Elements and Performance Criteria

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below.

The range statement provides details of how this competency can be used in the workplaces of the racing industry to catch and handle quiet horses under supervision. Workplaces include stables, yards, training arenas, paddocks and public areas.
Common horse industry expressions may include common terms used to describe:
horse behaviour, including when horses are:
being handled, for example:
barging
rearing
striking
in the stable, yard or paddock, for example:
cast
cribbing
fence walking
weaving
wind sucking
sick or injured
horse colours and markings
horse condition and eating habits
stable tasks, for example:
floating
hosing
lunging
mucking out
strapping
tacking up.
Catching and handling gear may include:
anti-rearing or other bits used for leading
bridle
double clip lead
halter and lead
head collar and lead
personal protective equipment.
Behaviour signals may include:
communication traits of horses, including:
body signals
facial expressions
verbal signals
methods the horse uses to show:
aggression
friendliness
illness
sexual interest or disinterest
sleep
warning to keep away.
Horses may be approached and caught by:
adhering to responsibilities under OHS legislation and safe workplace practices
adhering to responsibilities under national and state codes of practice; federal, state and territory legislation; and local government regulations covering animal welfare
approaching horse from near side
arranging gear in advance of handling
checking soundness of gear before approaching
encouraging horse to face handler
planning approach route and identifying safest areas for catching
talking to the horse
taking care moving around and catching horses in groups
using and fitting appropriate and approved gear.
Horses are lead and controlled by:
leading into and out of stables, yards and paddocks
leading person to person when approaching another horse moving in opposite direction
leading through gates or stable doors, which are open or shut
maintaining appropriate length of lead to allow horse to walk freely without getting ahead or away from handler
never wrapping lead around any part of handler's body
never letting horse turn its tail to handler
using both hands on lead
using leads of suitable length
using suitable tone of voice to reassure or control
walking at near side shoulder.
Horses are tied up by:
positioning horse correctly
using a head collar and lead
using baling twine
using a quick release knot.
Rugs may include:
combo rugs
paddock or stable rugs
rugs with leg straps, surcingles or rollers, fillet straps or other fittings
sweat rugs.
Stable or paddock gear may include:
fly veils
hoods
miscellaneous equipment used on individual horse in stables or paddocks, including:
collars
muzzles
wind-sucking collars
rug rollers
tail bags.
Signs of wear and damage will include:
cracked leather or PVC
frayed leads, girths and surcingles
rusted or cracked bits, buckles and clips
stretched or torn holes in strapping.

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy all of the requirements of the performance criteria, required skills and knowledge and the range statement of this unit and include evidence of the following:
knowledge of the requirements, procedures and instructions that apply to catch and handle horses safely under supervision
implementation of procedures and timely techniques for the safe, effective and efficient catching and handling of horses under supervision
working with others to undertake and complete procedures under supervision that meet required outcomes.
Evidence should be collected over a period of time using a range of well-educated horses of different ages, sexes and temperaments, and at different stages of preparation in horse industry environments.
Context of and specific resources for assessment
Competency may be assessed in a horse industry workplace or simulated environment that provides access to the required resources. Assessment is to occur under standard and authorised work practices, safety requirements and environmental constraints. It is to comply with relevant regulatory requirements or Australian Standards requirements.
Assessment of the practical components of this unit will be by observation of relevant skills.
The following resources must be available:
a variety of horses
materials and equipment relevant to assessing candidate's ability to catch and handle horses safely under supervision
safe handling areas, such as stables or training arenas
work instructions and related documentation.
Method of assessment
Assessment methods must satisfy the endorsed Assessment Guidelines of the Racing Training Package.
The suggested strategies for the assessment of this unit are:
written and/or oral assessment of candidate's required knowledge
observed and firsthand testimonial evidence of candidate's application of practical tasks
simulation exercises.
Evidence is required to be demonstrated over a period of time, therefore where performance is not directly observed any evidence should be authenticated by supervisors or other appropriate persons.
This unit may be assessed in a holistic way with other units of competency relevant to the industry sector, workplace and job role, for example:
RGRCMN201A Follow OHS procedures and observe environmental work practices
RGRPSH102A Perform basic stable duties.
Guidance information for assessment
Assessment methods should reflect workplace demands (e.g. literacy and numeracy demands) and the needs of particular target groups (e.g. people with disabilities, Aboriginal and Torres Strait Islander people, women, people with a language background other than English, youth and people from low socioeconomic backgrounds).