Module Identifier | RD19340 | ||
Module Title | HORSEMASTERSHIP 1 | ||
Academic Year | 2002/2003 | ||
Co-ordinator | Joanne Murray | ||
Semester | Semester 2 (Taught over 2 semesters) | ||
Other staff | Iola J James Morris | ||
Assessment | Semester Assessment | Practical assessment 1: Outcomes assessed: 1, 2, 3, 5, 6 | 30% |
Semester Assessment | Practical assessment 2: Riding and other skills Outcomes assessed: 3, 4, 6 | 30% | |
Semester Assessment | Continuous assessment - Care and maintenance of horses Outcomes assessed: 1, 3 Supplementary assessment: Candidates must re-take the element(s) of assessment that led to failing the module. | 40% |
Performance criteria (a) - riding
a. Satisfy the requirements of BHS Stage I, by (i) leading a saddled and bridled horse in hand, from either side; (ii) checking saddlery for its fitting and soundness; (iii) mounting and dismounting from the ground, from a leg-up and from a mounting block and assisting other riders to mount; (iv) taking up and adjusting stirrups and reins, checking and tightening girths; (v) maintaining a correct position at the three gaits of walk, trot and canter with the stirrups at a suitable length for various types of work (vi) riding without stirrups at walk and trot, using the natural aids to ride forward on straight lines, through turns and large circles, to halt and stand; (vii) trotting on named diagonals, changing diagonals and understanding the reasons for so doing; (viii) recognising an incorrect leading leg in canter and trotting, to enable a correct lead to be established.
b. Satisfy the requirements of BHS Stage II, by (i) demonstrating the ability to maintain a correct balanced seat independent of the reins, at walk, trot (sitting and rising) and canter; (ii) riding without stirrups at walk, trot and canter; (iii) cantering on a named leg; (iv) riding with reins in one hand at walk and trot; (v) riding correct school figures at walk, trot and canter; (vi) jumping fences up to 0.76m (2’6”) at trot and canter; (vii) riding over undulating ground/up and downhill; (viii) opening, holding and shutting gates alone and in company, ensuring secure fastening; (ix) demonstrate an understanding of how the horse should move in a good form under the rider; (x) knowing the rules for riding in company, both in the riding school/manège and outside.
Range:
BHS Stages I and/or II
Performance criteria (b) – basic harness-making and saddlery
a. Knowledge of the structure, function and division of hides is demonstrated.
b. The correct preparation of leather for various procedures is demonstrated.
c. Ability to use various hand tools for cutting and stitching leather is demonstrated
d. ‘Stitching in’ of keepers, buckles and billets is demonstrated
e. Knowledge of safety techniques is applied.
Range:
Hides; bridle butts, harness back, shoulders, panel hides
Good and bad leather
Preparation for cutting, edging, staining, polishing, creasing, marking out
Stitching claws, double hand and basic stitching
Tools: needles, threads, sharpening, care and adjustment
Stitching: fixed keepers, running keepers, buckles, billets.
Outcome 5
Describe shoeing requirements and discuss the role of the farrier in normal and remedial shoeing.
Performance criteria
a. Normal shoeing requirements are discussed
b. The uses of remedial shoes are appreciated
c. Adjuncts to shoeing are discussed
d. The requirements of the unshod horse are discussed
Ranges:
Hunter shoes, wide-web shoe, rocker bar shoe, egg-bar shoe, heart-bar shoe, corn shoe.
Pads, studs.
Ponies, young stock, breeding stock, working, resting.
Methods of shoeing.
Working with and relating to others
5. Treat others’ values, beliefs and opinions with respect
6. Relate to and interact effectively with individuals and groups
7. Work effectively as a team member
Communicating
8. Receive and respond to a variety of information
9. Present information in a variety of visual forms
10. Communicate in writing
11. Participate in oral and non-verbal communication
Managing tasks and solving problems
12. Use information sources
13. Deal with a combination of routine and non-routine tasks
14. Identify and solve routine and non-routine problems
Applying design and creativity
17. Apply a range of skills and techniques to develop a variety of ideas in the creation of new/modified products, services or situations
18. Use a range of thought processes.