BHS Assessor Guidance for the Following Units

BHS Assessor Guidance For the following units

Unit 1: Stage 4 Senior Care Unit 3: Stage 4 Senior Lunge Unit 6: Stage 4 Senior Ride for Training Show Jumping

Stage 4 Senior Ride for Training Eventing, Lunge and Care

Stage 4 Ride, Care and Lunge

The Role of BHSQ BHS Qualifications (BHSQ) is an awarding organisation recognised and regulated by the Office of the Qualifications and Examinations Regulator (Ofqual) in England, SQA Accreditation in Scotland, Qualifications Wales (QW) and the Council for the Curriculum, Examinations and Assessment (CCEA) in Northern Ireland. BHSQ works in partnership with a variety of organisations to develop and award qualifications for the equestrian industry. This ensures BHSQ qualifications are fit for purpose for the sector.

As the awarding organisation, BHSQ is responsible for the processes through which learners seek and obtain certification for their achievements. BHSQ is responsible for verifying that assessment practice in approved centres is conducted systematically, effectively, securely and to national standards specified within the qualification.

BHSQ and BHSQ approved centres share an organisational role in ensuring quality assurance. As a centre, the BHS demonstrates we meet a set of required standards. We have a series of policies and procedures in place and these are available to learners, these include:

• Appeals • Complaints • Conflict of interest • Data protection • Equality and diversity • Health and safety including risk management • Internal verification • Malpractice and maladministration • Reasonable adjustments • Special considerations • Recognition of prior learning • Safeguarding • Recruitment and selection • Whistleblowing • Registration • Certification

If you receive any questions about the above policies on the day of an assessment, please direct the learner to the BHS website or they can contact the office.

BHS Qualifications (BHSQ) provide qualifications to support different career pathways allowing learners to choose the one best suited to their aspirations. BHSQ qualifications give learners specialist knowledge and technical skills, for employment in the equine industry and provide progression to the BHS qualifications at the next level.

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The Role of The British Horse Society The British Horse Society (BHS) is a centre for delivery of BHSQ qualifications. As a centre, we have a responsibility to recruit and develop a team of BHS Assessors and Internal Quality Assurers to maintain the standard and quality of the assessments. We approve and monitor our network of approved assessment venues to ensure a good coverage of centres across the UK and internationally, that can deliver training and assessments. We offer regular training to trainers, venues and assessors to ensure the latest developments in standards are communicated and maintained.

BHSQ qualification structure

This table shows an overview of the qualifications at Stage 4 and the units required for the achievement of each qualification.

SENIOR SENIOR SENIOR SENIOR SENIOR SENIOR C – Compulsory units YARD YARD COACHING EVENTING DRESSAGE SHOW MANAGER MANAGER RIDERS** COACH*** COACH*** JUMPING O – Optional units WITH COACH*** RIDING*

Unit 1: Stage 4 Senior Care C C C C C Unit 2: Stage 4 Senior Management C C C C C

Unit 3: Stage 4 Senior Lunge C C C C Unit 4: Stage 4 Senior Ride for Training Eventing O O O O Unit 5: Stage 4 Senior Ride for Training Dressage O O O Unit 6: Stage 4 Senior Ride for Training Show Jumping O O O Unit 7: Stage 4 Senior Coaching Eventing O C Unit 8: Stage 4 Senior Coaching Dressage O C Unit 9: Stage 4 Senior Coaching Show Jumping O C

* Achievement of the Senior Yard Manager with Riding (Stage 4) requires completion of the three compulsory units and one optional unit.

** Achievement of the Senior Coaching Riders (Stage 4) qualification requires completion of one of three optional units.

*** Achievement of the Senior Coach (Stage 4) qualifications require completion of the four compulsory units and one optional unit.

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General guidelines The maximum number of complete candidates is 8 for 4 assessors; however there may be some candidates completing re-sits or one section only.

Good practice of handling horses, tack and equipment with safety and care should be followed at all times. The assessor will want to see the candidate follow safe and efficient practice they can apply when working with any horse, whether mare, gelding, stallion or youngster. The age and sex of the horse should be checked, before commencing work and a brief study of type, conformation and the tack should be made if appropriate.

Dress guidance Candidates should look smart and professional, a riding jacket is not compulsory. Jewellery should be removed or taped up and long hair tied back. All hats should be of current accepted standards. Fixed peaks are not permitted for cross country riding. A body protector is recommended for all riding; it is compulsory for cross country riding. The body protector should be of current accepted standards. Air jackets are permitted for cross country only and with the assessment centre’s consent.

The current body protector and hat standards can be found on our website: www.pathways.bhs.org.uk/resource-hub/forms-and-guidance/dress-guidance

Spurs may be worn for riding assessments. They should be short and blunt with the shank set centrally to the rear. They must only be used as necessary and the candidate can be asked to remove them if the assessor or centre representative feels they are being misused.

For flatwork riding schooling whips up to 39” can be used, and for show jumping and cross country a short whip between 14” and 30”.

Withdrawing a candidate If at any point you feel a candidate does not have effective control of their horse or their own balance, you may withdraw them at any point during the assessment of the learning outcome. If this is a safety concern you should use your discretion to decide if the candidate is safe to continue with any further riding that day. If they have failed the learning outcome (due to lack of technical skill but not due to a safety reason) the candidate can continue to the next riding assessment on the day.

Debriefing candidates The individual riding units are not qualifications in their own right. They are units that make up part of a qualification (this depends on the pathway the candidate is following). Although you are not required to specify this, please do not elude or suggest that certificates will be sent to the candidates along with results.

Skills Record All candidates are issued with a Skills Record book at the time of booking their first Stage 4 unit. It is a requirement that the Skills Record is completed prior to the assessment day. Trainers are required to complete the ‘trainer endorsements’ for each Learning Outcome when they have assessed the candidate’s knowledge and understanding and deem them to be competent.

To be eligible to sign off trainer endorsements, trainers must be on the BHS Accredited Professional register

1 December 2020 Page | 3 Stage 4 Ride, Care and Lunge and hold a BHS Performance level qualification in the section they are signing off. They must also have completed the BHS Stage 4 trainer induction.

Candidates must present their completed Skills Record on the assessment day. Failure to do so will result in the candidate not being able to take their assessment. If a candidate presents an incomplete Skills Record you must contact the office immediately before continuing with the assessment. The Stage 4 Skills Record book is available to view on the BHS website: www.bhs.org.uk/skillsrecord

Arrival and welcome Candidates should arrive in good time to familiarise themselves with the surroundings and to meet their assessor, where the programme for the day and any housekeeping will be discussed. They will be given a bib with their name (and number) on and asked to complete an emergency contact form. Candidates should be welcomed during the introduction and encouraged to ask any questions they may have. It is important at this stage to put candidates at their ease in a friendly professional manner. The completed Skills Record should be looked at and the APC name and number recorded. Confirmation and/or membership should be checked. If for any reason this is not completed assessors are asked to ring the office for guidance. It is also useful to tell candidates where they can leave belongings safely, and that they will be asked to fill in a ‘candidate experience form’ at the end of the assessment.

Candidates should be welcomed during the introduction by both the lead assessor and individual assessors in a friendly manner in order to put the candidates at ease. It is the start of the assessment and the assessors’ approach that will set the tone for the entire assessment. Throughout the whole assessment the candidates must be referred to by name, it is important that assessors clearly mark both the name and number on the paperwork, and in discussions always uses the name of each candidate.

Sign-in sheets and candidate emergency contact sheets Following changes to data protection and BHS safeguarding policies, all candidates MUST sign in on the attendance sheet (one attendance sheet per assessor).

Assessors should return the sign-in sheet to the office with the feedback sheets at the end of the assessment.

Suggested briefing script Depending on the day plan, just introduce the relevant section/s that will take place immediately following the briefing. Then use the introductions to the other sections prior to those sections taking place.

Good morning/afternoon

You should all have a programme, this will tell you which assessor has been allocated to you (mention names of assessors). The programme shows you the order of the sections you will be completing.

If you are not taking all sections you may return to this room to wait for your section but, if you are doing this, make sure that you know where you need to be so that you arrive at your next section in good time. If you have any questions or are unsure of any part of the day, please do ask me or any of the other assessors - we are here to help.

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Policies and procedures If you have not done so, at the end of this briefing please sign in and fill out emergency contact details. Please can we ask that you do not leave the site during the assessment and please ensure you sign out at the end of the assessment before leaving.

Please insert your number into your bib, with your name on the front and number on the back. We will complete a hat check at the end of the briefing to ensure your hat is of the correct industry standard.

The following information is just to make you aware of some of the British Horse Society policies – more detail can be found on our website, or we can answer any questions you may have. The BHS has a duty of care to all candidates during an assessment day. All assessors are qualified first aiders. It is also a requirement for assessment centres to have a qualified first aider on site (give them the name of this person and point them out if possible). Candidates need to be briefed on the fire/emergency exits and the meeting points for the centre concerned.

Equality and Diversity

The British Horse Society adheres to an Equality and Diversity policy. Candidates will be treated fairly and will not be discriminated against – please see full policy on BHS website.

Data Protection The Society treats all data in accordance with the General Data Protection Regulation 2018. Information will: • Be dealt with sensitively and used fairly and lawfully • Used for limited, specifically stated purposes • Used in a way that is adequate, relevant and not excessive • Kept for no longer than is absolutely necessary • Handled according to people’s data protection rights • Kept safe and secure

Safeguarding The Society adheres to a strict Safeguarding policy which protects children under 18yrs and vulnerable adults. All assessors undergo regular Safeguarding and Child Protection training to keep up to date with government requirements.

Complaints and Appeals You will also find a full complaints and appeals policy on the BHS website should have any concerns with your assessment today

Candidate experience form Please do take the time at the end of the assessment to fill in our experience form. You can either hand them back in completed to your assessor or if you would prefer to send them directly into the office (by post or email). The best email to send all feedback to is [email protected]

Results Your results will be with you by 10 working days after today in the post.

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Good Luck! Are there any questions?

After the assessment At the end of the assessment confirm with the candidate that they have completed all required sections and that is the end of the assessment and they will receive their results in the post within 10 working days. Candidates are not given the results on the day for any assessment. Collect the bib back from the candidate and ask them to fill in the candidate experience form before they leave. This can be handed in or posted back to the Education department by the candidate if they prefer.

All paperwork should be completed and feedback sheets handed to the lead assessor who should also fill in the centre feedback form before returning all the paperwork to the office.

Completing paperwork Each section has an observation sheet for each individual candidate. Please circle either ‘C’ or ‘NYC’ in each case to indicate competence. This will then be transferred to the feedback sheet at the end of the assessment

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Assessor requirements You will need to be able to: • Recognise when the candidate is at Stage 4 level • Have a thorough knowledge of the breadth and depth of the current Stage 4 assessment criteria • Understand the differences in the relevant command verbs as part of the assessment criteria • Understand the expectations of industry requirements • Differentiate between: o Learning outcomes which are required to be assessed fully on the assessment day. o Learning outcomes which have been covered by a Trainer Endorsement in the skills record - the criteria is required to be signed off prior to the assessment day. On the assessment day the candidate will be required to undertake a viva (verbal check of knowledge) with the assessor selecting one subject at random to confirm thorough understanding – you do NOT have to assess the complete Learning Outcome.

Verb The candidate will be able to: Analyse Break down a complex topic into simpler parts, exploring patterns and explaining significance. Could be strengths, weaknesses, conclusions and often paired with making recommendations. Assess Consider several options or arguments and weigh them up to come to a conclusion about their effectiveness or validity. Similar to evaluate, though can be without the measure. Compare Identify similarities and differences of the topic. Demonstrate Carry out particular activity or skill showing awareness and understanding. Describe Paint a picture in words. Give a full description including details of all the relevant features. Evaluate Examine the strengths and weaknesses and judge the merits of particular perspectives to come to a conclusion about their success/importance/worth. Evaluation is often against a measure or value. Explain Give logical reasons to support a view. Justify Give reasons why something is valid. This might reasonably involve discussing and discounting some views or actions. Each view or option will have positives and negatives, but the positives should outweigh the negatives.

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UNIT 6: STAGE 4 SENIOR RIDE FOR TRAINING SHOW JUMPING

Suggested brief The horse will be presented tacked up, but you should adjust the tack as you would at home. You may ride in groups of up to four and are expected to work in open order, showing respect and consideration for the other riders in the arena.

When riding on the flat, you should be able to work the horse to make the most of the basic gaits and the way of going and identify any problems. You should be able to assess the horse’s level of training and ride them to that level. Areas for improvement should be identified early in the riding and the plan of work and exercises carried out should aim to improve the horse’s way of going. Working at test movements is not a necessity unless this develops the quality of work. It is the ability to improve gaits and way of going that we want to see.

You should be able to ride effectively over show jumps up to the height required, riding with balance, harmony and confidence.

Riding the horses The horses should be ridden the morning of the assessment and assessors are required to have a knowledge of the horse’s age, level of training, how they are going and their qualities and problems. The assessors can choose to ride the horse/s themselves, or, a senior member of staff at the centre can do this for them. The member of staff must be able to articulate the horse’s way of going to a high level. We recommend the Lead Assessor contact the centre and assessors before the assessment day to discuss this.

Walking the show jumping courses Ensure you have walked the relevant courses before the briefing. We advise candidates to arrive at least 30 minutes before their start time (stated on their confirmation letter), to walk the courses too.

Training and learning Training should be via a number of methods including formal learning, practice and revision. Each candidate will be issued with an individual BHS ‘Skills Record’ that they must bring with them to their assessment. This explains the assessment process and learning outcomes. It is compulsory to have this signed off by a minimum of a BHS Performance level Accredited Professional prior to the assessment.

Part of the stage 4 show jumping ride assessment is covered within the skills record. All candidates must present their signed skills record on the day of assessment. If a candidate does not present their skills record you must call the office.

For learning outcomes that are assessed fully on the day: • The ready for assessment section in the skills record should have been signed; this records the candidate is of sufficient level to sit the assessment. This does not mean they will necessarily be successful in passing the assessment on the day.

For learning outcomes that are assessed via VIVA on the day: • Ensure the trainer endorsement section in the skills record has been signed; this records an assessment with the trainer has taken place.

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Assessment methodology

In Unit 6: Stage 4 Senior Ride for Training Show Jumping, the assessment methodology is as follows:

Learning Outcome Assessment method

LO1. Understand the training of young horses VIVA

LO2. Be able to ride safely On the day assessment

LO3. Understand how to progress the training of a dressage horse Not required for this unit

LO4. Understand how to progress the training of a show jumping horse VIVA

Be able to ride a trained horse in a double bridle to develop its way of LO5. Not required for this unit going Be able to ride an inexperienced dressage horse with a view to developing LO6. Not required for this unit its way of going Be able to ride an experienced horse over show jumps up to 1.10m (3ft LO7. On the day assessment 7ins) with a view to developing its way of going Be able to ride a horse cross country over fences up to 1m (3ft 3ins) with a LO8. Not required for this unit view to developing its way of going Be able to ride horses used for training others, with a view to developing LO9. On the day assessment their way of going Be able to ride an inexperienced horse over show jumps up to 1m (3ft 3ins) LO10. On the day assessment with a view to developing its way of going

Unit 6: Stage 4 Senior Ride for Training Show Jumping Day Structure 8 candidates - 4 assessors

The assessment is divided into the following sections: Section A (LO1,4) – is a one to one professional discussion between the assessor and the candidate to confirm understanding of the topics covered in theses learning outcomes by questioning the candidate on ONE of the assessment criteria from each learning outcome.

Section B (LO 2,7) – will be an observation of two candidates riding experienced horses over fences up to 1.10m by one assessor. They will share the arena with another assessor and a further two candidates riding inexperienced horses over fences.

Section C (LO2,6) - will be an observation of two candidates riding inexperienced horses over fences up to 1m by one assessor. They will share the arena with another assessor and a further two candidates riding the experienced horses over fences up to 1.10m.

Section D (LO2,9a) – will be an observation of two candidates riding horses used for training over a grid or related fences by one assessor.

Section E (LO2,9b) - will be an observation of two candidates riding horses used for training others using poles by one assessor.

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8.15 Briefing Arena 1 (All 4 candidates share 1 20 X 60 arena) Arena 2 Arena 3 Time Assessor A Assessor B Time Assessor C Time Assessor D Section D Section A Section B Section C 8.35- Horse used VIVA Trained Inexperienced 8.55 8.35 for training Candidate 7 horse over LO horse over LO 8.35- LO LO - others fences 1.10m 2,7 fences 1m 2,10 9.15 9a Section A 1, 4 9.15 (grid/related) 8.55- Candidates 1 Candidates 3 & VIVA Candidates 5 9.15 & 2 4 Candidate 8 & 6 9.15- BREAK 9.25 Section D Section B Section C Section E Horse used Trained Inexperienced Horse used for for training horse over horse over training others 9.25- LO LO 9.25- others LO 9.25- LO fences 1.10m fences 1m (poles) 10.05 2,7 2,10 10.05 (grid/related) 9a 10.05 9b Candidates 3 Candidates 1 & Candidates 5 & Candidates & 4 2 6 7&8 10.05 - BREAK 10.15 Section D Section E 10.15 Section A Section A Horse used Horse used for - VIVA VIVA for training 10.15 10.15 training others 10.35 Candidate 3 LO Candidate 5 LO others LO LO - - (poles) 1, 4 1, 4 (grid/related) 9a 9b 10.35 Section A Section A 10.55 10.55 Candidates 7 & - VIVA VIVA Candidates 1 8 10.55 Candidate 4 Candidate 6 & 2 10.55 - BREAK 11.05 Section D Section B Section C Section E Horse used Trained Inexperienced Horse used for for training 11.05 horse over horse over LO 11.05 11.00 training others LO others LO LO - fences 1.10m fences 1m 2, - - (poles) 2,7 (grid/related) 9a 9b 11.45 Candidates 5 Candidates 7 & 10 11.45 11.40 Candidates 1 & Candidates 3 & 6 8 2 &4 11.45 - BREAK 11.55 Section B Section C 11.55 Section A Section E Trained Inexperienced - VIVA Horse used for 11.55 LO 11.45 LO horse over LO horse over 12.15 Candidate 2 LO training others - 2, - 9b fences 1.10m 2,7 fences 1m 12.15 Section A 1, 4 (poles) 12.35 10 12.25 Candidates 7 Candidates 5 & - VIVA Candidates 3 & & 8 6 12.35 Candidate 1 4 12.35 End

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Section A Learning Outcomes 1 and 4 Viva assessment

LO1. Understand the training of young horses

• The criteria in this learning outcome have been signed off in a trainer endorsement within the skills record. Question the candidate on at least one assessment criteria selected via the office. This will be marked on the candidate’s observation sheet (viva). This assessment should be detailed and cover the breadth of the complete assessment criteria chosen. • Each criteria has a question structure given which forms the initial question to candidates. Scenarios for these questions can be varied according to the content. Where candidates do not initially give complete answers, prompt questions can be used to elicit further information. • Scenarios may cover only part of the assessment criteria. Where an answer is provided that does not cover the full breadth of the assessment criteria the assessor should ask further questions to cover the remaining elements. Use your discretion to prompt and/or support a candidate to begin a topic or trail of thought, however, the end result must be that they have competently fulfilled the assessment criteria in relation to the command verb (e.g. they have evaluated, explained, analysed etc.). • Assessors should vary the questions/scenarios used at each assessment.

Assessment Criteria Assessor Guidance 1.1 Explain a range of Range = 3 or more methods of training The candidate should be able to explain the different methods involved when horses from birth to training horses. riding away Methods to include: • Learning theory • Appropriate introduction of equipment and tack • Leading in hand • Lungeing • Long reining • Initial backing process • Using assistance • Field and stable care • In hand showing • Young horse evaluations • Travelling

Example scenario 1: You have been sent a young horse that has had very little handling so far in his life. Explain why you might use learning theory when training him. Outline the basic processes and how this will help you to give him the correct experiences in order to facilitate his learning.

Example scenario 2:

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The owners of a yard where you work have offered you an unbroken 3 year old as your own project horse to produce and compete when he is ready. Whilst they are happy for some of this work to be done during work time, you will be expected to do some of the work in your own time. Explain the outline of your plan to begin training the horse to be ridden and highlight which work you would you could do on your own and which work you would need to schedule into the work day in order to ensure there would be assistance available. Explain which staff members would be suitable to help and how you would direct them.

Example scenario 3: Your employer has asked you to take her 2 year old to a local county show to be shown in an in hand class (the show is in 3 months). The horse is handled regularly i.e. lead to from the field and has feet his picked out but has never worn a bridle and has not travelled away from the yard before. What will do to prepare the horse for the show?

Example answer: Scenario 1 The correct use of learning theory helps to eliminate the potential for confusion by inaccuracies in training and it is easy to see how a young horse may become distressed or confused by blurred/unclear/inconsistent aids. This can then compromise performance if he doesn’t understand what you are asking for. Horses thrive on predictability and habit. If our training of young horses is as predictable and consistent as possible, by utilising learning theory in every session, then they should never be restricted by confusion, tension or distress. The basic learning processes in learning theory are: Sensitisation - where the reaction by the horse becomes increased or more intense, so when he is first learning the aids they will be more pronounced and positive but can be scaled down as he learns to react and achieve positive re- enforcement. Habituation - is the process of getting the horse used to something, i.e. making habits. Often horses learn a great deal of what is expected of them this way and I could use this to get him used to rugs and saddles and being tied up. Classical conditioning - is where a neutral stimulus (e.g. clicking) becomes associated with an involuntary response or reflex so that the stimulus produces the response. So I could teach this horse to ‘walk on’ by using the command on the lunge and then transferring it to when I first start to ride him. Operant conditioning - describes the way in which a horse learns by consequences; so when I first ride this young horse and ask him to walk forward with the leg aid, at first he may stand still, or move sideways or backward, or even buck or rear. If I keep the leg aid on, until he moves forward and when he moves forward release the pressure I am rewarding him. It is the release of pressure which teaches him and repetition which trains him to always respond to the aid. Shaping - is the process of establishing this behaviour. So with this horse, I would start with a small response, e.g. a few forward steps, then slowly refining it until it is more steps that are consistent in rhythm by repetition and reward

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Assessment method: Discussion 1.2 Explain the The candidate should be able to explain what is required of a young horse training of young during their initial stages of their ridden work, to include the following: horses • Directional control • Moving forward • Transitions • Responding to the leg and rein aids • Rhythm • Bend/straightness • Hacking out • Variation of training • Rest periods and down time

Example question: Explain the work you would include when training a young horse and what you would anticipate his reactions to be.

Example answer: Hacking Before I take the young horse out hacking I will make sure that I have a reliable hacking companion to give him confidence and I will always use the same routes initially so that he becomes accustomed to the external stimuli. Hacking will help his balance of the young horse and will also increase his mental fitness. It should encourage him to travel forward and I could start to introduce some variation in the paces and improve work on his transitions. By teaching him to open and close gates out hacking he will start to learn the basics of moving off my leg, prior to a turn-on-the-forehand and reinback without realising it. He will also learn how to cope with the weight of a rider over undulating and unlevel ground.

The candidate should cover all points listed above in their answer in addition to the example given.

Extra questions (these may be used to elicit further information if required): 1. How could you encourage a young horse to move forward more freely when ridden? 2. How do you train the horse to respond to rein and leg aids? 3. Why is encouraging good rhythm important, and how can you achieve this? 4. How can you encourage the horse to bend? 5. How can you encourage the horse to achieve straightness? 6. Why is it important that the young horse has sufficient rest within their training programme? Assessment method: Discussion 1.3 Explain the Training Scale: Training Scale • Rhythm • Suppleness/relaxation • Contact

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• Impulsion • Straightness • Collection

Example question: Explain how the Training Scale can be used in relation to training horses.

Example answer: Rhythm There must be regularity within the beat of each gait, i.e. four clear beats in walk, two in trot and three in canter. The footfalls must be even and regular and should have an obvious beat. The tempo can be changed – but the rhythm itself should remain the same. Rhythm has three components: 1. The correct sequence of footfalls for the gait. 2. Regularity – even length and height of steps 3. Tempo – the speed of the rhythm Once the young horse is moving forwards freely when ridden they he should be encouraged to work in rhythm. Without rhythm the subsequent stages of the Training Scale cannot be achieved and as rhythm becomes more consistent so will the horse’s balance. Rhythm can be achieved with consistent direction from the rider, but exercises such as pole work can also help.

Suppleness is the elasticity or ‘looseness’ that the horse needs in order to use himself to the best of his abilities. It is the ease at which he can perform the work required of him as any stiffness will prevent energy flowing through the horse and negatively impact his way of going. There are three types of suppleness: 1. Longitudinal suppleness - roundness and swing over the top line 2. Lateral suppleness – the ability to bend equally around curves on both reins 3. Mental suppleness – freedom from anxiety or tension

Indicators of suppleness will be shown in signs like a relaxed and happy expression, elasticity in the steps, a swinging back and gently raised and swinging tail and the horse will stretch smoothly towards the bit when the reins are given without losing his rhythm or balance.

Contact is a where the horse takes up a consistent, non-leaning ‘feel’ on the reins. Contact is the soft, steady connection between the rider’s hand and the horse’s mouth – if all is working correctly, the horse seeks the contact and the rider provides it. Indicators of a good contact are usually indicated by the horse stepping forward to the contact with a supple poll and working over a raised and swinging back.

Impulsion is where energy, and the intention to move forward is produced through transitions and lateral work and the horse begins to take more weight on the hind legs. Forwardness is an attitude of mind (wanting to go) and as a result, swift reactions to the aids. It CANNOT be produced by making a horse go

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faster, which causes the feet to come to the ground sooner, with smaller steps and loss of suspension. The most important criteria of impulsion, is suspension (time in the air, not on the ground), so is only possible in trot and canter. Walk should have good activity; it cannot have impulsion but should have energy and purpose.

Straightness is indicated by the hind feet following front feet, with the nose in line with the tail and lateral flexion in the neck to both sides. The horse learns to go straight on two tracks, and to bend equally left and right. A better term for straightness is ‘alignment’ –where the body and limbs are correctly placed relative to the figure on which the horse is moving. Although this scale does not become a priority until quite late on, it should be addressed to some degree at all levels, as all horses are born crooked and developing true ambidexterity takes a long time. This correct alignment is essential for even loading of the limbs, and therefore even wear and tear on the joints on each side to promote longevity. Only if the horse is straight, will the hind legs be able to push towards the centre of gravity allowing him to progress through engagement towards collection.

Collection is where the weight of the horse is carried more by the hind quarters than forehand, leaving the forehand light and manoeuvrable. At the earliest levels of competition where collection is requested, it need only be sufficient to perform the movements of the test with ease. The gaits become higher and shorter as a result of collection and should not be confused with shortening the strides in the mistaken belief that is what is required in collection. The Training Scale should be approached in the order rhythm to collection, but at times can be interchanged. The scale should improve and be of a higher standard as the horse progresses their training. Assessment method: Discussion

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LO4. Understand how to progress the training of a show jumping horse

Assessment Criteria Assessor Guidance 4.1 Describe the Requirements to include: requirements of • Content at each level (types of jumps, height and distances) different show jumping • Progression route categories/levels • Variations in tack and equipment • Different competition opportunities

Example scenario: You have a horse that is currently competing successfully in affiliated competitions at British Novice you wish to start competing in Discovery classes. Describe the requirements of a Discovery class.

Example answer: Discovery: British Showjumping (BS) classes offer you the opportunity to qualify for a second round, and then to qualify for the final. You need to achieve four double clears to qualify for second round competitions. This then earns you three chances to compete in second round competitions to gain a chance to qualify for the final.

The maximum height in a Discovery class is 1m. If you qualify for the second round the height of the jumps increase to a maximum height of 1.05m. Jumps will include; uprights, oxers, combinations, various fillers and may include a water tray.

BS classes start at British Novice, then Discovery, followed by Newcomers and then Foxhunter before progressing to higher level competitions.

Tack requirements*

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• Running and standing martingales are permitted (latter must only be attached to the cavesson part of a noseband) • Most bits are acceptable • Pelham and curbs bits with curb chains have some restrictions to adhere to (details in rule book) • Market Harborough and running or check reins are not permitted • Tongue straps are not permitted • Blinkers are not permitted

For competitions are affiliated to BS, to compete the rider must be a member of BS. If the horse is not owned by the rider the owner of the horse will also need membership with BS. Rider can compete on a ticket if not a member.

Opportunities to compete are also provided through British Riding Clubs, The Pony Club and private competitions.

*Correct at time of going to print

The candidate should cover all points listed above in their answer in addition to the example given.

Extra questions (these may be used to elicit further information if required): 1. Describe the heights and technical content of show jumping courses through the levels and the progression route 2. Describe the variation of tack and equipment allowed at each level 3. Describe the different competition opportunities available at each level of show jumping Assessment Method: Discussion 4.2 Outline a training Training programme to include: programme for • Understand relevance of the Training Scale introducing a horse to • Use of poles; individual, trot, canter, placing jumping • Introduce a fence following the pole exercise • Ability to ride on all surfaces including grass

Example question: Outline a training programme for introducing a horse to jumping

Example answer: Good training should always begin with consideration of basic principles, for example rhythm should be established in all paces. There might be particular emphasis in the canter as this the most important pace for the jumping horses. A horse should be schooled to be supple and responsive to both the leg and the rein aids – contact. Be able to bend right and left and be ridden straight. The horse should engage from behind and move well forward with impulsion. Start with a pole on the ground then progress to three poles. When introducing a jump firstly use then a cross pole, you can then progress to an upright, and then

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spreads. Jumping more than one fence can introduced by using fences (either side of school) positioned apart. You can then begin to link fences together (simple course). Doubles and related distances can be introduced. Introducing fillers can be done initially positioning them to the sides of the fence and then gradually moving them in. Simple grid work can be introduced. When the horse is happy jumping at home he can begin to go to some unaffiliated competitions.

The candidate should cover all points listed above in their answer in addition to the example given.

Extra questions (these may be used to elicit further information if required):

1. How does the Training Scale relate to jumping? 2. Explain to me how you would build up a horse’s jumping ability from initial training to its first affiliated competition? 3. When would you feel a horse is ready to jump affiliated? Assessment Method - Discussion 4.3 Explain potential Potential problems may include: problems and suggest • Irregular paces methods to overcome • Loss of balance, rhythm them • Inappropriate speed • Lack of adjustability between obstacles • Poor quality of turns and approach to fences

Methods to overcome to include consideration of: • Choice of work • Choice of exercises

The candidate should be able to explain a potential problem; how this may occur, what effect it would have on future training if continued (not resolved), and how they should overcome the problem. They should be able to describe different types of work and exercises to include in the training to overcome the problem. Should also show a consideration for checks such as teeth, saddle etc. from the recognition of the problem.

Example scenario 1: You have been given a horse to school. The teenage owner is a confident rider and has started to do some unaffiliated show jumping competitions, however she has noticed that her horse sometimes struggles with his striding between combination fences. Explain why this would be a problem for future progression and explain how to overcome this.

Example scenario 2: You have a horse on sales livery that you are schooling to sell on. The horse has a good basic level of flat work, but when jumping tends to rush at the fences. Explain why this would be a problem for future progression and explain how to

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overcome this.

Example answer: Scenario 2 Rushing to fences can be over exuberance from the horse but usually occurs as a result of lack of confidence from the horse. To overcome this problem the horse should be able to gain confidence by jumping regularly over small, simple obstacles. Height and complexity can be increased progressively as the horse gains confidence. Other exercise that can be used include: • Circle in front of a fence until the horse settles into a rhythm and only then allow the horse to jump • Trotting poles can be used in front of a fence • Jumping on a circle with a short approach • Working on the consistency of maintaining the quality of the canter – throughout course. A horse that loses impulsion around corner will rush to the fence If not resolved this will likely to result in knock downs and refusals at competitions. It can also be dangerous for both horse and rider to continue jumping.

The candidate should cover all points listed above in their answer in addition to the example given.

Extra questions (these may be used to elicit further information if required): 1. Irregular paces and loss of balance or rhythm is a common problem when training young horses. Explain why this is a problem for a show jumping horse and explain how you would overcome this. 2. The horse that you are training has started to become stiff on one rein. Explain why this would be a problem for future progression and explain how to overcome this 3. Why might a horse show….x….., and how can this be improved through schooling? Assessment Method: Discussion 4.4 Evaluate the use of The candidate should be able to evaluate the value of grid work for the horse by grid work including: • Development of the horse’s jumping skills • Improving straightness • Regulating length of stride • Building confidence • Improving technique

Example question: Evaluate the use of grid work as an exercise when schooling horses. Include the benefits of grid work to a variety of horses and explain when grid work may not be a beneficial exercise to use.

Example answer: Building confidence

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Grid work can be used for all levels of horse that have been introduced to jumping.

For grid work the fences are set out at a prescribed distance. This means that the rider only needs to set the horse up for the approach to the first fence and then maintain the impulsion through the grid. If the horse has been set up correctly at the first fence they should be able to continue through the grid with relative ease, in a good rhythm. The horse will often gain confidence through a grid and the size of e.g. the final fences can be increased if the session is going well, further building a horse’s experience and confidence.

If grids are not set at suitable distances, or suitable exercises used, this will be detrimental to a horse’s confidence. Consideration should be paid to situations where more than one horse is using a grid, horses must be of a similar stride length.

The candidate should cover all points listed above in their answer in addition to the example given.

Extra questions (these may be used to elicit further information if required): 1. When would you use grid work for a horse and why? 2. What can you do with a grid of fences to help improve straightness 3. How can you use a grid of fences to improve the horse’s bascule? 4. How can you use grid work to help a horse who has difficulty making distances between combinations 5. What improvements in technique can you develop with grid work sessions Assessment Method: Discussion 4.5 Plan a training Candidate should be able to discuss a rough plan of development for a horse. schedule to progress a Training schedule to include: horse to show jumping • Pole exercises 1.10m • Grid exercises • Introduction of canter poles • Further improvement of the horse’s way of going on the flat • Referenced to the Training Scale

Example question: Outline the training required to progress a horse from 80cm up to show jumping at 1.10m.

Example answer: Poles on the ground can be used for related distances and dog legs when initially introducing these. To prepare horses for competition you would need to introduce things like a water tray, and different types of fences (style, triple bar, offset fences) flowers on the side of the fences, rings, banners (ringside).

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Exercises can be made progressively difficult by lengthening and shortening distances. You can take the horse to unaffiliated shows initially if you wish to. Raise the height and width of fences at home in a progressive way. Improve the quality of canter so horse can sit more (improve impulsion). Include in schooling practice for jump offs (tighter turns, length of stride, shorter approaches).

Work schedules should be varied – hacking, schooling, jumping, lungeing and other forms of exercise if available (horse walker, treadmill). Work introduced should be progressive; as the fitness and muscle tone improve the intensity of the work can increase. Regular turnout is essential.

Extra questions (these may be used to elicit further information if required): 1. How does the Training Scale relate to jumping when progressing to this level? 2. Describe the type of work you would do with the horse on the flat that would be beneficial for jumping. 3. Give some examples of grid work exercises that can be used to develop a horse at this level. Assessment Method: Discussion 4.6 Explain factors Candidates should have a working knowledge of the adjustments of the that influence the distances between doubles, combinations, grids and related fences depending distances between on different factors. fences Factors to include: • Trot and canter approaches • Dealing with different length of stride • Reasons and needs for shorter and variable schooling distances • Competition rules • Terrain, for example, grass or surface, uphill, downhill, distance to or from a corner, going • Knowledge of jump distances

Example question: Explain what factors influence the distances between fences.

Example answer: Variable schooling distances The horse needs to have an adjustable stride for jumping to be able to make distances and jump different types of obstacles. Different horses will naturally have different stride lengths, and the horse should be prepared in training for the length of stride required in competition. Distances may be set at competition that are slightly short or slightly long for a particular horse. The rider will need to identify this when walking the course and then ride the horse appropriately through the combination.

A useful exercise to use when schooling is to set a distance e.g. 5 strides between two fences and then practise shortening the horse to 6 strides and lengthening to 4 strides. For this exercise the distance between the fences could be set at

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21m.

The candidate should cover all points listed above in their answer in addition to the example given.

Extra questions (these may be used to elicit further information if required): 1. What would be the difference between jumping a double uphill and downhill? 2. What would be the difference between a related distance on a surface and on grass? 3. When schooling, why would you vary your distances between combination fences? 4. What distance would you set a schooling two stride double for a horse? How would this vary at competition? 5. Explain how the striding between a 1 stride double would differ if approaching from trot as opposed to canter? Assessment Method: Discussion

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Section B Learning Outcomes 2 and 5 On the day assessment

LO2. Be able to ride safely

Assessment Criteria Assessor Guidance 2.1 Maintain health, The candidate should show regard for health, safety and welfare of self, others safety and welfare of and horses throughout all riding sessions, to include: horse, self and others • Ride with consideration for other users of the school space • Consideration of individual horses

The candidate will be working in open order for all riding sessions. Assessment Method: Observation

LO7. Be able to ride an experienced horse over show jumps up to 1.10m (3ft 7ins) with a view to developing its way of going

Assessment Criteria Assessor Guidance 7.1 Evaluate the horse The candidate will work the horse in, this should include the use of two or three in preparation for fences. show jumping Throughout this work the candidate will evaluate some or all of the following through a progressive assessment: • The horse’s way of going in all paces • Change of pace between fences • The horse’s responsiveness to the aids • Ability to influence the canter • Horse’s balance through turns and corners • Horse’s jumping skill (strengths/weaknesses) • Jumping from trot and canter • Use of a placing pole • Relating fences Questions must be relevant to what has been observed.

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Method of assessment: Observation and discussion. 7.2 Ride the horse The candidate will then jump the horse, they will either; over a range of fences a) Jump the course of fences as numbered or, b) Use the fences as they wish to school over and assess the horse or, c) Plan their own course and jump it.

Throughout their work they should: • Relate fences to show understanding of training and the process for jumping a course • Show influence, control and confidence • Show a balanced, secure and influential position that has a positive effect Method of assessment: Observation. 7.3 Evaluate the work The candidate should be able to evaluate the work they have done with the undertaken horse, they should discuss what went well and what could be improved. The evaluation may include the horse’s: • Paces, forwardness, attitude • Softer/stiffer side • Ease of movement • Stronger and weaker movements • Response to the aids • Reference to the Training Scale Questions must be relevant to what has been observed Method of assessment: Observation and discussion. 7.4 Justify a plan of Plan to include: work to develop the • Future possible work, short term (one month) and medium term (six horse's training months) • Use of grids and gymnastic exercises to improve the horse’s technique • Use of alternative work programmes which may include lungeing, hacking and outside work • Progression towards jumping 1.15m Questions must be relevant to what has been observed. The candidate should discuss what they would like to develop with the horse to progress its training if they were given the horse for a period of time. They should be able to justify their plan by giving reasoning for the work chosen. Method of assessment: Discussion.

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Section C Learning Outcomes 2 and 6 On the day assessment

LO2. Be able to ride safely

The candidate will be working in open order for all riding sessions. Assessment Method: Observation

LO9. Be able to ride horses used for training others, with a view to developing their way of going

Assessment Criteria Assessor Guidance 9.1 Ride in an The candidate will ride two horses that are used for training others. These influential balanced horses may be riding school or college horses used for training clients and position students. The candidate should assess the horses’ paces, balance, rhythm, degree of longitudinal suppleness, quality of contact, impulsion and straightness. They should show some work and school movement/figures to assess the horses’ level of training. If the horse is capable they should show lateral work. Throughout their work they should maintain an influential balanced position to include: • Maintaining a secure balanced position whilst maintaining integrity of the aids • Riding forwards to a receiving rein aid with rhythm, bend and straightness within a working frame appropriate to the horse’s level of training • Demonstrate empathy and feel Method of assessment: Observation. 9.2 Evaluate the The candidate will be asked to evaluate the horses they have ridden to include

1 December 2020 Page | 25 Stage 4 Senior Ride for Training Show Jumping horses’ way of going in the points listed below. They should talk about the horse’s good qualities as line with the Training well as areas they think could be improved. The candidate should be able to Scale discuss the horse’s current level of training and the type of clients and students the horse would be suitable for.

The evaluation of the horse should be done with reference to the Training Scale and way of going to include: • Pace • Balance • Suppleness • Attitude/rideability • Technique Questions must be relevant to what has been observed. Method of assessment: Observation and discussion. 9.3 Use exercises to The assessor should be able to observe the candidate using appropriate develop the horses’ exercises to progressively develop the horse. Exercises should be appropriate to responsiveness to the the horse’s level of training and should focus on improvement in suppleness, impulsion and straightness. aids Exercises may include: • Transitions • School figures • Lateral work • Lengthening and shortening stride Method of assessment: Observation. 9.4 Use poles to The candidate should use poles and floor patterns with one of the horses they develop the training of ride. A maximum of 7 poles can be used. Helpers will be available to assist with the horse moving of poles, but the candidate should be able to instruct the helper with regards to spacing of poles. Within the session they may show how to: • Incorporate poles into training • Use of pole work for jump training (Show Jumping unit only) • Use different pole exercises Method of assessment: Observation. 9.5 Evaluate the The candidate should be able to evaluate the work they have done with each effectiveness of the horse, they should discuss what went well and what could be improved. work The evaluation may include: • Reasoning for the selection of the work • Effectiveness of the work Questions must be relevant to what has been observed. Method of assessment: Observation and discussion. 9.6 Justify a plan of Plan to include: work that develops • Future possible work; short term (one month), medium term (six the horses’ training months) • Use of alternative work programmes which may include lungeing, hacking and outside work Questions must be relevant to what has been observed. The candidate should discuss what they would like to develop with the horse to progress its training if they were given the horse for a period of time. They should be able to justify their plan by giving reasoning for the work chosen. Method of assessment: Discussion.

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Section D Learning Outcomes 2 and 10 On the day assessment

LO2. Be able to ride safely

The candidate will be working in open order for all riding sessions.

Assessment Method: Observation

LO10. Be able to ride an inexperienced horse over show jumps up to 1m (3ft 3ins) with a view to developing its way of going

Assessment Criteria Assessor Guidance 10.1 Evaluate the The candidate will ride an inexperienced show jumping horse. This horse may horse in preparation be a young horse or may be a mature horse that requires schooling. The for jumping candidate will work the horse in, this should include the use of two or three fences.

Throughout this work the candidate will evaluate some or all of the following:

A progressive assessment to include: • The horse’s way of going in all paces • Change of pace between fences • The horse’s responsiveness to the aids • Ability to influence the canter • Horse’s balance through turns and corners • Horse’s jumping skill (strengths/weaknesses)

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• Jumping from trot and canter Questions must be relevant to what has been observed. Method of assessment: Observation and discussion. 10.2 Ride the horse The candidate will then jump the horse, they will either; over a range of fences a) Jump the course of fences as numbered or, b) Use the fences as they wish to school over and assess the horse or, c) Plan their own course and jump it.

Throughout their work they should relate fences to show understanding of training and the process for jumping a course.

Range of fences to include: • Combinations • Uprights • Spreads/oxers Method of assessment: Observation. 10.3 Ride in an Throughout their work the candidate should maintain an influential balanced influential balanced position to include: • position Jumping the horse with a well-balanced, secure and influential position that has a positive effect • Showing influence and control and confidence • Demonstrating empathy and feel Method of assessment: Observation. 10.4 Evaluate the The candidate should be able to evaluate the work they have done with the work undertaken horse. They should discuss what went well and what could be improved. The evaluation may include the horse’s: • Paces, forwardness, attitude • Rhythm, bend, straightness, outline • Softer/stiffer side • Ease of movement • Stronger and weaker movements • Response to the aids • Gymnastic ability • Reference to the Training Scale Questions must be relevant to what has been observed. Method of assessment: Observation and discussion. 10.5 Justify a plan of Plan to include: work to develop the • Future possible work; short term (one month), medium term (six horse's training months) • Use of alternative work programmes which may include lungeing, hacking and outside work • Progression towards 1.10m Questions must be relevant to what has been observed. The candidate should discuss what they would like to develop with the horse to progress its training if they were given the horse for a period of time. They should be able to justify their plan by giving reasoning for the work chosen. Method of assessment: Discussion.

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UNIT 3: STAGE 4 SENIOR LUNGE

Suggested brief The horse will be presented tacked up ready for lungeing, but the you should adjust the tack and equipment as they would at home.

Areas for improvement should be identified early in an initial assessment and the plan of work and exercises carried out should aim to improve the horse’s way of going. Poles may be used to enhance the work if appropriate

Training and Learning Training should be via a number of methods including formal learning, practice and revision. Each candidate will be issued with an individual BHS ‘Skills Record’ that they must bring with them to their assessment. This explains the assessment process and learning outcomes. It is compulsory to have this signed off by a minimum of a BHS Performance level Accredited Professional prior to the assessment.

Part of the Stage 4 lunge assessment is covered within the skills record. All candidates must present their signed skills record on the day of assessment. If a candidate does not present their skills record you must call the office.

Assessment methodology

In Unit 3: Stage 4 Senior Lunge, the assessment methodology is as follows:

Learning Outcome Assessment method

LO1. Understand how to lunge competition horses VIVA

LO2. Be able to lunge a competition horse to develop its way of going On the day assessment

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Stage 4 Lunge Day Structure 8 Candidates - 4 Assessors

13.15 Briefing Arena 1 Arena 2 Arena 3 Time Assessor A Assessor B Time Assessor C Time Assessor D Section A Section A Section B Section B 13.30 VIVA VIVA - Candidate 1 Candidate 2 13.30 Lunge 13.30 Lunge 13.40 - Candidates 5 - Candidates 7 13.45 VIVA VIVA 14.00 & 6 14.00 & 8 - Candidate 3 Candidate 4 13.55 LO LO LO2 LO2 14.05 1 1 VIVA VIVA - Candidate 5 Candidate 6 14.05 Lunge 14.05 Lunge 14.15 - Candidates 1 - Candidates 3 14.20 VIVA VIVA 14.35 & 2 14.35 & 4 - Candidate 7 Candidate 8 14.30 14.30 End

Section A (LO 1) - contains the learning outcomes that are trainer endorsed and so need to be verified by using the VIVA method on a 1:1 basis with each candidate. One assessment criteria from each of these learning outcomes will be identified on the observation sheet sent from the office, and it is important that this is the criteria assessed on the day.

Section B (LO 2) – is the practical observation of the lungeing and will be carried out with one assessor to two candidates.

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Section A Learning Outcome 1 Viva assessment

LO1. Understand how to lunge competition horses • The criteria in this learning outcome have been signed off in a trainer endorsement within the skills record. Question the candidate on at least one assessment criteria selected via the office. This will be marked on the candidate’s observation sheet (viva). This assessment should be detailed and cover the breadth of the complete assessment criteria chosen. • Each criteria has a question structure given which forms the initial question to candidates. Scenarios for these questions can be varied according to the content. Where candidates do not initially give complete answers, prompt questions can be used to elicit further information. • Scenarios may cover only part of the assessment criteria. Where an answer is provided that does not cover the full breadth of the assessment criteria the assessor should ask further questions to cover the remaining elements. Use your discretion to prompt and/or support a candidate to begin a topic or trail of thought, however, the end result must be that they have competently fulfilled the assessment criteria in relation to the command verb (e.g. they have evaluated, explained, analysed etc.). • Assessors should vary the questions/scenarios used at each assessment.

Assessment Criteria Assessor Guidance 1.1 Evaluate the use of Range = 2 or more a range of training aids Training aids: for lungeing • Side reins (variation of positions) • Pessoa • Whittaker • Chambon • Harbridge

Example question: Evaluate the use of …x… training aid. Include in your answer; reasons why you may use the training aid, advantages and disadvantages, and problems caused by incorrect use.

Candidate should answer this question for at least two of the training aids listed.

Example answer: Pessoa A Pessoa is designed to be used progressively over a period of time. Before using such training aid, considerations to be made include, is it necessary, will it harm the horse and is the person using the aid experienced? The Pessoa consists of ropes and pulleys that attach to the bit and run alongside the body and around the hindquarters. There are different positions that can be attached depending on the horse’s stage of training. Work should always be started on the lowest setting, for a short period, for example, a few minutes on each rein. The work can be gradually increased to 20 minutes per session over a

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series of weeks.

The basic idea of the Pessoa is to encourage the horse to work with a lowered head carriage and rounded outline and to work through from behind. They can also help to build up muscle along the back and hindquarters following injury. When using any training aid the horse should be introduced to this slowly, to allow their muscles to develop. If the training aid is used incorrectly, the horse can be put under too much strain and physically damaged. It could also cause behavioural issues with the horse becoming uncooperative. The training aid should not be used as a quick fix and injuries, way of going and wear and tear should all be considered. Due to the rope system of the Pessoa, and how it comes around the horse’s hindquarters, some horses will not like this feeling, particularly young horses, and may react to it. Care should be taken the first few times of using to allow the horse to accept the feeling of the ropes around the hindquarters.

Extra questions (these may be used to elicit further information if required): 1. How does the …x… work, describe it to me. 2. When and why would you use a …x…? 3. How long would you use a …x… for? 4. How would you introduce this to a horse? 5. What are the advantages and disadvantages of using a …x…? 6. What would be the implications of incorrect use of a …x…? Assessment Method: Discussion 1.2 Explain the use of Candidate should be able to explain when and why to use long reining as a long reining suitable exercise for horses at various stages in their training.

Use to include; • Different types of long reining • Use for young horses • Use for experienced horses • Process of introducing long reining to a horse

Example question: Explain why long reining is used in the training of young horses and describe how you would introduce it. Explain how long reining can be used with more experienced horses.

Example answer: Young horses Long reining can be a useful training tool for young horses. It will introduce contact on both reins, whilst stimulating energetic movement from the additional line around the quarters. It should help the horse to accept contact before moving onto ridden work. As you have two lines when long reining it is easier to keep a young horse on the line of direction of the circle and prevent him from falling in or out. You have more control with the two lines. You can also work on suppleness and bend whilst long reining. You can also introduce

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different environments (for example bridleways and tracks) via long-reins, but this should always be carried out with two people (one close to the horse’s head) in case the horse spooks.

The candidate should cover all points listed above in their answer in addition to the example given.

Extra questions (these may be used to elicit further information if required): 1. Explain different types of long reining 2. What are the advantages of long reining? 3. How long should you long-rein for? 4. How is long reining a suitable exercise for young horses? 5. How would you introduce long reining to a young horse, any safety considerations? 6. How can long reining be included in an experienced horse’s training and exercise? Assessment Method: Discussion

Section B Learning Outcome 2 On the day assessment

LO2. Be able to lunge a competition horse to develop its way of going

It is helpful to give a brief to the candidate before they begin lungeing, so they know what is expected. It should be very similar to scenarios they may encounter if working as a groom or trainer.

Example brief: Asses the horse you are lungeing and determine strengths and areas to improve. Choose work to develop the horse.

Poles should be used during the session if appropriate. If it is not appropriate to use poles (i.e. horse is too fresh) then the use of poles can be covered during discussion.

• You will assess this learning outcome in full on the assessment day • Prior to starting this learning outcome check the ready for assessment section in the skills record has been signed; this records the candidate is of sufficient level to sit the assessment. This identifies the candidate is ready for an assessment. This does not mean they will necessarily be successful in passing the assessment on the day. • There are example questions and scenarios included in the guidance below, please note these are examples only and assessors may choose their own questions. Assessors should vary the questions/scenarios used at each assessment. • Scenarios may cover only part of the assessment criteria. Where an answer is provided that does not cover the full breadth of the assessment criteria the assessor should ask further questions to cover the remaining elements.

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Assessment Criteria Assessor Guidance 2.1 Maintain health, Candidate should show regard for health, safety and welfare of self, others and safety and welfare of horses throughout the lunge session: horse, self and others • Use of schooling area at all times • Awareness of space and other users • Horse fitness and level of education • Checking tack for safety • Leading the horse • Lungeing the horse • Lungeing with poles

Candidate should check all lunge equipment for safety and fit. Horse can be warmed up without side reins (can be put on during warm up if required e.g. to help control horse). Horse moved through changes of rein safely. Horse sent out on an appropriate sized circle. Candidate positioned safely throughout, handling equipment safely at all times. Time of session suitable for horse. Equipment adjusted to improve horse’s performance. If poles used, must be set out to a safe distance for horse. Assessment Method: Observation 2.2 Assess and Candidate should be able to give an evaluation of the horse’s way of going evaluate the horse’s throughout the session. way of going Way of going to include: • Informed observation of the horse working in walk, trot and canter • Comparison of way of going on both reins • With and without side reins

The candidate will be expected to age the horse, assess its physical condition and its way of going in all three paces to select exercises appropriate for the horse. The candidate should be aware of the horse’s level of fitness and its temperament.

Extra questions (these may be used to elicit further information if required): 1. How balanced do you think this horse is on both reins? 2. Does this horse show any stiffness at all? If so, how did you come to this conclusion? 3. Does the horse show any differences in balance and straightness in any of the three paces? Other questions relating to what you see on the day Assessment Method: Discussion 2.3 Demonstrate Techniques to include; techniques appropriate • Handling of equipment for the horse • Stance, authority • Appropriate circle size • Side reins attached appropriately

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• Working at relevant rhythm and tempo • Work over poles (as appropriate) • Developing balance

If poles are used, the candidate’s technique lungeing over the poles must be safe and correct. Candidate must show confidence and competence with their lunge technique. Assessment Method: Observation 2.4 Utilise a range of Candidate should be experienced in working horses on the lunge as a means of exercises to improve schooling and improvement and not just exercising. the horse’s way of going Candidate should be able to use the following exercises appropriately during their session: • Transitions • Collecting and lengthening stride • Increasing and decreasing the size of the circle • Use of poles (as appropriate) to develop the way of going

The exercises should show an improvement in the horse’s way of going (discussed in 2.2). Candidate must show confidence and competence to undertake a variety of exercises necessary to improve the horse’s way of going. Side reins must be used during the main part of work. Horse should be worked in all three paces on both reins, through changes of pace and stride, use of transitions and circle size adjusted. Poles should be used if appropriate for the horse and conditions and appropriate exercises chosen. If it is not appropriate to use poles (i.e. horse too fresh) then the use of poles can be discussed within 2.7.

The canter does not need to be maintained if not balanced, but an assessment of the canter needs to be made.

Walking when lungeing is acceptable when it is necessary to keep the circle size big, but candidate should still be able to reach the horse with the whip. Assessment Method: Observation 2.5 Develop an Candidate should develop a rapport with the horse to get the best work out of effective rapport with them. the horse To include: • Manner with the horse • Effectiveness of aids • Control and influence over horse’s way of going • Empathy with the horse’s needs

The handling of equipment, the rapport and efficiency in working the horse to show his/her best work is what is required. Assessment Method: Observation

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2.6 Evaluate the Candidates should be able to evaluate the session, to include: effectiveness of the • Reflection on the content of session session • Logical sequence and timing • Debate of effectiveness of exercises chosen • Identify strategies to improve personal performance • Identify effective techniques used

Candidate is expected to talk about the horse’s paces, their outline and carriage, straightness, suppleness, willingness and so on.

Extra questions (these may be used to elicit further information if required): 1. What were you pleased with about your session today? Any areas you think didn’t go so well? 2. Tell me about why you chose the exercises you carried out and did they have the desired effect? 3. What improvements were you hoping to see form the horse today? 4. What would you do differently next time? 5. How effective were the exercises you chose? 6. What else would you like to develop with this horse?

Other questions relating to what you saw. Assessment Method: Discussion 2.7 Develop a plan for From their assessment and evaluation of the session, the candidate should be progression able to develop a suitable plan for the horse’s work on the lunge. The plan should include: • Identify areas for improvement • Consider progression for future sessions

Extra questions (these may be used to elicit further information if required): 1. This horse is in your care for the next month. How would you like to progress its training in that time, and what exercises would you carry out? 2. What exercises would you like to introduce in future sessions to improve this horse’s way of going? 3. This horse will be lunged two times a week for the next few months. Tell me what work you would introduce to this horse and what improvements you would like to see? Assessment Method: Discussion

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UNIT 1: STAGE 4 SENIOR CARE

General guidelines Candidates must show that they have the required qualities and can apply the basic principles of good horse husbandry. They must be able to maintain effective performance under pressure, be able to use specialist tack in a safe and efficient manner and understand the management of competition horses. They should be able to understand how to maintain the physical well-being and care of a variety of different kinds of horses (old, young, breeding stock etc.) and apply the relevant nutritional requirements to each.

Suggested brief You will see from your program that the Care unit is divided into four sections; A, B, C and D. You will work through each section with your assessor. Section A and B are the practical sessions and you will work through the following topics but not necessarily in this order: • Tack, equipment and training aids • Assessing static and dynamic conformation • Anatomy including mucle groups, tendons and ligaments • Treatment and rehabilitation

Section C and D are your viva assessments which will be a short assessment covering the sections you have been assessed and signed off by your trainer.

Throughout all tasks we expect you to demonstrate safe handling of horses and practical application of the equipment.

Part of the stage 4 care assessment is covered within the skills record. All candidates must present their signed skills record on the day of assessment. If a candidate does not present their skills record you must call the office.

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Assessment methodology

In Unit 1: Stage 4 Senior Care, the assessment methodology is as follows:

Learning Outcome Assessment method

LO1. Be able to use specialist tack in a safe and efficient manner On the day assessment

LO2. Understand nutritional requirements of horses VIVA

LO3. Understand the management of competition horses VIVA

LO4. Be able to maintain a horse’s physical wellbeing On the day assessment

LO5. Understand the care of horses VIVA

LO6. Understand how to care for mares and youngstock VIVA

LO7. Understand the care of older horses VIVA

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Unit 1: Stage 4 Senior Care Day Structure 8 candidates - 4 assessors

14.45 Briefing Area 1 (yard) Area 2 (yard) Area 3 Area 4 Time Assessor A Assessor B Time Assessor C Time Assessor D 15.00 Section C Section D Section A Section B 15.00 – – VIVA VIVA 15.00 Fit Specialist Assess a 15.15 15.15 Candidate 1 Candidate 2 - tack horse Section C 15.15 Section D 15.30 Candidates 5 Candidates 7 15.15- VIVA - VIVA & 6 & 8 15.30 Candidate 3 15.30 Candidate 4 Section C 15.35 Section D Section A Section B 15.35- VIVA - VIVA 15.35 Fit Specialist Assess a 15.50 Candidate 5 15.50 Candidate 6 - tack horse Section C 15.50 Section D 16.05 Candidates 1 Candidates 3 15.50- VIVA - VIVA & 2 & 4 16.05 Candidate 7 16.05 Candidate 8 LO5, LO1 LO4 LO2,3 Section C 16.10 Section D 6,7 Section A Section B 16.10 VIVA - VIVA 16.10 Fit Specialist Assess a -16.25 Candidate 2 16.25 Candidate 1 – tack horse 16.25 Section C Section D 16.40 Candidates 3 Candidates 5 16.25 – – VIVA VIVA & 4 & 6 16.40 16.40 Candidate 8 Candidate 7 Section C 16.45 Section D Section A Section B 16.45- VIVA - VIVA 16.45 Fit Specialist Assess a 17.00 Candidate 4 17.00 Candidate 3 - tack horse Section C 17.00 Section D 17.15 Candidates 7 Candidates 1 17.00- VIVA - VIVA & 8 & 2 17.15 Candidate 6 17.15 Candidate 5 End

Section A (LO 1) – is a practical session with one assessor working with two candidates.

Section B (LO 4) - is a practical session with one assessor working with two candidates.

Section C (LO 2,3) - contains the learning outcomes that are trainer endorsed and so need to be verified by using the VIVA method on a 1:1 basis with each candidate. One assessment criteria from each of these learning outcomes will be identified on the observation sheet sent from the office, and it is important that this is the criteria assessed on the day.

Section D (LO 5.6,7) - contains the learning outcomes that are trainer endorsed and so need to be verified by using the VIVA method on a 1:1 basis with each candidate. One assessment criteria from each of these learning outcomes will be identified on the observation sheet sent from the office, and it is important that this is the criteria assessed on the day.

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Section A Learning Outcome 1 On the day assessment

LO1. Be able to use specialist tack in a safe and efficient manner • You will assess this learning outcome in full on the assessment day • Prior to starting this learning outcome check the ready for assessment section in the skills record has been signed; this records the candidate is of sufficient level to sit the assessment. This identifies the candidate is ready for an assessment. This does not mean they will necessarily be successful in passing the assessment on the day. • Each criteria has a question structure given which forms the initial question to candidates. Scenarios for these questions can be varied according to the content. Where candidates do not initially give complete answers, prompt questions can be used to elicit further information. • Scenarios may cover only part of the assessment criteria. Where an answer is provided that does not cover the full breadth of the assessment criteria the assessor should ask further questions to cover the remaining elements. Use your discretion to prompt and/or support a candidate to begin a topic or trail of thought, however, the end result must be that they have competently fulfilled the assessment criteria in relation to the command verb (e.g. they have evaluated, explained, analysed etc.).

Assessment Criteria Assessor Guidance 1.1 Maintain safe Candidate should show regard for health, safety and welfare of self, others and handling and working horses to be considered whilst: procedures for health, • Handling fit horses in the stable safety and welfare • Showing respect for the horse and their surroundings • Awareness of how the horse may react to the task/s • Safe positioning of tack in and around stable • Positioning self and horse for designated task

The candidate must follow safe procedures to show they are aware of how to work around horses they do not know.

Points to observe: Handling of horse/s in stable; their positioning, respect shown for the horse and how observant they are around the horse. Tacking up; the lifting, carrying and positioning of tack for safety. The care taken when putting on boots or bandages, and how the horse may react to these (particularly hind legs), recognition that this horse is unknown to them and suitable behaviour. Taking care putting the bridle on, not tying the horse up with a double bridle on. Assessment method: Observation 1.2 Manage own time Candidate to work at commercial speed and prioritise tasks appropriately efficiently according to throughout all work within all learning outcomes. industry practice Assessment method: Observation

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1.3 Explain a range of Range = 2 or more. methods of restraint to The candidate must be able to explain at least two of the below methods of ensure safety of horse restraint, when to use and when not to use, and how to keep horse and handler and handler safe during use. Assessor to choose the two methods. Methods of restraint: • Bridle • Control headcollar • Lunge cavesson • Skin pinch • Lip twitch (and unacceptable twitches – ear twitch) • Chifney • Stallion chains • Veterinary prescribed sedative

Example question: When would you use …x… to control a horse and why? The candidate should answer the question above for at least two of the methods of restraint listed.

Example answer: Leading a two year old colt to and from the field You should try to use the mildest method of restraint in the first instance and work up if required. If a headcollar and lead rope are not providing enough control, then a control headcollar could be tried. Wear PPE (hat, gloves and suitable yard boots) whilst leading the horse. A control headcollar works on a pressure and release system, so if the horse pulls, pressure would be applied to the nose via a moveable rope on the nosepiece. Once the horse stops pulling, the pressure is released. A control headcollar would be a suitable starting point in this instance as the horse is young and jaw and teeth are not developed. If possible, I would also see if a helper could open and close any gates to avoid the risk of being trapped between horse and gate if he spins or kicks out.

Extra questions (these may be used to elicit further information if required): 1. Explain when you would use a Chifney as a method of restraint, and how this applies pressure to a horse. Are there any occasions/type of horse a Chifney would not be suitable for? 2. You are trotting up at a three-day event; what method of restraint would you use and why? 3. You have a 2 year old colt that you want to bring in and out of a field, which method of restraint would you use, and why. Explain to me how the method of restraint works? 4. A vet needs to treat a competition horse for a wound on the hind leg that needs stitching. What method of restraint could be used and why? 5. Discuss a lip twitch, how they work and when they may or may not be used. Are there twitches which are deemed unacceptable to use and why? Assessment method: Discussion

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1.4 Select, fit and Candidate will be presented with a range of tack and equipment of different evaluate tack for sizes. They should be able to work efficiently to select tack and equipment different situations appropriate for the horse they are given. If the tack or equipment does not fit, they should look to see if they can be adapted or if other items are more suitable.

Dressage tack: • Modern comfort bridle • Variations of nosebands in current use • Double bridle • Dressage saddle • Pad, cloth, numnah • Girth, protector

Show Jumping tack: • Bridle (can be a double bridle) • Martingale/breastplate • Noseband(s) • Jumping saddle • Alternative stirrups • Girth (stud girth) • Spur guards • Leg protection

Cross country tack: • Cross country bridle (can be a double bridle) • Suitable reins • Martingale • Noseband • Jumping saddle • Girth (stud girth) • Breast plate (to include five point) • Leg protection

Endurance/trekking tack/long distance tack: • Washable or light weight bridle • General purpose saddle (Synthetic tack or leather) • Seat saver • Lightweight saddle • Stirrups (toe cages) • Saddle bag • Neck strap • Coiled lead rope

The candidate should evaluate the tack chosen through discussion to include: • Consideration of horse welfare

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• Effectiveness for purpose • Consideration of competition rules

If the candidate has used an anatomical girth discuss fit of this.

The assessor to pick the type of tack the candidate should select and fit.

Example scenarios: The candidate is expected to be able to tack up in the competition environment. 1. Tack this horse up for working hunter show class in a double bridle 2. Tack this horse up for a Medium dressage competition with a double bridle 3. Tack this horse up to go cross country in a double bridle 4. Tack this horse to go hunting in a double bridle 5. You’re helping out an event rider with three horses. You need to have this horse ready to get on, and you need to double check the fit of the tack. This isn’t a rider you work for often so you don’t know which tack is for each horse. Tack the horse up ready for cross country, the rider wants a double bridle on the horse.

Example questions for evaluation of fit. 1. How do you decide if this is a suitable saddle for the horse? 2. When thinking about the fit of this saddle, what would be relevant to the size and features of the saddle and the fit of it? 3. What do you like and not like about this particular saddle? 4. How do feel about the fit of the double bridle? 5. What do you feel about the fit and safety of this tack, is it safe to ride out in.

In discussion alter the scenario and ask what they would like to change, e.g. we are now going cross country/show jumping/dressage/endurance or trekking (riding over a distance), what would you like to change? This is an opportunity to give the candidate time to reconsider what they have done.

A five point breastplate must be put on and fitted at some point within the assessment. Assessment method: Observation and discussion 1.5 Evaluate a range Range = 3 or more of training aids for Aids may include: riding • Draw reins • Bungees • Market Harborough • Harbridge • De Gogue

Example question:

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Explain the positives and negatives of ...x… training aid and give an example of when it might be used.

The candidate should answer the question above for at least three of the training aids listed.

Example answer: Draw reins Draw reins can be used to give more control to the rider, e.g. a horse that naps or spins on the road. These consist of a double length rein made of leather, webbing or nylon, with a loop at either end. They may or may not have a buckle. When fitted as draw reins, both loops are fitted to the centre of the girth under the belly, pass together between the front legs and then divide, passing through the bit rings from inside to outside and back to the rider’s hands. The draw reins should not be consistently used with a contact, they should only come into play when extra control is required. If the draw reins are used too much or not fitted correctly it is very easy to force the horse into an artificial head carriage with a short neck. It can appear broken at the fourth vertebra. This can be very difficult to correct later.

Extra questions (these may be used to elicit further information if required): 1. What training aids are allowed in competitions? Assessor note (since 2017 it is no longer permissible for Market Harborough to be used in competition) 2. What training aids can be used when warming up at a dressage competition or horse trials? 3. When might you use a training aid? 4. What are the concerns when using x training aid? Assessment method: Discussion 1.6 Evaluate use of a Range = 3 or more range of bits Candidate should be able to evaluate the suitability of at least three bits in relation to anatomy of the mouth and a horse’s way of going. Bits to include: • Snaffles • Double bridle bits • Gags • Pelhams • Bitless bridles • Dressage legal bits • Other bits in common use

Example question: Give an example of when you might use …x… (to include the anatomy of the mouth if relevant). Explain its action and how this can positively and negatively influence the horse.

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The candidate should answer the question above for at least three of the bits listed.

Example answer: Double bridle bits It is not usual to use a fixed curb with a loose ring bridoon as the action of the curb would become more severe. The bridoon acts in the same way as a snaffle and the Weymouth/curb has a refining action of putting pressure on the poll. The fulcrum action on the curb groove to bring the head down and round. For a horse that has a tendency to fix its jaw a loose ring and sliding cheek may be a help with this. A horse that has large canines/tushes may need slightly narrower bits.

Extra questions (these may be used to elicit further information if required): 1. You have a 3 year old you want to back, which bit would you select and why. What action would the bit have and would this influence its way of going? 2. You have a horse that has a big jump over a fence that tends to land on the forehand and it’s hard to connect the horse for the next fence, which bit would you choose and why? How would this influence the horse’s way of going? 3. You have a horse that’s strong cross country. Which bit would you use and why? What effect on the horse’s way of going would you expect from this bit? 4. Which bits would you put together in a double bridle? What action does each bit have and how would this influence a horse’s way of going? 5. When might it be appropriate to use a bitless bridle, and why? 6. Which bits can be used for dressage tests and what is legally allowed to be in the middle of a double jointed bit? 7. Explain the action of a Pelham bit. What influence does this have on the horse? Assessment method: Discussion 1.7 Evaluate leg Range = 2 or more situations protection for a range Candidate should show knowledge of leg protection for: of situations • Cross country • Show jumping • Dressage • Endurance/Trekking (riding over a distance) • Turning horses out

The candidate should evaluate through discussion to include: • Consideration of horse welfare • Effectiveness for purpose • Consideration of competition rules

Example questions: 1. Explain the positives and negatives of using boots for …x…

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2. Talk to me about the positives and negatives of using bandages for …x...

Example answer: Cross country

Boots: Positives: protection, support (if correctly fitted), speed of application, many available on the market designed for specific purposes.

Negatives: safety issue if not fitted correctly, going through water and becoming heavy and then rubbing, causes legs to heat up.

Bandages: Positives: mould around the horse’s leg, harder for dirt to get stuck between bandage and leg (vs boots).

Negatives: do not offer same level of protection from knocks as boots, horse can become reliant on extra support given by bandages, not quick to apply, can be applied too tight, can cause legs to become hot – little ventilation. Assessment method: Discussion

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Section B Learning Outcome 4 On the day assessment

LO4 Be able to maintain a horse’s physical wellbeing

• You will assess this learning outcome in full on the assessment day • Prior to starting this learning outcome check the ready for assessment section in the skills record has been signed; this records the candidate is of sufficient level to sit the assessment. This identifies the candidate is ready for an assessment. This does not mean they will necessarily be successful in passing the assessment on the day. • Each criteria has a question structure given which forms the initial question to candidates. Scenarios for these questions can be varied according to the content. Where candidates do not initially give complete answers, prompt questions can be used to elicit further information. • Scenarios may cover only part of the assessment criteria. Where an answer is provided that does not cover the full breadth of the assessment criteria the assessor should ask further questions to cover the remaining elements. Use your discretion to prompt and/or support a candidate to begin a topic or trail of thought, however, the end result must be that they have competently fulfilled the assessment criteria in relation to the command verb (e.g. they have evaluated, explained, analysed etc.).

Assessment Criteria Assessor Guidance 4.1 Assess a horse’s The candidate should be asked to assess a horse taking into consideration the static and physical horse’s; type, size, sex, age, and evaluate the type of work the horse is suited for. condition Static: • Ageing the horse • Bone structure (length of bone / angles) • Strengths and weaknesses relating to the frame and covering muscular structure • Dividing horse into sections • How proportion and balance influence soundness and the ride

Physical condition: • Condition scoring • Level of fitness • Muscular development • TPR – will not need to take TPR but understand how it would be used to evaluate the condition • Skin conditions (sarcoids/sweet itch/melanoma) • Hoof condition

Extra questions (these may be used to elicit further information if required): 1. What do you think the age of this horse is? How have you arrived at that conclusion?

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2. Tell me about this horse’s conformation, are there any strengths and weaknesses? How do you think this would affect its way of going? 3. Does this horse look in proportion? If not, why not? How would this affect the way of going and what the rider feels? 4. How well balanced would this horse be when ridden? 5. Are there any conditions of the skin that you have come across, if so what are they? 6. When you look at the horse, what sort of condition do you think this is in? 7. How fit do you think this horse is? 8. What did you think of the muscular development? Assessment method: Observation and discussion 4.2 Analyse a horse’s The candidate should be asked to assess the structure of the horse’s lower legs lower leg and foot and analyse foot balance. balance If there are obvious bony and/or bursal enlargements the candidate should talk about these.

Analysis to Include: • Front and hind • Condition of limbs (bone spavin, bog spavin, thoroughpin, curb, windgalls, splints) • Relationship of hoof pastern axis • Foot balance implications and conditions (ringbone, sidebone, navicular disease, splints, windgalls)

Example question: Talk to me about how you think this horse’s foot balance and leg conformation may affect his way of going?

If legs are clean introduce a scenario/questions to cover conditions/implications.

Extra questions: 1. If a horse has a bone spavin, how will this affect his work prospects? 2. If a horse has windgalls on both hind legs, how would manage these?

Assessment method: Observation and discussion 4.3 Assess a horse’s The candidate should be asked to assess the horse to include: dynamic conformation Dynamic: • Walk in hand • Trot in hand • Turning and reversing • Flexion test (discussion only) • Lungeing for soundness (discussion only) • Quality of movement • Soundness in gait

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• Foot balance implications

Candidate should be able to manage the situation politely, instruct the handler clearly and follow the correct process for trotting up. Candidate should be able to discuss the quality of movement, identify soundness/unsoundness and notice and discuss any deviations in movement.

Questions asked relevant to situation e.g. how straight is this horse in his movement? Assessment method: Observation and discussion 4.4 Explain how a Range = 2 or more range of remedial Remedial equipment to include: equipment would be • Standard shoe used in the prevention • Rolled toe shoe or rehabilitation of • Support shoe lameness • Raised heel shoe • Bar shoe • Heart bar shoe • Gel pads – silicon / impression materials • The use and fitting of hoof boots for unshod horses

Example question: Explain when …x… can be used and why.

Example answer: Heart bar shoe A heart bar shoe could be used for the treatment of laminitis. The shoe continues at the top (where the gap would usually be on a conventional shoe) and has a heart shaped pad which covers the frog. The heart shape shouldn’t go beyond the length of the frog. The purpose of the heart shape is to support the pedal bone and improve circulation. If the horse finds it too painful for the heart bar shoe to be nailed on, they could have pads taped to the feet instead or gauze with setting gel (for example, Equi-pak) that covers the sole of the foot. By supporting the foot this helps to hold the laminae in place to prevent separation. When a horse has laminitis it is important the farrier trims the foot appropriately to keep the toe short. Assessment method: Discussion 4.5 Analyse the use of Analyse the use of the following bandages by explaining: current bandaging • How to apply methods • Why they may be used • Length of use and how often • Potential issues of use • Occasions when a method may not be suitable

Bandaging methods: • Support • Pressure

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• Stable • Foot

Example question: Explain when you might use a …x… bandage. How would you apply this bandage? What are the potential issues associated with using this bandage?

Example answer: Hock bandage This may be used for example if a horse is bleeding from a wound on the on hock. You could apply a hock bandage whilst you wait for the vet.

Padding should be large enough to go over the joint and then bandage in a figure of eight with a cohesive bandage. Tension of bandages should be checked, when applying don’t pull tight, roll the bandage round the limb, once completed check with a finger at the top and bottom. Can also apply support/stable bandage to encourage circulation in both lower limbs.

Incorrect bandaging (too tight and/or insufficient padding) can restrict or in severe cases cut off the circulation to lower leg. You could lose all skin and hair from around bandage. Incorrect bandaging can result in scarring/white marks on the legs.

Extra questions (these may be used to elicit further information if required): 1. When might you use a …x… bandage? 2. What considerations need to be taken when applying this bandage? 3. What other type of bandage would you use in conjunction with this bandage and why? 4. What potential issues are there if the bandage is applied incorrectly? Assessment method: Discussion 4.6 Select and apply a Candidate should select equipment and apply: suitable foot dressing • Foot dressing with poultice (or substitute) and suitable bandages and or a figure of eight duct tape bandage or • A figure of eight bandage for wound protection

Candidate should be efficient and complete this in five minutes, from selection of suitable equipment to completion.

Example scenario: 1. This horse has come in from the field with a bleeding wound on the hock. Apply a figure of eight bandage to stem the bleed until the vet arrives. 2. Apply a foot poultice that will stay on overnight.

Elastic bandages may be used instead of a cohesive bandage for the purposes of

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the demonstration.

Foot poultice: can be demonstrated using an elastic bandage, in practice duct tape would be used. Assessment method: Observation and discussion 4.7 Explain the Range = 2 groups function of muscles Candidate should be able to explain the function of the different muscle groups with regards to locomotion and gait (which part of the horse moves and how). Muscle groups: • Quarters • Back • Shoulders • Neck and top line

Example question: Show me where the individual muscles are within the …x… and explain the influence they have on the movement of the horse.

The candidate is required to provide answers for two muscle groups.

Example answer: Quarters When galloping: Biceps femoris, semitendinosus and semimembranosus - Powerfully extend the hips and propel the horse forward. Medial gluteal - Provides power for hip extension but also helps raise the forehand.

When jumping: Medial gluteal, hamstrings, gastrocnemius and quadriceps - Provide the power at take-off to propel the horse into the air when the horse is jumping.

Jumping and dressage: Superficial gluteal and biceps femoris. Maintain lateral stability behind, particularly important during collection, lateral exercises and at take-off. Assessment method: Observation and discussion 4.8 Explain the role of Candidate will need to identify the relevant tendons and ligaments in the lower the main tendons and leg and explain basic function in locomotion. ligaments in the lower leg To include: • Front and hind lower leg • Flexor and extensor tendons • Annular, check and suspensory ligaments • Connection to muscle (going to top of leg) and bone structure

Example question:

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Identify and name the main tendons and ligaments in the lower leg and explain to me their functions.

Example answer: Suspensory ligament Ligaments connect bone to bone across joints. They differ from tendons in not being part of a muscle. They support the joint and prevent it from over- extending, over-flexing or over-rotating.

The suspensory ligament runs down the back of the leg and plays a major role in the support of the fetlock. It functions more like a tendon in that it can stretch and recoil. For example, when the fetlock is on the ground, the suspensory ligament stretches; it then recoils as the leg leaves the ground. Repetitions of the stretch and recoil can lead to repetitive strain injury in this ligament.

The candidate should provide an answer for the tendons and ligaments listed above in addition to the example given. Assessment method: Observation and discussion 4.9 Explain a range of Range = 2 or more common injuries to Candidate should be able to explain common injuries to tendons and ligaments tendons and ligaments (suspensory, check and collateral ligament damage) and their treatment. and their treatment Common injuries: • Sprain / pull • Strain / tear • Laceration

Example question: Explain how a horse may sustain …x... injury. What action should be taken? Describe the probable treatment.

Example answer: An injury would present itself via heat and swelling of the affected area. Lameness can range from mild to severe depending on the severity of the injury. If any injury is suspected, call your vet at the time of injury. Depending on the level of lameness they may need to examine the horse as a matter of urgency to rule out any concurrent trauma e.g. fracture. Follow vet advice but generally this may include anti-inflammatory medication, cold hosing, initial box rest, walking out in hand, long term rehabilitation. Bandaging may be advised in certain cases. Further treatment could include shockwave therapy and/or stem cell therapy depending on the nature of the injury.

Extra questions (these may be used to elicit further information if required): 1. Explain how to identify a horse with a sprained tendon. 2. What will you do immediately and what could be a long term treatment? 3. What action would you take if a horse was intermittently lame? 4. What could cause intermittent lameness?

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Assessment method: Discussion 4.10 Explain how to Prevention to include the importance of: prevent injuries to • Adjusting work to ground conditions tendons and ligaments • Correct warm up and cool down • Inspection and care of legs after competition • Injuries more commonly seen in specific disciplines • Fitness and initial work in fitness program

Example scenario 1: You are groom for a three day event rider. What would you consider are the risks for tendon or ligament injury? What would your role be in preventing injury?

Example scenario 2 You have a horse that you are show jumping at Foxhunter level. What would you consider are the risks for tendon or ligament injury? What would you do to prevent injuries?

Example scenario 3 You have a school master on your riding school, he is used for more experienced clients in dressage and show jumping lessons and is ridden out on hacks. What would you consider are the risks for tendon or ligament injury? What would you do to prevent injuries?

Example answer: Risk of injury increases; competing an unfit horse, poor going, landing badly after a jump, insufficient support for a horse with old injury. Prevention of injury: Make sure; horse is fit enough, sufficient warm up and cool down, rider well balanced and fit, use good quality boots, regular farrier care. Prepare horse sufficiently for type of competition e.g. use of different types of ground in fitness programme. Care after competition – recognising injury, seeking vet assistance and using cold treatments. Provide all round sound stable management. Consider using treatment/therapies that may be beneficial to the horse (e.g. hydrotherapy). Assessment method: Discussion 4.11 Explain a range Range = 3 or more of common treatments and therapies Treatments and therapies: • Veterinary intervention • Treadmill • Heat lamps or pads • Stretching • Circulatory treatments (massage, shockwave, magnetic, ultra sound, TENS, etc.) • Care of legs • Hydro treatments • Rehabilitation work

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• Walking in hand and under saddle • Cold and warm treatment

Example question: Why might you use …x… and what are the benefits?

The candidate should answer this question for three of the treatments/therapies listed.

Example answer: Treadmill A treadmill can save time warming up and cooling down. Different environment for the horse. It can be used to be used to improve the rhythm and quality of pace. It can be used to help muscle the hind quarters (if used on an incline). Improve horse’s fitness. Can be used to monitor fitness. For rehabilitation it can be used to regulate the speed at which the horse moves. Can be used if riding areas are temporarily unavailable e.g. flooded. Option to exercise the horse without a rider. Assessment method: Discussion

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Section C Learning Outcomes 2 and 3 Viva assessment

LO2 Understand nutritional requirements of horses • The criteria in this learning outcome have been signed off in a trainer endorsement within the skills record. Question the candidate on at least one assessment criteria selected via the office. This will be marked on the candidate’s observation sheet (viva). This assessment should be detailed and cover the breadth of the complete assessment criteria chosen. • Each criteria has a question structure given which forms the initial question to candidates. Scenarios for these questions can be varied according to the content. Where candidates do not initially give complete answers, prompt questions can be used to elicit further information. • Scenarios may cover only part of the assessment criteria. Where an answer is provided that does not cover the full breadth of the assessment criteria the assessor should ask further questions to cover the remaining elements. Use your discretion to prompt and/or support a candidate to begin a topic or trail of thought, however, the end result must be that they have competently fulfilled the assessment criteria in relation to the command verb (e.g. they have evaluated, explained, analysed etc.). • Assessors should vary the questions/scenarios used at each assessment.

Assessment Criteria Assessor Guidance 2.1 Explain nutritional Range = 2 or more and dietary needs for a Horses may include: range of horses • Show jumping (foxhunter) • Dressage (medium) • Eventing (intermediate) • Endurance/Trekking (50 miles / 80km) • Show horses • Stallions • Developing young stock (including fast growing young stock)

Nutritional and dietary needs should include: • Type of feed • Bulk to concentrate ratios • Consideration to the stage of fitness of the horse • How and when to feed

Example question: Explain the nutritional and dietary needs of a… x…

The candidate should answer the question above for at least two of the horses listed.

Example answer: Dressage horse A dressage horse working at Medium level would be considered to be working

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within moderate workloads. This would include 4/5 working sessions in the arena each week with supportive hacking and riding out. The diet would be; good quality hay – 2/3 times daily depending on routine and timings. Some yards may prefer to use haylage as this is not dusty and may be more nutrient dense – energy, protein. There is choice as to the type of haylage used.

The bucket feed will be made up of high quality fibre. An example would be; fast fibre soaked to manufacturer’s guidance mixed with chaff/ready grass or similar prepared brand suitable for the type of horse and its workload. Wherever the feed is primarily bulk, a balancer should be included.

This type of diet tends not to indicate specific balance of concentrate to bulk which in traditional terms would be something in the region of 60% bulk. More traditional course mixes can be used with the coarse mix being added to chaff or similar prepacked product.

Depending on food type the horse would require a minimum of 2% of bodyweight per day and a maximum of 2.5%

Vitamins/mineral supplements can be used but may depend on the feed type being used as balancers offer a balance to the diet.

Any diet should suit the needs of the individual horse which should be monitored continuously with regard to condition, work and general wellbeing.

Extra questions (these may be used to elicit further information if required): 1. Tell me how you would feed a dressage horse competing at Medium level 2. Tell me how you would feed a show jumping horse competing at fox hunter 3. Explain to me the considerations of feeding an endurance/trekking horse before and during a 50mile ride Assessment method: Discussion 2.2 Evaluate the use of Evaluation to include: vitamin and mineral • Provision of vitamins and minerals within the food ration supplements in horses’ • Supplementary feeding, how and when diets Example question: Evaluate the use of vitamin and mineral supplements, include when and why supplements may be used in horses’ diets.

Example answer: Vitamin and mineral supplements are only required if a horse has a deficiency, which may be identified through blood tests or if they are on 100% forage diet which may not provide sufficient vits/mins.

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In areas where the ground is Selenium deficient and the horse lives out 24/7 the horse would require supplementation, as they would not get daily requirements from grazing alone. If the horse is not thriving blood tests would identify other deficiencies. A Selenium and vitamin E supplement may be required. Feed as per recommendations on the bag. May have to give a small hard feed to add supplement to.

Extra questions (these may be used to elicit further information if required): 1. Give an example of a horse that may require a vitamin and/or mineral supplement, and reasons why you may use this. How would you feed this supplement and how would you know how much to give? 2. What are the risks of over supplementing a horse’s diet? 3. A horse is in light work. They are of a healthy weight and on 24 hour turnout. Why might this horse require a vitamin and mineral supplement? What are the risks, if any, of feeding a vitamin and mineral supplement to this horse? Assessment method: Discussion 2.3 Analyse the Range = 3 or more management of a The candidate should be able to analyse the management of at least three of the range of health health conditions listed. conditions that may be linked to nutrition Analyse by identifying several relevant factors, show how they are linked and explain the importance of each. Management factors could include: • How the condition may be linked to poor nutrition • Diet • Turnout vs stabling • Exercise • Routine

Health conditions to include: • Exertional Rhabdomyolysis (ER) (tying up) • Lymphangitis • Filled legs • Equine Metabolic Syndrome (EMS) (diabetes) • Gastric ulcers • Colic • Laminitis • Obesity • Developmental Orthopaedic Disease (DOD) • Dehydration

Example questions: 1. Explain how ...x... can be caused by poor nutrition/diet. 2. Explain how the condition can be managed including factors such as; diet, turnout, exercise and routine. 3. How can these factors contribute positively and/or negatively to the

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management of the condition.

Example answer: Laminitis Laminitis can be triggered by poor management of nutrition, this may include: overfeeding especially through winter, not managing access to grazing, not condition/fat scoring (keeping eye on weight changes), feeding hard feed when unnecessary and a lack of exercise. All these contribute to a horse gaining excess weight – a trigger for laminitis.

How to manage: restrict grazing, soak hay, use a muzzle (no more than 12 hours, then stable), cut down hard feed, increase exercise (if sound), condition/fat score to monitor the horse. As soon as horse is sound bring them back into work. Other health condition: Horses prone to laminitis are at risk of developing EMS, require vet advice for the management of this condition.

Extra questions (these may be used to elicit further information if required): 1. Explain how poor nutrition can trigger …x…? 2. How would you manage a horse to prevent …x…, with reference to diet, turnout, exercise and routine? 3. What other health condition may a horse with …x… be prone to? 4. Your horse has been diagnosed with a mild bout of …x…, what would you change in the routine/management/diet of the horse to improve the horse’s clinical signs and prevent a reoccurrence? Assessment method: Discussion

LO3 Understand the management of competition horses • The criteria in this learning outcome have been signed off in a trainer endorsement within the skills record. Question the candidate on at least one assessment criteria selected via the office. This will be marked on the candidate’s observation sheet (viva). This assessment should be detailed and cover the breadth of the complete assessment criteria chosen. • Each criteria has a question structure given which forms the initial question to candidates. Scenarios for these questions can be varied according to the content. Where candidates do not initially give complete answers, prompt questions can be used to elicit further information. • Scenarios may cover only part of the assessment criteria. Where an answer is provided that does not cover the full breadth of the assessment criteria the assessor should ask further questions to cover the remaining elements. Use your discretion to prompt and/or support a candidate to begin a topic or trail of thought, however, the end result must be that they have competently fulfilled the assessment criteria in relation to the command verb (e.g. they have evaluated, explained, analysed etc.). • Assessors should vary the questions/scenarios used at each assessment.

Assessment Criteria Assessor Guidance 3.1 Analyse the The candidate should be able to analyse the overall management of competition management of horses before, during and after competition. For the purposes of this question, competition horses ‘pre’ and ‘post’ competition is defined as the week prior and week after

1 December 2020 Page | 58 Stage 4 Senior Care pre, during and post competition. The competition is within the country the horse is based but may competition require several hours of travel. It could be a one-day competition or three-day event. The candidate should be able to analyse by identifying several factors, how they are linked and explaining the importance of each. Factors could include:

Pre competition: • Daily routine • Use of popular management techniques and equipment (e.g. massage, massage pads, stretching, magnetic therapy, hydro treatments) • Workload • Transportation within home-based country (regulations, passport and relevant paperwork) • Routine and care of horse upon arrival

During competition: • Grooming and presentation of horse • Feeding, hydration • Care and management techniques at a competition • Cooling off and care of legs after competition (ice boots, hosing) • Checking for injury • Stabling away from home

Post competition: • Checking for injury (strains, pulls etc.) • Routine, turnout • Use of popular management techniques and equipment (e.g. massage, massage pads, stretching, magnetic therapy, hydro treatments)

Example questions: Analyse the management of a competition horse before, during and after a competition.

Example answer: Pre-competition Routine: Should try and stay the same as much as possible. May want to reduce workload in the run up to a competition. So, if a dressage horse, may hack out to vary work before the test and so they’re not stale before the test. Work depends on temperament of horse, generally speaking, try not to do too much heavy work a few days before to allow horse to conserve energy and reduce risk of injury, however, a stressy horse may need extra work to take the edge off. Check shoes. If weather will be hot can begin to give electrolytes.

Preparation for travelling: Stocking the lorry with food, water, bedding, veterinary products (for example, first aid kit) as well as horse’s equipment and tack (including fly spray, sunblock

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etc.), water for whole time away, or use water there (depends on if horse will drink away from home, will it need flavoured water?). Passport, relevant certificate of competence (if you’re travelling a horse for financial gain you must comply with the transporting horses regulations).

Transport of horse: Consideration – hay or no hay, leg protection, temperature of vehicle (air flow), rug (if required), hydration/electrolytes (depending on sweating). Check travel times/journey try to travel outside of peak times, this reduces journey time and the potential dehydration of horse. Breakdown details/contact in vehicle.

Arrival Present passport to organiser before unloading. Offer a drink, take horse for a walk/graze, depending on time of arrival you may wish to ride horse, groom, bed it down. If stable is on grass, let horse graze it first before bed is down (prevents horse trying to eat bedding to get to grass), give horse sufficient food and water for the night, bandage? Rug? Contact details visibly displayed on stable. Check horse periodically to check has settled in stable.

The candidate is required to provide an answer in relation to the management of the horse during and post competition in addition to the example answer given.

Extra questions (these may be used to elicit further information if required): 1. What considerations would need to be made to the horse’s routine in the run up to a competition? 2. You are travelling to a one-day British Eventing competition which is three hours away. You are the groom and will be driving the lorry. The dressage test is 8am so the rider wants to stay overnight the day before, temporary stables are provided at the event. The rider has asked you to make all the usual preparations for the event. What preparation would you make prior to travelling? 3. What care would you need to take with the transport of the horse for a three hour journey? 4. When you arrive, what will you do with your horse? 5. Explain how you will manage the horse’s routine on the competition day based on class times. 6. How would you care for a horse after it has completed cross country? 7. How would care for the horse’s legs after competition? 8. Explain how you would care for a horse after it has completed a competition to include the evening after and the following day. Assessment method: Discussion 3.2 Evaluate the Range = 2 or more different fitness • Show jumping (foxhunter) processes required for • Dressage (medium) a range of • Eventing (intermediate) performance horses • Endurance/trekking (50 miles / 80km)

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• Show horses

Fitness processes to include: • Interval training • Traditional methods • Fitness programs

Example question: Compare and evaluate how fitness programs would differ between a …x… horse and a …x… horse.

Example answer: Dressage horse and event horse A dressage horse requires a variety of work within its fitness program to maintain suppleness. This could include; hacking out, work over different surfaces including undulating ground, up and down hills. It is important to work on different surfaces which may be reflective of competition venues. The intensity of the work should be in line with the level of competition. Medium dressage: schooling sessions could be up to 45 minutes and working towards the horse being able to trot and canter consistently for blocks of 15 minutes. Dressage horses may benefit from pole work and grid work to help suppleness in addition to flat schooling. Competitions can also be used as part of a fitness plan. An event horse would require a higher level of aerobic fitness; this often includes canter work which may be covered using interval training. Three x five minute canter sessions with three minutes of walk in between, every four days. Interval training should be done with heart rate monitors, train horse to stay fit enough to keep heart rate under an acceptable level (approximately 160bpm) to prevent the build-up of lactic acid. Use heart rate monitor to check recovery of the horse. The speed will depend on terrain (flat vs hills). Competitions can be used as part of this too. Assessment method: Discussion

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Section D Learning Outcomes 5, 6 and 7 Viva assessment

LO5 Understand the care of horses • The criteria in this learning outcome have been signed off in a trainer endorsement within the skills record. Question the candidate on at least one assessment criteria selected via the office. This will be marked on the candidate’s observation sheet (viva). This assessment should be detailed and cover the breadth of the complete assessment criteria chosen. • Each criteria has a question structure given which forms the initial question to candidates. Scenarios for these questions can be varied according to the content. Where candidates do not initially give complete answers, prompt questions can be used to elicit further information. • Scenarios may cover only part of the assessment criteria. Where an answer is provided that does not cover the full breadth of the assessment criteria the assessor should ask further questions to cover the remaining elements. Use your discretion to prompt and/or support a candidate to begin a topic or trail of thought, however, the end result must be that they have competently fulfilled the assessment criteria in relation to the command verb (e.g. they have evaluated, explained, analysed etc.). • Assessors should vary the questions/scenarios used at each assessment.

Assessment Criteria Assessor Guidance 5.1 Explain how to Explain how to maintain horse health including the following: maintain health and • Recognising hazards wellbeing of horses • Risk management • Health and safety policy • Ensuring effective communication with all stakeholders • Cleanliness • Isolation • Dealing with new horses (psychological wellbeing) • Contagion and infection, common conditions • Biosecurity measures

Example question: Explain the measures that are put in place on yards to ensure the health and well-being of horses.

Example answer: Biosecurity • Biosecurity can be defined as the prevention of the spread of contagious disease • Ideally, as a precautionary measure, new horses onto a yard should be isolated for a minimum of 28 days with their temperature taken twice daily. Yards have their own individual policies, which may be a paddock or stable where the newcomer can see other horses but not touch them • All horses should have up-to-date vaccinations (flu) • Do not share equipment such as tack, grooming kits, water buckets and

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rugs between horses • Even if you have no reason to believe any horses on the yard are sick, it is good practice to wash your hands between handling different horses, or carry a sanitiser on your belt. If a horse is known to be unwell, more strict isolation and disinfection precautions than this must be taken (do not need to go into detail for this assessment criteria as this is covered in 5.3, however you can link the two if preferred) • All yard visitors should be noted in the yard diary • When away at completion do not let your horse touch unknown horses or share water, upon return the horse should be monitored for any signs of illness. Travel equipment should be cleaned and the trailer or lorry disinfected. Be careful when using pressure hoses, as those with greater than 120psi produce aerosols and can spread infectious agents. • Common conditions to look for include equine flu or strangles

Candidates should provide answers for all the points listed in addition to the example given.

Extra questions (these may be used to elicit further information if required): 1. Tell me how you deal with a new horse coming onto a yard. 2. Describe the content of a health and safety policy for a yard. 3. Explain how you recognise hazards and manage risks on a yard. 4. Explain the importance of effective communication with all those who visit the yard or who are affected by the business. 5. Describe common conditions which are infectious/contagious. 6. Describe basic measures to ensure cleanliness on a yard and explain how these contribute to the health and well-being of horses. Assessment method: Discussion 5.2 Explain procedures Procedures to include: for managing a • Symptom identification suspected outbreak of • Immediate procedures a contagious disease • Short, medium and long term action planning

Example question: Explain the procedures on a yard if it is suspected that a horse has a contagious disease.

Example answer: Immediate procedure • Barrier nursing (taking extra precautions to try to ensure that the disease cannot spread, including washing hands, wearing overalls and using disinfectants on footwear and stabling). Approved disinfectants available from Defra • Any horse showing signs of infectious or contagious disease such as cough, nasal discharge, fever (above 38.5⁰C), skin lesions (e.g. ringworm) should be isolated immediately and veterinary advice sought. Where relevant, the horse's owner should be informed. This would also help to

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decide and plan how to manage the disease. • The horse should be placed in strict quarantine and isolated. Is there a stable away from the main stabling, or could one of them be sectioned off? Likewise, with a field, could one be sectioned off where no other horses could touch the infected horse? • Monitor the temperature of all horses on the yard, ensuring that thermometers are sterilised between horses • Sick horses should not be handled by people who then attend other horses unless full cleaning/washing/disinfecting happens. This should include wearing overalls, washing hands and disinfecting boots • Inform other owners and local yards • Keep a record of dates and names of horses who have had contact with the isolated horse • Implement the traffic light system – colour-code horses into groups (red, amber, green)

Candidates are required to provide answers to all the points listed in addition to the example given.

Extra questions (these may be used to elicit further information if required): 1. Explain how you would deal with an outbreak of a contagious disease on your yard. 2. Describe symptoms that may indicate a horse has a contagious disease. 3. Explain how you would manage the situation; Short, medium and long term. Assessment method: Discussion 5.3 Describe end of End of life care to include: life care • Assessing quality of life • Signs that may indicate the need for euthanasia • Procedure and veterinary intervention • Carcass disposal • Passport requirements

Example question: Explain how you assess a horse’s quality of life in order to make decision as to whether euthanasia may be required. Explain the options available for euthanasia.

Example answer: Assessing quality of life Quality of life can be subjective and what one person regards as being acceptable might differ from the view of another. The following may indicate the need for euthanasia: • Horse’s general quality of life is consistently deteriorating and veterinary treatment does not improve horse’s condition. • Does not interact with people or other horses in the same way as before, showing signs of stress, has changed his behaviour significantly (e.g. has

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become aggressive), is withdrawn, dull or depressed with no improvement. • Consistently losing appetite and losing weight. Is not drinking sufficient water. • Increasingly uncomfortable in movement, reluctance to walk. • Is having diarrhoea often (e.g. for 3 or more days) with no improvement. • Is experiencing discomfort or is not able to urinate (e.g. attempts to urinate but nothing happens) with no improvement. • Needs help to move or get up (e.g. struggles to rise from lying down). • Is not weight-bearing on one or more limb(s) (e.g. cannot comfortably stand on all four limbs or is resting a foreleg). • Is experiencing continual pain. Signs include: sweating without exercise (and it’s not an excessively hot day), blowing (panting) without exercise, trembling or shaking. • Struggles to roll or lie down and get back up

Candidates should be familiar with following services; Friends at the End (BHS), Equine End of Life Service (National Fallen Stock Company).

Candidates should provide answers for all the points listed above in addition to the example given.

Extra questions (these may be used to elicit further information if required): 1. Talk to me about assessing the quality of life in an older horse. 2. Tell me what sort of signs may indicate the need for euthanasia. 3. How can a horse’s passport affect the type of euthanasia that is chosen? 4. What are the different options available for euthanasia? 5. What are the options available for carcass disposal? Assessment method: Discussion

LO6 Understand how to care for mares and youngstock • The criteria in this learning outcome have been signed off in a trainer endorsement within the skills record. Question the candidate on at least one assessment criteria selected via the office. This will be marked on the candidate’s observation sheet (viva). This assessment should be detailed and cover the breadth of the complete assessment criteria chosen. • Each criteria has a question structure given which forms the initial question to candidates. Scenarios for these questions can be varied according to the content. Where candidates do not initially give complete answers, prompt questions can be used to elicit further information. • Scenarios may cover only part of the assessment criteria. Where an answer is provided that does not cover the full breadth of the assessment criteria the assessor should ask further questions to cover the remaining elements. Use your discretion to prompt and/or support a candidate to begin a topic or trail of thought, however, the end result must be that they have competently fulfilled the assessment criteria in relation to the command verb (e.g. they have evaluated, explained, analysed etc.). • Assessors should vary the questions/scenarios used at each assessment.

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Assessment Criteria Assessor Guidance 6.1 Explain how mares The candidate should explain how to care for a mare in foal throughout in foal should be cared pregnancy, to include: for • Feeding • Turn out • Vaccinations and worming

Example question: Explain how to care for a mare in foal.

Example answer: Feeding • During this last trimester it will be necessary to increase her nutrition, although by how much will depend on what type she is. She will definitely require increased levels of protein, and a good source of calcium for optimum foetus development, along with vitamins and minerals. Oil is a good source of essential fatty acids • Whilst the mare requires correct nutrition, and whilst oil/fat can be a useful component of this, it is essential that she does not lay down excess fat, as this can make foaling difficult, and can also cause developmental problems in her foal, particularly to the limbs • There are many proprietary feeds available for the purpose; a stud mix or cube will give correct nutrition and maintain weight, while a stud balancer will give correct nutrition, without weight gain • Good grass throughout pregnancy is recommended and/or ad lib forage. Amount of bulk to be kept high. Keep hard feeds small and often (if necessary).

Candidates should provide answers for all the points listed above in addition to the example given.

Extra questions (these may be used to elicit further information if required): 1. How much turn out should be provided for a mare in foal? 2. What vaccinations and worming are required for a mare in foal? Assessment method: Discussion 6.2 Describe the signs Signs may include a mare is due to foal • Shape • Weight • Udder • Behaviour • Muscle tone

Example question: Describe the signs that indicate a mare is due to foal.

Example answer: Shape: As the mare reaches approximately 9 months of gestation, her abdomen

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will start to appear more pendulous. Udder: Approximately 24 hours prior to foaling the mare will wax up. The udder will be completely full. Immediately prior to foaling, colostrum may drip from the teats. Any more discharge than this should be considered abnormal and the vet must be consulted urgently. Behaviour: Changes in behaviour are highly variable between individuals when foaling is imminent. Sometimes she may appear to show sweating and mild colic signs or just be unsettled and walk around more. If you have any doubts at this stage, the vet should be notified immediately. Muscle tone: Muscle tone decreases prior to foaling, with the muscles in the pelvic area beginning to relax approximately three weeks before parturition. Assessment method: Discussion 6.3 Explain the foaling Foaling Process to include: process • Choice to foal inside or outside • Normal foaling process • Identifying problems and when veterinary intervention is required • Immediate after care (importance of colostrum, passing of meconium, retention of afterbirth)

Example question: Explain the foaling process.

Example answer: Choice to foal inside or outside Foaling inside. An adequate-sized foaling box, well-bedded and banked, clear of fixtures, with CCTV is desirable. An automatic waterer, which is out of the way when the foal is born, is ideal; alternatively a water bucket that is soft and will collapse and has no handle is the safer option. Most mares foal without incident, however watching from a distance gives reassurance, and means that if complications do occur help can be at hand.

Foaling outside. If the mare is due to foal early or late in the season, the weather may be harsh. Any other companions in the field must be compatible. Ideally, the field should be relatively flat, with fencing that prevents the foal coming separated from the mare. As most mares foal at night it is difficult to keep an eye on proceedings if foaling takes place in a field. If you foal down in the field it may be difficult to catch the mare after. Native horses and ponies will often foal outside, they are more hardy and used to living outside.

Candidates should provide answers for all the points listed above in addition to the example given.

Extra questions (these may be used to elicit further information if required): 1. Outline the stages of labour/foaling. 2. What problems could occur and when would you call the vet? 3. Describe the aftercare of the mare and foal. 4. What is the importance of colostrum to the foal?

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5. What is meconium? 6. What checks does the vet make on their first visit after the mare has foaled? Assessment method: Discussion 6.4 Evaluate care Evaluate the overall care of the mare and foal including the different options options for the mare available, including and foal • Stabling • Turning out • Handling • Company of others • Health checks • Breed of mare

Example question: Tell me about the care options you have for the mare and foal. Which would be best for; a native horse/pony or a thoroughbred breeding for the racing industry.

Example answer: The type of mare or breed may have a direct influence on how the mare and foal are managed. The available space for turn out, time of year and the nature of the turnout provision are further considerations.

Native breeds will generally do better if managed out of doors. This assumes the turn out area is safe, well fenced and drained and has protection against the worst of the weather. Good grazing is essential, native breeds would usually foal in the spring so there should be sufficient grazing. However attention should still be paid to the condition of the field, an open field with little natural protection poorly drained on clay will provide poor turn out for even the most hardy of breeds.

All stock should have as much access to turn out as possible however thoroughbred horses may often need to be provided with sufficient shelter, protection and food in order to do well. Thoroughbreds breeding for the racing industry may foal earlier in the year. Many youngstock will not do well to prolonged periods of wet and cold. The compromise maybe to turn out through the day and stabled overnight. Some studs may keep breeding stock in barns which allows for more companionship and reflects a more natural management process. These examples are extremes but in general terms the judgement is around dealing with what is available; matching care to breed and needs of individuals and using turn out to best possible advantage. Assessment method: Discussion 6.5 Explain the The candidate should be able explain through discussion the young horse’s physical needs of need for the following: young horses • Group turn out; value of company for young horses, types of horses suitable for group turn out with young horses • Stabling; evaluate whether there is need to stable young horses

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compared to 24/7 turnout. Consider factors such as breed, time of year and turn out availability • Feeding; requirements (consider factors such as breed, age and environment) • Weaning; methods of weaning, age of foal • Castration; when required, age of horse • Health care including joint development

For the purpose of this question, a young horse is defined between the years of 0-3.

Example question: Explain what the young horse needs to ensure their physical and mental wellbeing.

Example answer: Weaning Approximately 6 months of age. Several ways to wean. If field with lots of mares and foals take one mare out at a time. Be mindful that youngsters should not be left on their own. When dealing with small numbers it might be best to separate youngsters at the same time. Before weaning is contemplated ensure that the youngster is eating independently. Any turn out space used for youngsters in this environment should be extra safe. Out of mare earshot; possible higher protected fencing or a barn. It is always wise to make sure the weanling is well handled before weaning as handling will quickly be necessary following weaning. Establish a new routine quickly and one that can be maintained.

If only one mare and foal then try to remove them so they cannot hear each other. Try to find someone else in a similar situation so that both foals have company, or provide an alternative companion for your foal. Ideally, the companion of a similar age and, if possible, sex.

Candidates should provide answers for all the points listed above in addition to the example given.

Extra questions (these may be used to elicit further information if required): 1. Explain how a foal can be weaned. 2. From what age should a foal be weaned? 3. Explain the benefits of turn out and company to young horses. 4. What types of horses are suitable company for young horses when turned out? 5. In what situation may it be necessary to stable young horses? 6. What the feed requirements for young horses? Assessment method: Discussion 6.6 Explain methods Methods of handling to include: of handling young • Daily routine attention; general handling, picking up/out feet, grooming

1 December 2020 Page | 69 Stage 4 Senior Care horses • Work in hand; leading, trotting up • Introduction to loading and transportation

Example question: Explain the types of handling a young horse will require.

Example answer: Daily routine attention Leading, learning to tie up learning to be groomed, pick out feet, and get used to items of equipment. When ready you can introduce the horse to being tied up. Start putting a long line through a piece of string and making sure the horse realises it can’t pull back and give it something to eat, short periods, makes sure nothing to panic horse. Lengthen the time each session and stay with horse the first time it is properly tied up.

Candidates should provide answers for all the points listed above in addition to the example given.

Extra questions (these may be used to elicit further information if required): 1. Once the foal is weaned how would you progress its education? 2. How would you teach a young horse to tie up, what methodology and why? 3. How would you teach a horse to trot up – when would you decide the horse was ready to learn this? 4. How would you teach a young horse to load? 5. How would you introduce a young horse to travelling? Assessment method: Discussion

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LO7 Understand the care of older horses • The criteria in this learning outcome have been signed off in a trainer endorsement within the skills record. Question the candidate on at least one assessment criteria selected via the office. This will be marked on the candidate’s observation sheet (viva). This assessment should be detailed and cover the breadth of the complete assessment criteria chosen. • Each criteria has a question structure given which forms the initial question to candidates. Scenarios for these questions can be varied according to the content. Where candidates do not initially give complete answers, prompt questions can be used to elicit further information. • Scenarios may cover only part of the assessment criteria. Where an answer is provided that does not cover the full breadth of the assessment criteria the assessor should ask further questions to cover the remaining elements. Use your discretion to prompt and/or support a candidate to begin a topic or trail of thought, however, the end result must be that they have competently fulfilled the assessment criteria in relation to the command verb (e.g. they have evaluated, explained, analysed etc.). • Assessors should vary the questions/scenarios used at each assessment.

Assessment Criteria Assessor Guidance 7.1 Explain how to Candidate should be able to recognise the signs of ageing in relation to: recognise the signs of • Muscle tone ageing • Dental changes • Eating habits • Stiffness • Coat colour

Example question: Explain how you would recognise the signs of ageing in a horse.

Example answer: Muscle tone Muscle-wasting, also known as sarcopenia, is common in aged horses as reductions to the level and type of work affect muscle mass. Sarcopenia is most frequently noticed in large muscle groups, such as those along the topline and over the hindquarters. Generalised muscle loss gradually results in the area becoming weaker and the horse often develops a sway back.

Sarcopenia is more common in older horses not being exercised, who have poor nutrition or PPID. In these horses, the spine and hip bones may be more prominent.

In an older healthy, sound horse, regular gentle low-speed exercise can help to stabilise any further muscle loss. Because of the changing musculature, regular saddle fitting checks will be imperative to prevent serious discomfort and potential pain to the horse if ridden.

Candidates should provide answers for all the points listed above in addition to the example given.

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Extra questions (these may be used to elicit further information if required): 1. How would you expect to see the muscle tone of a horse change as they age? 2. What are the recognisable dental changes as a horse ages? 3. Would a horse’s eating habits change as they age? If so what would you expect to notice? 4. How would you expect a horse’s movement (range of movement and way of going) change as they age? Assessment method: Discussion 7.2 Explain ongoing Candidate should be able to explain the ongoing care required for the older care of the older horse horse to include: • Feeding • Management • Turn out • Work

Example question: Explain the types of ongoing care an older horse may require.

Example answer: Feeding It is always important to feed according to the individual needs of the horse. Being overweight results in arthritic joints having to carry more weight and becoming aggravated. However, weight loss in an older horse is often a sign of compromised health or a social problem whereby the horse is unable to access, digest or absorb the nutrients provided. Horses that experience pain or illness are likely to lose their appetite and in such cases veterinary attention should be sought. As with any horse, routine weighing, and fat scoring are important to monitor any changes.

In some older horses the effectiveness of the molar teeth deteriorates (and with the added possibility of lost teeth), a geriatric horse may begin to struggle grinding down certain foods such as grains, mixes or rough forages. As a result the horse is at an increased risk of choke, colic and weight loss. The horse’s diet will need to be carefully managed with softer, soaked, sloppy feeds that are easier for the horse to consume. Hay replacers are widely available and are ideal for an older horse with poor dentition. Short-chopped stalky forage should be avoided as it is difficult to grind effectively and may become trapped between the teeth as they get narrower, causing gum disease. Pelleted feeds are preferable to replace the fibre horses are not able to chew themselves. Soaking them can mean the teeth don’t need to work very hard for the horse to get the nutrients he needs. Poor-quality incisor teeth can inhibit the horse's ability to graze productively, especially on short grass.

Candidates should provide answers for all the points listed above in addition to the example given.

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Extra questions (these may be used to elicit further information if required): 1. Explain the possible requirements for feeding an older horse. 2. Explain how workload should be monitored for an older horse. 3. How might workload need to be altered for an older horse? 4. How does regular work benefit the older horse? 5. How does regular turn out benefit the older horse? 6. Explain the types of extra care an older horse may require. Assessment method: Discussion

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