The qualification covers the role of self-employed or employed persons who work independently with limited supervision in a defined range of varied contexts that may be complex and non-routine.
A trackrider is a person who is independently engaged or employed to exercise thoroughbred horses on the instruction of a trainer. The duties require judgement and the ability to communicate information concerning horse health, performance and temperament accurately to the trainer as well as high level riding skills and the ability to interpret and relay information covering a variety of circumstances.
Subjects
Packaging Rules
Completion of nineteen (19) units made up of sixteen (16) core units and three (3) elective units.
RULES FOR ELECTIVE UNITS
a maximum of three (3) units may be selected from units aligned to Certificates II, III or IV in the RGR08 Racing Training Package or any other currently endorsed Training Package or accredited course. Selected units must be relevant to job outcomes in the racing industry.
CORE UNITS
RGRCMN001A Comply with the rules of racing and related protocol
RGR40208 Certificate IV in Racing (Jockey) RGR40308 Certificate IV in Racing (Harness Race Driver)
Licensing considerations
This qualification is required for industry licensing and registration in some states and territories. Refer to your state or territory Principal Racing Authority for advice.
Australian Apprenticeships
This qualification is suited to Australian Apprenticeship pathways.
Job roles
Entry Requirements
Entry requirements
There are no entry requirements for this qualification.
Qualification pathways
Licensing Information
Refer to Pathways Information
Employability Skills
QUALIFICATION SUMMARY
Employability Skill
Industry/enterprise requirements for this qualification include:
Communication
listening and understanding
speaking clearly and directly
writing to the needs of the audience
negotiating responsively
reading independently
empathising
using numeracy effectively
understanding the needs of internal and external customers
persuading effectively
establishing and using networks
being assertive
sharing information
speaking and writing in languages other than English
Teamwork
working across different ages irrespective of gender, race, religion or political persuasion
working as an individual and as a member of a team
knowing how to define a role as part of the team
applying teamwork to a range of situations e.g. futures planning and crisis problem solving
identifying the strengths of team members
coaching and mentoring skills, including giving feedback
Problem-solving
developing creative, innovative and practical solutions
showing independence and initiative in identifying and solving problems
solving problems in teams
applying a range of strategies to problem solving
using mathematics, including budgeting and financial management to solve problems
applying problem-solving strategies across a range of areas
testing assumptions, taking into account the context of data and circumstances
resolving customer concerns in relation to complex project issues
Initiative and enterprise
adapting to new situations
developing a strategic, creative and long-term vision
being creative
identifying opportunities not obvious to others
translating ideas into action
generating a range of options
initiating innovative solutions
Planning and organising
managing time and priorities - setting time lines, coordinating tasks for self and with others
being resourceful
taking initiative and making decisions
adapting resource allocations to cope with contingencies
establishing clear project goals and deliverables
allocating people and other resources to tasks
planning the use of resources, including time management
participating in continuous improvement and planning processes
developing a vision and a proactive plan to accompany it
predicting - weighing up risk, evaluating alternatives and applying evaluation criteria
collecting, analysing and organising information
understanding basic business systems and their relationships
Self-management
having a personal vision and goals
evaluating and monitoring own performance
having knowledge and confidence in own ideas and visions
articulating own ideas and visions
taking responsibility
Learning
managing own learning
contributing to the learning community at the workplace
using a range of mediums to learn - mentoring, peer support and networking, IT and courses
applying learning to technical issues (e.g. learning about products) and people issues (e.g. interpersonal and cultural aspects of work)
having enthusiasm for ongoing learning
being willing to learn in any setting - on and off the job
being open to new ideas and techniques
being prepared to invest time and effort in learning new skills
acknowledging the need to learn in order to accommodate change
