‘Until one has loved an animal, a part of one’s soul remains unawakened’

Anatole France

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Subject Intent:

The Pearson BTEC Level 1/Level 2 Tech Award in Animal Care (603/7057/9) is for learners who want to acquire sector-specific applied knowledge and practical skills through vocational contexts by studying animal health and welfare, including signs of good and ill health, causes, transmission and treatment of common diseases in animals, the different health and monitoring checks, factors that affect animal behaviour, and how this impacts of handling and restraint; and what needs to be carried out to prepare, check and clean out animal accommodation as part of their Key Stage 4 learning.

The qualification enables learners to develop their practical skills, such as using appropriate equipment and techniques to handle and restrain different animals, and to prepare and clean out animal accommodation ready for use using realistic vocational contexts. It will also develop personal skills, such as self-management and communication, through a practical and skills-based approach to learning and assessment. The qualification recognises the value of learning skills, knowledge and vocational attributes to complement GCSEs. The qualification will broaden learners’ experience and understanding of the varied progression options available to them.

The Tech Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. Learners will have the opportunity to develop knowledge and practical skills in the following areas:

● animal health and welfare, including signs of good and ill health, causes, transmission and treatment of common diseases in animals, the different health and monitoring checks, and the use of animals in society

● factors affecting animal behaviour, the impact on handling and restraint, and when it is safe and unsafe to handle and restrain animals, and the practical application of safe handling and restraint techniques and equipment

● features that need to be considered when selecting accommodation for animals to ensure it is appropriate and meets their needs, and the practical activities of preparing, checking and cleaning out animal accommodation using the appropriate equipment.

This Tech Award complements the learning in GCSE programmes such as GCSE Biology, GCSE Business and GCSE Mathematics.

Learners will also develop their skills in safe Animal Handling (Unit 1), which is vital in order to effectively care for animals. Learners will also study Animal Health & Welfare (Unit 3) and Animal Housing and Accommodation (Unit 2).

We built the curriculum with the intent that learners will:

• experience a knowledge rich curriculum so that the scope and nature of their study is broad, deep, coherent, practical, so that learners are inspired and challenged by the subject.

• be literate and numerate through the development of vocabulary and learning to apply observational, practical, modelling, enquiry and problem-solving skills

• have high expectations for their behaviour and achievement when engaging with experiences within the subject. Our learners will demonstrate respect and courtesy when exploring ideas and avenues of enquiry.

• enhance their cultural, moral, social, mental and physical development through investigation of animal health and well-being and how our choices effect the health and wellbeing of the animals in our care. Learners access different resources and external agency advice and guidance that encourages them to talk about the welfare of animals and to raise awareness of signs and symptoms of illness/stress/neglect/disease in the animals studied.

• be prepared for life beyond the school by building curious, independent and inquisitive individuals who have an appreciation and understanding for the animals in the world around them. This equips our learners with the knowledge and skills needed to address issues around animal care.

Subject Implementation:

• The curriculum is designed so that components build on each other as learners grow in confidence. This allows learners to embed their knowledge whilst giving opportunities to put into practice what they learn. For example, the early units develop understanding of healthy animals demonstrating normal behaviours, and how to identify unhealthy animals demonstrating abnormal behaviours.

• Alongside practical application leads to the acquisition of knowledge, understanding and technical skills through vocational contexts. Developing skills to encourage them to begin to challenge the way they perceive the world they live in.

• Assignment tasks are tailored so that learners apply their knowledge to real life scenarios in a community context. This will develop skills in preparation for the external assessment in Unit 1 as well as developing research, application, evaluation and synthesis skills for their future.

• Unit 1 – Animal Handling focusses on understanding and demonstrating safe handling and restraint techniques. This is internally assessed.

• Unit 2 – Animal Housing and Accommodation focusses on understanding how to select animal accommodation; preparing and maintaining animal accommodation; being able to clean out animal accommodation. This is internally assessed.

• Unit 3 – Animal Health & Welfare focusses on understanding…

  • the essential signs of good and ill health in animals;

  • common diseases, their causes, transmission and treatment;

  • the signs, symptoms, prevention and treatment of common parasites;

  • the different roles of animals and animal-related organisations in society;

  • animal welfare and legislation;

  • the responsibilities involved in caring for animals. This Unit is externally assessed.

• All lessons are designed following the Smithills School’s non-negotiables and based around the Animal Care specification.  A big question stimulates the enquiring mind and a four part lesson structure is used (Connect, Activate, Demonstrate and Consolidate). The success criteria are fully embedded so progress can be tracked throughout the lesson.

• A blended learning approach is used to promote and develop learners’ independent learning through the medium of Microsoft TEAMs.  Tasks are set in lessons and at home and supported by knowledge organisers  which are linked to schemes of learning. Lesson PowerPoints and resources are available to support learning. Teachers will engage with learners through feedback on progress which will enable them to improve and extend their learning.

• An integral part of the animal care curriculum is the practical element. This enables learners to ask questions and develop a line of enquiry based on observations of animals in the real world, alongside prior knowledge and experience and thus promote a love of learning that makes the subject relevant to them. The curriculum has been designed to include as many opportunities as possible for practical work.

• Learner progress is tracked through the use of rigorous, reliable assessments. These include frequent low stake questioning activities: during connects/consolidates, to enable retrieval of prior knowledge and skills. On-going assessment also occurs through teacher monitoring of assignments, classwork and discussions with learners.  Additionally formal assessment takes place after assignments are completed and this data is entered into SIMS prior to each data entry point. Interventions and extra support are implemented where appropriate. Assessment outcomes are compared to targets to monitor progress. Specific groups such as SEN, DP, MA are monitored and intervention, where necessary, is planned in order to reduce gaps.

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Subject Enrichment:

• The Animal Care room has a plethora of resident animals. Luna the border collie regularly visits school; Sky and Everest are the two resident guinea pigs; Broc is our friendly male Syrian hamster; Yog is our nibbling female Russian dwarf hamster and Cecil is our slithery corn snake. There are also several fish tanks stalked up with a range of friendly fish.

• Many of our learners do not have access to animals/pets at home so Animal Care provides them with the  opportunity to learn how to look after, care and handle the animals. The importance of providing adequate accommodation, the skills needed to clean and maintain these, and to know how to monitor the animals’ welfare.

• There are plans afoot for chickens and a bearded dragon to join the Smithills School animal care world in 2022.

• Developing partnerships with external providers that extend the learners opportunities to learn.

• Building on their understanding of the importance of British Values, including democracy, the rule of law (e.g. Animal Welfare Act 2006), including liberty, tolerance and respect.

• Improve their SMSC (spiritual, moral, social and cultural) development by studying the importance of animal welfare and the laws/rules devised for owning a pet for pleasure or govern using animals in industry/sport.

• Animal Care Club runs on Wednesday lunchtimes

• Extending tasks outside of school, research projects, visits to and talks from local animal care practitioners and sectors to develop interest and real life experiences.

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Subject Impact:

• The two year animal care curriculum model ensures that sequences of learning build on previous knowledge and skills along with laying the foundation for subsequent progression.

• The choice to deliver BTEC prepares learners for the world of work and engages them in current trends within the sector making it relevant and relatable for all, allowing learners to fulfil their potential; academically, personally, physically, socially and morally, and be successful.

• Through studying Animal Care it prepares learners for the next stage of their education, employment or training. Links with colleges and local Universities raise aspirations through increased awareness and understanding of the range of Animal Care careers and entry routes.