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Part time |
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Day |
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Day Release |
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Evening |
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INTRODUCTION
Candidates must show that they have the required qualities, and can apply the basic principles of teaching/coaching, e.g. manner, voice, control, etc., and that they have the ability to improve their riders horsemanship and horsemastership using a progressive plan.
They must know the safety procedures and principles involved in the organisation of a lesson or hack (in the open country or on roads). They will be expected to ensure that all teaching/coaching is relevant to the riders and that they are experienced enough to modify sessions to facilitate this.
They should be able to evaluate their own performance and show ability to assess progress in their pupils.
ENTRY REQUIREMENTS
Horse Knowledge, Care and Riding Stage 2 and/or NVQ Level 2/3 (with Riding/Schooling Horses optional unit)
COURSE CONTENT
You will be required to give a class lesson which may include poles/jumps, a lunge or lead rein lesson, a lecturette, join in discussions and answer questions on various topics (see syllabus). You must have knowledge of how to procedure should there be an accident or an emergency, and have sound knowledge of road safety.
ASSESSMENT
Assessment is through examination at a BHS approved exam centre.
CAREER OPPORTUNITIES
This qualification is an ideal base for employment and progression within the horse industry. Course Fees
Full-time students do not pay course or examination entry fees, except in some cases when there are examination re-sits. Part-time students pay course fees, which are displayed in College publications or are obtainable from Admissions, and examination entry and / or registration fees.
This course information was deemed to be correct at the time of publication, though course modules and content are subject to change by the awarding body.
NB Please only add additional course material costs under the heading 'Additional Costs'. Course fees, exam and registration costs are not to be included - the learner needs to refer to current publications for fees.
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