Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 127 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR CAREER DEVELOPMENT AND CAREER AND TECHNICAL EDUCATION
Subchapter C - AGRICULTURE, FOOD, AND NATURAL RESOURCES
Section 127.48 - Equine Science (One-Half Credit), Adopted 2024

Universal Citation: 19 TX Admin Code § 127.48

Current through Reg. 49, No. 38; September 20, 2024

(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2025-2026 school year.

(b) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Agriculture, Food, and Natural Resources. Students shall be awarded one-half credit for successful completion of this course.

(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.

(2) The Agriculture, Food, and Natural Resources Career Cluster focuses on the production, processing, marketing, distribution, financing, and development of agricultural commodities and resources, including food, fiber, wood products, natural resources, horticulture, and other plant and animal products/resources.

(3) In Equine Science, students acquire knowledge and skills related to the equine industry. Equine Science may address topics related to horses, donkeys, and mules. To prepare for careers in the field of animal science, students must enhance academic knowledge and skills, acquire knowledge and skills related to equine systems, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings.

(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(d) Knowledge and skills.

(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

(A) identify career development, education, and entrepreneurship opportunities in the field of equine science;

(B) identify and demonstrate interpersonal, problem-solving, and critical-thinking skills used in equine science;

(D) identify employers' legal responsibilities and expectations, including appropriate work habits and ethical conduct;

(E) describe and demonstrate characteristics of good citizenship in the agricultural workplace, including promoting stewardship, community leadership, civic engagement, and agricultural awareness and literacy; and

(F) identify training, education, and certification requirements for occupational choices.

(2) The student develops a supervised agricultural experience program. The student is expected to:

(A) plan, propose, conduct, document, and evaluate a supervised agricultural experience program as an experiential learning activity; and

(B) use appropriate record-keeping skills as they relate to the supervised agricultural experience program.

(3) The student develops leadership skills through participation in an agricultural youth organization. The student is expected to:

(A) participate in youth agricultural leadership opportunities;

(B) review and participate in a local program of activities; and

(C) create or update documentation of relevant agricultural experience such as community service, professional, or classroom experiences.

(4) The student analyzes the history, domestication, and selection of equine. The student is expected to:

(A) research and describe the history and evolution of equine;

(B) describe the impacts of equine industries such as racing, rodeos, equestrian therapy, and the global food market; and

(5) The student explains the anatomy and physiology of equine. The student is expected to:

(A) explain the function of the skeletal, muscular, respiratory, reproductive, digestive, and circulatory systems of equine;

(B) identify and interpret ranges for healthy equine vital signs; and

(6) The student determines the nutritional requirements of equine. The student is expected to:

(A) compare the equine digestive system to the digestive systems of other species;

(B) identify and describe sources of nutrients and classes of feed for equine;

(D) formulate feed rations based on the nutritional requirements of equine; and

(E) identify and discuss equine feeding practices, grazing practices, and feed quality issues.

(7) The student understands how equine are affected by diseases and pests. The student is expected to:

(A) identify and describe how bacteria, fungi, viruses, genetics, and nutrition affect equine health;

(B) identify signs, symptoms, and prevention of equine diseases;

(D) discuss methods of administering equine medications and calculating dosage.

(8) The student analyzes the management of equine. The student is expected to:

(A) identify tools and equipment for grooming, riding, and training equine and select the appropriate tools or equipment for such tasks and purposes;

(B) identify tools and equipment for safe handling and restraining of equine and select the appropriate tools or equipment for such tasks and purposes;

(C) identify types and essential features of equine facilities such as housing, performance, veterinary, and reproduction facilities;

(D) explain the procedures for breeding equine and caring for foals in accordance with industry standards;

(E) explain and demonstrate methods of identifying ownership of equine, including branding and tattooing;

(F) discuss effective equine management strategies such as financial planning, complying with governmental regulations, and interpreting performance data; and

(G) explain methods of maintaining equine health and soundness such as hoof care and dental health.

(9) The student discusses issues affecting the equine industry. The student is expected to:

(A) describe biotechnology issues related to the equine industry;

(B) research and explain animal welfare policy pertaining to equine industries such as racing, rodeos, equestrian therapy, the global food market, and pharmaceutical research; and

(C) research and explain governmental regulations, environmental regulations, or current events that affect the equine industry.

Disclaimer: These regulations may not be the most recent version. Texas may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.

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