualified farrier or be self taught.

In 1996, national competency standards were introduced and subsequently replaced by the Victorian accredited Certificate III in Farriery (Trade) which is the current course delivered in most states and territories.

There is no legal requirement in Australia for a farrier to be registered before commercially shoeing horses (as there is in England). However, in some states/territories farriers must be registered to work at thoroughbred or harness race tracks.

Veterinary nursing

Veterinary nurses work in veterinary practices and animal hospitals, animal welfare organisations, research and teaching institutions, zoos, wildlife parks or appropriate government bodies. The work involves providing support to veterinarians in the management and care of animals receiving treatment and may include the management of human, financial and technical resources.

They are skilled in undertaking a range of diagnostic tests, medical treatments and minor surgical procedures under the supervision of a veterinarian. They may also play a significant role in the education of owners about responsible pet ownership, and maintaining the health and wellbeing of their pets.

Work undertaken by a veterinary nurse can include coordinating patient admission and discharge, providing grief support, applying radiographic routines, performing pathology procedures and tests, caring for hospitalised animals, carrying out medical nursing routines, and coordinating and performing theatre routines. They may also assist with post-mortem examinations, maintaining veterinary inventory, providing specific animal care advice, including health, product, nutritional and behaviour advice, maintaining practice accounts and developing and implementing specific clinic policies. Nurses may also carry out some business management responsibilities such as supervising the work of others, balancing the practice’s accounts, and training other staff.

According to the ABS Veterinary Services Survey (2000) at the end of June 2000, there were:

1,792 veterinary practices in Australia, operating from a total of 2,325 locations with:

1,153 in capital cities

1,172 in other locations:

of these practices approximately 70% of income was generated from the treatment of companion animals and 10% from farm/production animals

13,218 were persons working in the veterinary services industry:

permanent employees totalled 8,489 and accounted for 64% of total employment:

5,732 persons were permanent full-time employees

2,757 persons were permanent part-time employees

the remaining employment comprised 1,797 working proprietors and partners and 2,933 casuals

females accounted for 73% (9,646 persons) of the persons working in the industry, and 77% of the permanent employees

nurses (5,667 persons) accounted for 43% of employment, of whom 97% were females.

The Veterinary Nursing Council of Australia (VNCA) is the peak industry body with approximately 1,300 members nationally. The VNCA in conjunction with the Australian Veterinary Association established an industry accreditation scheme based on the RUV04 Training Package. The Accredited Veterinary Nursing Scheme identified a need for recognition of an individual nurse’s competence, currency and dedication to the veterinary nursing profession.

Background to the development of ACM10

RUV98 Veterinary Nursing Training Package

The first Veterinary Nursing Training Package (RUV98) was endorsed in June 1998, and became the basis of vocational education and training (VET) for the veterinary nursing industry in Australia.

RUV04 Animal Care and Management Training Package

In September 2000 the review of the RUV98 Training Package began and was endorsed by the National Quality Council in February 2004.

Phase one resulted in a report highlighting proposed changes to the current RUV98 units of competency and qualifications as well as additional qualifications and units of competency for other industry sectors to be developed in phase two.

The title of the Training Package was also changed from Veterinary Nursing to Animal Care and Management. This change was required to service a wide range of jobs and roles that form part of the broader animal care and management industry. The key industry sectors included in RUV04 were:

animal control and regulation

animal technology

captive animals

companion animal services

veterinary nursing.

RUV04 was endorsed in February 2004 with a review date of 27 February 2007.

Development of ACM10 Animal Care and Management Training Package

In November 2005 the Board of the Agri-Food Industry Skills Council (now AgriFood Skills Australia) approved the initiation of the RUV04 Animal Care and Management Training Package Phase 1 Review – Environmental Scan that was competed in September 2006.

In 2006, a separate environmental scan was initiated, following several requests to AgriFood Skills Australia for the inclusion of national training standards for the farriery trade. A national survey was conducted in collaboration with the two Farrier National Industry Associations, state branches and relevant registered training organisations (RTOs) resulting in unanimous support for the inclusion of the Victorian accredited Certificate III in Farriery (Trade) Course into the Animal Care and Management Training Package.

Phase 2 of the RUV04 Training Package review began in February 2009.

ACM10 Animal Care and Management Training Package is based on a comprehensive review of industry trends and feedback on RUV04 from industry employers, employees, past and present students as well as training providers. Refer to Appendix 1 for details of the development process and stakeholders involved.

The Phase 2 development work was based on the findings and recommendations of the Phase 1 Environmental Scan as well as additional feedback received following the distribution of a Phase 2 Working Paper in March 2009 to stakeholders nationally. This resulted in the following amendments to the Training Package.

New Industry Sector	Farriery
Qualifications	Thirteen revised and two new qualifications. Amendments include: packaging changes applied to increase flexibility and redefine content to be more specific to industry outcome requirements maintaining and revising the Certificate I in Animal Studies to reduce duplication across units and provide an entry level pathway for Indigenous and other equity groups. This revision was strongly supported by WA, NSW and SA introducing a new generic Certificate III in Animal Studies to address gaps where industry sector qualifications do not provide the required flexibility for other identified outcome requirements, e.g. Indigenous Animal Heath Care Workers, Assistant Animal Control Officers. This was strongly supported by WA, NSW and SA introducing Certificate III in Farriery trade qualification incorporating industry defined Employability Skills Summaries ensuring compliance with revised COAG packaging criteria requiring one third or more of total units to be electives and one sixth of elective units can be to be imported from within the parent/host Training Package, other Training Packages and accredited courses. All the ACM10 Animal care and management Training Package qualification packaging rules comply with the COAG requirement, with the following exceptions: Certificate III in Farriery which is a recognised traditional trade qualification Veterinary Nursing Certificate IV and Diplomas which require specific clinical outcomes and are linked to industrial awards and in Western Australian to legislation requirements.
Skill Sets	Six industry identified Skills Sets introduced, aligned to either state or territory legislation and/or regulatory requirements or to address other industry requirements and provide additional flexibility for learners to progress to achieving a related qualification, these are: Microchip Implantation for Dogs and Cats Skill Set Native Amphibian Rehabilitation Skill Set Native Bird Rehabilitation Skill Set Native Mammal Rehabilitation Skill Set Native Reptile Rehabilitation Skill Set Preventative Biosecurity Skill Set.
Units of Competency	One hundred and thirty ACM coded units in total (79 revised and 51 new units). Twenty eight RUV04 units deleted. Fifty four units imported from other Training Packages. Unit revisions and development included: remapping units to ensure identified skills and knowledge gaps are embedded, e.g. genetics, anatomy and physiology explicitly embedding employability skills to ensure appropriate and meaningful inclusion developing twelve species-specific units introducing generic cross-sector units to reduce sector duplication where outcomes have been deemed by industry as identical replacing three RUV04 OHS units with four contextualised national OHS guidelines units to incorporate specific animal care and welfare context requirements introducing two environmental sustainability units contextualised from the Business Services Training Package units of competency to incorporate specific animal care and welfare context requirements introducing infection control unit to address industry biosecurity requirements introducing microchip unit to support state and/or territory regulatory requirements introducing two new animal technology transgenic (genetically modified) breeding units to address industry identified technical skill gaps revising imported units, updating to latest versions and introducing new units where required.

Code changes

During the initial stages of Phase 2 questions were raised regarding the significance of the RUV coding. After consideration, and in line with other Training Packages, the Training Package code was changed to ACM to better reflect the coverage of this package.

The unit coding was also changed to an alpha system to provide a better method for industry employers, employees, potential learners and other stakeholders to recognise industry and generic field codes. These changes were fully supported during the consultation and validation processes.

Units of competency coding changes

The table below maps the generic and industry sector alpha field codes for ACM10 to the previous RUV numerical codes.

RUV04 coding	ACM10 coding	Sector/competency field
RUVx2xxA	ACR	Animal control and regulation
RUVx3xxA	ATE	Animal technology
RUVx4xxA	CAN	Captive animals
RUVx5xxA	CAS	Companion animal services
n/a	FAR	Farriery
RUVx1xxA	GAS	General animal studies
n/a	INF	Infection control
n/a	MIC	Microchipping
RUVxxx1A	OHS	Occupational health and safety
n/a	SPE	Species specific
n/a	SUS	Environmental sustainability
RUVx6xxA	VET	Veterinary nursing

Application of the field codes

The six generic unit of competency fields that are packaged in the Animal Studies qualifications and across industry sector qualifications are:

general animal studies

infection control

microchipping

occupational health and safety

species specific

environmental sustainability.

The six industry sector unit of competency fields are:

animal control and regulation

animal technology

captive animals

companion animal services

farriery

veterinary nursing

equine.

The following example breakdown for ACMATE301A outlines the coding structure adopted for all the ACM10 units of competency.

ACM = the Parent Training Package for this unit

ATE = the relevant industry sector this unit applies to

3 = the initial qualification aligned AQF level

01 = the first unit in this industry sector

A = this is the original unit of competency.

Qualifications Framework

The Australian Qualifications Framework

What is the Australian Qualifications Framework?

A brief overview of the Australian Qualifications Framework (AQF) follows. For a full explanation of the AQF, see the AQF Implementation Handbook. http://www.aqf.edu.au/Portals/0/Documents/Handbook/AQF_Handbook_07.pdf The AQF provides a comprehensive, nationally consistent framework for all qualifications in

post-compulsory education and training in Australia. In the vocational education and training (VET) sector it assists national consistency for all trainees, learners, employers and providers by enabling national recognition of qualifications and Statements of Attainment.

Training Package qualifications in the VET sector must comply with the titles and guidelines of the AQF. Endorsed Training Packages provide a unique title for each AQF qualification which must always be reproduced accurately.

Qualifications

Training Packages can incorporate the following eight AQF qualifications.

• Certificate I in ...

• Certificate II in ...

• Certificate III in ...

• Certificate IV in ...

• Diploma of ...

• Advanced Diploma of ...

• Vocational Graduate Certificate of ...

• Vocational Graduate Diploma of ...

Graduate Certificates and Graduate Diplomas can also be awarded in the vocational education and training sector under certain conditions see the AQF Implementation Handbook for details.

On completion of the requirements defined in the Training Package, a Registered Training Organisation (RTO) may issue a nationally recognised AQF qualification. Issuance of AQF qualifications must comply with the advice provided in the AQF Implementation Handbook and the AQTF 2010 Essential Standards for Initial and Continuing Registration. .

Statement of Attainment

A Statement of Attainment is issued by a Registered Training Organisation when an individual has completed one or more units of competency from nationally recognised qualification(s)/courses(s). Issuance of Statements of Attainment must comply with the advice provided in the current AQF Implementation Handbook and the AQTF 2010 Essential Standards for Initial and Continuing Registration..

Under the AQTF 2010, RTOs must recognise the achievement of competencies as recorded on a qualification testamur or Statement of Attainment issued by other RTOs. Given this, recognised competencies can progressively build towards a full AQF qualification.

AQF Guidelines and Learning Outcomes

The AQF Implementation Handbook provides a comprehensive guideline for each AQF qualification. A summary of the learning outcome characteristics and their distinguishing features for each VET related AQF qualification is provided below.

Certificate I

Characteristics of Learning Outcomes

Breadth, depth and complexity of knowledge and skills would prepare a person to perform a defined range of activities most of which may be routine and predictable.

Applications may include a variety of employment related skills including preparatory access and participation skills, broad-based induction skills and/or specific workplace skills. They may also include participation in a team or work group.

Distinguishing Features of Learning Outcomes

Do the competencies enable an individual with this qualification to:

• demonstrate knowledge by recall in a narrow range of areas;

• demonstrate basic practical skills, such as the use of relevant tools;

• perform a sequence of routine tasks given clear direction

• receive and pass on messages/information.

Certificate II

Characteristics of Learning Outcomes

Breadth, depth and complexity of knowledge and skills would prepare a person to perform in a range of varied activities or knowledge application where there is a clearly defined range of contexts in which the choice of actions required is usually clear and there is limited complexity in the range of operations to be applied.

Performance of a prescribed range of functions involving known routines and procedures and some accountability for the quality of outcomes.

Applications may include some complex or non-routine activities involving individual responsibility or autonomy and/or collaboration with others as part of a group or team.

Distinguishing Features of Learning Outcomes

Do the competencies enable an individual with this qualification to:

• demonstrate basic operational knowledge in a moderate range of areas;

• apply a defined range of skills;

• apply known solutions to a limited range of predictable problems;

• perform a range of tasks where choice between a limited range of options is required;

• assess and record information from varied sources;

• take limited responsibility for own outputs in work and learning.

Certificate III

Characteristics of Learning Outcomes

Breadth, depth and complexity of knowledge and competencies would cover selecting, adapting and transferring skills and knowledge to new environments and providing technical advice and some leadership in resolution of specified problems. This would be applied

across a range of roles in a variety of contexts with some complexity in the extent and choice of options available.

Performance of a defined range of skilled operations, usually within a range of broader related activities involving known routines, methods and procedures, where some discretion and judgement is required in the section of equipment, services or contingency measures and within known time constraints.

Applications may involve some responsibility for others. Participation in teams including group or team co-ordination may be involved.

Distinguishing Features of Learning Outcomes

Do the competencies enable an individual with this qualification to:

• demonstrate some relevant theoretical knowledge

• apply a range of well-developed skills

• apply known solutions to a variety of predictable problems

• perform processes that require a range of well-developed skills where some discretion and judgement is required

• interpret available information, using discretion and judgement

• take responsibility for own outputs in work and learning

• take limited responsibility for the output of others.

Certificate IV

Characteristics of Learning Outcomes

Breadth, depth and complexity of knowledge and competencies would cover a broad range

of varied activities or application in a wider variety of contexts most of which are complex and non-routine. Leadership and guidance are involved when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature.

Performance of a broad range of skilled applications including the requirement to evaluate and analyse current practices, develop new criteria and procedures for performing current practices and provision of some leadership and guidance to others in the application and planning of the skills. Applications involve responsibility for, and limited organisation of, others.

Distinguishing Features of Learning Outcomes

Do the competencies enable an individual with this qualification to:

• demonstrate understanding of a broad knowledge base incorporating some theoretical concepts

• apply solutions to a defined range of unpredictable problems

• identify and apply skill and knowledge areas to a wide variety of contexts, with depth in some areas

• identify, analyse and evaluate information from a variety of sources

• take responsibility for own outputs in relation to specified quality standards

• take limited responsibility for the quantity and quality of the output of others.

Diploma

Characteristics of Learning Outcomes

Breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and co-ordination.

The self directed application of knowledge and skills, with substantial depth in some areas where judgment is required in planning and selecting appropriate equipment, services and techniques for self and others.

Applications involve participation in development of strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation

Advanced Diploma

Characteristics of Learning Outcomes

Breadth, depth and complexity involving analysis, design, planning, execution and evaluation across a range of technical and/or management functions including development of new criteria or applications or knowledge or procedures.

The application of a significant range of fundamental principles and complex techniques across a wide and often unpredictable variety of contexts in relation to either varied or highly specific functions. Contribution to the development of a broad plan, budget or strategy is involved and accountability and responsibility for self and others in achieving the outcomes is involved.

Applications involve significant judgement in planning, design, technical or leadership/guidance functions related to products, services, operations or procedures.

The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level.

Distinguishing Features of Learning Outcomes

Do the competencies or learning outcomes enable an individual with this qualification to:

• demonstrate understanding of specialised knowledge with depth in some areas

• analyse, diagnose, design and execute judgements across a broad range of technical or management functions

• generate ideas through the analysis of information and concepts at an abstract level

• demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills

• demonstrate accountability for personal outputs within broad parameters

• demonstrate accountability for personal and group outcomes within broad parameters.

Vocational Graduate Certificate

Characteristics of competencies or learning outcomes

• The self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills.

• Substantial breadth and complexity involving the initiation, analysis, design, planning, execution and evaluation of technical and management functions in highly varied and highly specialised contexts.

• Applications involve making significant, high-level, independent judgements in major broad or planning, design, operational, technical and management functions in highly varied and specialised contexts. They may include responsibility and broad-ranging accountability for the structure, management and output of the work or functions of others.

• The degree of emphasis on breadth, as opposed to depth, of knowledge and skills may vary between qualifications granted at this level.

Distinguishing features of learning outcomes

• Demonstrate the self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills.

• Initiate, analyse, design, plan, execute and evaluate major broad or technical and management functions in highly varied and highly specialised contexts.

• Generate and evaluate ideas through the analysis of information and concepts at an abstract level.

• Demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills in complex contexts.

• Demonstrate responsibility and broad-ranging accountability for the structure, management and output of the work or functions of others.

Vocational Graduate Diploma

Characteristics of competencies or learning outcomes

• The self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills.

• Substantial breadth, depth and complexity involving the initiation, analysis, design, planning, execution and evaluation of major functions, both broad and highly specialised, in highly varied and highly specialised contexts.

• Further specialisation within a systematic and coherent body of knowledge.

• Applications involve making high-level, fully independent, complex judgements in broad planning, design, operational, technical and management functions in highly varied and highly specialised contexts. They may include full responsibility and accountability for

all aspects of work and functions of others, including planning, budgeting and strategy development.

• The degree of emphasis on breadth, as opposed to depth, of knowledge and skills may vary between qualifications granted at this level.

Distinguishing features of learning outcomes

• Demonstrate the self-directed development and achievement of broad and highly specialised areas of knowledge and skills, building on prior knowledge and skills.

• Initiate, analyse, design, plan, execute and evaluate major functions, both broad and within highly varied and highly specialised contexts.

• Generate and evaluate complex ideas through the analysis of information and concepts at an abstract level.

• Demonstrate an expert command of wide-ranging, highly specialised, technical, creative or conceptual skills in complex and highly specialised or varied contexts.

• Demonstrate full responsibility and accountability for personal outputs.

• Demonstrate full responsibility and accountability for all aspects of the work or functions of others, including planning, budgeting and strategy.

ACM10 Qualification Pathways

The following pathways chart is provided to show the types of pathways into and from qualifications that are possible with this Training Package. For more information about qualifications and pathways contact AgriFood Skills Australia.

Flexible qualification pathways are available through ACM10 Animal Care and Management Training Package. The following pathways chart is provided to show the types of pathways into and from qualifications that are possible. In the chart, solid arrows show direct relationships between qualifications, dashed arrows indicate there is some relationship and dotted arrows indicate there is no relationship. These arrows simply indicate that learners may progress from one qualification to another by building on acquired skills and knowledge and do not necessarily infer that one qualification is required for entry to another.

Additional pathways between qualifications may be structured through recognition assessment in line with Packaging Rules for qualifications.

VET in Schools

Registered Training Organisations should contact relevant jurisdictional agencies responsible for establishing and authorising recognised VET in Schools pathways.

Australian Apprenticeships

Qualifications suited to Australian Apprenticeship pathways are identified in the qualification notes. RTOs should contact relevant jurisdictional agencies to clarify available support for implementation of these qualifications.

Skill Sets in ACM10v3

Skill Sets

Definition

Skill sets are defined as single units of competency, or combinations of units of competency from an endorsed Training Package, which link to a licence or regulatory requirement, or defined industry need.

Wording on Statements of Attainment

Skill sets are a way of publicly identifying logical groupings of units of competency which meet an identified need or industry outcome. Skill sets are not qualifications.

Where skill sets are identified in a Training Package, the Statement of Attainment can set out the competencies a person has achieved in a way that is consistent and clear for employers and others. This is done by including the wording "these competencies meet [insert skill set title or identified industry area] need" on the Statement of Attainment. This wording applies only to skill sets that are formally identified as such in the endorsed Training Package. See the 2010 edition of the AQF Implementation Handbook for advice on wording on Statements of Attainment. http://www.aqf.edu.au/Portals/0/Documents/Handbook/AQF_Handbook_07.pdf

Skill Sets in this Training Package
In response to a range of industry defined requirements during the two phases of the ACM10 Animal Care and Training Package review six Skills Sets have been developed. These are: Microchip Implantation for Dogs and Cats Skill Set Native Amphibian Rehabilitation Skill Set Native Bird Rehabilitation Skill Set Native Mammal Rehabilitation Skill Set Native Reptile Rehabilitation Skill Set Preventative Biosecurity Skill Set. The microchip and native animal rehabilitation Skills Sets link to various state and/or territory legislation and regulation requirements. Due to the Training Package Developers Handbook criteria that Skill Sets cannot include elective units the ACM10 National Reference Group unanimously supported packaging four native animal rehabilitation skill sets. These are required to cater for the different state/territory species specific priorities, for example, in Western Australia their priority may be native reptiles, whereas in NSW the priority may be native birds and mammals. The Preventative Biosecurity Skill Set has been developed to address critical industry infection control requirements. This is specifically linked to industry concerns following the outbreak of Equine Influenza in 2007 and a number of Hendra Virus outbreaks in Queensland which sadly resulted in human deaths. The RTE03 Rural Production Training Package includes units of competency that link to emergency disease response, however, there are no units of competency across Training Packages that aim to train all people who work with animals in preventative infection control procedures. This Skill Set will be beneficial for government agencies, such as Departments of Primary Industry who are currently running infection control prevention training programs in Queensland and NSW, as well as employers to skill existing and new workers.

Assessment Guidelines

Introduction

These Assessment Guidelines provide the endorsed framework for assessment of units of competency in this Training Package. They are designed to ensure that assessment is consistent with the Australian Quality Training Framework (AQTF) Essential Standards for Initial and Continuing Registration. Assessments against the units of competency in this Training Package must be carried out in accordance with these Assessment Guidelines.

Assessment System Overview

This section provides an overview of the requirements for assessment when using this Training Package, including a summary of the AQTF requirements; licensing and registration requirements; and assessment pathways.

Quality assessment underpins the credibility of the vocational education and training sector. The Assessment Guidelines of a Training Package are an important tool in supporting quality assessment.

Assessment within the National Skills Framework is the process of collecting evidence and making judgements about whether competency has been achieved to confirm whether an individual can perform to the standards expected in the workplace, as expressed in the relevant endorsed unit of competency.

Assessment must be carried out in accordance with the:

benchmarks for assessment

principles of assessment

rules of evidence

assessment requirements set out in the AQTF

Benchmarks for Assessment

The endorsed units of competency in this Training Package are the benchmarks for assessment. As such, they provide the basis for nationally recognised Australian Qualifications Framework (AQF) qualifications and Statements of Attainment issued by Registered Training Organisations (RTOs).

Principles of Assessment

All assessments carried out by RTOs are required to demonstrate compliance with the principles of assessment:

validity

reliability

flexibility

fairness

sufficiency

These principles must be addressed in the:

design, establishment and management of the assessment system for this Training Package

development of assessment tools, and

the conduct of assessment.

Validity

Assessment is valid when the process is sound and assesses what it claims to assess. Validity requires that:

(a)	assessment against the units of competency must cover the broad range of skills and knowledge that are essential to competent performance

(b)	assessment of knowledge and skills must be integrated with their practical application

(c)	judgement of competence must be based on sufficient evidence (that is, evidence gathered on a number of occasions and in a range of contexts using different assessment methods). The specific evidence requirements of each unit of competency provide advice on sufficiency

Reliability

Reliability refers to the degree to which evidence presented for assessment is consistently interpreted and results in consistent assessment outcomes. Reliability requires the assessor to have the required competencies in assessment and relevant vocational competencies (or to assess in conjunction with someone who has the vocational competencies). It can only be achieved when assessors share a common interpretation of the assessment requirements of the unit(s) being assessed.

Flexibility

To be flexible, assessment should reflect the candidate’s needs; provide for recognition of competencies no matter how, where or when they have been acquired; draw on a range of methods appropriate to the context, competency and the candidate; and support continuous competency development.

Fairness

Fairness in assessment requires consideration of the individual candidate’s needs and characteristics, and any reasonable adjustments that need to be applied to take account of them. It requires clear communication between the assessor and the candidate to ensure that the candidate is fully informed about, understands and is able to participate in, the assessment process, and agrees that the process is appropriate. It also includes an opportunity for the person being assessed to challenge the result of the assessment and to be reassessed if necessary.

Sufficiency

Sufficiency relates to the quality and quantity of evidence assessed. It requires collection of enough appropriate evidence to ensure that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly. Supplementary sources of evidence may be necessary. The specific evidence requirements of each unit of competency provide advice on sufficiency. Sufficiency is also one of the rules of evidence.

Rules of Evidence

The rules of evidence guide the collection of evidence that address the principles of validity and reliability, guiding the collection of evidence to ensure that it is valid, sufficient, current and authentic.

Valid

Valid evidence must relate directly to the requirements of the unit of competency. In ensuring evidence is valid, assessors must ensure that the evidence collected supports demonstration of the outcomes and performance requirements of the unit of competency together with the knowledge and skills necessary for competent performance. Valid evidence must encapsulate the breadth and depth of the unit of competency, which will necessitate using a number of different assessment methods.

Sufficient

Sufficiency relates to the quality and quantity of evidence assessed. It requires collection of enough appropriate evidence to ensure that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly. Supplementary sources of evidence may be necessary. The specific evidence requirements of each unit of competency provide advice on sufficiency.

Current

In assessment, currency relates to the age of the evidence presented by a candidate to demonstrate that they are still competent. Competency requires demonstration of current performance, so the evidence collected must be from either the present or the very recent past.

Authentic

To accept evidence as authentic, an assessor must be assured that the evidence presented for assessment is the candidate’s own work.
Assessment Requirements of the Australian Quality Training Framework

Assessment leading to nationally recognised AQF qualifications and Statements of Attainment in the vocational education and training sector must meet the requirements of the AQTF as expressed in the AQTF 2010 Essential Standards for Registration.

The AQTF 2010 Essential Standards for Initial and Continuing Registration can be downloaded from <www.training.com.au>.

The following points summarise the assessment requirements.

Registration of Training Organisations

Assessment must be conducted by, or on behalf of, an RTO formally registered by a State or Territory Registering Body in accordance with the AQTF. The RTO must have the specific units of competency and/or AQF qualifications on its scope of registration.

Quality Training and Assessment

Each RTO must provide quality training and assessment across all its operations. See the AQTF 2010 Essential Standards for Initial and Continuing Registration, Standard 1.

Assessor Competency Requirements

Each person involved in training and assessment must be competent for the functions they perform. See the AQTF 2010 Essential Standards for Initial and Continuing Registration, Standard 1 for assessor (and trainer) competency requirements. See also the AQTF 2010 Users’ Guide to the Essential Standards for Registration – Appendix 2.

Assessment Requirements

The RTOs assessments, including RPL, must meet the requirements of the relevant endorsed Training Package. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Assessment Strategies

Each RTO must have strategies for training and assessment that meet the requirements of the relevant Training Package or accredited course and are developed in consultation with industry stakeholders. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.

National Recognition

Each RTO must recognise the AQF qualifications and Statements of Attainment issued by any other RTO. See the AQTF 2010 Essential Standards for Initial and Continuing Registration..

Access and Equity and Client Outcomes

Each RTO must adhere to the principles of access and equity and maximise outcomes for its clients. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Monitoring Assessments

Training and/or assessment provided on behalf of the RTO must be monitored to ensure that it is in accordance with all aspects of the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Recording Assessment Outcomes

Each RTO must manage records to ensure their accuracy and integrity. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Issuing AQF qualifications and Statement of Attainment

Each RTO must issue AQF qualifications and Statements of Attainment that meet the requirements of the current AQF Implementation Handbook and the endorsed Training Packages within the scope of its registration. An AQF qualification is issued once the full requirements for a qualification, as specified in the nationally endorsed Training Package are met. A Statement of Attainment is issued when an individual has completed one or more units of competency from nationally recognised qualification(s)/courses(s). See the AQTF and the edition of the AQF Implementation Handbook—available on the AQF Council website <www.aqf.edu.au >

Licensing/Registration Requirements

This section provides information on licensing/registration requirements for this Training Package, with the following important disclaimer.

Licensing and registration requirements that apply to specific industries, and vocational education and training, vary between each State and Territory, and can regularly change. The developers of this Training Package consider that the licensing/registration requirements described in this section apply to RTOs, assessors or candidates with respect to this Training Package. While reasonable care has been taken in its preparation, the developers of this Training Package and the Department cannot guarantee that the list is definitive or accurate at the time of reading; the information in this section is provided in good faith on that basis.

Contact the relevant State or Territory Department(s) to check if the licensing/registration requirements described below still apply, and to check if there are any others with which you must comply. For further information contact AgriFood Skills Australia at www.agrifoodskills.net.au.

Requirements for Assessors

In order to conduct assessment for statutory licensing or other industry registration requirements, assessors must meet the requirements outlined in the following chart, in addition to the AQTF requirements.

Reference	License/ Registration/ Regulation	Jurisdiction	Requirements
All Qualifications and Units of Competency	Animal welfare legislation, regulations and codes of practice	Federal as well as all states and territories	RTO and workers should consult with the relevant regulatory authority before undertaking this work
Preventative Biosecurity Skill Set and Units of Competency ACMATE302A ACMINF301A	Biosecurity and quarantine legislation and regulations	Federal as well as all states and territories	RTO and workers should consult with relevant regulatory authority before undertaking this work
Certificate IV and Diplomas in Veterinary Nursing	Veterinary Practitioners Board registration	Western Australia	RTO and workers should consult with the relevant regulatory authority before undertaking this work
Unit of Competency ACMMIC401A	Microchip implantation	All states and territories	RTO and workers should consult with relevant regulatory authority before undertaking this work
Units of Competency ACMVET402A ACMVET503A	Radiography	All states and territories	RTO and workers should consult with relevant regulatory authority before undertaking this work
Units of Competency ACMACR408A ACMATE305A	Euthanasia of animals	All states and territories	RTO and workers should consult with relevant regulatory authority before undertaking this work
Native Animal Rehabilitation Skill Sets and associated Units of Competency	Native animal rehabilitation permits	All states and territories	RTO and workers should consult with relevant regulatory authority before undertaking this work
Units of Competency ACMACR408A ACMATE305A	Firearms licence	All states and territories	RTO and workers should consult with relevant regulatory authority before undertaking this work
A range of Units of Competency	Use, application and storage of therapeutic and controlled substances	All states and territories	RTO and workers should consult with relevant regulatory authority before undertaking this work
Specifically Animal Technology Units of Competency. Generally all Units in Training Package due to use of animals for teaching purposes	Care and use of animals for scientific purposes	Federal as well as all states and territories	RTO and workers should consult with relevant regulatory authority/ies before undertaking this work
Certificate III in Farriery	To practice as a farrier on racecourses in some states or territories	State or Territory Rules of Racing	RTO and workers should consult with relevant regulatory authority before undertaking this work
Certificate IV in Equine Dentistry	To practice as an Equine Dental Service Provider	All states and territories	RTO and workers should consult with relevant regulatory authority before undertaking this work

Pathways

The competencies in this Training Package may be attained in a number of ways including through:

formal or informal education and training

experiences in the workplace

general life experience, and/or

any combination of the above.

Assessment under this Training Package leading to an AQF qualification or Statement of Attainment may follow a learning and assessment pathway, or a recognition pathway, or a combination of the two as illustrated in the following diagram.

Units of Competency	Statement of Attainment and/or qualification under the Australian Qualifications Framework
	Learning and Assessment Pathways	

and/or

	Credit Pathways (RPL and Credit Transfer)	

Each of these assessment pathways leads to full recognition of competencies held – the critical issue is that the candidate is competent, not how the competency was acquired.

Assessment, by any pathway, must comply with the assessment requirements set out in the Assessment Guidelines of the Training Package , the AQTF and, where relevant, the Australian Qualifications Framework.

Learning and Assessment Pathways

Usually, learning and assessment are integrated, with evidence being collected and feedback provided to the candidate at anytime throughout the learning and assessment process.

Learning and assessment pathways may include structured programs in a variety of contexts using a range of strategies to meet different learner needs. Structured learning and assessment programs could be: group-based, work-based, project-based, self-paced, action learning-based; conducted by distance or e-learning; and/or involve practice and experience in the workplace.

Learning and assessment pathways to suit Australian Apprenticeships have a mix of formal structured training and structured workplace experience with formative assessment activities through which candidates can acquire and demonstrate skills and knowledge from the relevant units of competency.

Credit Pathways

Credit is the value assigned for the recognition of equivalence in content between different types of learning and/or qualifications which reduces the volume of learning required to achieve a qualification.

Credit arrangements must be offered by all RTOs that offer Training Package qualifications. Each RTO must have a systematic institutional approach with clear, accessible and transparent policies and procedures.

Competencies already held by individuals can be formally assessed against the units of competency in this Training Package, and should be recognised regardless of how, when or where they were acquired, provided that the learning is relevant to the unit of competency outcomes.

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is an assessment process which determines the credit outcomes of an individual application for credit.

The availability of Recognition of Prior Learning (RPL) provides all potential learners with access to credit opportunities.

The recognition of prior learning pathway is appropriate for candidates who have previously attained skills and knowledge and who, when enrolling in qualifications, seek to shorten the duration of their training and either continue or commence working. This may include the following groups of people:

existing workers;

individuals with overseas qualifications;

recent migrants with established work histories;

people returning to the workplace; and

people with disabilities or injuries requiring a change in career.

As with all assessment, RPL assessment should be undertaken by academic or teaching staff with expertise in the subject, content of skills area, as well as knowledge of and expertise in RPL assessment policies and procedures.

Assessment methods used for RPL should provide a range of ways for individuals to demonstrate that they have met the required outcomes and can be granted credit. These might include:

questioning (oral or written)

consideration of a portfolio and review of contents

consideration of third party reports and/or other documentation such as documentation such as articles, reports, project material, papers, testimonials or other products prepared by the RPL applicant that relate to the learning outcomes of the relevant qualification component

mapping of learning outcomes from prior formal or non-formal learning to the relevant qualification components

observation of performance, and

participation in structured assessment activities the individual would normally be required to undertake if they were enrolled in the qualification component/s.

In a Recognition of Prior Learning (RPL) pathway, the candidate provides current, quality evidence of their competency against the relevant unit of competency. This process may be directed by the candidate and verified by the assessor. Where the outcomes of this process indicate that the candidate is competent, structured training is not required. The RPL requirements of the AQTF must be met.

As with all assessment, the assessor must be confident that the evidence indicates that the candidate is currently competent against the endorsed unit of competency. This evidence may take a variety of forms and might include certification, references from past employers, testimonials from clients, work samples and/or observation of the candidate. The onus is on candidates to provide sufficient evidence to satisfy assessors that they currently hold the relevant competencies. In judging evidence, the assessor must ensure that the evidence of prior learning is:

authentic (the candidate’s own work);

valid (directly related to the current version of the relevant endorsed unit of competency);

reliable (shows that the candidate consistently meets the endorsed unit of competency);

current (reflects the candidate’s current capacity to perform the aspect of the work covered by the endorsed unit of competency); and

sufficient (covers the full range of elements in the relevant unit of competency and addresses the four dimensions of competency, namely task skills, task management skills, contingency management skills, and job/role environment skills).

Credit Transfer

Credit transfer is a process which provides learners with agreed and consistent credit outcomes based on equivalences in content between matched qualifications.

This process involves education institutions:

mapping, comparing and evaluating the extent to which the defined learning outcomes and assessment requirements of the individual components of one qualification are equivalent to the learning outcomes and assessment requirements of the individual components of another qualification

making an educational judgment of the credit outcomes to be assigned between the matched components of the two qualifications

setting out the agreed credit outcomes in a documented arrangement or agreement, and

publicising the arrangement/agreement and credit available.

Combination of Pathways

Credit may be awarded on the basis of a combination of credit transfer plus an individual RPL assessment for additional learning. Once credit has been awarded on the basis of RPL, subsequent credit transfer based on these learning outcomes should not include revisiting the RPL assessment but should be based on credit transfer or articulation or other arrangements between providers.

Where candidates for assessment have gained competencies through work and life experience and gaps in their competence are identified, or where they require training in new areas, a combination of pathways may be appropriate.

In such situations, the candidate may undertake an initial assessment to determine their current competency. Once current competency is identified, a structured learning and assessment program ensures that the candidate acquires the required additional competencies identified as gaps.

Assessor Requirements

This section identifies the specific requirements on the vocational competence and experience for assessors, to ensure that they meet the needs of industry and their obligations under AQTF, and clarifies how others may contribute to the assessment process where one person alone does not hold all the required competencies.

Assessor Competencies

The AQTF specifies mandatory competency requirements for assessors. For information, Element 1.4 from the AQTF 2007 Essential Standards for Registration follows:

1.4 Training and assessment are conducted by trainers and assessors who: have the necessary training and assessment competencies as determined by the National Quality Council or its successors, and have the relevant vocational competencies at least to the level being delivered or assessed, and can demonstrate current industry skills directly relevant to the training/assessment being undertaken, and continue to develop their Vocational Education and Training (VET) knowledge and skills as well as their industry currency and trainer/assessor competence. * See AQTF 2010 Users’ Guide to the Essential Standards for Registration – Appendix 2

Designing Assessment Tools

This section provides an overview on the use and development of assessment tools.

Use of Assessment Tools

Assessment tools provide a means of collecting the evidence that assessors use in making judgements about whether candidates have achieved competency.

There is no set format or process for the design, production or development of assessment tools. Assessors may use prepared assessment tools, such as those specifically developed to support this Training Package, or they may develop their own.

Using Prepared Assessment Tools

If using prepared assessment tools, assessors should ensure these relate to the current version of the relevant unit of competency. The current unit of competency can be checked on the National Register <www.ntis.gov.au>.

Developing Assessment Tools

When developing their own assessment tools, assessors must ensure that the tools:

are benchmarked against the relevant unit or units of competency;

are reviewed as part of the validation of assessment strategies required under the AQTF; and

meet the assessment requirements expressed in the AQTF 2010 Essential Standards for Initial and Continuing Registration.

A key reference for assessors developing assessment tools is TAE10 Training and Education Training Package.

Language, Literacy and Numeracy

The design of assessment tools must reflect the language, literacy and numeracy competencies required for the performance of a task in the workplace and not exceed these expectations.

Conducting Assessment

This section details the mandatory assessment requirements and provides information on equity in assessment including reasonable adjustment.

Mandatory Assessment Requirements

Assessments must meet the criteria set out in the AQTF 2010 Essential Standards for Initial and Continuing Registration. For information, the mandatory assessment requirements from Standard 1 from the AQTF 2010 Essential Standards for Initial and Continuing Registration are as follows:

1.5 Assessment, including Recognition of Prior Learning (RPL): meets the requirements of the relevant Training Package or accredited course is conducted in accordance with the principles of assessment and the rules of evidence meets workplace and, where relevant, regulatory requirements is systematically validated.

Assessment of Employability Skills

Employability Skills are integral to workplace competency. As such, they must be considered in the design, customisation, delivery and assessment of vocational education and training programs in an integrated and holistic way, as represented diagrammatically below.

Employability Skills are embedded within each unit of competency, and an Employability Skills Summary is available for each qualification. Training providers must use Employability Skills information in order to design valid and reliable training and assessment strategies. This analysis could include:

reviewing units of competency to locate relevant Employability Skills and determine how they are applied within the unit

analysing the Employability Skills Summary for the qualification in which the unit or units are packaged to help clarify relevant industry and workplace contexts and the application of Employability Skills at that qualification outcome

designing training and assessment to address Employability Skills requirements.

The National Quality Council has endorsed a model for assessing and reporting Employability Skills, which contains further suggestions about good practice strategies in teaching, assessing, learning and reporting Employability Skills. The model is available from <http://www.training.com.au/>.

The endorsed approach includes learners downloading qualification specific Employability Skills Summaries for Training Package qualifications from an online repository at <http://employabilityskills.training.com.au>

For more information on Employability Skills in

AgriFood Skills Australia Training Packages go to the AgriFood Skills Australia website at www.agrifoodskills.net.au.

Employability Skills are reported on each qualification using the following statement on the qualification testamur: "A summary of the Employability Skills developed through this qualification can be downloaded from http://employabilityskills.training.com.au "

Access and Equity

An individual's access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in this Training Package: training and assessment must be bias-free.

Under the rules for their development, Training Packages must reflect and cater for the increasing diversity of Australia’s VET clients and Australia’s current and future workforce. The flexibilities offered by Training Packages should enhance opportunities and potential outcomes for all people so that we can all benefit from a wider national skills base and a shared contribution to Australia’s economic development and social and cultural life.

Reasonable Adjustments

It is important that education providers take meaningful, transparent and reasonable steps to consult, consider and implement reasonable adjustments for students with disability.

Under the Disability Standards for Education 2005, education providers must make reasonable adjustments for people with disability to the maximum extent that those adjustments do not cause that provider unjustifiable hardship. While ‘reasonable adjustment’ and ‘unjustifiable hardship’ are different concepts and involve different considerations, they both seek to strike a balance between the interests of education providers and the interests of students with and without disability.

An adjustment is any measure or action that a student requires because of their disability, and which has the effect of assisting the student to access and participate in education and training on the same basis as students without a disability. An adjustment is reasonable if it achieves this purpose while taking into account factors such as the nature of the student’s disability, the views of the student, the potential effect of the adjustment on the student and others who might be affected, and the costs and benefits of making the adjustment.

An education provider is also entitled to maintain the academic integrity of a course or program and to consider the requirements or components that are inherent or essential to its nature when assessing whether an adjustment is reasonable. There may be more than one adjustment that is reasonable in a given set of circumstances; education providers are required to make adjustments that are reasonable and that do not cause them unjustifiable hardship.

The Training Package Guidelines provides more information on reasonable adjustment, including examples of adjustments. Go to http://www.deewr.gov.au/tpdh/Pages/home.aspx .

Further Sources of Information

The section provides a listing of useful contacts and resources to assist assessors in planning, designing, conducting and reviewing of assessments against this Training Package.

Contacts

Industry Skills Council

AgriFood Skills Australia

PO Box 5450 Kingston ACT 2604

Ph: 02 6163 7200

Fax: 02 6162 0610

Email: trainingpackages@agrifoodskills.net.au

Web: www.agrifoodskills.net.au

Technical and Vocational Education and Training (TVET) Australia Limited Level 21, 390 St Kilda Road, Melbourne VIC 3150 PO Box 12211, A’Beckett Street Post Office, Melbourne, Victoria, 8006 Ph: +61 3 9832 8100 Fax: +61 3 9832 8198 Email: sales@tvetaustralia.com.au Web: www.tvetaustralia.com.au
For information on the TAE10 Training and Education Training Package contact: Innovation & Business Skills Australia Telephone: (03) 9815 7000 Facsimile: (03) 9815 7001 Email: virtual@ibsa.org.au Web: www.ibsa.org.au

General Resources

AQF Implementation Handbook, Fourth Edition 2007. Australian Qualifications Framework Advisory Board, 2002 <www.aqf.edu.au>

Australian Quality Training Framework (AQTF) and AQTF 2010 Users’ Guide to the Essential Standards for Registration – http://www.training.com.au/pages/menuitem5cbe14d51b49dd34b225261017a62dbc.aspx

For general information and resources go to http://www.training.com.au/

The National Register is an electronic database providing comprehensive information about RTOs, Training Packages and accredited courses - <www.ntis.gov.au>

The Training Package Development Handbook site provides National Quality Council policy for the development of Training Packages. The site also provides guidance material for the application of that policy, and other useful information and links. http://www.deewr.gov.au/Skills/Overview/Policy/TPDH/Pages/main.aspx

Assessment Resources

Registered training organisations (RTOs) are at the forefront of vocational education and training (VET) in Australia. They translate the needs of industry into relevant, quality, client-focussed training and assessment.

RTOs should strive for innovation in VET teaching and learning practices and develop highly flexible approaches to assessment which take cognisance of specific needs of learners, in order to improve delivery and outcomes of training.

Resources can be purchased or accessed from:

TVET Australia – provides an integrated service to enable users of the national training system to identify and acquire training materials, identify copyright requirements and enter licenses for use of that material consistent with the scope and direction of the NQC.

http://www.productservices.tvetaustralia.com.au/

AgriFood Skills Australia

http://www.agrifoodskills.net.au/

ACM10 Assessment Guidelines - Industry Contextualisation

Additional Advice for Assessment Design

RTOs need to take into account a range of considerations when designing assessment strategies. In particular, the majority of Units in the ACM10 Animal Care and Management Training Package have been written with a focus on a workplace assessment environment. Where this is obligatory it is identified in the Unit of Competency.

Wherever possible integrated (holistic) assessment is the preferred means of assessment. Holistic assessment should reflect the grouping of competencies as they would be demonstrated in an actual work role. The context of assessment is defined in each Unit of Competency.

The design of assessment needs to ensure that all aspects of competency are covered:

task skills (performance of individual tasks)

job/role environment skills (deals with the responsibilities and expectations of the workplace)

relevant underpinning knowledge

and where qualification levels require:

task management skills (managing a number of different tasks within the job)

contingency management skills (responding to problems, breakdowns and changes in routine).

Assessors may exercise limited discretion in response to organisational or individual requirements, but any changes must not alter the meaning or integrity of the Unit of Competency. Refer to the section on Competency Standards for more information.

Evidence Gathering Methods

Evidence gathering methods must be gender and culturally-inclusive and take into account the language, literacy and numeracy skills of both candidate and assessor. Assessors may consider:

incorporating a range of assessment techniques

integrating the assessment of units related to the performance of 'whole of work' tasks, roles or functions

using a holistic approach which combines knowledge, understanding, problem-solving, technical skills and applications to new situations into the assessment process

assessing in the workplace (wherever possible), using familiar skills and materials

eliminating any unnecessary reading or written assessment (if these skills are not required to do the job, they should not be part of the assessment)

ensuring understanding of questions by rephrasing to clarify and using the language and terms of the job and the workplace

encouraging the candidate to ask questions to clarify instructions

providing clarification of purpose and process of assessment

considering cultural and gender issues when setting up the assessment.

Workplace Assessment Considerations

Where assessment is occurring in the workplace, assessors should consult on the assessment process with the parties involved. Candidates should be briefed on the process of making judgements against the standards and made to feel as relaxed as possible.

The assessment should take place over a reasonable length of time so that the candidate has the opportunity to demonstrate work responsibility and contingency management. Third-party reports of workplace performance, if available, are helpful for this.

Consider the other staff in the workplace likely to be affected by the process. All staff directly or indirectly involved in the process should be briefed on the factors which will impact on them, such as duration or changes in work routine.

Ensure that assessment is as compatible as possible with the normal pattern of work and causes minimal disruption. Assessment resources for this Training Package should provide ways in which to address these matters.

Assessment in a Simulated Environment

Where assessment is occurring out of the workplace, it is important to ensure that:

the assessment takes place in a situation as close as possible to workplace reality

all aspects of competency are assessed

the assessment takes place over a reasonable length of time so that the candidate has the opportunity to demonstrate work responsibility and contingency management (third-party reports of workplace performance, if available, are helpful for this)

equipment, resources and documents used in assessment closely reflect workplace reality.

It is critical that the designer of the simulation is thoroughly familiar with the application of the competency and is experienced in current and relevant workplace practices. The simulation or assessment environment must provide opportunities to:

demonstrate use of required equipment and other resources

show the complexity of dealing with multiple tasks

reflect time pressures and deadlines

involve prioritising among competing tasks

deal with customers/clients, including difficult ones

work with others in a team

communicate with diverse groups

find, discuss and test solutions to problems

explore food safety and hygiene issues

explore health and safety issues

answer practically-oriented, applied knowledge questions

show the level of verbal and written expression sufficient for, but not exceeding, the work requirements.

Training and Assessment in Remote and Regional Areas

Training and assessing candidates in remote and regional areas present a range of challenges. These include:

lack of numbers preventing the establishment of traditional class sizes

physical remoteness of some communities, where access to training facilities is limited

scarcity of trainers with the required industry experience

scarcity of physical training resources (e.g. current and emerging technology).

Some options for overcoming these challenges include:

partnerships between RTOs to establish classes, i.e. programs delivered on a regional rather than local basis

delivering certain units by distance mode

partnerships between industry and RTOs to share resources and personnel

partnerships between schools and RTOs

recruiting suitably qualified workplace supervisors to oversee instruction and assessment on the job

travelling to remote workplaces to provide instruction and assessment

use of technology (e.g. email, video demonstration, CDs and internet) and self-paced resources

use of block release delivery methodology.

Training and Assessment for Schools

Implementation of the ACM10 Animal Care and Management Training Package within the school sector needs to ensure the following:

currency of skills and knowledge of those charges with training and assessing students

access to industry-current equipment, facilities and training resources so that students acquire a realistic view of the realities and conditions within the workplace

comprehensive coverage of underpinning skills and knowledge as delineated within the units of competency

appropriateness of learning and assessment experiences to ensure that these are current and realistic.

It is recommended that delivery of qualifications in schools should only include Certificates I and II.

Assessment for Equity Groups

It is important that assessment processes take into account a diversity of individual needs and learning styles related to disability, race, socio-economic status, gender, language, ethnicity, geographical isolation, sexuality, work commitments and family responsibilities.

Some inclusive assessment practices which will enhance the learning of all students include:

know what, in particular, you are assessing, and make this clear to students

create assessment activities in which students have the opportunity to link their learning to what they already know

make your expectations clear

make explicit the way in which competency will be assessed, both in discussion with the class beforehand and prior to any assessment activities

provide alternative pathways to stated outcomes: allow for flexibility in approach, organisation and assessment. The greater the diversity of methods of assessment, the fairer the process for the greatest number of students

make accommodations based on individual circumstance and need. Remember that students may need the opportunity to experiment to find the adaptation or accommodation which best meets their learning needs

include self-assessment as a component of the course. Self-assessment involves discussion with students about the criteria according to which they assess their own performance and the level of performance required for different levels

discuss assessment alternatives with staff with previous experience teaching students with disabilities. You (and your department) should regularly review any alternative arrangements to ensure that these meet both the student's needs (which may change over time) and stated course outcomes.

Assessment for Indigenous Learners

There is evidence that Aboriginal and Torres Strait Islander people, both traditional and contemporary, approach learning differently from the Western intellectual tradition, which is relevant to effective training and assessment. It is understood that Aboriginal and Torres Strait Islander people may:

learn better in groups than individually

learn better in the surroundings of their community than in an institutional environment

prefer oral communications to written forms

learn on the basis of trial and error in the presence of an experienced person in preference to concept building approaches

have a highly-developed sense of spatial relations by which they learn; hence stories, maps and pictures would be preferable to oral explanations.

To be effective, it is necessary that training and assessment recognises, adopts and practises appropriate delivery and assessment approaches.

Trainers and assessors who are not Aboriginal or Torres Strait Islanders need information on aspects of Aboriginal and Torres Strait Islander culture. They need to work closely with Aboriginal and Torres Strait Islander people to adopt practices that reflect Aboriginal and Torres Strait Islander approaches. The community should be asked to identify experts to provide information and to assist with assessment of relevant protocols, for example, where required.

There are a number of ways an RTO can establish and maintain culturally appropriate training and assessment practices, including:

ensuring a high proportion of Aboriginal and Torres Strait Islander participation in all aspects of planning, development, delivery and evaluation

establishing and maintaining a collaborative relationship with local Aboriginal and Torres Strait Islander communities

as a mainstream (non-Indigenous) RTO, establishing auspice relationships with Aboriginal and Torres Strait Islander organisations and individuals, including direct and indirect involvement of persons identified as appropriate by the local community

ensuring ongoing training of non-Aboriginal and Torres Strait Islander staff at all levels of the RTO, delivered by Aboriginal and Torres Strait Islander personnel.

A flexible approach to assessment will be required by RTOs in order to meet the requirements of Aboriginal and Torres Strait Islander organisations and individuals under this domain within the ACM10 Animal Care and Management Training Package. Principles that underpin assessment include:

assessment should be transparent, i.e. clearly seen and understood by the candidate and others

assessment should empower the candidate on the basis of consent, self-assessment and responsibility for the process

assessment should involve designated community experts working in collaboration with RTO assessors in order to provide appropriate recognition of cultural and community skills and knowledge

assessments must provide constructive feedback to candidates and support for further competency development.

Assessment for People with a Disability

A disability presents some impairment to everyday activity. Some people with a disability do not have any impairments resulting from their disability. For example, a person who has a hearing impairment which is compensated for by a hearing aid may function without any adjustments. Some people with a disability may have an impairment because of the environment, not the disability itself. For example, hearing loss can be accentuated in a room with loud, competing noise and poor acoustics.

A disability may affect or relate to a range of human functions, including mobility, stamina, lifting ability, memory, vision, hearing, speech, comprehension and mood swings. This may be due to accidents, illnesses or birth.

It is important to remember that it is not the disability itself that should be of interest but its impact on the student's ability to access material and demonstrate knowledge.

Training providers have a legal obligation under the Disability Standards for Education to ensure that students who have a disability are able to access and participate in education without experiencing discrimination. The information provided below is aimed at assisting teachers/trainers to meet the reasonable adjustment needs of people who have a disability.

Adjustments in Training and Assessment

An open mind, common sense and tailoring to individual circumstances will, as often as not, ensure individuals achieve the standards that employers and training providers expect. Reasonable adjustments need only be that - reasonable. It is about identifying what adjustments might reasonably be made and how they may be put into place. Training and assessment can be made more appropriate and fairer for a person who has a disability through attitude, preparation and application.

Attitude

The attitude of others is often the greatest barrier for people who have a disability. While most people who have a disability will only ever require minor adjustments to ensure learning is positive, some will require additional support. There are many support agencies that can provide advice, however teachers/trainers may need to take additional time to ensure their teaching/training meets the learning support needs of the individual concerned.

Positive language creates an atmosphere of mutual respect, which is essential to learning. For example, using language that identifies learners as people rather than language that identifies them by one of their characteristics conveys that the person is more important than the characteristic, such as the difference between a 'person who has an intellectual disability' and an 'intellectually disabled person'. A person who has an intellectual disability could also be identified by a range of equally important characteristics - height, age, sporting interests, etc. However, the term 'intellectually disabled person' refers to the disability as the major, and often only, defining characteristic.

Preparation

It is important to identify any functional issues arising from the nature and extent of a person's disability. This can usually be done by discussing such issues with the individual. In most cases, this consultation will identify reasonable adjustment needs which can be put into place. There are many simple things that teachers/trainers can do to make reasonable adjustments to enable individuals who have a disability to succeed in training and assessment. In some cases, professional support may be required.

Application

Once reasonable adjustments have been implemented it is important to monitor and evaluate what has been done to ensure the best environment for continuous learning because:

adjustments may only need to be temporary, i.e. mechanisms may only need to be in place during an induction period or due to a temporary disability, in which case evaluation will ensure appropriateness without the need for ongoing monitoring

adjustments may need reinforcing - when adjustments need to be ongoing, monitoring may reinforce patterns of behaviour in order for them to become 'natural'

adjustments may need improving - where adjustments are ongoing or substantial, a commitment to continuous improvement is recommended through monitoring.

In most cases an informal discussion with the person concerned may be all that is necessary.

However, should adjustments be substantial, or a learner not be acquiring competence at a reasonable rate, a more formal process may be required. This may include:

performance indicators - training providers, learners and employers should have agreed indicators of performance which can be measured and monitored

independent support - a third party, independent of the training and/or assessment environment, may need to be involved

experimentation - if existing adjustments are not proving satisfactory, creative solutions may be needed

continuing review - formal monitoring is encouraged if adjustments are changed or if substantial adjustments are necessary.

For further information on training and assessment for people with specific needs, the DEEWR website has information about the National Disability Coordination Officer Program, which 'provides information, coordination and referral services for people with a disability interested in or enrolled in post-school education and training' ( www.deewr.gov.au ). The Disability Education Standards Guidance Notes can also be accessed at on the DEEWR web site at: http://www.deewr.gov.au/Schooling/Programs/Documents/Disability_Standards_for_Education_2005_pdf.pdf.

Reasonable Adjustment

Below are some of the practical things that can be done as part of providing reasonable adjustment to learners with specific support needs to enable them to undertake training and assessment. Clearly, each case will be different and will need to be discussed with the person and in some cases expert help will be needed, at least in the initial stages.

Type of disability	Reasonable adjustment
Acquired brain injury	Memory aids (posters and notes) Reflective listening skills Stress minimisation Time and patience.
Hearing impairment	Audio loops for people using hearing aids Plain English documents Fire and alarm systems with flashing lights Sign language interpreters Telephone typewriters.
Intellectual disability	Additional time Assessment which is appropriate to the skill (i.e. avoiding written assessment for practical tasks) Mentors Plain English documents Practical learning sessions Repetition of learning exercises.
Mobility impairment	Access to aids, such as for holding documents Adjustable tables Lifting limits Note-taking support Verbal rather than written presentations Personal computers Wheelchair access.
Psychiatric disability	Identification and avoidance of stresses Ongoing rather than formal assessments Reflective listening skills 'Time-out' breaks in assessment.
Speech impairment	Information summaries Stress minimisation Time and patience Written rather than verbal opportunities Additional writing time for assignments and tests.
Vision impairment	Audiotapes Braille translations Enlarged computer screen images Enlarged text and images Good lighting or reading lamps Guide dog provision Informing the person before moving furniture Voice synthesisers on computers.

Training and Assessment Resources and Information for Equity Groups

The following references provide a range of information and resources related to training and assessment for equity groups.

The Australian Disability Clearing House on Education and Training www.adcet.edu.au website includes resources and articles about the training and assessment of people with a disability.

Information source for Aboriginal and/or Torres Strait Islander people training and assessment include: National Aboriginal and Torres Strait Education website: http://www.natsiew.edu.au. In addition most State and Territory Education Departments have an Aboriginal and/or Torres Strait Islander Unit who may be able to provide advice and information.

The Working with Diversity web site at http://www.westone.wa.gov.au/workingwithdiversity includes a range of resources including:

Working with diversity: A Guide to Equity and the AQTF

Working with diversity: Quality Training for Indigenous Australians

Working with diversity: Quality Training for People with a Disability

Other relevant, up to date resources may be available in the resources section of the Skills area of the Department of Education, Employment and Workplace Relations at www.deewr.gov.au.

Other informative resources include:

LiteracyNet at http://www.deewr.gov.au/skills/programs/litandnum/literacynet/Pages/default.aspx. The site contains key information about Australian adult literacy activities and links to a range of additional program, professional development, resource and research sites.

Competency Standards

What is competency?

The broad concept of industry competency concerns the ability to perform particular tasks and duties to the standard of performance expected in the workplace. Competency requires the application of specified skills, knowledge and attitudes relevant to effective participation in an industry, industry sector or enterprise.

Competency covers all aspects of workplace performance and involves performing individual tasks; managing a range of different tasks; responding to contingencies or breakdowns; and, dealing with the responsibilities of the workplace, including working with others. Workplace competency requires the ability to apply relevant skills, knowledge and attitudes consistently over time and in the required workplace situations and environments. In line with this concept of competency Training Packages focus on what is expected of a competent individual in the workplace as an outcome of learning, rather than focussing on the learning process itself.

Competency standards in Training Packages are determined by industry to meet identified industry skill needs. Competency standards are made up of a number of units of competency each of which describes a key function or role in a particular job function or occupation. Each unit of competency within a Training Package is linked to one or more AQF qualifications.

Contextualisation of Units of Competency by RTOs

Registered Training Organisations (RTOs) may contextualise units of competency in this endorsed Training Package to reflect required local outcomes. Contextualisation could involve additions or amendments to the unit of competency to suit particular delivery methods, learner profiles, specific enterprise equipment requirements, or to otherwise meet local needs. However, the integrity of the overall intended outcome of the unit of competency must be maintained.

Any contextualisation of units of competency in this Training Package must be within the bounds of the following advice:

RTOs must not remove or add to the number and content of elements and performance criteria.

RTOs can include specific industry terminology in the range statement.

Any amendments and additions to the range statement made by RTOs must not diminish the breadth of application of the competency, or reduce its portability.

RTOs may add detail to the evidence guide in areas such as the critical aspects of evidence or required resources and infrastructure—but only where these expand the breadth of the competency and do not limit its use.

Components of Units of Competency

The components of units of competency are summarised below, in the order in which they appear in each unit of competency.

Unit Title

The unit title is a succinct statement of the outcome of the unit of competency. Each unit of competency title is unique, both within and across Training Packages.

Unit Descriptor

The unit descriptor broadly communicates the content of the unit of competency and the skill area it addresses. Where units of competency have been contextualised from units of competency from other endorsed Training Packages, summary information is provided. There may also be a brief second paragraph that describes its relationship with other units of competency, and any licensing requirements.

Employability Skills

This sub-section contains a statement that the unit contains Employability skills.

Pre-requisite Units (optional)

If there are any units of competency that must be completed before the unit, these will be listed.

Application of the Unit

This sub-section fleshes out the unit of competency’s scope, purpose and operation in different contexts, for example, by showing how it applies in the workplace.

Competency Field (Optional)

The competency field either reflects the way the units of competency are categorised in the Training Package or denotes the industry sector, specialisation or function. It is an optional component of the unit of competency.

Sector (optional)

The industry sector is a further categorisation of the competency field and identifies the next classification, for example an elective or supervision field.

Elements of Competency

The elements of competency are the basic building blocks of the unit of competency. They describe in terms of outcomes the significant functions and tasks that make up the competency.

Performance Criteria

The performance criteria specify the required performance in relevant tasks, roles, skills and in the applied knowledge that enables competent performance. They are usually written in passive voice. Critical terms or phrases may be written in bold italics and then defined in range statement, in the order of their appearance in the performance criteria.

Required Skills and Knowledge

The essential skills and knowledge are either identified separately or combined. Knowledge identifies what a person needs to know to perform the work in an informed and effective manner. Skills describe the application of knowledge to situations where understanding is converted into a workplace outcome.

Range Statement

The range statement provides a context for the unit of competency, describing 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. As applicable, the meanings of key terms used in the performance criteria will also be explained in the range statement.

Evidence Guide

The evidence guide is critical in assessment as it provides information to the Registered Training Organisation (RTO) and assessor about how the described competency may be demonstrated. The evidence guide does this by providing a range of evidence for the assessor to make determinations, and by providing the assessment context. The evidence guide describes:

conditions under which competency must be assessed including variables such as the assessment environment or necessary equipment;

relationships with the assessment of any other units of competency;

suitable methodologies for conducting assessment including the potential for workplace simulation;

resource implications, for example access to particular equipment, infrastructure or situations;

how consistency in performance can be assessed over time, various contexts and with a range of evidence; and

the required underpinning knowledge and skills

Employability Skills in Units of Competency

The detail and application of Employability Skills facets will vary according to the job-role requirements of each industry. In developing Training Packages, industry stakeholders are consulted to identify appropriate facets of Employability Skills which are incorporated into the relevant units of competency and qualifications.

Employability Skills are not a discrete requirement contained in units of competency (as was the case with Key Competencies). Employability Skills are specifically expressed in the context of the work outcomes described in units of competency and will appear in elements, performance criteria, range statements and evidence guides. As a result, users of Training Packages are required to review the entire unit of competency in order to accurately determine Employability Skills requirements.

How Employability Skills relate to the Key Competencies

The eight nationally agreed Employability Skills now replace the seven Key Competencies in Training Packages. Trainers and assessors who have used Training Packages prior to the introduction of Employability Skills may find the following comparison useful.

Employability Skills	Mayer Key Competencies
Communication	Communicating ideas and information
Teamwork	Working with others and in teams
Problem solving	Solving problems Using mathematical ideas and techniques
Initiative and enterprise
Planning and organising	Collecting, analysing and organising information Planning and organising activities
Self-management
Learning
Technology	Using technology

When analysing the above table it is important to consider the relationship and natural overlap of Employability Skills. For example, using technology may involve communication skills and combine the understanding of mathematical concepts.

Explicitly embedding Employability Skills in units of competency

This Training Package seeks to ensure that industry-endorsed Employability Skills are explicitly embedded in units of competency. The application of each skill and the level of detail included in each part of the unit will vary according to industry requirements and the nature of the unit of competency.

Employability Skills must be both explicit and embedded within units of competency. This means that Employability Skills will be:

embedded in units of competency as part of the other performance requirements that make up the competency as a whole

explicitly described within units of competency to enable Training Packages users to identify accurately the performance requirements of each unit with regards to Employability Skills.

This Training Package also seeks to ensure that Employability Skills are well-defined and written into units of competency so that they are apparent, clear and can be delivered and assessed as an essential component of unit work outcomes.

Sample unit of competency components showing Employability Skills

The following table shows the sequence of a unit of competency, and each cell contains text taken from a range of units. It provides examples of where and how various Employability Skills could be embedded in each component.

Please note that in the example, the bracketed Employability Skills are provided for clarification only and would not be present in units of competency within this Training Package.

Unit Title	Give formal presentations and take part in meetings (Communication)
Unit Descriptor	This unit covers the skills and knowledge required to promote the use and implementation of innovative work practices to effect change. (Initiative and enterprise)
Element	Proactively resolve issues. (problem solving)
Performance Criteria	Information is organised in a format suitable for analysis and dissemination in accordance with organisational requirements. (Planning and organising)
Range Statement	Software applications may include email, internet, word processing, spreadsheet, database or accounting packages. (technology)
Required Skills and Knowledge	Modify activities depending on differing workplace contexts, risk situations and environments. (Learning) Work collaboratively with others during a fire emergency. (teamwork) Instructions, procedures and other information relevant the maintenance of vessel and port security. (Communication)
Evidence Guide	Evidence of having worked constructively with a wide range of community groups and stakeholders to solve problems and adapt or design new solutions to meet identified needs in crime prevention. In particular, evidence must be obtained on the ability to: assess response options to identified crime-prevention needs and determine the optimal action to be implemented in consultation with relevant others, design an initiative to address identified issues. (Initiative and enterprise).

Employability Skills Summaries and units of competency

An Employability Skills Summary exists for each qualification. Summaries include broad advice on industry expectations with regard to Employability Skills at the qualification level. Summaries should be used by trainers and assessors to assist in identifying the Employability Skills requirements contained within units of competency.

ACM10 Competency Standards - Industry Contextualisation

ACM10 contextualisation guidelines ACM10 Animal Care and Management Training Package is relevant to the broad spectrum of Australian industries where animal care is required, and users are encouraged to customise qualifications and contextualise units of competency to suit their enterprise or sector purposes, provided that the customisation rules are followed. Customisation of this Training Package may be achieved by: choosing appropriate electives from units of competency provided in this Training Package importing elective units of competency from other Training Packages or accredited courses contextualising units of competency to better suit an enterprise or industry context. The export of units to other Training Packages is encouraged provided the following rules are observed. Choosing appropriate electives The electives listed in ACM10 Animal Care and Management Training Package provide for skill development in all areas identified by industry representatives during consultations. Most qualifications are able to be customised since candidates are able to choose particular combinations of elective units of competency to suit their individual needs or work context. Importing elective units from other Training Packages or accredited courses To achieve maximum cross-industry application, the packaging rules enable units of competency to be imported from any Training Package or accredited course that is directly relevant to the candidate's current or intended animal care work environment. In providing this flexibility it is incumbent on RTOs to ensure that the integrity of qualifications in the ACM10 Animal Care and Management Training Package is maintained. The following guidelines for importing units of competency apply. Imported units of competency must relate to the core functions or roles in the candidate's current or intended animal care work environment (for example, animal technology procedures, front line management, workplace training). The original title and code for the imported unit of competency must be retained. Imported units of competency must come from other endorsed Training Packages or accredited courses. Imported units of competency must align to the qualification level outlined in the relevant qualification packaging rules. Exporting competencies to other Training Packages ACM10 Animal Care and Management Training Package has application across a wide range of industries where animal care is required. All ACM10 Animal Care and Management Training Package units of competency may be imported to other Training Packages provided that: the original unit of competency code and unit title are retained they are only contextualised to the extent outlined in the section on Competency Standards the user advises the appropriate Industry Skills Council (ISC) in writing of the specific units of competency exported to enable input during future revisions and ongoing communication. Contextualisation of units of competency ACM10 Animal Care and Management Training Package units of competency are able to be used in a wide range of industry sectors and enterprises. To enable this, contextualising of the units of competency is actively encouraged provided the requirements outlined in the section on Competency Standards are met.

Employability Skills

Employability Skills replacing Key Competency information from 2006

In May 2005, the approach to incorporate Employability Skills within Training Package qualifications and units of competency was endorsed. As a result, from 2006 Employability Skills will progressively replace Key Competency information in Training Packages.

Background to Employability Skills

Employability Skills are also sometimes referred to as generic skills, capabilities or Key Competencies. The Employability Skills discussed here build on the Mayer Committee's Key Competencies, which were developed in 1992 and attempted to describe generic competencies for effective participation in work.

The Business Council of Australia (BCA) and the Australian Chamber of Commerce and Industry (ACCI), produced the Employability Skills for the Future report in 2002 in consultation with other peak employer bodies and with funding provided by the Department of Education, Science and Training (DEST) and the Australian National Training Authority (ANTA). Officially released by Dr Nelson (Minister for Education, Science and Training) on 23 May 2002, copies of the report are available from the DEST website at:

http://www.dest.gov.au/archive/ty/publications/employability_skills/index.htm.

The report indicated that business and industry now require a broader range of skills than the Mayer Key Competencies Framework and featured an Employability Skills Framework identifying eight Employability Skills*:

• communication

• teamwork

• problem solving

• initiative and enterprise

• planning and organising

• self-management

• learning

• technology.

The report demonstrated how Employability Skills can be further described for particular occupational and industry contexts by sets of facets. The facets listed in the report are the aspects of the Employability Skills that the sample of employers surveyed identified as being important work skills. These facets were seen by employers as being dependent both in their nature and priority on an enterprise's business activity.

*Personal attributes that contribute to employability were also identified in the report but are not part of the Employability Skills Framework.

Employability Skills Framework

The following table contains the Employability Skills facets identified in the report

Employability Skills for the Future.

Skill	Facets Aspects of the skill that employers identify as important. The nature and application of these facets will vary depending on industry and job type.
Communication that contributes to productive	• listening and understanding • speaking clearly and directly
and harmonious relations across employees and customers	• writing to the needs of the audience • negotiating responsively • reading independently • empathising • using numeracy effectively • understanding the needs of internal and external customers • persuading effectively • establishing and using networks • being assertive • sharing information • speaking and writing in languages other than English
Teamwork that contributes to productive working relationships and outcomes	• working across different ages irrespective of gender, race, religion or political persuasion • working as an individual and as a member of a team • knowing how to define a role as part of the team • applying teamwork to a range of situations e.g. futures planning and crisis problem solving • identifying the strengths of team members • coaching and mentoring skills, including giving feedback
Problem solving that contributes to productive outcomes	• developing creative, innovative and practical solutions • showing independence and initiative in identifying and solving problems • solving problems in teams • applying a range of strategies to problem solving • using mathematics, including budgeting and financial management to solve problems • applying problem-solving strategies across a range of areas • testing assumptions, taking into account the context of data and circumstances • resolving customer concerns in relation to complex project issues
Initiative and enterprise that contribute to innovative outcomes	• adapting to new situations • developing a strategic, creative and long-term vision • being creative • identifying opportunities not obvious to others • translating ideas into action • generating a range of options • initiating innovative solutions
Planning and organising that contribute to long and short-term strategic planning	• managing time and priorities - setting time lines, coordinating tasks for self and with others • being resourceful • taking initiative and making decisions • adapting resource allocations to cope with contingencies • establishing clear project goals and deliverables • allocating people and other resources to tasks • planning the use of resources, including time management • participating in continuous improvement and planning processes • developing a vision and a proactive plan to accompany it
• predicting - weighing up risk, evaluating alternatives and applying evaluation criteria • collecting, analysing and organising information • understanding basic business systems and their relationships
Self-management that contributes to employee satisfaction and growth	• having a personal vision and goals • evaluating and monitoring own performance • having knowledge and confidence in own ideas and visions • articulating own ideas and visions • taking responsibility
Learning that contributes to ongoing improvement and expansion in employee and company operations and outcomes	• managing own learning • contributing to the learning community at the workplace • using a range of mediums to learn - mentoring, peer support and networking, IT and courses • applying learning to technical issues (e.g. learning about products) and people issues (e.g. interpersonal and cultural aspects of work) • having enthusiasm for ongoing learning • being willing to learn in any setting - on and off the job • being open to new ideas and techniques • being prepared to invest time and effort in learning new skills • acknowledging the need to learn in order to accommodate change
Technology that contributes to the effective carrying out of tasks	• having a range of basic IT skills • applying IT as a management tool • using IT to organise data • being willing to learn new IT skills • having the OHS knowledge to apply technology • having the appropriate physical capacity

Employability Skills Summary

An Employability Skills Summary exists for each qualification. Summaries provide a lens through which to view Employability Skills at the qualification level and capture the key aspects or facets of the Employability Skills that are important to the job roles covered by the qualification. Summaries are designed to assist trainers and assessors to identify and include important industry application of Employability Skills in learning and assessment strategies.

The following is important information for trainers and assessors about Employability Skills Summaries.

• Employability Skills Summaries provide examples of how each skill is applicable to the job roles covered by the qualification.

• Employability Skills Summaries contain general information about industry context which is further explained as measurable outcomes of performance in the units of competency in each qualification.

• The detail in each Employability Skills Summary will vary depending on the range of job roles covered by the qualification in question.

• Employability Skills Summaries are not exhaustive lists of qualification requirements or checklists of performance (which are separate assessment tools that should be designed by trainers and assessors after analysis at the unit level).

• Employability Skills Summaries contain information that may also assist in building learners' understanding of industry and workplace expectations.

Industry Requirements for Employability Skills

Industry Requirements for Employability Skills
The ACM10 Animal Care and Management Training Package seeks to ensure that industry-endorsed Employability Skills are explicitly embedded in units of competency. The application of each skill and the level of detail included in each part of the unit will vary according to the specific industry sector requirements and the nature of the unit of competency. This means that Employability Skills are: embedded in units of competency as part of the other performance requirements that make up the competency as a whole explicitly described within units of competency to enable Training Package users to identify accurately the performance requirements of each unit with regards to Employability Skills. ACM10 Animal Care and Management Training Package also seeks to ensure that Employability Skills are well-defined and written into units of competency so that they are apparent, clear and can be delivered and assessed as an essential component of unit work outcomes. For example: Animal technicians undertake animal technology functions within biomedical research or production environments. It is a key role of technicians to recognise and report non-conformance and maintain security and confidentiality of all client/institute/facility data and information. They generally work under strict operating procedures and must be able to access, record and present information accurately. Initiative and planning is required at all levels. Veterinary nurses working in a veterinary clinic or practice must be able to communicate with all team members and clients in a professional manner. They generally work under strict clinical conditions and must be able to recognise their own shortcomings and seek advice and assistance when required.