NQF Level:

US No:

116190

Learner Guide
Primary Agriculture

R e c o g ni s e D e f e ns i v e B e h a v i o u r i n Ani m a l s

My name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Company: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Commodity: . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . .

The availability of this product is due to the financial support of the National Department of Agriculture and the AgriSETA. Terms and conditions apply.

Recognise defensive behaviour in animals

Primary Agriculture NQF Level 1 Unit Standard No: 116190

Before we start
Dear Learner - This Learner Guide contains all the information to acquire all the knowledge and skills leading to the unit standard:
Title: US No: Recognise defensive behaviour in animals 116190 NQF Level: 1 Credits: 4

Your facilitator will hand the full unit standard to you. Please read the unit standard at your own time. Whilst reading the unit standard, make a note of your questions and aspects that you do not understand, and discuss it with your facilitator. This unit standard is one of the building blocks in the qualifications listed below. Please mark the qualification you are currently doing:
Title National Certificate in Animal Production National Certificate in Mixed Farming Systems National Certificate in Plant Production ID Number 48970 48971 48972 NQF Level 1 1 1 Credits 120 120 120 Y N Mark

Please mark the learning program you are enrolled in: Your facilitator should explain the above concepts to you.

Are you enrolled in a: Learnership? Skills Program? Short Course?

You will also be handed a Learner Workbook. This Learner Workbook should be used in conjunction with this Learner Guide. The Learner Workbook contains the activities that you will be expected to do during the course of your study. Please keep the activities that you have completed as part of your Portfolio of Evidence, which will be required during your final assessment. You will be assessed during the course of your study. This is called formative assessment. You will also be assessed on completion of this unit standard. This is called summative assessment. Before your assessment, your assessor will discuss the unit standard with you.

Enjoy this learning experience!

Version: 01

Version Date: July 2006

Recognise defensive behaviour in animals

Primary Agriculture NQF Level 1 Unit Standard No: 116190

How to use this guide

Throughout this guide, you will come across certain re-occurring boxes. These boxes each represent a certain aspect of the learning process, containing information, which would help you with the identification and understanding of these aspects. The following is a list of these boxes and what they represent:
What does it mean? Each learning field is characterized by unique terms and definitions it is important to know and use these terms and definitions correctly. These terms and definitions are highlighted throughout the guide in this manner.

You will be requested to complete activities, which could be group activities, or individual activities. Please remember to complete the activities, as the facilitator will assess it and these will become part of your portfolio of evidence. Activities, whether group or individual activities, will be described in this box.

Examples of certain concepts or principles to help you contextualise them easier, will be shown in this box.

The following box indicates a summary of concepts that we have covered, and offers you an opportunity to ask questions to your facilitator if you are still feeling unsure of the concepts listed.

My Notes
You can use this box to jot down questions you might have, words that you do not understand, instructions given by the facilitator or explanations given by the facilitator or any other remarks that will help you to understand the work better.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . ................................................................................. ................................................................................. ................................................................................. ................................................................................. ................................................................................. .................................................................................

Version: 01

Version Date: July 2006

Recognise defensive behaviour in animals

Primary Agriculture NQF Level 1 Unit Standard No: 116190

What are we going to learn?

What will I be able to do? ........................................................................... Learning Assumed to be in Place ................................................................ Learning Outcomes ..................................................................................... Recognise defensive behaviour in animals An introduction .................... Session 1: Session 2: Session 3: Session 4: Behaviour of specific animals ...... Identify defensive behaviour ................................................ Manage defensive behaviour ................................................ Relevant equipment to manage relevant animals ................ Terms & Conditions ............................................................... Acknowledgements ............................................................... SAQA Unit Standards 5 5 5 6 7 10 13 16 19 19

Version: 01

Version Date: July 2006

Recognise defensive behaviour in animals

Primary Agriculture NQF Level 1 Unit Standard No: 116190

What will I be able to do?

When you have achieved this unit standard, you will be able to: Identify symptoms of defensive behaviour in animals and describe protocol and equipment as instructed within an animal production environment implementing sustainable and economically viable production principles. Be well positioned to extend their learning and practice into other areas of animal husbandry and management to the benefit of the industry. Gain access to the mainstream agricultural sector, in animal production, impacting directly on the sustainability of the sub-sector. The involvement in production will also have a direct impact on the improvement of agricultural productivity of the sector.

Learning Assumed to be in Place

No learning is assumed to be in place.

Learning Outcomes
When you have achieved this unit standard, you will be able to: Understand and describe behaviour of specific animals. Identify symptoms of defensive behaviour. Describe management protocol for relevant animals to minimise defensive behaviour. List relevant equipment required to manage relevant animals. You will also gain basic knowledge of: Basic comprehension of the specific symptoms of defensive behaviour. The causes of defensive behaviour. The equipment required handling defensive behaviour. Sensory observation of defensive behaviour. Observation of animal behaviour over time. Evaluation of the potential risks involved when working with the relevant animals. Behaviour classification. The purpose of learning about defensive behaviour. The purpose of learning about animal defensiveness.

Version: 01

Version Date: July 2006

Recognise defensive behaviour in animals

Primary Agriculture NQF Level 1 Unit Standard No: 116190

Recognise defensive behaviour in animals - An Introduction

If learners are to recognize defensive behaviour they will need to be able to differentiate defensive behaviour from other types of normal behaviour of animals. Also, learners will need to be exposed to the behaviour of several species of animals, since behavioural patterns differ between species (and sometimes even breeds). Learners will learn to recognize behavioural patterns based on changes in or use of various anatomical features of animals. General types of behaviour and how they are exhibited anatomically is discussed in Session 1. With a basis of understanding various behavioural patterns in animals, the learner is then called upon to concentrate on defensive behaviour specifically. More and detailed examples of different forms of defensive behaviour are discussed in Session 2. Once the learner is able to recognize defensive behaviour he/she requires some guidelines as to how to respond to reduce or avoid such behaviour. Several useful rules-of-thumb are provided for the learner to test in a practical situation. This is discussed in Session 3. Animal handling can be carried out more easily if the correct animal handling equipment is available and used correctly. Session 4 describes some of the equipment that can be used and requires learners to find out more about the subject before observing the use of such equipment at a production facility.

My Notes
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .................................................................................. .................................................................................. .................................................................................. .................................................................................. .................................................................................. .................................................................................. .................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .................................................................................. ..................................................................................

Version: 01

Version Date: July 2006

Recognise defensive behaviour in animals

Primary Agriculture NQF Level 1 Unit Standard No: 116190

Session

Be h a v i ou r of s p e c i f i c a n i ma l s
After completing this session, you should be able to:
SO 1: Understand and describe behaviour of specific animals.

1.1

Introduction
Before you can understand animal behaviour, you have to distinguish between different behaviour patterns of species. These behaviour patterns include but are not limited to social behaviours, non-social behaviours and abnormal behaviours. These behaviours include defensive-, aggressive-, stereotypical-, anti-predator- and exploratory behaviour.

Anti-predator behaviour: A form of defensive behaviour, which includes any activity that
leads to protection from a predator.

Exploratory behaviour:

A form of appetite or inquisitive behaviour, which is shown by animals that are searching for food or to get familiar with their environment. Individuals avoiding to be seen. This is accompanied by camouflage in other animals. Animals becoming familiar with itself and surroundings and displaying playful behaviour. Activity that encompasses all forms of caress and attention to its body surface or to another animal. A form of defensive behaviour, which may occur as soon as a predator is detected. It also can be performed to avoid aggression from other animals within or outside the specie. Behaviour which is repetitive. Stereotypical behaviour is behaviour that is carried out in the same way each time. An example of this is the egg rolling behaviour of the goose or the way that a dog turns several times in a circle before it lies down.

Hiding: Play: Grooming: Escape (Flight):

Stereotype:

Version: 01

Version Date: July 2006

Recognise defensive behaviour in animals

Primary Agriculture NQF Level 1 Unit Standard No: 116190

Flight zone: Imprinting:

Comfort zone/ personal space where there is no immediate threat. Is a type of learned behaviour, which is associated with young animals soon after hatching or birth. Geese are known to follow their mothers example and will imitate their mother and other adult geese from eating habits to more complicated maneuvers like flying.

Social behaviours are where members of the same specie respond to each other. Sociality may be beneficial for the defense of members of a group. However, social living may have a disadvantage in making the group more obvious to potential predators. Aggressive behaviour may be defined as an offensive physical action. Aggression includes any behaviour related to fighting. Territoriality is a behaviour through which an animal defends a resource against members of the same specie. Birds are the most territorial of all the vertebrates.

Please complete Activity 1a in your learner workbook

My Notes
. . . .

.................................... .................................... .................................... .................................... ....................................

1.2 Behaviour at various stages of life

Behaviour patterns are different at various stages of an animals life cycle. For example: Maternal behaviour is only observed once an animal has produced young or, almost every young vertebrate shows the behaviour of hiding to avoid predators. Play is also very prominent in early life. Kittens are playful when they are small partly to train them to catch their prey in adult life or to match their ability to that of the rest of the litter. Some of the behaviours like aggressiveness do not usually appear in the early stages of life. Most animals become more aggressive and territorial with age like bulls. Defensive behaviour occurs in almost every species at an early stage of life and takes the form of anti-detection (or hiding). Every animal has perfected some form of anti-predator adaptation. This may include camouflaging themselves in their surroundings, or keeping themselves from being eaten because they are brightly coloured and dangerous-looking. Camouflage is a common method of anti-detection in insects, birds, fish, reptiles and some mammals.

Version: 01

Version Date: July 2006

Recognise defensive behaviour in animals

Primary Agriculture NQF Level 1 Unit Standard No: 116190

Some animals have the ability to ward off animals with stinking hairs and sticky secretions (like a skunk and some frogs). Some animals flock together as part of the defensive mechanism, many eyes and ears are better than two.

1.3 Fight or flight

There are two methods that animals use to protect themselves: Fight or flight. When mammals are about to become prey, it has two options: Stay and fight or run away. Most mammals try to run away. If animals try to fight it may bite, kick, charge, etc. Much defensive behaviour revolves around the following anatomical features of animals. Horns Stings Fangs Teeth Shells Hooves Size

Please complete Activity 1b in your learner workbook

. . . . .

My Notes
. . . . . . . . . . . . . . .

..................................... ..................................... ..................................... . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

I understand this concept Questions that I still would like to ask

Concept
The specific animal under review with special attention to behaviour during various stages of its lifecycle is explained. The animals anatomical features that are involved in its behaviour are described. The way in which the animal makes use of the specific anatomical features as a defensive mechanism is described. The way in which animals are stimulated to defend themselves is described.

Version: 01

Version Date: July 2006

Recognise defensive behaviour in animals

Primary Agriculture NQF Level 1 Unit Standard No: 116190

10

Session

Id e n t i f y d e f e n s i v e b e h a v i ou r
After completing this session, you should be able to:
SO 2: Identify symptoms of defensive behaviour.

2 .1

Introduction
All animals do not react the same way when they are threatened. Tame animals are generally calmer when strange circumstances occur to them and around them. Different domesticated species and the same species at different ages and at different stages of their life cycles will react in different ways. Young cattle for instance, will show their excitement by lifting the head and show general excitement by snorting and throwing up soil and dust with their front feet. They will sometimes make sudden short charging movements ending with a snort. Older cows will be calmer and will be less alert. They will sum up the situation quickly and either go on with what they were doing or react according to the circumstances. Untamed animals on the other hand will show quick responses and either flee or charge depending on the nature of the threat they perceive.

2.2 Defensive behaviour

Animals remain immobile when first threatened. Their first reaction is to stand and assess the situation. If frightened their natural instinct is to escape. Thats why Activity 1b was difficult to do. Threat puts an animal into a physiological state of fight or flight (This is caused by the sudden surge of adrenalin a hormone). When animals are in this state they make use of anatomical features (that you have perhaps already observed) such as: Showing a greater profile (Cat rises its hair to look bigger or a bird will puff out its feathers to look bigger). Shaking the head rapidly from side to side (Young cattle or an alerted bull). Erection of the hair along the back (Angry dog). Pawing with the foreleg (angry bull or alerted ewe). Change its colour (chameleon).
Version: 01 Version Date: July 2006

Recognise defensive behaviour in animals

Primary Agriculture NQF Level 1 Unit Standard No: 116190

11

Following a threatening display, the threatened animal may either flee or advance in a fight mode. There are different types of fight modes. For example where steers or heifers are around calves, they may protect the calves by walking between the calves and the possible threat. Ewes show the same behaviour when there are lambs in the flock. In poultry the behaviour is slightly different: firstly the hen will charge the possible threat, but if there is a possibility of attack she shows a protective behaviour (she gathers her chicks under her wings).

2.3 Symptoms of defensive behaviour

Temporary enlargement of body size (raises its hair to look bigger or puffs out its feathers to look bigger). Fainting - some animals act as if they are dead to avoid a predator (For example: the Cape cobra, some rock pigeons and some chickens). Colour changing - animal camouflages itself to avoid a predator (For example a chameleon). Covering - The porcupines display causes it spiny quills to rise up and cover its head. Temporary shielding itself in a tight ball (For example: The armadillo in the USA or a hedgehog). The symptoms of defensive behaviour may differ according to the intensity of the stimulus. Before an animal responds to a stimulus it is in a state of activity, which ranges from deep sleep to fight or flight. Problems occur when the arousal is too high, or not expected. Highly aroused animals are more likely to make sudden violent movements, and they behave in a self-protective way either by running away or fighting back. It is desirable to keep animals as calm as possible. When necessary you may raise arousal for a specific purpose such as forcing lead animals through a gateway. To avoid defensive behaviour you have to be familiar with the social behaviour of the animals. Behavioural indicators like kicking are always useful signs to eliminate further undesirable behaviours and their consequences. Animals behave according to their immediate environment and may behave defensively or aggressively due to stress. For example you can get clues to a cows mood and condition by observing the position of its tail. When the tail is hanging straight down, the cow is relaxed - either grazing or walking. When the tail is tucked between the cows legs, it can be frightened. If the tail is raised up it indicates agitation. During mating and threats the tail hangs away from its body. When galloping, the cows tail is held straight out.
Version: 01 Version Date: July 2006

Recognise defensive behaviour in animals

Primary Agriculture NQF Level 1 Unit Standard No: 116190

12

Please complete Activity 2 in your learner workbook

.................................... ..................................... ..................................... ..................................... .....................................

My Notes

Concept
The individual is able to identify and illustrate the symptoms of defensive behaviour. The causes of defensive behaviour are identified, illustrated and listed accordingly. Various forms and levels of intensity of defensive behaviour are listed. The parameters related to the various levels of intensity are identified and described.

I understand this concept

Questions that I still would like to ask

My Notes
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .................................................................................. .................................................................................. .................................................................................. .................................................................................. .................................................................................. .................................................................................. .......................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .................................................................................. .................................................................................. .................................................................................. .................................................................................. .................................................................................. ..................................................................................

Version: 01

Version Date: July 2006

Recognise defensive behaviour in animals

Primary Agriculture NQF Level 1 Unit Standard No: 116190

13

Session

Ma n a ge d e f e n s i v e b e h a v i ou r
After completing this session, you should be able to:
SO 3: Describe management protocol for relevant animals to minimise defensive behaviour.

3.1

Introduction
It is always better to try to minimise defensive behaviour or to prevent it all together. Animal that get frightened or bewildered might injure themselves, the facilities in which they are housed (barns, fences and gates) or their handlers. Therefore if you can avoid disturbing animals too much you must do that. Dairy cows will produce less milk when disturbed than when they go on with their routine in a calm way. Some farmers even play soft music to their cows to keep them calm during milking. To help you not to disturb animals so that they become too excited, keep the following important principles in mind when handling animals.

3.2 General principle when handling animals

The approach and all actions should be conducted in a calm manner. Sounds and noise should be limited, especially with single animals. Animals should always be talked to first, to make them aware of your presence. Any act or movement should be performed slowly. See to it that the best aids are at hand (animal handling equipment and protective clothing). Use the most suitable facilities available.

Version: 01

Version Date: July 2006

Recognise defensive behaviour in animals

Primary Agriculture NQF Level 1 Unit Standard No: 116190

14

3.3 Factors influencing the approach in animals

Kind of animal Sex Individuals or group of animals Breed Age Tame or untamed animals

3.4 The flight zone

Livestock have wide-angle vision. Sight restriction will lower stress levels. Animals also have a comfort zone or a personal space where they feel no threat of any kind. When you enter that zone animals will move away (Figures 1 and 2). When you understand the flight zone of an animal you can minimise activities which stimulate defensive behaviour. Well-tamed livestock are often difficult to drive away because they no longer have a flight zone.
Figure 1: This picture illustrates the flight zone of a large flock of sheep; herds of cattle behave much the same way. Notice that the sheep are circling around the handlers while maintaining a safe distance and keeping the people in sight. Note that the sheep tend to move in the opposite direction of handler movement. Walking in the opposite direction of the direction of desired movement can be used to move groups of animals. Walking in the opposite direction tends to speed up movement and walking in the same direction tends to slow down movements. These principles work with all herding animals.

Version: 01

Version Date: July 2006

Recognise defensive behaviour in animals

Primary Agriculture NQF Level 1 Unit Standard No: 116190

15

Figure 2: This diagram illustrates the general flight zone of an animal. The actual flight zone of an individual animal will vary depending on how "tame" the animal is. An animal's flight zone will vary depending on how calm it is. The flight zone gets bigger when an animal becomes excited. The flight zone is also bigger when you approach "head on". Calm cattle are easier to move. If cattle become excited, it takes 20 to 30 minutes for them to calm back down.

3.5 How to reduce defensive behaviour

Follow the general principles in animal handling. Understand the natural behaviour of the animal. Decrease animal handling. Make use of suitable facilities. Please complete Activity 3 in your learner workbook

. . . . .

My Notes
. . . . . . . . . . . . . . .

..................................... ..................................... ..................................... . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Concept
How to reduce the risk of defensive behaviour from manifesting itself is described. The possible causes for defensive behaviour and relevant procedures how to reduce these are described and listed. Animal handling procedures under supervision with specific reference to those preventing animal defensiveness are demonstrated.

I understand this concept

Questions that I still would like to ask

Version: 01

Version Date: July 2006

Recognise defensive behaviour in animals

Primary Agriculture NQF Level 1 Unit Standard No: 116190

16

Session

R e l e v a n t e q u i pme n t t o ma n a ge r e l e v a n t a n i ma l s
After completing this session, you should be able to:
SO 4: List relevant equipment required to manage relevant animals.

4.1

Introduction
Applying the correct methods when handling animals will save you time and also ensure the safety of you and the animal. The equipment and methods listed here may be familiar to you. Let us discuss them briefly. Only the more common pieces of equipment will be discussed.

4.2 Animal handling equipment

Bridles Collars Twitches Stunners Fences Clamps Halters Ropes Nose-rings Smokers Gates

Bridles
Are used to control horses and donkeys for riding. Riding bridles could be of the single or double type while driving bridles are also provided with blinkers. Bridles usually consist of a poll piece which is attached on either side to each of the two cheek pieces, which in turn are attached to the upper cheek pieces of the bit or ring of the snaffle. It is provided with a brow band and a throat lash.

Version: 01

Version Date: July 2006

Recognise defensive behaviour in animals

Primary Agriculture NQF Level 1 Unit Standard No: 116190

17

A bridle is used to handle a horse

Halters
The common type of halter consists of a circular noseband and a neckband, which is buckled on the near side to form a complete loop around the neck. The two bands are held together by a metal ring, which is situated underneath the throat. It is also connected by means of the cheek pieces on either side.

A halter can be used in almost all ruminants especially if you want to lead it calmly.

Nose-rings
Nose-rings consist of copper or an alloy which is rustproof. Rings of varying sizes and weights are available for use in different age groups. The ring is applied through the soft tissues of the nose.

Version: 01

Version Date: July 2006

Recognise defensive behaviour in animals

Primary Agriculture NQF Level 1 Unit Standard No: 116190

18

A nose-ring that can also be used for handling bulls.

Please complete Activity 4 in your learner workbook

. . . . .

My Notes
. . . . . . . . . . . . . . .

..................................... ..................................... ..................................... . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Concept
Relevant equipment required to manage specific animals to avoid potentially defensive behaviour or to manage defensiveness in animals is listed. The components of all relevant animal management protective equipment are described. The use of relevant animal management protective equipment under supervision is described and demonstrated.

I understand this concept

Questions that I still would like to ask

My Notes
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . ................................................................................. ................................................................................. .................................................................................

Version: 01

Version Date: July 2006

Recognise defensive behaviour in animals

Primary Agriculture NQF Level 1 Unit Standard No: 116190

19

Terms & Conditions

This material was developed with public funding and for that reason this material is available at no charge from the AgriSETA website (www.agriseta.co.za).

Users are free to produce and adapt this material to the maximum benefit of the learner. No user is allowed to sell this material whatsoever.

Acknowledgements
Project Management:
M H Chalken Consulting IMPETUS Consulting and Skills Development

Developer:
Mr J H P van der Merwe

Authenticators:
Mr M M Ratsaka

Technical Editing:
Dr M Roets

OBE Formatting:
Ms P Prinsloo

Design:
Didacsa Design SA (Pty) Ltd

Layout:
Ms P van Dalen

Version: 01

Version Date: July 2006

All qualifications and unit standards registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY REGISTERED UNIT STANDARD: Recognise defensive behavior in animals SAQA US ID 116190 SGB NAME SGB Primary Agriculture FIELD Agriculture and Nature Conservation ABET BAND Undefined REGISTRATION STATUS Registered UNIT STANDARD TYPE Regular UNIT STANDARD TITLE Recognise defensive behavior in animals NSB NSB 01-Agriculture and Nature Conservation SUBFIELD Primary Agriculture NQF LEVEL Level 1 CREDITS 4 SAQA DECISION NUMBER SAQA 0156/04 PROVIDER NAME

REGISTRATION START DATE REGISTRATION END DATE 2004-10-13 2007-10-13

PURPOSE OF THE UNIT STANDARD The learner achieving this unit standard will be able to identify symptoms of defensive behaviour in animals and describe protocol and equipment as instructed within an animal production environment implementing sustainable and economically viable production principles. In addition they will be well positioned to extend their learning and practice into other areas of animal husbandry and management to the benefit of the industry. They will be capacitated to gain access to the mainstream agricultural sector, in animal production, impacting directly on the sustainability of the sub-sector. The involvement in production will also have a direct impact on the improvement of agricultural productivity of the sector. (Note that defensive behaviour by animals is normally interpreted as hostile, offensive and aggressive by man. For the purpose of these unit standards, the word defensive will be used throughout to describe behaviour that could be harmful to other animals and humans). LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING No learning is assumed to be in place. UNIT STANDARD RANGE Whilst range statements have been defined generically to include as wide a set of alternatives as possible, all range statements should be interpreted within the specific context of application. Range statements are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are only as a general guide to scope and complexity of what is required.

UNIT STANDARD OUTCOME HEADER N/A

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1 Understand and describe behaviour of specific animals. OUTCOME RANGE Animals include but are not limited to mammals, birds, reptiles, insects, fish, crustaceans, and molluscs as relevant to the context of operation. ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 The specific animal under review with special attention to behaviour during various stages of its lifecycle is explained. ASSESSMENT CRITERION 2 The animal`s anatomical features that are involved in its behaviour are described. ASSESSMENT CRITERION RANGE Such anatomical features include but are not limited to the animal`s horns, stings, fangs or teeth, pinchers, shells, hooves.

ASSESSMENT CRITERION 3 The way in which the animal makes use of the specific anatomical features as a defensive mechanism is described. ASSESSMENT CRITERION 4 The way in which animals are stimulated to defend themselves is described. SPECIFIC OUTCOME 2 Identify symptoms of defensive behaviour. OUTCOME RANGE Animals include but are not limited to mammals, birds, reptiles, insects, fish, crustaceans, and molluscs as relevant to the context of operation. ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 The individual is able to identify and illustrate the symptoms of defensive behaviour. ASSESSMENT CRITERION RANGE Defensive behaviour includes but is not limited to butting, biting, stinging, kicking, charging, feinting, hissing, closing, clamping, pinching.

ASSESSMENT CRITERION 2 The causes of defensive behaviour are identified, illustrated and listed accordingly.

ASSESSMENT CRITERION 3 Various forms and levels of intensity of defensive behaviour are listed. ASSESSMENT CRITERION 4 The parameters related to the various levels of intensity are identified and described. SPECIFIC OUTCOME 3 Describe management protocol for relevant animals to minimise defensive behaviour. OUTCOME RANGE Animals include but are not limited to mammals, birds, reptiles, insects, fish, crustaceans, and molluscs as relevant to the context of operation. ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 How to reduce the risk of defensive behaviour from manifesting itself is described. ASSESSMENT CRITERION 2 The possible causes for defensive behaviour and relevant procedures how to reduce these are described and listed. ASSESSMENT CRITERION 3 Animal handling procedures under supervision with specific reference to those preventing animal defensiveness are demonstrated. SPECIFIC OUTCOME 4 List relevant equipment required to manage relevant animals. OUTCOME RANGE Animals include but are not limited to mammals, birds, reptiles, insects, fish, crustaceans, and molluscs, as relevant to the context of operation. ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 Relevant equipment required to manage specific animals to avoid potentially defensive behaviour or to manage defensiveness in animals is listed. ASSESSMENT CRITERION RANGE Equipment include but are not limited to stunners, smokers, coverings, rope, fences and gates, pressure passages and clamps, nets and sails and protective clothing such as veils, gloves, boots, hats, overalls and harnesses, goggles.

ASSESSMENT CRITERION 2 The components of all relevant animal management protective equipment are described. ASSESSMENT CRITERION 3 The use of relevant animal management protective equipment under supervision is described and demonstrated.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS The assessment of qualifying learners against this standard should meet the requirements of established assessment principles.

It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which the qualifying learners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment, formative and summative assessment, portfolios and observations etc. The assessment should ensure that all the specific outcomes; critical cross-field outcomes and essential embedded knowledge are assessed. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance. Essential embedded knowledge must be assessed in its own right, through oral or written evidence and cannot be assessed only by being observed. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a qualifying learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a qualifying learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, then they should not be assessed as competent. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge. Performance of specific outcomes must actively affirm target groups of qualifying learners not unfairly discriminate against them. Qualifying learners should be able to justify their performance in terms of these values. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA. Any institution offering learning that will enable achievement of this unit standard or assessing this unit standard must be accredited as a provider with the relevant ETQA. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE The person is able to demonstrate a basic knowledge of: Basic comprehension of the specific symptoms of defensive behaviour. The causes of defensive behaviour. The equipment required handling defensive behaviour. Sensory observation of defensive behaviour. Observation of animal behaviour over time. Evaluation of the potential risks involved when working with the relevant animals. Behaviour classification. The purpose of learning about defensive behaviour. The purpose of learning about animal defensiveness.

UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING Problem Solving: Relates to all outcomes. UNIT STANDARD CCFO WORKING Teamwork: Relates to outcome: Describe management protocol for relevant animals to minimise defensive behaviour. UNIT STANDARD CCFO ORGANIZING Self-Organisation and Management: Relates to all outcomes. UNIT STANDARD CCFO COLLECTING Interpretation of information: Relates to all outcomes. UNIT STANDARD CCFO COMMUNICATING Communication: Relates to all outcomes. UNIT STANDARD CCFO SCIENCE Science and technology: Relates to all outcomes. UNIT STANDARD CCFO DEMONSTRATING The world as a set: Relates to all outcomes. UNIT STANDARD CCFO CONTRIBUTING Personal Development: Relates to all outcomes. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES N/A

All qualifications and unit standards registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.