Pearson BTEC Level 3 Diploma in Horse Management

The Diploma is designed to provide:

  • education and training for those who seek entry into employment or are employed in a variety of types of work, such as in horse care and management and associated industries
  • opportunities for learners to gain nationally recognised Level 3 vocationally related qualifications to enter employment or progress to further education or training such as Foundation Degrees in Equine or a similar related subject area
  • the underpinning knowledge, understanding and skills required at this level in horse management industries
  • information on the role of the horse manager and the opportunities available within the industry locally and nationally
  • opportunities for learners to focus on the development of Personal, Learning and Thinking Skills (PLTS) and Functional Skills
  • opportunities for learners to develop a range of skills and techniques, personal qualities and attitudes essential for successful performance in working life. 

Course Details

Academic Level: Further Education Level 3
Number of units/modules: 13
Study Hours per Unit: 55
Total Hours:  720
Course Duration:  24 – 30 months
Study Week Requirements: 2x compulsory 5 day study weeks
The programme is delivered through blended learning which consists of tutor-supported online studies via a bespoke virtual learning environment (VLE) combined with practical training. Practical training may, by prior agreement and subject to arrangements made by TOCES, be undertaken at a yard local to you, e.g at your school if it has equestrian facilities or at a BHS approved riding centre in your area. Alternatively, practical training will be gained whilst attending two five-day study weeks here at TOCES.

16 years and over

Learners who have recently been in education must hold at least one of the following:

  • a Pearson BTEC level 2 qualification in Horse Management or a related vocational area
  • a standard of literacy and numeracy supported by a general education equivalent to four GCSEs at grade A*- C
  • other related level 2 qualification

Mature learners (21 and over) may present a more varied profile of achievement that is likely to include experience of paid and/or unpaid employment.

If studied as part of the funded Technical Certificate provision learners must be in one of the following situations:

  1. At school or college, studying this programme within school hours
  2. If you do not want to stay on at school or go to college full-time you can work or volunteer for a minimum of 20 hours a week and study

For all other learners it is not necessary to be working with horses to undertake this programme.

Module / Unit Details

Pearson (BTEC) are the UK’s largest awarding body and we are regulated by Ofqual (England), SQA Accreditation (Scotland), CCEA Accreditation (Northern Ireland) and Qualifications Wales (Wales). Pearson offer academic and vocational qualifications that are globally recognised and benchmarked.

Study from home or school

Fit study in around your current commitments and while you gain practical experience in the equine industry.

Full course support

Our dedicated student support tutors are available to assist you throughout your studies. Keep in touch with fellow students too!

Nationally recognised qualification

Awarded by BTEC, an internationally recognised awarding body

Learn while you earn

Continue to work full, part time or volunteer!

Unit 1 Understand and Promote Horse Health

Recognise indicators of health in horses.  Behaviour; posture; coat condition; weight; temperature, pulse, respiration, movement; mucous membranes; faeces and urine output; vocalisation; eating and drinking; handling techniques; handling equipment

Common diseases and disorders, treatment and prevention.  Common diseases: viruses; bacteria eg salmonella; fungi eg ringworm; prions eg scrapie; endo parasites eg helminths; ecto parasite eg lice, notifiable diseases, zoonotic diseases.  Common disorders: eg Cushing’s disease; laminitis.  Treatment: antibiotics; nutritional therapy; antimicrobials; administration routes.  Prevention: prophylactic treatment eg worming, parasite control; nutrition; supplementation.  Immune system: active, passive, natural and acquired immunity; role of the immune system in disease control; factors that affect effective working

Promote and maintain the health and wellbeing of animals.  Husbandry requirements; enrichment; exercise requirements; accommodation; five animal needs; record keeping; preventative care and treatments (methods, reasons for)

Deliver and record basic animal treatments. Vaccination; worming; de-lousing; grooming; health checking; administration of treatments; restraining for delivering treatments; dental care; foot care.

Unit 2 Undertake and Review Work Related Experience in the Land-based Industries

Opportunities in the environmental and land-based industries.  Current industries eg animal care, animal technology, equine, farriery, fencing, fisheries management, game and wildlife management, landscape, production horticulture, trees and timber and veterinary nursing.  Opportunities: range of land-based career and progression opportunities; opportunities within related sectors eg retail, leisure, tourism, hospitality

Prepare for a work-based experience in the environmental and land-based industry.  Selection and application: identification of work-related aspirations; identification of work-related activities; relevant documents eg curriculum vitae, letter of application.  Interview skills: body language; personal appearance and hygiene. Methods of communication: eg importance of effective communication, face-to-face, telephone, memo, formal letter, presentation, preparation; knowledge of the role interviewing for.  Preparation for a work-related experience: identifying and selecting the appropriate resources to carry out the work-based experience; reliability; attendance; punctuality; commitment; use of initiative; cooperation.  Target, aims and objectives: time bound, achievable, complete safely, hygienically, thoroughly, reporting any inconsistencies noticed.  Health and safety: risk assessment; policies and procedures in the work setting; safe methods for manual handling; emergency procedures; security of the workplace

Undertake a work-based experience in the environmental and land-based industry.  Work-related experience: within the land-based or related sector.  Record keeping: reasons for; eligibility; accuracy; timing; information required eg location or tool recording, date, time, maintenance information.  Personal diary: recording activities; aim and outcome; achievements

Review a work-based experience in the environmental and land-based sector.  Present evidence: type eg personal daily log, diary, portfolio of evidence, individual learning portfolio, blog, wiki.  Improvement: identification of improvements eg operational, political, legal, commercial, resources, financial, environmental, physical; evaluation of proposed improvements; justification of proposed and/or actual improvements; continuous improvement at all levels of a business or organisation (importance, benefits); cost savings.  Personal development: objective setting; reasons for monitoring and review; education and training opportunities eg educational/training institution, work- based; value of induction and experience; ways in which individuals develop at work; individual contribution to the business or organisation’s aims and to team work; initiative; self-motivation; flexibility and responsiveness to change; reflection on own attitudes and relationships; recognition

Unit 3 Select, Fit and Evaluate Horse Tack and Equipment

Apply and evaluate the fit of saddles and bridles.  Tack: bridles (snaffle, double, bits, nosebands, reins); saddles (numnahs, girths, stirrups); specialist tack eg over-girths, training aids.  Application: fitting of tack, equipment and clothing; evaluation of fit; assessment of safety and cleanliness; importance of correct fit. Maintenance: cleaning tack; equipment maintenance and hygiene; storage; assessment for safety

Apply and evaluate the fit of equipment.  Equipment: martingales; breastplates; training aids.  Purpose: every day; competition eg showing, dressage, eventing, show jumping, long distance riding; protection eg travelling.Fitting: selection of suitable equipment and clothing

Select and fit rugs.  Clothing: indoor rugs; rollers; surcingles; turn out rugs; coolers. Purpose: every day; competition eg showing, dressage, eventing, show jumping, long distance riding; protection eg travelling. Fitting: selection of suitable equipment and clothing; factors influencing selection of clothing

Select and fit bandages and protective equipment. Bandages: tail bandages; stable/travel bandages; exercise bandages.  Protective equipment: boots; tail guard; poll guard. Purpose: every day; competition eg showing, dressage, eventing, show jumping, long distance riding; protection eg travelling. Fitting: selection of suitable equipment and clothing factors; influencing selection of bandages

Unit 4 Plan and Monitor Animal Feeding

Plan diets and feeding regimes for animals. Types of foods for different herbivore, carnivore and omnivore species; major nutrients and their sources; nutritional sources of different feeds; selection of suitable food; preparation of diets; amount of food; alternatives; timing and frequency of feeding; feeding animals in a group or individually; ways to present foods eg enrichment; planning for species and life stage eg young, old, ill, working, pregnant; cost of feeding

Monitor the feeding of animals.  Monitoring feeding: amount of food eaten; weight of animals; type of food eaten eg selective feeders; water intake; change in feeding patterns including feeding behaviours; timing between monitoring; feeding requirements in relation to animal work load/uses; recommendations for changes in feeding

Planning and monitoring animal feeding regimes. Usability of feeding plans and regimes; evaluation of plans and regimes and suggestions for improvement including influences on animal health and welfare; analysis of wastage and how to prevent this; effectiveness of plans against a budget; cost of feeding over time; feeding and feed quality in relation to animal work load/uses

Unit 5 Prepare Horses for Presentation

Prepare horses for presentation.  Washing; grooming for public presentation; pulling manes and tails; plaiting manes and tails (eg thread, rubber bands).  Clipping and trimming techniques: types of clips (eg full, blanket, hunter, trace, chaser); trimming (eg ears, whiskers, feathers, tail); methods of restraint during clipping; health and safety; personal protective equipment (PPE).  Presentation: standing for inspection; correct tack and equipment; handler’s equipment and presentation; health and safety

Prepare and present a horse for public presentation.  Washing; trimming; clipping; grooming for a range of circumstances; plaiting manes and tails (thread and rubber bands); tail bandages and other tail protection; health and safety; PPE.  Presentation: standing for inspection; correct tack and equipment; handler’s equipment and presentation

Unit 6 Undertake Stable and Yard Management

Plan, carry out, monitor and maintain daily routines.  Plan: daily and weekly routines; regular jobs; team working; effective use of time.  Monitor: check routine stable management undertaken, record tasks.  Stable duties: bedding and mucking out; sweeping and raking; yard maintenance; feeding (principles of feeding and watering, rules of feeding, common feedstuffs and forages, preparation and weighing of feeds and forages, feed charts); grassland (grazing requirements, daily inspections and grassland checks, poisonous plants, maintenance of grassland); tack cleaning; care of saddler

Undertake horse care tasks to maintain the health of horses.  Horse care tasks: health (health checks, signs of good and ill health in the horse, recognition and treatment of common diseases, minor injuries and wounds, health records, veterinary reporting); foot care, shoeing; preventative treatments (vaccinations, worming and care of teeth, isolation procedures); first aid cabinet for horses

Requirements for stabled and grass-kept horses.  Stable environment: stable and yard design; stable planning eg site, environmental considerations, planning permission; stable construction (materials and fixtures and fittings, costings); waste disposal; current relevant legislation eg waste, water; bedding and storage; water provision; yard equipment and storage; identify risks.  Grass kept: ideal field, daily checks to horses and field, identify risks

Work safely around horses.  Safety and first aid: personal protective equipment (PPE), clothing for safe work, potential hazards; accident prevention; diseases (prevention and treatment); manual handling and lifting techniques; health and safety in the stable environment; fire risk and prevention eg procedures in the event of fire, fire fighting equipment; procedures in the event of an incident (priorities of first aid, accident reporting)

Unit 7 Understand the Principles of Animal Biology

Functions of the main animal cell organelles.  Appearance and function: nucleus, mitochondria, rough and smooth endoplasmic reticulum, cytoskeleton, Golgi apparatus, lysosomes, plasma membrane, cilia, cell membrane.  Cell division: role of chromosomes, purpose of mitosis (repair and growth) and meiosis (production of sex cells); stages of each type of cell division as follows.

Structure and function of the main animal tissue types.  Epithelial: structure, function and location of simple and stratified epithelia.  Connective: structure, function and location of dense (regular and irregular), loose, supporting and fluid connective tissues.  Nervous: structure and function of motor and sensory neurones. Muscle:structure, function and location of cardiac, smooth and skeletal muscle (including fast and slow muscle); sliding filament theory of muscle contraction

Structure and function of animal skeletal systems.  Bones of the axial and appendicular skeleton; divisions of the vertebral column; limb bones, carpals and metacarpals, tarsals and metatarsals, phalanges; attachment of bones to one another (ligaments) and to muscle (tendons); basic structure, function and location of the following joint types: fibrous, cartilaginous and synovial (ball and socket, hinge, gliding and pivot).  Skeletal functions:locomotion, support, mineral storage, formation of blood cells, protection of internal organs.

Structure and function of sensory organs in animals.  Eyes (sclera, cornea, pupil, iris, lens, ciliary body, retina (rod and cone cells), fovea, choroid, optic disc, optic nerve, medial and lateral rectus muscles); ears (auricle (pinna), tympanic membrane; malleus, incus, stapes, auditory ossicles; oval window, round window, cochlea, organ of Corti, cochlear nerve); nose, mouth, electroreceptors in fish; lateral line system; and tactile organs (eg skin, vibrissae).  Adaptations of sensory organs: link between lifestyle and the senses eg nocturnal, diurnal and crepuscular; digging and flying; predator and prey

Unit 8 Understand Animal Anatomy and Physiology

Structure and functions of biological systems in animals.  Major body systems: respiratory, circulatory, digestive, lymphatic, excretory, nervous, endocrine.  Structure and functions of major organs: brain, heart, lungs, pancreas, liver, kidneys, interactions between the systems

Animal reproductive processes.  Male reproductive system: structure and function of penis including os penis in dog, urethra, epididymis, vas deferens, testis.  Female reproductive system: structure and function of vagina, cervix, uterus, oviduct, ovary.  Reproductive processes: spermatogenesis, oogenesis, oestrous cycles; copulation, fertilisation, implantation, gestation, parturition.  Role of reproductive hormones: testosterone, oestrogen, progesterone, luteinising hormone, follicle stimulating hormone, oxytocin

Biological control mechanisms in animals.  Control mechanisms: positive and negative feedback loops, homeostasis.  Hormonal control mechanisms: glucoregulation, osmoregulation, fight-or-flight response; endocrine gland location and hormone action.  Neural control mechanisms: thermoregulation (ectotherms and endoderms), reflex actions, sensory organs and stimuli, afferent (sensory) and efferent (motor) pathways; autonomic (sympathetic and parasympathetic)

Understand how an animal’s body structure and systems are adapted to its environment.  Evolution, natural selection, extremes of environmental conditions and habitats, adaptation to the environment.  Body structures: coat/skin, sensory organs, skeletal structure, water conservation.  Body systems: reproductive adaptations, thermoregulation, circulatory systems

Unit 9 Understand the Principles of Horse Behaviour and Welfare

Natural behaviour of the horse.  Evolution: anatomical and physiological adaptations eg hoof, limb, speed, digestive system, dentition, diet, eye position, height.  Five animal senses: sight, hearing, smell, taste, touch; influence and effects on behaviour eg defence against predators, role in social interaction, role in development to maturity.  Communication methods: body language, vocal communication, individuality and recognition.  Natural lifestyle: herd animals, herd structure, social interaction; fight or flight instinct; diet, eating behaviour; reproduction, time budgets

Impact of domestication on the lifestyle and behaviour of the horse.  Traditional intensive management practices: eg stabling, isolation, restricted range and quantity of dietary roughage, concentrate feeds; handling and training methods; segregation (age, gender); bonding/family ties, weaning; reproduction, stallions/geldings. Effects of traditional intensive management: eg anxiety, fear, boredom, time and budgets, nutritional disorders, aggression, coping strategies, withdrawal, handling/training problems, wastage, herd discipline and communication. Stereotypic behaviours: types; causes (anxiety, stress, boredom); replacement activities; coping strategies; heritability; observational learning

Alternative management methods: eg group housing, turn out, feeding (proportion and range of roughage), bare foot, equipment (treeless saddles, bitless bridles), training methods (equitation science, intelligent and natural horsemanship).  Scenarios: commercial (eg riding schools, race yards, competition yards, studs, livery yards); private

Monitor and record the effects of routines on the behaviour of horses.  Effects of routines: stabled, grass kept; time and budgets; range of behaviours exhibited.  Monitoring behaviour, recording and analysing findings: eg ethograms, methods of observing behaviour and gathering data (video, real time, software packages, scan sampling, numbers in sample), methods of presenting data (graphs, charts), research reports (eg abstract, introduction, methods, results, and discussion/conclusion); health and safety.

Changes in behaviour: eg aggression, threats, anxiety, agitation, stress symptoms, excitement, focus of attention, response to handler, learned behaviours.  Scenarios: eg feeding times, grooming, tacking up, applying clothing, mounting, travelling, isolation, introduction of new horses, handling, training, change of handler, reproductive status, group housing

Promote the welfare of horses.  Equine welfare: five needs; current issues; organisations relevant to the welfare of horses in the UK

Unit 10 Understand and Apply the Principles of Horse Fitness

Physiological effects of fittening on the systems of the horse.  Physiological effects: musculo-skeletal; respiratory; cardiovascular.  Effects of physical stress on the horse: metabolism changes, cellular respiration, eg changes to heart rate and respiratory rate, homeostasis, thermoregulation, blood glucose regulation, calcium regulation

Requirements of horse fitness preparation.  Requirements of fitness preparation: getting up; nutrition; grooming; foot care, tack fitting, clipping and trimming; roughing off; health and safety.  Health care including preventative treatments: possible health problems eg equine influenza, tetanus, worms; preventative healthcare eg vaccination, worming treatments, teeth check

Plan horse fitness programmes.  Traditional methods eg use of roadwork, schooling, lungeing, horse walker, grid work, jumping, hill work, fast work, fartlek; interval training (speeds, repetitions, duration); non-traditional methods eg treadmills, swimming; fittening for a specific competition; compensation in plan for previous injuries or problems.  Review fittening programmes: for different disciplines eg sports horses, riding club horses, endurance horses, hunters

Monitor horse fitness.  Interval training; use of heart rate monitor; recovery rates; weighing horses; temperature monitoring.  Problems affecting the competition horse: eg dehydration, heatstroke, fatigue, muscle tremors, synchronous diaphragmatic flutters

Unit 11 Prepare and Provide Care for Competition Horses

Undertake pre-competition preparations.  Event tack, equipment and clothing: equipment eg permitted tack, schooling aids, lungeing equipment, grooming kit, tack cleaning equipment, rugs; clothing, eg boots; materials eg bandages, provisions for the horse, first aid kit

Competition seasons: competitions eg dressage, endurance, horse trials, hunter trials, polo, showing, show jumping, tetrathlon, Trec; dates and timings in the year; frequency and duration of competitions.  Formalities and paperwork: passports; vaccinations (influenza, tetanus); registrations; memberships; height certificates

Journey and timetable: timings of journeys; location and route planning; pre-journey checks eg road conditions, driving styles, driving speed; breaks within the journey; effects of travel on horses.  Legal aspects: records of journeys; weight limits; heavy goods vehicle (HGV)/non-HGV; trailer test; transport times; provision of water; tack, equipment and clothing eg bandages for travel, travel boots, knee boots, hock boots, poll guard

Prepare horse and rider for competition activities.  Preparation of lorry or trailer: fuel; oil; water; lights; brakes; flooring; hitch; equipment; safety checks.  Event tack, equipment and clothing: equipment eg permitted tack, schooling aids, lungeing equipment, grooming kit, tack cleaning equipment, rugs; clothing, eg boots; materials eg bandages, provisions for the horse, first aid kit

Journey and timetable: timings of journeys; location and route planning; pre-journey checks eg road conditions, driving styles, driving speed; breaks within the journey; effects of travel on horses.  Loading and unloading: safety of horse, handler and assistants; equipment; strategies for dealing with reluctant or difficult horses.  Health and welfare: feeding and watering during transportation; ill health (recognition, awareness) eg dehydration

Care for a horse at competitions.  Factors: overnight stabling; site plan; location of facilities; security; care of horses in adverse weather conditions eg cold, wet, humid, hot.  Appropriate presentation of horse for disciplines: mane and tail; feet and shoes; trimming; washing; finishing touches; tack and equipment.  Rules, regulations and etiquette: events eg dressage, endurance, horse trials, hunter trials, polo, showing, showjumping, tetrathlon, Trec

Provide post-competition care and exercise.  Immediate and long-term aftercare of the horse: eg walking, cooling procedures, removal of tack, washing off, feeding and watering, veterinary surgeon checks, bandages and leg treatments, rehydration, field turnout, rest periods.  Aftercare of tack and equipment: cleaning and storage eg tack, schooling aids, lungeing equipment, boots,   grooming kit, rugs; checks and replenishment eg first aid kit, bandages.  Aftercare of transport: clean out; re-fuel; re-pack; vehicle checks.  Record keeping: competition records update

Unit 12 Understand the Principles of Horse Rehabilitation and Therapy

Horse performance injuries.  Performance- related injuries and conditions: common sites (eg common in eventing, racing, show jumping, dressage); types (eg strains, sprains, fractures, wounds, dislocations); effects and responses (eg physiological, infections, inflammation, concussion, immunological, psychological, behavioural)

Causes of poor performance: eg fatigue, inadequate fitness, inadequate training, conformation, horse/rider interaction, injuries or underlying conditions (eg musculoskeletal, respiratory, cardiovascular, nervous, gastrointestinal).  Processes for identifying injury: history; observation; physical examination; health checks; lameness analysis (eg trotting up, lungeing, loose schooling, flexion tests)

Requirements and effective use of therapeutic and diagnostic techniques.  Therapeutic techniques: use for different injuries and conditions; methods of use (eg application, length, frequency); procedures (eg stabilise, initiate therapy, monitor progress); types of therapy (eg nursing, rest, controlled exercise, medication, ultrasound, laser, surgical, diet, management, massage, herbalism, acupuncture and acupressure, homeopathy, chiropractic, osteopathy); effects

Diagnostic techniques: types eg nerve blocks, radiography, ultrasound, nuclear scintigraphy, thermography, endoscopy, gastroscopy, electrocardiography, sample analysis (eg blood, urine, bronchoalveolar lavage, biopsy); evaluate use

Equine rehabilitation techniques used to improve performance, including complementary therapies. Rehabilitation techniques: use for different scenarios; methods of use (eg application, length, frequency); effects; types eg working from the ground, ridden work, exercise programmes, horse walker, hot and cold therapy, physiotherapy, ultrasound, massage and stretching, hydrotherapy and swimming, treadmills

Complementary therapies for rehabilitation: use for different scenarios; methods of use (eg application, length, frequency); effects; typeseg chiropractic, osteopathy, acupuncture and acupressure, magnotherapy, laser, Bowen Technique and Equine Muscle Release Therapy (EMRT), touch, electrical stimulation, herbalism, homeopathy, aromatherapy, shiatsu, reiki

Methods of assessing effect: eg research on clinical efficacy, case studies, qualifications and credentials, time off work, measures of performance improvement (eg degree of lameness, recovery rates, competition results, behaviour and attitude); difficulties of measuring effect accurately

Laws and regulations relating to equine rehabilitation.  Current legislation; qualifications; authorised treatments; governing bodies; registration; impact (eg protecting welfare, protecting consumers, restricting welfare, restricting consumer choice, protecting/restricting practitioners, regulation of practices)

Practitioners: eg veterinary surgeons, veterinary specialists, horse hospitals, physiotherapists, equine dentists, farriers, complementary practitioners.  Veterinary referral: procedure (eg investigation, diagnosis, second opinion, referral to other practitioners).  Factors associated with rehabilitation referral: eg costs, insurance, loss of use, time out of training, travelling, welfare, retirement, euthanasia, quality of service, efficacy

Unit 13 Understand the Principles and Practices of an Equine Stud

Planning and management of breeding programmes.  Evaluation, selection and justification of stock for breeding; purpose of breeding programme, planning, avoidance of indiscriminate breeding; understanding and evaluation of pedigrees and bloodlines; assessment of the horse’s physical and mental condition before stud work (brood mare, stallion); determination of timescales and monitoring breeding programmes; methods of improving breeding potential eg manipulation of oestrus, use of hormones, light and dietary manipulation; ethical considerations of using breeding improvement techniques; evaluation of breeding programmes through assessment of progeny; use of technology to improve quality of progeny eg embryo transfer (ET), artificial insemination (AI); adherence to stud-book policy eg thoroughbreds

Participate in routine stud activities.  Planning and organisation of routine activities: assisting with swabbing, teasing, covering (natural and in-hand), pregnancy diagnosis, foaling, weaning; correct handling techniques for brood mares, mares with a foal at foot, foals, assisting with the handling of stallions (under supervision); preparation of equipment for activities; physical resources required; health and safety (correct personal protective equipment (PPE) for handler and assistants, suitable area for work, supervision, health and safety, risk assessments for all practicals, restraints for mare and stallion); review of activities carried out

Plan, monitor and record routine care for breeding stock.  Planning and monitoring routine care of brood mares and stallions: health checks; tooth care; foot care; grooming; daily routines; stable and environment suitability; feeding and watering; dietary, exercise and fitness requirements; importance of company; symptoms of deterioration in eg condition, breeding performance; sexually transmitted infections (STIs) of mares and stallions eg equine viral arteritis (EVA), equine herpes virus (EHV), contagious equine metritis (CEM) and the importance of hygiene; prevention of STIs; STI trends in the UK

Recording: stud activity records eg teasing, covering, swabbing, pregnancy diagnosis, foaling, veterinary, tooth and foot care, vaccinations, worming; other records, day book, livery records, client records, mare and stallion records, passports

Foaling process and aftercare of mare and foal.  Foaling process: preparation eg equipment needed, foaling kit, suitability and adaptation of field or stable, removing Caslick’s, removing fillet strings, tail bandage, communication and contact numbers of veterinary surgeon; monitoring, eg foaling alarms, close circuit television (CCTV), sitting up duties; foaling procedure: physical signs, behaviour, stages of foaling, assistance needed, signs of difficult or abnormal foaling

Aftercare: immediate aftercare and checks for mare and foal; problems eg retention of afterbirth, passing meconium, use of colostrum, septicaemia, haemolytic foals, entropion, neonatal maladjustment syndrome, joint ill, meconium retention, scours, rejection of foals, orphans and fostering

Enrolment and Fees

Enrolments are accepted for all courses anytime throughout the year.

Following enrolment, you will receive access to online course information, course material and introductory exercises to complete prior to your first study week.

Full Payment

  • Online access to all course materials
  • Tutor support
  • Two five day study weeks
  • Does not include accommodation, breakfast and evening meals
  • Printing and postage fees (optional)
  • BTEC Registration fee £168.90 payable upon enrolment
Enrol now


  • Deposit £1000
  • 9.9% interest rate, 36 monthly payments
  • Online access to all course materials
  • Tutor support
  • Two five day study weeks
  • Does not include accommodation, breakfast and evening meals
  • Printing and postage fees (optional)
  • BTEC Registration fee £168.90 payable upon enrolment
Enrol now


  • As TOCES is an independent training organisation we are unable to access public funding for learners.  This means learners have to pay their own fees unless they are able to access funding via their school or local education authority.
  • Age 16-19:    You do not have to pay fees if you are under 19 on 31st August in the year your course starts.  Please discuss funding of this course with your school.
  • Non-funded:  If you are not eligible for funding the course fee is payable in full or via instalment upon enrolment.
  • Online access to all course materials
  • Tutor support
  • Two five day study weeks
  • Does not include accommodation, breakfast and evening meals
  • Printing and postage fees (optional)
  • BTEC registration fee £168.90 is payable by both funded and non funded students upon enrolment
Enrol now

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The Open College of Equine Studies
33 Pages Lane
Lower Green
Bury St Edmunds
IP28 6NJ

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The Open College of Equine Studies
Eldo House
Kempson Way
Bury St Edmunds
IP32 7AR
Company No. 04354226