23644 version 1
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Demonstrate knowledge for educating horses
Level
3
Credits
5
Purpose
People credited with this unit standard are able to demonstrate knowledge: of
psychological terms in relation to educating horses; of individual
characteristics of five horses; and of planning and implementing a horse
education session.
Subfield
Equine
Domain
Equine Training
Status
Registered
Status date
25 July 2007
Date version published
25 July 2007
Planned review date
31 December 2012
Entry information
Open
Accreditation
Evaluation of documentation and visit by NZQA and
industry.
Standard setting body (SSB)
Primary Industry Training Organisation
Accreditation and Moderation Action Plan (AMAP) reference
0018
This AMAP can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Special notes
1
Behavioural characteristics are flight, senses, reaction time, memory and dominance
as described by Miller, Robert M., Understanding Horses (Nevada: Velocity
Production, 1999).
2
Legislation relevant to this unit standard includes but is not limited to the Health and
Safety in Employment Act 1992, and its subsequent amendments.
3
Procedures and practices do not contravene the Code of Recommendations and
Minimum Standards for Welfare of Horses (Wellington: Ministry of Agriculture and
Forestry, 1993); or available at http://www.biosecurity.govt.nz/animalwelfare/codes/horses/index.htm.
 New Zealand Qualifications Authority 2016
23644 version 1
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Elements and performance criteria
Element 1
Demonstrate knowledge of psychological behavioural terms in relation to educating
horses.
Range
imprinting, habituation, operant conditioning, positive reinforcement, negative
reinforcement, reward, punishment, shaping, latent learning, generalisation.
Performance criteria
1.1
Psychological behavioural terms of horses are described in relation to their
influence upon educating horses.
Element 2
Demonstrate knowledge of individual characteristics of horses.
Performance criteria
2.1
Individual characteristics of horses are described.
Range
2.2
age, breed, state of training, body score and temperament,
sensitivity, awareness, intelligence, confidence, cooperation.
Individual characteristics of horses are described in terms of how they relate to
educating horses.
Range
age, breed, state of training, body score and temperament,
sensitivity, awareness, intelligence, confidence, cooperation;
evidence is required of five horses.
Element 3
Demonstrate knowledge of planning and implementing a horse education session.
Performance criteria
3.1
Physical environment and culture for horse education is described.
Range
3.2
includes but is not limited to; non-slip, and safe flooring,
padded/solid walls, surroundings, loading ramps, yards, training
culture, reflection of personnel.
Skill requirements relating to a horse’s developmental stage are described.
Range
foals, weanlings, yearlings, two year olds, three year olds.
 New Zealand Qualifications Authority 2016
23644 version 1
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3.3
Progressive planning for educating an individual horse skill is described.
Range
3.4
leading, long-lining, initial handling, loading.
Factors for implementing a horse education session are described.
Range
physical environment, goal, individual characteristics.
Please note
Providers must be accredited by NZQA, or an inter-institutional body with delegated
authority for quality assurance, before they can report credits from assessment against
unit standards or deliver courses of study leading to that assessment.
Industry Training Organisations must be accredited by NZQA before they can register
credits from assessment against unit standards.
Accredited providers and Industry Training Organisations assessing against unit standards
must engage with the moderation system that applies to those standards.
Accreditation requirements and an outline of the moderation system that applies to this
standard are outlined in the Accreditation and Moderation Action Plan (AMAP). The
AMAP also includes useful information about special requirements for organisations
wishing to develop education and training programmes, such as minimum qualifications for
tutors and assessors, and special resource requirements.
Comments on this unit standard
Please contact the Primary Industry Training Organisation standards@primaryito.ac.nz if
you wish to suggest changes to the content of this unit standard.
 New Zealand Qualifications Authority 2016