Exemplars of applications for ethical approval

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Student Application: Sheep drenching

Student Application: Do cats have a colour preference for their food?

Student Application: Feeding hierarchies in sparrows

Teacher Application: Mud Crab Study


Article from Welfare Pulse

It is not easy to get my dog to do what I needed him to!

The code of Ethical Conduct for the use of animals in research and teaching in schools, home schools and early childhood centres.

NZASE Code of Ethical Conduct


Resources relating to caring for animals

Caring for Animals: A Guide for Teachers, Early Childhood Educators and Students
This publication explains the proper care of axolotls, goldfish, terrapins, birds, guinea pigs, rabbits, rats, mice, field crickets, slaters, garden snails, and compost worms. It also explains both the ethical and legal obligations for boards of trustees, teachers, early childhood educators, and students, whether they are observing or studying the animal.

Ethical guidelines for students in laboratory classes involving the use of animals and animal tissues, an ANZCCART publication.

Good Practice Guide for the Use of Animals in Research, Testing and Teaching

NAEAC updated policies, guidelines and terms of reference: April 2012

Using Animals in Science and Teaching

Guidelines for the use of Humans in Experiments and Research

Human Ethics Guidelines for Schools

Resources relating to legal requirements

The Animal Welfare Act 1999

The Animal Welfare Act 1999 aims to prevent ill-treatment and inadequate care of animals by imposing requirements on those who own or are in charge of animals.

Guide to Part 6 of the Animal Welfare Act 1999

Section 6 of the Act refers particularly to the use of animals in research, testing or teaching. The provisions of this section include ethical guidance for decision makers including an express requirement for Animal Ethics Committees, when considering project applications, to be satisfied that the benefits outweigh the harm and to promote the “three R’s” (reduce the numbers of animals used to the minimum, refine techniques so the harm is minimised and benefits maximised, and replace animals where possible with non-living or non-sentient alternatives).