BTEC Level 3 Certificate in Animal
Management
BTEC Level 3 Subsidiary Diploma in
Animal Management
Course handbook
September 2011 onwards
Name:_____________________________________
Dear Student
Welcome to the BTEC Level 3 Certificate in Animal Management/ BTEC Level 3 Subsidiary
Diploma in Animal Management
You have chosen one of courses above and this handbook is designed to give you an insight into
how the course will be run.
The BTEC Level 3 Certificate in Animal Management is a 30-credit and 180-guided-learninghour (GLH) qualification.
It will give you the knowledge, understanding and skills to help prepare you for employment or to
lead on to further areas of study.
The course consists of 3 units altogether for the complete qualification which have specific
learning outcomes.
The 3 units have been broken down into assignment tasks which form part of a number of central
assignment briefs.
The tasks cover different assessment criteria and are designed for you to produce finished
pieces of work which also compliment and act as learning tools for each other and produce a
complete interrelating body of work.
As the course is vocational you will be visiting places that care for and manage animals, meeting
and working with practising animal care professionals. You will be able to discuss and evaluate the
progress and end results of your work. You will also look at health and safety issues involved in
the care of animals.
There is no examination, but each assignment task will be assessed and internally verified by your
teachers and an external verifier will assess your work.
You will be given definite deadline dates for each assignment task. There will be continual
comments/exchanges about your work and an interim feedback form will be given to you before
the deadline date to give you written suggestions on how to improve your work.
Before handing in each finished assignment task you will complete a BTEC assignment cover page.
As you complete each assignment task you will be told what grade you have achieved – Pass, Merit
or Distinction.
At the end of the course the grades are passed to Edexcel and you will achieve a Pass, Merit or
Distinction in your qualification.
The BTEC Level 3 Subsidiary Diploma in Animal Management is a 60-credit and 360-guidedlearning-hour (GLH) qualification.
It will give you the knowledge, understanding and skills to help prepare you for employment or to
lead on to further areas of study.
The course consists of 6 units altogether for the complete qualification which have specific
learning outcomes.
The 6 units have been broken down into assignment tasks which form part of a number of central
assignment briefs.
The tasks cover different assessment criteria and are designed for you to produce finished
pieces of work which also compliment and act as learning tools for each other and produce a
complete interrelating body of work.
As the course is vocational you will be visiting places that care for and manage animals, meeting
and working with practising animal care professionals. You will be able to discuss and evaluate the
progress and end results of your work. You will also look at health and safety issues involved in
the care of animals.
There is no examination, but each assignment task will be assessed and internally verified by your
teachers and an external verifier will assess your work.
You will be given definite deadline dates for each assignment task. There will be continual
comments/exchanges about your work and an interim feedback form will be given to you before
the deadline date to give you written suggestions on how to improve your work.
Before handing in each finished assignment task you will complete a BTEC assignment cover page.
As you complete each assignment task you will be told what grade you have achieved – Pass, Merit
or Distinction.
At the end of the course the grades are passed to Edexcel and you will achieve a Pass, Merit or
Distinction in your qualification.
Homework
We will expect you to do a couple of hours of homework each week to enhance and further
develop your class work. At the back of this handbook you will find the
appeals procedure and the centre’s malpractice policy which you need to sign to verify that you
understand them.
This course offers you a real opportunity to work in a variety of different ways and achieve your
potential.
We hope that you enjoy the course
From the Science Department
The BTEC Level 3 Courses in Animal Management Course details:
Introduction
BTEC Nationals are QCF Level 3 qualifications designed to provide highly specialist work-related qualifications in
a range of vocational sectors. They give learners the knowledge, understanding and skills that they need to
prepare for employment.
On successful completion of a BTEC National qualification, a learner can progress to or within employment
and/or continue their study in the same, or related vocational area.
BTEC Level 3 certificate in Animal Management
The 30-credit BTEC Level 3 Certificate offers a specialist qualification that focuses on particular aspects of
employment within the appropriate vocational sector. The BTEC Level 3 Certificate is a qualification which can
extend a learner’s programme of study and give vocational emphasis. The BTEC Level 3 Certificate is broadly
equivalent to one GCE AS Level.
BTEC Level 3 certificate– What does the course entail?
The Edexcel BTEC Level 3 certificate in Animal management consists of 3 optional units that provide a combined
total of 180 guided learning hours (GLH) for the completed qualification.
Optional units to be studied
Unit 1 Understand and Promote Animal Health
Unit 2 Understand the Principles of Animal Biology
Unit 3 Understand Animal Anatomy and Physiology
BTEC Level 3 Subsidiary Diploma in Animal Management
The 60-credit BTEC Level 3 Subsidiary Diploma extends the specialist work-related focus from the BTEC Level 3
Certificate and covers the key knowledge and practical skills required in the appropriate vocational sector. The
BTEC Level 3 Subsidiary Diploma offers greater flexibility and a choice of emphasis through the optional units. It
is broadly equivalent to one GCE A Level.
BTEC Level 3 Subsidiary Diploma– What does the course entail?
The Edexcel BTEC Level 3 Subsidiary Diploma in Animal Management is a 60-credit and 360-guided learning-hour
(GLH) qualification that consists of one mandatory unit plus optional units that provide for a combined total of
60 credits (where at least 45 credits must be at Level 3 or above).
Mandatory unit
Unit 1 Understand and Promote Animal Health
Optional units to be studied- 5 units to be chosen from this list:
Unit 2 Understand the Principles of Animal Biology
Unit 3 Understand Animal Anatomy and Physiology
Unit 10 Understand the Principles of Animal Nutrition
Unit 13 Understand and Interpret Animal Behaviour and Communication
Unit 14 Understand Animal Welfare and Breed Development
Unit 1: Understand and Promote Animal Health
NQF Level 3: BTEC certificate/ Subsidiary Diploma
Aim and purpose
This unit aims to provide learners with an understanding of the principles of animal health and how these can be
put into practice. This unit is primarily aimed at learners within a centre-based setting looking to progress into
the sector or to further education and training.
Unit introduction
Learning about animal health is an interesting and important subject for anyone thinking of working in the
animal care industry. Whatever animals are used for, their health has to be optimum for them to fulfil their
purpose, whether as a pet, a working animal or an animal kept in a collection such as a zoo.
The learner will be able to recognise the signs of good and ill health in animals and evaluate these as indictors of
health status. The learner will carry out health checks on animals and produce animal health plans. The structure
and role of pathogenic organisms will be examined and prevention and treatment of a range of diseases and
disorders. The learner will be able to carry out routine and non-routine treatments for animals.
Throughout this unit, learners will gain an in-depth knowledge of many animal health practices and the theory
behind them, such as health checking, common diseases and disorders, the immune system and how it works,
treating disease and keeping animal health records.
The unit relates both to everyday healthcare and more specialised health procedures and illnesses such as
zoonotic and notifiable diseases that may have a huge impact on a collection of animals. On completion of this
unit, learners will have an understanding of how to prevent certain illnesses and diseases with the use of careful
planning and health management regimes, to minimise the impact they have on animals and owners alike.
Learning outcomes
On completion of this unit a learner should:
1 Be able to recognise indicators of health in animals
2 Understand common diseases and disorders, their treatment and prevention
3 Be able to promote and maintain the health and wellbeing of animals
4 Know how to deliver and record basic animal treatments.
Unit content
1 Be able to recognise indicators of health in animals
Indicators of health in animals: behaviour; posture; coat condition; weight; presence of lumps/bumps;
temperature, pulse, respiration, movement; eyes; ears; mouth; nose; teeth; mucous membranes; tail;
faeces/urine output; vocalisation; eating and drinking; appropriate animal handling techniques; appropriate
handling equipment eg muzzles, leads, carrying baskets and restraint equipment; relationship of health to
natural habitats
2 Understand common diseases and disorders, their treatment and prevention
Common diseases: viruses eg parvovirus; bacteria eg salmonella; fungi eg ringworm; prions eg scrapie; endo
parasite eg helminths; ecto parasite eg fleas, notifiable diseases, zoonotic diseases
Common disorders: eg Cushing’s disease; hypothyroidism; diabetes; cancer; kidney disease
Treatment: antibiotics; nutritional therapy; antimicrobials; administration routes eg intranasal; intramuscular;
intravenous; oral; topical; aural
Prevention: prophylactic treatment eg worming; parasite control; nutrition; supplementation; antibiotics in food
Immune system: active, passive, natural and acquired immunity; role of the immune system in disease control;
factors that affect effective working
3 Be able to promote and maintain the health and wellbeing of animals
Promote and maintain health: husbandry requirements; enrichment; exercise requirements;
accommodation; five animal needs; record keeping; content on health and welfare planning; preventative care
and treatments (methods, reasons for)
4 Know how to deliver and record basic animal treatments
Basic animal treatments: vaccination; de-worming; de-fleaing and other ecto parasites; grooming; health
checking; administration of treatments; restraining for delivering treatments; dental care; foot care eg nail/claw
trimming
Recording treatments: time; date; amount of treatment; name of treatment; batch number; source of treatment;
reaction to treatment; frequency of treatment; name of person administering treatment; medication
Unit 2: Understand the Principles of Animal Biology
NQF Level 3: BTEC certificate/ Subsidiary Diploma
Aim and purpose
This unit aims to provide learners with an understanding of the principles of animal biology. This unit is
primarily aimed at learners within a centre-based setting looking to progress into the sector or to further
education and training.
The aim of this unit is to develop the learner’s knowledge and understanding of the structure and function of
cells and tissues and their relationship with body systems. This will be developed through an understanding of
the structure and function of skeletal systems and sensory organs and how these have been adapted to meet
the needs of animals living in different environments.
Unit introduction
The focus of this unit is on the concepts of structure and function in the animal body. A background
knowledge of animal biological systems is essential to help animal managers, animal technologists and
veterinary nurses understand the situations they come across daily in their jobs. This ensures more effective
animal management and health monitoring, including any malfunction or imbalance of the systems which
has a negative effect on animals’ wellbeing. The unit also covers how these biological systems have evolved,
allowing animals to adapt to their environment.
Learners will be introduced to important aspects of cell biology. They will discover the functions of the main
organelles within the cell, be introduced to the processes of cell division by mitosis and meiosis, and learn
how the structure of cells relates to their functions in the animal body. They will explore how the structure of
tissues relates to their functions within the body.
Learners will investigate components and functions of the animal skeleton and how skeletal systems have
adapted to the environment in which the animal lives. They will also investigate the process of evolution and
how it has influenced the design of the animal skeleton. Learners will study animal senses and the sensory
organs of selected animal species. They will examine the structure and function of the sensory organs in
relation to how the animal interacts with its external environment.
Learning outcomes
On completion of this unit a learner should:
1 Know the functions of the main animal cell organelles
2 Understand the structure and function of the main animal tissue types
3 Know the structure and function of animal skeletal systems
4 Know the structure and function of sensory organs in animals.
Unit content
1 Know the functions of the main animal cell organelles
Appearance and function: nucleus, mitochondria, rough and smooth endoplasmic reticulum, cytoskeleton,
Golgi apparatus, lysosomes, plasma membrane, cilia, cell membrane
Cell division: role of chromosomes, purpose of mitosis (repair and growth) and meiosis (production of
sex cells); stages of each type of cell division as follows: mitosis (interphase, prophase, prometaphase,
metaphase, anaphase, telophase, cytokinesis); meiosis (prophase I, prometaphase I, metaphase I,
anaphase I, telophase I, (cytokinesis may or may not occur), interphase II, prophase II, metaphase II,
anaphase II, telophase II, cytokinesis)
2 Understand the structure and function of the main animal tissue types
Epithelial: structure, function and location of simple and stratified epithelia
Connective: structure, function and location of dense (regular and irregular), loose, supporting and fluid
connective tissues
Nervous: structure and function of motor and sensory neurones (dendrites, dendron, cell body, axon,
Schwann cells, myelin sheath, nodes of Ranvier, terminal knobs); saltatory conduction of action potential,
synaptic action and purpose
Muscle: structure, function and location of cardiac, smooth and skeletal muscle (including fast and slow
muscle); sliding filament theory of muscle contraction
3 Know the structure and function of animal skeletal systems
Skeletal structure: bones of the axial and appendicular skeleton; divisions of the vertebral column; limb
bones, carpals and metacarpals, tarsals and metatarsals, phalanges; attachment of bones to one another
(ligaments) and to muscle (tendons); basic structure, function and location of the following joint types:
fibrous, cartilaginous and synovial (ball and socket, hinge, gliding and pivot)
Skeletal functions: locomotion, support, mineral storage, formation of blood cells, protection of internal
organs
Environmental adaptations: evolution of mammalian adaptations to swimming, flying, running and hopping
4 Know the structure and function of sensory organs in animals
Sensory organs: eyes (sclera, cornea, pupil, iris, lens, ciliary body, retina (rod and cone cells), fovea,
choroid, optic disc, optic nerve, medial and lateral rectus muscles); ears (auricle (pinna), tympanic
membrane; malleus, incus, stapes, auditory ossicles; oval window, round window, cochlea, organ of
Corti, cochlear nerve); nose, mouth, electroreceptors in fish; lateral line system; and tactile organs (eg
skin, vibrissae)
Adaptations of sensory organs: link between lifestyle and the senses eg nocturnal, diurnal and crepuscular;
digging and flying; predator and prey
Unit 3: Understand Animal Anatomy and Physiology
NQF Level 3: BTEC certificate/ Subsidiary Diploma
Aim and purpose
This unit aims to provide learners with an understanding of the principles of animal anatomy and physiology.
This unit is primarily aimed at learners within a centre-based setting looking to progress into the sector or
further education and training.
Unit introduction
Animal managers, technicians and veterinary nurses need to understand anatomical and physiological systems
to deal with the situations they are likely to face daily in their jobs. This allows for more effective animal
management and health monitoring, including any malfunction or imbalance of the systems which has a
negative effect on animals’ wellbeing. These systems have evolved in accordance with each animal’s natural
environment.
This unit gives an overview of some of the main anatomical and physiological systems, their regulation and
control, and how these systems have adapted to the animal’s environment.
The first part of the unit covers the main body systems, organ structure and function, and hormonal control of
reproduction.
The second part of the unit covers biological control mechanisms. Learners will examine the internal
regulation of the body and the interaction between the animal body and its external environment.
The final part of the unit learners will examine the adaptation of the body structure and systems to the
animal’s environment.
Learners will be able to draw on all learning outcomes to understand how and why an animal’s body functions
in the way that it does.
Learning outcomes
On completion of this unit a learner should:
1 Know the structure and functions of biological systems in animals
2 Know animal reproductive processes
3 Understand the biological control mechanisms in animals
4 Understand how an animal’s body structure and systems are adapted to its environment.
Unit content
1 Know the structure and functions of biological systems in animals
Major body systems: respiratory, circulatory, digestive, lymphatic, excretory, nervous, endocrine
Structure and functions of major organs: brain, heart, lungs, pancreas, liver, kidneys, interactions between
the systems
2 Know animal reproductive processes
Male reproductive system: structure and function of penis including os penis in dog, urethra, epididymis,
vas deferens, testis
Female reproductive system: structure and function of vagina, cervix, uterus, oviduct, ovary
Reproductive processes: spermatogenesis, oogenesis, oestrous cycles; copulation, fertilisation, implantation,
gestation, parturition
Role of reproductive hormones: testosterone, oestrogen, progesterone, luteinising hormone, follicle
stimulating hormone, oxytocin
3 Understand the biological control mechanisms in animals
Control mechanisms: positive and negative feedback loops, homeostasis
Hormonal control mechanisms: glucoregulation, osmoregulation, fight-or-flight response; endocrine gland
location and hormone action
Neural control mechanisms: thermoregulation (ectotherms and endoderms), reflex actions, sensory
organs and stimuli, afferent (sensory) and efferent (motor) pathways; autonomic (sympathetic and
parasympathetic)
4 Understand how an animal’s body structure and systems are adapted to its
environment
Adaptation: evolution, natural selection, extremes of environmental conditions and habitats, adaptation to
the environment
Body structures: coat/skin, sensory organs, skeletal structure, water conservationBody systems: reproductive
adaptations, thermoregulation, circulatory systems
Unit : 10 Understand the Principles of Animal Nutrition
NQF Level 3: BTEC certificate/ Subsidiary Diploma
Aim and purpose
The learner will be able to describe the main components of an animal’s diet and understand the
requirements of a balanced diet. The learner will be able to explain how specialist feeders obtain their
nutrition. The learner will be able to describe the effects of nutritional disorders and deficiencies
Unit introduction
Nutrition is an integral aspect of animal husbandry and the pet food trade now makes up a substantial
proportion of the animal care industry. Providing animals with the appropriate feeds in the correct quantities,
taking into account factors such as species, breed, activity level and age, requires an understanding of the
fundamentals of animal nutrition. A balanced diet is vital to the maintenance of animal health and welfare in a
captive environment.
The focus of this unit is on the main components of animal feeds and learners will examine the source,
structure and function of the major nutrients, as well as their nutritional value and the detrimental effects of
dietary imbalances.
On completion of this unit, learners will be able to transfer both their knowledge and practical skills from the
classroom to the workplace. Studying the nutritional analysis and components of feeds, combined with an
understanding of how to assess individual animal’s dietary requirements, will enable learners to compare and
evaluate feeding systems.
Learning outcomes
On completion of this unit a learner should:
1 Understand the functions of the main components of an animal’s diet
2 Understand the nutritional values and properties of different food types
3 Understand the feeding requirements of animals to ensure they receive a balanced diet
4 Know common animal nutritional problems
Unit content
1 Understand the functions of the main components of an animal’s diet
Major nutrients: carbohydrates (sugars, starches, disaccharides and polysaccharides); proteins (amino acids,
peptides and polypeptides); lipids (fats, oils, triglycerides); vitamins (fat and water soluble forms); minerals
(micro and macro classes); fibre; water; dietary sources
Function in the body: energy, growth and repair, insulation, specific vitamin and mineral functions; simple
metabolic pathways; gut mobility; cell function and hydration
Digestion: single stomach digestion (foregut and hindgut fermentation digestive systems); ruminant
digestion; digestive system organs eg stomach and small intestine; movement of foodstuffs through
digestive tract; physical and chemical digestion eg dentition, enzymes, microbial action; acid; bile; faeces
formation
2 Understand the nutritional values and properties of different food types
Nutritional value: energy content (kcal); protein content; fat content; carbohydrate content (including
fibre); digestibility; palatability eg taste, texture and smell
Comparison of feeds: ingredients; nutritional value; cost analysis
3 Understand the feeding requirements of animals to ensure they receive a balanced
diet
Dietary requirements: assessing energy and protein needs; effect of life stage eg growth, pregnancy,
lactation and work level; effect of feeding strategy eg herbivore, omnivore and carnivore
Dietary calculations: analysis of foodstuffs (nutrient content); balancing rations (meeting requirements by
balancing energy and protein content of feeds); bone and raw food diets
4 Know common animal nutritional problems
Nutritional deficiencies, excesses and disorders: malnutrition eg dietary obesity and anorexia; constipation;
diarrhoea; diabetes; specific nutrient deficiencies eg scurvy and rickets; specific nutrient excesses
eg chocolate and onion toxicity; cause and symptoms of nutritional problems
Treatment: dietary correction; removal of causal factor; clinical treatment (veterinary intervention);
prevention eg supplements, prophylactic treatments, suitably balanced diet and exercise
Unit : 13 Understand and Interpret Animal Behaviour and Communication
NQF Level 3: BTEC certificate/ Subsidiary Diploma
Aim and purpose
This unit aims to provide learners with an understanding of the principles of animal behaviour. This unit
is primarily aimed at learners within a centre-based setting looking to progress into the sector or further
education and training.
The aim of this unit is to provide the learner with the knowledge and skills to understand the principles of
animal behaviour and communication. The learner will develop skills to interpret animal behaviour and
understand the factors which influence such behaviour.
Unit introduction
Animal behaviour is a popular area of study within the animal care sector. Anyone working with animals needs
to know and understand both normal and abnormal behaviour and the triggering factors, in order to care for
animals properly and to respond correctly to enquiries from the public. This knowledge and understanding is
necessary to enable effective working practices, and also to help ensure the safety and welfare of the animals
and those who live or work with them.
Learners will gain knowledge of how abnormal behaviour can occur and how to identify and record many
different behaviours.
The unit also focuses on animal communication, both within and between species. Learners can use this unit
to explore and observe animals either directly or via media footage, and use internet and library resources to
gather knowledge relevant to a variety of species.
Throughout the unit learners will be made aware of health and safety and animal welfare issues and will learn
to follow relevant guidelines.
Learning outcomes
On completion of this unit a learner should:
1 Understand behaviour patterns in animals
2 Be able to interpret animal behaviour
3 Understand the factors influencing behaviour
4 Understand animal communication.
Unit content
1 Understand behaviour patterns in animals
Behaviour patterns: normal behaviour (foraging, prey capture, predator avoidance, sleep/wake cycles,
grooming/allogrooming, defensive strategies, fight or flight, courtship, displacement behaviours, abnormal
behaviour (stereotypic behaviour, hyperactivity, inactivity, learned helplessness); management strategies
for abnormal behaviour
Lifestyles: wild, captive and domestic; how behaviours differ between same animals that have different
lifestyles; factors affecting lifestyles
2 Be able to interpret animal behaviour
Visual signals: dominance, submission, fear, aggression, stress
Monitoring behaviour: learned, instinctive; different methods of monitoring; reporting problems
Recording behaviour: learned, instinctive, tried and tested methods of recording behaviours and
alternatives
Ethograms: construction and interpretation of data
3 Understand the factors influencing behaviour
Development of behaviour: evolutionary development and theories; how species-specific behaviour has
evolved over time eg land/sea/flying animals
Factors influencing behaviour: internal (physical, physiological, psychological); external (environment:
natural, captive, domestic habitats, conspecifics, migration, predators, humans)
Animal learning: operant and classical conditioning; habituation; insight learning
4 Understand animal communication
Senses used: visual, olfactory, tactile, auditory, gustatory, pheromones
Bonding: filial, sexual; importance; mechanisms; influencing factors; behaviour; interspecfic (positive and
negative aspects); intraspecific
Imprinting: importance; mechanisms; influencing factors; behaviour
Conflict: signals used to reduce conflict between group and solitary animals; causes of conflict
Unit : 14 Understand the principles of animal welfare and breed
development
NQF Level 3: BTEC certificate/ Subsidiary Diploma
Aim and purpose
This unit aims to provide learners with an understanding of the principles of animal welfare and breed
development. This unit is primarily aimed at learners within a centre-based setting looking to progress into the
sector or to further education and training.
The aim of this unit is to provide learners with knowledge of evolution, how animals evolved and the
processes of domestication. Learners will investigate the uses of animals in human society and the welfare
issues that can arise from this. The learner will have a working knowledge of the current United Kingdom
animal welfare legislation and the organisations that aim to promote animal welfare.
Unit introduction
Understanding the needs of animals in terms of their welfare should be central to those who work in the
animal management industry. Animal managers need a good understanding of animal welfare, welfare
legislation and the organisations that promote animal welfare. Together with a knowledge of the basic
principles of animal evolution, the processes of domestication and the roles of animals in human society, this
will help prepare animal managers for their future careers.
The focus of this unit is on animal evolution and Darwin’s theories of natural selection and survival of the
fittest. The history of animal domestication is developed so learners can link this to the human influence in
breed development. Learners will investigate the relationship between humans and animals and the roles of
animals in human society, including the effect of these roles on animals and the issues that may arise.
Learners will explore current animal welfare legislation, so that they know what applies and where to find
more information when necessary. Learners will also investigate different organisations that have an impact on
animal welfare, and their effectiveness.
Learning outcomes
On completion of this unit a learner should:
1 Understand animal evolution and the development of domestic breeds
2 Understand the roles of animals in human society
3 Know current UK animal welfare legislation
4 Understand the roles and aims of animal welfare organizations
Unit content
1 Understand animal evolution and the development of domestic breeds
Evolution: definition and processes of evolution (sexual reproduction, mutation, adaptation, natural
selection); Darwin’s theory of evolution; common ancestor theory; evolutionary progression; current
issues relating to the acceptance of evolutionary theories; causes of species extinction eg pollution, alien
species, islandisation, over harvesting, destruction of habitat, climate change
Domestication and breed development: processes involved in domestication eg horse, dog; selection of
breed characteristics eg appearance, conformation, behavioural traits, working characteristics, companion,
breed improvements; hereditary deformities in breeds; objectives of breed societies; demands of natural
environment
2 Understand the roles of animals in human society
Commercial uses: agricultural production eg producing meat, wool, skin, eggs, milk, world trade eg
animal organs, meat, live animals (captive bred, wild caught); for pets and breeding; testing of products
and medical procedures on animals eg household products, animal drugs, human drugs, non-animal
alternatives; ethical and legal aspects of commercial animal uses
Working animals: guide dogs, sniffer dogs, guard dogs, draught animals, animals in the military, police
horses; ethical and legal aspects of using working animals
Media, sport, leisure and as symbols: use in the media eg public image of animals, filming, media portrayal,
advertising; sport eg racing, legal use in rural pursuits eg hunting, angling; leisure eg horse trekking centres,
horse riding schools, horse eventing; animals for display eg zoos, wildlife parks, aquariums, aviaries,
circuses, tourism, performance; animals as fashion accessories, animals as status symbols eg dangerous
dogs; ethical and legal aspects of using animals
3 Know current UK animal welfare legislation
Legislation: basic premise for legislation; current relevant legislation eg Animal Welfare Act 2006; the
Performing Animals (Regulations) Act 1925, Pet Animals Act 1951, Animal Boarding Establishments Act
1963, Riding Establishments Act 1964 and 1970, The Breeding of Dogs Act 1973, the Breeding of Dogs
Act 1991, The Breeding and Sale of Dogs (Welfare) Act 1999; current relevant codes of practice eg farm
animal welfare codes
Role of appropriate government departments: eg Department for Environment, Food and Rural Affairs
(DEFRA); local authorities
4 Understand the roles and aims of animal welfare organisations
Organisations: the need; role; aims; Royal Society for the Prevention of Cruelty to Animals (RSPCA);
sport and leisure eg Countryside Alliance, The League Against Cruel Sports, British Horse Society,
British Horseracing Board; conservation eg Royal Society for the Protection of Birds (RSPB), County
Wildlife Trusts, World Wildlife Fund (WWF), The World Conservation Union (IUCN), Flora and Fauna
International (FFI), British and Irish Association of Zoos and Aquaria (BIAZA); political eg Universities
Federation for Animal Welfare (UFAW), International Fund for Animal Welfare (IFAW), Greenpeace;
health and welfare eg, RSPCA, Blue Cross, People’s Dispensary for Sick Animals (PDSA), National Office
for Animal Health (NOAH), British Veterinary Association (BVA), Animal Health Trust
Starting the BTEC Level 3 Certificate/ Subsidiary Diploma course.
Important details about the course
Assessment Procedure
We will provide internally-devised assignments against which learners can produce evidence for assessment.
Except where specified in the criteria, assessment instruments may make use of a variety of methods for
evidencing achievement.
A unit may be assessed through one or more assignments.
When devising assignment briefs, the criteria to be achieved in each will be specified and criteria are identified
against the tasks.
Assessment criteria and evidence
We will assess learner work solely against the assessment criteria, and associated unit content, for the published
unit. No additional or alternative criteria will be included.
The evidence for assessment will be available in such a way as to enable persons other than the assessor to
confirm achievement. For example, practical activities may require observation records, logs, photographs,
tapes, screen dumps, notes of research, activity plans etc
The evidence must demonstrate authentic achievement by the specified learner; normally the learner should
attest that their work is their own.
Feedback to learners
We will provide feedback to the learner on which criteria have or have not been achieved. There are no
assignment grades and an overall grade should only be indicated once assessment for a unit is final.
In order to be awarded a grade, all the criteria related to that grade must be achieved. There is no concept of
‘averaging’ across assessments or of ‘best fit’.
There must be thorough internal verification of assessment through checking all assignment briefs and sampling
all assessors’ decisions with feedback to the assessor.
Planning of internal assessment
We have planned internal assessment coherently across the whole programme so as not to overburden learners
at particular times. Internal assessment will be in sizeable blocks appropriate for the level of the learner in order
to encourage achievement.
Assessment will be planned in such a way as to give the learners sufficient time to complete all of the work, and
the assessors time to assess it, well ahead of the final date of the programme/planned date for certification. A
good plan will facilitate timely completion of all units enabling learners to attain the grades of which they are
capable and to progress successfully to further study.
Assignments will provide for the unit content. Learners need to evidence coverage of the obligatory content.
Content is obligatory for assessment unless it is prefixed with “eg.” or the coverage is specifically limited by the
relevant assessment criterion.
Where using assignments based on practical activities, particular care should be given to the evidence
requirements, and how evidence will be gathered and recorded. This includes the evidence of internal
verification of assessor decisions.
Centres should make provision for learners needing to improve their evidence in order to fully satisfy criteria,
provided that it is feasible to do so and that the learner is able to provide authentic work that would fully meet
the requirements of the criteria.
We will make students aware of any deadlines set by Edexcel in relation to submission of final portfolios and
sampling.
Internal assessment feedback
Feedback to learners will be constructive and will be formally recorded. Learner’s work will be annotated to
show where criteria have been awarded. Feedback will relate to the assessment and grading criteria that have
been achieved so far. If necessary, advice will be given on what more has to be done in order to achieve the rest
of the criteria as specified within the assignment brief.
The feedback sheet will be signed and dated by the assessor. The feedback sheet will also be signed and dated by
the learner with a comment from the learner as to whether he/she wants to do more work against the criteria
and an agreement on a timescale for this.
Where a learner opts to do additional work to achieve further criteria, this work will be added as a supplement
to the original script and assessed in the normal way. The assessor will record additional comments about
achievement either on the same form or on an additional form.
Assessment and grading criteria
School will observe the rules for application of criteria in final grading of units:

in order for a learner to achieve a pass in any unit, the learner must achieve all of the pass criteria
specified for that unit

in order to achieve a merit in the unit, the learner must achieve all of the pass and all of the merit criteria
specified for that unit

in order for the learner to achieve a distinction in a unit, the learner must achieve all of the pass, all of the
merit and all of the distinction criteria for that unit.
A learner who has not achieved all the pass criteria for a unit, but has attempted the assessment and has
evidenced appropriate knowledge, skills and understanding across the pass criteria, is awarded a grade U.
Appeals Procedure

Students will be informed about the appeals procedure and have access to a copy of the written
procedure

A member of the Senior Management Team will be responsible for the management of internal appeals

The Head of the Centre will be provided with any appeals and their outcome

Appeals will be considered by at least 3 people (at least one of whom should not have been involved with
the assessment decision)

A clear timescale in terms of the student getting a response to the appeal is laid out on the appeals form

Students will be allowed representation by a parent/guardian/friend if requested

Written records of all appeals will be kept by the school including the outcome of the appeal and reasons
for the outcome

A copy of the appeals record will be given to the student

Edexcel will be informed by the school if any outcome of an appeal has implications for the conduct of
assessments of the issue of results at the school

Full details of any appeal must be made available to Edexcel on request
Students can only appeal on the following grounds:1. If they feel the grading criteria is being met
2. If they feel that they have not been supported during the assessment of the unit
3. If the teacher is not willing to accept alternative evidence as meeting the evidence requirement.
Important Notice to students
The BTEC level 3 Certificate and Subsidiary Diploma course is 100% Portfolio evidence assessed with no written
examinations. It is therefore essential that students produce work that is completely their own and not copied
or ‘pasted’ from other sources. To include work from such sources is deemed plagiarism. There are procedures
for incorporating other people’s ideas or work into Portfolio evidence you produce ensuring that you make it
very clear that it is not your original work and giving credit to the actual author. Your teacher will cover these
procedures during the Induction Period of the course. Below is some clarification on what is deemed as
plagiarism.
What is Plagiarism?
Many people think of plagiarism as copying another's work, or borrowing someone else's original ideas. But
terms like "copying" and "borrowing" can disguise the seriousness of the offense:
According to the Merriam-Webster Online Dictionary, to "plagiarize" means
1.
to steal and pass off (the ideas or words of another) as one's own
2.
to use (another's production) without crediting the source
3.
to commit literary theft
4.
to present as new and original an idea or product derived from an existing source.
In other words, plagiarism is an act of fraud. It involves both stealing someone else's work and lying about it
afterward.
But can words and ideas really be stolen?
According to law, the answer is yes. The expression of original ideas is considered intellectual property, and is
protected by copyright laws, just like original inventions. Almost all forms of expression fall under copyright
protection as long as they are recorded in some way (such as a book or a computer file).
All of the following are considered plagiarism:

turning in someone else's work as your own

copying words or ideas from someone else without giving credit

failing to put a quotation in quotation marks

giving incorrect information about the source of a quotation

changing words but copying the sentence structure of a source without giving credit

copying so many words or ideas from a source that it makes up the majority of your work, whether
you give credit or not (see our section on "fair use" rules)
Most cases of plagiarism can be avoided, however, by citing sources. Simply acknowledging that certain material
has been borrowed, and providing your audience with the information necessary to find that source, is usually
enough to prevent plagiarism.
Information taken from:
http://www.plagiarism.org/learning_center/what_is_plagiarism.html
I have read and understood this document
Name of Student: ………………………………………………………………………………………………….
Signature: ……………………………………………………………………………………………………………
Date: …………………………………………………………………