BTEC Level 3 National in Equine Management · Question 2d focuses on equine biological systems, in particular the cardiovascular system and the heart. Learning aim B. The above response

BTEC Level 3 National in

Equine Management

First teaching September 2017

Sample Marked Learner Work

External Assessment

Unit 1: Equine Structure, Form and

Function

In preparation for the first teaching from September 2017 and as a part of the

on-going support that we offer to our centres, we have been developing support

materials to help you better understand the application of Nationals BTEC Level

3 qualification.

What is Sample Marked Learner Work (SMLW)?

The following learner work has been prepared as guidance for centres and learners. It

can be used as a helpful tool when teaching and preparing for external units.

Each question explores two responses; one good response, followed by a poor response.

These responses demonstrate how marks can be both attained and lost.

The SMLW includes examples of real learners’ work, accompanied with examiner tips and

comments based on the responses of how learners performed.

Below displays the format this booklet follows. Each question will show a learner

response, followed by comments on the command verbs and the content of the

question. Tips may be offered where possible.

The appendix has attached a mark scheme showing all the possible responses that

perhaps were not explored in the SMLW, but can still be attained.

The red box comments on the command verbs used in the question. Command

typically means; to instruct or order for something to be done. Likewise, in

assessments, learners are required to answer questions, with the help of a

command verb which gives them a sense of direction when answering a question.

This box may choose to highlight the command verb used and comments if

the learner has successfully done this, or not.

The green box comments on the content words and phrases. Content makes

reference to subject knowledge that originates from the specification. Learners are required to use subject specific knowledge to answer the

questions in order to gain maximum marks.

The comments may include:

Any key words/phrases used in the learner’s answer. Why has the learner gained x amount of marks? And why/how have

they not gained any further marks?

Any suggestions/ ideas regarding the structure of the answer.

If the answer meets full marks- why it is a strong answer? What part

of the content has been mentioned to gain these marks?

Tips offer helpful hints that the learner may find useful. For example:

Recommended length of the answer Reference to the amount of marks awarded

General advice for the learner when answering questions

You will need to refer to the appropriate specification alongside

these sample materials.

The link below will direct you to the SAMs that this SMLW refers to.

http://qualifications.pearson.com/en/qualifications/btec-nationals/equine-

management-2017.coursematerials.html#filterQuery=Pearson-

UK:Category%2FSpecification-and-sample-assessments

Question 1c

The verb is describe. This means the learner must give a clear,

objective account of the relevant features of the subject. The

answer should demonstrate the learners knowledge recall and

ability to apply the information.

Question 1c focuses on equine tissues, in particular muscles.

Learning aim A. The above response gains 2 marks. The learner has

recognised that tendons are required to join muscle to bone and

have used appropriate terminology in their answer.

Look at the number of marks available for a question. Use this

as a guide to how many points you should make in your

answer.

Remember, if asked to describe the answer must contain more

than one factual statement.

The learner has confused the function of tendon to that of a ligament and

therefore cannot be awarded any marks. They have also failed to provide

any description of how this joining would occur.

Question 1d

The verb is explain. This means the learner must provide a linked

response, with the second point building on the first.

Question 1d focuses on equine tissues, in particular joints. Learning aim A.

The above response gains the full 4 marks. The learner has stated two roles

(lubricating and providing nutrients) and then expanded on each to gain the

marks for the linked responses.

Remember, if asked to explain the answer must provide a

linked response.

The learner has attempted to state two roles but has been to vague in their

answer and have provided no linked explanation. While the answers

indicate some knowledge they are not accurate enough to be awarded any

marks.

Question 2C


response, with the second point building on the first. In this example the

learner provides two complete explanations and accesses all available

marks.

Question 2c focuses on equine biological systems, in particular the

cardiovascular system and the structure of the heart. Learning aim B.

The above response gains the full 4 marks. The statements provided are

linked, identifying two structures and them explaining how these structures

aid the function.


linked response.

If you are asked how structure links to function ensure you

state the aspect of the structure you are explaining.

The learner has attempted to state two roles but has been too vague in

their answer and have provided no linked explanation. The first answer

provided is incorrect as the heart does not hold all the blood, rather blood

passes through the heart. The second answer provides an explanation

without identifying the feature of the hearts structure, however positive

marking results in 1 mark being awarded.

Question 2d

The verb is describe. This means the learner must give a clear, objective

account of the relevant features of the subject. The answer should

demonstrate the learner’s knowledge recall and ability to apply the

information.

Question 2d focuses on equine biological systems, in particular the

cardiovascular system and the heart. Learning aim B.

The above response gains 3 of the possible 4 marks. This is a detailed

answer which mentions each of the appropriate chambers of the heart and in

the correct order however the learner has not made reference to the

pulmonary artery



Be specific in the answers provided, at level 3 simplistic

answers will not be awarded marks.

The learner has provided an overview of the movement deoxygenated

blood takes around the body but is not in sufficient detail for a level 3

answer. There is no use of appropriate terminology or the specific route

through the heart. As result no marks have been awarded.

Question 3a



Question 3a asks how lungs are adapted for gaseous exchange and is linked

to Learning aim B, biological systems.

The above response gains the full 2 marks available. This response states an

adaptation (large surface area) and the reason that this is beneficial

(maximises area for gas exchange).


linked response.

The learner has been awarded 1 mark as there is no explanation provided,

rather they have stated the same adaption twice (alveoli are how the large

surface area is provided).

Question 3b




information. As a 4 mark question the statements provided must flow

together to provide a complete description of the process.

Question 3b examines the progress of gas movement into the blood and is

part of Learning aim B, biological systems.

The above response gains the full 4 marks. The response is almost text book

in its description of diffusion and four clear points have been made.



answer.



The learner has stated how the processes of oxygen movement occurs, but

has not offered any description of what is actually involved in the process.

As a result only 1 mark has been awarded.

Question 3cii


response, with the second point building on the first. In order to answer

this question the learner must be able to interpret the information

provided in the graph.

Question 3cii is based on the learner’s ability to interpret a graph and then

apply the information. The graph is based on cardiovascular changes and is

linked to Learning aim B, biological systems.

In the example here, the learner identifies that over the 8 weeks the heart

does not have to work as hard when the horse is travelling at speed and that

this is due to increased fitness. However, the learner has made reference to,

but not expanded upon the face that the change was seen at week 4

therefore only three of the four available marks have been awarded.

Remember, when discussing a graph ensure you comment on

what the graph shows as an overall trend, rather than

individual results.



answer.

The learner has not been successful in obtaining any marks for this answer.

They have not commented on the fitness of the horse, only on the speeds

it can reach. They have not provided any information on what is shown at

week 8.

Question 4a




information.

The learners are asked to recall knowledge of the hoof structure, in

particular the laminae. This linked to equine structure, movement and

stability. Learning aim C.

The above response gains the full 4 marks. In the response the learner

makes reference to the two layers of the laminae and how this mesh is then

used to hold other constituents of the hoof in place.

The stem of the question is there to provide context to the

question. Take time to read the stem as well as the question.

The learner has been awarded 1 mark. They have correctly identified that

there are two layers of the laminae and that they interdigitate but they

have not correctly explained why this is of benefit.

The learner has tried to clarify their answer with a drawing and while this is

not necessary to does provide further evidence that the learner understood

the structure of the two layers of laminae.

Question 4b



The question is a 4 mark question, split into 2 mark parts which link

together, in order to gain full marks 2 separate linked responses are

required.

Learners are asked to explain ways in which a second internal part on the

hoof contributes to the movement of equines. Learning aim C.

The above response gains the full 4 marks. The learner has provided

detailed explanations. They have identified the presence of cartilage and why

this is beneficial and identified the presence of elastin and collagen and the

reasons for this.


linked response.

If the question asks for the structure to be explained it is

necessary to state the structure which is then written about.

2 out of the 4 marks have been awarded for this response. The learner has

stated how the digital cushion contributes to movement but have not

identified the structures which make this possible.

Question 4c



The question is a 4 mark question, in order to gain full marks a detailed

explanation of the whole process is required.

Question 4c examines the biochemistry of movement. Learners are required

to explain sliding filament theory as covered in equine tissues Learning aim A.

Three marks have been awarded for the response above. No marks can be

awarded for re-writing the question (calcium binds to the muscle…). The

marks have been awarded for stating that actin fibres shorten/contract (1),

which then pulls along myosin (1). A mark has also been awarded for stating

that depolarisation occurs (1).

Repeating information which is provided in the question will

not result in any marks being awarded.

Only 1 mark has been awarded for the answer above. The learner has re-

written the question with the only additional piece of evidence being the

presence of actin – myosin binding sites.

Question 5

There are 8 marks available in this question which requires an extended

response from the learner. The verb is discuss.

Learners could discuss one aspect of maintaining water balance in

significant detail or provide a less in depth information on a range of

processes used by the equine body to maintain water balance.

This question should be answered by recalling information from Learning aim

B3, excretion.

The response provided would achieve the maximum marks available. The

learner has used appropriate terminology throughout. They have provided

and answer which is well written and logical in its approach to the answer.

They have given examples of how water can be lost, gained and retained.

They have recognised that whilst reabsorption occurs in the kidney (in

particular the loop of Henle) the brain and associated hormones also play a

vital role.

This answer is a good overview of the whole system. High level marks could

also be have achieved by providing a detailed discussion about how the

kidney works to control water balance.

When using an abbreviation, it is good practice to write the term out

in full the first time and then use the abbreviation thereafter.

Only 1 mark has been awarded for the answer above. The learner has

stated ways in which water exits and leaves the body but has provided no

discussion as to how this is controlled.

Question 6A



The question asks for 2 ways (4 marks) therefore two linked responses

should be provided.

This question focuses on equine vision and is linked to nervous control and

interaction with the environment. Learning aim B.

The above response gains the full 4 marks. Stating that the eyes are located

on the side of the head is not awarded any marks. The marks have been

awarded as the learner has stated two ways in which vision is effected by

the location (wide field of vision and blind spot) and then expanded on each

to gain the marks for the linked responses.

The learner has attempted to state two roles but have provided no linked

explanation and as a result only 2 marks have been awarded. The learner

has repeated one affect in both answers. While it could be argued that a

vague answer like can see around them indicates understanding the

marker cannot assume what the learner was trying to say, - having any

eyes means an animal can see around them regardless of their position.

Question 6bii



This question focuses on the sympathetic responses in an equine body,

learning aim B.

The above response gains 2 marks. The learner has recognised that blood

glucose levels increase and this in turn results in an increased of energy

available.

Question 6biii



The question asks for three separate explanations, totalling 6 marks.

This question focuses on the sympathetic responses in an equine body.

Learning aim B.

The above response gains the full 6 marks. The learner has provided three

clear responses (pupils dilate, increased heart rate and changes to digestive

functioning) and have been able to explain why each of these processes are

beneficial in times of fight or flight.

Make sure you read the question carefully and answer the question

that has actually been asked.

No marks have been awarded for this answer. The learner has

misunderstood the question. They have provided answers based on

behavioural responses rather than responses caused by the sympathetic

nervous system.

Question 7b

The verb is explain. In this question the learner must explain 1 aspect for

4 marks, as a result a detailed explanation covering a variety in affects

should be provided.

This question in based on the reproductive hormones found in mares and is

linked to Learning aim B.

The above response gains 3 of the possible 4 marks. The learner has

recognised that LH is responsible for the development of eggs and ovulation.

However they have not discussed that affect LH has on other reproductive

hormones and therefore have not achieved the fourth mark.

Make sure you read the question carefully and answer the question

that has actually been asked.

No marks have been awarded for this answer. The answer is very weak.

The learner has not understood what the question is asking and has

answered a question based on human birth control implants, however their

understanding of this implant is also incorrect.

Question 7c




information.

Question 7c continues to investigate the reproductive cycle of mares,

Learning aim B

The above response gains the full 4 marks. The learner has recognised that

there is a shorter day length in winter (1) and that the day length is

detected by the pineal gland (1) in day light the pineal gland causes the

release of melatonin (1) but there is not enough daylight in winter for

enough melatonin to cause oestrus (1).

Look at the number of marks available for a question. Use this as a

guide to how many points you should make in your answer.

Only 1 mark has been awarded for the above response. The learner has

correctly stated that horses do not come into season in the winter (1) but

is incorrect in their justification for this. The answer is also to brief to be

appropriate for a 4 mark answer.

Question 8

As an 8 mark question this requires an extended answer. The verb is

discuss.

Learners could discuss one physiological response in significant detail or

provide less in-depth information on a range of responses which occur

when an equine increased their gait speed.

Extra paper can be requested during the exam to if the space provided

is not enough.

The use of a list in an extended answer question will restrict the learner

to level 1 marks as no discussion is provided.

2 marks have been awarded for the answer above. The learner has

provided a brief list of physiological responses but has not discussed why

these occur or the impact that they have. As a result the response it

limited to the Level 1 banding in the mark scheme.

This question should be answered by recalling information from across the content of

Learning aim C

The response provided would achieve 6 marks. The learner has used appropriate

terminology throughout and demonstrated a sound understanding of physiological

responses. They have discussed anaerobic respiration and how it impacts the horse

but further detail could be provided on these processes.

The learner also discusses changes to gait pattern and how muscles work in pairs but

again, there is limited information provided within this discussion. It appears like the

learner has stopped writing as they have filled the space provided when they could

have continued their answer on additional paper.

BTEC Level 3 National in Equine Management · Question 2d focuses on equine biological systems, in particular the cardiovascular system and the heart. Learning aim B. The above response

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