Primary Agriculture Observe & Handle

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22 Observe and handle animals
Primary Agriculture NQF Level 1 Unit Standard No: 116197
BBeeffoorree wwee ssttaarrtt…… Dear Learner,
This Learner Guide contains all the information to acquire all the knowledge and skills leading to the unit standard:
Title: Observe and handle animals
US No: 116197 NQF Level: 1 Credits: 5
The full unit standard is attached at the end of this Learning Guide. 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 ID Number NQF Level Credits Mark
National Certificate in Animal Production 48970 1 120
National Certificate in Mixed Farming Systems 48971 1 120
Please mark the learning program you are enrolled in:
Your facilitator should explain the above concepts to you.
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.
EEnnjjooyy tthhiiss lleeaarrnniinngg eexxppeerriieennccee!!
Learnership?
HHooww ttoo uussee tthhiiss gguuiiddee …… 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.
Examples of certain concepts or principles to help you contextualise them easier, will be shown in this box.
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.
This box indicates a summary of concepts that we have covered, and offers you an opportunity to evaluate your own progress and / or to ask questions to your facilitator if you are still feeling unsure of the concepts listed.
MMyy NNootteess …… 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.
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WWhhaatt aarree wwee ggooiinngg ttoo lleeaarrnn??
What will I be able to do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
What do I need to know? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Observe & Handle Animals – An Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Session 1: Observe, Record and Report Behaviour and Physical Attributes . . . . . . . 6
The most important observation to report; Abnormal behaviour by form animals.
Session 2: Animal Behaviour and Attributes Regarding Abnormalities . . . . . . . . . . 11
Normal behaviour that might look abnormal; Reporting of abnormal behaviour.
Session 3: Move Animals To and Into a Holding Facility . . . . . . . . . . . . . . . . . . . . . . 14
General principles in handing of animals; Approach to animals.
Session 4: Restrain Animals in a Restraint Facility . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Facilities for the Handling of Animals; General Aids for the Handling of Animals; Inspecting a Restraining Facility
Terms and Conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . .21
WWhhaatt wwiillll II bbee aabbllee ttoo ddoo?? On completion of this unit, you will be able to handle animals and observe their health status. In addition you will be well positioned to extend your learning and practice into other areas of animal production, ensuring healthy animals and humane treatment.
You will specifically be able to:
Observe, record and report behaviour and physical attributes. Evaluate animal behaviour and attributes regarding abnormalities. Move animals to and into a holding facility. Restrain animals in a restraint facility.
You will also be able to demonstrate a basic knowledge & understanding of:
The names and functions of the various animals. Diseases and abnormalities. Symptoms relating to animal health. Rules and codes of conduct relating to the movement, handling and observation of animals.
The ability to handle animals confidently, safely and humanely. Recording procedure as well as simple report writing skills. Animal retention infrastructure control and maintenance skills.
WWhhaatt ddoo II nneeeedd ttoo kknnooww?? It is assumed that a learner attempting this unit standard will show competence against the following unit standards or equivalent:
NQF 1: Basic external animal anatomy and morphology.
OObbsseerrvvee && HHaannddllee AAnniimmaallss –– AAnn IInnttrroodduuccttiioonn To be a successful livestock farmer you must be trained to observe an animal close by. It takes a trained eye to observe behavioural difference in farm animals and spot abnormalities in behaviour. More about this in Session 1.
To be a successful livestock farmer, you must also be able to evaluate the signs of abnormal behaviour. Sometimes the abnormal behaviour is a very obvious and telltale behaviour. The more subtle the behaviour the more difficult it becomes to observe. More about this in Session 2.
When abnormal behaviour is identified, action must be taken. The action taken is most of the time action that needs contact with the animal and even catching or capturing the affected animal. There are a few points to be kept in mind. More about this in Session 3.
Depending on the type of farm animal that must be restrained, the facilities will differ. It is advisable to select animals that are tame to work with for training purposes. This will be done with the assistance of the facilitator and/or a herdsman. More about this in Session 4.
SSeessssiioonn 11
o be a successful livestock farmer you must be trained to observe an animal close by. It takes a trained eye to observe behavioural difference in farm animals and spot abnormalities in behaviour.
For example, a person that grew up among sheep will see that every sheep differ from the other. On the other hand, for a person that grew up in a city all sheep in a flock will look alike in terms of appearance and they will not be able to spot behavioural differences. The eye of the farmer or herdsman must be trained to see abnormal behaviour in their farm animals. To achieve this ability you must at first become familiar with the normal behaviour and physical attributes of the studied animals. Most farm animals differ in one or more anatomical aspects yet most of the time their everyday habits like feeding, mating, drinking and sleeping will not differ much. For certain breeds, their outside appearance will fall in the rare description of that particular species.
On close observation, it is most of the time possible to tell very accurately when there is something extraordinary about its behaviour. Although a person must be well trained to evaluate certain behaviour and diagnose certain conditions, abnormalities can easily be observe if a learner is keen and aware of possible abnormalities.
A visit to a farm facility or farming enterprise where there are a lot of animals need to be done where animals will be observed. An experienced person will teach you on behavioural of farm animals under different circumstances and meanings or indications attached to each behaviour pattern. Once you are familiar with the behaviour of the animals, you can work on the activity that follows.
TT
OObbsseerrvvee,, RReeccoorrdd aanndd RReeppoorrtt BBeehhaavviioouurr aanndd PPhhyyssiiccaall AAttttrriibbuutteess
After completing this session, you will be able to: SO 1: Observe, record and report behaviour and physical attributes.
Now complete activity 1.1 in your workbook.
MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11..11 TThhee MMoosstt IImmppoorrttaanntt OObbsseerrvvaattiioonn ttoo RReeppoorrtt
When you are acquainted with the normal behaviour of certain farm animals it is also important that any abnormalities are observed. Most of the time a well-trained eye can spot a sick animal at a very early stage. That is important because in most cases if a disease or condition is treated early the chance that the animal will survive without any permanent damage is much better. It is also very important that the observer reports the condition as quick as possible to his supervisor so that steps can be taken to take care of and treat the animal. There are a few very important signs to aid the observer in identifying an abnormality. Certain of the anatomical parts of an animal can give tell tale signs of illness.
TThhee ffoolllloowwiinngg ppooiinnttss ccaann bbee kkeepptt iinn mmiinndd ttoo oobbsseerrvvee ffaarrmm aanniimmaallss ffoorr eeaarrllyy ssiiggnnss ooff iillllnneessss..
The animal’s eyes – dull or sunken eyes. Although it’s not always possible to come close enough to an animal to look at the eyelids, the inside of the eyelid can give a lot of information on the condition of the animal. If it is pale or yellow it must be reported to the supervisor. The expression of the eyes is also important. If it is bewildered or dull looking something could be wrong with the animal. Especially in tamed animals a sharp observing person can easily observe this abnormalities. It can be a serious condition so it must be reported to the supervisor.
Abnormalities like dry or abnormal excretions of the nose, slimy or purulent discharges from one or both nostrils. Dry muzzle in cattle.
Abnormalities of the mouth like grinding teeth or untidy and excess mucus excretion from the nose and saliva from the mouth. Especially with farm animals like goats, sheep and horses with normally clean mouths.
Abnormalities of the ears and rubbing or scratching of the ears.
Horn deformities. Although it may happen over a long period, it must be reported and looked after.
Any abnormalities of the head like swelling of the lips or a bag under the jaw or warts and sores must be reported for treatment.
Abnormalities of the genitals. That can be bleeding, discoloured mucus secretion, swelling, puss secretions, and prolapsed, injury and even ticks on the genital area.
Abnormalities of the anus, prolapsed, painful defecation, presence of ticks, dry and/or abnormal faeces (including bloody or slimy excreta).
Abnormalities of the hair coat. A healthy animal has, most of the time, a well- groomed glossy coat. Wool sheep and Angora goats won’t lose too much wool or hair with normal handling. If an animal, like dairy cattle, beef cattle or boar goat’s hair coats, for example looks untidy and dull or fluffy then the animal must be observed carefully for other telling signs of illness. Such animal must be reported to the supervisor if suspected. However most animals within species and breeds will shed their hair coat before summer and that will be normal but some diseases also affect the hair coat.
Abnormalities of the legs. Especially where animals walk among sharp things or rocky areas their legs and joints can be injured by something. There are also diseases that make the legs swell and when a swelling is observed in an animal, it must be reported, diagnosed and treated.
Injuries to the hoofs of cattle, sheep, goats and horses are very common and must be treated. Abnormal long hoof in cattle, horses, sheep and goats must be reported and rectified by cutting and caring of the hoof.
The condition of the udder of lactating farm animals is very important for rearing their young or production in the case of dairy cattle. Report sensitive, injured, tick infected and any other abnormal case to the supervisor.
11..22 AAbbnnoorrmmaall BBeehhaavviioouurr bbyy FFaarrmm AAnniimmaallss Sometime the animal will not show abnormalities on a specific anatomical part of the body but the appearance and behaviour as a whole will raise the alarm that it is ill. The animal will appear listless (none energetic) and will sometimes lack behind and appear lazy. Shallow breathing or on the other hand fast breathing (hyper respiration) will also indicate ill health.
SSiiggnnss ttoo llooookk ffoorr aass aabbnnoorrmmaall The following are signs to look for:
Wobbly gait; Limpy walk muscular trembling; Bloating* of the rumen or stomach; Shallow breathing; Inability to stand; Laying down with legs extended behind;
Bloating: A condition where the rumen is distended / filled with excessive air or froth.
MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Incoordination; Excessive sweating (in horses); Stiffness; Lost appetite; Discoloured or blood stained dung and urine; Listless; Stand alone or wondering aimlessly; Appear tamed although they are wild; Staggering; Severe excitability (run around wildly before becoming so in-coordinated that they fall down);
Anxious appearance; Drooling at the mouth and vomiting; Drop in milk production; Convulsions; Craving or pica (pica = chew on foreign objects); Panting; Fever; Ulcers on the body; Warts; Coughing and Low bellowing (in cattle).
There are a few signs to look for that are a typical sign of pain especially in horses:
Sweating; Kicking at the abdomen (horses with colic); Looking at the flank and swishing of the tail; Horses may even roll and show agony; Grinding of the teeth; Bending backwards; and Uneven breathing.
AAbbnnoorrmmaalliittiieess ooff ffaarrmm aanniimmaallss iinn pprroodduuccttiioonn Farmers farm with certain animals to produce certain products. A wool sheep farmer’s aim is to produce as much quantity of high quality wool and meat as possible. A dairy farmer will produce milk, a beef farmer beef, a mutton farmer mutton, a pig farmer pork or bacon and a chicken farmer eggs and chicken meat. It is important that a farmer produces products of high quality to compete with other farmers for the best price for their product. Therefore a farmer must keep his farm animals healthy and well fed to produce good quality products to their potential.
AAbbnnoorrmmaalliittiieess iinn mmiillkk pprroodduuccttiioonn There are a few abnormalities that can affect the quality of milk like the following:
Blood stained milk; Clots in the milk; Thin, watery liquid with a few clots; Greyish or Brown appearance in the milk; Feverish and sensitive udder; Hard lumps in the udder; Sudden decrease in milk production; Fowl smelling milk; and Milk contaminated by medicines like antibiotics.
AAbbnnoorrmmaalliittiieess ooff wwooooll Uneven crimping of the wool; Discolouring of the wool; Lumpy wool; Broken or tender wool; and Yellow colour of wool.
Concept (SO 1, AC 1-3)
I understand this concept
The ability to observe and evaluate animal behaviour is demonstrated.
The ability to observe and evaluate animal physical attributes is demonstrated.
The ability to record and report on animal behaviour and physical attributes is demonstrated.
Antibiotics: Substances that are meant for fighting of bacterial diseases in the body.
MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
SSeessssiioonn 22
o be a successful livestock farmer, you must also be able to evaluate the signs of abnormal behaviour. Sometimes the abnormal behaviour is a very obvious and telltale behaviour. The more subtle the behaviour the more difficult
it become to observe. The climate can also play a role and must be considered when evaluating a behaviour pattern of an animal. Hot humid days will have an effect on sheep and cattle. They will appear more listless. If most of the animals react in the same manner then it might be of less concern. If only one or two in a group is affected then it is normally looked at as an alarming sign.
Hot, humid and rainy days and in small animals very cold days can also be stressful to farm animals. The following can be investigated to find out if they have any effect on the abnormal behaviour:
Did the animal have enough drinking water? Does the animal have enough shelter? Especially shelter against cold winds and wet conditions.
What quality and type of feed is the animal eating? Is it a usual environment where the animal finds itself? Sometimes animals will refuse to go into familiar environments that mean pain to them, like handling chutes and pens.
CCaattttllee Especially dairy cattle will bellow if they are thirsty and sometimes when they are hungry. They will clog together at the gate or barrier, which leads to the water trough/source. Sometimes when there is a problem with the water supply to the trough they will gather around the trough and make noises. Most tame animals have set habits in feeding and drinking of water. If this is disturbed in any way the animal will show distress.
TT
AAnniimmaall BBeehhaavviioouurr && AAttttrriibbuutteess RReeggaarrddiinngg AAbbnnoorrmmaalliittiieess
After completing this session, you will be able to: SO 2: Evaluate animal behaviour and attributes regarding abnormalities.
22..11 NNoorrmmaall BBeehhaavviioouurr tthhaatt MMiigghhtt LLooookk AAbbnnoorrmmaall
Most of the ordinary farm animals have a sexually active time during the year. For the learner the behaviour of the animals during their sexual active period may look as abnormal behaviour. Such behaviour is triggered by changes of hormones* in the body during the mating season. That is a natural way of assuring that the male and female animal gets each other’s attention. After mating the animal behaviour will return to normal. The mating behaviour and activities may vary in duration from species to species and will be discussed in specific context of the species later.
22..22 RReeppoorrttiinngg ooff AAbbnnoorrmmaall BBeehhaavviioouurr The list of abnormalities that was discussed earlier is not always of urgent concern if the learner can evaluate the situation regarding the seriousness.
However, if a situation occurs that the learner is not familiar with then the matter must be reported as quickly as possible.
Diseases like milk fever in dairy cattle, colic in horses, heart-water in cattle, sheep and goats are deadly diseases if not treated quickly. The following tick-borne diseases are destroying the red blood cells of the affected animal and the trained eye in the behaviour of the animal can identify the sick animals. It is of utmost importance that treatment must be quick other wise the animal will die or suffer a set back and there will be a production loss.
TThhee ddiisseeaasseess aarree Heart-water – cattle, sheep and goats; Red water – cattle; Gall sickness – cattle; Spinochaetosis – horses, cattle, sheep and goat; and Biliary fever – horses and dogs.
The above diseases occur in specific areas of South Africa. These diseases will lead to some behavioural signs that have already been discussed. They are of economic importance because they might lead to production loss or death of affected animals. It is thus important to know the diseases that might occur in the area where the farm is situated and take proper precautions.
Hormones: Substances in the body that regulates the way the body functions and develops.
Individual animal abnormalities are observed.
Individual animals showing abnormal behaviour are identified.
The ability to report to superior is demonstrated.
MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
SSeessssiioonn 33
hen abnormal behaviour is identified, action must be taken. The action taken is most of the time action that needs contact with the animal and even catching or capturing the affected animal. There are a few points to
be kept in mind.
The animals must most of the time be moved to a place where they can be contain and caught. Animals like cattle, sheep and goats although easy to handle when in kraals must be moved to the kraals or holding pens. Although most of the methods discussed here, are probably general knowledge it is nevertheless important to discuss them briefly.
33..11 GGeenneerraall PPrriinncciipplleess iinn HHaannddlliinngg ooff AAnniimmaallss The approach and all actions should be conducted in a calm and unruffled manner. Avoid hasty approaches.
Sounds and noise should be kept to a minimum, especially with single animals. Animals should always be talked to first, to make them aware of the presence of the handler. Individual animals in particular should be addressed in a quiet, even and calming way.
Any act or movement should be performed slowly and deliberately. Sudden movements will cause animals to become excited and restless.
The safety of the operator and his assistants should be the first consideration. The safety of the animals, causing of injury and unnecessary pain must be considered.
Always ensure that assistants know exactly what they have to do. See to it that the best available aids are at hand. Use the most suitable facilities that are available for the particular purpose or that can be constructed easily and practically. This is conducive to effective handling and will also save much time.
It is always desirable, especially in the case of individual animals, to have them caught and controlled by people to whom they are accustomed to or who normally handles them.
WW
MMoovvee AAnniimmaallss TToo aanndd IInnttoo aa HHoollddiinngg FFaacciilliittyy
After completing this session, you should be able to: SO 3: Move animals to and into a holding facility.
33..22 AApppprrooaacchh ttoo AAnniimmaallss The approach to animals will depend on the following factors:
Kind of animal: For example the approach to horses is entirely different from that of cattle, sheep or pigs. Likewise the approach to dogs and cats differs and is altogether different from that of the other species.
Breed: A Thoroughbred or American Saddler is more highly-strung and nervous than a Percheron or Boerperd and should be approached more calmly. Similarly there is a vast difference in temperament between for example, Afrikaner and Friesland cattle, Merino and Namaqua Africander sheep, Boer goats and Angora goats, etc.
Sex: Male animals are generally more aggressive than female animals, for instance a Jersey bull as compared to a Jersey cow, a ram as compared to an ewe, etc. Male animals are also physically stronger than female animals.
Age: Older animals are usually calmer than younger animals. On the other hand older animals may be more aggressive than, e.g. an old bull or ram. Yong animals should always be handled in the presence or with the aid of tame ones and preferably their mothers.
Individuals or groups of animals: The approach to a single horse is different to that of a number of horses or a single cow or sheep to that of a herd or flock.
Tame or untamed animals: This will immediately determine the approach to be followed; for instance, a tame horse can easily be approached and caught, while other methods must be used with an untamed horse. A tame animal could, however, have acquired certain habits.
MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Concept (SO 3) (SO 3, AC 1-4)
I understand this concept well
Questions that I still would like to ask
The ability to move animals to a collective point, at gate or other opening is demonstrated.
The ability to move animals in a controlled manner is demonstrated.
Animals are prepared for moving where appropriate.
Attending to the needs of the animals before, after and during the moving is demonstrated.
MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
SSeessssiioonn 44
epending on the type of farm animal that must be restrained, the facilities will differ. It is advisable to select animals that are tame to work with for training purposes. This will be done with the assistance of the facilitator and/or a
herdsman.
44..11 FFaacciilliittiieess ffoorr tthhee HHaannddlliinngg ooff AAnniimmaallss KKrraaaallss Depending on the specie, kraals can differ a lot from rectangular to wedge-shape or even triangular. They usually consist of a complex of several smaller and larger kraals. The fencing varies according to the specific purpose and may consist of various types of wire or netting, steel cables, tubing, flat or round iron rods, light rails, wooden poles and store walls.
A number of kraals are always convenient for the classing of animals and particularly with regard to small stock. In this respect a unit consisting of a kraal, fitted with a funnel-shaped receiving corridor and swing gate or door leading to two smaller kraals is very useful (see Figure 1).
In the case of cattle and horses, firm kraals with fences made of wooden poles or Iron pipes are most suitable.
DD
RReessttrraaiinn AAnniimmaallss iinn aa RReessttrraaiinntt FFaacciilliittyy
After completing this session, you should be able to: SO 4: Restrain animals in a restraint facility.
MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Figure 1: Kraal
CCrruusshh ppeennss Crush pens used for horses and cattle, are usually constructed of wooden poles, iron tubing and train rails. In the case of horses, a special type of crush pen is usually constructed. They are short and can usually only accommodate one horse at a time. The sides are reasonably high. The wooden poles or pipes are usually padded on the inside to prevent the animals from injuring themselves when bumping and kicking.
Some crush pens for cattle has a neck clamp in front to contain the animal. The most modern way to prevent injury to cattle, especially beef cattle, and the handler in the crush pen is equipped with a neck clamp and then an immobiliser is used while working with the animal.
RRaammpp aanndd llooaaddiinngg kkrraaaallss When animals are transported frequently it is useful to have ramps and loading kraals where they can be loaded and off loaded easily. There are a variety of practical methods, which include a wooden platform, a sand heap or wall, an inclined hole in the ground, etc.
Figure 2:
44..22 GGeenneerraall AAiiddss ffoorr tthhee HHaannddlliinngg ooff AAnniimmaallss BBrriiddlleess Bridles are used for the control of horses, donkeys and mules. Riding bridles could be of the single or double type.
HHaalltteerrss Various kinds of halters are readily available. These are made of leather, webbing or even ordinary rope.
The most common type of halter consist of a circular nose board and a neck band or collar which is buckled on the rear side to form a complete loop around the neck. These two bands are held together by means of a metal ring, which is situated underneath the throat. They are also connected by means of a neckpiece on either side.
A simpler type generally referred to as a cattle halter consists of a noseband and a poll piece consisting of two parts, which are attached directly to the noseband on either side. The longer part is attached to the noseband and the poll and is buckled to the shorter part on the rear side. Cattle halters are often made of webbing or rope.
NNoossee rriinnggss To handle large animals like bulls and horses it is often necessary to restrain them by means of a nose ring that is permanently fixed in the nose. Horses can be handled with a twitch. A twitch is used to obtain better control of a horse. It should however not be twisted too tight or kept on too long. The twitch is usually released shortly after ± 5 minutes to allow the blood to circulate.
The person applying the twitch takes position on the left, near the head and facing the horse.
The twitch is held in the left hand by its loop and by inserting all but the forefinger through the loop.
The loop therefore lies around the opened fingers but underneath the forefinger, which prevents it from slipping back over the hand. The wooden handle thus hangs downwards.
The upper lip is grabbed gently by the fingers of the left hand and pulled forward while the loop of the twitch is slipped over the lip with the right hand and wound tight by twisting the wooden handle with the right hand (or by an assistant).
The upper end of the handle, the knot of the loop, and often winding, also the twisted point of the loop, are lower than the upper lip.
Care should be taken to ensure that the knot of the loop always lies against the handle.
44..33 IInnssppeeccttiinngg aa RReessttrraaiinniinngg FFaacciilliittyy It is important to make sure that an animal does not get injured in a restraining facility. Inspect the kraal or pen for sharp objects especially if there is a neck clamp at the end of the crush pen where the animal’s head is clamped. The animal will injure it self if there are sharp objects or spaces where the animal’s legs can get trapped. The immobiliser nowadays replaces neck clamps.
Questions that I still would like to ask
The method of checking a restraint facility before being used is demonstrated.
The steps required to restrain a specific animal is demonstrated.
The ability to restrain groups of animals is demonstrated.
The ability to restrain animals in a controlled manner without harming or stressing the animal is demonstrated with individual animals as well as with groups of animals.
MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
TTeerrmmss && CCoonnddiittiioonnss 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 reproduce and adapt this material to the maximum benefit of the learner.
No user is allowed to sell this material whatsoever.
AAcckknnoowwlleeddggeemmeennttss PPrroojjeecctt MMaannaaggeemmeenntt::
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EExxcceerrpptt:: SSAAQQAA UUnniitt SSttaannddaarrdd:: 111166119977 -- NNQQFF LLeevveell 11
Title: Observe and handle animals
Field: Agriculture and Nature Conservation Sub-field: Primary Agriculture
US No: 116197 NQF Level: 1 Credits: 5
PPuurrppoossee ooff tthhee UUnniitt SSttaannddaarrdd::
The learner achieving this unit standard will be able to observe animals regarding their health status and be able to handle them. In addition they will be well positioned to extend their learning and practice into other areas of animal production, ensuring healthy animals and humane treatment. Learners will gain specific knowledge and skills in animal health and will be able to operate in an animal production environment implementing sustainable and economically viable production principles. 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 improvement in production technology will also have a direct impact on the improvement of agricultural productivity of the sector.
LLeeaarrnniinngg AAssssuummeedd ttoo bbee iinn PPllaaccee aanndd RReeccooggnniittiioonn ooff PPrriioorr LLeeaarrnniinngg::
It is assumed that a learner attempting this unit standard will show competence against the following unit standards or equivalent: • NQF 1: Basic external animal anatomy and morphology.
UUnniitt SSttaannddaarrdd RRaannggee:: 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.
SSppeecciiffiicc OOuuttccoommee ((SSOO)) 11:: Observe, record and report behaviour and physical attributes. Outcome Range: Animal behaviour includes but is not limited
to walking, running, feeding, mating, drinking, and sleeping. Animals include, but are not limited to fish, birds, mammals, insects, crustaceans, reptiles, molluscs and amphibians as relevant to the context of application.
Assessment Criteria (AC): 1. The ability to observe and evaluate animal behaviour is
demonstrated. 2. The ability to observe and evaluate animal physical attributes
is demonstrated. 3. The ability to record and report on animal behaviour and
physical attributes is demonstrated. SSppeecciiffiicc OOuuttccoommee ((SSOO)) 22::
Evaluate animal behaviour and attributes regarding abnormalities. Outcome Range: Abnormal behaviour includes but is not necessary limited to lethargy, aggression, lack of appetite or gross signs of disease and abnormalities. Assessment Criteria (AC): 1. Individual animal abnormalities are observed. 2. Individual animals showing abnormal behaviour are identified. 3. The ability to report to superior is demonstrated.
SSppeecciiffiicc OOuuttccoommee ((SSOO)) 33::
Move animals to and into a holding facility. Outcome Range: Moving animals includes but is not limited to collection and moving from holding pens, tanks, houses, etc. as relevant to the context of application. Outcome Range: Moving animals includes but is not limited to collection and moving from holding pens, tanks, houses, etc. as relevant to the context of application.
Assessment Criteria (AC): 1. The ability to move animals to a collective point, at gate or
other opening is demonstrated. 2. The ability to move animals in a controlled manner is
demonstrated. 3. Animals are prepared for moving where appropriate. 4. Attending to the needs of the animals before, after and during
the moving is demonstrated. SSppeecciiffiicc OOuuttccoommee ((SSOO)) 44::
Restrain animals in a restraint facility. Outcome Range: Restraint facilities are not limited to holding tanks, crushes, hives, houses, paddocks, etc. as relevant to the context of application. Assessment Criteria (AC): 1. The method of checking a restraint facility before being used is
demonstrated. 2. The steps required to restrain a specific animal is
demonstrated. 3. The ability to restrain groups of animals is demonstrated. Assessment Criterion Range: Groups of animals include but
are not limited to schools, troops, herds, swarms, colonies, gaggles, flocks, etc.
Assessment Criterion (AC): 4. The ability to restrain animals in a controlled manner without
harming or stressing the animal is demonstrated with individual animals as well as with groups of animals.
UUnniitt SSttaannddaarrdd EEsssseennttiiaall EEmmbbeeddddeedd KKnnoowwlleeddggee:: The person is able to demonstrate a basic knowledge of: • The names and functions of the various animals • Diseases and abnormalities • Symptoms relating to animal health • Rules and codes of conduct relating to the movement, handling
and observation of animals. • The ability to handle animals confidently, safely and humanely • Recording procedure • Simple report writing skills • Animal retention infrastructure control and maintenance skills
CCrriittiiccaall CCrroossss--ffiieelldd OOuuttccoommeess ((CCCCFFOO)):: Identifying: Problem solving relates to outcome: • Observe, record and report behaviour and physical attributes; Working: Teamwork: relates to outcomes: • Collect and move animals to a holding facility. • Restrain animals in a holding facility; Organizing: Self Management relates to outcomes: • Observe, record and report behaviour and physical attributes. • Evaluate animal behaviour and attributes regarding abnormalitie • Collect and move animals to a holding facility; Collecting: Information evaluation: relates to outcomes: • Observe, record and report behaviour and physical attributes. • Collect and move animals to a holding facility; Communicating: Communication relates to outcomes: • Observe, record and report behaviour and physical attributes. • Evaluate animal behaviour and attributes regarding abnormalitie • Collect and move animals to a holding facility; Science: Use science and technology: relates to outcomes: • Observe, record and report behaviour and physical attributes. • Evaluate animal behaviour and attributes regarding
abnormalities; Demonstrating: Inter relatedness of systems: relates to all outcomes; Contributing: Self-development: relates to all outcomes.

Primary Agriculture Observe & Handle

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