Learning Objectives:

– Understand the purpose of bitting horses, focusing on control of speed, direction, and performance.

– Understand the rider’s objective in bitting, aiming for a pony bitted without pain or fear, working harmoniously with the rider.

– Be able to discuss pre-bitting considerations such as mouth conformation, stable management, rider’s skill level, and the pony’s history.

– Basic awareness of equine dental knowledge, including various dental structures like molars, incisors, wolf teeth, and bars. Recognise the significance of routine mouth and teeth inspections.

– Explore Bitting Basics, including understanding the seven points of control, different families of bits, their characteristics, actions, and probable reactions. Emphasise the importance for riders to clearly comprehend the bit’s action beyond its name.

– Analyse the impact of nosebands and martingales on bitting, understanding their actions and influence.

– Gain insight into Bitting Manufacture, with a basic understanding of materials used in bit production such as stainless steel, copper alloys, sweet iron, and synthetic mouthed bits. Understand the advantages of each material.

– Demonstrate proficiency in assembling bridles, specifically focusing on the correct assembly of a snaffle bit.

Learner Objectives:

1. Demonstrate checking the correct fit of the noseband, throat lash of a snaffle bridle, and the numnah.
2. Understand the importance of securing a numnah.
3. Recognise why a numnah should not lie flat on the withers and why it should be larger than the saddle.
4. Verify the proper fitting of the noseband and throat lash.
5. Comprehend the significance of correctly fitting the throat lash and noseband.

Questions:

1. Put on a saddle and numnah.
2. Why is it necessary to secure a numnah?
3. Explain why a numnah should not lay flat on the withers and why it should be larger than the saddle.
4. Put on a bridle and correctly fasten the throat lash and noseband.
5. What are the consequences of fitting the noseband and throat lash too tightly or too loosely?

Learner Objectives:

– Understand the rules and principles of dressage as a discipline emphasising rhythm, harmony, and communication between horse and rider.

– Plan and execute an effective warm-up routine to prepare the horse for a dressage test, focusing on suppling and engaging exercises.

– Explain at least three different types of dressage moves, such as leg yield, shoulder-in, and half-pass, and articulate what judges look for in a well-executed test.

– Showcase riding skills by performing a low-level preliminary dressage test with walk, trot movements on two different ponies, demonstrating accuracy, rhythm, and harmony.

Theory Elements:

– Be able to explain what dressage is.

– Be able to explain three key dressage moves and their importance in training and competition.

– Understand the judging criteria in dressage tests, including accuracy, rhythm, suppleness, contact, and impulsion, and what judges are looking at during a test.

Practical Elements:

– Engage in hands-on practice to plan and execute an effective warm-up routine to prepare the horse for a dressage test.

– Participate in discussions and explanations of at least three different types of dressage moves.

– Demonstrate riding skills by performing a low-level preliminary dressage test with walk, trot movements on two different ponies, emphasising accuracy, rhythm in executing the test.

– Receive feedback and corrections from the teacher to improve dressage skills, position, and communication with the horse during mounted sessions.

 *Learners can have a go at writing their very own dressage tests. Something simple, using 5 movements and piecing them together.

Learning Objectives:

Should be able to name at least 3 breeds and give a small talk on each breed named confidently. This can include how tall each breed is, characteristics, age or colour of horse.

Bonus points for:

– Weight

– Height

– Life Expectancy

– Best Suited For

– Origin

Example breeds to research

Thoroughbred

Arabian

Cob

Andalusian

Appaloosa

Shire Horse

Shetland

Welsh Horse & Pony Breeds

This syllabus is designed for riders to gain knowledge and understanding of equine colours and markings.

Teacher Objectives:

1. Ensure learners can identify and name at least three different colours of horses and their associated breeds.
2. Teach learners about common facial and leg markings in horses.
3. Facilitate drawing and labelling activities to reinforce learning.
4. Encourage learners to observe and document the colours of ponies in the riding school.

Learner Objectives:

1. Colour Identification: Learners will be able to name at least three different colours of horses and identify breeds commonly associated with these colours.
2. Marking Recognition: Learners will recognise and describe at least three facial markings and three leg markings.
3. Creative Labelling: Learners will draw and label a picture of a horse, identifying its colour and any markings.
4. Yard Observation: Learners will compile a list of each riding school pony’s colour on the yard.

Drawing and Labelling Activities

– Introduction to facial and leg markings.

– Drawing session where learners create their own horse illustrations.

– Label the colours and markings on their drawings.

– Draw and colour your dream pony.

Assessment:

– Participation in Discussions: Active involvement in colour and marking discussions.

Learner adjectives:

– Demonstrate the ability to treat minor wounds and illnesses in ponies through practical exercises and hands-on experience.

– Identify signs of good and ill health in ponies and understand the importance of protecting them against Tetanus, Flu, and Worms.

– Apply knowledge of equine first aid principles to recognize symptoms and provide appropriate treatment for minor wounds, punctures, lameness, swellings, and colic.

Learner:

– Recognise symptoms of minor wounds and illnesses in ponies and describe appropriate treatment methods such as cleaning, bandaging, and applying topical treatments.

– Explain the rationale behind regular vaccinations for Tetanus and Flu in ponies to prevent the spread of infectious diseases and maintain overall health.

– Describe a basic worming program for ponies, including the types of wormers used, the frequency of administration, and the importance of rotational deworming.

Practical:

– Demonstrate how to apply topical treatments.

– Be able to identify four items in a medical kit.

– Practical assessments using a pony to apply equine first aid principles in real-life scenarios.

– Reading the manual of horsemanship will support the learner.

Learner Objectives:

1. Identify Gaits: Learn to recognise the four main gaits of a horse: Walk, Trot, Canter, and Gallop.
2. Understand Footfalls: Understand the footfall patterns for each gait and how they differ from one another.
3. Experience Gaits: Feel the rhythm and motion of each gait while riding.
4. Practice Posting: Master the technique of posting at the trot to develop balance and coordination.

Gait Descriptions for Kids:

1. The Walk – 4 Beat Gait

   Explain how the pony moves in walk.

2. The Trot – 2 Beat Gait

Explain how the pony moves in trot.

3. The Canter – 3 Beat Gait

   Explain how the pony moves in canter.

4. The Gallop – 4 Beat Gait

Explain how the pony moves in Gallop. 

Learner Objectives:

1. Understand nutrition beyond basic feeding and watering.
2. Learn to tailor a daily diet to meet the riding school ponies requirements.
3. Understand the importance of individual charactors when creating feeding plans.

Key Points:

– Be able to understand a specific pony’s workload and its dietary needs.

– Consider bodyweight and condition when selecting feed and hay.

– Take into account individual traits like temperament, workload, age, and current body condition when planning diets.

Forage:

– Be able to recognise the difference between hay and haylage

– Be able to tell us which horses would need soaked hay and why.

– Be able to fill and hang a hay net for with the correct weightage for a specific horse or pony.

Hard Feed:

– Identify basic hard feeds.

– Tell us the name of three supplements that a pony might need and why.

– Make three different feeds for three different ponies without assistance.

Learner Objectives

1. Show how to pick up a pony’s feet by practicing with other leaners riding boots. Demonstrate the correct technique for picking up the front and back legs while discussing safety measures to avoid getting stepped on.
2. Be able to pick out and name specific brushes from a variety in a box and create your own complete tack box.
3. Draw and label the items they would include in their grooming kit.
4. Identify and select appropriate items from a grooming kit for a pony kept on grass. Each member will take turns explaining why a body brush or a metal curry comb cannot be used.
5. Demonstrate the proper use of a rubber and a plastic curry comb on a calm pony.
6. Demonstrate the correct use of a dandy brush on a quiet pony.
7. Explain the importance of using the right hand on the right side and the left hand on the left side of the pony.
8. Working as a pair prepare a pony for lessons after being brought in from the field.

Learner Objectives:

– Understand the rules and objectives of horseball as a team sport involving passing and throwing a ball on horseback.

– Plan and execute an effective warm-up routine to prepare both horse and rider for horseball activities, emphasizing flexibility and coordination.

– Explain at least three different types of horseball plays/moves, including pick-up, passing between players, and riding in defence and offense strategies.

– Showcase riding skills by performing horseball activities on two different ponies, demonstrating the ability to pick up the ball, pass between players, and ride in defence and offense in walk and trot, including scoring a goal in trot.

Theory Elements:

1. Ensure learner can explain the elements of the game
2. Learner to be able to explain three horse ball rules.
3. Be able to name three pieces of horseball tack.
4. To tell us what type of horse makes a good horseball horse.
5. Explanation of the regulations of horseball, including the number of players, pitch dimensions, scoring, and gameplay strategies.
6. Understanding different horseball plays/moves, such as pick-up techniques, passing between players, and the roles of defence and offense in gameplay.

Practical Elements:

1. Engage in hands-on practice to plan and execute an effective warm-up routine for the pony.
2. Engage in hands-on practice to plan and execute an effective warm-up routine for the rider on foot and in the saddle.
3. Demonstrate riding skills by performing horseball activities on two different ponies, showcasing the ability to pick up the ball, pass between players, and ride in defence and offense in walk and trot, including scoring a goal in trot.
4. Collaborate with team members to enhance team building, communication, and supportive rider skills during horseball activities.
5. Run a cool down routine for your team after play.

An external first aid provider will offer a day course as an additional certificate.

Guidelines:

Be aware of potential dangers and how to seek help.

Understand what to do in an emergency when alone and how to get help.

-Learn how to report incidents and provide clear information to emergency services.

Teaching kids basic first aid skills is a valuable way to empower them and help them respond to emergencies.

Here are some first aid skills that are age-appropriate for children to learn:

1. Calling for Help: Know how to call emergency services and what information to provide (location, nature of the emergency, etc.).
2. Basic Wound Care: Know how to clean a small cut or scrape, apply antiseptic, and cover it with a bandage.
3. Treating Burns: Explain how to cool a burn under running water and when to seek medical help.
4. Recognising Choking: Explain the signs of choking and the importance of seeking help. For older kids, awareness of the Heimlich manoeuvre (with supervision).
5. Using Ice for Swelling: Know how to apply ice to a sprain or bruise to reduce swelling.
6. Applying Pressure to Stop Bleeding: Explain how to apply direct pressure to a bleeding wound and when to seek further help.

7. Recognising Signs of Shock: Explain what shock is and how to recognise its symptoms, such as pale skin, rapid breathing, and confusion.
8. Identifying Allergic Reactions: recognise signs of an allergic reaction, including hives, swelling, and difficulty breathing, and the importance of telling an adult.
9. Basic CPR (for older riders): Older memebers can learn the basics of CPR, including chest compressions and rescue breaths.
10. Using a First Aid Kit: Be able to name the contents of a basic first aid kit and how to use the items.
11. Recognising and Responding to a Fainting Episode: Know how to help someone who has fainted, including laying the person down and elevating their legs.
12. Understanding the Importance of Hygiene: Know the importance of washing hands before and after treating a wound to prevent infection.
13. Staying Calm in Emergencies: Role plays to show how to remain calm and focused during an emergency, and to follow instructions from adults.
14. Basic Splinting Techniques: Demonstrate how to make a simple splint for a suspected fracture using available materials.
15. Emergency Contact Information: Know the importance of knowing their emergency contact numbers and how to reach an adult in an emergency.

Learner Objectives:

– Understand safe loading and unloading procedures for a pony into a horsebox or trailer.

1. Be able to discuss various modes of transport for ponies and the pros and cos of each.
2. Be able to point out the correct attire for handlers when safely loading and unloading.
3. Understand the importance of protecting a pony’s legs during travel and discuss methods to achieve this.
4. Demonstrate how to load a calm pony into a trailer or lorry.
5. Recognise signs of reluctance in a pony to load and know when to seek assistance to ensure safety.
6. Understand that some ponies may become anxious or excited when unloading in an unfamiliar setting, and the importance of having an experienced adult handle the situation.
7. Know what essentials should be packed into the lorry or trailer and be able to prepare a lorry for travel without assistance.
8. Show good and safe leading skills on the ground from stable to transport.

For Learners:

1. Identify and name the parts of a snaffle bridle, including the throat lash, noseband, and browband.
2. Recognise the components of a saddle, such as the pommel, cantle, flaps, stirrup leather, and stirrup irons.
3. Understand the significance of cleaning tack to prevent issues like galls, rubs, and mould.
4. Demonstrate the correct cleaning and maintenance of tack, including daily, weekly, and monthly care routines.
5. Identify common bits like the Eggbutt, Loose ring snaffle, Pelham, French link, Kimblewick, and Snaffle with cheeks.

Questions:

1. Tell us three parts of the bridle.
2. Explain the importance of regularly cleaning tack.
3. What equipment is necessary for cleaning tack, and how should it be used effectively?
4. Can you explain the differences in cleaning routines for daily, weekly, and monthly tack care?
5. Why is it essential to check the fit, tree, stuffing, and stitching of a saddle during monthly care?
6. How do different types of conditioners and intensive conditioners contribute to maintaining leather tack in good condition?

Practical Assessment:

1. Snaffle Bridle Assemble: Each Academy rider will be given the components of a snaffle bridle to assemble correctly within a time limit.
2. Tack Cleaning Demonstration: Academy riders will demonstrate the proper cleaning techniques for tack, including daily care, weekly care, and monthly care routines.
3. Bit Identification: Learners will be presented with various common bits and asked to name and describe their uses in riding.
4. Academy riders will identify and name key parts of a saddle, pointing out the pommel, cantle, flaps, stirrup leather, and stirrup irons.
5. Academy riders will be quizzed on the equipment and cleaning items needed for tack maintenance to assess their understanding.

Learner Objectives:

– Understand the rules and regulations of mounted games.

– Plan, explain, and lead at least three mounted games activities on foot, demonstrating knowledge of the rules and strategies.

– Showcase riding abilities by participating in at least three mounted games activities on two different ponies.

– Demonstrate effective team building and supportive skills while engaging in mounted games with their team.

Theory Elements:

– Be able to name three different mounted games races and the rules within them.

– Tell us what makes a good mounted games pony and why.

– Explain the importance of control and agility in successfully completing mounted games activities without penalties and achieving a competitive finish.

Practical Elements:

– Hands-on practice in planning and explaining mounted games activities on foot.

– Riding sessions to develop and showcase skills in at least three mounted games activities on two different ponies.

– Team-based exercises to promote team building, collaboration, and supportive skills during mounted games competitions.

Learner Objectives:

1. Demonstrate proper techniques for skipping out a stable.
2. Identify the consequences of not maintaining a clean environment for ponies.
3. Understand correct lifting methods to protect the back while handling heavy items.
4. Explain the Difference between mucking out and skipping out processes.
5. Recognise the importance of maintaining a clean environment for pony’s health and well-being.
6. Understand the importance of lifting heavy items correctly, including wheelbarrows and water buckets, to prevent back injuries.

Practical:

1. Explain and show us how to skip out a stable safely and efficiently.
2. Explain the differences between mucking out and skipping out.
3. Set up the stable ready for a pony to come into, including sufficient amounts of hay and water.

Question Ideas:

1. What are the potential consequences of not keeping ponies in a clean environment?
2. Why is it important to lift heavy items, such as wheelbarrows and water buckets, correctly?
3. Can you explain the difference between mucking out and skipping out processes?
4. How can maintaining a clean environment contribute to pony’s health and well-being?
5. How does lifting two lighter buckets instead of one heavy one help protect your back from injury?
6. What measures can be taken to prevent issues like thrush, reduced grass feed, flies, and environmental contamination in yards and fields?

The Paddock Management Badge is designed to equip learners with the essential knowledge and practical skills required for effective paddock management. This includes the maintenance of safe environments for horses, understanding health management practices, and ensuring the overall well-being of the equine herd.

Learner Objectives:

– Demonstrate Proper Techniques for Poo Picking a Field

   –  Theory:  Understand the importance of regular manure removal for pasture health, parasite control, and overall hygiene.

   – Practice: Engage in hands-on activities to practice effective poo picking techniques, including the use of appropriate tools and methods to minimize soil disturbance.

– Identify and Maintain Safe Fencing

   – Theory: Learn about different types of fencing materials, their benefits and drawbacks, and the role of fencing in keeping horses safe.

   – Practice: Conduct a fencing inspection to identify potential hazards and practice basic maintenance tasks such as tightening wires, replacing boards, and ensuring gates function properly.

– Recognise and Remove Dangerous Items, Including Poisonous Plants, from Paddocks

   – Theory: Study common poisonous plants and hazardous items that can be found in paddocks, their effects on equine health, and best practices for prevention.

   – Practice: Participate in a guided walk through a paddock to identify and safely remove dangerous items and plants, reinforcing the theoretical knowledge gained.

– Understand the Importance of Keeping Water Buckets Clean and the Reasons Behind It

   – Theory: Discuss the impact of water quality on equine health, including the risks associated with dirty water, such as disease transmission and dehydration.

   – Practice: Learn and demonstrate proper cleaning techniques for water buckets, including frequency and methods to ensure optimal water quality.

Explain the Worming Program, Including the Significance of Worm Counts and Treatment Schedules

   – Theory: Explore the life cycle of common equine parasites, the importance of regular worm counts, and the rationale behind treatment schedules.

   – Practice: Analyse case studies to develop a worming schedule based on hypothetical herd data, including calculating appropriate dosages and timing for treatments.

– Demonstrate the Proper Introduction of New Ponies to an Existing Herd

   – Theory: Understand herd dynamics, the importance of gradual introductions, and strategies to minimize stress and aggression during the process.

   – Practice: Role-play scenarios to practice introducing a new pony to an established herd, focusing on observation and intervention techniques to ensure a smooth transition.

7. Discuss Their Learning Experiences and Answer Questions Related to Paddock Management

   – Theory: Reflect on the key concepts covered throughout the course and their practical applications in real-world settings.

   – Practice: Participate in group discussions and Q&A sessions to share insights, clarify doubts, and reinforce learning outcomes related to paddock management.

Learning Objectives:

1. Describe the needs of a grass-kept pony to live comfortably and happily in a field.
2. Recognise normal behaviours of healthy ponies and report any unusual behaviour to an experienced adult.
3. Demonstrate how to safely give a pony a bucket of feed in a field.
4. Identify safe locations for tying up a pony.
5. Understand the importance of grooming before and after riding.
6. Recognise the impact of a pony’s weight on its ability to work effectively.

Questions;

1. Explain the three major needs of ponies: Friends, Forage, and Freedom to choose. Encourage discussion on pony care needs and list them on a large sheet of paper.
2. Provide a sheet with various pony behaviours, distinguishing between normal and abnormal actions. Have participants circle normal behaviours and underline any abnormal behaviour that should be reported.
3. Conduct a role-playing activity simulating a field full of ponies, including one acting as a bully during feeding.
4. Teach safe tying practices for ponies, emphasising using baler twine secured to a stable object, maintaining a safe distance from other ponies, and selecting clutter-free areas.
5. Engage the class in grooming a grass-kept pony before and after riding, emphasising the importance of foot care, attention to saddle and bridle areas, and proper grooming tool use.

Key Points:

– Understand the basic requirements of ponies in their paddocks, including water, food, and shelter.

– Recognise unsuitable fence types and identify the best materials for fencing.

– Name some plants that are toxic to ponies.

Teaching, Testing Ideas & Resources:

– Encourage students to observe the fields at their branch or centre, focusing on fencing, shelter, and water sources.

Teacher Section – Fire Safety:

For extra points!!!:

– Emphasise the importance of awareness and personal safety.

– Teach students how fires start and the necessary actions to take in case of a fire.

– Familiarise students with firefighting equipment and its proper usage.

– Explain why specific fire extinguishers are unsuitable for certain types of fires.

– Discuss preventive measures against fires.

Learning Objectives:

1. Understand the principles of plaiting a mane and tail for horses.
2. Identify the occasions when it is appropriate to plait a horse or pony.
3. Recognise the characteristics of a well-plaited mane and tail.
4. Learn how to divide the mane into sections or bunches with an uneven number of plaits down the neck.
5. Demonstrate plaiting a previously well-pulled mane using one of the described methods, with a minimum of three plaits required.
6. Practice plaiting techniques on short lengths of baler twine to develop skill and precision.
7. Be able to bath and groom a pony to a high standard, ensuring that all soap has been raised out and stains have been removed.
8. Clean and oil hooves.

Questions:

1. Why is it important to plait a horse’s mane and tail?
2. Can you identify situations when it is appropriate to plait a horse or pony?
3. How can you determine if a mane and tail are well-plaited?
4. What is the significance of having an uneven number of plaits along the neck?
5. What equipment is essential for plaiting a mane, and why is each item necessary?
6. Describe the steps involved in plaiting a mane.
7. What are the potential drawbacks of leaving mane plaits in overnight?
8. How can you practice and improve their plaiting skills effectively?
9. Why do we need to ensure all soup is removed from the coat and main and tail?
10. What are quarter marks? And can you do them?

Learning Objectives:

1. Recognise various poisonous plants and identify those that pose significant dangers to horses and ponies.
2. Understand the risks associated with specific poisonous plants commonly found in gardens and fields.
3. Differentiate between poisonous plants like buttercups, ragwort, sycamore trees, nightshade, and bracken.
4. Identify the seasons when certain poisonous plants are prevalent and pose a risk to equines.
5. Demonstrate knowledge of preventive measures to protect horses and ponies from consuming poisonous plants.

Questions:

1. Tell us one seasonal poisons plant for each season?
2. What are some common poisonous plants found in gardens and fields, and why are they particularly dangerous to horses and ponies?
3. Understand why it is important personal experiences of encountering poisonous plants to support awareness and vigilance?
4. Why is it crucial for equine caretakers to be able to identify and differentiate between various poisonous plants?
5. What strategies can be recommended to prevent horses and ponies from consuming toxic plants, especially in their fields?

Learner Objectives:

– Understand the purpose and benefits of pole work exercises in enhancing a horse’s balance, coordination, and stride quality.

– Plan, explain, and demonstrate on foot the execution of at least three pole work exercises, emphasizing correct positioning, rhythm, and stride consistency.

– Showcase riding skills by participating in at least three mounted pole work exercises on two different ponies, aiming to maintain consistent strides and rhythm over the poles.

– Demonstrate improvement in horse’s balance, coordination, and stride length through effective execution of pole work exercises.

Theory Elements:

– Introduction to pole work exercises as a valuable training tool for horses to improve balance, coordination, rhythm, and stride length.

– Explanation of different types of pole work exercises, such as trot poles, canter poles, raised poles, and grid work, and their impact on horse’s movement and performance.

– Understanding the importance of correct positioning, rhythm, and stride consistency in successfully navigating poles without knocking them and maintaining balance and coordination.

Practical Elements:

– Hands-on practice in setting up and arranging poles on the ground at specific distances to create various pole work exercises for horses.

– Engage in planning, explaining, and leading at least three pole work exercises on foot, focusing on correct positioning, rhythm, and stride consistency.

– Participate in riding sessions to demonstrate proficiency in at least three mounted pole work exercises on two different ponies, aiming to maintain consistent strides and rhythm over the poles in walk and trot.

– Ride through a grid in a balanced light seat in trot.

– Receive feedback and corrections from the teacher to improve riding skills, horse’s performance, and overall execution of pole work exercises.

Learning Objective:

– Identify and name basic points of the horse, including the ear, nose, poll, fetlock, stifle, hock, hoof, frog, etc.

– Recognise common colours and markings found on horses.

Teaching Objective:

1. Provide learners with visual aids such as large wall charts and outlines for colouring and labelling to facilitate understanding of the points of the horse.
2. Conduct a testing exercise where learners are required to identify and name colours and markings on horses through a written or verbal assessment, using ponies as models.
3. Engage learners in a game activity where stickers labelled with horse points are placed on the correct parts of a pony for practical reinforcement of knowledge.

Assessment:

1. Written Assessment: Ask learners to label a diagram of a horse with the correct names of the points discussed in the lesson.
2. Verbal Assessment: Engage learners in a discussion where they have to identify and describe the colours and markings of different horses shown to them.
3. Practical Assessment: Have learners physically place stickers labelled with horse points on the corresponding parts of a real pony to demonstrate their understanding.

Questions:

1. Name 10 different points of the pony?
2. Tell us 5 different horse colours?
3. Place labelled stickers on a pony to show the correct points?
4. Label a picture with all the points of the pony.
5. Colour a picture of a pony and name the equine colour name.

Fitness Learning Objectives:

1. Learn how to improve heart and lung health through activities that make the heart pump faster.
2. Understand ways to strengthen muscles through exercises like squats, lunges, and press-ups.
3. Enhance core strength and flexibility through stretching and balancing exercises.
4. Recognise the importance of a healthy diet in maintaining overall fitness and well-being.

Questions:

1. How does running or skipping help improve our heart and lung health?
2. Which exercises can we do to strengthen our muscles for riding?
3. Why is core strength important for riders, and how can we improve it?
4. What are some examples of healthy foods that can support our fitness and well-being?
5. How does stretching and balancing exercises help improve flexibility and stability?
6. Can you explain why it is important for riders to have strong muscles and good flexibility?
7. How can we incorporate these fitness activities into our daily routine to stay healthy and fit?

Health Learning Objectives:

1. Understand the importance of maintaining health and fitness through a balanced diet for effective riding.
2. Tell us some examples of a healthy balanced diet and how this supports energy for physical activities.
3. Recognise a good pack lunch that contributes to energy levels and overall well-being at the stables.
4. Understand the importance of hydration when riding.
5. Know the effects of dehydration on riding performance and overall health.

Assessment Strategy:

1. Written Assessment: create a sample daily meal plan that includes foods from each food group, focusing on energy and nutrient-rich options.
2. Draw a healthy dinner plate for after a long day at the stables.
3. Have a discussion with the group on the impact of hydration and food choices on performance, encouraging learners to share their experiences and insights.

Learning Objectives:

– Riders will be able to independently mount and sit on a pony at a halt and walk.

– Riders will demonstrate correct rein handling techniques for effective communication with the pony.

– Riders will engage in physical exercises, such as touching the pony’s mane, neck, and tail, with assistance if needed.

– Riders will ride the pony away from the assessor, navigate around a cone, and return to the starting point.

– Riders will show trotting on the leading rein without rising trot.

– Riders will practice stopping the pony precisely at a named point.

– Riders will develop the ability to stand in the stirrups while maintaining balance and control.

Questions:

1. Why is it important to hold the reins correctly while riding?
2. Point to and name three parts of the saddle?
3. What is the retheme of trot?
4. How can riders ensure the pony stops precisely at a named point?
5. Why is practicing standing in the stirrups beneficial for your balance and stability?

Teaching Objectives:

– Instruct riders on safe mounting and dismounting techniques, potentially using a mounting block.

– Guide riders in demonstrating a correct position in the saddle at a halt.

– Teach riders proper rein handling techniques.

– Educate riders on the concept of releasing pressure when the pony responds to aids.

– Enable riders to ride a quiet pony safely in an enclosed area without the leading rein, at both walk and trot.

– Provide instruction on safely carrying and using a riding crop if necessary.

Learning Objectives:

– Riders will be able to mount and dismount safely, possibly utilizing a mounting block.

– Riders will demonstrate a correct seated position in the saddle while at a halt.

– Riders will exhibit proper rein handling skills for effective communication with the pony.

– Riders will understand the importance of releasing pressure when the pony responds to aids.

– Riders will confidently ride a quiet pony without the leading rein in an enclosed area, at both walk and trot.

– Riders will learn how to safely carry and use a riding crop if required.

Questions for the Instructor:

1. Why is it important to maintain a correct position in the saddle at a halt?
2. How does releasing pressure when the pony responds to aids benefit the rider and pony?
3. What are the key safety considerations when using a riding crop?
4. How can riders ensure they are effectively communicating with the pony through proper rein handling?
5. What are the differences between riding with and without a leading rein in terms of control and communication with the pony?

During the lesson, riders can practice mounting and dismounting under the instructor’s guidance, focusing on correct technique and safety. The instructor can assess riders’ seated position at a halt and provide feedback for improvement. Riders can also discuss the safe handling and use of a riding crop, emphasizing its purpose and proper application.

Teaching Objectives:

– Instruct riders to on preparing to mount independently, fasted their girths and correct their stirps without assistance.

– Guide riders on a group warm up, ensuring they understand how to slowly move up the paces and why.

– Teach riders how to ride a group drill ride to be performed as the final assessment.

– Riders should be able to maintain a good rhythm and be able to increase and decrease speed when required during the drill ride.

– Riders to be able to complete a 20-meter circle in canter showing correct aids and a secure balanced seat.

– Teach riders to be able to ride a smooth tort to halt.

– Teach riders how to maintain a balanced canter over a single cross pole, in the correct jumping position.

– Educate riders on correct open order riding in the cool down

– Explain the correct way to cool off a pony who has been in work, what signs to look for to ensure a pony is ready to finish the session.

– Describe things that would concern us in a unsounds or unwell horse in the arena.

– Rider to be able to name all the equipment used in the session.

Rider Objectives for Level 3 Badge

• Independent Mounting Preparation: Riders will demonstrate the ability to prepare to mount independently by fastening their girths and adjusting their stirrups without assistance.

• Group Warm-Up Understanding: Riders will participate in a group warm-up, demonstrating an understanding of how to gradually increase pace and the importance of this process for both horse and rider.

• Group Drill Ride Execution: Riders will learn to perform a group drill ride, which will serve as their final assessment, showcasing their ability to work cohesively with other riders.

• Rhythm and Speed Control: Riders will maintain a consistent rhythm during the drill ride and demonstrate the ability to increase and decrease speed as required.

• 20-Meter Circle in Canter: Riders will successfully complete a 20-meter circle in canter while using correct aids and maintaining a secure, balanced seat.

• Smooth Transition to Halt: Riders will learn to ride a smooth transition from trot to halt, demonstrating control and balance throughout the manoeuvre.

• Balanced Canter Over Jump: Riders will be able to maintain a balanced canter when approaching and jumping a single cross pole, positioning themselves correctly for the jump.

• Open Order Riding in Cool Down: Riders will understand and practice correct open order riding during the cool down phase, ensuring safety and control.

• Cooling Off Procedures: Riders will learn the proper techniques for cooling off a pony after work, including identifying signs that indicate the pony is ready to finish the session.

• Identifying Unsoundness: Riders will be educated on signs of unsoundness or illness in horses while in the arena, allowing them to recognize potential concerns.

• Equipment Knowledge: Riders will be able to name and identify all equipment used during the session, demonstrating their understanding of the tools necessary for riding.

Teaching Objectives:

– Instruct riders on the importance of presenting themselves in safe and tidy turnout for a riding test.

– Guide riders in checking the bridle, saddle, girth, and stirrups before mounting for safety.

– Teach riders proper mounting and dismounting techniques using a mounting block independently.

– Educate riders on what is a relaxed rein and what is a good working contact from the job at hand.

– Instruct riders on riding with stirrups of a suitable length for a dressage test.

– Teach riders to ride in walk without stirrups in walk maintaining a good typo and contact, changing rains and riding a walk to halt and halt to walk transition.

– Guide riders in developing a balanced seat independent of the reins in walk and trot.

– Instruct riders how to ride a walk and trot test and what the judges will be looking for.

– Allow riders study a walk and trot test, walking it on foot andf practicing it in. the session.

– Review riders own tests with them and allow them to see things they could change to recive a better score.

– Support riding in performing their walk and trot test for their final assessment, this needs to be completed on two different ponies.

Rider Objectives

• Presentation and Turnout: Instruct riders on the importance of presenting themselves in a safe and tidy turnout for riding tests to promote professionalism and safety.

• Safety Checks: Guide riders in performing thorough checks of the bridle, saddle, girth, and stirrups before mounting to ensure safety and comfort.

• Mounting and Dismounting Techniques: Teach riders proper techniques for mounting and dismounting using a mounting block independently to enhance safety and confidence.

• Understanding Reins: Educate riders on the concept of a relaxed rein and the importance of maintaining a good working contact appropriate for the task at hand.

• Stirrup Length: Instruct riders on the correct stirrup length for dressage tests to promote effective communication with their mount.

• No-Stirrup Work: Teach riders to ride in walk without stirrups while maintaining a good posture and contact, including changing reins and executing walk-to-halt and halt-to-walk transitions.

• Balanced Seat Development: Guide riders in developing a balanced seat independent of the reins while riding in both walk and trot to enhance stability and control.

• Test Riding Knowledge: Instruct riders on how to effectively ride a walk and trot test, including what judges will be looking for during evaluations.

• Test Familiarisation: Allow riders to study a walk and trot test by walking it on foot and practicing it during the session to reinforce understanding and execution.

• Test Review and Improvement: Review riders’ individual tests with them, providing constructive feedback and identifying areas for improvement to enhance scoring potential.

• Final Assessment Preparation: Support riders in preparing for their final assessment by performing their walk and trot tests on two different ponies, ensuring adaptability and confidence in their riding skills.

Teaching Objectives:

– Teach riders to differentiate between walking with contact and on a long rein.

– Instruct riders on maintaining balance while riding without stirrups in both walk and trot.

– Educate riders on the distinction between rhythm and tempo in riding.

– Explain a stride and how it relates to the size pony they are riding. Have the riders attempt to lay out trotting and cater poles with the correct striping.

– Explain the sequence of leg movements in walk, trot, canter, and gallop.

– Guide riders in demonstrating trot and canter in a balanced light seat with appropriate stirrup length and able to move into jumping position quickly and with good balance when asked by the coach.

– Teach riders to ride in a correct and balanced position during walk and trot over poles on the ground.

– Instruct riders on riding over a single pole and a small fence (maximum height of 50 cm).

– Instruct Riders on riding through a small grid with poles into a cross and then two strides to a straight rail in canter. Showing control and rhythm and counting the strides out loud on approach and exit.

Rider Objectives for Level 4 Badge

• Contact Awareness: Riders will be able to differentiate between walking with contact and on a long rein, demonstrating an understanding of how each affects their horse’s movement and responsiveness.

• Balance Without Stirrups: Riders will maintain balance while riding without stirrups in both walk and trot, showcasing their core strength and stability.

• Rhythm and Tempo Understanding: Riders will identify and explain the distinction between rhythm and tempo in riding, applying this knowledge to their riding style.

• Stride Awareness: Riders will understand the concept of a stride and how it relates to the size of the pony they are riding. They will practice laying out trotting and canter poles with the correct spacing.

• Leg Movement Sequence: Riders will explain the sequence of leg movements in walk, trot, canter, and gallop, demonstrating their understanding through practical application.

• Balanced Light Seat: Riders will demonstrate trot and canter in a balanced light seat with appropriate stirrup length. They will also show the ability to transition into a jumping position quickly and with good balance when prompted by the coach.

• Correct Position Over Poles: Riders will ride in a correct and balanced position while navigating walk and trot over ground poles, ensuring proper technique.

• Jumping Basics: Riders will successfully ride over a single pole and a small fence (maximum height of 50 cm), focusing on maintaining control and confidence.

• Grid Work Proficiency: Riders will navigate a small grid consisting of poles leading into a cross and then two strides to a straight rail in canter. They will demonstrate control and rhythm, counting the strides aloud on approach and exit.

Questions for the Instructor:

1. How does walking on a contact differ from walking on a long rein, and why is this difference important?
2. Why is it beneficial for riders to practice riding without stirrups in both walk and trot?
3. Can you explain the difference between rhythm and tempo in riding and how they impact the rider’s performance?
4. What is the sequence of leg movements in walk, trot, canter, and gallop, and how does this sequence influence the horse’s gait?
5. How does maintaining a balanced light seat with appropriate stirrup length affect the rider’s stability and communication with the horse?
6. Why is it essential to ride in a correct and balanced position when navigating poles on the ground?
7. What key factors should riders consider when approaching and riding over a small fence?

Rider Objectives;

• Understanding High Visibility: Demonstrate the use of high visibility clothing and explain its importance in ensuring safety while riding on the road.

• Hazard Recognition: Identify and describe at least three potential hazards encountered while riding on the road and strategies to mitigate these risks.

• Effective Communication: Practice communicating with other road users, including using hand signals to indicate turns and stops, and verbally asking drivers to slow down or stop when necessary.

• Group Riding Etiquette: Participate in a group riding session, demonstrating proper spacing, signalling, and coordination with other riders to ensure a safe and enjoyable experience.

• Practical Riding Skills: Successfully ride in an enclosed arena with other riders, showcasing the ability to maintain control while riding with the reins in one hand.

• Pre-Ride Checks: Conduct a thorough pre-ride check of both the horse and equipment, ensuring everything is in safe working order before setting off.

• Preparation for Riding Out: Prepare mentally and physically for a road ride, including discussing the planned route, reviewing the group riding protocols, and ensuring the horse is adequately warmed up.

• Obstacle Navigation: Demonstrate the ability to navigate and respond to obstacles or hazards encountered while riding out, including traffic and environmental factors.

Classroom Sessions:

   – Discuss the importance of being seen while riding.

   – Be able to show examples of high visibility gear.

   – Group activity to list potential hazards on the road and in an arena.

   – Discuss strategies to avoid or respond to these hazards.

   – Role-play scenarios where students practice signalling and communicating with drivers.

   – Discuss the rules and etiquette of riding in a group, including spacing and signalling.

   – Review checklists for horse and equipment before riding out.

Practice Sessions:

   – Practice riding with reins in one hand while communicating with other riders.

   – Conduct a hands-on session where students check their horses and tack.

   – Organise a controlled group ride, emphasising communication and spacing.

   – Set up a safe route to practice riding out, including stopping and signalling to other road users.

   – Navigate various obstacles in the arena and practice them safely while maintaining control of their horse.

By following these objectives and structured sessions, both teachers and riders can effectively prepare for the Road Rider Badge, ensuring a comprehensive understanding of road riding safety and skills.

Rider Objectives:

– Recognise Safety Hazards: Students will be able to identify potential hazards in the yard.

– Understand Safety Rules: Students will learn key safety rules to follow while in the yard.

– Practice Safe Behaviours: Students will demonstrate safe behaviours when interacting with their environment and peers.

– Communicate Safety Concerns: Students will learn how to express safety concerns to adults or peers effectively.

Learning Objectives:

– Identify Safety Hazards: Riders will be able to list at least three potential hazards they might encounter in the yard.

– Explain Safety Rules: Riders will be able to articulate at least three safety rules that should be followed in the yard.

– Demonstrate Safe Practices: Riders will show how to safely interact with equipment and peers in the yard.

– Report Safety Issues: Riders will practice how to communicate safety issues to a teacher or adult.

Questions:

Question: What are some common hazards you might find in the yard?

 Question: Why is it important to follow safety rules in the yard?

 Question: Can you give an example of a safety rule we should follow?

Question: If you see someone doing something unsafe, what should you do?

Question: How can you help keep your friends safe in the yard?

Learning Objectives:

– Describe the factors indicating the need for new shoes.

– Recognise the characteristics of a newly shod foot

– Identify essential farrier tools

– Engage in a practical observation of a horse or pony being shod, including a Q&A session with the yard farrier.

Questions:

1. What are the key signs that indicate a pony needs new shoes?
2. What should we look for when examining a newly shod foot?
3. Can you explain the importance of using the correct shoe type for the pony’s size and work?
4. How can we ensure proper frog contact with the ground?
5. What are the essential tools used by a farrier, and how are they utilised in shoeing?

Overview:

The Show/Grounds Team Badge aims to equip young learners with the skills and knowledge necessary to support staff during show days. Participants will learn how to assist in keeping ponies clean and tidy, support ring side staff, maintain the cleanliness of the venue, and demonstrate good sportsmanship.

Learner Objectives:

1. Understand the importance of the grounds team’s role in a show day.
2. Demonstrate basic grooming techniques to keep ponies clean and tidy.
3. Assist ring side staff by learning how to call riders in and manage the flow of the event.
4. Practice maintaining cleanliness by picking up litter and ensuring the venue is tidy.
5. Exhibit good sportsmanship by being polite and supportive to competitors and clients, fostering a positive environment.

Activities:

1. Introduction to the Grounds Team:

   – Discuss the role of the grounds team during show days.

   – Share stories or experiences from past shows.

2. Grooming Workshop:

   – Hands-on session where learners practice grooming techniques.

   – Teach proper use of grooming tools (brushes, sponges, etc.).

3. Ring Side Support Training:

   – Role-playing exercises to practice calling riders into the ring.

   – Discuss communication skills and the importance of clear instructions.

4. Venue Cleanliness Challenge:

   – Organize a clean-up activity where learners pick up litter and tidy up the venue.

   – Discuss the importance of a clean environment for health and safety.

5. Show Jumping Assistance:

   – Explain the importance of picking up knocked poles during show jumping.

   – Practice safely retrieving poles and returning them to the appropriate place.

6. Sportsmanship and Teamwork:

   – Group discussions on what it means to be supportive and polite.

   – Role-playing scenarios to practice positive interactions with competitors and clients.

Assessment:

– Practical Assessment: Observe learners during activities to assess their grooming skills, ability to assist ring side staff, and participation in cleanliness efforts.

– Reflection: Have learners share their experiences and what they learned about teamwork and support after participating in a show day.

– Badge Awarding: Upon successful completion of the activities and assessments, learners will receive the Show/Grounds Team Badge.

Conclusion:

The Show/Grounds Team Badge provides an engaging and practical learning experience for young learners, helping them to understand the importance of teamwork and support in equestrian events while developing essential skills.

Rider Objectives:

– Understand the rules and scoring system of showjumping, including penalties for faults and refusals.

– Plan and execute a warm-up routine and conduct a course walk to analyse jump types, angles, and distances.

– Explain the different types of jumps, angles in a course, and the rules and etiquette of the warm-up ring.

– Showcase riding skills by navigating a course of 50cm+ jumps on two different ponies, demonstrating accuracy, control, and effective riding techniques.

Theory Elements:

– Introduction to showjumping as an Olympic equestrian sport involving riding a horse over a series of jumps in numerical order.

– Explanation of the scoring system in showjumping, penalties for faults, refusals, and the importance of accuracy and speed in completing a course.

– Understanding the different types of jumps, angles in a course, and the rules and etiquette of the warm-up ring in showjumping competitions.

Practical Elements:

– Engage in hands-on practice to plan a warm-up routine and conduct a course walk to analyse jump types, angles, and distances.

– Participate in discussions and explanations of different types of jumps, angles in a course, and the rules and etiquette of the warm-up ring.

– Demonstrate riding skills by navigating a course of 50cm+ jumps on two different ponies, focusing on accuracy, control, and effective riding techniques.

– Receive feedback and corrections from the teacher to improve showjumping skills, position, and technique during mounted sessions.

Teaching Objectives:

– Demonstrate the ability to present both rider and pony to BHS standard.

– Understand the importance of maintaining cleanliness and tidiness in equestrian turnout.

Learning Objectives:

– Achieve a well-groomed rider appearance in adherence to BHS regulations and standards, including proper clothing and tagged hats for the rider and

– Master the skill of immaculately presenting a pony, including grooming, detangling manes and tails, maintaining a clean and shiny coat, nourishing hooves, and ensuring clean eyes, nose, and dock.

– Exhibit proficiency in presenting tack that is clean, safe, and correctly fitted.

Key Points:

– Emphasize the importance of adhering to Pony Club standards for rider and pony presentation.

– Highlight the significance of proper attire, including safe clothing, badges, and tagged hats for riders.

– Stress the importance of cleanliness and tidiness in rider and pony appearance.

– Focus on grooming practices for ponies, including mane and tail care, coat maintenance, hoof nourishment, and overall cleanliness.

– Ensure the correct fitting and cleanliness of tack used for the pony.

Questions for the Teacher:

1. Why is it important to adhere to The Pony Club standards for rider and pony turnout?
2. What are the key elements of a well-groomed rider appearance according to Pony Club regulations?
3. How can grooming practices contribute to the overall health and well-being of the pony?
4. Why is it essential to maintain clean and properly fitting tack for the pony?
5. How does presenting a pony immaculately contribute to the overall equestrian experience?

Teaching, Testing Ideas & Resources:

– Conduct practical assessments at camps or rallies to evaluate members’ ability to meet Pony Club standards for tack and turnout presentation.

– Introduce additional topics such as foot care and the importance of thorough grooming for the pony’s skin and coat maintenance.

Badge Overview:

The Volunteering Badge recognises learners who demonstrate commitment, teamwork, and a positive attitude while volunteering at the stables. By completing five volunteering sessions, participants will earn this badge, showcasing their ability to work collaboratively and contribute to a supportive environment with the knowledge gain through the academy sessions.

Teaching Objectives:

Teamwork Skills:

   – Encourage collaboration among volunteers to complete tasks efficiently.

   – Develop communication skills that promote a positive team dynamic.

Promote Positive Attitudes:

   – Instil the importance of maintaining a supportive and encouraging environment.

   – Teach conflict resolution techniques to handle any challenges that arise while volunteering.

Enhance Responsibility and Accountability:

   – Instil a sense of responsibility for the care and well-being of the ponies and the stables.

   – Encourage participants to take ownership of their tasks and contribute to the overall success of the team.

Develop Practical Skills:

   – Provide hands-on experience with equine care, stable maintenance, and teamwork in a real-world setting.

   – Teach basic stable management skills, including feeding, grooming, and cleaning.

Reflect on Experiences:

   – Encourage participants to reflect on their volunteering experiences and the impact of their contributions.

   – Facilitate discussions on the importance of volunteering in the community and personal growth.

Learner Objectives:

Working together:

   – Work as part of a team to complete assigned tasks at the stables, demonstrating cooperation and shared responsibility.

Communicate Positively:

   – Use positive language and active listening skills to foster a supportive environment among peers.

Demonstrate Responsibility:

   – Show accountability for individual tasks and contribute to group efforts, ensuring the well-being of the animals and the cleanliness of the stables.

Practical Skills:

   – Show hands-on experience in stable management, including feeding, grooming, and cleaning, while understanding the importance of each task.

Reflect on skills:

   – Articulate personal experiences and learning outcomes from volunteering sessions, highlighting the value of teamwork and community service.

Badge Requirements:

To earn the Volunteering Badge, participants must:

1. Complete five volunteering sessions at the stables.
2. Actively participate in team tasks and demonstrate effective team work.
3. Maintain a positive and supportive attitude throughout each session.
4. Fulfil assigned responsibilities and contribute to the overall care of the stables and animals.
5. Engage in reflective discussions after each session to share experiences and insights on how to work together as a team to complete a task.

Assessment:

– Observation: Instructors will observe participants during volunteering sessions to assess teamwork, communication, and overall attitude.

– Reflection: Participants will submit a brief reflection after each session, discussing their contributions, challenges faced, and lessons learned.

– Peer Feedback: Encourage participants to provide constructive feedback to one another to promote growth and improvement.

Learner Objectives:

– Understand the origins and significance of Working Equitation as a sport that showcases the horse’s ability to navigate various obstacles with agility and responsiveness.

– Plan, explain, and demonstrate on foot the execution of at least three mounted games activities related to Working Equitation.

– Showcase riding skills by participating in at least three Working Equitation activities on two different horses, demonstrating precision and ease of movement.

– Collaborate with team members to enhance communication, coordination, and support during Working Equitation competitions.

Theory Elements:

– Explore the historical development of Working Equitation and its evolution into a refined sport emphasising elegance, precision, and speed in executing tasks.

– Examine the three phases of Working Equitation (Dressage, Ease of Handling, Speed) and the specific requirements and challenges posed by each phase.

– Understand the scoring criteria for precision, submission, ease of movement, and time in the Dressage, Ease of Handling, and Speed phases of Working Equitation competitions.

Practical Elements:

– Engage in hands-on practice to plan and explain the execution of Working Equitation activities on foot, focusing on precision and agility.

– Participate in riding sessions to demonstrate proficiency in at least three Working Equitation activities on two different horses, showcasing elegance, precision, and speed.

– Collaborate with team members in team-based exercises to enhance communication, coordination, and support skills essential for successful Working Equitation competitions.

– Complete a working equitation course in walk, trot and some canter including one small jump on two different ponies.