The QAA Biosciences subject benchmark statements (2015) have been used to inform the academic development of the programme.
Intention to seek external endorsement through Society for Equine Behaviour Consultants (SEBC)
Department of Biological Sciences
Friday 25th November 2016
The educational aims of the BSc Applied Equine Behaviour and Welfare (Level 6 only) are as follows:
To provide a high quality academic and practical programme of study in Applied Equine Behaviour and Welfare , with learning opportunities for students from a variety of backgrounds, both in their place of work and through the specialist animal facilities at Reaseheath College.
To provide students with the knowledge, understanding and skills employers in equine industries need, using a variety of teaching, learning and assessment strategies that develop professional experience concurrently with academic development.
To meet the needs of students from a variety of backgrounds and employment patterns by offering flexible delivery modes and study patterns with the degree programme.
To provide a programme that remains valid, relevant and responsive to the requirements of employers and students, by effectively maintaining and expanding partnerships with students, employers, professional bodies and sector skills councils.
To provide a degree programme that provides students with the necessary academic skills and confidence to engage in further learning throughout their lives.
To produce graduates with the marketable skills and knowledge necessary to effectively compete for employment in a related field of work.
Knowledge and understanding of the more advanced principles associated with equine behaviour and welfare is fundamental for students at level 6 study to demonstrate with critical analysis and application of the core concepts, as well as the effective synthesis of newer information. Therefore, upon successful completion of this programme, level 6 students will be able to:-
FHEQ Level 6
Demonstrate effective use of knowledge and understanding of the disciplines underpinning equine structure and function. (All modules)
Appraise and evaluate the effects of the management, rehabilitation and nutrition of the equine to ensure health and welfare. (All modules)
Impose critical judgement within the context of independent scholarly activity. (RC6201)
At level 6 study, students are expected to progressively shift from demonstrating description, knowledge recall and understanding towards an ability to handle cognitive complexity, to evaluate, apply knowledge and technical skills in novel situations, and devise creative and new approaches to solving problems. Therefore, upon successful completion of the programme, students will be able to:
FHEQ Level 6
Demonstrate an ability to assume greater responsibility for their own learning, both independently and collaboratively (all modules).
Develop an appreciation of one's own uncertainty, ambiguity and limitations of knowledge specific to themes in Applied Equine Behaviour and Welfare (all modules, but specifically RC6201).
Demonstrate an ability to critically evaluate the arguments, theories, assumptions, abstract concepts and scientific evidence (data) in order to make informed judgements, synthesise new knowledge and identify a range of appropriate solutions to a given problem(s), including those typically encountered within themes of scientific enquiry, the behaviour, management, welfare and training of horses (all modules, but specifically RC6022 and RC6201).
All students should be expected to evidence the development and enhancement of practical and professional skills during their studies. Emphasis is primarily placed on the development of soft skills that can be transferred to the employment sector as a graduate (e.g. communication, time management and team working skills, problem-solving abilities). Technical skills should be demonstrated specific to the discipline, and will include utilising a variety of platforms to communicate research, show competencies in the handling, management and interpretation of data, use of information technology in a variety of formats to create, design, analyse and report, and reflect on their own learning and performance with the view to enhance their own abilities. Therefore, upon successful completion of this programme, students will be able to:
FHEQ Level 6
Demonstrate an ability to apply knowledge in the field of applied equine behaviour and welfare (all modules).
Demonstrate an ability to manage one's own learning, and to make use of primary sources of literature to formulate new ideas and draw conclusions (all modules).
Demonstrate an ability to work effectively both independently and collaboratively, and manage resources effective for learning (all modules).
Students should develop their professional communication skills with emphasis on being able to accurately and concisely impart technical information in a format accessible to a range of audiences. Upon successful completion of this programme, students will be able to:
FHEQ Level 6
Demonstrate an ability to communicate a range of information through a number of pathways, to a range of specialist and non-specialist audiences (all modules).
Demonstrate accurate and coherent written communication, which is founded on evidenced-based reasoning and the critical analysis/evaluation/reflection of this (all modules).
Level 6 BSc Top-Up
Dissertation Project (RC6201)
Level 6: 30 credits
Behaviour Modification and Equine Ridden Issues (RC6022)
6 modules are 15 credits and the Dissertation module is 30 credits. A candidate successfully completing all level six modules will have accumulated 120 academic credit points, and will be eligible for the award of Bachelor of Science degree.
The FdSc Applied Equine Behaviour followed by a top-up with the BSc(Hons) Applied Equine Behaviour routes together embed all of the elements of the Society of Equine Behaviour Consultants (SEBC) Professional Training Certificate (PTC) accredited training course.
This training course prepares candidates to be able to demonstrate a comprehensive knowledge of equine behaviour, equine health, husbandry and stable management, horse handling and riding techniques and equipment; awareness of and appropriate action regarding safety and welfare, including signs indicative that the horse may benefit from further veterinary investigation and the involvement of other appropriate professionals and/or that the rider or handler may benefit from further training; a detailed knowledge of learning theory and its practical application to training horses and the resolution of equine behaviour problems; excellent ‘people skills’ including appropriate interview and coaching techniques; and a practical knowledge of professional practice including duty of care, legal responsibilities, appropriate liaison with other professionals and good business practices.
The elements of this training course, including all practical elements are delivered by professionally qualified staff, including SEBC Registered Consultants, master saddlers and qualified saddle fitters, registered farriers, lawyers with equine experience, ACPAT registered chartered physiotherapists and other relevant industry-linked external speakers. This training is embedded within the module delivery.
The SEBC PTC is the minimum qualification required for admission to the Society’s Professional Register. The SEBC PTC examinations are currently held annually and comprise of 3 elements; a 1h written paper, a 30min oral examination using DVD/video material and a 1h practical session involving ’clients’ and horses. A portfolio of the required standard needs to be submitted and assessed as satisfactory to allow entry to the examinations.
The BSc(Hons) and FdSc Applied Equine Behaviour programme embeds all of the elements of the SEBC portfolio within the assignment assessment plan for the programme. These elements are identified clearly within the module descriptors. The alignment between module assessment and SEBC portfolio elements is given in table 1.
For successful completion of the module for the purposes of degree awarding credits, requires that a module mark of 40% or above is achieved. For students registered on the degree but not aiming to be entered for the SEBC PTC examination through successful portfolio completion there are no specific minimum marks to be achieved in the SEBC aligned assessment elements.
Candidates aiming to be entered for the SEBC PTC examination through successful portfolio completion need to achieve a satisfactory standard as defined within the assessment criteria for the SEBC aligned assessments in all assessment elements which are SEBC aligned. In addition, any material containing safety and/or welfare issues will not be accepted as meeting the standard required by SEBC, unless this is from a previously published source over which the candidate had no influence and all safety and welfare issues are clearly described. Material which includes the candidate or where the candidate was present or over which the candidate had some influence, which includes safety or welfare issues will not be accepted as meeting the standard required by SEBC and will be an automatically failed element of the SEBC portfolio. All portfolio materials must adhere to current legislation and ethical working practices including, but not limited to, copyright, child protection, data protection, confidentiality and consent.
All costs of the SEBC training is embedded within the degree route, but the costs for the SEBC PTC examination is additional and to be met by the candidates – the examination fee is approximately £300 (2015 figures) and must be paid by the candidates directly to SEBC 10 days before the examination which is typically held in November or December following graduation.
Should a student fail to achieve the satisfactory standard for SEBC in a portfolio element they will have up to two opportunities to improve their SEBC submission to gain entry to the SEBC examination which will be supported with additional mentoring from their SEBC registered consultant tutor. This resubmission will not change the original module mark achieved which will be retained for the student profile i.e. any resubmission mark cannot be used to improve the module mark. Confirmation that the resubmitted SEBC portfolio has met the required standard will be provided by their SEBC registered consultant tutor.
Table 1. Alignment between Module Assessments and SEBC Portfolio Elements
Learning Outcome and Weighting
RC4024 Equine Communication Methods
Written report and DVD evidence
LO 1 and 3, 25%
Element 2 and 3
RC4025 Theory and Application of Equine Training
Practical Review and Oral Presentation
LO 2 and 3, 30%
LO 4, 30%
RC4015 Introduction to Working Practices
LO 1, 2 and 3, 50%
RC4026 Introduction to Applied Behavioural Theory and Training
LO 1 and 4, 50%
RC5024 Behaviour Modification and Equine Handling Techniques
Design and implement a training programme
Case study evaluation
LO 5, 30%
LO 1, 3 and 4, 40%
Rc6022 Behaviour Modification and Equine Ridden Issues
Critical evaluation of case study
Practical assessment – implement and evaluate a development plan
Phase test – Professional communication
LO 1, 2 and 6, 40%
LO 3 and 5, 40%
LO 4, 20%
The candidates will have successfully completed the FdSc in Applied Equine Behaviour and Welfare. Alternatively, academic credits (240 or equivalent) awarded via studies undertaken in similar disciplines will be considered, including external programmes, where candidates can demonstrate sufficient practical experience. Candidates will be interviewed and the decision will be made through the college APL committee.
Accreditation of Prior Learning (APL), Accreditation of Certified Learning (APCL) and Accreditation of Experiential Learning (APEL)
Appropriate consideration will be given to applicants previously certified and/or being assessed for award classification within an accepted biological/life science discipline. Similarly, any applicant who has not received certification for prior learning experiences, but has worked within the discipline, will also be considered. Acceptable work-based experience could include one, or a combination of several, of the following: equine trainer, behaviourist, work in professional equine capacity, etc.
The University will assess whether the learning derived from experience and/or prior certificated study is equivalent to that of the learning derived from the programme of study. This evidence may include a combination of skills and learning outcomes, in addition to the level and relevance of the subject knowledge and understanding to be evidenced by the applicant. Prior accredited learning must be supported by a transcript indicating the number, and level, of credits achieved, and the titles of the courses for which they were awarded.
An applicant not accredited on a certificate or transcript, would be asked to map their experience against the module, and/or programme learning outcomes, to provide a clear, evidenced paper submission. Conversely, applications stating certified learning experience must be accompanied by the certificate awarded for the qualification. In most cases, these must have been achieved within five years of the date of application.
APL is considered through the existing College APL committee and is subject to UoC APL process and approval.
The Biosciences (2015) benchmark statement has been used as an important reference point in the construction of the programme’s learning outcomes, knowledge, skills and content together with the methods of learning, teaching and assessment. Particular reference has been made to the threshold statements - these being the minimum requirement described in the benchmarking statements by the Quality Assurance Agency. A student will take six 15 credit modules along with a 30 credit dissertation. The structure and content of the modules is such that all students will have the opportunity to develop the "skills and attributes acquired by the biosciences graduate...for a career in biosciences or elsewhere, and make them valued by employers." (The Quality Assurance Agency for Higher Education 2015. Biosciences). The particular sets of statements that have been referred to during the development of the programme are: generic standards, molecular aspects of biology, organisms, and ecology and environmental biology. Within these domains, examples of topics to be covered (as suggested by the QAA benchmark statement) include:
practical experience of recording, analysing and interpreting data and using it to inform further research, through study of equine behaviour and welfare measures
explain biological systems and how they influence the performance of the horse
communicate bioscience information in a variety of formats and to keep bioscience knowledge updated to work professionally with owners and other paraprofessionals
understand key ethical issues and work with professional integrity and awareness of their impact upon society when undertaking welfare, training, behaviour modification or advisory roles
structure and function of multiple cell types and chemistry of biological reactions in the horse to understand health, nutrition, conditioning and its effect of behaviour and performance
principles of genetics and gene expression through breed development and selection for different roles
classification, evolution and domestication of horses, genetic influence and the ancestral impact on behaviour
physiology affects roles horses play, breed variation and specialisation
influence of metabolism on health and nutrition and its impact on behaviour
social behaviour of horses, with each other, people and other animals and how they have adapted to live in a human society
behaviour of horses, natural ethology, unwanted and abnormal behaviours of the horse
Ecological and Environmental Biology:
nutrition of the horse.
community structure, social behaviour, adaptability to live with and around humans.
human interactions with horses, roles horses play in society and benefits of horse ownership and specialist work they undertake.
The topics described above are all introduced at previous Level 4 and 5 study and subsequently enhanced at Level 6. It is expected by the QAA that more specialised areas will be offered, especially at higher levels of study, and these have been developed in the level 6 modules of the BSc top-up. Applied modules enable students to utilise the myriad of concepts and perspectives to compare, contrast, analyse and critique, to inform new knowledge and to problem solve. The more generic "soft" skills identified in the benchmark statements, including time management, reflective practice, team work, communication, use of data, information technology, information retrieval and presentation, are all explicitly embedded in the majority of modules presented within the programmes, either assessed formatively through classroom based activities, or alternatively through components of assessment.
It is intended for the BSc Top-Up year to offer university education closely linked to employment. The BSc Applied Equine Behaviour and Training has been designed both for part-time study by people employed in equine industries and for full-time study by people aspiring to careers working with horses. All modules have been designed for delivery at Reaseheath College, where we can offer appropriate work-related experience through the expertise of staff and the equine centre facilities. The aims, learning outcomes and content for both forms of study are identical, with a core emphasis on the development of students’ cognitive, key and professional skills, and the application of academic knowledge and understanding in equine work settings.
Full time and part time students attending college will encounter a broad range of teaching and learning experiences across all levels of study as befits the subject matter. Methods of teaching and learning are indicated clearly in each module descriptor and the list below describes the variety of approaches used by tutors.
These feature in most modules as an effective way of imparting important content, themes and pointers for further study. They will be used to set a framework for further study and inform students of the value of the discipline. However, they are supplemented by a variety of other methods of teaching and learning as described below.
The majority of practical skills developed in students at Level 6 have been founded on practical classes delivered at Levels 4 and 5 of the foundation degree. At Level 6, skills in data collection, manipulation, and analysis are required to be demonstrated through the Dissertation and Research Project modules. Depending on the nature of the project being undertaken, students may also be required to employ dog handling and training competencies in order to collate the necessary data for analysis.
Virtual Learning Environment (VLE)
The University has a VLE (Portal/Moodle) available to all students on or off campus. This offers access to a wide range of facilities including Learning Resources, the Library and all modular support materials. Staff are committed to using the VLE interface for making additional support materials available for students.
As reading is central to the process of knowledge acquisition in higher education, module tutors provide reading lists to guide their students to appropriate material. Increasingly, these lists include references to the Internet and electronic sources, as well as more traditional book and journal references. Primary reference lists, comprising key texts, can be found in the module descriptors, which form the centre point of any module. Additional reading is also provided in the module handbooks to promote further reading around the subject area. With the expectation of increasing autonomy at Level 6, it is not uncommon for students to be expected to engage in weekly directed reading, whereby students are required to disseminate information from primary sources of scientific research in order to address directed questions/scenario based exercises.
The QCA Key Skills document lists ‘working with others’ as one of the six categories of Key Skills that needs to be demonstrated in higher education. Throughout the programme, working with others has been incorporated at each level. In many modules, particularly in practical work, students are encouraged to work in groups and to share ideas. The assessment in certain modules is based on group assignments.
In the main, teaching and learning activities take place on the campus. Timetabling is arranged centrally, except for individual tutorials. There is some flexibility for students to change groups for laboratory classes and group tutorials to suit part-time students and those who have family commitments or transport difficulties. This is in accordance with the University's widening access and participation strategy. It is possible for all students to access support materials at home via the ‘Sharepoint Portal'.
In line with benchmarking and the Department's Learning, Teaching and Assessment Strategy, the need for students to become effective as independent learners is planned for and encouraged. The programme structures its learning outcomes so that this will happen progressively across the programme. At Level 6, students have the opportunity to do an extensive piece of independent research (equivalent to two modules) that requires them to plan and implement a research project, analyse data and report on their study.
Blended learning students will follow a different form of delivery but cover the same content and assessment criteria and methods. They will attend residential blocks at the start of modules to introduce the subjects and course criteria and residential blocks during the modules for intense practical delivery and assessment. They will be able to access library facilities through online resources and e books as well as a postal service where books are required. The VLE will be used extensively to support delivery throughout the module where students will have access to course documents and discussion forums. Additional support will be offered through weekly phone tutorials.
The University's over-arching level-related criteria are a key reference when designing modular assessments. Therefore, progression towards more complex and involved assessments, that require greater levels of study autonomy and greater levels of critical analysis, underpins the overall assessment strategy of the programme.
In addition, all students who pass any part of a degree are expected to possess such basic skills as the ability to make use of numerical and statistical information; the ability to locate internet sites from given web addresses; the ability to send and receive e-mail messages; the ability to use basic software packages such as Word; the ability to perform basic searches on standard electronic retrieval systems, and the ability to write legibly. Students who succeed at Level 4 and above should be able to construct an essay using correct grammar, spelling and referencing according to the American Psychological Association (APA) system of referencing.
In the preparation of coursework, which can include essays and presentation, students are given time and scope to present their work in a variety of modes, particularly where an examination would be inappropriate. However, the institutions are aware that examinations have an important role to play in summative assessment, and give academic credibility to the degree programme.
The programme uses a wide range of forms of assessment including:
Essays and written assignments - testing the ability to write within word limits, convey ideas with clarity and accuracy, reference to an academic standard and the ability to conduct private study and research
Reports - covering a variety of structured styles, to summarise findings from investigations, reflect on practical activities or discuss approaches to case study
Oral presentations - testing presentation skills, the ability to discuss issues with clarity and respond to questions
Honours Research Project- testing the ability to conduct individual primary research and communicate ideas and information effectively in an academic manner and within word limits
Portfolio - testing the ability to acquire key survey and census skills, analyse ecological data and present material in a clear, effective manner
Short-based seminar exercises
Reading of academic texts and discussion exercises
Close analysis of texts
Formative assessment and feedback
All students receive written comments on assessed components of work and additional feedback on the work is given more informally by individual tutors during group workshops and one-to-one tutorials. Additionally, some tutors have adopted the use of GradeMark software by which to provide more timely feedback to students. Formative feedback is an important and essential component of all taught modules. The nature of the assessment and feedback varies from module to module but typically takes the form of a written assignment done under time constraints, marked by the module tutor. Formative feedback is staggered throughout the year. The programme also makes use of on-line formative feedback in the form of electronic marking and self-evaluation forms
Reassessment will address the learning outcomes included in the failed components. Reassessment will normally take the form of the resubmission of all failed component(s) of the modular assessment. Here students will be expected to resubmit the coursework or re-sit the exam in its original format, albeit using a different perspective or suite of questions.
It is intended that graduates of the BSc Applied Equine Behaviour and Welfare will have:
A comprehensive and systematic knowledge and understanding of the application of ethology, physiology and research methods to the behaviour and welfare of horses.
Ability to apply academic knowledge and techniques to practical solutions in equine work places.
Skills of academic enquiry to generate potential solutions to problems in equine welfare and behaviour and cognitive skills to critically evaluate these to arrive at solutions fitted to context.
An understanding of the limits of their knowledge, and how this influences analysis and interpretations based on that knowledge in equine behaviour and welfare contexts.
Skills to effectively communicate information, arguments, and critical analysis, in written and oral form, to specialist and non-specialist audiences.
Confidence and transferable skills to undertake further training, develop existing skills, and acquire new competencies that will enable them to assume responsibility within canine organisations.
The characteristics and attributes that will enable progression onto further education and training, specifically postgraduate study, should they wish.
In addition, candidates in possession of this qualification should also be able to:
Foster an appreciation towards the diversity of approaches to maintain acceptable standards of equine welfare across a range of situations and roles.
Demonstrate practical competencies in the behaviour and welfare of horses
The programme will serve as a unique platform by which to project graduates of this programme into employment within the industry. Beyond developing core generic skills in time management, project design and implementation, communication and team work, students undertaking study on this programme will have a unique opportunity to develop industry-specific skills, primarily through the practical application of theory. In addition, students will engage with relevant information technology and other tools to enhance their skills in enclosure design, collection planning and record keeping. Thus, the combination of subject theory and its practical applications will stand students in good stead for employment within the sector.
Both Reaseheath College and the University of Chester are committed to the active promotion of equality of opportunity. Both institutions seeks to ensure that no student is disadvantaged or discriminated against on the grounds of: gender; age; marital or parental status; sexual orientation; racial group (race, colour, nationality, ethnicity or national origins); creed (religious, political or personal beliefs or principles); membership or non-membership of a trade union; and socio-economic background. It also aims to ensure that disabled people and those with special needs do not suffer unfair discrimination, and that they are enabled to achieve their full potential as students. The ultimate objective of the programmes delivery is to ensure all aspects of delivery are open to all sections of society and in whose activities all students can participate to the best of their ability. This programme is designed to ensure inclusivity and the diverse needs of our students are provided for. At a departmental level all programmes are developed and delivered with the following aspects in mind:
Admission requirements are clearly set out in promotional materials and due consideration is given to a policy of widening access, participation, diversity and equality.
Each module and programme is developed in line with University policy to both promote equality and diversity and encourage all students in the development of their learning.
There is flexibility in materials and delivery of teaching to support students with disability or from culturally diverse backgrounds and the Department works closely with Learning Support in delivering this support through Learning Support Plans.
The induction week activities are designed to integrate all students both academically and socially and to make academic staff aware of any issues. Students are made aware of avenues of support if they a have any issues regarding diversity and equality.
Supportive formative exercises are presented in modules in the first year to give all students an equal chance of succeeding.
Assessments are designed to afford equal opportunity to all students to display their knowledge and skills. The introduction of anonymous marking also enhances equal opportunity, fairness and independence to all students.
In order to ensure that the needs of all students are met any barriers to access (physical, environmental and curriculum) are identified and removed or reasonable adjustments will be made based on requirements.
All learning materials and teaching and learning sessions are designed to be free from racist, sexist and other discriminatory assumptions and practices.
All lecturers are aware of diversity issues and discharge their roles with knowledge and sympathy and all students are made aware of both institutional Department structures to discuss issues should a concern arise.
Reaseheath College offers specific support for students with specified learning needs, encompassing all physical abilities, in conjunction with the Higher Education Support Team (HEST) on campus. In collaboration with student support services, and safeguarding task groups, the college's equality and diversity policy aims to ensure that all students and all members of staff at the College have equality of opportunity and are treated solely on the basis of their aptitude, ability and potential to pursue a course of study or to fulfil the requirements of a job. The policy also aims to eliminate discrimination, which is unlawful or unfair.
The college has established HE provisions and in the recent QAA HER performance achieved the following judgements:
The maintenance of the threshold academic standards of the awards offered on behalf of degree-awarding bodies meets UK expectations
the quality of student learning opportunities is commended
the quality of the provider’s information about learning opportunities meets UK expectations
the enhancement of student learning opportunities is commended
Of the 7 recognised areas of good practice, the following have particular relevance to this programme:
The management and use of long-term strategic relationships with external stakeholders to enhance the student experience. (A5, B1, B3, B4, Enhancement)
The systematic approach to providing work-based learning opportunities of quality and relevance to students and to the College’s mission. (B3, B4, B10, Enhancement)
The college has dedicated resources for HE students, including an HE centre consisting of lecture rooms, computer suites, quiet study areas and a social area including a café. All students will have access to the college VLE, which will be particularly important for distance learners. There are plans to further expand this facility due to growth of student numbers. In addition, HE students have access to the Higher Education Support Team, which provides specialist academic and pastoral support to meet the needs of HE learners. Students have the opportunity to live on campus, in 18+ halls of residence. These are fully wardened and were graded Outstanding by Ofsted for Care Standards. The college also has good recreational and social facilities available to all students, including, gym, sports hall, sports fields, canteen, cafes and the Student Union bar.
Back - to previous page Print - launches the print options panel