The Care and use of Animals

in ACT SchoolsImplementation Guidelines 2018

Part A

General Information

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Attachment C

Table of ContentsPURPOSE.............................................................................................................................................10

INTRODUCTION...................................................................................................................................10

GOVERNANCE......................................................................................................................................10

ACT SCHOOLS ANIMAL ETHICS COMMITTEE.......................................................................................16

Legislation........................................................................................................................................16

THE ACT SCHOOL ANIMAL ETHICS COMMITTEE TERMS OF REFERENCE.............................................17

Administrative Processes.................................................................................................................17

Meeting procedures........................................................................................................................18

Documentation of meeting procedures...........................................................................................18

Communication...............................................................................................................................18

LICENCING ARRANGEMENTS IN ACT SCHOOLS....................................................................................19

ACT Schools Animal Ethics Committee Membership.......................................................................19

Procedures for the governance and operation of the ACT Schools Animal Ethics Committee........19

Appointed members:...................................................................................................................................19

Appointment, reappointment and retirement of members........................................................................20

ACT SCHOOLS ANIMAL ETHICS COMMITTEE.......................................................................................22

TERMS OF REFERENCE.........................................................................................................................22

1. Purpose........................................................................................................................................22

2. Scope...........................................................................................................................................22

3. Authority......................................................................................................................................22

4. Accountability..............................................................................................................................22

5. Membership................................................................................................................................23

7. Secretariat...................................................................................................................................25

8. Meetings and responsibilities......................................................................................................25

9. Reporting.....................................................................................................................................25

10. Resources & Budget...................................................................................................................26

11. Amendment, Modification or Variation.....................................................................................26

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CODE OF CONDUCT.............................................................................................................................26

CONFLICT OF INTEREST........................................................................................................................26

APPLICATION FORMS...........................................................................................................................27

Overview of Forms for all Schools and Colleges..............................................................................27

ACT SAEC INSPECTIONS.......................................................................................................................28

COMPLAINTS AND NON-COMPLIANCE................................................................................................29

Complaints and grievances within or about the Education Directorate and treatment of animals.............29

Complaints/grievances made to schools about mistreatment of animals...................................................30

Complaints about the care and use of animals in schools...........................................................................31

Enquiries and complaints by the general public to the Education Directorate or ACT Government.........................................................................................................................................................31

APPEALS AGAINST DECISIONS OF THE ACT SCHOOLS ANIMAL ETHICS COMMITTEE (the Committee).........................................................................................................................................................31

NON-COMPLIANCE WITH ACT SCHOOLS ANIMAL ETHICS COMMITTEE DECISIONS IN THE ACT EDUCATION DIRECTORATE..............................................................................................................32

RESPONSIBILITIES............................................................................................................................32

REPORTING......................................................................................................................................32

CONTACT FOR POLICY......................................................................................................................33

RECORDS.........................................................................................................................................33

COMPLAINTS AND GRIEVANCES WITHIN OR ABOUT THE CATHOLIC EDUCATION ARCHDIOCESE OF CANBERRA AND GOULBURN IN RELATION TO TREATMENT OF ANIMALS...........................................34

Complaints/grievances made to schools about mistreatment of animals.......................................34

Enquiries and complaints by the general public to the Catholic Education Archdiocese of Canberra and Goulburn...................................................................................................................................34

APPEALS AGAINST DECISIONS OF THE ACT SCHOOLS ANIMAL ETHICS COMMITTEE.......................34

Non-Compliance with SAEC decisions in Catholic Education in Catholic Archdiocese of Canberra and Goulburn...................................................................................................................................35

Responsibilities................................................................................................................................35

Records............................................................................................................................................35

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COMPLAINTS AND GRIEVANCES WITHIN OR ABOUT THE ASSOCIATION OF INDEPENDENT SCHOOLS IN THE ACT...........................................................................................................................................36

REVIEWING THE ACT SCHOOLS ANIMAL ETHICS COMMITTEE OPERATIONS.......................................39

Introduction.....................................................................................................................................39

THE ANNUAL REVIEW..........................................................................................................................39

Objectives of the Annual Review.....................................................................................................39

Legislative requirements of the annual review................................................................................39

Elements of the annual review........................................................................................................40

Timing of annual reviews.................................................................................................................40

The Review panel............................................................................................................................41

EXTERNAL REVIEW OF THE ACT SAEC..................................................................................................41

DECISION MAKING FOR SCHOOLS.......................................................................................................41

Overview of the steps for using animals..........................................................................................41

When can animals be used in teaching?......................................................................................................42

What animals can be used in teaching?......................................................................................................42

Categories of animal use activities..............................................................................................................43

Detailed Categories of Activities..................................................................................................................44

Detailed descriptions of activities....................................................................................................46

Category 5 activities....................................................................................................................................51

Planning for animal welfare.............................................................................................................52

1. Decide on the type of animal most suited to the educational purpose...................................................53

2. Determine how many animals are essential............................................................................................53

3. Identify an appropriate source................................................................................................................53

4. Determine how the animals will be cared for, including during weekends and holidays........................53

5. Identify a suitable means of transporting the animal to the school or college........................................53

6. Decide on how the animal will be monitored..........................................................................................53

7. Decide on the fate of the animal at the end of the activity.....................................................................54

Who is responsible?.........................................................................................................................54

Responsibilities of teachers and lecturers...................................................................................................54

Responsibilities of the Principal...................................................................................................................55

Out of school care............................................................................................................................56

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Dissections.......................................................................................................................................56

Zoonotic disease..............................................................................................................................57

Reducing the risks with small animals, such as dogs, cats, rabbits, guinea pigs, birds and rodents 57

Reducing the risks with livestock.....................................................................................................58

Reducing the risks with wildlife.......................................................................................................58

Wildlife............................................................................................................................................58

Cultural awareness..........................................................................................................................59

INCURSIONS AND EXCURSIONS (INCLUDING WORK EXPERIENCE)..................................................59

Incursions........................................................................................................................................59

Excursions........................................................................................................................................60

Work experience.............................................................................................................................60

GENERAL ANIMAL CARE AND WELFARE..............................................................................................61

Animal freedoms.............................................................................................................................61

Animal environment........................................................................................................................61

Practical Requirements for animals in schools................................................................................62

Basic Standards for Animals in schools............................................................................................62

Handling animals.............................................................................................................................63

RISKS AND ISSUES ARISING FROM USING ANIMALS IN SCHOOLS........................................................63

Acquisition of animals....................................................................................................................63

Animals as food for other animals...................................................................................................64

Animal events..................................................................................................................................64

Breeding animals.............................................................................................................................64

Disposal of animals..........................................................................................................................65

Emergencies and disasters..............................................................................................................66

Excursions to sites where animals are kept or may be encountered...............................................66

Exhibiting animals............................................................................................................................66

Away from school........................................................................................................................................66

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At school......................................................................................................................................................67

Familiarisation and adaption...........................................................................................................67

Gentling or taming animals..............................................................................................................68

Handling of animals.........................................................................................................................68

Homework using animals................................................................................................................68

Identification of animals..................................................................................................................68

‘Imprinting’......................................................................................................................................69

Intensive animal management........................................................................................................69

Killing of animals..............................................................................................................................69

Livestock..........................................................................................................................................70

Ownership issues.............................................................................................................................71

Animal owned by the school.......................................................................................................................71

Animal owned by a teacher.........................................................................................................................71

Animal owned by a student brought to the school for a visit......................................................................71

Animal owned by parent, community person or organisation....................................................................71

Records............................................................................................................................................71

Research projects using animals......................................................................................................72

Security of animals..........................................................................................................................73

Critical incidents where animal welfare is compromised................................................................74

Assistance or Service animals..........................................................................................................74

Sick, diseased and injured school animals.......................................................................................74

Simulated parenting activities.........................................................................................................76

Stray, feral and free-living animals..................................................................................................76

Transporting animals.......................................................................................................................76

CODE OF CONDUCT FORM..................................................................................................................77

ACT School Animal Ethics Committee member information:..........................................................77

ACT SCHOOL ANIMAL ETHICS COMMITTEE MEMBER DECLARATION:.................................................78

FACT SHEET: DISCLOSURE OF INTEREST..............................................................................................78

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Purpose............................................................................................................................................78

What is a conflict of interest?..........................................................................................................78

Declaring a conflict of interest.........................................................................................................79

How should a conflict of interest be managed?..............................................................................79

Reporting requirements..................................................................................................................79

More information............................................................................................................................80

CONFLICT OF INTEREST DECLARATION................................................................................................81

Detail:..............................................................................................................................................81

Declaration:.....................................................................................................................................81

ACT SCHOOL ANIMAL ETHICS COMMITTEE (SAEC) FORMS.................................................................82

Overview of forms...........................................................................................................................82

APPLICATION FORM A: REQUEST TO KEEP ANIMALS IN SCHOOLS......................................................83

School Information..............................................................................................................................83

Current Animal Holding Information...................................................................................................83

New Animal Holding Information........................................................................................................84

Checklist..............................................................................................................................................85

Note.....................................................................................................................................................87

Declaration..........................................................................................................................................87

APPLICATION FORM B: APPLICATION TO USE A VERTEBRATE ANIMAL FOR A CATEGORY 4 OR 5 OR NON-STANDARD EDUCATIONAL ACTIVITY...........................................................................................88

APPLICATION FORM C: APPLICATION FOR CERTIFICATION TO DEMONSTRATE A CATEGORY 5 ACTIVITY..............................................................................................................................................91

APPLICATION FORM D: APPLICATION FOR APPROVAL TO OBTAIN EUTHANASED RATS FOR DISSECTION.........................................................................................................................................93

APPLICATION FORM E: EGG HATCHING ACTIVITY...............................................................................96

APPLICATION FORM F: NOTIFICATION OF CHANGES TO STAFFING AND/OR ACTIVITIES..................100

FACT SHEET: HOUSING REQUIREMENTS FOR DOMESTIC FOWLS......................................................102

FACT SHEET: TRANSITION OF CHICKS FROM BROODER TO UNHEATED ACCOMMODATION............107

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INSPECTION CHECKLIST AND FOLLOW-UP VISIT................................................................................110

GUIDE TO ANNUAL REVIEW OF THR ACT ANIMAL ETHICS COMMITTEE............................................116

ANNUAL REVIEW...............................................................................................................................118

Objectives of the Annual Review...................................................................................................118

Legislative requirements of the annual review..............................................................................118

Elements of the Annual Review.....................................................................................................119

Timing of annual reviews...............................................................................................................119

The Review panel..........................................................................................................................119

Retention of Record of the Review................................................................................................120

GUIDE TO EXTERNAL REVIEW OF THE ACT ANIMALETHICS COMMITTEE..........................................121

EXTERNAL REVIEW.............................................................................................................................122

Legislative requirements...............................................................................................................123

Purpose..........................................................................................................................................123

Objectives of the external review..................................................................................................123

Elements of the external reviews..................................................................................................124

Scope of the external reviews.......................................................................................................124

The Review panel..........................................................................................................................125

Conflicts of Interest and Confidentiality........................................................................................125

Indemnity and Public Liability........................................................................................................125

Compliance....................................................................................................................................126

External Review – Procedures.......................................................................................................126

1. ACT Schools Animal Ethics Committee documentation:........................................................126

2. Review of individual approved projects.....................................................................................127

Inspection of permanent animal holding facilities.................................................................127

Inspection of field sites..........................................................................................................127

EXTERNAL REVIEWS OF THE SCHOOLS ANIMAL ETHICS COMMITTEE - PROCEDURES.......................127

Phase 1 – Pre-Review Preparation.................................................................................................127

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Phase 2 - During the review...........................................................................................................128

Exit Meeting..................................................................................................................................129

Phase 3 - External Review Report..................................................................................................129

Responding to the Report..............................................................................................................130

Non-Compliance and Renewal of Licence......................................................................................131

Appendix 1 External Review Timeline.....................................................................132

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Animals in ACT Schools Implementation Guidelines

PURPOSE The purpose of this web site is to assist all ACT schools to meet their responsibilities and requirements in the care and use of animals for educational purposes. These requirements are established in the Care and use of animals in ACT schools Policy 2015 in compliance with the legislative requirements of the Australian code of practice for the care and use of animals for scientific purposes 8 th edition 2013 , the Animal Welfare Act 1992 and the Animal Welfare Regulation 2001 including current amendments. They apply to all schools of the ACT Education Directorate (EDU), Catholic Education Archdiocese of Canberra and Goulburn, schools (CE) and Independent Schools Association of the ACT (AIS) within the ACT that use animals for teaching and research purposes.

INTRODUCTIONWhere practical, teaching and other educational activities in ACT schools will not involve animals unless there are no suitable alternatives to achieve the desired educational outcome.

In making a decision to use animals, schools will consider: The principles of 3 Rs contained in the Australian code for the care and use of

animals for scientific purposes 8th Edition 2013 (the Code): o Replacement - methods that permit a given purpose or activity to be

achieved without the use of animals (such as manikins or models for dissections)

o Reduction - methods for obtaining comparable levels of information from the use of fewer animals in scientific procedures or for obtaining more information from the same number of animals

o Refinement - methods that alleviate or minimise potential pain and distress, and enhance animal wellbeing

Educational outcomes expected to be achieved The care, monitoring and disposal of the animals at the completion of the activity Licensing approvals, record keeping and reporting requirements, as outlined in

Section 2.

GOVERNANCEThe ACT Animal Welfare Act 1992 provides the legislative framework to promote and protect the welfare, safety and health of animals in the ACT. This includes the implementation of the Code for the care and use of animals for scientific purposes 8th Edition (the Code) in the ACT and the establishment of the ACT Animal Welfare Authority. The ACT Animal Welfare Authority delegates authority for the granting of licences and provides for

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the establishment of ACT Animal Ethics Committees to oversee the implementation of the Code.

The ACT institutions that use animals for educational purposes: the EDU, the CE and the AIS work through the joint ACT Schools Animal Ethics Committee to fulfil their responsibilities under the Code.

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GLOSSARY All terminology used within this guide are consistent with definitions in the Code.

Accredited animal research establishment

All corporations or establishments conducting research or teaching) using animals are required to apply to the ACT Animal Welfare Authority (AWA), Directorate of Transport

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Canberra and City Services (TCCS). In the case of the ACT Education Directorate, the AWA issues a licence which is reviewed every three years.

ACT Animal Welfare Authority (located at TCCS)

The Authority responsible for the licensing of scientific institutions and schools for the use of animals for research and teaching purposes. The school systems are accountable to the Authority.

Alternatives

Procedures which can completely replace the need to use animals, reduce the number of animals required, or diminish the amount of pain or distress suffered by animals.

Animal

Any live non-human vertebrate, which is fish, amphibian, reptile, bird and mammal, and encompassing domestic animals, livestock and wildlife. The term includes feral and pest species as well as pets and livestock.

Animal supplier’s licence

(see licensed animal supplier)

Animal Welfare Act 1992

This legislation was introduced to protect the welfare of animals by ensuring their use in research and teaching is responsible, justified, humane and considerate of the animals’ needs. http://www.legislation.act.gov.au/a/1992-45/default.asp

Animal Welfare Liaison Officer (AWLO)

School Principals are responsible for the care and use of animals for educational purposes in the school. The school Principal or a delegated, qualified teacher may act as Animal Welfare Liaison Officer (AWLO) within the school to monitor the school’s compliance with the requirements of animal research legislation. The duties of the AWLO are described in the Code 4.5 – 4.17.

Animal Welfare Regulation 2001

This is the set of regulations that apply to the care and use of animals. http://www.legislation.act.gov.au/sl/2001-26/default.asp

Approved activity

These guidelines provide five categories of approved activities involving animals. The guidelines specify the care and approved use of animals to safeguard their welfare

Activities that are not listed in these categories of animal use, or that are different from the activities as they appear in these guidelines, must not be carried out without prior written approval from the ACT School Animal Ethics Committee. FORM OVERVIEW

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Australian Code

The Australian code for the care and use of animals for scientific purposes 8th Edition is the benchmark against which the practices of schools in keeping and using animals can be assessed. This code sets the minimum standards for the care and use of animals in teaching and research. https://www.nhmrc.gov.au/guidelines-publications/ea28

Culling

The agricultural practice of selecting animals to be removed from the herd or group.

Distress

An acute or chronic response of an animal caused by stimuli that produce biological or behavioural stress. It may manifest- itself as observable, abnormal physiological or behavioural responses.

Exempt animals

Certain categories of animals may be used for scientific purposes without needing to be obtained from a licenced supplier, e.g. any animal may be used for approved Category 1 activities.

Euthanasia

The process of inducing painless death on humane grounds. The procedure used must avoid distress, be reliable and produce rapid loss of consciousness without pain until death occurs.

Familiarisation

The process of accustomising animals to the school environment and routines so that they are comfortable with the people handling them.

Feral

An introduced species of animal that is breeding successfully in the wild.

Gentling

Is a general term that refers to taming animals.

Licenced animal supplier

A person who holds a licence from the Environment Protection and Heritage section of TCCS allowing him or her to produce and sell animals for the purpose of teaching and research.

Livestock

Animals that are used in commercial agriculture, including cattle, sheep, pigs, poultry, goats, deer, and horses.

Model codes

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A series of codes of practice that have been developed to protect the welfare of animals. They have been developed by a permanent committee supporting the work of the Agriculture and Resource Management Council of Australia and New Zealand. The model codes describe minimum standards for keeping, managing, handling, transporting and using animals.

Environment, Planning and Sustainable Development Directorate (EPSDD)

EPSDD is an ACT Government directorate responsible for issuing licences under the Nature Conservation Act 2014 for the keeping of native animals.

Outcomes

Statements that express the specific intent of teaching. They are derived from the objectives and content.

Pests

Animals that have been declared by legislation, under the Pest Plants and Animals Act 2005to be pest animals.

Livestock

Livestock are animals that are commercially farmed for produce (e.g. sheep, cattle, goats, poultry).

3 Rs

The 3 Rs are the three key actions that are incorporated into the Australian Code, the use of which is a legislative requirement in the ACT. These actions require that decision-makers actively apply themselves to:

1. The replacement of animals with other methods

2. The reduction in the number of animals used

3. The refinement of techniques used to reduce the impact on animals.

Schools Animal Ethics Committee (SAEC)

A committee constituted in accordance with the terms of reference and membership contained in the Australian Code of Practice for the care and use of animals for scientific purposes 8th Edition (2013).

Scientific purposes

All those activities performed to acquire, develop or demonstrate knowledge or techniques in any scientific discipline, including activities for the purposes of teaching, field trials, environmental studies, research, diagnosis, product testing, and the production of biological products.

Sentient

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Refers to having the power of perception by the senses. Less sentient organisms are considered to have less perception by the senses and therefore it is believed that they may not have the same, strong sensations of pain and discomfort as more sentient organisms as well as psychological pain and suffering associated with fear.

Service animal

An animal used as a companion to compensate for a physical impairment in such areas as sight, hearing or mobility.

Slaughter

Killing and butchering of animals, especially for food.

Stray

A domesticated animal that has, for some reason, become separated from its owner.

Wildlife

Free living vertebrates of native and non-indigenous species.

ACT SCHOOLS ANIMAL ETHICS COMMITTEE

Legislation

The general use of animals in ACT schools is governed by two main pieces of legislation:

The Australian code for the care and use of animals for scientific purposes 8 th edition 2013

The Animal Welfare Act 1992 and the Animal Welfare Regulation 2001 including current amendments.

In addition, there are various other legislative instruments and codes of practice that are applicable for particular animals such as the Fisheries Act 2000 and regulations, Domestic Animals Act 2000 and regulations, the Animal Welfare (Amphibians in captivity) Code of Practice Approval 2004 and the Animal Welfare (Domestic Poultry) Determination 2002. This broader legislative base is included in the species advice given in the Standard Operating Procedures section of the Guide.

This legislation protects the welfare of vertebrate animals used in teaching by ensuring that their use is justified, humane and considerate of the animal’s needs. Where there is any contradiction between this document and the legislation, the legislation should prevail.

The Australian code for the care and use of animals for scientific purposes 8th Edition 2013 requires institutions that care for and use animals for educational purposes to establish an animal ethics committee to ensure their compliance with the Code.

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The ACT Education Directorate, the Catholic Education Archdiocese of Canberra and Goulburn and the Association of Independent Schools in the ACT each hold a separate licence from the Animal Welfare Authority and share governance through the ACT Schools Animal Ethics Committee to manage the ethical use of animals for teaching purposes.

The Code details:

The governing principles and ethical frameworks that guide the decisions and actions of all people involved in the care and use of animals for scientific (including educational) purposes

Application of the principles of replacement, reduction and refinement (the 3rs) at all stages of decision making.

Section 2 details responsibilities associated with implementation of the code. This includes:

The responsibilities of institutions

The responsibilities of institutions in regard to the governance of an animal ethics committee

the appropriate composition of the animal ethics committee and the responsibilities of the chairperson and members.

THE ACT SCHOOL ANIMAL ETHICS COMMITTEE TERMS OF REFERENCEThe School Animal Ethics Committee Terms of Reference includes the following provisions:

I. The scope of its responsibilities

II. its institutional accountability

III. its mechanisms of reporting

IV. the way in which it meets the requirements for categories of minimum membership

Administrative ProcessesProcedures for the submission, receipt and processing of applications and reports to the ACT School Animal Ethics Committee (referred to hereafter as the Committee or the ACT SAEC) are designed to assist schools to meet the legal requirements set out in the Code for the care and use of animals for scientific purposes 8th Edition 2013 and relevant other ACT Animal Welfare Acts, codes and regulations.

As a general overview, the authorisation and reporting requirements for the use and care of animals in schools increases with the frequency and the degree of intrusion and distress caused by the educational activity.

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Meeting proceduresAt least one member from membership categories A, B, C and D must be present at meetings to establish a quorum for the conduct of the meeting, and must be present throughout the meeting. Categories C and D together must represent at least one third of those members present.

Documentation of meeting proceduresMeetings of the ACT SAEC will be administered in accordance with the following standards:

Agenda papers will be distributed in time for Committee members to read and consider prior to meetings to enable members to be fully informed.

Every effort will be made to ensure there is a quorum at all ACT SAEC meetings to ensure that decisions can be made. Where a face-to-face meeting is not possible, technology such as videoconferencing, teleconferencing and web-conferencing may be used. Any such arrangements will be explicitly recorded in the meeting minutes.

Meetings will address any possible perceived or actual conflicts of interest that may arise in the course of its deliberations. This includes documentation in the minutes of any issues, management decisions on the issues, rationale and outcomes.

Meetings will be held at least once a term to allow for effective functioning of the ACT SAEC and a reasonable turn-around for consideration of applications to the Committee.

Meetings will review and make decisions on applications for new and ongoing activities.

CommunicationIn its dealings with schools, the ACT SAEC will clearly communicate its decisions, the reasons for its decisions and any relevant considerations or conditions, in writing, as promptly as possible.

Where necessary the Committee will arrange face-to-face meetings with applicants to resolve issues.

Where the ACT SAEC investigations result in recommendations for remedial action, the school principal, Animal Welfare Liaison Officer (AWLO) and the relevant licence holder will be advised of these and the timeframe for responding to recommendations. The ACT SAEC Inspection Report will specify the timeframe in which the recommendations must be actioned, and the evidence required by the Committee to assure compliance.

LICENCING ARRANGEMENTS IN ACT SCHOOLSThe ACT Education Directorate and the Catholic Education Archdiocese of Canberra and Goulburn are the licence holders under the Animal Welfare Act 1992 for all schools under their jurisdictions and may grant approval for the care and use of any animals for educational purposes in their schools.

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Independent schools that are not part of the state school system or affiliated with the Catholic Education Office must apply annually for a licence under the Animal Welfare Act 1992 to use animals for teaching purposes. An application form may be obtained from, and subsequently submitted to:

ACT Animal Welfare AuthorityTransport Canberra and City Services DirectorateGPO Box 158CANBERRA ACT 2601Phone: 13 22 81 Email: AnimalManagement@act.gov.au

As a condition of their licence, independent schools must establish their own Ethics Committee or, if they choose to work to the ACT Schools Animal Ethics Committee they are subject to its processes and procedures for all activity, approvals and reporting requirements.

ACT Schools Animal Ethics Committee Membership

Procedures for the governance and operation of the ACT Schools Animal Ethics Committee

Appointed members:

Chairperson: EDU, CE and AIS licence holders (through their ACT SAEC representatives) should consider appointing a chairperson who is independent of the care and use of animals for scientific purposes. If the chairperson is an external appointee, institutions must provide the chairperson with the necessary support and authority to carry out the role. The chairperson may hold a senior leadership position in one of the member educational institutions or may be appointed in addition to Category A to D members (see Clause 2.2.4).

Other Members: All other members will be appointed, reappointed or retired by the EDU, CE and AIS licence holders (through their ACT SAEC representatives) on the recommendation of the ACT Schools Animal Ethics Committee Chair

Ex-officio members: Section 2.2.5 of the Code recommends that a person responsible for the routine care of animals be included on the committee

Appointment, reappointment and retirement of members

Each appointment shall normally be for a term of three years. It is recognised that in some circumstances, the scarcity of suitably qualified potential members will require some members to serve for longer periods. If possible Committee members should identify

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suitably qualified back-up people for their roles to ensure the Committee can maintain a quorum during periods of leave and absence.

Prior to the expiry of their current term of office, members will be invited in writing to serve an additional term of office. On receipt of written acceptance by the Committee, members will be deemed to have been re-appointed. Where members decline this invitation, a vacancy will be declared.

On declaration of a vacancy, the Committee back-ups may be approached to become full members. If this is not possible an advertisement may be placed in the local press (or Schools Bulletin in the case of Category B members) inviting expressions of interest from persons who meet the eligibility criteria for the Animal Ethics Committee vacancy as set out in membership categories of the Code. These expressions of interest will be assessed by the Chair, drawing upon expertise from the Committee members where necessary, ineligible candidates will be advised, and interviews of eligible candidates will be conducted where required.

Members shall be retired in one of two ways, either by written self-nomination, or as requested in writing by the EDU Licence Holder, on the advice of the Chair.

The Committee Chair shall be appointed by the EDU Licence Holder.

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The contact details of the ACT Animal Ethics Committee representatives are as follows:

Mr Martin Hine

ACT SAEC Chair and EDU Representative

EDU T: 6205 2834 Martin.hine@act.gov.au

Jodie Roberts

CE Schools Representative

CE T: 6234 5430 Jodie.Roberts@catholic.edu.au

Serita Cordeiro

Independent Schools Representative

AIS finance@ais.act.edu.au

Requirements for members in each category can be found in the Code.

Institutions must ensure that membership of the ACT Schools Animal Ethics Committee comprises at least one person from each of four categories of membership:

I. Category A—a person with qualifications in veterinary science that are recognised for registration as a veterinary surgeon in Australia, and with experience relevant to the institution’s activities or the ability to acquire relevant knowledge.

II. Category B—a suitably qualified person with substantial and recent experience in the use of animals for scientific purposes relevant to the institution and the business of the ACT Schools Animal Ethics Committee. This must include possession of a higher degree in research or equivalent experience. If the business of the ACT Schools Animal Ethics Committee relates to the use of animals for teaching only, a teacher with substantial and recent experience may be appointed.

III. Category C—a person with demonstrable commitment to, and established experience in, furthering the welfare of animals, who is not employed by or otherwise associated with the institution, and who is not currently involved in the care and use of animals for scientific purposes. Veterinarians with specific animal welfare interest and experience may meet the requirements of this category. While not representing an animal welfare organisation, the person should, where possible, be selected on the basis of active membership of, and endorsement by, such an organisation.

IV. Category D—a person not employed by or otherwise associated with the institution and who has never been involved in the use of animals in scientific or teaching activities, either in their employment or beyond their undergraduate education. Category D members should be viewed by the wider community as bringing a completely independent view to the ACT Schools Animal Ethics Committee, and must not fit the requirements of any other category.

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ACT SCHOOLS ANIMAL ETHICS COMMITTEE

TERMS OF REFERENCE

1. PurposeThis document defines the purpose, scope, authority, membership and accountabilities of the ACT Schools Animal Ethics Committee (the Committee). The Committee is the mechanism through which the ACT Education Directorate (EDU), the Catholic Education Archdiocese of Canberra and Goulburn (CE) and the Association of Independent Schools (AIS) meet their responsibilities regarding the ethical review, approval and monitoring of animal care and use in ACT schools.

2. Scope The Committee ensures that all activities including projects involving the use of animals in schools are conducted ethically and are performed in a justified, humane, and considerate manner that takes into account the animal needs as defined in the:

Animal Welfare Act 1992 (the Act) Animal Welfare Regulation 2001 (the Regulation) Australian Code for the Care and Use of Animals for Scientific Purposes 8th Edition

2013 (the Australian Code) The care and use of animals in ACT schools Implementation guidelines 2009 Edition 2

with affiliated agreements.

3. AuthorityThe Australian Code underpins the governance under which the Committee operates.

Transport Canberra and City Services Directorate (TCCS) is the ACT Animal Welfare Authority for the operation of the ACT Schools Animal Ethics Committee for its animals’ holdings.

Each ACT education sector holds the licence to use animals in their schools.

As independent licence holders, all ACT public, Catholic Education Archdiocese of Canberra and Goulburn and AIS schools share governance through the Committee to manage the ethical use of animals for teaching purposes.

4. Accountability1) The Committee is a cross-sectoral committee that has been established specifically

to provide oversight, advice and/or recommendations for the care and use of animals for teaching and research purposes in all government and non-government schools in the ACT.

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Each education sector and licence holder is accountable to the ACT Animal Welfare Authority through the operation of the Committee for the animal holdings in their schools. Each licence holder must provide the appropriate resources to ensure Committee is able to fulfil its Terms of Reference.

2) ACT school and college licence holders with animal holdings establish procedures for the effective governance and operation of the ACT Schools Animal Ethics Committee that will enable it to meet its obligations under the Code and relevant institutional policies, and promote competent and timely ethical review of animal care and use. These procedures include declaration of interests and management of conflict of interest, appointment, reappointment and retirement of committee members, confidentiality, appointment and delegation of functions to an ACT Schools Animal Ethics Committee Executive, administrative processes, meeting procedures, communication, complaints and non-compliance, records and documentation.

3) ACT school and college licence holders with animal holdings conduct an annual review of the operations of the ACT Schools Animal Ethics Committee to ensure that it is effective and consistent with the Code and internal policies. This must include assessment of ACT Schools Animal Ethics Committee’s annual report (Clauses 2.1.9 and 2.3.28-29) and a meeting with the chairperson. An independent external review should be held every four years (see Clause 1.9 (i)).

4) The ACT Schools Animal Ethics Committee inspects at least four schools a year across all sectors to determine whether they are complying with the legislation by evaluating applications for approval and meeting procedures.

5) The ACT Schools Animal Ethics Committee maintains all records of meetings, proposals, approved projects and related correspondence in accordance with the legislation. This is available for review by the institution(s) and authorised external reviewers.

5. MembershipIn accordance with The Code, the Committee will be comprised of at least four people, one from each of the following categories of membership:

Chair The chairperson should hold a senior position in the Directorate.

Category A A person with qualifications in veterinary science with experience relevant to the Institutions’ activities or the ability to acquire relevant knowledge.

Category B A suitably qualified person with substantial and recent experience in the use of animals for scientific purposes relevant to the institutions and the business of

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the ACT Schools Animal Ethics Committee. This must include possession of a higher degree in research or equivalent experience. A teacher with substantial and recent experience may be appointed.

Category C A person with demonstrable commitment to, and established experience in, furthering the welfare of animals, who is not employed by or otherwise associated with the institution, and who is not currently involved in the care and use of animals for scientific purposes. Veterinarians with specific animal welfare interest and experience may meet the requirements of this category. While not representing an animal welfare organisation, the person should be selected on the basis of active membership of, and endorsement by, such an organisation.

Category D A person who is both independent of the institutions and who has never been involved in the use of animals in scientific or teaching activities, either in their employment or beyond their undergraduate education. Category D members should be viewed by the wider community as bringing a completely independent view to the ACT Schools Animal Ethics Committee, and must not fit the requirements of any other category.

At least one member of either category A or category B should have experience in wildlife research. Categories C and D must together represent at least one-third of the ACT Schools Animal Ethics Committee membership.

Additional members may be appointed to assist the ACT Schools Animal Ethics Committee to function effectively:

a representative each from the Directorate of Education, Catholic Education Archdiocese of Canberra and Goulburn and the Association of Independent Schools in the ACT

a person responsible for the routine care of animals within the institutions a person with skills and background of value to ACT Schools Animal Ethics

Committee.

The ACT Schools Animal Ethics Committee may invite people with specific expertise to provide additional advice.

Prior to their appointment, all members of the ACT Schools Animal Ethics Committee must acknowledge in writing, their acceptance of the Terms of Reference, Grievance Policy and Confidentiality Agreement.

All members must declare any conflict of interest and resolve the conflict or withdraw from the situation in which a conflict of interest arises.

The ACT Schools Animal Ethics Committee may co-opt any other person, as required to complete the operation of the ACT Schools Animal Ethics Committee.

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A quorum will be fulfilled when one member from each category is in attendance at the meeting.

7. SecretariatThe Learning and Teaching Branch, ACT Education Directorate will provide the Secretariat role for the ACT Schools Animal Ethics Committee.

8. Meetings and responsibilitiesUnder the Australian Code the ACT Schools Animal Ethics Committee is required to meet as often as required to discharge its responsibilities. Typically, the committee will meet once or twice in each school term (four to eight times a year). The responsibilities of the ACT Schools Animal Ethics Committee include:

reviewing applications for projects and activities associated with the care and management of animals in schools and approving only those that are ethically acceptable and conform to the requirements of the Code

conducting follow-up review of approved activities and projects (Clause 2.2.32 (ii)), and approving continuation only for those that are ethically acceptable and conform to the requirements of the Code

monitoring the care and use of animals in schools, including housing conditions, practices and procedures involved in the care of animals in schools

taking appropriate action regarding unexpected adverse events taking appropriate action regarding non-compliance (including complaints and

incidents) approving guidelines for the care and use of animals in ACT schools providing advice and recommendations to ACT schools reporting on its operations to TCCS.

9. ReportingIn accordance with the Code for the Care and use of animals for scientific purposes 8th Edition 2013 2.3.28 the ACT SAEC will submit a written report on its operations at least annually to the Animal Welfare Authority and an executive of the institution (s) for which it acts. The ACT SAEC will report to the Executive Director, Service Design and Delivery for the Education Directorate.The report will advise on:

I. The numbers and types of projects and activities assessed, and approved or rejectedII. The physical facilities for the care and use of animals by the institution

III. Actions that have supported the educational and training needs of ACT SAEC members, AWLOs and people involved in the care and use of animals

IV. Administrative and other difficulties experiencedV. Any matters that may affect the institution’s ability to maintain compliance with the

Code and, if appropriate, suitable recommendations.

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10. Resources & BudgetThe funding for the ACT Schools Animal Ethics Committee is within existing resources.

11. Amendment, Modification or VariationThe Terms of Reference may be amended, varied or modified in writing after consultation and agreement by the ACT Schools Animal Ethics Committee membership.

The ACT Schools Animal Ethics Committee will review the Terms of Reference four yearly or following a change of legislation.

CODE OF CONDUCTThe ACT Schools Animal Ethics Committee Members must read the ACT Schools Animal Ethics Committee Code of Conduct and sign a Code of Conduct form upon the acceptance of the appointment. This covers matters such as confidentiality and ethical behaviour.

CONFLICT OF INTEREST The Committee will require that all members declare any conflict of interest:

Prior to their appointment - by making a signed declaration of all real or potential conflicts of interest as part of the member application process

As matters arise - by declaring all real or potential conflicts of interest and the nature of that interest to either the chair or executive officer of the ACT Schools Animal Ethics Committee as soon as is reasonable after they become aware of the conflict

At each meeting - by declaring as an early item of the meeting agenda all real or potential conflicts of interest and the nature of that interest. This must include all real or potential conflicts with any items on the meeting agenda or any other matter relating to membership of the ACT Schools Animal Ethics Committee

All declarations of real or potential conflicts of interest (as part of the appointment process, between or at meetings) are to be recorded in the relevant meeting minutes.

Note: A conflict of interest arises where a member of an ACT Schools Animal Ethics Committee has an interest that may be seen to influence the objectivity of a decision [Section 2.2.10 (vi) of the Code]

The Animal Ethics Committee will deal with situations in which a conflict of interest arises, including any situation where a member of an ACT Schools Animal Ethics Committee has an interest that may be seen to influence the objectivity of a decision, by:

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requiring a member whose objectivity may be influenced by an interest (including consideration of a proposal submitted by that member) to leave the room prior to any discussion of the identified item, returning only at the invitation of the remaining members to provide clarification on issues raised (after which the member will again be requested to leave) or returning only when a decision has been finalised

recording the method of dealing with any conflict in the relevant meeting minutes (e.g. recording that the member left and returned to the room)

considering and responding to any concern or claim raised by an activity leader or other party that an ACT Schools Animal Ethics Committee member has a conflict of interest that may have influenced the objectivity of an ACT Schools Animal Ethics Committee decision

advising complainants, in writing, of the ACT Schools Animal Ethics Committee’s response to any concern or claim relating to a conflict of interest. If the complainant is not satisfied with the ACT Schools Animal Ethics Committee’s response, a grievance may be lodged.

APPLICATION FORMS

Overview of Forms for all Schools and CollegesAll teaching and learning activities conducted in all ACT schools and colleges, involving vertebrate animals must be approved by the ACT Schools Animal Ethics Committee (SAEC). The forms and procedures developed by the ACT SAEC are designed to guide and support schools to work within the various reporting and legislative requirements of the Codes for the care and use of animals in schools for educational purposes and with those covering the keeping of specific animal species.

Schools with an approved Animal Research Authorisation are also required to submit an Annual Report on the spreadsheet provided by the Education Directorate in February/March each year. The continuation of the Authorisation is subject to the receipt of this annual report.

Use Application Form A to apply for approval to care for and use any and all animals kept in schools. Form A advises the ACT SAEC of the number and type of animals being used and cared for and contact details. If there is an educational purpose the form asks for details of the educational purpose and the conditions under which animals are being held. If the ACT SAEC approves the use of animals for educational purposes the authorisation period is for three years.

If animals are being kept for non-educational purposes the application is forwarded on to the Animal Welfare Authority in Transport Canberra and City Services (TCCS) for a decision.

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After an independent school has obtained a licence from ACT TCCS to keep animals for educational purposes they must use Form A to inform the ACT SAEC of their animal holdings, proposed educational outcomes and activities.

Principals of schools are required to submit this form:

o for approval for Category 1, 2 or 3 educational activitieso when a change occurs to staff responsible or a program being offered o on a triennial basis to renew authorisation for the animals kept in their

schoolso when assistance animals or comfort animals are being kept for non-

educational purposes Use Form B for approval to keep animals for non-standard educational purposes. All

schools must have prior approval on Form B before:o carrying out non-standard activities (including egg hatching)o all activities in Categories 4 or 5 (link to Activity Table):and o follow all relevant procedures in the Care and Use of Animals in ACT Schools

Implementation Guidelines 2016. Individual applications are required for dissections and activities in Category 4-5 (Link

to page X of Guidelines)o Form C certification to demonstrate Category 5 activities o Form D dissections o Form E for egg hatching activities o Form F for keeping hatchling chickens at the school

The ACT SAEC must be advised of any change in staff, change of animals or change to the program using Form G notification of change to staffing and/or activities.

Each year schools must complete the Annual Report of Animal Holdings spreadsheet for the previous year. This will be distributed in February of each year.

ACT SAEC INSPECTIONSThe ACT SAEC will conduct between four and eight inspections per year to support ACT schools to provide the appropriate standard of care for animals. The Category A (veterinarian) and Category C (animal welfare representative) must be present at all inspections and must sign off the ACT SAEC Inspection Report to approve that the findings and recommendations have been accurately recorded. This may be managed out-of-session to expedite delivery of the report to the school.

Following an inspection the school principal, Animal Welfare Liaison Officer and the relevant licence holder will receive an ACT SAEC Investigation Report with recommendations for any improvements to bring the school’s animal care into line with the relevant legislation and standards. The Inspection Report will include the timeframe within which recommendations

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must be actioned, and the photographic or other evidence required by the SAEC to assure compliance.

ACT licence holders are responsible for ensuring schools under their jurisdiction take action to comply with the ACT SAEC recommendations in a timely manner. The ACT SAEC will schedule a follow up inspection, where deemed necessary, to ensure that action has been taken in line with the recommendations.

Where schools do not comply with ACT SAEC recommendations the SAEC may refer the matter to the Animal Welfare Authority (TCCS) for resolution.

COMPLAINTS AND NON-COMPLIANCEThe purpose of these procedures is to provide clear guidance for the handling of inquiries and complaints regarding the care and use of animals in ACT schools.

Matters relating to complaints and non-compliance are managed according to procedures in the Australian code for the care and use of animals for scientific purposes, complaints and non-compliance.

Please note that each of the three licence holders under the ACT Schools Animal Ethics Committee have sector specific arrangements for escalating complaints and grievances. Schools should follow the guidelines for their school sector.

The references next to text in this procedure (e.g. [Code 2.2.1]) relate to the relevant sections of the Australian code for the care and use of animals for scientific purposes, 8thEdition 2013, hereafter referred as the Code.

Where complaints relate to activities that have the potential to adversely affect animal wellbeing, the activities must cease immediately.

Complaints and grievances within or about the Education Directorate and treatment of animalsComplaints and grievances about the treatment of animals made to schools are dealt with in accordance with the Code.

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Complaints/grievances made to schools about mistreatment of animals

The following decision tree is designed to help schools adequately and effectively resolve complaints made to schools about the mistreatment of animals.

Complaints or grievances made to Schools

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Complaints about the care and use of animals in schools School Principals are responsible for the management of complaints that are made directly to schools about harm to an animal. They will use school-based processes to attempt to resolve the issue. If the complaint cannot be resolved at the school level the principal will advise the complainant to contact the ACT Schools Animal Ethics Committee.

Where complaints are made about the care and use of animals in schools that would normally require ACT Schools Animal Ethics Committee approval, the ACT SAEC Chair is authorised to review the matter. The Chair may refer such complaints to the full ACT SAEC or to the Directorate of Education Licence holder as appropriate. If complaints relate to activities that have the potential to adversely affect animal wellbeing, the educational authority must ensure that the activities cease immediately.

Enquiries and complaints by the general public to the Education Directorate or ACT Government In the event complaints about care and use of animals in ACT schools are made directly to the ACT Government, these will initially be referred to the Chair of the ACT Schools Animal Ethics Committee for investigation.

Upon receipt of a complaint the Chair notifies the complainant within 5 working days that the complaint has been received and outlines the process for resolving the issue.

In the event serious problems arise which cannot be resolved by the ACT SAEC, the matter will be referred to the Animal Welfare Authority at Territory and Municipal Services for resolution.

APPEALS AGAINST DECISIONS OF THE ACT SCHOOLS ANIMAL ETHICS COMMITTEE (the Committee) The Code states:

Complaints concerning the animal ethics committee process

3.6 Where complaints concerning the AEC process of review of an application or report cannot be resolved by communication between the complainant and the AEC that is the subject of the complaint, the institution should ensure that the complainant has access to a person or agency external to the AEC for review of the process followed by the AEC. This person or agency may be within the institution. Following this review, the AEC may need to review its process in reaching its decision regarding the application or report, and re-evaluate its decision in light of the reviewed process. The ultimate decision regarding the ethical acceptability of an activity lies with the AEC and must not be overridden.

3.7 In the event a complainant wishes to appeal, the following process should be followed: A written submission detailing the reasons for dissatisfaction with the

Committee's decision should be submitted by the complainant to the Committee within ten working days after receipt of the Committee's decision.

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The Chair of the Committee must provide advice to the complainant within 10 working days of the procedure and timeframe for dealing with the complaint.

The Committee must consider the matters raised in the complaint and respond to each matter within 30 days. The Committee may confirm or alter any decision previously made in relation to the care and use of animals in schools.

The Committee shall provide the complainant a written response addressing each of the matters raised and the Committee’s decision within 30 days.

The Committee has the delegated authority for making a final decision on the care and use of animals in ACT schools. The decision is not subject to review.

NON-COMPLIANCE WITH ACT SCHOOLS ANIMAL ETHICS COMMITTEE DECISIONS IN THE ACT EDUCATION DIRECTORATE

Any non-compliance with ACT Schools Animal Ethics Committee decisions should be reported to the ACT Schools Animal Ethics Committee Chair. The Chair will consider appropriate actions, which may include referring the non-compliance to the full ACT Schools Animal Ethics Committee or to the licence holder as appropriate for consideration

RESPONSIBILITIESThe ACT Schools Animal Ethics Committee is responsible for ensuring that these procedures and the corresponding policy are complied with.

Following the ACT Schools Animal Ethics Committee’s investigation of complaints referred to it by the ACT Education Directorate, Catholic Education Archdiocese of Canberra and Goulburn or the Association of Independent Schools, the ACT Schools Animal Ethics Committee:

Will ensure that, where activities are conducted in accordance with ACT Schools Animal Ethics Committee approval, the activities are reviewed in consultation with all the relevant parties to ensure that the reason for the complaint is addressed. The ACT Schools Animal Ethics Committee may decide that modification to a project or activity is required, or an approval for a project or activity is suspended or withdrawn.

Will ensure that, where activities are not conducted according to ACT Schools Animal Ethics Committee approval, the matter is referred back to the appropriate licence holder (ACT Education Directorate, the Catholic Education Archdiocese of Canberra and Goulburn, or the Association of Independent Schools) for action.

Will maintain oversight of matters referred to the licence holder to ensure there is appropriate resolution. If the matter remains unresolved the ACT SAEC may escalate to Transport Canberra and City Services as the Animal Welfare Authority.

REPORTINGThe Education Directorate, through the EDU Governance and Legal Liaison Unit, will provide details of the number of complaints escalated from the school level and investigated by the

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ACT SAEC under the Care and use of animals in schools policy in the Directorate’s Annual Report.

CONTACT FOR POLICYThe contact for the Care and use of animals in schools policy and for complaints about the policy, procedures or guidelines is the Chair:

Martin Hine Senior Manager

Learning and Teaching

ACT Education Directorate

Martin.Hine@act.gov.au

(02) 62059350

RECORDSAll records relevant to these procedures are to be maintained in registered files with the Governance and Legal Liaison Unit of the ACT Education Directorate for seven years. They will provide data on complaints about the care and use of animals for education purposes in the Annual Report.

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COMPLAINTS AND GRIEVANCES WITHIN OR ABOUT THE CATHOLIC EDUCATION ARCHDIOCESE OF CANBERRA AND GOULBURN IN RELATION TO TREATMENT OF ANIMALSComplaints and grievances about the treatment of animals made to schools are dealt within in accordance with the Code.

Complaints/grievances made to schools about mistreatment of animals

School Principals are responsible for the management of complaints that are made directly to schools about harm to an animal. They will use school-based processes to attempt to resolve the issue. If the complaint cannot be resolved at the school level the principal will refer the complainant to the ACT SAEC.

Where complaints are made about the care and use of animals in schools that would normally require ACT SAEC approval, the ACT SAEC Chair is authorised to review the matter. The Chair may refer such complaints to the full ACT SAEC or to the Directorate of Education Licence holder as appropriate. If complaints relate to activities that have the potential to adversely affect animal wellbeing, the educational authority must ensure that the activities cease immediately.

Enquiries and complaints by the general public to the Catholic Education Archdiocese of Canberra and GoulburnIn the event complaints about care and use of animals in ACT schools are made directly to the Catholic Education Archdiocese of Canberra and Goulburn, these will initially be referred to the Chair of the ACT SAEC for investigation.

Upon receipt of a complaint the Chair notifies the complainant within a reasonable time that the complaint has been received and outlines the process for resolving the issue.

In the event serious problems arise which cannot be resolved by the ACT SAEC, the matter will be referred to the Animal Welfare Authority at Transport Canberra and City Services for resolution.

APPEALS AGAINST DECISIONS OF THE ACT SCHOOLS ANIMAL ETHICS COMMITTEE In the event a complainant wishes to appeal, the following process should be followed:

A written submission detailing the reasons for dissatisfaction with the Committee's decision should be submitted by the complainant to the Committee within ten working days after receipt of the Committee's decision.

The Chair of the Committee must provide advice to the complainant within 10 working days of the procedure and timeframe for dealing with the complaint.

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The Committee must consider the matters raised in the complaint and respond to each matter within a reasonable period of time. The Committee may confirm or alter any decision previously made in relation to the care and use of animals in schools.

The Committee shall provide the complainant a written response addressing each of the matters raised and the Committee’s decision within 30 days.

The Committee has the delegated authority for making a final decision on the care and use of animals in ACT schools. The decision is not subject to review.

Non-Compliance with SAEC decisions in Catholic Education in Catholic Archdiocese of Canberra and Goulburn

Any non-compliance with ACT SAEC decisions should be reported to the ACT SAEC Chair. The Chairperson will consider appropriate actions, which may include referring the non-compliance to the full ACT SAEC or to the licence holder as appropriate for consideration

ResponsibilitiesThe ACT Schools Animal Ethics Committee is responsible for ensuring that these procedures and the corresponding policy are complied with.

Following the ACT SAEC’s investigation of complaints referred to it by the ACT Education Directorate, Catholic Education Archdiocese of Canberra and Goulburn or the Association of Independent Schools, the ACT SAEC:

Will ensure that, where activities are conducted in accordance with ACT SAEC approval, the activities are reviewed in consultation with all the relevant parties to ensure that the reason for the complaint is addressed. The ACT SAEC may decide that modification to a project or activity is required, or an approval for a project or activity is suspended or withdrawn.

Will ensure that, where activities are not conducted according to ACT SAEC approval, the matter is referred back to the appropriate institution (ACT Education Directorate, the Catholic Education Archdiocese of Canberra and Goulburn, or the Association of Independent Schools) for action.

Will maintain oversight of matters referred to the licence holder to ensure there is appropriate resolution. If the matter remains unresolved the ACT SAEC may escalate to TCCS as the Animal Welfare Authority.

RecordsAll records relevant to these procedures are to be maintained in registered files of the Catholic Education Archdiocese of Canberra and Goulburn for seven years. The Catholic Education Archdiocese of Canberra and Goulburn will maintain a register of complaints received.

The register of complaints will record: date the complaint was received, details of the complainant, nature of the complaint and outcome. The file name will include the name of

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the complainant, the school, date and any identifying data to support effective record identification through file search.

COMPLAINTS AND GRIEVANCES WITHIN OR ABOUT THE ASSOCIATION OF INDEPENDENT SCHOOLS IN THE ACT

Complaints and grievances about the treatment of animals made to schools are dealt within in accordance with the Code.

Complaints/grievances made to schools about mistreatment of animals

School Principals are responsible for the management of complaints that are made directly to schools about harm to an animal. They will use school-based processes to attempt to resolve the issue. If the complaint cannot be resolved at the school level the principal will refer the complainant to the ACT SAEC.

Where complaints are made about the care and use of animals in schools that would normally require ACT SAEC approval, the ACT SAEC Chair is authorised to review the matter. The Chair may refer such complaints to the full ACT SAEC or to the Directorate of Education Licence holder as appropriate. If complaints relate to activities that have the potential to adversely affect animal wellbeing, the educational authority must ensure that the activities cease immediately.

Enquiries and complaints by the general public to the Association of Independent Schools in the ACT In the event complaints about care and use of animals in ACT schools are made directly to the Association of Independent Schools, these will initially be referred to the Chair of the ACT SAEC for investigation.

Upon receipt of a complaint the Chair notifies the complainant within a reasonable time that the complaint has been received and outlines the process for resolving the issue.

In the event serious problems arise which cannot be resolved by the ACT SAEC, the matter will be referred to the Animal Welfare Authority at Transport Canberra and City Services for resolution.

APPEALS AGAINST DECISIONS OF THE ACT SCHOOLS ANIMAL ETHICS COMMITTEE In the event a complainant wishes to appeal, the following process should be followed:

A written submission detailing the reasons for dissatisfaction with the Committee's decision should be submitted by the complainant to the Committee within ten working days after receipt of the Committee's decision.

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The Chair of the Committee must provide advice to the complainant within 10 working days of the procedure and timeframe for dealing with the complaint.

The Committee must consider the matters raised in the complaint and respond to each matter within a reasonable period of time. The Committee may confirm or alter any decision previously made in relation to the care and use of animals in schools.

The Committee shall provide the complainant a written response addressing each of the matters raised and the Committee’s decision within 30 days.

The Committee has the delegated authority for making a final decision on the care and use of animals in ACT schools. The decision is not subject to review.

Non-Compliance with SAEC decisions in Association of Independent Schools in the ACT

Any non-compliance with ACT SAEC decisions should be reported to the ACT SAEC Chair. The Chairperson will consider appropriate actions, which may include referring the non-compliance to the full ACT SAEC or to the licence holder as appropriate for consideration

ResponsibilitiesThe ACT Schools Animal Ethics Committee is responsible for ensuring that these procedures and the corresponding policy are complied with.

Following the ACT SAEC’s investigation of complaints referred to it by the ACT Education Directorate, Catholic Education Archdiocese of Canberra and Goulburn or the Association of Independent Schools, the ACT SAEC:

Will ensure that, where activities are conducted in accordance with ACT SAEC approval, the activities are reviewed in consultation with all the relevant parties to ensure that the reason for the complaint is addressed. The ACT SAEC may decide that modification to a project or activity is required, or an approval for a project or activity is suspended or withdrawn.

Will ensure that, where activities are not conducted according to ACT SAEC approval, the matter is referred back to the appropriate institution (ACT Education Directorate, the Catholic Education Archdiocese of Canberra and Goulburn, or the Association of Independent Schools) for action.

Will maintain oversight of matters referred to the licence holder to ensure there is appropriate resolution. If the matter remains unresolved the ACT SAEC may escalate to TCCS as the Animal Welfare Authority.

RecordsAll records relevant to these procedures are to be maintained in registered files of the Association of Independent Schools for seven years. The Association of Independent Schools will maintain a register of complaints received.

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The register of complaints will record: date the complaint was received, details of the complainant, nature of the complaint and outcome. The file name will include the name of the complainant, the school, date and any identifying data to support effective record identification through file search.

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REVIEWING THE ACT SCHOOLS ANIMAL ETHICS COMMITTEE OPERATIONS

The Australian Code for the Care and Use of Animals for Scientific Purposes, 8th Edition 2013 requires the ACT SAEC to conduct both regular annual reviews and four yearly external reviews of its operations to ensure that it is consistent with the Code and institutional policies.

These reviews are intended to be educational and provide an opportunity for self-assessment so that those members of the ACT SAEC and those of the institution who have responsibilities for animal care and use are involved in achieving the desired outcomes.

Introduction

The Australian Code for the Care and Use of Animals for Scientific Purposes, 8th Edition 2013 requires that institutions must regularly review their compliance with the Code.

In addition to a four yearly review, the Code requires institutions to conduct annual reviews of the operations of the ACT SAEC and of the effectiveness of its processes regarding complaints and non-compliance.

THE ANNUAL REVIEW

Objectives of the Annual Review

The object of the annual review is to assist the ACT SAEC to assess whether the procedures it has established meet the goals set out in the Australian Code of Practice for the Care and Use of Animals for Scientific Purposes,8th Edition 2013. It provides assurance that ACT Education Directorate, the Catholic Education Archdiocese of Canberra and Goulburn and the Association of Independent Schools, through the joint ACT SAEC, are delivering effective oversight of the care and use of the animals in its charge.

The process is intended to assist schools to conduct self-assessment so that members of the ACT SAEC and those at the schools who have responsibilities for animal care and use are involved in achieving the desired outcomes.

Legislative requirements of the annual review

The ACT Education Directorate, the Catholic Education Archdiocese of Canberra and Goulburn and the Association of Independent Schools, as the joint member institutions of the ACT SAEC, must:

Ensure that the ACT SAEC membership will allow the committee to meet its responsibilities. Membership must comprise at least four people, one from each of four categories of membership (see Clause 2.2.4)

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Ensure that the ACT SAEC has Terms of Reference that are publicly available

Provide the ACT SAEC with the resources required to carry out its responsibilities, and to maintain the ACT SAEC

Establish procedures for the effective governance and operation of the ACT SAEC that will enable the ACT SAEC to meet its responsibilities under the Code and relevant educational sector policies, and promote competent and timely ethical review of animal care and use

Conduct an annual review of the operation of the ACT Schools Animal Ethics Committee.

Elements of the annual review

The annual review includes:

Review of the current membership list and nominated backup members for each of the four categories of membership

Analysis of the minutes of the ACT SAEC Meetings for the preceding 12 months to identify attendance patterns, the number of meetings that had a quorum present and any report of shortfall in resources required to carry out and maintain the activities of the ACT SAEC.

A check of the website to ensure the Terms of Reference are available and up-to-date

Attendance at an ACT SAEC meeting to discuss with members in attendance, the adequacy of resources required to carry out and maintain the activities of the ACT SAEC.

An audit of the procedures for governance and operation of the ACT SAEC against the requirements of the Code and relevant policies, including the competent and timely ethical review of animal care and use

Review of online feedback from users on the usefulness of the online forms and information.

Timing of annual reviews

The ACT SAEC Review is to be carried out around May of each year, following the completion of the ACT SAEC Annual Report. The Annual Report includes the following:

Numbers and types of projects and activities assessed, and approved or rejected

The physical facilities for the care and use of animals by the institution

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Actions that have supported the educational needs of ACT Schools Animal Ethics Committee members and people involved in the care and use of animals in institutions

Administrative or other difficulties experienced

Any matters that may affect the institution’s ability to maintain compliance with the Code and, if appropriate, suitable recommendations.

The Review panel

The ACT SAEC Annual Review will be carried out by members of, or advisors appointed by the ACT SAEC with input from members representing each of the four categories. The report is provided to the licence holders from the ACT Education Directorate, the Catholic Education Archdiocese of Canberra and Goulburn and the Association of Independent Schools, as the joint member institutions of the ACT SAEC.

EXTERNAL REVIEW OF THE ACT SAEC

The Australian Code for the Care and Use of Animals for Scientific Purposes, 8th Edition 2013 requires that licence holders must regularly review their compliance with the Code. In addition to annual reviews the Code requires an external review of the ACT SAEC operations and procedures are held every four years.

The Guide to the External Review of the ACT Schools Animal Ethics Committee outlines the process to meet the requirements of the Code.

DECISION MAKING FOR SCHOOLS

The following information is designed to assist principals to make informed and ethical decisions about the care and use of animals for educational purposes.

Procedures for the submission, receipt and processing of applications and reports to the ACT Schools Animal Ethics Committee are designed to assist schools to meet the legal requirements set out in the Code for the care and use of animals for scientific purposes 8th Edition 2013 and the various other ACT Animal Welfare Acts, codes and regulations.

As a general overview, the authorisation, teacher qualification and reporting requirements for the use and care of animals in schools increases with the degree of intrusion into the animals life and wellbeing, caused by the educational activity.

Overview of the steps for using animals

Consider:

The intended educational outcomes

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The appropriateness of the activity to achieve the outcomes The principles of 3 Rs: Replacement, Reduction and Refinement. The sources, care, monitoring and fate of the animals and record keeping and

reporting requirements.

If, after considering these issues principals believe that the stated educational outcomes can only be achieved by the use of animals, the following steps should be followed:

1. Use the FORM OVERVIEW to access the appropriate forms and information for the situation.

2. Follow the instructions for notification and approval.

3. Maintain records, notify changes and complete appropriate reports.

4. Reflect on whether the activity achieved the intended learning outcomes.

5. Reflect on the impact of the activity on the wellbeing of the animals.

When can animals be used in teaching?

Teaching and learning activities using animals may only be carried out when animals are essential to:

The development of learning outcomes and values in the Curriculum Framework, including the post-compulsory Courses of Study; and/or

The mastery of skills in competency-based industry-related vocational courses of study.

Note that, in this context, ‘essential’ means that the principles of the 3Rs have been considered.

What animals can be used in teaching?

In these Guidelines, the term ‘animal’ is used as defined in the Code:

‘any live non-human vertebrate, that is, fish, amphibian, reptile, bird and mammal, encompassing domestic animals, purpose-bred animals, livestock, wildlife, and also cephalopods such as octopus and squid.’

(Code, p. 3)

While invertebrates and native animals fall outside the scope of the Code for the care and use of animals for scientific purposes 8th Edition, the ACT Schools Animal Ethics Committee works with the Animal Welfare Authority in TCCS to assess applications from schools and colleges to ensure they are supported to meet the relevant legislation and Codes of Practice for the species they plan to use. It is necessary to use the FORM A to apply for permission to use any animals in schools.

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Categories of animal use activities

These guidelines provide five categories of approved activities involving animals. The guidelines specify the care and approved use of animals to safeguard their welfare.

Activities that are not listed in these categories of animal use, or that are different from the activities as they appear in these guidelines, must not be carried out without prior written approval from the ACT Schools Animal Ethics Committee. The application must be submitted on the designated application form. FORM OVERVIEW

A more in-depth description of the approved activities can be found in the relevant species specific information.

Category 1 activities are permitted by all students and teachers with due care for the animal’s welfare.

Category 2 activities may be conducted by students who have received appropriate instruction before commencing the activity.

Category 3 activities require a higher level of student skill than Category 2 activities before they are attempted. They must be justified by the educational purpose anticipated in the school curriculum or other approved educational program. These activities require the formal approval of the Animal Welfare Liaison Officer (AWLO) within the school.

Categories 4 and 5 must be justified by the BSSS syllabus. All these activities have the potential to cause distress. Some of these activities are painful to the animal, even when done properly. If done incorrectly, the pain and distress are very significant.

Category 4 activities may be undertaken by students only if prior written approval from the ACT Schools Animal Ethics Committee has been obtained using Form B, C or D. The teacher must have a high level of skill attained by either specialised training or relevant experience that has led to the level of competency.

Category 5 activities may be undertaken by students only if prior written approval has been obtained from the ACT Schools Animal Ethics Committee. The teacher must be accredited by a recognised authority or have demonstrated equivalent competency.

In general the only justification for allowing students to participate in category 4 and 5 activities is that the student is completing a competency based course leading to the attainment of a level of skill that can be recognised by a formal qualification.

Before demonstrating to students a Category 5 activity, the teacher must have written certification, including an identity certificate, from the ACT Schools Animal Ethics Committee (a three-yearly certification). Certification should be requested by completing the form E Appendix 7.

There is also a list of activities that are not permitted to be carried out by teachers or students, in the context of educational programs associated with the school, under any circumstances (Provide internal document link).

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Detailed Categories of Activities

Detailed Categories of ActivitiesCategory Risk to animals Educational

justificationConditions which apply to students

Conditions which apply to the teacher or demonstrator

1 Very low impact

Discreet observation only

Animals not restrained

No contact with animal (s)

No disturbance to animal

Provides positive experiences involving animals

Any student may carry out these activities

Teacher discretion, skills and knowledge appropriate to the activity

2 Low impact

Routine husbandry or animal care procedures

No invasive techniques used

Some disturbance to animal

Students are following a course or program in the school curriculum

Background and level of maturity taken into account and suitable instructions given before activity

Skills and knowledge appropriate to the activity

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Detailed Categories of ActivitiesCategory Risk to animals Educational

justificationConditions which apply to students

Conditions which apply to the teacher or demonstrator

3 Moderate impact

Husbandry or animal care procedures

No invasive techniques

Animal usually restrained

Techniques may cause some stress to animal

Justified by the School Board approved curriculum for that course or a BSSS approved course

Students given appropriate instructions and training

Skills, knowledge and training appropriate to the activity and ACT Schools Animal Ethics Committee needs to approve

4 High impact

Invasive techniques

Techniques may cause some pain and/or stress to animals

Justified by a BSSS approved course and the activity is appropriate to meet the course needs

Students are given specialised instructions and training leading to competency

May be undertaken by students only if written approval from ACT Schools Animal Ethics Committee has been obtained

Specialised training or expert competency

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Detailed Categories of ActivitiesCategory Risk to animals Educational

justificationConditions which apply to students

Conditions which apply to the teacher or demonstrator

5 Highly specialised techniques

Techniques have a high risk of causing pain and distress to animal

Justified by a BSSS approved course and the activity is appropriate to meet the course needs

Students are given specialised instructions and training leading to competency

May be undertaken by students only if written approval from ACT Schools Animal Ethics Committee has been obtained

Accreditation by recognised authority or demonstrated equivalent competency

Teacher must gain written certification from the ACT Schools Animal Ethics Committee every three years in order to demonstrate activities in this category

Detailed descriptions of activities

Description of activitiesActivity Category Objectives Approved by

A. Very low impact activities involving animals:

Observation of animal behaviour Observation of pets under the owner’s

control Excursions to observe animals in their

natural surroundings or to zoos and other registered wildlife parks

Excursions to farms for observation of animal behaviour and husbandry activities appropriate to the age, prior experience and maturity of the students.

1 02, 04 Teacher

B. Low impact activities involving animals provided appropriate instruction is given prior to undertaking the activity and there is

2 01-04 Teacher

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Description of activitiesActivity Category Objectives Approved by

appropriate control by a responsible person or the owner of the animal.

Mustering, drafting (in crush or bailhead), capture, restraint and handling of non-free-living domesticated animals (grooming or holding an animal, collecting a milk sample, non-invasive measurements such as those described below, leading or riding an appropriately trained animal)

Observations of particular animal behaviours e.g. oestrus, parturition

School performance by outside agencies that have animals as part of their exhibits

Animal welfare organisations bringing animals to school (such as Delta Society programs, RSPCA or WIRES)

Breeding of mice or other appropriate animal in the classroom

The appropriate care of classroom pets.

C. Non-invasive measurement of:

body weight body condition

o visual assessmento condition scoring

growth body proportions pulse or blood flow respiration skin temperature (non-invasive) age by dentition scrotum and testicles (palpation).

2 01-04 Teacher

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Description of activitiesActivity Category Objectives Approved by

C. Non-invasive measurement of body condition with ultrasound

3 01-04 AWLO1

D. Measurement of mild dietary effects (provided the normal nutritional needs for the life stage of the animals are met):

high/normal protein high/normal energy high/normal fat palatability.

3 01-04 AWLO3

E. Behaviour activities:

familiarisation

2 01, 04 Teacher

E. Behaviour activities:

taming/gentling training for competition or showing tethering animals.

3 01, 04 AWLO3

E. Behaviour activities:

breaking-in cattle or horses.

4 01, 04 ACT Schools Animal Ethics Committee

F. Collection of samples:

wool milk faeces and urine (non-invasive).

2 01-04 Teacher

F. Collection of samples:

saliva measurement of body temperature

3 03 AWLO2

1 The within-school Animal Welfare Liaison Officer (AWLO) must approve these activities (see page 18 for role statement)2 The within-school Animal Welfare Liaison Officer (AWLO) must approve these activities (see page 18 for role statement)

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Description of activitiesActivity Category Objectives Approved by

(invasive)

F. Collection of samples:

faeces (invasive) ruminal fluid blood.

5 03 ACT Schools Animal Ethics Committee

G. Standard husbandry activities:

administering treatments

o watero topical, udder

coat care and grooming tail tagging.

2 01-04 Teacher

G. Standard husbandry activities:

administering treatments

o topical, back line, spray or dipo oral, drench or capsuleso injection, intraruminal,

subcutaneous, intramuscular or udder

coat clipping ear marking/tagging of livestock tattoo application hoof paring: sheep and goats hoof trimming: cattle shearing of sheep and goats dagging milking putting nose clips on cattle loading and unloading animals onto

3 01-04 AWLO4

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Description of activitiesActivity Category Objectives Approved by

transporters showing animals at school and away foot bathing flystrike treatment jetting animals using sire harnesses restraining with ropes pregnancy detection (external

ultrasound) horn tipping.

G. Standard husbandry activities:

administering treatment

o oral, winged capsuleso injection, intravenous or

intrauterine pessaries

shearing of alpacas and Ilamas crutching fire branding horns of stud sheep fire branding of cattle and horses freeze branding of cattle and horses castration of immature livestock3

o lambs, elastrator, knife and emasculator

o calves, elastrator (under six weeks), knife and emasculator

tail docking lambs, elastrator, knife and gas detailer

tail docking piglets, knife tooth trimming/removal in piglets pregnancy detection (rectal)

4 01-04 ACT Schools Animal Ethics Committee

3 POCTAA describes the legal ages for some animal husbandry practices for particular species. These are as follows:Castration: pigs, less than two months; cattle, sheep and goats, less than six monthsTail docking: sheep, less than six monthsMulesing: sheep, less than twelve monthsDehorning: goats, less than one month and sheep, less than twelve months

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Description of activitiesActivity Category Objectives Approved by

oestrus synchronisation microchip tagging dehorning cattle under six months of

age5

detusking boars debuddling calves and kids.

G. Standard husbandry activities:

nose ringing artificial insemination semen collection mulesing of young sheep slaughter/euthanasia of stock (see

page 30).

5 01, 03 ACT Schools Animal Ethics Committee

Category 5 activities

Collection of ruminal fluid:

Description of how often the applicant has completed this activity, over what time period, plus verification of competency by an experienced operator, e.g. local vet, qualified livestock research officer

Description of any courses completed that provided training in this activity.

Collection of blood sample:

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H. Prohibited activities – should not be done at school under any circumstances.

The activities set out below may not be carried out by students or demonstrated to them:

performance of surgical procedures without anaesthesia, other than in the conduct of normal animal husbandry operations

induction of infectious diseases nutritional deficiency administration of drugs or chemicals other than those

recommended for a particular therapeutic purpose administration of ionising-radiation or other biohazardous

material

Description of how often the applicant has completed this activity, over what time period, plus verification of competency by an experienced operator, e.g. local vet, qualified livestock research officer

Description of any courses completed that provided training in this activity.

Collection of faeces (invasive):

Description of how often the applicant has completed this activity, over what time period, plus verification of competency by an experienced operator, e.g. local vet, qualified livestock research officer

Description of any courses completed that provided training in this activity.

Artificial insemination:

TAFE, university accreditation or equivalent by a registered training organisation (attach photocopy).

Semen collection:

TAFE, university accreditation or equivalent by a registered training organisation (attach photocopy).

Mulesing of young sheep:

Description of how often the applicant has completed this activity, over what time period, plus verification of competency by an experienced operator, e.g. local vet, experience contractor, experienced farmer

Description of any courses completed that provided training in this activity.

Nose ringing of cattle:

Description of how often the applicant has completed this activity, over what time period, plus verification of competency by an experienced operator, e.g. local vet, experience contractor, experienced farmer

Description of any courses completed that provided training in this activity.

Slaughter or euthanasia of stock:

description of how often the applicant has completed this activity, over what time period, plus verification of competency by an experienced operator, e.g. local vet, experienced farmer

Description of any courses completed that provided training in this activity.

Planning for animal welfare

When the purpose of an activity is for students to interact with animals, consideration should be given to alternatives to the temporary introduction of animals to the school or college, such as observing animals in purpose-built facilities, in their natural environment or under field conditions.

(Code, page. 47)

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If teachers are satisfied that a teaching and learning activity involving the use of animals is essential for students to achieve desired educational outcomes, they should:

1. Decide on the type of animal most suited to the educational purpose

Animals must be suitable for the scientific purpose taking into account their biological characteristics, including behaviour, genetic attributes and nutritional, microbiological and general health status.

(Code, 1.14 – 1.17, page 10)

2. Determine how many animals are essential

Each project must use no more than the minimum number of animals necessary to ensure scientific and statistical validity.

(Code, 1.8 - 1.9)

3. Identify an appropriate source

Animals must be obtained from a reputable source.

4. Determine how the animals will be cared for, including during weekends and holidays

Animals must be well cared for at all times, including on weekends and holidays.

(Code, 6.4.8)

Students must not be allowed to take animals home unless there is a clear, written undertaking from a parent or guardian that animals will be cared for adequately and responsibly

(Code, 6.4.10)

Holding facilities must be secure at all times against human and animal interference.

(Code, 6.4.12)

5. Identify a suitable means of transporting the animal to the school or college

The conditions and duration of the transportation must ensure that the impact on animal health and welfare is minimal.

(Code, 4.2.3)

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6. Decide on how the animal will be monitored

Investigators and teachers should be familiar with the normal behaviour of the animal species chosen and knowledgeable about signs of pain and distress specific to that species and must assess animals regularly for these signs.

(Code, 3.3.1)

7. Decide on the fate of the animal at the end of the activity

Upon completion of the project, animals must be returned promptly to normal husbandry conditions or their natural habitat if appropriate and permitted, or, where necessary, killed humanely.

(Code, 3.3.17)

Who is responsible?

Responsibilities of teachers and lecturers

These are detailed in the Code (pp 45, 46):

The person-in-charge of students has responsibility for the care and use of animals from the time of acquisition until the completion of the project. That person must:

1. ensure that all care and use of animals is in accordance with the Code and all relevant provisions of Commonwealth and Territory legislation

2. have relevant training and qualifications3. incorporate into the proposed activities any methods for the Replacement, Reduction or

Refinement in the use of animals, provided such methods are compatible with the educational objectives

4. obtain ACT SAEC approval before the activities commence and ensure that activities are conducted as directed and approved by the ACT SAEC

5. where available, use alternative methods to prepare students for teaching activities involving animals

6. ensure that there is close, competent supervision of all students; and7. ensure that in the event of injury to animals, treatments ranging from a minor

procedure to euthanasia are available.

(Code, 6.2.1)

Teachers must ensure the activity is approved by the ACT SAEC. Some categories of activities are pre-approved and required notification for recording purposes. Some require a proposal to be submitted to the ACT SAEC for specific approval.

Where animals in schools or colleges are being cared for by laboratory or animal technicians or by animal house managers, the care and welfare of the animals can be delegated, but the responsibility is retained by the teacher in charge.

The teacher must ensure that before commencing work with animals, students:

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i. are instructed in the appropriate methods of handling and caring for animals; and

ii. have demonstrated that they are capable of performing the necessary tasks with care and competence.

(Code, 6.2.2)

People who are supervising students undertaking research must ensure that, prior to using animals, the students receive instruction in the ethical and legal responsibilities involved in the use of animals for scientific purposes, as well as the appropriate methods for animal care and use. The proposal must specify whether the student or supervisor is responsible for the welfare of the animals at each stage of the project.

(Code, 6.2.3)

Teachers should discuss the proposed activities with students. If a student has an objection to using the animals on ethical, moral or religious grounds, he or she should have the choice of whether or not to participate in the activity. The student must be provided with alternative activities to achieve the learning outcomes.

Teachers must keep a record of the number of students involved and the number of animals used in each activity and the welfare outcomes.

(Code, 6.2.4)

Teachers must ensure that the activity has been approved by the ACT SAEC, either as a pre-approved activity (link to overview) or following the submission of a specific proposal to the ACT SAEC.

Responsibilities of the Principal

The principal is ultimately responsible for ensuring compliance with the implementation of the Guidelines and the Code in the school or college.

Processes must be put in place to ensure that the use of animals in schools complies with these Guidelines, which themselves reflect the Code. This may include:

The designation of an Animal Welfare Liaison Officer (AWLO) to be responsible for promoting awareness of these Guidelines; and

The acquisition or development of detailed guidelines for use in the school or college.

The principal must ensure:

Appropriate training is provided for the teacher in charge of teaching and learning Activities using animals

Complete animal care records are available in schools or colleges for inspection at all times by the ACT SAEC and officers from his or her education sector

Activities involving animals do not commence unless ACT SAEC approval has been obtained

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All reasonable steps have been taken to ensure enclosures are used that are secure and safe from interference by intruders or other animals, and provisions have been made for emergencies such as food or fire

Students do not take animals home unless there is a clear written undertaking from an adult that the animals will be cared for adequately and responsibly

Animals are not held longer than is necessary for the teaching activity Arrangements have been made for the ongoing monitoring of animal welfare Any unusual or unexpected illness or death of an animal is reported promptly to the

ACT SAEC.

Out of school care

Animals must be well cared for at all times, including on weekends and holidays.

(Code, 6.4.8)

Students and caregivers taking school pets home must be made aware of and comply with all the ACT SAEC requirements of treatment when caring for animals.

Students must not be allowed to take animals home unless there is a clear, written undertaking from a parent or guardian that animals will be cared for adequately and responsibly

(Code, 6.4.10)

The school must confirm the pets will be kept in conditions that satisfy the Code and the ACT Schools Animal Ethics Committee guidelines and ensure suitable travelling containers and food are provided. A clear written undertaking must be obtained from an adult that the animals will be cared for adequately and responsibly.

It is the school’s responsibility to ensure students and caregivers are adequately informed of proper care of animals. This may be done by providing copies of ACT SAEC guidelines or school-developed care guides and verbal dissemination of information.

Should the animal become sick or injured whilst in the care of a student and their family, a school-appointed person must be contacted for guidance. Failing this, veterinary advice must be sought.

DissectionsSchools should first consider using videos, models, virtual dissection and prepared specimens from biological supply companies as appropriate alternatives.

If the school’s decision is to use animal material in order to teach dissection the following principles apply:

Students must be offered an alternative activity that allows them to achieve the same educational outcome.

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Schools must consider reducing the number of animals used; the ratio for using animals in the classroom is one animal per three students and only one pregnant rat per class.

Schools should only obtain euthanased animals from ethical, licensed suppliers No student can be compelled to undertake a dissection of an animal. No live animals may be acquired or bred for the sole purpose of dissection. Animals

that have been euthanased because of age or injury may be dissected.

The ACT SAEC is responsible for ensuring that animals used for dissection are farmed and euthanased ethically. Please apply to the Secretariat link to contacts for further information on recommended vendors. (Use Form D for Approval to obtain euthanased rats from a source approved by the ACT SAEC).

If schools wish to source their biological samples from sources other than those recommended by the ACT Schools Animal Ethics Committee it is their responsibility to research the licencing or quality standards applying to the vendor and provide assurance to the ACT SAEC that the vendor is farming and euthanasing their animals ethically.

Zoonotic disease

A zoonotic disease is a disease that can be passed from an animal to a human.

The list of zoonotic diseases is long and diverse. Whenever humans and animals come into contact, there may be a risk of a disease being transmitted to the humans. While the incidence of zoonotic disease is low, they are generally preventable with Personal Protective Equipment (PPE), good hygiene and good animal husbandry.

As zoonotic hazards vary with the species and condition of animals, the type of housing and the nature of the work being done, safe work procedures that include training, instruction and supervision of students should be established.

To prevent the transmission of zoonotic diseases, it is essential that teachers and lecturers act to reduce the risks.

Reducing the risks with small animals, such as dogs, cats, rabbits, guinea pigs, birds and rodents Use preventative treatments for worming dogs and cats, wherever possible with

veterinary advice Seek immediate treatment for sick pets Practise good hygiene by:

1. washing hands and contact areas with soap and water after handling animals or cleaning out animal housing

2. avoiding putting hands near the face while carrying out these activities3. washing your hands thoroughly with soap and water before eating4. not allowing animals to lick the face or dishes and utensils that are used for human

food

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5. not washing animal bowls and bedding with those used by humans6. keeping small children away from puppies and kittens until they have been cleared

by a veterinarian and7. limiting contact if individuals are immunocompromised eg chemotherapy, pregnant,

diabetes8. ensuring that animal housing is cleaned at least once every 24 hours and removing

any animal droppings.

Reducing the risks with livestock Avoid contact with water that is contaminated by faeces or urine and obtain

protection against the inhalation of dust and droplets of water Clean benches and floors with detergents and disinfectants Treat any abrasions or wounds as quickly as possible Eradicate pests, such as rats and mice Provide good drainage and dispose of effluent hygienically Dispose of afterbirths and other organic waste in an ‘anatomical waste bin’ which is

incinerated in line with EPA and legislative requirements Pasteurise milk Pay close attention to personal hygiene, washing areas of the body that may become

contaminated, especially the skin and eyes.

Reducing the risks with wildlife

Pay close attention to personal hygiene, as diseases can be contracted from wild animals: in particular, wash hands with soap and water before and after handling them and wash any scratches or bites and seek immediate medical advice.

Wildlife

Animals for wildlife studies are defined as:

free-living vertebrates and those captured from free-living populations including native, non-indigenous and vertebrate pest species.

(Code, Section 5)

The keeping and use of wildlife requires specific ACT SAEC approval for schools covered by the Education Directorate and Catholic Education licences and for independent schools, the appropriate licence from the Department of Conservation and Land Management.

Animals should not be taken from natural habitats unless animals bred in captivity are unavailable or unsuitable for the scientific purpose.

(Code, 5.1.3)

Native birds and animals, including lizards, snakes, frogs, tadpoles, tortoises and turtles, are protected. It is illegal to trap them without the appropriate licence.

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Information about licences is available from the TCCS website http://www.tccs.act.gov.au/parks-conservation/plants_and_animals/animal_licensing/do_i_need_a_license/animal_license_holder_responsibilities

Appropriate food and vegetation should be provided for animals in captivity. Their new homes should be as close to the natural environment as possible, with, for example, rocks, sand and hollow wood from the area the animal inhabits.

Cultural awareness

Cultural awareness must be considered in taking decisions about the use of animals in schools or colleges.

Students should be given the opportunity to discuss the ethical, social and scientific issues involved in the use of animals for research purposes, including teaching.

Student cultural beliefs should be considered when studying animals in the environment, conservation and the survival, adaptation and extinction of species. It is important to be aware of, and sensitive to, local beliefs and traditions: for example, some Aboriginal clan groups are given animal totems at birth and they are not allowed to harm or eat their totems. Consultation with local Aboriginal communities is advisable. Schools can also contact their education sector’s Aboriginal education consultants for information about local beliefs and traditions.

INCURSIONS AND EXCURSIONS (INCLUDING WORK EXPERIENCE)

When the purpose of the activity is for students to interact with animals, consideration should be given to alternatives to the temporary introduction of animals to the school or college, such as observing animals in purpose-built facilities, in their natural environment or under field conditions.

(Code, 6.4.4)

Incursions and excursions involving the use of animals to achieve educational outcomes are subject to the categories outlined in these Guidelines. While the school does not have primary responsibility for the care of the animals in these circumstances, it is responsible for the teaching and learning experiences offered to students.

Principals and supervising teachers are, therefore, responsible for ensuring that students do not participate in any activities falling outside those approved for the educational context while participating in incursions or excursions.

Incursions

The following actions are suggested in engaging the services of incursions providers:

Forward copies of the relevant specific species information from Section 2 of these Guidelines to providers so that they are aware of the standards expected by the school as a member of the educational community

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Consider the principle of Reduction, to ensure that the student-animal ratio does not distress the animal(s)

Make the providers aware of the level of interaction allowed for the students Advise providers that they must be able to show, on request, appropriate licences

for animals such as reptiles, amphibians and native wildlife brought onto school property

Ensure that the students have some knowledge of the needs and behaviours associated with the animals to be observed.

If the welfare of animals in the care of an incursions provider causes concern for staff or students, schools must advise appropriate authorities, such as the RSPCA or the ACT Schools Animal Ethics Committee.

Excursions

The following actions are suggested in engaging the services of excursions providers:

Visit the facility before taking students so that you are confident about the appropriateness of the care being provided to the animals

Consider the principle of reduction, so that the student-animal ratio does not distress the animals

Ensure that the providers are aware of the level of interaction acceptable for the students

Ensure that the students have some prior knowledge of the needs and behaviours associated with the animals.

If the welfare of animals in the care of an incursions provider causes concern for staff or students, schools must advise appropriate authorities, such as the RSPCA or the ACT Schools Animal Ethics Committee.

Organisations such as the RSPCA hold scientific licences and have staff dedicated to the development of educational programs that embody the values reflected in these Guidelines and promote understandings about the interdependence of life.

Work experience

Work experience is defined as:

‘The placement of students in the workplace as an introduction to the work environment.’

ACT SAEC approval is not required for formal work experience or agricultural extension work involving routine procedures if all of the following apply:

The animals are on their home properties The procedures would normally occur as part of the animals routine management;

and

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The animals are not subject to any process additional to that which would occur in their routine management.

GENERAL ANIMAL CARE AND WELFARE

Animal freedoms

The welfare of an animal includes its physical and mental state and good animal welfare implies both fitness and a sense of wellbeing. The RSPCA considers an animal’s welfare in the terms of the following five ‘freedoms’:

1. Freedom from hunger and thirst, by the provision of ready access to fresh water and a diet to maintain full health and vigour.

2. Freedom from discomfort, by the provision of an appropriate environment that includes shelter and a comfortable resting area.

3. Freedom from pain and disease, by prevention or through rapid diagnosis and treatment.

4. Freedom to express normal behaviour, by the provision of sufficient space, proper facilities and the company of the animal’s own kind.

5. Freedom from fear and distress, by the provision of conditions and treatment that avoid inflicting mental suffering.

Animal environment

Animals’ needs must be considered when creating an environment in which they can be studied. These needs include:

housing, which must be in accordance with best practice and be:1. Constructed of durable and impervious materials2. Kept clean and well ventilated3. Maintained in good repair4. Escape and predator proof5. Protected from climatic extremes6. Constructed to avoid injury to the animals7. Large enough to ensure the animals’ wellbeing 8. Positioned in a safe place9. Clean and have suitable bedding.

Diet – feeding regime Environmental enrichment (behavioural) Routine treatments and veterinary care Grooming Social structures to keep the animal healthy A suitable environment, in terms of, for example, temperature, light, humidity and

noise levels

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Appropriate levels of handling by students. Animals must not be exposed to over-handling as this will induce stress.

In general, large animal species should only be considered for use by experienced farm or stock managers in agricultural and State Training Providers.

An understanding of the normal behaviour and appearance of animals is essential in order to monitor and record any changes in that behaviour or appearance.

Signs to watch for include:

Changes in the frequency, consistency and volume of urination and defecation Changes in breathing frequency and depth Vomiting Aggression Withdrawal or depression Loss of appetite Changes in body weight Changes in temperature Changes in appearance.

Practical Requirements for animals in schoolsIn Part B, The Species Specific Guidelines give detailed information on all aspects of animal care that is often based on the ideal standards applicable to the commercial management of larger numbers of animals. These guidelines are the best practices to achieve animal welfare outcomes. In some cases these standards may be inappropriate or impractical for the small number of animals in care in the school environment. Schools may use their discretion in applying the guidelines, but should provide justification when deviating from the guidelines as these have been based on ‘best practice’ for animal welfare. For example the temperature range given as ideal for poultry in the guidelines belies the fact that poultry are managed quite effectively in outdoor coops in Canberra through a much broader range of seasonal temperatures using adequate housing, shelter and protection from wind, rain and sun.

The following minimum standards have been developed as a practical guide, based on the Inspection Checklist in use by the ACT SAEC and approved by the Animal Welfare Authority.

Basic Standards for Animals in schools Do animals show any signs of illness, malnourishment or parasite infections? Is the accommodation large enough and with sufficient shelter from the sun, wind

and rain? Is there somewhere for the animals to hide away from sight of humans?

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Is enclosure adequate to keep predators out? Is the enclosure located within a perimeter fence or protected from access by the public. Give consideration to the location of public thoroughfares.

Are there any sharp or dangerous points, pieces of wire etc that could harm animals? Is water attached on a permanent basis? If not permanently attached, is the water

replaced and filled daily with a water supply close by and easily identified and accessed?

Is the feed adequate and kept in a vermin and moisture proof environment? Is a separate budget line provided for the animal program within the school budget? Has regular feeding, watering and cleaning of the animals been provided for? Is there a daily diary kept of observations, including feeding, available with

guidelines and arrangements for care and regular monitoring of animals on weekends and vacations?

Does the principal carer have appropriate experience / training / relevant knowledge for the species in care?

Is there an awareness of species-specific regular husbandry and medical requirements? E.g. worming, vitamin / mineral supplements etc

How will the animals be disposed of at the end of teaching program? Is there an emergency plan in place in case of fire, drought, storm damage, power

failure, vandalism or flood? Is there restricted access after-hours / weekends? Does the school have an enclosure for visiting animals? (if so check, please

commence an additional checklist for the visiting animals).

Handling animals

Animals must be handled in particular ways and these ways are detailed in the Species Specific section on this website.

Close, competent supervision must be provided at all times that students are in contact with animals.

RISKS AND ISSUES ARISING FROM USING ANIMALS IN SCHOOLS

Acquisition of animalsSchools have to decide, before acquiring an animal, whether it is to be a production animal or if it is to participate in approved activities, as described in the guidelines. The approved source of the animal will depend on that decision.

All animals, apart from livestock, owned by the school for use in teaching activities apart from Category 1 activities, must be obtained from a licenced animal supplier. Schools which have approval to breed animals for their own use as an educational activity may use these animals for other approved activities without the need for a supplier’s licence.

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Free-living animals should not be captured and used for educational purposes unless ACT Schools Animal Ethics Committee approval has been obtained or independent schools have obtained the relevant permits.

It is illegal to take frogs or tadpoles from the wild in the ACT or move them from one water body to another. Schools and other institutions can apply for approval to the ACT SAEC to take frogs or tadpoles from the wild for study purposes.

Animals as food for other animalsFor a limited number of species, other animals are required as food. This does not mean meat eaten by dogs and cats, but refers to those animals that consume whole animals that have recently been killed.

Species that require this type of food are not well suited to being kept by a school. Students can have meaningful learning experiences with these animals through reptile shows and zoos.

Food should be sourced from a reputable supplier.

Animal eventsSome schools allow their facilities to be used by other groups or organisations for events involving animals that are unrelated to the school’s educational program. These may be on a weekend or evening. Although they are not subject to the provisions of the Act, they will be subject to the provisions of other legislation, such as the ACT Code of Practice for Short Term Display of Animals.

When considering applications to hold these events, Principals could be open to challenge if the standard of care is questioned legally under the Act and the Code of Practice for Short Term Display of Animals.

Breeding animalsIn some cases animals may be kept for breeding purposes. The breeding program must be carefully planned so that the number of animals bred is limited to the minimum number needed to achieve legitimate educational outcomes.

A major problem with animal breeding programs is the disposal of surplus animals. Options such as selling livestock through commercial outlets or to individuals should be investigated before the breeding program begins.

If killing (not as a food animal) is the only disposal option, then the breeding program is not allowed.

Close observation of animals engaged in mating, birth or care of young offspring can cause distress and may even result in severe consequences, such as abandonment or killing of the young. The extent of this distress will vary according to the species of animal, its individual temperament and the degree of interference from the observers. Please refer to Part B, notes.

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Teachers wishing to breed animals must:

Ensure that they are familiar with the characteristics of the species and temperament of the animals involved

Be experienced in breeding that species Have considered the fate of the animals prior to breeding Ensure that students develop skills in relation to responsible animal care and

management.

Teachers must also be mindful of the numbers of students observing, their proximity to the animal and the time they spend observing to minimize the stress on the animal.

Disposal of animalsThere are a number of options for disposing of animals that include the following:

Return to source : Animals that have been obtained from farms, studs or other breeders could be returned to their original source. This option would depend on arrangements made before the animal had left its source, such as the maintenance of routine health care or other conditions mutually agreed upon. Many schools have arrangements like this regarding cattle, sheep and goats, allowing the students to compete in agricultural shows each year, but then returning the animals to their owners before the Christmas school holidays and term breaks.

Release to the wild : free-living animals should be released to the wild only on the advice of the relevant wildlife authority. Non-native, domesticated and cage- reared vertebrates of any kind must not be released to the wild.

Release of animals to students : Before any animal is taken home by a student, written permission, as well as evidence from the parents that the animal will be cared for adequately and responsibly, must be obtained by the teacher. This means that both students and parents are aware of the needs of the animal and can provide a safe, secure environment for it. This applies to both long-term care as well as the temporary release of animals for care during weekends and school holidays.

Death : Animals may die at school through illness, injury or old age. Any animal that dies at school needs to be disposed of in a way that is appropriate to the type of animal, the facilities of the school and the local ordinances.

The onus is on the school to determine the likely cause of death of any animal that dies unexpectedly. If an animal unexpectedly dies at school, it may be appropriate to have a post mortem carried out by a qualified person to determine the cause of death. This must be carried out using the appropriate equipment and with care taken to prevent the transmission of any zoonotic diseases. Students’ sensitivities should be considered when dealing with the death of all school animals. The ACT Schools Animal Ethics Committee is to be advised of the change and can provide advice on next steps.

Sale : livestock may be sold to appropriate purchasers. If animals, other than livestock are to be sold for use in teaching or research, the supplying school must hold an animal supplier’s licence.

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Animals are not considered to be appropriate objects for prizes or raffles.

Emergencies and disastersSchools that keep animals must ensure that animals are considered in their school Emergency and Risk Management Plans and their welfare is safeguarded in the event of flood, fire, drought, storm damage and/or vandalism. This should include arrangements to advise emergency response personnel of the presence and location of animals on site when the emergency is a sudden event that does not allow school staff ready access to the animals.

The school emergency plan must provide for easy access to a safe evacuation site and a safe, suitable method of transporting the animals for emergency events where there is adequate warning to allow for removal.

Good relationships with nearby schools are advantageous. Schools are also encouraged to establish a close working relationship with a local veterinarian, competent in the relevant species, and who can be relied upon for assistance in an emergency.

Excursions to sites where animals are kept or may be encounteredIn the case of an excursion to visit or interact with animals, the teacher should be aware of appropriate standards and requirements relevant to the purpose of the visit. Students should be encouraged to discuss ‘best practice’ in the light of their visit.

Students should not interfere with free-living animals, and teachers should be in a position to alert the proper authorities if any problem arises, such as the detection of a potentially dangerous animal or reptile on school premises.

Exhibiting animals

Away from school

Many schools exhibit animals in agricultural shows. Schools exhibiting animals should be seen to embrace the concept of ‘best practice’ in all their dealings with their own and other animals at the show. This should include the following:

Discuss the whole process with the students before commencing. Animals should be selected and adequately prepared prior to the show. Facilities and care provided for show animals must conform to these guidelines and

the relevant ACT codes of practice. The transport of animals to and from shows must comply with the Australian Animal

Welfare Standards and Guidelines, and any relevant ACT codes of practice. A responsible person must be in constant attendance at the show to ensure the

safety and welfare of the animals.

Some schools have participated in ‘hoof and hook’ competitions. In these competitions, cattle and lambs are sold prior to slaughter, with the school gaining feedback about the animal’s performance as a carcass.

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Students need to be made aware of the ultimate fate of the animal before they become involved in the rearing, training and preparation of the animals for the competition. Ethical issues involved in raising animals for the purpose of slaughter should be discussed. Teachers need to be aware that some students will become emotionally attached to the animals, and these students will need help in accepting the final outcome.

Schools should consider offering students an alternative experience in rearing and showing animals that does not have death as the end-point for the animal. Breed shows are an example.

At school

Animals kept at school as part of the school’s educational program may be made available for viewing by students of other schools, if that viewing complies with the guidelines for observation of normal behaviour.

Where the school wishes to allow interaction with the animals, the following guidelines apply:

The resident and visiting teachers must ensure students are given appropriate instructions in animal handling.

Animals designated for handling must be selected for their gentle, calm demeanor and be conditioned for handling.

The number of animals chosen for the activity should be consistent with the need to reduce the impact on individual animals and the severity of that impact.

The decision to invite a visiting animal show is at the discretion of the school under School Based Management. Directorate policy requires these visitors are licenced animal exhibitors.

Familiarisation and adaptionAnimals that are accustomed to their environment and routines and are comfortable around people handling them, are safer to keep for both teachers and students.

The process of familarisation also aims to reduce the animal’s fear and anxiety by gradually introducing new stimuli into the animal’s environment at such a rate as to avoid raising the animal’s level of stress.

The majority of animals that are kept at schools have undergone a process of familiarisation with humans and their environment. This results in animals that are at ease with humans, and often able to tolerate considerably more interaction and noise than would occur normally on a farm or in a domestic situation.

Animals that are born at the school generally become accustomed to the school environment quite easily. In contrast, animals that are brought into the school will, in general, need to undergo gradual familiarisation. Teachers should select stock that have the temperament suitable for this process and they should be able to recognise signs associated with fear and anxiety in the animals.

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The key components in familiarisation are time, patience and consistency. It is a process that cannot be rushed if it is to be successful.

Gentling or taming animalsIn addition to familiarisation, animals can undergo ‘active learning’. This active learning involves teaching an animal to respond in certain ways to particular stimuli or situations, and is known as taming or gentling. It can be used to eliminate fractious behaviour in favour of more desirable traits, as well as teaching animals to lead and stand, coming into yards and a crush, and moving from one paddock to another.

Handling of animalsIn general, animals that are kept in schools experience a considerable amount of handling and therefore need to be well adjusted. Any animal that does not adjust should not be held for longer than is necessary and should be disposed of appropriately as soon as practicable.

Animals must be handled only by persons who have had appropriate instruction and are competent in methods which avoid distress and do not cause injury to the animals or humans. Students need to develop skills that allow them to handle animals safely. Teachers need to be good role models, encouraging their students to develop appropriate handling techniques.

Reward-based animal training methods should always be used in preference to coercive methods of training. Animals respond well to food rewards, and a good daily routine makes the management of animals easy, particularly when they are being moved.

To assist in the handling of animals, the school may need to obtain suitable handling equipment, such as sheep yards or a cattle crush.

Homework using animalsWhere an educational activity is to be carried out at home using the family pet, the teacher is responsible for ensuring that no activity or procedure beyond Category 1 or 2 is required.

If a Category 2 activity is specified, then the teacher must ensure that:

The student knows and understands what is to be done Written approval of a parent or legal guardian for the activity to take place has been

sighted The activity is evaluated by the student and the teacher to ensure that the

educational outcomes have been achieved.

Identification of animalsAnimals in schools must be able to be identified so they can be accurately tracked from acquisition to disposal. Suitable methods include a tattoo, a neckband, an individual tag, an electronic numbering device, a physical mark, or a label or marking attached to the cage, container, pen, yard or paddock in which the animals are kept.

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The method of identification should be reliable and cause the least stress possible. The method of identification will depend on the species and source of the animal and the method of housing that is used for the animal.

Advice relating to suitable methods of identification will be provided in Part B, Species-specific notes.

Cats and dogs owned by the school must comply with the Domestic Animals Act 2000 (see Species-specific notes and Transport Canberra and City Services (TCCS) online guidelines and legislation https://www.act.gov.au/browse/topics/pets-and-wildlife/domestic-animals

‘Imprinting’This exercise has been used in the past to demonstrate a well-known early bonding event undertaken by young animals, particularly using ducklings and chickens.

Imprinting exercises must not be carried out without the written approval of the ACT Schools Animal Ethics Committee. These exercises have, in the past, presented significant animal welfare problems, including difficulties in finding suitable homes for the imprinted animals, in weaning them from human dependency prior to their return to a herd or group, premature death, avoidable disease, malnutrition and social dysfunction.

The only ‘imprinting’ exercise that is now acceptable is that which may be considered an animal husbandry technique. This is known as gentling or familiarisation and was discussed earlier on.

When gentling is carried out to create a bond between an animal and the human looking after it, the animal benefits in the longer term. This occurs where a female animal that is already comfortable with humans allows a person to gentle, stroke and handle her offspring in the first hours after birth. In this process, the offspring accepts the human as part of its herd and hence forms a bond with the human. This exercise requires a great deal of time and effort by the human. This is not an exercise that involves a number of people; the familiarisation is carried out by an individual with an individual newborn animal.

This technique, once learnt, may be of benefit to horse, sheep, goat and cattle handlers, where the newborn animals are to be used for showing. It eliminates the need to ‘break’ the animal.

Intensive animal managementAnimals kept under intensive conditions may experience higher risks to their health. The ACT Animal Welfare Authority does not condone the use of intensive forms of agriculture. Permission must be obtained from the ACT Schools Animal Ethics Committee to raise animals in intensive circumstances.

Killing of animalsThere are different reasons why animals may be killed. Many animals are killed as a food source for humans and this is the basis of many agricultural enterprises.

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In other instances animals used in agriculture may be killed because of culling, disease control measures, illness, injury, old age, or when they reach the end of their productive life.

It is essential that teachers discuss with students the ethics and responsibilities that humans have in both the life and death of animals.

Schools may not slaughter animals and then sells them as food. This includes poultry and fish.

Another example where it may be justified to kill an animal at school arises if it is cruel to keep the animal alive. If that situation arises, killing may be performed only by persons competent in a recognised and approved method. There are preferred ways of killing particular species, and the most acceptable means should be used. Refer to Guidelines to promote the wellbeing of animals used for scientific purposes (NHMRC) The Assessment And Alleviation Of Pain And Distress In Research Animals, Section H Humane Killing And Euthanasia.

If there is not a person who has the appropriate skill, or the preferred method is unknown, then a veterinarian should be called.

Whatever the circumstances, the procedure used for killing an animal must avoid distress, be reliable, and produce rapid loss of consciousness without pain until death occurs. The procedure should minimise any impact on non-target animals. Where possible, the animal should not be stressed or fearful before being killed.

There must be no disposal of the carcasses until death is established. The means of disposal of the carcass will depend on the species of animal. Small animals, (smaller than a chicken), may be wrapped in newspaper and a plastic bag and disposed through standard waste collection. For animals larger than a domestic cat, disposal through the Animal Waste Facilities Management at Mugga Lane tip is appropriate, or contact Domestic Animals Services for assistance on 13 22 81.

When fertilised eggs are used, the method of disposal must ensure the death of the embryo. The holding of fertilised eggs over 10 days with the intention of disposing of them prior to hatching is not permitted.

Except for the above, animals should not be killed in schools.

LivestockThe supervising teacher is responsible for ensuring that the appropriate housing, nutritional, health and behavioural needs are met for livestock (see Species specific notes).

Careful consideration is needed when animals are kept at schools over long periods. Issues may include:

The high cost of hand-feeding large animals over long periods of time, particularly where the pressure on good quality pasture is increased as stocking rates rise because of reproduction

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Animals that are no longer required by the school and need to be disposed Of in an appropriate manner; animals to be slaughtered for human food must be

processed in accordance with the current meat industry act and health regulations The increased risk of disease and parasite infestation when animals are kept in

intensive conditions The security of animals (see below). The requirement to record the movement of cattle and sheep using the national

livestock identification system (NLIS).

Maintaining a stud is seen by the ACT SAEC to be within guidelines, as long as the animals are kept in appropriate numbers for the species and the facilities of the school.

Ownership issuesAnimals used in schools may be owned by the school, a teacher or administrator, a student, a parent, a community person or by an organisation. In general, the owner is responsible for the welfare of the animal unless that has been delegated.

Animal owned by the school . The AWLO is generally responsible for monitoring the use and welfare of all animals in the school. The teacher using the animals is responsible for their care, health, needs and welfare at all times, from acquisition to disposal, including during weekends and holidays.

Animal owned by a teacher. The teacher who uses such an animal is responsible for its welfare.

Animal owned by a student brought to the school for a visit. The teacher is responsible for the animal’s welfare whilst the animal is at school.

Animal owned by parent, community person or organisation . Apart from livestock, animals may not be loaned to the school. Animals owned by parents, the community or an organisation may be used for Category 1 or 2 activities, provided the animal remains under the effective control of the owner.

RecordsIt is a requirement of the Act that schools maintain records documenting the use of animals in the school.

Teachers responsible for using animals must keep clear and accurate records of:

The name and number of each species owned by or kept at the school The label on individual animals (or on the cages of animals, where appropriate) The dates and sources of acquisition Disposal details and dates for each animal Complete breeding records The dates and types of husbandry practices carried out, including the name of the

operator Any accident, illness or injury involving school animals and the veterinary treatment

provided (if needed)

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Descriptions in teaching programs of activities involving the use of animals and clear links to explicit educational objectives and related outcomes

Any significant occurrences that adversely affect the welfare of school animals, such as vandalism, dog attack, outbreak of disease etc.

Incidents involving animals that activate a response to a Critical Incident or similar policy must be reported to the ACT SAEC.

Research projects using animalsAny research project using animals on school premises will require ACT SAEC approval prior to its commencement.

Time must be allowed for the plan for the project to be assessed by the ACT SAEC before it begins. A time period of three months is preferred for consideration of such an application. In order to obtain ACT SAEC approval, schools will need to satisfactorily answer the questions on the application Form A and Form B where the activity is Category 4 or 5 or other non-standard activity.

Below are questions that should be answered by both the supervising teacher and the students in the planning phase. These questions assume there is no alternative to the use of animals and the use of animals is essential to the achievement of the educational objective. These questions will not only assist teachers or students to complete the application form (for those projects requiring prior written approval) but will also assist students carrying out projects involving Category 1-3 activities.

These questions will assist students plan, identify appropriate research questions and anticipate potential problems. Have you discussed the ethical considerations involved in setting up the project?

Is the project justified on the grounds of being of agricultural or scientific significance?

Have you investigated all legal requirements for the type of animal and proposed investigation to be set up?

Is the aim of the project simple, clear and achievable by the proposed method? Has a thorough search been made of all reasonably accessible resources providing

information concerning the project? This is an essential step to ensure that:

o the genetic make-up of the animal is the most suitable to achieve the aimo the minimum nutritional requirements for the particular type of animal

are determined, taking into account its age, sex and stage of production and that these requirements can be satisfied

o known diseases and pests that may be encountered are identified, along with advice on procedures to minimise the risk

o the welfare needs of the animal are identified and can be meto the most appropriate types of enclosures are knowno the density of housing is appropriate

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o the effects of noise are identified and can be limited to acceptable levelso the appropriate photoperiod, temperature, humidity and ventilation are

identified and providedo the social requirements - number and family groupings - are identified

and providedo the animal’s suitability for interactions with humans is establishedo the appropriate source of animals is identifiedo an appropriate method for disposing of the animals on completion of

project has been decided.

Do you have the resources to provide appropriate environmental conditions necessary for the care of the chosen animal?

Has the most appropriate species been selected, considering the aim, available resources and animal requirements?

Have all staff and other students who will share facilities with, and help with, the project been fully informed of the project and the animal’s needs?

Is the project designed so that statistically valid results can be obtained, using the minimum number of animals necessary?

By whom and how often will the animals be monitored? What other similar studies have previously been carried out? How does this one

differ, and what reasons are there for this one being repeated (if the same)? Are there permits that must be obtained for the capture, keeping, use, destruction

or release of the animals?

Security of animalsThe school is responsible for housing and fencing that is soundly constructed, maintained in good repair and in a sanitary condition. All steps must be taken to protect animals from predators and harassment, within a perimeter fence that excludes public access. When livestock is kept on the school farm, a section of the farm must be enclosed by a dog-proof fence. Additional measures, depending on the history of the school, may also be required; including gates and doors secured using toughened steel chain and padlocks, lighting, alarms, electric fences and/or barbwire.

Since school premises are largely unoccupied for part of each day, on weekends and during vacations, security requires special attention. Arrangements for regular and on-going monitoring must be made for those times.

Schools may consider encouraging interested neighbours or students living in close proximity to the school who may assist in ‘watching over’ the school farm and its animals in addition to the normal monitoring and care undertaken by the school.

Circumstances may arise where the security of an animal cannot be reasonably assured. If this situation arises, the animal must be removed from the school to another secure

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location. The school is responsible for its animals, even when they are not held on school grounds.

Critical incidents where animal welfare is compromisedIf an incident compromising the welfare of any animal occurs at the school the following should occur:

The immediate needs of the animals must be assessed and attended to by the responsible teacher or other appropriately trained person (such as a veterinarian).

Students’ needs for counselling must be assessed. If warranted, the school should respond using the EDU Critical Incident Fact Sheet or

equivalent Catholic Education Archdiocese of Canberra and Goulburn or AIS policy. If an animal is injured or killed as a result of vandalism, outside animal attack or from

a malicious act, the ACT SAEC and the local police must be advised immediately.

The ACT SAEC will provide advice to alleviate immediate concerns and prevent future incidents.

This section should be read in conjunction with the Critical Incidents Policy. (http://www.det.act.gov.au/publications_and_policies/policy_a-z)

A critical incident may be broadly defined as an event which results in:

Significant disruption to the school’s normal procedures; or A school being locked down, evacuated or requiring closure; or Police or emergency services notification and involvement in the school; or Significant threat to the safety of students and/or staff.

An example of a critical incident is the injury or death of animals at the workplace due to vandalism.

Assistance or Service animalsANIMAL VISITATION

Animals visiting schools fall into 2 categories.

Category A) Visitation of a non-service animal

Category B) Visitation of a service animal.

CATEGORY A: VISITATION OF A NON-SERVICE ANIMAL

Visitation of a non-service animal is at the discretion of a school (Primary and Secondary) Principal.

The handler/owner of the service animal is responsible for the welfare of the animal.

The Supervising teacher is responsible for providing appropriate facilities if they are required, as well as assisting other students to understand the animal and its needs.

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A service animal is not to be used for any purposes apart from the observation of their behaviour whilst they are with their owner.

CATEGORY B: VISITATION OF A SERVICE ANIMAL

All schools (primary and secondary) and owners (Primary & Secondary) refer to the Care and Use of Animals in ACT: Implementation Guidelines 2017 for service animals.

The guidelines are in accordance with the Domestic Animals Act 2000 and the Disability Discrimination Act 1992:

For an animal to achieve classification of a ‘service animal’ the owner must follow a 4 step process:

o The animal (owner) must hold a doctor’s certification of disabilityo The owner must hold a doctor’s certificate requiring the need of the service animal.o The owner must provide evidence of training by a behavioural animal therapist.o The owner must be cleared by an Animal Education Officer for Transport Canberra

and City Services.

The Principal of the school must be notified in advance of the service animal visiting the school.

Sick, diseased and injured school animalsThe treatment of sick, diseased or injured animals is not an approved activity within the meaning of these guidelines, it is a requirement.

A teacher’s management of unwell animals can have a profound influence on a student’s attitudes towards animals and towards life in general. Therefore it is important to recognise that the primary focus of the care of sick, injured or diseased animals is the animal’s welfare and not the child’s education. On the other hand, valuable lessons can be generated by thoughtful treatment of an unwell animal. This experience can build a student’s knowledge, skill and empathy for animals in his or her charge. Where appropriate, students should learn to recognise signs of an unwell animal, the need to seek expert advice on treatment and to follow a course of action that is in the best interest of the particular animal.

If an animal that is normally kept by a school becomes sick, diseased or injured, immediate and appropriate treatment should be given by an experienced person, which in most situations would be a veterinarian.

Supervising teachers need to have enough experience and expertise to enable them to recognise sick or injured animals and hence seek treatment. This may involve taking the animal to a veterinarian or having a veterinarian visit the school. Suitable facilities must be available to allow for safe treatment of the animal at the school (e.g. a cattle crush or isolated holding pen).

In the case of an animal becoming so sick, diseased or injured that recovery is unlikely or undesirable on humane grounds, then euthanasia must be arranged immediately. As in the

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issue of killing animals, euthanasia needs to be carried out by a person with the appropriate skill.

Simulated parenting activitiesThe use of animals in simulated parenting activities by students or teachers is not permitted.

Alternatives to the use of animals in this exercise include:

Observing normal animal behaviour of offspring with their parents Observing human parents with their offspring Involving students in peer support Undertaking work experience in child-care centres or jobs involving caring for

animals The use of dolls or other computerised devices which simulate the parenting

experience.

Stray, feral and free-living animalsAny free-living or domesticated animal that is sick, stray, feral, injured or orphaned and ends up in a school needs to be treated with great care. The health and condition of the animal needs to be quickly assessed, usually by a veterinarian or qualified wildlife or welfare officer, who will decide the ultimate fate of the animal.

It is the responsibility of the principal to ensure that the appropriate action is carried out as quickly as possible. Schools may need to develop a set of procedures for dealing with stray animals found at school or on the way to school. The Act and Code of Practice applies to all animals on school premises. If a stray dog or cat is found on school premises and is seized by any person, the person must take the dog or cat to the RSPCA or return to its owner.

Transporting animalsWhenever animals are transported, facilities and conditions provided must be appropriate for the species, sex, age and size of the animal.

The Act and Guidelines describe requirements relating to the transportation of animals, as do the ACT Gazetted Codes of Practice. The Codes of Practice describe the minimum facilities and conditions that must be provided for each species of livestock likely to be transported (refer to the Australian Animal Welfare Standards and Guidelines). It is essential that these are adhered to.

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CODE OF CONDUCT FORM

This form is to be completed and signed by the appointed ACT School Animal Ethics Committee member and signed by the Committee Chair.

A copy must be retained on the Committee files. Please complete all fields.

ACT School Animal Ethics Committee member information:

Member Name: ____________________________________________________________

Membership Category:_______________________________________________________

Work:

Mobile:

E mail:

Details:

By signing this agreement, the ACT School Animal Ethics Committee member:

Acknowledges their role and responsibilities in relation to the ACT School Animal Ethics Committee

Agrees to maintain confidentiality, act professionally and with integrity whilst a member on the ACT School Animal Ethics Committee, and

Agrees not to disclose information obtained as a result of membership of the ACT School Animal Ethics Committee.

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ACT SCHOOL ANIMAL ETHICS COMMITTEE MEMBER DECLARATION:

I declare that I have read and understood the Code of Conduct for ACT School Animal Ethics Committee members and agree to abide by the Code.

Signature:

Name (Print):

Date:

______________________________________

ACT School Animal Ethics Committee Chair:

Signature:

Name (Print):

Date:

FACT SHEET: DISCLOSURE OF INTEREST

PurposeThis information is designed to comply with the requirements of 2.2.21. of the Australian Code of practice for the care and use of animals for scientific purposes 8th Edition 2013. Institutions must develop procedures for the declaration of interests and management of perceived or actual conflicts of interest involving ACT School Animal Ethics Committee members or experts whose advice is sought by the ACT School Animal Ethics Committee. All people with a conflict of interest must remove themselves from the ACT School Animal Ethics Committee’s decision making on matters relating to the conflict of interest.

What is a conflict of interest?

A conflict of interest is a situation arising from the conflict between the performance of public duty and private or personal interests. A conflict of interest can range from minor to severe.

A conflict of interest can be material, non-material, actual or apparent: Material interest involves actual or potential financial gain or loss or other material

benefits or costs

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Non-material interest does not involve a financial or material component but may arise from personal relationships or involvement in other activities

Actual interest occurs when other interests are likely to interfere with the performance of duties

Apparent interest occurs when other interests have the potential to interfere with the performance of duties.

A conflict of interest may arise from:

Other committee or board membership or employment Professional or business interests and associations Investment interests, and/or Family relationships.

Declaring a conflict of interest

A Committee member has a duty to declare any private interest that may impinge upon on a Committee decision. When an issue arises, the Committee member must, as soon as practicable disclose full and accurate details of the interest or issue to the Committee. All details of the declaration must be recorded in the meeting minutes.

How should a conflict of interest be managed?

The Committee should make a decision as to how to manage the conflict of interest and record reasons for that decision in the meeting minutes.

A Conflict of Interest may be managed by:

The member not taking any part in the discussion of the Committee relating to the interest or issue

The member not voting on the matter Requiring the member to be absent from the meeting when the discussion or vote is

taking place, and/or The member not receiving any relevant Committee papers in relation to the issue.

Reporting requirements

In accordance with the Australian Code for the care and use of animals for scientific purposes 8th Edition 2013 institutions represented on the ACT School Animal Ethics Committee will regularly review the institutions compliance with the requirements of the Code. Annual internal reviews and forth-yearly external reviews will include review and reporting on the efficacy of procedures and operation of the conflict of interest management processes.

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More information

Additional information about conflicts of interest and mitigation strategies for managing conflicts of interest will be discussed at induction sessions for appointed ACT School Animal Ethics Committee members.

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CONFLICT OF INTEREST DECLARATION This form is to be completed and signed by the appointed ACT School Animal Ethics Committee member and signed by the ACT School Animal Ethics Committee Chair.

The completed form must be placed on the official ACT School Animal Ethics Committee file. Please complete all fields.

Detail:Member Name:

Membership Category:

Phone:

Declaration:I, _____________________________________declare that, to the best of my knowledge, I do not have any conflict of interest that could arise from my appointment to the ACT School Animal Ethics Committee.

Should an actual or potential conflict of interest arise, I agree to disclose this immediately to the ACT School Animal Ethics Committee Chairperson.

Signature:

Name (Print):

Date:

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ACT SCHOOL ANIMAL ETHICS COMMITTEE (SAEC) FORMS

Overview of formsAll teaching and learning activities conducted in all ACT schools and colleges, involving vertebrate animals must be approved by the ACT Schools Animal Ethics Committee (SAEC). The forms and procedures developed by the ACT SAEC are designed to guide and support schools to work within the various reporting and legislative requirements of the Codes for the care and use of animals in schools for educational purposes and with those covering the keeping of specific animal species.

Schools with an approved Animal Research Authorisation are also required to submit an Annual Report on the spreadsheet provided by the Education Directorate in February/March each year. The continuation of the Authorisation is subject to the receipt of this annual report.

Use Application Form A to apply for approval to care for and use any and all vertebrate animals kept for educational purposes in schools. Form A advises the ACT SAEC of the number and type of animals being used and cared for, contact details, the educational purpose and the conditions under which animals are being held. If the ACT SAEC approves the use of animals for educational purposes the authorisation period is for three years.

After an independent school has obtained a licence from ACT TCCS to keep animals for educational purposes they must use Form A to inform the ACT SAEC of their animal holdings, proposed educational outcomes and activities.

Principals of schools are required to submit this form:

o for approval for Category 1, 2 or 3 educational activitieso when a change occurs to staff responsible or a program being offered. o on a triennial basis to renew authorisation for the animals kept in their

schools Use Form B for approval to keep animals for educational purposes, all schools must

have prior approval on Form B before:o carrying out non-standard activities (including egg hatching)o all activities in Categories 4 or 5 (link to Activity Table):and o follow all relevant procedures in the Care and Use of Animals in ACT Schools

Implementation Guidelines 2016. Individual applications are required for dissections and activities in Category 4-5 (Link

to page X of Guidelines)o Form C certification to demonstrate Category 5 activities o Form D dissections o Form E for egg hatching activities o Form F for keeping hatchling chickens at the school

Use Form G notification of change to staffing and/or activities to notify the ACT SAEC of any change in staff, change of animals or change to the program using

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APPLICATION FORM A: REQUEST TO KEEP ANIMALS IN SCHOOLS Is the animal being kept for educational purposes?

Yes – Complete all of Form A

No - Complete only School Information and Current Animal Holdings Information Questions 1, 2, 3, and if the animal is being housed on the school site complete the Checklist Questions 11 – 29.

Application Form A: Request to care for and keep animals at school

School InformationSchool Name:

Address:

Suburb / City: State: Post Code:

Animal Welfare Liaison Officer Name:

Contact No: eMail:

Current Animal Holding Information

1. Does the school currently keep and use animals? Yes / No

Animal Type or Species Choose an item. How many?

Animal Type or Species Choose an item. How many?

Animal Type or Species Choose an item. How many?

Animal Type or Species Choose an item. How many?

Animal Type or Species Choose an item. How many?

2. Staff involved in keeping and use of animals; please provide names of staff that are responsible for the emergency and day-to-day care of animals.

Name Position in School Experience with Animals

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3. If the animal is being kept as an assistance animal has it had appropriate training?

Yes/No

If Yes please advise: the training company name: the course undertaken: Licence number if applicable:

4. Has an emergency contact list been provided to relevant teachers? ( Veterinarian, parents/carers)

Yes / No

New Animal Holding Information

5. Will animals be obtained from a registered breeding or supply facility?

Yes / No

6. Type of animal holding and approximate duration (if insufficient room please attach a separate document).

Animal Type or Species

Number LocationActivity Description

Duration

7. Please indicate the categories of activities to be undertaken by the school (further information on categories can be obtained from the Implementation Guidelines 2018).

Describe:

8. Please provide a paragraph indicating the educational use of the animals and how this links to the Australian Curriculum, the framework or BSSS courses.

Please attach course documentation:

9. What years and courses taught in the school will use the animals?

Describe

10. Have you used the DECISION MAKING FOR SCHOOLS instructions of the Guidelines in your decision to use animals in your teaching programs?

Yes / No

11. Do you intend to breed animals? YES / NO

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If yes, please provide an attachment describing the breeding program, the teacher’s experience with the species involved and methods of identification used for animals and planned disposal methods for surplus animals.

12. Please provide the names of any other schools or institutions involved in the care and use of animals in your school. (Note: institutions other than ACT schools require approval from that institution's AEC to use animals as part of a project).

Describe:

Checklist

13. Will the teacher responsible carry out close and competent supervision of students when they are engaged in activities involving animals?

Yes / No

Describe:

14. Do you have the necessary permits for any native mammals, birds, reptiles and amphibians kept at the school?

YES / NO / Not applicable

15. Are there any extracurricular activities that involve animals?NO

YES – Describe:

16. Is the accommodation large enough and with sufficient shelter from the sun, wind and rain?

Describe:

17. Is there somewhere for the animals to hide away from sight of humans?Describe:

18. Is the enclosure adequate to keep predators out? Is the enclosure located within a perimeter fence or protected from access by the public. Give consideration to the location of public thoroughfares.

Describe:

19. Are there any sharp or dangerous points, pieces of wire etc that could harm animals?

Describe:

20. Is water attached on a permanent basis? If not permanently attached, is the water replaced and filled daily with a water supply close by and easily identified and accessed?

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Describe:

21. Is the feed adequate and kept in a vermin and moisture proof environment?Describe:

22. Is a separate budget line available for the animal program within the school?YES / NO

23. Has regular feeding, watering and cleaning of the animals been provided for?Describe:

24. Is there a daily diary kept of observations, including feeding available with guidelines and arrangements for care and regular monitoring of animals on weekends and vacations?

Describe:

25. Is there an awareness of species-specific regular husbandry and medical requirements? Eg worming, vitamin / mineral supplements etc.

Describe:

26. How will the animals be disposed of at the end of teaching program?Describe:

27. Is there an emergency plan in place in case of fire, drought, storm damage, power failure, vandalism or flood?

YES / NO

28. Is there restricted access after-hours / weekends?Describe:

29. Will teachers ensure that parents /carers have provided an appropriate written undertaking to care adequately for any animal that students may take home?

Describe:

30. What procedures are in place to ensure that any pain, distress or illness in an animal is alleviated as soon as practicable? Eg readily available contact details for veterinarian.

Describe:

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NoteThe ACT Schools Animal Ethics Committee (SAEC) has the obligation to ensure the Code of Practice and all relevant legislation is being met in schools. As such, the committee could visit your school at any time to observe practice, housing and animal care records.

Should any adverse events occur, (e.g. death, major treatment, or euthanasia due to illness or injury), the school must report this information to the ACT SAEC with the reasons for the actions using Form G. The ACT SAEC has the right to remove animals from a school for the purposes of diagnosis of diseases.

Students taking animals home must have written approval from their parents or legal guardians.

DeclarationWe have read the Directorate’s guidelines for the Care and Use of Animals in ACT Schools and we accept responsibility for the ethical conduct of these programs according to the principles contained in that document. We acknowledge that the welfare of animals in schools is the responsibility of the Principal, and that the care and maintenance may be delegated to suitably trained or experienced staff in animal care.

Principal Name:

Signature: Date:

AWLO Name: Signature: Date:

Please scan and email this form to:

ACTSAEC@act.gov.au

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APPLICATION FORM B: APPLICATION TO USE A VERTEBRATE ANIMAL FOR A CATEGORY 4 OR 5 OR NON-STANDARD EDUCATIONAL ACTIVITY

Teachers are reminded that the application must be lodged, and approval received at least four weeks prior to carrying out the proposed activity.

A separate application form is needed for each activity. If additional space is required please attach.

School Information

School Name:

Address:

Animal Welfare Liaison Officer name:

Contact No: email:

Name of teacher supervising the activity:

Contact No: Email:

1. Does your school hold a current Animal Research Authorisation for Category 1-3 activities?

Yes/No

2. Do you hold a current Animal Research Authorisation for Category 4 or 5 activities?

Yes/No

Activity Information

3. Briefly describe the activity for which you are seeking approval. Please include a description of your method.

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4. a) Is the approval for a Category 4 activityb) Is the approval for a Category 5 activity, please ensure that whoever is

doing the teaching has a current ACT SAEC certification to demonstrate the procedure (refer to Form C)

Yes/NoYes/No

5. Please indicate whether the teacher will be the instructor carrying out the activity or if an instructor who is not a classroom teacher will be carrying out the activity while the teacher supervises. Describe the qualifications and/or experience of the person for this activity.

6. Describe the preparation or training of the students PRIOR to the actual activity for which approval is sought (your answer could include examples of skill-building with equipment, using alternatives to simulate the task and risk assessment for animals and students).

7. What outcomes or competencies will students achieve by carrying out this activity?

8. Why do students need to use animals, rather than alternatives, to achieve these outcomes or competencies?

9. Where will the activity be carried out? (include address)

10. Using the table, describe what potential impact your activity will have on animal wellbeing and how you will ameliorate the impact.

Impact Amelioration of impactDelete text and enter information here

Delete text and enter information here

11. What responses have you planned in the event that complications arise from the activity that adversely affects the animal (e.g. illness, infection, injury)?

12. Please provide the following information about the animals to be used in this activity:

Species of animal(s): Age of the animal(s) to be used: Number of animal(s) to be used: Gender of the animal(s): Source of the animal(s): History of the animal’s prior exposure to humans:

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13. Have these animals been used for any other Category 4 or 5 or non-approved activities? If yes, please provide details.

Yes/No

14. Where will the animals for this activity be housed?

15. Describe the type of animal housing to be provided.

16. If animals are to be penned or caged describe their numbers and essential space per animal.

17. What will the animals be fed, and how often will they be fed?

18. Please provide the following information about the organisation of the activity:

19. Maximum number of students to be supervised by the teacher at one time for the activity?

20. Number of students carrying out the activity at the one time:

21. Minimum and maximum number of animals to be used by each student:

22. Details of supervision by teacher:

23. After-activity monitoring of animals:

24. What will happen to the animals at the end of the activity?

DECLARATION:

We declare that the information provided above is accurate and describes the proposed activity. As the supervising teacher I accept responsibility for the care of the animals to be used and I declare that the activity will be carried out as detailed in the application form.

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Principal Name:

Signature: Date:

AWLO Name:

Signature: Date:

Teacher Name

Signature Date:

Please scan and forward this form to: ACTSAEC@act.gov.au or mail to: ACT Schools Animals Ethics Committee,

ACT Education Directorate, GPO Box 158 CANBERRA ACT 2601

APPLICATION FORM C: APPLICATION FOR CERTIFICATION TO DEMONSTRATE A CATEGORY 5 ACTIVITY

School Information

School Name:

Address:

Animal Welfare Liaison Officer name:

Contact No: Email:

Name of teacher supervising the activity:

Contact No: Email:

Date of application

Date of approval (ACT SAEC officer to complete):

Please attach a copy of the approved course that requires the need to demonstrate a Category 5 activity.

Activity Information

Do you hold a current Animal Research Authority for Category 4 or 5 activities?

Yes/No.

Please tick any Category 5 activity for which certification is sought and write in the species of

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the animal on which activity is to be carried out.

Activity Tick Speciesa) Collection of ruminal fluid:

b) Collection of blood sample:

c) Collection of faeces (invasive):

d) Artificial insemination:

e) Semen collection:

f) Mulesing of young sheep:

g) Nose ringing of cattle:

h) Slaughter or euthanasia of stock:

Proposed method of euthanasia:

Evidence of competency required

Evidence of demonstrated competency must be provided for each activity for which certification is applied.

Any person verifying the competency of the teacher must sign the evidence and provide contact details.

The evidence must be attached to this completed application form, then scanned and forwarded to:ACTSAEC@act.gov.au

Or mailed to:

ACT Schools Animals Ethics CommitteeACT Education and Training DirectorateGPO Box 158CANBERRA ACT 2601

The applicant, school principal and the AWLO must all complete the attached declaration.

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Declarations

Applicant’s declaration:

I declare that the information provided above is accurate and true and I understand that, if certification is granted, it will be for a period of three years.

Teacher Name:

Signature: Date:

Principal’s declaration:

I understand that the aforementioned person is seeking certification for a period of three years to demonstrate to students a Category 5 activity. To the best of my knowledge the information provided by the aforementioned person is accurate.

Principal Name:

Signature: Date:

APPLICATION FORM D: APPLICATION FOR APPROVAL TO OBTAIN EUTHANASED RATS FOR DISSECTION

Teachers are reminded that the application must be lodged, and approval received at least four weeks prior to carrying out the proposed activity.

A separate application is required for each project. The teacher making the request fills out all sections of this form before the ACT SAEC considers the request. If additional space is required please attach.

School Information

School Name:

Address:

Animal Welfare Liaison Officer name:

Contact No: email:

Name of teacher supervising the activity:

Contact No: email:

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Source of supply of euthanased rats for dissection

The ACT Schools Animal Ethics Committee is responsible for ensuring that animals used for dissection are farmed and euthanased ethically. Please apply to the Secretariat, links to contacts for further information on recommended vendors.

If schools wish to source their biological samples from sources other than those recommended by the ACT Schools Animal Ethics Committee please provide evidence of the licencing or quality standards of your chosen vendor.

Vendor Name: Licencing/quality standards certification:

Details of proposed activityActivity informationDate of proposed activity

Enter information here

Type of activity planned

Enter information here

Number of studentsPlease provide brief details of the proposed dissection, including procedure, instructions to students and disposal (the dissection method may be included as an attachment):

Enter information here

1. I confirm that student participation in the dissection/demonstration is optional.

Yes/No

2. I confirm that non-participating students will not be disadvantaged or receive a lower grade.

Yes/No

3. I confirm that I am aware of computer simulation software. Yes/No

4. I confirm that on this occasion, dissection is more appropriate than computer simulation software or the use of other 3D models.

Yes/No

5. Please explain why ‘replacement’ of the dissection with other methods is not appropriate.

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6. Please explain why the number of rats requested cannot be further ‘reduced’.

7. I confirm that the dissection is a documented part of the course. Yes/No

8. I have considered the following principles before deciding to proceed with the following application for the use of animals as set out below.

Reduction: The smallest number of animals required to achieve the aim of the work has been considered.

Refinement: The impact of procedures or manipulations carried out on animals has been minimised.

Replacement: The use of animals has been discounted if there is a satisfactory alternative way to achieve the aim (based on Marbrook et al. 1994)

Yes/No

Declarations

Applicant’s declaration:

I declare that the information provided above is accurate and true.

Teacher Name:

Signature: Date:

Principal’s declaration:

To the best of my knowledge the information provided by the aforementioned person is accurate.

Principal Name:

Signature: Date:

Please scan and forward this form to:ACTSAEC@act.gov.au

Or mail to:

ACT Schools Animals Ethics CommitteeACT Education and Training DirectorateGPO Box 158CANBERRA ACT 2601

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APPLICATION FORM E: EGG HATCHING ACTIVITY

Before undertaking an egg hatching activity this Form E must be completed and approval obtained from the ACT SAEC

School Information

School Name:

Address:

Animal Welfare Liaison Officer name:

Contact No: Email:

Name of teacher supervising the activity:

Contact No: Email:

Qualifications/experience relevant to this proposal:

Current position:

Other teaching and general staff using or working with animals in this proposal:Name Position Qualifications/experience relevant to

this proposal

Activity informationWhat outcomes or competencies will students achieve by carrying out this activity?

Why do students need to use animals, rather than alternatives, to achieve these outcomes or competencies?

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Detailed description of activity

If more than one activity is to be done with the same animals, list each activity separately

Category of activity(Refer to SAEC website)

TotalNumber of animals

Start date of activity

Finish date of activity

Number of students

Hatching chicken eggs

Observing chicks and basic handling, feeding and care for the hatchlings

What is the breed of chicken to be hatched?

Means of monitoring animal health (Eg. weight, behaviour, appearance, daily/weekly):

Transport and handling:

Animal housing/location and type:

Security of animals including safety from predators:

Steps taken to minimise welfare risks eg. Power outage, hygiene, food and water, conditions:

Possible health risks to students:

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Person responsible for care and monitoring of animals (including weekends):

This/these person/s needs to be the teacher presenting the proposal and/or included in the ‘Other staff’ list.

I/We, (Name of Teacher/s), will be responsible for care and monitoring of the animals throughout the 2 week period. I/We will supervise students during any handling and measuring sessions.

I/We will be responsible for the care of the animals on weekends. I/We will check the animals twice (in the morning and in the afternoon) on Saturday and Sunday to ensure they have adequate food and water, and secure enclosure.

Will the animals be taken home or remain at school over the weekend? Do you have the appropriate cage for transporting the animals?

Fate of animals at completion of activity:

All chicks and equipment will be collected by the provider at the completion of the activity.

Arrangements for re-homing of roosters:

All hatched chicks (including hens and roosters) will be returned to the provider/breeder.

Welfare of injured or sick animals:

Should there be any concern about the health of the chickens, I/We will contact the supplier or a local vet.

DECLARATION

I _______________________________ accept responsibility as the teacher in charge and declare that:

i. All animals in this teaching activity will be sourced, transported, handled and cared for properly and humanely in accordance with guidelines published on the ACT SAEC website

ii. Ethical considerations of this teaching unit will be identified and addressed with the staff and students involved

iii. I will continue to seek alternative methods which do not involve the use of living animals or which enable comparable results to be achieved using fewer animals

iv. I accept responsibility for maintaining animal use and health records, using Form G to notify the SAEC of any adverse events, changes of personnel, methods or animal numbers described in this Proposal

v. I am aware of the Animal Welfare Act 1992 and the Animal Welfare Regulation 2001,the Australian code for the care and use of animals for scientific purposes 8th edition and the Use of Animals in Schools Policy and understand my responsibilities

vi. I am aware that I must provide an Application Form G – Notification of changes to staffing and/or activities when appropriate. I will complete the summary spreadsheet when requested for the annual school report on

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animal holdings, acquisition, disposal and husbandry activities about this proposal and all other animal use in early February of each year.

Name of teacher in charge: Signature: Date:

Name of School: _________________________________________________________

Name of Principal: _____________________________________I have read the Proposal, believe that the project is justified in terms of educational value and confirm that the teacher-in-charge has the knowledge and experience to ensure the welfare of the chickens being used in this activity.

Signature of Principal: __________________________________

Date: ____________________

This form should be returned to the Secretariat of the ACT Schools Animal Ethics Committee (SAEC) and a copy should be kept on file in the school.

Teachers will be notified in writing of the result.

Please scan and forward this form to:ACTSAEC@act.gov.au

Or mail to:

ACT Schools Animals Ethics CommitteeACT Education and Training DirectorateGPO Box 158CANBERRA ACT 2601

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APPLICATION FORM F: NOTIFICATION OF CHANGES TO STAFFING AND/OR ACTIVITIESWhen a change occurs to staffing or the program being offered a Notification of Changes to Staffing and/or Activities must be submitted. These activities must not be undertaken without approval and certification by the ACT SAEC.

School/Unit:Address:Phone: Email:

Please indicate the area of change being notified:

Please provide details of the new staff member including their experience:

Name Position in school Experience with animalsDelete text and enter information here

Delete text and enter information here

Delete text and enter information here

Please describe the changes in the program activities, including changes in animal numbers or husbandry:

Change to program/activities Change in husbandryDelete text and enter information here Delete text and enter information here

Please provide the type or breed and number of animals and the cause of death. If euthanasia was used please give the reason and the name of the person administering the euthanasia.

Type or breed of animals and number of animals

Cause of death If euthanasia was used, the reason and name of person administering this.

Delete text and enter information here

Delete text and enter information here

Delete text and enter information here

If the death was unexpected has an autopsy been undertaken? If yes, list the qualifications of the person undertaking the autopsy.

Delete text and enter information here

Please complete the table below including the treatment given and the person’s administering the treatment.

Type or breed of animals and number of animals

Diagnosis of illness including the name and expertise of the

Treatment provided, including the name and experience of person/s administering

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person completing the diagnosis

the treatment

Delete text and enter information here

Delete text and enter information here

Delete text and enter information here

If yes, what procedures have been used?

Treatment provided, including the name and experience of person/s administering the treatment Please provide the reasons for the discontinuation of this teaching program.

Delete text and enter information here

We confirm the information in this form is correct to the best of our knowledge:

Signature of Principal:

Delete and ensure signature Date Enter date

Signature of AWLO: Delete and ensure signature Date Enter date

Signature of Teacher: Delete and ensure signature Date Enter date

Please scan and forward this form to:ACTSAEC@act.gov.au

Or mail to:

ACT Schools Animals Ethics CommitteeACT Education and Training DirectorateGPO Box 158CANBERRA ACT 2601

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ACT Schools Animal Ethics Committee

FACT SHEET: HOUSING REQUIREMENTS FOR DOMESTIC FOWLSThis fact sheet is designed to assist schools provide purpose-built chicken coops where approval has been given for chickens to be kept for educational purposes. This advice brings together legislative requirements for free range housing of poultry from the:

Care and Use of Animals in ACTS Schools Implementation Guidelines 2018

Model Code of Practice for the Welfare of Animals: Domestic Poultry (4th Edition)

Code of Practice for Non-commercial Poultry (2010).

Fowls (domestic) General requirements

The basic needs of birds are:

Ready access to food and water to maintain health and vigour Freedom to move, stand, turn around, stretch, sit and lie down Freedom to scratch, dust bath, perch and lay their eggs in a nest Contact with other members of the species (three is the recommended minimum

number) Accommodation which provides protection from the weather and which neither

harms nor causes distress, including adequate protection from rain, wind, direct sunlight and extremes of temperature

Prevention of disease and injury, and their rapid treatment should they occur Protection from predators, for example foxes, dogs, cats and predatory birds.

HousingAll poultry require protection from the elements and from predators. The style of housing chosen should also be designed to minimise the risk of disease, and to prevent injury. Backyard poultry should be provided with a fully enclosed (including a roof) night roosting area, to ensure protection from predators, as well as an outdoor enclosure for their use and protection during the day. Birds should be confined from sunset in the roosting area, but should not be confined for more than 16 hours at a time. Ideally, birds should have access to the outside enclosure for as many daylight hours as possible.

Birds may not be restrained by:

Being tied or bound Being enclosed in opaque containers such as cardboard boxes (with the exception of

roosters being housed overnight only) Being enclosed in small cages.

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Exceptions apply from the last two dot points, for brief periods of transport, for showing or when being held for veterinary examination (see section 10 – Handling and Transport of the Model Code of Practice for the Welfare of Animals: Domestic Poultry (4th Edition)).

Minimal acceptable standards for housing densityThe level of stock density is only one of the factors to be considered in ensuring the welfare of domestic fowl. In addition, consideration must be given to the group size, housing system, the feeding and watering system, the breed and strain of fowl, temperature, ventilation, lighting and other husbandry factors.

The dimensions of the housing will be based on the size and number of chickens held. A minimum of two birds is recommended and non-commercial flocks of birds must not exceed 20 in number. Roosters are not permitted to be kept in residential areas.

A minimum floor/run area of 3m² is suitable for housing up to six bantams or three large birds. Additional birds will require additional space at the ratio of 2.5 birds/m². An Increase in enclosure size of 0.4m² for every large bird and 0.3m² for every small bird is recommended.

Grassed runs should be a minimum of 7.5m² per bird. The more space that can be provided for each bird, the better.

Birds may be individually housed in preparation for shows or for individual treatment. The minimum size enclosure for large birds is 0.55m² and the minimum size enclosure for small birds is 0.45m².

In measuring the housing size, the usable area may include any slatted material or metal mesh area, and any area occupied by feeding and watering equipment and nesting boxes, on one or more levels provided that:

Each level is easily accessible to the hens Headroom between levels is at least 45cm All levels are accessible to stock workers to observe and reach birds which are sick or

injured Feeding and watering facilities are distributed to provide equal and ready access to

all hens Levels are sited so as not to foul birds below.

Steps should be taken to ensure that, as far as practicable, animals can be attended to promptly in the event of fire, flood, injury or disease.

Buildings and range areas should be constructed and maintained to restrict the entry of wild birds, rodents and predators that are capable of causing disease or distress. Where there is

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no flooring to prevent access by foxes or other predators the enclosure wire or materials should extend a meter below the ground surface to prevent digging into the enclosure.

Flooring and substrate optionsThe floor substrate in indoor floor systems should be designed to assist with sanitation. Flooring may consist of litter (e.g. sawdust or rice hulls) and/or slatted flooring, or wire flooring or any combination of these. Litter is used by hens to dust, bathe and forage and the provision of some litter is therefore encouraged.

Where litter floors are used the management of the litter is critical for the welfare of the birds. In deciding what depth of litter to use, consideration must be given to the stocking density of the birds and the length of time in the shed. The litter should be managed so that it does not become caked, wet or excessively dusty.

Where slatted floor systems are used, the design of the slats should be such that they adequately support the birds, while achieving a balance between manure removal and damage to the feet and legs of the birds. In this respect, the gaps between the slats should not exceed 25mm, and the size of the slats should take into consideration the types and size of the birds.

NestingLaying hens must be provided with at least one single birds nest between three or four birds. The nest substrate should encourage nesting behavior. Suitable nesting material of clean dry sand, rice hulls or wood shavings should be provided. Nesting material such as straw and hay is not recommended for use as it can hide mites and other parasites. Nest littler should be kept clean, dry, friable and moisture absorbent. Nest liners should be kept clean and dry.

Nesting boxes can be used. Nests should be positioned at a distance from the floor that is easily accessible. Birds should not risk injury either ascending or descending. If available, plastic drums of approximately 15–25 litres in size, with the base cut out leaving a small lip to hold back nesting materials, should be available at the ratio of one nesting box for every three or four birds. The nest should be reasonably dark and sufficient to isolate one bird from another to avoid egg damage and aggressive behaviour from some birds during nesting time.

PerchesThis applies to laying hens, pullets and breeder hens.

Provision of adequate perching space is encouraged and can be provided as linear perches or slatted or wire mesh floors. If perches are provided all birds should have the opportunity to roost if that is their preference.

Perches should be easily accessible to avoid injury

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For layers, it is important to ensure that there is adequate perch space to accommodate all the birds simultaneously. Headroom between levels should be at least 30cm and not more than 1m; a linear space of not less than 15cm per bird; and a horizontal distance between perch and the wall of at least 20cm. Perches should be positioned so as not to foul birds below. Perches must not have sharp edges.

Slatted or wire mesh perching areas should provide a minimum of 450cm² per bird.

VentilationAvoid draughts and chilling winds. Ventilation is also required to prevent ammonia build up. Ammonia causes distress to poultry as much as to humans. Steps must be taken to prevent ammonia building up to the level where it becomes unpleasant. This can be done by reducing the number of birds in a given area and improving ventilation.

The presence of ammonia is usually a reliable indicator of the build-up of noxious gases. A level of 10-15ppm of ammonia can be detected by smell, and once reached corrective action must be taken. Ammonia levels from 25-35ppm will cause eye and nasal irritation in humans.

ShelterShelter should be sufficient to protect from extremes of climate, e.g. temperature, wind, rain and direct sunlight. Adult birds can adapt to a wide range of temperatures (approximately 5 - 33°C) as long as the change is gradual.

BeddingClean, dry litter of rice hulls, shavings from non-treated timber or sand is suitable.

TemperatureFor layers, the preferred range is 20–28ºC. Temperatures below 10ºC and above 32ºC cause stress. Note: rapid increases in temperature can prove fatal, especially if combined with high levels of humidity.

LightBirds must have reasonable light and not be kept in the dark. Birds should have a light and dark cycle. Keeping birds in the light all the time can have an adverse effect as birds can panic and smother themselves in the event of a blackout.

Free Range ManagementThe outdoor ranging area should be sited and managed to avoid muddy or unsuitable conditions. If such conditions develop, an alternative area should be provided or remedial action taken to rectify the problem.

Poultry should not be kept on land that has become contaminated with poison plants, chemicals or organisms which carry or cause disease to an extent that could seriously prejudice the health of poultry.

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All birds, when fully feathered, must have ready access through openings to the outdoor range during daylight hours for a minimum of 8 hours per day. The only exception is under adverse weather conditions or serious outbreaks of disease when birds may be kept indoors. Openings should allow for easy access without impediment.

As a guide, openings should be a minimum 35cm high and 40cm wide.

Birds on the range should have ready access to shaded areas and shelter from rain, and windbreaks should be provided in exposed areas. The bird’s environment can be enhanced by the provision of:

Shade trees, this can include fruit trees Creeping vines to create a cooler environment Water to play in (although care should be taken to ensure it is not deep enough for

them to drown) Areas to dust bathe and scratch Logs within the enclosure which can be turned over to allow the birds to scavenge

for insects.

CleaningLitter must be kept deep and dry, and replaced as required to maintain sanitary conditions.

ProtectionEvery reasonable effort must be taken to provide protection from predators. Housing should be sited to be safe from fire and floods. Adequate fire-fighting equipment, including alarms should be available to control a fire in any part of a poultry house. Alarms should be situated outside the poultry shed to prevent bird panic. Response to alarms should be available at all times.

If flooding occurs in litter sheds, the wet litter should be replaced with dry as soon as possible.

Water

A clean, adequate supply of water, placed in a cool shaded area in hot weather, is required

If automatic nipple drinkers are used, they should always be fitted with a failsafe mechanism. Water requirements range from a few millilitres for chickens to 500 ml per day in summer for adults.

Other ResourcesFor further information and references on the care and use of poultry for educational purposes in ACT schools please refer to the Care and Use of Animals in ACT Schools Implementation Guidelines 2016.

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This species-specific fact sheet is a guide only and was accurate at the time of publication. Staff responsible for animals in schools should refer to the ACT Codes of practice for the welfare of animals to ensure that current ACT legislation is followed.

The relevant codes of practice were viewed on 26 July 2016 at http://www.legislation.act.gov.au/a/1992-45/di.asp

ACT Schools Animal Ethics Committee

FACT SHEET: TRANSITION OF CHICKS FROM BROODER TO UNHEATED ACCOMMODATIONChickens need external heat for survival for about 6 weeks. This is normally provided by the mother hen. General guidelines for temperatures commonly suggested are:

Week 1 = 32 to 35 CWeek 2 = 30 CWeek 3 = 26 CWeek 4 = 24 CWeek 5 = 21 CWeek 6 = 18 C

Behaviour of Chicks is a Better Guide

The above temperatures are a general guideline however chicks do not always need as much constant heat as heat lamps deliver. Observation of the chick’s behaviour will provide a better guideline.

More heat required – chicks are huddling together close to the heat source Less heat required – chicks are staying away from the heat source Just right – chicks are dispersed throughout the brooder

Week by Week Guide

Many schools use equipment supplied by specialist egg hatching companies to undertake an egg hatching activity in the classroom. The first two weeks of hatching and brooding use the supplied equipment and instructions provided by the company. The following week by week guide starts at Week 3 and can be applied to chicks that are being kept by the school and transitioned to an outside coop.

Week 3 Move the chicks out of the classroom into a larger brooder box located in an area

that is completely sheltered from wind and rain.

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The new brooder still requires a heat source. Use the above temperature guidelines and observation of the chicks’ behaviour to determine the temperature. Raise or lower the temperature by adjusting the height of the lamp.

Waterer and Feeder: As the chicks grow raise the height slightly to help with maintenance.

Outside coop: The brooder box can be located within the outside coop as long as there is shelter and facilities to maintain the heat source. In addition, the chicks should be separated from any older chickens in residence. Older chickens will try to establish a pecking order and this can be harmful to young chicks.

Week 4 Temperature: Bring down the brooder temperature by raising the heat lamp. Field trip: Depending on the weather, now is the time to introduce the coop to the

chicks in small doses - say 1-3 hours daily with supervision. If there are older hens in the coop still keep them separated at this stage.

Week 5 Temperature: Depending on the season, the heat lamp may no longer be required,

as long as the temperature does not dip below 20 C at night. Feathers: The chicks should be looking less like babies and more like miniature

chickens, as adult feathers grow out. Separating the sexes: It's hard to tell the genders of most breeds of chicks, but by

now you should be able to by examining their feather development -- and it's a good time to separate the sexes -- the cockerels (young roosters) and the pullets (young hens) -- especially if your focus is on keeping only hens for laying.

Coop: The chicks can take longer day trips to the pen. Feed: It's now time to start introducing grower crumbles as you finish up your chick

starter feed. Feeders and Waterers: If you have not already, switch to adult size feeder and

waterers.

Week 6 to 8: From Brooder to Coop Acclimating: Time to leave the brooder for the coop. Feed: Provide your chicks with adult chicken feed and an insoluble grit to pick at.

Commercially prepared feed should be used to provide the correct balance of nutrients.

Feeder: Hang the feeder (at the proper height at top of chicks' backs) to make it easier on the chickens -- and less waste overall.

Pen: Being outside (depending on the season/weather) should now be part of daily routine for the chicks, bringing them home to the coop to roost for the evening.

Week 12: Readying the Hens I

Nesting Boxes: Assuming you are raising hens for egg-laying, now is the time to install/prepare the nesting boxes, if you haven’t already. These should be raised above the ground and away from roosting area (to avoid poop contamination), ideally offering some privacy.

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Week 16: Readying the Hens II

Feed (layers): Time to switch to a layer feed for your young hens. Some Factors to Consider

Different breeds have varying times they require heating. Larger chickens, well feathered hens and roosters will require less heating than the smaller breeds, breeds that have less fluffy feathers and roosters that grow faster than hens.

The time of year – winter chickens need more heat and for longer than those raised in summer. Adverse weather conditions such as cold, windy days and nights will increase the requirements for heating.

The number of chickens – e.g. three huddled together generates and retains heat less efficiently than say 10.

The rate of heat loss to the surroundings – draughty and poorly insulated housing will require more heating for chickens to grow and thrive. Secure draught barriers like a box or temporary wall to retain heat and reduce wind.

Type of food and feeding regime. The energy content and digestibility affect the amount of heating the chicken gets and for how long. Initially, chick starter crumbles formulation are recommended for at least 2-4 weeks gradually changing to grower crumbles around six weeks. Cracked wheat can also be introduced at 6 weeks at night because it takes longer to digest.

Availability of food – if chickens can feed at night they will be generating constant body heat compared to a situation where they are fed at say 4.00pm and then at 8.00am next morning. Schools should consider that vermin control may be a problem with ad lib feeding.

An infrared light provides light as well as heat. The chickens can see the food supply.

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INSPECTION CHECKLIST AND FOLLOW-UP VISITACT Schools Animal Ethics Committee (ACT SAEC)

Inspection Checklist and Follow-up Visit

Part 1: The School Care and Use of Animals for Educational Purposes.School: Principal:Delegate:Inspector:

Dr Richard Phillips (Vet)Simon Yates (RSPCA)

Animal Welfare Officer:

Inspection of: 1.2.3.4.5.6.

Date:

Item Aspects Comments Recommended Action By When?

1 Do you have an Animal Welfare Liaison Officer and who is it?

2 How many and what type of animals are used by the school?

3 What years and courses taught in the school use the animals?

4 Does the teacher responsible carry out close and competent supervision of students when they are engaged in tasks?

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Item Aspects Comments Recommended Action By When?

5 Is there compliance with the approved activities and are only approved activities being conducted?

6 Do you have the necessary permits for any native mammals, birds, reptiles and amphibians kept at the school?

7 Are there any extracurricular activities that involve animals?

Animal Specific

8 Do animals show any signs of illness, malnourishment or parasite infections?

9 Is the accommodation large enough and with sufficient shelter from the sun, wind and rain?

10 Is there somewhere for the animals to hide away from sight of humans?

11 Is enclosure adequate to keep predators out? Is the enclosure located within a perimeter fence or protected from access by the public. Give consideration to the location of public thoroughfares.

12 Are there any sharp or dangerous points, pieces of wire etc that could harm animals?

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Item Aspects Comments Recommended Action By When?

13 Is water attached on a permanent basis? If not permanently attached, is the water replaced and filled daily with a water supply close by and easily identified and accessed?

14 Is the feed adequate and kept in a vermin and moisture proof environment?

15 Is a separate budget line available for the animal program within the school?

16 Has regular feeding, watering and cleaning of the animals been provided for?

17 Is there a daily diary kept of observations, including feeding available with guidelines and arrangements for care and regular monitoring of animals on weekends and vacations?

18 What experience / training / relevant knowledge does the principal carer have for the species in care?

19 Is there an awareness of species-specific regular husbandry and medical requirements? E.g. worming, vitamin / mineral supplements etc.

20 How will the animals be disposed of at the end of teaching program?

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Item Aspects Comments Recommended Action By When?

21 Is there an emergency plan in place in case of fire, drought, storm damage, power failure, vandalism or flood?

22 Is there restricted access after-hours / weekends?

23 Does the school have an enclosure for visiting animals? (if so check, please commence an additional checklist for the visiting animals)

24 Do teachers ensure that parents /carers have provided an appropriate written undertaking to care adequately for any animal that students may take home?

25 What procedures are in place to ensure that any pain, distress or illness in an animal is alleviated as soon as practicable? e.g. readily available contact details for veterinarian

School to advise when these item number are complete:

School to provide photographic evidence when these item numbers are complete:

Item numbers that need a follow-up:

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School to advise by

Signatures of delegates/inspectors:

Veterinarian RSPCA Chair of the ACT Schools Animal Ethics Committee (ACT SAEC)

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Part 2: The Follow-up Visit (if required)

Date: Time:

Principal: Animal Welfare Officer:

Delegate:Inspector:

Dr Richard Phillips (Vet)Simon Yates (RSPCA)

Please write further comments against Action Item(s) recommended: Item Number

Recommended Action Action Taken Date of Action

Comment

Please sign below:

Principal/AWLO Delegate/Inspector

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GUIDE TO ANNUAL REVIEW

OF

THE ACT SCHOOLS ANIMAL ETHICS COMMITTEE

In accordance with Section 6 of the Australian Code of Practice for the Care and Use of Animals for Scientific Purposes, 8th Edition 2013.

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Review of the ACT SAEC

Introduction The Australian Code of Practice for the Care and Use of Animals for Scientific Purposes, 8th Edition 2013 requires that institutions must regularly review their compliance with the Code.

In addition to a four-yearly external review, the Code requires that institutions conduct annual reviews of the operations of the School Animal Ethics Committee (SAEC) and of the effectiveness of its processes regarding complaints and non-compliance.

ANNUAL REVIEW

Objectives of the Annual ReviewThe object of the annual review is to assist the ACT SAEC to assess whether the procedures they have established meet the goals set out in the Australian Code of Practice for the Care and Use of Animals for Scientific Purposes,8th Edition 2013. It provides assurance that ACT Education Directorate (EDU), the Catholic Education Archdiocese of Canberra and Goulburn (CE) and the Association of Independent Schools (AIS), through the joint ACT SAEC, are delivering effective oversight of the care and use of the animals in its charge.

The process is intended to be educational and provide an opportunity for self-assessment so that members of the SAEC and those at the schools who have responsibilities for animal care and use are involved in achieving the desired outcomes.

Legislative requirements of the annual reviewThe ACT Education Directorate (EDU), the Catholic Education Archdiocese of Canberra and Goulburn (CE) and the Association of Independent Schools (AIS), as the joint member institutions of the ACT SACE, must:

ensure that the ACT SAEC membership will allow the committee to meet its responsibilities. Membership must comprise at least four people, one from each of four categories of membership (see Clause 2.2.4)

ensure that the ACT SAEC has terms of reference that are publicly available

provide the ACT SAEC with the resources required to carry out its responsibilities, and to maintain the SAEC

establish procedures for the effective governance and operation of the SAEC that will enable the SAEC to meet its responsibilities under the Code and relevant institutional policies, and promote competent and timely ethical review of animal care and use

conduct an annual review of the operation of the ACT SAEC.

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Elements of the Annual ReviewThe annual review includes:

review of the current membership list and nominated backup members for each of the four categories of membership

analysis of the minutes of the SAEC Meetings for the preceding 12 months to identify attendance patterns, the number of meetings that had a quorum present and any report of shortfall in resources required to carry out and maintain the activities of the SAEC

a check of the website to ensure that the Terms of Reference are available and up-to-date

attendance at an SAEC meeting to discuss with members in attendance, the adequacy of resources required to carry out and maintain the activities of the SAEC

An audit of the procedures for governance and operation of the SAEC against the requirements of the Code and relevant policies, including the competent and timely ethical review of animal care and use

Review online feedback from users on the usefulness of the online forms and information

Timing of annual reviewsThe ACT SAEC Annual Review is to be carried out around May each year, following the completion of the ACT SAEC Annual Report. The Annual Report covers the following advice:

numbers and types of projects and activities assessed, and approved or rejected

the physical facilities for the care and use of animals by the institution

actions that have supported the educational needs of AEC members and people involved in the care and use of animals

administrative or other difficulties experienced

any matters that may affect the institution’s ability to maintain compliance with the Code and, if appropriate, suitable recommendations.

This information will provide data relevant to the purpose of the ACT SAEC Annual Review.

The Review panelThe ACT SAEC Annual Review will be carried out by members of the ACT SAEC or their appointed staff with input from members representing each of the four categories. The report is provided to the licence holders from the ACT Education Directorate (ED), the Catholic Education Archdiocese of Canberra and Goulburn (CE) and the Association of Independent Schools (AIS), as the joint member institutions of the ACT SAEC.

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Retention of Record of the ReviewUnder the authority of N12013-375 - Education Strategy Records 2007, all records documenting the review of the agency programs and operations, including the documents establishing the review, may only be destroyed 5 years after the action is completed.

The working papers documenting the review of agency programs and operations may be destroyed 2 years after the action is complete.

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GUIDE TO EXTERNAL REVIEW

OF

THE ACT SCHOOLS ANIMAL ETHICS COMMITTEE

In accordance with Section 6 of the Australian Code of Practice for the Care and Use of Animals for Scientific Purposes, 8th Edition 2013.

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EXTERNAL REVIEWObjectives of the External Review.....................................................................................................123

Introduction.............................................................................................Error! Bookmark not defined.

Focus of the External Reviews.................................................................Error! Bookmark not defined.

The Review panel..............................................................................................................................125

Scope of the External Reviews.................................................................Error! Bookmark not defined.

Conflicts of Interest and Confidentiality............................................................................................125

Indemnity and Public Liability............................................................................................................125

Compliance........................................................................................................................................126

External Review – Guidelines............................................................................................................126

1. ACT Schools Animal Ethics Committee documentation.........................................................126

2. Review of individual approved projects................................................................................127

3. Inspection of permanent animal holding facilities.................................................................127

4. Inspection of field sites..........................................................................................................127

External Reviews of the Schools Animal Ethics Committee – Procedures.........................................127

Before the review..........................................................................................................................127

During the review..........................................................................................................................128

External Review Report.................................................................................................................129

After the Review Report......................................................................Error! Bookmark not defined.

Responding to the Report..............................................................................................................130

Non-Compliance and Renewal of Licence..........................................................................................131

Appendix 1 External Review Timeline.........................................................................132

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Legislative requirementsUnder the provisions of the ACT Animal Welfare Act 1992, no person may conduct research on animals nor teach any science using animals unless they are licensed to do so, or working as the agent of a licence holder. As a condition of licence, a nominated Animal Ethics Committee must approve all research and teaching projects and the work must be carried out in accordance with the directions of that Committee.

It is a condition of licence that all use of animals for research or teaching in the ACT must comply with the Australian Code of Practice for the Care and Use of Animals for Scientific Purposes, 8th Edition 2013 (the Code). Compliance with the Code ensures that the animals used are treated humanely and that their use is justified.

In accordance with the requirements the Code, (Section 6 of the 8th Edition), a formal external review of the operation of all Animal Ethics Committees is to be undertaken every three years.

The primary purpose of the external review is to determine whether AECs and research institutions comply with the legislation and the Code of Practice and to make recommendations on how practices and procedures could be improved.

The Animal Welfare Authority, within the Transport Canberra and City Services Directorate (TCCS), is the agency that administers the Animal Welfare Act 1985 (the Act) and assists in the conduct of the external reviews. The timing and schedule of an external review is based on ACT Schools Animal Ethics Committee (SAEC) meeting dates, availability of key staff and dates of animal use activities. External reviews could be brought forward if there were concerns about the Committee or if a bona fide complaint were made relating to ACT SAEC or an activity.

Purpose The purpose of the external reviews is to:

assist compliance with the Code by all users of animals for scientific and teaching purposes in the ACT by focusing on education and collaboration

prevent or minimise animal suffering, and assist the ACT SAEC to maintain and upgrade its standards to assure the welfare of animals in education.

Objectives of the external reviewThe object of the independent review is to assist the ACT SAEC to assess whether the procedures they have established meet the goals set out in the Australian Code of Practice for the Care and Use of Animals for Scientific Purposes,8th Edition 2013. It provides assurance that ACT Education Directorate, the Catholic Education Archdiocese of Canberra and Goulburn and the Association of Independent Schools, through the joint ACT SAEC, are delivering effective oversight of the care and use of the animals in its charge.

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The process is intended to be educational and provide an opportunity for self-assessment so that members of the ACT SAEC and those at the schools who have responsibilities for animal care and use are involved in achieving the desired outcomes.

Elements of the external reviews Elements of External Reviews include:

Review of paperwork (for example, the ACT SAEC terms of reference, proposals for research and teaching activities, procedures, minutes and reports, previous review reports, approved standard operating procedures and records of monitoring animal welfare)

Attendance at the ACT SAEC meeting to view the normal meeting protocols Inspection of the animal teaching, research and animal holding facilities Discussions with the Chairperson and members of ACT SAEC and scientific and

animal care personnel Detailed examination of selected projects to map the processes of approval and

implementation and to ensure that the requirements of ACT SAEC are met. An External Review Report is provided to the ACT SAEC for comment before it is

formally submitted to the Chair of the ACT SAEC. This guide outlines the strengths and weakness identified and suggests any action required to ensure compliance with the Code.

Scope of the external reviews The aim of the review is to assist the ACT SAEC to comply with the requirements of the Code and ensure that high standards of animal welfare are maintained for all animals used for research and teaching purposes. A key component is to encourage a system of self-regulation and self-assessment for the institution and the ACT SAEC.

The reviews are designed to ensure that:

The ACT SAEC is operating effectively within legislative requirements ACT SAEC processes are fair and transparent to all involved There is effective communication between the ACT SAEC and animal users and the

senior management of institutions The ACT SAEC is a committee of standing within the institution The ACT SAEC is receiving necessary support from the institution to meet its

responsibilities The involvement of external members in the ACT SAEC is actively supported and

facilitated Investigators are complying with the requirements of the Code as it applies to their

animal use activities There are effective strategies to promote and monitor the implementation of

replacement, reduction and refinement (the 3Rs) within the institution

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There is effective monitoring of the welfare of animals Any facilities used to house animals are managed to achieve high standards of

animal welfare Facilities are managed and staffed to achieve high standards of animal welfare.

The Review panelThe External Review Panel consists of four persons who will usually have the following collective expertise:

An interstate Chair with considerable experience in the use and governance of animals in research and teaching

An inspector pursuant to the Animal Welfare Act 1992 A veterinarian A person who has used animals for research or teaching purposes A person with a public commitment to animal welfare A person with knowledge of the Animal Welfare Act 1992, its regulations and the

Code of Practice for the Use of Animals for Scientific Purposes 8th edition 2013 A person who has direct responsibility for the care of animals used in research or

teaching.

The External Review Panel has broad, relevant knowledge and experience. This provides an independent animal welfare, animal husbandry, scientific and veterinary perspective to the reviews. The interstate panel member provides an independent viewpoint and additional auditing expertise. The Panel membership should be varied to ensure that no member is directly affiliated with the institution being reviewed.

Conflicts of Interest and Confidentiality Members of the External Review Panel declare any potential conflict of interest before the review and treat commercial-in-confidence information gained during the review as confidential and do not disclose this information to third parties without the permission of the institution or under legal process. In the event of a conflict of interest alternative panel members may be contracted.

Indemnity and Public Liability The Panel conducts the review at the invitation, and on behalf, of the institution’s animal ethics committee. The review report is provided to the Chair of the Schools SAEC and is the property of that committee. Members of the External Review Panel are not personally civilly liable for an act done or omission.

Compliance Voluntary compliance and self-regulation within schools are encouraged and the External Review Panel works with the ACT SAEC to assist them to comply and maintain high standards of animal care. The reviews are not intended to catch people out, they are

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intended to encourage improvement, to raise standards of animal welfare, and to implement the 3Rs. The final report is provided to the committee with a recommendation that a copy or extract be provided to licence holders, if appropriate, and to the Minister responsible for the Animal Welfare Authority, ACT.

The responsibility of the Panel finishes with the provision of the final report to the Chair of the committee.

External Review – Procedures These procedures follow the guidelines ‘Independent external review of the operation of institutions’ contained in the 8th edition of the Code (Section 6).

An External Review checklist is used to assist the External Review Panel cover all aspects of the animal ethics system. (Appendix 1).

The following aspects are checked:

1. ACT Schools Animal Ethics Committee documentation: The External Review Panel checks membership of the ACT SAEC Terms of reference Quorum Meeting procedures Decision making processes Record keeping and paper trail Register of projects Frequency of meetings Frequency and scope of site inspections Reports, recommendations to institution Monitoring of animal care and use Implementation of the 3Rs (Reduction, Replacement, Refinement).

A timeline used for reviewing the ACT SAEC is attached as Appendix 1.

The External Review Panel meets with as many relevant staff as possible. External reviews are conducted triennially.

All external reviews are scheduled in advance and the Institutional license holders and the ACT SAEC and are given notice. In all cases, the reviewers will ensure that when inspecting premises an institutional staff member accompanies them.

2. Review of individual approved projectsSelected approved projects are reviewed in detail to:

a) Check record keeping and monitoring of animals, and the project is carried out according to the conditions of the ACT SAEC approval. The institution is given prior notice of which projects are to be reviewed so that where possible, the External

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Review Panel can interview the chief investigator on-site to discuss the project and the paper trail.

b) Check there is appropriate supervision of animals by trained personnel, and consideration is given to the wellbeing of the animals, their housing and husbandry and animal identification.

Inspection of permanent animal holding facilitiesAn inspection of the physical facilities to house animals is carried out to determine compliance with the Code as well as the relevant codes of practice (if these exist) for the particular species. Central to this is an evaluation of the wellbeing of research and/or breeding animals.

Inspection of field sites If research or teaching is undertaken outside a permanent animal holding facility, a field inspection may be carried out on a selected project(s) where practicable. The Panel liaises with the ACT SAEC and researchers carrying out field activities to arrange a suitable activity to review. Field inspections focus on:

On-site animal holding and handling facilities Trapping technique Protection from predators Compliance with standard operating procedures (where established) Release or relocation procedures Provision of food, shade and shelter, where appropriate.

EXTERNAL REVIEWS OF THE SCHOOLS ANIMAL ETHICS COMMITTEE - PROCEDURES The External Review itself usually takes three to five days depending on the size of the institution and the number and complexity of the protocols under consideration of the ACT SAEC.

Phase 1 – Pre-Review Preparation

1. The Chair of the Review Panel will write to the ACT SAEC Chair about six to eight weeks before the intended review advising that, subject to the invitation of the committee, the review will take place. This letter will state the intended Panel members and the likely cost of the review. Subject to the agreement of the ACT SAEC Chair to these arrangements, the review will proceed.

2. The ACT SAEC Executive Officers of each licensed institution will be advised, at least one month before the external review, of the criteria for the review, and the required documentation. In the first instance, this comprises:

A copy of the minutes of all meetings since the last review

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A list of all active protocols. The Panel will use this information to choose the projects which will be reviewed in detail. The ACT SAEC Chairperson will be advised of which projects will be reviewed at least three weeks prior to the Review to give researchers adequate time to organize their diaries and meet with the Panel.

3. At least 10 working days before the external review commences, the ACT SAEC Chairperson provides the Panel with:

Copies of all paperwork for the ACT SAEC meeting that the Panel will attend (agenda, applications, modifications, correspondence etc)

Copies of licences of those organisations that are serviced by the committee Copies of terms of reference, standard operating procedures, grievance procedures

etc. Copies of annual reviews and other documentation relevant to the committee and

its operations Written documentation regarding the projects selected for in-depth review including

the approval and conditions, monitoring records, inspection of animals and any other relevant documentation.

4. The ACT Animal Welfare Authority will liaise with a nominated Executive Officer from each licensed institution regarding quarantine procedures for site inspections and if appropriate, the Executive Officer will advise the Authority whether there are any restrictions on visiting other school sites prior to the review. The Animal Welfare Authority will work with the ACT SAEC Chairperson to develop a review schedule and to comply with any quarantine requirements. Prior to the review commencing, the Panel will audit ACT SAEC records. This will include reviewing the list of approved and current projects, minutes of meetings, applications and approvals, modifications, annual review and completion reports, and the ACT SAEC’s annual report to the Institution. The External Review Panel may seek clarification on issues raised in the minutes and inspect paperwork relevant to those issues.

Phase 2 - During the review

At the commencement of the review, the Panel will:

Report to the office of the Director of Learning and Teaching to introduce themselves and arrange to be accompanied by the appropriate staff

Meet with the Director of Learning and Teaching and ACT SAEC Chairperson (if convenient) to introduce panel members and discuss the program and scope of the external review.

During the review the Panel will:

Attend an ACT SAEC meeting and give a brief introduction to the members about the aims and scope of the review. Subject to the approval of the Chair, the Panel will ask

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questions about applications and contribute to discussion (as required), however they do not contribute to the decisions of the ACT SAEC. The External Review Panel determines whether the ACT SAEC carries out its activities in accordance with Code requirements and whether all members are involved in the decision-making process.

Discuss issues arising from the meeting and seek comments from ACT SAEC members (in particular the external members) about the overall processes, training and support resources and the monitoring of animals within approved projects.

Carry out site inspection(s) of animal holding areas and animal facilities where approved activities are carried out. A key aspect of the site inspection is to interview animal house managers, animal care staff and investigators about their work, and discuss concerns or areas of possible improvement.

The Panel will inspect:

General standards of care and husbandry of animals Housing Animal identification Monitoring and treatment records Housekeeping.

Exit MeetingAn exit meeting with the ACT SAEC Chairperson to give preliminary feedback will also be organised. This meeting enables the External Review Panel to highlight commendations observed and any recommendations, which will be included in the External Review Report. The Panel solicits comments from the institutions on the review process, the overall animal ethics system and identifies common issues where the institutions may require assistance to meet the standards. If serious problems or non-compliance with legislative requirements are identified during the review, the Chairperson will be made aware of them at the exit meeting.

Phase 3 - External Review Report

Following each review the Chair of the External Review Panel drafts a Report to the Chairperson of the ACT SAEC for comment and feedback. The Chair may wish to respond to comments made by the Panel or clarify any issue which may have been misconstrued. The Panel will consider comments made by the Chair and may modify the Report accordingly. After a period of one month the final report is sent to the Chair of the ACT SAEC.

The External Review Report outlines details of the review, commendations, recommendations for improvement; any non-compliance detected and recommended corrective action.

The Review Report is the property of the Schools SAEC and may be used as the committee sees fit.

The following are recommended:

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The ACT SAEC may serve more than one licence holder. If the review is to be distributed across jurisdictions consideration should be given to removing any references that identify particular schools.

The committee may wish to provide a copy of the report to the Minister responsible for animal welfare and the Minister for Education. The Report is subject to the Freedom of Information Act.

Once the Panel has submitted the final Report and it has been agreed by the Chair of the ACT SAEC, all supporting paperwork is to be filed and retained under the authority of NI2013-375 - Education Strategy Records 2007. All records documenting the review of the agency programs and operations, including the documents establishing the review, may only be destroyed 5 years after the action is completed.

The working papers documenting the review of agency programs and operations may be destroyed 2 years after the action is complete.

Any requests for access to the report should be addressed to the Chair of the ACT SAEC or the licence holder (as appropriate). The Panel will treat all information that has been provided to it in the course of the review as strictly confidential.

Responding to the Report

The ACT SAEC will be invited to submit a written response to the Animal Welfare Authority outlining the implementation of the corrective actions or recommendations identified in the External Review Report. It is anticipated that such a written response will be received within six months of submission of the final report.

The External Reviews are intended to be facilitative and educative, however corrective action is required if there is non-compliance with the legislative requirements. In such circumstances, the Animal Welfare Authority will liaise with the chairperson of ACT SAEC to negotiate achievable time frames for any corrective action necessary. Timeframes are dependent on the severity of the matter and the risk to animals.

Non-compliance may be:

Urgent: If an urgent situation were detected, it would be brought to the attention of the person responsible for the daily care of the animal immediately and to the Chair of the ACT SAEC as soon as possible. This could involve animals such as fly blown sheep or cattle with horns turned into the head. One member of the Panel is an authorised inspector. If the person responsible for the animal failed to take immediate corrective action, the inspector may issue an Animal Welfare Order or refer the matter to the RSPCA for investigation. (Note: This is not an expected outcome.)

Major: Major non-compliance involves a situation where animal welfare is, or could be, severely compromised and there is a need to intervene to prevent pain and suffering. Examples could be an activity proceeding without ethics approval or an

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investigator not abiding by conditions of approval or carrying out invasive procedures without the approved analgesia or anaesthesia protocols or other procedures being undertaken that were not approved by the committee.

Secondary: Secondary non-compliance may constitute a breach of the Code and could compromise the welfare of the animals or the philosophy of the ethics system and encouragement of the three Rs. They require corrective action to be implemented in a reasonable time frame, negotiated with the institution based on the degree of risk. Examples could include housing that does not comply with industry codes of practice, guidelines, or procedures carried out on animals when there is evidence of a validated less invasive or non-animal alternative.

Minor: Minor non-compliance does not constitute a breach of the Code but requires corrective action. Examples could include failure of investigators to provide annual progress reports on approved activities, inadequate ACT Schools Animal Ethics Committee Terms of Reference or Operating Procedures or inadequacies of the ethics application.

The External Review Report may also make recommendations to assist the institution and/or the ACT SAEC raise standards of animal care and management or streamline the animal ethics system and effectiveness of the ACT SAEC. Examples of recommendations are suggestions for minor upgrades of animal housing, recruiting additional / proxy members for the ACT SAEC or providing improved environmental enrichment to caged laboratory animals.

Non-Compliance and Renewal of LicenceThe Minister or his delegate may request the results of the external review and implementation of corrective action when considering renewal of the institutional licence. The Minister also has the power to amend, suspend or cancel the licence and revoke membership of ACT SAEC members if there were continued noncompliance with legal requirements or blatant disregard for the requirements of the Code and/or the Act. The Animal Welfare Authority will assist the ACT SAEC and licence holders to implement corrective actions.

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Appendix 1 External Review Timeline

Time Event Comment

8 weeks before review

Panel Chair writes to the ACT Schools Animal Ethics Committee Chair seeking invitation to conduct review

Letter specifies dates, membership of Panel and cost

7 weeks before review

ACT Schools Animal Ethics Committee Chair writes to Panel Chair inviting attendance

Letter endorses arrangements or seeks changes

6 weeks before review

The ACT Schools Animal Ethics Committee secretariat liaises with the ACT Schools Animal Ethics Committee Chair for initial documentation

Require copies of all minutes since last review and list of active protocols

5 weeks before review

Panel meets by teleconference or email to decide on protocols.

the ACT Schools Animal Ethics Committee Chair advises researchers to organize interviews

4 weeks before review

The Animal Welfare Authority and the ACT Schools Animal Ethics Committee Chair confirm protocols to be reviewed in detail

ACT Schools Animal Ethics Committee Chair advises researchers to organize interviews

3 weeks before review

ACT Schools Animal Ethics Committee Chair provides the Animal Welfare Authority with all paperwork for selected protocols

May include approval, conditions, discussions, reports etc

2 weeks before review

ACT Schools Animal Ethics Committee Chair provides the Animal Welfare Authority with paperwork for ACT Schools Animal Ethics Committee meeting and policies, information etc

Includes ToR, SoP’s, annual reviews, previous external review etc

2 weeks before review

ACT Schools Animal Ethics Committee Chair and The Animal Welfare Authority develop review schedule

Itinerary includes times, places, people and activities

1 weeks before review

Panel meets to confirm itinerary and discuss records provided

Clarification on issues may be sought from ACT Schools Animal Ethics Committee Chair

Day 1 of the review

Report to ACT Schools Animal Ethics Committee Chair on arrival at

Opportunity to advise of biosecurity or OHS requirements etc

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the institution

Day 1 of the review

Meet with ACT Schools Animal Ethics Committee Chairperson (if convenient) Introduce panel members

Meet ACT Schools Animal Ethics Committee Chairperson (if convenient) Introduce panel members, discuss the program and scope of the external review

During the week of the review

Panel attends an ACT Schools Animal Ethics Committee meeting

Determine whether procedures fit legislation and Code

Before or after ACT Schools Animal Ethics Committee meeting

Panel meets with ACT Schools Animal Ethics Committee members (especially external members)

Opportunity to raise issues or comment on ACT Schools Animal Ethics Committee performance and practices

During the week

Site inspections of animal holding Assess standard of care, housing, of the review facilities ID, records, monitoring etc

Whilst visiting animal facilities interview animal house managers, animal care staff and investigators about their work. Determine areas of concern or possible improvement and areas in which the institution does well

During the week of the review

Review documentation of projects selected for detailed examination

Panel discussion before meeting with researchers

During the week of the review

Meet principal investigators for projects selected for detailed examination

Raise concerns, issues, seek feedback on ACT Schools Animal Ethics Committee process

At the end of the review week

Exit meeting with Director of Learning and Teaching

Provide feedback on findings and process of review

At the end of the review week

Exit meeting with ACT Schools Animal Ethics Committee Chair

Provide feedback on findings and process of review

3 weeks after review

Panel Chair submits draft report to members for comment and changes

Ensure the report reflects the views of all members

4 weeks after review

Panel Chair submits draft report to ACT Schools Animal Ethics Committee Chair for comment

Allows ACT Schools Animal Ethics Committee to correct any factual

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errors or misunderstandings

8 weeks after review

Panel considers comments by Chair of the ACT Schools Animal Ethics Committee and amends the report

Only factual issues will be amended

8 weeks after review

Final report provided to Chair of the ACT Schools Animal Ethics Committee

Panel shreds all documentation relating to the review

8 weeks after review

Panel Chair submits account to Chair of the ACT Schools Animal Ethics Committee

This is for professional fees and costs, includes interstate member’s fees, accommodation and airfares

3 months after review

Chair of the ACT Schools Animal Ethics Committee provides report to licence holder(s) as appropriate

This may be the whole report, an extract, a summary or nothing

6 months after review

Chair of the ACT Schools Animal Ethics Committee writes to Animal Welfare Authority advising of how recommendations will be implemented

This is at the discretion of the Chair of the ACT Schools Animal Ethics Committee

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