To plan an effective course, it is important to consider who our students are, taking into account their prior knowledge. Brookfield, The Skillful Teacher Prior Knowledge "[Students] come to formal education with a range of prior knowledge, skills, beliefs, and concepts that significantly influence what they notice about the environment and how they organize and interpret it. This, in turn, affects their abilities to remember, reason, solve problems, and acquire new knowledge.
The Codes of Practice are nationally developed guidelines for the care and handling of farm animals. They serve as our national understanding of animal care requirements and recommended practices.
Codes promote sound management and welfare practices for housing, care, transportation and other animal husbandry practices. Codes of Practice have been developed for virtually all farmed animal species in Canada.
The Codes of Practice are the result of a rigourous Code development processtaking into account the best science available for each species, compiled through an independent peer-reviewed process, along with stakeholder input.
The Code development process also takes into account the practical requirements for each species necessary to promote consistent application across Canada and ensure uptake by stakeholders resulting in beneficial animal outcomes.
Given their broad use by numerous parties in Canada today, it is important for all to understand how they are intended to be interpreted. Requirements - These refer to either a regulatory requirement, or an industry imposed expectation outlining acceptable and unacceptable practices and are fundamental obligations relating to the care of animals.
Requirements represent a consensus position that these measures, at minimum, are to be implemented by all persons responsible for farm animal care. When included as part of an assessment program, those who fail to implement Requirements may be compelled by industry associations to undertake corrective measures, or risk a loss of market options.
Requirements also may be enforceable under federal and provincial regulation.
Recommended Practices are those which are generally expected to enhance animal welfare outcomes, but failure to implement them does not imply that acceptable standards of animal care are not met.
Broad representation and expertise on each Code Development Committee ensures collaborative Code development. Stakeholder commitment is key to ensure quality animal care standards are established and implemented.
This Code represents a consensus amongst diverse stakeholder groups. Consensus results in a decision that everyone agrees advances animal welfare but does not imply unanimous endorsement of every aspect of the Code.
As a result, they need to be reviewed and updated regularly.
Codes should be reviewed at least every five years following publication and updated at least every ten years. It is widely accepted that animal welfare Codes, guidelines, standards or legislation should take advantage of the best available research.
A Scientific Committee review of priority animal welfare issues for the species being addressed provided valuable information to the Code Development Committee in developing this Code of Practice. The Scientific Committee report is peer reviewed and publicly available, enhancing the transparency and credibility of the Code.
Introduction In Canada, a number of sheep breeds and their crosses are managed under a variety of systems appropriate to the type of sheep, topography, local climate and resources available to the producer.
These systems include but are not limited to range grazing, brush grazing, pasture grazing, total confinement, seasonal confinement, hybrid yarding, feedlot and dairy. Producers must be aware of and abide by these regulations. Appropriate husbandry, handling and management are essential for the health and well-being of sheep.
The sheep Code of Practice provides guidance to owners and employees for the welfare of sheep in their care. Owners and attendants must collectively possess the ability, knowledge and competence necessary to maintain the health and welfare of their sheep in accordance with this Code.
Key knowledge required would include an understanding of the basic needs and behaviour of sheep, along with farm protocols and processes. All people working with sheep must have access to a copy of this Code. Most husbandry systems impose some restrictions on the freedoms of sheep.
However, sheep production should promote good welfare and should not cause unnecessary discomfort or distress.
Producers should consider the following: Whenever the use of technology increases on the farm, consideration should be given to its effect on animal welfare1. Automation often controls temperature, ventilation, handling and feed and water supply.
All flock sizes require adequate human resources to ensure attentive observation, care and the welfare of individual animals.» Articles published in the past year To view other articles click corresponding year from the navigation links on the side bar.
Nov 10, · Using your preferred method of research, study various teaching assistant’s job descriptions and explain the variety of support a teaching assistant may be expected to give in the classroom whilst supporting planning and evaluating learning leslutinsduphoenix.com: Resolved.
A TAs role is to support – this can be in a classroom situation, with groups or individual pupils and can often be all three. Support in the classroom (Classroom Assistant) involves more general duties helping the teacher with tasks in the classroom and pupils learning and development.
Describe How Duty Of Care Affects Own Work Role. Development in Health, Social Care or Children’s and Young People’s Settings Outcome 1 Understand what is required for competence in own work role.A.C 1 – Describe the duties and responsibilities of own work leslutinsduphoenix.com below are the duties and responsibilities of my work role RESPONSIBILITIES - To create a safe, happy, positive.
If the majority of your students come from within your discipline, it might be reasonable to assume that they have certain kinds of background knowledge, skills and experience. On the other hand, if a large number of students come from outside your discipline, you might have to recalibrate.
STL1 Provide support for learning activities UNIT SUMMARY The learning activities may be for individual pupils, groups of pupils or the whole class. K11 the importance of working within the boundaries of your role and competence and when you should refer to .