Unit of competency details

ELEMENT 

PERFORMANCE CRITERIA 

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the Evidence Guide.

1. Assess the education needs of horses.

1.1. Assess individual education needs of horses in consultation with appropriate personnel .

1.2. Source and evaluate suitable education programs as required.

1.3. Assess horse's behaviour according to safety requirements of the organisation and riding program.

2. Monitor and modify the education of horses.

2.1. Design, document and implement education programs  for horses.

2.2. Train horses to behave according to requirements of the organisation, relevant legislation and organisational policies and procedures.

2.3. Identify and use appropriate gear  and techniques to modify behaviour of horses according to organisational policies and procedures.

2.4. Supervise and monitor horse's progress in consultation with appropriate personnel.

2.5. Evaluate and record progress of the horse at various stages of the education phase.

2.6. Make adjustments to the training program as required.

3. Evaluate the education program.

3.1. Evaluate relevant aspects  of education program.

3.2. Identify potential areas of improvement for future horse education programs.

3.3. Review own performance and identify potential improvements.

This section describes the skills and knowledge required for this unit.

Required skills 

• communication skills to consult with relevant personnel in relation to horse's training needs and progress
• problem-solving skills to:

• design training programs to meet organisational program needs
• modify programs in response to feedback

• planning and organising skills to design, implement and monitor appropriate education programs within operational timelines
• language and literacy skills to document and adjust a training program and record progress.
• riding at an advanced level of communication with the horse in a chosen discipline

Required knowledge 

• relevant legislation and organisational policies and procedures to enable the safe, effective and humane training of horses
• usual behaviour, vices and undesirable traits of horses, and the identification of appropriate behaviour modification and corrective practices and procedures to enable effective and humane training of horses
• housing, welfare and care requirements of horses in work and training to enable training programs to produce successful outcomes
• routine and first aid treatments for care of horses to enable appropriate responses during training
• recording requirements for the education, feeding and veterinary care of individual horses to ensure quality training
• horse training and education principles to enable effective training outcomes

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment 

Critical aspects for assessment and evidence required to demonstrate competency in this unit 

Evidence of the following is essential:

• applies knowledge of horse handling and behaviour to train horses using appropriate techniques
• monitors horse's progress and performance to ensure horse's health and welfare, makes appropriate adjustments to the training program and provides feedback to appropriate personnel
• applies effective contingency management techniques to ensure horse's health and welfare at all times.

Context of and specific resources for assessment 

Assessment must ensure assessment of training needs of multiple horses to design and monitor education programs of sufficient duration and breadth to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

• a horse riding establishment
• horses of varying physical conditions operating in a variety of roles and at various stages of training
• appropriate equipment and resources to implement the education program

Method of assessment 

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

• observation of assessment of horse's education needs and application of planning processes to develop an appropriate education program
• oral and or written questioning to assess knowledge of behaviour of horses and the effects of training
• portfolio of training plans and progress records for horses
• third-party reports from a supervisor detailing performance.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Organisational policies and procedures  may include:

• occupational health and safety
• training timeframes
• time and budget constraints
• industry rules and regulations
• code of ethics.

Relevant legislation  may include:

• occupational health and safety
• animal welfare.

Appropriate personnel  may include:

• employers
• owners
• supervisors
• guides and instructors.

Education programs  may include:

• behaviour modification
• developing trust and confidence.

Appropriate gear  may include:

• blinkers
• hobbles
• bits
• saddles
• reins
• harness
• halters
• sulky
• bridles
• rings
• tongue ties
• nose band
• shadow rolls
• breastplates
• harness.

Relevant aspects  may include:

• objectives
• planning process
• activity site
• weather
• equipment selection
• clothing selection
• food selection
• instructional content
• instructional technique
• assessment technique
• group feedback
• directing techniques
• rescue techniques employed