Outline

Overview

Animal Management Systems 1 will introduce students to the husbandry, housing, feeding and management of the major production, performance and companion animals, as well as key economic influences on livestock production. It will establish animal welfare standards and concepts of biosecurity, ethics and breeding programs. Students will be equipped with the necessary knowledge to understand farming and animal management systems when attending placements. This unit of study will also provide a foundation on which to build an understanding of animals' disease.

Unit details and rules

Academic unit	School of Veterinary Science Academic Operations
Credit points	3
Prerequisites ?	VETS6101 and VETS6102 and VETS6103 and VETS6104
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	Basic knowledge of clinical veterinary practice and empathy for and confidence in interactions with animals
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Imke Tammen, imke.tammen@sydney.edu.au
Demonstrator(s)	Stuart Glover, stuart.glover@sydney.edu.au
Lecturer(s)	Sabrina Lomax, sabrina.lomax@sydney.edu.au
	Jennie Mohler, jennie.mohler@sydney.edu.au
	Joy Becker, joy.becker@sydney.edu.au
	John House, john.house@sydney.edu.au
	Tony Mogg, tony.mogg@sydney.edu.au
	Imke Tammen, imke.tammen@sydney.edu.au
	Russell Bush, russell.bush@sydney.edu.au
	Sonia Liu, sonia.liu@sydney.edu.au
	Dominique Van der Saag, dominique.van.der.saag@sydney.edu.au
	Om Dhungyel, om.dhungyel@sydney.edu.au
	Craig Ruaux, craig.ruaux@sydney.edu.au
	Helen Golder, helen.golder@sydney.edu.au
	Ruth Zadoks, ruth.zadoks@sydney.edu.au
Tutor(s)	David Palmer, david.palmer@sydney.edu.au

Type	Description	Weight	Due	Length
Participation	Active participation in all Required Learning Activities (RLA) 100% participation in RLA (incl. completion of formative tasks)	0%	Ongoing	See unit timetable in Canvas
Outcomes assessed:
Tutorial quiz	Animal Genetics Quiz Canvas quiz	4%	Week -01 Due date: 25 Jul 2023 at 11:00	10 MCQ
Outcomes assessed:
Online task	Small Animal Nutriton Module 1 and 2 Quizzes in CVE Companion animal nutrition online modules 1 & 2	2%	Week -01 Due date: 28 Jul 2023 at 20:00	n/a
Outcomes assessed:
Small test	Quiz 1 Canvas quiz	10%	Week 01 Due date: 31 Jul 2023 at 10:00	10 min
Outcomes assessed:
Small test	Quiz 2 Canvas quiz	10%	Week 01 Due date: 04 Aug 2023 at 16:00	10 min
Outcomes assessed:
Tutorial quiz	Feed Identification Quiz Canvas quiz	2%	Week 01 Due date: 31 Jul 2023 at 14:00 Closing date: 01 Aug 2023	5 MCQ
Outcomes assessed:
Tutorial quiz	Milk Hygiene Quiz Canvas quiz	2%	Week 01 Due date: 02 Aug 2023 at 15:00	5 MCQ
Outcomes assessed:
Presentation	Management Plan - Oral Presentation (group) Group presentation of an animal management plan.	20%	Week 07 Due date: 12 Sep 2023 at 09:00	10min
Outcomes assessed:
Assignment	Management Plan - Powerpoint (group) Submission of revised PowerPoint	20%	Week 08 Due date: 19 Sep 2023 at 23:59	Submission of revised PowerPoint
Outcomes assessed:
Assignment	Preparing for Industry Placement and Independent Learning Project (ILP) Submission of ILP document for project	30%	Week 11 Due date: 16 Oct 2023 at 23:59	1-2 pages/900 words
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Hurdle task: the combined individual assessment tasks (weighted at 60%) are a hurdle task in this unit. Students will have to get a mark of 30/60 or more (that is, ≥50%) for all individual assessment tasks combined to pass the unit.

In class quizzes (30%)

Two 10min Canvas quizzes (2 x 10%) and five short quizzes associated with required learning activities (Breed Quiz, Animal Breeding Quiz, CVE Companion Animal Nutrition Quiz, Feed Identification Quiz, Milk Hygiene Quiz (5 x 2%)) assess your learning of the material covered during the lectures, tutorials and practical classes.

These are individual assessment activities.

Management Plan

This assessment has been designed to test your knowledge of animal husbandry, housing, feeding, breeding and management of the major production, performance and companion animals, and to appreciate the role that you might be able to play in these industries. As a veterinarian you will be called to make clinical diagnosis, to help make herd/flock/animal management and preventive medicine plans which will enable farmers/managers/clients to minimise or avoid the impact of certain diseases on animal welfare and (where applicable) production. To be effective in your role you need to know how livestock farms or companion animal facilities work and how decision-making occurs. This requires a sound working knowledge of animal nutrition, genetics, reproduction, management, seasonality, herd/flock structure and farm calendars. This assessment task has two components:

Group presentation - assessed by peers and staff
Revised PowerPoint – assessed by species expert

Group presentation (20%)

Task: Develop an annual management plan for beef, dairy, sheep, pigs, poultry and horses, and for the major companion animal enterprises.

Instruction: You should form a case study group of 6 students. All students must sign up for a group which will be randomly allocated to a predetermined scenario.

A 10 min PowerPoint presentation will be presented by each group in class. Peers and staff will provide feedback and assess the submission. The following weighting will be given to the allocated marks: Core group of staff 0.70; peer student evaluation 0.30. Detailed information will be provided in Canvas.

Revised PowerPoint (20%)

After consideration of staff and student feedback each group can revise their presentation and resubmit a revised powerpoint including ‘notes’ which will be marked by an academic staff member who is a ‘species expert’. Detailed information will be available via Canvas.

Preparing for Industry Placement and Independent Learning Project (30%)

You will be asked to fill out a form to document a learning plan for your preparation for your first industry placement and your learning plan for an Independent Learning Project. This is an individual assessment activity. Detailed information will be available via Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

Result name	Mark range	Description
High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for the unit of study at an exceptions standard.
Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit of study at a very high standard.
Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit of study at a good standard.
Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit of study at an acceptable standard.
Fail	0 - 49	Awarded when you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

The Attendance Requirements for Successful Progression in the DVM Program requires students in this unit to complete all assessment tasks listed above. Failure to do so will lead to the award of a fail grade for the unit of study. Late submission; In accordance with the University policy, these penalties apply when written work is submitted after 11:59pm on the due date: 1) Deduction of 5% of the maximum mark for each calendar day after the due date. 2) After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week -01	Introduction to AMS1	Lecture (1 hr)
	Feeding animals	Lecture (1 hr)
	Animal breeding and genetics (Companion animals)	Lecture (1 hr)
	Animal breeding and genetics (Production animals)	Lecture (1 hr)
	Breed identification and OMIA	Independent study (0.5 hr)
	Aquaculture 1	Lecture (1 hr)
	Aquaculture 2	Lecture (1 hr)
	Animal breeding (RLA)	Practical (2 hr)
	Aquaculture excursion (RLA)	Practical (2 hr)
	Animal welfare (companion animals)	Lecture (1 hr)
	Companion animal nutrition	Lecture (1 hr)
	Dog and cat husbandry 1	Lecture (1 hr)
	Dog and cat husbandry 2	Lecture (1 hr)
	Drivers of production and profitability (Sheep and goats)	Lecture (1.5 hr)
	Neonatal care in kittens and puppies (RLA)	Online class (1 hr)
	Companion animal nutrition - online modules 1 & 2	Independent study (2 hr)
	Animal welfare (Production animals)	Lecture (1 hr)
	Drivers of production and profitability (Beef)	Lecture (1 hr)
	Poultry production systems (Poultry meat production)	Lecture (1 hr)
	Poultry production systems (Layer production)	Lecture (1 hr)
	Equine husbandry1-3	Lecture (3 hr)
	Pig environmental assessment (RLA)	Practical (1.5 hr)
	Wool production (RLA)	Practical (1 hr)
Week 01	Biosecurity	Lecture (1 hr)
	Quiz 1 and Questions and Revision	Lecture (1 hr)
	Pig production systems 1	Lecture (1 hr)
	Pig production systems 2	Lecture (1 hr)
	Feed identification (RLA)	Practical (1 hr)
	Drivers of production and profitability (Dairy)	Lecture (1 hr)
	Feeding ruminants	Lecture (1.5 hr)
	Rearing healthy calves	Lecture (1.5 hr)
	Corstorphine Introduction / WHS (RLA)	Practical (0.5 hr)
	Pasture walk (RLA)	Practical (1 hr)
	Milk hygiene A practical (RLA)	Practical (1 hr)
	Milk hygiene B tutorial (RLA)	Tutorial (1 hr)
	Gate to plate	Lecture (1 hr)
	Animal production in a global context	Lecture (1 hr)
	Hygienic production of milk and eggs	Lecture (1 hr)
	QUIZ 2 and Group Assignment / ILP Q&A	Lecture (0.5 hr)
Week 07	Group presentations: Animal management plans	Presentation (4 hr)

Attendance and class requirements

DVM program attendance requirements apply. Required learning aktivities (RLA) are identified in the timetable.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 3 credit point unit, this equates to roughly 60-75 hours of student effort in total.

Required readings

There is no required text for this unit. A number of recommended textbooks, journal references and online resources may prove useful in understanding lecture material or in the preparation of assessment tasks and these are listed in Canvas. Note: we will advise of any readings that we expect you to read before specific classes.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. appraise the significance of the major production, performance and companion animal industries (both domestically and globally) and identify the major economic influences on these industries
LO2. develop, communicate and assess management plans and practices for the major production, performance and companion animal industries
LO3. understand animal husbandry and animal industries in order to guide your preparation for industry placements
LO4. construct a professional development plan that demonstrates career management and commitment to lifelong learning

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australasian Veterinary Boards Council Attributes - 2. The normal structure, function and development of animals, their interactions with their environment and the factors which may disturb these 7. Economically and environmentally sustainable animal production systems American Veterinary Medical Association - 7. understanding of health promotion, and biosecurity, prevention and control of disease including zoonoses and principles of food safety European Coordination Committee for Veterinary Training (EECVT) Day One Competencies - 1.15. Obtain an accurate and relevant history of the individual animal or animal group, and its/their environment. 1.28. Apply principles of bio-security correctly, including sterilisation of equipment and disinfection of clothing. 2.3. The structure, function and behaviour of animals and their physiological and welfare needs, including healthy domestic animals, captive wildlife and laboratory-housed animals. 2.4. A knowledge of the businesses related to animal breeding, production and keeping. 2.7. Legislation relating to animal care and welfare, animal movement, and notifiable and reportable diseases. 2.9. The principles of disease prevention and the promotion of health and welfare. World Organisation for Animal Health (OIE) Day One Competencies - 2.11. Communication skills 2.5. Disease prevention and control programs
	Australasian Veterinary Boards Council Attributes - 13. An ability to perform effectively in a workplace including an understanding of organisational systems, human and physical resource management, performance indicators, occupational health and safety, knowledge management and quality control 15. An appreciation of the complexity of ethical issues, the diversity of stakeholder perspectives and the range of cultural values 16. A desire to promote animal welfare 21. Recognition of the critical role of veterinarians in biosecurity and in the management of veterinary issues that have national and international implications American Veterinary Medical Association - 7. understanding of health promotion, and biosecurity, prevention and control of disease including zoonoses and principles of food safety 8. ethical and professional conduct; communication skills including those that demonstrate an understanding and sensitivity to how clients’ diversity and individual circumstance can impact health care 9. critical analysis of new information and research findings relevant to veterinary medicine. European Coordination Committee for Veterinary Training (EECVT) Day One Competencies - 1.11. Demonstrate ability to cope with incomplete information, deal with contingencies, and adapt to change. 1.14. Take part in self-audit and peer-group review processes in order to improve performance. 1.20. Assess the physical condition, welfare and nutritional status of an animal or group of animals and advise the client on principles of husbandry and feeding. 1.4. Communicate effectively with clients, the public, professional colleagues and responsible authorities, using language appropriate to the audience concerned. 2.11. Principles of effective interpersonal interaction, including communication, leadership, management and team working. World Organisation for Animal Health (OIE) Day One Competencies - 2.11. Communication skills 2.5. Disease prevention and control programs
	Australasian Veterinary Boards Council Attributes - 14. Self-management and group leadership 15. An appreciation of the complexity of ethical issues, the diversity of stakeholder perspectives and the range of cultural values American Veterinary Medical Association - 8. ethical and professional conduct; communication skills including those that demonstrate an understanding and sensitivity to how clients’ diversity and individual circumstance can impact health care European Coordination Committee for Veterinary Training (EECVT) Day One Competencies - 1.12. Demonstrate that they recognise personal and professional limits, and know how to seek professional advice, assistance and support when necessary. 1.13. Demonstrate an ability of lifelong learning and a commitment to learning and professional development. This includes recording and reflecting on professional experience and taking measures to improve performance and competence. World Organisation for Animal Health (OIE) Day One Competencies - 2.11. Communication skills 2.5. Disease prevention and control programs
	DVM Day One Competencies - A1.11. Develop a capacity for self-audit and willingness to participate in the peer-review process. A1.12. Be aware of personal limitations, and demonstrate awareness of when and from where to seek professional advice, assistance and support. A1.8. Understand the need and professional obligation for a commitment to continuing education and training, and professional development, throughout one’s professional life. European Coordination Committee for Veterinary Training (EECVT) Day One Competencies - 1.12. Demonstrate that they recognise personal and professional limits, and know how to seek professional advice, assistance and support when necessary. 1.13. Demonstrate an ability of lifelong learning and a commitment to learning and professional development. This includes recording and reflecting on professional experience and taking measures to improve performance and competence. 1.14. Take part in self-audit and peer-group review processes in order to improve performance. Royal College of Veterinary Surgeons (RCVS) Day One Competencies - 13. Demonstrate that they recognise personal and professional limits, and know how to seek professional advice, assistance and support when necessary. 14. Demonstrate a commitment to learning and professional development, both personal and as a member of a profession actively engaged in work-based learning. This includes recording and reflecting on professional experience and taking measures to improve performance and competence. 15. Take part in self-audit and peer-group review processes in order to improve performance.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Students provided valuable feedback in the 2022 USS and a Canvas survey. The USS response rate (29%) has been comparable to previous years. As no face-to-face teaching is occurring at the time of the USS it has been difficult to improve the response rate. In 2022, the mean result for q1-6 was 3.76 and for all questions 3.80. These are slightly improved results compared to 2021 (q1-6 = 3.70 and overall = 3.72). Student comments in relation to aspects of the unit that would benefit from improvement focused on feedback on the assessment tasks - in-class quizzes and the annual management plan. A survey run at the end of the two-week teaching block indicated overall satisfaction with the change from an exam to multiple in-class quizzes. However, the feedback in the USS highlighted the need to communicate expectations in relation to the quizzes clearer and to refine instructions / timing for some of the assessment tasks. Teaching in Camden versus main campus has been commented on by students in past years. We have continuously reduced number of Camden days as much as possible – complexities of time tabelling with repeat tutorials/practical classes are limiting factors. We will continue to review location of teaching. While a few students requested to reduce time in Camden many more favourable comments were made about the learning activities that are occurring at the farms in Camden. Several comments by students relate to issues that have been previously identified and will be addressed as part of the current curriculum review (e.g. 2 week block teaching is not favourable, wildlife topics should be included) and will be addressed as part of the current curriculum review.

Additional information

Work, health and safety

DVM program WHS requirements apply. WHS requirements for specific practical classes, tutorials and excursion will be made avaialable on Canvas.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

VETS6105: Animal Management Systems 1

Semester 2, 2023 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect