Post on 25-Feb-2021
SEG Awards ABC Level 3
Diploma in Work-Based
Horticulture
Qualification Guidance – Pathways Production and Commercial Horticulture
Landscaping
Sports Turf – Greenkeeper
Sports Turf – Groundsman
Parks, Gardens and Green Space
England
601/2522/6
Wales
C00/0619/5
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Specification Code, Date and Issue Number
The specification code is D9226-C3, D9227-C3, D9228-C3, D9229-C3
and D9230-C3. The date of this specification is September 2019. The Issue number is
3.3.
1 ABC Awards is a brand of the Skills and Education Group Awards, a recognised awarding
organisation and part of the Skills and Education Group. Any reference to ABC Awards, its registered
address, company or charity number should be deemed to mean the Skills and Education Group
Awards.
Contents
Introduction ............................................................................. 1
Aims ....................................................................................... 1
Target Group ........................................................................... 1
Progression Opportunities .......................................................... 2
Language ................................................................................ 2
Qualification Summary .............................................................. 3
Unit Details ............................................................................ 22
Promote Monitor and Maintain Health Safety and Security of
the Workplace ................................................................. 23
Estimate and Programme Resource Requirements ................ 35
Manage Your Own Resources ............................................. 43
Provide Nutrients to Plants or Crops ................................... 58
Monitor the Development of Crops or Plants ........................ 70
Plan and Manage the Control of Pests Diseases and Disorders 82
Specify the Maintenance of Landscapes .............................. 99
Monitor Landscape Maintenance and Inspect Landscape
Features and Facilities .................................................... 109
Evaluate Ground and Environmental Conditions to Establish
Grassed and Planted Areas .............................................. 125
Prepare Sites for Soft Landscape Establishment ................. 138
Establish Grass Swards ................................................... 149
Plan the Maintenance Repair and Renovation of Sports Turf
Areas ........................................................................... 160
Plan and Set Out Sports Areas ......................................... 174
Maintain Irrigation Systems ............................................ 184
Manage Information for Action ........................................ 196
Installing Drainage Systems ............................................ 213
D/502/1229 Installing Drainage Systems – Level 2 ............ 216
Maintain Drainage Systems ............................................. 224
T/502/1222 Maintain Drainage Systems – Level 2 .............. 226
Design and Install Drainage Systems ............................... 233
Monitor and Adjust Watering Systems for Crops or Plants ... 239
Manage Site Clearance and Preparation for Planting ........... 250
Prepare For and Maintain the Planting of Crops or Plants..... 265
Promote and Monitor the Growth of Crops or Plants ........... 279
Plan and Prepare Growing Media ...................................... 293
Plan and Collect Propagation Material ............................... 305
Prepare and Establish Propagation Material ....................... 317
Plan and Implement Seed Propagation ............................. 331
Plan and Monitor Harvesting Operations............................ 346
Prepare and Store Harvested Crops .................................. 360
Plan and Manage the Collection of Orders ......................... 371
Prepare Collected Orders for Dispatch .............................. 385
Prepare Monitor and Adjust Environmental Conditions for
Protected Crops or Plants ................................................ 396
Plant Nomenclature and Structure .................................... 407
Communicate Information within the Workplace ................ 412
Y/502/1195 Communicate Information within the Workplace –
Level 3 ......................................................................... 414
Plan and Maintain Supplies of Physical Resources within the
Work Area..................................................................... 421
Prepare and Maintain Equipment and Machines .................. 429
Transplant Large Root-Balled Plants ................................. 444
Prepare and Apply Pesticides ........................................... 456
Identify the Need For and Plan Habitat Management Work .. 475
Co-Ordinate and Oversee Habitat Management Work ......... 488
Monitor and Evaluate the Effectiveness of Habitat Management
Work ............................................................................ 502
Encourage and Motivate Volunteers .................................. 511
Manage the Work of Volunteers ....................................... 522
Establish and Maintain Conditions Appropriate To the Welfare of
Animals ........................................................................ 545
Lead the Work of Teams and Individuals to Achieve Their
Objectives ..................................................................... 552
Improve Customer Service .............................................. 558
Monitor and Solve Customer Service Problems .................. 566
Manage Budgets ............................................................ 575
Implement a Marketing Plan ............................................ 580
Maintain and Develop Decorative Horticultural Features ...... 585
Set and Mark Out Landscape Sites to Establish Grassed and
Planted Areas ................................................................ 599
Establish Planted Areas ................................................... 612
Plan and Maintain Planted Areas ...................................... 624
Plan and Renovate Planted Areas ..................................... 637
Prepare Sites for Landscape Works .................................. 649
Supporting Unit Information ............................................ 653
Laying Hard Surfaces for External Landscaping .................. 664
Construct Free Standing Walls ......................................... 674
Install Hard Landscape Features and Structures ................. 684
Plan and Construct Water Features .................................. 693
Construct Rock Gardens ................................................. 706
Repair and Restore Walls ................................................ 716
Restore Soft Landscape Areas ......................................... 722
Design Landscape Areas and Specify Materials and
Components .................................................................. 735
Assess the Characteristics of Sites ................................... 744
Prepare To Undertake and Report on a Field Survey ........... 760
Work With and Consult the Local Community .................... 771
Research and Plan Environmental Interpretations .............. 779
Conduct and Report on a Field Survey for People ............... 793
Conduct and Report on a Field Survey for Physical Features 802
Conduct and Report on a Field Survey for Animals ............. 811
Conduct and Report on a Field Survey for Habitat Types ..... 818
Conduct and Report on a Field Survey for Plants ................ 827
Conduct and Report on a Field Survey for Access Networks . 835
Exhume Coffins and Remains .......................................... 845
Work With Children and Young People during Environmental
Activities ....................................................................... 852
Deal With Accidents and Emergencies Involving Children and
Young People during Environmental Activities .................... 863
Plan Deliver and Evaluate Environmental Projects .............. 873
Appendices .......................................................................... 892
This is a live document and as such will be updated when required.
It is the responsibility of the approved centre to ensure the most
up-to-date version of the Qualification Guide is in use. Any
amendments will be published on our website and centres are
encouraged to check this site regularly.
1
Introduction
This qualification has been developed for the Higher Level Apprenticeship
in Horticulture (England) framework.
It is designed for learners who are either pursuing a career in horticulture
or who wish to commence one. It enables learners to develop their skills,
knowledge and understanding by following one of six pathways. There are
mandatory units that all learners must take as well as specific units,
depending upon the pathway chosen.
The qualification covers the following areas: Production and Commercial
Horticulture; Horticulture; Landscaping; Sports Turf (Greenkeeper and
Groundsman); Parks, Gardens and Green Space; and Cemeteries.
Aims
The ABC Level 3 Diploma in Work-Based Horticulture aims to:
Provide learners with the opportunity to acquire the essential skills, knowledge
and understanding required to work in horticulture
Provide a stimulating and supportive learning environment for learners to
develop their competence to the horticulture industry
Develop underpinning knowledge within the subject area, by promoting and
encouraging the development of new techniques and learning activities.
Target Group
This qualification is designed for those learners who are aged 16 or over
and who are working in the Horticulture Sector, either in paid or unpaid
employment.
ABC expects approved centres to recruit with integrity on the basis of a
learner’s ability to contribute to and successfully complete all the
requirements of a unit(s) or the full qualification
2
Progression Opportunities
Learners who achieve this qualification could progress on to other pathways
within the ABC Level 3Diplomas in Work-Based Horticulture, into
employment, gain promotion to a more senior position within existing
employment or progress into an Apprenticeship in the sector.
In addition, achievement of ABC Level 3 qualifications may also provide a
solid foundation upon which to develop skills in supervising and managing
people supporting progression to higher levels of responsibility and opening
up the possibility of entrepreneurial activities such as starting one’s own
business.
Centres should be aware that Reasonable Adjustments which may be
permitted for assessment may in some instances limit a learner’s
progression into the sector. Centres must, therefore, inform learners of
any limits their learning difficulty may impose on future progression
Language
These specifications and associated assessment materials are in English
only.
3
Qualification Summary
Qualifications and Pathways
L3 Diploma in Work-Based Horticulture (Production and Commercial
Horticulture)
L3 Diploma in Work-Based Horticulture (Landscaping)
L3 Diploma in Work-Based Horticulture (Sports Turf – Groundsman)
L3 Diploma in Work-Based Horticulture (Sports Turf – Greenkeeper)
L3 Diploma in Work-Based Horticulture (Parks, Gardens and Green Space)
Qualification
Number 601/2522/6
Qualifications Wales
Number C00/0619/5
Regulated The qualifications identified above are all
regulated by Ofqual and Qualifications Wales
Assessment
Internal assessment, internal and external
moderation
Specific requirements and restrictions may
apply to individual units within qualifications.
Please check unit and qualification details for
specific information.
Grading Pass
Operational Start
Date 01/02/2014
Review Date 31/08/2020
Operational End Date
31/12/2019 - L3 Diploma in Work-Based
Horticulture (Production and Commercial
Horticulture)
31/12/2019 - L3 Diploma in Work-Based
Horticulture (Landscaping)
31/12/2019 - L3 Diploma in Work-Based
Horticulture (Sports Turf – Groundsman)
31/12/2019 - L3 Diploma in Work-Based
Horticulture (Sports Turf – Greenkeeper)
4
31/12/2019 - L3 Diploma in Work-Based
Horticulture (Parks, Gardens and Green Space)
Certification End Date
31/12/2020 - L3 Diploma in Work-Based
Horticulture (Production and Commercial
Horticulture)
31/12/2020 - L3 Diploma in Work-Based
Horticulture (Landscaping)
31/12/2020 - L3 Diploma in Work-Based
Horticulture (Sports Turf – Groundsman)
31/12/2020 - L3 Diploma in Work-Based
Horticulture (Sports Turf – Greenkeeper)
31/12/2020 - L3 Diploma in Work-Based
Horticulture (Parks, Gardens and Green Space)
ABC Sector Landbased
Ofqual SSA Sector 03.2 Horticulture and Forestry
Stakeholder Support Lantra
Contact See ABC website for the Centre Support Officer
responsible for these qualifications
5
Level 3 Diploma in Work-Based Horticulture (Production and
Commercial Horticulture Pathway)
Rules of Combination: Learners must achieve a minimum of 57 credits
from this pathway. This must include 32 credits from the mandatory
units. Learners may achieve a maximum of 9 credits at Level 2.
Unit Level Credit
Value
GLH
Production and Commercial Horticulture Pathway
Mandatory Units
Promote, monitor and maintain health, safety
and security [D/502/1523] 3 6 39
Estimate and programme resource
requirements [Y/502/0502] 3 4 26
Manage your own resources [F/501/2989] 2 7 70
Provide nutrients to plants or crops
[K/502/0956] 3 6 39
Monitor the development of crops or plants
[M/502/0957] 3 4 26
Plan and manage the control of pests, diseases
and disorders [R/502/1471] 3 5 33
Optional Units – Group B
Maintain irrigation systems [F/502/1272] 3 3 19
Manage information for action [A/501/2988] 3 7 46
Installing drainage systems [D/502/1229] 2 3 23
Maintain drainage systems [T/502/1222] 2 3 23
Design and install drainage systems
[R/502/1227] 3 4 26
Monitor and adjust watering systems for crops
or plants [Y/502/1228] 3 5 33
Manage site clearance and preparation for
planting [H/502/1281] 3 6 39
Prepare for and maintain the planting of crops
or plants [H/502/0955] 3 6 39
Promote and monitor the growth of crops or
plants [Y/502/1181] 3 4 26
Plan and prepare growing media [K/502/0858] 3 6 39
Plan and collect propagation material
[D/502/1182] 3 5 33
6
Prepare and establish propagation material
[T/502/1012] 3 6 39
Plan and implement seed propagation
[Y/502/0855] 3 7 46
Plan and monitor harvesting operations
[R/502/0952] 3 6 39
Prepare and store harvested crops
[Y/502/0953] 3 6 39
Plan and manage the collection of orders
[R/502/1180] 3 8 52
Prepare collected orders for dispatch
[A/502/1013] 3 6 39
Prepare, monitor and adjust environmental
conditions for protected crops or plants
[M/502/0859]
3 5 33
Plant nomenclature and structure [T/505/4978] 3 5 22
Communicate information within the workplace
[Y/502/1195] 3 2 13
Plan and maintain supplies of physical
resources within the work area [J/502/1449] 3 3 13
Prepare and maintain equipment and machines
[K/501/0492] 3 3 19
Transport large root-balled plants [A/502/1450] 3 4 26
Prepare and apply pesticides [J/502/1516] 3 7 46
Identify the need for and plan habitat
management work [T/502/1530] 3 4 26
Co-ordinate and oversee habitat management
work [A/502/1531] 3 4 26
Monitor and evaluate the effectiveness of
habitat management work [F/502/1532] 3 4 26
Encourage and motivate volunteers
[J/502/1645] 3 5 33
Manage the work of volunteers [D/502/1599] 3 6 39
Establish and maintain conditions appropriate
to the welfare of animals [K/502/1850] 2 3 23
Lead the work of teams and individuals to
achieve their objectives [K/505/4993] 3 4 26
Improve customer service [D/505/5011] 3 7 47
Monitor and solve customer service problems
[H/505/5012] 3 6 40
8
Level 3 Diploma in Work-Based Horticulture (Landscaping
Pathway)
Rules of Combination: Learners must achieve a minimum of 57 credits
from this pathway. This must include 27 credits from the mandatory units
plus at least 10 credits from Group B (all remaining credits can be made
up from this group). Any remaining credits may be made up from units in
Group C. Learners may achieve a maximum of 9 credits at Level 2.
Unit Level Credit
Value
GLH
Landscaping Pathway
Mandatory Units
Promote, monitor and maintain health, safety
and security [D/502/1523] 3 6 39
Estimate and programme resource
requirements [Y/502/0502] 3 4 26
Manage your own resources [F/501/2989] 2 7 70
Specify the maintenance of landscapes
[J/502/1225] 3 6 39
Monitor landscape maintenance and inspect
landscape features and facilities [K/502/1282] 3 4 26
Optional Units – Group B
Provide nutrients to plants or crops
[K/502/0956] 3 6 39
Monitor the development of crops or plants
[M/502/0957] 3 4 26
Evaluate ground and environmental conditions
to establish grassed and planted areas
[L/502/0500]
3 3 19
Prepare sites for soft landscape establishment
[D/502/0503] 3 3 19
Establish grass swards [H/502/0857] 3 3 19
Maintain irrigation systems [F/502/1272] 3 3 19
Installing drainage systems [D/502/1229] 2 3 23
Maintain drainage systems [T/502/1222] 2 3 23
Design and install drainage systems
[R/502/1227] 3 4 26
Monitor and adjust watering systems for crops
or plants [Y/502/1228] 3 5 33
9
Manage site clearance and preparation for
planting [H/502/1281] 3 6 39
Plan and collect propagation material
[D/502/1182] 3 5 33
Prepare and establish propagation material
[T/502/1012] 3 6 39
Plan and implement seed propagation
[Y/502/0855] 3 7 46
Plant nomenclature and structure [T/505/4978] 3 5 22
Maintain and develop decorative horticultural
features [D/502/1280] 3 8 52
Set and mark out landscape sites to establish
grassed and planted areas [H/502/0499] 3 3 19
Establish planted areas [D/502/0856] 3 3 19
Plan and maintain planted areas [D/502/0498] 3 3 19
Plan and renovate planted areas [Y/502/0497] 3 3 19
Prepare sites for landscape works [H/502/1183] 3 6 39
Laying hard surfaces for external landscaping
[T/502/1186] 2 4 30
Construct free standing walls [A/502/1187] 2 4 30
Install hard landscape features and structures
[F/502/1188] 2 6 45
Plan and construct water features [F/502/1191] 3 6 39
Construct rock gardens [J/502/1189] 2 6 45
Repair and restore walls [M/502/1283] 3 4 26
Restore soft landscape areas [A/502/1190] 3 4 26
Optional Units – Group C
Plan and manage the control of pests, diseases
and disorders [R/502/1471] 3 5 33
Manage information for action [A/501/2988] 3 7 46
Communicate information within the workplace
[Y/502/1195] 3 2 13
Plan and maintain supplies of physical
resources within the work area [J/502/1449] 3 3 13
Prepare and maintain equipment and machines
[K/501/0492] 3 3 19
Transport large root-balled plants [A/502/1450] 3 4 26
Prepare and apply pesticides [J/502/1516] 3 7 46
Lead the work of teams and individuals to
achieve their objectives [K/505/4993] 3 4 26
10
Improve customer service [D/505/5011] 3 7 47
Monitor and solve customer service problems
[H/505/5012] 3 6 40
Manage budgets [D/505/5008] 4 5 20
Implement a marketing plan [R/505/5006] 3 4 26
Design landscape areas and specify materials
and components [L/501/0503] 3 9 59
Assess the characteristics of sites [K/501/0525] 3 9 59
Prepare to undertake and report on a field
survey [T/502/3276] 2 4 30
Work with and consult the local community
[L/502/3168] 2 3 23
11
Level 3 Diploma in Work-Based Horticulture (Sports Turf-
Groundsman Pathway)
Rules of Combination: Learners must achieve a minimum of 57 credits of
which 45 credits must be from the mandatory units. The remaining credit
can be made up of from units in Groups B and/or C. Please note learners
who choose unit T/502/3276 must complete 2 other units from Group C.
Learners may achieve a maximum of 9 credits at Level 2.
Unit Level Credit
Value
GLH
Sports Turf – Groundsman Pathway
Mandatory Units
Promote, monitor and maintain health, safety
and security [D/502/1523] 3 6 39
Estimate and programme resource
requirements [Y/502/0502] 3 4 26
Manage your own resources [F/501/2989] 2 7 70
Evaluate ground and environmental conditions
to establish grassed and planted areas
[L/502/0500]
3 3 19
Prepare sites for soft landscape establishment
[D/502/0503] 3 3 19
Establish grass swards [H/502/0857] 3 3 19
Plan the maintenance, repair and renovation of
sports turf areas [H/502/0504] 3 6 39
Plan and set out sports area [R/502/0501] 3 3 19
Maintain irrigation systems [F/502/1272] 3 3 19
Manage information for action [A/501/2988] 3 7 46
Optional Units – Group B
Plan and manage the control of pests, diseases
and disorders [R/502/1471] 3 5 33
Maintain drainage systems [T/502/1222] 2 3 23
Design and install drainage systems
[R/502/1227] 3 4 26
Prepare and maintain equipment and machines
[K/501/0492] 3 3 19
Prepare and apply pesticides [J/502/1516] 3 7 46
Encourage and motivate volunteers
[J/502/1645] 3 5 33
12
Manage the work of volunteers [D/502/1599] 3 6 39
Lead the work of teams and individuals to
achieve their objectives [K/505/4993] 3 4 26
Manage budgets [D/505/5008] 4 5 20
Implement a marketing plan [R/505/5006] 3 4 26
Set and mark out landscape sites to establish
grassed and planted areas [H/502/0499] 3 3 19
Establish planted areas [D/502/0856] 3 3 19
Prepare sites for landscape works
[H/502/1183] 3 6 39
Research and plan environmental
interpretations [R/502/3236] 3 5 33
Optional Units - Group C
Prepare to undertake and report on a field
survey [T/502/3276] 2 4 30
Conduct and report on a field survey for people
[M/502/3275] 2 4 30
Conduct and report on a field survey for
physical features [A/502/3277] 2 4 30
Conduct and report on a field survey for
animals [F/502/3278] 2 4 30
Conduct and report on a field survey for habitat
types [F/502/3281] 2 4 30
Conduct and report on a field survey for plants
[A/502/3280] 2 4 30
Conduct and report on a field survey for access
networks [J/502/3279] 2 4 30
13
Level 3 Diploma in Work-Based Horticulture (Sports Turf-
Greenkeeper Pathway)
Rules of Combination: Learners must achieve a minimum of 57 credits of
which 45 credits must be from the mandatory units. The remaining credit
can be made up of from units in Groups B and/or C. Please note learners
who choose unit T/502/3276 must complete 2 other units from Group C.
Learners may achieve a maximum of 9 credits at Level 2.
Unit Level Credit
Value
GLH
Sports Turf – Greenkeeper Pathway
Mandatory Units
Promote, monitor and maintain health, safety
and security [D/5021523] 3 6 39
Estimate and programme resource
requirements [Y/502/0502] 3 4 26
Manage your own resources [F/501/2989] 2 7 70
Evaluate ground and environmental conditions
to establish grassed and planted areas
[L/502/0500]
3 3 19
Prepare sites for soft landscape establishment
[D/502/0503] 3 3 19
Establish grass swards [H/502/0857] 3 3 19
Plan the maintenance, repair and renovation of
sports turf areas [H/502/0504] 3 6 39
Plan and set out sports area [R/502/0501] 3 3 19
Maintain irrigation systems [F/502/1272] 3 3 19
Manage information for action [A/501/2988] 3 7 46
Optional Units – Group B
Plan and manage the control of pests, diseases
and disorders [R/502/1471] 3 5 33
Maintain drainage systems [T/502/1222] 2 3 23
Design and install drainage systems
[R/502/1227] 3 4 26
Prepare and maintain equipment and machines
[K/501/0492] 3 3 19
Prepare and apply pesticides [J/502/1516] 3 7 46
Encourage and motivate volunteers
[J/502/1645] 3 5 33
14
Manage the work of volunteers [D/502/1599] 3 6 39
Lead the work of teams and individuals to
achieve their objectives [K/505/4993] 3 4 26
Manage budgets [D/505/5008] 4 5 20
Implement a marketing plan [R/505/5006] 3 4 26
Set and mark out landscape sites to establish
grassed and planted areas [H/502/0499] 3 3 19
Establish planted areas [D/502/0856] 3 3 19
Prepare sites for landscape works [
H/502/1183] 3 6 39
Research and plan environmental
interpretations (R/502/3236] 3 5 33
Optional Units - Group C
Prepare to undertake and report on a field
survey [T/502/3276] 2 4 30
Conduct and report on a field survey for people
[M/502/3275] 2 4 30
Conduct and report on a field survey for
physical features [A/502/3277] 2 4 30
Conduct and report on a field survey for
animals [F/502/3278] 2 4 30
Conduct and report on a field survey for habitat
types [F/502/3281] 2 4 30
Conduct and report on a field survey for plants
[A/502/3280] 2 4 30
Conduct and report on a field survey for access
networks [J/502/3279] 2 4 30
15
Level 3 Diploma in Work-Based Horticulture (Parks, Gardens and
Green Space Pathway)
Rules of Combination: Learners must achieve 57 credits of which 22
credits must come from the mandatory units plus 15 credits must be
achieved for the optional units in Group B. Learners may achieve any
units from Group C and/or D to make up the credit. Please note learners
who choose unit T/502/3276 must complete 2 other units from Group D.
Learners may achieve a maximum of 9 credits at Level 2.
Unit Level Credit
Value
GLH
Parks, Gardens and Green Space Pathway
Mandatory Units
Promote, monitor and maintain health, safety
and security [D/5021523] 3 6 39
Estimate and programme resource
requirements [Y/502/0502] 3 4 26
Manage your own resources [F/501/2989] 2 7 70
Plan and manage the control of pests, diseases
and disorders [R/502/1471] 3 5 33
Optional Units – Group B
Provide nutrients to plants or crops
[K/502/0956] 3 6 39
Monitor the development of crops or plants
[M/502/0957] 3 4 26
Specify the maintenance of landscapes
[J/502/1225] 3 6 39
Monitor landscape maintenance and inspect
landscape features and facilities [K/502/1282] 3 4 26
Evaluate ground and environmental conditions
to establish grassed and planted areas
[L/502/0500]
3 3 19
Prepare sites for soft landscape establishment
[D/502/0503] 3 3 19
Establish grass swards [H/502/0857] 3 3 19
Plan the maintenance, repair and renovation of
sports turf areas [H/502/0504] 3 6 39
Plan and set out sports area [R/502/0501] 3 3 19
Maintain irrigation systems [F/502/1272] 3 3 19
16
Installing drainage systems [D/502/1229] 2 3 23
Maintain drainage systems [T/502/1222] 2 3 23
Design and install drainage systems
[R/502/1227] 3 4 26
Monitor and adjust watering systems for crops
or plants [Y/502/1228] 3 5 33
Manage site clearance and preparation for
planting [H/502/1281] 3 6 39
Prepare for and maintain the planting of crops
or plants [H/502/0955] 3 6 39
Promote and monitor the growth of crops or
plants [Y/502/1181] 3 4 26
Plan and prepare growing media [K/502/0858] 3 6 39
Plan and collect propagation material
[D/502/1182] 3 5 33
Prepare and establish propagation material
[T/502/1012] 3 6 39
Plan and implement seed propagation
[Y/502/0855] 3 7 46
Plan and manage the collection of orders
[R/502/1180] 3 8 52
Prepare collected orders for dispatch
[A/502/1013] 3 6 39
Prepare, monitor and adjust environmental
conditions for protected crops or plants
[M/502/0859]
3 5 33
Plant nomenclature and structure [T/505/4978] 3 5 22
Maintain and develop decorative horticultural
features [D/502/1280] 3 8 52
Set and mark out landscape sites to establish
grassed and planted areas [H/502/0499] 3 3 19
Establish planted areas [D/502/0856] 3 3 19
Plan and maintain planted areas [D/502/0498] 3 3 19
Plan and renovate planted areas [Y/502/0497] 3 3 19
Prepare sites for landscape works [H/502/1183] 3 6 39
Laying hard surfaces for external landscaping
[T/502/1186] 2 4 30
Construct free standing walls [A/502/1187] 2 4 30
Install hard landscape features and structures
[F/502/1188] 2 6 45
17
Plan and construct water features [F/502/1191] 3 6 39
Construct rock gardens [J/502/1189] 2 6 45
Repair and restore walls [M/502/1283] 3 4 26
Restore soft landscape areas [A/502/1190] 3 4 26
Exhume coffins and remains [Y/502/0483] 2 4 30
Optional Units - Group C
Manage information for action [A/501/2988] 3 7 46
Communicate information within the workplace
[Y/502/1195] 3 2 13
Plan and maintain supplies of physical
resources within the work area [J/502/1449] 3 3 13
Prepare and maintain equipment and machines
[K/501/0492] 3 3 19
Transport large root-balled plants [A/502/1450] 3 4 26
Prepare and apply pesticides [J/502/1516] 3 7 46
Identify the need for and plan habitat
management work [T/502/1530] 3 4 26
Co-ordinate and oversee habitat management
work [A/502/1531] 3 4 26
Monitor and evaluate the effectiveness of
habitat management work [F/502/1532] 3 4 26
Encourage and motivate volunteers
[J/502/1645] 3 5 33
Manage the work of volunteers [D/502/1599] 3 6 39
Lead the work of teams and individuals to
achieve their objectives [K/505/4993] 3 4 26
Improve customer service [D/505/5011] 3 7 47
Monitor and solve customer service problems
[H/505/5012] 3 6 40
Manage budgets [D/505/5008] 4 5 20
Implement a marketing plan [R/505/5006] 3 4 26
Design landscape areas and specify materials
and components [L/501/0503] 3 9 59
Assess the characteristics of sites [K/501/0525] 3 9 59
Work with and consult the local community
[L/502/3168] 2 3 23
Research and plan environmental
interpretations [R/502/3236] 3 5 33
Work with children and young people during
environmental activities [J/502/3282] 2 3 23
18
Deal with accidents and emergencies involving
children and young people during
environmental activities [L/502/3283]
2 4 30
Plan, deliver and evaluate environmental
projects [A/502/3232] 3 10 65
Optional Units - Group D
Prepare to undertake and report on a field
survey [T/502/3276] 2 4 30
Conduct and report on a field survey for people
[M/502/3275] 2 4 30
Conduct and report on a field survey for
physical features [A/502/3277] 2 4 30
Conduct and report on a field survey for
animals [F/502/3278] 2 4 30
Conduct and report on a field survey for habitat
types [F/502/3281] 2 4 30
Conduct and report on a field survey for plants
[A/502/3280] 2 4 30
Conduct and report on a field survey for access
networks [J/502/3279] 2 4 30
19
Qualification
Purpose
D. Confirm occupational competence and/or 'licence
to practice'
D1. Confirm competence in an occupational role to
the standards required
Entry
Requirements
16+
Age Range Pre 16 16 – 18 18+ 19 +
LARS Reference 60125226
Recommended
GLH2
370
Recommended
TQT3
570
Credit Value 57
Type of Funding
Available See LARS (Learning Aim Rates Service)
Minimum
Qualification Fee See ABC website for current fees and charges
Unit Fee
Unit fees are based upon a unit’s individual credit
value. Please see the ABC website for the current
fee charged per credit
Additional
Information
Independent assessment is required for certain
units within each pathway if it is being used for an
apprenticeship
See ABC website for resources available for this
qualification
2 See Glossary of Terms 3 See Glossary of Terms
20
Independent Assessment Units
If the learner is completing this qualification as part of an apprenticeship,
they will be required to complete the knowledge aspect of certain units
within each pathway via independent assessment. The units that require
independent assessment are listed in the tables below for each pathway:
Production and Commercial Horticulture Pathway
Unit Knowledge
Credits
Promote, monitor, and maintain health and safety and
security
3
Estimate and programme resource requirements for
landscaping
3
Manage your own resources 2
Monitor the development of crops or plants 2
Landscaping Pathway
Unit Knowledge
Credits
Promote, monitor, and maintain health and safety and
security
3
Estimate and programme resource requirements for
landscaping
3
Manage your own resources 2
Monitor landscape maintenance and inspect landscape features and facilities
2
Sports Turf – Greenkeeper Pathway
Unit Knowledge
Credits
Promote, monitor, and maintain health and safety and
security
3
Estimate and programme resource requirements for
landscaping
3
Manage your own resources 2
Plan and set out sports areas 2
21
Sports Turf – Groundsman Pathway
Unit Knowledge
Credits
Promote, monitor, and maintain health and safety and
security
3
Estimate and programme resource requirements for
landscaping
3
Manage your own resources 2
Plan and set out sports areas 2
Parks, Gardens and Green Space Pathway
Unit Knowledge
Credits
Promote, monitor, and maintain health and safety and
security
3
Estimate and programme resource requirements for
landscaping
3
Manage your own resources 2
Plan and manage the control of pests, diseases and disorders
2
23
Promote Monitor and Maintain Health Safety and
Security of the Workplace
Unit Reference
D/502/1523
Level
3
Credit Value
6
Guided Learning
Hours
39
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
for monitoring and maintaining the safety and
security of the workplace. It also covers carrying
out risk assessments, promoting good standards of
health and safety and understanding how to deal
with any accidents or health emergencies. This
unit requires independent assessment if part
of an Apprenticeship Framework (see
Methods of Assessment below)
Learning Outcomes
(1 to 7)
The learner will
Assessment Criteria
(1.1 to 7.4)
The learner can
1. Understand how to
monitor and maintain
the health, safety and
security of the work
area
1.1 Explain the legal and organisational
responsibilities in relation to health, safety and
security covering:
People
Equipment and materials
The work area
1.2 Explain the importance of carrying out risk
assessments for all work activities including
assessing risks from new and non-routine activities
24
1.3 Explain the importance of assessing security
issues associated with the work area covering:
Bio security
Building security
Data security
Personal security
1.4 Describe how to carry out and evaluate a risk
assessment
1.5 Explain the hierarchy of measures to control
risks (including elimination, substitution, relevant
engineering controls, safe systems of work,
training/instruction and personal protective
equipment)
1.6 Outline safe systems of work when people are
working alone or at risk of abuse
1.7 Explain safe methods and systems of working
with hazardous materials and equipment in line
with relevant legislation
1.8 Explain how hazardous and non-hazardous
waste should be managed in line with legislation
2. Understand how to
promote good
standards of health
and safety
2.1 Explain the methods of communicating health
and safety precautions to others entering the work
area
2.2 Explain how good standards of health and
safety contribute to the management and
efficiency of businesses or organisations
3. Understand how to
deal with health
emergency situations
3.1 Describe the types of accidents or incidents
which may occur and the correct actions to take
25
3.2 Explain the importance of not carrying out
actions beyond own capabilities
3.3 Explain the potential risks to others from an
emergency situation
3.4 Explain the reasons for offering support and
help to others involved in the accident or incident
and how this should be achieved
4. Understand the
records required and
their importance
4.1 Explain the responsibility for and types of
records required and the importance of accurate
record keeping
4.2 Explain the relevant legislative requirements
for completing records of accidents and incidents
5. Monitor and
maintain the health,
safety and security of
the work area
5.1 Carry out risk assessments in accordance with
relevant legal and organisational requirements
5.2 Evaluate the risks which have been identified
and implement appropriate control measures
6. Promote good
standards of health
and safety
6.1 Ensure appropriate clothing and protective
equipment is worn which is consistent with
recognised health and safety practice and in line
with risk assessment
6.2 Communicate any health and safety
precautions that are being applied in the work area
to others entering the area
6.3 Use approved safe methods of lifting and
handling when carrying out work
6.4 Ensure standard procedures for personal
hygiene are followed at all times
26
6.5 Adopt safe systems of work which are
consistent with organisational procedures and the
findings of the risk assessment
6.6 Take appropriate action if there is a danger of
accidents or injury
7. Respond to health
emergencies within
the work area
7.1 Implement procedures safely, correctly and
without delay in an emergency situation
7.2 Summon assistance immediately for any
health emergency and initiate action appropriate to
the condition and situation
7.3 Give assistance as required within the limits of
your capability, including suitable verbal support
7.4 Make the immediate vicinity as safe as
possible
27
Supporting Unit Information
D/502/1523 Promote, Monitor and Maintain Health, Safety and Security -
Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Examples are indicative of the range of considerations for
assessment criteria but are by no means all inclusive
LO1, LO2, LO3 and LO 4 are the key areas of knowledge for this unit
Learning Outcome 1. Understand how to monitor and maintain the
health, safety and security of the work area
1.1 Explain the legal and organisational responsibilities in relation
to health, safety and security covering the following
People explain the requirements of the Health and Safety at Work
Act, Regulations and Approved Codes of Practise. Explain both
employers and employees responsibilities to self and others and how
relevant Health and Safety regulations affect you and your work.
Explain how Health and safety law is enforced and explain the powers
of the Health and Safety Executive (HSE) inspectors
Explain the requirements of Provision and Use of Work Equipment
Regulations (PUWER) and Lifting Operations and Lifting Equipment
Regulations ( LOLER)
Explain the requirements with regard to the work area and how
everyone has a legal duty to look after themselves and others. Risk
assessments to be in place.
1.2 Explain the importance of carrying out risk assessments for all
work activities including assessing risks from new and non-
routine activities explain the legal requirements and how risk
assessments make the work place a safer place and explain the
28
difference between a generic and a dynamic risk assessment. A risk
assessment should identify the ways in which a task can go wrong and
what should be done to ensure it doesn’t.
1.3 Explain the importance of assessing security issues associated
with the work area covering the following
Bio-security - explain the dangers of cross contamination, and the
COSHH regulations
Building security - threat to staff, loss of stock, breach of security
Data security - threat to business and non-compliance with data
protection act
Personal security - threat to staff, explain PPE and safe areas and
need to behave in a safe and responsible manner.
1.4 Describe how to carry out and evaluate a risk assessment by
showing what actions have been taken out before the work actually
begins to prevent the staff who are undertaking the task from coming
to harm. Regular inspections need to be carried out to ensure the
workplace remains a safe place to work.
1.5 Explain the hierarchy of measures to control risks (including
elimination, substitution, relevant engineering controls, safe
systems of work, training/ instruction and personal protective
equipment) by using ERIC (Eliminate, Reduce, Isolate, Control)
methodology.
1.6 Outline safe systems of work when people are working alone or
at risk of abuse by stating Lone Worker Policy, emergency procedures
or ensuring adequate supervision and reporting in and out procedures.
1.7 Explain safe methods and systems of working with hazardous
materials and equipment in line with relevant legislation.
Control of Substances Hazardous to Health (COSHH) regulations
specify the precautions that your employer and you must take to
protect your health from the effects of harmful substances. The
COSHH assessment should contain all the information on the dangers
involved in using the substance and the precautions to be taken
including appropriate safe working methods and correct PPE.
1.8 Explain how hazardous and non-hazardous waste should be
managed in line with legislation by explaining that only designated
29
areas for disposal of waste are used; explain the difference between
organic and inorganic waste and the need for a licensed carrier of
waste to be employed.
Learning Outcome 2. Understand how to promote good standards
of health and safety
2.1 Explain the methods of communicating health and safety
precautions to others entering the work area such as clear
signage, site inductions, health and safety brief and toolbox talks, risk
assessments and wherever possible be accompanied with a trained
operative of member of staff.
2.2 Explain how good standards of health and safety contribute to
the management and efficiency of businesses or organisations
by making the work place a safer place to work this will ensure
maximum productivity and no lost time. The work place remains tidy
and orderly and operations will run smoothly.
Learning Outcome 3. Understand how to deal with health
emergency situations
3.1 Describe the types of accidents or incidents which may occur
and the correct actions to take for example minor cuts, bruises,
slips ,trips falls to more serious injury such as broken bones, scalds,
burns or even major injuries or death. Incidents could be fire, electric
shock or falls from height - this list is not by any means all inclusive.
All incidents should be reported and recorded in the accident book,
appropriate first aid administered or help summoned and any hazards
should be removed as soon as possible if safe to do so.
3.2 Explain the importance of not carrying out actions beyond own
capabilities such as untrained first aider could make the situation
worse, as could an untrained operative for example attempting to
extinguish a fire with the incorrect preventive materials.
3.3 Explain the potential risks to others from an emergency
situation such as fire, electric shock, overcome by fumes, unguarded
machinery etc.
30
3.4 Explain the reasons for offering support and help to others
involved in the accident or incident and how this should be
achieved by being calm and assuring. To help with the investigation
of the cause and to prevent a reoccurrence and to get aid to anyone in
distress or who is injured or effected anyway by the resulting accident
or incident.
Learning Outcome 4. Understand the records required and their
importance
4.1 Explain the responsibility for and types of records required and
the importance of accurate record keeping such as entries into the
accident book for all injuries and the need to report some injuries and
incidents to the HSE (one where lost working time is three days or
more). There may also be a claim so records need to be accurate.
4.2 Explain the relevant legislative requirements for completing
records of accidents and incidents such as the Health and Safety at
Work Act and more serious accidents are reportable to HSE under
RIDDOR (Reporting of Injuries, Diseases and Dangerous Occurrences
Regulations 1995).
LO5, LO6 and LO7 are the key areas of competence for this unit
Learning Outcome 5. Monitor and maintain the health, safety and
security of the work area
5.1 Carry out risk assessments in accordance with relevant legal
and organisational requirements refer to LO 1.4 and take into
account how risk assessments make your job safer, the importance of
regular site inspections, how safe working methods reduce accidents
and how minor events can combine to create a serious accident. Risks
assessments need to be both generic and dynamic.
5.2 Evaluate the risks which have been identified and implement
appropriate control measures refer to LO 5.1.
Learning Outcome 6. Promote good standards of health and safety
6.1 Ensure appropriate clothing and protective equipment is worn
which is consistent with recognised health and safety practice
31
and in line with risk assessment such as high visibility clothing,
head protection, hearing protection, eye protection, overalls, barrier
creams, gloves, protective footwear this list is not by any means all
inclusive and specialist PPE may be required dependent upon the task
and the findings of the risk assessment e.g. entry into confined spaces
requires specialist PPE.
6.2 Communicate any health and safety precautions that are being
applied in the work area to others entering the area by
communications, inductions and instructions, and by carefully placed
signage for designated areas.
6.3 Use approved safe methods of lifting and handling when
carrying out work by using lifting aids and complying with Manual
Handling Regulations and being trained to lift specific items.
6.4 Ensure standard procedures for personal hygiene are followed
at all times by demonstrating personal hygiene, recognising
hazardous substances, using PPE and the need for other preventive
measures such as barrier cream.
6.5 Adopt safe systems of work which are consistent with
organisational procedures and the findings of the risk
assessment by adopting safe working practise and following
instructions.
6.6 Take appropriate action if there is a danger of accidents or
injury refer to LO3.1
Learning Outcome 7. Respond to health emergencies within the
work area
7.1 Implement procedures safely, correctly and without delay in an
emergency situation refer to LO3.1
7.2 Summon assistance immediately for any health emergency and
initiate action appropriate to the condition and situation by the
most appropriate means of communication, shout, use telephone and
relay all relevant information so the most up to date information is
relayed
32
7.3 Give assistance as required within the limits of your capability,
including suitable verbal support refer to LO 3.4
7.4 Make the immediate vicinity as safe as possible by cordoning off
the area disconnecting any power sources, verbal communications and
remaining vigilant.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners,
including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence. This
unit requires independent assessment if this is being used as part of
an Apprenticeship Framework. The questions can be found on this
qualifications page on the ABC Awards website.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
It is important that practical assessment activities are supervised
appropriately.
33
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
34
The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments The website http://www.netregs.gov.uk/ provides helpful guidance
about environmental regulations. The Provision and Use of Work Equipment Regulations PUWER
All plant or equipment used at work, either in the office or in the field, comes under PUWER
See ABC website for further information
35
Estimate and Programme Resource Requirements
Unit Reference
Y/502/0502
Level
3
Credit Value
4
Guided Learning
Hours
26
Unit Summary
This unit will provide the learner with the skills,
knowledge and understanding required for
estimating resource requirements and
programming work for soft, hard and interior
landscapes. This unit requires independent
assessment if part of an Apprenticeship
Framework (see Methods of Assessment
below)
Learning Outcomes
(1 to 4)
The learner will
Assessment Criteria
(1.1 to 4.5)
The learner can
1. Be able to estimate
the resources
1.1 Identify the nature, extent, required outcome
and standards of proposed work clearly and
accurately
1.2 Identify required resources appropriate to the
work
1.3 Ensure timing of resource enable work to
proceed without delay
2.1 Confirm the work programme takes full
account of the resources required to proceed
36
2. Be able to
sequence and
programme work
2.2 Provide a sequence of work which meets
agreed targets and enables the work to be
completed on time, safely and to the standard
required
2.3 Communicate the work programme effectively
and in time to all relevant people
3. Understand how to
estimate resource
requirements and
programme work
3.1 Explain project planning and methods of
estimating resource requirements
3.2 Compare the effects of timing of resource
provision on costs and completion
3.3 Assess methods to optimise resource usage
and timing and minimise waste
3.4 Evaluate the implications of estimating and
arranging resources for projects
4. Understand the
sequence and
programming of work
4.1 Explain the methods of sequencing work to
achieve targets and realistic work rates for the
work type programmed
4.2 Evaluate the use of performance measures
4.3 Describe the possible causes of disruption to
work programmes and their effects on quality and
timing
4.4 Explain the potential hazards that may be
encountered and the measures to take to reduce
these
4.5 Explain current health and safety legislation,
codes of practice and any additional requirements
which apply to this area of work
37
Supporting Unit Information
Y/502/0502 Estimate and Programme Resource Requirements - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the learning Outcome (LO) e.g. LO1 and
then to the Assessment criteria number listed e.g. LO 1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means all inclusive
These are the key areas of competence for this unit
Learning Outcome 1. Be able to estimate the resources
1.1 Identify nature, extent required outcomes and standards of
work clearly and accurately e.g. client
brief/plan/specification/requirements, own survey /design / objectives
1.2 Resources to be identified appropriate to the work e.g.
labour e.g. skills required – labourers, landscapers, machine
operators.
equipment e.g. numbers, type, size, number, hours required.
materials e.g. type, quantity, quality.
finance to meet costs of e.g. labour, equipment, materials,
professional fees, services (phone, water, power), welfare,
contingencies.
specific expertise e.g. equipment operators, builders, landscapers,
labourers, Local Authority requirements.
1.3 Ensure timing of resources enable work to proceed without
delay e.g. prepare activity/flow chart, orders placed for materials /
equipment, labour availability, finances in place.
38
Learning Outcome 2. Be able to sequence and programme work
2.1 Confirm the work programme takes full account of the
resources required to proceed e.g. check work programme takes
account of required resources - refer to
LO 1.2
2.2 Provide a sequence of work which meets agreed targets and
enables work to be completed on time, safely and to the
standard required e.g. activity / flow chart, commencement and
completion dates, sequential completion dates, delivery of equipment /
materials to target dates, labour requirements for sequenced work.
2.3 Communicate the work programme effectively and in time to all
relevant people e.g. provide programme information / target dates to
client, suppliers and labour force, place orders for materials /
equipment to meet target dates.
These are the key areas of knowledge for this unit
Learning Outcome 3. Understand how to estimate resource
requirements and programme work
3.1 Explain project planning and methods of estimating resource
requirements e.g.
Labour e.g. Number of hours required for each pay scale,
contingency for over run / sickness / holiday / waiting time.
Equipment e.g. For each type the - required working hours, running
costs, contingency for over run / breakdown / waiting time.
Materials e.g. Minimum amounts required, additions for breakage /
waste, storage / security.
Finance e.g. All labour (variations in rates of pay, holidays /
sickness), materials, equipment all types and number required),
welfare, site costs, contingency / overrun costs.
Specific expertise e.g. Know capabilities of each operator then fill
gaps, local authority requirements.
3.2 Compare the effects of timing of resource provision on costs
and completion e.g. monitor deliveries against work programme,
work progress against planed programme / flow chart and costs
against budget.
39
3.3 Assess methods to optimise resource usage and timing and
minimise waste e.g. maintain records of hours of productive work
(labour and equipment), check deliveries against orders, actual use of
materials and make comparison against programmed requirements.
3.4 Evaluate the implications of estimating and arranging resources
for projects e.g.
horticultural items e.g. delivery and maintenance of viability of living
material, soil and weather conditions, appropriate labour availability.
landscape items e.g. delivery sequence, wastage, ground conditions,
appropriate labour availability.
Learning Outcome 4. Understand the sequence and programming
of work
4.1 Explain the methods of sequencing work to achieve targets and
realistic work rates for the work type programmed e.g. refer to
LO 2.2, LO 3.2 & 3.3
4.2 Evaluate the use of performance measures e.g. output rates of
labour and equipment, wastage, progress against programme,
deliveries against orders.
4.3 Describe the possible causes of disruption to work programmes
and their effects on quality and timing e.g. weather, soil / ground
conditions, late deliveries, labour absences, change to specification,
equipment malfunction, delay in authorisation, client interruptions /
amendments.
4.4 Explain the potential hazards that may be encountered and the
measures to take to reduce these e.g. presence of services, debris
/ rubbish, use of equipment / tools / materials, terrain, materials,
petroleum products. Measures for reduction e.g. locate services (CAT
scan) and give warnings / isolate, use competent staff, follow
manufacturer’s guidelines / instructions, risk assessments followed, use
PPE (steel toe cap boots, gloves, protective clothing as required).
4.5 Explain current health and safety legislation, codes of practice
and any additional requirements e.g.
Health and Safety at Work etc. Act 1974 e.g. management of health
and safety and safety at work
40
Risk assessments e.g. working practices
Codes of Practice e.g. pesticide application, use of equipment
Exposure records e.g. noise, vibration
COSHH Regulations e.g. risk assessments and use, fuel
Hazardous Waste Regulations e.g. waste disposal
Storage e.g. fuels, materials
PPE e.g. safety boots, ear defenders, protective clothing
Environmental Protection Act. E.g. environmental protection
Water Pollution Act e.g. water protection
RIDDOR e.g. reporting requirements
PUWER e.g. use of plant and equipment
LOLER e.g. lifting operations and lifting equipment
Welfare at Work e.g. staff facilities
Any additional requirements
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners,
including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
Learning Outcomes (LO) 1 and 2
Delivery of these learning outcomes is by supervised practical work activities
giving learners the opportunity, first to practice the various tasks involved
and then to be observed correctly doing each task to demonstrate
achievement of the assessment criteria.
Learners not holding statutory qualifications to use equipment and materials
to be supervised by person who is qualified to do so.
Prior to, during and after completion of activities, photographs or video could
be taken to provide evidence of progress.
Learning Outcomes (LO) 3 and 4
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
activities and witness testimony, answering oral or written questions,
assignments or internet research cross referenced to the knowledge
evidence.
41
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence. This
unit requires independent assessment if this is being used as part of
an Apprenticeship Framework. The questions can be found on this
qualifications page on the ABC Awards website.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1, 2 and 3 link together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 4, 5 and 6 to allow knowledge
evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
42
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/planting plans/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory and safety checklists / maintenance
schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
The Office of Public Information website http://www.opsi.gov.uk has year by year lists of UK Acts and Statutory Instruments
The website http://www.netregs.gov.uk/ provides helpful guidance
about environmental regulations. The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, waste and water etc
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
See ABC website for further information
43
Manage Your Own Resources
Unit Reference
F/501/2989
Level
2
Credit Value
7
Guided Learning
Hours
70
Unit Summary
This unit is mainly about making sure learners
have the personal resources (particularly
knowledge, understanding, skills and time) to
undertake their work role and reviewing their
performance against agreed objectives. It also
covers identifying and undertaking activities to
develop their knowledge, skills and understanding
where gaps have been identified. This unit
requires independent assessment if part of an
Apprenticeship Framework (see Methods of
Assessment below)
Learning Outcomes
(1 to 5)
The learner will
Assessment Criteria
(1.1 to 5.9)
The learner can
1. Manage their own
resources
1.1 Identify and agree the requirements of their
work-role with those they report to
1.2 Discuss and agree personal work objectives
with those they report to and how they will
measure progress
1.3 Identify any gaps between the requirements of
their work-role and their current knowledge,
understanding and skills
44
1.4 Discuss and agree, with those they report to, a
development plan to address any identified gaps in
their current knowledge, understanding and skills
1.5 Undertake the activities identified in their
development plan and discuss, with those they
report to, how they have contributed to their
performance
1.6 Get regular and useful feedback on their
performance from those who are in a good position
to judge it and provide you with objective and valid
feedback
1.7 Discuss and agree, with those they report to,
any changes to their personal work objectives and
development plan in the light of performance,
feedback received, any development activities
undertaken and any wider changes
1.8 Check, on a regular basis, how they are using
their time at work and identify possible
improvements
1.9 Ensure that their performance consistently
meets or goes beyond agreed requirements
2. Use appropriate
behaviours to manage
their own resource
2.1 Demonstrate that they recognise changes in
circumstances promptly and adjust plans and
activities accordingly
2.2 Demonstrate that they prioritise objectives and
plan work to make best use of time and resources
2.3 Demonstrate that they take personal
responsibility for making things happen
2.4 Demonstrate that they take pride in delivering
high quality work
45
2.5 Demonstrate that they agree achievable
objectives for themselves and give a consistent
and reliable performance
2.6 Demonstrate that they can find practical ways
to overcome barriers
2.7 Demonstrate that they make best use of
available resources and proactively seek new
sources of support when necessary
3. Know and
understand how to
manage their own
resources using
general knowledge
3.1 Demonstrate why managing their resources
(particularly knowledge, understanding, skills and
time) is important
3.2 Demonstrate how to identify the requirements
of a work-role
3.3 Demonstrate how to set work objectives which
are SMART (Specific, Measurable, Achievable,
Realistic and Time-bound)
3.4 Demonstrate how to measure progress against
work objectives
3.5 Demonstrate how to identify development
needs to address any identified gaps between the
requirements of their work-role and their current
knowledge, understanding and skills
3.6 Demonstrate what an effective development
plan should contain
3.7 Demonstrate the type of development
activities which can be undertaken to address
identified gaps in knowledge, understanding and
skills
46
3.8 Demonstrate how to identify whether/how
development activities have contributed to their
performance
3.9 Demonstrate how to get and make effective
use of feedback on their performance
3.10 Demonstrate how to update work objectives
and development plans in the light of performance,
feedback received, any development activities
undertaken and any wider changes
3.11 Demonstrate how to record the use of their
time and identify possible improvements
4. Know and
understand how to
manage their own
resources using
industry and sector
specific knowledge
4.1 Show that they know and understand the
industry/sector requirements for the development
or maintenance of knowledge, understanding and
skills
5. Know and
understand how to
manage their own
resources using
context specific
knowledge
5.1 Show that they know the agreed requirements
of their work-role including the limits of their
responsibilities
5.2 Show that they know their agreed personal
work objectives
5.3 Show that they know the reporting lines in
their organisation
5.4 Show that they know and understand their
current knowledge, understanding and skills
5.5 Show that they can identify gaps in their
current knowledge, understanding and skills
47
5.6 Show that they know and understand their
personal development plan
5.7 Show that they know their organisation’s
policy and procedures in terms of personal
development
5.8 Show that they know the available
development opportunities and resources in their
organisation
5.9 Show that they understand possible sources of
feedback in their organisation
48
Supporting Unit Information
F/501/2989 Manage Your Own Resources – Level 2
Indicative Content
To successfully achieve this unit, learners need to provide evidence that
they have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g.) LO1
and then to Assessment Criteria number listed e.g. LO1.3.
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive.
Note 3: The example used in this indicative content is for a landscape
maintenance operative.
LO1 and LO2 are the key areas of competence for this unit
Learning Outcome 1. Manage their own resources
1.1 Identify and agree the requirements of their work-role with
those they report to include to travel to a range of landscape sites
on a daily basis transporting a ride-on machine with a van and trailer
and operating a range of hand tools and machines to complete tasks
such as grass cutting, edging off, hedge cutting, pruning and border
maintenance, spraying herbicides to hard standing and marking out a
range of sports pitches to the required standard. The requirements of
the work role are in the job description and agreed with the line
manager.
1.2 Discuss and agree personal work objectives with those they
report to and how they will measure progress to include to be
able to edge off and cut grassed areas with hand tools and pedestrian
machinery to the required height and standard for the contract and
progressing onto ride-on machines and other tasks as skills develop.
49
Regular appraisals with line manager which could be monthly at first
during the probation period and then six monthly or annually to review
overall performance and to measure progress against work objectives.
See LO1.1 for further details.
1.3 Identify any gaps between the requirements of their work-role
and their current knowledge, understanding and skills to
include a training course for using tractors and ride-on mowers as well
as training courses such as health and safety, manual handling,
emergency first aid and PA1 and PA6 training for the use of herbicides
and machinery maintenance training to maintain machines on a daily
basis. The gaps in their knowledge and skills are identified by client
feedback and observations made by other employees including
managers when undertaking staff appraisals.
1.4 Discuss and agree, with those they report to, a development
plan to address any identified gaps in their current knowledge,
understanding and skills to include discussions and agreements for
an initial training plan takes place during appraisals with their line
manager to target specific on-site training using tools and equipment
to complete work to the required standard and specification and to
identify training courses to gain certificates needed to undertake
specific tasks such as chemical control of weeds. Specialist knowledge
of landscape sites and specifications to be included in development plan
with line manager. See LO1.1 and LO1.3 for details.
1.5 Undertake the activities identified in their development plan
and discuss, with those they report to, how they have
contributed to their performance to include monthly reviews or
team meetings that highlight staffing changes that dictate new roles or
tasks for the staff member or extra training to be given on specific
tasks where the employee is being asked to take on new responsibility.
Feedback and follow up interviews are then needed with line manager
to establish progress in their role and this feeds into staff appraisals.
See LO1.1 and LO1.2 for further details.
1.6 Get regular and useful feedback on their performance from
those who are in a good position to judge it and provide you
with objective and valid feedback to include unofficial discussions
and advice given by other work colleagues and in particular their line
manager who will act as a mentor and oversee the on the job training
50
and development of the staff member. Official feedback to come in
during staff appraisals with line manager and from clients and
customers where the work has been carried out.
1.7 Discuss and agree, with those they report to, any changes to
their personal work objectives and development plan in the
light of performance, feedback received, any development
activities undertaken and any wider changes see LO1.5 for further
details.
1.8 Check, on a regular basis, how they are using their time at work
and identify possible improvements to include checking work
schedules and observing how efficiently the work is being done and if
there are complaints from customers or other colleagues if the work is
not up to standard. Completion of a schedule will analyse the specific
use of time and resources but feedback from other employees and
clients will identify how effective their time management is.
1.9 Ensure that their performance consistently meets or goes
beyond agreed requirements to include feedback from client
officers, customers and line manager to ensure that all standards are
met on all sites and that the work carried out is consistent and
regular. See LO1.8 for details.
Learning Outcome 2. Use appropriate behaviours to manage their
own resources
2.1 Demonstrate that they recognise changes in circumstances
promptly and adjust plans and activities accordingly to include
dealing with essential deadlines for contracts and prioritising work to
achieve the objectives set. To change plans so that work scheduled
each day promotes work efficiency so that work does not fall behind
schedule or fail to meet the specification. To be able to do extra work
to bring in extra revenue such as variation orders.
2.2 Demonstrate that they prioritise objectives and plan work to
make best use of time and resources to include prioritising the
most important areas and working in specific areas on certain days to
reduce travel time and add to work efficiency. See LO2.1 for further
details.
51
2.3 Demonstrate that they take personal responsibility for making
things happen to include seeing a job on a site through to
completion including site checks at the end to ensure that the work
meets the specification and checking the standard of work with the
customer before proceeding onto the next job. A customer satisfaction
form or a survey will give written feedback on completed work.
2.4 Demonstrate that they take pride in delivering high quality
work to include see LO2.3 for further details.
2.5 Demonstrate that they agree achievable objectives for
themselves and give a consistent and reliable performance to
include setting deadlines for work to be completed to the agreed
standard when giving feedback to both their line manager and clients
and then meeting the objectives set and to the agreed specification.
2.6 Demonstrate that they can find practical ways to overcome
barriers to include dealing with difficult customers and completing
work to avoid further complaint. Re-arranging work around the
breakdown of machines and equipment so that other tasks can be
completed so that the work does not fall behind schedule which may
include working with other colleagues to secure machinery and
equipment on short term loan to complete necessary tasks to complete
the contract. Meeting directly with clients and the production of action
plans are practical ways to overcome barriers as well as getting
technical expertise from sources both internal and external to the
organisation.
2.7 Demonstrate that they make best use of available resources
and proactively seek new sources of support when necessary to
include see LO2.6 for further details.
LO3, LO4, and LO5 are the key areas of knowledge for this unit
Learning Outcome 3. Know and understand how to manage their
own resources using general knowledge
3.1 Demonstrate why managing their resource (particularly
knowledge, understanding, skills and time) is important to
include see LO2.1 and LO2.2 for further details.
52
3.2 Demonstrate how to identify the requirements of a work-role
to include see LO1.1 for further details.
3.3 Demonstrate how to set work objectives which are SMART
(Specific, Measurable, Achievable, Realistic and Time-bound)
to include measuring up and pricing up a small contract with each
task area measured to quantify the time taken to do and the relevant
cost incurred. If the work is completed to the agreed standard within
the time set then all the objectives were met with no extra cost
incurred.
3.4 Demonstrate how to measure progress against work objectives
to include see LO1.2 for further details.
3.5 Demonstrate how to identify development needs to address
any identified gaps between the requirements of their work-
role and their current knowledge; understanding and skills to
include see LO1.3 for further details.
3.6 Demonstrate what an effective development plan should
contain see LO1.4 for further details.
3.7 Demonstrate the type of development activities which can be
undertaken to address identified gaps in knowledge,
understanding and skills see LO1.3 and LO1.4 for further details.
3.8 Demonstrate how to identify whether /how development
activities have contributed to their performance to include
completion of the various training courses and the ability afterwards to
carry out the tasks competently to the agreed specification. See
LO1.6 for further details.
3.9 Demonstrate how to get and make effective use of feedback on
their performance see LO1.6 for further details.
3.10 Demonstrate how to update work objectives and development
plans in the light of performance, feedback received, any
development activities undertaken and any wider changes see
LO1.4, LO1.5 and LO1.6 for further details.
53
3.11 Demonstrate how to record the use of their time and identify
possible improvements to include see LO1.8 and LO2.2 for further
details.
Learning Outcome 4. Know and understand how to manage their
own resources using industry and sector specific knowledge
4.1 Show that they know and understand the industry/sector
requirements for the development or maintenance of
knowledge, understanding and skills to include knowledge about
new products and machines that are more efficient for the workload
and awareness of current work practices according to legislation such
as the up to date list of allowable pesticides for use in the industry.
Information to be obtained from books, websites and periodicals.
Knowledge of new training needs where a given task needs a
certificate of competence in industry.
Learning Outcome 5. Know and understand how to manage their
own resources using context specific knowledge
5.1 Show that they know the agreed requirements of their work-
role including the limits of their responsibilities to include
feedback on appraisal forms and production of their own training plan
to show evidence of achievement towards training courses and
qualifications. Production of a suitable work schedule to show
priorities and a personal development plan will highlight the limits of
their responsibilities. See LO1.1 for further details.
5.2 Show that they know their agreed personal work objectives see
LO5.1 for further details.
5.3 Show that they know the reporting lines in their organisation
to include knowledge of chains of command such as other colleagues
at the same level and their immediate line manager and the
production of an organisational chart for the company to show chains
of command. See LO1.1 and LO1.2 for further details
5.4 Show that they know and understand their current knowledge,
understanding and skills to include see LO1.3, LO1.4 and LO4.1
for further details.
54
5.5 Show that they can identify gaps in their current knowledge,
understanding and skills to include see LO1.3, LO1.4 and LO4.1
for further details.
5.6 Show that they know and understand their personal
development plan see LO5.1 for further details.
5.7 Show that they know their organisation’s policy and
procedures in terms of personal development to include
knowledge and access made of the company staff development
system to apply for further training courses and qualifications and the
company staff development policy for advertising vacancies for
progression and the application process for this. See LO1.3 for further
details.
5.8 Show that they know the available development opportunities
and resources in their organisation to include see LO5.7 for
further details.
5.9 Show that they understand possible sources of feedback in
their organisation see LO1.6 for further details.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners,
including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
Learning Outcomes 1, and 2
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised landscape
maintenance work giving learners the opportunity, first to practice the
various tasks involved and then to be observed correctly doing each task to
demonstrate achievement of the assessment criteria. Prior to, during and
after completion of construction work photographs or video could be taken
to provide evidence of progress.
Learning Outcomes 3, 4 and 5
55
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of landscape
maintenance work and witness testimony, answering oral or written
questions, assignments or internet research cross referenced to the
knowledge evidence
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence. This
unit requires independent assessment if this is being used as part of
an Apprenticeship Framework. The questions can be found on this
qualifications page on the ABC Awards website.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1 and 2 link together and
competence can be assessed practically by observation or by generation of
diverse evidence. These could also link to Learning Outcomes 3, 4, and 5 to
allow knowledge evidence to be gathered during the practical activities.
It is important that practical assessment activities are supervised
appropriately.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
56
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include some of the following
Personal development plans
Organisational charts
Customer satisfaction
Feedback forms
Appraisals
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes/diaries/reflective accounts
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory and safety checklists / maintenance
schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
It is important that practical assessment activities are supervised
appropriately.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
57
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications The website
www.sqa.org.uk/files_ccc/D3718ManageYourOwnResourcesProfessional
Development has useful information on managing your own resources
for professional development and setting objectives which are SMART.
The website www.skillset.org/uploads/pdf/asset_8390.pdf?1 gives
some useful guidance on managing your own resources.
See ABC website for further information
58
Provide Nutrients to Plants or Crops
Unit Reference
K/502/0956
Level
3
Credit Value
6
Guided Learning
Hours
39
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
to identify nutrient problems and provide nutrients
to plants or crops
Learning Outcomes
(1 to 8)
The learner will
Assessment Criteria
(1.1 to 8.3)
The learner can
1. Understand the
factors which
influence nutrient
requirements
1.1 Explain the relationship between plan or crop
growth and development, and the use of nutrients
1.2 Explain the ways of checking that the correct
quantity of nutrients are available to plants or
crops
1.3 Explain the likely problems which may impact
on providing nutrients to plants or crops and how
to resolve them
2. Understand the
methods of applying
nutrients
2.1 Explain the different methods for applying
nutrients to plants or crops
59
3. Know how to
identify nutrient
problems with crops
or plants
3.1 Describe the signs of nutrient deficiency in
plants or crops
4. Understand how to
maintain equipment
4.1 Explain the importance and methods of
maintaining equipment ready for use
5. Understand
relevant health and
safety legislation and
environmental good
practice
5.1 Explain current health and safety legislation,
codes of practice and any additional requirements
which apply to this area of work
5.2 Describe the possible environmental damage
and how to respond appropriately
5.3 Explain the correct and appropriate methods
for disposing of waste
5.4 Explain the records required for management
and legislative purposes and the importance of
maintaining them
6. Be able to maintain
and use equipment
6.1 Ensure equipment is prepared, used and
maintained in a safe and effective way
6.2 Select the appropriate equipment to provide
nutrients to plants
7. Be able to provide
nutrients to plants or
crops
7.1 Apply nutrients as required to promote plant
growth and stage of plant development.
7.2 Diagnose problems with the provision of
nutrients to plants or crops and take the
appropriate action
60
7.3 Maintain, review and complete records
accurately,
8. Be able to promote
health and safety and
environmental good
practice
8.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
8.2 Ensure work is carried out in a manner which
minimises environmental damage
8.3 Manage and dispose of waste in accordance
with legislative requirements and codes of practice
61
Supporting Unit Information
K/502/0956 Provide Nutrients to Plants or Crops - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that
they have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
Note 3: Example used in this unit is field grown brassica crops. Similar
process should be applied to other crops are appropriate
LO1, LO2, LO3, LO4 and LO5 are the key area of knowledge for this
unit
Learning Outcome 1. Understand the factors which influence
nutrient requirements
1.1 Explain the relationship between plant or crop growth and
development, and the use of nutrients plant nutrients required for
normal plant functions e.g.
Nitrogen (usually as nitrates) – promotes vigorous leaf growth and
strong leaf colour Phosphorous (phosphates) – promotes root growth
Potassium (potash) – promotes flowering and fruiting.
Magnesium – can be deficient in wet soils due to leaching, high
potash or acid soils (plants unable to absorb)
Boron – required only in small quantities but can be deficient in some
soils, serious impact on brassica crops (browning and collapse of stems
from centre);
Plant nutrients used (either as residual fertility in the soil or applied as
fertilizer) to promote growth and increase yields, to promote specific
62
functions in the plant or crop, (e.g. phosphates on carrots to encourage
root growth, potash used on fruit crops to promote flowering and
fruiting), to improve colour and vigour, to reduce susceptibility to other
problems.
Nutrients applied to crops or plants by
Incorporating into soil or growing media (e.g. limestone, granular
fertilisers)
Green manure – crops grown to improve fertility then returned into soil
Application of bulky organic matter containing nutrients
Organic fertilizers or artificial fertilizers (e.g. muriate of potash,
compounds such as NPK 15;10;10 available as powders, granules or
liquid formulation with or without trace elements).
Liquids applied by direct injection or through watering.
1.2 Explain the ways of checking that the correct quantity of
nutrients are available to plants or crops soil analysis – accurate
lab-based chemical testing to identify levels of major nutrients and pH
prior to planting the crop or at intervals during growth. Leaf analysis –
to establish nutrient levels in the plant. Electronic analysis of soil water
or fluid in hydroponic systems. Nutrient budgeting – calculating losses
and inputs into the soil.
1.3 Explain the likely problems which may impact on providing
nutrients to plants or crops and how to resolve them
Low temperatures limiting uptake of nutrient – applied nutrient not
absorbed (refer to LO5.2): action – apply when soil temperatures rise,
use temperature sensitive controlled release fertiliser.
Dry conditions limiting uptake of nutrient; action - apply with irrigation,
irrigate after application.
Leaching of applied nutrient (as a result of excess rainfall or irrigation);
action – limit use of soluble fertiliser, plan timing of application.
Uptake limited by high salinity; action – irrigate to remove excess
nutrient, limit use of nutrient.
Difficulty of access to crop to apply nutrients (e.g. full crop cover);
action – use controlled or slow release fertilisers or apply as liquid
overhead or via flood irrigation.
Learning Outcome 2. Understand the methods of applying nutrients
2.1 Explain the different methods for applying nutrients to plants or
crops nutrient incorporated into growing media (e.g. limestone,
63
compound fertilizer). Use of organic fertilizers (bone meal, seaweed
based, pelleted manures) and artificial fertilizers; straights (muriate of
potash, rock phosphate) as powders or granules; compounds
containing NP&K (e.g. 15:10:10) available as powders, granules or
liquid formulation with or without trace elements.
Application of bulky organic matter containing nutrients – nutrients
available as organic matter breaks down (examples farm yard
manures, composted vegetable matter, municipal green waste).
Soluble fertilizer applied by direct injection or application through
irrigation systems
Slow release fertilizers and controlled release fertilizers.
Green manures – crops grown to improve fertility then returned into
soil; provide nutrient by fixing atmospheric nitrogen, recycling
nutrients from lower layers of soil or to by taking up free nutrients to
prevent loss through leaching in winter (examples – phacelia, clovers,
field beans, rye).
Learning Outcome 3. Know how to identify nutrient problems with
crops or plants
3.1 Describe the signs of nutrient deficiency in plants or crops plants
with general nutrient deficiency tend to lack vigour, be discoloured and
susceptible to other problems
Example of specific deficiencies;
Nitrogen deficiency small pale leaves and shoots, leaves yellow or
red, subject to early defoliation.
Magnesium deficiency (common in alkaline soils) yellowing then
browning of leaves, mainly in older leaves.
Boron deficiency required only in small quantities but can be deficient
in some soils, serious impact on brassica crops (browning and collapse
of stems from centre).
Learning Outcome 4. Understand how to maintain equipment
4.1 Explain the importance and methods of maintaining equipment
ready for use Importance of maintaining equipment ready for
use to minimise risks, improved performance, ensuring correct
operation and output, prolonged life, greater reliability and reduced
breakdown time and cost, available for next time required, reduced
contamination and crop damage, reduced wastage.
Methods of maintaining equipment ready for use routine checking
64
and calibration of all equipment to ensure effective and efficient
operation, lubrications of machinery as directed by manufacturer,
periodic servicing of power units; checking, cleaning and storage of all
equipment after use to ensure readiness for next operation (refer to
LO6.1).
Learning Outcome 5. Understand relevant health and safety
legislation and environmental good practice
5.1 Explain current health and safety legislation, codes of practice
and any additional requirements which apply to this area of
work Health and Safety e.g. Management of Health & Safety at Work
Regulations; Environmental Protection e.g. Environmental Protection
Acts; Waste e.g. Hazardous Waste Regulations; Codes of Practice e.g.
Protecting our Water, Soil and Air; Nitrogen Sensitive Areas, Additional
requirements including customer regulations, assured produce
schemes, certification, LOLER, PUWER, StopSafe, Manual Handling.
5.2 Describe the possible environmental damage and how to
respond appropriately Spillage of nutrients within store (action –
store fertilisers in safe storage facility, stack carefully in sealed
containers, clear up spillages, take action to prevent spilt material
reaching controlled waters).
Run-off or leaching of nutrient from field or growing media causing
pollution of controlled water (action – manage fertilizer application to
avoid risks, use of cover crops to prevent losses in wet weather, in
event of run-off take steps at a local level to prevent spread of
pollution, notify appropriate bodies e.g. Environment Agency).
Use of non-sustainable materials (action – check source of all
materials, reduce use of fertilizers, use of organic fertilizers and green
manures, reduce usage and wastage of all materials, recycle and re-
use).
5.3 Explain the correct and appropriate methods for disposing of
waste organic waste – reduce waste removed from growing area,
unwanted plant material composted (unless the material poses a threat
to plant health or production process e.g. diseased material or
perennial weeds). Inorganic waste – wastes from servicing and
maintenance of equipment disposed of in appropriate container;
wastage of packing material and containers minimised and where
unavoidable recycled or disposed of in appropriate container; inorganic
65
waste is carefully controlled until disposed of through licensed
contractor.
5.4 Explain the records required for management and legislative
purposes and the importance of maintaining them records –
analysis results, monitoring results, fertiliser usage (by type,
application method and by crop or area), maintenance and setting up
of equipment, monitoring of equipment, problems encountered.
Required for legal purposes (e.g. in Nitrogen Sensitive Zones), for
management purposes to control costs, manage resources and plan for
future actions, requirements of certification, assured produce scheme,
customer audit schemes.
LO6, LO7 and LO8 are the key areas of competence for this unit
Learning Outcome 6. Be able to maintain and use equipment
6.1 Appropriate PPE is made available, selected and safely used by
all persons e.g. waterproof clothing, steel toe-capped boots, UV
Protection, gloves, aprons, hats. Tools and equipment are made
available, made ready for use and only used for the operation and in
situations as detailed by the manufacturer’s / supplier’s / supervisor’s
instructions, current legislation and codes of practice for safe
preparation (e.g. setting up and calibrating), use maintenance (e.g.
cleaning, routine checking of oil levels, greasing and storage) - refer to
LO4.1 and LO5.1. Maintain records e.g. maintenance and repairs.
Report faults to line manager.
6.2 Appropriate equipment is selected to provide nutrients (refer to
LO1.1) to plants or crops refer to LO6.1.
Learning Outcome 7. Be able to provide nutrients to plants or crops
7.1 Nutrients applied as required to promote plant growth and
stage of plant development refer to LO1.1.
7.2 Problems with the provision of nutrients to plants or crops
diagnosed, appropriate action taken LO1.3 and LO3.1.
7.3 Accurate records completed, maintained and reviewed refer to
LO5.4.
66
Learning Outcome 8. Be able to promote health and safety and
environmental good practice
8.1 Work is carried out in a way which promotes health and safety,
is consistent with relevant legislation, codes of practice and any
additional requirements refer to LO5.1.
8.2 Actions taken to ensure work is carried out in a manner which
minimises environmental damage refer to LO5.2.
8.3 Disposal of waste is managed and carried out in accordance
with legislative requirements and codes of practice refer to
LO5.3.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes 6, 7 and 8
Delivery of these learning outcomes is by supervised practical work providing
nutrient to crops or plants giving learners the opportunity, first to practice
the various tasks involved and then to be observed competently doing each
task to demonstrate achievement of the assessment criteria.
Prior to, during and after completion of work providing nutrient to crops or
plants photographs or video could be taken to provide evidence of progress.
Copies of monitoring record can be used to provide evidence of quality and
rate of work and of sufficiency of evidence.
Learning Outcomes 1, 2, 3, 4 and 5
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of providing
nutrient to crops or plants, copies of records, or reporting forms and witness
testimony, answering oral or written questions, or assignments referenced
to the knowledge evidence.
67
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1, 2, 3, 4 and 5 link together and
can be assessed practically by observation or by generation of diverse
evidence. These could also link to Learning Outcomes 6, 7 and 8 to allow
knowledge evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
68
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
The Office of Public Information website http://www.opsi.gov.uk has year by year lists of UK Acts and Statutory Instruments
The Department for Environment, Food and Rural Affairs website has up to date information about legislation, codes of practice and
consultations in the horticultural / agricultural sectors The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, hazardous waste, water etc
The website http://www.netregs.gov.uk/ provides helpful guidance about environmental regulations.
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Learners should be directed to relevant publications and websites e.g.
Horticulture Week (www.hortweek.com)
DEFRA website and publications
(http://www.defra.gov.uk/hort/index.htm)
Principles of Horticulture by C.R. Adams, et al / Paperback / Published
1998
The Complete Book of the Greenhouse by Ian G. Walls, et al /
Paperback / Published 1996
Nursery Management by Harold Davidson, et al / Hardcover / Published
1994
69
Nursery Stock Manual: Grower Manual 1 by Keith Lamb, et al /
Paperback / Published 1995
The Compost Book by David Taylor, et al / Hardcover / Published 1994
A Handbook for Horticultural Students by Peter Dawson
Soil Science and Management by Edward J. Plaster
The Commercial Greenhouse by James William Boodley
Vegetable Brassicas and Related Crucifers by G.R. Dixon and M.H.
Dickson
Greenhouse Operation and Management by Paul Nelson
Farm Horticulture by George W. Wood
See ABC website for further information
70
Monitor the Development of Crops or Plants
Unit Reference
M/502/0957
Level
3
Credit Value
4
Guided Learning
Hours
26
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
for monitoring the development of plants or crops.
The control of pests, diseases and disorders is
covered in a separate unit.
Learning Outcomes
(1 to 6)
The learner will
Assessment Criteria
(1.1 to 6.3)
The learner can
1. Understand the
development of crops
or plants
1.1 Explain the types of unwanted plant material
and why it must be removed covering damaged
crops, weeds, crop debris and diseased materials
1.2 Explain the relationship of plant development
to the growth of the plant or crop
1.3 Explain and identify common problems which
may occur with the plants or crops and the correct
actions to take
1.4 Explain the methods for manipulating plant
development covering both trimming and
supporting
71
1.5 Explain why it is important that work is carried
out at commercial rates
1.6 Explain the reasons why it is important to
maintain hygiene and how this is achieved
2. Understand the
reasons for
maintaining
equipment
2.1 Explain the importance of maintaining
equipment for use
2.2 Describe the methods of maintaining the range
of equipment used
3. Understand
relevant health and
safety legislation and
environmental good
practice
3.1 Explain current health and safety legislation,
codes of practice and any additional requirements
which apply to this area of work
3.2 Describe the possible environmental damage
and how to respond appropriately
3.3 Explain the correct and appropriate methods
for disposing of waste
3.4 Explain the records required for management
and legislative purposes and the importance of
maintaining them
4. Be able to maintain
and use equipment
4.1 Ensure equipment is prepared, used and
maintained in a safe and effective condition
5. Be able to monitor
and maintain crops or
plants
5.1 Remove unwanted plant material. Plant
material to be removed must include:
Damaged crops
Weeds
Crop debris
Diseased materials
72
5.2 Manipulate plant development to meet the
requirements of the plant or crop using either
trimming or supporting
5.3 Maintain suitable levels of hygiene for the
growing environment
6. Be able to promote
health and safety and
environmental good
practice
6.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements which
apply to monitoring and maintaining plant
development
6.2 Ensure work is carried out in a manner which
minimises environmental damage
6.3 Manage and dispose of waste in accordance
with legislative requirements and codes of practice
73
Supporting Unit Information
M/502/0957 Monitor the Development of Crops or Plants - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that
they have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3.
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive.
LO1, LO2 and LO3 are the key area of knowledge for this unit
Learning Outcome 1. Understand the development of crops or
plants
1.1 Explain the types of unwanted plant material and why it must
be removed covering damaged crops, weeds, crop debris and
diseased materials excessive or spurious growth (side shoots, low
branches, flowering shoots, atypical growth); crop or plant damaged by
pest, disease, machinery, wind, rain, hail; previous crop, weeds
(annual, perennial, algae, lichens).
Reasons for removal excessive and spurious growth - competition,
unsightly, shape, difficulties packing or transporting.
Damaged material unsightly, further spread of pest or disease, risk of
secondary infection, customer requirements, legislative or regulatory
requirements,
Previous crop – risk of carry-over of pest or disease, impeding crop
operations,
Weeds – unsightly, competition for light, nutrient, space, water, carry-
over of pest or disease, hampering cultivation and harvest operations.
74
1.2 Explain the relationship of plant development to the growth of
the plant or crop Changes in the plant - seed, seedling, transplant,
established plant, growing phase, flowering, fruiting or seeding,
dormant (winter) stage, senescence.
Relate to propagation and care for the young plant, managing the plant
through transplanting, potting on or pricking out, growing on phase,
selection or harvesting at appropriate development stage, treatment
during dormant stage, crop removal.
1.3 Explain and identify common problems which may occur with
the plants or crops and the correct actions to take (examples by
type)
Moisture problems shortage of water - wilting (temporary during
daytime and high temperatures) reduced vigour, death of plants,
growth check. Excess water - lack of aeration, root damage, restriction
or death, loss of nutrient, loss of vigour, colour.
Action - irrigation, drainage, soil management, management of
irrigation, wind protection, shading, choice of growing media.
Nutrient problems arising from shortage or excess of available
nutrient (major or trace) (e.g. Nitrogen deficiency – yellow or pale
leaves, reduced leaf area, loss of vigour, reduced yield). Action - soil
management, soil analysis, nutrient budgeting, green manures,
addition of nutrient.
Physical damage wind; rocking, dislodging, windblown sand/soil,
(shredding or contamination) hail/rain; shredding/bruising of
leaves/flowers, machinery – damage to leaves, flowers of fruit,
dislodging; removal of plants during weed control causing reduced
populations and lower yields. Action – shelterbelts and hedges,
protected cropping, appropriate choice of growing system and
machinery.
Pests and diseases aphid, whitefly, slugs and snails (leaf and root
damage), rabbit, pigeon, mildews, damping off diseases, rusts,
botrytis. Action – integrated crop management, biological control,
developing habitats for natural predators, use of pesticides, crop covers
and barriers, choice of variety, management of protected environment.
Disorders high and low temperature damage, reversion, blindness.
Action – monitoring and removal of damaged plants, protected
cropping, shelter belts, hedges.
Weeds competition for water, nutrient, light, space leading to total
loss of crop, reduced vigour, elongation of leaves, contamination by
weed seeds, late maturity, difficulties during harvest. Action – cultural
75
control using hand tools or tractor mounted equipment, flame weeders,
use of pesticides.
1.4 Explain the methods for manipulating plant development
covering both trimming and supporting
Trimming removal of unwanted growth (refer to LO1.1) with
secateurs, shears or by machine.
Supporting tying using string, raffia, bands, tying machines to frames,
strings, canes or other specialist supports.
1.5 Explain why it is important that work is carried out at
commercial rates achieve within timescale for production
programme, minimise labour required and costs, achieve quality
required for production.
1.6 Explain the reasons why it is important to maintain hygiene and
how this is achieved
Hygiene to reduce incidence and spread of pest and disease, avoid
contamination of the crop, meet requirements of legislation and
regulation, assured produce schemes, certification, maintain
reputation, improve sales.
Achieved by cleaning and maintenance of tools and equipment, staff
training, use of appropriate PPE, removal of unwanted diseased,
damaged plant material, avoidance of contamination by soil or other
material.
Learning Outcome 2. Understand the reasons for maintaining
equipment
2.1 Explain the importance of maintaining equipment for use
improved performance, ensuring correct operation and output,
prolonged life, greater reliability and reduced breakdown time and cost,
available for next time required, reduced contamination and crop
damage, reduced wastage.
2.2 Describe the methods of maintaining the range of equipment
used daily checking and cleaning as required of all equipment to
ensure effective operation, lubrications of machinery as directed by
manufacturer, periodic servicing of power units; checking and cleaning
all equipment after use to ensure readiness for next operation.
76
Learning Outcome 3. Understand relevant health and safety
legislation and environmental good practice
3.1 Explain current health and safety legislation, codes of practice
and any additional requirements which apply to this area of
work e.g. management of Health & Safety at Work Regulations;
Environmental Protection e.g. Environmental Protection Acts; Waste
e.g. Hazardous Waste Regulations; Codes of Practice e.g. Protecting
our Water, Soil and Air; Additional requirements including customer
regulations, assured produce schemes, certification, LOLER, PUWER,
Manual Handling.
3.2 Describe the possible environmental damage and how to
respond appropriately run-off from growing media causing pollution
of controlled water. Action – care with soil cultivation avoiding wet
weather, use of cover crops, store under cover away from water
sources, in event of run-off take steps at a local level to contain
pollution and spread of pollution, notify appropriate bodies e.g.
Environment Agency.
Leaching of nutrient from growing area to controlled water. Action –
limit level of use of nutrient, especially soluble nitrogen from organic
and inorganic sources, schedule use only when actively growing and
rainfall not expected)
Use of non-sustainable materials. Action – check source of all
materials, reduce use of peat, reduce usage and wastage of all
materials, recycle and re-use)
3.3 Explain the correct and appropriate methods for disposing of
waste
Organic waste reduce waste removed from growing area, unwanted
plant material composted (unless the material poses a threat to plant
health or production process e.g. diseased material or perennial
weeds).
Inorganic waste wastes from servicing and maintenance of
equipment disposed of in appropriate container; wastage of packing
material and containers minimised and where unavoidable recycled or
disposed of in appropriate container; inorganic waste is carefully
controlled until disposed of through licensed contractor.
3.4 Explain the records required for management and legislative
purposes and the importance of maintaining them waste disposal
77
procedures, training records, waste disposal contracts and activities,
records of incidents under RIDDOR, pesticide purchase, storage and
usage records, water usage. Required for legal requirement (e.g.
RIDDOR, pesticide), management to improve performance and reduce
incidence, insurance requirement, assured produce scheme,
certification, maintaining “best practice”, identifying training need.
LO4, LO5 and LO6 are the key areas of competence for this unit
Learning Outcome 4. Be able to maintain and use equipment
4.1 Ensure equipment is prepared, used and maintained in a safe
and effective condition waterproof clothing, steel toe-capped boots,
UV Protection, gloves, aprons, hats. Tools and equipment are made
available, made ready for use and safely and effectively used. For
examples of equipment used refer to LO5.1, Refer to LO1.2, LO1.3,
LO1.4 for activities. Manufacturer’s / supplier’s / supervisor’s
instructions followed for use of tools / equipment. Manufacturer’s /
supplier’s / supervisor’s instructions followed for preparation and
maintenance of tools / equipment - see LO5.1 for range of equipment.
Learning Outcome 5. Be able to monitor and maintain crops or
plants
5.1 Remove unwanted plant material. Plant material to be removed
must include Pruning and trimming (refer to LO1.1 for details) using
secateurs, shears, hedge trimmers, flails. Weeding and hoeing by hand
or machine (using hand tools such as hoes, rotorvators, tractor
mounted inter-row cultivators and weeders, brush weeders, flame
weeders, pesticides. Crop debris by using hand tools, mowers and
cultivation (pedestrian operated or tractor mounted). Diseased
material by pruning and trimming or hand picking.
5.2 Manipulate plant development to meet the requirements of the
plant or crop using either trimming or supporting
Trimming with secateurs, shears or by machine. Supporting by hand
or tying machine - refer to LO1.4 for detail.
5.3 Maintain suitable levels of hygiene for the growing environment
refer to LO1.6 for detail.
78
Learning Outcome 6. Be able to promote health and safety and
environmental good practice
6.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements which apply to monitoring and maintaining plant
development refer to LO3.1.
6.2 Ensure work is carried out in a manner which minimises
environmental damage refer to LO3.2.
6.3 Manage and dispose of waste in accordance with legislative
requirements and codes of practice refer to LO3.3.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes 1, 2 and 3
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
monitoring the development of crops or plants, copies of records, or
reporting forms and witness testimony, answering oral or written questions,
or assignments referenced to the knowledge evidence.
Learning Outcomes 4, 5 and 6
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
work monitoring the development of crops or plants giving learners the
opportunity, first to practice the various tasks involved and then to be
observed correctly doing each task to demonstrate achievement of the
assessment criteria.
Prior to, during and after completion of work monitoring the development of
crops or plants photographs or video could be taken to provide evidence of
79
progress. Copies of monitoring record can be used to provide evidence of
quality and rate of work and of sufficiency of evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 4, 5 and 6 link together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 1, 2 and 3 to allow knowledge
evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
80
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
The Office of Public Information website http://www.opsi.gov.uk has year by year lists of UK Acts and Statutory Instruments
The Department for Environment, Food and Rural Affairs website has
up to date information about legislation, codes of practice and consultations in the horticultural / agricultural sectors
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc The website http://www.netregs.gov.uk/ provides helpful guidance
about environmental regulations. The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Learners should be directed to relevant publications and websites eg.
Horticulture Week (www.hortweek.com)
DEFRA website and publications
(http://www.defra.gov.uk/hort/index.htm)
81
Principles of Horticulture by C.R. Adams, et al / Paperback / Published
1998
The Complete Book of the Greenhouse by Ian G. Walls, et al /
Paperback / Published 1996
Nursery Management by Harold Davidson, et al / Hardcover / Published
1994
Nursery Stock Manual: Grower Manual 1 by Keith Lamb, et al /
Paperback / Published 1995
The Compost Book by David Taylor, et al / Hardcover / Published 1994
A Handbook for Horticultural Students by Peter Dawson
Vegetable Diseases by Steven Koike, Peter Gladders and Albert Paulus
Soil Science and Management by Edward J. Plaster
The Commercial Greenhouse by James William Boodley
Vegetable Brassicas and Related Crucifers by G.R. Dixon and M.H.
Dickson
Greenhouse Operation and Management by Paul Nelson
Farm Horticulture by George W. Wood
See ABC website for further information
82
Plan and Manage the Control of Pests Diseases
and Disorders
Unit Reference
R/502/1471
Level
3
Credit Value
5
Guided Learning
Hours
33
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required for planning and managing the control of pests,
diseases and disorders. Pests may include insects, slugs, snails and rodents. Diseases may be fungal,
viral or bacterial and disorders may include nutrient deficiencies. The unit covers the
identification, monitoring and developing plans for the control of the pests, diseases and disorders.
This unit requires independent assessment if part of an Apprenticeship Framework (see
Methods of Assessment below) If the use of chemicals is required the learner
must possess the appropriate certificates
Learning Outcomes
(1 to 12)
The learner will
Assessment Criteria
(1.1 to 12.4)
The learner can
1. Plan the control of
pests, diseases and
disorders
1.1 Develop suitable plans for the control of pests,
diseases and disorders. The plans should specify
the following
Control method(s) to be used (chemical,
biological and/or cultural)
Timing
Individuals involved
Health and safety requirements
83
Environmental protection measures
To take account of the following criteria
Crop
Cropping area
Problem
Market requirements
1.2 Present plans clearly to the appropriate people
2. Be able to monitor
the control of pests,
diseases and
disorders
2.1 Establish methods, timing and frequency of
monitoring to determine the presence of pests,
diseases and disorders
2.2 Gather accurate monitoring information
relating to the presence of pests, diseases and
disorders at appropriate intervals
2.3 Accurately interpret all available information to
identify the extent of the pest population, disease,
disorders and biological controls
3. Be able to manage
the control of pests,
diseases and
disorders
3.1 Confirm that the selected control methods are
in accordance with legislative requirements
3.2 Implement at least two control methods in
ways which minimise the risks to non-target
species and the environment:
Chemical
Biological
Cultural
3.3 Take appropriate actions without delay should
problems arise during pest, disease and disorder
control
3.4 Evaluate accurately the use of control method
and amend activities if necessary
84
4. Be able to keep
appropriate records
4.1 Keep all relevant records up to date, accurate,
legible and complete
5. Be able to promote
health and safety and
environmental good
practice
5.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
5.2 Ensure work is carried out in a manner which
minimises environmental damage
5.3 Manage and dispose of waste in accordance
with legislative requirements and codes of practice
6. Be able to maintain
and use relevant
equipment
6.1 Ensure equipment is prepared, used and
maintained in a safe and effective condition
throughout
7. Understand how to
plan for the control of
pests, diseases and
disorders
7.1 Explain the importance of developing plans for
the control of pests, diseases and disorders and
why they should cover the following
Control method(s) to be used (chemical,
biological and/or cultural)
Timing
Individuals involved
Health and safety requirements
Environmental protection measures
7.2 Explain the ways in which the plans should be
communicated covering both written and spoken
7.3 Explain all the planning criteria to be
considered when developing plans
Crop
Cropping area
Problem
Market requirements
85
8. Understand how to
monitor the control of
pests, diseases and
disorders
8.1 Explain how to assess the risks associated with
monitoring and controlling pests, diseases and
disorders
8.2 Explain how to identify pests, diseases and
disorders, the significance of their presence on
crop(s) and the problems they cause
8.3 Explain integrated pest management and its
advantages and disadvantages
8.4 Explain the effects of season and weather
conditions on monitoring pest populations and how
monitoring methods can be adjusted to take
account of these changes
8.5 Explain the reasons for monitoring pest
populations and the importance of developing
suitable plans for their control
9. Understand the
records required for
managing the control
of pests, diseases and
disorders
9.1 Explain the records required and their
importance
10. Understand the
control of pests,
diseases and
disorders
10.1 Explain how to assess the health and safety
risks related to controlling pests, diseases and
disorders
10.2 Explain different methods for controlling
pests, diseases and disorders and the problems
which may occur and the action to be taken
covering
Chemical
Biological
Cultural
86
10.3 Explain the safe and effective handling of
chemicals and the dangers and emergency
treatments
10.4 Explain how to prolong the effective life of
chemicals
11. Understand the
reasons for
maintaining
equipment
11.1 Explain the importance and methods of
maintaining equipment for use
12. Understand
relevant health and
safety legislation and
environmental good
practice
12.1 Summarise current health and safety
legislation, codes of practice and any additional
requirements
12.2 Describe the possible environmental damage
that could occur and how to respond appropriately
12.3 Explain the correct and appropriate methods
for disposing of waste
12.4 Explain the records required for management
and legislative purposes and the importance of
maintaining them
87
Supporting Unit Information
R/502/1471 Plan and Manage the Control of Pests, Diseases and Disorders
- Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1 to LO6 are the key area of competence for this unit
Learning Outcome 1. Plan the control of pests, diseases and
disorders
1.1 Develop suitable plans for the control of pests, disease and
disorders. The plans should specify the following control
method(s) to be used (chemical, biological and/or cultural).
Chemical – the use of “Plant Protection Products” as defined in the
Plant Protection Products Regulations 2005. Application of pesticides
(as defined in the Control of Pesticides Regulations 1986) using ground
based high/low volume, fogs, mists and smokes, fumigants, dusts,
granules, pellets and baits; use of hand-held or vehicle mounted
applicators, seed treatments, dips and drenches, applications near
water, use of aircraft, use within integrated pest management
programmes. Plan to include e.g. material to be used, method of
application (type of equipment), rate, volume to be applied, timing,
target, limits of use (weather, time of day, crop stage, harvest interval)
Biological - use of one organism to control another e.g. for protected
crops, Aphidoletes and aphidius for control of aphid, encarsia for
control of whitefly, nematodes for control of vine weevil, cats for
88
controlling rodents.
Cultural e.g. use of growing techniques to reduce the impact of pests,
diseases and disorders on the production or growing process. To
include e.g. choice of variety, timing of sowings and planting, choice of
irrigation system, management of nutrient and water to promote
healthy growth, reducing stress to reduce impact of pest/disease
attack, management of temperature, ventilation and humidity,
integrated pest management programmes, use of barriers and covers.
Timing e.g. season, time of day, crop stage, harvest interval
Individuals involved – operators (applying pesticides) other workers in
the area, consumers, clients
Health and safety requirements - refer to LO5.1 for details
Environmental protection measures - refer to LO5.2 for details, to take
account of the following criteria
Crop – type, growth stage, other crops in same area,
Cropping area – e.g. field, protected area (greenhouse, polythene
tunnel), beds, container.
Problem - pests e.g. cabbage root fly, aphid, large and small white
butterfly, slugs, rabbit.
Diseases e.g. mildews, club-root, damping off (wirestem).
Disorders e.g. weather induced problems (bolting, frost damage)
nutrient deficiencies. Physiological problems (e.g. blindness).
Market requirements e.g. timing, customer specifications.
1.2 Present plans clearly to the appropriate people plans refer to
LO1.1. Present to e.g. supervisor, agronomist, colleagues carrying out
the work. Present by e.g. presentation of formal plan or cropping
programme (e.g. handwritten, using pro-forma as required by
organisation, electronically) specific instruction for task – verbal face to
face or by telephone (preferably confirmed in writing) written note,
print-out from programme or electronic version, electronic (email or
text).
Learning Outcome 2. Be able to monitor the control of pests,
diseases and disorders
2.1 Establish methods, timing and frequency of monitoring to
determine the presence of pests, diseases and disorders
methods – routine monitoring (e.g. daily, weekly) specifically to
investigate P, D & D or as part of a wider programme. Response to
specific requirements or events (e.g. application of a pesticide or
89
nutrient) at intervals identified within Integrated Programme, as
response to forecasts (e.g. Mills periods or potato blight forecasting by
Smith periods), as required by assured produce scheme or customer
requirement, organisational procedures and protocols, use of sticky
traps, nets.
Monitoring by – supervisors, all staff, specialists (agronomist, advisor)
internal to organisation or contracted in, quality assurance staff.
2.2 Gather accurate monitoring information relating to the presence
of pests, diseases and disorders at appropriate intervals
information – location, crop, crop stage, pests, diseases and disorders
present, level of incidence, visible symptoms, impact of problem on
cropping, previous activities (e.g. recent applications of pesticides),
presence of biological control agents, natural predators or control
methods (e.g. fleece, sticky traps).
Appropriate Intervals – as required by cropping programme (refer to
LO2.1).
2.3 Accurately interpret all available information to identify the
extent of the pest population, disease, disorders and biological
controls information to be interpreted – refer to LO2.2. Interpretation
to e.g. identify changes in populations or impact on crop, success (or
otherwise) of existing control measures, identify appropriate action
required (e.g. continue to monitor, amend monitoring schedule in
response to changes) take immediate action (e.g. physical removal of
diseased material or atypical plant material), report to appropriate
person (e.g. supervisor) identifying problem, suggesting action,
indicating degree of urgency.
Learning Outcome 3. Be able to manage the control of pests,
diseases and disorders
3.1 Confirm that the selected control methods are in accordance
with legislative requirements legislation – e.g. pesticide application,
health and safety – refer to LO5.1 for range of legislation.
3.2 Implement at least two control methods in ways which
minimise the risks to non-target species and the environment
refer to LO1.1 for details. Methods – chemical, biological, cultural (two
from).
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3.3 Take appropriate actions without delay should problems arise
during pest, disease and disorder control problems e.g. damage
to crop, soil or structures by access to crop, presence of persons or
wildlife with the crop area being treated, risks to personal health and
safety, spillages (e.g. of pesticides), contamination of persons by
pesticides (refer to LO10.3 for specific information).
Appropriate action – take local measures to prevent further damage
(e.g. stop activity, use bunds to prevent spread of contamination),
report to supervisors, inform statutory bodies if required (e.g. RIDDOR
events or Environment Agency).
3.4 Evaluate accurately the use of control method and amend
activities if necessary control methods - refer to LO1.1 for methods.
Evaluation by e.g. monitoring of application equipment, recording of
usage of materials, continuing monitoring and reporting, use of
indicators (to measure coverage), analysis against targets (e.g. %age
reduction of pest population, reduction of symptoms).
Learning Outcome 4. Be able to keep appropriate records
4.1 Keep all relevant records up to date, accurate, legible and
complete records required – waste disposal procedures, training
records, waste disposal contracts and activities, records of incidents
under RIDDOR, pesticide purchase, storage and usage records, water
usage, maintenance records, communications.
Required for legal requirement (e.g. RIDDOR, pesticide usage),
management to improve performance and reduce incidence, insurance
requirement, assured produce scheme, certification, maintaining “best
practice”, identifying training need.
Learning Outcome 5. Be able to promote health and safety and
environmental good practice
5.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements risk assessment carried out or studied and
requirements followed.
Legislation – Health and Safety e.g. Management of Health & Safety at
Work Regulations; Environmental Protection e.g. Environmental
Protection Acts; Waste e.g. Hazardous Waste Regulations; Codes of
Practice e.g. Protecting our Water, Soil and Air; Additional
91
requirements including customer regulations, assured produce
schemes, certification, LOLER, PUWER, Manual Handling.
Specifically requirements for application of pesticides - protective
clothing and other equipment checked as being fit for use, application
equipment calibrated, protective clothing and application equipment
cleaned as specified in Code of Practice for Using Plant Protection
Products, COSHH, label instructions, manufacturer’s / supplier’s /
supervisor’s instructions.
5.2 Ensure work is carried out in a manner which minimises
environmental damage pesticide applications e.g. only used as part
of integrated programme, using biological and cultural control to
reduce pesticide use, organic systems, pesticides used only as specified
in Code of Practice for Using Plant Protection Products, COSHH, label
instructions, customer regulations, environmental health requirements,
assured produce schemes, certification.
All measures e.g. by carefully planning site access, care not to allow
run-off into controlled waters, minimising spillage of materials,
managing used containers, checking, calibration and accurate use of
equipment, reduction of use of non- sustainable materials by checking
source of all materials, reduce usage and wastage of all materials,
recycle and re-use.
5.3 Manage and dispose of waste in accordance with legislative
requirements and codes of practice refer to LO5.1 for legislation
and codes of practice. Waste disposal - organic waste – reduce waste
removed from growing area, unwanted plant material composted
(unless the material poses a threat to plant health or production
process e.g. diseased material or perennial weeds). Inorganic waste –
wastes from servicing and maintenance of equipment disposed of in
appropriate container; wastage of packing material and containers
minimised and where unavoidable recycled or disposed of in
appropriate container; inorganic waste is carefully controlled until
disposed of through licensed contractor.
Learning Outcome 6. Be able to maintain and use relevant
equipment
6.1 Ensure equipment is prepared, used and maintained in a safe
and effective condition throughout maintenance of equipment for
use. Improved performance, ensuring correct operation and output,
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prolonged life, greater reliability and reduced breakdown time and cost,
available for next time required, reduced contamination and crop
damage, reduced wastage.
Use equipment used only for specified purpose and in accordance
manufactures or suppliers instructions, used only by appropriately
trained persons.
Methods of maintenance daily checking and cleaning as required of
all equipment to ensure effective operation, lubrications of machinery
as directed by manufacturer, periodic servicing of power units;
checking and cleaning all equipment after use to ensure readiness for
next operation.
LO7 to LO12 are the key area of knowledge for this unit
Learning Outcome 7. Understand how to plan for the control of
pests, diseases and disorders
7.1 Explain the importance of developing plans for the control of
pests, diseases and disorders and why they should cover the
following refer to LO1.1 for details
control method(s) to be used (chemical, biological and/or cultural)
timing
individuals involved
health and safety requirements
environmental protection measures
7.2 Explain the ways in which the plans should be communicated
covering both written and spoken refer to LO1.2 for details
7.3 Explain all the planning criteria to be considered when
developing plans refer to LO1.1 for details
crop
cropping area
problem
market requirements
Learning Outcome 8. Understand how to monitor the control of
pests, diseases and disorders
8.1 Explain how to assess the risks associated with monitoring and
controlling pests, diseases and disorders refer to LO5.1 for
93
legislative requirements. Assessment through reading labels and
COSHH requirements of materials.
8.2 Explain how to identify pests, diseases and disorders, the
significance of their presence on crop(s) and the problems they
cause identification (of pests, diseases and disorders, symptoms,
impact on crop) – e.g. by use of prior knowledge and experience,
checking against identification charts (e.g. as supplied by advisory
services and suppliers), checking against books and internet sources,
use of advisors or agronomists.
Significance – impact on growth of crops or plants, reduction of quality
and effect on value (reduced price, output or loss of sale), risk of
spread to other crops, failure to meet quality requirements (statutory
or customer), increase production cost (e.g. need or additional
treatment).
8.3 Explain integrated pest management and its advantages and
disadvantages Advantages - better quality crops, early identification
of problems, less drastic action required, potentially cheaper treatment,
reduced environmental impact. Disadvantages – requires skill and
expertise, effective programmes take longer to develop, requires
knowledge of previously experienced problems, may require a low level
of damage to be accepted
8.4 Explain the effects of season and weather conditions on
monitoring pest populations and how monitoring methods can
be adjusted to take account of these changes seasons and
weather – will affect e.g. rate of growth of crop (e.g. softer tissues may
be more susceptible to disease, plants better able to recover), speed
pests will multiply and develop (e.g. aphid numbers can increase
rapidly in warm weather if food supply is available), humidity can affect
susceptibility to disease (e.g. Smith Periods)
Adjustments to monitoring – frequency of monitoring change to reflect
likely rate of growth, one-off inspections find specific problems or in
response to known or likely threats (e.g. aphid attacks).
8.5 Explain the reasons for monitoring pest populations and the
importance of developing suitable plans for their control reason
for monitoring – early detection of problems, reduce impact of pest,
disease or disorder, reduce cost or environmental impact of control
measures, identify if treatments are successful, record for crop
94
management (e.g. as part of an IPM programme) requirement of
assured produce scheme, customer requirement, peace of mind. Plans
for control – to be able to respond to problems, prevent further
damage, reduce need for more drastic measures, reduce chance of
crop becoming unmarketable or reduced in value, prevent damage to
other crops in the area, to ensure materials required (e.g. pesticides,
fleeces, irrigation) are available when required.
Learning Outcome 9. Understand the records required for
managing the control of pests, diseases and disorders
9.1 Explain the records required and their importance refer to LO4.1.
Learning Outcome 10. Understand the control of pests, diseases
and disorders
10.1 Explain how to assess the health and safety risks related to
controlling pests, diseases and disorders refer to LO5.1 and LO8.1
10.2 Explain different methods for controlling pests, diseases and
disorders and the problems which may occur and the action to
be taken covering refer to LO3.2 for methods of control, refer to
LO3.3 for problems and actions
chemical
biological
cultural
10.3 Explain the safe and effective handling of chemicals and the
dangers and emergency treatments safe handling and emergency
procedures as stated in pesticide regulations (refer to LO5.1 for details)
will refer to instructions given (LO1.2) and records of use (LO4.1).
10.4 Explain how to prolong the effective life of chemicals storage
requirement – details are in pesticide regulation (refer to LO5.1),
materials must be securely stored (and transported) in specialised
container or building, protected from moisture, water, fire, extremes of
temperature, access by unauthorised persons, animals (e.g. rodents),
use materials in order (oldest first).
Learning Outcome 11. Understand the reasons for maintaining
equipment
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11.1 Explain the importance and methods of maintaining
equipment for use refer to LO6.1.
Learning Outcome 12. Understand relevant health and safety
legislation and environmental good practice
12.1 Summarise current health and safety legislation, codes of
practice and any additional requirements refer to LO5.1
12.2 Describe the possible environmental damage that could occur
and how to respond appropriately refer to LO5.2.
12.3 Explain the correct and appropriate methods for disposing of
waste refer to LO5.3.
12.4 Explain the records required for management and legislative
purposes and the importance of maintaining them refer to LO4.1.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes 1 to 6 (competence)
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
work planning and managing the control of pests, diseases and disorders
giving learners the opportunity, first to practice the various tasks involved
and then to be observed correctly doing each task to demonstrate
achievement of the assessment criteria.
Learning Outcomes 7 to 12 (knowledge)
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
planning and managing the control of pests, diseases and disorders, copies
96
of records, or reporting forms and witness testimony, answering oral or
written questions, or assignments referenced to the knowledge evidence.
Prior to, during and after completion of work planning and managing the
control of pests, diseases and disorders photographs or video could be taken
to provide evidence of progress. Copies of monitoring record can be used to
provide evidence of quality and rate of work and of sufficiency of evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria. This unit
requires independent assessment if this is being used as part of an
Apprenticeship Framework. The questions can be found on this
qualifications page on the ABC Awards website.
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1 to 6 link together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 7 to 12 to allow knowledge
evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
97
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Monitoring reports and associated communications
Risk and COSHH assessments
Pesticide records (ordering, purchase, delivery, usage, disposal)
Crop records
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
The Office of Public Information website http://www.opsi.gov.uk has year by year lists of UK Acts and Statutory Instruments
The Department for Environment, Food and Rural Affairs website has up to date information about legislation, codes of practice and
consultations in the horticultural / agricultural sectors
98
The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, hazardous waste, water etc
The website http://www.netregs.gov.uk/ provides helpful guidance about environmental regulations.
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Learners should be directed to relevant publications and websites eg. -
Horticulture Week (www.hortweek.com)
DEFRA website and publications
(http://www.defra.gov.uk/hort/index.htm)
Pesticides – Code of practice for using plant protection products – ISBN
0-85521-170-9
Principles of Horticulture by C.R. Adams, et al / Paperback / Published
1998
The Complete Book of the Greenhouse by Ian G. Walls, et al /
Paperback / Published 1996
Nursery Management by Harold Davidson, et al / Hardcover / Published
1994
Nursery Stock Manual: Grower Manual 1 by Keith Lamb, et al /
Paperback / Published 1995
The Compost Book by David Taylor, et al / Hardcover / Published 1994
A Handbook for Horticultural Students by Peter Dawson
Vegetable Diseases by Steven Koike, Peter Gladders and Albert Paulus
Soil Science and Management by Edward J. Plaster
The Commercial Greenhouse by James William Boodley
Vegetable Brassicas and Related Crucifers by G.R. Dixon and M.H.
Dickson
Greenhouse Operation and Management by Paul Nelson
Farm Horticulture by George W. Wood
See ABC website for further information
99
Specify the Maintenance of Landscapes
Unit Reference
J/502/1225
Level
3
Credit Value
6
Guided Learning
Hours
39
Unit Summary
This unit will provide the learner with the skills,
knowledge and understanding to set specifications
for the maintenance of landscapes features. The
unit requires the learner to show evidence of
working with clients and contractors
Learning Outcomes
(1 to 2)
The learner will
Assessment Criteria
(1.1 to 2.4)
The learner can
1. Understand how to
specify the
maintenance of
landscapes
1.1 Identify the sources of technical
information for specifying landscape maintenance
1.2 Explain the current best practice applicable to
specifications for landscape maintenance
1.3 Explain the statutory requirements which
affect landscape maintenance
1.4 Describe the potential hazards encountered in
landscape maintenance and explain measures to
reduce these
1.5 Explain how to determine whether
specifications are practical and technically
workable
100
2. Specify the
maintenance of
landscapes
2.1 Specify maintenance specifications for one of
the following sites that are consistent with
maintenance policies and management plans:
Interior
Hard
Soft
2.2 Demonstrate maintenance specifications
conform to site requirements, current best practice
conventions and regulations and are consistent
with applications.
2.3 Demonstrate maintenance specifications are
practical and technically achievable
2.4 Demonstrate maintenance specifications are
clear and comprehensive
101
Supporting Unit Information
J/502/1225 Specify the Maintenance of Landscapes – Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g.) LO1
and then to Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
Note 3: The example used here is a standard local authority landscape
maintenance contract.
LO1 is the key area of Knowledge for this unit.
Learning Outcome 1. Understand how to specify the maintenance
of landscapes
1.1 Identify the sources of technical information for specifying
landscape maintenance JCLI Landscape Work Contract 2008 and the
JCLI Landscape Maintenance Work Contract 2008 and details of these
are produced as computer packages for specifying landscape
maintenance through companies such as NBS. E &F.N Spon produce a
number of handbooks on specifications as well as various websites and
periodicals. The Landscape Institute and the British Association of
Landscape Industries (BALI) are useful contacts and sources of
information.
1.2 Explain the current best practice applicable to specifications for
landscape maintenance Best Practice is to ensure that landscape
maintenance is carried out correctly to reduce waste and pollution into
water courses and the environment by checking irrigation systems
102
work efficiently to avoid over watering and run off. Reducing where
possible the use of pesticides and fertilisers and ensuring when these
are used that they are calibrated correctly and that these are used in
the correct conditions without spillage and that an integrated pest
control programme is used. Increasing the use of native plants in
planting schemes especially near ecological areas and reducing invasive
species from the landscape making sure that plants are properly
spaced to avoid over planting. Use mulch mowers that mulch up the
clippings so that nutrients and moisture are returned to the lawn and
waste is reduced. Recycle wood into bark chippings and grass/hedge
clippings into mulch where possible to re-use on planted borders at a
later date to reduce the need for pesticides and fertilisers. Ensure that
all other waste is disposed of according to the environmental
regulations and that all staff are trained in all landscape tasks to follow
the current best practice.
1.3 Explain the statutory requirements which affect landscape
maintenance all maintenance work to be carried out safely with all
tools and equipment conforming to current safety standards with
guards in place and flashing beacons on ride-on mowers and tractors
used on the road to comply with the Road Traffic Act. All operators to
be suitably qualified and experience with certificates of competence to
apply pesticides and all products and materials must be approved
according to the specification and current regarding legal codes of
practice in line with The Control of Substances Hazardous to Health
Regulations and the codes of practice for soil, water and air.
All surfaces, sports equipment, play equipment, planted areas, access
and egress points must be checked for safe public access after works
have been completed so that nobody can trip or injure themselves
under the Provision and Use of Work Equipment Regulations and the
Health and Safety at Work Act. All materials used in the maintenance
and upkeep of landscape and grounds to be calibrated at the correct
rate for optimum coverage. All operators should be aware of the
manufacturer’s instructions when using, maintaining and storing all
tools, equipment, machines and materials so that current best practice
is adhered to as well as customer regulations, environmental health
requirements, LOLER, Manual Handling and Stop Safe.
1.4 Describe the potential hazards encountered in landscape
maintenance and explain measures to reduce these dangers of
unfinished work or work under construction, working in planted areas
103
containing spiky plants or near areas that may have had an application
of herbicide earlier on. Dangers of using a range of tools and
equipment including hedge-cutters, mowers and chippers. All tools,
equipment, materials, sites and personnel to be risk assessed before
work is carried out to reduce the levels of risk. Ensure areas of
unfinished work are roped off and adequately signed for unauthorised
people.
1.5 Explain how to determine whether specifications are practical
and technically workable all specifications and work carried out
needs to be sustainable where parameters for acceptable work limits
such as height and quality of cut for mowing grassed areas are
regularly achieved to the satisfaction of the client or customer. This
can only be maintained to the standard if the work carried out is
measured up and priced correctly to allow for enough site visits within
the growing season to keep on top of the work. This is only practically
and technically workable when the sequence of operations and number
of visits reflect the quality of a particular surface as high quality sports
pitches need daily maintenance where general grassed areas may be
maintained once a week. Removal of rubbish needs to be practicable
and technically workable as mulching grass clippings on general areas
is acceptable but on high quality lawns and sports pitches they will be
boxed off and the specification needs to reflect this.
LO2 is the key areas of Competence for this unit.
Learning Outcome 2. Specify the maintenance of landscapes
2.1 Specify maintenance specifications for one of the following sites
that are consistent with maintenance policies and management
plans
Interior - the maintenance of natural and replica plants, trees,
character under planting, fresh cut and dried flower arrangements and
seasonal decoration of Christmas trees to include replacement of plant
material not at its best, watering, pest control, wiping down troughs
and containers and providing guidance on the selection and positioning
of plants for different locations.
Hard - all paths and hard standing must be weed free and maintained
so that surfaces are even without trip hazards and that all surface and
edgings are secure for public access and that walkways drain
sufficiently.
104
Soft - all grassed areas to be cut to the correct height and clippings to
be returned to the surface or boxed off as stated. All edges to be
edged off or strimmed to present a neat, uniform appearance to stop
encroachment onto hard standing and into planted borders. All borders
to be weed free and pruned to remove dead, diseased and dying
growth and to stop excess growth overhanging lawns, hard standing
and creeping up buildings.
2.2 Demonstrate maintenance specifications conform to site
requirements, current best practice conventions and regulations
and are consistent with applications customer feedback forms can
be used to demonstrate that the work or specification meets the site
requirements and from the feedback changes in agreement can be
made as necessary.
Work conforming to current best practice must be to a good standard
and show no signs of pesticide or fertiliser damage with the removal
and replacement of invasive species with native specimens to reduce
irrigation with accurate watering to avoid run off into water courses. All
waste must be recycled were possible and reused as mulch or bark
chippings with grass clippings returned to general amenity turf areas
and any other waste disposed of in conjunction with environmental
legislation. All work practices to be consistent across all sites.
2.3 Demonstrate maintenance specifications are practical and
technically achievable see LO1.5 for further details.
2.4 Demonstrate maintenance specifications are clear and
comprehensive check with staff going to sites that they understand
what work has to be carried out and the standard required for each
different area or task. Check that work is being carried out to the
agreed standard by monitoring the work carried out and getting
feedback from operators as well as liaising with clients and customers
to check satisfaction levels. Identify any work not carried out and
check the contract before negotiating any contingencies for extra work.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners,
including those with identified special needs, including learning
105
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
Learning Outcome 1
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by specifying landscape
maintenance work and witness testimony, answering oral or written
questions, assignments or internet research cross referenced to the
knowledge evidence
Learning Outcome 2
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by specifying landscape
maintenance activities for a contract giving learners the opportunity, first to
practice the various tasks involved and then to be observed correctly doing
each task to demonstrate achievement of the assessment criteria.
Learners who have not yet completed the necessary training or
certification to use machinery, equipment and materials must be
supervised by a suitably qualified person.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1 and 2 link together both the
competence that can be assessed practically by observation or by generation
of diverse evidence and the knowledge evidence to be gathered during the
practical activities.
106
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance. Please refer to
Lantra’s Assessment Strategy for further guidance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include some of the following
Product evidence
Landscape specifications
Observation reports
Oral/written questions and answers
Reports/notes/diaries/reflective accounts
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory and safety checklists / maintenance
schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
Feedback forms from customers and clients.
107
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
It is important that practical assessment activities are supervised
appropriately.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
The Office of Public Information website http://www.opsi.gov.uk has year by year lists of UK Acts and Statutory Instruments
Local Authority websites for Building Control Department The Department for Environment, Food and Rural Affairs website
http://www.defra.gov.uk/ has up to date information about legislation, codes of practice and consultations in the horticultural / agricultural
sectors. The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc The website http://www.netregs.gov.uk/ provides helpful guidance
about environmental regulations. Horticultural Code of Practice - Helping to prevent the spread of
invasive non-native species The Code of Practice: Protecting our Water, Soil and Air has a useful
list of references in Section 9.
The website http://thepavingexpert.com contains useful information
and cross sectional diagrams of how to construct many landscape
boundaries and paths.
The website www.thenbs.com/solutions/index.asp gives information
about computer software available for use in specifying landscape
maintenance.
108
The website
www.nps.gov/.../Documents/.../Best_mgmt_practices_25_Oct_06.pd
f is an overview of best practice applied to landscape maintenance sites
in different countries and situations.
The website
www.broward.org/waterresources/landscape_management.pdf gives
an overview of best management practices for landscape maintenance
work.
See ABC website for further information
109
Monitor Landscape Maintenance and Inspect
Landscape Features and Facilities
Unit Reference
K/502/1282
Level
3
Credit Value
4
Guided Learning
Hours
26
Unit Summary
This unit will provide the learner with the skills,
knowledge and understanding required to monitor
landscape maintenance and to inspect landscape
features and facilities to ensure specifications are
being met. The learner will also know how to
identify and report any remedial requirements and
make recommendations to improve safety. This
unit requires independent assessment if part
of an Apprenticeship Framework (see
Methods of Assessment below)
Learning Outcomes
(1 to 7)
The learner will
Assessment Criteria
(1.1 to 7.2)
The learner can
1. Be able to inspect
and monitor
landscape
maintenance
1.1 Use specifications that are consistent with the
work being monitored
1.2 Use a monitoring system that is efficient and
reliable
1.3 Record problems with work accurately and
objectively and notify the relevant people
110
1.4 Inform maintenance personnel when work has
been approved
1.5 Maintain effective working relations throughout
with all relevant people
2. Be able to monitor
the safety and
condition of features
and facilities
2.1 Demonstrate inspection standards and
procedures conform to safety requirements
including
Legal
Codes of practice
Manufacturers’ instructions
2.2 Monitor the safety and condition of the
following features and facilities
Equipment
Barriers and fences
Gates
Hard surfaces
Water features
2.3 Refer any doubts about the condition and
safety of features and facilities to the relevant
specialist
2.4 Record and programme remedial requirements
according to contract and organisation procedures
2.5 Take action as necessary in relation to unsafe
items promptly and effectively
2.6 Make recommendations to improve safety to
the relevant person
3. Be able to promote
health and safety and
environmental good
practice
3.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
111
4. Be able to maintain
appropriate records
4.1 Keep records of inspection complete, clear and
consistent with organisational and statutory
requirements and make available to the relevant
people
5. Understand how to
inspect and monitor
landscape
maintenance
5.1 Explain how to apply specifications to
individual areas of work
5.2 Evaluate the types and relative merits of work
monitoring systems currently available
5.3 Explain the potential hazards and difficulties
when monitoring work against specifications
5.4 State the action permitted by contracts and
policies in the event of variation
5.5 Describe the principles and application of risk
assessment
5.6 Explain the statutory requirements and codes
of practice relevant to landscape maintenance and
how to apply these accurately and fairly
6. Understand how to
monitor the safety
and condition of
features and facilities
6.1 Assess the potential hazards relating to
landscape features and facilities
6.2 Explain the types of features and facilities, and
typical faults:
Equipment
Barriers and fences
Gates
Hard surfaces
Water features
6.3 Explain the limitations of visual inspection
112
6.4 Describe the decay patterns of construction
materials used in landscape features and facilities
6.5 List the sources of specialist advice
6.6 Describe the safety standards and legislation
relating to landscape features and facilities and
their application
6.7 Define the relevant personnel to whom
inspection records and recommendations should be
made available
7. Understand
relevant health and
safety legislation and
environmental good
practice
7.1 Summarise current health and safety
legislation, codes of practice and any additional
requirements
7.2 Describe the possible environmental damage
and how to respond appropriately
113
Supporting Unit Information
K/502/1282 Monitor Landscape Maintenance and Inspect Landscape
Features and Facilities – Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that
they have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g.) LO1
and then to Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
Note 3: The examples used in this indicative content are landscape
maintenance contracts.
LO1, LO2, LO3 and LO4 are the key areas of Competence for this
unit.
Learning Outcome 1. Be able to inspect and monitor landscape
maintenance
1.1 Use specifications that are consistent with the work being
monitored to include making sure that the specification being used is
for the contract work being checked and that work being examined is
contained in the specification and is not extra work to be agreed
between the client and the contractor as a variation order. Individual
sheets for each site must show the specification for each task and
types of surface in the contract such as different grass qualities and
heights for a range of different surfaces and it is important not to get
them mixed up when checks on completed work are made.
1.2 Use a monitoring system that is efficient and reliable to include
itemised sheets for each site clearly setting out the tasks to be
114
completed, the frequency of the tasks each calendar year and the
specification of the individual tasks such as types of tools and
equipment to be used and the standard of work to be achieved such as
acceptable heights for grass cutting. The monitoring system for each
area or site to involve fortnightly checks to establish whether
contractors’ are meeting the specification and schedule of works
agreed.
1.3 Record problems with work accurately and objectively and
notify the relevant people to include recording the exact location
and stating why the work was not satisfactory such as poor
workmanship, lack of visits resulting in excess growth, health and
safety issues or additional work to be completed outside of the contract
on the correct form and then issuing this through the normal channels
to the contractor. The relevant people to be notified include the
contracts manager, charge hand, supervisor or speaking to workers on
the site at the time stating what has to be done to bring the work up to
standard. Types of records: written and electronic.
1.4 Inform maintenance personnel when work has been approved
to include informing the contract manager or supervisor and
completing the necessary forms to sign the work off as approved so
that the contractor can then be paid for additional work such as
variation orders and so that penalties are not incurred as the work has
already been approved. All maintenance personnel to be informed
when work has been approved so that they can move onto the next
job.
1.5 Maintain effective working relations throughout with all
relevant people to include establishing clear communication
channels and good working relationships with the contracts manager,
supervisors, charge hands and other employees carrying out the
contract work, taking into account the difficulties they face such as bad
weather and entering into constructive dialogue before issuing forms
for non-compliance.
Learning Outcome 2. Be able to monitor the safety and condition of
features and facilities
2.1 Demonstrate inspection standards and procedures conform to
safety requirements including
115
legal risk assessments on all maintenance work to be carried out
safely with all tools and equipment conforming to current safety
standards with guards in place and flashing beacons on ride-on
mowers and tractors used on the road. All operators to be suitably
qualified and experience with certificates of competence to apply
pesticides and all products and materials must be approved according
to the specification and current regarding legal codes of practice. All
surfaces, sports equipment, play equipment, planted areas, access
and egress points must be checked for safe public access after works
have been completed so that nobody can trip or injure themselves.
codes of practice all work practices and equipment must comply
with the Health and Safety at Work Act, The Control of Substances
Hazardous to Health Regulations and the Provision and Use of Work
Equipment Regulations as well as conforming to the codes of practice
for soil, air and water.
manufacturers’ instructions All materials used in the maintenance
and upkeep of landscape and grounds to be calibrated at the correct
rate for optimum coverage. All operators should be aware of the
manufacturer’s instructions when using, maintaining and storing all
tools, equipment, machines and materials. Employers to ensure that
appropriate training has been provided for all operators and that this
is recorded.
2.2 Monitor the safety and condition of the following features and
facilities including
equipment all play equipment and sports equipment to be checked
after installation or repair to ensure that it is in a safe and legal
condition for use and that all equipment and facilities are risk
assessed before use. Any doubts about equipment dictates that it is
taken out of use until a specialist examines the equipment and states
that it is safe for use.
barriers and fences posts are all secured into the ground and are
not damaged and rotten. All panels, slats, rail and wire to be firm
and intact without obvious signs of damage or rotting and that the
fence is well maintained so that it meets the purpose of the
specification for the site that it is on. Barriers are not bent or rusting
and can be locked to prevent entry as designed.
gates all locks, hinges and latches are in good working order and
that the gates are without obvious signs of damage or rotting and
that the gate is well maintained so that it meets the purpose of the
116
specification for the site that it is on. All gates must open the correct
way for health and safety especially on play equipment.
hard surfaces all paths and hard standing must be weed free and
maintained so that surfaces are even without trip hazards and that all
surface and edgings are secure for public access and that walkways
drain sufficiently.
water features all pumps and electrical wiring to be checked by a
qualified electrician after installation or repair and water features to
be checked to ensure that they are not leaking and that they have
suitable barriers around them so they do not pose a hazard on a site
where there are small children nearby.
2.3 Refer any doubts about the condition and safety of features and
facilities to the relevant specialist specialist contractors to be
consulted over the safety of children’s play equipment, specialist sports
surfaces and water features where the maintenance contractor does
not have the specialist personnel or equipment to carry out the work or
to ensure that the features are safe for public access.
2.4 Record and programme remedial requirements according to
contract and organisation procedures completion of inspection
paperwork to highlight the problems of a particular site outlining
according to the specification what is needed to bring the contracted
work up to an acceptable standard. Copies of the relevant paperwork
to be given to both the client and the landscape contract manager by
the client officer and a date for completion of the work and re-
inspection of the site to be agreed by all parties. Methods of recording
to be both written and electronic.
2.5 Take action as necessary in relation to unsafe items promptly
and effectively to include removing unsafe equipment from use and
cordoning off a hazardous area with relevant signs and ensuring that
public access is prohibited. Contact the landscape contracts manager
immediately asking for the work to be a priority and consult a specialist
contractor if necessary. Complete all relevant paperwork and monitor
until the area has been made safe by the contractor and then re-assess
for safety before allowing public access.
2.6 Make recommendations to improve safety to the relevant
person to include completing the relevant paperwork and discuss in
detail with the landscape contracts manager what steps need to be
117
taken to restore the surface or feature so that it meets current
legislation and the landscape specification and record the agreed work
in writing and agree a completion date and re-inspection date.
Methods of recording to be both written and electronic.
Learning Outcome 3. Be able to promote health and safety and
environmental good practice
3.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements work practices promote health and safety and are
consistent with relevant legislation, codes of practice and any additional
requirements so that work activities comply with current legislation e.g.
Health and Safety, Environmental Protection legislation including Waste
Acts and COP’s such as soil, water and air and additional requirements
such as customer regulations, environmental health requirements as
well as LOLER, PUWER, Manual Handling and Stop Safe.
Learning Outcome 4. Be able to maintain appropriate records
4.1 Keep records of inspection complete, clear and consistent with
organisational and statutory requirements and make available
to the relevant people all inspection paperwork to be filed safely and
securely with copies to the client, client officer and landscape contracts
manager. All paperwork to be made available for accountants and
auditors so that accurate costs can be calculated and accounted for.
Ensure that all records and files are completed accurately and within
one week of the inspection or work being completed by the contractor.
See LO1.3 and LO2.4 for further details.
LO5, LO6, and LO7 are the key areas of knowledge for this unit
Learning Outcome 5. Understand how to inspect and monitor
landscape maintenance
5.1 Explain how to apply specifications to individual areas of work
see LO1.1 and LO1.2 for further details.
5.2 Evaluate the types and relative merits of work monitoring
systems currently available various specialist computer programmes
can be implemented and used for managing landscape maintenance
118
contracts but they are expensive and are not always user friendly or
individual to the needs of the client officer or the contracts to be
managed. Using or adapting existing landscape monitoring methods
can save money and be more specific for the work or contract in
question and more practical for contracts staff to use. See LO1.2 for
further details.
5.3 Explain the potential hazards and difficulties when monitoring
work against specifications risk assessments for dangers of
unfinished work or work under construction, checking planted areas
containing spiky plants or that may have had an application of
herbicide earlier on. Difficulties of monitoring landscape maintenance
work against the standards of the contract can include inclement
weather which affects the growth rates at certain times of the year and
judging whether the contractor has completed the stated number of
scheduled visits to a site to cut grass.
5.4 State the action permitted by contracts and policies in the event
of variation each contract should have a contingency of money to
allow for extra work not included in the contractor to be undertaken by
the contractor. The landscape contracts manager will contact the client
officer and highlight work on a site not covered by the contract. A
price for the work is agreed including a completion date and then the
client officer checks that the work has been completed before payment
is made to the landscape contractor.
5.5 Describe the principles and application of risk assessment the
principles of risk assessment are to reduce the levels of risk for all
tasks to an acceptable level by identifying the hazards, deciding who
might be harmed, evaluating the risks and recording the findings and
then reviewing assessments every year. The application is that all
landscape maintenance tasks and all landscape sites and necessary
personnel must be risk assessed before work takes place. See LO3.1,
LO2.1, LO2.2, LO3.1 and LO5.3 for further details.
5.6 Explain the statutory requirements and codes of practice
relevant to landscape maintenance and how to apply these
accurately and fairly all work must adhere to the codes of practice
for air, soil, water and use of pesticides. Applying these accurately and
fairly would require careful monitoring for pesticide damage and for
any unauthorised dumping of rubbish either on a site or nearby.
119
Discussions must take place between the contractor and the client
officer to establish if rubbish was dumped by the contractor or fly
tippers and an opportunity to put right any work not up to standard
must be given to the contractor before fines or penalties can be
imposed. See LO2.1 and LO3.1 for further details.
Learning Outcome 6. Understand how to monitor the safety and
condition of features and facilities
6.1 Assess the potential hazards relating to landscape features and
facilities. See LO2.1 and LO5.5 for further details.
6.2 Explain the types of features and facilities, and typical faults
equipment
barriers and fences
gates
hard surfaces
water features
See LO2.2 for further details.
6.3 Explain the limitations of visual inspection all structures and
surfaces can look good visually but need to be checked physically by
pushing and pulling to ensure that they are not going to break and to
check for decay patterns or any part working loose that could become a
hazard. Physical checks ensure that paving is not loose and that gates
and play equipment are safe to use and in good condition.
6.4 Describe the decay patterns of construction materials used in
landscape features and facilities wooden posts rotting off just
above ground level, coping stones coming loose on the top of walls,
paving slabs working loose, block paving sinking or edging blocks
working loose and gravel paths being worn away by surface water and
heavy traffic.
6.5 List the sources of specialist advice manufacturers are sources of
specialist advice for product information and the sources of advice for
the implementation of work will be available from specialist companies
and consultants. Institutions such as the British Association of
Landscape Industries and the Institute of Landscape and Amenity
Management are two examples of where specialist advice can be
120
sought as well as use of the internet for extensive searches for
specialists.
6.6 Describe the safety standards and legislation relating to
landscape features and facilities and their application see LO3.1,
LO5.5 and LO5.6 for further details.
6.7 Define the relevant personnel to whom inspection records and
recommendations should be made available see LO4.1 for further
details.
Learning Outcome 7. Understand relevant health and safety
legislation and environmental good practice
7.1 Summarise current health and safety legislation, codes of
practice and any additional requirements see LO2.1 and LO3.1 for
further details.
7.2 Describe the possible environmental damage and how to
respond appropriately ensure work is carried out in a manner which
minimises environmental damage by carefully planning site access such
as the removal and delivery of materials, working in correct weather
conditions and not allowing run off from chemicals or waste products
into water courses in line with Environmental Agency guidelines.
Ensure that spillages are contained and cleared up using the
appropriate materials and disposed of in an environmentally friendly
way in conjunction with waste disposal legislation. Organic waste such
as branches to be chipped up and returned to borders as mulch, and
grass clippings to be returned to surfaces using mulch mowers were
possible. Inorganic waste such as metal and plastics to be recycled
and waste pesticides and empty pesticide containers to be removed
using an approved contractor.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners,
including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
121
Learning Outcomes 1, 2, 3 and 4
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised monitoring
of landscape maintenance contracts giving learners the opportunity, first to
practice the various tasks involved and then to be observed correctly doing
each task to demonstrate achievement of the assessment criteria. Prior to,
during and after completion of construction work photographs or video could
be taken to provide evidence of progress.
Learning Outcomes 5, 6, and 7
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of monitoring
and checking landscape maintenance sites and witness testimony,
answering oral or written questions, assignments or internet research cross
referenced to the knowledge evidence
Learners who have not yet completed the necessary training or
certification to use machinery, equipment and materials must be
supervised by a suitably qualified person.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence. This
unit requires independent assessment if this is being used as part of
an Apprenticeship Framework. The questions can be found on this
qualifications page on the ABC Awards website.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1, 2, 3 and 4 link together and
competence can be assessed practically by observation or by generation of
122
diverse evidence. These could also link to Learning Outcomes 5, 6, and 7 to
allow knowledge evidence to be gathered during the practical activities.
It is important that practical assessment activities are supervised
appropriately.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include some of the following
Product evidence
Specifications
Monitoring forms
Work schedules
Observation reports
Oral/written questions and answers
Reports/notes/diaries/reflective accounts
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Interview/professional discussion
Site risk assessment
Tool / equipment inventory and safety checklists / maintenance
schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
123
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
It is important that practical assessment activities are supervised
appropriately.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
The Office of Public Information website http://www.opsi.gov.uk has year by year lists of UK Acts and Statutory Instruments
Local Authority websites for Building Control Department
The Department for Environment, Food and Rural Affairs website http://www.defra.gov.uk/ has up to date information about legislation,
codes of practice and consultations in the horticultural / agricultural sectors.
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc The website http://www.netregs.gov.uk/ provides helpful guidance
about environmental regulations. Horticultural Code of Practice - Helping to prevent the spread of
invasive non-native species The Code of Practice: Protecting our Water, Soil and Air has a useful
list of references in Section 9.
The website
www.landscapetutorials.com/landscapetutorials/lmspec.htm has useful
details of landscape specifications including weekly and monthly checks
for contract work.
The website www.dartford.gov.uk/parks/maintenancecontract.htm
gives useful information detailing the current landscape maintenance
124
contract giving the different frequencies of work undertaken to adhere
to the specification.
The website www.hse.gov.uk/risk/ gives details of what risk
assessment is and how to carry out assessments at work.
The website www.hse.gov.uk/coshh/index.htm gives useful information
on the Control of Substances Hazardous to Health Regulations including
COSHH assessments.
The website www.hse.gov.uk/pubns/indg291.pdf gives a simple guide to
the Provision and Use of Work Equipment Regulations for use at work.
The website www.pesticides.gov.uk/ is for the Pesticide Safety
Directorate which deals with all pesticide approval and use.
See ABC website for further information
125
Evaluate Ground and Environmental Conditions to
Establish Grassed and Planted Areas
Unit Reference
L/502/0500
Level
3
Credit Value
3
Guided Learning
Hours
19
Unit Summary
This unit provides the learner with the knowledge,
skills and understanding to evaluate ground and
environmental conditions ready for the
establishment of mixed grassed and planted areas
Learning Outcomes
(1 to 4)
The learner will
Assessment Criteria
(1.1 to 4.2)
The learner can
1. Understand how to
evaluate ground and
environmental
conditions
1.1 Explain the principles and methods of
measurement of ground and environmental
conditions
1.2 Evaluate the methods of measurement and
where they may be appropriate
1.3 Describe what varying ground and
environmental conditions may occur, their effect
on plant establishment and growth and how to
handle these effectively for the following:
Substrate structure
Substrate texture and conditions
Drainage characteristics
Ph
Pest, disease and weed problems
126
Nutrient deficiencies
Ground and air pollutants
Microclimate
1.4 Review the sources of information and analysis
relating to ground and environmental assessment
2. Be able to evaluate
ground and
environmental
conditions
2.1 Ensure the purpose and scope of the
evaluation is consistent with the proposed use for
site
2.2 Use evaluation methods that are
consistent with the agreed purpose and scope
2.3 Evaluate the ground and environmental
conditions accurately
2.4 Ensure the site is left in a tidy and safe
condition following operations
2.5 Deal with problems efficiently, effectively and
safely should any occur
2.6 Maintain effective working relations with all
relevant people
3. Understand
relevant health and
safety legislation and
environmental good
practice
3.1 Summarise current health and safety
legislation, codes of practice and organisational
requirements
3.2 Describe the possible environmental damage
that could occur and how to respond appropriately
3.3 Explain the records required for management
and legislative purposes and the importance of
maintaining them
127
4. Be able to promote
health and safety and
environmental good
practice
4.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
4.2 Ensure work is carried out in a manner which
minimises environmental damage
128
Supporting Unit Information
L/502/0500 Evaluate Ground and Environmental Conditions to Establish
Grassed and Planted Areas - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1 and LO3 are the key area of knowledge for this unit
LO2 and LO4 are the key areas of competence for this unit
Learning Outcome 1. Understand how to evaluate ground and
environmental conditions
1.1 Explain the principles and methods of measurement of ground
and environmental conditions use of secondary data (e.g. existing
maps and plans, aerial photography) readily available on internet and
other sources. Surveys of topography using tapes, chains, levels
(optical and laser), GPS mapping equipment. Habitat surveys to
identify vegetation and wildlife status of site identifying flora (by
sampling, transects, walk-over) and important habitats. Survey of
animals by observations, terrestrial searches, trap and release, camera
traps. Soil/substrate assessment by profile pits, field sampling,
chemical and physical testing, reference to national soil maps. Climate
survey – measurement of weather conditions (e.g. temperature,
rainfall, wind, humidity) e.g. by use of standard meteorological records
for area available from met office or internet sites. On-site weather
recording (electronic or use of manually read instruments)
129
1.2 Evaluate the methods of measurement and where they may be
appropriate
Secondary data - may be non-specific or not time-identified, expensive
to commission, useful for identifying land-forms, vegetation types,
access routes, features, useful for initial surveys and identifying
features of adjacent areas, do not require access to site,
Surveys of topography essential for creating detailed plans and maps of
site prior to design or planning work.
Habitat surveys essential requirement for major schemes where
environmental impact assessment required, will identify flora and
important habitats that will require protecting by exclusion or timing.
Survey of animals will identify presence of animal species that will
require special measure to protect (e.g. bats, badgers, amphibians,
ground-nesting birds), soil/substrate assessment essential for
identifying ground conditions and impact on potential plant growth
(refer to LO1.3 for details).
Climate survey to establish general weather conditions in area, may by
generalised, will depend on distance from recording site, takes no
account of local conditions (e.g. height ASL, aspect, surrounding
vegetation), on-site weather recording are time-consuming, will take
time (years?) to establish weather patterns.
1.3 Describe what varying ground and environmental conditions
may occur, their effect on plant establishment and growth and
how to handle these effectively for the following
substrate structure – will depend on soil texture (see below) and
past management practices (e.g. cultivation, use of fertilisers,
compaction) structure will need to be identified, assessed and
adjusted to facilitate effective establishment, poor structure will
cause water logging, anaerobic conditions, poor nutrient retention or
availability,
substrate texture and conditions – reputes to particle size within
the substrate, Large particles generally give better draining, aeration
and warming up but poor retention (and availability) of water and
nutrient. Small particles will generally give poor draining, aeration
and will be slow to warm up, will retain and provide water and
moisture. Texture cannot easily be changed but will affect how the
substrate is prepared (e.g. cultivation method and timing)
drainage characteristics – draining will depend on texture and
structure (see above) influenced by structure of underlying sub-strata
(e.g. compacted glacial deposits will hamper downwards movement
130
of water giving a high water table and causing shallow rooting, sandy
or gravelly sub-strata will allow free draining) Drainage can by
improved by installation of drainage systems, sub-soiling, mole-
draining, avoiding use of heavy machinery in wet conditions
pH – assessed by sampling and testing using field kit or laboratory
test, affects availability of nutrients (e.g. manganese, iron), can
affect disease status (e.g. club-root in brassicas) and general well-
being of plants (e.g. heathers prefer acid soils) can be changed by
use of lime (to reduce acidity)
pest, disease and weed problems – assessed by records of
previous crop or plant records e.g. of presence of disease or other
problems (e.g. club root, weed seed germination), observation of
weed status, will adversely affect preparation of ground (weeds) and
health of plants, can be changed by e.g. fallows, sterilising, avoiding
sensitive plants, use of pesticides
nutrient deficiencies – identified by soil testing (usually in
laboratory) low nutrient will affect establishment and subsequent
growth, nutrient status can be managed prior to planting by use of
fertiliser, organic manures, green manures
ground and air pollutants – air pollution identified by air testing or
observation of species (e.g. lichens on trees indicate clean air)
Ground pollution identified by previous site use (e.g. mining or
industrial), can affect plants that will grow but most important for
food crops (e.g. identifying heavy metal pollution that will
contaminate food crops)
microclimate – difficult to assess, can be extremely localised (e.g.
the underside of plants), site climate will be influenced by shelter
belts (e.g. trees, hedges, fences) or topography (e.g. frost pockets),
can be recognised by weather recording on the site (see LO1.1), will
affect cultivation of ground, timing and plants that can grow on site.
1.4 Review the sources of information and analysis relating to
ground and environmental assessment refer to LO1.1, review and
analysis by checking information provided against the requirements
preparation, planting or subsequent crop or plant establishment and
growth, information not provided identified and alternative sources
sought.
Learning Outcome 2. Be able to evaluate ground and environmental
conditions
131
2.1 Ensure the purpose and scope of the evaluation is consistent
with the proposed use for site requirements and information
required identified (refer to LO1.3) and reviewed against requirements
(refer to LO1.4).
2.2 Use evaluation methods that are consistent with the agreed
purpose and scope refer to LO1.1.
2.3 Evaluate the ground and environmental conditions accurately –
refer to LO1.1.
2.4 Ensure the site is left in a tidy and safe condition following
operations site conditions is as required by specifications (e.g.
planting plan, cropping programme, contract, client brief,
,management instruction), equipment is removed from site and
returned to safe storage, waste and unused materials are returned to
storage or disposed of as required (see below).
Organic waste; avoid removing waste from area, material produced
should be used for habitat piles, shredded, composted, (unless the
material poses a threat to plant health e.g. diseased material).
Inorganic waste – wastes from servicing and maintenance of
equipment and hazardous waste from areas e.g. fly-tipped rubbish
disposed of in appropriate container and carefully controlled until
disposed of through licensed contractor.
2.5 Deal with problems efficiently, effectively and safely should any
occur problems e.g. shortage of resources (human, materials,
equipment), loss of materials or equipment, equipment failure,
incorrect specification of materials, site problems (water-logging,
presence of features or hidden services impeding progress), difficulty of
access to site (slippery, wet, likely to cause environmental harm),
presence of unauthorised persons on site. Actions to minimise e.g.
detailed planning to ensure resource requirements are understood,
early ordering of materials, use of reliable contractors, monitoring of
stock levels, accurate site surveys and searches, planning of timing of
work to avoid, creating exclusion zones, security measures.
2.6 Maintain effective working relations with all relevant people
communicate with the work team and other interested parties in a way
which promotes understanding and goodwill. To include staff,
supervisors, volunteers and supporters, contractors, land-owners,
132
managers, third parties affected by the work. Communication; work
related and personal, face to face (one to one or group), telephone
(including mobile), formal meeting or briefing, written report or notice,
electronic by email or text, use of appropriate language, clarity of
meaning, confirmation of understanding, opportunities for clarification.
Learning Outcome 3. Understand relevant health and safety
legislation and environmental good practice
3.1 Summarise current health and safety legislation, codes of
practice and organisational requirements Health and Safety e.g.
Management of Health & Safety at Work Regulations; LOLER, PUWER,
Manual Handling, Environmental Protection Acts covering waste
disposal; e.g. Hazardous Waste Regulations; Duty of care - controlled
wastes.
Wildlife e.g. Wildlife and Countryside Act, Hedgerow Regulations,
Habitats Directive, Codes of Practice e.g. Protecting our Water, Soil and
Air; Additional requirements including site designations (e.g. SSSI,
AONB,LNR, National Park), notification of listed operations, and
planning consents, LBAP’s, client regulations, environmental health
requirements, stewardship schemes, Environment Agency notifications
e.g. activities affecting watercourses or groundwater. Organisational
policies and procedures, briefing from clients or managers - refer to
LO4.1.
3.2 Describe the possible environmental damage that could occur
and how to respond appropriately damage to access routes and
features by vehicles and people moving onto and off sites (action –
avoid working in adverse conditions, plan access routes carefully, cease
activity to avoid further damage, carry out repairs if practical, report to
supervisor, manager, client, or owner). Run-off of sediment from work
site to controlled water (Action – avoid use of vehicles in adverse
conditions, schedule work only when actively growing and rainfall not
expected, take local action to prevent spread of pollution, notify
appropriate bodies e.g. Environment Agency). Use of non-sustainable
materials (action – check source of all materials, reduce use of peat,
reduce usage and wastage of all materials, recycle and re-use).
Damage to non-target organisms by pesticide (Action – minimise use of
pesticides, cultural measures to minimise pest and disease risk,
adherence to current legislation and codes of practice for safe including
133
the Code of Practice for Using Plant Protection Products) - refer to
LO4.2.
3.3 Explain the records required for management and legislative
purposes and the importance of maintaining them records
required; site assessment records, ground preparations, materials
deliver/used, timing, problems encountered, variations from
programme, use of pesticides, machinery and equipment maintenance.
Legal requirement for records - (use of pesticides, RIDDOR), audit
trails for assured produce schemes, certification, customer
requirement.
Management requirement for records - monitoring of work and
productivity, analysis of material use, remedial action, planning for
subsequent years.
Recording; Handwritten list, checking on order form or picking list,
other format required by organisation. Electronic; hand-held key pad,
barcode scanner, PC laptop.
Learning Outcome 4. Be able to promote health and safety and
environmental good practice
4.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements risk assessment is carried out or studied, action plans
followed and appropriate actions taken. Appropriate PPE is made
available, selected and safely used by all persons e.g. waterproof
clothing, steel toe-capped boots, UV Protection, gloves, aprons, hats.
Tools and equipment are made available and only used for the
operation and in situations as detailed by the manufacturer’s /
supplier’s / supervisor’s instructions, current legislation and codes of
practice for safe.
4.2 Ensure work is carried out in a manner which minimises
environmental damage
environmental damage minimised e.g. by careful planning of site
access / removal of produce; avoid work in spring and summer that will
disturb habitats; plan work in accordance with local biodiversity plans;
awareness of rare species in area - mark site of bat roost trees and
other vulnerable habitats; plan to ensure no disturbance, avoiding use
of non-sustainable materials by checking source of all materials; avoid
use of peat, reduce usage and wastage of all materials; recycle and re-
134
use. avoid damage to non-target organisms by use of pesticide; use in
accordance with current legislation and codes of practice for safe
including the Code of Practice for Using Plant Protection Products.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes 1 and 3
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
evaluating ground and environmental conditions to establish grassed and
planted areas, copies of records, or reporting forms and witness testimony,
answering oral or written questions, or assignments referenced to the
knowledge evidence.
Learning Outcomes 2 and 4
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
activities evaluating ground and environmental conditions to establish
grassed and planted areas giving learners the opportunity, first to practice
the various tasks involved and then to be observed correctly doing each task
to demonstrate achievement of the assessment criteria.
Prior to, during and after completion of work evaluating ground and
environmental conditions to establish grassed and planted areas
photographs or video could be taken to provide evidence of progress. Copies
of monitoring record can be used to provide evidence of quality and rate of
work and of sufficiency of evidence.
135
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1 and 3 link together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 2 and 4 to allow knowledge
evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
136
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and
legal publications
National Federation of Biological Recording website http://www.nbn-
nfbr.org.uk/nfbr.php lists all Local / Biological Recording Centres -
Useful to find local Biodiversity Action Plans
The Natural England website http://www.naturalengland.org.uk/ and
Countryside Council for Wales www.ccw.gov.uk/ have information
about countryside protection schemes and land management for the
benefit of wildlife, landscape. Also licences and enforcement
Local Authority websites for Local Planning Authority permissions and
LBAP’s
Visit Department for Environment, Food and Rural Affairs website
www.defra.gov.uk or Welsh Assembly Government countryside
website www.countryside.wales.gov.uk/ for up to date information
about legislation, codes of practice and consultations in the
horticultural / agricultural sectors
The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc
The Forestry Commission www.forestry.gov.uk application for licences
Horticultural Code of Practice - Helping to prevent the spread of
invasive non-native species
137
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Managing Habitats for Conservation by William J Sutherland and David
A Hill
Principles of Horticulture by C.R.BSc Adams, et al / Paperback /
Published 1998
The Complete Book of the Greenhouse by Ian G. Walls, et al /
Paperback / Published 1996
Nursery Management by Harold Davidson, et al / Hardcover / Published
1994
Nursery Stock Manual: Grower Manual 1 by Keith Lamb, et al /
Paperback / Published 1995
The Compost Book by David Taylor, et al / Hardcover / Published 1994
A Handbook for Horticultural Students by Peter Dawson
Soil Science and Management by Edward J. Plaster
Vegetable Brassicas and Related Crucifers by G.R. Dixon and M.H.
Dickson
Greenhouse Operation and Management by Paul Nelson
Farm Horticulture by George W. Wood
See ABC website for further information
138
Prepare Sites for Soft Landscape Establishment
Unit Reference
D/502/0503
Level
3
Credit Value
3
Guided Learning
Hours
19
Unit Summary
This unit provides the learner with the knowledge,
skills and understanding to identify, select and use
appropriate methods and procedures in preparing
sites for soft landscape establishment
Learning Outcomes
(1 to 6)
The learner will
Assessment Criteria
(1.1 to 6.2)
The learner can
1. Understand how to
prepare sites for soft
landscape
establishment
Describe the principles and methods of
site preparation to meet the required
conditions for the following landscapes:
Areas for soft landscape construction
Areas for planting
Areas for restoration
1.2 Explain which methods are most appropriate to
achieve required conditions
1.3 Describe how to check the site is ready for
planting/sowing
1.4 Explain potential problems which may occur
and how to deal with these effectively
139
2. Be able to prepare
sites for soft
landscape
establishment
2.1 Prepare the site to meet specifications and
function
2.2 Maintain the site in a suitable condition for
planting/sowing as planned
2.3 Monitor site main services continually
throughout operations
2.4 Deal with problems efficiently, effectively and
safely should any occur
2.5 Maintain effective working relations with all
relevant people
3. Understand the
reasons for
maintaining
equipment
3.1 Explain the importance of maintaining
equipment for use
3.2 Describe the methods of maintaining the range
of equipment used
4. Be able to maintain
and use relevant
equipment
4.1 Ensure equipment is prepared, used and
maintained in a safe and effective condition.
5. Understand
relevant health and
safety legislation and
environmental good
practice
5.1 Summarise current health and safety
legislation, codes of practice and organisational
requirements
5.2 Describe the possible environmental damage
that could occur and how to respond appropriately
5.3 Explain the correct and appropriate methods
for disposing of organic and inorganic waste
140
5.4 Explain the records required for management
and legislative purposes and the importance of
maintaining them
6. Be able to promote
health and safety and
environmental good
practice
6.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
6.2 Ensure work is carried out in a manner which
minimises environmental damage and waste
141
Supporting Unit Information
D/502/0503 Prepare Sites for Soft Landscape Establishment - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Examples are indicative of the range of considerations for
assessment criteria but are by no means all inclusive
Note 2: Cross references are first to the learning outcomes (LO) e.g. LO1
and then to the assessment criteria number listed e.g. LO 1.3
Units 1, 3, and 5 are the key areas of knowledge for this unit
Units 2, 4 and 6 are the key areas of competence for this unit
Learning Outcome 1. Understand how to prepare sites for soft
landscape establishment
1.1 Describe the principles and methods of site preparation to meet
required conditions for the following landscapes
areas for soft landscaping e.g. suitable access (visual inspection to
enable equipment/supplies to be delivered to working area), carry
out site audit (transfer to written record and plan of site existing
features / boundaries / overhead services), determine levels using
dumpy / quick set level, straight edge and spirit level (estimate if soil
levels require adjustment), check for underground services (CAT scan
and service providers / local authority).
areas for planting e.g. record any trees / plant growth that requires
removal, check soil using appropriate test kit to determine pH and
record findings, check soil texture/structure / organic using physical
(rub wet sample between finger and thumb) and mechanical (water
settlement test, sieves and cooking) methods, determine nutrient
levels with appropriate test kit and record.
142
areas for restoration e.g. survey and record existing plant types,
plant condition, desired plant retention.
1.2 Explain which methods are most appropriate to achieve
required conditions e.g. following site audit / survey determine
requirements and prepare - refer to LO 1.1If appropriate services to be
marked with tape or physical barriers. Removal of unwanted trees /
growth by digging out by hand or mechanical means and dispose of
(refer to LO 5.3). Adjust levels by cut and fill with first removing top-
soil, move sub-soil to required levels and replace top-soil. Adjustment
of pH with calcium or acidic organic matter and if required select
ameliorants (coarse sand / gravel or organic matter) to improve
texture / structure, cultivation by hand tools and / or mechanical
cultivators. Selection of plant nutrients according to test findings.
1.3 Describe how to check site is ready for planting / sowing e.g.
visual inspection moist but not too wet and not frozen, compare
against plan / specification / planting list / audit requirements (refer to
LO 1.1).
1.4 Explain potential problems which may occur and how to deal
with effectively e.g. location of services – need to contact service
provider, inappropriate soil conditions – wait for condition to improve /
irrigate, delay in delivery of supplies – find alternative work or collect
supplies, equipment failure – repair or obtain replacement. Record
problems and how dealt with in survey book and report any matters to
line manager giving confirmation in writing.
Learning Outcome 2. Be able to prepare sites for soft landscape
establishment
2.1 Prepare the site to meet specifications and function e.g. refer to
LO 1.2, and implement principles and methods.
2.2 Maintain the site in a suitable condition for planting/sowing as
planned e.g. prevent entry onto prepared areas when condition of soil
may lead to structure damage (compaction) and change to levels.
2.3 Monitor site main services continually throughout operations
e.g. underground / overhead services to be visibly marked and / or
fenced off.
143
2.4 Deal with problems efficiently, effectively and safely should any
occur e.g. refer to LO 1.4 and implement those within responsibility
and report others to line manager.
2.5 Maintain effective working relations with all relevant people e.g.
liaise with suppliers on requirements and deliveries, communicate
required standards to colleagues, discuss work programme with all
relevant persons, inform all relevant persons of time scale and
expected results, complement others on good work.
Learning Outcome 3. Understand the reasons for maintaining
equipment
3.1 Explain the importance of maintaining the range of equipment
used e.g. safety in use, prevention of wear, availability, high quality of
performance. Refer to LO 4.1
3.2 Describe the methods of maintaining the range of equipment
used e.g. clean off dirt and debris, safety check for damage, routine
for machinery (check oil level, grease), periodic (oil change), following
manufacturer’s / suppliers recommendations and codes of practice,
store in secure weather proof store. For hand tools apply oil to bare
metal parts, place in secure weather proof store to shadow board or
fitted racks. Refer to LO 4.1
Learning Outcome 4. Be able to maintain and use relevant
equipment
4.1 Ensure equipment is prepared, used and maintained in a safe
and effective condition e.g. equipment pre start safety checks,
adjustments according to manufacturer’s instructions and guidance,
check hand tools to ensure free from defects, clean and in good
working order. Use equipment / tools e.g. only for the operation and in
situations as detailed by the manufacturer and in accordance with the
manufacturer’s /supplier’s/supervisor’s instructions, use PPE as
required (safety boots, eye protection, gloves, protective clothing), be
trained to correct level or supervised, carry out operations to current
legislation and codes of practice. Be aware of others working nearby.
Maintenance of equipment / tools e.g. cleaning as recommended by
manufacturer, routine (check oil levels, grease), and periodic (change
oil) as recommended by manufacturer, disposal refer to LO 5.3, apply
144
oil to bare metal parts. Range from e.g. hand tools, mechanical
equipment, power units (vehicles, quad bikes). Store safely refer to LO
3.2, maintain records refer to LO 5.4 (maintenance, repairs) and report
faults to line manager verbally and confirmed in writing.
Learning Outcome 5. Understand relevant health and safety
legislation and environmental good practice
5.1 Summarise current health and safety legislation, codes of
practice and organisational requirements e.g.
Health and Safety at Work etc Act 1974 - management of health and
safety and safety at work
Risk assessments e.g. working practices
Codes of practice e.g. use of equipment
Exposure records e.g. noise, vibration, pesticides
COSHH Regulations e.g. risk assessment and use, fuel, marking
materials
Hazardous Waste Regulations e.g. waste disposal
Storage e.g. fuels, materials
PPE e.g. safety boots, ear defenders, protective clothing
Environmental Protection Act e.g. environmental protection
Water Pollution Act e.g. water protection
RIDDOR e.g. reporting requirements
PUWER e.g. use of plant and equipment
LOLER e.g. lifting operations and lifting equipment
Working at Height Regulations e.g. use of step ladder
Welfare at Work e.g. staff facilities
Any additional requirements
Organisational requirements e.g. follow risk assessments, follow work
place procedures / instructions
5.2 Describe the possible environmental damage that could occur
and how to respond e.g. damage to soil structure – only work in
appropriate conditions, washings (pesticide / equipment contaminating
drains – have appropriate interceptor system in place, damage to
underground services – (CAT scan) check with supply services, spillage
of petroleum products – avoid filling on soil areas, spillage of fertiliser –
handle carefully and do not damage bag. Use skilled staff, dispose of
waste – refer to LO 5.3 and report serious matters to line manager
verbally and confirmed in writing.
145
5.3 Explain the correct and appropriate methods for disposing of
organic and inorganic waste e.g. to current waste storage and
disposal legislation for pesticides, batteries and oil, follow COSHH and
hazardous waste regulations. Organic waste e.g. weed growth
(perennial weeds to be destroyed), turf – composting, branches –
chipped for mulching. Inorganic waste – mineral/metal/plastic/glass
waste e.g. recycle. Other methods e.g. specialist waste disposal
contractor - skip, oil collection contractor, Local Authority
arrangements.
5.4 Explain the records required for management and legislative
purposes and the importance of maintaining them e.g. staff
attendance hours, hours of equipment use, risk assessments, staff
competence achievements, RIDDOR, accidents, maintenance of
equipment, fire drill, waste disposal, drawings, contract details,
deliveries and any other requirements. Importance of records for e.g.
proof of competence, approved working practices, codes of practice
followed, insurance purposes, health and safety requirements followed,
waste regulations, accountants (wages), Environmental Protection
services, comply with required legislation, proof of compliance with
requirements proof of receipt, and any other designated requirement.
Learning Outcome 6. Be able to promote health and safety and
environmental good practice
6.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements e.g. health and safety, codes of practice refer to LO
5.1, materials used only as directed by manufacturer, risk assessments
followed. Equipment and tools to be used and maintained only as
detailed by the manufacturer refer to LO 4.1 and any additional
requirements.
6.2 Ensure work is carried out in a manner which minimises
environmental damage and waste e.g. refer to LO 5.2. Manage
and dispose of waste in accordance with legislative requirements and
codes of practice, follow current legislation refer to LO 5.3
146
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners,
including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
Learning Outcomes (LO) 1, 3 and 5
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
activities and witness testimony, answering oral or written questions,
assignments or internet research cross referenced to the knowledge
evidence.
Learning Outcomes (LO) 2, 4 and 6
Delivery of these learning outcomes is by supervised practical work activities
giving learners the opportunity, first to practice the various tasks involved
and then to be observed correctly
doing each task to demonstrate competence and achievement of the
assessment criteria.
Learners not holding statutory qualifications to use equipment and materials
to be supervised by person who is qualified to do so.
Prior to, during and after completion of activities, photographs or video could
be taken to provide evidence of progress.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 2, 4 and 6 link together and can be
assessed practically by observation or by generation of diverse evidence.
147
These could also link to Learning Outcomes 1, 3 and 5 to allow knowledge
evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance. Please refer to
Lantra’s Assessment Strategy for further guidance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/planting plans/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory and safety checklists / maintenance
schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
148
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications
The Office of Public Information website http://www.opsi.gov.uk has year by year lists of UK Acts and Statutory Instruments
The website http://www.netregs.gov.uk/ provides helpful guidance about environmental regulations.
Institute of Groundsmanship http://www.iog.org The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, waste and water etc
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
See ABC website for further information
149
Establish Grass Swards
Unit Reference
H/502/0857
Level
3
Credit Value
3
Guided Learning
Hours
19
Unit Summary
This unit provides the learner with the knowledge,
skills and understanding to identify and establish
grass swards
Learning Outcomes
(1 to 9)
The learner will
Assessment Criteria
(1.1 to 9.3)
The learner can
1. Understand how to
establish grass
swards
1.1 Explain the factors affecting the timing and
methods of establishment
1.2 Describe the methods of protection and their
application
1.3 Explain the initial maintenance requirements
for newly established swards
1.4 Explain what potential problems may affect
operations and how to handle these effectively
2. Be able to identify
types of grasses
2.1 Identify a minimum of 6 types of grasses by
common and botanical names when establishing
grass swards
150
3. Understand the
principles of selecting
grasses
3.1 Explain the principles of selecting and
combining grass species for different applications
3.2 Explain the principles of selecting turf and
seeding mats for different applications
4. Understand how to
assess turf health
4.1 Describe how to assess the health of turf
4.2 Explain the different types of damage that can
occur and how to prevent them
5. Be able to
establish grass
swards
5.1 Mark out sites accurately before beginning
operations
5.2 Select turf or seed as appropriate for intended
purpose
5.3 Check the specification and health of plant
material on receipt and reject unacceptable
material
5.4 Use handling and establishment methods
which maximise the quality of the sward
5.5 Provide protection which is appropriate and
effective
5.6 Ensure the site is left in a tidy and safe
condition following operations
5.7 Maintain effective working relations with all
relevant persons
6. Understand how to
maintain equipment
6.1 Explain the importance of maintaining
equipment for use
151
6.2 Describe the methods of maintaining the range
of equipment used
7. Be able to maintain
and use relevant
equipment
7.1 Ensure equipment is prepared, used and
maintained in a safe and effective condition
8. Understand
relevant health and
safety legislation and
environmental good
practice
8.1 Summarise current health and safety
legislation, codes of practice and organisational
requirements
8.2 Describe the possible environmental damage
that could occur and how to respond appropriately
8.3 Explain the correct and appropriate methods
for disposing of organic and inorganic waste
8.4 Explain the records required for management
and legislative purposes and the importance of
maintaining them
9. Be able to promote
health and safety and
environmental good
practice
9.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
9.2 Ensure work is carried out in a manner which
minimises environmental damage
9.3 Manage and dispose of waste in accordance
with legislative requirements and codes of practice
152
Supporting Unit Information
H/502/0857 Establish Grass Swards - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then the Assessment criteria number listed e.g. LO 1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means all inclusive
The following units 1, 3, 4, 6 and 8 are the key areas of knowledge
for this unit
Learning Outcome 1. Understand how to establish grass swards
1.1 Factors affecting timing and methods of establishment e.g.
season, weather, soil moisture content, irrigation availability, visual
impact, turf, seed.
1.2 Methods of protection and application e.g. fungicide as seed
dressing, bird scarers (loud bangs, scarecrows), pegging turf to
prevent slippage, stringing to discourage birds.
1.3 Initial maintenance requirements for new swards e.g. irrigation,
remove surface stones, rolling, mowing.
1.4 Potential problems which may affect operations and how to
deal with them e.g. dry weather, wet soil conditions, equipment
unavailable, presence of users/animals, surface rubbish. Resolve e.g.
irrigate, await improvement, obtain equipment, remove users (signage,
restrict access), remove rubbish.
153
Learning Outcome 3. Understand the principles of selecting grasses
3.1 Principles for selecting and combining grass seed mixtures for
different applications e.g. various purposes (fine turf, winter games,
open spaces), shade, hard wear, low maintenance, meadow,
environmental conditions (contamination), soil type (sandy, clay), salty
situations.
3.2 Principles of selecting turf for different applications e.g. visual
appearance - refer also to LO 3.1: and seeding mats e.g. exposure
(wind), slope, surface disturbance.
Learning Outcome 4. Understand how to assess turf health
4.1 Describe how to assess health of turf e.g. quality of growth,
density of cover, visual appearance, absence of weeds/diseases/pests,
player requirements, grass growth cycle.
4.2 Explain the different types of damage and how to prevent them
e.g. pests, diseases, surface scaring by user, compaction due to
use/maintenance in inappropriate conditions. Prevention e.g. early
treatment for pests and diseases, limit use in adverse conditions, await
improved conditions/aerate/improve soil structure and drainage.
Learning Outcome 6. Understand how to maintain equipment
6.1 Importance of maintaining equipment e.g. safety of use,
prevention of wear, quality of performance, availability.
6.2 Describe methods of maintaining equipment e.g. cleaning, safety
checks, routine (check oil level, greasing) periodic (oil change)
following manufacturer’s / supplier’s recommendations, codes of
practice. Range e.g. hand tools, mechanical equipment, power units.
Learning Outcome 8. Understand relevant health and safety
legislation and environmental good practice
8.1 Summarise current legislation, codes of practice and
organisational requirements e.g. risk assessments, PUWER for use
of any equipment, use of materials, PPE requirements, waste disposal,
welfare, buildings, storage, environmental protection, water pollution,
154
RIDDOR, pesticides, COSHH, records of exposure, accidents, LOLER
lifting and handling, attendance hours, and any additional
requirements.
8.2 Describe possible environmental damage e.g. pollution to
drains/water, waste and disposal of COSHH substances (pesticides,
waste oil), fertiliser application, pesticide application, air pollution,
leakage of containers, spillage of petroleum products, damage to soil
structure, damage to grass growth and any activity which may cause
harm. Response e.g. contain, collect (if practicable), dispose of
according to legislation – refer to LO 8.3, report occurrences as current
legislation requires, keep records.
8.3 Explain correct and appropriate methods for disposal - follow
current legislation for the processing and disposal of waste.
organic waste - grass clippings, twigs, leaves e.g. compost.
inorganic waste - mineral matter, cans, glass e.g. recycle.
other material - oil, dirty rags, batteries e.g. specialist contractor
(skip), Local Authority arrangements
8.4 Explain records required e.g. staff attendance hours, hours of
equipment use and exposure, risk assessments, staff competence
achievements (pesticides), RIDDOR, accidents, use of materials
(pesticides), maintenance/repair of equipment, fire drill, waste disposal
(hazardous waste), pesticide storage, and any additional requirements.
Importance of records for e.g. proof of competence, approved
working practices, codes of practice followed, insurance purposes,
health and safety requirements followed, waste disposal regulations,
accountants (wages), compliance with legislative requirements and any
other designated requirement.
The following units 2, 5, 7 and 9 are the key areas of competence
for this unit
Learning Outcome 2. Be able to identify types of grasses
2.1 Identify a minimum of 6 types of grasses used to establish
grass swards by common and botanical names e.g. Agrostis
stolonifera – creeping bent.
Learning Outcome 5. Be able to establish grass swards
155
5.1 Mark out sites accurately before beginning operations e.g.
design plan followed outlined with appropriate material, accurate
measurements.
5.2 Select turf/seed appropriate to purpose e.g. visual impact
required, intended time of access/use – refer to 3.2 Species of grasses
selected for purpose of use – refer to 3.1
5.3 Check specification and health of plant material e.g. correct
species of grasses in seed mixture/turf, soil of turf to specification, turf
grasses in viable condition. Unacceptable material rejected e.g. refuse
acceptance of delivery, return to supplier.
5.4 Use handling and establishment methods which maximise
quality of sward e.g. carefully by hand, palleted, big roll, optimum
moisture content of turf soil. Establish e.g. lay on prepared soil which
has a fine crumb structure, moist but not wet, not frozen or covered in
snow, provide firm contact with soil, irrigate if no rain.
5.5 Appropriate and effective protection refer to LO 1.2.
5.6 Site left tidy and safe e.g. use of competent staff, tools and
equipment returned to store, unused materials returned to store, waste
disposed of safely and correctly according to current legislation (green
waste, inorganic waste, packaging) - refer to LO 8.3.
5.7 Effective working relations maintained e.g. communicate required
standards, discuss work programme with all relevant persons, inform
all relevant persons of time scale and expected results, inform
suppliers of requirements early.
Learning Outcome 7. Be able to maintain and use relevant
equipment
7.1 Carry out preparation for use e.g. pre start and safety
checks/settings according to manufacturer’s instructions and guidance,
use of correct PPE according to current requirements, legislation and
codes of practice (steel toe-capped boots, ear defenders, gloves,
protective clothing), to CE quality standard. Use equipment only for
the operation and in situations as detailed by the manufacturer and in
accordance with the manufacturer’s/ supplier’s/supervisor’s instructions
156
and be trained to competence level or closely supervised. Maintenance
of equipment e.g. maintain in good and safe condition as detailed by
the manufacturer refer to LO 6.1 and 6.2. Report any faults e.g. to line
manager. Maintain records e.g. maintenance, repairs.
Learning Outcome 9. Be able to promote health and safety and
environmental good practice
9.1 Work activities and use of equipment carried out consistently to
current legislation and codes of practice e.g. health and safety of
self and others, wear/use PPE refer to LO 7.1,
manufacturer’s/supplier’s instructions and guidance followed, risk
assessments followed, and any additional requirements.
9.2 Work carried out to minimise environmental damage e.g. employ
trained staff to work effectively, minimum use of powered equipment,
avoid poor soil and weather conditions, use of materials only as
directed by manufacturer (fertilisers, pesticides), avoid pollution to
water and drains (pesticides, fertilisers), care when working near
underground services (CAT scan), minimize damage to roots when
working in close proximity to trees, minimize waste, non-spillage of
petroleum products and any additional requirements.
9.3 Manage and dispose of waste refer to LO 8.3.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners,
including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
Learning outcomes (LO) 1, 3, 4, 6 and 8
Delivery of these learning outcomes is by the generation of knowledge
evidence and understanding which could be linked to the practical work e.g.
by observation of work activities and witness testimony, answering oral
questions, assignments or internet research cross referenced to the
knowledge evidence.
157
Learning outcomes (LO) 2, 5, 7 and 9
Delivery of these learning outcomes is by supervised practical work activities
giving learners the opportunity, first to practice the various tasks involved
and then to be observed correctly doing each task to demonstrate
achievement of the assessment criteria.
Learners not holding statutory qualifications to use equipment and materials
to be supervised by a person who is qualified to do so.
Prior to, during and after completion of activities, photographs or video could
be taken to provide evidence of progress.
Learners will be expected to select, check condition and use correct PPE.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance. Please refer to
Lantra’s Assessment Strategy for further guidance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching
158
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include some of the following
Product evidence
Landscape plans
Records
Observation reports
Oral/written questions and answers
Reports/notes/diaries/reflective accounts
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory and safety checklists / maintenance
schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
It is important that practical assessment activities are supervised
appropriately.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
159
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
The Office of Public Information website http://www.opsi.gov.uk has year by year lists of UK Acts and Statutory Instruments
The website http://www.netregs.gov.uk/ provides helpful guidance about environmental regulations.
Institute of Groundsmanship http://www.iog.org The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, waste and water etc
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
See ABC website for further information
160
Plan the Maintenance Repair and Renovation of
Sports Turf Areas
Unit Reference
H/502/0504
Level
3
Credit Value
6
Guided Learning
Hours
39
Unit Summary
This unit will provide the learner with the skills,
knowledge and understanding required to plan the
maintenance of sports turf areas, for example
Football and rugby pitches
Cricket wickets
Tennis or lacrosse courts
Athletic tracks
Golf courses
Race courses
Learning Outcomes
(1 to 8)
The learner will
Assessment Criteria
(1.1 to 8.2)
The learner can
1. Understand how to
plan and ensure the
maintenance of sports
turf areas
1.1 Explain the purposes and functions of sports
turf and how these affect maintenance, repairs and
renovation
1.2 Describe the consideration of soil types and
condition in relation to sports turf management
1.3 Describe the considerations relating to choice
of mowing regimes and other maintenance
operations, for example
Cutting
161
Edging
Weed
Pest and disease control
Fertiliser application
Aeration
Top dressing
Switching/brushing
Rolling
Scarifying/verticutting
Irrigation and repairs by inserting turf
Overseeding
Repairing edges
1.4 Define the principles of identifying turf’s
pathological and physiological disorders
1.5 Define the principles and techniques relating to
the choice, effects and application of fertilisers
2. Understand the
factors affective
repair and renovation
of sports turf areas
2.1 Describe how timing of repair and renovation
operations may be influenced
2.2 Describe the factors affecting the type and
extent of repairs, e.g. over seeding, inserting turf
and repairing edges
2.3 Explain how soil type and condition relate to
the type and extent of repairs and renovation
2.4 Describe the methods of assessing results of
repair and renovation operations
3. Know how to deal
with problems
3.1 Describe the typical problems that may occur
and how to handle these
4. Be able to plan for
the maintenance and
repair of sports turf
4.1 Plan operations, e.g.
Cutting
Edging
162
Weed
Pest and disease control
Fertiliser application
Aeration
Top dressing
Switching/brushing
Rolling
Scarifying/verticutting
Irrigation and repairs by inserting turf
Overseeding
Repairing edges
4.2 Assess the results of maintenance, repair and
renovation operations, ensuring the agreed
objectives and standards have been achieved
4.3 Monitor maintenance, repair and renovation
operations so as to minimise risk to the public and
operators
4.4 Leave the site in a tidy and undamaged
condition following operations
5. Understand the
reasons for
maintaining
equipment
5.1 Explain the importance of maintaining
equipment for use
5.2 Describe the methods of maintaining the range
of equipment used
6. Be able to maintain
and use relevant
equipment
6.1 Ensure equipment is prepared, used and
maintained in a safe and effective condition
7. Understand
relevant health and
safety legislation and
environmental good
practice
7.1 Summarise current health and safety
legislation, codes of practice and any additional
requirements
163
7.2 Describe the possible environmental damage
and how to respond appropriately
7.3 Explain the correct and appropriate methods
for disposing of organic and inorganic waste
7.4 Explain the records required for management
and legislative purposes and the importance of
maintaining them
8. Be able to promote
health and safety and
environmental good
practice
8.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
8.2 Ensure work is carried out in a manner which
minimises environmental damage and waste
164
Supporting Unit Information
H/502/0504 Plan the Maintenance, Repair and Renovation of Sports Turf
Areas - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the assessment criteria number listed e.g. LO 1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means all inclusive
Note 3: One surface has been selected as an example for this unit – bowling
green, but there are many types of sports surface which require individual
treatment
The following units 1, 2, 3, 5 and 7 are the key areas of knowledge
for this unit
Learning Outcome 1. Understand how to plan and ensure the
maintenance of sports turf areas
1.1 Explain the purposes and functions of sports turf e.g. to support
activities for leisure, recreation, amateur and professional use.
Effect on maintenance, repairs and renovation e.g. required level
and intensity of maintenance will be reflected by the standard at which
the game is played, competitive matches will determine when attention
to detail is required, fixtures and user access will determine when
operations could be undertaken.
1.2 Describe the consideration of soil types and condition in
relation to sports turf management e.g. sandy and free draining,
165
maintenance operations require optimum moisture content for - grass
growth, aeration, rolling and scarification.
1.3 Describe the considerations relating to choice of mowing
regimes and other maintenance operations, for example
cutting e.g. 10/11 bladed cylinder mower to provide quality of cut,
height of cut for playing season and closed season, frequency
depending on seasonal growth factors and standard of
play/competition undertaken.
edging e.g. hand or powered tools/equipment required for clean
edge, frequency as for cutting.
weed e.g. species present, season, weather (windy, raining), soil
factors (soil too dry or too wet), materials (liquid, powder),
maintenance cycle (mowing interval).
pest and disease control e.g. species present, season, weather/soil
factors as for weed, maintenance cycle (mowing interval).
fertiliser application e.g. type (powder, granular, liquid), soil
condition (too dry), irrigation available, maintenance cycle (mowing
activity), application equipment (hand, spinner, belt).
aeration e.g. seasonal requirements (range of tines), weather/soil
condition (too wet/dry), condition to be resolved (compaction,
drainage), equipment (hand/ powered).
top dressing material for condition to be addressed e.g. soil
improvement (drainage), application (hand/mechanical).
switching and brushing e.g. remove dew to control disease, disperse
worm casts.
rolling e.g. firm and smooth surface, appropriate weight of
equipment, soil moisture content
scarifying/verticutting - problem to be resolved e.g. speed, pre or
post season removal of thatch.
irrigation e.g. to maintain turgidity of grasses and strong growth,
wash in fertiliser, optimum content for rolling, availability of water
supply.
repairs by inserting turf e.g. size of area affected (plugging or patch),
grass species, matching soil type, availability of irrigation.
overseeding e.g. grass species, season, availability of irrigation,
application (hand/mechanical).
repairing edges e.g. reinstate firm edge with turf, grass species,
matching soil type.
166
1.4 Define the principles of identifying pathological and
physiological disorders e.g. time of year/season, cold/warm
conditions, weather (wet and still), visual inspection (hand lens). Use
reference e.g. books, trade representatives, colleagues, specialist
agronomist.
1.5 Define the principles of fertiliser application e.g. season (autumn
- low nitrogen, spring – high nitrogen), turf requirements (need to
increase growth, wear tolerance), soil analysis (indication of nutrients
present/deficient), soil condition dry (availability of irrigation),
application equipment (hand/mechanical), longevity (quick or slow
release), type (granular, powder, liquid).
Learning Outcome 2. Understand the factors affective repair and
renovation of sports turf areas
2.1 Describe how timing of repair and renovation operations may
be influenced e.g. dated fixtures, unrestricted use, time to be allowed
for operation, seasonal variations in temperature, weather effects of
wind/rain/frost/snow, soil condition in optimum condition for operation,
availability of labour, materials and equipment.
2.2 Describe the factors affecting the type and extent of repairs, eg.
over seeding, inserting turf and repairing edges e.g. size of area
under consideration - smaller for turf, larger for seed, soil in optimum
condition to receive treatment, equipment may be too heavy for wet
soil conditions, sufficient labour available, complete in time slot
available, irrigation available if required, weather and seasonal
conditions, finance to meet costs of turf/seed and labour.
2.3 Explain how soil type and condition relate to the type and
extent of repairs and renovation e.g. light sandy, soil conditions too
wet - damage to structure by weight of equipment, too dry - rolling not
effective, soil cannot be cultivated, non-germination of seed, poor
growth of turf.
2.4 Describe the methods of assessing results of repair and
renovation operations e.g. observation, visual appearance of area,
match surrounding levels, quality of grass growth, availability for use,
play not impeded
167
Learning Outcome 3. How to deal with problems
3.1 Describe the typical problems that may occur and how to handle
these e.g. shortage of finances, machinery failure/not available in
working condition, labour availability insufficient to carry out operation
economically and to plan, materials insufficient at commencement of
operation to complete it, weather too wet/windy for pesticide
application, soil condition too dry, fixtures planned. Resolve
problems e.g. ensure finance in place, equipment available in working
order, sufficient materials/labour available to complete work, delay
until favourable conditions (apply hydraulic spray at later date), apply
irrigation, plan in advance for open slot in fixtures.
Learning Outcome 5. Understand the reasons for maintaining
equipment
5.1 Explain the importance of maintaining equipment for use e.g.
safety of use, prevention of wear, quality of performance, availability
5.2 Describe the methods of maintaining the range of equipment
used e.g. cleaning, safety checks, routine (check oil level, grease),
periodic (oil change), following manufacturer’s / supplier’s
recommendations and codes of practice. Range e.g. hand tools,
electrical/mechanical equipment, power units.
Learning Outcome 7. Understand relevant health and safety
legislation and environmental good practices
7.1 Summarise current health and safety legislation, codes of
practice and any additional requirements e.g. PUWER relating to
use of any equipment, use of materials, PPE requirements, waste
disposal, welfare, buildings, storage, risk assessments, environmental
protection, water pollution, RIDDOR, pesticides, COSHH, records of
exposure, LOLER lifting and handling, accidents, attendance hours and
any additional requirements.
7.2 Describe the possible environmental damage and how to
respond appropriately e.g. pollution to drains/water, waste and
disposal of COSHH substances (pesticides, waste oil), fertiliser
application, application of pesticides, air pollution, leakage of
containers, any activity which may cause harm.
168
Response e.g. contain, collect (if practicable), dispose of according to
legislation - green waste, inorganic waste, COSHH substances,
washings, report occurrences as current legislation requires, keep
records.
7.3 Explain the correct and appropriate methods for disposing of
organic and inorganic waste e.g. follow current legislation for the
processing and disposal of waste. Organic waste - grass clippings,
twigs, leaves e.g. compost. Inorganic waste – mineral matter, cans,
glass e.g. recycle. Other materials – oil, dirty rags, batteries e.g.
specialist contractor, Local Authority arrangements.
7.4 Explain the records required for management and legislative
purposes and the importance of maintaining them e.g. staff
attendance hours, operators hours of equipment use and exposure, risk
assessments, staff competence achievements (pesticides), RIDDOR,
accidents, use of materials (pesticides), maintenance/repair of
equipment, fire drill, waste disposal, pesticide storage any other
additional requirements. Importance of records for e.g. proof of
competence, approved working practices, codes of practice followed,
insurance purposes, waste disposal regulations, health and safety
requirements, accountants (wages), compliance with legislative
requirements and any other designated requirement.
The following units 4, 6 and 8 are the key areas of competence for
this unit
Learning Outcome 4. Be able to plan for the maintenance and
repair of sports turf
4.1 Plan operations for maintenance and repair Cutting e.g.
equipment maintained and in working condition, appropriate height of
cut, frequency to match growth cycle, fit in with fixtures/play cycle,
soil/weather conditions.
edging e.g. seasonal growth, availability of equipment, fit in with
fixtures/play cycle.
weed e.g. availability of equipment and materials, season - growth
cycle of targeted species, play and competitions, grass vigour; soil
condition, weather conditions, maintenance cycle (grass cutting).
pest and disease e.g. availability of equipment and materials, season
- life cycle of target, weather conditions.
169
fertiliser application e.g. seasonal variations in nutrient levels,
availability of equipment and materials, soil condition, irrigation, fit into
fixtures/play cycle.
aeration e.g. availability of equipment, soil condition, fit into
fixture/play cycle, appropriate tine for seasonal operation
(solid/slit/hollow tines).
top dressing e.g. availability of equipment and materials, fit into
fixture/play cycle, soil condition, condition of grass blades, purpose
(levelling, soil exchange).
switching/brushing e.g. availability of equipment, soil condition, fit
into fixture/play cycle, seasonal factors.
rolling e.g. availability of equipment, soil condition, irrigation, fit into
fixture/play cycle.
scarifying/verticutting e.g. availability of equipment, fit into
fixture/play cycle, soil condition, appropriate blade/wire/brush for
operation.
irrigation e.g. moisture content of soil, availability of water supply,
equipment available.
repairs by inserting turf e.g. availability of turf with grass species
required, appropriate soil composition, supply of water, fit into
fixture/play cycle, disposal of surplus material.
overseeding e.g. availability of seed with grass species required,
availability of equipment, seasonal factors, irrigation, fit into
fixture/play cycle.
repairing edges e.g. early attention to prevent deterioration,
availability of labour, tools and materials correct turf and/or seed,
disposal of waste material, fit into fixture/play cycle.
Plan work in a way which maintains health and safety consistent with
current legislation, codes of practice and any additional requirements
refer to LO 8.1. Isolate and signage if required. Notify user groups of
planned operations.
4.2 Assess the results of maintenance, repair and renovation
operations, ensuring the agreed objectives and standards have
been achieved e.g. work carried out to competence level, quality of
surface maintained, appropriate visual appearance and grass cover,
user satisfaction.
4.3 Monitor maintenance, repair and renovation operations so as to
minimise risk to the public and operators e.g. observe work in
progress, carry out risk assessments, control access to working area,
170
staff training to use equipment and materials as directed by
manufacture and supplier, PPE used, signage.
4.4 Leave the site in a tidy and undamaged condition following
operations e.g. competence of staff, equipment and unused materials
returned to store, disposal of waste safely and correctly according to
current legislation e.g. green waste, washings; inorganic waste,
packaging, refer to LO 7.3. Avoid damage e.g. soil condition - too wet
cause rutting, compaction, damage to soil structure.
Learning Outcome 6. Be able to maintain and use relevant
equipment
6.1 Ensure equipment is prepared, used and maintained in a safe
and effective condition e.g. pre star and safety checks according to
manufacturer’s instructions and guidance, use of correct PPE according
to current requirements, legislation and codes of practice (steel toe cap
boots, ear defenders, gloves, protective clothing (to CE quality
standard). Use equipment only for the operation and in situations as
detailed by the and in accordance with the
manufacturer’s/supplier’s/supervisor’s instructions operators and be
trained to competence level or closely supervised. Maintenance e.g.
clean, routine (check oil level, grease) and periodic (change oil) as
recommended by manufacturer to maintain in good and safe condition,
return to store, refer to LO 5.1 & 5.2. Report any faults e.g. to line
manager. Keep records e.g. maintenance and repair
Learning Outcome 8. Be able to promote health and safety and
environmental good practice
8.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements e.g. health and safety of self and others, staff trained to
competence level or supervised, wear/use PPE (refer to LO 6.1),
manufacturer’s/supplier’s instructions and guidance followed, risk
assessments followed and any additional requirements.
8.2 Ensure work is carried out in a manner which minimises
environmental damage and waste e.g. employ trained staff to work
effectively, minimize use of powered equipment, avoid poor soil and
weather conditions, use of materials only as directed by manufacturer
171
(fertilisers, pesticides), avoid pollution to water and drains (pesticides,
fertilisers), care when working near underground services (CAT scan),
minimize damage to roots when working in close proximity to trees,
minimize waste, non-spillage of petroleum products and any additional
requirements. Dispose of all waste according to current legislation –
refer to LO 7.3
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners,
including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
Learning Outcomes (LO) 1, 2, 3, 5 and 7
Delivery of these learning outcomes is by the generation of understanding
and knowledge evidence which could be linked to practical work e.g. by
observation of work activities and witness testimony, answering oral or
written questions, assignments or internet research cross referenced to the
knowledge evidence.
Learning Outcomes (LO) 4, 6 and 8
Delivery of these learning outcomes is by supervised practical work activities
giving learners the opportunity, first to practice the various tasks involved
and then to be observed correctly doing each task to demonstrate
achievement of the assessment criteria.
Learners not holding statutory qualifications to use equipment and materials
to be supervised by person who is qualified to do so.
Prior to, during and after completion of activities, photographs or video could
be taken to provide evidence of progress.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
172
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 3 and 4 link together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 1 and 2 to allow knowledge
evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance. Please refer to
Lantra’s Assessment Strategy for further guidance
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Pictorial identifications
173
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments Institute of groundsmanship http://www.iog.org
The website http://www.netregs.gov.uk/ provides helpful guidance about environmental regulations.
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, waste and water etc The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
See ABC websites for further information
174
Plan and Set Out Sports Areas
Unit Reference
R/502/0501
Level
3
Credit Value
3
Guided Learning
Hours
19
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
for planning and setting out sports areas covering
Football and rugby pitches
Cricket wickets
Tennis or lacrosse courts
Athletic tracks
Golf courses
Race courses
This unit requires independent assessment if
part of an Apprenticeship Framework (see
Methods of Assessment below
Learning Outcomes
(1 to 6)
The learner will
Assessment Criteria
(1.1 to 6.2)
The learner can
1. Understand how to
set out sports areas
1.1 Explain the factors influencing the positioning
of sports areas within the total area available
1.2 List the sources of information on standard
sports dimensions
1.3 Explain the factors influencing the choice and
use of marking equipment and materials
175
1.4 Describe the typical contingencies associated
with setting out sports area and how these may be
handled
2. Be able to plan and
set out sports areas
2.1 Perform an initial survey which identifies the
type, function and required dimensions of the
sports area
2.2 Produce accurate plans which are consistent
with the rules of the sport
2.3 Select positioning and dimensions of the sports
area consistent with the rules of the sport and the
function, use and safety of the site
Marking out
Setting out equipment
2.4 Leave the site in an undamaged and tidy
condition following operations
2.5 Perform effective working relations with all
relevant people
3. Understand the
reasons for
maintaining
equipment
3.1 Explain the importance of maintaining
equipment for use
3.2 Describe the methods of maintaining the range
of equipment used
4. Be able to maintain
and use relevant
equipment
4.1 Ensure equipment is prepared, used and
maintained in a safe and effective condition
5. Understand
relevant health and
safety legislation and
5.1 Summarise current health and safety
legislation, codes of practice and any additional
requirements
176
environmental good
practice
5.2 Describe the possible environmental damage
and how to respond appropriately
5.3 Explain the correct and appropriate methods
for disposing of organic and inorganic waste
5.4 Explain the records required for management
and legislative purposes and the importance of
maintaining them
6. Be able to promote
health and safety and
environmental good
practice
6.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
6.2 Ensure work is carried out in a manner which
minimises environmental damage and waste
177
Supporting Unit Information
R/502/0501 Plan and Set out Sports Areas - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the learning Outcome (LO) e.g. LO1 and
then to the Assessment criteria number listed e.g. LO 1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means all inclusive
Note 3: One sport has been selected as an example for this unit – rugby,
but there are many different sports which require individual treatment
The following units 1, 3 and 5 are the key areas of knowledge for
this unit
Learning Outcome 1. Understand how to set out sports areas
1.1 Explain the factors influencing the positioning of sports areas
within the total area available e.g. orientation, rotation of sun,
sufficient run off area, sports ruling body requirements, site
boundaries, adjoining properties.
1.2 List the sources of information on standard sports dimensions
e.g. sport governing body, commercial wall charts, professional
organisations (IOG).
1.3 Explain the factors influencing the choice and use of marking
equipment and materials e.g. applied as a liquid by wheel to wheel
or pressure jet, aerosols; Dry powder e.g. by gravity, belt feed.
Materials e.g. only as approved by sport governing body, required
duration of mark
178
1.4 Describe the typical contingencies associated with setting out
sports area and how these may be handled e.g. site shape and
boundaries, ball landing area refer to LO 1.1. Accommodate e.g. use
plan and templates for alternative layouts, adjust max/min dimensions
within sport governing body guidelines.
Learning Outcome 3. Understand the reasons for maintaining
equipment
3.1 Explain the importance of maintaining equipment for use e.g.
safety in use, prevention of wear, availability, high quality of
performance.
3.2 Describe the methods of maintaining the range of equipment
used e.g. cleaning, safety checks, routine (check oil level, grease),
periodic (oil change), following manufacturer’s / supplier’s
recommendations and codes of practice. Refer to LO 4.1
Learning Outcome 5. Understand relevant health and safety
legislation and environmental good practice
5.1 Summarise current health and safety legislation, codes of
practice and any additional requirements etc Act 1974 e.g.
management of health and safety and safety at work
Risk assessments e.g. working practices
Codes of practice e.g. pesticide application, use of equipment
Exposure records e.g. noise, vibration, pesticides
COSHH Regulations e.g. risk assessment and use, fuel, marking
materials
Hazardous Waste Regulations e.g. waste disposal
Storage e.g. pesticides, fuels, materials
PPE e.g. safety boots, ear defenders, protective clothing
Environmental Protection Act e.g. environmental protection
Water Pollution Act e.g. water protection
RIDDOR e.g. reporting requirements.
PUWER e.g. use of plant and equipment
LOLER e.g. lifting operations and lifting equipment
Working at Height Regulations e.g. use of step ladder
Welfare at Work e.g. staff facilities
Any additional requirements
179
5.2 Describe the possible environmental damage and how to
respond appropriately e.g. damage to soil structure, washings
contaminating drains, damage to underground services, spillage of
petroleum products, exhaust fumes from power unit.
Response to possible environmental damage e.g. use skilled staff, soil
condition (not too wet/dry), avoid pollution of drains by correct
disposal, care when working near underground services (CAT scan),
non-spillage of petroleum products, minimum use of powered
equipment, minimum waste.
5.3 Explain the correct and appropriate methods for disposing of
organic and inorganic waste e.g. pesticide regulations, COSHH,
hazardous waste regulations. Organic waste - grass clippings, turf e.g.
composting.
Inorganic waste - mineral/metal/glass waste e.g. recycle.
Other methods e.g. specialist contractor (skip), Local Authority
arrangements.
5.4 Explain the records required for management and legislative
purposes and the importance of maintaining them
Required records e.g. staff attendance hours, hours of equipment use,
risk assessments, staff competence achievements, RIDDOR, accidents,
maintenance of equipment, fire drill, waste disposal, and any other
requirements.
Importance of records for e.g. proof of competence, approved working
practices, codes of practice followed, insurance purposes, health and
safety requirements followed, waste regulations, accountants (wages),
Environmental Protection services, comply with required legislation and
any other designated requirement.
The following units 2, 4 and 6 are the key areas of competence for
this unit
Learning Outcome 2. Be able to plan and set out sports areas
2.1 Perform an initial survey which identifies the type, function and
required dimensions of the sports area e.g. check site area can
accommodate dimensions of activity, refer to LO 1
180
2.2 Produce accurate plans which are consistent with the rules of
the sport e.g. scale plan of proposed pitch layout, marking and
surrounding area within the site. Refer to LO 1.1 & 1. 4
2.3 Select positioning and dimensions of the sports area consistent
with the rules of the sport and the function, use and safety of
the site Refer to LO 1.1 and 1.4
set position of pitch accurately (square), mark out dimensions of
pitch and internal lines according to sport governing body guidelines.
fix goal posts securely in position to measurements of sport
governing body requirements, fit post protectors, place appropriate
indicator flags in position.
2.4 Leave the site in an undamaged and tidy condition following
operations e.g. use equipment only in appropriate conditions with soil
not too wet, remove all setting out equipment/materials from site,
reinstate around goal post uprights, remove and dispose of any surplus
spoil, refer to LO 5.3
2.5 Perform effective working relations with all relevant people e.g.
non aggressive body language; communicate clearly and in easy
manner the requirements to line manager, colleagues, user, suppliers.
Learning Outcome 4. Be able to maintain and use relevant
equipment
4.1 Ensure equipment is prepared, used and maintained in a safe
and effective condition e.g. pre start safety checks, adjustments
according to manufacturer’s instructions and guidance.
Use equipment e.g. only for the operation and in situations as detailed
by the manufacturer and in accordance with the
manufacturer’s/supplier’s/supervisor’s instructions, use of PPE refer to
LO 5.1, trained at correct level or supervised, to current legislation
and codes of practice.
Maintenance of equipment e.g. cleaning as recommended by
manufacturer, routine (check oil levels, grease), and periodic (change
oil) as recommended by manufacturer.
Range e.g. hand tools, mechanical equipment, power units.
Store safely, maintain records (maintenance, repairs) and report faults
to line manager.
181
Learning Outcome 6. Be able to promote health and safety and
environmental good practice
6.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements – refer to LO 4.1 Work activities carried out
consistently to current legislation e.g. health and safety, codes of
practice, PPE used, materials used as directed by manufacturer, risk
assessments followed and any additional requirements, refer to LO 5.1
6.2 Ensure work is carried out in a manner which minimises
environmental damage and waste refer to LO 5.2 and 5.3.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners,
including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
Learning Outcomes (LO) 2, 4, and 6
Delivery of these learning outcomes is by supervised practical work activities
giving learners the opportunity, first to practice the various tasks involved
and then to be observed correctly
doing each task to demonstrate achievement of the assessment criteria.
Learners not holding statutory qualifications to use equipment and materials
to be supervised by person who is qualified to do so.
Prior to, during and after completion of activities, photographs or video could
be taken to provide evidence of progress.
Learning Outcomes (LO) 1, 3 and 5
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
activities and witness testimony, answering oral or written questions,
assignments or internet research cross referenced to the knowledge
evidence.
182
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria. This unit
requires independent assessment if this is being used as part of an
Apprenticeship Framework. The questions can be found on this
qualifications page on the ABC Awards website.
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1, 2 and 3 link together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 4, 5 and 6 to allow knowledge
evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance. Please refer to
Lantra’s Assessment Strategy for further guidance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/planting plans/workbooks
183
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory and safety checklists / maintenance
schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
The Office of Public Information website http://www.opsi.gov.uk has year by year lists of UK Acts and Statutory Instruments
The website http://www.netregs.gov.uk/ provides helpful guidance
about environmental regulations. Institute of Groundsmanship http://www.iog.org
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, waste and water etc The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
See ABC website for further information
184
Maintain Irrigation Systems
Unit Reference
F/502/1272
Level
3
Credit Value
3
Guided Learning
Hours
19
Unit Summary
The unit will provide the learner with the skills,
knowledge and understanding required for
maintaining the efficient working of irrigation
systems which maybe complex and non-routine
Learning Outcomes
(1 to 5)
The learner will
Assessment Criteria
(1.1 to 5.2)
The learner can
1. Understand how to
design irrigation
systems
1.1 Explain the principles of design and
construction of irrigation systems
Mobile
Installed
2. Understand how to
maintain irrigation
systems
2.1 Explain the principles, methods and
calculations relating to soil water management
2.2 Give a range of possible water sources and
quality systems for irrigation
2.3 Explain the maintenance requirements for
irrigation systems
2.4 Explain the different maintenance
requirements of irrigation equipment
185
2.5 Compare the different irrigation requirements
of surfaces
Hard/porous
Synthetic
Turf
2.6 Describe the frequency and thoroughness of
inspections to identify faults
2.7 Give a range of possible contingencies that
may affect operations and how to handle these
effectively
2.8 Identify the types of records required and the
importance of accurate record keeping
3. Maintain irrigation
systems
3.1 Inspect and assess irrigation systems and
surfaces according to agreed schedules
3.2 Identify problems with irrigation systems and
arrange repairs where necessary
3.3 Ensure surroundings are in a tidy and
undamaged condition following operations
3.4 Record inspections clearly, accurately and
promptly
3.5 Maintain effective working relations with all
relevant people throughout
4. Maintain the waste
and environment
4.1 Explain the adverse environmental impact and
waste which may occur and how to minimise these
4.2 Keep unnecessary waste and unwanted impact
on the environment to a minimum
186
5. Understand and
comply with current
health & safety
legislation and codes
of practice
5.1 Apply the principles and application of risk
assessment
5.2 Summarise current health and safety
legislation, codes of practice and any additional
requirements
187
Supporting Unit Information
F/502/1272 Maintain irrigation systems - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that
they have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
Note 3: The examples used in this indicative content are a mobile system
for small/medium scale salads and early vegetable production and a fixed
system on turf or amenity plantings. The same approach should be used
for other situations.
LO1, LO2 and part of LO4, and LO5 are the key areas of knowledge
for this unit
Learning Outcome 1. Understand how to design irrigation systems
1.1 Explain the principles of design and construction of irrigation
system Range available for irrigation system e.g. Types of pump e.g.
lift, centrifugal, submersible, powered by electricity, diesel engine,
power unit e.g. tractor. Distribution systems e.g. fixed,
underground, flexible pipes, rigid jointed pipes, portable systems, (e.g.
rigid pipes, flexible pipes, reel systems). Controls e.g. pump controls
(e.g. timers, pressure regulators, protection systems), manual controls,
timers, sequencers, fully automated. Application systems fixed e.g.
pop-ups, sub-irrigation systems, drip and seep hose, flood, overhead
(e.g. sprinkler, boom, misting). Portable e.g. rotary sprinklers,
oscillating and fixed pipe, pipes with sprinklers on risers (fixed or
detachable), rain guns (fixed or reel systems), booms, centre pivot.
188
mobile e.g. portable pipe system for small/medium scale salads and
early vegetable production. Pump diesel powered centrifugal pump
mounted in building extracting from nearby pond or river; manually
controlled distribution by underground linear main (100 – 150 mm)
to hydrants in fields, flexible pipe off hydrants to portable pipes on
field headlands (e.g. 75mm). Application portable oscillating pipes
applying fine droplets to reduce splash and soil damage.
installed e.g. fixed system on turf or amenity plantings. Pump
electrically driven self priming centrifugal pump extracting from a
bespoke off-stream reservoir using a combination of water from
stream in periods of high flow and run-off water from hard surfaces;
controlled by automated sequencer to deliver water during hours of
darkness. Distribution by underground flexible plastic pipe to areas
to be watered, with low voltage supply to control solenoids.
Application by pop-up sprinklers.
Learning Outcome 2. Understand how to maintain irrigation
systems
2.1 Explain the principles, methods and calculations relating to soil
water management - principles e.g. irrigation need based on e.g.
water required by plants to avoid stress, promote optimum growth or
avoid plant loss, ability of soil to hold water ( = the difference between
field capacity and permanent wilting point), rainfall, loss through
evaporation plus evapo transpiration. Calculations e.g. water
budgeting, direct measurement of root-zone water by hand (e.g. use of
augers) or tensiometers, calculation of application required to maintain
plant during establishment (e.g. outdoor lettuce crop after planting
requiring frequent application to prevent drying out calculated by
observation) or maintaining optimum growth (e.g. potatoes during
tuber bulking – complete calculation involving soil available water, loss
through transpiration, rainfall, and application required to reach
optimum soil moisture content (e.g. SMD > 25mm), disease risk (e.g.
potato blight).
2.2 Give a range of possible water sources and quality systems for
irrigation
Water sources e.g. lakes, ponds, river, on-stream and off-stream
reservoirs, mains water supply, bore-hole, rainwater collection
systems, re-cycled water.
Quality systems e.g. physical filters (e.g. centrifugal, sand, gauze),
189
biological (e.g. ultra-violet), monitoring (e.g. water test kits, electronic
systems).
2.3 Explain the maintenance requirements for irrigation systems
e.g. routine checking to ensure system is in working order, calibration
and monitoring to ensure accurate application (avoids wasting water or
plant under stress), draining and servicing when not in use (e.g. during
winter months).
2.4 Explain the different maintenance requirements of irrigation
equipment
Power units and pumps e.g. routine servicing according to
manufacturer, supervisor, checking of automatic protection systems,
refuelling, electrical safety tests.
Filters e.g. cleaning or replacement according to
manufactures/supervisor instructions
Pipes and application equipment e.g. flushing before use,
protection from frost (e.g. lagging or draining), checking for leaks,
checking in-line filters, calibration, replacing worn nozzles, seals, seep
hoses.
2.5 Compare the different irrigation requirements of surfaces
hard/porous e.g. not required
synthetic e.g. application prior to play to reduce dust and improve
traction on surface
turf e.g. to maintain plant growth; retain appropriate bounce (e.g.
football) or speed (e.g. golf), timing to avoid interfering with other
activities (e.g. mowing, play).
2.6 Describe the frequency and thoroughness of inspections to
identify faults frequency as specified in manufacturers/supplies
instructions, in response to a perceived problem (e.g. leaks, lack of
water pressure, contamination of supply), after period of not being
used, routine according to organisational requirements.
Thoroughness to achieve requirements - refer to LO2.3.
2.7 Give a range of possible contingencies that may affect
operations and how to handle these effectively e.g.
Contamination of water supply by e.g. sand, salts; Effect – blocking
pipes, filters, nozzles, harm to plants. Action – stop irrigation, find
alternative source, flush with clean water, delay until contamination is
190
cleared, flush pipes/nozzles, check and clean filters. Pump failure by
e.g. engine failure, leaking. Effect – low water pressure, limited
supply to plants. Action – change to stand-by pump, carry out
repairs, call service engineer.
2.8 Identify the types of records required and the importance of
accurate record keeping
Water use e.g. source, volume, duration, pressure, purpose;
crop/plants; important for e.g. Environment Agency requirement, for
crop management, water budgeting, costing. Equipment use e.g.
routing servicing, fuel use, replacement of parts, problems
encountered; important for e.g. system management, costing,
organisational requirement; record keeping e.g. electronic, use of
recording sheets/book, notes, wall charts.
LO3 and part of LO4, and LO5 are the key area of competence for
this unit
Learning Outcome 3. Maintain irrigation systems
3.1 Inspect and assess irrigation systems and surfaces according to
agreed schedules refer to LO2.4, LO2.5 and LO2.6
3.2 Identify problems with irrigation systems and arrange repairs
where necessary, e.g. worn nozzles (delivering wrong amount or
droplet size) repair e.g. replacement of nozzles; frost damage to
pipes e.g. blockages or bursts, repair – isolate section affected,
replace section of pipe, insulate by lagging or burying; refer to LO2.4
and LO2.7
3.3 Ensure surroundings are in a tidy and undamaged condition
following operation e.g. monitor surroundings during servicing and
assessing equipment, remove and dispose of waste (e.g. wiping cloths,
containers, worn out parts), clear up spillages, return tools and
equipment to safe, secure storage.
3.4 Record inspections clearly, accurately and promptly Inspections
e.g. as part of routine servicing, calibration and monitoring of output,
condition checks on application equipment, function of control
mechanisms. Promptly e.g. immediate if action required, according to
191
organisational requirements (e.g. weekly, seasonally), refer to LO2.8
for methods.
3.5 Maintain effective working relations with all relevant people
throughout
Relevant people e.g. mangers, clients, peers, staff and volunteers,
third parties (e.g. other users).
Maintain by e.g. good communication (e.g. by regular information to
team, use of written and electronic), following procedures and
protocols, team work.
Learning Outcome 4. Maintain the waste and environment
4.1 Explain the adverse environmental impact and waste which may
occur and how to minimise these
Environmental impact e.g. damage to water course by excess
extraction, trampling, fuel spillage. Minimise by e.g. care with
operations, taking immediate action in event of spillage; Minimising
water use, recycling of water, use of rainwater from roofs; leaks in the
system (wastes water and energy, damage by flooding) minimise by
e.g. maintenance and monitoring, carrying out repairs promptly (see
also LO3.3 for range of problems).
Waste e.g. waste of water/energy through leaks see above; Using
excess water, minimise e.g. use of water budgeting, improved
control of system, use of sub-irrigation and drip systems, avoiding
adverse conditions (e.g. windy, hot) by irrigating at night.
4.2 Keep unnecessary waste and unwanted impact on the
environment to a minimum refer to LO4.1.
Learning Outcome 5. Understand and comply with current health
and safety legislation and codes of practice
5.1 Apply the principles and application of risk assessment carry out
risk assessment (e.g. generic to organisation, specific to activity,
location or persons), ensure all persons involved are aware of e.g.
location of risk assessments, actions required to minimise risk; monitor
working activities to ensure plan is followed, report deviations,
problems arising and review.
192
5.2 Summarise current health and safety legislation, codes of
practice and any additional requirements e.g. Management of
Health and Safety at Work Regulations; Environmental Protection e.g.
Environmental Protection Acts; Waste e.g. Hazardous Waste
Regulations; Codes of Practice e.g. Protecting our Water, Soil and Air;
Nitrogen Sensitive Areas, Additional requirements including customer
regulations, assured produce schemes, certification, LOLER, PUWER,
StopSafe, Manual Handling, requirements of abstraction licenses.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
LO1, LO2 and part of LO4, and LO5 (key areas of knowledge)
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
maintaining irrigation systems, copies of records (see LO2.8), or reporting
forms and witness testimony, answering oral or written questions, or
assignments referenced to the knowledge evidence.
LO3 and part of LO4, and LO5 (key areas of competence)
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
activities maintaining irrigation systems giving learners the opportunity, first
to practice the various tasks involved and then to be observed competently
doing each task to demonstrate achievement of the assessment criteria.
Prior to, during and after completion of work maintaining irrigation systems
photographs or video could be taken to provide evidence of progress. Copies
of monitoring record can be used to provide evidence of quality and rate of
work and of sufficiency of evidence.
193
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
194
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments The Department for Environment, Food and Rural Affairs website has
up to date information about legislation, codes of practice and consultations in the horticultural / agricultural sectors
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc The website http://www.netregs.gov.uk/ provides guidance about
environmental regulations.
The Code of Practice - Protecting our Water, Soil and Air has a list of
references in Section 9
Learners should be directed to relevant publications and websites eg.
Horticulture Week (www.hortweek.com)
DEFRA website and publications
(http://www.defra.gov.uk/hort/index.htm)
195
Principles of Horticulture by C.R. Adams, et al / Paperback / Published
1998
A Handbook for Horticultural Students by Peter Dawson
Soil Science and Management by Edward J. Plaster
Greenhouse Operation and Management by Paul Nelson
Farm Machinery (Resource Management) (5th Edition) by Brian Bell
ISBN 13:9781903366684
Profitable Farm Mechanization by Claude Culpin ISBN-13:
9780258969847
See ABC website for further information
196
Manage Information for Action
Unit Reference
A/501/2988
Level
3
Credit Value
7
Guided Learning
Hours
46
Unit Summary
The learner will develop skills and knowledge in the
efficient management of information. It covers
gathering the information needed, providing
information and advice to others and holding
meetings
Learning Outcomes
(1 to 6)
The learner will
Assessment Criteria
(1.1 to 6.7)
The learner can
1. Understand how to
gather required
information
1.1 Describe how to assess the effectiveness of
current methods of gathering and storing
information
1.2 Explain the importance of gathering, validating
and analysing information to team and
organisational effectiveness and your role and
responsibility in relation to this
1.3 Describe the types of qualitative and
quantitative information which are essential to
your role and responsibilities
1.4 Explain how to gather the information you
need for your job
197
1.5 Describe the types of problems which may
occur when gathering information and how to
overcome these
1.6 Describe how to record and store the
information you need
1.7 Describe the procedures to follow in order to
make recommendations for improvements to
formal and informal systems and procedures
2. Understand how to
inform and advise
others
2.1 Describe how to give information and advice
effectively both orally and in writing
2.2 Explain how to develop and present a
reasoned case when providing advice to others
2.3 Explain the importance of confirming the
recipient’s understanding of the information and
advice you have provided and how to do this
2.4 Explain the importance of seeking feedback on
the quality and relevance of the advice and
information provided, and how to encourage and
enable such feedback
2.5 Explain the importance of providing
information and advice to others including team
members, colleagues working at the same level,
higher-level managers or sponsors and people not
part of your organisation, and your role and
responsibility in relation to this
2.6 Describe the types of information and advice
which other people may require
2.7 Explain the importance of checking the validity
of information and advice provided to others and
how to do this
198
2.8 Describe the principles of confidentiality when
handling information and advice; the types of
information and advice which may be provided to
different people
2.9 Describe organisational policies, procedures
and resource constraints which may affect advice
and information you give to others
3. Understand how to
hold meetings
3.1 Explain how to identify unhelpful arguments
and digressions, and strategies which may be used
to discourage these
3.2 Describe the styles of leadership which can be
used to run meetings and how to choose a style
according to the nature of the meeting
3.3 Describe the value and limitations of meetings
as a method of exchanging information and making
decisions
3.4 Explain how to determine when a meeting is
the most effective way of dealing with issues; the
possible alternatives which you may use
3.5 Explain the importance of determining the
purpose and objectives of meetings and how to do
so. Purposes should include information giving,
consultation and decision making
3.6 Explain how to manage discussions so that the
objectives of the meetings are met within the
allocated time
3.7 Explain how to determine who are necessary
people to attend the meeting
3.8 Describe the procedures to follow when calling
meetings and preparing for them
199
4. Gather required
information
4.1 Ensure that the information you gather is
accurate, sufficient and relevant to the purpose for
which it is needed
4.2 Take prompt and effective action to overcome
problems in gathering relevant information
4.3 Record and store the information you gather
according to your organisation’s systems and
procedures
4.4 Ensure that the information you gather is
accessible in the required format to authorised
people only
4.5 Identify possible improvements to systems and
procedures and pass these on to the relevant
people
5. Inform and advise
others
5.1 Give information and advice at a time and
place, and in a form and manner, appropriate to
the needs of recipients
5.2 Ensure that the information you give is
accurate, current, relevant and sufficient
5.3 Ensure that the advice you give is consistent
with your organisation’s policy, procedures and
resource constraints
5.4 Use reasoned arguments and appropriate
evidence to support your advice
5.5 Check and confirm recipients’ understanding
of the information and advice you have given them
5.6 Maintain confidentiality according to your
organisation’s requirements
200
5.7 Seek feedback from recipients about the
information and advice you provide, and use this
feedback to improve the ways in which you give
information and advice.
6. Hold meetings
6.1 Hold one of the following meetings
Involving people within your organisation
Involving people outside your organisation
6.2 Give sufficient notice of the meeting to allow
the necessary people to attend
6.3 Make clear the purpose and objectives of the
meeting at the start
6.4 Ensure that your style of leadership helps
people to make useful contributions
6.5 Discourage unhelpful arguments and
digressions
6.6 Ensure that the meeting achieves its objectives
within the allocated time
6.7 Give clear, accurate and concise information
about outcomes of the meeting promptly to those
who need it
201
Supporting Unit Information
A/501/2988 Manage Information for Action – Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g.) LO1
and then to Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
Note 3: The example used in this indicative content is the management of a
hard landscape construction project
LO1, LO2 and LO3 are the key areas of Knowledge for this unit
Learning Outcome 1. Understand how to gather required
information
1.1 Describe how to assess the effectiveness of current methods of
gathering and storing information to include who is gathering the
information, how competent are they and is the information accurate
and up to date. Whether the information gathering systems are using
the latest methods and technologies available to retrieve information
for landscape sites and that the information is necessary, current and
efficient to provide landscape teams with clear information before going
to sites and completing work.
1.2 Explain the importance of gathering, validating and analysing
information to team and organisational effectiveness and your
role and responsibility in relation to this to include information on
new projects and sites is accurately measured and units of materials
are accurately calculated and priced and put on a schedule of works so
202
that work, transport and labour is efficient for all jobs and that
company income is maximised with little or no waste. The role of the
landscape manager is to ensure that the information is up to date and
accurate and his responsibility is that all works are completed to the
specification of the customer and that work teams have clear objectives
with all necessary plans and schedules of work before they begin their
work. Ensure that work relates to the role of the candidate who has
specific responsibility.
1.3 Describe the types of qualitative and quantitative information
which are essential to your role and responsibilities to include
accurate plans drawn to scale and details of specific features that are
to be built on plans. The specification for all structures and surfaces to
include details of products to be used and relevant suppliers so that all
work can be costed out and put on a schedule of works and a bill of
quantities. The specification for all planting and soft landscape works.
Details of the site in question, the location and access and egress
points for delivery of supplies and where the supplies are to be stored
when they arrive on site.
1.4 Explain how to gather the information you need for your job to
include site visits to discuss landscape projects with clients and
recording all relevant information. Retrieve specifications for installing
a range of hard landscape surfaces and structures as well as soft
landscape features and planting plans from in house or an external
source.
Location of possible underground services on site and the problems
they may pose together with any TPO’s and ROW’s by contacting the
local authority planning department. Contact suppliers and price up a
range of both hard and soft landscape materials. Ensure that methods
of recording gathered information is in line with organisational
requirements for both written and electronic records.
1.5 Describe the types of problems which may occur when
gathering information and how to overcome these to include
discovering problems on site such as TPO’s and ROW’s and having to
change some of the landscape plans. Finding that certain materials for
the contract are not available and having to source other suppliers or
substitute materials for something similar with the customer’s
approval. Dealing with conflicting information from different sources
and having to do further research to establish the true nature of the
203
information needed such as conflicting views on certain trade products.
Refer to LO1.4 for further details.
1.6 Describe how to record and store the information you need to
include staff records to be kept under lock and key in the Human
Resources department or with the relevant appointed manager as laid
out in organisational company procedures that must strictly adhere to
the Data Protection Act 1998. Computer records to be backed up so
data cannot be lost with access being via user name and password
available only to manager. Accounts and commercially sensitive
information only to be available to managers and accountants. All
plans, schedules of work and paperwork for each job to be filed
together accurately and clearly labelled so that paperwork does not get
mixed up. Refer to LO1.4 for further details.
1.7 Describe the procedures to follow in order to make
recommendations for improvements to formal and informal
systems and procedures to include a formal meeting for all staff
involved in systems and procedures to discuss proposals for changes to
the current system. After discussion, the final decisions for the new
system are to be recorded in the minutes of the meeting as an
accurate record and then an official memorandum is to be given to
staff affected to highlight the necessary changes being made.
Improvements to informal systems can be done by informal discussions
with relevant points being noted and taken forward to formal meetings
for implementation.
Learning Outcome 2. Understand how to inform and advise others
2.1 Describe how to give information and advice effectively both
orally and in writing to include give advice orally and then check it
is understood by asking questions of the team the advice was given to
ensuring understanding. Give advice in writing by the most
appropriate method by official letter, memorandum or an email and
double check that they have received the information and ask
questions to confirm that it has been understood by all concerned.
2.2 Explain how to develop and present a reasoned case when
providing advice to others to include structuring the case where
the positives for doing outweigh the negatives of not doing and ensure
that the advice is supported by professional practice and complies with
204
current legislation. Make sure that the information given is accurate,
current, relevant and sufficient for all team members. Avoid potential
conflict of interest.
2.3 Explain the importance of confirming the recipient’s
understanding of the information and advice you have
provided and how to do this to include that the workforce are clear
about the tasks that they are doing and where so that no mistakes are
made and no material or labour resources are wasted. To check that
objectives are clear ask the team questions and get them to feed the
important information back to check clarity. This can be done
informally by speaking to individuals or formally by calling a team
meeting and inviting feedback on how tasks are progressing. Refer to
LO2.4 for further details.
2.4 Explain the importance of seeking feedback on the quality and
relevance of the advice and information provided, and how to
encourage and enable such feedback to include asking the
relevant teams questions before the project begins and then ensure
that daily reports are given by staff to ensure feedback and to check
how far the work tasks are progressing. Look at the methods of
providing such information and analyse how successful the tasks were
and if there were problems look at different ways of giving information
to team members so that the output is more productive in future.
Examples are getting feedback from teams in both team meetings and
gathering information from individuals on an informal basis as people
can respond differently depending on feedback methods used. Refer to
LO2.3 for further details.
2.5 Explain the importance of providing information and advice to
others including team members, colleagues working at the
same level, higher-level managers or sponsors and people not
part of your organisation, and your role and responsibility in
relation to this to include to ensure that all levels of staff and people
exterior to the organisation are given the information relevant to their
role or situation. Emphasis to be on giving the right people enough
information to do their jobs without over loading them or giving away
commercially sensitive information or breaching the Data Protection Act
1998. The candidate needs to be performing this role in the workplace
to gather the necessary evidence for this.
205
2.6 Describe the types of information and advice which other
people may require to include giving clients and customers accurate
information as to when the work will start and finish and when
important deliveries will take place. Sponsors will need details of the
work being carried out, what costs there are and when the work is
completed so that they can see the finished project. Refer to LO1.3 for
further details.
2.7 Explain the importance of checking the validity of information
and advice provided to others and how to do this to include
checking that the advice is legal when using chemical products to
ensure that they have not been removed from the marketplace and
that they are still current by checking the UK Pesticide Guide,
consulting websites and manufacturers if necessary.
2.8 Describe the principles of confidentiality when handling
information and advice; the types of information and advice
which may be provided to different people to include abiding by
the Data Protection Act 1998 to ensure that no personal information is
given out about customers or members of staff. Ensure that staff are
given enough information to complete the tasks and that customers or
other contractors are not given commercially sensitive information
appertaining to the company. Types of confidential information include
details of other customers, accounts and sales figures, details of
employees or contracts currently being worked on elsewhere.
2.9 Describe organisational policies, procedures and resource
constraints which may affect advice and information you give to
others to include procedures to protect documents and plans as
copyright belonging to the company even if they are produced by
employees. Not giving personal information about members of staff to
other staff or customers. Not disclosing financial information or
potential difficulties such as resource constraints which could give
potential competitors an edge in bidding for work contracts.
Learning Outcome 3. Understand how to hold meetings
3.1 Explain how to identify unhelpful arguments and digressions,
and strategies which may be used to discourage these to
include dissuading unhelpful arguments by focussing on and
encouraging positive contributions and using these to formulate ideas
206
to move the meeting forward. Helpful strategies are to have a
prepared agenda that focuses attention to the tasks in hand and
encourages team members to play a positive part in the meeting. Aim
to get all participants involved in meetings so that they make a positive
contribution.
3.2 Describe the styles of leadership which can be used to run
meetings and how to choose a style according to the nature of
the meeting to include authoritative style for formal meetings
making them brisk and business like and an informal style for meetings
that less formal where an open discussion is required to formulate
ideas. Whatever style is used must be positive and encourage all
attendees to participate and generate ideas even in a formal business
meeting. An agenda is needed for both formal and informal meetings
so that the meetings achieve their aim and are purposeful.
3.3 Describe the value and limitations of meetings as a method of
exchanging information and making decisions to include
meetings are suitable where discussions and decisions need to be
recorded by way of recorded minutes as documentary evidence for
external auditors. The limitations of meetings are that there can be too
many meetings and some staff members do not respond well in a
formal meeting. Informal meetings can be more open and more staff
may respond but some team members respond better in a one to one
situation. Formal and informal meetings need to develop action plans
so that responsibility for achieving tasks is set and then feedback is
then given at the next meeting.
3.4 Explain how to determine when a meeting is the most effective
way of dealing with issues; the possible alternatives which you
may use see LO3.2 and LO3.3 for further details.
3.5 Explain the importance of determining the purpose and
objectives of meetings and how to do so. Purposes should
include information giving, consultation and decision making to
include meetings must have clear aims and objectives so that a
positive outcome comes out of the meeting and that team members
feel that the meeting was worthwhile. The content of the meeting
must have a clear agenda beforehand which looks at the current
information available, utilises ideas generated and makes a clear
decision at the end.
207
3.6 Explain how to manage discussions so that the objectives of the
meetings are met within the allocated time to include having a
clear agenda circulated to members beforehand and then rigidly
sticking to the agenda allocating enough time for each section and not
allowing arguments to take place or for discussions to go off track.
3.7 Explain how to determine who are necessary people to attend
the meeting to include the most relevant people the decisions in the
meeting will affect and whether there will be too many people
attending or if the necessary information can be cascaded down to the
relevant sections or departments.
3.8 Describe the procedures to follow when calling meetings and
preparing for them to include ascertaining when the attendees are
available and choosing the date when most are available. Informing
attendees when the meeting is taking place and sending out an agenda
at least one week before the meeting. Doing all necessary research
and putting information together for the meeting in the form of a pack
for each attendee ensuring all information is up to date and accurate.
LO4, LO5 and LO6 are the key areas of competence for this unit
Learning Outcome 4. Gather required information
4.1 Ensure that the information you gather is accurate, sufficient
and relevant to the purpose for which it is needed see LO2.1 and
LO2.2 for further details.
4.2 Take prompt and effective action to overcome problems in
gathering relevant information check information with work
colleagues or check with manufacturers or suppliers. For further in
depth information gathering contact a consultant who is a specialist in
the area where information is needed. See LO1.5 for further details.
4.3 Record and store the information you gather according to your
organisation’s systems and procedures see LO1.6 for further
details.
4.4 Ensure that the information you gather is accessible in the
required format to authorised people only see LO1.6 for further
details.
208
4.5 Identify possible improvements to systems and procedures and
pass these on to the relevant people see LO1.7 for further details.
Learning Outcome 5. Inform and advise others
5.1 Give information and advice at a time and place, and in a form
and manner, appropriate to the needs of recipients give
confidential information to team members in a location that is away
from other employees. Speak to individuals regarding their
performance away from other team members in a suitable environment
away from other people including being sympathetic when discussing
personal issues. See LO2.1 and LO2.2 for further details.
5.2 Ensure that the information you give is accurate, current,
relevant and sufficient see LO2.2 for further details.
5.3 Ensure that the advice you give is consistent with your
organisation’s policy, procedures and resource constraints see
LO2.9 for further details.
5.4 Use reasoned arguments and appropriate evidence to support
your advice see LO2.2 for details.
5.5 Check and confirm recipients’ understanding of the information
and advice you have given them see LO2.3 and LO2.4 for further
details.
5.6 Maintain confidentiality according to your organisation’s
requirements see LO2.8 and LO2.9.
5.7 Seek feedback from recipients about the information and advice
you provide, and use this feedback to improve the ways in
which you give information and advice see LO2.4 for further
details.
Learning Outcome 6. Hold meetings
6.1 Hold one of the following meetings involving people within your
organisation to include chair a standard meeting with internal staff,
producing an agenda beforehand and where minutes are taken and
209
then a copy of the minutes are circulated to attendees after the
meeting. Refer to LO3.5, LO3.7 and LO3.8 for further details.
involving people outside your organisation to include chair a
standard meeting with both staff, volunteers and representatives from
other organisations producing an agenda beforehand and where
minutes are taken and then a copy of the minutes are circulated to
attendees after the meeting. Refer to LO3.5, LO3.7 and LO3.8 for
further details.
6.2 Give sufficient notice of the meeting to allow the necessary
people to attend see LO3.8 for further details.
6.3 Make clear the purpose and objectives of the meeting at the
start see LO3.5 for further details.
6.4 Ensure that your style of leadership helps people to make useful
contributions see LO3.2 for further details.
6.5 Discourage unhelpful arguments and digressions see LO3.1 for
further details.
6.6 Ensure that the meeting achieves its objectives within the
allocated time see LO3.6 for further details.
6.8 Give clear, accurate and concise information about outcomes of
the meeting promptly to those who need it after the meeting, the
minutes are to be produced and sent to all attendees and necessary
managers as a record of the decisions made. See LO3.8 and LO6.1 for
further details.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners,
including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
Learning Outcomes 1, 2, and 3
210
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of meetings,
information gathering and advising colleagues on construction work as well
as witness testimony, answering oral or written questions, assignments or
internet research cross referenced to the knowledge evidence
Learning Outcomes 4, 5 and 6
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by observation of
landscape construction of a structure or surface where learners are given
the opportunity to hold meetings, gather information and help and advise
other colleagues then to be observed correctly doing each task to
demonstrate achievement of the assessment criteria. Prior to, during and
after completion of construction work photographs or video could be taken
to provide evidence of progress.
Learners who have not yet completed the necessary training or
certification to use machinery, equipment and materials must be
supervised by a suitably qualified person.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 4, 5 and 6 link together and
competence can be assessed practically by observation or by generation of
diverse evidence. These could also link to Learning Outcomes 1, 2 and 3 to
allow knowledge evidence to be gathered during the practical activities.
211
It is important that practical assessment activities are supervised
appropriately.
Assessment to be based on naturally occurring evidence or realistic
working environment
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include some of the following
Product evidence
Agenda of meeting
Minutes of meeting
Feedback from meetings
Observation reports
Oral/written questions and answers
Reports/notes/diaries/reflective accounts
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory and safety checklists / maintenance
schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
212
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
It is important that practical assessment activities are supervised
appropriately.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments The Information Commissioners Office has a Data Protection Act 1998
Website www.ico.gov.uk/what_we_cover/data_protection.aspx giving
useful information on the rights, responsibilities and obligations to data
protection.
See ABC website for further information
213
Installing Drainage Systems
Unit Reference
D/502/1229
Level
2
Credit Value
3
Guided Learning
Hours
23
Unit Summary
The aim of this unit is to provide the learner with
the skills, knowledge and understanding to install
drainage systems under minimal direction or
guidance. The learner will be required to select
and use hand tools, powered equipment and
materials correctly, competently and safely and to
decide the appropriate timing of operations, the
work methods to be used and to check the results
and correct any faults
Learning Outcomes
(1 to 6)
The learner will
Assessment Criteria
(1.1 to 6.3)
The learner can
1. Be able to install
drainage systems
1.1 Position reference marks according to
specification
1.2 Install drainage system to specification
Sub surface systems
Surface channels
Sustainable drainage systems
1.3 Adopt practices to minimise damage to
existing structures and services
1.4 Restore surface to near original condition
214
2. Be able to select,
use and maintain
equipment for
installing drainage
2.1 Select appropriate equipment for this area of
work
2.2 Use equipment according to instructions
2.3 Prepare, maintain and store equipment in a
safe and effective working condition
3. Be able to work
safely and minimise
environmental
damage
3.1 Work in a way which maintains health and
safety and is consistent with current legislation,
codes of practice and any additional requirements
3.2 Carry out work in a manner which minimises
environmental damage
3.3 Dispose of waste safely and correctly
3.4 Describe the safety aspects of working in
trenches
4. Know the principles
of drain installation
4.1 Explain why soil drainage is beneficial for plant
growth
4.2 State the importance of setting accurate levels
and falls
4.3 Describe why the type, size, depth and spacing
of drainage pipes/tiles, varies with the soil texture
5. Know the types of
equipment required
and how to maintain
them
5.1 Describe the equipment which will be
necessary for installing drainage
5.2 Describe methods of maintaining the
equipment in a fit state for use
215
6. Know the current
health and safety
legislation and
environmental
practice.
6.1 Outline the current health and safety
legislation, codes of practice and any additional
requirements
6.2 Describe how environmental damage can be
minimised
6.3 Describe the correct methods for disposing of
organic and inorganic waste
216
Supporting Unit Information
D/502/1229 Installing Drainage Systems – Level 2
Indicative Content
To successfully achieve this unit, learners need to provide evidence that
they have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1, LO2 and LO3 are the key areas of competence for this unit
Learning Outcome 1. Be able to install drainage systems
1.1 Position reference marks according to specification Reference
marks; datum points, existing features (e.g. buildings, plants,
services), position, height/depth, gradients; marked by fixed pegs, line
marking on surface, laser, optical levels, lines, boards
1.2 Install drainage system to specification
sub surface systems: rigid plastic pipe, perforated plastic pipe,
concrete pipe, gravel backfill, French drains, to included jointing,
inspection chambers, sediment traps, outfalls to waterways
surface channels; gulleys, channels, preformed or formed on site, to
include grids and traps
sustainable drainage systems; paving, gravels and permeable
membranes, attenuation ponds and pits, swales
1.3 Adopt practices to minimise damage to existing structures and
services planning of installation to avoid existing features, use of
plans, maps and scanning equipment to locate features, identification
and marking of existing features (refer to LO1.1). Marking of installed
217
features on site, monitoring of operations on site, removing of features
(e.g. furniture, gates, plants, turf). Use of plans and cat scan to
identify and avoid underground services (e.g. electricity, gas, water,
phone lines, sewage).
1.4 Restore surface to near original condition backfilling, (e.g. with
soil or other intrinsic material, gravel then soil, gravel only) levelling,
compacting, replacing surface (e.g. gravel, tarmac, concrete, turf),
replanting of plants (including subsequent aftercare), replacing items
removed from site (refer to LO1.3) use material to match existing.
Learning Outcome 2. Be able to select, use and maintain
equipment for installing drainage
2.1 Select appropriate equipment for this area of work PPE e.g.
waterproof clothing, steel toe-capped boots, UV Protection, gloves,
hats, eye and ear protection;
Marking and measuring equipment e.g. laser levels, optical levels, spirit
levels, tape measures, optical measures. Excavation equipment; hand
tools (e.g. spades, shovels, trenching spade, pick axe, mattock,
wheelbarrow), tractor mounted back hoe and excavators, 360
excavator, trenchless drainers. Backfilling equipment; scrapers,
compactors, levels.
Miscellaneous equipment e.g. cultivators and scrapers for site
clearance, transport equipment (e.g. tractor and trailer – flat or tipper),
turf strippers, pruning equipment CAT Scanners, pesticide equipment
for site clearance or subsequent care of plants.
2.2 Use equipment according to instructions equipment only used only
in appropriate conditions (e.g. avoiding frost, snow, heavy rain or
muddy conditions especially on sloping sites) and for approved
purpose, use of skilled and appropriately trained operatives, monitoring
during operations.
2.3 Prepare, maintain and store equipment in a safe and effective
working condition refer to LO2.1 for range of equipment. Methods of
maintaining the equipment to include;
Daily checking and cleaning as required of all equipment to avoid
contamination of the harvested product; lubrication of machinery as
directed by manufacturer; periodic servicing of power units; checking
equipment is clean during operation (to reduce contamination of other
218
resources or the environment e.g. roads and other parts of the site)
checking and cleaning all equipment after use to ensure readiness for
next operation. All equipment and machinery returned to safe and
secure storage (e.g. secure yard, building or covered area).
Learning Outcome 3. Be able to work safely and minimise
environmental damage
3.1 Work in a way which maintains health and safety and is
consistent with current legislation, codes of practice and any
additional requirements work activities carried out consistently with
current legislation, codes of practice and any additional requirements,
which apply to this area of work. Risk assessment is carried out or
studied and implemented. Health and Safety e.g. Management of
Health and Safety at Work Regulations; Environmental Protection Acts;
Waste Regulations, Code of Practice for Using Plant Protection
Products, and other legislation/regulations. Additional requirements
including customer and site regulations, Codes of practice and relevant
legislation (e.g. LOLER, PUWER, Manual Handling, Stop Safe).
Additional requirements contact Local Authority e.g. if working
within a Conservation Area or close to a local Nature Reserve or other
designated area, Environment Agency notifications for activities
affecting controlled water e.g. outfalls from drainage systems,
Additional requirements for working safely in trenches or confined
spaces (e.g. Construction (Health, Safety and Welfare) Regulations
1996.
3.2 Carry out work in a manner which minimises environmental
damage avoid pollution by run-off of water or and sediments to
controlled water from working areas, drains or storage areas by use of
bunds, attenuation pools and lagoons to retain water, avoiding working
in adverse conditions, use of permeable surfaces, in event of run-off
take steps at a local level to contain pollution, notify appropriate bodies
e.g. Environment Agency. Minimise use of non-sustainable materials
e.g. quarried minerals by checking source of all materials, reducing
usage and wastage of all materials, recycle and re-use.
3.3 Dispose of waste safely and correctly organic waste – reduce
waste removed from plant maintenance area by shredding and
mulching or habitats, waste plant material composted (unless the
material poses a threat to plant health e.g. diseased material and
219
perennial weeds). Inorganic waste – wastes from servicing and
maintenance of equipment disposed of in appropriate container;
wastage of packaging minimised and where unavoidable recycled or
disposed of in appropriate container; inorganic waste is carefully
controlled until disposed of through licensed contractor.
3.4 Describe the safety aspects of working in trenches risk involved
in working in trenches; collapse of sides causing damage to equipment
and harm to person working in trench, risk to vehicles near trenches,
risk of people falling in open trenches. Action – assessment of risk,
temporary supports used to support excavations to prevent slippage
and instability especially for deep trenches, soft or unstable
soils/materials, wet conditions, or sites near to traffic; maintaining
suitable access and egress, barriers around open trenches, use of
trenchless drainage equipment.
LO4, LO5 and LO6 are the key area of knowledge for this unit
Learning Outcome 4. Know the principles of drain installation
4.1 Explain why soil drainage is beneficial for plant growth benefits
of drainage; lower water table, reduced risk of root damage due to
water-logging (absence of oxygen to root system), improved aeration
of lower levels of soil, better deep penetration of roots, reduced risk of
surface flooding, reduce soil damage by erosion and compaction by
machinery.
4.2 State the importance of setting accurate levels and falls levels
to achieve adequate depth of all drains (avoids damage by vehicles,
cultivations or frost), better function of the system, appropriate height
of outfall to provide clear flow, reducing backing-up in flood conditions
(increases risk of sedimentation). Gradients; essential to achieve
correct depth of drains and outfall, gradient needed to maintain flow,
constant gradient needed to reduce risk of sedimentation in the pipes.
4.3 Describe why the type, size, depth and spacing of drainage
pipes/tiles varies with the soil texture soil texture determines
permeability of the soil (horizontally and vertically), lowering of water
table is greatest along the line of the drain, reducing with distance from
pipe, deep pipes will drain a wider strip. Heavy soils with low
permeability will require closer spacing, deeper drains and mole drains
220
to improve performance. Unstable sandy or organic soils will require
rigid pipes to avoid undulations; fast draining soils (e.g. sands) are
likely to need greater capacity than clays.
Learning Outcome 5. Know the types of equipment required and
how to maintain them
5.1 Describe the equipment which will be necessary for installing
drainage refer to LO2.1.
5.2 Describe methods of maintaining the equipment in a fit state for
use refer to LO2.3.
Learning Outcome 6. Know the current health and safety
legislation and environmental practice
6.1 Outline the current health and safety legislation, codes of
practice and any additional requirements refer to LO3.1.
6.2 Describe how environmental damage can be minimised refer to
LO3.2.
6.3 Describe correct methods for disposing of organic and inorganic
waste refer to LO3.3.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners,
including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
Learning Outcomes 1, 2 and 3
Delivery of these learning outcomes is by supervised practical work installing
drainage systems giving learners the opportunity, first to practice the
various tasks involved and then to be observed competently doing each task
to demonstrate achievement of the assessment criteria.
221
Prior to, during and after completion of work installing drainage systems
photographs or video could be taken to provide evidence of progress. Copies
of plans or records can be used to provide evidence of quantity of work and
of sufficiency of evidence.
Learning Outcomes 4, 5 and 6
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
preparing and transporting plants and resources, records and witness
testimony, answering oral or written questions, referenced to the knowledge
evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1, 2 and 3 link together and
competence can be assessed practically by observation or by generation of
diverse evidence. These could also link to Learning Outcomes 4, 5 and 6 to
allow knowledge evidence to be gathered during the practical activities.
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
222
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
Useful sources of reference
223
The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments The Department for Environment, Food and Rural Affairs website has
up to date information about legislation, codes of practice and consultations in the horticultural / agricultural sectors
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc The website http://www.netregs.gov.uk/ provides guidance about
environmental regulations. The Code of Practice - Protecting our Water, Soil and Air has references
in Section 9
HSE information sheet Construction Information Sheet No 8 (Revision
1).
Local Authority websites for Building Control Department Learners should be directed to relevant publications and websites e.g.
Horticulture Week (www.hortweek.com)
The Landscaper (www.landscapermagazine.com)
DEFRA website and publications
(http://www.defra.gov.uk/hort/index.htm)
Principles of Horticulture by C.R. Adams, et al / Paperback / Published
1998
The Complete Book of the Greenhouse by Ian G. Walls, et al /
Paperback / Published 1996
A Handbook for Horticultural Students by Peter Dawson
The Commercial Greenhouse by James William Boodley
Greenhouse Operation and Management by Paul Nelson
Farm Horticulture by George W. Wood
See ABC website for further information
224
Maintain Drainage Systems
Unit Reference
T/502/1222
Level
2
Credit Value
3
Guided Learning
Hours
23
Unit Summary
The aim of this unit is to provide the learner with
knowledge, skills and understanding required to
inspect and maintain drainage systems
Learning Outcomes
(1 to 4)
The learner will
Assessment Criteria
(1.1 to 4.3)
The learner can
1. Be able to inspect
and maintain
drainage systems
1.1 Inspect and assess drainage systems
according to agreed schedules
1.2 Restore drainage systems to full effectiveness
and to agreed schedule
1.3 Record inspections and work undertaken
1.4 Maintain effective working relations with all
relevant people throughout
2. Be able to work
safely and minimise
environmental
damage
2.1 Work in a way which maintains health and
safety and is consistent with current legislation,
codes of practice and any additional requirements
2.2 Carry out work in a manner which minimises
environmental damage
225
2.3 Dispose of waste safely and correctly
3. Know how to
inspect and maintain
drainage systems
3.1 Describe the schedule of inspections required
to identify faults and problems
3.2 Describe how to identify and correct impeded
drainage and its causes
3.3 State how to identify and deal with any
problems with drainage systems
3.4 Describe the main causes of drain malfunction,
including leaks and blockages and methods that
can be used to deal with them
3.5 Describe the factors affecting flow rates in the
drains
3.6 State the importance of maintaining drainage
systems so they work effectively and efficiently
3.7 Describe the principles of drainage design
3.8 State why it is important to keep working
areas clean according to clients’ requirements
3.9 State what records need to be kept and why
4. Know the current
health and safety
legislation and
environmental
practice.
4.1 Outline the current health and safety
legislation, codes of practice and any additional
requirements, which apply to this area of work
4.2 Describe how environmental damage can be
minimised
4.3 Describe the correct methods for disposing of
organic and inorganic waste
226
Supporting Unit Information
T/502/1222 Maintain Drainage Systems – Level 2
Indicative Content
To successfully achieve this unit, learners need to provide evidence that
they have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Examples are indicative of the range of considerations for
assessment criteria but are by no means all inclusive
LO1 and LO2 are the key areas of competence for this unit
Learning Outcome 1. Be able to inspect and maintain drainage
systems
1.1&2 Inspect and assess drainage systems according to agreed
schedules / restore drainage systems to full effectiveness and
to agreed schedule drainage systems safely inspected, assessed and
restored to full effectiveness according to agreed schedules e.g. CCTV
survey and remedial work to agreed dates, hours of work, parts of
system to be inspected, section to be replaced, method and materials
used, type of report, summary, certification of work completed.
1.3 Record inspections and work undertaken Inspections and work
undertaken recorded e.g. CCTV survey results, interpretation of
findings and recommendations for restorative work.
1.4 Maintain effective working relations with all relevant people
throughout effective working relations maintained e.g. by providing
client with well presented, clear information about the findings of the
inspection and work needed.
Learning Outcome 2. Be able to work safely and minimise
environmental damage
227
2.1 Work in a way which maintains health and safety and is
consistent with current legislation, codes of practice and any
additional requirements work activities carried out consistently with
current legislation e.g. Health and Safety, Environmental Protection
Acts, COPs as applicable, risk assessment and additional requirements.
Refer to LO4.1
2.2 Carry out work in a manner which minimises environmental
damage e.g. by working in appropriate weather conditions. No dig
repairs, careful planning of drainage outfall.
2.3 Dispose of waste safely and correctly waste e.g. organic - green or
inorganic - stones / concrete, broken pipe sections, product cleared
from pipes, sub-soil. Correctly- refer to LO4.3. Safely e.g. PPE, safe
lifting.
LO3 and LO4 are the key areas of knowledge for this unit
Learning Outcome 3. Know how to inspect and maintain drainage
systems
3.1 Describe the schedule of inspections required to identify faults
and problems e.g. timing, parts of drainage system to be covered and
methods to be used during routine inspections to identify faults and
problems.
3.2 Describe how to identify and correct impeded drainage and its
causes impeded drainage: Surface effects e.g. wet patches / standing
water. Check e.g. dig hole, half fill with water and leave for 24 hours to
drain. Correct e.g. by restoring effectiveness of existing drainage
system, installing soakaway.
Causes of impeded drainage e.g. heavy or compacted soils, naturally
high water table, collapsed ground, faults in drainage system such as
leaking pipes or ingress of roots.
3.3 State how to identify and deal with any problems with drainage
systems see LO 3.2 / 3.4 & 3.5
3.4 Describe the main causes of drain malfunction, including leaks
and blockages and methods that can be used to deal with them
e.g. rodding, CCTV surveys, sonar traces, pipe profiling. Determine if
228
problem can be solved without loss of integrity of system e.g. check if
outfall is being affected by blockages, clear blockages in system by
rodding or jet washing. Integrity lost - e.g. no dig repair using various
lining techniques such as spray, slip lining or cured in place pipe lining.
3.5 Describe the factors affecting flow rates in the drains e.g. pipes
blocked by leaves, misaligned pipes with leakage causing soil loss
below leaking joint, silting, roots entering and clogging pipe work.
Methods to deal with problems e.g. above problems - place grid over
entrance to pipe, restore support for pipe work, wrap pipe in Geo
Textile fabric to slow ingress of roots and stop silt getting into pipe,
lining techniques to allow existing pipe work to be restored if effective.
3.6 State the importance of maintaining drainage systems so they
work effectively and efficiently e.g. water pressure, the fall, all
trenches sloping downhill, size of pipes, groundwater levels, blockage,
breakage or silting. e.g. to avoid wet soil, unsuitable for many flowers,
shrubs, trees and affecting lawns with possibility of further damage to
soil if walked on.
3.7 Describe the principles of drainage design e.g. normal pattern of
drainage design, materials currently in use, depths, sizes, distances
and falls of pipes, materials used around pipes, outflow or storage of
water in soak-away systems, access / inspection facilities.
3.8 State why it is important to keep working areas clean according
to clients’ requirements clean working areas e.g. possible dirt and
biological agents in pipe work such as hepatitis types and leptospirosis,
utility and aesthetic concerns. Client satisfaction.
3.9 State what records need to be kept and why e.g. contact details,
inspection report and evidence such as camera inspection, contacts
with Local Authorities or Environment Agency. Evidence of problem to
justify work recommended and pricing.
Learning Outcome 4. Know the current health and safety
legislation and environmental practice
4.1 Outline the current health and safety legislation, codes of
practice and any additional requirements, which apply to this
area of work e.g. Health and Safety at Work Act, Management of
229
Health & Safety at Work Regulations, Provision and Use of Work
Equipment Regulations
Environmental Protection e.g. Environmental Protection Acts covering
waste disposal
Codes of Practice e.g. Protecting our Water, Soil and Air
Additional requirements: Contact Local Authority e.g. if working within
a Conservation Area or close to a local Nature Reserve. Environment
Agency notifications for activities affecting watercourses, groundwater.
Aquifers e.g. discharge of water into a brook
Working safely in trenches or confined spaces. Need for CAT scan if
digging
Tractors - Safe Stop, ensure tetanus vaccination up to date
Hygiene precautions e.g. personal hygiene, protective barrier creams.
4.2 Describe how environmental damage can be minimised refer to
examples in LO2.
4.3 Describe the correct methods for disposing of organic and
inorganic waste duty of care - controlled wastes. Where to dispose
e.g. check costs, procedures and which Local Authority sites accept
types of waste such as oil / filters from maintenance tractors. Method
of disposal e.g. recycle / reuse - bag / bin or consider skip hire /
private disposal with a licensed contractor.
If quantities justify check. Environment Agency procedures regarding
hazardous waste e.g. blockage materials from pipe work, needles or
syringes, waste oil. Refer to LO2.3
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners,
including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
Learning Outcomes 1 and 2
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised
maintenance of drainage systems giving learners the opportunity, first to
230
practice the various tasks involved and then to be observed correctly doing
each task to demonstrate achievement of the assessment criteria.
Prior to, during and after completion of maintenance work photographs or
video could be taken to provide evidence of progress.
Learning Outcomes 3 and 4
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of drainage
maintenance activities and witness testimony, answering oral or written
questions, assignments or internet research cross referenced to the
knowledge evidence.
Learners who have not yet completed the necessary training or
certification to use machinery, equipment and materials must be
supervised by a suitably qualified person
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1 and 2 link together and
competence can be assessed practically by observation or by generation of
diverse evidence. These could also link to Learning Outcomes 3 and 4 to
allow knowledge evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
231
Simulation will not be acceptable where this unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include some of the following
Product evidence
Observation reports
Oral/written questions and answers
Inspection reports/notes/diaries/reflective accounts
Worksheets/job sheets//workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence/CCTV survey results
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory and safety checklists / maintenance
schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
It is important that practical assessment activities are supervised
appropriately.
232
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
The Office of Public Information website http://www.opsi.gov.uk has year by year lists of UK Acts and Statutory Instruments
Local Authority websites for Building Control Department The Department for Environment, Food and Rural Affairs website has
up to date information about legislation, codes of practice and consultations in the horticultural / agricultural sectors
The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, hazardous waste, water etc
The website http://www.netregs.gov.uk/ provides helpful guidance about environmental regulations.
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
See ABC website for further information
233
Design and Install Drainage Systems
Unit Reference
R/502/1227
Level
3
Credit Value
4
Guided Learning
Hours
26
Unit Summary
The unit will provide the learner with the skills, knowledge and understanding in required to design and
install drainage systems. The learner will be working to a previously developed plan and that it meets specifications and tolerances
Learning Outcomes
(1 to 8)
The learner will
Assessment Criteria
(1.1 to 8.4)
The learner can
1. Be able to
calculate drainage
requirements
1.1 Identify drainage requirements
1.2 Calculate drainage requirements at a level
which will prevent flooding or water logging
2. Be able to install
drainage systems
2.1 Install 2 drainage systems from the list below
which meet requirements and specifications
Surface water
Pipes
Tile
2.2 Ensure levels and falls are in accordance with
requirements and specifications
2.3 Ensure the surface is restored to its original
condition
234
2.4 Maintain effective working relations with the
relevant people
3. Be able to promote
health and safety and
good environmental
practice
3.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements which
apply to installing drainage
3.2 Ensure work is carried out in a manner which
minimises environmental damage
3.3 Manage and dispose of waste in accordance
with legislative requirements and codes of practice
4. Be able to maintain
and use equipment
during installing
drainage
4.1 Ensure equipment is prepared, used and
maintained in a safe and effective condition
throughout
5. Understand the
calculation required
for drainage
5.1 Explain how to make drainage calculations
6. Understand why
it’s important to be
able to install
drainage systems
6.1 Explain the factors influencing drainage
requirements
6.2 Describe the advantages, disadvantages and
applications of the following types of drainage
systems
Surface water
Pipes
Tile
6.3 Explain the typical problems that may occur
and effective methods of dealing with these
235
7. Understand the
reasons for
maintaining
equipment
7.1 Explain the importance of and methods of
maintaining equipment in a fit state for use to
minimise risks
8. Understand
relevant health and
safety legislation and
environmental
practice
8.1 Explain current health and safety legislation,
codes of practice and any additional requirements
8.2 Describe the possible environmental damage
and how to respond appropriately
8.3 Explain the correct and appropriate methods
for disposing of waste
8.4 Explain the records required for management
and legislative purposes and the importance of
maintaining them
236
Supporting Unit Information
R/502/1227 Design and Install Drainage Systems – Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
ABC will provide specialist support for providers wishing to use this unit in
order to develop and agree customised delivery and assessment regimes
that maximise access and opportunities for the target learners and
employers in this sub-sector and ensure that all aspects of content, delivery
and assessment are fit for purpose and promote best practice in the sector.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners, including
those with identified special needs, including learning difficulties/disabilities,
should be considered and appropriate support mechanisms put in place.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
It is important that practical assessment activities are supervised
appropriately.
237
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
All evidence must be clearly signposted and made available for the external
moderator upon request.
238
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
See ABC website for further information
239
Monitor and Adjust Watering Systems for Crops
or Plants
Unit Reference
Y/502/1228
Level
3
Credit Value
5
Guided Learning
Hours
33
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
to monitor and adjust watering systems for crops
or plants
Learning Outcomes
(1 to 7)
The learner will
Assessment Criteria
(1.1 to 7.2)
The learner can
1. Understand
watering systems
1.1 Evaluate methods and systems for supplying
water to crops or plants
1.2 Explain the principles and methods for making
adjustments to the water supply
1.3 Identify common problems which may occur in
the delivery of water to the plant or crop and
explain how these should be resolved
2. Understand crop or
plant requirements
for water
2.1 Explain how to establish that the supply of
water to the crop or plant is suitable
2.2 Explain how the plant or crop requirements for
water varies during growth and development
240
2.3 Explain the impact of the environment on the
water requirements of the crop or plant
3. Understand the
reasons for
maintaining
equipment
3.1 Explain the importance of and methods of
maintaining equipment ready for use to minimise
risks
4. Understand
relevant health and
safety legislation and
environmental good
practice
4.1 Explain current health and safety legislation,
codes of practice and any additional requirements
which apply to this area of work
4.2 Describe the possible environmental damage
and how to respond appropriately
4.3 Explain the records required for management
and legislative purposes and the importance of
maintaining them
5. Be able to maintain
and use equipment
5.1 Ensure equipment is prepared, used and
maintained in a safe and effective condition
6. Be able to monitor
and adjust watering
systems
6.1 Check and confirm the supply of water to the
plant or crop is correct
6.2 Identify the need for making adjustments to
watering systems
6.3 Identify problems with the delivery of water to
the plant or crop and take appropriate action as
necessary
6.4 Ensure adjustments to watering systems are in
accordance with the requirements of the plant or
crop
241
6.5 Provide clear and accurate information for
recording purposes
7. Be able to promote
health and safety and
environmental good
practice
7.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements which
apply to monitoring and adjusting watering
systems
7.2 Ensure work is carried out in a manner which
minimises environmental damage
242
Supporting Unit Information
Y/502/1228 Monitor and Adjust Watering Systems for Crops or Plants-
Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that
they have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1, LO2, LO3 and LO4 are the key area of knowledge for this unit
Learning Outcome 1. Understand watering systems
1.1 Evaluate methods and systems for supplying water to crops or
plants source – mains, river or other watercourse, reservoir (on-
stream or off-stream), tank, surface/roof water collection, drainage
from nursery, bore hole or aquifer).
Distribution; fixed, mobile, rigid, flexible.
Application; automatic and manual irrigation systems, fixed/mobile,
drip, overhead (outdoor and indoor), capillary, flood, hosepipes and
watering cans; (equipment for applying nutrient).
Evaluation - ability to deliver water to meet the plant or crop needs,
cost, reliability, risk of physical damage to plant or growing medium,
impact on pest or disease, efficiency of water use, suitability for the
growing environment.
1.2 Explain the principles and methods for making adjustments to
the water supply for irrigations systems - choice of system
(overhead, capillary, hosepipe, can, mist, flood), timing (frequency,
length of application). Pressure (requirements of system, volume of
243
application, droplet size).
For water supply - choice of supply (mains, river or other watercourse,
reservoir (on-stream or off-stream), tank, surface/roof water collection,
drainage from nursery, bore hole or aquifer); timing (frequency and
length of application) Pressure (requirements of system, volume of
application).
Control systems; manual, timed, environmental control based,
moisture measurement.
1.3 Identify common problems which may occur in the delivery of
water to the plant or crop and explain how these should be
resolved water supply – lack of water or variable availability, high
cost, pollution (particles, biological threats to crops, chemical
impurity), distance from point of use, temperature (including freezing).
Actions to resolve – monitoring of the supply, availability of
alternatives, reducing water usage, rationing of supplies, avoidance of
wastage, filtering systems to remove physical pollution, UV to combat
threats to plant health, addition of chemicals to balance impurities.
Distribution equipment – burst pipes, physical damage by machinery or
freezing, blocking with sediment, pressure drop over distance, failure of
taps, solenoid valves or control equipment. Actions to resolve –
protection of pipes from machinery, lagging or draining in cold weather,
adequate capacity within the system, (pumps, pipes, stores)
maintenance of pumping equipment, stand-by facility.
Delivery Equipment – blocked, damage or worn nozzles (causing
reduced, excessive or uneven application) damage by machinery or
freezing, failure of control system. Actions to resolve – protect pipes
from machinery, lagging or draining in cold weather, monitoring and
maintaining equipment.
Learning Outcome 2. Understand crop or plant requirements for
water
2.1 Explain how to establish that the supply of water to the crop or
plant is suitable availability – quantity (annual/seasonal/daily),
reliability, volume to meet needs (long term or short term) volume and
pressure to meet demand and operate delivery equipment, checking
by; monitoring of supply (levels and flow), license to abstract,
pressure gauges, flow meters, observation and recording.
Quality – absence of pollution (particles, biological threats to crops,
244
chemical impurity), checking by: monitoring of supply, sampling, and
testing for impurities, calibration.
2.2 Explain how the plant or crop requirements for water varies
during growth and development changes with: growth stage, type
of crop, growing medium (soil, peat-based, peat free, coarse/fine, size
of crop, density (e.g. cover with plastic to retain water during
germination (under glass), fine rose after removal of covers, overhead
during growing on, portable system to assist establishment in field).
2.3 Explain the impact of the environment on the water
requirements of the crop or plant increased demand with - high
temperature (air or root zone), wind speed, (absence of windbreaks),
relative humidity, competition from other plants, root damage, damage
by pest, disease or mechanical.
Learning Outcome 3. Understand the reasons for maintaining
equipment
3.1 Explain the importance of and methods of maintaining
equipment ready for use to minimise risks improved performance,
ensuring correct operation and output, prolonged life, greater reliability
and reduced breakdown time and cost, available for next time required,
reduced contamination and crop damage, reduced wastage.
Methods of maintaining equipment ready for use to minimise risks.
Routine checking and calibration of all equipment to ensure effective
and efficient operation, lubrications of machinery as directed by
manufacturer, periodic servicing of power units; checking and cleaning
all equipment after use to ensure readiness for next operation.
Learning Outcome 4. Understand relevant health and safety
legislation and environmental good practice
4.1 Explain current health and safety legislation, codes of practice
and any additional requirements which apply to this area of
work e.g. Management of Health & Safety at Work Regulations;
Environmental Protection e.g. Environmental Protection Acts; Waste
e.g. Hazardous Waste Regulations; Codes of Practice e.g. Protecting
our Water, Soil and Air; Nitrogen Sensitive Areas, Additional
requirements including customer regulations, assured produce
schemes, certification, LOLER, PUWER, StopSafe, Manual Handling.
245
4.2 Describe the possible environmental damage and how to
respond appropriately leakage from irrigation (and liquid feeding
systems) into controlled waters (action – store under cover away from
water sources, in event of run-off take steps at a local level to contain
pollution and spread of pollution, notify appropriate bodies e.g.
Environment Agency).
Leaching of nutrient from growing area to controlled water (action –
limit level of use of nutrient, especially soluble nitrogen from organic
and inorganic sources, schedule use only when actively growing and
rainfall not expected).
Use of non-sustainable materials (action – check source of all
materials, reduce use of peat, reduce usage and wastage of all
materials, recycle and re-use).
4.3 Explain the records required for management and legislative
purposes and the importance of maintaining them water usage
(by source and by crop or area), maintenance and setting up of
equipment, monitoring of equipment, problems encountered. For legal
purposes, to meet needs of license or abstraction permit, for
management purposes to control costs, manage resources and plan for
future actions.
LO5, LO6 and LO7 are the key areas of competence for this unit
Learning Outcome 5. Be able to maintain and use equipment
5.1 Ensure equipment is prepared, used and maintained in a safe
and effective condition refer to LO3.1
Learning Outcome 6. Be able to monitor and adjust watering
systems
6.1 Check and confirm the supply of water to the plant or crop is
correct refer to LO2.1, LO2.2
6.2 Identify the need for making adjustments to watering systems
refer to LO1.2
6.3 Identify problems with the delivery of water to the plant or
crop and take appropriate action as necessary refer to LO1.3
246
6.4 Ensure adjustments to watering systems are in accordance with
the requirements of the plant or crop refer to LO1.2, LO2.2
6.5 Provide clear and accurate information for recording purposes
refer to LO4.3
Learning Outcome 7. Be able to promote health and safety and
environmental good practice
7.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements which apply to monitoring and adjusting watering
systems requirements refer to LO4.1
7.2 Ensure work is carried out in a manner which minimises
environmental damage refer to LO4.2
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes 1, 2, 3 and 4
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
monitoring and adjusting watering systems for crops or plants, copies of
records, or reporting forms and witness testimony, answering oral or written
questions, or assignments referenced to the knowledge evidence.
Learning Outcomes 5, 6, and 7
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
work monitoring and adjusting watering systems for crops or plants giving
learners the opportunity, first to practice the various tasks involved and then
to be observed correctly doing each task to demonstrate achievement of the
assessment criteria.
247
Prior to, during and after completion of work monitoring and adjusting
watering systems for crops or plants photographs or video could be taken to
provide evidence of progress. Copies of monitoring record can be used to
provide evidence of quality and rate of work and of sufficiency of evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 5, 6 and 7 link together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 1, 2, 3 and 4 to allow knowledge
evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
248
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments The Department for Environment, Food and Rural Affairs website has
up to date information about legislation, codes of practice and consultations in the horticultural / agricultural sectors
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc The website http://www.netregs.gov.uk/ provides helpful guidance
about environmental regulations.
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Learners should be directed to relevant publications and websites eg.
Horticulture Week (www.hortweek.com)
249
DEFRA website and publications
(http://www.defra.gov.uk/hort/index.htm)
Principles of Horticulture by C.R. Adams, et al / Paperback / Published
1998
The Complete Book of the Greenhouse by Ian G. Walls, et al /
Paperback / Published 1996
Nursery Management by Harold Davidson, et al / Hardcover / Published
1994
Nursery Stock Manual: Grower Manual 1 by Keith Lamb, et al /
Paperback / Published 1995
A Handbook for Horticultural Students by Peter Dawson
Cutting Propagation by James L. Gibson and John M. Dole
Soil Science and Management by Edward J. Plaster
The Commercial Greenhouse by James William Boodley
Practical Woody Plant Propagation for Nursery Growers by Bruce
Macdonald
Vegetable Brassicas and Related Crucifers by G.R. Dixon and M.H.
Dickson
Greenhouse Operation and Management by Paul Nelson
See ABC website for further information
250
Manage Site Clearance and Preparation for
Planting
Unit Reference
H/502/1281
Level
3
Credit Value
6
Guided Learning
Hours
39
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
to manage the clearing and preparing of sites for
planting. It covers clearing sites of any unwanted
materials and debris and carrying out relevant
cleaning activities. It also covers the planning of
the resources for preparing the site
Learning Outcomes
(1 to 8)
The learner will
Assessment Criteria
(1.1 to 8.3)
The learner can
1. Understand site
clearance
1.1 Explain the clearance requirements including
sterilising in relation to the use of the site
1.2 Explain how to assess the condition of the site
and describe how this affects clearance operations
1.3 Explain how resources including human,
materials and equipment can be used effectively
and efficiently when clearing sites
1.4 Explain the levels of hygiene required on the
site and describe reasons for and methods of
maintaining hygiene
251
1.5 Explain the problems which could arise during
the clearance work and how to deal with them
1.6 Explain how to identify the materials that may
be suitable for re-use or recycling including organic
and inorganic
2. Understand the
requirements for
planting
2.1 Explain how to identify the condition of
materials suitable for planting
2.2 Describe the problems which may occur with
equipment and materials and describe how to
resolve them
2.3 Explain how the production requirements and
timescales influence planting operations
2.4 Explain how the condition of the site and
growing medium influence planting operations
3. Understand how to
maintain equipment
3.1 Explain the importance of and methods of
maintaining equipment
4. Understand
relevant health and
safety legislation and
environmental good
practice
4.1 Explain current health and safety legislation,
codes of practice and any additional requirements
which apply to this area of work
4.2 Describe the possible environmental damage
and how to respond appropriately
4.3 Explain the correct and appropriate methods
for disposing of waste
4.4 Explain the records required for management
and legislative purposes and the importance of
maintaining them
252
5. Be able to control
the clearance of a site
5.1 Clear the site of unwanted materials and
debris in accordance with production requirements
and the condition of the site
5.2 Ensure that working methods and processes
are suitable to the site, and resources are used
effectively and efficiently
5.3 Ensure the necessary levels of hygiene are
maintained in accordance with production
requirements
5.4 Ensure materials that are suitable for re-use or
recycling are identified
6. Be able to organise
the resources needed
for planting
6.1 Organise the equipment and materials ready
for use
6.2 Take the appropriate action where the
available equipment and materials do not meet the
requirements of the planting operations
6.3 Confirm that the growing medium and site is in
a condition ready for planting operations to begin
7. Be able to maintain
and use equipment
during controlling the
clearance of a sites
for planting
7.1 Ensure equipment is prepared, used and
maintained in a safe and effective condition
8. Be able to promote
health and safety and
environmental good
practice
8.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
8.2 Ensure work is carried out in a manner which
minimises environmental damage
253
8.3 Manage and dispose of waste in accordance
with legislative requirements and codes of practice
254
Supporting Unit Information
H/502/1281 Manage Site Clearance and Preparation for Planting - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1, LO2, LO3 and LO4 are the key area of knowledge for this unit.
Learning Outcome 1. Understand site clearance
1.1 Explain the clearance requirements including sterilising in
relation to the use of the site use e.g. crops grown in the ground
(open ground or formed into beds), crops grown on covered surfaces
(e.g. sand, gravel, porous materials, non-porous materials), crops
grown on benches and other raised structures, hydroponics. Clearance
e.g. removal of previous crop, weeds, structures (e.g. supports,
benches, covers), cleaning to remove contamination by dirt, pest or
disease residues, sterilising by use of chemicals, high pressure water,
steam to reduce pest, disease or weed damage to next crop.
1.2 Explain how to assess the condition of the site and describe
how this affects clearance operations Assessment by e.g. direct
observation, use of information from others (e.g. colleagues,
contractors), use of photographs. Assessment for e.g. presence of
previous crop, weeds, features and structures (e.g. services, buildings,
crop supports), risks (e.g. buried or overhead services, presence of
hazardous materials (e.g. pesticides, sharp objects or biohazards),
ground conditions (slope, types of soil, compaction, wetness). Effect
255
on clearance e.g. need for specialist skills or equipment (e.g. removal
of hazardous materials), time task likely to take, resources required
(e.g. machinery, PPE, transport).
1.3 Explain how resources including human, materials and
equipment can be used effectively and efficiently when clearing
sites resources e.g. colleagues within the organisation, volunteers,
contractors; materials e.g. cleaning fluids, crop covers, surface covers
(see LO1.1), equipment e.g. PPE (e.g. safety boots, wellingtons,
gloves, eye and ear protection, overalls, UV Protection, spraying suits,
aprons), transport (e.g. tractors, trailers, fork-lifts, barrows, trolleys),
cleaning equipment (e.g. pressure washers, hoses, brushes), other
hand-tools (e.g. spade, forks, rakes, hammers, spanners), cultivation
equipment (e.g. ploughs, harrows, rotorvators). Appropriate PPE is
made available, selected and safely used by all persons Tools and
equipment are made available, made ready for use and only used for
the operation and in situations as detailed by the manufacturer’s /
supplier’s / supervisor’s instructions, current legislation and codes of
practice for safe. Efficient and effective use ensured by e.g. site
assessment (refer to LO1.2), reference to requirements (refer to
LO1.1), planning (e.g. timing, sequence) and ensuring resources are in
place, staff training, supervision recording and responding to changes.
1.4 Explain the levels of hygiene required on the site and describe
reasons for and methods of maintaining hygiene Levels of
hygiene e.g. removal of physical obstructions, removal of visible
contamination, deep cleaning to remove biological materials. Reasons
for hygiene being maintained e.g. to allow access for planting activities,
to improve crop establishment, to remove threats to crop health (e.g.
from weeds, pests, diseases), avoiding contamination from pest,
disease, weeds or other source, requirement of legislation, regulation,
certification, assured produce scheme, maintenance of good practice.
Methods e.g. removal or burying of previous crop, careful ground and
site preparation, monitoring of plants in propagation, checking of plants
brought from external source, monitoring of the crop and growing area,
removal of infected plant material, removal of potential alternative
hosts in or near the crop (e.g. cruciferous weeds in brassica crops),
working in appropriate soil and weather conditions, cleaning of
equipment before, during and after work, use of appropriate PPE.
256
1.5 Explain the problems which could arise during the clearance
work and how to deal with them problems e.g. lack of resources
(action – contact supervisor, procure additional resources, use
alternative material or method, defer activity). Presence of hazard
e.g. high winds, ice, unauthorised persons on site refer to LO 1.2
(action – stop work, refer to supervisor, change working method,
remove hazard taking appropriate precautions, use specialists.
1.6 Explain how to identify the materials that may be suitable for
re-use or recycling including organic and inorganic suitable for
re-use e.g. intact and fit to use, not contaminated, free from pests or
diseases that pose threat to the crop, (e.g. benches, crop covers,
supports). Suitable for recycling e.g. made of a recyclable material
(usually marked with logo), not suitable for re-use, free from excessive
contamination (e.g. plant pots, green waste that can be composted).
Identify by e.g. checking labels, manufacturers specification, local
authority, waste contractor.
Learning Outcome 2. Understand the requirements for planting
2.1 Explain how to identify the condition of materials suitable for
planting plant material (e.g. trees, shrubs, container grown plants,
bare-root, seedling/cuttings) checked as suitable for planting; true to
type, at suitable growth stage (e.g. plants not too small, too large,
presence of flowers), plant health (colour, pests, diseases or disorders,
vigour, appropriate water content (e.g. roots not dried out). Checking
by e.g. referring to existing paperwork (e.g. delivery notes, inspection
reports, loading notes, nursery report, labels), visual inspection (e.g.
for drying out, mechanical damage, presence of pests or diseases or
damage by them).
2.2 Describe the problems which may occur with equipment and
materials and describe how to resolve them materials (refer to
LO1.1 and LO1.3). Equipment (refer to LO1.3). Equipment
unsuitable or not in proper working order (poorly maintained,
incorrectly set up or calibrated): action – carry out repair, setting up or
calibration of equipment, in field if possible or return to workshop.
Materials not available or insufficient quantities, incorrect specification
for task, contaminated or damaged: action – improve ordering and
management process, provide better protection for materials, order or
provide additional or replacement. Plants not appropriate for planting
257
(refer to LO2.1 for reasons): action – improve monitoring of plant
supplies, return plants to propagation area or supplier, use alternative
source of plants.
2.3 Explain how the production requirements and timescales
influence planting operations production requirements - variation of
timing according to; type, variety, target harvest date, market
requirements for time, size, quality, location (e.g. sequential planting
of lettuce, use of winter hardy varieties for autumn planting).
Working methods for carrying out planting e.g. Ground
preparation (by hand, pedestrian operated machinery, tractor
mounted equipment), marking out, (with ground marker or lines, bed
forming/marking).
Delivery of plants to site, protection from damage or drying out
(shade, shelter). Planting by hand planting using hand tools (dibber,
trowel).
Planting by machine automatic or semi-automatic module planter,
bare root transplanter. Variation of timing according to; type,
variety, target harvest date, market requirements for time, size,
quality, location (e.g. sequential planting of lettuce, use of winter hardy
varieties for autumn planting).
2.4 Explain how the condition of the site and growing medium
influence planting operations condition of the site - refer to LO1.1
and LO1.2. Working methods refer to LO2.3. Type of growing
medium e.g. soil (outdoors or under protection, permanent or
temporary beds or ridges, peat-based and peat free media in
containers such as pots, trays, benches or cell trays. Condition of
growing medium influence of weather and soil conditions – ease of
ground preparation and suitability of tilth for planting and
establishment (moisture content, fineness, firmness), rate of
establishment dependant on temperature, soil moisture, humidity,
wind, condition of plants. Preparation e.g. timing of planting – to
coincide with appropriate growth stage of plants, as required by
cropping programme, to make best use of good planting and growing
conditions.
Learning Outcome 3. Understand how to maintain equipment
3.1 Explain the importance of and methods of maintaining
equipment Importance Improved performance, ensuring correct
258
operation and output, prolonged life, greater reliability and reduced
breakdown time and cost, available for next time required, reduced
contamination and crop damage, reduced wastage. Methods of
maintenance daily checking and cleaning as required of all equipment
to ensure effective operation, lubrications of machinery as directed by
manufacturer, periodic servicing of power units; checking and cleaning
all equipment after use to ensure readiness for next operation.
Learning Outcome 4. Understand relevant health and safety
legislation and environmental good practice
4.1 Explain current health and safety legislation, codes of practice
and any additional requirements which apply to this area of
work Health and Safety e.g. Management of Health & Safety at Work
Regulations; Environmental Protection e.g. Environmental Protection
Acts; Waste e.g. Hazardous Waste Regulations; Codes of Practice e.g.
Protecting our Water, Soil and Air; Additional requirements including
customer regulations, assured produce schemes, certification, LOLER,
PUWER, StopSafe, Manual Handling.
4.2 Describe the possible environmental damage and how to
respond appropriately
e.g. Run-off from growing media causing pollution of controlled
water (action – care when preparing media, avoid wet weather, cover
crops, store under cover away from water sources, in event of run-off
take steps at a local level to contain pollution and spread of pollution,
notify appropriate bodies e.g. Environment Agency). Leaching of
nutrient from growing area to controlled water (action – limit level of
use of nutrient, especially soluble nitrogen). Use of non-sustainable
materials (action – check source of all materials, reduce use of peat,
reduce usage and wastage of all materials, recycle and re-use).
Damage to non-target organisms by pesticide (action – minimise
use of pesticides, cultural measures to minimise pest and disease risk,
adherence to current legislation and codes of practice for safe including
the Code of Practice for Using Plant Protection Products).
4.3 Explain the correct and appropriate methods for disposing of
waste refer to LO1.6 for identifying materials that are recycled or re-
used. Organic waste – reduce waste removed from growing area,
unwanted plant material composted (unless the material poses a threat
259
to plant health or production process e.g. diseased material or
perennial weeds).
Inorganic waste – wastes from servicing and maintenance of
equipment disposed of in appropriate container; wastage of packing
material and containers minimised and where unavoidable recycled or
disposed of in appropriate container; inorganic waste is carefully
controlled until disposed of through licensed contractor.
4.4 Explain the records required for management and legislative
purposes and the importance of maintaining them - Records
required; ground preparations, plant source, number of plants
deliver/used, timing, spacing, problems encountered, variations from
cropping programme, use of pesticides. Importance e.g. Legal
requirement for records: - (use of pesticides, RIDDOR), audit trails for
assured produce schemes, certification, customer requirement.
Management requirement for records - monitoring of crop, analysis of
yield/output, remedial action, planning for subsequent years.
Recording - handwritten list, checking on order form or picking list,
other format required by organisation. Electronic - hand-held key
pad, barcode scanner, PC laptop
LO5, LO6, LO7 and LO8 are the key areas of competence for this
unit
Learning Outcome 5. Be able to control the clearance of a site
5.1 Clear the site of unwanted materials and debris in accordance
with production requirements and the condition of the site refer
to LO1.1 and LO1.2.
5.2 Ensure that working methods and processes are suitable to the
site, and resources are used effectively and efficiently refer to
LO1.1, LO1.2, LO2.3, LO2.4 for range of activities. Ensure by e.g.
planning, monitoring, training and briefing, adapting to meet changes
or incidences of environmental damage (refer to LO4.2).
Maintenance and preparation; setting up and calibrating, refer to
LO1.3, LO3.1. Storage e.g. safe and secure in accordance with
manufacturer’s instructions and current legislation
Maintain records refer to LO4.4.
260
5.3 Ensure the necessary levels of hygiene are maintained in
accordance with production requirements level, requirements and
methods refer to LO1.4.
5.4 Ensure materials that are suitable for re-use or recycling are
identified refer to LO 1.6. Suitable materials e.g. plastics (pots,
trays, containers, crop covers, packaging) for recycling through
specialist contractor, machinery (redundant, damaged, worn-out or
worn/broken parts) sold for re-use or scrap metal, plant material
(unless retaining material risks plant health) for composting, wood
and wood products re-used or recycled.
Learning Outcome 6. Be able to organise the resources needed for
planting
6.1 Organise the equipment and materials ready for use equipment
and materials - refer to LO1.3. Organise by e.g. planning,
monitoring, training and briefing. Preparation PPE and Tools and
equipment; setting up and calibrating, maintenance (refer toLO3.1)
6.2 Take the appropriate action where the available equipment and
materials do not meet the requirements of the planting
operations
Equipment and materials refer to LO1.3
Not meeting requirements refer to LO2.2
6.3 Confirm that the growing medium and site is in a condition
ready for planting operations to begin refer to LO2.3 and LO2.4
Learning Outcome 7. Be able to maintain and use equipment during
controlling the clearance of a sites for planting
7.1 Ensure equipment is prepared, used and maintained in a safe
and effective condition Refer to LO1.3 for range of equipment and
materials. Ensure by e.g. planning, monitoring, training and briefing,
adapting to meet changes or incidences of environmental damage
(refer to LO4.2).
Learning Outcome 8. Be able to promote health and safety and
environmental good practice
261
8.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements refer to LO4.1.
8.2 Ensure work is carried out in a manner which minimises
environmental damage refer to LO4.2.
8.3 Manage and dispose of waste in accordance with legislative
requirements and codes of practice refer to LO1.6 and LO4.3.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes 1, 2, 3 and 4
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
managing site clearance and preparation for planting, copies of records, or
reporting forms and witness testimony, answering oral or written questions,
or assignments referenced to the knowledge evidence.
Learning Outcomes 5, 6, 7 and 8
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
work preparing for and maintaining the planting of crops or plants giving
learners the opportunity, first to practice the various tasks involved and then
to be observed correctly doing each task to demonstrate achievement of the
assessment criteria.
Prior to, during and after completion of work managing site clearance and
preparation for planting photographs or video could be taken to provide
evidence of progress. Copies of monitoring record can be used to provide
evidence of quality and rate of work and of sufficiency of evidence.
262
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 5, 6, 7 and 8 together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 1, 2, 3 and 4 link to allow
knowledge evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
263
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference: The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
The Office of Public Information website http://www.opsi.gov.uk has year by year lists of UK Acts and Statutory Instruments
The Department for Environment, Food and Rural Affairs website has up to date information about legislation, codes of practice and
consultations in the horticultural / agricultural sectors The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, hazardous waste, water etc
The website http://www.netregs.gov.uk/ provides helpful guidance about environmental regulations.
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Learners should be directed to relevant publications and websites e.g.
Horticulture Week (www.hortweek.com)
DEFRA website and publications
(http://www.defra.gov.uk/hort/index.htm)
Principles of Horticulture by C.R.BSc Adams, et al / Paperback /
Published 1998
The Complete Book of the Greenhouse by Ian G. Walls, et al /
Paperback / Published 1996
Nursery Management by Harold Davidson, et al / Hardcover / Published
1994
264
Nursery Stock Manual: Grower Manual 1 by Keith Lamb, et al /
Paperback / Published 1995
The Compost Book by David Taylor, et al / Hardcover / Published 1994
A Handbook for Horticultural Students by Peter Dawson
Vegetable Diseases by Steven Koike, Peter Gladders and Albert Paulus
Soil Science and Management by Edward J. Plaster
The Commercial Greenhouse by James William Boodley
Vegetable Brassicas and Related Crucifers by G.R. Dixon and M.H.
Dickson
Greenhouse Operation and Management by Paul Nelson
Farm Horticulture by George W. Wood
See ABC website for further information
265
Prepare For and Maintain the Planting of Crops or
Plants
Unit Reference
H/502/0955
Level
3
Credit Value
6
Guided Learning
Hours
39
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
for organising and maintaining the planting of
crops or plants. The unit is applicable to planting
by hand or by machine and can be either outdoors
or in protected conditions
Learning Outcomes
(1 to 8)
The learner will
Assessment Criteria
(1.1 to 8.3)
The learner can
1. Understand how to
prepare for the
planting of crops or
plants
1.1 Explain the methods for preparing plant
material
1.2 Explain how to select plant material
1.3 Explain how the resources are used effectively
when setting out of crops or plants
2. Understand the
factors which
influence the planting
of crops or plants
2.1 Explain the working methods for carrying out
planting
2.2 Explain how production requirements effect
the time of planting
266
2.3 Explain the relationship of planting to the
crops or plants subsequent growth and
development
2.4 Explain the correct positioning of the plants or
crops in the growing medium covering the
following
Density
Depth
Mix
Orientation
Firmness
2.5 Describe the correct methods for handling
plant material
2.6 Explain the reasons and methods for
maintaining hygiene and avoiding contamination
2.7 Explain the problems which may occur during
planting and how to deal with these
2.8 Explain the records required for management
and legislative purposes and the importance of
maintaining them
3. Understand how to
maintain equipment
3.1 Explain the importance of maintaining
equipment for use
3.2 Describe the methods of maintaining the range
of equipment used
4. Understand
relevant health and
safety legislation and
environmental good
practice
4.1 Summarise current health and safety
legislation, codes of practice and any additional
requirements
4.2 Describe the possible environmental damage
that could occur and how to respond appropriately
267
4.3 Explain the correct and appropriate methods
for disposing of organic and inorganic waste
5. Be able to prepare
for planting crops or
plants
5.1 Ensure the plant material is selected and
prepared in accordance with production
requirements
5.2 Ensure the necessary working methods for
planting are established and clearly communicated
6. Be able to maintain
the planting of crops
or plants
6.1 Ensure that planting takes place at times
which are most conducive to the crops or plants
establishment and growth
6.2 Position crops or plants within the growing
medium in a way which is suitable to the crops or
plants
6.3 Handle plant material in a manner which
optimises establishment, growth and development,
and minimises damage
6.4 Ensure planting is carried out at an appropriate
speed whilst maintaining the quality of production
6.5 Maintain the necessary levels of hygiene at all
times
6.6 Provide clear and accurate information for
recording purposes
7. Be able to maintain
and use relevant
equipment
7.1 Ensure equipment is prepared, used and
maintained in a safe and effective condition
268
8. Be able to promote
health and safety and
environmental good
practice
8.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
8.2 Ensure work is carried out in a manner which
minimises environmental damage
8.3 Manage and dispose of waste in accordance
with legislative requirements and codes of practice
269
Supporting Unit Information
H/502/0955 Prepare For and Maintain the Planting of Crops or Plants - Level
3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3.
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive.
Note 3: The example used in this indicative content is brassica crops grown
in soil outdoors. The same approach should be used for other crops such as
those grown in soil under protection or in growing media in pots, trays or
other containers.
LO1, LO2, LO3 and LO4 are the key area of knowledge for this unit
Learning Outcome 1. Understand how to prepare for the planting of
crops or plants
1.1 Explain the methods for preparing plant material watering,
application of fertilizer, application of pesticide (refer to LO4.1), pulling
and boxing or bunching of bed grown plants, lifting of containers or
trays from propagation area, loading to transport to planting area,
protection during storage and transport.
1.2 Explain how to select plant material true to type, at suitable
growth stage (e.g. plants not too small, too large, presence of flowers),
plant health (colour, pests, diseases or disorders, vigour, appropriate
water content.
270
1.3 Explain how the resources are used effectively when setting out
of crops or plants
planning of planting activities to ensure plants are in suitable condition,
ground preparation is carried out and resources for planting
(equipment, people and materials) are all ready, ensuring equipment is
prepared and set up - refer to LO3
Learning Outcome 2. Understand the factors which influence the
planting of crops or plants
2.1 Explain the working methods for carrying out planting ground
preparation (by hand, pedestrian operated machinery, tractor mounted
equipment), marking out, (with ground marker or lines, bed
forming/marking).
Delivery of plants to site, protection from damage or drying out (shade,
shelter)
Planting by hand –planting using hand tools (dibber, trowel)
Planting by machine – automatic or semi-automatic module planter,
bare root transplanter.
2.2 Explain how production requirements effect the time of planting
nariation of timing according to; type, variety, target harvest date,
market requirements for time, size, quality, location (e.g. sequential
planting of lettuce, use of winter hardy varieties for autumn planting).
2.3 Explain the relationship of planting to the crops or plants
subsequent growth and development rate of establishment and
subsequent growth dependant on: timing of planting – to coincide with
appropriate growth stage of plants, as required by cropping
programme, to make best use of good planting and growing conditions.
Weather and soil conditions – ease of ground preparation and
suitability of tilth for planting and establishment (moisture content,
fineness, firmness), rate of establishment dependant on temperature,
soil moisture, humidity, wind, condition of plants
Ground preparation including management of soil fertility, freedom
from weeds, pests and diseases.
Accuracy and evenness of planting for depth, orientation, spacing in
rows and between rows.
2.4 Explain the correct positioning of the plants or crops in the
growing medium covering the following
271
density varies according to type or crop, variety, season, soil type,
production system (organic, low input, non-organic), requirements of
post planting operations including weed control and harvesting, target
density as identified in cropping programme
depth depends on type of plant (module raised, bare-root) soil type
and preparation, requirements of subsequent operations (inter-row
cultivations, ridging up)
mix other plants within same area; unusual in crop production except
inter-planted crops and under-sowing of green manures
orientation planting upright to ensure straight subsequent growth
firmness degree of firmness from preparation of tilth, method of
planting (hand, machine, type of machine), post planting operations,
brassica crops generally require firm tilth to encourage establishment.
2.5 Describe the correct methods for handling plant material
methods of preparing plant material for planting; watering, application
of fertilizer, application of pesticide, pulling and boxing or bunching of
bed grown plants, lifting of containers or trays from propagation area,
loading to transport to planting area, protection during storage and
transport.
Handling methods for crops and plants to maintain quality; use of
appropriate containers, short-term storage in propagation area and
planting area (protection from heat, wind, rain, pests, damage),
protection during transport (protection from heat, wind, rain, pests,
damage); timing and effectiveness of planting operations, maintenance
of planting equipment, post planting treatments.
2.6 Explain the reasons and methods for maintaining hygiene and
avoiding contamination
reasons reduce incidence and spread of pests, diseases and weeds,
facilitate working in or harvesting the crop, avoiding contamination
from pest, disease, weeds or other source, requirement of legislation,
regulation, certification, assured produce scheme, maintenance of good
practice.
methods removal or burying of previous crop, careful ground and site
preparation, monitoring of plants in propagation, checking of plants
brought from external source, monitoring of the crop and growing area,
removal of infected plant material, removal of potential alternative
hosts in or near the crop (e.g. cruciferous weeds in brassica crops),
working in appropriate soil and weather conditions, cleaning of
272
equipment before, during and after work, use of appropriate PPE - refer
to LO7.1.
2.7 Explain the problems which may occur during planting and how
to deal with these Plants not appropriate for planting (Refer to LO1.1
and LO1.2 for reasons). Action – improve monitoring of plant supplies,
return plants to propagation area or supplier, use alternative source of
plants.
Ground preparation not to required standard for tilth (particle size,
firmness) moisture content, freedom from pest, disease or weeds,
Action – improve monitoring of ground preparation, defer planting until
improvements to preparation of ground have been made.
Weather conditions – too hot, cold, windy or dry, changes during
planting operations. Action – stop work if inappropriate to continue,
wait until conditions improve
Equipment unsuitable or not in proper working order (poorly
maintained see LO3.2, incorrectly set up or calibrated) Action – carry
out repair, setting up or calibration of equipment, in field if possible or
return to workshop.
Staff problems – insufficient numbers, lack of skill Action – planning of
activities, training, selection, improve monitoring of operations.
2.8 Explain the records required for management and legislative
purposes and the importance of maintaining them records
required; ground preparations, plant source, number of plants
deliver/used, timing, spacing, problems encountered, variations from
cropping programme, use of pesticides.
Legal requirement for records - (Use of pesticides, RIDDOR), audit
trails for assured produce schemes, certification, customer
requirement.
Management requirement for records - monitoring of crop, analysis of
yield/output, remedial action, planning for subsequent years.
Recording - handwritten list, checking on order form or picking list,
other format required by organisation. Electronic; hand-held key pad,
barcode scanner, PC laptop.
Learning Outcome 3. Understand how to maintain equipment
3.1 Explain the importance of maintaining equipment for use
improved performance, ensuring correct operation and output,
prolonged life, greater reliability and reduced breakdown time and cost,
273
available for next time required, reduced contamination and crop
damage, reduced wastage.
3.2 Describe the methods of maintaining the range of equipment
used daily checking and cleaning as required of all equipment to
ensure effective operation, lubrications of machinery as directed by
manufacturer, periodic servicing of power units; checking and cleaning
all equipment after use to ensure readiness for next operation.
Learning Outcome 4. Understand relevant health and safety
legislation and environmental good practice
4.1 Summarise current health and safety legislation, codes of
practice and any additional requirements e.g. Management of
Health & Safety at Work Regulations; Environmental Protection e.g.
Environmental Protection Acts; Waste e.g. Hazardous Waste
Regulations; Codes of Practice e.g. Protecting our Water, Soil and Air;
Additional requirements including customer regulations, assured
produce schemes, certification, LOLER, PUWER, StopSafe, Manual
Handling.
4.2 Describe the possible environmental damage that could occur
and how to respond appropriately run-off from growing media
causing pollution of controlled water (Action – care when preparing
media, avoid wet weather, cover crops, store under cover away from
water sources, in event of run-off take steps at a local level to contain
pollution and spread of pollution, notify appropriate bodies e.g.
Environment Agency).
Leaching of nutrient from growing area to controlled water (Action –
limit level of use of nutrient, especially soluble nitrogen).
Use of non-sustainable materials (action – check source of all
materials, reduce use of peat, reduce usage and wastage of all
materials, recycle and re-use).
Damage to non-target organisms by pesticide (Action – minimise use of
pesticides, cultural measures to minimise pest and disease risk,
adherence to current legislation and codes of practice for safe including
the Code of Practice for Using Plant Protection Products).
4.3 Explain the correct and appropriate methods for disposing of
organic and inorganic waste reduce waste removed from growing
area, unwanted plant material composted (unless the material poses a
274
threat to plant health or production process e.g. diseased material or
perennial weeds).
Inorganic waste – wastes from servicing and maintenance of
equipment disposed of in appropriate container; wastage of packing
material and containers minimised and where unavoidable recycled or
disposed of in appropriate container; inorganic waste is carefully
controlled until disposed of through licensed contractor.
Learning Outcome 5. Be able to prepare for planting crops or plants
5.1 Ensure the plant material is selected and prepared in
accordance with production requirements refer to LO1.2 and
LO1.2
5.2 Ensure the necessary working methods for planting are
established and clearly communicated refer to LO2.1, LO2.4,
LO2.5
LO5, LO6, LO7 and LO8 are the key areas of competence for this
unit
Learning Outcome 6. Be able to maintain the planting of crops or
plants
6.1 Ensure that planting takes place at times which are most
conducive to the crops or plants establishment and growth refer
to LO2.4
6.2 Position crops or plants within the growing medium in a way
which is suitable to the crops or plants refer to LO2.2 for details
6.3 Handle plant material in a manner which optimises
establishment, growth and development, and minimises
damage refer to LO2.5
6.4 Ensure planting is carried out at an appropriate speed whilst
maintaining the quality of production rate dependant on method of
planting refer to LO2.1 plant material refer to LO1.2 efficient use of
resources refer to LO1.3
275
6.5 Maintain the necessary levels of hygiene at all times refer to
LO2.6
6.6 Provide clear and accurate information for recording purposes
refer to LO2.8
Learning Outcome 7. Be able to maintain and use relevant
equipment
7.1 Ensure equipment is prepared, used and maintained in a safe
and effective condition e.g. waterproof clothing, steel toe-capped
boots, UV Protection, gloves, aprons, hats. Tools and equipment are
made available, made ready for use and only used for the operation
and in situations as detailed by the manufacturer’s / supplier’s /
supervisor’s instructions, current legislation and codes of practice for
safe:
preparation setting up and calibrating, refer to LO1.1, LO2.1, LO2.5
for examples,
maintenance refer toLO3.2
storage e.g. safe and secure in accordance with manufacturer’s
instructions and current legislation. Maintain records e.g. maintenance
and repairs. Report faults to line manager.
Learning Outcome 8. Be able to promote health and safety and
environmental good practice
8.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements refer to LO4.1
8.2 Ensure work is carried out in a manner which minimises
environmental damage refer to LO4.2
8.3 Manage and dispose of waste in accordance with legislative
requirements and codes of practice refer to LO4.3
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
276
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes 1, 2, 3 and 4
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
managing site clearance and preparation for planting, copies of records, or
reporting forms and witness testimony, answering oral or written questions,
or assignments referenced to the knowledge evidence.
Learning Outcomes 5, 6, 7 and 8
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
work preparing for and maintaining the planting of crops or plants giving
learners the opportunity, first to practice the various tasks involved and then
to be observed correctly doing each task to demonstrate achievement of the
assessment criteria.
Prior to, during and after completion of work managing site clearance and
preparation for planting photographs or video could be taken to provide
evidence of progress. Copies of monitoring record can be used to provide
evidence of quality and rate of work and of sufficiency of evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 5, 6, 7 and 8 together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 1, 2, 3 and 4 link to allow
knowledge evidence to be gathered during the practical activities
277
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
278
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
The Office of Public Information website http://www.opsi.gov.uk has year by year lists of UK Acts and Statutory Instruments
The Department for Environment, Food and Rural Affairs website has up to date information about legislation, codes of practice and
consultations in the horticultural / agricultural sectors The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, hazardous waste, water etc
The website http://www.netregs.gov.uk/ provides helpful guidance about environmental regulations.
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Learners should be directed to relevant publications and websites eg
Horticulture Week (www.hortweek.com)
DEFRA website and publications
(http://www.defra.gov.uk/hort/index.htm)
Principles of Horticulture by C.R.BSc Adams, et al / Paperback /
Published 1998
The Complete Book of the Greenhouse by Ian G. Walls, et al /
Paperback / Published 1996
Nursery Management by Harold Davidson, et al / Hardcover / Published
1994
Nursery Stock Manual: Grower Manual 1 by Keith Lamb, et al /
Paperback / Published 1995
The Compost Book by David Taylor, et al / Hardcover / Published 1994
A Handbook for Horticultural Students by Peter Dawson
Vegetable Diseases by Steven Koike, Peter Gladders and Albert Paulus
Soil Science and Management by Edward J. Plaster
The Commercial Greenhouse by James William Boodley
Vegetable Brassicas and Related Crucifers by G.R. Dixon and M.H.
Dickson
Greenhouse Operation and Management by Paul Nelson
Farm Horticulture by George W. Wood
See ABC website for further information
279
Promote and Monitor the Growth of Crops or
Plants
Unit Reference
Y/502/1181
Level
3
Credit Value
4
Guided Learning
Hours
26
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
for promoting and monitoring the growth and
development of plants and crops. It also covers
the different protection methods and ways of
promoting growth
Learning Outcomes
(1 to 6)
The learner will
Assessment Criteria
(1.1 to 6.1)
The learner can
1. Understand the
factors which promote
the growth of crops or
plants
1.1 Compare the advantages and disadvantages of
different methods for promoting crop or plant
growth and development
1.2 Explain the optimum and amount of time
required to carry out the promotion of crop or plant
growth and development
1.3 Explain the requirements for nutrients and
moisture and how these can be adjusted to
promote growth and development for different
types of crop or plant
280
1.4 Explain the factors which determine the growth
and development of crops or plants and how they
can be influenced to optimise productivity covering
Light
Carbon dioxide
Growth hormones
Nutrients
1.5 Explain methods of promoting the growth and
development of crops or plants covering the
following
Protection from pests and diseases
Weed control measures
Weather protection
Pruning and trimming
Supporting
Feeding
Watering
1.6 Explain appropriate methods of handling plant
material
1.7 Explain the common problems which may
occur and describe the correct actions to be taken
in
1.8 Explain the records required for management
and legislative purposes and the importance of
maintaining them
1.9 Explain the reasons why it is important to
maintain hygiene and describe how this is achieved
2. Understand how to
maintain equipment
2.1 Explain the importance of maintaining
equipment for use
2.2 Describe the methods of maintaining the range
of equipment used
281
3. Understand
relevant health and
safety legislation and
environmental good
practice
3.1 Summarise current health and safety
legislation, codes of practice and any additional
requirements
3.2 Describe the possible environmental damage
that could occur and how to respond appropriately
3.3 Explain the correct and appropriate methods
for disposing of organic and inorganic waste
4. Be able to promote
the growth of crops or
plants through a
number of methods
4.1 Choose and implement at least three methods
for promoting crop growth and development in
accordance with the needs of the crop and
production requirements
Protection from pests and diseases
Weed control measures
Weather protection
Pruning and trimming
Supporting
Feeding
Watering
4.2 Handle plant material in a manner which
optimises growth and development, and minimises
damage
4.3 Provide clear and accurate information for
recording purposes
5. Be able to promote
health and safety and
environmental good
practice
5.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
5.2 Ensure work is carried out in a manner which
minimises environmental damage
5.3 Manage and dispose of waste in accordance
with legislative requirements and codes of practice
282
6. Be able to maintain
and use relevant
equipment
6.1 Ensure equipment is prepared, used and
maintained in a safe and effective condition
283
Supporting Unit Information
Y/502/1181 Promote and Monitor the Growth of Crops or Plants - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3.
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive.
Note 3: Example used in this unit is field grown brassica crops. Similar
process should be applied to other crops are appropriate.
LO1, LO2 and LO3 are the key area of knowledge for this unit
Learning Outcome 1. Understand the factors which promote the
growth of crops or plants
1.1 Compare the advantages and disadvantages of different
methods for promoting crop or plant growth and development
(example is weed control in field grown brassica crops). Use of
herbicides – reduced labour requirements, avoids lack of skilled labour,
quicker response to need, higher cost of materials, risk to non-target
species, requires trained and qualified operator, requires use of tractor
within the growing crop, can cause soil damage, impact on crop plants.
Non-chemical control of weeds – heavy labour demand, requires
sufficient, skilled labour at critical times for hand weeding, more
complex machinery needed (inter-row cultivators, flame weeders,
brush weeders), slower operating speed – takes longer to get through
crop, no herbicide costs, no risk to non-target species, additional
tractor work can increase soil damage, very dependent on weather.
1.2 Explain the optimum and amount of time required to carry out
the promotion of crop or plant growth and development optimum
284
determined by cropping programme (e.g. critical stages for irrigation,
timing of additional nitrogen fertilizer), monitoring of the crop to
identify problems that need action, routine action to reduce weed
competition until crop is established and covers ground, use of
pesticides, crop covers or barriers to prevent damage by pests.
Amount of time will be determined by the complexity and size of the
task, degree of mechanisation available, growth stage of crop.
1.3 Explain the requirements for nutrients and moisture and how
these can be adjusted to promote growth and development for
different types of crop or plant (example is field grown brassica
crops)
Nutrients requirements During propagation – high phosphate (for
root development) increased nitrogen near to planting out, Boron
fertilizer if level likely to be low in field
Field – nutrient hungry crop, heavy application of balanced fertilizer or
farm yard manure in previous autumn, avoid low pH – apply lime prior
to planting especially after heavy dressing of manure, top dressing of
nitrogen, in organic systems should be the first or second (after
potatoes) crop in the rotation.
Moisture requirements during propagation – regular and “on
demand”, significant changes with weather, under watering - wilting,
(temporary during daytime and high temperatures) reduced vigour,
death of plants; Overwatering - loss of nutrient, loss of vigour,
discoloration of leaves, death of plants.
During establishment – lack of water - slow recovery from planting,
higher risk from pest and disease attack, reduced later growth and
yield, total loss of plants, buttoning in cauliflowers. (Action –ground
preparation to avoid moisture loss, irrigation, ensure modules wet).
During growth – shortage of water (drought) - wilting, (temporary
during daytime and high temperatures or permanent) reduced vigour,
death of plants; excess water loss of nutrient, loss of vigour,
discoloration of leaves, death of plants (Action - irrigation at critical
growth stages, adequate drainage, deep cultivation).
1.4 Explain the factors which determine the growth and
development of crops or plants and how they can be influenced
to optimise productivity covering:
Light required for photosynthesis and some responses to day length
and intensity. Increased incident light (duration and intensity)
increases growth rate of plants providing other factors such as water,
285
temperature or carbon dioxide are not limited.
Carbon dioxide required for photosynthesis, increased level of carbon
dioxide increases rate of photosynthesis, increasing the growth rate of
plants providing other factors such as water, temperature or light are
not limited.
Growth hormones naturally occur in all plants controlling most plant
processes, artificial growth hormones used to encourage rooting,
manipulate fruit ripening,
Nutrients pH – optimum pH varies with plant type, brassica crops
prefer high pH (alkaline)
Nitrogen promotes vigorous leaf growth and strong leaf colour
Phosphorous (phosphates) promote root growth
Potassium (potash) – promotes flowering and fruiting.
Boron trace only, deficiency has serious impact on brassica crops
(browning and collapse of stems from centre)
1.5 Explain methods of promoting the growth and development of
crops or plants covering the following
protection from pests and diseases physical; pruning/trimming,
physical barriers, cultivation, manipulation of environment in protected
crops, wind breaks, shading, weeds; Cultural choice of variety, timing
of sowings and planting, management of nutrient and water, use of
pesticides, use of biological control, Irrigation; promoting growth,
reducing stress, reduce impact of pest/disease attack.
weed control measures use of herbicides, use of flame weeders, soil
cultivation mulching; (e.g. composted green waste, straw, manures,
other wastes, paper, cardboard; permeable membranes, gravels, non-
permeable films).
weather protection use of glass, plastic, net and fleece crop covers
to raise temperature of crop, reduce wind-flow over crop and
transpiration loss, reduce wind damage, protect from low
temperatures, snow, rain and hail; Use of hedges and wind-breaks to
reduce wind-flow over crop and transpiration loss, reduce wind
damage.
pruning and trimming removal of damaged material (pest, disease,
physical, senescent), removal of unwanted growth (e.g. high, low or
excessive branches, flower, fruit) shaping to meet customer or
harvesting requirements.
supporting tying to canes, frames or walls with string twine of wires
feeding top dressing with inorganic or organic fertilizer; liquid feeding,
manual and application by machine (broadcast, directed, injected).
286
watering by hand using hoses, cans; Sub-irrigation, drip, seep-hose,
overhead; field scale – mobile systems, rain-guns.
1.6 Explain appropriate methods of handling plant material careful
preparation of growing media, watering and feeding of plants to
maintain healthy growth, monitoring for problems and timely action to
deal with them, provision of shelter and protection where appropriate,
routine, timely and careful trimming and supporting of plants or crops.
1.7 Explain the common problems which may occur and describe
the correct actions to be taken in (example is field grown brassica
crops)
Pests, Cabbage root fly, Aphid, Large and small white butterfly, Slugs,
Rabbit, pigeon
Diseases Mildews, Club-root, Damping off (wirestem)
Actions for pests and diseases – use of pesticides, enhanced
biodiversity and use of biological control, cultural control (e.g. variety,
timing, crop covers and barriers)
Disorders
Weather induced problems (bolting, frost damage) nutrient deficiencies
(e.g. Boron deficiency, Whiptail). Physiological problems (e.g.
blindness)
Actions – timing, fertilizer, selecting out of atypical plants.
Water-logging and drainage problems – loss of root growth (high water
table or compaction) - Actions – deep cultivations, use of bed systems,
site selection
Weeds – competition for light, water, nutrient and space, host for pests
and diseases - Action - Use of herbicides, flame weeders, surface
cultivation, brush weeders, mulching (refer to LO1.5)
1.8 Explain the records required for management and legislative
purposes and the importance of maintaining them Materials
used/remaining, date/time of activities (including use of pesticides);
location of crop or plants, condition of crops or plants, problems
encountered. Written or electronic format or by labelling the media.
Importance of maintaining records - to identify stock levels of materials
to enable re-order, to facilitate repair, to avoid problems with plants or
crops in future, legal (e.g. Code of Practice for Using Plant Protection
Products), to control costs, manage resources and production
programme.
287
1.9 Explain the reasons why it is important to maintain hygiene and
describe how this is achieved
hygiene to reduce incidence of pests and disease, loss or damage to
crops, greater consistency and quality of crop or plant growth,
improved yield, better working conditions, reduce requirement for
maintenance.
achieved by routine monitoring of crops and growing areas, effective
and timely reporting of problems prompt action to resolve, training of
staff, good working practice, use of new and sterile growing media and
containers, cleaning of growing areas between crops, careful selection
and checking of brought-in of plant material.
Learning Outcome 2. Understand how to maintain equipment
2.1 Explain the importance of maintaining equipment for use to
minimise risks. Improved performance, ensuring correct operation and
output, prolonged life, greater reliability and reduced breakdown time
and cost, available for next time required, reduced contamination and
crop damage, reduced wastage.
2.2 Describe the methods of maintaining the range of equipment
used to minimise risks. Routine checking and calibration of all
equipment to ensure effective and efficient operation, lubrications of
machinery as directed by manufacturer, periodic servicing of power
units; checking and cleaning all equipment after use to ensure
readiness for next operation.
Learning Outcome 3. Understand relevant health and safety
legislation and environmental good practice
3.1 Summarise current health and safety legislation, codes of
practice and any additional requirements e.g. Management of
Health & Safety at Work Regulations; Environmental Protection e.g.
Environmental Protection Acts; Waste e.g. Hazardous Waste
Regulations; Codes of Practice e.g. Protecting our Water, Soil and Air;
Nitrogen Sensitive Areas, Additional requirements including customer
regulations, assured produce schemes, certification, LOLER, PUWER,
Stop Safe, Manual Handling.
3.2 Describe the possible environmental damage that could occur
and how to respond appropriately run-off from stored growing
media, composting areas or manure stores causing pollution of
288
controlled water (Action – store under cover away from water sources,
in event of run-off take steps at a local level to contain pollution and
spread of pollution, notify appropriate bodies e.g. Environment Agency)
Leaching of nutrient from growing area to controlled water (Action –
limit level of use of nutrient, especially soluble nitrogen from organic
and inorganic sources, schedule use only when actively growing and
rainfall not expected).
Use of non-sustainable materials (action – check source of all
materials, reduce use of peat, reduce usage and wastage of all
materials, recycle and re-use).
Damage to non-target organisms by pesticide (Action – minimise use of
pesticides, cultural measures to minimise pest and disease risk,
adherence to current legislation and codes of practice for safe including
the Code of Practice for Using Plant Protection Products).
3.3 Explain the correct and appropriate methods for disposing of
organic and inorganic waste
organic waste reduce waste removed from plant area, unwanted
plant material composted (unless the material poses a threat to plant
health e.g. diseased material or perennial weeds).
inorganic waste wastes from servicing and maintenance of equipment
disposed of in appropriate container; wastage of packaging minimised
and where unavoidable recycled or disposed of in appropriate
container; inorganic waste is carefully controlled until disposed of
through licensed.
LO4, LO5 and LO6 are the key areas of competence for this unit
Learning Outcome 4. Be able to promote the growth of crops or
plants through a number of methods
4.1 Choose and implement at least three methods for promoting
crop growth and development in accordance with the needs of
the crop and production requirements (from list below - refer to
LO1.5 for details)
protection from pests and diseases
weed control measures
weather protection
pruning and trimming
supporting
feeding
289
watering
4.2 Handle plant material in a manner which optimises growth and
development, and minimises damage refer to LO1.6
4.3 Provide clear and accurate information for recording purposes
refer to LO1.8
Learning Outcome 5. Be able to promote health and safety and
environmental good practice
5.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements refer to LO3.1
5.2 Ensure work is carried out in a manner which minimises
environmental damage refer to LO3.2
5.3 Manage and dispose of waste in accordance with legislative
requirements and codes of practice refer to LO3.3
Learning Outcome 6. Be able to maintain and use relevant
equipment
6.1 Ensure equipment is prepared, used and maintained in a safe
and effective condition refer to LO2.2 for how to maintain and LO1.5
for range of activities
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes covering knowledge (1, 2 and 3)
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
290
promoting and monitoring the growth of crops or plants, copies of cropping
or maintenance plans or programmes, records, or reporting forms and
witness testimony, answering oral or written questions, or assignments
referenced to the knowledge evidence.
Learning Outcomes covering competence (4, 5 and 6)
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
work promoting and monitoring the growth of crops or plants giving learners
the opportunity, first to practice the various tasks involved and then to be
observed correctly doing each task to demonstrate achievement of the
assessment criteria.
Prior to, during and after completion of work promoting and monitoring the
growth of crops or plants, photographs or video could be taken to provide
evidence of progress. Copies of records can be used to provide evidence of
quality and rate of work and of sufficiency of evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 4, 5, and 6 link together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 1, 2 and 3 to allow knowledge
evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
291
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference:
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
292
The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments The Department for Environment, Food and Rural Affairs website has
up to date information about legislation, codes of practice and consultations in the horticultural / agricultural sectors
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc The website http://www.netregs.gov.uk/ provides helpful guidance
about environmental regulations. The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Learners should be directed to relevant publications and websites eg
Horticulture Week (www.hortweek.com)
DEFRA website and publications
(http://www.defra.gov.uk/hort/index.htm)
Principles of Horticulture by C.R.BSc Adams, et al / Paperback /
Published 1998
The Complete Book of the Greenhouse by Ian G. Walls, et al /
Paperback / Published 1996
Postharvest: an Introduction to the Physiology and Handling of Fruit,
Vegetables and Ornamentals by R. Wills, et al / Paperback / Published
1998
Nursery Management by Harold Davidson, et al / Hardcover / Published
1994
Nursery Stock Manual: Grower Manual 1 by Keith Lamb, et al /
Paperback / Published 1995
The Compost Book by David Taylor, et al / Hardcover / Published 1994
A Handbook for Horticultural Students by Peter Dawson
Cutting Propagation by James L. Gibson and John M. Dole
Vegetable Diseases by Steven Koike, Peter Gladders and Albert Paulus
Soil Science and Management by Edward J. Plaster
The Commercial Greenhouse by James William Boodley
Practical Woody Plant Propagation for Nursery Growers by Bruce
Macdonald
Vegetable Brassicas and Related Crucifers by G.R. Dixon and M.H.
Dickson
Greenhouse Operation and Management by Paul Nelson
Farm Horticulture by George W. Wood
See ABC website for further information
293
Plan and Prepare Growing Media
Unit Reference
K/502/0858
Level
3
Credit Value
6
Guided Learning
Hours
39
Unit Summary
The aim of this unit is to provide the skills,
knowledge and understanding required for
preparing growing media for planting or potting
Learning Outcomes
(1 to 8)
The learner will
Assessment Criteria
(1.1 to 8.1)
The learner can
1. Understand the
preparation of
growing media
1.1 Explain the different properties of the
materials used to prepare growing media covering
Fertiliser
Soil conditioner
Growing media ingredients
1.2 Explain the procedures for obtaining the
materials required
1.3 Explain the different methods used for
collecting and measuring out materials
1.4 Explain different methods of incorporating
ingredients into the growing medium depending on
its use covering
Mixing
Cultivation
294
1.5 Compare the different methods of preparing
growing media in relation to planting requirements
covering
Consistency
Moisture level
Air filled porosity
Required additives
Storage
2. Understand the
factors that affect
preparation and
operations
2.1 Explain the different growing media required
for varying crops and growing conditions and how
this will influence media preparation
2.2 Explain the external factors that affect the
timing of operations and the outcomes
2.3 Explain the reasons for the different storage
conditions for growing media and the need for
hygiene at all times
3. Be able to plan,
obtain and position
materials
3.1 Identify and obtain the correct quantity of
source materials, e.g. fertiliser and bulky
ingredients, for preparing growing media in
accordance with production requirements
3.2 Ensure materials are handled correctly and
safely
3.3 Measure out and position the correct quantities
of materials in accordance with the growing
schedule and the crop
4. Be able to prepare
the growing media
4.1 Incorporate materials into the growing media
in accordance with planting requirements
4.2 Provide clear and accurate information for
recording purposes
295
5. Be able to select,
use and maintain
equipment for
preparing growing
media
5.1 Select appropriate equipment for this area of
work
5.2 Use equipment according to instructions
5.3 Prepare, maintain and store equipment in a
safe and effective working condition
6. Understand
relevant health and
safety legislation and
environmental good
practice
6.1 Explain current health and safety legislation,
codes of practice and any additional requirements
which apply to this area of work
6.2 Describe the possible environmental damage
and how to respond appropriately
6.3 Explain the correct and appropriate methods
for disposing of organic and inorganic waste
6.4 Explain the records required for management
and legislative purposes and the importance of
maintaining them
7. Be able to promote
health and safety and
environmental good
practice
7.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
7.2 Ensure work is carried out in a manner which
minimises environmental damage
7.3 Manage and dispose of waste in accordance
with legislative requirements and codes of practice
8. Understand how to
maintain equipment
8.1 Explain the importance of maintaining
equipment ready for use
296
Supporting Unit Information
K/502/0858 Plan and Prepare Growing Media - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3.
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive.
LO1, LO2, LO6 and LO8 are the key area of knowledge for this unit
LO3, LO4, LO5 and LO7 are the key areas of competence for this
unit
Learning Outcome 1. Understand the preparation of growing media
1.1 Explain the different properties of the materials used to prepare
growing media covering
fertiliser ground limestone, artificial fertilizers (liquids, powders or
granules); straights or compounds, slow release; with or without trace
elements, organic fertilizers, green manures (crops grown to improve
fertility then returned into soil); bulky organic matter containing
nutrients.
soil conditioners bulky organic matter, other materials (sand, clay,
grit, vermiculite, polystyrene chips) green manures.
growing media ingredients peat, loam, green waste, wood products,
coir, other composted material, sand, grit. Additives – fertiliser, lime,
wetting agents, pesticides, specialist additives.
1.2 Explain the procedures for obtaining the materials required
purchase/ordering procedures, storage arrangements, access to stores,
297
recording of materials taken out, used and returned; facilities for
transport to location required.
1.3 Explain the different methods used for collecting and measuring
out materials information from cropping programme, supervisor
organisational procedures, ordering / purchasing, collecting from
storage, methods of safe transport to site – hand, lifting and carrying
equipment, transport aids. Measuring out materials – weighing,
measuring by volume of liquids or solid materials, counting.
Positioning of materials – near to site of usage, safe from damage by
people, vehicles, contamination or water, not causing a trip hazard or
obstruction.
1.4 Explain different methods of incorporating ingredients into the
growing medium depending on its use covering
mixing by hand using mixers (batch or continuous flow)
cultivation by hand using pedestrian operated or tractor mounted
machinery
1.5 Compare the different methods of preparing growing media in
relation to planting requirements covering e.g. preparation of
growing media for use in containers, similar processes can be applied
to ground preparation
consistency evenness within the batch, consistency between
batches
moisture level moisture content of bulky materials use, addition of
water
air filled porosity structure (fine/coarse) of bulky materials, particle
size, type of mixer,
required additives to change the properties of the growing
medium,
storage method (bags, bulk) length of storage, impact on nutrient
and moisture levels
Learning Outcome 2. Understand the factors that affect preparation
and operations
2.1 Explain the different growing media required for varying crops
and growing conditions and how this will influence media
preparation example – peat-reduced compost for potting on trees,
requires to be free draining (large particles, added forest bark),
298
nutrient available for long term crop, heavy to resist toppling in wind,
sterile to prevent weed growth, capable of being elevated and used in
pot filler, added pesticide to control vine weevil.
2.2 Explain the external factors that affect the timing of operations
and the outcomes timing affected by – date required to meet needs
of cropping programme, ability to be stored, availability of labour at
planting time, need for stale seedbeds or consolidation, other pre-
planting activities (such application of herbicides), weather. Outcome –
quality and consistency of material use, soil type, prevailing weather
conditions
2.3 Explain the reasons for the different storage conditions for
growing media and the need for hygiene at all times storage –
bulk (inside or outside), in bulk bags, in individual bags, need for
protection from rain, drying out, contamination, consequent use and
handling method. Hygiene – freedom from contamination by pests,
disease, weeds/weeds seed, soil and other matter, animal wastes;
reasons – avoidance of pests and disease in the crop, reducing weed
load, health impact on operatives
Learning Outcome 3. Be able to plan, obtain and position materials
3.1 Identify and obtain the correct quantity of source materials e.g.
fertiliser and bulky ingredients, for preparing growing media in
accordance with production requirements refer to LO1.1, LO1.2
3.2 Ensure materials are handled correctly and safely refer to LO1.3,
LO1.4
3.3 Measure out and position the correct quantities of materials in
accordance with the growing schedule and the crop refer to
LO1.3
Learning Outcome 4. Be able to prepare the growing media
4.1 Materials (refer to LO1.1) incorporated into the growing media in
accordance with planting requirements by hand, pedestrian
operated machinery or using tractor mounted machinery
299
4.2 Provide clear and accurate information for recording purposes
records required – materials used/remaining, date, time, growing
medium prepared, treatments included in growing media (including use
of pesticides); location of growing media (if other than preparation
site), condition of growing media, problems encountered. Recording in
written or electronic format or by labelling the growing media.
Learning Outcome 5. Be able to select, use and maintain equipment
for preparing growing media
5.1 Select appropriate equipment for this area of work all appropriate
PPE is made available, selected and safely used by all persons e.g.
waterproof clothing, steel toe-capped boots, UV Protection, gloves,
aprons, hats. Tools and equipment (see list below) are made available,
made ready for use and only used for the operation and in situations as
detailed by the manufacturer’s / supplier’s / supervisor’s
instructions, current legislation and codes of practice for safe for range
of equipment.
5.2 Use equipment according to instructions (range of equipment to
include mixers, soil preparation equipment (hand pedestrian operated
machinery, tractor mounted machinery) weighing and measuring
equipment (scales, measures) Appropriate equipment used (see
LO1.3, 1.4 for range of activities).
5.3 Prepare, maintain and store equipment in a safe and effective
working condition
(refer to LO8.1). Maintain records e.g. maintenance and repairs.
Report faults to line manager.
Learning Outcome 6. Understand relevant health and safety
legislation and environmental good practice
6.1 Explain current health and safety legislation, codes of practice
and any additional requirements which apply to this area of
work e.g. Management of Health & Safety at Work Regulations;
Environmental Protection e.g. Environmental Protection Acts; Waste
e.g. Hazardous Waste Regulations; Codes of Practice e.g. Protecting
our Water, Soil and Air; Nitrogen Sensitive Areas, Additional
requirements including customer regulations, assured produce
schemes, certification, LOLER, PUWER, StopSafe, Manual Handling.
300
6.2 Describe the possible environmental damage and how to
respond appropriately Run-off from stored growing media causing
pollution of controlled water (Action – store under cover away from
water sources, in event of run-off take steps at a local level to contain
pollution and spread of pollution, notify appropriate bodies e.g.
Environment Agency). Leaching of nutrient from growing area to
controlled water (Action – limit level of use of nutrient, especially
soluble nitrogen from organic and inorganic sources, schedule use only
when actively growing and rainfall not expected). Use of non-
sustainable materials (action – check source of all materials, reduce
use of peat, reduce usage and wastage of all materials, recycle and re-
use).
6.3 Explain the correct and appropriate methods for disposing of
organic and inorganic waste - Organic waste – reduce waste
removed from plant area, unwanted plant material composted (unless
the material poses a threat to plant health e.g. diseased material or
perennial weeds). Inorganic waste – wastes from servicing and
maintenance of equipment disposed of in appropriate container;
wastage of packaging minimised and where unavoidable recycled or
disposed of in appropriate container; inorganic waste is carefully
controlled until disposed of through licensed.
6.4 Explain the records required for management and legislative
purposes and the importance of maintaining them materials
used/remaining, date, time, growing medium prepared, treatments
included in growing media (including use of pesticides); location of
growing media (if other than preparation site), condition of growing
media, problems encountered. Recording in written or electronic
format or by labelling the growing media.
Importance of maintaining accurate records; to identify stock levels of
ingredients to enable re-order, problems with equipment (to facilitate
repair), ingredients or prepared media (to avoid problems in future),
availability of prepared growing media for production programme.
Required for legal purposes, Code of Practice for Using Plant Protection
Products, for management purposes to control costs, manage
resources and plan for future actions.
Learning Outcome 7. Be able to promote health and safety and
environmental good practice
301
7.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements risk assessment studied and implemented. Work
activities carried out consistently with current legislation (refer to
LO6.1)
7.2 Ensure work is carried out in a manner which minimises
environmental damage (Refer to LO6.2)
7.3 Manage and dispose of waste in accordance with legislative
requirements and codes of practice refer to LO6.3
Learning Outcome 8. Understand how to maintain equipment
8.1 Explain the importance of maintaining equipment ready for use
to minimise risks. Improved performance, ensuring correct operation
and output, prolonged life, greater reliability and reduced breakdown
time and cost, available for next time required, reduced contamination
and crop damage, reduced wastage.
Methods of maintaining equipment ready for use to minimise risks.
Routine checking and calibration of all equipment to ensure effective
and efficient operation, lubrications of machinery as directed by
manufacturer, periodic servicing of power units; checking and cleaning
all equipment (and recharge batteries if appropriate) after use to
ensure readiness for next operation.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes covering knowledge (1, 2, 6 and 8)
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
planning and preparing growing media, copies of records, or reporting forms
302
and witness testimony, answering oral or written questions, or assignments
referenced to the knowledge evidence.
Learning Outcomes covering competence (3, 4, 5, 7)
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
work planning and preparing growing media giving learners the opportunity,
first to practice the various tasks involved and then to be observed correctly
doing each task to demonstrate achievement of the assessment criteria.
Prior to, during and after completion of work planning and preparing growing
media, photographs or video could be taken to provide evidence of progress.
Copies of records can be used to provide evidence of quality and rate of work
and of sufficiency of evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 3, 4, 5 and 7 link together and can
be assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 1, 2, 6 and 8 to allow knowledge
evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
303
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments The Department for Environment, Food and Rural Affairs website has
up to date information about legislation, codes of practice and consultations in the horticultural / agricultural sectors
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc
304
The website http://www.netregs.gov.uk/ provides helpful guidance
about environmental regulations. The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Learners should be directed to relevant publications and websites eg
Horticulture Week (www.hortweek.com)
DEFRA website and publications
(http://www.defra.gov.uk/hort/index.htm)
Principles of Horticulture by C.R. Adams, et al / Paperback / Published
1998
The Complete Book of the Greenhouse by Ian G. Walls, et al /
Paperback / Published 1996
Postharvest: an Introduction to the Physiology and Handling of Fruit,
Vegetables and Ornamentals by R. Wills, et al / Paperback / Published
1998
Nursery Management by Harold Davidson, et al / Hardcover / Published
1994
Nursery Stock Manual: Grower Manual 1 by Keith Lamb, et al /
Paperback / Published 1995
The Compost Book by David Taylor, et al / Hardcover / Published 1994
A Handbook for Horticultural Students by Peter Dawson
Cutting Propagation by James L. Gibson and John M. Dole
Soil Science and Management by Edward J. Plaster
The Commercial Greenhouse by James William Boodley
Practical Woody Plant Propagation for Nursery Growers by Bruce
Macdonald
Greenhouse Operation and Management by Paul Nelson
See ABC website for further information
305
Plan and Collect Propagation Material
Unit Reference
D/502/1182
Level
3
Credit Value
5
Guided Learning
Hours
33
Unit Summary
The aim of this unit is to provide the learner with the knowledge, understanding and skills required to plan
and collect propagation material. The unit covers planning the methods of collecting propagation materials.
There is a separate unit which covers the
identification and naming of plants
Learning Outcomes
(1 to 8)
The learner will
Assessment Criteria
(1.1 to 8.4)
The learner can
1. Understand how to
prepare for the
collection of
propagation material
1.1 Explain the methods of planning the collection
of propagation material and the factors which must
be taken into account
1.2 Explain how the requirements of the
production programme differs depending on the
type(s) of crop(s) or plants produced
1.3 Explain the importance of the timing of
different propagation activities
2. Understand the
methods of
propagation
2.1 Explain the method(s) used for collecting
propagation material covering
Cuttings
306
Budding
Grafting
Micro-propagation
Division
2.2 Explain how to select suitable facilities for
storing the material prior to use and the length of
storage which is required
2.3 Explain how to correctly handle plant material
and the consequences of incorrect handling
3. Understand the
principles of
identification and
naming of plants
3.1 Explain where and how to obtain information
on plants and plant identification
3.2 Explain the principles of botanical
nomenclature
4. Understand the
reasons for
maintaining
equipment
4.1 Explain the importance and methods of
maintaining equipment for use
5. Understand
relevant health and
safety legislation and
environmental good
practice
5.1 Summarise current health and safety
legislation, codes of practice and any additional
requirements
5.2 Describe the possible environmental damage
that could occur and how to respond appropriately
6. Be able to maintain
and use relevant
equipment
6.1 Ensure equipment is prepared, used and
maintained in a safe and effective condition
307
7. Be able to plan the
collection of
propagation material
7.1 Plan the timing of the collection of propagation
material to maximise the success of the operation
and to fit in with the production programme
7.2 Determine the source of the propagation
material and the method of collection in
accordance with the needs of the plant species and
the propagation method
8. Be able to collect
propagation material
8.1 Correctly identify plants from which material is
to be collected
8.2 Handle plant material in a manner which
minimises damage and wastage
8.3 Select and use suitable facilities for the
storage of collected material
8.4 Provide clear and accurate information for
recording purposes
308
Supporting Unit Information
D/502/1182 Plan and Collect Propagation Material - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that
they have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1, LO2, LO3, LO4 and LO5 are the key area of knowledge for this
unit
Learning Outcome 1. Understand how to prepare for the collection
of propagation material
1.1 Explain the methods of planning the collection of propagation
material and the factors which must be taken into account to
meet customer specification, production process, catalogue or other
sales. Options for collection; on-site from plants in bespoke growing
area or garden, stock beds, plants growing on the nursery; removal of
entire plant to propagation area, removal of material from plant or
preparing cutting on site. Factors; quantities and method as required in
the propagation programme, trueness to type, plant health, freedom
from damage, pests disease and disorders, appropriate growth stage,
timing to promote successful propagation and as required by
programme.
1.2 Explain how the requirements of the production programme
differs depending on the type(s) of crop(s) or plants produced
method of propagation (see LO2.1), type of material removed from
plant, age of stock plants, timing of collecting and preparation,
309
availability of propagating facility, (e.g. hazel species. Corylus avellana
is normally propagated by seed or from layering in autumn; varieties
such as ‘Contorta’ and ‘Pendula’ are grown on C. avellana, grafted
under glass in winter or budded in summer)
1.3 Explain the importance of the timing of different propagation
activities availability of suitable material (e.g. softwood during rapid
growth in spring, hard (ripe) wood only available in dormant season),
conditions for rooting and root development (e. g evergreens by semi-
ripe cuttings late summer or early autumn – less liable to moisture loss
and wilting, ample time for roots to establish before the spring)
Learning Outcome 2. Understand the methods of propagation
2.1 Explain the method(s) used for collecting propagation material
covering
cuttings removal of a portion of stem, root or leaf from the parent
plant and encouraging it to develop into a new plant (softwood, semi-
ripe, hardwood, root, leaf)
budding a grafting method used on roses and fruit trees. A well-
developed bud is taken from one plant (the scion) and placed under
the bark of another (the stock).
grafting the artificial union of one part of a plant (the scion) with the
parts of another (the stock). Typically used for apples.
micro-propagation a form of biotechnology when a complete plant
is raised from single cells (usually apical meristem). Used for bulking
up from small amounts of tissue and producing virus free stocks.
division propagation by splitting the root of herbaceous species, by
hand, using a knife or with forks.
2.2 Explain how to select suitable facilities for storing the material
prior to use and the length of storage which is required collecting
material when cool, using opaque white bags, damping down, keeping
in shade, removal to cool storage area or refrigerated store; store must
protect material from loss of moisture and reduce respiration rate by
lowering temperature. Length of storage; influenced by type of plant
material, time of year, weather conditions, storage conditions. Length
of time varies from a few hours (e.g. softwood cuttings of fuchsia) to
several months (e.g. hardwood cuttings of woody species such as
willow, strawberry runners cold stored to be available for June or July
planting).
310
2.3 Explain how to correctly handle plant material and the
consequences of incorrect handling use of appropriate cutting
equipment to avoid damage (e.g. clean sharp knives, clean well
maintained secateurs), prevent moisture loss during collection and
storage, batches kept separate and labelled, delays minimised.
Consequences – reduced efficiency of propagation (lower %age
rooting), complete crop loss, increased risk of disease, slower rooting,
wrong material propagated or mixed material, failure to meet
propagation programme.
Learning Outcome 3. Understand the principles of identification
and naming of plants
3.1 Explain where and how to obtain information on plants and
plant identification supervisor, bed and batch labels on nursery,
plant labels, plant lists, propagation lists, catalogues, books (e.g. RHS
Encyclopaedia of Plants and Flowers), internet.
3.2 Explain the principles of botanical nomenclature
Linnaean Theory, use of binomial system,
families (e.g. Rosaceae)
genus (e.g. Cotoneastr, Sorbus, Malus)
species (e.g. Cotonoeaster frigidus – Himalayan Tree-Cotoneaster,
Sorbus aucuparia – Rowan or Mountain Ash, Malus sylvestris – Crab
Apple),
hybrids (e.g. Cotoneaster X watereri)
varieties (e.g. Apple Gala, Bramley’s Seedling, Crispin)
conventions on writing botanical names
Learning Outcome 4. Understand the reasons for maintaining
equipment
4.1 Explain the importance and methods of maintaining equipment
for use improved performance, ensuring correct operation and output,
prolonged life, greater reliability and reduced breakdown time and cost,
available for next time required, reduced contamination and crop
damage, reduced wastage. Methods of maintaining equipment ready
for use to minimise risks. Routine checking and calibration of all
equipment to ensure effective and efficient operation, lubrications of
machinery as directed by manufacturer, periodic servicing of power
311
units; checking and cleaning all equipment after use to ensure
readiness for next operation.
Learning Outcome 5. Understand relevant health and safety
legislation and environmental good practice
5.1 Summarise current health and safety legislation, codes of
practice and any additional requirements e.g. Management of
Health & Safety at Work Regulations; Environmental Protection e.g.
Environmental Protection Acts; Waste e.g. Hazardous Waste
Regulations; Codes of Practice e.g. Protecting our Water, Soil and Air;
Nitrogen Sensitive Areas, Additional requirements including customer
regulations, assured produce schemes, certification, LOLER, PUWER,
StopSafe, Manual Handling.
5.2 Describe the possible environmental damage that could occur
and how to respond appropriately run-off from stored growing
media causing pollution of controlled water (action – store under cover
away from water sources, in event of run-off take steps at a local level
to contain pollution and spread of pollution, notify appropriate bodies
e.g. Environment Agency). Leaching of nutrient from growing area to
controlled water (action – limit level of use of nutrient, especially
soluble nitrogen). Use of non-sustainable materials (action – check
source of all materials, reduce use of peat, reduce usage and wastage
of all materials, recycle and re-use). Damage to non-target organisms
by pesticide (action – minimise use of pesticides, cultural measures to
minimise pest and disease risk, adherence to current legislation and
codes of practice for safe including the Code of Practice for Using Plant
Protection Products)
LO6, LO7, LO8 and LO9 are the key areas of competence for this
unit
Learning Outcome 6. Be able to maintain and use relevant
equipment
6.1 Ensure equipment is prepared, used and maintained in a safe
and effective condition refer to LO4.1 for how to maintain
312
Learning Outcome 7. Be able to plan the collection of propagation
material
7.1 Plan the timing of the collection of propagation material to
maximise the success of the operation and to fit in with the
production programme refer to LO1.2 + LO1.3
7.2 Determine the source of the propagation material and the
method of collection in accordance with the needs of the plant
species and the propagation method refer to LO1.1
Learning Outcome 8. Be able to collect propagation material
8.1 Correctly identify plants from which material is to be collected
refer to LO1.2 and LO3.1, LO3.2 for correct use of plant naming
8.2 Handle plant material in a manner which minimises damage and
wastage refer to LO2.3
8.3 Select and use suitable facilities for the storage of collected
material refer to LO2.2 for storage facilities and conditions
8.4 Provide clear and accurate information for recording purposes
records to be kept; source of plant material, date, time, amount
collected, number of plants prepared, type, date, who did it,
treatments, location, problems encountered including noting if number
differs from propagation programme requirements and action taken.
Reported to supervisor, manager or propagator either verbally face to
face or by telephone, or by written note or record on propagation
programme. Recorded or reported in writing or electronically. Records
required to ensure adherence to propagation programme, enable action
to be taken in event of shortages of other problems, future
management of crop.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
313
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes covering knowledge (1, 2, 3, 4 and 5)
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
planning and collecting propagation material, copies of cropping or
propagation plans or programmes, records, or reporting forms and witness
testimony, answering oral or written questions, or assignments referenced
to the knowledge evidence.
Learning Outcomes covering competence (6, 7, 8 and 9)
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
work planning and collecting propagation material giving learners the
opportunity, first to practice the various tasks involved and then to be
observed correctly doing each task to demonstrate achievement of the
assessment criteria.
Prior to, during and after completion of work planning and collecting
propagation material, photographs or video could be taken to provide
evidence of progress. Copies of records can be used to provide evidence of
quality and rate of work and of sufficiency of evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1 and 2 link together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 3 and 4 to allow knowledge
evidence to be gathered during the practical activities
314
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
315
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments
The Department for Environment, Food and Rural Affairs website has up to date information about legislation, codes of practice and
consultations in the horticultural / agricultural sectors The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, hazardous waste, water etc
The website http://www.netregs.gov.uk/ provides helpful guidance about environmental regulations.
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Learners should be directed to relevant publications and websites eg.
Horticulture Week (www.hortweek.com)
DEFRA website and publications
(http://www.defra.gov.uk/hort/index.htm)
Principles of Horticulture by C.R.BSc Adams, et al / Paperback /
Published 1998
The Complete Book of the Greenhouse by Ian G. Walls, et al /
Paperback / Published 1996
Postharvest: an Introduction to the Physiology and Handling of Fruit,
Vegetables and Ornamentals by R. Wills, et al / Paperback / Published
1998
Nursery Management by Harold Davidson, et al / Hardcover / Published
1994
Nursery Stock Manual: Grower Manual 1 by Keith Lamb, et al /
Paperback / Published 1995
The Compost Book by David Taylor, et al / Hardcover / Published 1994
A Handbook for Horticultural Students by Peter Dawson
Cutting Propagation by James L. Gibson and John M. Dole
Vegetable Diseases by Steven Koike, Peter Gladders and Albert Paulus
Soil Science and Management by Edward J. Plaster
The Commercial Greenhouse by James William Boodley
Practical Woody Plant Propagation for Nursery Growers by Bruce
Macdonald
316
Vegetable Brassicas and Related Crucifers by G.R. Dixon and M.H.
Dickson
Greenhouse Operation and Management by Paul Nelson
Farm Horticulture by George W. Wood
See ABC website for further information
317
Prepare and Establish Propagation Material
Unit Reference
T/502/1012
Level
3
Credit Value
6
Guided Learning
Hours
39
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
to prepare and establish propagation material. It
covers propagation methods including trimming
and establishing the material in a growing
environment
Learning Outcomes
(1 to 9)
The learner will
Assessment Criteria
(1.1 to 9.3)
The learner can
1. Understand the
methods of preparing
for propagation
1.1 Explain the methods used for preparing and
handling propagation material covering
Trimming cuttings
Splitting divisions
Preparing of stocks
Preparing scions
1.2 Explain why vegetative propagation methods
are used
1.3 Explain the following methods of propagations
Cuttings
Budding
Grafting
Micro-propagation
318
Division
1.4 Explain why it is important to maintain hygiene
during the propagation process and how this is
achieved
1.5 Explain the role of hormone treatments to
encourage rooting or meristem development
2. Understand how to
establish propagation
material in a growing
environment
2.1 Explain the types of rooting media and how
they are prepared and handled
2.2 Explain how to correctly position propagation
material in the growing medium
2.3 Explain the factors which must be taken into
account when planning aftercare
2.4 Explain the types of growing environments
available and their preparation
2.5 Explain the methods for sustaining and
promoting plant development following
propagation
3. Understand the
techniques for
weaning crops or
plants
3.1 Explain the techniques for weaning crops
before transferring into a different environment
covering
Watering
Ventilation
Temperature control
Humidity control
Removal of material damaged by pests or
diseases
Trimming to promote
Appropriate growth formation
Subculturing (micropropagation)
319
4. Know the types of
equipment and
materials required
and how to maintain
them
4.1 Describe the equipment and materials which
will be necessary for preparing for propagation
4.2 Describe methods of maintaining the
equipment ready for use
5. Understand
relevant health and
safety legislation and
environmental good
practice
5.1 Summarise current health and safety
legislation, codes of practice and any additional
requirements
5.2 Describe the possible environmental damage
that could occur and how to respond appropriately
5.3 Explain the correct and appropriate methods
for disposing of organic and inorganic waste
5.4 Explain the records required for management
and legislative purposes and the importance of
maintaining them
6. Be able to maintain
and use relevant
equipment and
materials
6.1 Ensure equipment and materials are prepared,
used and maintained in a safe and effective
condition
7. Be able to prepare
propagation material
7.1 Handle plant material in a manner which
minimises damage and wastage, and optimises
growth
7.2 Select and use a suitable propagation method
7.3 Prepare and treat propagation materials
appropriately
7.4 Provide clear and accurate information for
recording purposes
320
8. Establish
propagation material
in a growing
environment
8.1 Identify and source the materials for preparing
a suitable rooting medium
8.2 Prepare a suitable environment to establish
the propagation material
8.3 position propagation material correctly in the
growing medium and place in a suitable
environment
8.4 Undertake the activities necessary to sustain
and promote plant development after propagation
9. Be able to promote
health and safety and
environmental good
practice
9.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
9.2 Ensure work is carried out in a manner which
minimises environmental damage
9.3 Manage and dispose of waste in accordance
with legislative requirements and codes of practice
321
Supporting Unit Information
T/502/1012 Prepare and Establish Propagation Material - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1, LO2, LO3, LO4 and LO5 are the key area of knowledge for this
unit
Learning Outcome 1. Understand the methods of preparing for
propagation
1.1 Explain the methods used for preparing propagation material
covering
trimming of cuttings cutting to appropriate length, cutting back to
a node or to other area of active growth, removal of part of the
cutting to reduce transpiration loss
splitting of divisions appropriate size of division, removal of long or
excessive roots (or shoots), removal of damaged, diseased or dead
parts of the plant
preparation of stocks lifting from beds, storage, potting on,
removal of side shoots, cutting of top of stock to receive scion
trimming of scions removal of unwanted growth (too long or side
shoots), shaping to match prepared stock
1.2 Explain why vegetative propagation methods are used vegetative
= asexual; genetically identical – uniform and conformity to type,
standardisation of types, rapid development from propagation, many
322
plants do not set seeds, natural vegetative processes are easy to
enhance (e.g. bulbs, runners), rapid increase from small amounts of
material (e.g. by micro-propagation).
1.3 Explain the following methods of propagation
cuttings removal of a portion of stem, root or leaf from the parent
plant and encouraging it to develop into a new plant (softwood, semi-
ripe, hardwood, root, leaf)
budding a grafting method used on roses and fruit trees. A well-
developed bud is taken from one plant (the scion) and placed under
the bark of another (the stock).
grafting the artificial union of one part of a plant (the scion) with the
parts of another (the stock). Typically used for apples.
micro-propagation a form of biotechnology when a complete plant
is raised from single cells (usually apical meristem). Valuable for
bulking up from small amounts of tissue and producing virus free
stocks.
division propagation by splitting the root of herbaceous species.
1.4 Explain why it is important to maintain hygiene during the
propagation process and how this is achieved reduced incidence
of pests and disease, less loss or damage to plants in propagation,
greater consistency and quality of crop or plant growth, improved yield.
Achieved by routine monitoring of plants and propagation areas,
effective and timely reporting of problems and action to resolve,
training of staff, good working practice, use of new and sterile growing
media and containers, cleaning of propagation areas between crops,
careful selection of propagation material
1.5 Explain the role of hormone treatments to encourage rooting or
meristem development natural hormones mainly produced in
growing points (tips, buds). Hormones stimulate rooting – by cutting
near a bud, artificial hormones (increases rate and vigour of vigour,
can stimulate rooting in plants that would not normally produce roots).
Learning Outcome 2. Understand how to establish propagation
material in a growing environment
2.1 Explain the types of rooting media and how they are prepared
and handled must provide moisture, air and some warmth and
anchorage, free from harmful plant pathogens. Types – peat based or
323
peat free growing media, coarse grained improve drainage and
aeration, inert materials (e.g. sand, grit, vermiculite, polystyrene
chips).
Handled – stored in a clean environment to avoid contamination, new
medium for each crop, medium replaced at intervals.
2.2 Explain how to correctly position propagation material in the
growing medium
cuttings depth, orientation, spacing or positioning within the
module/container, growing medium, facility for protection from
moisture loss, temperature variations, pest, disease, physical damage.
budding and grafting choice of field/beds/nursery area, spacing of
stock or size of container, positioning of irrigation system and support
system, positioning of hot air/hot pipe system (for grafting).
micro-propagation appropriate growing media and container, in
growing cabinet/room, removal to growing area, potting up and care as
for cuttings.
division depth, orientation, spacing or positioning within the
module/container, choice of growing medium, facility for protection
from moisture loss, temperature variations, pest, disease, physical
damage.
2.3 Explain the factors which must be taken into account when
planning aftercare depends on method of propagation, type of plant,
time of year, condition of plant material, availability of facility.
2.4 Explain the types of growing environments available and their
preparation open ground, beds, containers (outdoor, protected).
Growing media – refer to LO2.1
Environments – outdoor/protected, shelters, shade houses, polythene
tunnels, glasshouses, growing cabinets and rooms.
Preparation by; cultivation, mixing and adding other material, water
and nutrient; sterilizing, removal of threats to plant health (weeds,
pests, diseases), filling of containers, placing in growing
area/propagation houses.
2.5 Explain the methods for sustaining and promoting plant
development following propagation
Watering use of mist, humidifiers, shading and covers, overhead
irrigation or hand watering.
Temperature and humidity control use of heating, ventilation,
324
shading, thermal screens, windbreaks, root zone warming, graft
heating by hot air or pipe, sealants to prevent drying out of grafts and
budding.
Removal of diseased material routine monitoring of plants, identify
material damaged by disease, pest, drying out, water logging, removal
of damaged material (part of plant, single plant, batch of plants or
entire crop).
Learning Outcome 3. Understand the techniques for weaning crops
or plants
3.1 Explain the techniques for weaning crops before transferring
into a different environmental covering reduce impact of changes
of temperature and humidity, increased water loss from plant, root
damage reducing ability to absorb water, improved light levels
increasing potential for photosynthesis. Methods - changes to existing
environment or removal to intermediate environment.
watering reduction of misting or watering
ventilation gradual increase in the amount and duration of ventilation
or part lifting or removing covers
temperature and humidity control gradual reduction of
temperature, humidity by increasing ventilation
removal of material damaged by pests or diseases, continual
monitoring
trimming to promote appropriate growth formation
subculturing (micro-propagation); gradual reduction of temperature,
removal to sterile growing room, transfer to sterile growing medium
Learning Outcome 4. Know the types of equipment and materials
required and how to maintain them
4.1 Describe the equipment and materials which will be necessary
for preparing for propagation PPE, cutting equipment (knives,
secateurs, specialised graft cutters), irrigation equipment (overhead,
cans, hosepipes, mist systems or humidifiers) protected growing areas
(outdoor/protected areas, sheltered beds, shade houses, polythene
tunnels, glasshouses, growing cabinets and rooms.
4.2 Describe methods of maintaining the equipment ready for use to
avoid contamination of the propagation material, sharpening of cutting
325
equipment; checking and cleaning all facilities after use to ensure
readiness for next operation.
Learning Outcome 5. Understand relevant health and safety
legislation and environmental good practice
5.1 Summarise current health and safety legislation, codes of
practice and any additional requirements e.g. Management of
Health & Safety at Work Regulations; Environmental Protection e.g.
Environmental Protection Acts; Waste e.g. Hazardous Waste
Regulations; Codes of Practice e.g. Protecting our Water, Soil and Air;
Nitrogen Sensitive Areas, Additional requirements including customer
regulations, assured produce schemes, certification, LOLER, PUWER,
StopSafe, Manual Handling.
5.2 Describe the possible environmental damage that could occur
and how to respond appropriately run-off from stored growing
media causing pollution of controlled water (action – store under cover
away from water sources, in event of run-off take steps at a local level
to contain prevent spread pollution, notify appropriate bodies e.g.
Environment Agency).
Leaching of nutrient from growing area to controlled water (action –
limit level of use of nutrient, especially soluble nitrogen).
Use of non-sustainable materials (action – check source of all
materials, reduce use of peat, reduce usage and wastage of all
materials, recycle and re-use).
Damage to non-target organisms by pesticide (action – minimise use of
pesticides, cultural measures to minimise pest and disease risk,
adherence to current legislation and codes of practice for safe including
the Code of Practice for Using Plant Protection Products).
5.3 Explain the correct and appropriate methods for disposing of
organic and inorganic waste organic waste – reduce waste removed
from plant area, unwanted plant material composted (unless the
material poses a threat to plant health e.g. diseased material or
perennial weeds).
Inorganic waste – wastes from servicing and maintenance of
equipment disposed of in appropriate container; wastage of packaging
minimised and where unavoidable recycled or disposed of in
appropriate container; inorganic waste is carefully controlled until
disposed of through licensed contractor.
326
5.4 Explain the records required for management and legislative
purposes and the importance of maintaining them including
propagation activities and success rates
Records; source of plant material, date, time, amount collected,
number of plants prepared, type, date, who did it, treatments, location,
problems encountered including noting if number differs from
propagation programme requirements and action taken.
Reported to supervisor, manager or propagator either verbally face to
face or by telephone, or by written note or record on propagation
programme.
Recorded or reported in writing or electronically.
Records required to ensure adherence to propagation programme,
enable action to be taken in event of shortages of other problems,
future management of crop.
LO6, LO7, LO8 and LO9 are the key areas of competence for this
unit
Learning Outcome 6. Be able to maintain and use relevant
equipment and materials
6.1 Activities undertaken to ensure equipment is prepared, used
and maintained in a safe and effective condition refer to
LO4.1and LO4.2
Learning Outcome 7. Be able to prepare propagation material
7.1 Plant material handled in a manner which minimises damage
and wastage, and optimises growth refer to LO1 for activities
7.2 Suitable propagation methods select and used refer toLO1.3
7.3 Propagation materials prepared and treated appropriately refer
to LO1.1, LO1.3, LO2
7.4 Clear and accurate information gathered and provided for
recording purpose refer to LO5.4
Learning Outcome 8. Establish propagation material in a growing
environment
327
8.1 Materials for preparing a suitable rooting medium identified and
sourced refer to LO2.4
8.2 Suitable environment to establish the propagation material
prepared refer toLO2.4 Propagation material positioned correctly
in the growing medium and placed in a suitable environment
refer to LO2.2 and LO2.4
8.3 Plant development after propagation promoted and sustained
refer to LO2.5
Learning Outcome 9. Be able to promote health and safety and
environmental good practice
9.1 Actions taken to ensure that work is carried out in a way which
promotes health and safety, is consistent with relevant
legislation, codes of practice and any additional requirements
refer to LO5.1
9.2 Actions taken to ensure that work is carried out in a manner
which minimises environmental damage refer to LO5.2
9.3 Waste managed and disposed of in accordance with legislative
requirements and codes of practice refer to LO5.3
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes covering knowledge (1, 2, 3, 4 and 5)
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
preparing and establishing propagation material, copies of cropping or
propagation plans or programmes, records, or reporting forms and witness
328
testimony, answering oral or written questions, or assignments referenced
to the knowledge evidence.
Learning Outcomes covering competence (6, 7, 8 and 9)
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised clearance
preparing and establishing propagation material work giving learners the
opportunity, first to practice the various tasks involved and then to be
observed correctly doing each task to demonstrate achievement of the
assessment criteria.
Prior to, during and after completion of work preparing and establishing
propagation material, photographs or video could be taken to provide
evidence of progress. Copies of records can be used to provide evidence of
quality and rate of work and of sufficiency of evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 6, 7, 8 and 9 link together and can
be assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 1, 2, 3, 4, 5 and 6 to allow
knowledge evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
329
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments
330
The Department for Environment, Food and Rural Affairs website has
up to date information about legislation, codes of practice and consultations in the horticultural / agricultural sectors
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc The website http://www.netregs.gov.uk/ provides helpful guidance
about environmental regulations. The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Learners should be directed to relevant publications and websites eg
Horticulture Week (www.hortweek.com)
DEFRA website and publications
(http://www.defra.gov.uk/hort/index.htm)
Principles of Horticulture by C.R.BSc Adams, et al / Paperback /
Published 1998
The Complete Book of the Greenhouse by Ian G. Walls, et al /
Paperback / Published 1996
Postharvest: an Introduction to the Physiology and Handling of Fruit,
Vegetables and Ornamentals by R. Wills, et al / Paperback / Published
1998
Nursery Management by Harold Davidson, et al / Hardcover / Published
1994
Nursery Stock Manual: Grower Manual 1 by Keith Lamb, et al /
Paperback / Published 1995
The Compost Book by David Taylor, et al / Hardcover / Published 1994
A Handbook for Horticultural Students by Peter Dawson
Cutting Propagation by James L. Gibson and John M. Dole
The Commercial Greenhouse by James William Boodley
Practical Woody Plant Propagation for Nursery Growers by Bruce
Macdonald
Greenhouse Operation and Management by Paul Nelson
See ABC website for further information
331
Plan and Implement Seed Propagation
Unit Reference
Y/502/0855
Level
3
Credit Value
7
Guided Learning
Hours
46
Unit Summary
This unit will provide learners with the skills,
knowledge and understanding required for
planning and managing the propagation of plants
from seed
Learning Outcomes
(1 to 10)
The learner will
Assessment Criteria
(1.1 to 10.4)
The learner can
1. Understand the
planning of seed
propagation
1.1 Explain the factors which influence seed
propagation including timing and availability of
resources
1.2 Describe the contents and requirements of a
propagation programme
1.3 Explain how to estimate quantities of seed and
materials
2. Understand the
factors which
influence seed
propagation
2.1 Explain why texture, drainage, moisture and
nutrient content of growing medium is important
and species related
2.2 Explain how correct timing of propagation can
maximise the success of propagation
332
2.3 Explain the importance of good hygiene in
propagation areas
2.4 Describe different methods of preparing seed
(including soaking, priming, temperature
treatments and scarification) and the suitability of
each for species concerned
2.5 Describe the appropriate immediate aftercare
for different species and different situations e.g.
outdoors or under glass covering
Humidity control
Temperature control
Pricking out
Weed control
Pest or rodent control
2.6 Explain potential problems which may occur
during propagation and how to deal with these
effectively
3. Understand the
need for monitoring
seed propagation
3.1 Explain the crop health problems that can
occur during propagation
3.2 Explain the need to identify and deal with
substandard seedlings
4. Understand the
how to maintain
equipment
4.1 Explain the importance and methods of
maintaining equipment
5. Understand
relevant health and
safety legislation and
environmental good
practice
5.1 Summarise current health and safety
legislation, codes of practice and any additional
requirements
5.2 Describe the possible environmental damage
and how to respond appropriately
333
5.3 Explain the correct and appropriate methods
for disposing of organic and inorganic waste
5.4 Explain the records required for management
and legislative purposes and the importance of
maintaining them
6. Be able to plan
seed propagation
6.1 Prepare a programme of work activities to
maximise the success of the operation
6.2 Calculate and collect the quantities of seed
and growing medium required
7. Be able to
implement seed
propagation
7.1 Prepare the growing medium in accordance
with the requirements of the programme
7.2 Check, store and handle seeds in a way that
minimises damage and maximises viability
7.3 Sow seeds evenly, accurately and at the
correct depth and density for the species
7.4 Provide immediate aftercare to encourage
rapid germination
8. Be able to monitor
germination of seeds
8.1 Identify problems with germination and take
the appropriate remedial action
8.2 Remove and hygienically dispose of unwanted
seedlings
8.3 Accurately identify seedlings suitable for the
next stage of the production process
8.4 Provide suitable post propagation aftercare
conditions
334
8.5 Ensure the following records are completed
accurately
Propagation activities
Success rates
9. Be able to maintain
and use equipment
during seed
propagation
9.1 Ensure equipment is prepared, used and
maintained in a safe and effective condition
10. Be able to
promote health and
safety and
environmental good
practice
10.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
10.2 Ensure work is carried out in a manner which
minimises environmental damage
10.3 Manage and dispose of waste in accordance
with legislative requirements and codes of practice
10.4 Maintain effective working relations with all
relevant people
335
Supporting Unit Information
Y/502/0855 Plan and Implement Seed Propagation - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1, LO2, LO3, LO4 and LO5 are the key area of knowledge for this
unit
Learning Outcome 1. Understand the planning of seed propagation
1.1 Explain the factors which influence seed propagation including
timing and availability of resources timing as required by
cropping/production requirements, instruction from supervisor. Seed
rates and growing medium as required for programme, instruction from
supervisor; availability of staff, growing medium in appropriate
condition, space in propagation house or germinating cabinet.
1.2 Describe the contents and requirements of a propagation
programme could include crop, variety, date of sowing, target date
being ready for customer, propagation method, growing medium,
containers, seed source, number required, seed treatment, sowing rate
(per cell/container or density), covering (if appropriate), post-seeding
treatments, location and conditions for germination, weaning and
growing on, monitoring requirements
1.3 Explain how to estimate quantities of seed and materials
information required from propagation programme. Estimation of seed
336
quantity – target number required, germination rate (seed viability and
seedbed effect), sowing rate (per cell/container or density). Materials -
growing medium, containers, seed treatment, covering (if appropriate),
materials for post-seeding treatment.
Learning Outcome 2. Understand the factors which influence seed
propagation
2.1 Explain why texture, drainage, moisture and nutrient content of
growing medium is important and species related
texture sufficiently fine to fill container, maintaining good contact with
seeds, degree of fineness will depend on seed size and type
moisture content sufficient to initiate germination and support
seedling growth according to needs of species
drainage to ensure sufficient air-space in the compost at all times
nutrient content low not to inhibit germination but sufficient to
support growth of seedlings.
2.2 Explain how correct timing of propagation can maximise the
success of propagation seed – ripe, viable, type and variety
available, not dormant, treated as necessary (refer to LO2.4). Facility
– area prepared and to appropriate hygiene standards, growing
medium and containers ready, growing area or germination room
available. Staff issues – staff available with appropriate skills and
knowledge.
2.3 Explain the importance of good hygiene in propagation areas
reduce incidence of pests and disease, less loss or damage to crops,
greater quality of seedlings, improved output from unit. Regular
cleaning of propagation areas, use of sterile containers and growing
media, removal of damaged or diseased plant material, limited access
to propagation area.
2.4 Describe different methods of preparing seed (including
soaking, priming, temperature treatments and scarification)
and the suitability of each for species concerned soaking (hot
soak, cold soak, long or short term, softening of seed coat, removal of
chemicals) e.g. – Pittosporum (cold soak), Cytisus (hot soak).
Priming (pre-germination, separation, drying or pre-soaking) e.g. -
valuable for brassica crops for module raising, quicker germination,
increased percentage (up to 100%) e.g. Primula (pre-germination)
337
Brassica (Priming)
Temperature treatments (heat treatment to reduce disease, cold and
cold/warm moist treatments to break dormancy) e.g. - Acer (cold
treatment).
Scarification (nicking, chipping, abrasion with sand/grit, hot water, acid
dip) e.g. – Camellia, Paeonia.
2.5 Describe the appropriate immediate aftercare for different
species and different situations e.g. outdoors or under glass
covering
humidity control by watering before or after sowing, germinating
room, cover with fleece or plastic, watering during and after
germination, removal of cover, removal from the germinating area,
ventilation of the growing area
temperature control; germinating room, greenhouse, (heating,
ventilation), shading, crop covers (fleece, plastic or other material)
pricking out (protected crops only area) by hand or mechanically;
pricking out of seedlings or plugs into cell trays, pots and other
containers; mechanical pricking out of plugs for crops grown in trays or
in plugs
weed control use of sterile growing media, ground preparation,
sterilised seed beds, stale seed beds, pre-emergence herbicides, post-
emergence herbicides, hand weeding and hoeing, mechanical weeding
and inter-row cultivation, flame weeders
pest or rodent control barriers and screens, pesticides and
deterrents, trapping, natural predators and biological control.
2.6 Explain potential problems which may occur during propagation
and how to deal with these effectively crop health problems; soil,
seed, water or airborne diseases; drying out, water logging; nutrient
deficiency or toxicity; competition from weed, pests. Methods of
dealing problems effectively - routine and accurate monitoring, good
hygiene (refer to LO2.3), use of suitable PPE (refer to LO4.1), careful
manipulation of temperature (see LO2.5ii) and humidity (LO2.5i), use
of appropriate plant protection material (if appropriate).
Learning Outcome 3. Understand the need for monitoring seed
propagation
338
3.1 Explain the crop health problems that can occur during
propagation refer to LO2.6 examples of diseases – Pythium,
Phytophthora spp, Rhizoctonia.
3.2 Explain the need to identify and deal with substandard
seedlings identify as; undersized, oversized, damaged by pest,
disease or mechanical, wrong type, etiolated, affected by disorder,
discoloured. Dealt with by; identify cause and rectify (e.g. nutrient
deficiency corrected by liquid feeding) take action to remove pest
causing problem (use pesticide, pick off, trap, erect barriers) remove
substandard seedlings, tray or batch as appropriate.
Learning Outcome 4. Understand the how to maintain equipment
4.1 Explain the importance and methods of maintaining equipment
improved performance, ensuring correct operation and output,
prolonged life, greater reliability and reduced breakdown time and cost,
available for next time required, reduced contamination and crop
damage, reduced wastage.
Methods of maintaining equipment ready for use to minimise risks.
Routine checking and calibration of all equipment to ensure effective
and efficient operation, lubrications of machinery as directed by
manufacturer, periodic servicing of power units; checking and cleaning
all equipment (and recharge batteries if appropriate) after use to
ensure readiness for next operation. Includes PPE e.g. waterproof
clothing, steel toe-capped boots, UV Protection, gloves, aprons, hats.
Learning Outcome 5. Understand relevant health and safety
legislation and environmental good practice
5.1 Summarise current health and safety legislation, codes of
practice and any additional requirements e.g. Management of
Health & Safety at Work Regulations; Environmental Protection e.g.
Environmental Protection Acts; Waste e.g. Hazardous Waste
Regulations; Codes of Practice e.g. Protecting our Water, Soil and Air;
Nitrogen Sensitive Areas, Additional requirements including customer
regulations, assured produce schemes, certification, LOLER, PUWER,
StopSafe, Manual Handling.
339
5.2 Describe the possible environmental damage and how to
respond appropriately run-off from stored growing media causing
pollution of controlled water (action – store under cover away from
water sources, in event of run-off take steps at a local level to contain
pollution and spread of pollution, notify appropriate bodies e.g.
Environment Agency). Leaching of nutrient from growing area to
controlled water (action – limit level of use of nutrient, especially
soluble nitrogen from organic and inorganic sources, schedule use only
when actively growing and rainfall not expected).
Use of non-sustainable materials (action – check source of all
materials, reduce use of peat, reduce usage and wastage of all
materials, recycle and re-use).
Damage to non-target organisms by pesticide (action – minimise use of
pesticides, cultural measures to minimise pest and disease risk,
adherence to current legislation and codes of practice for safe including
the Code of Practice for Using Plant Protection Products).
5.3 Explain the correct and appropriate methods for disposing of
organic and inorganic waste - organic waste – reduce waste
removed from plant area, unwanted plant material composted (unless
the material poses a threat to plant health e.g. diseased material or
perennial weeds). Inorganic waste – wastes from servicing and
maintenance of equipment disposed of in appropriate container;
wastage of packaging minimised and where unavoidable recycled or
disposed of in appropriate container; inorganic waste is carefully
controlled until disposed of through licensed contractor.
5.4 Explain the records required for management ad legislative
purposes and the importance of maintaining them materials
used/remaining, date, time, growing medium prepared, treatments
included in growing media (including use of pesticides); location of
growing sown crop or plants, condition of sown seeds, problems
encountered
Recording in written or electronic format or by labelling the growing
media
Importance of maintaining accurate records.
To identify stock levels of ingredients to enable re-order, problems with
equipment (to facilitate repair), seeds or other materials including
containers (to avoid problems in future), availability of seeds for
production programme. Required for legal purposes, Code of Practice
for Using Plant Protection Products, for management purposes to
340
control costs, manage resources and plan for future actions, to manage
propagation and production programme.
LO6, LO7, LO8, LO9 and LO10 are the key areas of competence for
this unit
Learning Outcome 6. Be able to plan seed propagation
6.1 Prepare a programme of work activities to maximise the
success of the operation refer to LO1.2 LO1.3 for range of activities.
6.2 Calculate and collect the quantities of seed and growing
medium required refer to LO6.1. Growing medium required for the
plan collected (refer to LO2.1, LO2.3).
Learning Outcome 7. Be able to implement seed propagation
7.1 Prepare the growing medium in accordance with the
requirements of the programme refer to LO6.1 and LO12, LO1.3.
7.2 Check, store and handle seeds in a way that minimises damage
and maximises viability refer to LO2.4, LO2.5.
7.3 Sow seeds evenly, accurately and at the correct depth and
density for the species refer to LO1.2, LO1.3.
7.4 Provide immediate aftercare to encourage rapid germination
refer to LO2.5
Learning Outcome 8. Be able to monitor germination of seeds
8.1 Problems with germination identified refer to LO3.1, LO2.6 and
appropriate remedial action taken refer to LO3.2.
8.2 Remove and hygienically dispose of unwanted seedlings refer to
LO3.2, LO5.3.
8.3 Accurately identify seedlings suitable for the next stage of the
production process true to type, at appropriate growth stage, free
from damage by pests or disease or mechanically, free from disorders -
refer to LO3.1 & LO2.6.
341
8.4 Provide suitable post propagation aftercare conditions - refer to
LO2.3, LO2.5.
8.5 Ensure the following records are completed accurately
propagation activities
success rates
refer to LO5.4.
Learning Outcome 9. Be able to maintain and use equipment during
seed propagation
9.1 Ensure equipment is prepared, used and maintained in a safe
and effective condition tools and equipment are made available,
made ready for use and only used for the operation and in situations as
detailed by the manufacturer’s / supplier’s / supervisor’s instructions,
current legislation and codes of practice for safe for range of equipment
(refer to LO4.1 for range of equipment; refer to LO7.3, LO7.4 for range
of activities).
Learning Outcome 10. Be able to promote health and safety and
environmental good practice
10.1 Work in a way which promotes health and safety, is
consistent with relevant legislation, codes of practice and any
additional requirements refer to LO5.1.
10.2 Ensure work is carried out in a manner which minimises
environmental damage refer to LO5.2.
10.3 Manage and dispose of waste in accordance with legislative
requirements and codes of practice refer to LO5.3
10.4 Maintain effective working relations with all relevant people
maintained by; communication, fair treatment of individuals and
groups, providing relaxant and timely information, open discussion,
pleasant and conducive working environment. Relevant people;
colleagues and team members, supervisors, customers, third parties.
342
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes covering knowledge (1, 2, 3, 4, and 5)
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
planning and implementing seed propagation, copies of propagation plans
or programmes, records, or reporting forms and witness testimony,
answering oral or written questions, or assignments referenced to the
knowledge evidence.
Learning Outcomes covering competence (6, 7, 8, 9, and 10)
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
work planning and implementing seed propagation giving learners the
opportunity, first to practice the various tasks involved and then to be
observed correctly doing each task to demonstrate achievement of the
assessment criteria.
Prior to, during and after completion of work planning and implementing
seed propagation, photographs or video could be taken to provide evidence
of progress. Copies of records can be used to provide evidence of quality and
rate of work and of sufficiency of evidence
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
343
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 6, 7, 8, 9 and 10 link together and
can be assessed practically by observation or by generation of diverse
evidence. These could also link to Learning Outcomes 1, 2, 3, 4, and 5 to
allow knowledge evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
344
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments The Department for Environment, Food and Rural Affairs website has
up to date information about legislation, codes of practice and consultations in the horticultural / agricultural sectors
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc
The website http://www.netregs.gov.uk/ provides helpful guidance about environmental regulations.
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Learners should be directed to relevant publications and websites eg.
Horticulture Week (www.hortweek.com)
DEFRA website and publications
(http://www.defra.gov.uk/hort/index.htm)
Principles of Horticulture by C.R. Adams, et al / Paperback / Published
1998
The Complete Book of the Greenhouse by Ian G. Walls, et al /
Paperback / Published 1996
Nursery Management by Harold Davidson, et al / Hardcover / Published
1994
Nursery Stock Manual: Grower Manual 1 by Keith Lamb, et al /
Paperback / Published 1995
The Compost Book by David Taylor, et al / Hardcover / Published 1994
A Handbook for Horticultural Students by Peter Dawson
Vegetable Diseases by Steven Koike, Peter Gladders and Albert Paulus
Soil Science and Management by Edward J. Plaster
The Commercial Greenhouse by James William Boodley
Vegetable Brassicas and Related Crucifers by G.R. Dixon and M.H.
Dickson
346
Plan and Monitor Harvesting Operations
Unit Reference
R/502/0952
Level
3
Credit Value
6
Guided Learning
Hours
39
Unit Summary
The aim of this unit is to provide the learner with the knowledge, understanding and skills required
for planning and maintaining the harvesting of crops.
The unit covers determining the resource requirement and working methods of harvesting
could be carried out manually and mechanically depending on the type of crops.
This unit does not cover collecting plants for
despatch or sale as this is covered in a separate
unit
Learning Outcomes
(1 to 8)
The learner will
Assessment Criteria
(1.1 to 8.3)
The learner can
1. Understand how to
plan the harvesting of
crops
1.1 Explain the factors to be considered when
preparing a harvesting plan covering how to
determine the human, financial, material and
equipment resources necessary
1.2 Explain the methods and conventions for
presenting plans covering written and spoken
1.3 Explain the importance of timescales within
which harvesting must take place
347
1.4 Explain the relationship between production
requirements, planning and harvesting the crops
2. Understand the
harvesting of crops
2.1 Explain how to identify crops which are ready
for harvesting
2.2 Explain the actions to take when the crop is
not ready for harvesting
2.3 Describe the variations of harvesting methods
which are used depending on the crop
2.4 Explain the adjustments to harvesting methods
which may be required in relation to environmental
conditions and use of resources
2.5 Explain how to maintain the quality of the
product and minimise adverse damage
2.6 Describe the problems which may arise during
harvesting and explain how these may be resolved
2.7 Explain the methods for maintaining hygiene
during harvesting
2.8 Explain the reasons and systems of record
keeping
3. Know the current
health and safety
legislation and
environmental good
practice
3.1 Outline the current health and safety
legislation, codes of practice and any additional
requirements, which apply to this area of work
3.2 Describe how environmental damage can be
minimised
3.3 Describe the correct methods for disposing of
organic and inorganic waste
348
4. Know the types of
equipment required
and how to maintain
them
4.1 Describe the methods of maintaining the
equipment which will be necessary for the
harvesting of crops
5. Be able to select,
use and maintain
equipment and
resources
5.1 Select and use appropriate equipment for this
area of work
5.2 Ensure equipment is prepared, maintained and
stored in a safe and effective working condition
6. Be able to plan the
harvesting of crops
6.1 Construct and present a harvesting schedule
6.2 Confirm that the crop is in a condition ready
for harvesting
6.3 Establish the availability of resources required
for harvesting operations: human, financial,
material and equipment
7. Be able to maintain
the harvesting of
crops
7.1 Ensure harvesting methods and processes are
effective, efficient, and in accordance with
production requirements
7.2 Establish relevant measures to maintain
hygiene during harvesting
7.3 Ensure plans achieve the best balance between
production requirements and constraints on the
harvesting operations including
Environmental conditions
Resource difficulties
Crop condition
Health and safety issues
349
8. Be able to work
safely and minimise
environmental
damage
8.1 Work in a way which maintains health and
safety and is consistent with current legislation,
codes of practice and any additional requirements
8.2 Carry out work in a manner which minimises
environmental damage
8.3 Dispose of waste safely and correctly
350
Supporting Unit Information
R/502/0952 Plan and Monitor Harvesting Operations - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
Note 3: Example used in this unit is harvesting of field grown cauliflower
crops using a harvesting rig. Similar process should be applied to other crops
are appropriate
LO1, LO2 LO3 and LO4 are the key area of knowledge for this unit
Learning Outcome 1. Understand how to plan the harvesting of
crops
1.1 Explain the factors to be considered when preparing a
harvesting plan covering how to determine the human,
financial, material and equipment resources necessary access to
the site and crop within the site, choice of equipment and appropriate
maintenance prior to and during operations to reduce breakdowns and
damage to crops, staff available, staff training and supervision of staff
to avoid damage to crops, wastage and to maintain acceptable rates of
operation, weather and ground conditions during operations; customer
requirements, timing, quantity, materials required
1.2 Explain the methods and conventions for presenting plans
covering written and spoken organisational planning for crop
production, separate harvesting operation, co-ordination with other
351
activities on production unit, management structure for harvesting
(operatives, supervisors, quality assurance, line manager), time scale
Presented as written plan, an electronic programme, verbally
presented to operatives)
1.3 Explain the importance of timescales within which harvesting
must take place to meet customer requirements, when crop ready
to harvest, make best use of good weather or soil conditions, optimise
use of machinery, staff, transport, packing and handling facility,
storage facility
1.4 Explain the relationship between production requirements,
planning and harvesting the crops (refer to LO1.1, LO1.2, LO1.3)
Learning Outcome 2. Understand the harvesting of crops
2.1 Explain how to identify crops which are ready for harvesting by;
size, weight, size, colour, maturity, weather and ground conditions,
freedom from damage by pest, disease or disorder.
2.2 Explain the actions to take when the crop is not ready for
harvesting delay harvest, find alternative crop to harvest, inform
supervisor, sale person, customer
2.3 Describe the variations of harvesting methods which are used
depending on the crop hand harvest for leafy crops, picking over to
select part of the plant (e.g. broad beans, cut and come again lettuce,
brussel sprouts) selective harvest of complete plant, (lettuce, cabbage,
cauliflower), complete harvest of crop (Brussels sprouts on the stem for
sale or mechanised stripping, lifting and bunching carrots) Lifting
(manual or mechanised) of root crops (e.g. potatoes, carrots)
2.4 Explain the adjustments to harvesting methods which may be
required in relation to environmental conditions and use of
resources timing, degree of mechanisation (hand operation,
mechanically assisted, use of complete harvesters and harvesting rigs),
use of permanent, casual or contract labour, Choice of material to
harvest
2.5 Explain how to maintain the quality of the product and minimise
adverse damage governed by timeliness, harvest conditions
352
(temperature, water content), correct use of harvesting aids and skill
level of operators, post-harvest handling to avoid degradation, control
of temperature and humidity during field storage and transport to
packhouse or sales area
2.6 Describe the problems which may arise during harvesting and
explain how these may be resolved
difficulties in accessing the site and crop within the site. Avoid by
choice of site, timeliness, use of appropriate machinery and
equipment.
breakdowns and damage to crops by equipment. Correct choice of
equipment and appropriate maintenance prior to and during
operations to reduce breakdowns and damage to crops.
staff training and supervision of staff to avoid damage to crops,
wastage and to maintain acceptable rates of operation
monitoring weather and ground conditions during operations;
changing working practice in response to adverse changes in weather
(rainfall, lightening, frost, high temperatures, wind)
changing working practice in response to changes in ground
conditions (wet ground and waterlogging, frost, damage to structure
by machinery, damage and contamination to crops)
2.7 Explain the methods for maintaining hygiene during harvesting
reducing causes of contamination; use of appropriate clothing/PPE
(refer to LO5.1), soil, weeds and damaged plant material. Impact on
harvest rate, product quality, storage and sale value. Prevention of
contamination by appropriate crop spacing, mechanisation, skill of
operators.
2.8 Explain the reasons and systems of record keeping used for
management of future cropping, planning of marketing, crop yields,
inputs to storage, customer required audit trails. Records of,
harvesting; field and gang records, quantity, timing, quality; reporting
in person face to face or by telephone, or recording by written notes or
approved recording form or electronically as required by the
organisation; report to include details of harvested amounts and timing
by area, variety, person, team as appropriate; and problems arising.
Learning Outcome 3. Know the current health and safety legislation
and environmental good practice
353
3.1 Outline the current health and safety legislation, codes of
practice and any additional requirements, which apply to this
area of work e.g. Management of Health & Safety at Work
Regulations; Environmental Protection e.g. Environmental Protection
Acts; Waste e.g. Hazardous Waste Regulations; Codes of Practice e.g.
Protecting our Water, Soil and Air; Nitrogen Sensitive Areas, Additional
requirements including customer regulations, assured produce
schemes, certification, LOLER, PUWER, StopSafe, Manual Handling.
3.2 Describe how environmental damage can be minimised run-off
and erosion from crops areas and access routes during harvest
operations, damage to soil structure from harvesting the crops (Action
– choice of site for crops grown to harvest in winter, planning of
harvesting operations to avoid wet weather, under-sowing, manual
operations, use of track-laying vehicles). Run-off crop storage areas or
stored waste causing pollution of controlled water (Action – reduce
wastage, store under cover away from water sources, in event of run-
off take steps at a local level to contain pollution and spread of
pollution, notify appropriate bodies e.g. Environment Agency). Run-off
from washing and processing operations (action – recycling of water,
separation lagoons). Use of non-sustainable materials (action – check
source of all materials, reduce use of water, reduce usage and wastage
of all materials, recycle and re-use).
3.3 Describe the correct methods for disposing of organic and
inorganic waste reduce waste removed from crop area, unwanted
plant material composted (unless the material poses a threat to plant
health e.g. diseased material or perennial weeds). Inorganic waste –
wastes from servicing and maintenance of equipment disposed of in
appropriate container; wastage of packaging minimised and where
unavoidable recycled or disposed of in appropriate container; inorganic
waste is carefully controlled until disposed of through licensed
Learning Outcome 4. Know the types of equipment required and
how to maintain them
4.1 Describe the methods of maintaining the equipment which will
be necessary for the harvesting of crops
Hand tools – knives, secateurs, forks, spades
Harvesting aids – trolleys, trailers, harvesting rigs,
Harvesters – root harvesters, lifters,
354
Transport aids – tractors and trailers, ATVs with or without trailer, fork
lift trucks
Methods of maintaining equipment ready for use to minimise risks.
Routine checking of all equipment to ensure effective and efficient
operation, lubrications of machinery as directed by manufacturer,
periodic servicing of power units; checking and cleaning all equipment
after use to ensure readiness for next operation.
LO5, LO6, LO7 and LO8 are the key areas of competence for this
unit
Learning Outcome 5. Be able to select, use and maintain equipment
and resources
5.1 Select and use appropriate equipment for this area of work e.g.
waterproof clothing, steel toe-capped boots, UV Protection, gloves,
aprons, hats. Tools and equipment are made available and only used
for the operation and in situations as detailed by the manufacturer’s /
supplier’s / supervisor’s instructions, current legislation and codes of
practice
5.2 Ensure equipment is prepared, maintained and stored in a safe
and effective working condition (refer to LO4.1 for range of
equipment): Preparation e.g. knives are clean and sharp, harvesting
rig is cleaned, routine and periodic service carried out as recommended
by the manufacturer (check oil levels, grease, change oil) and
refuelled, rig loaded with boxes/pallets/wrapping materials as
appropriate, trailers are clean and in safe working order, brakes and
lights checked
Maintenance e.g. monitoring, cleaning, sharpening and oiling during
and after use
Storage e.g. tools and materials returned to secure store, machinery
returned to safe area (yard or depot) or stored in field as appropriate,
Maintain records e.g. maintenance and repairs. Report faults to line
manager.
Learning Outcome 6. Be able to plan the harvesting of crops
6.1 Construct and present a harvesting schedule refer to LO1.4 for
detail.
355
6.2 Confirm that the crop is in a condition ready for harvesting refer
to LO2.1 e.g. sufficient heads are in range of size and quality required
for packing
6.3 Establish the availability of resources required for harvesting
operations: human, financial, material and equipment refer to
LO1.4 for detail e.g. sufficient suitably skilled staff for cutting, packing
and quality assurance, liaison with marketing to identify quantity and
quality required, refer to LO5.2 for tools and equipment.
Learning Outcome 7. Be able to maintain the harvesting of crops
7.1 Ensure harvesting methods and processes are effective,
efficient, and in accordance with production requirements refer
to LO2.3 e.g. staff training, instructions to harvesting team to identify
quality and size requirements, monitoring of packed product, labelling.
7.2 Establish relevant measures to maintain hygiene during
harvesting refer to LO2.7 e.g. protective clothing, avoidance of
extremely wet conditions, provision of washing facilities on rig.
7.3 Ensure plans achieve the best balance between production
requirements and constraints on the harvesting operations
including:
environmental conditions refer to LO1.1, LO2.6
resource difficulties refer to LO2.6, LO5.1, LO5.2
crop condition refer to LO2.1
health and safety issues refer to LO3.2
Learning Outcome 8. Be able to work safely and minimise
environmental damage
8.1 Actions taken to ensure that work is carried out in a way which
promotes health and safety, is consistent with relevant
legislation, codes of practice and any additional requirements
refer to LO3.1
8.2 Actions taken to ensure that work is carried out in a manner
which minimises environmental damage refer to LO3.2
356
8.3 Waste managed and disposed of in accordance with legislative
requirements and codes of practice refer to LO3.3
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes covering knowledge (1, 2, 3 and 4)
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
planning and maintaining harvesting operations, copies of cropping or
harvesting plans or programmes, records, or reporting forms and witness
testimony, answering oral or written questions, or assignments referenced
to the knowledge evidence.
Learning Outcomes covering competence (5, 6, 7, and 8)
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
work planning and maintaining harvesting operations giving learners the
opportunity, first to practice the various tasks involved and then to be
observed correctly doing each task to demonstrate achievement of the
assessment criteria.
Prior to, during and after completion of work planning and maintaining
harvesting operations, photographs or video could be taken to provide
evidence of progress. Copies of records can be used to provide evidence of
quality and rate of work and of sufficiency of evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
357
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 5, 6, 7 and 8 link together and can
be assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 1, 2, 3 and 4 to allow knowledge
evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
358
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications
The Office of Public Information website http://www.opsi.gov.uk has year by year lists of UK Acts and Statutory Instruments
The Department for Environment, Food and Rural Affairs website has up to date information about legislation, codes of practice and
consultations in the horticultural / agricultural sectors The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, hazardous waste, water etc
The website http://www.netregs.gov.uk/ provides helpful guidance about environmental regulations.
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Learners should be directed to relevant publications and websites eg
Horticulture Week (www.hortweek.com)
DEFRA website and publications
(http://www.defra.gov.uk/hort/index.htm)
Principles of Horticulture by C.R. Adams, et al / Paperback / Published
1998
The Complete Book of the Greenhouse by Ian G. Walls, et al /
Paperback / Published 1996
Postharvest: an Introduction to the Physiology and Handling of Fruit,
Vegetables and Ornamentals by R. Wills, et al / Paperback / Published
1998
Nursery Management by Harold Davidson, et al / Hardcover / Published
1994
Nursery Stock Manual: Grower Manual 1 by Keith Lamb, et al /
Paperback / Published 1995
The Compost Book by David Taylor, et al / Hardcover / Published 1994
A Handbook for Horticultural Students by Peter Dawson
Cutting Propagation by James L. Gibson and John M. Dole
Vegetable Diseases by Steven Koike, Peter Gladders and Albert Paulus
359
Soil Science and Management by Edward J. Plaster
The Commercial Greenhouse by James William Boodley
Practical Woody Plant Propagation for Nursery Growers by Bruce
Macdonald
Vegetable Brassicas and Related Crucifers by G.R. Dixon and M.H.
Dickson
Greenhouse Operation and Management by Paul Nelson
Farm Horticulture by George W. Wood
See ABC for further information
360
Prepare and Store Harvested Crops
Unit Reference
Y/502/0953
Level
3
Credit Value
6
Guided Learning
Hours
39
Unit Summary
The aim of this unit is to provide the learner with the
knowledge, understanding and skills required to
prepare harvested crops following harvesting
Learning Outcomes
(1 to 6)
The learner will
Assessment Criteria
(1.1 to 6.2)
The learner can
1. Know how to
prepare harvested
crops
1.1 Explain why storage methods differ according
to the type of crop
1.2 Explain the different methods of preparing
crops for storage covering
Handling
Grading
Cleaning
Drying
Packing, containering or labelling
1.3 Explain the importance of production
specification and how this influences storage and
preparation requirements
1.4 Explain why prepared crops may not be of a
suitable quality and how to identify this
361
1.5 Describe the reporting procedures where
prepared produce is not of a suitable quality
1.6 Describe necessary levels of hygiene
2. Understand the
reasons for
maintaining
equipment
2.1 Explain the importance and methods of
maintaining equipment ready for use
3. Understand
relevant health and
safety legislation and
environmental good
practice
3.1 Explain current health and safety legislation,
codes of practice and any additional requirements
3.2 Explain the correct and appropriate methods
for disposing of waste
3.3 Explain the records required for management
and legislative purposes and the importance of
maintaining them
4. Be able to maintain
and use equipment
4.1 Ensure equipment is prepared, used and
maintained in a safe and effective condition
5. Be able to maintain
harvested crops
5.1 Select and use appropriate methods for
preparing the harvested crop in accordance with
production requirements such
5.2 Remove and report harvested crop which does
not meet production requirements
5.3 Ensure the necessary levels of hygiene are
maintained throughout the preparation of the crop
5.4 Ensure the prepared harvested crop meets
production requirements
362
5.5 Ensure the preparation of the harvested crop is
completed in the appropriate timescale
5.6 Ensure that any required storage meets
production requirements and maintains the
condition of the crop.
5.7 Ensure that records are accurate and complete
6. Be able to promote
health and safety and
environmental good
practice
6.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements which
apply to preparing harvested crops
6.2 Manage and dispose of waste in accordance
with legislative requirements and codes of practice
363
Supporting Unit Information
Y/502/0953 Prepare and Store Harvested Crops - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1, LO2 and LO3 are the key area of knowledge for this unit
Learning Outcome 1. Know how to prepare harvested crops
1.1 Explain why storage methods differ according to the type of
crop storage conditions vary with part of plant to be stored (root, leaf,
fruit, stem, whole plant), rate of conversion of sugars to starch (e.g.
metabolic rate, degree of maturity, amount of energy stored as sugars,
loss of flavour and other qualities), tendency of the plant to lose
moisture, (e.g. waxiness of the leaf, surface area to volume ratio), time
of year to be stored, length of storage required.
Explain the different methods of preparing crops for storage
covering
1.2 Handling of crop for sale or storage to include manual or mechanically
aided lifting, carrying and moving of individual units or boxes; cooling
by vacuum or icebank, stacking, wrapping and moving of unit loads by
machine or manually aided (including refrigerated transport if
appropriate);
Grading for size, weight, quality;
Cleaning to remove contamination by soil, stones, unwanted plant
material (weeds, damaged crop material) washing by immersion or
364
water jets or brushing
Drying; by use of heat or ambient air, fan assisted or passive.
Packing; overwrapping, packing in a range of containers for sale or
storage (e.g. individual wraps/boxes, boxes or crates, bulk bins).
Labelling to identify crop, date, or to meet legal and customer
specification, certification or assured produce scheme, manual labels
and barcodes.
Appropriate selection of crop for maturity/ripeness, quality,
size/weight, freedom from damage (mechanical, pest, disease);
Freedom from contamination; Storage facility to provide control of
temperature, moisture content, gas levels; protection from
contamination, pests, diseases and environmental variation.
1.3 Explain the importance of production specification and how this
influences storage and preparation requirements e.g. type,
variety, size, timing, ripeness. Important to ensure crop can be stored
as required, reduce storage losses, meet market requirement, increase
yield/income, maintain reputation.
1.4 Explain why prepared crops may not be of a suitable quality and
how to identify this being too small or too large, too light or too
heavy, damaged or contaminated. Identification by weighing or sizing,
by machine or manually, visual checking.
1.5 Describe the reporting procedures where prepared produce is
not of a suitable quality; verbally (face to face, telephone), written
or electronic report. Recording by written report or electronically.
Need for reporting; progressive nature of storage problems, need to
manipulate storage environment, impact of shortened storage life on
production and marketing process - see LO1.4 for reasons for not being
suitable.
1.6 Describe necessary levels of hygiene levels to minimise advent of
problems during storage of crop; to meet legal requirements and
health regulations, assured quality schemes and certification; reducing
contamination by screening of crops to be stored; removal of soil,
weeds and damaged plant material; checking stored crops for damaged
or decaying crops material.
Learning Outcome 2. Understand the reasons for maintaining
equipment
365
2.1 Explain the importance and methods of maintaining equipment
ready for use improved performance, ensuring correct operation and
output, prolonged life, greater reliability and reduced breakdown time
and cost, available for next time required, reduced contamination and
crop damage, reduced wastage.
Methods of maintaining equipment ready for use to minimise risks.
Routine checking and calibration of all equipment to ensure effective
and efficient operation, lubrications of machinery as directed by
manufacturer, periodic servicing of power units; checking and cleaning
all equipment (and recharge batteries if appropriate) after use to
ensure readiness for next operation.
Learning Outcome 3. Understand relevant health and safety
legislation and environmental good practice
3.1 Explain current health and safety legislation, codes of practice
and any additional requirements e.g. Management of Health &
Safety at Work Regulations; Environmental Protection e.g.
Environmental Protection Acts; Waste e.g. Hazardous Waste
Regulations; Codes of Practice e.g. Protecting our Water, Soil and Air;
Nitrogen Sensitive Areas, Additional requirements including customer
regulations, assured produce schemes, certification, LOLER, PUWER,
StopSafe, Manual Handling.
3.2 Explain the correct and appropriate methods for disposing of
waste - organic waste – reduce waste removed from crop area,
unwanted plant material composted (unless the material poses a threat
to plant health e.g. diseased material or perennial weeds). Inorganic
waste – wastes from servicing and maintenance of equipment
disposed of in appropriate container; wastage of packaging minimised
and where unavoidable recycled or disposed of in appropriate
container; inorganic waste is carefully controlled until disposed of
through licensed
3.3 Explain the records required for management and legislative
purposes and the importance of maintaining them records
required for storage to include; crops in, crops out, temperature, CO2
and O2 content, levels of other gases, moisture content, inspection
dates, outcome of inspection including changes within the stored crop.
Recording in written or electronic format or by labelling the crops
Importance of maintaining accurate records; required for legal
366
purposes, e.g. Code of Practice for Using Plant Protection Products,
RIDDOR; for management purposes to control costs, manage resources
and plan for future actions, to manage production, marketing and
storage programme, to identify stock levels, problems with equipment
(to facilitate repair), other materials including containers (to avoid
problems in future), availability of produce for sale or storage
LO4, LO5 and LO6 are the key areas of competence for this unit
Learning Outcome 4. Be able to maintain and use equipment
4.1 Ensure equipment is prepared, used and maintained in a safe
and effective condition e.g. waterproof clothing, steel toe-capped
boots, UV Protection, gloves, aprons, hats. Tools and equipment are
made available, made ready for use and only used for the operation
and in situations as detailed by the manufacturer’s / supplier’s /
supervisor’s instructions, current legislation and codes of practice for
safe for range of equipment - refer to LO2.1 for range of maintenance
activities.
Learning Outcome 5. Be able to maintain harvested crops
5.1 Select and use appropriate methods for preparing the harvested
crop in accordance with production requirements refer to LO1.2
5.2 Remove and report harvested crop which does not meet
production requirements refer to LO1.4.
5.3 Ensure the necessary levels of hygiene are maintained
throughout the preparation of the crop refer to LO1.6.
5.4 Ensure the prepared harvested crop meets production
requirements refer to LO1.3.
5.5 Ensure the preparation of the harvested crop is completed in
the appropriate timescale refer to LO1.3, LO1.4.
5.6 Ensure that any required storage meets production
requirements and maintains the condition of the crop actions to
include; crops to be stored managed by screening and selection of crop
for maturity/ripeness, quality, size/weight, freedom from damage
367
(mechanical, pest, disease); freedom from contamination by removal
of soil, weeds and damaged plant material; monitoring crops in storage
for damage or decay, removing damaged crop material; manipulating
storage conditions e.g. temperature, moisture content, gas levels;
protection from contamination, pests, diseases and environmental
variation.
5.7 Ensure that records are accurate and complete refer to LO3.3.
Learning Outcome 6. Be able to promote health and safety and
environmental good practice
6.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements which apply to preparing harvested crops refer to
LO3.1.
6.2 Manage and dispose of waste in accordance with legislative
requirements and codes of practice refer to LO3.2.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes covering knowledge (1, 2 and 3)
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
preparing and storing harvested crops, copies of cropping, harvesting or
storage plans, records, or reporting forms and witness testimony, answering
oral or written questions, or assignments referenced to the knowledge
evidence.
Learning Outcomes covering competence (4, 5 and 6)
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
368
preparing and storing harvested crops giving learners the opportunity, first
to practice the various tasks involved and then to be observed correctly
doing each task to demonstrate achievement of the assessment criteria.
Prior to, during and after completion of work preparing and storing harvested
crops, photographs or video could be taken to provide evidence of progress.
Copies of records can be used to provide evidence of quality and rate of work
and of sufficiency of evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 4, 5, and 6 link together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 1, 2 and 3 to allow knowledge
evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
369
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
The Office of Public Information website http://www.opsi.gov.uk has year by year lists of UK Acts and Statutory Instruments
The Department for Environment, Food and Rural Affairs website has up to date information about legislation, codes of practice and consultations
in the horticultural / agricultural sectors The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, hazardous waste, water etc
The website http://www.netregs.gov.uk/ provides helpful guidance about environmental regulations.
The Code of Practice - Protecting our Water, Soil and Air has a useful list
of references in Section 9
Learners should be directed to relevant publications and websites eg
Horticulture Week (www.hortweek.com)
DEFRA website and publications
(http://www.defra.gov.uk/hort/index.htm)
Principles of Horticulture by C.R. Adams, et al / Paperback / Published
1998
The Complete Book of the Greenhouse by Ian G. Walls, et al / Paperback
/ Published 1996
370
Postharvest: an Introduction to the Physiology and Handling of Fruit,
Vegetables and Ornamentals by R. Wills, et al / Paperback / Published
1998
Nursery Management by Harold Davidson, et al / Hardcover / Published
1994
Nursery Stock Manual: Grower Manual 1 by Keith Lamb, et al / Paperback
/ Published 1995
The Compost Book by David Taylor, et al / Hardcover / Published 1994
A Handbook for Horticultural Students by Peter Dawson
Vegetable Diseases by Steven Koike, Peter Gladders and Albert Paulus
Soil Science and Management by Edward J. Plaster
The Commercial Greenhouse by James William Boodley
Vegetable Brassicas and Related Crucifers by G.R. Dixon and M.H.
Dickson
Greenhouse Operation and Management by Paul Nelson
Farm Horticulture by George W. Wood
See ABC website for further information
371
Plan and Manage the Collection of Orders
Unit Reference
R/502/1180
Level
3
Credit Value
8
Guided Learning
Hours
52
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required for planning and managing the collection of plant
orders taking into account all the factors involved including: market requirements, resource
constraints and collection methods and crop conditions.
This unit does not cover the identification of plants
Learning Outcomes
(1 to 8)
The learner will
Assessment Criteria
(1.1 to 8.4)
The learner can
1. Be able to maintain
and use equipment
during planning the
collection of orders
1.1 Ensure equipment is prepared, used and
maintained in a safe and effective condition
2. Be able to plan the
collection of orders
2.1 Accurately sort customer orders to ensure
efficiency of the planned collection process
2.2 Identify the correct location of the required
plants
372
2.3 Establish the resources required for the
collection of orders: including human; material and
equipment
2.4 Plan collection methods which are effective,
efficient and are in accordance with marketing
requirements
2.5 Plan the collection operation to achieve best
balance between constraints and marketing
requirements including
Customer requirements
Resource availability
Condition of crop
Health and safety
Environmental conditions
2.6 Present plans clearly and accurately
3. Manage the
collection of orders
3.1 Ensure that collection methods are effective,
efficient and in accordance with marketing
requirements
3.2 Monitor and make any necessary adjustments
to collection methods in relation to crop condition,
environmental conditions and resources
3.3 Correctly recognise and identify the required
plants
3.4 Handle the crop in a way which maintains
plant quality and minimises damage
3.5 Collect and transport crop in accordance with
marketing requirements
3.6 Accurately assess the condition of the collected
crop and take appropriate action as required
3.7 Ensure records are accurate and complete
373
4. Be able to promote
health and safety and
environmental good
practice
4.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements which
apply to planning the collection of orders
4.2 Ensure work is carried out in a manner which
minimises environmental damage
4.3 Manage and dispose of waste in accordance
with legislative requirements and codes of good
practice
5. Understand why it
is important to be
able to plan the
collection of orders
5.1 Explain how to establish the best balance
between constraints and market requirements
covering
Customer requirements
Resource availability
Condition of crop
Health and safety
Environmental conditions
5.2 Explain the characteristics which indicate the
crop is fit for collection or lifting
5.3 Explain how to determine the available human,
material and equipment resources required
5.4 Explain the seasonal conditions which are
suitable for collection and dispatch
5.5 Explain methods for collecting or lifting the
crop
5.6 Explain timescales within which collection must
take place and the acceptable commercial rates of
collection
5.7 Identify the range of specifications used for
sale of plants
374
5.8 Identify how to develop plans for collecting
orders and the information which the plan has to
contain
6. Understand how
to manage the
collection of orders
6.1 Identify adjustments to collection methods
which may be required
6.2 Explain methods of maintaining the quality of
plant(s) during handling and transportation
6.3 Identify problems which may arise during the
collection of plants and explain what actions might
be taken to address them
6.4 Explain why it is important to recognise
instances where the plant does not meet customer
requirements
7. Understand the
reasons for
maintaining
equipment
7.1 Explain the importance and methods of
maintaining equipment ready for use
8. Understand
relevant health and
safety legislation and
environmental good
practice
8.1 Explain current health and safety legislation,
codes of practice and any additional requirements
which apply to this area of work
8.2 Describe the possible environmental damage
and how to respond appropriately
8.3 Explain the correct and appropriate methods
for disposing of waste
8.4 Explain the records required for management
and legislative purposes and the importance of
maintaining them
375
Supporting Unit Information
R/502/1180 Plan and Manage the Collection of Orders - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1, LO2 LO3 and LO4 are the key areas of competence for this unit
Learning Outcome 1. Be able to maintain and use equipment during
planning the collection of orders
1.1 Ensure equipment is prepared, used and maintained in a safe
and effective condition methods of maintaining equipment ready for
use; routine checking and calibration, lubrications of machinery as
directed by manufacturer, periodic servicing of power units; checking,
cleaning and storing equipment after use, charge batteries after use.
Learning Outcome 2. Be able to plan the collection of orders
2.1 Accurately sort customer orders to ensure efficiency of the
planned collection process e.g. orders sorted by; customer, type of
plant, size of order, location of plants, collection or deliver date and
time.
2.2 Identify the correct location of the required plants e.g. bed, field,
tunnel.
376
2.3 Establish the resources required for the collection of orders:
including human; material and equipment e.g.
Human resource sufficient skilled staff, time available, other nursery
work
Materials packaging, labels (including label printer)
Equipment handling and lifting equipment, hand tools, recording
equipment, PPE
2.4 Plan collection methods which are effective, efficient and are in
accordance with marketing requirements plans to consider
Fitness for purpose; indicated by label or monitoring report, colour of
leaf, flower or fruit, shape or size of plant, too dry or too wet, presence
of pest, disease or disorder, presence of unwanted growth (weeds,
unwanted branches, buds, flowers or fruit),
Method of lifting of plants; suitable plants picked from batch, picking of
entire batch, lifting to carry-trays, trolley, trailer or lifting/carrying
equipment, pallets, crates, protecting plants from wind, sun and cold,
securing with straps or wrapping during transit, labelling.
Seasonal conditions; are suitable for collection and dispatch; avoiding
extremes (frost, heat, high winds) impact on crops and personnel (to
maintain safe working environment), seasonality of crops for
appearance, growth stage, timing of planting and impact of post
planting conditions on establishment.
Timescales within which collection must take place to meet customer
requirements (e.g. time/day required), avoiding weather conditions
that can harm the plants or make operations unsafe, avoiding lengthy
storage.
Rates of collection; to balance care for crop, accurate collection of
required plants, meeting customer requirements and minimising labour
costs
Collection methods: - variable according to; e.g. container, type of
surface
Type and size of containers and plants; small (e.g. 8 to 12cm) – lift
batches by hand or with carry-tray; medium to large (large by (2 to 10
litre), lift singly by hand, very large – team or use lifting aid; location
of plants; confined space - small batches by hand, larger space - lifting
aid. Type of surface; (sloped/flat, smooth/uneven, slippery/firm) use
of hand trolley or powered trailer or vehicle
2.5 Plan the collection operation to achieve best balance between
constraints and marketing requirements including
377
customer requirements
resource availability
condition of crop
health and safety
environmental conditions
refer to LO1.1, LO2.2, LO2.3, LO2.4.
2.6 Present plans clearly and accurately plans for collecting orders
(refer to LO2.4 and LO2.5) clearly and accurately communicated
e.g. to line manager, sales staff, colleagues, staff collecting orders.
Communication – verbal (one to one, group), written/printed,
electronic.
Learning Outcome 3. Manage the collection of orders
3.1 Ensure that collection methods are effective, efficient and in
accordance with marketing requirements according to plan in
LO2.5
3.2 Monitor and make any necessary adjustments to collection
methods in relation to crop condition, environmental conditions
and resources according to plan in LO2.5
3.3 Correctly recognise and identify the required plants refer to
LO2.2, LO2.4
3.4 Handle the crop in a way which maintains plant quality and
minimises damage refer to LO2.5
3.5 Collect and transport crop in accordance with marketing
requirements; e.g. specifications meeting customer requirements,
nursery requirements from catalogues, plant list, quality, BS3936.
3.6 Accurately assess the condition of the collected crop and take
appropriate action as required refer to LO2.5, LO3.2.
3.7 Ensure records are accurate and complete e.g. records of orders
lifted; quantity/quality, location of stored plants, problems
encountered.
378
Learning Outcome 4. Be able to promote health and safety and
environmental good practice
4.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements which apply to planning the collection of orders
Health and Safety e.g. Management of Health & Safety at Work
Regulations; Environmental Protection e.g. Environmental Protection
Acts; Waste e.g. Hazardous Waste Regulations; Codes of Practice e.g.
Protecting our Water, Soil and Air. Additional requirements including
customer regulations, assured produce schemes, certification, LOLER,
PUWER, StopSafe, Manual Handling, BS3936.
4.2 Ensure work is carried out in a manner which minimises
environmental damage possible environmental damage, appropriate
response. Run-off from crops areas and access routes for lifting
operations (Action – choice of site for crops, planning of lifting
operations to avoid wet weather).
Loss of packaging or waste material from the operation – careful
control and storage of materials and waste to prevent pollution of area
or controlled water.
Use of non-sustainable materials (action – check source of all
materials, reduce usage and wastage of all materials, recycle and re-
use).
4.3 Manage and dispose of waste in accordance with legislative
requirements and codes of good practice; e.g. organic waste –
reduce waste removed from crop area, unwanted plant material
composted (unless the material poses a threat to plant health e.g.
diseased material or perennial weeds). Inorganic waste – wastes from
servicing and maintenance of equipment disposed of in appropriate
container; wastage of packaging minimised and where unavoidable
recycled or disposed of in appropriate container; waste is carefully
controlled until disposed of through licensed contractor.
LO5, LO6, LO7 and LO8 are the key area of knowledge for this unit
Learning Outcome 5. Understand why it is important to be able to
plan the collection of orders
379
5.1 Explain how to establish the best balance between constraints
and market requirements covering:
customer requirements;
resource availability;
condition of crop;
health and safety
environmental conditions
refer to LO2.5
5.2 Explain the characteristics which indicate the crop is fit for
collection or lifting refer to LO2.3 for detail
5.3 Explain how to determine the available human, material and
equipment resources required refer to LO2.2
5.4 Explain the seasonal conditions which are suitable for collection
and dispatch refer to LO2.4
5.5 Explain methods for collecting or lifting the crop refer to LO2.4
5.6 Explain timescales within which collection must take place and
the acceptable commercial rates of collection. refer to LO2.4
5.7 Identify the range of specifications used for sale of plants refer
to LO3.5
5.8 Identify how to develop plans for collecting orders and the
information which the plan has to contain methods to recognise
requirements set out in LO2.5.
Learning Outcome 6. Understand how to manage the collection of
orders
6.1 Identify adjustments to collection methods which may be
required refer to LO2.5
6.2 Explain methods of maintaining the quality of plant(s) during
handling and transportation refer to LO2.5
6.3 Identify problems which may arise during the collection of
plants and actions that might be taken to address them e.g.
380
Shortage of plants; Actions - alternative source, discuss with line
manager, sales, customer
Plants not meeting quality requirements; Actions – alternative source,
remedy problem (e.g. watering), defer lifting of order, discuss with line
manager, sales person or customer.
Adverse weather or ground conditions; Actions – plan activities to avoid
adverse conditions, defer until conditions improve, discuss alternative
timings with line manager, customer.
6.4 Explain why it is important to recognise instances where the
plant does not meet customer requirements; Inability to meet
order, loss of income, harm to reputation, need to replace plants to
meet order, loss of assured status, possible legal action.
Learning Outcome 7. Understand the reasons for maintaining
equipment
7.1 Explain the importance and methods of maintaining equipment
ready for use refer to LO1.1 for methods. Importance of maintaining
equipment ready for use; improved performance, ensuring correct
operation and output, prolonged life, greater reliability, reduced
breakdown time and cost, reduced contamination and crop damage,
reduced wastage.
Learning Outcome 8. Understand relevant health and safety
legislation and environmental good practice
8.1 Explain current health and safety legislation, codes of practice
and any additional requirements which apply to this area of
work refer to LO4.1
8.2 Describe the possible environmental damage and how to
respond appropriately refer to LO4.2
8.3 Explain the correct and appropriate methods for disposing of
waste refer to LO4.3
8.4 Explain the records required for management and legislative
purposes and the importance of maintaining them refer to LO3.7
for record to be kept. Reasons for keeping records; management of
cropping, marketing, audit trails.
381
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes covering knowledge (5, 6, 7, and 8)
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
planning and managing the collection of orders, copies of orders or plans or
programmes, records, or reporting forms and witness testimony, answering
oral or written questions, or assignments referenced to the knowledge
evidence.
Learning Outcomes covering competence (1, 2, 3 and 4)
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
work planning and managing the collection of orders giving learners the
opportunity, first to practice the various tasks involved and then to be
observed competently doing each task to demonstrate achievement of the
assessment criteria.
Prior to, during and after completion of work planning and managing the
collection of orders, photographs or video could be taken to provide evidence
of progress. Copies of records can be used to provide evidence of quality and
rate of work and of sufficiency of evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
382
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1, 2, 3 and 4 link together and can
be assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 5, 6, 7 and 8 to allow knowledge
evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
383
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and
legal publications
The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments
The Department for Environment, Food and Rural Affairs website has
up to date information about legislation, codes of practice and
consultations in the horticultural / agricultural sectors
The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc
The website http://www.netregs.gov.uk/ for helpful guidance about
environmental regulations.
The Code of Practice - Protecting our Water, Soil and Air for useful
references in
Section 9
Learners should be directed to relevant publications and websites eg
Horticulture Week (www.hortweek.com)
DEFRA website and publications
(http://www.defra.gov.uk/hort/index.htm)
Principles of Horticulture by C.R. Adams, et al / Paperback / Published
1998
The Complete Book of the Greenhouse by Ian G. Walls, et al /
Paperback / Published 1996
Postharvest: an Introduction to the Physiology and Handling of Fruit,
Vegetables and Ornamentals by R. Wills, et al / Paperback / Published
1998
Nursery Management by Harold Davidson, et al / Hardcover / Published
1994
Nursery Stock Manual: Grower Manual 1 by Keith Lamb, et al /
Paperback / Published 1995
384
A Handbook for Horticultural Students by Peter Dawson
The Commercial Greenhouse by James William Boodley
Greenhouse Operation and Management by Paul Nelson
Farm Horticulture by George W. Wood
See ABC website for further information
385
Prepare Collected Orders for Dispatch
Unit Reference
A/502/1013
Level
3
Credit Value
6
Guided Learning
Hours
39
Unit Summary
The aim of this unit is to provide the learner with
the ability to demonstrate the knowledge,
understanding and skills required to take
responsibility for the preparation of the crop
following collection or lifting using a number of
methods to prepare orders
Learning Outcomes
(1 to 4)
The learner will
Assessment Criteria
(1.1 to 4.3)
The learner can
1. Prepare collected
orders for dispatch
1.1 Prepare the collected order in accordance with
market and customers’ requirements within
required timescales for at least four from
Pruning/trimming
Tying
Weeding
Grading
Bundling
Wrapping
Containerising/packing
Labelling
Watering
Loading
386
1.2 Identify and remove plants which fail to meet
the market requirement
1.3 Store appropriately prior to dispatch if required
1.4 Provide clear and accurate information for
recording purposes
2. Be able to promote
health and safety and
environmental good
practice
2.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
2.2 Ensure work is carried out in a manner which
minimises environmental damage
2.3 Manage and dispose of waste in accordance
with legislative requirements and codes of practice
3. Understand how to
prepare collected
orders for dispatch
3.1 Explain how to establish the best balance
between constraints and marketing requirements
3.2 Explain methods for preparing the order
covering
Pruning/trimming
Tying
Weeding
Grading
Bundling
Wrapping
Containerising/packing
Labelling
Watering
Loading
3.3 Explain the methods of storing and
maintaining the health of plants ready for dispatch
3.4 Explain why collected plants may not be of a
suitable quality and how to identify this
387
3.5 Explain the reasons for reporting instances
where collected plants are not of a suitable quality
3.6 Summarise factors which affect plant quality
during dispatch and transport
4. Understand
relevant health and
safety legislation and
environmental good
practice
4.1 Explain current health and safety legislation,
codes of practice and any additional requirements
which apply to this area of work
4.2 Explain the correct and appropriate methods
for disposing of waste
4.3 Explain the records required for management
and legislative purposes and the importance of
maintaining them
388
Supporting Unit Information
A/502/1013 Prepare Collected Orders for Dispatch - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
Note 3: Example used in this unit is hardy outdoor nursery stock. Similar
process should be applied to other crops as appropriate
LO1 and LO2 are the key areas of competence for this unit
Learning Outcome 1. Prepare collected orders for dispatch
1.1 Prepare the collected order in accordance with market and
customers requirements within required timescales for at least
four from
pruning/trimming
tying
weeding
grading
bundling
wrapping
containerising/packing
labelling
watering
loading
refer to LO3.1 for detail requirements
389
1.2 Identify and remove plants which fail to meet the market
requirement refer to LO3.4 for details.
1.3 Store appropriately prior to dispatch if required storage
arrangements; protecting plants from heat, cold, wind, drying out,
mechanical damage by contact with vehicles or people or falling, and
contamination. Protection by wrapping with plastic or netting, shading,
keeping plants in protected environment, watering - refer to LO3.6.
1.4 Provide clear and accurate information for recording purposes
refer to LO4.3 for detail.
Learning Outcome 2. Be able to promote health and safety and
environmental good practice
2.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements refer to LO4.1
2.2 Ensure work is carried out in a manner which minimises
environmental damage minimising environmental damage – avoiding
run-off from erosion and roads or tracks, recycling and reusing packing
material and containers, control of unused packing material and labels,
disposal of unwanted plant material.
2.3 Manage and dispose of waste in accordance with legislative
requirements and codes of practice refer to LO4.2
LO3 and LO4 are the key area of knowledge for this unit
Learning Outcome 3. Understand how to prepare collected orders
for dispatch
3.1 Explain how to establish the best balance between constraints
and marketing requirements marketing requirements – type,
growth stage, quantity, size, quality, containers, time, (season, day,
time), labelling (including customer information and bar-code),
wrapping or containers, unit load,
Constraints – availability of stock (quantity, type, quality, growth
stage, other orders), accessibility of stock, staff available, other
nursery work including other customer orders, irrigation and other
390
preparation needed for marketing including lifting and labelling,
machinery available, storage space
3.2 Explain methods for preparing the order covering
pruning/trimming – removal of excessive growth, unwanted growth
(flowers, fruit, side-shoots), shaping, trimming
tying – use of string, raffia, bands, tying machines to attach to canes,
frames and other structures
weeding – removal of weeds, moss, algae from surface of container
grading – for size, quality, maturity to customer requirements,
nursery specification, assured produce scheme, regulatory
requirement
bundling – by hand with string, raffia or bands, by machine with
string or banding.
wrapping – use of sleeves, wrapping or labelled band
containerising/packing – use of carry-trays, crates, unit loads
labelling – to include information on plants, cultural advice,
producer/nursery/supplier, customer, price and bar-code if
appropriate
watering – to ensure health of plant, at time of picking and during
storage, to meet customer requirements at point of delivery or
collection, avoiding excess watering to reduce weight in transport
loading – timing, unit loads, protection in transit, quality checking to
ensure the plants loaded meet order requirements for number, size,
type, quality, labelling and packing.
3.3 Explain the methods of storing and maintaining the health of
plants ready for dispatch requirements – protecting plants from
heat, cold, wind, drying out, mechanical damage by contact with
vehicles or people or falling, and contamination. Protection by;
wrapping with plastic or netting, shading, keeping plants in protected
environment, watering; storage facility – chilled store or warehouse,
well ventilated building or shed providing shade and easy access.
3.4 Explain why collected plants may not be of a suitable quality
and how to identify this not meeting customer requirements for –
type of plant, number, condition, containers or carry trays, stored in
appropriate location, labelling (including price and barcode if
appropriate), plants within order recorded and marked as included,
timescale (meeting customer requirements at time of
delivery/collection). Recognised by; information from person gathering
391
plants, marketing or sales, or supervising storage, (face to face,
telephone, electronic or recorded in writing or electronically as required
by organisation) information in customer order detail or picking list,
organisational policies and commitments to quality, standards defined
by regulations or agreement, visual checking of order in storage or
during loading, information from customer.
3.5 Explain the reasons for reporting instances where collected
plants are not of a suitable quality
To facilitate taking remedial action – changing plants to meet customer
requirements or organisational standards.
To identify need to discuss changes to the order with the customer -
use of substitutes, changes to quantities, quality, delivery time.
Safeguarding of customer base, reputation, avoiding unnecessary loss
of stock.
Monitoring of staff performance and introduction of professional
development.
3.6 Summarise factors which affect plant quality during dispatch
and transport Condition of plants prepared for storage or dispatch,
maturity, watering.
Storage and transport arrangements; protecting plants from heat, cold,
wind, drying out, mechanical damage by contact with vehicles or
people or falling, and contamination. Protection by wrapping with
plastic or netting, shading, keeping plants in protected environment,
watering.
Learning Outcome 4. Understand relevant health and safety
legislation and environmental good practice
4.1 Explain current health and safety legislation, codes of practice
and any additional requirements which apply to this area of
work e.g. Management of Health & Safety at Work Regulations;
Environmental Protection e.g. Environmental Protection Acts; Waste
e.g. Hazardous Waste Regulations; Codes of Practice e.g. Protecting
our Water, Soil and Air; Additional requirements including customer
regulations, assured produce schemes, certification, LOLER, PUWER,
Manual Handling.
4.2 Explain the correct and appropriate methods for disposing of
waste
392
Organic waste – reduce waste removed from growing area, unwanted
plant material composted (unless the material poses a threat to plant
health or production process e.g. diseased material or perennial
weeds).
Inorganic waste – wastes from servicing and maintenance of
equipment disposed of in appropriate container; wastage of packing
material and containers minimised and where unavoidable recycled or
disposed of in appropriate container; inorganic waste is carefully
controlled until disposed of through licensed contractor.
4.3 Explain the records required for management and legislative
purposes and the importance of maintaining them customer
(including account number if required), order number, number and
type of plants, containers or carry trays used, storage location,
labelled, changes or substitutions, other notes.
Recorded by handwritten list, checking off on order form or picking list,
other format required by organisation. Recorded electronically; hand-
held key pad, barcode scanner, PC or laptop. Importance; accuracy of
order, loss of custom, loss of product, loss of income, loss of
reputation.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes 1 and 2
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
work preparing collected orders for dispatch giving learners the opportunity,
first to practice the various tasks involved and then to be observed correctly
doing each task to demonstrate achievement of the assessment criteria.
Prior to, during and after completion of work preparing collected plants for
dispatch photographs or video could be taken to provide evidence of
393
progress. Copies of harvest record can be used to provide evidence of quality
and rate of work and of sufficiency of evidence.
Learning Outcomes 3 and 4
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of preparing
collected plants for dispatch, copies of orders, picking lists or reporting forms
and witness testimony, answering oral or written questions, or assignments
referenced to the knowledge evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 3 and 4 link together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 1 and 2 to allow knowledge
evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
394
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments
The Department for Environment, Food and Rural Affairs website has up to date information about legislation, codes of practice and
consultations in the horticultural / agricultural sectors The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, hazardous waste, water etc
The website http://www.netregs.gov.uk/ provides helpful guidance about environmental regulations.
395
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Learners should be directed to relevant publications and websites eg
Horticulture Week (www.hortweek.com)
DEFRA website and publications
(http://www.defra.gov.uk/hort/index.htm)
Principles of Horticulture by C.R.BSc Adams, et al / Paperback /
Published 1998
The Complete Book of the Greenhouse by Ian G. Walls, et al /
Paperback / Published 1996
Postharvest: an Introduction to the Physiology and Handling of Fruit,
Vegetables and Ornamentals by R. Wills, et al / Paperback / Published
1998
Nursery Management by Harold Davidson, et al / Hardcover / Published
1994
Nursery Stock Manual : Grower Manual 1 by Keith Lamb, et al /
Paperback / Published 1995
A Handbook for Horticultural Students by Peter Dawson
The Commercial Greenhouse by James William Boodley
Greenhouse Operation and Management by Paul Nelson
See ABC website for further information
396
Prepare Monitor and Adjust Environmental
Conditions for Protected Crops or Plants
Unit Reference
M/502/0859
Level
3
Credit Value
5
Guided Learning
Hours
33
Unit Summary
The aim of this unit is to provide the learner with
the skills, knowledge and understanding required
for preparing and maintaining environmental
conditions for protected crops or plants. It
includes monitoring, adjusting and recording
environmental conditions
Learning Outcomes
(1 to 7)
The learner will
Assessment Criteria
(1.1 to 7.2)
The learner can
1. Understand the
effects of maintaining
environmental
conditions for
protected
crops/plants
1.1 Explain the environmental conditions required
for different crops to achieve optimum crop or
plant growth and yield
1.2 Explain the effects which temperature,
humidity, carbon dioxide levels, ventilation, light
and shade have on the growth and development of
the crop or plant
2. Understand the
types of equipment
used to maintain
2.1 Explain the types of equipment used to
monitor and maintain environmental conditions
including
Computer with environmental software
397
environmental
conditions
Heating
Ventilation
Watering systems
Carbon dioxide generators/injectors
Data recording equipment
2.2 Explain how equipment can be used to
contribute to energy saving techniques
3. Know the different
methods for adjusting
environmental
conditions
3.1 Explain the procedures and methods for
monitoring and adjusting environmental conditions
including the use of computers
4. Be able to prepare
environmental
conditions for
protected crops
4.1 Evaluate the necessary environmental
conditions for the crop or plant, in accordance with
production requirements
4.2 Confirm that equipment for achieving and
maintaining environmental conditions is working in
accordance with manufacturers’ instructions
4.3 Assess and confirm that the equipment is
correctly set and environmental conditions are in
accordance with production requirements and the
needs of the crop or plant
5. Be able to monitor
and carry out
adjustments to the
environmental
conditions
5.1 Monitor environmental conditions in
accordance with organisational procedures and
production requirements
5.2 Accurately identify the need for any
adjustments required to correct at least three of
the environmental conditions below
Temperature
Ventilation
Humidity
Light and shade
398
Carbon dioxide levels
5.3 Ensure records are completed accurately
6. Understand
relevant health and
safety legislation and
environmental good
practice
6.1 Summarise current health and safety
legislation, codes of practice and any additional
requirements
6.2 Describe the possible environmental damage
and how to respond appropriately
6.3 Explain the records required for management
and legislative purposes and the importance of
maintaining them
7. Be able to promote
health and safety and
environmental good
practice
7.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
7.2 Ensure work is carried out in a manner which
minimises environmental damage
399
Supporting Unit Information
M/502/0859 Prepare, Monitor And Adjust Environmental Conditions For
Protected Crops Or Plants - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO4, LO5 and LO7 are the key areas of competence for this unit
LO1, LO2, LO3 and LO6 are the key area of knowledge for this unit
Learning Outcome 1. Understand the effects of maintaining
environmental conditions for protected crops/plants
1.1 Explain the environmental conditions required for different
crops to achieve optimum crop or plant growth and yield
temperature, humidity, ventilation, light/shade; e.g. bedding plants in
propagation require – protection from frost (kills plants), temperatures
above 20OC (growth too soft, increased incidence of disease), high
humidity during germination (to prevent drying out) then low humidity
during growth (reduce incidence of diseases). Unlikely to need shading
after germination.
1.2 Explain the effects which temperature, humidity, carbon dioxide
levels, ventilation, light and shade have on the growth and
development of the crop or plant
temperature metabolic rate of plants increases with increased
temperature, increased growth rate, faster response to other factors,
400
faster loss of moisture/increased likelihood of wilting, extremely high
temperatures (generally above 38OC) damages tissues and can kill
the plant, low temperatures can limit other activities (e.g. water and
nutrient uptake), temperatures below 0OC can freeze plant cell
contents and severely damage tissues.
humidity increased humidity decreases transpiration loss, reduces
likelihood of wilting, helps plant retain moisture in adverse conditions
(e.g. drought, cold), high humidity increases incidence of some
diseases (e.g. botrytis) but discourage other problems (e.g. spider
mite and mildew)
carbon dioxide levels increasing carbon dioxide content in growing
house increases rate of growth especially under low light conditions
ventilation affects temperature and humidity in the crop growing
area, used in combination with temperature to reduce humidity and
hence incidence of disease (e.g. botrytis)
light and shade light is required for photosynthesis, increase of
intensity and duration will increase plant growth, day length can
affect plant functions (e.g. leaf colour) high light levels increase
temperature and reduce humidity in growing houses, artificial light
can be used to promote growth (e.g. during propagation) or
manipulate plant functions (e.g. flowering in chrysanthemums),
shading used to protect plants from high light levels, drying out or
high temperatures (e.g. shade houses for evergreens in summer)
Learning Outcome 2. Understand the types of equipment used to
maintain environmental conditions
2.1 Explain the types of equipment used to monitor and maintain
environmental conditions including
computer with environmental software; aspirated screens with
measuring equipment, external weather monitoring, keyboards and
key-pads for adjusting settings, solenoids and actuators, remote
monitoring and managing
heating; boilers (gas, oil, other fuels), heaters (gas, oil, electric) CHP,
distribution systems, (e.g. high or low pressure water systems)
ventilation; passive or fan assisted, roof, side, manual, automatic
watering systems; extraction and storage systems, pumps and
distribution equipment, overhead systems(rotary, gantry,
humidifiers, misting) flood, capillary, hand(hosepipes and cans)
carbon dioxide generators/injectors; burners, distribution, generators
401
data recording equipment; manual, hand held, electronic (automatic
recording or manual input)
2.2 Explain how equipment can be used to contribute to energy
saving techniques use of computer systems to predict changes, and
reduce fluctuations, control of thermal screens, control of heating
systems (e.g. water temperature and flow rate, low rate to individual
houses) to reduce wastage of heat.
Learning Outcome 3. Know the different methods for adjusting
environmental conditions
3.1 Explain the procedures and methods for monitoring and
adjusting environmental conditions including the use of
computers routine manual checking and recording of temperatures
and humidity within growing areas using fixed or hand-held equipment,
use of aspirated screen and simple recording instruments, fully
computerised systems displaying environmental conditions – displayed
on-screen, recorded as paper copy, or electronically, local, central or
remote recording and monitoring.
Learning Outcome 4. Be able to prepare environmental conditions
for protected crops
4.1 Evaluate the necessary environmental conditions for the crop or
plant, in accordance with production requirements refer to LO1.1,
LO3.1.
4.2 Confirm that equipment for achieving and maintaining
environmental conditions is working in accordance with manufacturers’
instructions refer to LO1.1, LO2.1, LO3.1.
4.3 Assess and confirm that the equipment is correctly set and
environmental conditions are in accordance with production
requirements and the needs of the crop or plant refer to LO1.1,
LO2.1, LO3.1.
Learning Outcome 5. Be able to monitor and carry out adjustments
to the environmental conditions
402
5.1 Monitor environmental conditions in accordance with
organisational procedures and production requirements (e.g.
manual checking and recording using of thermometers and
hygrometers, automatic measuring and recording) refer to LO1.2
5.2 Accurately identify the need for any adjustments required to
correct at least three of the environmental conditions below refer
to LO1.2
temperature (correcting high or low temperature by ventilation or
heating)
ventilation (correcting temperature and humidity be adjusting degree
of ventilation, responding to outside conditions e.g. lowering vents in
wind, rain)
humidity (increasing by misting, watering, closing vents; decreasing
by heating, ventilation)
light and shade (use of adjustable shading, shade washes)
carbon dioxide levels (adding when vents closed, changing level of
input)
5.3 Ensure records are completed accurately refer to LO3.1
Learning Outcome 6. Understand relevant health and safety
legislation and environmental good practice
6.1 Summarise current health and safety legislation, codes of
practice and any additional requirements e.g. Management of
Health & Safety at Work Regulations; Environmental Protection e.g.
Environmental Protection Acts; Waste e.g. Hazardous Waste
Regulations; Codes of Practice e.g. Protecting our Water, Soil and Air.
Additional requirements including customer regulations, assured
produce schemes, certification, LOLER, PUWER, Manual Handling.
6.2 Describe the possible environmental damage and how to
respond appropriately
Possible environmental damage;
Run-off of water or nutrient from growing media causing pollution of
controlled water (action – monitoring and maintenance of watering
systems, in event of run-off take steps at a local level to contain
pollution and spread of pollution, notify appropriate bodies e.g.
Environment Agency).
403
Wastage of energy (action – monitoring and maintenance of heating
and ventilation systems)
6.3 Explain the records required for management and legislative
purposes and the importance of maintaining them records
required; conditions in growing are, actions taken (refer to LO5.2).
Records required for - legal requirement, audit trails for carbon
footprint assessment, assured produce schemes, certification, customer
requirement, monitoring of crop, analysis of yield/output, remedial
action, planning for subsequent years. Recorded by – see LO3.1
Learning Outcome 7. Be able to promote health and safety and
environmental good practice
7.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements refer to LO6.1
7.2 Ensure work is carried out in a manner which minimises
environmental damage refer to LO6.2
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes covering knowledge (1, 2,3 and 6)
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
monitoring and adjusting environmental conditions for crops or plants,
copies of plans or programmes, records of environmental conditions and
changes made, or reporting forms and witness testimony, answering oral or
written questions, or assignments referenced to the knowledge evidence.
Learning Outcomes covering competence (4, 5 and 7)
404
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
work monitoring and adjusting environmental conditions for crops or plants
giving learners the opportunity, first to practice the various tasks involved
and then to be observed correctly doing each task to demonstrate
achievement of the assessment criteria.
Prior to, during and after completion of work monitoring and adjusting
environmental conditions for crops or plants, photographs or video could be
taken to provide evidence of progress. Copies of records can be used to
provide evidence of quality and rate of work and of sufficiency of evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 4, 5 and 7 link together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 1, 2, 3 and 6 to allow knowledge
evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
405
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and
legal publications
The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments
The Department for Environment, Food and Rural Affairs website has
up to date information about legislation, codes of practice and
consultations in the horticultural / agricultural sectors
The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc
406
http://www.netregs.gov.uk/ provides helpful guidance about
environmental regulations.
The Code of Practice - Protecting our Water, Soil and Air useful list of
references in Section 9
Learners should be directed to relevant publications and websites e.g.
Horticulture Week (www.hortweek.com)
DEFRA website and publications
(http://www.defra.gov.uk/hort/index.htm)
Principles of Horticulture by C.R. Adams, et al / Paperback / Published
1998
The Complete Book of the Greenhouse by Ian G. Walls, et al /
Paperback / Published 1996
Nursery Management by Harold Davidson, et al / Hardcover / Published
1994
Nursery Stock Manual: Grower Manual 1 by Keith Lamb, et al /
Paperback / Published 1995
A Handbook for Horticultural Students by Peter Dawson
Soil Science and Management by Edward J. Plaster
The Commercial Greenhouse by James William Boodley
Practical Woody Plant Propagation for Nursery Growers by Bruce
Macdonald
Greenhouse Operation and Management by Paul Nelson
See ABC website for further information
407
Plant Nomenclature and Structure
Unit Reference
T/505/4978
Level
3
Credit Value
5
Guided Learning
Hours
22
Unit Summary
The aim of this unit is to provide the learner with
the skills, knowledge and understanding required
for identifying and naming plants according to
scientific rules and understanding the structure of
plants and how this enables them to function
Learning Outcomes
(1 to 3)
The learner will
Assessment Criteria
(1.1 to 3.5)
The learner can
1. Understand plant
taxonomy
1.1 Describe the major groups in the plant
kingdom
Describe features of plant nomenclature
Explain how species name can indicate
the origin, colour, form, habitat and
history of a plant
Explain how plants adapt to different
habitats
2. Identify and name
plants
2.1 Identify a range of references to aid
identification and naming of plants
2.2 Apply bio-nomial systems to define terms used
to identify plants
408
2.3 Name plants using their botanical names
2.4 Use the correct format when writing botanical
names
3. Understand the
structure and function
of plants
3.1 Describe a range of plant tissue, their
structure and function
3.2 Describe the process of pollination
3.3 Describe the process of photosynthesis
3.4 Describe the process of respiration
3.5 Describe the movement of water and solutes
through plants
409
Supporting Unit Information
T/505/4978 Plant Nomenclature and Structure – Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Centres should adopt a delivery approach which supports the practical skills
and knowledge development of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs including learning difficulties/disabilities, should be
considered, and appropriate support mechanisms put in place.
Where the learner finds difficulty in writing it is acceptable for the supervisor
or assessor to write answers to oral questions on the learner’s behalf. The
answers, whether right or wrong, should be recorded for marking later. The
learner can only be signed off as having passed the unit when correct
answers to all of the knowledge related assessment criteria are complete.
Alternatively written, photographic or pictorial questioning of underpinning
knowledge could be used with answers recorded and cross referenced to the
assessment criteria as knowledge evidence.
410
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners, including
those with identified special needs, including learning difficulties/disabilities,
should be considered and appropriate support mechanisms put in place.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
It is important that practical assessment activities are supervised
appropriately.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
411
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
See ABC website for further information
412
Communicate Information within the Workplace
Unit Reference
Y/502/1195
Level
3
Credit Value
2
Guided Learning
Hours
13
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
to communicate information within the workplace.
It is about maintaining the ‘flow’ of information
internally and externally to the organisation. It will
entail passing on messages accurately, receiving
and forwarding on information
Learning Outcomes
(1 to 4)
The learner will
Assessment Criteria
(1.1 to 4.1)
The learner can
1. Be able to receive
information within the
workplace
1.1 Identify information required, timescales and
source
1.2 Request information using appropriate
methods
1.3 Receive and record information accurately
according to organisational requirements.
2. Be able to transmit
information within the
workplace
2.1 Transmit information accurately and timely
and using appropriate methods
2.2 Confirm receipt of information
413
3. Understand how to
receive and transmit
information within the
workplace
3.1 Explain the types of information, purposes and
the level of detail which may be required and the
timescale within which it must be obtained
3.2 Explain the different methods for
communicating information and the ways it may
need to be adapted to suit the audience
3.3 Give examples of when information may be
required urgently
3.4 Explain why it is important to take messages
accurately and the potential effects of not doing so
3.5 Explain the importance of confirming
information and why this should be acknowledged
and accurately recorded
3.6 Explain the situations in which confidentiality
needs to be maintained
4. Understand the
relevant legislation in
receiving and sending
information
4.1 Summarise the legislation which relates to
communicating information within the workplace
414
Supporting Unit Information
Y/502/1195 Communicate Information within the Workplace – Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means all inclusive
LO1 and LO2 are the key areas of competence for this unit
Learning Outcome 1. Be able to receive information within the
workplace
1.1 Identify information required, timescales and source e.g.
administrative - dates of meetings; financial - budget, income,
expenditure; policy - data protection, use of company computers to
access internet; procedure - complaints procedure; process - stock
rotation; product or service details; staff - roles and responsibilities,
technical - nutrient / temperature / packaging requirements, legislative
- health & safety, copyright, environmental / waste.
Preferred method of provision identified e.g. demonstration, verbal,
written; paperwork or computer system of provision. Preferred
presentation of information e.g. reports, spreadsheets, diagrams,
pictures, photographs, specifications, product leaflets.
Timescales e.g. information received in time to prepare for meetings,
to correctly care for product or provide service, to meet deadlines,
project management stages, customer service response targets, to
avoid transgressing legislative requirements or putting people’s health
and safety at risk. Speed of transfer e.g. postal / telephone / fax /
texting / email / permanently available on organisation intranet.
415
Source: Internal to organisation e.g. policies / procedures / processes,
products or services to be provided. External to organisation e.g.
technical / legislative, products or services to be purchased.
1.2 Request information using appropriate methods purpose of the
information e.g. accurately identify why the information is needed and
how it will be used, what facts are needed and at what level of detail.
Methods of requesting information e.g. memo’s, requisitions, formal
letter, email, telephone, ask somebody who knows. Appropriate:
Construction of request e.g. purpose of request, keep it simple, brief
and accurately identify what information is needed and reason /
incentive for sending it - refer to LO1.1 for preferred method of
provision, preferred presentation of information to be requested and
timescales. According to organisation guidelines / procedures e.g.
forms or letter templates to use, protocols for constructing and signing
off emails
1.3 Receive and record information accurately according to
organisational requirements system of receipt e.g. date stamp,
acknowledgement, logging and prioritisations systems. Holding system
prior to use / action e.g. in-tray for paperwork, period folders for
emails, related / project management folders, daily log of phone calls
and conversations. Categorisation of information received e.g. urgent,
important, part of audit trail, nice to do, file in recycle bin.
Recorded accurately according to organisational requirements e.g. in
diary, job sheet, day file, report, upgraded specifications, spreadsheet.
Records clear, legible, brief and accurate and held to meet
organisational requirements.
Learning Outcome 2. Be able to transmit information within the
workplace
2.1 Transmit information accurately and timely and using
appropriate methods e.g. correct information transmitted, purpose
identified, key / important / background information separated /
headed, succinct, clear, blocks easily digestible / to assist
concentration, clear use of language free of acronyms / complicated
sentences and unnecessary information. Physical aspects e.g. all pages
present / numbered, writing legible, copy readable, flipcharts or slides
big enough to read, no obstructions to view, speaking voice loud
enough for people to hear.
416
Timely e.g. to fulfil a customer order each person / group of people in
the process must receive the details they need to complete the order at
the time specified by the customer - this involves communication in
time to allow staff responsible for ordering raw materials, production,
administration etc. to carry out their function within the overall
timescale and with sufficient time to do the task to the specified
standard, allow for delays / absences, minimise mistakes and stressful
working conditions. Appropriate methods e.g. appropriate to conditions
of working / use of information, outdoors - verbal / laminated, indoors
- procedures / IT, noisy environment - posters / written, timescale -
refer to LO1.1, amount of information to be transmitted - text / fax /
email, whether information is needed in pictorial / diagrammatic /
written / verbal form, number of people information is transmitted to -
memo / email circulation list. Check whether there are any
impediments to people receiving messages e.g. reading or hearing
difficulties. Follow organisation procedures/guidelines for correct
method of transmission at each stage
2.2 Confirm receipt of information receipt of information confirmed e.g.
written / verbal / email acknowledgement requested, receipt checked
by questions, requests for confirmation of points / actions, clarification.
Follow organisation procedures/guidelines for receipt relating to key
process stages
LO3 and LO4 are the key areas of knowledge for this unit
Learning Outcome 3. Understand how to receive and transmit
information within the workplace
3.1 Give examples of when information may be required urgently
e.g. administrative - date of training day changed; financial - budget
being exceeded; policy - update to prevent discriminatory practices;
procedure - complaint from key customer; process - stock shortfall or
spoilage; product or service details - pest control products / services to
control an infestation; staff roles and responsibilities - staff overload
and process breaking down; technical - to mend broken down
machinery, legislative - e.g. check staff appropriately competent to use
machinery
3.2 Explain why it is important to take messages accurately and the
potential effects of not doing so e.g. organisation’s / department’s /
417
person’s reputation, trust and confidence are at stake, efficiency and
effectiveness depend on accurate information. Potential effects of not
taking messages accurately - efficiency reduced e.g. unnecessary work
caused, time wasted during clarification - effectiveness reduced e.g. an
inaccurately taken message may cause confusion, delivery of the
wrong product or service, failure to identify the true cause of a
problem.
3.3 Explain the importance of confirming information and why this
should be acknowledged and accurately recorded e.g. to check
correct understanding and clarify before work starts and costs are
incurred, to confirm that the required actions will be taken / issues
addressed / products or services delivered. Acknowledgement e.g. to
let the sender know that the information has been received, to foster
two way communication, encourage buy in / ownership of information.
Accurately recorded e.g. in case of any dispute about the content of the
information or the timeliness of actions taken, information types that
form part of evidence of compliance with legislative / quality assurance
requirements.
3.4 Explain the situations in which confidentiality needs to be
maintained e.g. protection of individuals personal, financial, medical,
religious, racial, sexual, employment details, development of new
products / services / systems of operation that give competitive edge
or have commercial value, sensitive aspects of organisational strategy,
finance, staff recruitment, security information - CCTV / internet usage
monitoring, pest infestations, handling of complaints or appeals.
Learning Outcome 4. Understand the relevant legislation in
receiving and sending information
4.1 Summarise the legislation which relates to communicating
information within the workplace legislation which relates to
communicating information within the workplace e.g. Health and Safety
at Work Act, Management of Health & Safety at Work Regulations.
Provision and Use of Work Equipment Regulations, Health and Safety
(Display Screen Equipment) Regulations as amended.
Data Protection Act, Copyright, Designs and Patents Act
Various acts relating to discrimination e.g. Disability Discrimination Act,
Race Relations Act, Sex Discrimination Act.
Briefly summarise the key points of each item of legislation considered
418
- for example: The Data Protection Act applies to all businesses that
keep information or personal data about identifiable people. It sets out
a number of key data protection principles such as to process only as
much information as needed, to keep individuals properly informed
about what their information will be used for, to ensure that it is kept
accurate and up to date, to hold it securely, to delete information as
soon as there is no reason to keep it and to observe the rights of an
individual. Businesses may be required to notify that they hold and
use personal information.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners,
including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
Learning Outcomes (LO) 1 and 2
Delivery of these learning outcomes could be by supervised practical
operational work giving learners the opportunity, first to practice the various
tasks and then to be observed correctly doing each task to demonstrate
achievement of the assessment criteria.
Prior to, during and after completion of practical operational work
photographs or video could be taken to provide evidence of progress.
Learning Outcomes (LO) 3 and 4
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of operational
work and witness testimony, answering oral or written questions,
assignments or internet research cross referenced to the knowledge
evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
419
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1 and 2 link together and can be
assessed practically by generation of diverse evidence or observation if
appropriate. These could also link to Learning Outcomes 3 and 4 to allow
knowledge evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include some of the following
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes/diaries/reflective accounts
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
420
Tool / equipment inventory and safety checklists / maintenance
schedules
Reviews/staff appraisals/minutes of meetings
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments
See ABC website for further information
421
Plan and Maintain Supplies of Physical Resources
within the Work Area
Unit Reference
J/502/1449
Level
3
Credit Value
3
Guided Learning
Hours
13
Unit Summary
This unit will provide the learner with the skills,
knowledge and understanding required for
planning the requirements of physical resources
within the work area and ensure that supplies are
maintained. Physical resources could include
products, materials or equipment and can be
applied to a number of environments
Learning Outcomes
(1 to 4)
The learner will
Assessment Criteria
(1.1 to 4.1)
The learner can
1. Be able to maintain
supplies of physical
resources
1.1 Monitor supplies of physical resources to
ensure that they are suitable and sufficient for
current work activities
1.2 Ensure that supplies of physical resources are
stored appropriately
1.3 Identify variations in future requirements for
physical resources and plan correctly
1.4 Provide clear and accurate information for
recording purposes
422
2. Be able to promote
health and safety and
environmental good
practice
2.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
3. Understand how to
maintain supplies of
physical resources
3.1 Explain how the quantity and quality of
resources required for specific work activities are
planned to include
Products or materials
Equipment
3.2 Explain how to recognise any faults or
shortfalls in supplies of resources and the
appropriate action to be taken
3.3 Explain the purpose of manufacturer’s
recommendations regarding the storage and use of
resources
3.4 Explain the types of records required and the
importance of accurate record keeping
4. Understand
relevant health and
safety legislation and
environmental good
practice
4.1 Summarise current health and safety
legislation, codes of practice and any additional
requirements
423
Supporting Unit Information
J/502/1449 Plan and Maintain Supplies of Physical Resources within the
Work Area – Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the learning Outcome (LO) e.g. LO1 and
then to the Assessment criteria number listed e.g. LO 1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means all inclusive.
These are the key areas of competence for this unit
Learning Outcome 1. Be able to maintain supplies of physical
resources
1.1 Monitor supplies of physical resources to ensure that they are
suitable and sufficient for current work activities e.g. check
against specification, maintain records of stock levels, order in advance
of requirements.
1.2 Ensure that supplies of physical resources are stored
appropriately e.g. as required by supplier, secure, protected from
weather if required, stacked in date order, follow codes of practice
(bunding for pesticides, fuel).
1.3 Identify variations in future requirements for physical
resources and plan correctly e.g. compare stock with rate of usage,
change to specification, excessive wastage, equipment failure. Action
for variations e.g. adjust stock levels to accommodate changes, reduce
wastage, effect repair/replacement.
424
1.4 Provide clear and accurate information for recording purposes
e.g. inventory list, description of item, quantities, dates, position in
store.
Learning Outcome 2. Be able to promote health and safety and
environmental good practice
2.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements e.g. to current legislation, health and safety of self and
others, codes of practice, PPE used (steel toe cap boots, gloves,
protective clothing as required) supplier’s/ manufacturer’s instructions
and guidance followed, risk assessment followed staff trained to
competence level or supervised and any additional requirements.
Environmental good practice e.g. correct storage refer to LO 1.2,
dispose of damaged/waste supplies as required by legislation and
codes of practice (pesticides), specialist contractor (skip), Local
Authority arrangements.
These are the key areas of knowledge for this unit
Learning Outcome 3. Understand how to maintain supplies of
physical resources
3.1 Explain how the quantity and quality of resources required for
specific work activities are planned to include products or
materials e.g. follow work programme, refer to LO 1.1.
Equipment e.g. on site as required by work programme, serviced,
meets specification requirements.
3.2 Explain how to recognise any faults or shortfalls in supplies of
resources and the appropriate action to be taken e.g. check
quantities against order, check quality against specification. Action
e.g. reject delivery, contact supplier, arrange new supplies.
3.3 Correct storage of resources e.g. security, maintain fit for use,
prevent deterioration and contamination, protect from damage and
weather, use by dates to ensure quality of product.
3.4 Explain the purpose of manufacturers’ recommendations
regarding the storage and use of resources e.g. safety of user,
425
protect environment, used only for purpose recommended, use by
recommended date.
required records e.g. staff attendance hours, hours of equipment
use, deliveries, actual use of materials, risk assessments, staff
competence achievements, RIDDOR, accidents, maintenance of
equipment, fire drill, waste disposal and any other requirements.
importance of records e.g. proof of competence, approved working
practices and codes of practice followed, correct specified deliveries,
insurance purposes, health and safety requirements followed, waste
regulations, accountants (wages, invoices), comply with required
legislation and any other designated requirement.
Learning Outcome 4. Understand relevant health and safety
legislation and environmental good practice
4.1 Summarise current health and safety legislation, codes of
practice and any additional requirements e.g.
Act 1974 e.g. management of health and safety and safety at work.
Risk assessments e.g. working practices.
Codes of Practice e.g. pesticide application, use of equipment.
Exposure records e.g. noise, vibration, pesticides.
COSHH Regulations e.g. risk assessments and use, fuel.
Hazardous Waste Regulations e.g. waste disposal.
Storage e.g. pesticides, fuels, materials.
PPE e.g. safety boots, ear defenders, protective clothing.
Environmental Protection Act e.g. environmental protection.
Water Pollution Act e.g. water protection.
RIDDOR e.g. reporting requirements.
PUWER e.g. use of plant and equipment.
LOLER e.g. lifting operations and lifting equipment
Welfare at Work e.g. staff facilities.
Any additional requirements.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
426
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes (LO) 1 and 2
Delivery of these learning outcomes is by supervised practical work activities
giving learners the opportunity, first to practice the various tasks involved
and then to be observed correctly doing each task to demonstrate
achievement of the assessment criteria.
Learners not holding statutory qualifications to use equipment and materials
to be supervised by person who is qualified to do so.
Prior to, during and after completion of activities, photographs or video could
be taken to provide evidence of progress.
Learning Outcomes (LO) 3 and 4
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
activities and witness testimony, answering oral or written questions,
assignments or internet research cross referenced to the knowledge
evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria.
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1, 2 and 3 link together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 4, 5 and 6 to allow knowledge
evidence to be gathered during the practical activities.
It is important that practical assessment activities are supervised
appropriately.
427
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/planting plans/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory and safety checklists / maintenance
schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
428
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments
The website http://www.netregs.gov.uk/ provides helpful guidance about environmental regulations.
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, waste and water etc The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
See ABC website for further information
429
Prepare and Maintain Equipment and Machines
Unit Reference
K/501/0492
Level
3
Credit Value
3
Guided Learning
Hours
19
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
to maintain and repair equipment and machines.
Maintenance may also be required due to
equipment malfunction. The unit covers manual
(hand operated) and mechanical (engine drive)
equipment and machines
Learning Outcomes
(1 to 6)
The learner will
Assessment Criteria
(1.1 to 6.4)
The learner can
1. Understand how
to prepare equipment
and machines for
maintenance
1.1 Explain the purpose of a maintenance schedule
plan
1.2 Justify circumstances in which authorisation
must be obtained prior to maintenance
1.3 Research information required for the
maintenance procedure and how it should be
obtained
1.4 Describe methods for preparing equipment and
machines
430
1.5 Investigate the dangers created by stored
energy and how these should be responded to
during the preparation stage
1.6 Evaluate hazardous chemicals and substances
which may be present and ways in which they
should be dealt with
1.7 Select the type of tools, equipment and
materials required for the maintenance procedure
1.8 Describe the ways, and reasons, for making
equipment and machinery safe for dis-assembly
and re-assembly purposes
1.9 Describe the location of stored equipment and
any associated components
2. Understand how to
maintain and repair
equipment and
machines
2.1 Describe methods for the diagnosis of faults
and the identification of the root cause
2.2 Give a range of routine maintenance
requirements and why these must be adhered to
2.3 Analyse factors which impact on the value of
continuing with the procedure such as cost of
repair, estimated working life, immediate needs for
the equipment/machinery use
2.4 Describe the reasons and methods for
maintaining equipment and machines
2.5 Investigate the possible consequences of not
maintaining equipment and machines
2.6 Investigate legislative requirements relating to
the maintenance of equipment and machinery, and
the work area
431
2.7 Give a range components that require periodic
replacement and the reasons for this
2.8 Describe procedures for obtaining replacement
components
2.9 Describe safe and appropriate methods of
storing equipment and machinery
2.10 Describe how and where to obtain expert
advice in relation to maintenance
2.11 Describe the necessary post-maintenance
checks
2.12 Describe how to keep appropriate records
3. Prepare equipment
and machines for
maintenance
3.1 Obtain the relevant information and
authorisation for the maintenance procedure – e.g.
manual/maintenance
3.2 Identify the equipment and machines requiring
maintenance – e.g. routine and breakdown
3.3 Make sure the equipment and machines for
maintenance are safe, and completely isolated
from the power source
3.4 Keep the work area safe and in a condition
suitable for the maintenance procedure
3.5 Obtain the appropriate tools and materials for
the maintenance procedures
3.6 Complete the preparation of equipment and
machines for maintenance in accordance with
manufacturers’ instructions e.g.
manual/mechanical
432
3.7 Identify the relevant components for dis-
assembly and re-assembly purposes
4. Maintain and repair
equipment and
machines
4.1 Assess the maintenance requirements based
on the condition and use of the equipment and
machines
4.2 Identify, remove and replace worn and
damaged components in accordance with
manufacturers’ instructions
4.3 Where replacement components are
unavailable, safely store the equipment and
machinery, and take the appropriate action to
obtain the suitable replacements
4.4 Carry out the maintenance in accordance with
manufacturers’ instructions, standard procedure
and legislation
4.5 Identify the need for expert advice and
assistance and promptly refer this matter to the
appropriate member of staff
4.6 Make sure that stored equipment and
machines are safe, secure and appropriately
protected from any adverse conditions
4.7 Carry out the correct tests on completion of
the maintenance procedure to confirm the
machinery/equipment is returned to good working
order
4.8 Clean, service and store maintenance tools
after use
4.9 Keep appropriate records
433
5. Understand and
comply with current
health and safety
legislation and codes
of practice
5.1 Health and safety in relation to the
preparation, maintenance and repair of equipment
and machines for maintenance and the usage on
the work are
5.2 Select types of protective clothing and the
reasons why it must be worn
5.3 Describe the correct ways of wearing
protective clothing
5.4 Maintain health and safety in accordance with
relevant legislation and codes of practice
6. Understand and
work safely with
hazardous chemicals
6.1 Assess hazardous chemicals and substances
which may be present and ways of minimising
leakage
6.2 Describe safe and appropriate methods for
disposing of waste materials
6.3 Minimise dangers from contamination and
hazardous chemicals
6.4 Minimise the escape of substances and dispose
of waste in a safe manner and place – e.g.
hazardous and non-hazardous
434
Supporting Unit Information
K/501/0492 Prepare and Maintain Equipment and Machines - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1 and LO2 are the key area of knowledge for this unit
LO 1. Understand how to prepare for the planting of crops or plants
Learning Outcome 1. Understand how to prepare equipment and
machines for maintenance
1.1 Explain the purpose of a maintenance schedule plan
routine - to ensure equipment safe to use and to reduce risk of harm,
to be ready to use and set up for optimum efficiency and to reduce
damage to product and environment (e.g. soil), to reduce incidence of
breakdowns, reduce time lost and cost of breakdowns, prolong life of
equipment and machines,
breakdown – routines in place to identify faults when equipment not
in use, policies, equipment, parts and suitably trained staff in place to
facilitate timely and effective repair after breakdown
1.2 Justify circumstances in which authorisation must be obtained
prior to maintenance e.g. when extensive maintenance requires
machine or equipment to be out of service for extended period, busy
times and when machine is needed, for maintenance requiring
expensive parts or materials, for changes to the machine that will
435
affect operating procedures or effectiveness of machine.
Authorisation required from e.g. Line manager, service manager, client,
customer, operator, operations supervisor.
1.3 Research information required for the maintenance procedure
and how it should be obtained information required – health and
safety implications, maintenance procedures, schedule of operations,
settings of tools or equipment, specification of materials or parts to be
used, level of use of machine (e.g. hours, miles), availability for
maintenance (i.e. when not in use), location, previous activities,
problems encountered by operators. Obtaining information – risk
assessment, manufacturers/suppliers instructions (booklet, sheet or
wall chart, internet), operators records, maintenance records, plans for
intended use of machinery or equipment, line manager.
1.4 Describe methods for preparing equipment and machines
manual – cleaning to remove debris, dust, contamination by fuel and
other chemicals, securing loose parts, removing of guards and store for
later re-fitting
mechanical – ensure all parts are cool, immobilise power unit (e.g.
switching off, turning off fuel, use of isolator switch, unplugging
electrical equipment, removal of keys, disconnecting battery,
disconnecting spark plug lead, remove spark plug or injector), cleaning,
loose parts, guards as above,
Note – correct procedures for disposing of waste materials or washings
from cleaning operations must be followed at all times (refer to LO1.6).
1.5 Investigate the dangers created by stored energy and how
these should be responded to during the preparation stage
sources of stored energy. Fuel (e.g. petrol, diesel, gas), turn off
supply, empty or remove tank/cylinder, release fuel under pressure in
supply lines, empty supply lines.
Electricity (e.g. mains, generator, batteries, in condensers) – switch
off, unplug, disconnect, instant discharge circuits or earthing to remove
residual charge,
Mechanical (springs, weights) – release tension, remove from machine,
remove or lower weights to ground level or solid base, prop or lock in
position.
1.6 Evaluate hazardous chemicals and substances which may be
present and ways in which they should be dealt with
436
substances fuels, oils and grease, cleaning fluids, pesticides and
fertilizers, dust from operation of machine, exhaust fumes, growing
media,
actions identify substances present, consult COSHH sheet if
appropriate (e.g. for cleaning fluids), refer to LO1.5 for procedures with
fuels, remove by cleaning if safe to do so (note – appropriate PPE
(refer to LO1.7) must be worn and correct procedures for disposing of
washings must be followed at all times), refer to supervisor/line
manager if material is present that you cannot safely or are not trained
to handle.
1.7 Select the type of tools, equipment and materials required for
the maintenance procedure for
hand tools e.g. forks, spades, secateurs, hand saws
power tools e.g. chainsaws, mowers, strimmers, mixers, ATVs PPE
(e.g. safety footwear, overalls, eye and ear protection, dust mask,
gloves, waterproofs, hats, UV protection); For cleaning - hosepipes,
pressure washers (with waste disposal facility for washings)
degreasers, cleaners, compressed air jets, brushes, rags, vacuum
cleaners; Hand tools (e.g. spanners, screwdrivers, wrenches);
Specialist equipment specific to the equipment (refer to LO1.3),
inspection lamps, work benches, lifting equipment.
1.8 Describe the ways, and reasons, for making equipment and
machinery safe for dis-assembly and re-assembly purposes refer
to LO1.4, LO1.5, LO1.6 to methods.
Reason – to reduce maintenance time, improve effectiveness of
maintenance, prevent contamination of fluids or internal parts of
machine, reduce hazard and risk of harm, customer satisfaction
1.9 Describe the location of stored equipment and any associated
components Location storage needs to be safe, secure, away from
sources of contamination, protected from impacts and mechanical
damage, away from access routes (to avoid trips and falls or injury by
falling objects)
Learning Outcome 2. Understand how to maintain and repair
equipment and machines
2.1 Describe methods for the diagnosis of faults and the
identification of the root cause diagnosis by – physical appearance
437
(broken parts, leaks, worn components), report by operator/customer,
bench testing, trial running under controlled conditions, electronic
diagnosis (e.g. use of voltage or resistance meters, gas analysis),
Root cause – refer to service and operator records, manufacturers
information and workshop manuals, direct enquiry to manufacturer ,
supplier or specialist, full strip-down to check all parts.
2.2 Give a range of routine maintenance requirements and why
these must be adhered to - routine maintenance e.g.
Daily - sharpening and cleaning (e.g. of secateur blades to ensure
effective operation), checking of guards, lights, tyre pressures (safe
operating, legal requirement), greasing and oiling (to reduce wear,
reduce fuel use, improve performance), checking oil levels (prevent
damage due to lack of lubrication)
Periodic (annual, monthly or fixed hours or mileage) e.g. changing oil
and filters (reduce engine wear, prolong engine life), annual sharpening
and resetting of mower blades (to ensure effective performance
throughout the season)
Occasional e.g. changing cam belts (to prevent serious damage to
engine), changing fuel filter, engine flushing (to maintain long-term
performance)
2.3 Analyse factors which impact on the value of continuing with
the procedure such as cost of repair, estimated working life,
immediate needs for the equipment / machinery use cost of
repair against cost of replacement, expected life of machine remaining,
option to upgrade, difficulty in obtaining replacement, availability of
parts, option to hire/borrow during down-time, seasonal or occasional
use (opportunities to undertake lengthy repairs when machine not
needed)
2.4 Describe the reasons and methods for maintaining equipment
and machines (Refer toLO2.2)
2.5 Investigate the possible consequences of not maintaining
equipment and machines consequences e.g. reduced life of machine
or equipment – excessive wear, corrosion, failure of components.
Breakdowns leading to loss of output, increased repair costs, failure to
meet deadlines, damage to product, materials or the environment.
Risk of harm to operators (broken parts, leakages and spillages)
438
2.6 Investigate legislative requirements relating to the
maintenance of equipment and machinery, and the work area
Health and Safety e.g. Management of Health & Safety at Work
Regulations; LOLER, PUWER, Manual Handling, RIDDOR, Environmental
Protection e.g. Environmental Protection Acts; Waste e.g. Hazardous
Waste Regulations; Codes of Practice e.g. Protecting our Water, Soil
and Air; Additional requirements including customer regulations,
assured produce schemes, certification
2.7 Give a range components that require periodic replacement and
the reasons for this components e.g. Oil Filters – to prevent build-up
of deposits preventing flow through the filter, Chainsaw blades and
bars – to maintain effective operation, reduce risk of failure causing
harm to operator, Safety Helmets – to ensure effectiveness and comply
with regulations
2.8 Describe procedures for obtaining replacement components
obtained from – own store (regularly used items), purchase prior to
routine service or maintenance, ordered as required, supplied by main
agent, parts distributor, mail order or internet.
2.9 Describe safe and appropriate methods of storing equipment
and machinery safe and appropriate methods of storage (refer to
LO1.9). Secure yard or compound (suitable for large equipment not
damaged by exposure to weather), barn or lean-to in compound to
provide protection from rain/sun, locked building for higher value and
easily moved equipment, secure room or cabinet for high value items
(e.g. chain saws, laser levelling equipment).
2.10 Describe how and where to obtain expert advice in relation to
maintenance sources – colleague, mechanic or specialist,
supplier/manufacturer, dealer or service provider, hirer, consultant.
When – at time of purchase/hire, when upgrading maintenance
procedures, in response to problems encountered
2.11 Describe the necessary post-maintenance checks visual
checking (e.g. guards and other loose fittings) bench testing of smaller
equipment, test running, field or road test of larger equipment, PAT
testing to ensure electrical safety of equipment, emissions testing of
power units.
439
2.12 Describe how to keep appropriate records Appropriate records -
operator records of usage, daily checks, hours/miles and servicing (e.g.
fuel use), servicing records (when, what), materials/components used.
Recorded as – workshop reports, job-sheets, operator record, test
report. Recorded by - written, electronic (lap-top, PC, or hand-held
device), printout from automatic testing equipment.
LO3 and LO4 are the key areas of competence for this unit
Learning Outcome 3. Prepare equipment and machines for
maintenance
3.1 Obtain the relevant information and authorisation for the
maintenance procedure e.g. manual/maintenance e.g.
manual/maintenance refer to LO1.2, LO1.3
Identify the equipment and machines requiring maintenance
e.g. routine and breakdown refer to LO1.1 and LO1.3
3.2 Make sure the equipment and machines for maintenance are
safe, and completely isolated from the power source refer to
LO1.4, LO1.5, LO1.6
3.3 Keep the work area safe and in a condition suitable for the
maintenance procedure e.g. Clearing and removal of obstacles on
benches and floor areas prior to work, safe storage of tools, removed
parts, components during operations, replacing tools, equipment,
unused materials and components and waste after maintenance,
cleaning benches and floor areas.
3.4 Obtain the appropriate tools and materials for the maintenance
procedures refer to LO1.7 for range of tools
3.5 Complete the preparation of equipment and machines for
maintenance in accordance with manufacturers’ instructions
e.g. manual/mechanical e.g. manual/mechanical - refer to LO1.4,
LO1.5, LO1.6 and LO1.8)
3.6 Identify the relevant components for dis-assembly and re-
assembly purposes Components – e.g. safety guards, chain
housings, mower blade assemblies - refer to LO1.8
440
Learning Outcome 4. Maintain and repair equipment and machines
4.1 Assess the maintenance requirements based on the condition
and use of the equipment and machines refer to LO2.1, LO2.2
4.2 Identify, remove and replace worn and damaged components in
accordance with manufacturers’ instructions refer to LO2.1, LO2.2
4.3 Where replacement components are unavailable, safely store
the equipment and machinery, and take the appropriate action
to obtain the suitable replacements refer to LO2.8 and LO2.9
4.4 Carry out the maintenance in accordance with manufacturers’
instructions, standard procedure and legislation refer to LO1.3
and LO2.6
4.5 Identify the need for expert advice and assistance and promptly
refer this matter to the appropriate member of staff refer to
LO1.2 and LO2.10
4.6 Make sure that stored equipment and machines are safe, secure
and appropriately protected from any adverse conditions refer to
LO1.9 and LO2.9
4.7 Carry out the correct tests on completion of the maintenance
procedure to confirm the machinery/equipment is returned to
good working order refer to LO2.11
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes 1 and 2
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
441
preparing for and maintaining equipment and machines, copies of records
(see LO2.12), or reporting forms and witness testimony, answering oral or
written questions, or assignments referenced to the knowledge evidence.
Learning Outcomes 3 and 4
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
activities preparing for and maintaining equipment and machines giving
learners the opportunity, first to practice the various tasks involved and then
to be observed competently doing each task to demonstrate achievement of
the assessment criteria.
Prior to, during and after completion of work managing site clearance and
preparation for planting photographs or video could be taken to provide
evidence of progress. Copies of monitoring record can be used to provide
evidence of quality and rate of work and of sufficiency of evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 3 and 4 link together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 1 and 2 to allow knowledge
evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
competently and appropriately.
Assessment to be based on naturally occurring evidence or realistic
working environment
Minimum requirements when assessing this unit
442
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Maintenance schedules and records
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation
443
applies to areas of work and lists of Acts, Statutory instruments and
legal publications
The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments
The Department for Environment, Food and Rural Affairs website has
up to date information about legislation, codes of practice and
consultations in the horticultural / agricultural sectors
The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc
The website http://www.netregs.gov.uk/ provides guidance about
environmental regulations.
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Learners should be directed to relevant publications and websites eg.
Horticulture Week (www.hortweek.com)
Provision and Use of Work Equipment in the Machinery Manufacturing
Industry - Norwich Union Risk Services Ref No 5037 August 2006
DEFRA website and publications
(http://www.defra.gov.uk/hort/index.htm)
Visit Business Link for information on relevant legislation
http://www.businesslink.gov.uk
Workshop manuals for relevant equipment
Farm Horticulture by George W. Wood
Farm Machinery (Resource Management) (5th Edition) by Brian Bell
ISBN 13:9781903366684
Profitable Farm Mechanization by Claude Culpin ISBN-13:
9780258969847
See ABC website for further information
444
Transplant Large Root-Balled Plants
Unit Reference
A/502/1450
Level
3
Credit Value
4
Guided Learning
Hours
26
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
to transport large root-balled plants and establish
them in a new site. This includes the transportation
of trees as well as plants
Learning Outcomes
(1 to 8)
The learner will
Assessment Criteria
(1.1 to 8.2)
The learner can
1. Prepare and
transport large root-
balled plants
1.1 Ensure the plant is in a fit condition for
transportation and establishment
1.2 Ensure the plant is prepared for transportation
and a safe and effective route is selected
1.3 Transport the plant in a way that is safe and
secure and in accordance with any highway and
traffic regulations
1.4 Maintain the health, vigour and physical
condition of the plant during the journey
2. Understand the
principles of
2.1 Explain how to check the condition of plants to
ensure they are fit for transportation and
establishment
445
transporting large
root-balled plants
2.2 Describe the effects of transportation on
plants, including the signs that a plant may be
suffering stress, and how to respond to these signs
2.3 Explain how to prepare plants for
transportation, secure them and maintain their
condition throughout the journey
2.4 Summarise the relevant highway and traffic
regulations
2.5 Describe the types of hazards that may occur
when transporting plants and how to deal with
these
3. Establish large
root-balled plants in
new sites
3.1 Identify and mark out the planting site
correctly and clearly
3.2 Handle the plant and use planting methods
that maintain the health, vigour and physical
condition of the plant and minimise damage
3.3 Provide support, planting conditions and
aftercare that are appropriate to the plant and the
environment
3.4 Restore the site to a clean and tidy condition
following planting
4. Understand the
principles
underpinning the
establishment of large
root-balled plants
4.1 Explain the factors affecting the timing,
method and site of planting
4.2 Explain the causes of damage and drying out
and their prevention
4.3 Explain the problems and methods relating to
the support, planting conditions and aftercare of
plants whilst they are establishing
446
4.4 Explain the types of damage that may occur to
plants during planting and how to avoid these
4.5 Explain the importance of restoring the site to
a clean and tidy condition
5. Be able to maintain
and use relevant
equipment
5.1 Ensure equipment is prepared, used and
maintained in a safe and effective condition
throughout
6. Understand the
reasons for
maintaining
equipment
6.1 Explain the importance and methods of
maintaining equipment for use
7. Be able to promote
health and safety and
environmental good
practice
7.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
7.2 Ensure work is carried out in a manner which
minimises environmental damage
8. Understand
relevant health and
safety legislation and
environmental good
practice
8.1 Summarise current health and safety
legislation, codes of practice and any additional
requirements
8.2 Describe the possible environmental damage
that could occur and how to respond appropriately
447
Supporting Unit Information
A/502/1450 Transport Large Root-Balled Plants – Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g.) LO1
and then to Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
Note 3: The example used in this indicative content is trees
LO1, LO3, LO5 and LO7 are the key areas of competence for this
unit
LO2, LO4, LO6 and LO8 are the key areas of knowledge for this unit
Learning Outcome 1. Prepare and transport large root-balled
plants
1.1 Ensure the plant is in a fit condition for transportation and
establishment root ball is moist throughout the process and roots are
wrapped up in soil to prevent damage and drying out. Bottom
branches are tied in securely to prevent damage in transit. Tree is
attractive with a good healthy root system and well balanced crown
with good leaf colour.
1.2 Ensure the plant is prepared for transportation and a safe and
effective route is selected trees are securely strapped onto the
wagon to prevent movement and possible damage to branches and are
covered by sheeting to reduce wind exposure, sunlight and extreme
temperatures to prevent drying out. Loads must be roped or tied on
448
securely in conjunction with the Road Traffic Act 2006. Make sure
route is compatible for the wagon and load to avoid low or weak
bridges and narrow roads.
1.3 Transport the plant in a way that is safe and secure and in
accordance with any highway and traffic regulations transport
the trees after ensuring the load is safe and secure taking suitable
breaks for long journeys using an HGV or a 7.5 tonne truck ensuring
that plants are watered to maintain their condition. Check licences and
age requirements for drivers using 7.5 tonne trucks or larger vehicles.
All loads must be roped on securely and trees must be protected with
branches tied in to protect from damage and trees must be watered
well before the journey commences. See LO1.2 for details.
1.4 Maintain the health, vigour and physical condition of the plant
during the journey during stops the load should be checked for
possible movement and re-secured as necessary. On hot days and/or
long journeys a supply of water and watering equipment must be used
to ensure that the roots of trees do not dry out. Check that roots are
moist so that they do not dry out and that leaf colour and vigour are
maintained without leaves drooping or curling due to extreme
conditions – water as soon as leaf colour starts to dull. Ensure that
branches are tied in as necessary to avoid rubbing and visual damage.
Learning Outcome 2. Understand the principles of transporting
large root-balled plants
2.1 Explain how to check the condition of plants to ensure they are
fit for transportation and establishment see LO1.1 for details.
2.2 Describe the effects of transportation on plants, including the
signs that a plant may be suffering stress, and how to respond
to these signs see LO1.4 for details.
2.3 Explain how to prepare plants for transportation, secure them
and maintain their condition throughout the journey see LO1.3
and LO1.4 for details.
2.4 Summarise the relevant highway and traffic regulations check
that all loads comply with the Road Traffic Act 2006. See LO1.3 for
details.
449
2.5 Describe the types of hazards that may occur when transporting
plants and how to deal with these ensure that drivers/loaders are
aware of irritant plant materials and are issued with the correct PPE.
Lifting and carrying larger trees must conform to the Manual Handling
Operations Regulations for workers and the Lifting Operations Lifting
Equipment Regulations 1998 (LOLER) for the use of machinery and
equipment. See LO1.2 for further details.
Learning Outcome 3. Establish large root-balled plants in new sites
3.1 Identify and mark out the planting site correctly and clearly site
identified from landscape plans and precise planting places for trees
marked or dug out ready to receive transported trees. Location of
trees in the landscape to be marked out using pegs to mark exact
location.
3.2 Handle the plant and use planting methods that maintain the
health, vigour and physical condition of the plant and minimise
damage trees to be handled carefully without damage to root ball or
branches and roots must be kept moist and covered until tree is
planted. Prune any damaged roots or shoots with sharp secateurs.
Site and soil must be correct for the relevant tree type such as
moisture content, soil type and pH. A hole larger than the depth and
width of the root ball must be dug with the sides forked to promote
lateral root growth in clay soils with the hole watered before planting or
the insertion of a polymer to prevent desiccation of the roots. A
fertiliser can be added to both the tree pit and the pile of top soil
before planting. Tree to be positioned correctly with stake prior to final
planting and tied loosely to the stake so that the soil fills the gaps
between the roots of the tree before final firming. The tree must be
planted so that it is blown away from and not into the stake. Timing of
planting must be relevant to particular tree species as deciduous trees
are planted when they are dormant between late autumn and early
spring and evergreens are planted in early autumn or late spring.
3.3 Provide support, planting conditions and aftercare that are
appropriate to the plant and the environment tree tie to be
checked and secured after planting with a copious amount of water
applied and the ground must not be allowed to dry out in the first few
weeks. An application of mulch helps to conserve moisture and
prevent weed growth. Tree ties need to be loosened after one growing
450
season so that the tree does not grow around the tie and snap off.
Trees need a lot of support in the first season to prevent drying out and
subsequent death. Depending on location some trees will need to be
staked up into the tree head to prevent vandal damage or surrounded
by a metal cage to prevent mower and strimmer damage. Plastic
rabbit guards near to be fitted to prevent damage to bark.
3.4 Restore the site to a clean and tidy condition following planting
dispose of waste in accordance with legislative requirements and codes
of practice to include: organic wastes such as soil which can be stored
and then re-used; vegetation that can be composted; wood that can be
chipped. Inorganic wastes such as tree ties can be re-used or disposed
of into a skip. The local authority waste recycling facility is another
alternative for disposing of waste. Site left tidy as specified in the
landscape contract.
Learning Outcome 4. Understand the principles underpinning the
establishment of large root-balled plants
4.1 Explain the factors affecting the timing, method and site of
planting see LO3.2 for further details.
4.2 Explain the causes of damage and drying out and their
prevention see LO1.1 and LO1.2 for further details.
4.3 Explain the problems and methods relating to the support,
planting conditions and aftercare of plants whilst they are
establishing see LO3.2 and LO3.3 for further details.
4.4 Explain the types of damage that may occur to plants during
planting and how to avoid these see LO3.2 and LO3.3 for further
details.
4.5 Explain the importance of restoring the site to a clean and tidy
condition see LO3.4 for further details.
Learning Outcome 5. Be able to maintain and use relevant
equipment
5.1 Ensure equipment is prepared, used and maintained in a safe
and effective condition throughout equipment is prepared, used
451
and maintained in a safe and effective condition throughout to include:
PPE selected and safely used e.g. steel toe-capped boots, gloves and
hard hat. Tools and equipment correctly selected and checked using
pre-start checks including spades, forks, secateurs, wheelbarrows,
tractor and trailer, mechanical auger, lifting equipment, winches and
vehicles. The importance of maintaining tools and equipment is to
prevent accidents and to keep equipment in good working order to
avoid corrosion of parts. Hand tools to be checked over, washed off
after use and oiled as necessary before storage in a lockable shed.
Vehicles, tractors and augers should undergo pre-start checks before
use such as fuel, oil, air filter, greasing moving parts, tyre pressures,
coolant and visual examination for defects before work commences and
then washed off and put away securely after use.
Learning Outcome 6. Understand the reasons for maintaining
equipment
6.1 Explain the importance and methods of maintaining equipment
for use see LO5.1 for Details.
Learning Outcome 7. Be able to promote health and safety and
environmental good practice
7.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements work in a way which promotes health and safety, is
consistent with relevant legislation, codes of practice and any additional
requirements to include: work activities carried out consistently with
current legislation e.g. Health and Safety, Environmental Protection
legislation including Waste Acts and COP’s such as soil, water and air
and additional requirements such as customer regulations,
environmental health requirements as well as LOLER, PUWER, Manual
Handling and Stop Safe.
7.2 Ensure work is carried out in a manner which minimises
environmental damage ensure work is carried out in a manner which
minimises environmental damage to include: minimise environmental
damage by carefully planning site access such as the removal and
delivery of materials, working in correct weather conditions and not
allowing run off from waste products into water courses in line with
Environmental Agency guidelines.
452
Learning Outcome 8. Understand relevant health and safety
legislation and environmental good practice
8.1 Summarise current health and safety legislation, codes of
practice and any additional requirements see LO7.1 for further
details.
8.2 Describe the possible environmental damage that could occur
and how to respond appropriately damage to soil structure from
vehicles and from planting when ground is frozen or too wet and
potential spillage of fertiliser. Store and handle fertilisers with care and
carry out planting when soil conditions and time of year are suitable for
the tree type. See LO7.2 for further details.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners,
including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
Learning Outcomes 1, 3, 5 and 7
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
tree planting giving learners the opportunity, first to practice the various
tasks involved and then to be observed correctly doing each task to
demonstrate achievement of the assessment criteria. Prior to, during and
after completion of planting work photographs or video could be taken to
provide evidence of progress.
Learning Outcomes 2, 4, 6 and 8
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of planting
and witness testimony, answering oral or written questions, assignments or
internet research cross referenced to the knowledge evidence.
Learners who have not yet completed the necessary training or
certification to use machinery, equipment and materials must be
supervised by a suitably qualified person.
453
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1, 3, 5 and 7 link together and
competence can be assessed practically by observation or by generation of
diverse evidence. These could also link to Learning Outcomes 2, 4, 6 and 8
to allow knowledge evidence to be gathered during the practical activities.
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include some of the following
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes/diaries/reflective accounts
454
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory and safety checklists / maintenance
schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
It is important that practical assessment activities are supervised
appropriately.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications The Manual Handling Operations Regulations 1992 website
www.hse.gov.uk/contact/faqs/manualhandling.htm gives guidance on lifting and handling loads at work.
The Lifting Operations Lifting Equipment Regulations 1998 (LOLER) website www.hse.gov.uk/lau/lacs/90-4.htm gives guidance on the use
of machinery and lifting equipment.
455
The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments Local Authority websites for Building Control Department
The Department for Environment, Food and Rural Affairs website http://www.defra.gov.uk/ has up to date information about legislation,
codes of practice and consultations in the horticultural / agricultural sectors.
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc The website http://www.netregs.gov.uk/ provides helpful guidance
about environmental regulations. Horticultural Code of Practice - Helping to prevent the spread of
invasive non-native species The Code of Practice: Protecting our Water, Soil and Air has a useful
list of references in Section 9.
The health and safety at work website
www.healthandsafetyatwork.com/hsw/content/road-traffic-act-2006
contains useful information about the Road Traffic Act 2006 when
driving and transporting on public roads.
See ABC website for further information
456
Prepare and Apply Pesticides
Unit Reference
J/502/1516
Level
3
Credit Value
7
Guided Learning
Hours
46
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
for preparing for the application of pesticides,
applying pesticides in accordance with instructions
and legislation
To comply with legislation the learner must
hold the relevant Certificate of Competence
for each situation in which they wish to apply
pesticides
Learning Outcomes
(1 to 11)
The learner will
Assessment Criteria
(1.1 to 11.1)
The learner can
1. Understand how to
prepare for pesticide
application
1.1 Explain the significance of the product labels
and the information included
1.2 Compare the appropriateness of specific
pesticide products for the work
1.3 Explain who and how people will be informed
of the work plan
1.4 Explain how to calibrate equipment
457
1.5 Explain how to calculate the amount of
pesticide required
1.6 Describe procedures to be considered when
preparing the pesticide product:
Transportation
Storage
Disposal
Emergency procedures
Incident reporting
1.7 Describe the environmental conditions which
are required for the work to be carried out and the
affect which these conditions have on the
operations
1.8 Describe the necessary growth stage of the
plants for treatment to take place
1.9 Explain how to transport, store and dispose of
pesticides and containers safely and correctly
2. Understand how to
apply pesticides
2.1 Explain the safe handling and use of pesticides
2.2 Explain the methods of applying pesticides
2.3 Explain the correct operation of the applicator
2.4 Explain the relevance of risk assessment to the
application, including the importance of buffer
zones
2.5 Explain the problems which may occur and
how to respond to these effectively covering
Spillage
Contamination of equipment and non-
target areas
Malfunction of equipment
Adverse effects on non-target species
458
Changes in conditions which reflect on the
relevance of the work plan
Emergency
2.6 Assess the dangers and emergency treatments
associated with the use of pesticides
3. Understand how to
carry out post-
application
procedures
3.1 Describe the ways in which surplus product
and washings must be used or disposed of
3.2 Explain how to dispose of, or clean and
decontaminate personal protective equipment,
including; gloves, face shields, boots and overalls
4. Understand the
reasons for
maintaining
equipment
4.1 Explain the importance of maintaining
equipment for use
4.2 Describe the selection and use of personal
protective equipment and ancillary equipment
4.3 Explain how to clean and store the application
equipment and clear the site
5. Understand
relevant health and
safety legislation and
environmental good
practice
5.1 Summarise current health and safety
legislation, codes of practice and any additional
requirements
5.2 Assess the health and safety, and
environmental risks in the methods of controlling
pests
5.3 Describe the possible environmental damage
that could occur and how to respond appropriately
5.4 Explain the correct and appropriate methods
for disposing of waste
459
5.5 Explain the reasons for washing hands and
maintaining personal hygiene
5.6 Explain the records required for management
and legislative purposes and the importance of
maintaining them
6. Be able to prepare
for pesticide
application
6.1 Transport and store pesticides and containers
according to legislation and the plan
6.2 Confirm that the product is appropriate for the
work
6.3 Confirm that the application complies with the
conditions of approval
6.4 Calculate the minimum application rate to
achieve the desired level of control
6.5 Select a suitable site for preparation
6.6 Take action to minimise any risks and keep the
appropriate people fully informed according to
instructions
6.7 Confirm that the environmental conditions are
appropriate for the work to be carried out
6.8 Confirm that the necessary procedures have
been put in place
7. Be able to apply
pesticides
7.1 Use the correct preparation procedures in
accordance with instructions
7.2 Apply the pesticide in a way which minimises
the risks to non-target species and the
environment in accordance with instructions and
legislative requirements
460
7.3 Take the appropriate action without delay if
problems arise during the work
8. Be able to carry
out post-application
procedures
8.1 Utilise or dispose of surplus product according
to legislation, instructions and codes of practice
8.2 Dispose of containers and unwanted personal
protective equipment safely and correctly
8.3 Clean, decontaminate, store and where
necessary dispose, personal protective equipment
correctly
9. Be able to maintain
and use relevant
equipment
9.1 Ensure equipment is prepared, used and
maintained in a safe and effective condition
throughout
9.2 Clean the application equipment and clear the
site thoroughly
9.3 Confirm that personal protective equipment is
in good condition, the correct size and suitable for
the work
10. Be able to
promote health and
safety and
environmental good
practice
10.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
10.2 Ensure work is carried out in a manner which
minimises environmental damage
10.3 Manage and dispose of waste in accordance
with legislative requirements and codes of practice
10.4 Maintain personal hygiene throughout
461
11. Be able to
maintain accurate
records
11.1 Provide clear and accurate information for
recording purposes
462
Supporting Unit Information
J/502/1516 Prepare and Apply Pesticides - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1 to LO5 are the key area of knowledge for this unit
Learning Outcome 1. Understand how to prepare for pesticide
application
1.1 Explain the significance of the product labels and the
information included label is main source of product information.
Information included - e.g. uses and limits of use, approved methods of
use, protection of operator, other persons, environment, consumers,
storage and disposal information, medical advice.
1.2 Compare the appropriateness of specific pesticide products for
the work use of products (sources of information) – e.g. label
information, advisor or agronomist, sales person or adviser, UK
Pesticide Guide (N.B. Always use most recent version.
Appropriateness – approved, equipment available, comply with
restrictions for harvest interval or access, minimise risks to people,
non-target species and environment, managing resistance.
1.3 Explain who and how people will be informed of the work plan
people to be informed – e.g. managers and supervisors, clients,
463
operators, other staff working in the area. Informed by – verbal
instruction, hand-written note, print-out, electronic messages.
1.4 Explain how to calibrate equipment calibration - to check
application rate, evenness of application with spread, distance, time.
Calibration by – nozzle testing, flow rate, forward speed, use of
formulae to calculate, use of charts, adjustment or replacement of
components, re-calibration.
1.5 Explain how to calculate the amount of pesticide required
amount – volume, amount of ingredient, recommendation (see label),
target (e.g. crop, stage, density of cover), use of formulae.
1.6 Describe procedures to be considered when preparing the
pesticide product
transportation – e.g. use of cabinets, or special vehicles or
compartments for transport and storage, separation from people and
other materials being transported in same vehicle, labelling, recording,
route planning (e.g. to avoid water courses), fire extinguishers, limits
of load (avoiding overloading or overfilling), selection of site for loading
or filling. Storage e.g. use of approved storage facility (chem-safe,
secure store, specialist store in building), provision of protection from
physical damage, fire, water, heat (fire), cold (below freezing),
theft/vandalism, to include signage e.g. labelling, special instructions,
recording. Disposal compliance with regulations (The Waste
Management (England and Wales) Regulations 2006), reducing amount
of waste and need for disposal, refer to LO3.1 & LO3.2.
Emergency procedures - emergencies personal contamination,
spillages, animal poisoning, fire - procedures need for training, need
to include changes to procedures, new equipment or facility, use of
label recommendations and manufacturers material safety data sheets,
accessing emergency services and Environment Agency, provision of
appropriate information, spill-kits. Incident reporting Incidents –
refer to “emergencies” above, reportable incidents under RIDDOR.
Reporting – e.g. recording of procedures, immediate, after event.
Reporting to – line manager, supervisor, client, emergency services,
Environment Agency. Reporting by – telephone, face-to-face, written
report or pro-forma, electronic (e.g. email or text)
1.7 Describe the environmental conditions which are required for
the work to be carried out and the affect which these conditions
464
have on the operations Environmental Conditions – temperature,
humidity, wind speed, presence of rainfall (including forecast), light
levels and time of day. Impact – effectiveness of the material, impact
on environment (e.g. non-target species), risk of spread by wind or
run-off, excessive evaporation, need to adjust volume of carrier (e.g.
water), impact on operator (e.g. wearing full spray suits in hot weather
or in greenhouses).
1.8 Describe the necessary growth stage of the plants for treatment
to take place Growth stage – e.g. pre-sowing or planting, seed,
module or transplant, pre-emergence, cotyledon stage, young plant,
developing, flowering, fruiting, senescent, dormant. Treatment – as
per label, material, rate, application methods as appropriate to the
growth stage (e.g. seed treatment, drenches to growing media, pre-
emergence herbicides, growth regulators, pre-harvest desiccants).
1.9 Explain how to transport, store and dispose of pesticides and
containers safely and correctly refer to LO1.6, LO3.1, LO3.2 and
code of practice.
Learning Outcome 2. Understand how to apply pesticides
2.1 Explain the safe handling and use of pesticides e.g. carry out or
read and note risk assessment, use only as on label (or Specific Off-
Label Approval), select location for mixing or preparation, wear PPE as
label instructions, e.g. gloves, face shield, (all PPE should be CE
marked as meeting European Standards) Refer to LO3.2 and LO4.2,
avoid sources of heat and naked flames, avoid confined areas.
2.2 Explain the methods of applying pesticides methods must be
suitable for the material to be used, COSHH assessment must be in
place (where appropriate), environmental impact assessed, control
methods in place to protect people, wildlife, environment. Range of
methods – e.g. Ground based sprayer, reduced volume sprayers, air-
blast sprayers, vehicle mounted, trailed and hand-held equipment,
fogs, mists, smokes, fumigants, seed treatments, granules, baits,
pellets, use of aircraft, dipping, drenching, application to water.
2.3 Explain the correct operation of the applicator see LO2.2 for
range of equipment/applicators. Use of applicator – use only for
purpose intended, follow manufacturers’ instructions for preparation,
465
use and maintenance of applicators, use only with approved materials
and preparation.
2.4 Explain the relevance of risk assessment to the application,
including the importance of buffer zones risk Assessment – e.g. to
consider if any person might be at risk of harm from exposure to the
pesticide, how it will affect them. Assessment to consider e.g. who
might be harmed, method of application (see LO2.2), material to be
used, location, timing, weather (refer to LO2.6). Buffer Zones –
untreated areas around area to be treated, relevance e.g. reduce risk
of contamination or accidental exposure of people, sensitive areas and
features, non-target crops, wildlife.
2.5 Explain the problems which may occur and how to respond to
these effectively covering
spillage e.g. of undiluted material, prepared pesticide, packaging,
washing, failure or leakage of equipment. Risk of contamination
waterways, non-target crops, persons, sensitive environments and
habitats. Action - training of operators, of care in handling (refer to
LO2.1), selection of sites for preparing, careful storage of material,
equipment and packaging, maintenance of equipment, having
contingency plan including spill-kits, lines of communication
contamination of equipment and non-target areas e.g. by failure to
follow cleaning procedures, spillage (see above), spray drift,
accidental application. Action - training of operators and monitoring
of operations, careful assessment of risk, buffer zones
malfunction of equipment – e.g. leakages, spillages, inaccurate
application (risk of over-application). Action – e.g. preparation,
calibration and maintenance of application equipment, replacement of
sub-standard equipment, only using equipment for intended purpose.
adverse effects on non-target species e.g. contamination of persons,
habitats, livestock leading to health problems (long term or
immediate), loss of market value, wastage of food and animal feeds.
Action – e.g. careful assessment of risk, avoidance of spillage, spray
drift, over-application.
changes in conditions which reflect on the relevance of the work plan
e.g. increasing wind, rainfall, presence of biological control agents.
Action - e.g. monitoring of operations and weather conditions, crop
monitoring and reporting.
emergency refer to LO1.6, LO2.6
466
2.6 Assess the dangers and emergency treatments associated with
the use of pesticides - Dangers refer to Risk Assessment (LO2.4),
risk of poisoning by skin contact, contact with eyes or mouth,
inhalation, swallowing. Emergency Treatments – immediate – stop
work, prevent further contamination, remove contaminated clothing,
wash with clean water, keep warm and at rest, call emergency services
(doctor, ambulance), provide product information from label and data
sheets, report incident (refer to LO1.6).
Learning Outcome 3. Understand how to carry out post-application
procedures
3.1 Describe the ways in which surplus product and washings must
be used or disposed of unwanted pesticides and ready-to-use
formulations e.g. manage procurement to reduce, return surplus
supplies to supplier, use of licensed carrier and disposal agent, ensure
all documentation is in place (e.g. records of hazardous waste, waste
transfer notes). Dilute pesticides and washings – e.g. manage
application to reduce, minimise amount of washings (e.g. by use of
built-in rinsing systems) dispose by application to treated or untreated
crop area, storage of waste material and use of a licensed waste
contractor (see above, subject to conditions, see Code of Practice).
Containers (and other pesticide waste e.g. spillages, treated seed,
rodent bodies) – completely empty, do not re-use, wash out (unless
not permitted e.g. cyanide or unsuitable e.g. paper or card), store in
“empty container store”, dispose by return to supplier, passing to a
licensed waste-disposal contractor, burning in licensed incinerator.
3.2 Explain how to dispose of, or clean and decontaminate personal
protective equipment, including; gloves, face shields, boots and
overalls wash as appropriate, treat as contaminated waste, dispose of
as for containers above.
Learning Outcome 4. Understand the reasons for maintaining
equipment
4.1 Explain the importance of maintaining equipment for use
maintenance of equipment – Improved performance, ensuring correct
operation and output, prolonged life, greater reliability and reduced
breakdown time and cost, available for next time required, reduced
contamination and crop damage, reduced wastage. Methods of
467
maintenance - daily checking and cleaning as required of all equipment
to ensure effective operation, lubrication of machinery as directed by
manufacturer, periodic servicing of power units; checking and cleaning
all equipment after use to ensure readiness for next operation.
4.2 Describe the selection and use of personal protective equipment
and ancillary equipment range of equipment – e.g. gloves, boots,
face and eye protection, dust masks and respirators, automatic or
remote control equipment, vehicle with closed cab,
Selection – avoidance of use of pesticides (e.g. by use of cultural or
biological control), selection of least harmful material or method of
application, PPE as required by label, all PPE must be CE marked,
maintained, cleaned or disposed of after use, replaced as required, PPE
must be suitable for the environment to be worn in, comfortable and
proper fitting, in good order.
4.3 Explain how to clean and store the application equipment and
clear the site cleaning – e.g. follow manufacturers instruction, use
any self-rinsing facility, use appropriate cleaning material (detergent),
use brush, hose to wash outside if required (note all washing must be
disposed of safely – refer to LO3.1). Site Clearance – return any
unused pesticide to storage, dispose of empty packaging (see LO3.1),
return equipment to storage, check site for any spillages or other
contamination (see LO2.5).
Learning Outcome 5. Understand relevant health and safety
legislation and environmental good practice
5.1 Summarise current health and safety legislation, codes of
practice and any additional requirements legislation – Health and
Safety e.g. Management of Health & Safety at Work Regulations;
Environmental Protection e.g. Environmental Protection Acts; Waste
e.g. Hazardous Waste Regulations; Codes of Practice e.g. Protecting
our Water, Soil and Air; Additional requirements including customer
regulations, assured produce schemes, certification, LOLER, PUWER,
Manual Handling.
Specific requirements for application of pesticides - protective clothing
and other equipment checked as being fit for use, application
equipment calibrated, protective clothing and application equipment
cleaned as specified in Code of Practice for Using Plant Protection
468
Products, COSHH, label instructions, material safety data,
manufacturer’s / supplier’s / supervisor’s instructions.
5.2 Assess the health and safety, and environmental risks in the
methods of controlling pests refer to LO2.4 and LO2.6
5.3 Describe the possible environmental damage that could occur
and how to respond appropriately refer to LO2.5
5.4 Explain the correct and appropriate methods for disposing of
waste disposal of pesticide wastes - refer to LO3.1 and LO3.2 for
details. Other wastes - organic waste – reduce waste removed from
growing area, unwanted plant material composted (unless the material
poses a threat to plant health or production process e.g. diseased
material or perennial weeds). Inorganic waste – wastes from servicing
and maintenance of equipment disposed of in appropriate container;
wastage of packing material and containers minimised and where
unavoidable recycled or disposed of in appropriate container; inorganic
waste is carefully controlled until disposed of through licensed
contractor.
5.5 Explain the reasons for washing hands and maintaining
personal hygiene e.g. to avoid transfer of any contamination from
handling pesticides (or other materials) to mouth, eyes, skin, food,
drink
5.6 Explain the records required for management and legislative
purposes and the importance of maintaining them records
required – waste disposal procedures, training records, waste disposal
contracts and activities, records of incidents under RIDDOR, pesticide
purchase, storage and usage records, water usage, maintenance
records, communications. Required for legal requirement (e.g.
RIDDOR, pesticide usage), management to improve performance and
reduce incidence, insurance requirement, assured produce scheme,
certification, maintaining “best practice”, identifying training need.
LO6 to LO11 are the key area of competence for this unit
Learning Outcome 6. Be able to prepare for pesticide application
469
6.1 Transport and store pesticides and containers according to
legislation and the plan refer to LO1.6 for details
6.2 Confirm that the product is appropriate for the work refer to
LO1.1, LO1.2
6.3 Confirm that the application complies with the conditions of
approval refer to LO1.1, LO1.2, LO1.8
6.4 Calculate the minimum application rate to achieve the desired
level of control refer to LO1.5 for detail and LO1.1, LO1.2, LO2.2 for
additional information
6.5 Select a suitable site for preparation refer to LO1.6, LO2.1
6.6 Take action to minimise any risks and keep the appropriate
people fully informed according to instructions refer to LO2.4 for
assessing risk, LO2.5 for range of action. Refer to LO1.6 for reporting
and communications
6.7 Confirm that the environmental conditions are appropriate for
the work to be carried out refer to LO1.7
6.8 Confirm that the necessary procedures have been put in place
refer to LO1.6
Learning Outcome 7. Be able to apply pesticides
7.1 Use the correct preparation procedures in accordance with
instructions refer to LO1.6, LO2.1, LO4.2 for PPE
7.2 Apply the pesticide in a way which minimises the risks to non-
target species and the environment in accordance with
instructions and legislative requirements refer to LO2.2, LO2.3,
LO2.4, LO5.1 for legislation and COPs
7.3 Take the appropriate action without delay if problems arise
during the work refer to LO2.5, LO2.6
470
Learning Outcome 8. Be able to carry out post-application
procedures
8.1 Utilise or dispose of surplus product according to legislation,
instructions and codes of practice refer to LO3.1
8.2 Dispose of containers and unwanted personal protective
equipment safely and correctly refer to LO3.1, LO3.2
8.3 Clean, decontaminate, store and where necessary dispose,
personal protective equipment correctly refer to LO3.2, LO4.3
Learning Outcome 9. Be able to maintain and use relevant
equipment
9.1 Ensure equipment is prepared, used and maintained in a safe
and effective condition throughout refer to LO4.1 and LO4.2
9.2 Clean the application equipment and clear the site thoroughly
refer to LO3.1, LO4.3
9.3 Confirm that personal protective equipment is in good
condition, the correct size and suitable for the work refer to
LO4.2
Learning Outcome 10. Be able to promote health and safety and
environmental good practice
10.1 Work in a way which promotes health and safety, is
consistent with relevant legislation, codes of practice and any
additional requirements risk assessment carried out or studied and
requirements followed, refer to LO5.1 for range of legislation and codes
of practice
10.2 Ensure work is carried out in a manner which minimises
environmental damage refer to LO1.7, LO2.4, LO2.5
10.3 Manage and dispose of waste in accordance with legislative
requirements and codes of practice refer to LO3.1, LO3.2, LO5.1
(legislation) and LO5.4 (waste)
471
10.4 Maintain personal hygiene throughout refer to LO5.5
Learning Outcome 11. Be able to maintain accurate records
11.1 Provide clear and accurate information for recording purposes
Refer to LO5.6
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes 1 to 5 (Knowledge)
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
preparing and applying pesticides, copies of records, or reporting forms and
witness testimony, answering oral or written questions, or assignments
referenced to the knowledge evidence.
Learning Outcomes 6 to 11 (Competence)
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
work preparing and applying pesticides giving learners the opportunity, first
to practice the various tasks involved and then to be observed correctly
doing each task to demonstrate achievement of the assessment criteria.
Prior to, during and after completion of work preparing and applying
pesticides photographs or video could be taken to provide evidence of
progress. Copies of monitoring record can be used to provide evidence of
quality and rate of work and of sufficiency of evidence.
472
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 6 to 11 link together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 1 to 5 to allow knowledge
evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
The learner must hold the PA1 plus at least one other PA Pesticides
Application module to achieve this unit
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
473
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Monitoring reports and associated communications
Risk and COSHH assessments
Pesticide records (ordering, purchase, delivery, usage, disposal)
Crop records
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference Note – candidates should be aware of the detailed information within the
code of practice (see and provided as part of training for use of pesticides.
Pesticides – Code of practice for using plant protection products – ISBN
0-85521-170-9
UK Pesticide Guide 2010 Edited by M. Lainsbury January 2010 ISBN 978-1845936-15-0
The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
The Office of Public Information website http://www.opsi.gov.uk has year by year lists of UK Acts and Statutory Instruments
The Department for Environment, Food and Rural Affairs website has up to date information about legislation, codes of practice and
consultations in the horticultural / agricultural sectors The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, hazardous waste, water etc
The website http://www.netregs.gov.uk/ provides helpful guidance about environmental regulations.
474
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Learners should be directed to relevant publications and websites eg. -
Horticulture Week (www.hortweek.com)
DEFRA website and publications
(http://www.defra.gov.uk/hort/index.htm)
British Agrochemicals Association Amenity Handbook - A guide to
the selection and use of amenity pesticides. British Agrochemicals
Association.
Pesticide Application Methods by G. A. Matthews ISBN 978-
0632054732
Application of Pesticides to Crops by G.A. Matthews (ISBN 978-
1860941689
Principles of Horticulture by C.R. Adams, et al / Paperback / Published
1998
A Handbook for Horticultural Students by Peter Dawson
Vegetable Diseases by Steven Koike, Peter Gladders and Albert Paulus
Farm Horticulture by George W. Wood
See ABC website for further information
475
Identify the Need For and Plan Habitat
Management Work
Unit Reference
T/502/1530
Level
3
Credit Value
4
Guided Learning
Hours
26
Unit Summary
This unit provides the learner with the knowledge,
skills and understanding to identify the need for
habitat management work to be carried out and
plan the necessary work. The unit is applicable to
the management of all types of habitats and the
full range of management techniques
Learning Outcomes
(1 to 4)
The learner will
Assessment Criteria
(1.1 to 4.4)
The learner can
1. Be able to identify
habitat management
work
1.1 Identify the need for habitat management
through use of all of the following
Site monitoring
Management plan
Reports from others
2. Be able to plan for
habitat management
work
2.1 Plan habitat management for at least four of
the following objectives
To create or maintain suitable conditions
for particular species
To create or maintain a desired mix of
habitats for access and recreation
476
To conserve desirable physical or
archaeological features
To reduce the pressures of human activity
on habitats
To promote site safety
2.2 Take account of the environmental value of at
least two of the following types of sites in planning
Ecological
Archaeological
Recreational
2.3 Select appropriate habitat management
methods to achieve objectives
2.4 Produce work plans and specifications for the
identified work to include the following
Schedule
Location
Methods and procedures
Physical resources
Human resources
Legal requirements
Standard of outcome required
2.5 Carry out risk assessments and identify safe
working procedures
2.6 Seek agreement from all relevant interested
parties and ensure that all necessary permissions
are in place
2.7 Identify the most appropriate workforce for the
planned habitat management work
2.8 Identify and access the resources required to
carry out the planned work
2.9 Schedule habitat management work based on
the following
Identified priorities
477
Effects of season and timing
2.10 Record plans in a suitable format
3. Understand how to
identify the need for
habitat management
work
3.1 Explain how to identify the need for habitat
management through use of
Site monitoring
Management plan
Reports from others
3.2 Explain how to identify the objectives of
habitat management for the following objectives
To create or maintain suitable conditions
for particular species
To create or maintain a desired mix of
habitats for access and recreation
To conserve desirable physical or
archaeological features
To reduce the pressures of human activity
on habitats
To promote site safety
3.3 Describe how to recognise the environmental
value of sites
4. Understand the
need to plan habitat
management work
4.1 Explain how the environmental value of sites
affects the planning of work
4.2 Explain how to assess risks and develop safe
working procedures
4.3 Explain the process of producing work plans
and specifications to organisational requirements
including
Agreement of objectives
Agreement of plans
When permissions is required
The suitable workforce
478
The resources required (tools and
equipment, people)
Schedule of work
Legal requirements
Standard of outcome
4.4 Explain how planned work fits into
organisational objectives, local and UK biodiversity
action plans
479
Supporting Unit Information
T/502/1530 Identify the Need For and Plan Habitat Management Work -
Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1 and LO2 are the key areas of competence for this unit
Learning Outcome 1. Be able to identify habitat management work
1.1 Identify the need for habitat management through use of all of
the following need for habitat management identified – site clearing
(e.g. removal of vegetation, litter, existing features), planting,
replanting or gapping up, control vegetation by thinning, coppicing,
pruning, clearing, weeding, mowing, brush cutting or strimming,
installation or maintenance of access routes and features (e.g. bridges,
stiles, gates, revetments),boundaries (e.g. hedges, fences, ditches),
other features (e.g. signs, benches, shelters). Through use of all of the
following
site monitoring e.g. directly planned observation by staff,
volunteers, contractor, monitoring incident reports, incidental
observation during work, remote CCTV, electronic monitoring and
measurement
management plan e.g. routine maintenance and reporting, ongoing
project, proposal, funding or planning condition
480
reports from others e.g. visitors, staff, volunteers, police as casual
reports or observations, formal complaints, feedback from
consultation or questionnaires, incident reports.
Learning Outcome 2. Be able to plan for habitat management work
2.1 Plan habitat management for at least four of the following
objectives
to create or maintain suitable conditions for particular species
e.g. cutting back heather for black grouse, planting deciduous
woodland for range of species, clearing glades for butterflies, creating
or managing ponds for amphibians, creating and maintaining hay
meadows for ground nesting birds, retaining old buildings as roosting
sites for bats.
to create or maintain a desired mix of habitats for access and
recreation e.g. rides, tracks and paths, ditches, hedges and fences,
bridges, steps, gates, stiles, mown areas of grass, open woodland,
amenity gardens, arboreta, ponds and waterways, signage and
display boards
to conserve desirable physical or archaeological features e.g.
by retaining and maintaining old buildings, walls and other built
structures, ground formations (industrial archaeology, railway
embankments, drainage channels and mill races, ancient tillage
marks), ancient monuments and ground works (houses, fortifications,
burial sites, religious sites, political boundaries)
to reduce the pressures of human activity on habitats e.g. use
of fences, hedges or ditches to prevent access, creating suitable
alternative routes (e.g. tracks, rides, footpaths including steps,
bridges, stiles, gates), signage, building hides, monitoring. Refer to
“v) site safety” below
to promote site safety e.g. maintaining paths and other features
{see (ii) above} in safe condition, construction of steps and
alternative routes, warning signs, removal of overgrowing vegetation,
closure of areas or routes, fencing off areas of risk, refer to LO2.4
2.2 Take account of the environmental value of at least two of the
following types of sites in planning
ecological e.g. identifying important habitats and species, relating to
LBAP (refer to LO4.4), protecting or creating valuable habitats,
maintaining numbers and range of species, minimising impact of
481
work, buffering impact of work on adjacent sites, protecting features
of the site,
archaeological e.g. refer to LO2.1 (iii) above(iii) To conserve
desirable physical or archaeological features e.g. by retaining and
maintaining old buildings, walls and other built structures, ground
formations (industrial archaeology, railway embankments, drainage
channels and mill races, ancient tillage marks), ancient monuments
and ground works (houses, fortifications, burial sites, religious sites,
political boundaries)
recreational e.g. horse riding, cycling, walking, jogging, running,
exercising dogs, ball games (e.g. football, rugby, golf), seats and
benches, hides for bird watching, angling, community gardens,
allotments and growing schemes, events (e.g. fairs, community
gatherings, concerts, sports)
2.3 Select appropriate habitat management methods to achieve
objectives Range of activities identified as in LO1.1, objectives
identified in LO2.1
2.4 Produce work plans and specifications for the identified work to
include the following
schedule e.g. timing and sequence of operations including safety
measure such as closures, impact of seasons on work.
location e.g. size of site, boundaries, existing features, features to
be protected, access routes for people, vehicles, materials,
equipment, waste
methods and procedures e.g. overall site precautions, exclusion
zones, surveys and searches required (underground services and
archaeological features), working hours, restrictions on access and
egress to site, actions to protect valuable habitats and species (bats,
badgers, fish stocks)
physical resources e.g. machinery and equipment, preparation,
maintenance and servicing, availability and timing, materials (paints
and stains, sand and gravel, wood for structures) fuels, plants and
protection and support, growing media and material for amelioration.
To specify – quantities, quality, timing, delivery method, sources
(e.g. re-cycled, re-used, fair trade, sustainable, local supplier,
available on site)
human resources e.g. numbers of staff, volunteers or contractors
required supervision levels, skills required, essential qualifications
482
legal requirements e.g. health and safety legislations (HSW74,
RIDDOR), waste and pollution legislation, highways acts, access and
ownership issues, planning and development consents, felling
licences, conservation and protection status (Listed buildings,
Conservation areas and special status (e.g. National Parks, Nature
Reserves, Environmentally Sensitive Areas, Covenants, Tree
Protection Orders, Scheduled Ancient Monuments)
standard of outcome required as required by planning consents,
funding bodies, client aspirations and needs, contracts, match to
existing features
2.5 Carry out risk assessments and identify safe working
procedures e.g. Assessment for COSHH, fire and risk (generic, specific
to activity, material, equipment or persons), identify prohibited persons
and exclusion zones, skills and qualifications for operators, signage,
protective clothing requirements (e.g. helmets, ear defenders, hi-vis),
prohibited activities, evacuation procedures, refer to existing policies
and legislation
2.6 Seek agreement from all relevant interested parties and ensure
that all necessary permissions are in place interested parties –
land owners, funding providers, managers, local authorities (e.g.
planning, development control, forestry commission), staff and
volunteers. Permissions for development and building, felling, funding
agreement, for standard of outcome see LO2.4vii, access, removal of
vegetation, activities affecting controlled waters.
2.7 Identify the most appropriate workforce for the planned habitat
management work (refer to LO2.4 for range of workforce)
appropriate workforce must keep labour costs within budget, provide
sufficient labour to complete work within agreed time-scale.
2.8 Identify and access the resources required to carry out the
planned work (refer to LO2.4 for range of resources) resources within
budget, delivery as required for programme, delivery to site, storage
area or collection arranged.
2.9 Schedule habitat management work based on the following
identified priorities as referred to in LO1.1 priorities determined by
health and safety issues, weather, scheduled events, management
decisions, funding requirements, availability of appropriate staff (see
483
LO2.7)
effects of season prevailing weather conditions, (e.g. heat, dry, rain,
snow, ice) dormancy in plants and animals, breeding seasons, rate of
growth, likely numbers of visitors
timing availability of labour, funding, length of day, links to school and
college terms, availability of resources.
2.10 Record plans in a suitable format e.g. notebook or diary, use of
photographs, scale drawings, electronic or digital, tender document,
records of meetings and copies of memoranda,
LO3 and LO4 are the key areas of knowledge for this unit
Learning Outcome 3. Understand how to identify the need for
habitat management work
3.1 Explain how to identify the need for habitat management (Refer
to LO1.1 for details) through use of
site monitoring
management plan
reports from others
3.2 Explain how to identify the objectives of habitat management
for the following objectives (Refer to LO2.1 for details)
to create or maintain suitable conditions for particular species
to create or maintain a desired mix of habitats for access and
recreation
to conserve desirable physical or archaeological features
to reduce the pressures of human activity on habitats
to promote site safety
3.3 Describe how to recognise the environmental value of sites
(Refer to LO2.2 for details)
Learning Outcome 4. Understand the need to plan habitat
management work
4.1 Explain how the environmental value of sites affects the
planning of work refer to LO2.2 for details
484
4.2 Explain how to assess risks and develop safe working
procedures – risk assessed by use of generic and specific
assessment (Refer to LO2.5 for details), adherence to requirements of
RA and action plans, risk assessed during planning stage and at time of
activity, ensuring appropriate training and working practice, ongoing
monitoring of site and operations (e.g. for changes in weather, site
condition, personnel), taking appropriate action when changes occur.
4.3 Explain the process of producing work plans and specifications
to organisational requirements including agreement of objectives
agreement of plans when permissions is required the suitable
workforce the resources required (tools and equipment, people)
schedule of work legal requirements standard of outcome
Work plans developed using; e.g. time lines, flow charts, Gantt charts,
budgets, cash flows; Planning process; e.g. initial proposal (see
LO1.1), Research (e.g. feasibility, funding, permissions, methods,
outcomes), obtaining permissions, funding, resources, planning phases
of work, monitoring arrangements and final approvals.
4.4 Explain how planned work fits into organisational objectives,
local and UK biodiversity action plans
organisational objects set out in policies, agreements and contracts,
constitution, operating procedures,
LBAPs and UK BAP identification of important habitats at local and
national level, identifying the habitats within and adjacent to the site,
identify conditions that enhance or threaten that habitat, identification
or terrestrial indications of presence animals(mammals, birds,
amphibians), noting and acting to protect habitats or niches for
endangered species (e.g. Bats, Red Squirrel, Natterjack Toads, Great
Crested Newts, Black Grouse, Black Poplar)
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
485
Learning Outcomes 1 and 2
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised activities
identifying the need for and planning habitat management giving learners
the opportunity, first to practice the various tasks involved and then to be
observed competently doing each task to demonstrate achievement of the
assessment criteria.
Learning Outcomes 3 and 4
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of activities
identifying the need for and planning habitat management, copies of plans
or records, or reporting forms and witness testimony, answering oral or
written questions, or assignments referenced to the knowledge evidence.
Prior to, during and after completion of work identifying the need for and
planning habitat management photographs or video could be taken to
provide evidence of progress. Copies of monitoring record can be used to
provide evidence of quality and rate of work and of sufficiency of evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1 and 2 link together and can be
assessed practically by observation competent performance or by generation
of diverse evidence. These could also link to Learning Outcomes 3 and 4 to
allow knowledge evidence to be gathered during the practical activities
It is important that practical assessment activities are competently
supervised
486
Simulation will not be acceptable where this unit is included in
qualifications which verify competent performance. Please refer to
Lantra’s Assessment Strategy for further guidance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Evidence of completed projects
Observation reports
Oral/written questions and answers
Reports/notes
Minutes of meetings and briefings
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Organisational policies, constitutions, working agreements
Staff Records, training records,
Local Biodiversity Action Plans
Survey results
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
487
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
National Federation of Biological Recording website http://www.nbn-nfbr.org.uk/nfbr.php lists all Local / Biological Recording Centres - Useful
to find local Biodiversity Action Plans The Natural England website http://www.naturalengland.org.uk/ and
Countryside Council for Wales www.ccw.gov.uk/ have information about countryside protection schemes and land management for the benefit of
wildlife, landscape. Also licences and enforcement Local Authority websites for Local Planning Authority permissions and
LBAP’s Visit Department for Environment, Food and Rural Affairs website
www.defra.gov.uk or Welsh Assembly Government countryside website
www.countryside.wales.gov.uk/ for up to date information about legislation, codes of practice and consultations in the horticultural /
agricultural sectors The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, hazardous waste, water etc
The Forestry Commission www.forestry.gov.uk application for licences Horticultural Code of Practice - Helping to prevent the spread of invasive
non-native species
The Code of Practice - Protecting our Water, Soil and Air has a useful list
of references in Section 9
Managing Habitats for Conservation by William J Sutherland and David A
Hill
BTCV Books on-line http://handbooks.btcv.org.uk/handbooks/index
BTCV practical handbooks
o Woodlands - ISBN 0946752338
o Hedging - ISBN 0946752176
o Tool care - ISBN 0946752249
o Tree Planting and Aftercare - ISBN 0946752257
See ABC website for further information
488
Co-Ordinate and Oversee Habitat Management
Work
Unit Reference
A/502/1531
Level
3
Credit Value
4
Guided Learning
Hours
26
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
to co-ordinate and oversee habitat management
work. It also involves the selection and briefing of
a suitable workforce to carry out the habitat
management work
Learning Outcomes
(1 to 4)
The learner will
Assessment Criteria
(1.1 to 4.3)
The learner can
1. Be able to co-
ordinate and oversee
habitat management
work
1.1 Make available the necessary resources to
allow habitat management work to be carried out
in a safe and effective way. Resources to include
Natural
Physical
Human
Financial
1.2 Inform the appropriate person where these
resources are not available
1.3 Brief those who will be carrying out the work
with regard to
Work specification
489
Environmental value of the site and its
implications for the planned work
1.4 Oversee habitat management work for four of
the following objectives
To create or maintain suitable conditions
for particular species
To create or maintain a desired mix of
habitats for access and recreation
To conserve desirable physical or
archaeological features
To reduce the pressures of human activity
on habitats
To promote site safety
1.5 Communicate with the work team and other
interested parties in a way which promotes
understanding and goodwill
1.6 Provide clear and accurate information for
recording purposes
2. Be able to promote
health and safety and
environmental good
practice
2.1 Work in a way which promotes health and
safety, is consistent with legislation, codes of
practice and any additional requirements
2.2 Ensure work is carried out in a manner which
minimises environmental damage
2.3 Manage and dispose of waste in accordance
with legislative requirements and codes of practice
3. Understand how to
co-ordinate and
oversee habitat
management work
3.1 Explain the required type and quantity of
resources needed for habitat management work
3.2 Describe the appropriate action to take in the
case of inadequate resources
490
3.3 Describe relevant aspects of work
specifications, and individual responsibilities
3.4 Describe how to select a workforce which is
appropriate for the planned work
3.5 Describe methods of briefing the workforce on
the activities required
3.6 Describe how to effectively oversee habitat
management work which is being carried out
To create or maintain suitable conditions
for particular species
To create or maintain a desired mix of
habitats for access and recreation
To conserve desirable physical or
archaeological features
To reduce the pressures of human activity
on habitats
To promote site safety
3.7 Explain how to identify and minimise the effect
of disruptions and how to select corrective actions
3.8 Explain how to establish, maintain and
improve systems to monitor work
3.9 Describe methods of communication likely to
promote understanding and goodwill
3.10 Identify the types of records required and the
importance of accurate record keeping
4. Understand
relevant health and
safety legislation and
environmental good
practice
4.1 Summarise current health and safety
legislation, codes of practice and any additional
requirements
4.2 Describe the possible environmental damage
that could occur and how to respond appropriately
492
Supporting Unit Information
A/502/1531 Co-Ordinate and Oversee Habitat Management Work - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1 and LO2 are the key area of competence for this unit
Learning Outcome 1. Be able to co-ordinate and oversee habitat
management work
1.1 Make available the necessary resources to allow habitat
management work to be carried out in a safe and effective way
resources to include
natural e.g. access to site, material generated on site, (timber, soil,
sand)
physical PPE e.g. overalls, hedging gloves, heavy duty leather
working boots, safety helmet / mesh visor, ear defenders. CE marked.
Tools and equipment e.g. scythe, sickle, shears, mower (flail, rotary or
reciprocating), strimmer, brush cutter, loppers, secateurs, spades,
forks, hammers, fencing tools,
Machinery e.g. tractors, trailers, ATVs, excavators, compactors, road
vehicles
Materials e.g. timber (hardwood or softwood), sand and ballast,
cement, paints and preservatives,
Materials e.g. signs, way-markers, interpretive displays, bridges, stiles,
gates
493
Types and quantity as specified in maintenance plan or schedule of
operations to match existing, or as specified in contracts
human e.g. supervisors, staff, volunteers, contractors to include
appropriate skills, qualifications (chainsaws, pesticides, road vehicles)
financial e.g. overall funding for project, cash flows to ensure
payments can be made on time (wages, invoices), long-term for
ongoing management and maintenance
1.2 Inform the appropriate person where these resources are not
available inform appropriate person – line manager, project manager,
client, owner. Inform by – refer to LO1.6.
1.3 Brief those who will be carrying out the work with regard to
briefing to – staff, volunteers, contractors.
work specification e.g. work and procedures expected, standards
required, sequence and timing of operations, health and safety
considerations (including PPE, evacuation, exclusions, lines of
communication), materials to be used, availability of equipment and
machinery
environmental value of the site and its implications for the
planned work
Value of site and work in reference to:
Ecological – habitats and species (present and potential), relationship
to LBAPs and UK BAP, potential for harm by disturbance or damage to
site, benefits from work (e.g. improved habitats, removal of threats,
improved diversity)
Archaeological – e.g. listed buildings, scheduled sites, historic buildings
and sites, ground formations and underground features, industrial
archaeology,
Recreational and educational e.g. riding, walking, running, bird-
watching, water sports, angling, display boards and interpretational
leaflets
1.4 Oversee habitat management work for four of the following
objectives
to create or maintain suitable conditions for particular species
e.g. cutting back heather for black grouse, planting deciduous
woodland for range of species, clearing glades for butterflies, creating
or managing ponds for amphibians, creating and maintaining
traditional hay meadows for ground nesting birds, retaining old
buildings as roosting sites for bats.
494
to create or maintain a desired mix of habitats for access and
recreation e.g. rides, tracks and paths, ditches, hedges and fences,
bridges, steps, gates, stiles, mown areas of grass, open woodland,
amenity gardens, arboreta, ponds and waterways, signage and display
boards
to conserve desirable physical or archaeological features e.g.
old buildings, walls and other built structures, ground formations
(railway embankments, drainage channels and mill races, ancient
tillage marks), ancient monuments and ground works (houses,
fortifications, burial sites, religious sites, political boundaries)
to reduce the pressures of human activity on habitats e.g.
installation and maintenance of paths, rides, tracks and ancillary
features (e.g. bridges, stiles, revetments), use of fences, hedges or
ditches to prevent access, creating suitable alternative routes, signage,
building hides,
to promote site safety e.g. risk assessment, site assessment and
monitoring, maintaining features (see (i) to (iv) above) in safe
condition, construction of steps and alternative routes, warning signs,
removal of overgrowing vegetation, closure of areas or routes, fencing
off areas of risk
1.5 Communicate with the work team and other interested parties
in a way which promotes understanding and goodwill
communicate with e.g. staff, supervisors, volunteers and supporters,
contractors, land-owners, managers, third parties affected by the work.
Communication; work related and personal, face to face discussion
(one to one or group), use of appropriate language, clarity of meaning,
confirmation of understanding, opportunities for clarification, refer to
LO1.6
1.6 Provide clear and accurate information for recording purposes
information required e.g. work carried out and variations from
specifications, problems encounters, machinery and equipment
maintenance, health and safety issues, materials used, short or left
over, unscheduled occurrences, damage to environment and actions
taken. Reported face to face report (one to one or group), telephone
(including mobile), formal meeting or briefing, written report or form,
electronic by email or text
Learning Outcome 2. Be able to promote health and safety and
environmental good practice
495
2.1 Work in a way which promotes health and safety, is consistent
with legislation, codes of practice and any additional
requirements appropriate PPE is made available, selected and safely
used by all persons e.g. waterproof clothing, steel toe-capped boots,
UV Protection, gloves, aprons, hats.
Tools and equipment are made available and only used for the
operation and in situations as detailed by the manufacturer’s /
supplier’s / supervisor’s instructions, current legislation and codes of
practice for safe
Legislation, codes of practice and additional requirements covering: -
Health and Safety e.g. Management of Health & Safety at Work
Regulations; LOLER, PUWER, Manual Handling, Environmental
Protection Acts covering waste disposal; e.g. Hazardous Waste
Regulations; Duty of care - controlled wastes, Wildlife e.g. Wildlife and
Countryside Act, Hedgerow Regulations, Habitats Directive, Codes of
Practice e.g.
Protecting our Water, Soil and Air; Additional requirements including
site designations (e.g. SSSI, AONB,LNR, National Park), notification of
listed operations, and planning consents, LBAP’s, client regulations,
environmental health requirements, stewardship schemes,
Environment Agency notifications e.g. activities affecting watercourses
or groundwater
2.2 Ensure work is carried out in a manner which minimises
environmental damage e.g. Damage to access routes and features
by vehicles and people moving onto and off sites (action – avoid
working in adverse conditions, plan access routes carefully, cease
activity to avoid further damage, carry out repairs if practical, report to
supervisor, manager, client, or owner)
Run-off of sediment from work site to controlled water (Action – avoid
use of vehicles in adverse conditions, schedule work only when actively
growing and rainfall not expected, take local action to prevent spread
of pollution, notify appropriate bodies e.g. Environment Agency)
Use of non-sustainable materials (action – check source of all
materials, reduce use of peat, reduce usage and wastage of all
materials, recycle and re-use)
Disturbance of bat roost trees and other vulnerable habitats, (Action
e.g. assessment of species in area, planning of site access, avoid work
in spring and summer, plan work in accordance with local biodiversity
plans, mark site.
496
2.3 Manage and dispose of waste in accordance with legislative
requirements and codes of practice organic waste; avoid removing
waste from area, material produced should be used for habitat piles,
shredded, composted, (unless the material poses a threat to plant
health e.g. diseased material). Inorganic waste – wastes from
servicing and maintenance of equipment and hazardous waste from
areas e.g. fly-tipped rubbish disposed of in appropriate container and
carefully controlled until disposed of through licensed contractor. Refer
to LO2.1 for relevant legislation.
LO3 and LO4 are the key areas of knowledge for this unit.
Learning Outcome 3. Understand how to co-ordinate and oversee
habitat management work
3.1 Explain the required type and quantity of resources needed for
habitat management work refer to LO1.1 for details
3.2 Describe the appropriate action to take in the case of
inadequate resources Actions report shortages (refer to LO1.2) –
order new stock or obtain further supplies from stores, inappropriate
type – re-order or replace, shortage of equipment or machinery –
identify alternative sources
3.3 Describe relevant aspects of work specifications, and individual
responsibilities work specifications e.g. scheduling and timing of
operations, materials, work procedures, health and safety, (refer to
LO1.3 for details). Responsibilities - roles within team, health and
safety, monitoring of environment, care of machinery, reporting
3.4 Describe how to select a workforce which is appropriate for the
planned work workforce – selected from Refer to LO1.1 (iii)
Appropriate – labour costs within budget, sufficient to complete work
within agreed time-scale.
3.5 Describe methods of briefing the workforce on the activities
required activities as identified in LO1.4, methods of communication in
LO1.5
3.6 Describe how to effectively oversee habitat management work
which is being carried out
497
to create or maintain suitable conditions for particular species
to create or maintain a desired mix of habitats for access and
recreation
to conserve desirable physical or archaeological features
to reduce the pressures of human activity on habitats
to promote site safety
Details of tasks refer to LO1.4.
Overseeing by briefing of team (refer to LO3.5), monitoring (health and
safety, working procedures, resources, machinery, site), adapting in
response to changes, reporting, training and supporting, discipline.
3.7 Explain how to identify and minimise the effect of disruptions
and how to select corrective actions Disruptions e.g. shortage of
resources (human, materials, equipment), loss of materials or
equipment, equipment failure, incorrect specification of materials, site
problems (water-logging, presence of features or hidden services
impeding progress), difficulty of access to site (slippery, wet, likely to
cause environmental harm), presence of unauthorised persons on site,
Actions to minimise e.g. detailed planning to ensure resource
requirements are understood, early ordering of materials, use of
reliable contractors, monitoring of stock levels, accurate site surveys
and searches, planning of timing of work to avoid, creating exclusion
zones, security measures
3.8 Explain how to establish, maintain and improve systems to
monitor work Monitoring e.g. of health and safety, working
procedures, resources, machinery, site, staff or team performance, to
meet legal or regulatory requirements (e.g. RIDDOR)
Established by e.g. workplace policies or custom and practice on
monitoring of work in progress, monitoring procedures built into plans
as required by managers, clients, local authorities or funding providers,
discussion with team involved with project,
Maintained by e.g. checking and recording deliveries, observation and
recording of daily/weekly progress against plans and targets,
recording, timesheets or timing clocks, recording of incidents
Improved by e.g. review of records (by self, managers, clients, funding
providers), informal review, review meetings and reports, checking
against key action points and performance indicators.
3.9 Describe methods of communication likely to promote
understanding and goodwill refer to LO1.5 for range of activities
498
3.10 Identify the types of records required and the importance of
accurate record keeping record plans in a suitable format e.g.
notebook or diary, use of photographs, drawings, electronic or digital,
tender document, records of meetings and copies of memoranda,
Learning Outcome 4. Understand relevant health and safety
legislation and environmental good practice
4.1 Summarise current health and safety legislation, codes of
practice and any additional requirements (Refer to LO2.1)
4.2 Describe the possible environmental damage that could occur
and how to respond appropriately (Refer to LO2.2)
4.3 Explain the correct and appropriate methods for disposing of
waste (Refer to LO2.3)
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes 1 and 2
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised activities
coordinating and overseeing habitat management work giving learners the
opportunity, first to practice the various tasks involved and then to be
observed competently doing each task to demonstrate achievement of the
assessment criteria.
Learning Outcomes 3 and 4
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of activities
coordinating and overseeing habitat management work, copies of plans or
records, or reporting forms and witness testimony, answering oral or written
questions, or assignments referenced to the knowledge evidence.
499
Prior to, during and after completion of activities coordinating and
overseeing habitat management work photographs or video could be taken
to provide evidence of progress. Copies of monitoring record can be used to
provide evidence of quality and rate of work and of sufficiency of evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1 and 2 link together and can be
assessed practically by observation competent performance or by generation
of diverse evidence. These could also link to Learning Outcomes 3 and 4 to
allow knowledge evidence to be gathered during the practical activities
It is important that practical assessment activities are competently
supervised.
Simulation will not be acceptable where this unit is included in
qualifications which verify competent performance. Please refer to
Lantra’s Assessment Strategy for further guidance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Evidence of completed projects
500
Observation reports
Oral/written questions and answers
Reports/notes
Minutes of meetings and briefings
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Organisational policies, constitutions, working agreements
Staff Records, training records,
Local Biodiversity Action Plans
Survey results
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications National Federation of Biological Recording website http://www.nbn-
nfbr.org.uk/nfbr.php lists all Local / Biological Recording Centres -
Useful to find local Biodiversity Action Plans The Natural England website http://www.naturalengland.org.uk/ and
Countryside Council for Wales www.ccw.gov.uk/ have information about countryside protection schemes and land management for the
benefit of wildlife, landscape. Also licences and enforcement Local Authority websites for Local Planning Authority permissions and
LBAP’s Visit Department for Environment, Food and Rural Affairs website
www.defra.gov.uk or Welsh Assembly Government countryside
501
website www.countryside.wales.gov.uk/ for up to date information
about legislation, codes of practice and consultations in the horticultural / agricultural sectors
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc The Forestry Commission www.forestry.gov.uk application for licences
Horticultural Code of Practice - Helping to prevent the spread of
invasive non-native species
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Managing Habitats for Conservation by William J Sutherland and David
A Hill
BTCV Books on-line http://handbooks.btcv.org.uk/handbooks/index
BTCV practical handbooks
o Woodlands - ISBN 0946752338
o Hedging - ISBN 0946752176
o Toolcare - ISBN 0946752249
o Tree Planting and Aftercare - ISBN 0946752257
See ABC for further information
502
Monitor and Evaluate the Effectiveness of Habitat
Management Work
Unit Reference
F/502/1532
Level
3
Credit Value
4
Guided Learning
Hours
26
Unit Summary
The aim of this unit is unit is to provide the learner
with the knowledge, understanding and skills
required to monitor and evaluate the effectiveness
of habitat management work.
The length of time over which such monitoring and
evaluation should take place will vary according to
the habitat and type of work
Learning Outcomes
(1 to 2)
The learner will
Assessment Criteria
(1.1 to 2.5)
The learner can
1. Be able to monitor
and evaluate the
effectiveness of
habitat management
work
1.1 Set in place systems to monitor the
effectiveness of habitat management work in
creating desired conditions within appropriate
timescales with regard both
The Habitat Being Managed
The Work Which Was Carried Out
1.2 Use the outcomes of your monitoring to inform
the planning of future habitat management work to
include
Planning of your own future work
Planning by other people
503
1.3 Plan and implement additional work to rectify
any problems or failures to achieve original
management objectives
2. Understand how to
monitor and evaluate
the effectiveness of
habitat management
work
2.1 Explain the criteria used to evaluate the
habitat management work at completion of
practical activities
2.2 Outline the requirements of the original work
plan and specification
2.3 Explain the importance of longer-term
monitoring to determine whether habitat
management has been effective
2.4 Identify the factors that determine the length
of time over which monitoring should take place
2.5 Explain how to use the outcomes of monitoring
to improve future plans and where necessary how
to plan additional work
504
Supporting Unit Information
F/502/1532 Monitor and Evaluate the Effectiveness of Habitat Management
Work - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
Note 3: The example used in this indicative content is an upland heath. The
same approach should be used for other situations.
LO1 is the key area of competence for this unit
Learning Outcome 1. Be able to monitor and evaluate the
effectiveness of habitat management work
1.1 Set in place systems to monitor the effectiveness of habitat
management work in creating desired conditions within
appropriate timescales with regard both
the habitat being managed management by e.g. control of
vegetation (e.g. removal of unwanted invasive birch or
rhododendron, bracken or gorse), identifying and maintaining
appropriate stock levels; regenerating heather by burning or cutting,
planting, replanting or gapping up hedges and wooded areas,
installation or maintenance of access routes and features (e.g.
bridges, stiles, gates, signs)to control public access, installing and
maintaining boundaries (e.g. hedges, fences, ditches) to restrict
animal movement.
Monitored by e.g. routinely (e.g. during work, on completion, after
505
work daily, weekly, at critical points, seasonally), observation by
rangers, volunteers, contractors, review of incident reports, routine
species monitoring and observations.
Measurement and observation of e.g. presence (number, frequency,
area covered) of target species e.g. heather, myrtle, black grouse,
sheep, bracken, butterflies, amphibians, other ground nesting birds,
birds of prey), visitor numbers, use of paths, access routes, signage
and display boards; incidents of damage (e.g. incidental by footfall,
deliberate, grazing, agricultural activities, vermin)
Recorded by e.g. species surveys, visitor number sheets, electronic,
photographs, (including aerial survey),
Reporting to e.g. client, line manager, project manager
Timing as required by e.g. client, contract, planning condition,
finance, seasons, need of sensitive species.
the work which was carried out refer to LO1.1(i) for range of
activities Work monitored e.g. during operations, by supervisors,
managers, staff, volunteers. Monitoring of e.g. materials and
equipment usage, contractor and worker performance, health and
safety, progress against plan, effectiveness of work, problems
encountered
Timing, reporting and recording refer to LO1.1(i)
1.2 Use the outcomes of your monitoring to inform the planning of
future habitat management work to include
planning of your own future work e.g. identifying where existing
surveys are not providing effective data, improving the recording and
storing of data, planning new surveying and recording systems,
changing grazing agreements, increasing or decreasing control of
vegetation (refer to LO1.1), additional control of access to site,
control of vermin, carry out repairs to access routes, features.
planning by other people e.g. line manager, ecologist, client.
Changes e.g. stocking levels, grazing agreement, new or amended
management plan, additional resources to increase monitoring or
carry out work, restriction of access
1.3 Plan and implement additional work to rectify any problems or
failures to achieve original management objectives e.g. list task
to be undertaken, negotiate with contractor to repeat work not as
schedule, draw up new schedule if work planned failed to provide the
habitat maintenance or creation intended, seek funding, re-negotiate
506
contracts, provide briefing to contractors, staff or volunteers carrying
the work.
LO2 is the key area of competence for this unit
Learning Outcome 2. Understand how to monitor and evaluate the
effectiveness of habitat management work
2.1 Explain the criteria used to evaluate the habitat management
work at completion of practical activities evaluate against aims
and objectives of plan, specifications (e.g. use of resources, damage to
site or access, links to existing features), effectiveness of habitat
creation or maintenance against other sites (adjacent or similar at
other locations), changes to species mix, species present against
targets for introduced or expected arrivals, visitor numbers against
predictions, incidence of damage. Refer also to LO1.1.
2.2 Outline the requirements of the original work plan and
specification requirements e.g. materials, timing, specification of
finish, (e.g. match to existing features, to meet needs of species),
protection of features (e.g. access routes, boundaries, habitats, nesting
sites) health and safety requirements (e.g. PPE, supervision, signage,
machine use, exclusion zones), line of communication and reporting
procedures.
2.3 Explain the importance of longer-term monitoring to determine
whether habitat management has been effective refer to LO1.1.
Long-term e.g. monthly, seasonal, annual. Importance of long term
e.g. eliminate short term effects of work, allow time for new species to
arrive on site, seasonal variations in habitats and species, annual
variations.
2.4 Identify the factors that determine the length of time over
which monitoring should take place factors e.g. scale and type of
work (e.g. large projects, work involving severe disturbance require
longer to recover), access to site, availability of personnel, seasonality,
management requirement, contractual requirements.
2.5 Explain how to use the outcomes of monitoring to improve
future plans and where necessary how to plan additional work
refer to LO1.2 and LO1.3
507
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcome 1 (Key area of competence)
Delivery of this learning outcome is by assessment of competence for those
who have experience in this area of work or by supervised practical activities
monitoring and evaluating the effectiveness of habitat management giving
learners the opportunity, first to practice the various tasks involved and then
to be observed competently doing each task to demonstrate achievement of
the assessment criteria.
Learning Outcome 2 (Key area of knowledge)
Delivery of this learning outcome is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
monitoring and evaluating the effectiveness of habitat management, copies
of records, or reporting forms and witness testimony, answering oral or
written questions, or assignments referenced to the knowledge evidence.
Prior to, during and after completion of work monitoring and evaluating the
effectiveness of habitat management photographs or video could be taken
to provide evidence of progress. Copies of monitoring record can be used to
provide evidence of quality and rate of work and of sufficiency of evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
508
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance. Please refer to
Lantra’s Assessment Strategy for further guidance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence including plans, aims and objectives
Observation reports
Oral/written questions and answers
Reports/notes/monitoring or evaluation sheets
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
509
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and
legal publications National Federation of Biological Recording website http://www.nbn-
nfbr.org.uk/nfbr.php lists all Local / Biological Recording Centres - Useful to find local Biodiversity Action Plans
The Natural England website http://www.naturalengland.org.uk/ and Countryside Council for Wales www.ccw.gov.uk/ have information
about countryside protection schemes and land management for the benefit of wildlife, landscape. Also licences and enforcement
Local Authority websites for Local Planning Authority permissions and LBAP’s
Visit Department for Environment, Food and Rural Affairs website www.defra.gov.uk or Welsh Assembly Government countryside
website www.countryside.wales.gov.uk/ for up to date information about legislation, codes of practice and consultations in the
horticultural / agricultural sectors
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc The Forestry Commission www.forestry.gov.uk application for licences
Horticultural Code of Practice - Helping to prevent the spread of
invasive non-native species
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Managing Habitats for Conservation by William J Sutherland and David
A Hill
BTCV Books on-line http://handbooks.btcv.org.uk/handbooks/index
BTCV practical handbooks
510
o Woodlands - ISBN 0946752338
o Hedging - ISBN 0946752176
o Toolcare - ISBN 0946752249
o Tree Planting and Aftercare - ISBN 0946752257
See ABC website for further information
511
Encourage and Motivate Volunteers
Unit Reference
J/502/1645
Level
3
Credit Value
5
Guided Learning
Hours
33
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
to encourage, motivate and show appreciation for
the work of volunteers. The learner will assess the
needs and wishes of the volunteers, recognise their
commitment and encourage further development
Learning Outcomes
(1 to 4)
The learner will
Assessment Criteria
(1.1 to 4.5)
The learner can
1. Be able to
motivate volunteers
by promoting the
special ethos and
values of volunteering
1.1 Assess the needs and wishes of individuals
and/or groups to help determine the starting point
for their involvement
1.2 Support volunteers in ways which match
volunteer expectations, motivations and needs
1.3 Demonstrate an awareness of individual
and/or group volunteers abilities and aptitudes
1.4 Recognise volunteers and their commitment
which are likely to enhance their motivation to
continue
512
1.5 Take account of equal opportunities issues as
they affect volunteers
2. Recognise
voluntary effort by
valuing volunteer
contributions
2.1 Show appreciation of the individual
contributions made by volunteers by
Providing feedback to volunteers
Communicating this information to others
2.2 Encourage further development of volunteers
capabilities
2.3 Record individual and group effort in terms of
its worth and contribution to organisational
objectives
3. Understand how to
motivate volunteers
by promoting the
special ethos and
values of volunteering
3.1 Explain what volunteering entails and the
implications of volunteering for the volunteer, the
voluntary organisation and the client
3.2 Explain why people volunteer and why
organisations involve volunteers
3.3 Explain ways of assessing and confirming the
needs and wishes of individuals and/or groups to
help determine the starting point for their
involvement
3.4 Describe how equal opportunities issues and
values affect volunteers and volunteering and the
organisation
3.5 Explain ways of recognising the commitment of
volunteers and how that will enhance their
motivation to continue
4. Understand how to
recognise voluntary
effort by valuing
4.1 Explain how to respond positively to personal
and group voluntary effort by
Providing feedback to volunteers
513
volunteer
contributions
Communicating this information to others
4.2 Describe how to assess and record individual
and group effort in terms of its worth and
contribution to organisational objectives
4.3 Describe how to evaluate an individual's
voluntary effort in ways which can help further
his/her or a group's capabilities
4.4 Describe ways of recognising formally the skills
and abilities shown
4.5 Describe how to provide feedback at an
appropriate level in the organisation
514
Supporting Unit Information
J/502/1645 Encourage and Motivate Volunteers - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means all inclusive.
LO1 and LO2 are the key areas of competence for this unit
Learning Outcome 1. Be able to motivate volunteers by promoting
the special ethos and values of volunteering
1.1 Assess the needs and wishes of individuals and/or groups to
help determine the starting point for their involvement. career
e.g. to obtain work experience; rehabilitation e.g. after illness;
personal e.g. get fit; social e.g. to meet people; contribute e.g. to
biodiversity. Needs and wishes of groups e.g. to improve the
appearance of a local area, build a sense of community. Assessed to
help determine the starting point for their involvement e.g. by
questioning at initial contact - Why do they wish to volunteer? Or by
providing options and gauging response e.g. support for qualifications
available. Record assessment e.g. as notes, question sheet /
registration form or volunteer database
1.2 Support volunteers in ways which match volunteer
expectations, motivations and needs expectations e.g. to gain work
experience - supported by teaching new skills / how to work safely.
Types of motivation e.g. to contribute, achieve, obtain recognition,
sense of belonging, power. Support to match motivation e.g.
515
recognition - public praise, badges, certificates of achievement. Needs
e.g. career in conservation - supported by recording of CPD evidence,
development towards achievement of a qualification
1.3 Demonstrate an awareness of individual and/or group
volunteers abilities and aptitudes abilities - power, skill,
knowledge to accomplish task e.g. awareness demonstrated by
allocation of suitable tasks - volunteer lacks physical strength to dig
planting holes for trees so allocate less physically demanding tasks
such as grouping trees, adding compost etc. Aptitudes - natural talents
or skills e.g. awareness demonstrated by structuring tree planting
working groups with complementary abilities/aptitudes such as
strength to dig holes, sensitivity to handle trees/roots without damage,
planning to group trees and arrange resources such as
stakes/protectors in right place for use.
1.4 Recognise volunteers and their commitment which are likely to
enhance their motivation to continue what is recognition for e.g.
hard work, quality finish, innovative recycling. On the spot recognition
e.g. individual / group praise - amount or quality of work done, giving a
break. Ongoing recognition e.g. mention in newsletter, picked for
special responsibilities, training offered. Ensuring recognition enhances
motivation by matching motivational needs e.g. volunteers motivated
by power - involve them in planning, consult about how tasks could be
done efficiently
1.5 Take account of equal opportunities issues as they affect
volunteers practical issues that might present barriers and lead to
inequality in take up of volunteering opportunities e.g. availability /
costs of transport, over formal/time consuming registration process -
taken account of by arranging pick up points for volunteers, informal
chat at registration. issues affecting particular groups e.g. disabled
people - taken account of by treating each person as an individual,
finding out what they can do, what are their needs. Perceptions e.g.
about suitable roles, tasks or the capabilities of males/females, ethnic
groups, people of different ages, people with learning disadvantages or
disabilities, people with different religious beliefs - taken account of by
not pigeon-holing people, varying the tasks they are given and the
people they work with
516
Learning Outcome 2. Recognise voluntary effort by valuing
volunteer contributions
2.1 Show appreciation of the individual contributions made by
volunteers by providing feedback to volunteers.
types of feedback e.g. quality/speed of finish, benefits of work
carried out, good/safe working practices, help and support for others.
Method of feedback e.g. constructive, positive, supportive, in tune with
volunteer’s motivational needs.
communicating this information to others e.g. draw attention of
group to notable and real achievements during or at end of work,
achievement bulletins, newsletter or magazine/newspaper articles,
pub evenings to celebrate achievement radio announcements, website
newsflash
2.2 Encourage further development of volunteers capabilities e.g. by
opportunities to explain or demonstrate to group, to assist with
planning, lead groups, shadow others with particular skills, training or
development towards achievement of qualifications
2.3 Record individual and group effort in terms of its worth and
contribution to organisational objectives e.g. value for money,
improved environment, skills/knowledge development. Individual and
group effort recorded in terms of its worth e.g. hours of volunteer
time - individual and group, expertise/skills of volunteers both rated at
chosen values. Contribution to organisational objectives such as value
for money e.g. number of projects, average volunteer hours per project
type, total project hours, value of expertise against costs of transport,
training/qualification provision, tools and PPE etc
LO3 and LO4 are the key areas of knowledge for this unit
Learning Outcome 3. Understand how to motivate volunteers by
promoting the special ethos and values of volunteering
3.1 Explain what volunteering entails and the implications of
volunteering for the volunteer, the voluntary organisation and
the client e.g. people give their time, efforts, skills, knowledge and
sometimes resources without expecting payment. The implications of
volunteering:
For the volunteer e.g. will need to get to the place of work/pick up
517
point, bring food, wear suitable clothing, work safely with regard to
own and others health and safety.
For the voluntary organisation e.g. will need to be clear who is
paying for materials, equipment hire, provide transport / tools / PPE /
refreshments, training and appropriately experienced people to
supervise, check certification for some types of equipment use, provide
specialist equipment for volunteers with learning difficulties/disabilities,
appropriate insurance cover.
For the client e.g. clarify what is to be provided/paid for, obtain
permissions such as from Local Authority, neighbouring landowners,
provide the specification including location and directions
3.2 Explain why people volunteer and why organisations involve
volunteers e.g. refer to LO1.1. Why organisations involve
volunteers e.g. to deliver projects/services that would otherwise be
precluded on cost/time grounds, to stretch reducing financial resources
3.3 Explain ways of assessing and confirming the needs and wishes
of individuals and/or groups to help determine the starting
point for their involvement e.g. refer to LO1.1. Initial assessment
confirmed by observation of performance, inter-relationships,
attendance and formal or informal discussions during voluntary
activities
3.4 Describe how equal opportunities issues and values affect
volunteers and volunteering and the organisation refer to LO1.5 -
type of issues. Values known and actively worked towards e.g.
diversity, challenge, personal development, supportive, fun,
contribution. Affect volunteers e.g. more likely to be able to meet
motivational needs, more likely to stay, develop new knowledge and
skills, contribute to volunteering task and supporting new members .
Affect volunteering e.g. attract and retain greater numbers of
interested volunteers, range of tasks that can be done increases. Affect
the volunteering organisation e.g. benefits from the diversity of ideas,
different methods of doing tasks, improved credibility with local /
different sectors of the community / funding bodies, becomes more
welcoming to new members
3.5 Explain ways of recognising the commitment of volunteers and
how that will enhance their motivation to continue e.g. refer to
LO1.4
518
Learning Outcome 4. Understand how to recognise voluntary
effort by valuing volunteer contributions
4.1 Explain how to respond positively to personal and group
voluntary effort by
providing feedback to volunteers types of feedback e.g. client
satisfaction, positive comments from the public, council, accolades
from conservation organisations, successful achievement of
organisational objectives. Method of feedback e.g. refer to LO2.1
communicating this information to others e.g. refer to LO2.1
4.2 Describe how to assess and record individual and group effort
in terms of its worth and contribution to organisational
objectives refer to LO2.3
4.3 Describe how to evaluate an individual's voluntary effort in
ways which can help further his/her or a group's capabilities
evaluation systems such as. SWOT, Training Needs Analysis, Skills
Mapping or informal in-field with immediate constructive feedback e.g.
SWOT - Strengths - hard working, weaknesses - does not listen to
instructions, opportunities - natural leader, threats - does not like
wearing PPE
4.4 Describe ways of recognising formally the skills and abilities
shown e.g. promotion to supervisory / leadership / instruction roles,
rewards such as allowing materials that would be wasted or that need
recycling to be taken home, special T Shirts/badges/brooches,
organisation diary, presentation of certificates for CPD file, letter
commending achievement, use photo for publicity, offer opportunity to
obtain further qualifications
4.5 Describe how to provide feedback at an appropriate level in the
organisation Levels of feedback e.g. amongst volunteers, project
leaders, volunteer hub managers, national managers - publicity,
training achievement departments, chief executive. Methods of
feedback e.g. follow organisational procedures and hierarchy - informal
chat, email or memo, letter, compliments form. Ensure line managers
are informed / consulted. Details needed e.g. name(s) of person/group
involved, what is the achievement and any special significance, where
and when did it take place, photographs available, tie in with local /
national initiatives. Refer to LO2.1 and LO4.1.
519
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners,
including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
Learning Outcomes 1 and 2
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised work with
volunteers giving learners the opportunity first to practice the techniques
and skills involved and then to be observed correctly encouraging and
motivating volunteers to demonstrate competence in each of the assessment
criteria.
Learning Outcomes 3 and 4
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of the learner
encouraging and motivating volunteers, witness testimony, answering oral
or written questions, assignments or internet research cross referenced to
the knowledge evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria.
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1 and 2 link together and
competence can be assessed practically by observation or by generation of
520
diverse evidence. These could also link to Learning Outcomes 3 and 4 to
allow knowledge evidence to be gathered during the practical activities.
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance. Please refer to
Lantra’s Assessment Strategy for further guidance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level
above that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
521
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
The Office of Public Information website http://www.opsi.gov.uk has year by year lists of UK Acts and Statutory Instruments
The website http://www.netregs.gov.uk/ provides helpful guidance about environmental regulations.
National Federation of Biological Recording website lists all
Local/Biological Recording Centres - helps find local Biodiversity Action Plans http://www.nbn-nfbr.org.uk/nfbr.php
BTCV Fencing - practical handbooks. BTCV also have a website
summarising information from the practical handbooks at
http://handbooks.btcv.org.uk/.
Also refer to Environmental Volunteering in the UK: The Policy Context
and Practical Implications - Miles Sibley, Development Director, BTCV
National Biodiversity Network has a number of useful sections including
- Engaging with Volunteers - Setting up and managing volunteer
networks in conjunction with the Tracking Mammals Partnership at
http://www.nbn.org.uk/Guidebooks/Business/Accredation-
standards.aspx
See ABC website for further information
522
Manage the Work of Volunteers
Unit Reference
D/502/1599
Level
3
Credit Value
6
Guided Learning
Hours
39
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
to manage the work of volunteers. It includes
planning the work of volunteers, ensuring that they
have sufficient resources to carry out the work,
instructing them in the skills needed and assessing
their work
Learning Outcomes
(1 to 12)
The learner will
Assessment Criteria
(1.1 to 12.1)
The learner can
1. Be able to plan the
work of volunteers
1.1 Give opportunities to volunteers to contribute
to the planning and organisation of their work
1.2 Produce plans that take into account the
relevant factors of volunteering including
Your team's objectives
The volunteers whose work you are
responsible for and their development
needs
Constraints under which volunteers may
be working
Meeting the motivational needs of your
volunteers
523
1.3 Produce plans and schedules that are realistic
and achievable within organisational constraints
1.4 Explain the plans to others clearly and in
sufficient detail to gain support, motivation and
commitment
1.5 Update plans at regular intervals and take
account of any changes
2. Be able to prepare
resources for
volunteers
2.1 Check that resources are available and suitable
for the planned work and take the appropriate
action where there are any problems
2.2 Allocate resources so that volunteers can do
the work to the required standard
2.3 Make sure volunteers are using resources
according to organisational, legal and regulatory
requirements
2.4 Make sure volunteers are using resources
efficiently and effectively and encourage them to
suggest improvements
3. Be able to lead the
work of volunteers
3.1 Make volunteers feel welcome and introduce
any new volunteers to each other and the rest of
the team
3.2 Clearly explain organisational policy in relation
to
Volunteering
Confidentiality
Welfare
Health and safety
Volunteer insurance
Training and developing volunteers
Equal opportunities
524
3.3 Provide volunteers with clear instructions on
tasks they have to do in line with organisational
and legal requirements
3.4 Correctly demonstrate the tasks and check
that volunteers understand what is expected
3.5 Let the volunteers practise the tasks under
competent supervision until they can consistently
achieve the required standard on their own
3.6 Identify and correct any mistakes in a way that
supports their self-confidence and praise them
when they perform tasks correctly
3.7 Identify volunteers who could take on new
responsibilities and agree what development would
be appropriate to their needs
3.8 Identify volunteer work that does not meet
agreed standards and take the appropriate action
4. Be able to assess
the work of
volunteers and
provide feedback
4.1 Explain the purpose of assessment clearly to
all involved
4.2 Give opportunities to volunteers to assess their
own work
4.3 Carry out assessments at times most likely to
maintain and improve effective performance
4.4 Make your assessments objectively against
clear and agreed criteria
4.5 Provide feedback to volunteers in a situation
and manner most likely to maintain and improve
motivation.
4.6 Provide feedback which recognises team
members achievements and provide constructive
525
suggestions and encouragement for improving
their work
4.7 Show respect for the individuals involved and
treat all feedback to individuals and teams
confidentially
4.8 Give opportunities to team members to
respond to feedback
5. Be able to promote
health and safety and
environmental good
practice
5.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
6. Be able to maintain
accurate records
6.1 Provide clear and accurate information for
recording purposes
7. Understand how to
plan the work of
volunteers
7.1 Explain how to provide volunteers with the
opportunity to contribute to the planning and
organisation of their work
7.2 Describe how to produce plans that take into
account the relevant factors of volunteering
including
Your team's objectives
The volunteers whose work you are
responsible for and their development
needs
Constraints under which volunteers may
be working
Meeting the motivational needs of your
volunteers
7.3 Explain how to develop realistic and achievable
work plans both in the short and medium term
526
7.4 Describe how to present work plans in a way
that gains support, motivation and commitment
7.5 Explain the need to regularly review work
plans
8. Understand how to
prepare resources for
volunteers
8.1 Explain how to check that the appropriate
resources are available and outline the procedures
to follow for obtaining resources
8.2 Outline the procedure for reporting problems
with resources
8.3 Summarise organisational, legal and
regulatory standards for the resources that the
work uses
8.4 Explain how to allocate resources in a way that
enables the achievement of objectives
8.5 Explain the need to ensure resources are used
efficiently and effectively and the implications for
not doing so
8.6 Explain the impact that the use of resources
could have on the environment
8.7 Explain the reasons for getting others to
suggest ways of improving the use of resources
9. Understand how to
lead the work of
volunteers
9.1 Describe the induction process for new
volunteers and the importance of making
volunteers feel welcome and part of the team
9.2 Describe how to ensure that new volunteers
understand organisational policy in relation to
Volunteering
Confidentiality
Welfare
527
Health and safety
Volunteer insurance
Training and developing volunteers
Equal opportunities
9.3 Describe how to instruct volunteers and to
demonstrate tasks clearly and correctly to ensure
that volunteers understand what they have to do
9.4 Explain the reasons for making sure volunteers
continue to be supervised until they can achieve
the standard required and the action to take when
work does not meet the standard
9.5 Describe how to correct mistakes without
undermining self-confidence
9.6 Explain how to recognising the potential for
volunteers to take on new responsibilities and
outline the development opportunities available to
them
9.7 Outline the organisational and legal
requirements that are relevant to the tasks the
volunteers are being developed to undertake
9.8 Describe how organisations gives recognition
and reward to volunteers
9.9 Explain methods of handling difficulties with
volunteer work, and procedures for dealing with
problems
10. Understand how
to assess the work of
volunteers and
provide feedback
10.1 Explain the need to communicate clearly the
purpose of assessment to all involved
10.2 Explain the reasons for providing
opportunities to volunteers to assess their own
work
528
10.3 Explain the principles of fair and objective
assessment of work and how to ensure this is
achieved
10.4 Explain how to provide feedback to
volunteers on their performance based on
assessment
10.5 Explain the principles of respect and
confidentiality when providing feedback
10.6 describe how to motivate volunteers and gain
their commitment by providing feedback
10.7 Explain how to provide constructive
suggestions on how performance can be improved
10.8 Describe how to give those involved the
opportunity to respond to feedback and provide
suggestions on how to improve their work
11. Understand
relevant health and
safety legislation and
environmental good
practice
11.1 Summarise current health and safety
legislation, codes of practice and any additional
requirements
12. Understand the
importance of
accurate record
keeping
12.1 Explain the records required for management
and legislative purposes and the importance of
maintaining them
529
Supporting Unit Information
D/502/1599 Manage the Work of Volunteers - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means all inclusive.
LO1, LO2, LO3, LO4, LO5 and LO6 are the key areas of competence
for this unit
Learning Outcome 1. Be able to plan the work of volunteers
1.1 Give opportunities to volunteers to contribute to the planning
and organisation of their work opportunities e.g. volunteers asked
as individuals/group session or individuals appointed on rotational basis
to contribute to planning - availability, preferred timing, help/plant
needed and to organisation - materials placement, team size/make up
1.2 Produce plans e.g. check objectives - clear/precisely stated/SMART -
Specific, Measurable, Achievable, Realistic, Timed, identify objectives
for any sub stages of achievement/timing/milestones, produce plans
for how to achieve each sub-stage that take into account the
relevant factors of volunteering including
your team’s objectives e.g. anticipated volunteer numbers too low
achieve objectives - recruitment /extend number project days
the volunteers whose work you are responsible for and their
development needs e.g. gaps in current skills relative to objectives
filled by one to one instruction/shadowing skilled workers.
530
constraints under which volunteers may be working e.g.
volunteer health issues/disabilities - difficulty walking to work site
solved by putting in charge of tool transport using ATV.
meeting the motivational needs of your volunteers e.g.
motivational need is power - planned to put volunteer in charge of
work section and provide supervision training
1.3 Plans and schedules produced that are realistic and achievable
within organisational constraints plans/schedules produced using
Standard Operating Procedures (SOP’s) of organisation e.g. job/project
planning forms, milestones plan, Gantt chart, SOP guidance - all
objectives must be SMART - LO1.2. Realistic within organisational
constraints e.g. reflecting budget, available administration time.
Achievable e.g. organisation able to supply tools/plant/transport,
enough volunteers
1.4 Explain the plans to others clearly and in sufficient detail to
gain support, motivation and commitment explain e.g. overview of
plan identifying what needs to be done - main tasks - LO7.3. Clearly
e.g. logical sequence, manageable chunks, presentation aids - maps,
summarise. Sufficient detail e.g. background/aims/objectives, ‘How to
do’ detail covered with those specifically involved/at site. Gain support
e.g. right amount of detail for audience - manager/volunteer,
enthusiasm, body language, benefits, give credit for contributions of
volunteers, encourage involvement - LO1.1
1.5 Update plans at regular intervals and take account of any
changes e.g. plans relating to ‘How to do’ updated more frequently to
account for changes timing, material quantities, equipment needs;
aims/objectives stay fairly stable - plans little changed
Learning Outcome 2. Be able to prepare resources for volunteers
2.1 Check that resources are available and suitable for the planned
work and take the appropriate action where there are any
problems check e.g. against plan, specification and/or visit
stores/warehouse/work site - eyes on appraisal. Resources e.g.
transport to/accommodation/toilet at site, enough workers/skills, PPE,
tools, plant. Appropriate action e.g. tools - order more/different tools,
repairs, training given.
531
2.2 Allocate resources so that volunteers can do the work to the
required standard allocate e.g. quantities per
specification/area/task/team - effective placement for usage rate -
consider efficiency, access, environment, H&S; team capabilities -
workers/organisers/particular skills; allocate teams to appropriate jobs
- heavy manual work/skilled tasks; H & S resources - high visibility
jackets, first aid kits per area.
2.3 Make sure volunteers are using resources according to
organisational, legal and regulatory requirements organisational
e.g. resources used / maintained / stored / replaced to organisation’s
SOP’s. Legal e.g. contractual requirements such as specification for
certain resources to be used, manufacturer’s / supplier’s instructions on
how equipment to be/not to be used. Regulatory e.g. according to
Health & Safety at Work Act, Management of Health & Safety at Work
Regulations, Provision and Use of Work Equipment Regulations
(PUWER) - refer to LO 8.3.
2.4 Make sure volunteers are using resources efficiently and
effectively and encourage them to suggest improvements
efficient e.g. movement/placement/use support economy of effort,
no/minimum loss/breakage. Effective e.g. deliver specified result -
to/below cost, on/before deadline, desired quality. Improvement
suggestions e.g. inform - suggestions welcome/methods; manner -
open to receive, listen, question to clarify/demonstrate interest;
motivate - adopt if practicable, recognition praise/reward.
Learning Outcome 3. Be able to lead the work of volunteers
3.1 Make volunteers feel welcome and introduce any new
volunteers to each other and the rest of the team welcome e.g.
verbally, volunteer letter/leaflet/induction pack stating welcome, show
around site/facilities, check regularly in induction phase, team up with
friendly, caring and enthusiastic volunteer(s). Introduce e.g. name,
general details - common interest, particular details - experience,
skills, first aider; if several new volunteers - group introduction as
icebreaker
3.2 Clearly explain organisational policy in relation to
532
volunteering e.g. mission / aims / intentions of organisation, what
organisation expects/provides, types / duration/ location of
volunteering opportunities, how to apply/join.
confidentiality e.g. details protected - in, volunteering with
sickness, disability, HIV.
health and safety e.g. PPE/training in safe use of tools/equipment
provided.
volunteer insurance e.g. public liability / personal accident, what
is/is not covered.
training and developing volunteers e.g. provision of on the
job/certificated training, specified qualifications/levels, support
towards CPD.
equal opportunities e.g. intention/aims of organisation - anti
discrimination, accessibility of volunteering opportunities,
procedures/responsibilities
3.3 Provide volunteers with clear instructions on tasks they have to
do in line with organisational and legal requirements clear
instructions e.g. pre-start generic / specific on-task instructions -
LO1.4. Organisational requirements e.g. to SOP’s - location,
objectives, risk assessment, environmental considerations, task
allocation, safe use of tools, PPE, generic/specific instructions.
Legal requirements e.g. equipment use by volunteers with appropriate
training/certification/insurance, work breaks, health and safety
responsibilities, expenses claims by those on state benefits
3.4 Correctly demonstrate the tasks and check that volunteers
understand what is expected demonstrate e.g. preparation -
organise tools/PPE/materials/site/visual aids; demonstrate -
appropriate speed/logical steps/manageable chunks, actions/details
visible to volunteers, wear appropriate PPE, use safe procedures.
Check understanding e.g. ask questions/if there are any
questions/observe performance - refer to LO3.3
3.5 Let the volunteers practise the tasks under competent
supervision until they can m consistently achieve the required
standard on their own competent supervision e.g. appropriate level
for age, experience, physical/mental capabilities by appropriately
experienced/trained/qualified volunteers/supervisors with responsible
attitude, interest in development of volunteer, knowledge of how to
deal with contingencies. Consistently achieve e.g. reliable outcome
533
each time task completed - fence posts always upright, level, correctly
spaced. Required standard of e.g. client, specification, qualification
3.6 Identify and correct any mistakes in a way that supports their
self-confidence and praise them when they perform tasks
correctly identify e.g. observe work, inspect product. Correct
mistakes e.g. if possible get volunteer to identify/correct own mistakes
- ask how work is going, if answer indicates awareness of mistake ask
questions until mistake is clarified, ask volunteer what they could do
differently; when a workable answer is given encourage trying the
solution. Tasks performed correctly praised e.g. be fair/consistent with
praise, only praise genuine achievement, offer praise to individual,
draw group’s attention to individual performance.
3.7 Identify volunteers who could take on new responsibilities and
agree what development would be appropriate to their needs
identify e.g. LO3.6, talk to volunteer’s supervisor/senior volunteers.
New responsibilities e.g. part of team to supervising team.
Development e.g. training - supervisory/communication skills, first aid.
3.8 Identify volunteer work that does not meet agreed standards
and take the appropriate action identify e.g. LO3.7. Evaluate
reasons e.g. not enough practice. Appropriate action e.g. LO3.6 or
change task/volunteer’s co-workers, offer incentives.
Learning Outcome 4. Be able to assess the work of volunteers and
provide feedback
4.1 Explain the purpose of assessment clearly to all involved
assessment e.g. process of making judgements about extent to which a
volunteer’s work meets the relevant standards. Purposes of
assessment of work e.g. to correct completion against specifications to
ensure client satisfaction; to assess skills/knowledge/responsibility in
doing work against organisation framework, grading system to enable
selection for supervisory roles; to evaluate effectiveness of training
against training aims/outcomes to improve provision; to improve
volunteer’s engaged progress; to satisfy assessment criteria of a formal
qualification/unit.
4.2 Give opportunities to volunteers to assess their own work give
opportunities e.g. right atmosphere created - trust/safety in volunteer
534
group so self-assessment can be honest, without defensiveness.
Assess e.g. quantitatively/qualitatively against personal targets,
specification - what went well/could be better, help/learning support
needs.
4.3 Carry out assessments at times most likely to maintain and
improve effective performance carry out e.g. assessment against
specification or organisation’s grading system by observation of
performance, inspection of finished product, questioning to check
knowledge. Timing to maintain performance e.g. during task, when
things have just started to go wrong - LO3.6. Timing improve
performance e.g. start/early - new task
4.4 Make your assessments objectively against clear and agreed
criteria objectively e.g. without bias or prejudice. Agreed criteria e.g.
client requirements, specification, organisation framework, grading
system or scale, training aims, assessment criteria.
4.5 Provide feedback to volunteers in a situation and manner most
likely to maintain and improve motivation provide feedback e.g.
positive/negative, behaviours that represent good/best practice or
improvement needs specifically described - generally starting with
positive feedback - LO4.6, manageable chunks, modified according to
situation and given when recipient(s) ready for feedback/likely to act
on it. Manner e.g. constructive focus on what has been seen/heard,
honest, fair, atmosphere of trust, non judgemental, avoid jumping to
conclusions about attitude etc - LO10.7. Feedback situations e.g. on
work site urgent changes needed/H&S issues; in privacy - feedback
about discrimination/improvement needs/attitude. Methods e.g. verbal
- singly/in group, written form.
4.6 Provide feedback which recognises team members
achievements and provide constructive suggestions and
encouragement for improving their work recognise achievements
e.g. quality/speed of finish, amount/benefits of work, good/safe
working practices. Constructive suggestions e.g. refer to LO4.5,
address things that can be improved, suggest alternative approaches.
Encouragement e.g. provide feedback related to volunteer’s
motivational needs, achievement, invite suggestions/ideas -
involvement, clearly set/agree new standards.
535
4.7 Show respect for the individuals involved and treat all feedback
to individuals and teams confidentially respect e.g. genuine care
for volunteer development with equal regard notwithstanding their
views, religious beliefs, capabilities etc. Confidential e.g. follow
organisational policy, maintain confidentiality - contact/personal details
- medical, educational, development needs, problems as may be
divulged verbally, on websites, in letters/forms, from databases, data
transfer methods - memory sticks/CD’s
4.8 Give opportunities to team members to respond to feedback e.g.
encouragement to seek clarification/support/guidance on improvement
feedback - as given/after period of consideration - response may be
verbal and/or in writing/using formal feedback form.
Learning Outcome 5. Be able to promote health and safety and
environmental good practice
5.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements promotes Health & Safety e.g. risk assessment, PPE,
safe manual handling, tools - safe work practices. Consistent with
relevant legislation e.g. Equal Opportunities Acts, Data Protection Acts,
Environmental Protection Acts, Conservation of Habitats and Species
Regulations. COPs as applicable e.g. ACOP - First Aid at Work.
Additional requirements e.g. Natural England Advisory Leaflets – Bio-
security Guidance to Prevent the Spread of Animal Diseases,
vaccinations, changing weather.
Learning Outcome 6. Be able to maintain accurate records
6.1 Provide clear and accurate information for recording purposes
recording purposes e.g. planning, management, equality/diversity,
funding applications. Types of information e.g. volunteer numbers,
contact details, attendance records, hours of volunteer time -
individual/group, training/qualification provision, equality and diversity
monitoring. Clear e.g. legible, information makes sense. Accurate e.g.
complete, figures add up, information captures all activities - nothing to
come later, no ambiguities
LO7, LO8, LO9, LO10, LO11 and LO12 are the key areas of
knowledge for this unit
536
Learning Outcome 7 Understand how to plan the work of
volunteers
7.1 Explain how to provide volunteers with the opportunity to
contribute to the planning and organisation of their work refer to
LO1.1
7.2 Describe how to produce plans that take into account the
relevant factors of volunteering including
your team's objectives
the volunteers whose work you are responsible for and their
development needs
constraints under which volunteers may be working
meeting the motivational needs of your volunteers refer to
LO1.2 and LO1.3
7.3 Explain how to develop realistic and achievable work plans both
in the short and medium term develop work plans e.g. i) results
required/what to do/timeline, ii) how to do it; prepare plan with
separate layers of information covering i) and ii). What to do e.g.
objectives, milestones, sub stages. How to do it e.g. break down into
further layers/sections as required to enable details to be
disseminated/involve specific responsible individuals/teams; cover e.g.
deployment of skills, tools, equipment. Realistic - refer to LO1.3, check
understanding managers/supervisors/volunteers, consider
organisational constraints and external factors - public usage of site,
weather conditions. Achievable e.g. how to do planned to be efficient
with right resources / timing / place / quantities, obtain
involvement/input of those who will be doing tasks, consider
organisational constraints - LO1.3 and external factors - distant
materials source, environmental/legal constraints. Match size/detail of
plan to work duration - short or medium term, avoid over-planning;
what to do should remain realistic for any duration of plan, how to do
can be adapted as necessary to keep plan achievable in response to
constraints.
7.4 Describe how to present work plans in a way that gains
support, motivation and commitment refer to LO1.4
7.5 Explain the need to regularly review work plan e.g. ensure
meeting specification, complete on time, within budget, satisfy client’s
537
needs by making adjustments to factor in the type of considerations
listed in LO1.2, allow timely renegotiation of specification if serious
problems arise, allow readjustment of other plans utilising the same
resources.
Learning Outcome 8. Understand how to prepare resources for
volunteers
8.1 Explain how to check that the appropriate resources are
available and outline the procedures to follow for obtaining
resources check availability - refer to LO2.1. Obtaining resources e.g.
organisation’s SOP’s for preferred suppliers, obtaining quotes, spending
limits, purchase requisition, receipt/checking/storage.
8.2 Outline the procedure for reporting problems with resources
organisation’s SOP’s e.g. report verbal/email/tool return
log/maintenance report, chain of reporting - volunteer to supervisor to
project manager, mark resource to prevent use - clear warning sign
identifying problem, segregate for maintenance/repair/return.
8.3 Summarise organisational, legal and regulatory standards for
the resources that the work uses refer to LO2.3. Summarise -
organisational e.g. tools logged out/back in to store, stored on shadow
board, faults reported to supervisor via tool use log; legal e.g.
equipment used only for the operation/in situations as detailed by the
manufacturer’s / supplier’s instructions; regulatory e.g. PUWER -
equipment suitable, maintained, information and instruction provided,
guards/markings/warnings in place.
8.4 Explain how to allocate resources in a way that enables the
achievement of objectives refer to LO2.2. Allocate with reference to
‘How to do’ layer of planning.
8.5 Explain the need to ensure resources are used efficiently and
effectively and the implications for not doing so efficient use e.g.
to avoid wasting energy/resources, longer working life span -
tools/equipment/volunteers. Implications inefficient use e.g. resources
run out/break/need more maintenance - environmentally
unfriendly/project delays/extra cost/de-motivated volunteers. Effective
use e.g. ref to LO2.4. Implications ineffective use e.g. cost/time
overruns, specification not met, diminished quality.
538
8.6 Explain the impact that the use of resources could have on the
environment e.g. carbon emissions, pollution, litter/debris, structural
damage - ruts/panning, changed appearance - unnatural looking,
disturbance of wildlife, introduction invasive species.
8.7 Explain the reasons for getting others to suggest ways of
improving the use of resources e.g. different viewpoints/ideas,
learning/evaluative thinking, spread of good practices, motivation,
involvement of volunteers in planning/organisation/work activities.
Learning Outcome 9. Understand how to lead the work of
volunteers
9.1 Describe the induction process for new volunteers and the
importance of making volunteers feel welcome and part of the
team induction process e.g. refer to LO3.1, plus completion of relevant
details for volunteering organisation - contact, health -
illnesses/conditions, vaccinations, any support needs - transport to
work site, equal opportunities details. Importance e.g. organisational
requirement, learn where equipment / facilities are, general ethos/how
things are done, retention, health and safety
9.2 Describe how to ensure that new volunteers understand
organisational policy in relation to
volunteering
confidentiality
welfare
health and safety
volunteer insurance
training and developing volunteers
equal opportunities refer to LO3.2. All of above items could be
covered by summary information in induction pack/leaflet; items (i),
(vi) - welcome letter; also introductory talk, short film of activities,
computer based interactive induction program
9.3 Describe how to instruct volunteers and to demonstrate tasks
clearly and correctly to ensure that volunteers understand what
they have to do refer to LO3.3 and LO3.4
9.4 Explain the reasons for making sure volunteers continue to be
supervised until they can achieve the standard required and the
539
action to take when work does not meet the standard reasons for
continued supervision e.g. avoid possible H & S risk to self and
others/environmental damage, recognition that some volunteers learn
more slowly than others but most should be able to reach standard,
prevent de-motivation / inefficiency spreading to other volunteers.
9.5 Describe how to correct mistakes without undermining self-
confidence refer to LO3.6, also manner during correction - honest,
fair, genuinely concerned for volunteers’ welfare, listen to/clarify their
point of view. Refer to LO4.5 and LO4.7.
9.6 Explain how to recognise the potential for volunteers to take on
new responsibilities and outline the development opportunities
available to them recognise potential e.g. consider skills, knowledge,
communication / interpersonal / organisation skills, confidence,
motivational needs. Development opportunities e.g. team/project
leader, modern apprenticeships, courses, qualifications.
9.7 Outline the organisational and legal requirements that are
relevant to the tasks the volunteers are being developed to
undertake refer to LO3.3 and briefly outline what is involved for types
of requirements given.
9.8 Describe how organisations give recognition and reward to
volunteers e.g. clearly define what recognition is for - hard work,
quality finish. On the spot recognition e.g. individual/group
praise/break. Ongoing recognition e.g. mention in newsletter. Reward
e.g. picked for special responsibilities - allowed to lead team,
training/support towards qualification offered. Ensure
recognition/reward enhances motivation - match to motivational needs
e.g. power - involve in planning, consult about how to do tasks
9.9 Explain methods of handling difficulties with volunteer work,
and procedures for dealing with problems methods of handling
difficulties - refer to LO3.6, LO3.8. Procedures e.g. support -
courses/mentoring, disciplinary/complaints/disputes/appeals
Learning Outcome 10. Understand how to assess the work of
volunteers and provide feedback
540
10.1 Explain the need to communicate clearly the purpose of
assessment to all involved refer to LO4.1 - knowing the purpose
e.g. will inform volunteer which set of formal / informal standards to
work to, the import of any consequences arising if standards not met,
assist volunteer to prepare/make timely request for help.
10.2 Explain the reasons for providing opportunities to volunteers
to assess their own work refer to LO4.2 - assessing own work e.g.
develops volunteer’s ability to evaluate / decide if work meets required
standards - first step to correcting work to required level, if becomes
habit volunteer can do this for all tasks rather than in response to
discrete assessment occasions - personal responsibility, increases
efficiency/engagement/ motivation /job satisfaction, foundation for
developing skill to assess other volunteers.
10.3 Explain the principles of fair and objective assessment of
work and how to ensure this is achieved fair assessment principles
e.g. all volunteers given equal opportunities to demonstrate
achievement, rigour of assessment applied consistently across
volunteers, freedom from bias/prejudice, transparency. Objective
assessment principles e.g. assessment based on known sets of
standards/criteria/specifications - evidence to support judgements
gathered, more than one assessment method used, records/evidence
of achievement retained if necessary. Ensure fair and objective
assessment e.g. standardisation with others making same type of
judgements, quality assurance methods such as audit/moderation.
10.4 Explain how to provide feedback to volunteers on their
performance based on assessment refer to LO4.5 - format of
feedback and situations. Based on assessment e.g. give volunteer
clear guidance on why it is judged they have not achieved standards /
criteria / specifications and what they need to do to address this, refer
to evidence, give opportunity for volunteer to comment, refer volunteer
to procedures if any dispute
10.5 Explain the principles of respect and confidentiality when
providing feedback refer to LO4.7.
10.6 Describe how to motivate volunteers and gain their
commitment by providing feedback refer to LO4.5 and LO4.6.
541
10.7 Explain how to provide constructive suggestions on how
performance can be improved e.g. make statement to focus on
purpose of suggestion, describe what has been seen/effects on self,
allow/prompt a response, suggest how performance can be improved,
summarise, confirm support/encouragement/concern for volunteer’s
welfare.
10.8 Describe how to give those involved the opportunity to
respond to feedback and provide suggestions on how to
improve their work respond to feedback - refer to LO4.8. Provide
suggestions - refer to LO10.7.
Learning Outcome 11. Understand relevant health and safety
legislation and environmental good practice
11.1 Summarise current health and safety legislation, codes of
practice and any additional requirements e.g. Health & Safety at
Work Act, Management of Health & Safety at Work Regulations,
Provision and Use of Work Equipment Regulations, Construction
(Health, Safety and Welfare) Regulations. COP’s as applicable e.g. First
Aid at Work. Additional requirements e.g. Safe Stop, vaccinations.
Summarise e.g. brief summary of key aspects of each - refer to
examples in LO8.3. Refer to LO5.1
Learning Outcome 12. Understand the importance o accurate
record keeping
12.1 Explain the records required for management and legislative
purposes and the importance of maintaining them management
purposes e.g. to support planning and organisation of projects -
volunteer numbers, contact details, expertise/skills/training/
qualifications, tools/equipment/PPE. Consider other management
purposes e.g. volunteer development, project monitoring, quality
assurance, promotions. Legislative records e.g. for H & S purposes -
records of maintenance/repair of tools/equipment, accident book, any
reports of injuries, diseases and dangerous occurrences. Consider
other legislative purposes e.g. data protection, equality and diversity,
environmental, habitats and species protection. Importance e.g. to
maintain/improve efficiency, quality systems/assurance/audits, legal
compliance, funding applications. Ref to LO6.1
542
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes 1, 2, 3, 4, 5 and 6
Delivery of these learning outcomes is by assessment of competence for
those who have experience in managing the work of volunteers or by
supervised management activities giving learners the opportunity, first to
practice the various skills involved and then to be observed whilst engaged
in managing the work of volunteers in order to demonstrate competence in
each of the assessment criteria.
Learning Outcomes 7, 8, 9, 10, 11 and 12
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of the
management of volunteers prior to, during and after practical activities,
witness testimony, answering oral or written questions, assignments or
internet research cross referenced to the knowledge evidence
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria.
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1, 2, 3, 4, 5 and 6 link together and
competence can be assessed practically by observation or by generation of
543
diverse evidence. These could also link to Learning Outcomes 7, 8, 9, 10, 11
and 12 to allow knowledge evidence to be gathered during the practical
activities.
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance. Please refer to
Lantra’s Assessment Strategy for further guidance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes/diaries
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
544
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and
legal publications The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments The website http://www.netregs.gov.uk/ provides helpful guidance
about environmental regulations. Volunteering England has a good practice bank of core and specialist
themes at http://www.volunteering.org.uk/resources/goodpracticebank BTCV practical handbooks have sections on organising volunteers.
BTCV also have a website summarising information from the practical
handbooks at http://handbooks.btcv.org.uk/. Also refer to
Environmental Volunteering in the UK: The Policy Context and Practical
Implications - Miles Sibley, Development Director, BTCV
National Biodiversity Network has a number of useful sections including
- Engaging with Volunteers - Setting up and managing volunteer
networks in conjunction with the Tracking Mammals Partnership at
http://www.nbn.org.uk/Guidebooks/Business/Accredation-
standards.aspx
See ABC website for further information
545
Establish and Maintain Conditions Appropriate To
the Welfare of Animals
Unit Reference
K/502/1850
Level
2
Credit Value
3
Guided Learning
Hours
23
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
to establish and maintain conditions that ensure
animal welfare. It includes providing suitable
shelter and living conditions for animals as well as
how to handle animals in line with health and
safety regulations
Learning Outcomes
(1 to 8)
The learner will
Assessment Criteria
(1.1 to 8.2)
The learner can
1. Be able to provide
appropriate living
conditions for the
animals
1.1 Identify suitable shelter and accommodation
for the animals
1.2 Provide appropriate conditions to ensure the
welfare of the livestock is maintained
1.3 Prepare procedures and equipment to deal
with livestock emergencies and problems as
required
1.4 Provide clear and accurate information for
recording purposes
546
2. Be able to handle
and inspect livestock
2.1 Inspect the stock for signs of normal and
abnormal behaviour
2.2 Handle livestock in a manner that will prevent
fear, distress and does not put the health and
safety of yourself or others at risk
2.3 Seek advice from the appropriate person when
unsure about the behaviour or condition of the
livestock
3. Be able to select,
use and maintain
relevant equipment
3.1 Select appropriate equipment for this area of
work
3.2 Use equipment according to relevant
legislation and instructions
3.3 Prepare, maintain and store equipment in a
safe and effective working condition
4. Be able to work
safely and minimise
environmental
damage
4.1 Work in a way which maintains health and
safety, animal welfare and is consistent with
relevant legislation, codes of practice and any
additional requirements
4.2 Dispose of waste safely and correctly
5. Know how to
establish appropriate
conditions for
livestock
5.1 Outline the appropriate living conditions for the
livestock, and how to provide them
5.2 Describe appropriate shelter and/or
accommodation required by the livestock
5.3 Estimate accurately amounts and types of
bedding required, if at all, for the species
concerned
547
5.4 Describe how to recognise and maintain the
quality and levels of feed and water required by
the livestock
5.5 Describe the correct procedures for dealing
with livestock emergencies and other problems
5.6 Outline when, how and from whom to ask for
advice concerning the welfare of the livestock
5.7 Identify the types of records required and the
importance of accurate record keeping
6. Know how to
handle livestock in a
manner which
minimises stress
6.1 Describe appropriate methods for handling the
livestock
6.2 Outline what to check for when inspecting
livestock and how to assess their welfare
6.3 Describe the Five Needs
Freedom from hunger and thirst
Freedom from discomfort
Freedom from pain, injury and diseased
Freedom from fear and distress
Freedom from restriction of normal
behaviour
6.4 Describe what changes in behaviour might
occur and whether these are acceptable
6.5 Give examples why livestock become afraid
and distressed, and ways of preventing this
6.6 Describe normal patterns of livestock
behaviour
7. Know the types of
equipment required
7.1 Describe the equipment which will be required
for the activity
548
and how to maintain
them
7.2 Describe the methods of maintaining the range
of equipment ready for use
8. Know relevant
health and safety
legislation and
environmental good
practice
8.1 Outline the current health and safety, animal
welfare legislation, codes of practice and any
additional requirements
8.2 Describe the correct methods for disposing of
organic and inorganic waste
549
Supporting Unit Information
K/502/1850 Establish and Maintain Conditions Appropriate to the Welfare
of Animals – Level 2
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Centres should adopt a delivery approach which supports the practical skills
and knowledge development of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs including learning difficulties/disabilities, should be
considered, and appropriate support mechanisms put in place.
Where the learner finds difficulty in writing it is acceptable for the supervisor
or assessor to write answers to oral questions on the learner’s behalf. The
answers, whether right or wrong, should be recorded for marking later. The
learner can only be signed off as having passed the unit when correct
answers to all of the knowledge related assessment criteria are complete.
Alternatively written, photographic or pictorial questioning of underpinning
knowledge could be used with answers recorded and cross referenced to the
assessment criteria as knowledge evidence.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners,
including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
550
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
It is important that practical assessment activities are supervised
appropriately.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
551
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
See ABC website for further information
552
Lead the Work of Teams and Individuals to
Achieve Their Objectives
Unit Reference
K/505/4993
Level
3
Credit Value
4
Guided Learning
Hours
26
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
to lead the work of teams and individuals to
achieve objectives. It includes understanding
ways of leading teams and individuals, planning
the work of the team and individuals, assessing the
needs of their people and providing feedback to
their teams and individuals
Learning Outcomes
(1 to 4)
The learner will
Assessment Criteria
(1.1 to 4.8)
The learner can
1. Be able to plan the
work of teams
1.1 Provide opportunities for team members to
contribute to the planning and organisation of their
work
Develop plans for the team and each
individual which meet their operational
objectives
Confirm plans and schedules are realistic
within organisational constraints
1.2 Plan the allocation of work taking full account
of team members’ abilities and development needs
553
1.3 Explain team plan to team members in a way
that meets the teams requirements
1.4 Explain an individuals’ plan to the team
member
1.5 Confirm team members’ understanding of the
plans and their work activities
1.6 Update plans at regular intervals taking
account of changes to individuals, the team and
organisation
2. Be able to assess
the work of teams
and individuals
2.1 Explain the purpose of assessment clearly to
team and individuals
2.2 Assess teams and individuals objectively
against clear and agreed criteria using valid
information
3. Be able to provide
feedback to teams
and individuals on
their work
3.1 Provide constructive feedback to teams and
individual team members
4. Understand the
principles of leading
teams and individuals
4.1 Explain the importance of communication skills
when leading teams and individuals
4.2 Explain own role in planning work activities
within organisational constraints
4.3 Explain the use of assessment and feedback as
part of team development
4.4 Summarise the information needed to assess
the work of teams and individuals
554
4.5 Explain the importance of involving team
members in the planning and assessment of their
own work
4.6 Summarise strategies for motivating team
members
4.7 Explain the principles of developing work plans
for teams and individuals both in the short and
medium term
4.8 Summarise the impact of line management
structures on developing work plans
555
Supporting Unit Information
K/505/4993 Lead the Work of Teams and Individuals to Achieve Their
Objectives – Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Centres should adopt a delivery approach which supports the practical skills
and knowledge development of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs including learning difficulties/disabilities, should be
considered, and appropriate support mechanisms put in place.
Where the learner finds difficulty in writing it is acceptable for the supervisor
or assessor to write answers to oral questions on the learner’s behalf. The
answers, whether right or wrong, should be recorded for marking later. The
learner can only be signed off as having passed the unit when correct
answers to all of the knowledge related assessment criteria are complete.
Alternatively written, photographic or pictorial questioning of underpinning
knowledge could be used with answers recorded and cross referenced to the
assessment criteria as knowledge evidence.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners, including
those with identified special needs, including learning difficulties/disabilities,
should be considered and appropriate support mechanisms put in place.
556
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
It is important that practical assessment activities are supervised
appropriately.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
557
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
See ABC website for further information
558
Improve Customer Service
Unit Reference
D/505/5011
Level
3
Credit Value
7
Guided Learning
Hours
47
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
to improve the level of customer service they
provide. It includes improving communication,
understanding the balance between customer
needs and organisation needs and how to exceed
customer expectations
Learning Outcomes
(1 to 4)
The learner will
Assessment Criteria
(1.1 to 4.3)
The learner can
1. Be able to improve
communication with
customers
1.1 Use communication methods to meet
customers’ needs
1.2 Adapt communication to respond to individual
customers’ requirements
2. Be able to balance
the needs of
customer and the
organisation
2.1 Explain the reasons to customers when
expectations cannot be met
2.2 Identify alternative solutions for customers
2.3 Identity the costs and benefits of alternative
solutions to organisation and customers
559
2.4 Negotiate solutions with customers which are
acceptable to the organisation and the customer
2.5 Apply agreed solution balancing the needs of
customer and organisation
3. Be able to exceed
customer
expectations
3.1 Use methods to improve relationships with
customers
3.2 Recognise opportunities to exceed customers’
expectations
3.3 Take action to exceed customers’ expectations
within the limits of job role
3.4 Request the help and support of others to
exceed their customers’ expectations
4. Understand how to
improve the customer
relationship
4.1 Explain how to negotiate with customers
4.2 Explain how to assess the costs and benefits to
customers and organisation of any unusual
agreement
4.3 Explain the importance of customer loyalty and
improved customer relationships to organisation
560
Supporting Unit Information
D/505/5011 Improve Customer Service - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to learning outcomes (LO) e.g. LO1 and
then to the assessment criteria number on the left e.g. LO1.3.
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
The key areas of competence for this unit are LO1, LO2 and LO.3
Learning Outcome 1. Be able to solve immediate customer service
problems
1.1 Respond to customer service problems e.g. polite, open, flexible,
and approachable when communicating with customers using written,
verbal, email or telephone. Following organisational policies and
procedures e.g. customer charter, mission statements, job description,
guidelines laid down by line manager.
1.2 Solve customer service problems within job role responsibilities
solve problems within the limit of their authority for the organisation
e.g. providing refund or replacement, agreeing additional activities,
changing deadlines, actioning any issues with unsatisfactory work.
Lack of understanding from colleagues.
1.3 Work with others to solve customer service problems ensure
problems are solved e.g. meeting deadlines with subcontractors,
agreeing delivery dates for an exchanged product when not in stock,
targeting new completion date with project work. Ensure effective
monitoring of problems and updating relevant people and how this is
561
achieved, following up to check customer satisfaction. Others include
line managers, supervisors, foreman, subcontractor, colleagues. See
also LO1.2
1.4 Keep customers informed of the actions being taken maintain
effective communication with customer at all stages whilst actioning
any problems i.e. speaking with customers at key stages during a work
project. Maintaining customer’s awareness of work activities, face to
face communication, telephone, written communication and electronic
communication, i.e. email, obtaining feedback from customers to check
satisfaction. See also LO1.3.
1.5 Agree with customers actions to be being taken communicate and
agree with customers with customer’s actions to be taken and check they
are happy with this. Action any negative responses from customers in
the appropriate manner e.g. following up a complaint. See also LO1.4.
1.6 Inform managers and colleagues of the steps taken to solve
problems actions taken to solve specific customer service problems
e.g. faulty products, replacement or refund of products, delegating
colleague to check similar problems to check if this is repeated
problem. Develop action plans with specific timescales. Inform
Managers and supervisors e.g. team meetings or other communication.
See also LO1.5.
Learning Outcome 2. Be able to identify options for solving repeated
customer service problems
2.1 Identify repeated customer service problems identifying common
customer service problems, checking problems and/or logs identifying
commonality, checking with colleague’s e.g. faulty equipment from a
particular model, unsatisfactory service delivery, and poor product
quality prior to use.
2.2 Identify the options for dealing with a repeated customer
service problems considering the advantages and
disadvantages of each option suitable options to be identified e.g.
correcting poor quality work without delay, informing others of a failure
in customer service delivery, removing damaged goods from sale,
organising training and up skilling of staff members. Identify
advantages and disadvantages with the options listed e.g. correcting
562
poor quality work without delay, advantage being to avoid impact on
other customers. Disadvantages include affecting reputation and
quality of work, additional time and resources required and financial
impact on the organisation. Check with colleagues to see how things
have been dealt with previously.
2.3 Select the option for solving a repeated customer service
problem with colleagues balancing customer expectations with
the needs of the organisation work with others and select the best
option e.g. removing product line from sale, disciplinary of staff or
colleagues, delegation of specific activities to experienced colleagues,
having information leaflets available on difficult to understand
information, changing organisation policies or procedures. See also
LO1.3.
Learning Outcome 3. Be able to take action to avoid the repetition
of customer service problems
3.1 Obtain the approval of a colleague who has authority to change
organisational guidelines in order to reduce the chance of a
problem being repeated approval e.g. written, verbal, email or
telephone from the appropriate person within the organisation e.g.
Manager, Owner, Director, Proprietor.
3.2 Implement the agreed solution to a repeated customer service
problem develop an action plan which relevant people agree with and
take fully on board. Ensure action plan is correctly monitored on an
ongoing basis and adapted if required. See also LO1.3.
3.3 Keep customers informed of steps being taken to solve any
service problems keep customers informed e.g. specific details,
focussed. See LO1.1 and LO1.4.
3.4 Monitor the changes made, adjusting them if appropriate
monitor changes which have been made e.g. removing products from
sale, delegation of duties to experienced staff or colleagues, check
customer satisfaction. Re-evaluate and adjust if required. See also
LO2.2 and LO2.3.
The key area of knowledge for this unit is LO4.
563
Learning Outcome 4. Understand how to monitor and solve customer
service problems
4.1 Describe organisational procedures and systems for dealing
with customer service problems to ensure suitable knowledge of
operational policies and procedures in relation to dealing with
problems, e.g. complaints procedures, customer charters,
organisational policies and procedures. Obtaining copies of relevant
policies or signposting evidence. Reviewing appropriate systems and
procedures and updating knowledge if appropriate with Line manager.
4.2 Describe the organisational procedures and systems for
identifying repeated customer service problems identifying
repeated problems e.g. faulty equipment from a particular model,
unsatisfactory service delivery, and poor product quality prior to use
and how to follow organisational procedure or policy which is relevant
e.g. employee manual, complaints procedure, mission statement. See
also LO2.2 and LO4.1.
4.3 Explain how the successful resolution of customer service
problems contributes to customer loyalty with the external
customer and improved working relationships with service
partners or internal customers list advantages of successful
resolution of customer service problems e.g. completing work to
schedules, timely delivery or product or service. Replacements or
refund of damaged products. List advantages of good working
relationships with staff and colleagues e.g. effective teamwork,
productivity, safer environment, repeat business. Effects on loyalty of
external customers.
4.4 Explain how to negotiate with and reassure customers while
problems are being solved show how to negotiate and reassure
customers e.g. communication. Written, verbal email or telephone to
agree new target dates for completion, delivery of product or service.
Negotiate by following any organisational procedures, remaining polite
and discussing possible solutions.
564
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes (LO) 1, 2 and 3
Delivery of these learning outcomes could be generated by observations
during natural work activities, use of witness testimonies and other suitable
forms of diverse evidence.
These should be assessed to ensure the candidates are competent for these
learning outcomes.
Learning Outcomes 4
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of
communication and witness testimony, answering oral or written questions,
assignments or internet research cross referenced to the knowledge
evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1 and 2 link together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 3, 4, and 5 to allow knowledge
evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
565
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include:
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
It is important that practical assessment activities are supervised
appropriately.
Additional Information
Useful websites
http://www.instituteofcustomerservice.com/default.aspx . http://www.cse.cabinetoffice.gov.uk/homeCSE.do
These sites are a great source of reference for all learning outcomes.
See ABC website for further information
566
Monitor and Solve Customer Service Problems
Unit Reference
H/505/5012
Level
3
Credit Value
6
Guided Learning
Hours
40
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
to solve customer service problems. It includes
learning how to identify solutions for repeated
customer service problems and how to monitor
these issues
Learning Outcomes
(1 to 4)
The learner will
Assessment Criteria
(1.1 to 4.4)
The learner can
1. Be able to solve
immediate customer
service problems
1.1 Respond to customer service problems
1.2 Solve customer service problems within job
role responsibilities
1.3 Work with others to solve customer service
problems
1.4 Keep customers informed of the actions being
taken
1.5 Agree with customers actions to be being
taken
567
1.6 Inform managers and colleagues of the steps
taken to solve problems
2. Be able to identify
options for solving
repeated customer
service problems
2.1 Identify repeated customer service problems
2.2 Identify the options for dealing with a repeated
customer service problem considering the
advantages and disadvantages of each option
2.3 Select the option for solving a repeated
customer service problem with colleagues
balancing customer expectations with the needs of
the organisation
3. Be able to take
action to avoid the
repetition of customer
service problems
3.1 Obtain the approval of a colleague who has
authority to change organisational guidelines in
order to reduce the chance of a problem being
repeated
3.2 Implement the agreed solution to a repeated
customer service problem
3.3 Keep customers informed of steps being taken
to solve any service problems
3.4 Monitor the changes made, adjusting them if
appropriate
4. Understand how to
monitor and solve
customer service
problems
4.1 Describe organisational procedures and
systems for dealing with customer service problems
4.2 Describe the organisational procedures and
systems for identifying repeated customer service
problems
4.3 Explain how the successful resolution of
customer service problems contributes to customer
loyalty and improved working relationships
569
Supporting Unit Information
H/505/5012 Monitor and Solve Customer Service Problems - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to learning outcomes (LO) e.g. LO1 and
then to the assessment criteria number on the left e.g. LO1.3.
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
The key areas of competence for this unit are LO1, LO2 and LO.3
Learning Outcome 1. Be able to solve immediate customer service
problems
1.1 Respond to customer service problems e.g. polite, open, flexible,
and approachable when communicating with customers using written,
verbal, email or telephone. Following organisational policies and
procedures e.g. customer charter, mission statements, job description,
guidelines laid down by line manager.
1.2 Solve customer service problems within job role responsibilities
solve problems within the limit of their authority for the organisation
e.g. providing refund or replacement, agreeing additional activities,
changing deadlines, actioning any issues with unsatisfactory work.
Lack of understanding from colleagues.
1.3 Work with others to solve customer service problems ensure
problems are solved e.g. meeting deadlines with subcontractors,
agreeing delivery dates for an exchanged product when not in stock,
targeting new completion date with project work. Ensure effective
monitoring of problems and updating relevant people and how this is
570
achieved, following up to check customer satisfaction. Others include
line managers, supervisors, foreman, subcontractor, colleagues. See
also LO1.2
1.4 Keep customers informed of the actions being taken maintain
effective communication with customer at all stages whilst actioning
any problems i.e. speaking with customers at key stages during a
work project. Maintaining customer’s awareness of work activities,
face to face communication, telephone, written communication and
electronic communication, i.e. email, obtaining feedback from
customers to check satisfaction. See also LO1.3.
1.5 Agree with customers actions to be being taken communicate and
agree with customers with customer’s actions to be taken and check
they are happy with this. Action any negative responses from
customers in the appropriate manner e.g. following up a complaint.
See also LO1.4.
1.6 Inform managers and colleagues of the steps taken to solve
problems actions taken to solve specific customer service problems
e.g. faulty products, replacement or refund of products, delegating
colleague to check similar problems to check if this is repeated
problem. Develop action plans with specific timescales. Inform
Managers and supervisors e.g. team meetings or other
communication. See also LO1.5.
Learning Outcome 2. Be able to identify options for solving repeated
customer service problems
2.1 Identify repeated customer service problems identifying common
customer service problems, checking problems and/or logs identifying
commonality, checking with colleague’s e.g. faulty equipment from a
particular model, unsatisfactory service delivery, and poor product
quality prior to use.
2.2 Identify the options for dealing with a repeated customer service
problems considering the advantages and disadvantages of each option
suitable options to be identified e.g. correcting poor quality work
without delay, informing others of a failure in customer service delivery,
removing damaged goods from sale, organising training and up skilling
of staff members. Identify advantages and disadvantages with the
571
options listed e.g. correcting poor quality work without delay, advantage
being to avoid impact on other customers. Disadvantages include
affecting reputation and quality of work, additional time and resources
required and financial impact on the organisation. Check with
colleagues to see how things have been dealt with previously.
2.3 Select the option for solving a repeated customer service problem with
colleagues balancing customer expectations with the needs of the
organisation work with others and select the best option e.g. removing
product line from sale, disciplinary of staff or colleagues, delegation of
specific activities to experienced colleagues, having information leaflets
available on difficult to understand information, changing organisation
policies or procedures. See also LO1.3.
Learning Outcome 3. Be able to take action to avoid the repetition
of customer service problems
3.1 Obtain the approval of a colleague who has authority to change
organisational guidelines in order to reduce the chance of a
problem being repeated approval e.g. written, verbal, email or
telephone from the appropriate person within the organisation e.g.
Manager, Owner, Director, Proprietor.
3.2 Implement the agreed solution to a repeated customer service
problem develop an action plan which relevant people agree with and
take fully onboard. Ensure action plan is correctly monitored on an
ongoing basis and adapted if required. See also LO1.3.
3.3 Keep customers informed of steps being taken to solve any
service problems keep customers informed e.g. specific details,
focussed. See LO1.1 and LO1.4.
3.4 Monitor the changes made, adjusting them if appropriate monitor
changes which have been made e.g. removing products from sale,
delegation of duties to experienced staff or colleagues, check customer
satisfaction. Re-evaluate and adjust if required. See also LO2.2 and
LO2.3.
The key area of knowledge for this unit is LO4.
572
Learning Outcome 4. Understand how to monitor and solve customer
service problems
4.1 Describe organisational procedures and systems for dealing
with customer service problems to ensure suitable knowledge of
operational policies and procedures in relation to dealing with problems,
e.g. complaints procedures, customer charters, organisational policies
and procedures. Obtaining copies of relevant policies or signposting
evidence. Reviewing appropriate systems and procedures and updating
knowledge if appropriate with Line manager.
4.2 Describe the organisational procedures and systems for
identifying repeated customer service problems identifying
repeated problems e.g. faulty equipment from a particular model,
unsatisfactory service delivery, and poor product quality prior to use
and how to follow organisational procedure or policy which is relevant
e.g. employee manual, complaints procedure, mission statement. See
also LO2.2 and LO4.1.
4.3 Explain how the successful resolution of customer service problems
contributes to customer loyalty with the external customer and
improved working relationships with service partners or internal
customers list advantages of successful resolution of customer service
problems e.g. completing work to schedules, timely delivery or product
or service. Replacements or refund of damaged products. List
advantages of good working relationships with staff and colleagues e.g.
effective teamwork, productivity, safer environment, repeat business.
Effects on loyalty of external customers.
4.4 Explain how to negotiate with and reassure customers while
problems are being solved show how to negotiate and reassure
customers e.g. communication. Written, verbal email or telephone to
agree new target dates for completion, delivery of product or service.
Negotiate by following any organisational procedures, remaining polite
and discussing possible solutions.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
573
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes (LO) 1, 2 and 3
Delivery of these learning outcomes could be generated by observations
during natural work activities, use of witness testimonies and other suitable
forms of diverse evidence.
These should be assessed to ensure the candidates are competent for these
learning outcomes.
Learning Outcomes 4
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of
communication and witness testimony, answering oral or written questions,
assignments or internet research cross referenced to the knowledge
evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1 and 2 link together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 3, 4, and 5 to allow knowledge
evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
574
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
It is important that practical assessment activities are supervised
appropriately.
Additional Information
Useful websites
http://www.instituteofcustomerservice.com/default.aspx . http://www.cse.cabinetoffice.gov.uk/homeCSE.do
These sites are a great source of reference for all learning outcomes.
See ABC website for further information
575
Manage Budgets
Unit Reference
D/505/5008
Level
4
Credit Value
5
Guided Learning
Hours
20
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
to manage budgets. It includes learning how to
monitor budgets, understanding the purpose of
budgets and how budgets can be used to report on
performance
Learning Outcomes
(1 to 5)
The learner will
Assessment Criteria
(1.1 to 5.3)
The learner can
1. Be able to manage
budgets
1.1 Control budget performance within limits and
deadlines
1.2 Analyse and take action to minimise costs
where possible
1.3 Take corrective action to make sure of best
value for money
1.4 Authorise expenditure within the scope of own
authority
2. Be able to monitor
budgets
2.1 Record transactions as required
576
2.2 Produce information on performance against
budget, when required
2.3 Make sure all calculations are accurate
2.4 Record information that will help with the
preparation of future budgets
3. Understand the
purpose of budgets
3.1 Explain the purpose and benefits of managing
financial resources effectively and efficiently
3.2 Identify legal, regulatory and organisational
requirements for managing a budget
3.3 Describe different types of budgetary systems
and their features
4. Understand how to
manage budgets
4.1 Describe methods for monitoring, controlling
and recording income and expenditure
4.2 Describe ways in which costs may be
minimised in own area of responsibility
4.3 Identify situations in which corrective action
may be needed
4.4 Describe the scope of own authority for
managing a budget and authorising expenditure
5. Understand how to
report performance
against budgets
5.1 Explain the purpose and benefits of reporting
information on performance against budget
5.2 Explain how to check the accuracy of budget
calculations
5.3 Explain the purpose and benefits of recording
information that will help with the future
preparation of budgets
577
Supporting Unit Information
D/505/5008 Manage Budgets – Level 4
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Centres should adopt a delivery approach which supports the practical skills
and knowledge development of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs including learning difficulties/disabilities, should be
considered, and appropriate support mechanisms put in place.
Where the learner finds difficulty in writing it is acceptable for the supervisor
or assessor to write answers to oral questions on the learner’s behalf. The
answers, whether right or wrong, should be recorded for marking later. The
learner can only be signed off as having passed the unit when correct
answers to all of the knowledge related assessment criteria are complete.
Alternatively written, photographic or pictorial questioning of underpinning
knowledge could be used with answers recorded and cross referenced to the
assessment criteria as knowledge evidence.
Teaching Strategies And Learning Activities.
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners, including
those with identified special needs, including learning difficulties/disabilities,
should be considered and appropriate support mechanisms put in place.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
578
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
It is important that practical assessment activities are supervised
appropriately.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
579
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
See ABC website for further information
580
Implement a Marketing Plan
Unit Reference
R/505/5006
Level
3
Credit Value
4
Guided Learning
Hours
26
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
to implement a marketing plan. It includes
preparing the marketing plan, preparing for
implementation of the plan and then implementing
the plan
Learning Outcomes
(1 to 3)
The learner will
Assessment Criteria
(1.1 to 3.2)
The learner can
1. Be able to prepare
for the
implementation of
marketing plans
1.1 Develop an implementation plan that specifies
objectives, actions, responsibilities, budget,
timescale and success criteria
1.2 Brief personnel on their roles and
responsibilities in accordance with the marketing
plan
1.3 Ensure the availability of agreed marketing
resources
1.4 Explain the importance of understanding the
nature of the market in which the activity is being
targeted
581
2. Be able to
implement marketing
plans
2.1 Deliver the requirements of the plan within
budget and timescale
2.2 Address risks, problems and variances from
expectations in accordance with the marketing plan
2.3 Keep stakeholders up to date with progress,
developments and issues
2.4 Record and report on the outcomes of the
implementation in accordance with the marketing
plan and organisational procedures
3. Understand how to
prepare marketing
plans
3.1 Explain the purpose of the marketing plan
3.2 Explain how marketing plans are
communicated within the organisation
582
Supporting Unit Information
R/505/5006 Implement a Marketing Plan – Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Centres should adopt a delivery approach which supports the practical skills
and knowledge development of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs including learning difficulties/disabilities, should be
considered, and appropriate support mechanisms put in place.
Where the learner finds difficulty in writing it is acceptable for the supervisor
or assessor to write answers to oral questions on the learner’s behalf. The
answers, whether right or wrong, should be recorded for marking later. The
learner can only be signed off as having passed the unit when correct
answers to all of the knowledge related assessment criteria are complete.
Alternatively written, photographic or pictorial questioning of underpinning
knowledge could be used with answers recorded and cross referenced to the
assessment criteria as knowledge evidence.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners, including
those with identified special needs, including learning difficulties/disabilities,
should be considered and appropriate support mechanisms put in place.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
583
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
It is important that practical assessment activities are supervised
appropriately.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
584
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
See ABC website for further information
585
Maintain and Develop Decorative Horticultural
Features
Unit Reference
D/502/1280
Level
3
Credit Value
8
Guided Learning
Hours
52
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required to take responsibility for maintaining and
developing the quality of both permanent and temporary decorative horticultural features.
It covers understanding the factors that can affect
the quality of decorative displays
Learning Outcomes
(1 to 7)
The learner will
Assessment Criteria
(1.1 to 7.4)
The learner can
1. Be able to maintain
and develop the
quality of decorative
horticultural features
1.1 Use appropriate methods to promote and
maintain healthy growth for example feeding,
watering, surface cultivation and mulching for one
of the following
Permanent
Temporary
1.2 Identify threats to plant quality, for example
pests, diseases, disorders, unfavourable conditions
and competing growth, and use appropriate control
methods
1.3 Remove unwanted plant material to maintain
and develop the visual impact of the display
586
1.4 Replace lost, damaged and displaced plants as
appropriate to the display
1.5 Position the plants to develop the visual
impact of the display and in accordance with the
specification
1.6 Use support methods which achieve overall
effect and maintain the quality of the plants
2. Be able to maintain
and use relevant
equipment
2.1 Ensure equipment is prepared, used and
maintained in a safe and effective condition
throughout
3. Be able to promote
health and safety and
environmental good
practice
3.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
3.2 Carry out risk assessments and implement
measures to reduce the risks
3.3 Ensure work is carried out in a manner which
minimises environmental damage
3.4 Manage and dispose of waste in accordance
with legislative requirements and codes of good
practice
4. Understand the
factors which affect
the quality of
decorative displays
4.1 Explain why it is important to maintain and
develop the quality of permanent and temporary
decorative horticultural features
4.2 Explain why it is important to check the
condition of plants according to agreed schedules
4.3 Explain how climatic conditions affect plant
maintenance
587
4.4 Describe how soil conditions affect plant
growth and maintenance
4.5 Describe cultural methods of improving plant
quality
4.6 Compare the current chemical and cultural
methods available for pest, disease and weed
control
4.7 Compare the effects of different types of
fertilisers and methods of application on plant
growth and development
5. Understand how to
maintain and develop
the quality of
decorative
horticultural features
5.1 Explain how to ensure support methods
enhance the plants’ vigour and visual impact
5.2 Explain how to select and remove unwanted
plant material in a way which maintains and
develops the visual impact of the display
5.3 Describe how to ensure the positioning of
plants and labels maintains and develops the visual
impact
5.4 Describe appropriate watering regimes for
different types of soil and plants
5.5 Describe signs of damage and threats to plant
health and how to respond
6. Understand the
reasons for
maintaining
equipment
6.1 Explain the importance and methods of
maintaining equipment for use
588
7. Understand
relevant health and
safety legislation and
environmental good
practice
7.1 Summarise current health and safety
legislation, codes of practice and any additional
requirements
7.2 Explain the principles and application of risk
assessment related to the task
7.3 Describe the possible environmental damage
and how to respond appropriately
7.4 Explain the correct and appropriate methods
for disposing of waste
589
Supporting Unit Information
D/502/1280 - Maintain and Develop Decorative Horticultural Features -
Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Examples are indicative of the range of considerations for
assessment criteria but are by no means all inclusive.
LO1, LO2 and LO3 are the key areas of competence for this unit
Learning Outcome 1. Be able to maintain and develop the quality of
decorative horticultural features
1.1 Use appropriate methods to promote and maintain healthy
growth for example feeding, watering, surface cultivation and
mulching for one of the following: Permanent features e.g.
hedges, shrubs, perennial or rose beds or temporary features e.g.
annual borders, containers, pots, hanging baskets: - Appropriate
methods used to promote and maintain healthy growth e.g. in
perennial beds including: Feeding: Timing, type, frequency of
application and how applied e.g. spring application of balanced fertiliser
- slow release, top up mid-summer to promote flowering - roses or
liquid feed for foliage plants - hostas. Watering: When to water, timing,
frequency, amount, different watering methods e.g. with good soil
conditions often only necessary in prolonged dry weather in perennial
beds. Water in evening using watering can / spray for smaller gardens
/ beds or drip / trickle feed systems, thoroughly wet soil. Young plants
watered until well established. Surface cultivation: When, type and
purpose e.g. Spring shallow forking or hoeing to mix fertiliser into soil
and hoe emerging weeds. Hoeing as necessary to suppress weeds.
Care not to damage roots / young shoots. Mulching e.g. When, types,
amount and purpose e.g. Spring or autumn mulch applied annually to
590
improve soil structure, help retain soil moisture and keep weeds down -
perennials will need attention. Apply 5 - 8 cm manure / garden
compost to moist soil
1.2 Identify threats to plant quality, for example pests, diseases,
disorders, unfavourable conditions and competing growth, and
use appropriate control methods pests e.g. Earwigs. Signs - eaten
and ragged young leaves / petals of flowers. Control e.g. attract
earwigs to inverted pots filled with straw and move to areas where
they might be useful such as close to greenfly infested plants. Diseases
e.g. Rust - fungi. Signs - brown, reddish or tan spots/pustules on
stems and leaves. Control e.g. cut out affected parts / plants, clear
debris - burn, increase spacing of plants, suitable fungicides. Disorders
e.g. Nutritional deficiency - Nitrogen deficiency. Signs - slow, stunted,
perhaps spindly growth, leaves pale, yellowish (N could also be in
excess). Control e.g. apply fertiliser high in nitrogen / manure.
Unfavourable conditions e.g. Water deficiency. Signs - plants wilting,
leaves hanging / fall, stunted growth, small number of flowers. Control
e.g. refer to watering and mulching in LO1.1. Competing growth e.g.
Weeds - chickweed, fat hen, stinging nettle, couch grass etc, block out
light, take up water / nutrients and harbour pests / diseases. Control
e.g. mulching, hoeing, hand pulling, appropriate weed killer
1.3 Remove unwanted plant material to maintain and develop the
visual impact of the display methods e.g. pinching, trimming,
cutting of excess growth, diseased or broken leaves / stems.
Visual impact of display developed e.g. dead-heading - fuchsias pinch
off behind flowers to encourage new crop of flowers
1.4 Replace lost, damaged and displaced plants as appropriate to
the display attempt to determine why plant has failed and remove
cause. Replacement methods e.g. like for like or alternative plants -
matching /contrasting foliage and/or flower colours. Planting methods
e.g. remove damaged plant and roots, replace soil or lightly fork
ground, apply compost and replant. Aftercare e.g. watering, feeding
and pruning back shading vegetation
1.5 Position the plants to develop the visual impact of the display
and in accordance with the specification e.g. solitary or grouped,
patterns, compatible heights, complementary / contrasting foliage /
flowers, colour / form / texture. Accordance with specification e.g.
591
purpose of display and intended visual impact - formal beds / cottage
garden style, bed, container, hanging basket, numbers, areas, planting
patterns / mix / climbing / hanging
1.6 Use support methods which achieve overall effect and maintain
the quality of the plants types and fixing of training or support.
Purpose e.g. stakes for heavy flowered plants. Framing, presentation of
flowers against surface / foliage or maintaining stems / flowers in the
desired position to achieve overall effect
Learning Outcome 2. Be able to maintain and use relevant
equipment
2.1 Ensure equipment is prepared, used and maintained in a safe
and effective condition throughout equipment used only for the
operation and in situations as detailed by the manufacturer’s /
suppliers / supervisor’s instructions, current legislation and codes of
practice for safe: Preparation e.g. spade blade cleaned. Use e.g. push
tread with sole of foot to avoid slippage / scrapping achilles tendon
area. Maintenance e.g. clean / oil after use, wooden handle rub with
linseed oil. Refer to LO6.1
Learning Outcome 3. Be able to promote health and safety and
environmental good practice
3.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements work activities carried out consistently with current
legislation e.g. Health and Safety, Environmental Protection Acts, COPs
as applicable, risk assessment and additional requirements. Refer to
LO7.1
3.2 Carry out risk assessments and implement measures to reduce
the risks e.g. what is the probability - percentage or high / medium /
low of each hazard causing injury / adversely affecting health, who /
how many might be harmed, how serious the effects. Precautions
taken to eliminate / minimise risks e.g. PPE, currency of tetanus
vaccine checked and updated - refer to LO2.1 and LO7.2
3.3 Ensure work is carried out in a manner which minimises
environmental damage e.g. rain water conserved, water application
592
targeted with trickle or drip feed, organic or cultural control of pests
and disease
3.4 Manage and dispose of waste in accordance with legislative
requirements and codes of good practice waste e.g. organic -
green vegetation or inorganic - plastic bags Safely e.g. PPE, hygiene,
safe lifting, safe handling / disposal of prickly vegetation. In
accordance with legislative requirements / codes of good
practice - refer to LO7.4.
LO4, LO5, LO6 and LO7 are the key areas of knowledge for this unit
Learning Outcome 4. Understand the factors which affect the
quality of decorative displays
4.1 Explain why it is important to maintain and develop the quality
of permanent and temporary decorative horticultural features
quality related to fitness for intended purposes e.g. to sell plants, to
provide harmonious settings.
Fitness e.g. does display achieve intended purpose aesthetically,
practically, efficiently, safely and with no / minimum environmental
damage or waste
4.2 Explain why it is important to check the condition of plants
according to agreed schedules practical e.g. if scheduled attention
is missed / at long intervals activities such as watering, feeding,
tending unwanted growth etc diminish in effectiveness. Implications
for restoring standard of display e.g. harder, more costly, quality may
be permanently diminished. Aesthetic implications e.g. loss of good
reflection on business / activities associated with display, aesthetic
appeal diminishes, display fails to capture interest / inspire/ calm /
stimulate - refer to LO4.1
4.3 Explain how climatic conditions affect plant maintenance climatic
conditions e.g. temperature, rain, wind, frost. Plant maintenance:
Temperature e.g. sustained high temperature increases need for
watering, may increase humidity/risk of fungal diseases - thinning of
plants. Rainfall e.g. effect related to soil type and need for responsive
soil maintenance, watering - refer to LO1.1. Wind e.g. plants blown
over or wind scorch - provide suitable support, windbreaks, protect
593
tender plants. Frost e.g. destruction cell wall by expansion of sap - may
necessitate protection of tender plants, firming of those lifted by frost
4.4 Describe how soil conditions affect plant growth and
maintenance soil conditions e.g. type, depth, structure, pH, moisture
/ organic matter content, fertility, adverse conditions such as
compacted soil. Plant growth: pH e.g. acid loving plants - heathers.
Plant maintenance e.g. effects on watering, feeding, mulching, weeds,
pests, diseases, disorders
4.5 Describe cultural methods of improving plant quality cultural
methods e.g. soil structure / texture improvement, drainage, mulching,
weed, pest and disease control. Improved plant quality: Mulching e.g.
weed control by smothering, improved organic matter content of soil,
conserves water by reducing evaporation
4.6 Compare the current chemical and cultural methods available
for pest, disease and weed control refer to LO1.2. Weed control:
Chemical methods e.g. Glyphosate translocated weedkiller - labour
saving, effective for most perennial weeds, becomes inactive in soil but
will kill every plant it contacts. Compared to cultural methods e.g.
Hand weeding has the advantages of not using a chemical, little
financial outlay, selective but may not be very effective for perennial
weeds, very time consuming. Refer to LO1.1
4.7 Compare the effects of different types of fertilisers and methods
of application on plant growth and development different types of
fertilisers e.g. organic or inorganic, granular, powdered or liquid.
Effects e.g. inorganic fertiliser - nutrients readily available compared to
organic - longer lasting due chemical elements needing to be converted
into forms usable by plants. Methods of application e.g. base dressing
of granular fertiliser broadcast / placed around plants, lightly worked
into soil compared to liquid application soluble fertiliser applied to soil
or foliage. Effects on plant growth and development e.g. in dry weather
uptake of nutrients from granular fertiliser may be diminished whereas
liquid fertiliser is an efficient way to supply nutrients. Other
comparisons e.g. speed of effect, use in pots and containers
Learning Outcome 5. Understand how to maintain and develop the
quality of decorative horticultural features
594
5.1 Explain how to ensure support methods enhance the plants’
vigour and visual impact correct type of support for situation e.g.
stakes for heavy flowered plants like dahlias. Secure fixing of support
to ground / walls. Secure, careful fixing of plant to support. Visual
impact e.g. enhancing appearance by framing, presentation of flowers
against surface / foliage
5.2 Explain how to select and remove unwanted plant material in a
way which maintains and develops the visual impact of the
display selection to maintain e.g. control growth, remove dead /
diseased / damaged badly positioned material. Selection to develop
e.g. to shape plants, encourage bushiness or prolong flowering.
Refer to LO1.3
5.3 Describe how to ensure the positioning of plants and labels
maintains and develops the visual impact maintains impact e.g.
positioning to maintain patterns / mixes / groups / colour, texture or
density, contrast / harmony. Develops impact e.g. combination and
sequencing of components to achieve the design principles of unity,
balance, emphasis, proportion, rhythm or sequence, simplicity as
appropriate to intended purpose of display. Labels: Hide if type of label
would detract from display. Display prominently if label has pleasing
appearance and develops visual impact by providing interesting
information about display e.g. rare plants
5.4 Describe appropriate watering regimes for different types of
soil and plants frequency / amount of water / methods of application
for soil types e.g. sandy or chalky soils, loams, clay soils. Tolerances of
plants to reduced moisture e.g. roses need to be well watered to
maintain healthy growth, plants originating from Mediterranean types
of climates more drought resistant / tolerant. Established perennials,
ornamental shrubs/trees need little watering
5.5 Describe signs of damage and threats to plant health and how
to respond e.g. damage to leaves / stems / roots / buds / flowers
such as holes in leaves / curling, changes in colour of leaves / spotting.
Identify cause e.g. use signs of damage, knowledge of weather
conditions, problems typical to plant affected and problems
experienced locally. How to respond e.g. biological, chemical or non-
chemical. Refer to LO1.2
595
Learning Outcome 6. Understand the reasons for maintaining
equipment
6.1 Explain the importance and methods of maintaining equipment
for use e.g. more efficient to use, minimise breakdowns, prolong
working life. Methods e.g. keep secateurs sharpened, clean sap from
blades after use and oil to ensure smooth action. ATV e.g. check oil,
oil filter and screen, air filter, tyre pressures / wheel condition - follow
manufacturer’s instructions / schedules
Learning Outcome 7. Understand relevant health and safety
legislation and environmental good practice
7.1 Summarise current health and safety legislation, codes of
practice and any additional requirements e.g. Health and Safety at
Work Act, Management of Health & Safety at Work Regulations,
Provision and Use of Work Equipment Regulations, Environmental
Protection e.g. Environmental Protection Acts covering waste disposal.
Codes of Practice e.g. Protecting our Water, Soil and Air. Additional
requirements e.g. ATV’s - Safe Stop, ensure tetanus vaccination up to
date. Refer to LO3.1
7.2 Explain the principles and application of risk assessment related
to the task risk assessment principles as set out in ‘Five Steps to Risk
Assessment’ produced by HSE. Application to tasks such as lifting,
working at heights, cuts / scratches and tetanus, using cutting tools,
digging. Refer to LO3.2
7.3 Describe the possible environmental damage and how to
respond appropriately e.g. fertiliser / pesticide run off to water
courses / garden ponds, introduction of invasive species and refer to
examples in LO3.3
7.4 Explain the correct and appropriate methods for disposing of
waste duty of care - controlled wastes. Where to dispose e.g. check
costs, procedures and which Local Authority sites accept types of
waste. Method of disposal e.g. recycle* / reuse - bag or bin or consider
skip hire / private disposal with a licensed contractor - refer to LO3.4.
*Green vegetation may be composted but care not to introduce roots
of pernicious weeds e.g. couch grass or ground elder - bag or bin these
596
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the practical skills
and knowledge development of their particular learners. The aims and
aspirations of all learners, including those with identified special needs,
including learning difficulties/disabilities, should be considered and
appropriate support mechanisms put in place.
Learning Outcomes 1, 2 and 3
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised
maintenance and development of decorative horticultural features giving
learners the opportunity, first to practice the various tasks involved and then
to be observed correctly doing each task to demonstrate achievement of the
assessment criteria.
Prior to, during and after completion of maintenance work photographs or
video could be taken to provide evidence of progress
Learning Outcomes 4, 5, 6 and 7
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of
maintenance and development activities and witness testimony, answering
oral or written questions, assignments or internet research cross referenced
to the knowledge evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1, 2 and 3 link together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 4, 5, 6 and 7 to allow knowledge
evidence to be gathered during the practical activities
597
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance. Please refer to
Lantra’s Assessment Strategy
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include some of the following
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes/diaries/reflective accounts
Worksheets/job sheets/planting plans/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory and safety checklists / maintenance
schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
598
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
It is important that practical assessment activities are supervised
appropriately.
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
The Office of Public Information website http://www.opsi.gov.uk has year by year lists of UK Acts and Statutory Instruments
The Department for Environment, Food and Rural Affairs website has up to date information about legislation, codes of practice and
consultations in the horticultural / agricultural sectors The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, hazardous waste, water etc
The website http://www.netregs.gov.uk/ provides helpful guidance about environmental regulations.
Encyclopedia of Gardening - The Royal Horticultural Society Horticultural Code of Practice - Helping to prevent the spread of
invasive non-native species
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
See ABC website for further information
599
Set and Mark Out Landscape Sites to Establish
Grassed and Planted Areas
Unit Reference
H/502/0499
Level
3
Credit Value
3
Guided Learning
Hours
19
Unit Summary
This unit provides the learner with the knowledge,
skills and understanding to set and mark out
landscape sites ready for the establishment of
mixed grassed and planted areas. It assumes that
the objectives and tolerances for the site are
already worked out and that work begins with
setting and marking out
Learning Outcomes
(1 to 6)
The learner will
Assessment Criteria
(1.1 to 6.3)
The learner can
1. Understand how to
set and mark out
sites ready for
operations
1.1 Explain how to interpret landscape plans
1.2 Describe the methods and equipment for
setting out in horizontal and vertical planes
1.3 Explain the mathematical and geometric
principles used in setting out
1.4 Review the types of marking materials and
factors affecting their selection
1.5 Explain how site markings can facilitate next
stages of operations
600
1.6 Explain the likely problems how to manage
these
1.7 Describe the methods of detecting
underground services
2. Be able to set and
mark out sites ready
for operations
2.1 Confirm objectives and tolerances for the site
2.2 Achieve objectives to required tolerances
2.3 Apply the mathematical and geometric
principles used in setting out
2.4 Use site markings to facilitate the next stage of
operations
2.5 Deal with any problems efficiently, effectively
and safely should any occur
2.6 Maintain effective working relations with all
relevant people throughout
3. Understand the
reasons for
maintaining
equipment
3.1 Explain the importance of maintaining
equipment for use
3.2 Describe the methods of maintaining the range
of equipment used
4. Be able to maintain
and use relevant
equipment
4.1 Ensure equipment is prepared, used and
maintained in a safe and effective condition.
5. Understand
relevant health and
safety legislation and
5.1 Summarise current health and safety
legislation, codes of practice and organisational
requirements
601
environmental good
practice
5.2 Describe possible environmental damage and
how to respond appropriately
5.3 Explain the correct and appropriate methods
for disposing of organic and inorganic waste
5.4 Explain the records required for management
and legislative purposes and the importance of
maintaining them
6. Be able to promote
health and safety and
environmental good
practice
6.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
6.2 Ensure work is carried out in a manner which
minimises environmental damage
6.3 Manage and dispose of waste in accordance
with legislative requirements and codes of practice
602
Supporting Unit Information
H/502/0499 Set and Mark Out Landscape Sites to Establish Grassed and
Planted Areas – Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g.) LO1
and then to Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO2, LO4 and LO6 are the key areas of Competence for this unit
whilst LO1, LO3 and LO5 are the key areas of Knowledge for this unit
Learning Outcome 1. Understand how to set and mark out sites
ready for operations
1.1 Explain how to interpret landscape plans identifying the scale of all
features on the plan and being able to reproduce the size and
specifications of the plan to scale at ground level. Identifying datum
points and measurements so that features are located in the correct
position and can be checked by corresponding measurements and
identifying key design symbols and what they represent on the
landscape plan.
1.2 Describe the methods and equipment for setting out in
horizontal and vertical planes horizontal planes to be set out using
survey chains as a base line, tape measures, pegs, chain arrows and
ranging rods to mark survey stations. Triangulation of measurements
to establish features such as datum points and trees accurately.
Squares and rectangles to be set out using the 3, 4, 5 triangle to
establish corners so that they are at 90 degrees to reduce setting out
603
error. A line from a central pin measuring the correct radius to another
pin to scribe out circles and arcs. Vertical planes to be set out to
establish heights of pegs using boning rods, quickset level and staff or
laser levels. Levels are recorded using either a rise and fall level book
or a height of collimation book and once collated any errors can be
identified and recalculated using back sight intermediate sight and fore
sight readings. Once levels are established then contour lines can be
calculated as necessary.
1.3 Explain the mathematical and geometric principles used in
setting out landscapers 3, 4, 5 triangle to establish a 90 degree
corner is based on 3 ,4 and 5 added together make 12. 0m and 12m
are at the same point with pegs inserted accurately at 3m and 7m to
make a 3,4,5 triangle with an accurate 90 degree corner which can
then be projected. Triangulation is based on two measurements of
length from two different points on a base line and where the two
length measurements arc together on the ground from the base line
makes a triangle to mark the location or corner of a feature hence the
name triangulation. Surveying with a quickset level uses a datum point
to start which is known as a back sight reading to start followed by
intermediate sight readings until the final reading when a foresight
reading is made. This allows for different areas to be joined up in the
survey and errors can then be calculated to check accuracy. See LO1.2
for further details.
1.4 Review the types of marking materials and factors affecting
their selection string lines and pegs can be used on soft landscape
surface but pegs can be knocked out and string lines can be stretched
or broken and they need to be checked throughout for deviation.
Spray paint can be used on hard landscape surfaces and is more
permanent as other compounds such as chalk can wash out. Features
can be set out, checked and marked effectively with spray paint on a
range of surfaces without the need for pegs and string. Line marking
compounds in way of a machine can be used on grass surfaces that are
short and for temporary marking out. Pegs, string and sand can be
used on grasses surfaces but shapes have to be accurately scribed and
marked out but often pegs, string and sand is used for marking out
planting plans in borders.
1.5 Explain how site markings can facilitate next stages of
operations accurate site markings can allow the preparation of a
604
number of different features on the same landscape project to be
completed at the same time with emphasis on the main objectives to
be met. Site markings facilitate the different levels required for
different features and allow for access routes through the site to exits
and delivery points to access relevant materials and equipment needed
for the different phases of construction.
1.6 Explain the likely problems how to manage these traffic flow
regarding deliveries and transport of materials within the site including
access and egress points and the implementation of a one way system
could be one way of controlling this. Materials are going to be in
constant demand and work on different features may have to be
staggered to allow for enough materials to be available at any one
time. Removal of rubbish, soil and debris for site clearance means that
there will have to be designated areas where soil can be reused and
where rubbish is put into a skip and removed. Keeping a constant
supply of resources and enough skips to clear rubbish is essential to
avoid downtime.
1.7 Describe the methods of detecting underground services visual
observations of the site and accessing plans of services and utilising
local knowledge of personnel on site. Further checks are carried out
using a CAT scanner (Cable Activity Tracer) to locate underground
cables.
Learning Outcome 2. Be able to set and mark out sites ready for
operations
2.1 Confirm objectives and tolerances for the site objectives are to
complete all work to the required specification within the tolerances
and time limits set to ensure that clients are completely satisfied. All
work to be carried out safely with enough resources available at any
one time so that employees are not waiting on deliveries. The
tolerances for the site to be rough grading has to be within ±60mm;
Earthworks and embankments to be within ±30mm; sub grades to be
within ±15mm; earthworks to be within normal requirements ±10mm
and finished grading at any point to be within ±5mm. All marking out
across sites must have features that are within ±0.5% of intended
location at any point.
605
2.2 Achieve objectives to required tolerances consistent checks to be
made on a daily basis to check all work and tolerances including that
the correct materials have been used and that all work carried out is
accurate and acceptable to both the specification and clients. See
LO2.1 for further examples.
2.3 Apply the mathematical and geometric principles used in setting
out see LO1.3 for further details.
2.4 Use site markings to facilitate the next stage of operations see
LO1.5 for further details.
2.5 Deal with any problems efficiently, effectively and safely should
any occur Accidental Damage – cutting through underground services
use of CAT scan required and reference to site plans to detect gas,
water and electricity pipes and prevent the dangers of pressure,
explosion and electrocution. If pipes are damaged speak to superior
and contact the service provider immediately. Damage to tools,
equipment and materials must be reported and damaged tools
removed for safety. Industrial accidents – stop work, cordon off area,
treat any employees and reassess risk before continuing.
Report in accident book and inform site manager. See LO1.6 for
further details.
2.6 Maintain effective working relations with all relevant people
throughout effective communication with site or project manager,
council officials inspecting the work, members of the public nearby and
customers on the site so that all parties know what is happening and
when including start and completion dates, specific deliveries and tasks
being undertaken and health and safety rules. All employees to be
briefed for recording purposes to include producing receipts for
additional costs and expenses, site visits books to be signed by the
client to include details of work carried out as well as copies of
invoices for materials for the contracted work. The importance for
maintaining records is for accounting and audit trails.
Learning Outcome 3. Understand the reasons for maintaining
equipment
3.1 Explain the importance of maintaining equipment for use all
equipment must be maintained to extend its working life and so that it
606
is in good working for the next task. All equipment such as surveying
equipment, tape measures, pegs, string lines, CAT scanner and other
hand tools need to be put away and stored securely either on site in a
secure container or off site at the main depot after use so that it does
not get damaged or fall into disrepair.
3.2 Describe the methods of maintaining the range of equipment
used all PPE is cleaned and stored away after use. Line marking
equipment is washed out so that nozzles are not left blocked up with
line marking paint. All pegs are wiped cleaned and stored away after
used so that they can be re-used. Tape measures are wiped clean and
rolled up correctly and stored away in a dry place. Surveying
equipment is checked over, wiped clean and stored away securely. See
LO3.1 for further details.
Learning Outcome 4. Ensure equipment is prepared, used and
maintained in a safe and effective condition
4.1 Ensure equipment is prepared, used and maintained in a safe
and effective condition throughout to include: PPE selected and
safely used e.g. steel toe-capped boots, gloves, face mask. Tools and
equipment correctly selected and checked using pre-start checks
including spades, shovels, rakes, wheelbarrows, tractor and trailer,
mechanical auger, CAT scan and surveying equipment conforming to
LOLER, PUWER, Manual Handling and Stop Safe to prevent accidents
and to keep equipment in good working order.
Learning Outcome 5. Understand relevant health and safety
legislation and environmental good practice
5.1 Summarise current health and safety legislation, codes of
practice and organisational requirements work practices promote
health and safety and are consistent with relevant legislation, codes of
practice and any additional requirements so that work activities comply
with current legislation e.g. Health and Safety, Environmental
Protection legislation including Waste Acts and COP’s such as soil,
water and air and additional requirements such as customer regulations
and environmental health requirements.
5.2 Describe possible environmental damage and how to respond
appropriately ensure work is carried out in a manner which minimises
607
environmental damage by carefully planning site access such as the
removal and delivery of materials, working in correct weather
conditions and not allowing run off from chemicals or waste products
into water courses in line with Environmental Agency guidelines.
Ensure that when marking out landscape sites that any nearby plants
are removed if necessary and maintained throughout before being
planted up after completion of the job. Any spillages must be
contained and cleared up in line with environmental agency guidelines.
See LO1.6 for further details.
5.3 Explain the correct and appropriate methods for disposing of
organic and inorganic waste manage and dispose of waste in
accordance with legislative requirements and codes of practice to
include: organic wastes such as soil which can be stored and then re-
used; vegetation that can be composted; wood that can be chipped.
Inorganic wastes such as empty marking containers to go into a skip.
Any bricks or blocks can be re-used as hardcore if appropriate or
disposed of into a skip. The local authority waste recycling facility is
another alternative for disposing of waste. See LO1.6 for further
details.
5.4 Explain the records required for management and legislative
purposes and the importance of maintaining them all site
paperwork to be filed safely and securely with copies to the client and
landscape site manager. All paperwork and electronic records to be
made available for accountants and auditors so that accurate costs and
receipts can be calculated and accounted for. Ensure that all records
and files are completed accurately and immediately for accident books
and risk assessments and that other landscape contract paperwork is
completed within one week of the work being handed back to the client
as finished.
Learning Outcome 6. Be able to promote health and safety and
environmental good practice
6.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements see LO5.1 for further details.
6.2 Ensure work is carried out in a manner which minimises
environmental damage see LO5.2 and LO1.6 for further details.
608
6.3 Manage and dispose of waste in accordance with legislative
requirements and codes of practice see LO5.3 and LO1.6 for
further details.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners,
including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
Learning Outcomes 2, 4 and 6
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by setting and marking
out landscape areas giving learners the opportunity, first to practice the
various tasks involved and then to be observed correctly doing each task to
demonstrate achievement of the assessment criteria. Prior to, during and
after marking and setting out of sites photographs or video could be taken
to provide evidence of progress.
Learning Outcomes 1, 3 and 5
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of marking
and setting out landscape sites and witness testimony, answering oral or
written questions, assignments or internet research cross referenced to the
knowledge evidence
Learners who have not yet completed the necessary training or
certification to use machinery, equipment and materials must be
supervised by a suitably qualified person.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
609
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 2, 4 and 6 link together and
competence can be assessed practically by observation or by generation of
diverse evidence. These could also link to Learning Outcomes 1, 3 and 5 to
allow knowledge evidence to be gathered during the practical activities.
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance. Please refer to
Lantra’s Assessment Strategy
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include some of the following
Product evidence
Landscape plans
Records
Observation reports
Oral/written questions and answers
Reports/notes/diaries/reflective accounts
Worksheets/job sheets/workbooks
Witness statements
610
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory and safety checklists / maintenance
schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
It is important that practical assessment activities are supervised
appropriately.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments Local Authority websites for Building Control Department
The Department for Environment, Food and Rural Affairs website http://www.defra.gov.uk/ has up to date information about legislation,
codes of practice and consultations in the horticultural / agricultural
sectors. The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, hazardous waste, water etc
611
The website http://www.netregs.gov.uk/ provides helpful guidance
about environmental regulations. Horticultural Code of Practice - Helping to prevent the spread of
invasive non-native species The Code of Practice: Protecting our Water, Soil and Air has a useful
list of references in Section 9.
The website http://thepavingexpert.com contains useful information
and cross sectional diagrams of how to construct many landscape
boundaries and paths.
The website
http://books.google.co.uk/books?id=9_nyw1inTkYC&pg=PA17&lpg=PA
17&dq=Tolerances+for+landscape+construction&source=bl&ots=n0cIy
JTpBI&sig=a-
ARCE14cGwlddnecPdaPhYrzmY&hl=en&ei=ivoITPK7E4SM0gT5iPiBCw&s
a=X&oi=book_result&ct=result&resnum=1&ved=0CBoQ6AEwAA#v=on
epage&q=Tolerances%20for%20landscape%20construction&f=false
gives useful information on tolerances for landscape sites.
See ABC website for further information
612
Establish Planted Areas
Unit Reference
D/502/0856
Level
3
Credit Value
3
Guided Learning
Hours
19
Unit Summary
This unit provides the learner with the knowledge,
skills and understanding to identify and establish
planted areas
Learning Outcomes
(1 to 9)
The learner will
Assessment Criteria
(1.1 to 9.3)
The learner can
1. Understand how to
establish planted
areas
1.1 Explain the factors affecting the timing and
method of planting
1.2 Describe methods of support and protection
and how to apply them
1.3 Explain the initial maintenance requirements
for newly established planted areas covering
Trees
Shrubs
Container grown
Root grown
1.4 Explain potential problems which may occur
and how to deal with these effectively
2. Be able to identify
a range of plants
2.1 Describe how to identify the plants to be
established
613
2.2 Identify a minimum of 80 different plants to be
established by common and botanical names
3. Understand the
principles of selecting
plants
3.1 Explain the principles of selecting and
combining plants for different applications
4. Understand the
methods of assessing
plant health
4.1 Review the methods of assessing plant health
4.2 Explain the damage which may occur when
handling and during the establishment of plants
and how to minimise this
5. Be able to
establish planted
areas
5.1 Identify and mark out planting sites accurately
5.2 Check the specification and health of plants
before planting, and reject unacceptable specimens
5.3 Ensure the quality of plants is maintained
throughout handling and planting
5.4 Establish at least 3 different types of plants
from
Trees
Shrubs
Container grown
Root grown
5.5 Provide support and protection to the plants if
required
5.6 Ensure the site is left in a tidy and safe
condition following operations
5.7 Maintain effective working relations with all
relevant people
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6. Understand the
reasons for
maintaining
equipment
6.1 Explain the importance of maintaining
equipment
6.2 Describe the methods of maintaining the range
of equipment used
7. Be able to maintain
and use relevant
equipment
7.1 Ensure equipment is prepared, used and
maintained in a safe and effective condition
8. Understand
relevant health and
safety legislation and
environmental good
practice
8.1 Summarise current health and safety
legislation, codes of practice and organisational
requirements
8.2 Describe the possible environmental damage
that could occur and how to respond appropriately
8.3 Explain the correct and appropriate methods
for disposing of organic and inorganic waste
8.4 Explain the records required for management
and legislative purposes and the importance of
maintaining them
9. Be able to promote
health and safety and
environmental good
practice
9.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
9.2 Ensure work is carried out in a manner which
minimises environmental damage
9.3 Manage and dispose of waste in accordance
with legislative requirements and codes of practice
615
Supporting Unit Information
D/502/0856 Establish Planted Areas - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that
they have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the learning Outcome (LO) e.g. LO1 and
then to the assessment criteria number listed e.g. LO 1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means all inclusive
The following units 1, 3, 4, 6 and 8 are the key areas of knowledge
for this unit
Learning Outcome 1. Understand how to establish planted areas
1.1 Explain the factors affecting the timing and method of planting
e.g. container or bare root, drought or wet conditions, snow covered or
frozen ground, hardiness or softness of growth (winter/summer
bedding), size of plant (small root ball or large container or bare root)
will require planting hole / pit / notch to match.
1.2 Describe methods of support and protection and how to apply
them e.g. support by cane (pushed firmly into ground) with tie, stake
(hammered into ground) with strap tie, mesh netting, wall / pergola
mounted wires; protect by ground mulch (retain moisture, restrict
growth competition), rabbit / animal guards (fitted to plant), metal /
wooden structures placed around plant.
1.3 Explain the initial maintenance requirements for newly
established planted areas covering
trees e.g. irrigate if required, clear competing growth, check support
effective (if fitted), ensure plant firm in ground, check for and treat
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any pests and remove any diseased / damaged material, fertilise,
ensure sufficient mulch, refer to LO 4.2
shrubs e.g. refer to trees above.
container grown e.g. refer to trees above.
root grown e.g. refer to trees above.
1.4 Explain potential problems which may occur and how to deal
with these effectively e.g. dry root ball would need watering, lightly
diseased plants would need to be cleaned, heavily diseased plant would
need to be discarded, lightly damaged plants would need to be
trimmed, heavily damaged plants would need to be rejected, dry soil
would need to be watered, snow covered or frozen ground and planting
would not take place, insufficient plants available would need
adjustment to plan (see line manager) or additional supply obtained,
heavy rain causing soil to become waterlogged would require planting
to stop.
Learning Outcome 3. Understand the principles of selecting plants
3.1 Explain the principles of selecting and combining plants for
different applications e.g. selecting trees for wooded amenity /
forestry / specimen, shrubs for (evergreen, deciduous, flowers,
coloured leaves / stems) borders, hedging for boundary or stock
control, summer / winter bedding, herbaceous for foliage / flowers;
combining for colour (use colour wheel) leaf / flowering period / height
differential, visual landscape effect.
Learning Outcome 4. Understand the methods of assessing plant
health
4.1 Review the methods of assessing plant health e.g. visual
observation, check against written / photographic examples, consult
colleagues, consult trade representatives, send pest / disease sample
to laboratory.
4.2 Explain the damage which may occur when handling and during
establishment of plant and how to minimise this e.g. erying out of
root ball – cover with protective material, bare roots may be damaged
– cover with protective material, long stems may be damaged –
support as necessary, stems / branches may be damaged – protect
with wrapping and handle carefully, pests and diseases – monitor for
617
signs and treat quickly, drying out of soil – apply water to field
capacity.
Learning Outcome 6. Understand the reasons for maintaining
equipment
6.1 Explain the importance of maintaining equipment e.g. safety in
use, prevention of wear, availability, high quality of performance.
6.2 Describe methods of maintaining equipment e.g. clean off dirt and
debris, safety check for damage, routine for machinery (check oil level,
grease), periodic (oil change), following manufacturer’s / supplier’s
recommendations and codes of practice. For hand tools apply oil to
bare metal parts, place in weather proof store on shadow board or
fitted racks.
Learning Outcome 8. Understand relevant health and safety
legislation and environmental good practice
8.1 Summarise current health and safety legislation, codes of
practice and organisational requirements Health and Safety at
Work etc Act 1974 e.g. management of health and safety and safety at
work
Risk assessments e.g. working practices.
Codes of practice e.g. pesticide application, use of equipment.
Exposure records e.g. noise, vibration, pesticides.
COSHH Regulations e.g. risk assessment and use, fuel, marking
materials.
Hazardous Waste Regulations e.g. waste disposal.
Storage e.g. pesticides, fuels, materials.
PPE e.g. safety boots, ear defenders, protective clothing.
Environmental Protection Act e.g. environmental protection.
Water Pollution Act e.g. water protection.
RIDDOR e.g. reporting requirements.
PUWER e.g. use of plant and equipment.
LOLER e.g. lifting operations and lifting equipment.
Working at Height Regulations e.g. use of step ladder.
Welfare at Work e.g. staff facilities.
Any additional requirements.
Organisational requirements e.g. follow risk assessments, follow work
place procedures.
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8.2 Describe the possible environmental damage that could occur
and how to respond e.g. damage to soil structure – only work in
appropriate conditions, washings contaminating drains – have
appropriate interceptor system in place, damage to underground
services – (CAT scan) check with supply services, spillage of petroleum
products – avoid filling on soil areas, spillage of fertiliser – handle
carefully and do not damage bag. Use skilled staff, dispose of waste –
refer to LO 8.3 and report serious matters to line manager.
8.3 Explain the correct and appropriate methods for disposing of
organic and inorganic waste e.g. to current waste storage and
disposal legislation for pesticides, batteries and oil, follow COSHH and
hazardous waste regulations. Organic waste e.g. weed growth
(perennial weeds to be destroyed), turf – composting, branches –
chipped for mulching. Inorganic waste – mineral / metal / plastic /
glass waste e.g. recycle.
Other methods e.g. specialist waste disposal contractor - skip, oil
collection contractor, Local Authority arrangements.
8.4 Explain the records required for management and legislative
purposes and the importance of maintaining them e.g. staff
attendance hours, hours of equipment use, risk assessments, staff
competence achievements, RIDDOR, accidents, maintenance of
equipment, fire drill, waste disposal, drawings, contract details and any
other requirements. Importance of records for e.g. proof of
competence, approved working practices, codes of practice followed,
insurance purposes, health and safety requirements followed, waste
regulations, accountants (wages), Environmental Protection services,
comply with required legislation, proof of compliance with requirements
and any other designated requirement.
The following units 2, 5, 7 and 9 are the key areas of competence
for this unit
Learning Outcome 2. Be able to identify a range of plants
2.1 Describe how to identify the plants to be established e.g. refer to
planting plan / inventory list, check labels with plants, check with
supervisor.
619
2.2 Identify a minimum of 80 different plants to be established by
common and botanical names e.g. these should be across the range
of plants that could be used by a learner, be whole specimens (not
small pieces) from any time in the growing cycle and include – trees
(ACER pseudoplatanus – Sycamore), shrubs (CORNUS alba – Red-
barked dogwood), herbaceous (ACHILLEA ptarmica – Sneezewort) and
annual bedding (ANTIRRHINUM majus – Snapdragon).
Learning Outcome 5. Be able to establish planted area
5.1 Identify and mark out planting sites accurately e.g. use planting
plan, scale measurements from plan to planting area, mark boundary
outline with hose / sawdust/ whiting / spade, mark planting position
with cane / plant.
5.2 Check the specification and health of plants before planting and
reject unacceptable specimens e.g. compare planting plan with
delivery list – return to supplier non complying, check for pests /
diseases / damage - reject any that do not match requirements, ensure
soil in containers is wet – water, if bare rooted and roots dry return to
supplier, refer to LO 1.4.
5.3 Ensure the quality of plants is maintained throughout handling
and planting e.g. handle / transport carefully to avoid damage,
maintain root ball / roots moisture at all times (cover as necessary),
support long stemmed specimens, remove damaged / dead / diseased
material.
5.4 Establish at least 3 different types of plants from
trees
shrubs
container grown
root grown
Refer to LO 1.3 & 1.4
5.5 Provide support and protection to the plants if required e.g. refer
to LO 1.2
5.6 Ensure site is left in a tidy and safe condition e.g. remove surplus
plants / materials / tools / equipment to stores, remove waste and
620
dispose of - refer to LO 8.3, leave planting area level and free from
debris.
5.7 Maintain effective working relations with all relevant people e.g.
liaise with suppliers on requirements, communicate required standards
to colleagues, discuss work programme with all relevant persons,
inform all relevant persons of time scale and expected results,
complement others on a good job.
Learning Outcome 7. Be able to maintain and use relevant
equipment
7.1 Ensure equipment is prepared, used and maintained in a safe
and effective condition e.g. equipment pre start safety checks,
adjustments according to manufacturer’s instructions and guidance,
check hand tools to ensure free from defects, clean and in good
working order. Use equipment / tools e.g. only for the operation and in
situations as detailed by the manufacturer and in accordance with the
manufacturer’s / supplier’s / supervisor’s instructions, use PPE as
required (safety boots, eye protection, gloves, protective clothing), be
trained to correct level or supervised, carry out operations to current
legislation and codes of practice. Be aware of others working nearby.
Maintenance of equipment / tools e.g. cleaning as recommended by
manufacturer, routine (check oil levels, grease), and periodic (change
oil) as recommended by manufacturer, disposal refer to LO 8.3, apply
oil to bare metal parts. Range from e.g. hand tools, mechanical
equipment, power units (vehicles, quad bikes). Store safely refer to LO
6.2, maintain records refer to LO 8.4 (maintenance, repairs) and report
faults to line manager.
Learning Outcome 9. Be able to promote health and safety and
environmental good practice
9.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements e.g. health and safety, codes of practice refer to LO
8.1, PPE used refer to LO 7.1, materials used only as directed by
manufacturer, risk assessments followed. Equipment and tools to be
used and maintained only as detailed by the manufacturer refer to LO
7.1 and any additional requirements.
621
9.2 Ensure work is carried out in a manner which minimises
environmental damage e.g. refer to LO 8.2.
9.3 Manage and dispose of waste in accordance with legislative
requirements and codes of practice e.g. minimise waste wherever
possible, follow current legislation refer to LO 8.1, disposal of waste
refer to LO 8.3.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes (LO) 1, 3 4, 6 and 8
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
activities and witness testimony, answering oral or written questions,
assignments or internet research cross referenced to the knowledge
evidence.
Learning Outcomes (LO) 2, 5, 7 and 9
Delivery of these learning outcomes is by supervised practical work activities
giving learners the opportunity, first to practice the various tasks involved
and then to be observed correctly
doing each task to demonstrate competence and achievement of the
assessment criteria.
Learners not holding statutory qualifications to use equipment and materials
to be supervised by person who is qualified to do so.
Prior to, during and after completion of activities, photographs or video
could be taken to provide evidence of progress.
622
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 2, 5, 7 and 9 link together and can
be assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 1, 3, 4, 6 and 8 to allow
knowledge evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance. Please refer to
Lantra’s Assessment Strategy for further guidance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/planting plans/workbooks
Witness statements
Taped evidence (video or audio)
623
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory and safety checklists / maintenance
schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
The Office of Public Information website http://www.opsi.gov.uk has year by year lists of UK Acts and Statutory Instruments
The website http://www.netregs.gov.uk/ provides helpful guidance about environmental regulations.
Institute of Groundsmanship http://www.iog.org
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, waste and water etc The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
See ABC website for further information
624
Plan and Maintain Planted Areas
Unit Reference
D/502/0498
Level
3
Credit Value
3
Guided Learning
Hours
19
Unit Summary
This unit will provide the learner with the skills,
knowledge and understanding for planning and
maintaining planted areas
Learning Outcomes
(1 to 6)
The learner will
Assessment Criteria
(1.1 to 6.1)
The learner can
1. Plan and maintain
planted areas
1.1 Ensure plans are consistent with the purpose,
function, standards and objectives of planted areas
– e.g. shrub areas, scrub, bedding, herbaceous,
hedges and amenity turf
1.2 Carry out maintenance operations to the
planted area as planned – e.g.
Pruning
Feeding
Weed control
Mulching
Soil amelioration
Removal and replacement of plants
Mowing
1.3 Assess the results of maintenance operations,
ensuring objectives, standards and safety
requirements have been achieved
625
1.4 Leave the site in an undamaged and tidy
condition following operations
1.5 Deal with problems effectively, efficiently and
safely when ensuring maintenance of planted areas
1.6 Maintain effective working relations with
relevant people throughout
2. Be able to promote
health and safety and
environmental good
practice
2.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
2.2 Ensure work is carried out in a manner which
minimises environmental damage
2.3 Manage and dispose of waste in accordance
with legislative requirements and codes of practice
3. Understand how to
plan and maintain
planted areas
3.1 Explain the principle purposes and functions of
planted areas in amenity settings and how these
affect their maintenance
3.2 Explain the principles and methods of pruning
and its effects on plant growth
3.3 Describe the significance of growing habits for
timing and method of pruning
3.4 Define the principles of maintenance
operations covering
Pruning
Feeding
Weed control
Mulching
Soil amelioration
Removal and replacement of plants
Mowing
626
3.5 Compare methods of analysing soil condition
and nutritional status
3.6 Describe the symptoms of nutritional
deficiency
4. Understand the
effects of nutrients
and climate on plant
growth
4.1 Describe the effects of the main macro and
micro nutrients on plant health and growth
4.2 Describe the effects of pollutants, climatic
conditions and soil/water relations on plant growth
5. Understand
relevant health and
safety legislation and
environmental
practice
5.1 Explain current health and safety legislation,
codes of practice and any additional requirements
which apply to this area of work
5.2 Describe the possible environmental damage
and how to respond appropriately
5.3 Explain the correct and appropriate methods
for disposing of waste
6. Know how to deal
with problems
6.1 Give a range of the typical problems that may
occur and how to deal with these effectively
627
Supporting Unit Information
D/502/0498 Plan and Maintain Planted Areas – Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that
they have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
Note 3: The example used in this indicative content is summer bedding.
The same approach should be used for other situations
LO1 and LO2 are the key areas of competence for this unit
Learning Outcome 1. Plan and maintain planted areas
1.1 Ensure plans are consistent with the purpose, function,
standards and objectives of planted areas e.g. shrub areas,
scrub, bedding, herbaceous, hedges and amenity turf. Plans e.g.
location, layout, plant combinations and numbers; purpose/function
e.g. decorative, food production, screening, shelter, biodiversity.
Standards e.g. as required by client, contract, planning or legislative
requirements; objectives e.g. management plan, financial
constraints/targets.
Summer bedding - to meet objectives/function e.g. to provide summer
colour in high impact locations; standards/specification e.g. location
according to plans, plant combination (varieties, size, colour, growth
stage), preparation (clearing, ground preparation, soil improvement).
Planting e.g. spacing, timing. Maintenance e.g. watering, weed
control, trimming. Timing – planting, removal, replacement.
Personnel issues e.g. adequacy of training and qualifications, health
628
and safety (e.g. policies, procedures, training, equipment, monitoring,
exclusion zones round working areas). Financial e.g. budget,
contingencies.
1.2 Carry out maintenance operations to the planted area as
planned – e.g.
pruning e.g. removal of damaged, diseased, excessive or
inappropriate growth.
feeding e.g. application of granular or liquid organic or inorganic
fertilizers or bulky organic manures and composts during ground
preparation or maintenance.
weed control e.g. use of translocated herbicides before cultivation,
ploughing, digging and cultivation, stale seed-beds, contact
herbicides, flame weeders.
mulching e.g. application of bulk organic materials (e.g. wood
chips, straw, green waste), plastic (e.g. weed control membranes,
mulch mats) inorganic materials (e.g. gravels).
soil amelioration e.g. addition of bulky organic matter, lime,
fertilizers,
removal and replacement of plants removal of e.g. damaged,
diseased dead plants, inappropriate mixtures, over-sized or over-
mature. Replacement e.g. like-for-like, to adjust mix or to meet
change in purpose/function (refer to LO1.1).
mowing e.g. to appropriate height, frequency, with or without
removal of grass.
1.3 Assess the results of maintenance operations, ensuring
objectives, standards and safety requirements have been
achieved assess by e.g. observation, recording, audit of records,
measurement, tracking against plan, health and safety monitoring and
recording of incidents (refer to LO1.1).
1.4 Leave the site in an undamaged and tidy condition following
operations site e.g. planted area including plants, soil and features,
immediate surrounds, access routes and storage areas. Undamaged
e.g. plants, soil and other features not adversely affected by
operations. Tidy e.g. unused, waste materials (see LO2.3), machinery
and equipment removed from site.
1.5 Deal with problems effectively, efficiently and safely when
maintaining planted areas problems e.g. spillages and accidental
629
damage, shortage of materials or plants, equipment malfunctions,
changes to weather or ground conditions, external influences (e.g.
arrival of unauthorised persons on site), work or resources not
according to specification. Dealt with e.g. creating exclusion zones,
take immediate action to prevent damage or injury, notify supervisor,
manager, client, reporting to appropriate authority (e.g. police,
environment agency) monitoring of deliveries, storage, work in
progress.
1.6 Maintain effective working relations with relevant people
throughout maintained by e.g. clear roles and responsibilities,
regular and effective communication (e.g. face-to-face, one-to-one,
groups, by telephone including mobile and text, email, written notes)
with managers, colleagues, clients, third parties.
Learning Outcome 2. Be able to promote health and safety and
environmental good practice
2.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements appropriate PPE is made available, selected and safely
used by all persons e.g. waterproof clothing, steel toe-capped boots,
UV Protection, gloves, aprons, hats.
Tools and equipment are made available, made ready for use and
safely and effectively used. Manufacturer’s / supervisor’s instructions
followed for use of tools / equipment.
Complying with relevant legislation e.g. Management of Health &
Safety at Work Regulations; Environmental Protection e.g.
Environmental Protection Acts; Waste e.g. Hazardous Waste
Regulations; Codes of Practice e.g. Protecting our Water, Soil and Air;
Additional requirements including customer regulations, LOLER,
PUWER, StopSafe, Manual Handling, planning and building regulations,
felling licenses, access agreements.
2.2 Ensure work is carried out in a manner which minimises
environmental damage e.g. planning of work to avoid adverse
conditions, site monitoring to avoid damage to habitats and nesting
sites, avoiding run-off from erosion and roads or tracks, recycling and
reusing packing material and containers, control of unused packing
material and labels, disposal of unwanted plant material (refer to
LO2.3).
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2.3 Manage and dispose of waste in accordance with legislative
requirements and codes of practice e.g. reduce waste removed
from growing area, unwanted plant material composted (unless the
material poses a threat to plant health e.g. diseased material or
perennial weeds). Inorganic waste e.g. from servicing and
maintenance of equipment disposed of in appropriate container;
packages and containers recycled or disposed of in appropriate
container; inorganic waste is carefully controlled, disposed of through
licensed contractor.
LO3, LO4, LO5 and LO6 are the key area of knowledge for this unit
Learning Outcome 3. Understand how to plan and maintain
planted areas
3.1 Explain the principle purposes and functions of planted areas
in amenity settings and how these affect their maintenance
refer to LO1.1 for types of planting and purpose/function e.g.
decorative, food production, screening, shelter, biodiversity
Impact on maintenance. e.g. bedding regular replanting, ground
preparation (e.g. removal of plants and weeds, cultivation,
incorporation of organic manures, levelling, breaking down to
appropriate tilth); addition of plant nutrients (e.g. manures, organic or
artificial fertilizers), frequent hoeing to control weeds, watering to
establish and maintain vigour, deadheading to maintain appearance
and encourage flowering.
3.2 Explain the principles and methods of pruning and its effects
on plant growth
reasons for pruning e.g. to promote new growth, remove damaged or
diseased growth, remove inappropriate growth (e.g. deadheading,
excessively long branches), to maintain shape, prevent encroachment.
Methods e.g. shrub roses – cut hack to half in autumn to reduce wind-
rock, leave looking tidy for winter, allow access for other operations,
cut back in spring to leave decorative hips for winter, remove
damaged branches, encourage new growth and stronger flowering;
e.g. Cornus alba – cut back very hard in late spring (just before leaves
appear) to maintain stem colour (annually in small space, biennially if
more space available); e.g. Lonicera nitida – regular trimming in
growing season to maintain shape and prevent leggy growth.
631
3.3 Describe the significance of growing habits for timing and
method of pruning timing e.g. most flowering shrubs are pruned
back after flowering, conifers cut back when actively growing for quick
recovery. Methods e.g. shrubs that flower or fruit only on second year
wood – all branches removed after flowering, shrubs that flower on
older wood – renewal pruning with quarter to third of all branches
removed each year (refer to LO3.2).
3.4 Define the principles of maintenance operations covering
pruning refer to LO3.2 and LO3.3
feeding e.g. application of additional plant nutrients as base or top
dressing, use of organic and non-organic fertilizers, bulky organic
materials
weed control e.g. removal of unwanted plants by cultivation,
herbicides, flame weeders
mulching e.g. spreading of material (e.g. green waste, plastic,
gravel) to smother weeds and retain moisture.
soil amelioration e.g. adding of organic matter to improve water
and nutrient retention
removal and replacement of plants e.g. refer to LO1.2
mowing e.g. regular cutting of grass using rotary, cylinder or flail
mower to allow access, maintain appearance or control weeds within
the grass.
3.5 Compare methods of analysing soil condition and nutritional
status analysis by e.g. observation of condition, hand testing for
texture, simple soil test kits, laboratory testing for texture, major
nutrients, trace elements, nutrient budgeting. Comparison e.g.
observation is quick, free, immediate, requires experience, not
accurate; lab tests no immediate results, cost, accurate and reliable.
3.6 Describe the symptoms of nutritional deficiency e.g. plant
nutrients required for normal plant functions; Macro nutrients e.g.
Nitrogen, Phosphorous, Potassium, Magnesium; Micro nutrients e.g.
Boron, copper, manganese, iron.
General nutrient deficiency - plants are weak, pale, growth is slow,
susceptible to disease
Nitrogen (usually as nitrates) promotes vigorous leaf growth, strong
leaf colour; deficiency e.g. small pale leaves and shoots, leaves yellow
or red, subject to early defoliation
Phosphorous (phosphates) – promotes root growth
632
Potassium (potash) – promotes flowering and fruiting
Magnesium – can be deficient in wet soils due to leaching or in alkaline
soils, high potash or acid soils (plants unable to absorb); deficiency
e.g. yellowing then browning of leaves, mainly in older leaves
Boron – required only in small quantities, can be deficient in some
soils, serious impact on some plants.
Learning Outcome 4. Understand the effects of nutrients and
climate on plant growth
4.1 Describe the effects of the main macro and micro nutrients on
plant health and growth refer to LO3.6
4.2 Describe the effects of pollutants, climatic conditions and
soil/water relations on plant growth pollutants e.g. mineral oil
spillages from vehicles (kills of parts of plant affected, if root is
affected will kill plants), dust in the air can cover leaves and reduce
photosynthesis. Climatic conditions e.g. sheltered location will reduce
damage from wind, reduce transpiration loss, increases air-bourne
disease risk; soil/water e.g. water logging because of high water table
or compaction will reduce oxygen levels in soil and impair root
function, can cause root death.
Learning Outcome 5. Understand relevant health and safety
legislation and environmental practice
5.1 Explain current health and safety legislation, codes of practice
and any additional requirements which apply to this area of
work refer to LO2.1.
5.2 Describe the possible environmental damage and how to
respond appropriately
environmental damage e.g. spillages, damage to features and
buildings, plants, soil (refer to LO2.2). Response e.g. take immediate
action to stop the cause of the damage (machine, activity, person),
local action to contain and prevent spread of damage, notify manager,
client, land-owner, other relevant bodies (Environment Agency, Local
Authority, Fire Service)
5.3 Explain the correct and appropriate methods for disposing of
waste refer LO2.3.
633
Learning Outcome 6. Know how to deal with problems
6.1 Give a range of the typical problems that may occur and how to
deal with these effectively problems e.g. ground not appropriate to
work on (e.g. waterlogged or frozen) - action - defer maintenance
until conditions improve. Weather conditions – too hot, cold, windy or
dry, changes during planting operations – action; stop work if
inappropriate to continue, wait until conditions improve. Equipment
unsuitable or not in proper working order – action; carry out repair,
setting up or calibration of equipment, on site if possible or return to
workshop. Staff problems – insufficient numbers, lack of skill –
action; better planning of activities, training, selection, improve
monitoring of operations.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
LO1 and LO2 (key areas of competence)
Delivery of this learning outcome is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
planning and maintaining planted areas, copies of records, or reporting
forms and witness testimony, answering oral or written questions, or
assignments referenced to the knowledge evidence.
LO3, LO4, LO5 and LO6 (key areas of knowledge)
Delivery of this learning outcome is by assessment of competence for those
who have experience in this area of work or by supervised practical planning
and maintaining planted areas giving learners the opportunity, first to
practice the various tasks involved and then to be observed competently
doing each task to demonstrate achievement of the assessment criteria.
Prior to, during and after completion of work planning and maintaining
planted areas management photographs or video could be taken to provide
634
evidence of progress. Copies of monitoring record can be used to provide
evidence of quality and rate of work and of sufficiency of evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in
a non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes, worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
635
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
The Office of Public Information website http://www.opsi.gov.uk has year by year lists of UK Acts and Statutory Instruments
The Department for Environment, Food and Rural Affairs website has
up to date information about legislation, codes of practice and consultations in the horticultural / agricultural sectors
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc The website http://www.netregs.gov.uk/ provides guidance about
environmental regulations. The Code of Practice - Protecting our Water, Soil and Air has a list of
references in Section 9
Learners should be directed to relevant publications and websites eg
Horticulture Week (www.hortweek.com)
DEFRA website and publications
(http://www.defra.gov.uk/hort/index.htm)
636
Principles of Horticulture by C.R.BSc Adams, et al / Paperback /
Published 1998
A Handbook for Horticultural Students by Peter Dawson
Soil Science and Management by Edward J. Plaster
See ABC website for further information
637
Plan and Renovate Planted Areas
Unit Reference
Y/502/0497
Level
3
Credit Value
3
Guided Learning
Hours
19
Unit Summary
This unit will provide the learner with the skills,
knowledge and understanding required for
planning and renovating planted areas
Learning Outcomes
(1 to 7)
The learner will
Assessment Criteria
(1.1 to 7.4)
The learner can
1. Be able to plan and
renovate planted
areas
1.1 Ensure plans are consistent with the purpose,
function, renovation standards and objectives of
planted areas – e.g. shrub areas, scrub, bedding,
herbaceous, hedges and amenity turf
1.2 Carry out renovation operations as planned –
e.g. pruning, thinning out, tying in, replacement
and mowing
1.3 Assess the results of renovation operations,
ensuring agreed objectives, standards and safety
requirements have been achieved
1.4 Keep the site in an undamaged and tidy
condition following operations when renovating
planted areas
638
1.5 Deal with problems effectively, efficiently and
safely, when renovating planted areas
1.6 Maintain effective working relations with
relevant people throughout when renovating
planted areas
2. Be able to promote
health and safety and
environmental good
practice
2.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
2.2 Ensure work is carried out in a manner which
minimises environmental damage and waste
3. Be able to maintain
and use relevant
equipment
3.1 Ensure equipment is prepared, used and
maintained in a safe and effective condition
throughout
4. Understand how to
plan the renovation of
planted areas
4.1 Explain how the variety of purposes and
functions of amenity planted areas can be used
and how these affect the renovation
4.2 Define the principles governing the effects of
pruning on woody and herbaceous plants
4.3 Define the principles of renovating plants to
maximise their amenity value
Pruning
Thinning out
Tying in
Replacement
Mowing
4.4 Explain the purposes of the range of
operations used in renovation
639
5. Know how to deal
with problems during
renovation
5.1 Describe a range of the typical problems that
may occur when renovating planted areas and how
these can be dealt with effectively
6. Understand the
reasons for
maintaining
equipment
6.1 Explain the importance and methods of
maintaining equipment for use
7. Understand
relevant health and
safety legislation and
environmental
practice
7.1 Explain current health and safety legislation,
codes of practice and any additional requirements
which apply to this area of work
7.2 Describe the possible environmental damage
and how to respond appropriately
7.3 Explain the correct and appropriate methods
for disposing of waste
7.4 Explain the records required for management
and legislative purposes and the importance of
maintaining them
640
Supporting Unit Information
Y/502/0497 Plan and Renovate Planted Areas - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Examples are indicative of the range of considerations for
assessment criteria but are by no means all inclusive.
Note 2: Cross references are first to the learning outcomes (LO) e.g. LO1
and then to the assessment criteria number listed e.g. LO 1.3.
The units 1, 2, and 3 are the key areas of competence for this unit
The units 4, 5, 6, and 7 are the key areas of knowledge for this unit
Learning Outcome 1. Be able to plan and renovate planted areas
1.1 Ensure plans are consistent with the purpose, function,
renovation standards and objectives of planted areas e.g. shrub
areas, scrub, bedding, herbaceous, hedges and amenity turf
check against client requirements, specification, site survey of species
present, retention of desired species. Shrub areas - treatment to
comply with seasonal growth patterns, promote healthy growth of
productive stems (on new or older growth), develop proportioned form
and shape, increase flowering / coloured stems by removing dead,
damaged, old, diseased growth, retaining desired growth (according to
flowering / stem production). Scrub – removal / reduction of unwanted
growth / plants. Bedding – maintain to requirements by dead heading,
weeding, supporting, irrigating, feeding. Herbaceous – supporting,
weeding, feeding, mulching, pruning. Hedges – pruning (appropriate
to species i.e. cut large leaved plants with secateurs), consider shape,
style. height. Amenity turf – mowing (to specified height),
641
scarification, aeration, weed treatment, feeding, irrigating, disease and
pest control.
1.2 Carry out renovation operations as planned e.g. pruning,
thinning out, tying in, replacement and mowing follow
specification to renovate area to client requirements and seasonal
factors. Pruning refer to LO 1.1 pruning with tools – loppers, secateurs
pruning saw, knife. Thinning out with tools – spade, fork, loppers,
secateurs, pruning saw, knife – removing overcrowded plants / remove
superfluous, weak stems to prevent overcrowding and allow
development of strong productive growth. Tying in with tools knife,
secateurs – training growth on fixed or self-supporting supports
(stakes, canes) to produce desired shape / form and support weak /
young growth. Replacement with tools - spade, trowel – removing
dead / diseased / damaged / unwanted plants with some of the same
or different type to improve the quality of growth / flowering period or
visual effect (taller / shorter). Mowing with powered mowing
equipment – to reduce the height of growth to meet the requirements
for the use / appearance / species development (wild flower area).
1.3 Assess the results of renovation operations, ensuring agreed
objectives, standards and safety requirements have been
achieved e.g. compare outcome against client requirements,
specification, detailed treatments followed. All risk assessments have
been followed and safe use of equipment has been practised.
Services have been located (CAT scan and details / plans from service
providers) and visibly marked. Site fixtures and services have not
been affected or damaged.
1.4 Keep site in an undamaged and tidy condition following
operations when renovating planted areas e.g. environmental
damage minimised - only work on soil when structure will not be
damaged and ensure any soil compaction is relieved. Avoid spillage of
petroleum or fertiliser products on soil – only fill on hard standing.
Remove and dispose of prunings, unwanted plants and organic waste
(perennial weeds to be destroyed) by composting and / or chipping.
When not in use keep tools and equipment in a safe area, return
unused plants and materials to secure store. Recycle containers /
inorganic waste (mineral / metal / plastic / glass) by recycling /
specialist waste disposal contractor, skip, oil collection contractor or
Local Authority arrangements.
642
1.5 Deal with problems effectively, efficiently and safely, when
renovating planted areas e.g. services isolated and marked out refer
to LO 1.3, inappropriate soil conditions – wait for condition to improve /
irrigate, delay in delivery of supplies – find alternative work or collect
supplies, equipment failure – isolate, repair or obtain replacement,
shortage of labour – engage additional staff or delay programme.
Record problems and how dealt with in survey book and report any
matters to line manager giving confirmation in writing.
1.6 Maintain effective working relations with relevant people
throughout when renovating planted areas e.g. liaise with
suppliers on requirements and deliveries, communicate programme,
required standards and results to colleagues, discuss work programme
and time scales with all relevant persons (colleagues, client),
complement others on good work.
Learning Outcome 2. Be able to promote health and safety and
environmental good practice
2.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements e.g. health and safety codes of practice, PPE used (steel
toe caped footwear, gloves, eye protection, coveralls) as required by
codes of practice and manufacturer’s instructions, materials used only
as directed by manufacturer, risk assessments followed. Equipment
and tools (refer to LO 1.2) to be used and maintained only as detailed
by the manufacturer. Maintain working area free from obstacles and
tidy removed material as produced. Follow line manager’s instructions
and any additional requirements.
2.2 Ensure work is carried out in a manner which minimises
environmental damage and waste e.g. ensure staff have received
appropriate training or are supervised by proficient person, no working
in adverse soil/weather conditions, clean equipment in designated area,
avoid spillage of fertiliser and fuel, have clean and sharp cutting tools.
Only purchase amounts required to complete work, do not leave
equipment engines running when not in use, re use/cycle whenever
possible. Manage and dispose of waste in accordance with legislative
requirements and codes of practice, follow current legislation. Refer to
LO 1.4.
643
Learning Outcome 3. Be able to maintain and use relevant
equipment
3.1 Ensure equipment is prepared, used and maintained in a safe
and effective condition e.g. equipment pre start safety checks, use
appropriate, adjustments according to manufacturer’s instructions and
guidance, check hand tools to ensure free from defects, clean and in
good working order. Use equipment / tools e.g. only for the operation
and in situations as detailed by the manufacturer and in accordance
with the manufacturer’s / supplier’s / supervisor’s instructions, use PPE
as required refer to LO 2.1, be trained to correct level or supervised by
competent person, carry out operations to current legislation, codes of
practice and follow risk assessments. Be aware of others working
nearby.
Maintenance of equipment / tools e.g. cleaning as recommended by
manufacturer, routine (check oil levels, grease), and periodic (change
oil) as recommended by manufacturer, apply oil to bare metal parts.
Range of tools and equipment e.g. hand tools (secateurs, loppers,
trowel, wheelbarrow, saws, spade, fork, rake), mechanical equipment,
power units (vehicles, quad bikes, mower). For hand tools store safely
in weather proof store on shadow board or racks, maintain records for
maintenance and repairs, report faults to line manager verbally and
confirmed in writing.
Learning Outcome 4. Understand how to plan the renovation of
planted areas
4.1 Explain how the variety of purposes and functions of amenity
planted areas can be used and how these affect renovation e.g.
purposes and functions – leisure / dog walking, viewing of featured
planting, leisure activities – informal play / sitting. Effect on
renovation – provide safe areas / footpaths, no obstructions, planted
areas – visually pleasing / planted according to desired seasonal effect
/ sympathetic regenerative plant treatment.
4.2 Define the principles governing the effects of pruning on woody
and herbaceous plants e.g. principles refer to LO 1.1 & LO 1.2.
4.3 Define the principles of renovating plants to maximise their
amenity value
pruning refer to LO 1.2
644
thinning out refer to LO 1.2
tying in refer to LO 1.2.
replacement refer to LO 1.2
mowing refer to LO 1.2
4.4 Explain the purpose of the range of operations used in
renovation e.g. refer to LO 1.1 & 1.2, cultivation for soil preparation
and planting, fertilising to add nutrients, add organic material to
improve soil structure and water retention, apply mulch to suppress
weed growth and retain moisture, disposal of waste refer to LO 1.4.
Learning Outcome 5. Know how to deal with problems during
renovation
5.1 Describe a range of the typical problems that may occur when
renovating planted areas and how these can be dealt with
effectively e.g. services (gas, electricity, water, sewers) adverse
weather conditions, delivery of supplies, equipment failure, shortage of
labour refer to LO 1.3 & 1.5
Learning Outcome 6. Understand the reasons for maintaining
equipment
6.1 Explain the importance and methods of maintaining equipment
for use e.g. refer to LO 3.1
Learning Outcome 7. Understand relevant health and safety
legislation and environmental good practice
7.1 Summarise current health and safety legislation, codes of
practice and organisational requirements e. g.
Health and Safety at Work etc Act 1974 - management of health and
safety and safety at work
Risk assessments e.g. working practices.
Codes of practice e.g. use of equipment.
Exposure records e.g. noise, vibration, pesticides.
COSHH Regulations e.g. risk assessment and use, fuel, marking
materials.
Hazardous Waste Regulations e.g. waste disposal.
Storage e.g. fuels, materials.
PPE e.g. safety boots, ear defenders, protective clothing.
645
Environmental Protection Act e.g. environmental protection,
Water Pollution Act e.g. water protection
RIDDOR e.g. reporting requirements.
PUWER e.g. use of plant and equipment.
LOLER e.g. lifting operations and lifting equipment.
Working at Height Regulations e.g. use of step ladder.
Welfare at Work e.g. staff facilities.
Organisational requirements e.g. follow risk assessments; follow work
place procedures / instructions. Record accidents.
7.2 Describe the possible environmental damage and how to
respond e.g. damage to soil structure, washings (equipment
contaminating drains – have appropriate interceptor system in place,
damage to underground services refer to LO 1.3, spillage of petroleum
fertiliser products refer to LO 1.4, dispose of waste – refer to LO 1.4,
report serious matters to line manager verbally and confirmed in
writing.
7.3 Explain the correct and appropriate methods for disposing of
waste e.g. to current waste storage and disposal legislation for
batteries and oil, follow COSHH and hazardous waste regulations.
Organic / inorganic waste - refer to LO 1.4.
7.4 Explain the records required for management and legislative
purposes and the importance of maintaining them e.g. staff
attendance hours, hours of equipment use, risk assessments, staff
competence achievements, RIDDOR, accidents, maintenance of
equipment, fire drill, waste disposal, drawings, contract details,
deliveries and any other requirements. Importance of records for e.g.
proof of competence, approved working practices, codes of practice
followed, insurance purposes, health and safety requirements followed,
waste regulations, accountants (wages), Environmental Protection
services, comply with required legislation, proof of compliance with
requirements proof of receipt, and any other designated requirement.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
646
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes (LO) 1, 2, and 3
Delivery of these learning outcomes is by supervised practical work activities
giving learners the opportunity, first to practice the various tasks involved
and then to be observed correctly
doing each task to demonstrate competence and achievement of the
assessment criteria.
Learners not holding statutory qualifications to use equipment and materials
to be supervised by person who is qualified to do so.
Prior to, during and after completion of activities, photographs or video could
be taken to provide evidence of progress.
Learning Outcomes (LO) 4, 5, 6 and 7
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
activities and witness testimony, answering oral or written questions,
assignments or internet research cross referenced to the knowledge
evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria.
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1, 2, and 3 link together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 4, 5, 6 and 7 to allow knowledge
evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
647
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/planting plans/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory and safety checklists / maintenance
schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference
648
The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments The website http://www.netregs.gov.uk/ provides helpful guidance
about environmental regulations. Institute of Groundsmanship http://www.iog.org
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, waste and water etc The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
See ABC website for further information
649
Prepare Sites for Landscape Works
Unit Reference
H/502/1183
Level
3
Credit Value
6
Guided Learning
Hours
39
Unit Summary
This unit provides the learner with the skills,
knowledge and understanding to prepare a site for
both hard and soft landscape construction. The
unit assumes that the learner will be working to a
previously developed plan and that all work must
meet its specifications and tolerances
Learning Outcomes
(1 to 6)
The learner will
Assessment Criteria
(1.1 to 6.5)
The learner can
1. Form ground
profiles for landscape
works
1.1 Set out site according to the plan/specification
1.2 Form profiles that meet the requirements of
the plan and subsequent work
Soft landscape construction
Hard landscape construction
1.3 Form profiles that are to specified and required
levels and gradients
1.4 Monitor progress and prepare according to
specification two of the following surfaces
Flat
Gradient
Steps
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1.5 Keep the site in a tidy and suitable condition
for subsequent works following operations
1.6 Maintain effective working relations throughout
with the relevant people
2. Be able to maintain
and use equipment
during preparation of
sites for landscape
works
2.1 Ensure equipment is prepared, used and
maintained in a safe and effective condition
throughout
3. Be able to promote
health and safety and
environmental good
practice
3.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements which
apply to preparing sites for landscape works
3.2 Ensure work is carried out in a manner which
minimises environmental damage
3.3 Manage and dispose of waste in accordance
with legislative requirements and codes of good
practice
4. Understand how to
form ground profiles
for landscape works
4.1 Explain the construction standards and
regulations for operations involving changes of
level
4.2 Explain the differences in construction
requirements for soft and hard landscape
construction
4.3 Describe how to interpret landscape plans and
specifications
4.4 Explain the methods and equipment for setting
out in the horizontal and vertical planes
651
4.5 Explain the mathematical and geometrical
principles for setting out
4.6 Explain how to calculate gradients, risers and
treads
4.7 Explain the design of steps
4.8 Explain the methods of detecting underground
services
4.9 Explain the typical contingencies and how to
handle these effectively
4.10 Explain the types of problems and how to
resolve these and whom these should be reported
to
5. Understand the
reasons for
maintaining
equipment
5.1 Explain the importance and methods of
maintaining equipment in a fit state for use to
minimise risks.
6. Know and
understand relevant
health and safety
legislation and
environmental good
practice
6.1 Explain current health and safety legislation,
codes of practice and any additional requirements
which apply to this area of work
6.2 Explain the principles and application of risk
assessment
6.3 Describe the possible environmental damage
and how to respond appropriately
6.4 Explain the correct and appropriate methods
for disposing of waste
652
6.5 Explain the records required for management
and legislative purposes and the importance of
maintaining them
653
Supporting Unit Information
H/502/1183 Prepare Sites for Landscape Works – Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g.) LO1
and then to Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
Note 3: The example used here is soft and hard landscape construction
works.
LO1, LO2 and LO3 are the key areas of Competence for this unit
Learning Outcome 1. Form ground profiles for landscape works
1.1 Set out site according to the plan/specification to include
establishing the perimeter of the site and fencing off if necessary to
keep the public out with designated access points for deliveries of
equipment and materials. Datum points to be established from map
grid references and plans before the position of main features are
established by setting out using survey chains, tape measures and
triangulation techniques to mark the corner positions or centre points
of each feature on the plan or specification.
1.2 Form profiles that meet the requirements of the plan and
subsequent work:
soft landscape construction form profiles to establish the corners
of each surface or feature ensuring that they are 90 degrees and are
excavated to the correct depth and width so that any cut and fill for
levelling is kept to a minimum and that excavations are not dug
654
wider than needed. Profiles and/or boning rods can be used to
calculate falls to remove surface water to land drains or soakaways.
hard landscape construction form profiles to establish the corners
of each surface or feature so that they are 90 degrees and are
excavated to the correct depth and width. This is particularly
important when digging out to install foundations for a wall as the
string lines from the profiles in the centre and the outside guide the
depth and width of excavation while the building lines assist with the
setting out of the brickwork to ensure that all corners line up and are
at an angle of 90 degrees.
1.3 Form profiles that are to specified and required levels and
gradients double sight rails can be used for establishing different
levels for different surfaces or where a significant change in level
occurs for newly created features. Gradients can be calculated
between two set points either by profiles or by using boning rods or an
automatic level and staff. To calculate a gradient of 1 in 80 to remove
surface water over a distance of 10m would be 10m x (1/80) =
0.0125m that is 125mm lower at the point in which the water drains
away.
1.4 Monitor progress and prepare according to specification two of
the following surfaces
flat mark out area with pegs and ensure that the tops of the pegs
are level and then mark off on each peg the finished level at a set
distance from the tops of the pegs and then prepare, rake and grade
the soil to the mark of each peg to ensure a level and flat surface.
gradient mark out area with pegs and ensure that the tops of the
pegs are level and then mark off on each peg the finished level
calculating in the direction and gradient of the fall and then prepare,
rake and grade the soil to the mark of each peg to ensure a
consistent gradient.
steps measure out the area of the steps calculating the height and
distance to be accessed before working out the size of the treads and
risers for comfortable access. Mark out where each step is to be
situated with four level pegs for each step so that the steps can be
cut out into the slope to allow for the depth of the foundations, the
width of the risers and the finished levels of each step for both length
and width of the tread.
655
1.5 Keep the site in a tidy and suitable condition for subsequent
works following operations to include all access routes and exits to
be kept clear so that deliveries can be made. All supplies of materials
to be stored safely and protected from inclement weather during
operations. All tools and equipment to be stored safely and all wastes
to be removed from work areas into skips for removal. All topsoil and
subsoil to be stored separately and away from access routes.
1.6 Maintain effective working relations throughout with the
relevant people to include effective communication with site or
project manager, council officials inspecting the work, members of the
public nearby and customers on the site so that all parties know what
is happening and when including start and completion dates, specific
deliveries and tasks being undertaken and health and safety rules.
Learning Outcome 2. Be able to maintain and use equipment
during preparation of sites for landscape works
2.1 Ensure equipment is prepared, used and maintained in a safe
and effective condition throughout to include PPE selected and
safely used e.g. steel toe-capped boots, gloves, face mask. Tools and
equipment correctly selected and checked using pre-start checks
including spades, shovels, rakes, wheelbarrows, tractor and trailer,
mechanical auger, CAT scan and surveying equipment conforming to
LOLER, PUWER, Manual Handling and Stop Safe to prevent accidents
and to keep equipment in good working order.
Learning Outcome 3. Be able to promote health and safety and
environmental good practice
3.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements which apply to preparing sites for landscape
works to include work practices promote health and safety and are
consistent with relevant legislation e.g. Health and Safety,
Environmental Protection legislation including Waste Acts and COP’s
such as soil, water and air and additional requirements such as
customer regulations, environmental health requirements as well as
LOLER, PUWER, Manual Handling and Stop Safe.
656
3.2 Ensure work is carried out in a manner which minimises
environmental damage to include ensure work is carried out in a
manner which minimises environmental damage by carefully planning
site access such as the removal and delivery of materials, working in
correct weather conditions and not allowing run off from chemicals or
waste products into water courses in line with Environmental Agency
guidelines.
Ensure that when preparing landscape sites that any nearby plants are
removed if necessary and maintained throughout before being planted
up after completion of the job. See LO1.1 for further details.
3.3 Manage and dispose of waste including underground services in
accordance with legislative requirements and codes of good
practice to include manage and dispose of waste in accordance with
legislative requirements and codes of practice to include: organic
wastes such as soil which can be stored and then re-used; vegetation
that can be composted; wood that can be chipped. Inorganic wastes
such as empty preservative containers mortar and concrete blocks can
be re-used as hardcore if appropriate or disposed of into a skip. The
local authority waste recycling facility is another alternative for
disposing of waste.
LO4, LO5, and LO6 are the key areas of knowledge for this unit
Learning Outcome 4. Understand how to form ground profiles for
landscape works
4.1 Explain the construction standards and regulations for
operations involving changes of level to include all changes in
level must conform to health and safety standards as the construction
of steps or ramps must be within tolerances regarding the angle of
ramps going up or down and the size of risers and treads of steps.
Landscape features must be constructed to make access easier for all
users and tie in with other surrounding features aesthetically and safely
with surface drainage and finishes that allow users grip in poor weather
conditions. Retaining walls to hold back soil must have tanking on the
inside with weep holes for adequate drainage especially when wet and
be strong enough to retain soil between two different levels.
4.2 Explain the differences in construction requirements for soft
and hard landscape construction to include hard landscape
657
features to have a hardcore base of crush and run that is compacted
using a wacker plate as a solid base onto which the surface is then
constructed so that the surface does not sink. In soft landscaping for
creating grassed areas from seed or turf the soil is compacted and
levelled by raking and treading as the roots of the seed or turf will
grow down into the soil.
4.3 Describe how to interpret landscape plans and specifications to
include identifying the scale of all features on the plan and being able
to reproduce the size and specifications of the plan to scale at ground
level. Identifying datum points and measurements so that features are
located in the correct position and can be checked by corresponding
measurements and identifying key design symbols and what they
represent on the landscape plan.
4.4 Explain the methods and equipment for setting out in the
horizontal and vertical planes to include horizontal planes to be
set out using survey chains as a base line, tape measures, pegs, chain
arrows and ranging rods to mark survey stations. Triangulation of
measurements to establish features such as datum points and trees
accurately. Squares and rectangles to be set out using the 3, 4, 5
triangle to establish corners so that they are at 90 degrees to reduce
setting out error. A line from a central pin measuring the correct
radius to another pin to scribe out circles and arcs. Vertical planes to
be set out to establish heights of pegs using boning rods, quickset level
and staff or laser levels. Levels are recorded using either a rise and fall
level book or a height of collimation book and once collated any errors
can be identified and recalculated using back sight intermediate sight
and fore sight readings. Once levels are established then contour lines
can be calculated as necessary.
4.5 Explain the mathematical and geometrical principles for setting
out to include landscapers 3, 4, 5 triangle to establish a 90 degree
corner is based on 3, 4 and 5 added together make 12. 0m and 12m
are at the same point with pegs inserted accurately at 3m and 7m to
make a 3,4,5 triangle with an accurate 90 degree corner which can
then be projected.
Triangulation is based on two measurements of length from two
different points on a base line and where the two length measurements
arc together on the ground from the base line makes a triangle to mark
the location or corner of a feature hence the name triangulation.
658
Surveying with a quickset level uses a datum point to start which is
known as a back sight reading to start followed by intermediate sight
readings until the final reading when a foresight reading is made. This
allows for different areas to be joined up in the survey and errors can
then be calculated to check accuracy. See LO4.4 for further details.
4.6 Explain how to calculate gradients, risers and treads risers and
treads for steps are calculated by knowing the total going (the distance
from the paving at the bottom to the top step horizontally) and the
total rise (the distance from the paving at the bottom to the top step
vertically). The distance of the total going is divided by 300mm to give
the number of treads required and the distance of the total rise is
divided by 200mm to give the number of risers needed. The actual
dimensions can be altered slightly so that all treads and risers are the
same size but risers must be between 150mm and 225mm and treads
between 250mm and 600mm. To calculate gradients see LO1.3 for
further details.
4.7 Explain the design of steps to achieve safe access when travelling
from one level to a much higher level by way of a succession of treads
and risers so that the distance can be bridged in small manageable
steps for a range of users.
4.8 Explain the methods of detecting underground services to
include visual observations of the site and accessing plans of services
and utilising local knowledge of personnel on site. Further checks are
carried out using a CAT scanner (Cable Activity Traser) to locate
underground cables.
4.9 Explain the typical contingencies and how to handle these
effectively contingency of money to be available for work not specified
in the contract and where the client and the contractor agree in writing
that extra work is deemed necessary and agreed between the two
parties such as removal of rubbish dumped on a site by fly tippers and
removal of hidden asbestos by an approved contractor.
4.10 Explain the types of problems and how to resolve these and
whom these should be reported to Accidental Damage – cutting
through underground services use of CAT scan required and reference
to site plans to detect gas, water and electricity pipes and prevent the
dangers of pressure, explosion and electrocution. If pipes are
659
damaged speak to superior and contact the service provider
immediately. Damage to tools, equipment and materials must be
reported and damaged tools removed for safety. Industrial accidents –
stop work, cordon off area, treat any employees and reassess risk
before continuing. Report in accident book and inform site manager.
Learning Outcome 5. Understand the reasons for maintaining
equipment
5.1 Explain the importance and methods of maintaining equipment
in a fit state for use to minimise risks see LO2.1 for further details.
Learning Outcome 6. Know and understand relevant health and
safety legislation and environmental good practice
6.1 Explain current health and safety legislation, codes of practice
and any additional requirements which apply to this area of
work see LO3.1 for further details.
6.2 Explain the principles and application of risk assessment the
principles of risk assessment are to reduce the levels of risk for all
tasks to an acceptable level by identifying the hazards, deciding who
might be harmed, evaluating the risks and recording the findings and
then reviewing assessments every year. The application is that all
landscape maintenance tasks and all landscape sites and necessary
personnel must be risk assessed before work takes place. See LO4.10
for further details.
6.3 Describe the possible environmental damage and how to
respond appropriately see LO3.2 for further details.
6.4 Explain the correct and appropriate methods for disposing of
waste see LO3.3 for further details.
6.5 Explain the records required for management and legislative
purposes and the importance of maintaining them all employees
to be briefed for recording purposes to include producing receipts for
additional costs and expenses, site visits books to be signed by the
client to include details of work carried out as well as copies of invoices
for materials for the contracted work. The importance for maintaining
records is for accounting and audit trails. See LO1.6 for further details.
660
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners,
including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
Learning Outcomes 1, 2 and 3
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
construction of soft or hard landscape features giving learners the
opportunity, first to practice the various tasks involved and then to be
observed correctly doing each task to demonstrate achievement of the
assessment criteria. Prior to, during and after completion of construction
work photographs or video could be taken to provide evidence of progress.
Learning Outcomes 4, 5 and 6
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of
construction work and witness testimony, answering oral or written
questions, assignments or internet research cross referenced to the
knowledge evidence
Learners who have not yet completed the necessary training or
certification to use machinery, equipment and materials must be
supervised by a suitably qualified person.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
661
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1, 2, and 3 link together and
competence can be assessed practically by observation or by generation of
diverse evidence. These could also link to Learning Outcomes 4, 5, and 6 to
allow knowledge evidence to be gathered during the practical activities.
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include some of the following
Product evidence
Plans
Records
Specifications
Observation reports
Oral/written questions and answers
Reports/notes/diaries/reflective accounts
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
662
Tool / equipment inventory and safety checklists / maintenance
schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
It is important that practical assessment activities are supervised
appropriately.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications
The Office of Public Information website http://www.opsi.gov.uk has year by year lists of UK Acts and Statutory Instruments
Local Authority websites for Building Control Department The Department for Environment, Food and Rural Affairs website
http://www.defra.gov.uk/ has up to date information about legislation, codes of practice and consultations in the horticultural / agricultural
sectors. The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, hazardous waste, water etc
The website http://www.netregs.gov.uk/ provides helpful guidance about environmental regulations.
Horticultural Code of Practice - Helping to prevent the spread of invasive non-native species
The Code of Practice: Protecting our Water, Soil and Air has a useful
list of references in Section 9.
663
The website http://thepavingexpert.com contains useful information
about levelling, surveying and constructing landscape sites including
features such as steps.
The website www.landscapeexpert.co.uk/slopes-and-changes-in-
level.html gives some information about changes in level in the
landscape.
See ABC website for further information
664
Laying Hard Surfaces for External Landscaping
Unit Reference
T/502/1186
Level
2
Credit Value
4
Guided Learning
Hours
30
Unit Summary
The aim of this unit is to provide the learner with
the knowledge and skills required when laying hard
surfaces for external landscaping. The hard
surfaces could include concrete, tarmac and paving
Learning Outcomes
(1 to 4)
The learner will
Assessment Criteria
(1.1 to 4.3)
The learner can
1. Be able to lay hard
surfaces
1.1 Install hard surfaces safely and according to
specifications and requirements for use
1.2 Protect hard surfaces effectively against
weather and use until they are in a suitable
condition
1.3 Leave the site safe, tidy and suitable for
intended use
1.4 Maintain effective working relations with
relevant people throughout
2. Be able to work
safely and minimise
2.1 Work in a way which maintains health and
safety and is consistent with relevant legislation,
codes of practice and any additional requirements
665
environmental
damage
2.2 Carry out work in a manner which minimises
environmental damage
2.3 Dispose of waste safely and correctly
3. Know the principles
affecting the design
and laying of hard
surfaces.
3.1 Explain the environmental issues of run off and
drainage requirements
3.2 Identify the factors affecting the choice and
specification of surface
3.3 Describe the principles and methods of laying
the following hard surfaces
Concrete
Tarmac
Sets and block paving
Flags – pre-cast or natural paving
3.4 Describe protection methods and how to select
the appropriate one for the type of hard surface
and site
3.5 Suggest typical problems that may occur and
how to deal with these effectively
4. Know the relevant
health and safety
legislation and
environmental good
practice.
4.1 Outline the current health and safety
legislation, codes of practice and any additional
requirements
4.2 Describe how environmental damage can be
minimised
4.3 Describe the correct methods for disposing of
organic and inorganic waste
666
Supporting Unit Information
T/502/1186 Laying Hard Surfaces for External Landscaping – Level 2
Indicative Content
To successfully achieve this unit, learners need to provide evidence that
they have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g.) LO1
and then to Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
Note 3: The example used in this indicative content is block paving unless
stated.
LO1, and LO2 are the key areas of competence for this unit.
Learning Outcome 1. Be able to lay hard surfaces
1.1 Install hard surfaces safely and according to specifications and
requirements for use to include cordoning off work areas from the
public and having safe access and egress points for machines and
work personnel. Surfaces must be installed to the specification to
include correct dimensions of area to be paved as well as the correct
depths of compacted hardcore, compacted sand and block pavers
must correspond with surrounding levels in the landscape and be
suitable for purpose if steps or slopes are included.
1.2 Protect hard surfaces effectively against weather and use until
they are in a suitable condition to include protection of work
partially completed together with materials such as bags of cement
from bad weather and disconnect any electrical appliances. Cover all
materials such as hardcore, sand and blocks with plastic sheeting
together with the area being constructed to stop water-logging so that
667
the block paving can be completed in relatively dry conditions with dry
products so that the sand does not smear the blocks. Once completed
the block paving can be sealed against the weather using a water-
proof sealant.
1.3 Leave the site safe, tidy and suitable for intended use to
include ensure the site is restored to a safe condition and its intended
use consistent with the surrounding environment and is clear of
unwanted materials and presentable immediately after construction
with any minor work being identified by site checks before site is
handed back to the client. Final checks to include health and safety
checks that block paving and edging are secure and that all rubbish
and potential trip hazards have been removed from site and that the
site has been restored safely for public access.
1.4 Maintain effective working relations with relevant people
throughout to include provide clear and accurate information for both
clients and employees so that it is clear when and where work is to be
carried out and for recording purposes to include producing receipts for
additional costs and expenses, site visits books to be signed by the client
to include details of work carried out as well as copies of invoices for
materials for the contracted work.
Maintain effective working relationships by having good regular
communication and checking regularly with both employees and the
client to ensure that all aspects of the work are completed to the
required standard and to resolve any issues that arise.
Learning Outcome 2. Be able to work safely and minimise
environmental damage
2.1 Work in a way which maintains health and safety and is
consistent with relevant legislation, codes of practice and any
additional requirements to include work practices promote health
and safety and are consistent with relevant legislation, codes of
practice and any additional requirements including Health and Safety,
Environmental Protection legislation including Waste Acts and COP’s
such as soil, water and air and additional requirements such as
customer regulations, environmental health requirements as well as
LOLER, PUWER, Manual Handling and Stop Safe.
668
2.2 Carry out work in a manner which minimises environmental
damage to include ensure work is carried out in a manner which
minimises environmental damage by carefully planning site access
such as the removal and delivery of materials, working in correct
weather conditions and not allowing run off from chemicals or waste
products into water courses in line with Environmental Agency
guidelines. Ensure that when constructing the block paving that any
plants nearby are protected from damage. Ensure that washing out of
mixers and equipment does not put waste into water courses and that
all waste is reused or put into a skip. Any leftover sand, hardcore and
blocks can be bagged up and stored safely for another job.
2.3 Dispose of waste safely and correctly to include manage and
dispose of waste in accordance with legislative requirements and
codes of practice to include: organic wastes such as soil which can be
stored and then re-used; vegetation that can be composted; wood
that can be chipped. Inorganic wastes such as empty preservative
containers mortar and concrete blocks can be re-used as hardcore if
appropriate or disposed of into a skip. The local authority waste
recycling facility is another alternative for disposing of waste.
LO3, and LO4 are the key areas of knowledge for this unit.
Learning Outcome 3. Know the principles affecting the design and
laying of hard surfaces
3.1 Explain the environmental issues of run off and drainage
requirements to include suitable drainage channels to be installed
in the block paving where necessary to remove grey waters into waste
water drains instead of running off into nearby water courses and
streams. Care must be taken during construction to ensure that there
is no pollution to the surrounding area.
3.2 Identify the factors affecting the choice and specification of
surface to include rigid paving such as slabs, concrete and tarmac
will depend on use whether pedestrian or vehicular paving and the
finish required. Slabs are used for pedestrian walkways whilst tarmac
and concrete can be used for both pedestrian and vehicular paving
with the depth being 150mm for vehicular concrete and 75mm for
pedestrian areas. Flexible paving such as block paving are designed
669
for movement when under greater loads such as wagons on garage
forecourts and choices here depend on colour and patterns.
3.3 Describe the principles and methods of laying the following to
include
hard surfaces in general and dug out to the correct depth removing
soft spots and filling with hardcore before spraying with a systemic
herbicide before the base layer of hardcore is laid and compacted
with a vibrating plate. A geotextile membrane can then be laid if the
area has a specific problem with pernicious perennial weeds before
the finished surface is laid to specification which depending on the
choice of surface may include edge restraints and a layer of sand
between the compacted hardcore and the paving units being laid.
concrete must be laid with a 150mm layer of hardcore for vehicular
paving and a 100mm layer for pedestrian paving. Temporary edge
restraints are installed (Shuttering) to hold the concrete in place
whilst it dries out and a sheet of plastic can be installed between the
hardcore and the concrete to prevent ground water entering the
concrete. The concrete is installed between the shuttering and
tamped and screeded before a patterned surface is made by either a
float or a brush.
tarmac must be dug out as above and kerb edges need to be
installed before a 150mm sub-base of hardcore is installed and
compacted. A 50mm layer of Dense bitumen Macadam is installed
and compacted before a surface course of 25mm asphalt is laid level
with no roller marks or deviations of more than 6mm in level so that
the surface is flush with surrounding areas.
sets and block paving: Block Paving must be laid inside solid
edge restraints that are concreted in securely. A layer of 150mm of
hardcore is compacted level before a 50mm layer of sand is
compacted below the layer of blocks. Once the blocks are laid, sand
is scattered over the blocks before a final consolidation and brushing
the sand down between the blocks so that there are no gaps. A
proprietary sealant could then be used to seal and protect the
surface.
flags – pre-cast or natural paving must have a 150mm layer of
compacted hardcore before the flags are laid onto a bed of sand or
mortar which is 50mm in depth and the mortar can be laid as five
spots for each slab or cross and box method or a continuous bed of
mortar. The slabs are laid either butted together or they are laid
with a 10mm gap in between using wooden blocks. Once the slabs
670
are dry they are either pointed up with mortar into the 10mm gaps
or a dry sand/cement mix is brushed into the butt joints.
3.4 Describe protection methods and how to select the appropriate
one for the type of hard surface and site see LO1.2 for examples.
3.5 Suggest typical problems that may occur and how to deal with
these effectively to include accidental damage – cutting through
underground services use of CAT scan required and reference to site
plans to detect gas, water and electricity pipes and prevent the dangers
of pressure, explosion and electrocution. If pipes are damaged speak
to superior and contact the service provider immediately. Damage to
blocks and edging restraints to be replaced as necessary. See LO2.2
for further details.
Learning Outcome 4. Know the relevant health and safety
legislation and environmental good practice.
4.1 Outline the current health and safety legislation, codes of
practice and any additional requirements see LO2.1 for examples
4.2 Describe how environmental damage can be minimised see
LO2.2 for examples
4.3 Describe the correct methods for disposing of organic and
inorganic waste see LO2.3 for examples.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners,
including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
Learning Outcomes 1 and 2
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
construction of a surface giving learners the opportunity, first to practice
the various tasks involved and then to be observed correctly doing each
671
task to demonstrate achievement of the assessment criteria. Prior to,
during and after completion of construction work photographs or video
could be taken to provide evidence of progress.
Learning Outcomes 3 and 4
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of
construction work and witness testimony, answering oral or written
questions, assignments or internet research cross referenced to the
knowledge evidence
Learners who have not yet completed the necessary training or
certification to use machinery, equipment and materials must be
supervised by a suitably qualified person.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in
a non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1 and 2 link together and
competence can be assessed practically by observation or by generation of
diverse evidence. These could also link to Learning Outcomes 3 and 4 to
allow knowledge evidence to be gathered during the practical activities.
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
672
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include some of the following
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes/diaries/reflective accounts
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory and safety checklists / maintenance
schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Receipts from product and equipment purchases
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
It is important that practical assessment activities are supervised
appropriately.
All evidence must be clearly signposted and made available for the external
moderator upon request.
673
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/
has useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory
instruments and legal publications The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments Local Authority websites for Building Control Department
The Department for Environment, Food and Rural Affairs website http://www.defra.gov.uk/ has up to date information about
legislation, codes of practice and consultations in the horticultural / agricultural sectors.
The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, hazardous waste, water etc
The Code of Practice: Protecting our Water, Soil and Air has a useful
list of references in Section 9.
The website http://thepavingexpert.com contains useful information
and cross sectional diagrams of how to construct many landscape
boundaries and paths.
See ABC website for further information
674
Construct Free Standing Walls
Unit Reference
A/502/1187
Level
2
Credit Value
4
Guided Learning
Hours
30
Unit Summary
The aim of this unit is to provide the learner with
the knowledge and skills required to construct free
standing walls. This included mortared brick and
stone walls
Learning Outcomes
(1 to 4)
The learner will
Assessment Criteria
(1.1 to 4.3)
The learner can
1. Be able to
construct free
standing walls
1.1 Prepare effective ground footings
1.2 Construct and finish walls and related
structures safely and in accordance with
specifications
1.3 Protect the walls and related structures
effectively according to type of materials and
environment
1.4 Leave the site in a tidy and undamaged
condition following operations
1.5 Maintain effective working relations with
relevant people throughout
675
2. Be able to work
safely and minimise
environmental
damage
2.1 Work in a way which maintains health and
safety and is consistent with relevant legislation,
codes of practice and any additional requirements
2.2 Carry out work in a manner which minimises
environmental damage
2.3 Dispose of waste safely and correctly
3. Know the principles
of constructing free
standing walls
3.1 Interpret design specifications
3.2 List the factors influencing specifications for
walls
3.3 Describe the types of ground preparation and
footings appropriate to walls and related structures
for
Mortared brick walls
Stone walls
3.4 Describe protection methods according to
types of materials and situation
3.5 Compare the application of types of structure
and choice of materials
3.6 Summarise the construction regulations and
standards pertinent to wall construction
3.7 Identify the potential hazards when
constructing walls and related structures
3.8 Suggest typical problems that may occur and
how to deal with these effectively
4. Know the relevant
health and safety
legislation and
4.1 Outline the current health and safety
legislation, codes of practice and any additional
requirements
676
environmental good
practice.
4.2 Describe how environmental damage can be
minimised
4.3 Describe the correct methods for disposing of
organic and inorganic waste
677
Supporting Unit Information
A/502/1187 Construct Free Standing Walls - Level 2
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Examples are indicative of the range of considerations for
assessment criteria but are by no means all inclusive.
LO1 and LO2 are the key areas of competence for this unit.
Learning Outcome 1. Be able to construct free standing walls
1.1 Prepare effective ground footings effective ground footings
prepared for brick walls: types of walls e.g. half-brick or full-brick,
stone walls of stone blocks or drystone. Depth of footings depends on
height of wall e.g. for walls less than one metre high - 28 cm of
tamped down hardcore and 10 cm of concrete. Width of footings e.g.
three times width of half brick wall, twice width of full brick wall.
Ensure any excess water is removed from trench
1.2 Construct and finish walls and related structures safely and in
accordance with specifications operations to include marking out,
digging trench for and laying footings, marking out and accurately
laying first course, construct body of wall and header course, finishing
the wall. Constructed safely e.g. use of correct PPE, safe lifting and
construction techniques. According to specifications e.g. dimensions,
materials used, type of bond, header and finish required
1.3 Protect the walls and related structures effectively according to
type of materials and environment protection methods for footings
and mortar against effects of cold or very hot weather e.g. cover with
plastic sheeting or sacking, use accelerators together with appropriate
protection
678
1.4 Leave the site in a tidy and undamaged condition following
operations tidy e.g. mortar, sand or cement cleared. Undamaged e.g.
damage to lawns such as ruts or ragged edges made good
1.5 Maintain effective working relations with relevant people
throughout effective working relations maintained: Communication
e.g. polite and respectful and keeping people informed. Respect for
e.g. staff, property and grounds. Attitude to work e.g. keep promises,
turn up on time, work to agreed plans and costings and at an
acceptable standard, tidy up afterwards
Learning Outcome 2. Be able to work safely and minimise
environmental damage
2.1 Work in a way which maintains health and safety and is
consistent with relevant legislation, codes of practice and any
additional requirements e.g. Health and Safety, Environmental
Protection and Waste Acts, COPs as applicable, risk assessment and
additional requirements e.g. check with Local Authority regarding
height restrictions, depending on depth of footings may need to CAT
scan for services
2.2 Carry out work in a manner which minimises environmental
damage e.g. flattening or rutting of ground minimised during
operations, walking boards used, washing cement, sand or additives
into drains or ground water minimised, drainage through retaining
walls to prevent water build up.
2.3 Dispose of waste safely and correctly waste e.g. organic - green
waste or inorganic - broken bricks, excess mortar. Correctly - refer to
LO4.3. Safely e.g. PPE, safe lifting
LO3 and LO4 are the key areas of knowledge for this unit.
Learning Outcome 3. Know the principles of constructing free
standing walls
3.1 Interpret design specifications type and purpose of wall,
dimensions, materials, colour, construction methods. Height - check
whether any Local Authority restrictions apply. Refer to LO3.6
679
3.2 List the factors influencing specifications for walls functional
factors e.g. need to incorporate reinforcing rods in retaining walls,
supporting piers and movement joints in high walls. Environmental
needs e.g. need for wall to blend in with surroundings. Legal
requirements e.g. need for strengthening piers and refer to LO3.1.
Aesthetic needs e.g. planting walls in relation to intended type of plant
display
3.3 Describe the types of ground preparation and footings
appropriate to walls and related structures for mortared brick
walls and stone walls marking out, depth and width of trench for
footings, depth of hardcore and tamping. Depth of concrete and
setting time. Depth of top of footing below ground level. Brief
consideration of situations where welded wire reinforcing will be
needed. Refer to LO1.1
3.4 Describe protection methods according to types of materials
and situation protection methods e.g. for concrete footings, mortar or
rendering to ensure correct setting rate during cold or very hot
weather. Refer to LO1.3
3.5 Compare the application of types of structure and choice of
materials e.g. barbeque, seating or screen, retaining, planting or
drystone walls. Choice of materials e.g. clay bricks - standard or
special. Consider the advantages of using specified materials for
different applications e.g. natural stone blocks for random rubble dry
walling - save time, look natural and allow plants to be placed in gaps,
consider coping stones to finish off
3.6 Summarise the construction regulations and standards
pertinent to wall construction check Local Authority requirements
for planning permission in relation to height and location of wall e.g.
next to highway and over 1 m in height or over 2 m elsewhere. Other
planning conditions e.g. open plan estates, areas covered by an Article
4 direction, proximity of conservation area or listed buildings - may
need Listed Building consent. Also possible obstruction of public
footpaths. Party Wall Act applies e.g. to building work on the boundary
of a neighbouring property. Walls must be structurally sound - basic
principles e.g. square, level and plumb. Consult Local Authority
building regulations for standards e.g. thickness of walls depending
upon building zone. Thickness determines dimensions of footings.
680
Seek additional guidance for walls built in particular
locations/circumstances e.g. retaining walls / additional loading /
expansive clay soils
3.7 Identify the potential hazards when constructing walls and
related structures building on or against a slope, type of ground
surface and drainage, proximity of highways or trees / roots
3.8 Suggest typical problems that may occur and how to deal with
these effectively e.g. absorption of water from the concrete of the
footings into the surrounding soil - prevented by damping down the
foundation trench before placing concrete; build-up of water behind a
retaining wall - prevented by placing gravel backfill behind wall and
drainage pipes through wall
Learning Outcome 4. Know the relevant health and safety
legislation and environmental good practice
4.1 Outline the current health and safety legislation, codes of
practice and any additional requirements Health and Safety e.g.
Health and Safety at Work Act, Management of Health & Safety at Work
Regulations, Provision and Use of Work Equipment Regulations.
Environmental Protection e.g. Environmental Protection Acts covering
waste disposal. Waste e.g. Hazardous Waste Regulations.
Environmental Codes of Practice e.g. Protecting our Water, Soil and Air.
Additional requirements - refer to LO3.6
4.2 Describe how environmental damage can be minimised refer to
examples in LO2.2
4.3 Describe the correct methods for disposing of organic and
inorganic waste of care - controlled wastes. Where to dispose e.g.
check costs, procedures and which Local Authority sites accept types of
waste. Method of disposal e.g. recycle / reuse - bag / bin or consider
skip hire / private disposal with a licensed contractor. Refer to LO2.3
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the practical skills
and knowledge development of their particular learners.
681
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes 1 and 2
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised wall
construction giving learners the opportunity, first to practice the various
tasks involved and then to be observed correctly doing each task to
demonstrate competence in each of the assessment criteria.
Prior to, during and after completion of wall construction activities
photographs or video could be taken to provide evidence of progress.
Learning Outcomes 3 and 4
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of wall
construction activities and witness testimony, answering oral or written
questions, assignments or internet research cross referenced to the
knowledge evidence
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1 and 2 link together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 3 and 4 to allow knowledge
evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
682
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance. Please refer to
Lantra’s Assessment Strategy for further guidance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include some of the following
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes/diaries/reflective accounts
Worksheets/job sheets/workbooks/wall structure plans
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory and safety checklists / maintenance
schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
It is important that practical assessment activities are supervised
appropriately.
683
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments
Local Authority websites for Building Control Department The Department for Environment, Food and Rural Affairs website has
up to date information about legislation, codes of practice and consultations in the horticultural / agricultural sectors
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc The website http://www.netregs.gov.uk/ provides helpful guidance
about environmental regulations. The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
See ABC website for further information
684
Install Hard Landscape Features and Structures
Unit Reference
F/502/1188
Level
2
Credit Value
6
Guided Learning
Hours
45
Unit Summary
The aim of this unit is to provide the learner with
the knowledge and skills required to install hard
landscaping features and structures such as sports
and play equipment and small sectional buildings
Learning Outcomes
(1 to 4)
The learner will
Assessment Criteria
(1.1 to 4.4)
The learner can
1. Be able to install
hard landscape
features and
structures
1.1 Prepare the ground and footings
1.2 Install features and structures safely and
according to specification
1.3 Protect features and structures against
deterioration
1.4 Inspect features and structures for safety,
completeness and function
1.5 Leave site safe, tidy and in a suitable condition
for subsequent work
1.6 Maintain effective working relations with
relevant people throughout
685
2. Be able to work
safely and minimise
environmental
damage
2.1 Work in a way which maintains health and
safety and is consistent with relevant legislation,
codes of practice and any additional requirements
2.2 Carry out work in a manner which minimises
environmental damage
2.3 Dispose of waste safely and correctly
3. Know how to install
hard landscape
features and
structures
3.1 Describe how to prepare the ground and
footings appropriate to the range of features and
structures covering sports and play equipment and
small sectional buildings
3.2 Describe the characteristics, safety
requirements and methods of application of
preservatives
3.3 Outline the potential hazards when assembling
and installing structures
3.4 Suggest the typical problems that may occur
and how these can be dealt with effectively
4. Know the relevant
health and safety
legislation and
environmental good
practice
4.1 Outline the current health and safety
legislation, codes of practice and any additional
requirements
4.2 Outline the principles and application of risk
assessment
4.3 Describe how environmental damage can be
minimised
4.4 Describe the correct methods for disposing of
organic and inorganic waste
686
Supporting Unit Information
F/502/1188 Install Hard Landscape Features and Structures - Level 2
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Examples are indicative of the range of considerations for
assessment criteria but are by no means all inclusive.
LO1 and LO2 are the key areas of competence for this unit.
Learning Outcome 1. Be able to install hard landscape features and
structures
1.1 Prepare the ground and footings location of feature/structure
accurately identified. Site risk assessment e.g. studied and
implemented. Site clearance e.g. materials to be cleared identified and
confirmed. Site prepared e.g. levelled if necessary. Site secured as
appropriate e.g. CAT scan for underground services, fencing, warning
signs. Footings prepared: operations to include marking out and
levelling of site e.g. of anchorages for posts / pillars, footings for sheds
or pergolas. Preparation of footings e.g. digging out hole, trench or
area, laying and tamping hardcore / sand as appropriate and laying
concrete slabs or concrete to required depth and depth of top of footing
below ground level or around post. Curing time for concrete
1.2 Install features and structures safely and according to
specification features and structures safely installed according to
specification: feature / structure constructed safely e.g. use of correct
PPE, safe lifting and construction techniques. In accordance with
specifications e.g. dimensions, materials used, construction methods
and finish required. Construction operations to include marking out and
accurately constructing base, main body and top work of feature or
687
structure and finishing e.g. attachment of doors, windows, ropes, nets
or slides.
1.3 Protect features and structures against deterioration protection
methods for footings and mortar against effects of cold or very hot
weather and to allow time for curing e.g. cold weather cover with
sacking, taped off / warning signs to prevent access. Protection
methods for wood structures against fungal decay and insect
infestation e.g. if possible use timber that has been factory treated with
wood preservative, soak cut ends, brush on wood preservative,
consider water-based preservatives
1.4 Inspect features and structures for safety, completeness and
function for safety e.g. climbing nets secure, sharp edges removed or
guarded, no cracks, unstable parts or tripping hazards. For
completeness e.g. specification fully met. For function e.g. correct
materials used, door and windows open, rope ladder securely attached
at top and bottom
1.5 Leave site safe, tidy and in a suitable condition for subsequent
work site left safe, tidy, suitable for subsequent work: Safe e.g.
correct or remove tripping hazards. Tidy e.g. wood chippings, sawdust
or mortar brushed off. Suitable for subsequent work e.g. spare
materials moved to next site of use or storage, multi stage projects
facilitated
1.6 Maintain effective working relations with relevant people
throughout e.g. polite and respectful and keeping people informed.
Respect for e.g. staff, property and grounds. Attitude to work e.g. keep
promises, turn up on time, work to agreed plans and acceptable
standard, tidy up afterwards.
Learning Outcome 2. Be able to work safely and minimise
environmental damage
2.1 Work in a way which maintains health and safety and is
consistent with relevant legislation, codes of practice and any
additional requirements e.g. Health and Safety, Environmental
Protection and Waste Acts, COPs as applicable, risk assessment and
additional requirements e.g. depending on depth of posts may need to
CAT scan for services.
688
2.2 Carry out work in a manner which minimises environmental
damage environmental damage minimised e.g. recycle / reuse
materials, leave space around trees, care not to damage roots,
surrounding grassed areas or drainage systems, choice of preservative
e.g. use water based preservatives, do not burn preservative treated
wood on an open fire.
2.3 Dispose of waste safely and correctly waste e.g. organic - green
waste, wood trimmings or inorganic - excess mortar, rope. Correctly -
do not flush leftover wood preservative into water system - refer to
LO4.4. Safely e.g. PPE, safe lifting.
LO3 and LO4 are the key areas of knowledge for this unit
Learning Outcome 3. Know how to install hard landscape features
and structures
3.1 Describe how to prepare the ground and footings appropriate to
the range of features and structures covering sports and play
equipment and small sectional buildings. How to prepare the ground
and footings e.g. for sheds, lean-to shelters, climbing frames, slides,
forts. Operations to include all those in LO1.1
3.2 Describe the characteristics, safety requirements and methods
of application of preservatives characteristics of pressure treated
timber, organic solvent based and water based wood preservatives.
Safety requirements: Correct PPE e.g. gloves, old clothes, face mask.
Working methods e.g. when cutting treated wood work outdoors if
possible, wash self and clothes. Methods of application e.g. wood
preservatives applied in the factory under pressure or with brush or
sprayer.
3.3 Outline the potential hazards when assembling and installing
structures e.g. tools such as saws, hammers or power tools, lifting
and placing heavy timber or panels, working with treated wood or
preservatives, working at heights, edges, corners, protruding nails, bolt
heads.
3.4 Suggest the typical problems that may occur and how these can
be dealt with effectively e.g. not having right tools for job - hire
from tool-hire centre; lifting and positioning panels or posts - get help,
689
use support such as bracing timbers and lift efficiently; obstructions
such as branches - remove or adjust or incorporate in planned layout;
costs - get quotes, consider alternative materials, recycle; services in
way - CAT scan prior to work commencing.
Learning Outcome 4. Know the relevant health and safety
legislation and environmental good practice
4.1 Outline the current health and safety legislation, codes of
practice and any additional requirements e.g. Health and Safety at
Work Act, Management of Health & Safety at Work Regulations,
Provision and Use of Work Equipment Regulations Environmental
Protection e.g. Environmental Protection Acts covering waste disposal.
Waste e.g. Hazardous Waste Regulations Environmental Codes of
Practice e.g. Protecting our Water, Soil and Air. Additional
requirements: Check with Local Authority for any regulations or
permissions that apply to e.g. placement or height of features /
structures, position of services / need for CAT scan if digging.
4.2 Outline the principles and application of risk assessment refer to
the ‘Five Steps to Risk Assessment’ produced by HSE.
4.3 Describe how environmental damage can be minimised refer to
examples in LO2.2
4.4 Describe the correct methods for disposing of organic and
inorganic waste duty of care - controlled wastes. Where to dispose
e.g. check costs, procedures and which Local Authority sites accept
types of waste. Method of disposal e.g. recycle / reuse - bag / bin or
consider skip hire / private disposal with a licensed contractor. Check
Local Authority procedures regarding hazardous waste such as wood
preservatives or preservative treated wood. Refer to LO2.3
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the practical skills
and knowledge development of their particular learners.
690
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes 1 and 2
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised installation
of hard landscape features or structures giving learners the opportunity, first
to practice the various tasks involved and then to be observed correctly
doing each task to demonstrate competence in each of the assessment
criteria.
Prior to, during and after completion of installation work photographs or
video could be taken to provide evidence of progress.
Learning Outcomes 3 and 4
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of the
installation of a structure or feature and witness testimony, answering oral
or written questions, assignments or internet research cross referenced to
the knowledge evidence
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated
via a learner’s portfolio and other related evidence, against the unit
outcomes and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1 and 2 link together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 3 and 4 to allow knowledge
evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
691
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance. Please refer to
Lantra’s Assessment Strategy for further guidance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include some of the following
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes/diaries/reflective accounts
Worksheets/job sheets/workbooks/structure plans
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory and safety checklists / maintenance
schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
It is important that practical assessment activities are supervised
appropriately.
692
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments Local Authority websites for Building Control Department
The Department for Environment, Food and Rural Affairs website has up to date information about legislation, codes of practice and
consultations in the horticultural / agricultural sectors The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, hazardous waste, water etc
The website http://www.netregs.gov.uk/ provides helpful guidance
about environmental regulations. The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
See ABC website for further information
693
Plan and Construct Water Features
Unit Reference
F/502/1191
Level
3
Credit Value
6
Guided Learning
Hours
39
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
to plan and construct pools and water features
Learning Outcomes
(1 to 6)
The learner will
Assessment Criteria
(1.1 to 6.4)
The learner can
1. Be able to maintain
and use relevant
equipment
1.1 Ensure equipment is prepared, used and
maintained in a safe and effective condition
throughout
2. Be able to
construct pools and
water features
2.1 Review site conditions to establish suitability
prior to commencing operations
2.2 Prepare the site and select and use three
materials following specifications
Puddled clay liners
Fibre glass in situ
Concrete in situ
Irregular shaped preformed or pre-cast
Butyl or pvc liner
2.3 Interpret specifications and plans
694
2.4 Install and construct pool and water features
safely, following specifications
2.5 Check that the installation is working correctly
and rectify any faults
2.6 Maintain effective working relations with
relevant people throughout
2.7 Deal with problems efficiently, effectively and
safely as necessary
3. Be able to promote
health and safety and
environmental good
practice
3.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
3.2 Ensure work is carried out in a manner which
minimises environmental damage
3.3 Manage and dispose of waste in accordance
with legislative requirements and codes of practice
4. Understand the
principles
underpinning
installation and
construction of pools
and water features
4.1 Describe the conditions suitable to the
construction of pools and water features
4.2 Describe the features and application of
materials
Puddle clay liners
Fibre glass in situ
Concrete in situ, irregular shaped
preformed or precast
Butyl or PVC liner
4.3 Explain the principles and methods of pool and
water feature construction
4.4 Explain the principles of pump power
calculation, selection and positioning
695
4.5 Explain the safety requirements for pump
systems
4.6 Describe the methods of checking the
functioning of the installation
4.7 Describe the symptoms of faults such as leaks
and malfunctioning of pumping systems
4.8 Explain the potential hazards when
constructing ponds
5. Understand the
reasons for
maintaining
equipment
5.1 Explain the importance and methods of
maintaining equipment for use
6. Understand
relevant health and
safety legislation and
environmental good
practice
6.1 Summarise current health and safety
legislation, codes of practice and any additional
requirements
6.2 Describe the possible environmental damage
that could occur and how to respond appropriately
6.3 Explain the correct and appropriate methods
for disposing of organic and inorganic waste
6.4 Explain the records required for management
and legislative purposes and the importance of
maintaining them
696
Supporting Unit Information
F/502/1191 Plan and Construct Water Features - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means all inclusive
LO1, LO2 and LO3 are the key areas of competence for this unit
Learning Outcome 1. Be able to maintain and use relevant
equipment
1.1 Ensure equipment is prepared, used and maintained in a safe
and effective condition throughout e.g. spade blade cleaned,
checked for cracks / firm attachment of handle. Used e.g. push tread
with sole of foot to avoid slippage/scrapping achilles tendon, lift within
capacity. Maintained e.g. clean / oil after use. Ensure tools properly
/ securely stored after use and records made of maintenance and
repairs. Refer to LO5.1
Learning Outcome 2. Be able to construct pools and water features
2.1 Review site conditions to establish suitability prior to
commencing operations e.g. sheltered from wind, good sunlit
position, away from shade / frost pockets, flat or sloping provided land
stable, natural features already present. Drainage e.g. well drained
area, possibility of run-off into water feature from surrounding land -
fertiliser / silt, high water table and possibility of flooding / boggy areas
around feature / liner distortion. Access e.g. to and around pond to
697
plant / weed / tend pump. Site safety e.g. children - access restricted,
slippery / steep. Refer to LO4.1
2.2 Prepare the site and select and use three materials following
specifications study /prepare site to specifications - refer to LO2.3.
Level / clear site. Organise tools / equipment - refer to LO1.1, order
materials, store near feature ready for use, not obstructing. Arrange
temporary storage / removal of spoil. Measure / mark out site including
allowances e.g. for back filling. Three materials selected and used:
puddled clay liners e.g. condition of clay during use, number and
thickness of layers, sections, total coverage, puddling process, cover to
retain moisture / prevent cracking
fibre glass in situ e.g. pre-cut glass fibre sheets, fray edges, apply
primer, polyester resin and catalyst, tools used, timing, apply glass
fibre, number, overlap and saturation of layers, consolidation, apply to
corners, apply topcoat /pigment /catalyst
concrete in situ e.g. prepare footings, compact sand / hardcore,
pour concrete / tamp level, build concrete block walls, reinforce, fill
voids / space blocks to soil, render, seal
irregular shaped preformed or pre-cast e.g. mark outline,
measure shelf depth, dig hole to level of shelf and deep section, clear
stones, sand layer, pond in, check level across length and width,
adjust, backfill
butyl or PVC liner - refer to LO2.4. Whole section - need to
calculate quantities and areas needed - refer to LO4.2 for features
and application of these materials
2.3 Interpret specifications and plans e.g. location, dimensions, shape,
materials, construction methods including mixing / timing,
incorporation of other water features, plumbing / electrical work,
methods of access to / transport within site, spoil / vegetation
clearance/ removal / use. Plans interpreted e.g. grid on site, mark
dimensions / shape of feature.
2.4 Install and construct pool and water features safely, following
specifications construct pool with butyl liner e.g. prepare site, dig
desired profile / depths, clear span round perimeter for overlap/edging
materials, sharp stones removed, spread / contour underlay, unfold
butyl liner as per supplier’s instructions, centre, pile bricks around
edges to secure (e.g. on underlay to protect lining), slowly fill liner with
water moving securing bricks as it sinks, prepare perimeter footing to
698
support edging slabs, lay slabs, trim surplus liner. Water feature
installed: submersible pump for fountain e.g. prepare base of bricks on
underlay off cuts to place nozzle above pond surface, disguise cable for
electricity under rock as it emerges from pond, install cable to power
supply / use Building Regulations-Part P qualified electrician. Safely
constructed e.g. edging slabs secure, electricity - refer to LO4.5, RCD
fitted, cable marked on plan of garden.
2.5 Check that the installation is working correctly and rectify any
faults e.g. check pump works, adjust flow to achieve desired fountain
height / width. Types of faults e.g. pond lining leaking, flexible pond
liner distorts / rises, pump not raised off bottom and intake gets
blocked, filter / spray holes blocked, faulty motor / pipe or electrical
connections.
2.6 Maintain effective working relations with relevant people
throughout communication e.g. polite and respectful and keeping
people informed. Respect for e.g. staff, property and grounds.
Attitude to work e.g. keep promises, turn up on time, work to agreed
plans / prices and to acceptable standard, tidy up afterwards. Staff
supervised - clear communication, firm but fair.
2.7 Deal with problems efficiently, effectively and safely as
necessary e.g. butyl liner small puncture - empty pond to below level
of puncture, thoroughly clean liner around puncture, roughen surface
with sandpaper, use appropriate adhesive, patch with off-cut of original
liner, apply adhesive to both liner and patch. Safely e.g. use pump to
empty pond (saves lifting bucket), work from secure position, care
when leaning over edge of pond and of slippery surfaces.
Learning Outcome 3. Be able to promote health and safety and
environmental good practice
3.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements e.g. Health and Safety, Environmental Protection and
Wildlife and Countryside Acts / COPs as applicable, risk assessment and
additional requirements. Refer to LO 6.1
3.2 Ensure work is carried out in a manner which minimises
environmental damage e.g. by carefully planning site access,
699
walking boards for access and removal of spoil, polythene sheets to
hold spoil / separate topsoil for re-use and subsoil / protect lawn. Refer
to LO6.2.
3.3 Manage and dispose of waste in accordance with legislative
requirements and codes of practice waste e.g. organic - ground
cover vegetation or inorganic - subsoil, cement waste, off cuts.
Managed - e.g. refer to LO2.2 or LO3.2, bag / bin offcuts, wire, piping,
cement or fibreglass waste etc. Disposed of refer to LO6.1 and LO6.3.
LO4, LO5 and LO6 are the key areas of knowledge for this unit
Learning Outcome 4. Understand the principles underpinning
installation and construction of pools and water features
4.1 Describe the conditions suitable to the construction of pools and
water features Refer to LO2.1. Trees e.g. well away from chosen
area to avoid shed leaves / shading. Water / electricity available. No
underground services present at site.
4.2 Describe the features and application of materials - refer to
LO2.2 for application. Features:
puddled clay liners e.g. traditional clay to create a natural / wildlife
pond
fibre glass in situ e.g. rendered concrete block / brick fish pond
structure - Koi carp pond with colour of fibre glass selected to show
off colours of fish
concrete in situ e.g. formal rectangular pond, vertical walls, long
clean lines
irregular shaped preformed or pre-cast e.g. informal, small
areas, sunken or raised Butyl or PVC liner e.g. informal, semi-formal,
formal ponds
4.3 Explain the principles and methods of pool and water feature
construction e.g. keep preparation of hole / trench to desired size,
shape, depth, levels and gradient as simple as allowed by fitness for
purpose / specification to save material costs / complexity of
construction, excavate hole / trench larger than planned finished size
to allow for back fill / hard-core foundation / lining sand as appropriate,
ensure stable base / edges are level / match gradient, remove threats
to integrity of the liner / walls, install protective layer of sand /
700
underlay and profile as required, install chosen liner / rigid unit / walls
/sections and backfill ensuring no gaps between supporting surfaces,
construct soundly - reinforcing / ties, ensure waterproof - rendering /
fibre glass / waterproof sealants, sufficient time / protection for drying
/ curing, check pH on filing new pond / feature, disguise anything
unsightly - lining / cables / external pump housing, ensure edging is
level / securely constructed. Methods of construction e.g. refer to
LO2.2, LO2.3, LO2.4, LO4.2, 4.4.
4.4 Explain the principles of pump power calculation, selection and
positioning the function of the pump is to move the mass of the water
causing it to flow and to lift the water to the required height / head
above pond surface. The pump motor produces a fixed amount of
energy that has to be divided between the two functions above. If the
head to which a given volume of water has to be lifted increases less
energy is available to move the water and the flow decreases. The
relationship of the two parameters above can be graphed giving a
curve for each type of pump to assist in making the right choice. Pump
selection factors to consider e.g. water volume in pond, length of
cycling all water in pond for aeration, features - fountain / waterfall,
head - refer to pump graphs to evaluate capabilities / pressure losses
to pipework / filter etc, continuous / periodic operation, cost to buy /
running, length of life, ease installation / maintenance, years of
warranty, choices - submersible, external or solar powered.
Positioning: lowest part of submersible pump supported / close to edge
so easy to reach for checking / service - refer to LO2.4. External pump
- position near feature, at similar level and camouflaged.
4.5 Explain the safety requirements for pump systems e.g. small
pumps - can use low voltage system with transformer, mains supply for
larger pumps - type of cable, impact resistant conduit, depth if buried,
need to apply warning tape, outdoor electrical sockets / connections
must be designed to be weatherproof - refer to LO2.4
4.6 Describe the methods of checking the functioning of the
installation pumps/filters e.g. clean/check condition of filter material,
inlet strainers/hoses - follow manufacturer’s instructions / schedules.
4.7 Describe the symptoms of faults such as leaks and
malfunctioning of pumping systems e.g. reduced height/volume,
distorted fountain spread or flow in waterfall /stream reduced to trickle.
701
4.8 Explain the potential hazards when constructing ponds e.g. deep
ponds - wall collapse, moving materials - incorrect manual handling or
dangers associated with barrowing spoil up a ramp into skip, handling
materials - fibre glass/concrete, slippery surfaces.
Learning Outcome 5. Understand the reasons for maintaining
equipment
5.1 Explain the importance and methods of maintaining equipment
for use e.g. more efficient to use, minimise breakdowns, prolong
working life. Methods e.g. as appropriate clean tools, oil surfaces or
workings, check attachment of parts / nuts and bolts, sharpen, store
inside. Refer to LO1.1.
Learning Outcome 6. Understand relevant health and safety
legislation and environmental good practice
6.1 Summarise current health and safety legislation, codes of
practice and any additional requirements e.g. Health and Safety at
Work Act, Management of Health & Safety at Work Regulations,
Provision and Use of Work Equipment Regulations, Electricity at Work
Regulations. Environmental Protection e.g. Environmental Protection
Acts covering waste disposal.
Wildlife e.g. Wildlife and Countryside Act covering protection of great
crested newts.
Codes of Practice e.g. Horticultural Code of Practice - Helping to
prevent the spread of invasive non-native species.
Additional requirements including Building Regulations - Part P
qualification / notification of Local Authority. BS Wiring Regulations.
Permission of Internal Drainage Boards and/or Environment Agency if
any effects on drainage ditches / streams / rivers / groundwater /
aquifers - refer to LO 3.1. May need Local Planning Authority (LPA)
permission depending on area of work, whether considered an
engineering works, how much spoil is to be removed and how it is to
be disposed of.
6.2 Describe the possible environmental damage that could occur
and how to respond appropriately e.g. floods, waterlogged, boggy
ground, flooded lawns / trees / shrubs leading to death, release of
species, dirty water, disease - install overflow system. How to
702
respond appropriately e.g. refer to LO3.2, provide drainage /
soakaway to prevent waterlogging around feature.
6.3 Explain the correct and appropriate methods for disposing of
organic and inorganic waste duty of care - controlled wastes.
Where to dispose e.g. check costs, procedures and which Local
Authority sites accept types of waste. Method of disposal e.g. recycle*
/ reuse - bag or bin or consider skip hire / private disposal with a
licensed contractor - refer to LO3.4. *Green vegetation may be
composted but care not to introduce roots of pernicious weeds e.g.
couch grass or ground elder - bag or bin these.
6.4 Explain the records required for management and legislative
purposes and the importance of maintaining them e.g. written or
electronic records of specification and agreed deviations, staff time per
project, equipment hire. Legislative purposes e.g. Health and Safety -
risk assessments, accident reports, RIDDOR, permissions from LPA,
Environment Agency. Importance of maintaining records e.g. check
costs, increase efficiency / safety, legally required, audit trail evidence
if problems arise and investigation ensues
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners,
including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
Learning Outcomes 1, 2 and 3
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised water
feature planning and construction activities giving learners the opportunity
first to practice the various tasks involved and then to be observed correctly
doing each task to demonstrate competence in each of the assessment
criteria.
Prior to, during and after completion of practical water feature construction
tasks photographs or video could be taken to provide evidence of progress.
703
Learning Outcomes 4, 5 and 6
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of planning
or construction activities and witness testimony, answering oral or written
questions, assignments or internet research cross referenced to the
knowledge evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria.
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1, 2 and 3 link together and
competence can be assessed practically by observation or by generation of
diverse evidence. These could also link to Learning Outcomes 4, 5 and 6 to
allow knowledge evidence to be gathered during the practical activities.
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance. Please refer to
Lantra’s Assessment Strategy for further guidance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
704
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
The Office of Public Information website http://www.opsi.gov.uk has year by year lists of UK Acts and Statutory Instruments
705
Local Authority websites for Building Control Department
The Department for Environment, Food and Rural Affairs website has up to date information about legislation, codes of practice and
consultations in the horticultural / agricultural sectors The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, hazardous waste, water etc
The website http://www.netregs.gov.uk/ provides helpful guidance about environmental regulations.
The Pond Conservation website has useful information on both garden
and wildlife ponds at http://www.pondconservation.org.uk/
Horticultural Code of Practice - Helping to prevent the spread of
invasive non-native species The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
The Encyclopedia of Gardening - Royal Horticultural Society has a section on water gardening
See ABC website for further information
706
Construct Rock Gardens
Unit Reference
J/502/1189
Level
2
Credit Value
6
Guided Learning
Hours
45
Unit Summary
The aim of this unit is to provide the learner with
the knowledge and skills required to construct rock gardens.
The learner must have an appropriate qualification
if they are to use machinery. The learner must have an appropriate knowledge
in manual handling techniques
Learning Outcomes
(1 to 5)
The learner will
Assessment Criteria
(1.1 to 5.3)
The learner can
1. Be able to
construct rock
gardens
1.1 Assess site conditions to establish suitability
for operation
1.2 Use suitable access routes for materials
1.3 Choose and use stone according to
specification, functional and aesthetic requirements
1.4 Handle materials safely and efficiently either
manually or by mechanical means as required
1.5 Construct rock work according to specification
and ensure it is functionally and visually
appropriate
707
1.6 Restore surroundings to a safe and
substantially original condition
1.7 Leave the site safe, tidy and ready for planting
following operations
1.8 Maintain effective working relationships with
relevant people throughout
2. Be able to work
safely and minimise
environmental
damage
2.1 Work in a way which maintains health and
safety and is consistent with current legislation,
codes of practice and any additional requirements
2.2 Carry out work in a manner which minimises
environmental damage
2.3 Dispose of waste safely and correctly
3. Know how to
assess for
constructing rock
gardens
3.1 Describe how to assess suitability of site
conditions
3.2 Describe the criteria for selecting access routes
for materials
4. Know the principles
of working with rock
and soil
4.1 Describe the types and application of stone
used in rock garden construction covering out
crops, scree and moraine, valleys, cascades, steps
4.2 State the principles of arranging stone in rock
gardens
4.3 Describe the safety requirements when lifting
and handling stone
4.4 Describe the characteristics and purposes of
rock garden types
708
4.5 Describe the potential hazards resulting from
unsafe finished construction
4.6 Suggest the typical problems that may occur
and how these can be dealt with effectively
5. Know the current
health and safety
legislation and
environmental good
practice
5.1 Outline the current health and safety
legislation, codes of practice and any additional
requirements, which apply to this area of work
5.2 Describe how environmental damage can be
minimised
5.3 Describe the correct methods for disposing of
organic and inorganic waste
709
Supporting Unit Information
J/502/1189 Construct Rock Gardens - Level 2
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Examples are indicative of the range of considerations for
assessment criteria but are by no means all inclusive.
LO1 and LO2 are the key areas of competence for this unit.
Learning Outcome 1. Be able to construct rock gardens
1.1 Assess site conditions to establish suitability for operation
physical e.g. flat or sloping. Existing surface - roots, foundation and
drainage. Weather e.g. exposure to wind or frost. Aesthetic: Unity with
surroundings e.g. background, surrounding features, natural / formal
look. Proportions e.g. size in relation to size of garden.
1.2 Use suitable access routes for materials practicality of transport
e.g. assess ease, width restrictions, distance, soft ground. Safety -
obstacles e.g. anticipate steps, slopes, bends, overhead wires. Damage
to existing features minimised e.g. wheel ruts.
1.3 Choose and use stone according to specification, functional and
aesthetic requirements characteristics e.g. use correct type, size
colour. Functional needs e.g. use stone that does not cleave / decay.
Aesthetic needs e.g. correctly orientate bedding planes.
1.4 Handle materials safely and efficiently either manually or by
mechanical means as required manual e.g. use safe manual
handling technique. Mechanical means e.g. sack-barrow - take care not
to overload, hoists. Efficiently e.g. by planning to minimise moving
and lifting and avoid walking over stone.
710
1.5 Construct rock work according to specification and ensure it is
functionally and visually appropriate specification e.g.
arrangement of rock work as out crop or scree. Functionality e.g.
stones sloped inwards so water drains towards plants. Aesthetic e.g.
placed visually pleasing facings outward. Cross ref LO1.3
1.6 Restore surroundings to a safe and substantially original
condition hazards removed e.g. tripping - rocks. Condition of site
restored e.g. replace turf, re-seed grass, level ruts.
1.7 Leave the site safe, tidy and ready for planting following
operations safe e.g. by removing hazards such as unstable rocks. Tidy
e.g. brushing compost off rocks. Planting ready e.g. planting pockets
filled with compost.
1.8 Maintain effective working relationships with relevant people
throughout communication e.g. polite, respectful and keeping people
informed. Respect e.g. for staff, property and grounds. Attitude to
work e.g. keeping promises, turning up on time, working to agreed
plans and an acceptable standard, tidying up afterwards.
Learning Outcome 2. Be able to work safely and minimise
environmental damage
2.1 Work in a way which maintains health and safety and is
consistent with current legislation, codes of practice and any
additional requirements e.g. Health and Safety, Environmental
Protection Acts, COPs as applicable, risk assessment and additional
requirements. Refer to LO5.1.
2.2 Carry out work in a manner which minimises environmental
damage e.g. by carefully planning site access, planks over soft soil,
recycling / reuse - stone for waterfalls, steps, retaining walls etc, care
around established plants, not gathering stone from countryside /
beaches.
2.3 Dispose of waste safely and correctly Waste e.g. organic - green or
inorganic - stone. Correctly - refer to LO5.3. Safely e.g. PPE, safe
lifting.
LO3, LO4 and LO5 are the key areas of knowledge for this unit.
711
Learning Outcome 3. Know how to assess for constructing rock
gardens
3.1 Describe how to assess suitability of site conditions refer to
examples in LO1.1
3.2 Describe the criteria for selecting access routes for materials
refer to examples in LO1.2
Learning Outcome 4. Know the principles of working with rock and
soil
4.1 Describe the types and application of stone used in rock garden
construction covering out crops, scree and moraine, valleys,
cascades, steps description e.g. sandstone - attractive colouring, long
lasting and slow to weather, stratified. Application e.g. often used to
construct out crop style rock gardens
4.2 State the principles of arranging stone in rock gardens e.g. order
of laying by size, depth of placement and ensuring stability, direction
of tilt of stones, creation of strata flow effect, direction of joints,
grouping of stones, creating opportunities for planting
4.3 Describe the safety requirements when lifting and handling
stone risk assessment prior to handling e.g. working on slope - stones
roll. Manual handling technique e.g. how to lift and carry stone, use of
crow bar. PPE e.g. steel toe-capped boots with pierce resistant
midsole, gloves - CE marked. Use of aids e.g. sack-barrow with
pneumatic tyres.
4.4 Describe the characteristics and purposes of rock garden types
characteristics e.g. moraine/scree are beds of small stones, grit and
gravel, moraines are supplied with water from below and scree beds
are not. Purpose e.g. alpine display more in keeping in small gardens.
4.5 Describe the potential hazards resulting from unsafe finished
construction e.g. unstable stones - cause loss of balance / fall onto
other stones, badly placed stones tip over - shin or ankle injury, algae /
lichen / moss cause slipping.
712
4.6 Suggest the typical problems that may occur and how these can
be dealt with effectively aesthetic e.g. poor design - the ‘currant
bun’ - group stones better. Placement of stones e.g. failure to seat
stones firmly - ram soil and small stones underneath. Poor drainage
e.g. heavy clay soils - create soak-away under rockery.
Learning Outcome 5. Know the current health and safety legislation
and environmental good practice
5.1 Outline the current health and safety legislation, codes of
practice and any additional requirements, which apply to this
area of work e.g. Health and Safety at Work Act, Management of
Health & Safety at Work Regulations, Provision and Use of Work
Equipment Regulations, Lifting Operations and Lifting Equipment
Regulations
Environmental Protection e.g. Environmental Protection Acts covering
waste disposal
Codes of Practice e.g. Protecting our Water, Soil and Air.
Additional requirements e.g. Local Authority notifications e.g. sensitive
archaeological sites / other protected areas.
5.2 Describe how environmental damage can be minimised refer to
examples in LO2.2
5.3 Describe the correct methods for disposing of organic and
inorganic waste duty of care - controlled wastes. Where to dispose
e.g. check costs, procedures and which Local Authority sites accept
types of waste. Method of disposal e.g. recycle / reuse - bag / bin or
consider skip hire / private disposal with a licensed contractor - refer to
LO2.3.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the practical skills
and knowledge development of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
713
Learning Outcomes 1 and 2
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
rock garden construction giving learners the opportunity, first to practice the
various tasks involved and then to be observed correctly doing each task to
demonstrate achievement of the assessment criteria.
Prior to, during and after completion of rock garden construction work
photographs or video could be taken to provide evidence of progress.
Learning Outcomes 3, 4 and 5
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of rock garden
construction work and witness testimony, answering oral or written
questions, assignments or internet research cross referenced to the
knowledge evidence
Learners who have not yet completed the necessary training or
certification to use machinery, equipment and materials must be
supervised by a suitably qualified person
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1 and 2 link together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 3, 4 and 5 to allow knowledge
evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
714
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include some of the following
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes/diaries/reflective accounts
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory and safety checklists / maintenance
schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
It is important that practical assessment activities are supervised
appropriately.
715
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments Local Authority websites for Building Control Department
The Department for Environment, Food and Rural Affairs website has up to date information about legislation, codes of practice and
consultations in the horticultural / agricultural sectors The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, hazardous waste, water etc
The website http://www.netregs.gov.uk/ provides helpful guidance
about environmental regulations. Horticultural Code of Practice - Helping to prevent the spread of
invasive non-native species The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
See ABC website for further information
716
Repair and Restore Walls
Unit Reference
M/502/1283
Level
3
Credit Value
4
Guided Learning
Hours
26
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
to repair and restore walls. The learner will identify
the original condition, purpose and function of the
wall and be able to restore the wall to those
standards and objectives
Learning Outcomes
(1 to 4)
The learner will
Assessment Criteria
(1.1 to 4.3)
The learner can
1. Be able to repair
and restore
1.1 Identify and note the original condition of walls
prior to commencing operations
1.2 Determine the objectives of repair and
restoration
1.3 Identify any missing components
1.4 Using appropriate construction methods and
materials restore three of the walls listed below to
a substantially original condition
Mortared brick
Mortared stone
Free standing
Retaining
717
1.5 Ensure that walls are safe, stable, durable and
appropriate to function
1.6 Keep surroundings in a tidy and undamaged
condition following operations
1.7 Maintain effective working relations with
relevant people throughout
2. Be able to promote
health and safety and
environmental good
practice
2.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
2.2 Ensure work is carried out in a manner which
minimises environmental damage
2.3 Manage and dispose of waste in accordance
with legislative requirements and codes of practice
3. Understand how to
repair and restore
walls
3.1 Explain the specifications, construction
methods and materials for walls
Mortared brick
Mortared stone
Free standing
Retaining
3.2 Explain the styles of stone walls and top
treatment and uses and relative merits
3.3 Describe the methods of producing growing
conditions in stone walls
3.4 List the sources of information and materials
relating to stone walls
3.5 Explain the objectives for repairing and
restoring stone walls
3.6 Explain how to identify missing components
718
3.7 Describe the methods of testing the safety,
stability and durability of stone walls and their
fitness for purpose
3.8 Describe the principles and application of risk
assessment
3.9 Describe typical problems that may occur and
how to deal with these effectively
4. Understand
relevant health and
safety legislation and
environmental good
practice
4.1 Summarise current health and safety
legislation, codes of practice and any additional
requirements
4.2 Describe the possible environmental damage
that could occur and how to respond appropriately
4.3 Explain the correct and appropriate methods
for disposing of waste
719
Supporting Unit Information
M/502/1283 Repair and Restore Walls – Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Centres should adopt a delivery approach which supports the practical skills
and knowledge development of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs including learning difficulties/disabilities, should be
considered, and appropriate support mechanisms put in place.
Where the learner finds difficulty in writing it is acceptable for the supervisor
or assessor to write answers to oral questions on the learner’s behalf. The
answers, whether right or wrong, should be recorded for marking later. The
learner can only be signed off as having passed the unit when correct
answers to all of the knowledge related assessment criteria are complete.
Alternatively written, photographic or pictorial questioning of underpinning
knowledge could be used with answers recorded and cross referenced to the
assessment criteria as knowledge evidence.
Teaching Strategies And Learning Activities.
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners, including
those with identified special needs, including learning difficulties/disabilities,
should be considered and appropriate support mechanisms put in place.
720
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
It is important that practical assessment activities are supervised
appropriately.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance. Please refer to
Lantra’s Assessment Strategy for further guidance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
721
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
See ABC website for further information
722
Restore Soft Landscape Areas
Unit Reference
A/502/1190
Level
3
Credit Value
4
Guided Learning
Hours
26
Unit Summary
This unit will provide the learner with the skills,
knowledge and understanding required for
restoring soft landscape areas taking into account
the original condition, purpose and functions of the
landscape area to be able to restore it to the
required standard
Learning Outcomes
(1 to 5)
The learner will
Assessment Criteria
(1.1 to 5.4)
The learner can
1. Be able to restore
soft landscape areas
1.1 Identify the intended purpose and function of
the area and its restoration requirements
1.2 Identify the originally intended style,
composition and appearance of the area
1.3 Carry out restoration in accordance with
identified standards and objectives
1.4 Provide clear and accurate information for
recording purposes
1.5 Maintain effective working relations with
relevant people throughout.
723
1.6 Deal with problems effectively, efficiently and
safely where necessary
2. Be able to promote
health and safety and
environmental good
practice
2.1 Work in a way which promotes health and
safety, is consistent with relevant legislation, codes
of practice and any additional requirements
2.2 Ensure work is carried out in a manner which
minimises environmental damage
2.3 Manage and dispose of waste in accordance
with legislative requirements and codes of practice
3. Understand how to
restore soft landscape
areas
3.1 Explain the principles, methods and techniques
of restoration of soft landscape
3.2 Summarise the history and development of
landscape design and planting styles
3.3 Assess sources of information and materials
relating to restoration of soft landscapes
3.4 Assess possible sources of information on the
original style of planted areas
3.5 Compare and clarify the range of possible
functions and purposes of soft landscape areas and
explain how these affect restoration
3.6 Explain typical contingencies and how these
can be dealt with effectively
4. Understand the
reasons for
maintaining
equipment
4.1 Explain the importance and methods of
maintaining equipment in a fit state for use
724
5. Understand
relevant health and
safety legislation and
environmental good
practice
5.1 Summarise current health and safety
legislation, codes of practice and any additional
requirements
5.2 Describe the possible environmental damage
that could occur and how to respond appropriately
5.3 Explain the correct and appropriate methods
for disposing of organic and inorganic waste
5.4 Explain the records required for management
and legislative purposes and the importance of
maintaining them
725
Supporting Unit Information
A/502/1190 Restore Soft Landscape Areas – Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g.) LO1
and then to Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
Note 3: The example used in this indicative content are 19th Century
Victorian Parks.
LO1 and LO2 are the key areas of Competence for this unit
Learning Outcome 1. Be able to restore soft landscape areas
1.1 Identify the intended purpose and function of the area and its
restoration requirements original function of the parks was to
provide recreational areas for people living in industrial towns to
improve health and their quality of life by having wide open spaces
with clean air where various activities including music and sport could
be enjoyed by all. The intended purpose today is to re-create the
parks and restore them to their former glory using the same products
and styles of the original concept to restore palm houses, statues,
serpentine lakes, sculpted areas planted with trees and bedding
schemes around the central features such as palm houses and
pavilions.
1.2 Identify the originally intended style, composition and
appearance of the area the intended style for the parks was a
number of grand entrances with cast iron gates and railings with lodge
726
houses and a curved or rounded driveway around the parks such as at
Sefton Park and Birkenhead Park. This was complemented by curved
paths inside the parks with carefully sculpted woodland clumps to
create framed vistas to separate the different activities going on in the
large landscape. The composition of the parks were central features
such as palm houses, conservatories, band stands and pavilions used
for rural sport and music with a number of rock features and serpentine
lakes for boating and fishing that include a boat house and ornamental
bridges. As well as designated play areas, the parks often featured
sunken gardens and large parkland grassed areas which added to the
natural look of a man-made landscape. See LO1.1 for further details
1.3 Carry out restoration in accordance with identified standards
and objectives the restoration process needs to be carefully
programmed with materials and equipment accurately specified so that
all buildings, gates, railings and soft landscape areas are restored using
original materials such as wood from native trees that would have been
available in the Victorian era and not materials introduced since the
Victorian era that do not have the same composition or style. Research
needs to be carried out so that specified plants and the styles of
planting are consistent with the original design.
1.4 Provide clear and accurate information for recording purposes
producing receipts for costs and expenses; site and work records to be
completed accurately to show what work has been carried out
especially if the restoration is being funded by the Heritage Lottery
Fund or English Heritage; accurate time sheets of hours worked and
copies of invoices for materials for the contracted work. Types of
records to include electronic and paper based.
1.5 Maintain effective working relations with relevant people
throughout to ensure that all levels of staff and people exterior to the
organisation are given the information relevant to their job role or
situation including supervisors, managers, workers, volunteers and
public user groups. Emphasis to be on giving the right people enough
information to carry out their role without over loading them or giving
away commercially sensitive information. Effective working
relationships need to be maintained with good communication with the
public and all user groups including volunteers with schedules of
agreed work to be made available and adequate signage around the
727
park to advertise the commencement of work activities in plenty of
time.
1.6 Deal with problems effectively, efficiently and safely where
necessary accidental Damage to grass surfaces that will need to be
repaired and re-seeded. Temporary paths to be put in place to re-
route the public around restoration work areas and areas to be sealed
off with barriers and suitable signage. Existing plants to be protected
before work commences and fish in lakes to be caught and temporarily
re-housed in another lake whilst restoration work is carried out. Avoid
spillages of materials that could pollute water courses and ensure that
all work carried out meets the agreed specification for restoration.
Learning Outcome 2. Be able to promote health and safety and
environmental good practice
2.1 Work in a way which promotes health and safety, is consistent
with relevant legislation, codes of practice and any additional
requirements work practices promote health and safety and are
consistent with relevant legislation, codes of practice and any additional
requirements so that work activities comply with current legislation e.g.
Health and Safety, Environmental Protection legislation including Waste
Acts and COP’s such as soil, water and air and additional requirements
such as customer regulations, environmental health requirements as
well as LOLER, PUWER, Manual Handling and Stop Safe.
2.2 Ensure work is carried out in a manner which minimises
environmental damage ensure work is carried out in a manner which
minimises environmental damage by carefully planning site access such
as the removal and delivery of materials, working in correct weather
conditions and not allowing run off from chemicals or waste products
into water courses in line with Environmental Agency guidelines.
Ensure that when restoring landscape sites that any nearby plants are
protected as necessary and maintained throughout the restoration
process.
2.3 Manage and dispose of waste in accordance with legislative
requirements and codes of practice manage and dispose of waste
in accordance with legislative requirements and codes of practice to
include: organic wastes such as soil which can be stored and then re-
used; vegetation that can be composted; wood that can be chipped.
728
Inorganic wastes such as empty preservative containers mortar and
concrete blocks can be re-used as hardcore if appropriate or disposed
of into a skip. The local authority waste recycling facility is another
alternative for disposing of waste.
LO3, LO4, and LO5 are the key areas of knowledge for this unit
Learning Outcome 3. Understand how to restore soft landscape
areas
3.1 Explain the principles, methods and techniques of restoration of
soft landscape see LO1.2 and LO1.3 for further details.
3.2 Summarise the history and development of landscape design
and planting styles 16th and 17th century gardens were dominated by
the Italian and French Renaissance of formal style gardens with hedges
and straight line design for planted areas although during this period
the Tudor created knot gardens consisting of lawn hedges made of box
in various patterns with flowers, shrubs and herbs in between the
hedges. The turn of the 18th century produced large houses with more
informal gardens where houses opened up into adjoining parkland with
no hedges or formal planting and trees were planted in drifts instead of
straight lines. The Victorian era brought public parks with green
spaces that were planted with trees, bulbs and formal bedding schemes
were the bedding plants were raised under glass to produce colourful
public gardens. The 20th Century brought a number of mixed styles
with shrubs, bedding and herbaceous borders.
3.3 Assess sources of information and materials relating to
restoration of soft landscapes original plans and information of the
site through historical archives such as libraries, books, journal articles
and official websites. Consultation of expert historic landscape
consultants or specific organisations set up for the relevant era such as
English Heritage, Garden History Society, The parks and Gardens UK
Database, The Victorian Society, The Historic Royal Palaces Agency,
The International Commission on Monuments and Sites, The Royal
Horticultural Society and the Department of Culture, Media and Sport
would have official sources of information on restoration of landscapes
in different eras relating to the specific use of materials and different
planting styles for the historical concept of the garden being restored.
729
3.4 Assess possible sources of information on the original style of
planted areas see LO3.3 for further details.
3.5 Compare and clarify the range of possible functions and
purposes of soft landscape areas and explain how these affect
restoration parks in the Victorian era are used by many user groups
such as volunteer groups, walkers, sports teams and social events such
as dancing in palm houses and visitor groups to pavilions which act as
visitor centres. New buildings such as the pavilion in Birkenhead Park
must compliment the original styles of the park and potential damage
from large events must be considered over financial gain. The use of
“Desire lines” by the public must be considered when repairing or
implementing paths in the original style. The activities of fishing and
boating to be examined from an ecological viewpoint before
implementation. Careful calculation of budgets to allow for gradual
restoration of parks whilst maintaining bedding schemes near central
features which disappeared in the 1980’s due to financial constraints.
3.6 Explain typical contingencies and how these can be dealt with
effectively contingency of money to be available for work not specified
in the schedule of work and where the manager of the park or garden
and the contractor agree in writing that extra work is deemed
necessary such as damage caused by other users and additional
problems identified were an area has to be sectioned off and a
temporary path put in to re-route public access away from danger.
Other contingencies can be a source of back up suppliers should
materials from normal suppliers not be available.
Learning Outcome 4. Understand the reasons for maintaining
equipment
4.1 Explain the importance and methods of maintaining equipment
in a fit state for use ensuring equipment is prepared, used and
maintained in a safe and effective condition throughout to include: PPE
selected and safely used e.g. steel toe-capped boots, gloves, face
mask. Tools and equipment correctly selected and checked using pre-
start checks including spades, shovels, rakes, wheelbarrows, tractor
and trailer and other equipment conforming to LOLER, PUWER, Manual
Handling and Stop Safe to prevent accidents and to keep equipment in
good working order. All hand tools to be washed off, coated in oil and
stored away securely after use. All machinery to be washed off as
730
necessary and daily checks to be carried out to ensure machinery and
equipment is performing to its full potential.
Learning Outcome 5. Understand relevant health and safety
legislation and environmental good practice
5.1 Summarise current health and safety legislation, codes of
practice and any additional requirements see LO2.1 for further
details.
5.2 Describe the possible environmental damage that could occur
and how to respond appropriately see LO2.2 for further details.
5.3 Explain the correct and appropriate methods for disposing of
organic and inorganic waste see LO2.3 for further details.
5.4 Explain the records required for management and legislative
purposes and the importance of maintaining them all employees
to be briefed for recording purposes to include producing receipts for
additional costs and expenses, site visits books to be signed by the
client to include details of work carried out as well as copies of invoices
for materials for the contracted work. All accidents on site must be
recorded on an accident report form accurately. The importance for
maintaining records is for accounting and audit trails and accident
report forms in case of claims in the future under the Health and Safety
at Work Act 1974. Keeping pesticide records is a legal requirement
under pesticide legislation such as the Control of Substances Hazardous
to Health Regulations.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners,
including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
Learning Outcomes 1, and 2
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
731
renovation of features in a soft landscape area giving learners the
opportunity, first to practice the various tasks involved and then to be
observed correctly doing each task to demonstrate achievement of the
assessment criteria. Prior to, during and after completion of construction
work photographs or video could be taken to provide evidence of progress.
Learning Outcomes 3, 4 and 5
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of renovation
work and witness testimony, answering oral or written questions,
assignments or internet research cross referenced to the knowledge
evidence
Learners who have not yet completed the necessary training or
certification to use machinery, equipment and materials must be
supervised by a suitably qualified person.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1, and 2 link together and
competence can be assessed practically by observation or by generation of
diverse evidence. These could also link to Learning Outcomes 3, 4 and 5 to
allow knowledge evidence to be gathered during the practical activities.
It is important that practical assessment activities are supervised
appropriately.
732
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance. Please refer to
Lantra’s Assessment Strategy for further guidance
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include some of the following
Product evidence
Observation reports
Records of work undertaken during restoration
Minutes of meetings with restoration experts, contractors and funding
providers.
Oral/written questions and answers
Reports/notes/diaries/reflective accounts
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory and safety checklists / maintenance
schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
733
It is important that practical assessment activities are supervised
appropriately.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications The Office of Public Information website http://www.opsi.gov.uk has
year by year lists of UK Acts and Statutory Instruments Local Authority websites for Building Control Department
The Department for Environment, Food and Rural Affairs website http://www.defra.gov.uk/ has up to date information about legislation,
codes of practice and consultations in the horticultural / agricultural sectors.
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc The website http://www.netregs.gov.uk/ provides helpful guidance
about environmental regulations.
Horticultural Code of Practice - Helping to prevent the spread of invasive non-native species
The Code of Practice: Protecting our Water, Soil and Air has a useful
list of references in Section 9.
The website www.ukgardendesigner.com/gavin1.htm gives an overview
of historical garden design styles.
The website www.britainexpress.com/History/english-gardens.htm
gives an overview of English gardens and planting styles from Roman
times up to the present day.
The website www.culture.gov.uk is the official government website for
the Department of Culture, Media and Sport.
The website www.english-heritage.org.uk is the website for English
Heritage
734
The website www.gardenhistorysociety.org.uk is the website for The
Garden History Society which produces the journal Garden History.
The website www.hrp.org.uk is the website for the Historic Royal
Palaces Agency.
The website www.icomos.org is the website for the International
Commission on Monuments and sites.
The website www.parksandgardens.ac.uk/ is the website for The Parks
and Gardens UK Database
The website www.victorian-society.org.uk is the website for the
Victorian Society.
The website www.rhs.org.uk is the official website for The Royal
Horticultural Society.
See ABC website for further information
735
Design Landscape Areas and Specify Materials
and Components
Unit Reference
L/501/0503
Level
3
Credit Value
9
Guided Learning
Hours
59
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, skills and understanding to be
responsible for the design of landscape areas and
specify suitable materials and components for the
design
Learning Outcomes
(1 to 4)
The learner will
Assessment Criteria
(1.1 to 4.7)
The learner can
1. Understand how to
prepare designs for
landscape projects
1.1 Explain the principles and theory of landscape
design
1.2 Investigate the implications of overall site
layout for the final design, utility, maintenance and
safety of use
1.3 Analyse the main components of a successful
landscape proposal
1.4 Explain why all relevant survey and analysis
information should be included in the design
1.5 Clarify how to ensure such information is
accurate especially if prepared by others
736
1.6 Compare and clarify the methods to research
and evaluate the purpose, function and usage of
the area
1.7 Explain why accepted design principles such as
unity, scale, proportion, balance, symmetry, space,
form, texture, colour, light, shade and congruence
are important and how to determine whether plans
are consistent with these
1.8 Assess why it is important to offer clients
options to consider and explain how these options
should be presented
1.9 Summarise how to represent design to scale,
with the required accuracy, clearly and in full
2. Understand how to
specify plants,
materials and
installation details
2.1 Compare and contrast the properties and
applications of a range of materials and plants
used in landscape design
2.2 Research the factors affecting the choice of
plants
2.3 Explain how to assess whether plants and
materials harmonise or clash with existing
environmental features
2.4 Evaluate possible installation methods and
explain why the chosen ones are appropriate
2.5 Summarise the accepted methods of specifying
plants, materials and installation details
2.6 Explain the principles and methods of
calculating quantities
2.7 Explain the methods of setting out bills of
quantity
737
2.8 Clarify the contractual and financial
implications of over/under estimating quantities
3. Prepare designs for
landscape projects
3.1 Identify client requirements
3.2 Negotiate proposals which take account of all
relevant survey and analysis information
3.3 Use design components and materials which
are appropriate to site, brief, purpose and
expected usage for example types of planting,
heights of planting, levels of planting, types of
surface and structure, focal points, access routes
and functional features
3.4 Ensure the design is consistent with accepted
design principles
3.5 Clearly identify plants and materials on the
plan
3.6 Represent the design accurately and clearly to
scale
4. Specify plants,
materials and
installation details
4.1 Choose plants and materials which are suitable
for the design, visual impact, site conditions,
purpose and expected usage
4.2 Choose plants and materials which minimise
adverse environmental impact
4.3 Choose plants and materials which are readily
available and within budget
4.4 Use installation methods which are suitable for
the site, conditions and the plants and materials to
which they apply
738
4.5 Specify materials and installation details in
accordance with relevant regulations standards
4.6 Ensure specifications are complete and
unambiguous
4.7 List required quantities of plants and materials
accurately
739
Supporting Unit Information
L/501/0503 Design Landscape Areas and Specify Materials and
Components - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1 and LO2 are the key areas of competence for this unit
Learning Outcome 1. Be able to understand how to prepare designs
for landscape projects
1.1 Explain the principles and theory of landscape design e.g scale, unity,
balance, variety, sequence and how they apply to line, colour and
form
1.2 Investigate the implications of overall site layout for the final design,
utility, maintenance and safety of use
1.3 Analyse the main components of a successful landscape proposal e.g
understanding the nature of the landscape, identifying constraints and
opportunities, comparing options, after care/maintenance
1.4 Explain why all relevant survey and analysis information should be
included in the design
1.5 Clarify how to ensure such information is accurate especially if
prepared by others
1.6 Compare and clarify the methods to research and evaluate the
purpose, function and usage of the area e.g field survey for character
areas, mapping and overlay mapping of landscape types and
landscape character areas, preparation of a photographic record.
740
1.7 Explain why accepted design principles such as unity, scale,
proportion, balance, symmetry, space, form, texture, colour, light,
shade and congruence are important and how to determine whether
plans are consistent with these
1.8 Assess why it is important to offer clients options to consider and
explain how these options should be presented
1.9 Summarise how to represent design to scale, with the required
accuracy, clearly and in full
Learning Outcome 2. Be able to understand how to specify plants,
materials and installation details
2.1 Compare and contrast the properties and applications of a range of
materials and plants used in landscape design
2.2 Research the factors affecting the choice of plants
2.3 Explain how to assess whether plants and materials harmonise or
clash with existing environmental features
2.4 Evaluate possible installation methods and explain why the chosen
ones are appropriate
2.5 Summarise the accepted methods of specifying plants, materials and
installation details
2.6 Explain the principles and methods of calculating quantities
2.7 Explain the methods of setting out bills of quantity
2.8 Clarify the contractual and financial implications of over/under
estimating quantities
Learning Outcome 3. Be able to prepare designs for landscape
projects
3.1 Identify client requirements e.g evidence of a discussion of the brief
with the client and how it will fit the needs of the client.
3.2 Negotiate proposals which take account of all relevant survey and
analysis information
3.3 Use design components and materials which are appropriate to site,
brief, purpose and expected usage for example types of planting,
heights of planting, levels of planting, types of surface and structure,
focal points, access routes and functional features
3.4 Ensure the design is consistent with accepted design principles
3.5 Clearly identify plants and materials on the plan
3.6 Represent the design accurately and clearly to scale
Learning Outcome 4. Be able to specify plants, materials and
installation details
741
4.1 Choose plants and materials which are suitable for the design, visual
impact, site conditions, purpose and expected usage
4.2 Choose plants and materials which minimise adverse environmental
impact
4.3 Choose plants and materials which are readily available and within
budget
4.4 Use installation methods which are suitable for the site, conditions and
the plants and materials to which they apply
4.5 Specify materials and installation details in accordance with relevant
regulations standards
4.6 Ensure specifications are complete and unambiguous
4.7 List required quantities of plants and materials accurately
Teaching Strategies And Learning Activities.
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners, including
those with identified special needs, including learning difficulties/disabilities,
should be considered and appropriate support mechanisms put in place.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
It is important that practical assessment activities are supervised
appropriately.
Assessment to be based on naturally occurring evidence or realistic
working environment
742
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level
above that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
744
Assess the Characteristics of Sites
Unit Reference
K/501/0525
Level
3
Credit Value
9
Guided Learning
Hours
59
Unit Summary
The learner will use appropriate investigation skills
to gather and analyse data for a land based survey
of a site
Learning Outcomes
(1 to 4)
The learner will
Assessment Criteria
(1.1 to 4.6)
The learner can
1. Understand how to
gather data on the
characteristics of sites
1.1 Summarise the information which the
assessment aims to produce in relation to its
physical, environmental, social, cultural and
aesthetic characteristics and the related
infrastructure
1.2 Investigate the nature and characteristics of
the flora, fauna, landscape and historical features
which may occur on the site in order to identify
them correctly and recognise signs of change
1.3 Assess the impact of recreation and access
1.4 Explain how to confirm your own roles and
responsibilities
1.5 Compare and contrast different collection
methods (written, oral, electronic, visual, aural)
745
which are available for assessing the
characteristics of sites, their advantages and
disadvantages and the principles of their use
1.6 Justify how to implement the methods being
used on the site
1.7 Explain why different methods are used on
different occasions and different sites and why
they should be implemented as specified
1.8 Justify the techniques of counting and
estimating
1.9 Define the meaning of valid and reliable data
using primary and secondary sources
1.10 Describe how to evaluate the validity and
reliability of data
1.11 Clarify methods of recording the data being
collected
1.12 Explain the sources of error and bias in data
collection
1.13 Explain why, when there are problems with
data collection, advice should be sought from
others
1.14 Research the ways in which site assessment
may alter and affect the nature of the site itself
and how to minimise this
2. Understand how to
analyse data to
produce information
on the characteristics
of sites
2.1 Summarise how to estimate the sufficiency of
data
2.2 Compare and explain the different quantitative
and qualitative analysis methods which may be
746
used for the information which is required and their
relative advantages and disadvantages
2.3 Explain how to use data analysis methods
which have been presented for the site
2.4 Investigate the formats for presenting the
analysed data and how to use them effectively
2.5 Clarify the meaning of valid, reliable and
sufficient quantitative and qualitative information
2.6 Explain how to interpret the information
provided from the site validly and with good
justification
2.7 Propose the actions to take when there are
problems with sufficiency, validity and reliability
2.8 Analyse who will make use of the information,
and their needs and interests in terms of its
presentation
2.9 Assess methods of presenting information in
written, diagrammatic, graphic and pictorial, and
audio form
3. Gather data on the
characteristics of sites
3.1 Accurately ascertain the information which the
site assessment aims to produce
3.2 Identify your own roles and responsibilities in
the assessment of the site and their relation to
others
3.3 Collect data using methods which are
consistent with the specification and are
appropriate to the identified sources
3.4 Carry out data collection methods correctly
747
3.5 Confirm that the data gathered is valid and
reliable
3.6 Seek advice from the appropriate person when
problems that you don't feel you can resolve are
encountered
3.7 Carry out data collection methods and
associated activities in a way which minimises any
damage to the site
3.8 Ensure that working methods and systems
promote health and safety and are consistent with
relevant legislation and codes of practice
4. Analyse data to
produce information
on the characteristics
of sites
4.1 Confirm that there is sufficient data prior to
the start of the analysis
4.2 Identify the appropriate analysis methods to
be used
4.3 Analyse and record data in a format which is
appropriate to the nature of the data and the
particular needs of the site assessment
4.4 Provide valid and justifiable interpretations
about the nature of the site against the analysed
data
4.5 Take the appropriate action where the analysis
of data reveals problems with its sufficiency,
reliability or validity
4.6 Present information about the site in a way
which enables it to be used effectively for example
written, diagrammatic, graphic and pictorial and
audio
748
Supporting Unit Information
K/501/0525 Assess the Characteristics of Sites - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1 and LO2 are the key area of knowledge for this unit
Learning Outcome 1. Understand how to gather data on the
characteristics of sites
1.1 Summarise the information which the assessment aims to
produce in relation to its physical, environmental, social,
cultural and aesthetic characteristics and the related
infrastructure Information required from assessment
physical and environmental e.g. topography, soil and mineral
properties, plants (e.g. grasses, trees, flowering plants, hedges,
woodlands), animals, presence of absence of significant species, status
of each species (dominant, rare, declining, increasing), physical
features (e.g. access routes, bridges, fences, buildings).
social, cultural e.g. past and current usage, economic value,
recreational value, impact of use (erosion of or damage to features,
disturbance of site or wildlife by ongoing usage), range of users,
purpose of visits, demographics of user groups, benefits accrued by
users (e.g. recreational, educational, therapeutic, cultural).
aesthetic characteristics and the related infrastructure e.g.
plants, structures, facilities for recreation, visual impact of features of
the site (from within or outside), views from site.
749
1.2 Investigate the nature and characteristics of the flora, fauna,
landscape and historical features which may occur on the site in
order to identify them correctly and recognise signs of change
flora e.g. trees, flowering plants, grasses, mosses and lichens –
investigated by direct observation, monitored over season, identified by
checking against known species lists, books and internet resources,
checking against LBAP changes; changes recognised by changes to the
species mix, loss of sensitive species, establishment of dominant or
invasive species, assessment of age range of trees.
fauna e.g. birds, mammals, insects, amphibians. Identified by
sightings, ground marks (droppings, tracks, chewing), presence of
feeding sites, dens or nests, checking against LBAP; changes
recognised by variations in the species mix, absence of ground marks,
presence of predators, carcases, damage or degradation of dens,
roosting areas or feeding sites.
landscape e.g. urban or rural parks and open spaces, formal gardens,
arboreta, sports pitches and grounds, woodland, open heath. Identified
by e.g. checking on maps and plans, visits and observation,
photographs, previous knowledge, use of aerial photography. Changes
recognised by monitoring, checking against old photographs, maps and
plans.
historical features e.g. ancient buildings and landscapes, industrial
sites and remains, artefacts (on surface and underground). Recognised
by visible objects and earthworks, designations (e.g. Scheduled
Monuments), old maps and plans, books and other historical records,
folk-lore.
change identified by monitoring, comparisons of current status with
old records, reports from archaeologists, specialists and conservation
bodies.
1.3 Assess the impact of recreation and access Recreation and access
e.g. casual visits (walking, jogging, dog-walking, football, cycling,
horse-riding, fishing), educational and special interest (bird-watching,
archaeology and social history), formal activities e.g. sport (golf,
football or cricket matches) on dedicated areas, schools and other
group visits
Impact e.g. erosion of paths and access routes, wearing of grass and
other surfaces, wear and tear of structures (gates, stiles, steps),
disturbance of wildlife, litter, vandalism. Assessment by e.g.
monitoring, routine visits and reports, consideration of potential impact
by assessment of similar locations.
750
1.4 Explain how to confirm your own roles and responsibilities
confirmation by e.g. contract of employment and job description,
briefing from line manager or project manager (verbal confirmed in
writing or written), job evaluation, contract for project with employer,
contractor, client. Roles and responsibilities e.g. scope of project,
specifications, time scale, remuneration, lines of communication, duties
within project (e.g. health and safety, design, overseeing of staff,
mechanisation).
1.5 Compare and contrast different collection methods (written,
oral, electronic, visual, aural) which are available for assessing
the characteristics of sites, their advantages and disadvantages
and the principles of their use e.g.
written e.g. questionnaires, written reports, feedback sheets, reports,
oral/aural e.g. question and answer, verbal surveys, telephone (land-
line and mobile including voice-mail), informal feedback, meetings,
discussion groups,
electronic, e.g. on-line surveys, use of internet and other electronic
data storage
visual e.g. measurements, identification, observation of behaviour, use
of photographs, video,
Advantages and disadvantages e.g. for habitat and species surveys
Walkover survey - to determine the variation in the vegetation (only
initial phase) or to record changes over time. Advantage – cheap and
easy to conduct, achieves quick result, can record over time.
Disadvantage - not accurate, incomplete data.
Line transect (e.g. by stretching a rope or tape across the area).
Advantage – cheap and easy to conduct, achieves quick result;
recognises species along the line, useful where there is a distinct
gradation through site (e.g. shoreline, gradient). Disadvantage -
accuracy limited by size of sample, depends on selecting a
representative line, can completely miss areas within the survey.
Belt transect – as line transect but can identify and quantify species.
Samples taken using quadrats –by throwing or by grid survey (setting
up a numbered grid and sampling squares selected at random).
Advantage – basic tool of Phase 2 Habitat Surveys, can give good
accurate results. Disadvantage - need to randomise to be effective,
liable to distortion if not properly randomised, can miss parts of the
survey area
Stratified sampling identifying different areas within the survey site.
Advantage – more accurate and avoids missing areas.
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Disadvantage - identifies variations in the area, allows variations to
be measured.
Aerial Photography – commission. Advantage – cheap, readily
available on internet, achieves quick result. Disadvantage – not time-
specific, expensive to commission, only provides limited data).
Other collection methods e.g. trap and release – for mammals,
interferes with freedom of animals, useful for invertebrates.
Terrestrial search (e.g. for nests, feeding sites, burrows, eggs, young,
droppings), can indicate a wide range, generally only indicates
presences, tracks, fur, feather - not accurate, only indicates presence.
Surveys – use of information from visitors, observers, gives greater
access to a wide range of information, information quality variable,
essential for users surveys.
Surveys of topography using tapes, chains, levels (optical and laser),
GPS mapping equipment.
Soil assessment by profile pits, field sampling, chemical and physical
testing, reference to national soil maps.
1.6 Justify how to implement the methods being used on the site
methods refer to LO1.5 for range. Choice of method – required to
meet needs of the briefing, customer requirements (see also LO1.1 for
assessment requirements and LO1.2 site requirements).
1.7 Explain why different methods are used on different occasions
and different site and why they should be implemented as
specified choice of method will vary with sites, client needs and
required outcome e.g. Habitats Phase 1 Habitat Survey used to
identify distinct habitat types within a site, required for funding and
habitat improvement activities, accepted as most accurate by funding
bodies, planning authorities, conservation groups.
Visitor questionnaire used to identify user aspirations prior to
development, or to gauge level of satisfaction by users, provides
instant answers and feedback, includes personal contact and
encourages honest responses.
1.8 Justify the techniques of counting and estimating
counting used only when sample is small enough for complete count
or when methods can be absolute e.g. visitor numbers on controlled
site, tree numbers.
estimating used when no access to direct and complete counting or
752
when numbers are high e.g. number of birds visiting a site, number of
plants or insects when a random sample has been taken.
1.9 Define the meaning of valid and reliable data using primary and
secondary sources
primary data you have collected yourself, it is valid if it meets the
needs of the assessment, and is likely to be reliable (current, accurate
and accessible), limited by size/time/access to site and available
personnel.
secondary data collected by other persons or organisations, less
limited, may have results over larger area or time-scale than primary,
may not be valid as it does not meet your requirements, may be
inaccurate, expensive, may be less reliable – depends on source, may
have to be verified by access to other sources.
1.10 Describe how to evaluate the validity and reliability of data
e.g. checking with other sources, making sure the data used meets the
needs of the assessment (refer to LO1.1)
1.11 Clarify methods of recording the data being collected clarify to
– line manager, supervisor, data collectors (colleagues, volunteers,
contractors). Clarify by – method to be used, limits of assessment,
data required, methods for recording and presentation
1.12 Explain the sources of error and bias in data collection error
likely to result from e.g. incorrect method of collecting data, method
wrongly used, incomplete data (less than the whole site, time scale),
size of sample too small, poor selection of sample sites, use of data
from untested secondary sources.
Bias likely to result from e.g. collecting data from limited sources,
deliberately selecting sample sites avoiding parts of the sample or
favouring one part, questionnaires slanted to avoid know problem
areas.
1.13 Explain why, when there are problems with data collection,
advice should be sought from others problems with data collection
(see LO1.12).
Advice required – check sampling methods are appropriate to survey
requirements and location, discuss with client, contractor, employ third
party (e.g. consultant), make changes if required, seek secondary
sources of data.
753
Reasons – to meet contractual requirements, avoid providing wrong
data, facilitate accurate and efficient project planning, maintain
reputation.
1.14 Research the ways in which site assessment may alter and
affect the nature of the site itself and how to minimise this
Impact on nature of site – e.g. harm access routes and features caused
by access to the site (people, vehicles), disturbance to habitats and
wildlife, damage to vegetation by assessment process, soil or
vegetation damage by sampling.
Minimise by – e.g. careful planning of site access (e.g. avoid wet
conditions, not using vehicles), planning of timing to avoid nesting and
breeding seasons, initial assessment of site to identify sensitive
habitats and species (e.g. ground flora, ground nesting birds, bats),
planning to avoid them, use of secondary sources of data (e.g.
previous reports, aerial photography) to reduce need to visit the site.
Learning Outcome 2. Understand how to analyse data to produce
information on the characteristics of sites
2.1 Summarise how to estimate the sufficiency of data sufficiency of
data e.g. to identify all aspects of the site, enough to meet contractual
needs, to allow development of the project. Estimate by – checking
against specification and stated needs, reference to line manager,
client or project managers, monitoring of use of data.
2.2 Compare and explain the different quantitative and qualitative
analysis methods which may be used for the information which
is required and their relative advantages and disadvantages
Quantitative analysis is the use of numeric data to identify status of
the site or survey area (e.g. size, numbers of species or visitors to the
site) used to establish facts about the site, is testable, it is accurate if
carried out correctly, is limited to present situation and status, can be
very efficient to collect and use.
Qualitative Analysis use of data that has been collected into some
form of explanation, understanding or interpretation of the people and
situations we are investigating. Useful for analysing interview or
questionnaire data e.g. someone's impression of the site, how they
came to that view, what they have been doing, often data may be
messy (textual or multimedia), cannot be reduced to numbers, not
efficient to collect or use.
754
2.3 Explain how to use data analysis methods which have been
presented for the site refer to LO2.2 for methods and use.
2.4 Investigate the formats for presenting the analysed data and
how to use them effectively written e.g. reports written or
presented as email, data stick, disc or web-based, case studies,
leaflets, pamphlets, books. Diagrammatic e.g. graphs, pie charts,
spread sheets. Graphic and pictorial e.g. illustrations and use of
exemplar object, wall charts, posters, display boards, formal reports
with illustrations. Audio e.g. verbal presentations to individuals or
groups, meetings and discussion groups.
2.5 Clarify the meaning of valid, reliable and sufficient quantitative
and qualitative information
Clarification – explaining meaning, providing additional information,
meeting challenges to data or interpretation, correcting identified
errors of omissions.
Clarification by – reference to data not identified by recipient,
confirming that data is valid, reliable and sufficient, seeking additional
data, providing charts, illustrations or visual aids, use of secondary
data to support data provided, identifying causes of error in data
presented, re-analysis of data including new material.
Quantitative and qualitative information refer to LO 2.2 for comparison
of types of data. Refer to LO1.10, LO1.11, LO1.12, LO2.1 for sources of
error and methods of checking and clarifying data.
2.6 Explain how to interpret the information provided from the site
validly and with good justification refer to LO2.2 for interpretive
methods. Interpretation – e.g. identifying how raw data is used, where
sources of error have been eliminated from interpretation, presenting
in clear, easily comprehended format, identifying shortcomings of data
available, summarising finding and formulating recommendations.
2.7 Propose the actions to take when there are problems with
sufficiency, validity and reliability refer to LO1.12 and LO1.13 for
range of sources of error in data and actions to be taken.
2.8 Analyse who will make use of the information, and their needs
and interests in terms of its presentation intended audience e.g.
individuals, schools, community groups, special interest groups, casual
visitors, visitors with specialist interests, indoor and outdoor.
755
Requirements/expectations e.g. signage, information boards and trails,
formal presentations (audio, audio/visual, recorded, transmitted),
reports, leaflets, booklets, interpretive boards.
2.9 Assess methods of presenting information in written,
diagrammatic, graphic and pictorial, and audio form range of
methods refer to LO2.4 and LO2.8. Assessment by – checking
understanding as part of the presentation (e.g. by question and
answer, opportunities for questions), informal feedback from audience
(by networking or plenary session), formal questionnaires from
audience or visitors.
LO3 and LO4 are the key areas of competence for this unit
Learning Outcome 3. Gather data on the characteristics of sites
3.1 Accurately ascertain the information which the site assessment
aims to produce refer to LO1.1 for details.
3.2 Identify your own roles and responsibilities in the assessment
of the site and their relation to others refer to LO1.4 for details.
Relationship to others e.g. assignment of tasks, lines of reporting,
inter-linked roles (e.g. two or more field workers gathering separate
pieces of data, or working together to facilitate recording).
3.3 Collect data using methods which are consistent with the
specification and are appropriate to the identified sources refer
to LO1.5 for details.
3.4 Carry out data collection methods correctly refer to LO1.5 for
details.
3.5 Confirm that the data gathered is valid and reliable refer to
LO1.10 for details.
3.6 Seek advice from the appropriate person when problems that
you don't feel you can resolve are encountered refer to LO1.13 for
details.
3.7 Carry out data collection methods and associated activities in a
way which minimises any damage to the site refer to LO1.5 for
756
details of methods. Minimising damage to site e.g. by careful planning
of access, avoiding access to site in adverse conditions (e.g. wet),
using non-destructive methods of assessment, replacing materials or
features moved for inspection, identifying vulnerable habitats or
species (e.g. bats, great crested newts, black poplar) on site, avoiding
site assessment near nesting or feeding sites or avoiding sensitive
periods (e.g. breeding season).
3.8 Ensure that working methods and systems promote health and
safety and are consistent with relevant legislation and codes of
practice working methods – risk assessment is carried out or studied
and implemented, PPE supplied and used as appropriate. Relevant
legislation and codes of practice e.g. health and safety legislations
(HSW74, RIDDOR), waste and pollution legislation, highways acts,
access and ownership issues, planning and development consents,
conservation and protection status (Listed buildings, Conservation
areas, National Parks, AONBs, Environmentally Sensitive Areas, SSSIs,
Covenants, Tree Protection Orders, Scheduled Ancient Monuments
Learning Outcome 4. Analyse data to produce information on the
characteristics of sites
4.1 Confirm that there is sufficient data prior to the start of the
analysis refer to LO1.10, LO1.10, LO1.12, LO1.13 and LO2.1 for
details.
4.2 Identify the appropriate analysis methods to be used refer to
LO2.1, LO2.2, LO2.4 and LO2.5 for details.
4.3 Analyse and record data in a format which is appropriate to the
nature of the data and the particular needs of the site
assessment refer to LO2.1, LO2.2, LO2.4 and LO2.8 for details.
4.4 Provide valid and justifiable interpretations about the nature of
the site against the analysed data refer to LO2.5, LO2.6 for details.
4.5 Take the appropriate action where the analysis of data reveals
problems with its sufficiency, reliability or validity refer to
LO1.10, LO1.11 and LO1.12 for problems with data. Refer to LO2.5 and
LO2.7 for problems with analysis.
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4.6 Present information about the site in a way which enables it to
be used effectively for example written, diagrammatic, graphic
and pictorial and audio refer to LO2.4 and LO2.88 for details.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes 1 and 2
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
assessing the characteristics of sites, copies of records, or reporting forms
and witness testimony, answering oral or written questions, or assignments
referenced to the knowledge evidence.
Learning Outcomes 3 and 4
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
activities assessing the characteristics of sites giving learners the
opportunity, first to practice the various tasks involved and then to be
observed correctly doing each task to demonstrate achievement of the
assessment criteria.
Prior to, during and after completion of work assessing the characteristics of
sites photographs or video could be taken to provide evidence of progress.
Copies of monitoring record can be used to provide evidence of quality and
rate of work and of sufficiency of evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
758
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 3 and 4 link together and can be
assessed practically by observation or by generation of diverse evidence.
These could also link to Learning Outcomes 1 and 2 to allow knowledge
evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
Assessment to be based on naturally occurring evidence or realistic
working environment
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
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Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications National Federation of Biological Recording website http://www.nbn-
nfbr.org.uk/nfbr.php lists all Local / Biological Recording Centres - Useful to find local Biodiversity Action Plans
The Natural England website http://www.naturalengland.org.uk/ and Countryside Council for Wales www.ccw.gov.uk/ have information
about countryside protection schemes and land management for the benefit of wildlife, landscape. Also licences and enforcement
Local Authority websites for Local Planning Authority permissions and
LBAP’s Visit Department for Environment, Food and Rural Affairs website
www.defra.gov.uk or Welsh Assembly Government countryside website www.countryside.wales.gov.uk/ for up to date information
about legislation, codes of practice and consultations in the horticultural / agricultural sectors
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc The Forestry Commission www.forestry.gov.uk application for licences
Horticultural Code of Practice - Helping to prevent the spread of
invasive non-native species
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Managing Habitats for Conservation by William J Sutherland and David
A Hill
BTCV Books on-line http://handbooks.btcv.org.uk/handbooks/index
BTCV practical handbooks
o Woodlands - ISBN 0946752338
o Hedging - ISBN 0946752176
o Tree Planting and Aftercare - ISBN 0946752257
See ABC website for further information
760
Prepare To Undertake and Report on a Field
Survey
Unit Reference
T/502/3276
Level
2
Credit Value
4
Guided Learning
Hours
30
Unit Summary
The aim of this unit is to provide the learner with
the knowledge and understanding required to
conduct a basic survey relating to the natural
environment (on land or at sea). The unit covers
the different survey techniques and the reporting
techniques for the surveys
Learning Outcomes
(1 to 2)
The learner will
Assessment Criteria
(1.1 to 2.5)
The learner can
1. Know how to
collect and record
data for field surveys
1.1 Outline how to collect and record data for
three of the following field surveys
Plants
Animals
People
Physical features
Habitat types
Access networks
1.2 State the role and responsibilities in relation to
survey activities
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1.3 Outline the range of survey techniques
available, their advantages and disadvantages and
principles of use.
1.4 Describe primary and secondary sources of
data, their advantages and disadvantages and
principles of use
1.5 Describe effective means of recording the data
collected
1.6 Describe the actions to take if there is difficulty
in obtaining data
1.7 Describe the environmental importance of the
field survey area(s) and the potential impact of
work on the site
1.8 Describe actions that may be necessary in
cases of incidental damage to habitat, wildlife and
landscape
2. Know how to
report on field
surveys
2.1 Outline the required content of a report
2.2 Describe different ways of presenting
information in a way appropriate to the intended
user
2.3 Describe potential uses of field survey reports
2.4 Outline different methods of communicating
clearly
2.5 Specify the timescale within which reporting
must take place and the reasons for this
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Supporting Unit Information
T/502/3276 Prepare To Undertake and Report on a Field Survey - Level 2
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1 and LO2 are the key areas of knowledge for this unit
Learning Outcome 1. Know how to collect and record data for field
surveys
1.1 Outline how to collect and record data for three of the following
field surveys refer to LO1.3 for details
Plants identification of species present and relative quantities by:
Walk-over survey used to determine broad variations in the vegetation,
for initial phase of survey, or to record changes over time,
Quadrats for sampling randomised by throwing or by grid survey
(setting up a numbered grid and sampling squares selected at
random)
Line transect (e.g. by stretching a rope or tape across the area) to
identify species present along the line
Belt transect used to identify and quantify species (relative or absolute)
Stratified sampling identifying variations in the area, allows separate
assessment to be made of distinct areas of variation
Aerial photography (either specifically commissioned or from internet
sources) used to establish broad habitat types with the survey area
Assessment of adjacent sites to establish links to other vegetation
types.
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Animals direct sightings (e.g. using traps, walk-over surveys), trap
and release, terrestrial search (e.g. nests sites, dens, burrows, feeding
sites, tracks, droppings, fur and feather finds, footprints, bodies), use
of camera traps, video, CCTV.
People observations, counts, questionnaires, surveys
Primary and secondary survey data, quantitative data, qualitative data
Stakeholders identification for the site, e.g. staff and volunteers,
visitors (paying and non-paying), neighbours, managers and owners.
Visitor data e.g. visitor numbers, type of group (family, club, friends)
demographic details of visitors (e.g. age, gender, background),
information on effectiveness of marketing activities, frequency of visits,
distance travelled, mode of travel, duration of visit, purpose of visit,
perception of facilities (e.g. toilets, signage, access routes, cafes, litter
bins), client or visitor needs, site needs, access issues, suitability of
other facilities (e.g. information and educational material), overall
satisfaction. Data from other sources (e.g. complaints, incident
reports, other studies and projects)
Direct observation manual counts, automatic counters, data from
ticket sales, admissions, sales figures (from own sources and other
outlets) including number, type and value of sales.
Informally gathered data (e.g. by visitor discussions with staff and
volunteers), Questionnaires – formal verbal questioning by staff,
volunteers or third parties, written questionnaires (on site, postal,
internet based).
Physical features e.g. topography (altitude, aspect, profile), soils,
rock outcrops, buildings, access routes (paths, roads, tracks), features
on access routes (Bridges, stiles, gates), barriers and boundaries
(hedges, fences, ditches), water features (ponds, lakes, rivers,
streams)
Survey by use of maps, geological maps, aerial photography, surveys
using tapes, levels (optical and laser), photographs.
Habitat types – identification of range of vegetation and physical
features with reference to National Vegetation Classification by:
Locating main features of map (e.g. paths, rides, streams, ponds,
boundaries)
Aerial photography (either specifically commissioned or from internet
sources) used to establish broad habitat types within and adjacent to
the survey area
Walk-over survey used to examine all habitats on site, mark on map,
identify with target notes, link to National Vegetation Classification,
assessment of adjacent sites to establish links to vegetation types
764
Detailed survey to identify distinct areas within each habitat and
detailed habitat description, species within the habitat
(common/typical, rarities, Iinvasive, faunal), identify other features
(e.g. evidence of past management, present threats to habitats or
species)
Example habitat descriptions – Woodlands
Tree species present – conifer, broad-leaf or both, all the same species,
or mixed? Does the wood seem young, old, or middle-aged, are the
trees all the same age, or mixed, are the trees close together or spread
apart, is it plantation or semi-natural, is it shady or light, is ground
flora, shrub layer and canopy present, what evidence exists of past
management e.g. coppice, thinning, restocking, grazing, what other
features are there – rides, banks, streams, wet areas, dead wood, leaf-
litter, is there evidence of animals e.g. squirrel, fox, badger, deer,
other mammals, birds, old nests, potential for bats or great crested
newts?
Access networks - e.g. public highway, BOAT, RUPP, Permissive Path,
Long-distance path, private road or track. Survey by:
Initial assessment e.g. identify site on map (largest scale available) or
aerial photography, Identify access routes (e.g. paths, rides, streams,
ponds, boundaries and features(e.g. gates, stiles, bridges, walkways,
steps) within the area),
Identify legal status of routes identify other designations that impact
on the network (e.g. National Park, Conservation Area, Land
Stewardship Scheme)
Record on map or plan (identify variations from existing maps and
plans, survey)
Detailed survey to establish condition and fitness for purpose of access
routes. Observation or survey to establish levels and types of usage
and perceived problems e.g. is the surface suitable for purpose and in
good condition, does vegetation (e.g. crops, grass and herbage,
overgrowing trees, brambles, bracken, heather) impede the route
either at time of survey or potentially in periods of rapid growth, is
signage in place (legal, warning, advisory, directional, information and
education), availability and condition of other features (e.g. seats,
shelters, barriers to prohibited traffic, safety railings), boundaries
alongside routes e.g. are fences stock-proof, does the fence or hedge
represent a hazard (barbed wire, loose posts), streams and ditches –
are edges firm, are they well maintained to minimise flood risk,
livestock – are they separated from the route by hedges or fences, do
they pose threat to users, usage – is there evidence of inappropriate
765
use (e.g. by vehicles on footpaths or bridleways, cycles on footpaths),
presence of protected or notable species, specialist surveys (e.g.
habitats for bats or great crested newts)
1.2 State the role and responsibilities in relation to survey activities
e.g. environmental or ecological consultant company or person
who carries out surveys on behalf of another organisation / responsible
for collecting data, recording and presenting as required under contract
or agreement
Field worker person who carries out survey and records data in the
field. Responsible for collecting data, recording and presenting as
required by employer.
Statutory consultees e.g. Natural England, Countryside Council for
Wales – organisation required to be contacted as part of habitat
surveys. Responsible for ensure plans and work is appropriate to site,
does not have negative impact on habitats or wildlife, funding for
projects.
Client organisation requiring survey for planning, management or
monitoring. Responsible for issuing instructions and agreeing terms,
receiving report, paying contractor or facilitating payment.
Project manager person directly responsible for project requiring
survey, will receive the report. Responsible for overseeing entire
project, ensuring compliance with term (e.g. planning, funding).
1.3 Outline the range of survey techniques available, their
advantages and disadvantages and principles of use e.g. for plant
surveys
Walkover survey - to determine the variation in the vegetation (only
initial phase) or to record changes over time. Advantage cheap and
easy to conduct, achieves quick result, can record over time.
Disadvantage not accurate, incomplete data.
Line transect (e.g. by stretching a rope or tape across the area).
Advantage cheap and easy to conduct, achieves quick result;
recognises species along the line, useful where there is a distinct
gradation through site (e.g. shoreline, gradient). Disadvantage
accuracy limited by size of sample, depends on selecting a
representative line, can completely miss areas within the survey.
Belt transect as line transect but can identify and quantify species,
samples taken using quadrats by throwing or by grid survey
(setting up a numbered grid and sampling squares selected at
random). Advantage basic tool of Phase 2 Habitat Surveys, can give
766
good accurate results. Disadvantage need to randomise to be
effective, liable to distortion if not properly randomised, can miss parts
of the survey area.
Stratified sampling identifying different areas within the survey site.
Advantage more accurate and avoids missing areas. Disadvantage
identifies variations in the area, allows variations to be measured.
Aerial photography commission. Advantage cheap, readily
available on internet, achieves quick result. Disadvantage not time-
specific, expensive to commission, only provides limited data).
1.4 Describe primary and secondary sources of data, their
advantages and disadvantages and principles of use
primary data you have collected yourself, it is current, accurate and
accessible, but limited by size/time/access to site and available
personnel
secondary data collected by other persons or organisations, less
limited, may have results over larger area or time-scale than primary,
may not meet your requirements, may be inaccurate, expensive.
1.5 Describe effective means of recording the data collected
recorded by e.g. Simple notebooks, target note records and maps by
hand using standardised habitat classification, alphanumeric reference
codes and mapping colour codes, standard monitoring and distribution
forms, sighting forms, maps or GPS to locate sightings, recording on
lap-tops, hand-held devices, photographs, video.
1.6 Describe the actions to take if there is difficulty in obtaining
data e.g. check sampling methods are appropriate to survey
requirements and location (make changes if required, discuss with
client, consultant), employ third party (e.g. consultant), seek
secondary sources of data.
1.7 Describe the environmental importance of the field survey
area(s) and the potential impact of work on the site for the
specified site (i.e. the survey area), importance because of species,
habitats, diversity (refer to LBAP), geology/topography, heritage,
recreation, aesthetics, specific designations (e.g. AONB, NP, SSSI, NR)
Impact – damage to site from access and survey techniques, loss of
features (see above), opportunity to protect or enhance (by protecting
from existing or potential threats, re-introducing species), enhance
767
visitor opportunities, disturbance to wildlife (e.g. nesting sites, feeding
sites, known endangered species present).
1.8 Describe actions that may be necessary in cases of incidental
damage to habitat, wildlife and landscape take immediate local
action at local level to prevent further damage (e.g. stop activity
causing damage, block or soak up spillages), find help if necessary,
report to supervisor, client, landowner and relevant authority as
appropriate (e.g. Environment Agency). Report by refer to LO2.5.
Learning Outcome 2. Know how to report on field surveys
2.1 Outline the required content of a report as required by client,
planners, funding body, project manager e.g. assessment of land,
ecological constraints, (with reference to LBAPs and protected or
notable species), links to National Vegetation Survey, species survey,
specialist surveys (e.g. bats or great crested newts).
2.2 Describe different ways of presenting information in a way
appropriate to the intended user information presented as required
by client brief, planning or funding body e.g. illustrated written report
(in paper format or electronically), audio visual presentation.
2.3 Describe potential uses of field survey reports e.g. can be used
for management, to identify issues relating to ecological designations,
project planning, to meet planning authority or funding body
requirement, to evaluate former activities, to promote activities.
2.4 Outline different methods of communicating clearly
Verbal one to one, within groups e.g. avoiding noisy environments,
use of appropriate language, avoiding jargon, supported by notes,
pictures and examples, one to one, group, telephone including mobiles.
Written (e.g. field survey notes) presented in appropriate format using
pro-forma if available, legible writing, avoid water damage to records,
text messaging and emails.
Reports typewritten, use of appropriate formats, supported by
photographs, charts, diagrams, additional information as appendices.
2.5 Specify the timescale within which reporting must take place
and the reasons for this as required by client, planners, funding
768
body, project manager e.g. by set date, seasonal, periodically
(monthly, annual).
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes 1 and 2
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of work
preparing to undertake and report on field surveys and witness testimony,
answering oral or written questions, assignments or internet research cross
referenced to the knowledge evidence
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1 and 2 link together and can be
assessed practically by observation or by generation of diverse evidence
allowing knowledge evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
Unit to be completed prior to undertaking and reporting on a field survey.
Minimum requirements when assessing this unit
769
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
National Federation of Biological Recording website http://www.nbn-nfbr.org.uk/nfbr.php lists all Local / Biological Recording Centres -
Useful to find local Biodiversity Action Plans The Natural England website http://www.naturalengland.org.uk/ and
Countryside Council for Wales www.ccw.gov.uk/ have information
770
about countryside protection schemes and land management for the
benefit of wildlife, landscape. Also licences and enforcement Local Authority websites for Local Planning Authority permissions and
LBAP’s Visit Department for Environment, Food and Rural Affairs website
www.defra.gov.uk or Welsh Assembly Government countryside website www.countryside.wales.gov.uk/ for up to date information
about legislation, codes of practice and consultations in the horticultural / agricultural sectors
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc The Forestry Commission www.forestry.gov.uk application for licences
Horticultural Code of Practice - Helping to prevent the spread of
invasive non-native species
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Managing Habitats for Conservation by William J Sutherland and David
A Hill
BTCV Books on-line http://handbooks.btcv.org.uk/handbooks/index
See ABC website for further information
771
Work With and Consult the Local Community
Unit Reference
L/502/3168
Level
2
Credit Value
3
Guided Learning
Hours
23
Unit Summary
The aim of this unit is to provide the learner with
the knowledge and skills required to work with the
local community and community issues. This may
be through specific projects, such as running a
local bat group, or becoming involved in longer
term projects such as helping to set up and run a
community wildlife area
The emphasis is upon building a relationship with
local people through consultation and co-operation.
The object is not only to spread environmental
awareness, but also to foresee possible areas of
conflict, and to find solutions agreeable to all.
Consultation must include an element of education
and awareness raising for it to be effective
Learning Outcomes
(1 to 2)
The learner will
Assessment Criteria
(1.1 to 2.6)
The learner can
1. Work with and
consult the local
community
1.1 Identify opportunities for formal and informal
consultation and co-operation with the local
community, seeking specialist advice where
appropriate
772
1.2 Establish and maintain contacts with relevant
individuals and organised groups within the local
community
1.3 Engage with individuals and groups within the
local community to develop understanding and
awareness as part of consultation
1.4 Use appropriate communication methods to
seek the opinions of individuals and groups within
the local community
2. Understand the
importance of
working with and
consulting the local
community
2.1 Describe the types of opportunities available
for co-operation and consultation with the local
community
2.2 Describe the ways in which contact with the
local community can be established
2.3 Describe the reasons for and importance of
consultation with the local community in gathering
feedback
2.4 Describe the likely impact of the organisation’s
work on the local community
2.5 Outline why it is important that those you are
consulting with understand the issues which they
are being consulted on
2.6 Describe the methods of gauging community
opinion and the importance of providing feedback
773
Supporting Unit Information
L/502/3168 Work With and Consult the Local Community - Level 2
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
Learning Outcome 1 is the key area of competence for this unit
Learning Outcome 1. Work with and consult the local community
1.1 Identify opportunities for formal and informal consultation and
co-operation with the local community, seeking specialist
advice where appropriate formal consultation and co-operation
through formal meetings, correspondence (mail, email) with elected
representatives (e.g. councillors), formal consultative bodies (e.g. local
councils, Countryside Council for Wales, National Park (NP) and Area of
Outstanding Natural Beauty (AONB) boards), land-owners or
managers, with local interest groups (e.g. Bat groups, Conservation
groups, Action groups, funding bodies, colleges and schools) or
stakeholders. Surveys and fact finding by questionnaire, formal
interview, feedback after events or proposals (written or verbal),
complaints and other issues raised by stakeholders
Informal consultation by conversation (face to face or telephone), site
visits, correspondence received, ideas boards, suggestion boxes, blogs.
Specialist advice from managers, specialists with the organisation,
consultants and advisers, consultative bodies (e.g. English Nature,
CCW, Local boards and councils)
774
1.2 Establish and maintain contacts with relevant individuals and
organised groups within the local community consultations and
dialogues with relevant organisations (refer to LO1.1 for range)
established (e.g. by response to informal approach, need for advice
and support, or as a statutory requirement, existing links on other
matters) and maintained (e.g. by exchange of contact details, formal
meeting schedules, action planning, exchange of information, formal
agreement)
1.3 Engage with individuals and groups within the local community
to develop understanding and awareness as part of consultation
local community to include visitors (groups, family, individuals), local
residents, local groups and clubs (e.g. guides, scouts, gardening
groups, local action groups), local businesses, staff and volunteers.
Engagement by casual meeting and discussion, attendance at events,
formal consultation and feedback, Refer to LO1.1 and LO1.2
1.4 Use appropriate communication methods to seek the opinions
of individuals and groups within the local community
communication by face to face dialogue (one to one, group), talks and
presentations, formal meetings, telephone including mobiles and tele-
conferences, electronic (e.g. email, text, blogs, social networking),
local newspapers, radio and newsletters
LO2 is the key area of knowledge for this unit
Learning Outcome 2. Understand the importance of working with
and consulting the local community
2.1 Describe the types of opportunities available for co-operation
and consultation with the local community refer to LO1.1. for
details
2.2 Describe the ways in which contact with the local community
can be established refer to LO1.2 for details
2.3 Describe the reasons for and importance of consultation with
the local community in gathering feedback
Reasons statutory requirement (e.g. for planning consent or
conditions, funding), to identify stakeholder requirements and
aspirations as part of the planning or development process, for
775
monitoring impact, to monitor effectiveness of project or management
process, to avoid conflicts and respond to difficulties arising.
Importance e.g. to ensure compliance with requirements (statutory,
organisational policy, funding), to garner public support, to avoid
adverse publicity, to seek broader ideas, to promote inclusiveness and
ownership of projects
2.4 Describe the likely impact of the organisation’s work on the
local community likely impact will depend on project or management
process but could include improvement to or loss of access or amenity,
harm to or enhancement of the environment (e.g. range or number of
species, views, additional or reduced pollution, additional features and
access routes), increased visitor numbers with additional problems of
noise, parking, dog fouling, reduction of anti-social activities (e.g.
vandalism, dumping), better education facility, improved local
communication.
2.5 Outline why it is important that those you are consulting with
understand the issues which they are being consulted on
understanding of the issues – proposals, eventual outcomes, short-
term impacts, benefits, disadvantages, impacts, time-scales, who is
involved, what will happen to information supplied, confidentiality
To avoid wasting time, to ensure you get the right data at the right
time, avoid negative feedback and misleading responses, to identify
opportunities for further dialogue and monitoring, to identify supportive
and antagonistic individuals or groups within the community
2.6 Describe the methods of gauging community opinion and the
importance of providing feedback community opinion gathered by
direct dialogue (formal or informal) with groups or individuals, use of
questionnaires, suggestion boxes, blogs, usage levels
Opinion gauged by recording all responses, identifying specific issues
raised, numerical assessment of respondents to questionnaires, or data
provided by other means (refer to LO1.1 for details). Analysis by
project manager or staff, specialist within the organisation, consultant.
Feedback by – dialogue (formal or informal), display boards and
attending events, information boards, talks and presentation,
newsletters, local newspapers, meeting minutes and action plans,
delegate reports. Refer to LO1.3 and LO1.4 for further details.
776
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcome 1
Delivery of this learning outcome is by supervised activities working with and
consulting local communities giving learners the opportunity, first to practice
the various tasks involved and then to be observed competently doing each
task to demonstrate achievement of the assessment criteria.
Learning Outcome 2
Delivery of this learning outcome is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of working
with and consulting local communities and witness testimony, answering oral
or written questions, assignments or internet research cross referenced to
the knowledge evidence
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1 and 2 link together and can be
assessed practically by observation or by generation of diverse evidence
allowing knowledge evidence to be gathered during the practical activities
It is important that practical assessment activities are supervised
appropriately.
777
Simulation will not be acceptable where this unit is included in
qualifications which verify competent performance. Please refer to
Lantra’s Assessment Strategy for further guidance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Observation reports
Oral/written questions and answers
Reports/notes
Meeting minutes
Delegate reports
Diaries
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
778
applies to areas of work and lists of Acts, Statutory instruments and
legal publications National Federation of Biological Recording website http://www.nbn-
nfbr.org.uk/nfbr.php lists all Local / Biological Recording Centres - Useful to find local Biodiversity Action Plans
The Natural England website http://www.naturalengland.org.uk/ and Countryside Council for Wales www.ccw.gov.uk/ have information
about countryside protection schemes and land management for the benefit of wildlife, landscape. Also licences and enforcement
Local Authority websites for Local Planning Authority permissions and LBAP’s
Visit Department for Environment, Food and Rural Affairs website www.defra.gov.uk or Welsh Assembly Government countryside website
www.countryside.wales.gov.uk/ for up to date information about legislation, codes of practice and consultations in the horticultural /
agricultural sectors
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc Managing Habitats for Conservation by William J Sutherland and David
A Hill
BTCV Books on-line http://handbooks.btcv.org.uk/handbooks/index
See ABC website for further information
779
Research and Plan Environmental Interpretations
Unit Reference
R/502/3236
Level
3
Credit Value
5
Guided Learning
Hours
33
Unit Summary
The aim of this unit is to provide the knowledge,
understanding and skills required to plan and
research interpretations. The interpretations could
cover geographical areas or sites, specific
environmental topics or environmental themes
depending on the research
Learning Outcomes
(1 to 4)
The learner will
Assessment Criteria
(1.1 to 4.6)
The learner can
1. Be able to research
information for
interpretations
1.1 Establish the nature, requirements and
expectations of the intended audience
1.2 Formulate clear research objectives linked to
the nature and requirements of the audience, the
sites to be visited and the focus of interpretation
1.3 Use appropriate information sources effectively
and economically
1.4 Assess all information obtained for accuracy
and appropriateness to the intended audience
1.5 Identify and access additional sources of
information where necessary
780
1.6 Ensure that throughout the work account is
taken of the environmental and social impact of
proposed interpretations
1.7 Ensure the information compiled is reliable,
accurate and optimises the goodwill of those
providing the information
2. Be able to plan
information for
interpretation
2.1 Ensure that plans take account of potential site
hazards and minimise their effects on the audience
2.2 Relate the planned interpretations to the
nature and requirements of the audience, the sites
to be visited and the focus of interpretation
2.3 Ensure that plans allow for the use of a range
of appropriate interpretive methods
2.4 Ensure that plans take account of the
potential environmental and social impact of the
proposed interpretation and aim to sustain the
special character of the site
2.5 Negotiate and agree site access arrangements
prior to planned visits
2.6 Identify the required resources and confirm
their availability
2.7 Maintain the confidentiality of information
3. Understand how to
research information
for interpretations
3.1 Explain why it is important to formulate clear
research objectives
3.2 Explain how to establish the nature,
requirements and expectations of the intended
audience covering the following groups
General interest
781
Special interest
3.3 Explain the ways in which the needs of
different audiences may vary, and how this
impacts on research covering the following groups
General interest
Special interest
3.4 Explain how to link to needs of the audience
with the sites to be visited and the focus of
interpretation
3.5 Explain relevant information sources, and how
to access and use them effectively
3.6 Explain how to check information for reliability,
accuracy and relevance; and the reasons why this
is important
3.7 Explain the ways in which the goodwill of
information providers can be optimised
3.8 Explain how to take account of potential
environmental and social impact of interpretations
and the reasons why this is important
4. Understand how to
plan for
interpretations
4.1 Explain how to plan interpretations and select
methods best suited to the needs of the audience,
the sites to be visited and the focus of
interpretation. Interpretations cover
Geographical areas or sites
Specific environmental topics
Environmental themes
4.2 Explain the specific site hazards, how they are
recognised and their impact on visitors minimised
and the consequences of failing to identify and plan
accordingly
782
4.3 Explain the resources and approaches available
for the plan and their suitability covering
Time
Human
Physical
Financial information
4.4 Explain how to identify, negotiate and agree
appropriate site access arrangements and the
consequences of failing to make appropriate access
arrangements prior to visits
4.5 Explain the importance of confirming
availability of resources and the consequences of
failing to ensure required resources are available
4.6 Explain the need for appropriate levels of
confidentiality
783
Supporting Unit Information
R/502/3236 Research and Plan Environmental Interpretations - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that
they have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1 and LO2 are the key area of competence for this unit
Learning Outcome 1. Be able to research information for
interpretations
1.1 Establish the nature, requirements and expectations of the
intended audience
intended audience e.g. individuals, schools, community groups, special
interest groups, casual visitors, visitors with specialist interests, indoor
and outdoor, clients (existing, former, potential)
Requirements/expectations as requested by audience, managers,
clients, funding providers, land-owner, e.g. directional; signage,
information boards and trails, formal presentations, leaflets, booklets,
interpretive boards
1.2 Formulate clear research objectives linked to the nature and
requirements of the audience, the sites to be visited and the
focus of interpretation research objectives to be identified e.g. site
history, current usage and proposed use, site condition, significant
features, status (listings, conservation value, habitats), potential for
development, educational opportunities.
784
1.3 Use appropriate information sources effectively and
economically sources – e.g. own knowledge and experience, leaflets,
booklets, presentations, displays previously produced within the
organisation, material covering topic produced by related
organisations, books, internet, magazines, research papers, persons
with existing knowledge (e.g. colleagues, local experts), primary
research
Effectively and efficiently by e.g. identifying information required and
immediately available, using local or easily accessible information,
eliminating sources not able to provide relevant information, recording
sources of information (to enable re-visits).
1.4 Assess all information obtained for accuracy and
appropriateness to the intended audience identify the needs of
intended audience (refer to LO1.1)
Accuracy checked by cross-checking with other sources, proof reading,
review by colleagues, managers, clients, panel (see LO1.3)
Level – check against needs of audience, use colleagues or sample of
audience to check level and content, check against specifications of
brief.
1.5 Identify and access additional sources of information where
necessary need for additional source of information identify when
information provided does not meet needs of audience (see LO1.4),
use alternative sources (see LO1.3).
1.6 Ensure that throughout the work account is taken of the
environmental and social impact of proposed interpretations
environmental impact e.g. use of electronic storage of data (not
paper), avoiding unnecessary use of vehicle for research (e.g. by use of
telephone, internet, teleconferencing), research is socially inclusive and
relevant to audience, information provided supports the environmental
work on the site.
1.7 Ensure the information compiled is reliable, accurate and
optimises the goodwill of those providing the information refer
to LO1.4 to checking of appropriateness and accuracy. Range of
sources are used and checked against other sources of information,
views of providers are respected, providers of information are aware of
purpose of research, sources are acknowledged and thanks given as
785
appropriate, inaccuracies in information provided are handled
sensitively, payment is prompt.
Learning Outcome 2. Be able to plan information for interpretation
2.1 Ensure that plans take account of potential site hazards and
minimise their effects on the audience site hazards are recognised
e.g. vary with site but likely to include slips trips and falls, impacts with
vehicles, contact with hazardous materials (liquids, fumes), fire,
exposure to UV (sunlight) or cold conditions, falling objects,
Carry out and implement risk assessment, include health and safety
briefing within the presentation of information, including monitoring in
plan.
2.2 Relate the planned interpretations to the nature and
requirements of the audience, the sites to be visited and the
focus of interpretation requirements – refer to LO1.1. Relevant to
the site e.g. rural or urban park, visitor centre, off-site visit to
audience’s own site (indoor or outdoor), visit to other site (with public
access or at private site).
2.3 Ensure that plans allow for the use of a range of appropriate
interpretive methods
Interpretative methods e.g. for casual visits – passive displays
(including visitor centres, drop-in centres, conferences, fairs), display
boards, way-marked route, leaflet, booklet or pamphlet, internet based
information; formal events, - guided tours (educational or recreational
visits), interactive displays, talks and presentations using audio-visual
or objects.
2.4 Ensure that plans take account of the potential environmental
and social impact of the proposed interpretation and aim to
sustain the special character of the site refer to LO1.6 range of
impacts. Sustaining special characteristics of site by e.g. identifying
existing features to be conserved (e.g. vegetation types, buildings,
right of access and access routes, views, seclusion), ensuring materials
used match existing (e.g. signs, fences, bridges, surfaces), agreements
are in place for access or restriction of access, vegetation is managed
to conserve characteristics (e.g. using only provenance stock, removal
of invasive species).
786
2.5 Negotiate and agree site access arrangements prior to planned
visits Negotiate with e.g. line manager or supervisor, site owner,
neighbour or manager. Access to be agreed e.g. purpose, activities to
carried out, time/date, duration, numbers, other requirements (of
visitors or site owner/manager), costs (if applicable), route/location
within site, permission to cross land. Prior to visit – in time to make
arrangements for activities or requirements, at agreed interval, to allow
for confirmation, amendments, contingencies. Agreement is verbal
(including telephone, confirmed in writing if required) or agreed by
letter, email, text.
2.6 Identify the required resources and confirm their availability
resources e.g. tools, materials, equipment and machinery, toilets and
washing facilities, refreshments, shelter, first aid and other emergency
provision, supervision, guidance or instruction from owners or
managers while on site, access to site including vehicles and animals,
disabled.
2.7 Maintain the confidentiality of information confidentiality e.g.
issues affecting site owners/managers, providers, clients, third parties,
wildlife. Confidential issues e.g. financial, personal and medical issues,
valuable and protected habitats, strategic plans, location of threatened
species.
Maintained e.g. to protect sensitive personal information, prevent
exploitation by others (e.g. bullying, discrimination, fraud), to protect
commercial interest, copyrights, patents or intellectual rights, prevent
premature disclose of plans and loss of opportunity, protect habitats
from disturbance, intrusion or vandalism.
LO3 and LO4 are the key area of competence for this unit
Learning Outcome 3. Understand how to research information for
interpretations
3.1 Explain why it is important to formulate clear research
objectives refer to LO1.2
3.2 Explain how to establish the nature, requirements and
expectations of the intended audience covering the following
groups
General interest (e.g. casual visitors, groups not directly linked to site
787
or its activities, feedback to higher authorities)
Special interest (e.g. schools, colleges, volunteer, supporters and
“friends” groups, potential customers or clients, funding providers,
managers and policy makers,
Refer to LO1.1 range of groups and expectations
Established by – discussion with client, contract or letter of
engagement, briefing by manager or client, consultation with users and
visitors.
3.3 Explain the ways in which the needs of different audiences may
vary, and how this impacts on research covering the following
groups
General interest
Special interest
Refer to LO1.1 and LO3.2 for details range of needs
Impact – level of input required, time available, match to previous
research (e.g. for other groups with similar interests or on similar
sites).
3.4 Explain how to link to needs of the audience with the sites to be
visited and the focus of interpretation refer to LO2.
3.5 Explain relevant information sources, and how to access and
use them effectively Refer to LO1.3
Relevant sources – identified by level of existing information,
suggested sources and bibliographies in related work, advice from
client, managers, advisors.
3.6 Explain how to check information for reliability, accuracy and
relevance; and the reasons why this is important refer to LO1.4
and LO1.7
Important – to ensure accurate information given out, satisfy needs of
clients, avoid legal problems (e.g. failure to deliver as contract,
working without necessary consents), loss of reputation and
subsequent opportunities.
3.7 Explain the ways in which the goodwill of information providers
can be optimised refer to LO1.7
3.8 Explain how to take account of potential environmental and
social impact of interpretations and the reasons why this is
788
important refer to LO1.6. Important – to ensure accurate information
given out, satisfy needs of clients, avoid legal problems (e.g. failure to
deliver as contract, working without necessary. See also LO1.7.
Learning Outcome 4. Understand how to plan for interpretations
4.1 Explain how to plan interpretations and select methods best
suited to the needs of the audience, the sites to be visited and
the focus of interpretation interpretations cover:
Geographical areas or sites
Specific environmental topics
Environmental themes
Refer to LO1.1, LO2.1, LO2.2 details of audience requirements and
interpretations,
Planning by – identifying information required, matching to method of
presentation , identifying time-scale (e.g. time available for research,
time required for checking, translation, preparing materials)
Method selected – to balance needs of audience, time available, value
of project, delivery date, other work and events (e.g. maintenance,
other projects, seasons).
4.2 Explain the specific site hazards, how they are recognised and
their impact on visitors minimised and the consequences of
failing to identify and plan accordingly refer to LO2.1. Minimised
by – advance notice and publicity, partial closures to avoid complete
closures during activities, on-site information,
Consequences - failure to satisfy needs of clients, legal problems (e.g.
failure to deliver as contract, working without necessary permissions),
persecution (e.g. under Health and Safety legislation), loss of
reputation.
4.3 Explain the resources and approaches available for the plan and
their suitability covering
Time – day/day, time, duration, frequency, season
Human – Refer to LO1.1 for details of individuals or groups.
Staff, volunteers or contractors required, supervision levels, skills
required, essential qualifications
Physical – site (access and egress, use of site including intrinsic
materials)
Financial information e.g. cost of materials and labour (including staff
and contractors), income (revenue, grants, loans)
789
The plan – resources identified by client or manager as part of briefing
(or contract), part of the research into the project, arising from the
needs of the project.
4.4 Explain how to identify, negotiate and agree appropriate site
access arrangements and the consequences of failing to make
appropriate access arrangements prior to visits refer to LO2.5 for
details permissions.
Consequences – e.g. unable to access site at time required, loss of
reputation with client, land-owner, manager, loss of future access to
site, persecution (e.g. trespass).
4.5 Explain the importance of confirming availability of resources
and the consequences of failing to ensure required resources
are available
Refer to LO2.5 for range of agreements and time-scales
Refer to LO2.6 and LO4.3 for range of resources
Failure to confirm availability – unable to access or visit, loss of
goodwill allowing access, risk of harm to site, risk of harm to
individuals (if site is not in suitable condition for the specific use or
group), loss of goodwill or custom from intended audience, breach of
disciplinary code, threat of litigation or prosecution (e.g. under Health
and Safety Legislation).
4.6 Explain the need for appropriate levels of confidentiality refer to
LO2.7
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes 1 and 2
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised activities
researching and planning environmental interpretations giving learners the
790
opportunity, first to practice the various tasks involved and then to be
observed competently doing each task to demonstrate achievement of the
assessment criteria.
Learning Outcomes 3 and 4
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of activities
researching and planning environmental interpretations, copies of plans or
records, or reporting forms and witness testimony, answering oral or written
questions, or assignments referenced to the knowledge evidence.
Prior to, during and after completion of activities planning, researching and
planning environmental interpretations photographs or video could be taken
to provide evidence of progress. Copies of monitoring record can be used to
provide evidence of quality and rate of work and of sufficiency of evidence.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1 and 2 link together and can be
assessed practically by observation competent performance or by generation
of diverse evidence. These could also link to Learning Outcomes 3 and 4 to
allow knowledge evidence to be gathered during the practical activities
It is important that practical assessment activities are competently
supervised.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance. Please refer to
Lantra’s Assessment Strategy for further guidance.
Minimum requirements when assessing this unit
791
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Evidence of completed projects
Observation reports
Oral/written questions and answers
Reports/notes
Minutes of meetings and briefings
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Organisational policies, constitutions, working agreements
Presentations including audience feedback
Displays, booklets, leaflets or other material
Information prepared and presented on web-sites
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation
792
applies to areas of work and lists of Acts, Statutory instruments and
legal publications National Federation of Biological Recording website http://www.nbn-
nfbr.org.uk/nfbr.php lists all Local / Biological Recording Centres - Useful to find local Biodiversity Action Plans
The Natural England website http://www.naturalengland.org.uk/ and Countryside Council for Wales www.ccw.gov.uk/ have information
about countryside protection schemes and land management for the benefit of wildlife, landscape. Also licences and enforcement
Local Authority websites for Local Planning Authority permissions and LBAP’s
Visit Department for Environment, Food and Rural Affairs website www.defra.gov.uk or Welsh Assembly Government countryside
website www.countryside.wales.gov.uk/ for up to date information about legislation, codes of practice and consultations in the
horticultural / agricultural sectors
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc The Forestry Commission www.forestry.gov.uk application for licences
Horticultural Code of Practice - Helping to prevent the spread of
invasive non-native species
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Managing Habitats for Conservation by William J Sutherland and David
A Hill
BTCV Books on-line http://handbooks.btcv.org.uk/handbooks/index
BTCV practical handbooks
o Woodlands - ISBN 0946752338
o Hedging - ISBN 0946752176
o Toolcare - ISBN 0946752249
o Tree Planting and Aftercare - ISBN 0946752257
See ABC website for further information
793
Conduct and Report on a Field Survey for People
Unit Reference
M/502/3275
Level
2
Credit Value
4
Guided Learning
Hours
30
Unit Summary
The aim of this unit is to provide the learner with
the skills to conduct and report on basic survey
work relating to the natural environment (on land
or at sea). It may involve hands-on measurement
in the field, remote measurement using sensing
equipment (such as aerial photography), or the
collection of samples for analysis out in the field.
The unit also covers reporting on the findings of
the survey carried out
Learning Outcomes
(1 to 3)
The learner will
Assessment Criteria
(1.1 to 3.3)
The learner can
1. Collect and record
field survey data for
people
1.1 Undertake a field survey for people
1.2 Select and use survey techniques in
accordance with the survey specification
1.3 Collect primary and secondary data that meets
the requirements of the survey specification
1.4 Record all data legibly, fully and in the format
specified
794
1.5 Take the appropriate prompt action where data
cannot be obtained in accordance with the
specification
2. Be able to work
safely and minimise
environmental
damage
2.1 Work in a way which maintains health and
safety and is consistent with current legislation,
codes of practice and any additional requirements
2.2 Carry out work in a manner which minimises
environmental damage
3. Report on the field
survey for people
3.1 Produce accurate, legible and complete reports
which contain the necessary supporting data
3.2 Respond to requests for further clarification
and explanation of reports clearly and accurately
3.3 Report within the required timescale and in
accordance with organisational procedure
795
Supporting Unit Information
M/502/3275 Conduct and Report on a Field Survey for People - Level 2
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1, LO2 and LO3 are the areas of competence for this unit
Learning Outcome 1. Collect and record field survey data for people
1.1 Undertake a field survey for people (refer to LO1.2) Survey as
required for client, line-manager, project manager, planning authority,
funding provider
1.2 Select and use survey techniques in accordance with the
survey specification e.g. Identify site and facilities on map (largest
scale available)
Identify stakeholders in the site, e.g. staff and volunteers, visitors
(paying and non-paying), neighbours, managers and owners.
Identify the type of data required from the survey; e.g. primary and
secondary survey data, quantitative data, qualitative data
Identify data to be collected, e.g. visitor numbers, type of group
(family, club, friends) demographic details of visitors (e.g. age, gender,
background), information on effectiveness of marketing activities,
frequency of visits, distance travelled, mode of travel, duration of visit,
purpose of visit, perception of facilities (e.g. toilets, signage, access
routes, cafes, litter bins), client or visitor needs, site needs, access
issues, suitability of other facilities (e.g. information and educational
796
material), overall satisfaction,
Methods of survey; e.g.
Data from other sources (e.g. complaints, incident reports, other
studies and projects)
Direct observation – manual counts, automatic counters, data from
ticket sales, admissions, sales figures (from own sources and other
outlets) including number, type and value of sales,
Informally gathered data (e.g. by visitor discussions with staff and
volunteers), Questionnaires – formal verbal questioning by staff,
volunteers or third parties, written questionnaires (on site, postal,
internet based
1.3 Collect primary and secondary data that meets the
requirements of the survey specification (refer to LO1.2 for details)
primary data – e.g. user surveys and questionnaires. Secondary data
e.g. sales data
1.4 Record all data legibly, fully and in the format specified
recorded by - simple notebooks, records and maps by hand, written
reports, customer completed sheets, recording on lap-tops, hand-held
devices, photographs, video
1.5 Take the appropriate prompt action where data cannot be
obtained in accordance with the specification e.g. access to
secondary data e.g. availability of detailed customer surveys, shortage
of demographic information, (seek alternative sources or contact
colleagues for support, refer to line manager or local authority
Survey methods – check methods are appropriate to survey
requirements and location, make changes if required, discuss with
client, line manager, project manager, consultant
Excessive information to identify and record - use third party to assist
(e.g. consultant, colleague),
Access issues (e.g. ownership, working hours) discuss with client,
manager or project manager, defer until issues resolved, seek
secondary sources of data.
Learning Outcome 2. Be able to work safely and minimise
environmental damage
2.1 Work in a way which maintains health and safety and is
consistent with current legislation, codes of practice and any
797
additional requirements risk assessment carried out or studied and
implemented. Work activities carried out consistently with current
legislation; Health and Safety e.g. Management of Health & Safety at
Work Regulations; Wildlife e.g. Wildlife and Countryside Act, Hedgerow
Regulations, Habitats Directive, Codes of Practice e.g. Protecting our
Water, Soil and Air; Additional requirements including site designations
(e.g. SSSI, AONB,LNR, National Park), client regulations, access
agreements, Environmental Protection Acts covering waste disposal;
e.g. Hazardous Waste Regulations; Duty of care - controlled wastes
2.2 Carry out work in a manner which minimises environmental
damage e.g. damage to access routes and features (fences, bridges,
gates, stiles) Actions - carry out surveys in appropriate weather
conditions (avoid excessively wet conditions, snow or ice)
Damage to vegetation indirectly as result of access to site; Action –
change method or timing of survey, training for field workers, avoiding
use of vehicles including disturbance of waterways (ponds, streams)
Damage to habitats (site of bat roost trees, nesting birds, breeding
animals, vulnerable habitats) work in accordance with local biodiversity
plans, awareness of rare species in area, mark plan to ensure no
disturbance
Minimise risk of fire – avoid all sources of ignition in dry conditions
Learning Outcome 3. Report on the field survey for people
3.1 Completed reports are accurate, legible and contain the
necessary supporting data information presented as required by
client brief, planning authority or funding body e.g. Illustrated written
report (in paper format or electronically), audio visual presentation
Verbal reports (one to one, within groups) avoid noisy environments,
use of appropriate language and avoid jargon, report is supported by
notes, pictures and examples as required
Written – (e.g. field survey notes) presented in appropriate format
using pro-forma if available, legible writing, avoid water or wind
damage to records
Reports – are typewritten, use appropriate formats, supported by
photographs, charts, diagrams, additional information as appendices
3.2 Requests for further clarification and explanation of reports
are responded to clearly and accurately, e.g. further information
required by managers, clients, planning authority, funding provider
798
Verbal or written explanation, response to questioning or request for
further information (either immediate or to an agreed time-scale)
3.3 Reports are made within the required timescale and in
accordance with organisational procedure e.g. as required by
client, planners, funding body, project manager (by set date/time,
seasonal, periodically(monthly, annual)
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes 1, 2 and 3
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by conducting and
reporting on a field survey for people under supervision giving learners the
opportunity, first to practice the various tasks involved and then to be
observed competently doing each task to demonstrate achievement of the
assessment criteria.
Prior to, during and after conducting and reporting on a field survey for
people photographs or video could be taken to provide evidence of progress.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1, 2 and 3 link together and can be
799
assessed practically by observation or by generation of diverse evidence
including field notes, reports and presentations.
It is important that practical assessment activities are supervised
appropriately.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Survey reports and summaries
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
800
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications National Federation of Biological Recording website http://www.nbn-
nfbr.org.uk/nfbr.php lists all Local / Biological Recording Centres -
Useful to find local Biodiversity Action Plans The Natural England website http://www.naturalengland.org.uk/ and
Countryside Council for Wales www.ccw.gov.uk/ have information about countryside protection schemes and land management for the
benefit of wildlife, landscape. Also licences and enforcement Local Authority websites for Local Planning Authority permissions and
LBAP’s Visit Department for Environment, Food and Rural Affairs website
www.defra.gov.uk or Welsh Assembly Government countryside website www.countryside.wales.gov.uk/ for up to date information
about legislation, codes of practice and consultations in the horticultural / agricultural sectors
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc
Handbook for Phase 1 Habitat Survey - available to download on www.jncc.gov.uk
NBN – (The National Biodiversity Network) www.nbn.org.uk NBN
gateway to view distribution maps for almost any species in the UK
MAGIC (Multi-Agency Geographic Information for the Countryside)
www.magic.gov.uk/ a ‘web-based interactive map to bring together
geographic information on key environmental schemes and
designations in one place’
National bodies – Most species/taxonomic groups have national
bodies who can provide plentiful advice on surveys and recording e.g.
o RSPB (http://www.rspb.org/
o BTO (http://www.bto.org/)
o Bat Conservation Trust - http://www.bats.org.uk/
o The Herpetological Conservation Trust - http://herpconstrust.org.uk/
o Butterfly Conservation - http://www.butterfly-conservation.org/
o Botanical Society of the British Isles - http://www.bsbi.org.uk/
o Buglife -www.buglife.org.uk
o The Mammal Society - http://www.abdn.ac.uk/mammal/
801
The Code of Practice - Protecting our Water, Soil and Air has a
references in Section 9
Managing Habitats for Conservation by William J Sutherland and David
A Hill
BTCV Books on-line http://handbooks.btcv.org.uk/handbooks/index
See ABC website for further information
802
Conduct and Report on a Field Survey for Physical
Features
Unit Reference
A/502/3277
Level
2
Credit Value
4
Guided Learning
Hours
30
Unit Summary
The aim of this unit is to provide the learner with
the skills to conduct and report on basic survey
work relating to the natural environment (on land
or at sea) for physical features. It may involve
hands-on measurement in the field, remote
measurement using sensing equipment (such as
aerial photography), or the collection of samples
for analysis out in the field. The unit also covers
reporting on the findings of the survey carried out
Learning Outcomes
(1 to 3)
The learner will
Assessment Criteria
(1.1 to 3.3)
The learner can
1. Collect and record
field survey data for
physical features
1.1 Undertake a field survey for physical features
1.2 Select and use survey techniques in
accordance with the survey specification
1.3 Collect primary and secondary data that meets
the requirements of the survey specification
1.4 Record all data legibly, fully and in the format
specified
803
1.5 Take the appropriate prompt action where data
cannot be obtained in accordance with the
specification
2. Be able to work
safely and minimise
environmental
damage
2.1 Work in a way which maintains health and
safety and is consistent with current legislation,
codes of practice and any additional requirements
2.2 Carry out work in a manner which minimises
environmental damage
3. Report on the field
survey for physical
features
3.1 Produce accurate, legible and complete reports
which contain the necessary supporting data
3.2 Respond to requests for further clarification
and explanation of reports clearly and accurately
3.3 Report within the required timescale and in
accordance with organisational procedure
804
Supporting Unit Information
A/502/3277 Conduct and Report on a Field Survey for Physical Features
Level 2
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1, LO2 and LO3 are the areas of competence for this unit
Learning Outcome 1. Collect and record field survey data for
physical features
1.1 Undertake a field survey for physical features refer to LO1.2.
Physical features e.g. topography (altitude, aspect, profile), soils, rock
outcrops, buildings, access routes (paths, roads, tracks), features on
access routes (bridges, stiles, gates), barriers and boundaries (hedges,
fences, ditches), water features (ponds, lakes, rivers, streams).
Survey as required for client, line-manager, project manager, planning
authority, funding provider.
1.2 Select and use survey techniques in accordance with the survey
specification maps and plans of the area, aerial photographs (either
specifically commissioned or from internet sources), surveys using
tapes, chains, levels (optical and laser), GPS mapping equipment,
photographs, soil assessment by profile pits, field sampling, chemical
and physical testing, reference to national soil maps, photography
805
1.3 Collect primary and secondary data that meets the
requirements of the survey specification primary data – soil
profile and analysis results, plans and maps prepared to show features,
survey details (readings from levels, chain surveys, GPS, offsets)
Secondary data e.g. Previous survey data, maps, plans, aerial
photographs, national soil maps
1.4 Record all data legibly, fully and in the format specified recorded
by - simple notebooks, plans and maps by hand, using standard offset
and surveying records and reporting forms, maps or GPS to identify
locations, recording on lap-tops, hand-held devices, photographs
1.5 Take the appropriate prompt action where data cannot be
obtained in accordance with the specification e.g. sampling
methods - check methods are appropriate to survey requirements and
location, make changes if required, discuss with client, line manager,
project manager, consultant. Excessive information to identify and
record - use third party to assist (e.g. consultant, colleague). Access
issues (e.g. ownership, excessive vegetation, obstructions to access
routes, wet or slippery conditions causing hazard or damage to
environment) discuss with landowner or project manager, clear paths,
defer until conditions improve, seek secondary sources of data.
Learning Outcome 2. Be able to work safely and minimise
environmental damage
2.1 Work in a way which maintains health and safety and is
consistent with current legislation, codes of practice and any
additional requirements risk assessment carried out or studied and
implemented. Work activities carried out consistently with current
legislation; Health and Safety e.g. Management of Health & Safety at
Work Regulations; Wildlife e.g. Wildlife and Countryside Act, Hedgerow
Regulations, Habitats Directive, Codes of Practice e.g. Protecting our
Water, Soil and Air; Additional requirements including site designations
(e.g. SSSI, AONB,LNR, National Park), LBAPs, client regulations, access
agreements, stewardship schemes, Environment Agency notifications
e.g. activities affecting watercourses, groundwater, Environmental
Protection Acts covering waste disposal; e.g. Hazardous Waste
Regulations; Duty of care - controlled wastes
806
2.2 Carry out work in a manner which minimises environmental
damage e.g. damage to access routes and features (fences, bridges,
gates, stiles). Actions - carry out surveys in appropriate weather
conditions (avoid excessively wet conditions, snow or ice), clear paths
and repair features, care during surveying
Damage to vegetation directly as result of surveying and investigation
or indirect damage to vegetation resulting from access to site; Action –
change method or timing of survey, training for field workers, avoiding
use of vehicles.
Damage to habitats (site of bat roost trees, nesting birds, breeding
animals, vulnerable habitats) work in accordance with local biodiversity
plans, awareness of rare species in area, mark plan to ensure no
disturbance
Minimise risk of fire – avoid all sources of ignition in dry conditions
Learning Outcome 3. Report on the field survey for physical
features
3.1 Produce accurate, legible and complete reports which contain
the necessary supporting data information presented as required by
client brief, planning authority or funding body e.g. Illustrated written
report (in paper format or electronically), audio visual presentation
Verbal reports (one to one, within groups) avoid noisy environments,
use of appropriate language and avoid jargon, report is supported by
notes, pictures and examples as required
Written – (e.g. field survey notes) presented in appropriate format
using pro-forma if available, legible writing, avoid water or wind
damage to records
Reports – are typewritten, use appropriate formats, supported by
photographs, charts, diagrams, additional information as appendices
3.2 Respond to requests for further clarification and explanation of
reports clearly and accurately, e.g. further information required by
managers, clients, planning authority, funding provider. Verbal or
written explanation, response to questioning or request for further
information (either immediate or to an agreed time-scale)
3.3 Report within the required timescale and in accordance with
organisational procedure reports are made within the required
timescale and in accordance with organisational procedure e.g. as
807
required by client, planners, funding body, project manager (by set
date/time, seasonal, periodically(monthly, annual)
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes 1, 2 and 3
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by conducting and
reporting on a field survey for physical features under supervision giving
learners the opportunity, first to practice the various tasks involved and then
to be observed competently doing each task to demonstrate achievement of
the assessment criteria.
Prior to, during and after conducting and reporting on a field survey for
physical features photographs or video could be taken to provide evidence
of progress.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1, 2 and 3 link together and can be
assessed practically by observation or by generation of diverse evidence
including field notes, reports and presentations.
808
It is important that practical assessment activities are supervised
appropriately.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Field study reports and summaries
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference
809
The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications National Federation of Biological Recording website http://www.nbn-
nfbr.org.uk/nfbr.php lists all Local / Biological Recording Centres - Useful to find local Biodiversity Action Plans
The Natural England website http://www.naturalengland.org.uk/ and Countryside Council for Wales www.ccw.gov.uk/ have information
about countryside protection schemes and land management for the benefit of wildlife, landscape. Also licences and enforcement
Local Authority websites for Local Planning Authority permissions and LBAP’s
Visit Department for Environment, Food and Rural Affairs website www.defra.gov.uk or Welsh Assembly Government countryside
website www.countryside.wales.gov.uk/ for up to date information
about legislation, codes of practice and consultations in the horticultural / agricultural sectors
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc Handbook for Phase 1 Habitat Survey - available to download on
www.jncc.gov.uk NBN – (The National Biodiversity Network) www.nbn.org.uk NBN
gateway to view distribution maps for almost any species in the UK
MAGIC (Multi-Agency Geographic Information for the Countryside)
www.magic.gov.uk/ a ‘web-based interactive map to bring together
geographic information on key environmental schemes and
designations in one place’
National bodies – Most species/taxonomic groups have national
bodies who can provide plentiful advice on species, distribution,
surveys and recording e.g
o RSPB (http://www.rspb.org/
o BTO (http://www.bto.org/)
o Bat Conservation Trust - http://www.bats.org.uk/
o The Herpetological Conservation Trust - http://herpconstrust.org.uk/
o Butterfly Conservation - http://www.butterfly-conservation.org/
o Botanical Society of the British Isles - http://www.bsbi.org.uk/
o Buglife -www.buglife.org.uk
o The Mammal Society - http://www.abdn.ac.uk/mammal/
o The Forestry Commission www.forestry.gov.uk application for licences
Harris J.G. and Woolfe Harris M – Plant Identification Terminology
Keble Martin W. The concise British Flora in Colour
810
Hosking D and Press B – Trees of Britain and Europe
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Managing Habitats for Conservation by William J Sutherland and David
A Hill
BTCV Books on-line http://handbooks.btcv.org.uk/handbooks/index
See ABC website for further information
811
Conduct and Report on a Field Survey for Animals
Unit Reference
F/502/3278
Level
2
Credit Value
4
Guided Learning
Hours
30
Unit Summary
The aim of this unit is to provide the learner with
the skills to conduct and report on basic survey
work relating to the natural environment (on land
or at sea) for animals. It may involve hands-on
measurement in the field, remote measurement
using sensing equipment (such as aerial
photography), or the collection of samples for
analysis out in the field. The unit also covers
reporting on the findings of the survey carried out
Learning Outcomes
(1 to 3)
The learner will
Assessment Criteria
(1.1 to 3.3)
The learner can
1. Collect and record
field survey data for
animals
1.1 Undertake a field survey for animals
1.2 Select and use survey techniques in
accordance with the survey specification
1.3 Collect primary and secondary data that meets
the requirements of the survey specification
1.4 Record all data legibly, fully and in the format
specified
812
1.5 Take the appropriate prompt action where data
cannot be obtained in accordance with the
specification
2. Be able to work
safely and minimise
environmental
damage
2.1 Work in a way which maintains health and
safety and is consistent with current legislation,
codes of practice and any additional requirements
2.2 Carry out work in a manner which minimises
environmental damage
3. Report on the field
survey for animals
3.1 Produce accurate, legible and complete reports
which contain the necessary supporting data
3.2 Respond to requests for further clarification
and explanation of reports clearly and accurately
3.3 Report within the required timescale and in
accordance with organisational procedure
813
Supporting Unit Information
F/502/3278 Conduct and Report on a Field Survey for Animals - Level 2
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1, LO2 and LO3 are the areas of competence for this unit
Learning Outcome 1. Collect and record field survey data for animals
1.1 Undertake a field survey for animals refer to LO1.2. Survey as
required for client, line-manager, project manager, planning
authority, funding provider.
1.2 Select and use survey techniques in accordance with the
survey specification Identify site and facilities on map (largest scale
available)
Identify stakeholders in the site, e.g. staff and volunteers, visitors
(paying and non-paying), neighbours, managers and owners.
Identify the type of data required from the survey; e.g. primary and
secondary survey data, quantitative data, qualitative data
Identify data to be collected, e.g. identify animal descriptors e.g.
animal species found, age, location in the area, status of the area.
Methods of survey; e.g.
Data from other sources (e.g. complaints, incident reports, other
studies and projects)
814
Direct observation – manual counts, automatic counters, sales figures
(from own sources and other outlets) including number, type and
value of sales,
Informally gathered data (e.g. by visitor discussions with staff and
volunteers), Questionnaires – formal verbal questioning by staff,
volunteers or third parties, written questionnaires (on site, postal,
internet based)
1.3 Collect primary and secondary data that meets the
requirements of the survey specification primary data – e.g.
user surveys and questionnaires. Secondary data e.g. sales data,
previous protected species surveys
1.4 Record all data legibly, fully and in the format specified
recorded by - simple notebooks, plans and maps by hand, using
standard offset and surveying records and reporting forms, maps or
GPS to identify locations, recording on lap-tops, hand-held devices,
photographs
1.5 Take the appropriate prompt action where data cannot be
obtained in accordance with the specification e.g. sampling
methods - check methods are appropriate to survey requirements
and location, make changes if required, discuss with client, line
manager, project manager, consultant. Excessive information to
identify and record - use third party to assist (e.g. consultant,
colleague). Access issues (e.g. ownership, excessive vegetation,
obstructions to access routes, wet or slippery conditions causing
hazard or damage to environment) discuss with landowner or project
manager, clear paths, defer until conditions improve, seek secondary
sources of data.
Learning Outcome 2. Be able to work safely and minimise
environmental damage
2.1 Work in a way which maintains health and safety and is
consistent with current legislation, codes of practice and any
additional requirements risk assessment carried out or studied
and implemented. Work activities carried out consistently with
current legislation; Health and Safety e.g. Management of Health &
Safety at Work Regulations; Wildlife e.g. Wildlife and Countryside Act,
Hedgerow Regulations, Habitats Directive, Codes of Practice e.g.
815
Protecting our Water, Soil and Air; Additional requirements including
site designations (e.g. SSSI, AONB,LNR, National Park), LBAPs, client
regulations, access agreements, stewardship schemes, Environment
Agency notifications e.g. activities affecting watercourses,
groundwater, Environmental Protection Acts covering waste disposal;
e.g. Hazardous Waste Regulations; Duty of care - controlled wastes
2.2 Carry out work in a manner which minimises environmental
damage e.g. damage to access routes and features (fences,
bridges, gates, stiles). Actions - carry out surveys in appropriate
weather conditions (avoid excessively wet conditions, snow or
ice), clear paths and repair features, care during surveying
Damage to vegetation directly as result of surveying and investigation
or indirect damage to vegetation resulting from access to site; Action
– change method or timing of survey, training for field workers,
avoiding use of vehicles.
Disturbance of waterways (ponds, streams) when assessing aquatic
vegetation (e.g. causing siltation) use of boats, dipping and sampling.
Damage to habitats (site of bat roost trees, nesting birds, breeding
animals, vulnerable habitats) work in accordance with local
biodiversity plans, awareness of rare species in area, mark plan to
ensure no disturbance
Minimise risk of fire – avoid all sources of ignition in dry conditions
Learning Outcome 3. Report on the field survey for animals
3.1 Produce accurate, legible and complete reports which contain
the necessary supporting data information presented as
required by client brief, planning authority or funding body e.g.
Illustrated written report (in paper format or electronically), audio
visual presentation
Verbal reports (one to one, within groups) avoid noisy environments,
use of appropriate language and avoid jargon, report is supported by
notes, pictures and examples as required
Written – (e.g. animal survey notes) presented in appropriate format
using pro-forma if available, legible writing, avoid water or wind
damage to records
Reports – are typewritten, use appropriate formats, supported by
photographs, charts, diagrams, additional information as appendices
816
3.2 Respond to requests for further clarification and explanation of
reports clearly and accurately, e.g. further information required by
managers, clients, planning authority, funding provider. Verbal or
written explanation, response to questioning or request for further
information (either immediate or to an agreed time-scale)
3.3 Report within the required timescale and in accordance with
organisational procedure reports are made within the required
timescale and in accordance with organisational procedure e.g.
as required by client, planners, funding body, project manager (by
set date/time, seasonal, periodically(monthly, annual)
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners,
including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
817
It is important that practical assessment activities are supervised
appropriately.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
See ABC website for further information
818
Conduct and Report on a Field Survey for Habitat
Types
Unit Reference
F/502/3281
Level
2
Credit Value
4
Guided Learning
Hours
30
Unit Summary
The aim of this unit is to provide the learner with
the skills to conduct and report on basic survey
work relating to the natural environment for
habitat types (on land or at sea). It may involve
hands-on measurement in the field, remote
measurement using sensing equipment (such as
aerial photography), or the collection of samples
for analysis out in the field. The unit also covers
reporting on the findings of the survey carried out
Learning Outcomes
(1 to 3)
The learner will
Assessment Criteria
(1.1 to 3.3)
The learner can
1. Collect and record
field survey data for
habitat types
1.1 Undertake a field survey for habitat types
1.2 Select and use survey techniques in
accordance with the survey specification
1.3 Collect primary and secondary data that meets
the requirements of the survey specification
1.4 Record all data legibly, fully and in the format
specified
819
1.5 Take the appropriate prompt action where data
cannot be obtained in accordance with the
specification
2. Be able to work
safely and minimise
environmental
damage
2.1 Work in a way which maintains health and
safety and is consistent with current legislation,
codes of practice and any additional requirements
2.2 Carry out work in a manner which minimises
environmental damage
3. Report on the field
survey for habitat
types
3.1 Produce accurate, legible and complete reports
which contain the necessary supporting data
3.2 Respond to requests for further clarification
and explanation of reports clearly and accurately
3.3 Report within the required timescale and in
accordance with organisational procedure
820
Supporting Unit Information
F/502/3281 Conduct and Report on a Field Survey for Habitat Types - Level
2
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1, LO2 and LO3 are the areas of competence for this unit
Learning Outcome 1. Collect and record field survey data for
habitat types
1.1 Undertake a field survey for habitat types (refer to LO1.2).
Survey as required for client, line-manager, project manager, planning
authority, funding provider
1.2 Select and use survey techniques in accordance with the survey
specification e.g.
Identify site on map (largest scale available)
Locate main features of map (e.g. paths, rides, streams, ponds,
boundaries)
Aerial photography (either specifically commissioned or from internet
sources) used to establish broad habitat types within the survey area,
Walk-over survey used to examine all habitats on site, mark on map,
identify with target notes (refer to LO1.3 for content of Target Notes),
link to National Vegetation Classification, assessment of adjacent sites
to establish links to vegetation types
Detailed survey to identify distinct areas within each habitat and
821
detailed habitat description, species within the habitat
(common/typical, rarities, invasive, faunal), identify other features
(e.g. evidence of past management, present threats to habitats or
species)
Example habitat descriptions – Woodlands – information to be gathered
e.g.
Tree species present (conifer, broad-leaf or both, all the same species,
or mixed), age of trees (young, old, or middle-aged, all the same age
or mixed) structure of the woodland (close together or spread apart,
plantation or semi-natural, shady or light, presence of ground flora,
shrub layer and canopy, evidence exists of past management (e.g.
coppice, thinning, restocking, grazing), other features (e.g. rides,
banks, streams, wet areas, dead wood, leaf-litter), evidence of animals
(e.g. squirrel, fox, badger, deer, other mammals, birds, old nests,
potential for bats or great crested newts)
1.3 Collect primary and secondary data that meets the
requirements of the survey specification primary data – survey
map showing locations, size of area/s, date, references to secondary
sources of data, (refer to LO1.2 for details)
Target notes (survey title/date, grid reference, county or Local
Authority area, name of surveyor, conservation and SSSI or other
classification code if appropriate, habitat type and description),
Secondary data e.g. maps and plans of area, aerial photographs,
previous survey data, National Vegetation Survey data (refer to
Handbook for Phase 1 Habitat Survey for details), LBAPs and protected
or notable species, specialist surveys (e.g. habitats for bats or great
crested newts)
1.4 Record all data legibly, fully and in the format specified recorded
by - simple notebooks, target note records and maps by hand using
standardised habitat classification, alphanumeric reference codes and
mapping colour codes, standard monitoring and distribution forms,
reporting forms, maps or GPS to identify locations, recording on lap-
tops, hand-held devices, photographs, video
1.5 Take the appropriate prompt action where data cannot be
obtained in accordance with the specification e.g. access to
secondary data e.g. availability of detailed aerial surveys on internet
seek alternative website or contact colleagues for downloaded maps,
lack of plans and maps refer to line manager or local authority
822
Survey methods - check methods are appropriate to survey
requirements and location, make changes if required, discuss with
client, line manager, project manager, consultant
Excessive information to identify and record - use third party to assist
(e.g. consultant, colleague). Access issues (e.g. ownership, excessive
vegetation, obstructions to access routes, wet or slippery conditions
causing hazard or damage to environment) discuss with landowner or
project manager, clear paths, defer until conditions improve, seek
secondary sources of data.
Learning Outcome 2. Be able to work safely and minimise
environmental damage
2.1 Work in a way which maintains health and safety and is
consistent with current legislation, codes of practice and any
additional requirements risk assessment carried out or studied and
implemented. Work activities carried out consistently with current
legislation; Health and Safety e.g. Management of Health & Safety at
Work Regulations; Wildlife e.g. Wildlife and Countryside Act, Hedgerow
Regulations, Habitats Directive, Codes of Practice e.g. Protecting our
Water, Soil and Air; Additional requirements including site designations
(e.g. SSSI, AONB,LNR, National Park), LBAP’s, client regulations,
access agreements, stewardship schemes, Environment Agency
notifications e.g. activities affecting watercourses, groundwater,
Environmental Protection Acts covering waste disposal; e.g. Hazardous
Waste Regulations; Duty of care - controlled wastes.
2.2 Carry out work in a manner which minimises environmental
damage e.g. damage to access routes and features (fences, bridges,
gates, stiles) Actions - carry out surveys in appropriate weather
conditions (avoid excessively wet conditions, snow or ice), clear paths
and repair features, care during surveying.
Damage to vegetation directly as result of surveying and investigation
or indirect damage to vegetation resulting from access to site; Action –
change method or timing of survey, use of non-destructive assessment
method, training for field workers, avoiding use of vehicles.
Disturbance of waterways (ponds, streams) when assessing aquatic
vegetation (e.g. causing siltation) use of boats, dipping and sampling.
Damage to habitats (site of bat roost trees, nesting birds, breeding
animals, vulnerable habitats) work in accordance with local biodiversity
plans, awareness of rare species in area, mark plan to ensure no
823
disturbance.
Minimise risk of fire – avoid all sources of ignition in dry conditions.
Learning Outcome 3. Report on the field survey for habitat types
3.1 Completed reports are accurate, legible and contain the
necessary supporting data Information presented as required by
client brief, planning authority or funding body e.g. Illustrated written
report (in paper format or electronically), audio visual presentation
Verbal reports (one to one, within groups) avoid noisy environments,
use of appropriate language and avoid jargon, report is supported by
notes, pictures and examples as required,
Written e.g. field survey notes presented in appropriate format using
pro-forma if available, legible writing, avoid water or wind damage to
records
Reports typewritten, use appropriate formats, supported by
photographs, charts, diagrams, additional information as appendices
3.2 Requests for further clarification and explanation of reports are
responded to clearly and accurately e.g. further information
required by managers, clients, planning authority, funding provider.
Verbal or written explanation, response to questioning or request for
further information (either immediate or to an agreed time-scale)
3.3 Reports are made within the required timescale and in
accordance with organisational procedure e.g. as required by
client, planners, funding body, project manager (by set date/time,
seasonal, periodically (monthly, annual)
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes 1, 2 and 3
824
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by conducting and
reporting on a field survey for habitat types under supervision giving
learners the opportunity, first to practice the various tasks involved and then
to be observed competently doing each task to demonstrate achievement of
the assessment criteria.
Prior to, during and after conducting and reporting on a field survey for
habitat types photographs or video could be taken to provide evidence of
progress.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1, 2 and 3 link together and can be
assessed practically by observation or by generation of diverse evidence
including field notes, reports and presentations.
It is important that practical assessment activities are supervised
appropriately.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
825
Observation reports
Field survey reports and summaries
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications National Federation of Biological Recording website http://www.nbn-
nfbr.org.uk/nfbr.php lists all Local / Biological Recording Centres - Useful to find local Biodiversity Action Plans
The Natural England website http://www.naturalengland.org.uk/ and Countryside Council for Wales www.ccw.gov.uk/ have information
about countryside protection schemes and land management for the benefit of wildlife, landscape. Also licences and enforcement
Local Authority websites for Local Planning Authority permissions and LBAP’s
Visit Department for Environment, Food and Rural Affairs website
www.defra.gov.uk or Welsh Assembly Government countryside website www.countryside.wales.gov.uk/ for up to date information
about legislation, codes of practice and consultations in the horticultural / agricultural sectors
826
The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, hazardous waste, water etc
Handbook for Phase 1 Habitat Survey - available to download on www.jncc.gov.uk
NBN – (The National Biodiversity Network) www.nbn.org.uk NBN
gateway to view distribution maps for almost any species in the UK
MAGIC (Multi-Agency Geographic Information for the Countryside)
www.magic.gov.uk/ a ‘web-based interactive map to bring together
geographic information on key environmental schemes and
designations in one place’
National bodies – Most species/taxonomic groups have national
bodies who can provide plentiful advice on species, distribution,
surveys and recording e.g.
o RSPB (http://www.rspb.org/
o BTO (http://www.bto.org/)
o Bat Conservation Trust - http://www.bats.org.uk/
o The Herpetological Conservation Trust - http://herpconstrust.org.uk/
o Butterfly Conservation - http://www.butterfly-conservation.org/
o Botanical Society of the British Isles - http://www.bsbi.org.uk/
o Buglife -www.buglife.org.uk
o The Mammal Society - http://www.abdn.ac.uk/mammal/
The Forestry Commission www.forestry.gov.uk application for licences Harris J.G. and Woolfe Harris M – Plant Identification Terminology
Keble Martin W. The concise British Flora in Colour
Hosking D and Press B – Trees of Britain and Europe
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Managing Habitats for Conservation by William J Sutherland and David
A Hill
BTCV Books on-line http://handbooks.btcv.org.uk/handbooks/index
See ABC website for further information
827
Conduct and Report on a Field Survey for Plants
Unit Reference
A/502/3280
Level
2
Credit Value
4
Guided Learning
Hours
30
Unit Summary
The aim of this unit is to provide the learner with
the skills to conduct and report on basic survey
work relating to the natural environment for plants
(on land or at sea). It may involve hands-on
measurement in the field, remote measurement
using sensing equipment (such as aerial
photography), or the collection of samples for
analysis out in the field. The unit also covers
reporting on the findings of the survey carried out
Learning Outcomes
(1 to 3)
The learner will
Assessment Criteria
(1.1 to 3.3)
The learner can
1. Collect and record
field survey data for
plants
1.1 Undertake a field survey for plants
1.2 Select and use survey techniques in
accordance with the survey specification
1.3 Collect primary and secondary data that meets
the requirements of the survey specification
1.4 Record all data legibly, fully and in the format
specified
828
1.5 Take the appropriate prompt action where data
cannot be obtained in accordance with the
specification
2. Be able to work
safely and minimise
environmental
damage
2.1 Work in a way which maintains health and
safety and is consistent with current legislation,
codes of practice and any additional requirements
2.2 Carry out work in a manner which minimises
environmental damage
3. Report on the field
survey for plants
3.1 Produce accurate, legible and complete reports
which contain the necessary supporting data
3.2 Respond to requests for further clarification
and explanation of reports clearly and accurately
3.3 Report within the required timescale and in
accordance with organisational procedure
829
Supporting Unit Information
A/502/3280 Conduct and Report on a Field Survey for Plants - Level 2
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1, LO2 and LO3 are the areas of competence for this unit
Learning Outcome 1. Collect and record field survey data for plants
1.1 Undertake a field survey for plants (refer to LO1.2) survey as
required for client, line-manager, project manager, planning authority,
funding provider.
1.2 Select and use survey techniques in accordance with the survey
specification e.g.
Walk-over survey used to determine broad variations in the vegetation,
for initial phase of survey, or to record changes over time,
Quadrats for sampling randomised by throwing or by grid survey
(setting up a numbered grid and sampling squares selected at
random)
Line transect (e.g. by stretching a rope or tape across the area) to
identify species present along the line,
Belt transect used to identify and quantify species (relative or
absolute),
Stratified sampling identifying variations in the area, allows separate
assessment to be made of distinct areas of variation
Aerial photography (either specifically commissioned or from internet
830
sources) used to establish broad habitat types with the survey area
Assessment of adjacent sites to establish links to other vegetation
types.
1.3 Collect primary and secondary data that meets the
requirements of the survey specification primary data – species
presents, numbers presents (relative or absolute), age profile of plants.
Secondary data e.g. Previous survey data, National Vegetation Survey
data, LBAPs and protected or notable species, specialist surveys (e.g.
habitats for bats or great crested newts)
1.4 Record all data legibly, fully and in the format specified recorded
by - simple notebooks, target note records and maps by hand using
standardised habitat classification, alphanumeric reference codes and
mapping colour codes, standard monitoring and distribution forms,
reporting forms, maps or GPS to identify locations, recording on lap-
tops, hand-held devices, photographs, video
1.5 Take the appropriate prompt action where data cannot be
obtained in accordance with the specification e.g. sampling
methods - check methods are appropriate to survey requirements and
location, make changes if required, discuss with client, line manager,
project manager, consultant. Excessive information to identify and
record - use third party to assist (e.g. consultant, colleague).
Access issues (e.g. ownership, excessive vegetation, obstructions to
access routes, wet or slippery conditions causing hazard or damage to
environment) discuss with landowner or project manager, clear paths,
defer until conditions improve, seek secondary sources of data.
Learning Outcome 2. Be able to work safely and minimise
environmental damage
2.1 Work in a way which maintains health and safety and is
consistent with current legislation, codes of practice and any
additional requirements risk assessment carried out or studied and
implemented. Work activities carried out consistently with current
legislation; Health and Safety e.g. Management of Health & Safety at
Work Regulations; Wildlife e.g. Wildlife and Countryside Act, Hedgerow
Regulations, Habitats Directive, Codes of Practice e.g. Protecting our
Water, Soil and Air; Additional requirements including site designations
(e.g. SSSI, AONB,LNR, National Park), LBAP’s, client regulations,
831
access agreements, stewardship schemes. Environment Agency
notifications e.g. activities affecting watercourses, groundwater,
Environmental Protection Acts covering waste disposal; e.g. Hazardous
Waste Regulations; Duty of care - controlled wastes
2.2 Carry out work in a manner which minimises environmental
damage e.g. damage to access routes and features (fences, bridges,
gates, stiles) Actions - carry out surveys in appropriate weather
conditions (avoid excessively wet conditions, snow or ice), clear paths
and repair features, care during surveying
Damage to vegetation directly as result of surveying and investigation
or indirect damage to vegetation resulting from access to site; Action –
change method or timing of survey, use of non-destructive assessment
method, training for field workers, avoiding use of vehicles
Disturbance of waterways (ponds, streams) when assessing aquatic
vegetation (e.g. causing siltation) use of boats, dipping and sampling.
Damage to habitats (site of bat roost trees, nesting birds, breeding
animals, vulnerable habitats) work in accordance with local biodiversity
plans, awareness of rare species in area, mark plan to ensure no
disturbance
Minimise risk of fire – avoid all sources of ignition in dry conditions
Learning Outcome 3. Report on the field survey for plants
3.1 Completed reports are accurate, legible and contain the
necessary supporting data Information presented as required by
client brief, planning authority or funding body e.g. Illustrated written
report (in paper format or electronically), audio visual presentation
Verbal reports (one to one, within groups) avoid noisy environments,
use of appropriate language and avoid jargon, report is supported by
notes, pictures and examples as required. Written – (e.g. field survey
notes) presented in appropriate format using pro-forma if available,
legible writing, avoid water or wind damage to records. Reports – are
typewritten, use appropriate formats, supported by photographs,
charts, diagrams, additional information as appendices
3.2 Requests for further clarification and explanation of reports are
responded to clearly and accurately, e.g. further information
required by managers, clients, planning authority, funding provider.
Verbal or written explanation, response to questioning or request for
further information (either immediate or to an agreed time-scale)
832
3.3 Reports are made within the required timescale and in
accordance with organisational procedure e.g. as required by
client, planners, funding body, project manager (by set date/time,
seasonal, periodically(monthly, annual)
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes 1, 2 and 3
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by conducting and
reporting on a field survey for plants under supervision giving learners the
opportunity, first to practice the various tasks involved and then to be
observed competently doing each task to demonstrate achievement of the
assessment criteria.
Prior to, during and after conducting and reporting on a field survey for
plants photographs or video could be taken to provide evidence of progress.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1, 2 and 3 link together and can be
assessed practically by observation or by generation of diverse evidence
including field notes, reports and presentations.
833
It is important that practical assessment activities are supervised
appropriately.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Field survey reports and summaries
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
National Federation of Biological Recording website http://www.nbn-nfbr.org.uk/nfbr.php lists all Local / Biological Recording Centres -
Useful to find local Biodiversity Action Plans The Natural England website http://www.naturalengland.org.uk/ and
Countryside Council for Wales www.ccw.gov.uk/ have information
834
about countryside protection schemes and land management for the
benefit of wildlife, landscape. Also licences and enforcement Local Authority websites for Local Planning Authority permissions and
LBAP’s Visit Department for Environment, Food and Rural Affairs website
www.defra.gov.uk or Welsh Assembly Government countryside website www.countryside.wales.gov.uk/ for up to date information
about legislation, codes of practice and consultations in the horticultural / agricultural sectors
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc Handbook for Phase 1 Habitat Survey - available to download on
www.jncc.gov.uk NBN – (The National Biodiversity Network) www.nbn.org.uk NBN
gateway to view distribution maps for almost any species in the UK
MAGIC (Multi-Agency Geographic Information for the Countryside)
www.magic.gov.uk/ a ‘web-based interactive map to bring together
geographic information on key environmental schemes and
designations in one place’
National bodies – Most species/taxonomic groups have national bodies
who can provide plentiful advice on species, distribution, surveys and
recording e.g.
RSPB (http://www.rspb.org/
BTO (http://www.bto.org/)
Bat Conservation Trust - http://www.bats.org.uk/
The Herpetological Conservation Trust - http://herpconstrust.org.uk/
Butterfly Conservation - http://www.butterfly-conservation.org/
Botanical Society of the British Isles - http://www.bsbi.org.uk/
Buglife -www.buglife.org.uk
The Mammal Society - http://www.abdn.ac.uk/mammal/
The Forestry Commission www.forestry.gov.uk application for licences
Harris J.G. and Woolfe Harris M – Plant Identification Terminology
Keble Martin W. The concise British Flora in Colour
Hosking D and Press B – Trees of Britain and Europe
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Managing Habitats for Conservation by William J Sutherland and David
A Hill
BTCV Books on-line http://handbooks.btcv.org.uk/handbooks/index
See ABC website for further information
835
Conduct and Report on a Field Survey for Access
Networks
Unit Reference
J/502/3279
Level
2
Credit Value
4
Guided Learning
Hours
30
Unit Summary
The aim of this unit is to provide the learner with
the skills to conduct and report on basic survey
work relating to the natural environment for access
networks (on land or at sea). It may involve
hands-on measurement in the field, remote
measurement using sensing equipment (such as
aerial photography), or the collection of samples
for analysis out in the field. The unit also covers
reporting on the findings of the survey carried out
Learning Outcomes
(1 to 3)
The learner will
Assessment Criteria
(1.1 to 3.3)
The learner can
1. Collect and record
field survey data for
access networks
1.1 Undertake a field survey for access networks
1.2 Select and use survey techniques in
accordance with the survey specification
1.3 Collect primary and secondary data that meets
the requirements of the survey specification
1.4 Record all data legibly, fully and in the format
specified
836
1.5 Take the appropriate prompt action where data
cannot be obtained in accordance with the
specification
2. Be able to work
safely and minimise
environmental
damage
2.1 Work in a way which maintains health and
safety and is consistent with current legislation,
codes of practice and any additional requirements
2.2 Carry out work in a manner which minimises
environmental damage
3. Report on the field
survey for access
networks
3.1 Produce accurate, legible and complete reports
which contain the necessary supporting data
3.2 Respond to requests for further clarification
and explanation of reports clearly and accurately
3.3 Report within the required timescale and in
accordance with organisational procedure
837
Supporting Unit Information
J/502/3279 Conduct and Report on a Field Survey for Access Networks -
Level 2
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1, LO2 and LO3 are the areas of competence for this unit
Learning Outcome 1. Collect and record field survey data for access
networks
1.1 Undertake a field survey for access networks (refer to LO1.2)
Survey as required for client, line-manager, project manager, planning
authority, funding provider.
1.2 Select and use survey techniques in accordance with the
survey specification e.g.
Identify site on map (largest scale available)
Identify access routes within the area - locate main features of map
(e.g. paths, rides, streams, ponds, boundaries), use of aerial
photography (either specifically commissioned or from internet sources)
to establish network
Identify legal status of routes (e.g. public highway, BOAT, RUPP,
Permissive Path, Long-distance path, private road or track), identify
other designations that impact on the network (e.g. SSSI, National
Park, Conservation Area, AONB, Land Stewardship Scheme)
Initial survey used to locate and examine all access networks on site,
838
mark on map, identify variations from existing maps and plans, survey
extended to identify destination of routes from the site, identify
features on the access routes (e.g. gates, stiles, bridges, walkways,
steps)
Observation or survey to establish levels and types of usage and
perceived problems (e.g. blocked paths, poor drainage, overgrown
areas)
Detailed survey to establish condition and fitness for purpose of access
routes on the site e.g. All routes – is the surface suitable for purpose
and in good condition, does vegetation (e.g. crops, grass and herbage,
overgrowing trees, brambles, bracken, heather) impede the route either
at time of survey or potentially in periods of rapid growth, is signage in
place (legal, warning, advisory, directional, information and education),
availability and condition of other features (e.g. seats, shelters, barriers
to prohibited traffic, safety railings), boundaries alongside routes e.g.
are fences stock-proof, does the fence or hedge represent a hazard
(barbed wire, loose posts), streams and ditches – are edges firm, are
they well maintained to minimise flood risk, livestock – are they
separated from the route by hedges or fences, do they pose threat to
users, usage – is there evidence of inappropriate use (e.g. by vehicles
on footpaths or bridleways, cycles on footpaths), presence of protected
or notable species, specialist surveys (e.g. habitats for bats or great
crested newts)
Paths – is type and condition of surface (including walkways) suitable
for pedestrians, wheelchairs, persons with limited mobility or sight,
suitability of features for purpose (e.g. are paths, gates and bridges
wide enough, do stiles impede access, do walkways have non-slip
surfaces, are steps serviceable, is there an alternative route without
steps or steep slopes)
Rides, bridle ways – are surfaces or drainage damaged by traffic, are
gates able to be open from horseback, is there adequate headroom, is
there separate route for other traffic (e.g. cycles, pedestrians)
Roads, tracks, RUPPs, BOATs – is there sufficient width to allow vehicles
to safely pass other users (e.g. pedestrians, cycles, horses), does level
of usage by vehicles pose hazard to other users
1.3 Collect primary and secondary data that meets the
requirements of the survey specification (refer to LO1.2 for details)
primary data – e.g. survey data, references to secondary sources of
data, user surveys and questionnaires. Secondary data e.g. maps and
839
plans of area, aerial photographs, previous survey data, information on
designations and legal status
1.4 Record all data legibly, fully and in the format specified
recorded by - simple notebooks, records and maps by hand,
alphanumeric reference codes and mapping colour codes, standard
monitoring and reporting forms, maps or GPS to identify locations,
recording on lap-tops, hand-held devices, photographs, video
1.5 Take the appropriate prompt action where data cannot be
obtained in accordance with the specification e.g. access to
secondary data e.g. availability of detailed aerial surveys on internet
seek alternative website or contact colleagues for downloaded maps,
lack of plans and maps refer to line manager or local authority
Survey methods - check methods are appropriate to survey
requirements and location, make changes if required, discuss with
client, line manager, project manager, consultant
Excessive information to identify and record - use third party to assist
(e.g. consultant, colleague). Access issues (e.g. ownership, excessive
vegetation, obstructions to access routes, wet or slippery conditions
causing hazard or damage to environment) discuss with landowner or
project manager, clear paths, defer until conditions improve, seek
secondary sources of data.
Learning Outcome 2. Be able to work safely and minimise
environmental damage
2.1 Work in a way which maintains health and safety and is
consistent with current legislation, codes of practice and any
additional requirements risk assessment carried out or studied and
implemented. Work activities carried out consistently with current
legislation; Health and Safety e.g. Management of Health & Safety at
Work Regulations; Wildlife e.g. Wildlife and Countryside Act, Hedgerow
Regulations, Habitats Directive, Codes of Practice e.g. Protecting our
Water, Soil and Air; Additional requirements including site designations
(e.g. SSSI, AONB,LNR, National Park), Highways Acts (various years),
client regulations, access agreements, stewardship schemes,
Environment Agency notifications e.g. activities affecting watercourses,
groundwater, Environmental Protection Acts covering waste disposal;
e.g. Hazardous Waste Regulations; Duty of care - controlled wastes
840
2.2 Carry out work in a manner which minimises environmental
damage e.g. damage to access routes and features (fences, bridges,
gates, stiles) Actions - carry out surveys in appropriate weather
conditions (avoid excessively wet conditions, snow or ice), clear paths
and repair features, care during surveying
Damage to vegetation indirectly as result of surveying and investigation
or from access to site; Action – change method or timing of survey,
training for field workers, avoiding use of vehicles including disturbance
of waterways (ponds, streams)
Damage to habitats (site of bat roost trees, nesting birds, breeding
animals, vulnerable habitats) work in accordance with local biodiversity
plans, awareness of rare species in area, mark plan to ensure no
disturbance
Minimise risk of fire – avoid all sources of ignition in dry conditions
Learning Outcome 3. Report on the field survey for access
networks
3.1 Produce accurate, legible and complete reports which contain
the necessary supporting data completed reports are accurate,
legible and contain the necessary supporting data. Information
presented as required by client brief, planning authority or funding
body e.g. Illustrated written report (in paper format or electronically),
audio visual presentation. Verbal reports (one to one, within groups)
avoid noisy environments, use of appropriate language and avoid
jargon, report is supported by notes, pictures and examples as
required. Written (e.g. field survey notes) presented in appropriate
format using pro-forma if available, legible writing, avoid water or wind
damage to records
Reports – are typewritten, use appropriate formats, supported by
photographs, charts, diagrams, additional information as appendices.
3.2 Respond to requests for further clarification and explanation of
reports clearly and accurately requests for further clarification and
explanation of reports are responded to clearly and accurately e.g.
further information required by managers, clients, planning authority,
funding provider. Verbal or written explanation, response to
questioning or request for further information (either immediate or to
an agreed time-scale).
841
3.3 Report within the required timescale and in accordance with
organisational procedure reports are made within the required
timescale and in accordance with organisational procedure e.g. as
required by client, planners, funding body, project manager (by set
date/time, seasonal, periodically (monthly, annual)
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes 1, 2 and 3
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by conducting and
reporting on a field survey for access networks under supervision giving
learners the opportunity, first to practice the various tasks involved and then
to be observed competently doing each task to demonstrate achievement of
the assessment criteria.
Prior to, during and after conducting and reporting on a field survey for
access networks photographs or video could be taken to provide evidence of
progress.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1, 2 and 3 link together and can be
842
assessed practically by observation or by generation of diverse evidence
including field notes, reports and presentations.
It is important that practical assessment activities are supervised
appropriately.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Field survey reports and summaries
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
843
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
National Federation of Biological Recording website http://www.nbn-nfbr.org.uk/nfbr.php lists all Local / Biological Recording Centres - Useful
to find local Biodiversity Action Plans The Natural England website http://www.naturalengland.org.uk/ and
Countryside Council for Wales www.ccw.gov.uk/ have information about countryside protection schemes and land management for the benefit of
wildlife, landscape. Also licences and enforcement Local Authority websites for Local Planning Authority permissions and
LBAP’s Visit Department for Environment, Food and Rural Affairs website
www.defra.gov.uk or Welsh Assembly Government countryside website
www.countryside.wales.gov.uk/ for up to date information about legislation, codes of practice and consultations in the horticultural /
agricultural sectors The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, hazardous waste, water etc
Handbook for Phase 1 Habitat Survey - available to download on www.jncc.gov.uk
NBN – (The National Biodiversity Network) www.nbn.org.uk NBN
gateway to view distribution maps for almost any species in the UK
MAGIC (Multi-Agency Geographic Information for the Countryside)
www.magic.gov.uk/ a ‘web-based interactive map to bring together
geographic information on key environmental schemes and designations
in one place’
National bodies – Most species/taxonomic groups have national bodies
who can provide plentiful advice on species, distribution, surveys and
recording e.g
o RSPB (http://www.rspb.org/
o BTO (http://www.bto.org/)
o Bat Conservation Trust - http://www.bats.org.uk/
o The Herpetological Conservation Trust - http://herpconstrust.org.uk/
o Butterfly Conservation - http://www.butterfly-conservation.org/
o Botanical Society of the British Isles - http://www.bsbi.org.uk/
o Buglife - www.buglife.org.uk
o The Mammal Society - http://www.abdn.ac.uk/mammal/
844
o The Forestry Commission www.forestry.gov.uk application for
licences Harris J.G. and Woolfe Harris M – Plant Identification Terminology
Keble Martin W. The concise British Flora in Colour
Hosking D and Press B – Trees of Britain and Europe
The Code of Practice - Protecting our Water, Soil and Air has a useful list
of references in Section 9
Managing Habitats for Conservation by William J Sutherland and David A
Hill
BTCV Books on-line http://handbooks.btcv.org.uk/handbooks/index
See ABC website for further information
845
Exhume Coffins and Remains
Unit Reference
Y/502/0483
Level
2
Credit Value
4
Guided Learning
Hours
30
Unit Summary
This unit will provide the skills and knowledge
required for preparing and assisting with
exhumations
Learning Outcomes
(1 to 6)
The learner will
Assessment Criteria
(1.1 to 6.3)
The learner can
1. Be able to carry
out exhumations of
coffins and remains
1.1 Locate the required grave, screen and cover
the site effectively
1.2 Probe carefully to locate the coffin and in a
manner which minimises damage to the coffin and
its contents
1.3 Dig to within the specified distance from the
coffin
1.4 Lime the soil and contaminated areas
thoroughly and effectively and continue to do so
throughout the operation
1.5 Clear soil around the coffin leaving sufficient
room for safe and effective access
846
1.6 Place lifting aids correctly and lift in a manner
which minimises the damage to the coffin and
contents
1.7 Handle the coffin following initial lift in a
manner which is appropriate to soil and coffin
conditions
1.8 Place coffin and contents in a suitable
container
1.9 Restore the grave site tidily and safely
1.10 Show care and respect for the deceased
throughout the operation
2. Be able to select,
use and maintain
equipment to exhume
coffins and remains
2.1 Select appropriate equipment for this area of
work
2.2 Use equipment according to instructions
2.3 Prepare, maintain and store equipment in a
safe and effective working condition
3. Be able to work
safely and minimise
environmental
damage
3.1 Work in a way which maintains health and
safety and is consistent with current legislation,
codes of practice and any additional requirements
3.2 Carry out work in a manner which minimises
environmental damage
3.3 Dispose of waste safely and correctly
4. Know how to
exhume coffins and
remains
4.1 Describe why thorough preparation for
exhumations is important
4.2 State how to locate the correct grave, coffin
and remains
847
4.3 Describe how to screen and cover the site from
public view and why it is important
4.4 Explain why it is important to probe in a way
which minimises damage to the coffin and remains
4.5 Describe how to lime and disinfect
contaminated areas at the end of the operation
and why this is important
4.6 State how much room is required around the
coffin for safe and effective access
4.7 Describe how to place lifting aids and lift the
coffin in a way which minimises damage
4.8 Describe how to handle coffin following initial
lift according to the soil and coffin conditions in the
range
5. Know the types of
equipment and
materials required
and how to maintain
them
5.1 Describe the equipment and materials which
will be necessary to exhume coffins and remains
including
Probing
Measuring
Digging
Safety
Protective clothing
Shell, coffin or suitable container
Shoring
Breathing equipment
Disinfectant
Lime
Vegetable charcoal
5.2 Describe methods of maintaining the
equipment ready for use
848
6. Know the current
health and safety
legislation and
environmental good
practice.
6.1 Outline the current health and safety
legislation, codes of practice and any additional
requirements, which apply to this area of work
6.2 Describe how environmental damage can be
minimised
6.3 Describe the correct methods for disposing of
organic and inorganic waste
849
Supporting Unit Information
Y/502/0483 Exhume Coffins and Remains - Level 2
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
ABC will provide specialist support for providers wishing to use this unit in
order to develop and agree customised delivery and assessment regimes
that maximise access and opportunities for the target learners and
employers in this sub-sector and ensure that all aspects of content, delivery
and assessment are fit for purpose and promote best practice in the sector.
Teaching Strategies And Learning Activities.
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners, including
those with identified special needs, including learning difficulties/disabilities,
should be considered and appropriate support mechanisms put in place.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
It is important that practical assessment activities are supervised
appropriately.
850
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory lists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
All evidence must be clearly signposted and made available for the external
moderator upon request.
851
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
See ABC website for further information
852
Work With Children and Young People during
Environmental Activities
Unit Reference
J/502/3282
Level
2
Credit Value
3
Guided Learning
Hours
23
Unit Summary
The aim of this unit is to provide the learner with
the knowledge and skills required to work with
children and young people. It includes establishing
and maintaining a healthy, safe and secure
environment.
The term ‘children and young people’ refers to all
children and young people of school age
Learning Outcomes
(1 to 4)
The learner will
Assessment Criteria
(1.1 to 4.2)
The learner can
1. Be able to
establish and
maintain a healthy,
safe and secure
environment for
children and young
people
1.1 Check all areas where children and young
people will be present and identify and record
hazards
1.2 Take action to eliminate or reduce hazards
where dangerous situations or hazards arise
1.3 Explain safety rules to children and young
people clearly and in a manner appropriate to their
level of understanding
1.4 Encourage children and young people to be
aware of their own and others safety
853
1.5 Work with others to maintain the agreed levels
of supervision at all times
1.6 Follow agreed procedures for the collection of
children and young people and not hand over any
children without authorisation
1.7 Take the appropriate action in cases where
they have concerns over the welfare of children
and young people in their care
2. Be able to work
with and protect
children and young
people during
environmental
activities
2.1 Work with children and young people indoors
and outdoors in a calm and relaxed manner to
promote their understanding and self confidence
3. Know how to
establish and
maintain a healthy,
safe and secure
environment for
children and young
people
3.1 Explain the implications on their work of
relevant legislation and sector, organisational and
statutory codes of practice
3.2 Describe how to identify potentially dangerous
situations or hazards
3.3 Describe the action required in cases where
potentially dangerous situations or hazards have
been identified
3.4 Outline the necessary safety rules and
procedures, and how to explain them to children in
a manner appropriate to their level of
understanding
3.5 Describe how to promote understanding and
self-confidence in children and young people
854
3.6 Outline the agreed levels of supervision
appropriate for the activity
3.7 Explain the importance of procedures for the
collection of children and young people
3.8 Explain the action to take where they are
concerned about the welfare of a child or young
person in their care, including the procedures for
dealing with suspected child abuse covering
Referral of concerns to the line manager
and
Referral of concerns to specialists outside
the organisation
4. Understand the
implications of
working with children
during environmental
activities.
4.1 Explain the importance of maintaining a calm
and relaxed manner when working with children
and young people
4.2 Describe how to work with children and young
people
Indoors
Outdoors
855
Supporting Unit Information
J/502/3282 Work with Children and Young People during Environmental
Activities – Level 3
Indicative Content
Note 1 – Cross references are first to the Learning Outcome (LO) e.g.) LO1
and then to Assessment Criteria number listed e.g. LO1.3
Note 2 – Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive.
LO1 and LO2 are the key areas of competence for this unit.
Learning Outcome 1. Be able to establish and maintain
a healthy, safe and secure environment for children and young
people
1.1 Check all areas where children and young people will be present
and identify and record hazards Carry out risk assessments on both
indoor and outdoor areas and record and move hazards out of activity
areas. If hazards cannot be removed then cordon off potential danger
areas away from activities.
1.2 Take action to eliminate or
reduce hazards where dangerous situations or hazards arise
After carrying out a risk assessment, identify all of the hazards and
remove where possible or move activities to an area where the level of
risk for all hazards is reduced. Risk assess certain groups or individuals
if needed to bring the level of risk down to an acceptable level. Tape
off areas and restrict access to higher risk areas and inform all
teachers, teaching assistants and children involved in the activity.
1.3 Explain safety rules to children and young people clearly and in
a manner appropriate to their level of understanding Safety rules
to come from risk assessment and be told to children in simple
language that they understand with constant reminders throughout the
activity where necessary. Use posters and warning signs to emphasize
the importance of safety and ensure that teachers and teaching
856
assistants reinforce the safety rules in a suitable method for the age
group of the children involved.
1.4 Encourage children and young people to be aware of
their own and others safety Create an interesting safety activity for
children where they have to look out for the welfare of themselves and
others and there are incentives for being safe during environmental
activities. Work with teachers and teaching assistants to work with the
children to make signs and posters on safety before the environmental
activity takes place.
1.5 Work with others to maintain the agreed
levels of supervision at all times Plan and agree activities with
safety and supervision rules firmly in place to include collection of
children, getting to and from the work area outside and the activities
that will take place including use of tools and materials. Ensure that
teachers and teaching assistants are available for all activities and the
ratio of children to members of staff is suitable as identified in the
activity risk assessment.
1.6 Follow agreed procedures for the collection of children
and young people and not hand over any children
without authorisation Registers to be taken and contact details of all
children doing activities off site to be recorded with a copy left at the
school before leaving to undertake an activity off site. All staff and
helpers must be approved and cleared with an enhanced CRB check
before children are released into their care.
1.7 Take the appropriate action in cases where they
have concerns over the welfare of children and young people
in their care Stop any activity if there is a risk to any child or remove
a child from the activity if they are unwell. Protect young people by
ensuring that unauthorised persons do not have access to activities
where young people are involved. Ensure that all children are
supervised properly and cannot wander off into dangerous situations.
Refer to line manager if any form of abuse is suspected so that it can
be investigated and then if necessary the Police or Social Services can
be informed where there is evidence of abuse.
Learning Outcome 2. Be able to work with and protect children
and young people during environmental activities
857
2.1 Work with children and young people indoors and outdoors in a
calm and relaxed manner to promote their understanding and
self-confidence: Ensure that children start off with simple interesting
tasks that they are capable of, potentially working in small groups
where they can help and encourage each other while gaining
confidence so that more difficult tasks can be achieved later on. Plan
tasks that are enjoyable and achievable and that can be carried out
successfully indoors or out depending on the weather conditions. All
tasks must have adequate space either inside or outside for safety
reasons. Indoor Task Creating posters and making signs for the
activity to keep each other safe and promote understanding of the
outdoor task to be carried out such as making simple nesting boxes.
Outdoor Task Making simple nesting boxes outside to include how to
use the tools involved such as hand saws, hammer and nails as well as
a step by step guide of how to complete the task correctly and safely
LO3 and LO4 are the key areas of Knowledge for this unit
Learning Outcome 3. Know how to establish
and maintain a healthy, safe and secure environment for
children and young people
3.1 Explain the implications on
their work of relevant legislation and sector, organisational and
statutory codes of practice: All practical tasks are covered by the
regulations of the Health and Safety at Work Act covering safe working
practices including Manual Handling and the Environmental Protection
Act and COSHH to protect the environment during practical activities
outdoors. The protection of children and young people is covered by
the Public Interest Disclosure Act, the Disability Discrimination Act,
Equal Opportunities and the Protection of children Act
3.2 Describe how to identify potentially dangerous situations
or hazards: See LO1.1 for details
3.3 Describe the action required in cases where
potentially dangerous situations or hazards have been
identified: See LO1.2 for details.
858
3.4 Outline the necessary safety rules and procedures, and how
to explain them to children in a manner appropriate to their
level of understanding: See LO1.3 and LO1.4 for details.
3.5 Describe how to promote understanding and self-confidence
in children and young people: See LO2.1 for details.
3.6 Outline the agreed levels of supervision appropriate
for the activity: See LO1.5 for details.
3.7 Explain the importance of procedures for the collection of
children and young people: See LO1.6 for details.
3.8 Explain the action to take where they are concerned about the
welfare of a child or young person in their care, including the
procedures for dealing with suspected child abuse covering:
referral of concerns to the line manager Any suspected forms of
abuse in whatever form (Physical, sexual, Psychological/Emotional,
financial, neglect, discrimination) must be reported in confidence to
the relevant line manager under the confidential reporting (Whistle-
blowing) policy) making sure that the affected person is safe, so that
the concerns can be investigated whether the abuse is by another
child, a staff member or a person external to the organisation. All
records of conversations must be recorded, dated and signed and
passed to the line manager. Preserve any items of evidence and do
not wash the person unless it is for first aid purposes. See LO1.7 for
details.
referral of concerns to specialists outside the organisation
The manager of the organisation must conduct a thorough
investigation to gather evidence if a case is reported and ensure that
the person affected by the abuse is safe and that people suspected of
abuse must be suspended pending further enquiries. All staff and
witnesses must be interviewed in confidence and written and physical
evidence judged impartially. If there is clear evidence of abuse then
the Police, Social Services and the Care Quality Commission should
be informed. See LO1.7 for details.
Learning Outcome 4. Understand the implications
of working with children during environmental activities
859
4.1 Explain the importance of maintaining
a calm and relaxed manner when working with children
and young people: See LO2.1 for details.
4.2 Describe how to work with children and young people
indoors
outdoors
See LO2.1 for details.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners,
including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
Learning Outcomes 1, and 2
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised practical
environmental activities where children or young people are involved giving
learners the opportunity, first to practice the various tasks involved and then
to be observed correctly doing each task to demonstrate achievement of the
assessment criteria. Prior to, during and after completion of construction
work photographs or video could be taken to provide evidence of progress.
Learning Outcomes 3 and 4
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of running
environmental activities for children and young people and witness
testimony, answering oral or written questions, assignments or internet
research cross referenced to the knowledge evidence
Learners who have not yet completed the necessary training or
certification to use machinery, equipment and materials must be
supervised by a suitably qualified person.
Methods Of Assessment
860
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1 and 2 link together and
competence can be assessed practically by observation or by generation of
diverse evidence. These could also link to Learning Outcomes 3 and 4 to
allow knowledge evidence to be gathered during the practical activities.
It is important that practical assessment activities are supervised
appropriately.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include some of the following
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes/diaries/reflective accounts
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
861
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Tool / equipment inventory and safety checklists / maintenance
schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
It is important that practical assessment activities are supervised
appropriately.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and
legal publications The Department for Environment, Food and Rural Affairs website
http://www.defra.gov.uk/ has up to date information about legislation, codes of practice and consultations in the horticultural / agricultural
sectors. The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, hazardous waste, water etc
The website http://www.netregs.gov.uk/ provides helpful guidance about environmental regulations.
The website www.hmso.gov.uk/acts/acts1998/19980023.htm provides helpful guidance on the public interest disclosure act.
The website www.opsi.gov.uk/acts/acts1995/ukpga_19950050_en_1 provides guidance on the disability discrimination act.
862
The website www.opsi.gov.uk/acts/acts2004/ukpga_20040015_en_1
provides useful guidance for carers about Equal opportunities. The website www.opsi.gov.uk/acts/acts1999/ukpga_19990014_en_1 -
provides useful information on the protection of children act. The website www.cqc.org.uk/ provides useful information on the care
quality commission.
See ABC website for further information
863
Deal With Accidents and Emergencies Involving
Children and Young People during Environmental
Activities
Unit Reference
L/502/3283
Level
2
Credit Value
4
Guided Learning
Hours
30
Unit Summary
The aim of this unit is to provide the learner with
the knowledge and skills required to deal with
accidents and emergencies whilst working with
children and young people
The term ‘children and young people’ refers to all
children and young people of school age
Accidents and emergencies can include injuries,
signs of illness and other emergencies
Learning Outcomes
(1 to 2)
The learner will
Assessment Criteria
(1.1 to 2.8)
The learner can
1. Be able to deal
with accidents and
emergencies whilst
working with children
and young people
during environmental
activities
1.1 Promptly assess the severity of an accident or
emergency including:
Minor accidents or emergencies;
Major accidents or emergencies; to
determine whether first aid or medical
attention is required
1.2 Promptly and calmly carry out the appropriate
procedures for dealing with accidents and
emergencies including
864
Minor accidents or emergencies
Major accidents or emergencies
1.3 Maintain suitable standards of hygiene when
dealing with accidents and emergencies including
and, where relevant, taking action to protect
themselves and others from risk
1.4 Offer comfort and reassurance to the children,
young people and others throughout
1.5 Follow the correct procedures for recording
and reporting accidents and emergencies
2. Know how to deal
with accidents and
emergencies when
working with children
and young people
during environmental
activities
2.1 Explain the implications on their work of
sector, organisational and statutory codes of
practice for dealing with accidents and
emergencies
2.2 Outline procedures for dealing with accidents
and emergencies, and the importance of adhering
to them
2.3 Describe how to assess the severity of
accidents and emergencies and determine the
action required
2.4 Describe basic first aid procedures
2.5 Explain the importance of maintaining suitable
levels of hygiene, and ways of protecting
themselves and others from infection and harm
2.6 Describe how to recognise and cope with
emotional reactions to accidents or emergencies
2.7 Explain the importance of following the correct
procedures for recording and reporting accidents
and emergencies
865
2.8 Outline the procedures and responsibilities for
conveying information to parents or guardians
866
Supporting Unit Information
L/502/3283 Deal with Accidents and Emergencies Involving Children and
Young People during Environmental Activities – Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to set
the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g.) LO1
and then to Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for assessment
criteria but are by no means exclusive
LO1, is the key area of Competence for this unit
Learning Outcome 1. Be able to deal with accidents and
emergencies whilst working with children and young people during
environmental activities
1.1 Promptly assess the severity of an accident or emergency
including
Minor accidents or emergencies risk assess area where the accident
has taken place and remove any hazards. Assess the extent of the
minor injury by establishing what happened from witnesses and by
talking to and visually assessing the casualty by doing a top to toe
survey before calling an appointed First Aid person to treatment
casualties for minor injuries and shock.
Major accidents or emergencies risk assess area where the accident
has taken place and remove any hazards. Assess the extent of the
major injuries by asking witnesses what happened and then prioritising
casualties firstly with those who are unresponsive by shaking their
shoulders and shouting/sending for help and then clearing and opening
the airway and check for breathing. Do a top to toe survey on each
casualty to check for bleeding and broken bones. Once the unresponsive
867
casualties have been dealt with, deal with the conscious casualties but
do not give First Aid treatment unless you are a qualified First Aid
person.
To determine whether first aid or medical attention is required if
casualties do not respond after shouting and shaking their shoulders,
send for help but do not leave the casualty. Assess the other injuries if
all casualties are conscious and consult a trained First Aid person.
Important to keep the casualty warm to help in the treatment of shock.
1.2 Promptly and calmly carry out the appropriate procedures for
dealing with accidents and emergencies including
Minor accidents or emergencies after initial assessment (See LO1.1
for details) apply firm pressure to stop any bleeding and then consult a
First Aid person who will give the necessary treatment followed by
recording all of the details on an accident report form. Major accidents
or emergencies after initial assessment (See LO1.1 for details) those
casualties not breathing normally to be given 5 initial rescue breaths
followed by 30 chest compressions and two rescue breaths until
casualty is breathing normally. Put casualties in the recovery position
to maintain an open airway unless they have a spinal injury. Once all
casualties are breathing normally First Aid persons should then deal
with other injuries in order of priority. Record all major accidents on an
accident report form and a RIDDOR form.
1.3 Maintain suitable standards of hygiene when dealing with
accidents and emergencies including and, where relevant,
taking action to protect themselves and others from risk all First
Aid persons to wear surgical rubber gloves before treating casualties
especially when cleaning wounds, applying dressings or clearing up
spillages of blood. All medical waste to be bagged up and disposed
correctly in medical waste bins and all contaminated clothing to be
bagged up and labelled to avoid contaminating other people or areas.
1.4 Offer comfort and reassurance to the children, young people and
others throughout important to talk to both casualties and witnesses
telling them what you are doing to reassure them and stop them going
into shock. Ensure that all casualties are kept warm and monitor for
signs of deterioration. Keep all children and young people in good
spirits throughout the process so that they do not become distressed.
868
1.5 Follow the correct procedures for recording and reporting
accidents and emergencies complete an accident report form for all
accidents however minor and complete immediately after the incident
and give copies to the relevant departments such as Health and Safety,
medical and staff files etc. Complete a RIDDOR form for all major
accidents or if a person is off sick for more than three working days as a
result of the accident. Inform all relevant departments and senior
managers including health and safety officers and medical staff where
necessary.
LO2 is the key area of Knowledge for this unit
Learning Outcome 2. Know how to deal with accidents and
emergencies when working with children and young people during
environmental activities
2.1 Explain the implications on their work of sector, organisational
and statutory codes of practice for dealing with accidents and
emergencies environmental activities are often carried out away from
buildings so a suitable risk assessment should be carried out for all
activities and sites visited and if necessary a risk assessment carried out
on individuals with medical or personal issues. A suitably trained First
Aid person with a fully stocked First Aid kit should be present during the
activities together with other staff so that all groups of young people are
well managed if there is an accident. All relevant legislation should be
followed including knowing the access points to a site or area if an
ambulance is called. All staff should have mobile phones so that they
can be contacted and can phone for help if needed.
2.2 Outline procedures for dealing with accidents and emergencies,
and the importance of adhering to them risk assess the area before
going in so that no other person is hurt or injured and keep other young
people away from the accident area. Prioritise treatments (LO1.1 and
LO1.2) to save lives and time and phone/shout for help if casualty is
unconscious so that an Ambulance is quickly on the scene. Only trained
First Aid people to give treatment so that the situation is not made
worse.
2.3 Describe how to assess the severity of accidents and
emergencies and determine the action required see LO1.1 and
LO1.2 for details.
869
2.4 Describe basic First Aid procedures see LO1.1 and LO1.2 for details.
2.5 Explain the importance of maintaining suitable levels of hygiene,
and ways of protecting themselves and others from infection
and harm see LO1.3 for details.
2.6 Describe how to recognise and cope with emotional reactions to
accidents or emergencies see LO1.4 for details.
2.7 Explain the importance of following the correct procedures for
recording and reporting accidents and emergencies correct
accident reporting procedures are important so that the cause of the
accident can be eliminated and all paperwork can be used legally if
there is a claim. See LO1.5 for further details.
2.8 Outline the procedures and responsibilities for conveying
information to parents or guardians ensure that contact details of
all young people and their next of kin are taken before undertaking an
activity and obtain permission to contact parents or guardians if the
young person is over 18. Obtain all information available before
phoning the next of kin including location and contact numbers of
hospital if necessary and contact parents as soon as possible after the
accident stating the facts clearly and concisely.
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners. The aims and aspirations of all learners, including
those with identified special needs, including learning difficulties/disabilities,
should be considered and appropriate support mechanisms put in place.
Learning Outcome 1
Delivery of this learning outcome is by assessment of competence for those
who have experience in this area of work or by supervised practical sessions
(First Aid course) giving learners the opportunity, first to practice the various
tasks involved and then to be observed correctly doing each task to
demonstrate achievement of the assessment criteria. Prior to, during and
after completion of practical evidence photographs or video could be taken
to provide evidence of progress.
870
Learning Outcome 2
Delivery of this learning outcome is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of practical
tasks and witness testimony, answering oral or written questions,
assignments or internet research cross referenced to the knowledge evidence
Learners who have not yet completed the necessary training or
certification to use machinery, equipment and materials must be
supervised by a suitably qualified person.
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
The assessment of some knowledge and understanding may take place in a
non-work based environment e.g. training centre, however it must link
directly to workplace performance and include performance evidence.
All learners must complete a portfolio of evidence that shows achievement of
all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical where
possible e.g. Learning Outcomes 1 and 2 link together and competence can
be assessed practically by observation or by generation of diverse evidence.
This will allow knowledge evidence to be gathered during the practical
activities.
It is important that practical assessment activities are supervised
appropriately.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching. Staff assessing learners must have a current
First Aid certificate for this unit.
871
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include some of the following
Product evidence
Observation reports
Oral/written questions and answers
Reports/notes/diaries/reflective accounts
Worksheets/job sheets/workbooks
Witness statements
Taped evidence (video or audio)
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment and risk assessments on all people and activities
when undertaking practice drills during learning activities
Accreditation of Prior Learning (APL) would suitably be used for
candidates with a current First Aid Certificate and relevant practical
experience in dealing with emergencies.
Tool / equipment inventory and safety checklists / maintenance schedules
Pictorial identifications
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
It is important that practical assessment activities are supervised
appropriately.
All evidence must be clearly signposted and made available for the external
moderator upon request.
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC web site).
872
Additional Information
Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has
useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and
legal publications The Department for Environment, Food and Rural Affairs website
http://www.defra.gov.uk/ has up to date information about legislation,
codes of practice and consultations in the horticultural / agricultural sectors.
The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,
pollution and emissions, hazardous waste, water etc The First Aid at Work website www.hse.gov.uk/firstaid/ gives the up to
date changes on the health and safety legislation regarding first aid practices in the workplace.
The HSE RIDDOR website www.hse.gov.uk/riddor gives details on how to report a major accident to the Health and Safety Executive.
See ABC website for further information
873
Plan Deliver and Evaluate Environmental Projects
Unit Reference
A/502/3232
Level
3
Credit Value
10
Guided Learning
Hours
65
Unit Summary
The aim of this unit is to provide the learner with
the knowledge, understanding and skills required
for planning, delivering and evaluating a wide
range of environmental projects.
‘Environmental projects’ include any type of project
work. The unit looks at the specific skills required
in planning for and maintaining the quality of work,
sustaining a good working environment and
evaluating the project against initial objectives
Learning Outcomes
(1 to 6)
The learner will
Assessment Criteria
(1.1 to 6.5)
The learner can
1. Be able to plan
environmental
projects
1.1 Negotiate project specifications that
Meet agreed organisational requirements
Meet appropriate management plans
Conform to current statutory and legal
requirements
Conform to principles of environmental
good practice
Take into account the views and opinions
of those with relevant technical expertise
Take into account risks:
o Health and safety
o Financial
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o Reputation
o Environmental impact
1.2 Include systems and criteria for project
evaluation within the project specifications
1.3 Present final project specifications in a format
which is accurate, complete and suitable for the
user covering
Schedule
Location
Methods and procedures
Physical resources
Human resources
Relevant legal requirements
Standard of outcome required
Financial requirements
1.4 Give clear and accurate briefings to those
people involved with the project specifications
including those
Internal to the organisation
External to the organisation
1.5 Ensure that, where relevant, contracts for
project work are issued
2. Be able to deliver
environmental
projects
2.1 Make resources available to allow project
activities to be carried out in a safe, and effective
way including
Natural
Physical
Human
Financial and inform the appropriate
person without delay where these
resources are not available
2.2 Consistently meet project specifications within
your area of responsibility, noting any factors
which may cause disruption to project activities,
875
and taking the appropriate action to minimise their
effects
2.3 Take corrective action without delay, and
inform the relevant people of any changes which
may affect them
2.4 Establish and maintain systems to monitor the
quality, quantity and time specifications for service
delivery
2.5 Make any recommendations for improving
project activities and working conditions promptly
to the appropriate people
2.6 Ensure that the use and maintenance of
equipment conforms to recommended schedules
and procedures
2.7 Promptly report all accidents and incidents to
the appropriate people, and record them accurately
and fully
2.8 Conduct communications with the project team
and other interested parties in a way which
promotes understanding and goodwill
2.9 Make sure that records of project activities are
complete, accurate and comply with organisational
procedures
3. Be able to evaluate
environmental
projects
3.1 Carry out evaluation efficiently and effectively
against criteria set out in the project specification,
ensuring that evaluation is thorough, complete and
objective covering
Environmental impact
Quality
Use of resources
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3.2 Produce evaluation reports that are clear,
accurate and in a form suitable for the intended
recipients
3.3 Justify your conclusions and recommendations
on the basis of:
The information available
The methods of evaluation including:
o Qualitative
o Quantitative
Clearly stated assumptions
4. Understand how to
plan environmental
projects
4.1 Summarise relevant aspects of organisational
requirements and management plans
4.2 Summarise current principles of environmental
good practice, and statutory and legal
requirements, and their impact on project
specifications
4.3 Summarise health and safety and risks
4.4 Identify those who should be consulted with
and describe the ways in which their views and
opinions may be sought
4.5 Explain actual and potential pressures on the
environment, of any conflict between these
pressures, and the effect these may have on the
project specification
4.6 Describe the process of identifying and
selecting appropriate evaluation systems and
criteria
4.7 Explain the importance of accurate and
complete specification, and reason for choice of
presentation format covering
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Schedule
Location
Methods and procedures
Physical resources
Human resources
Relevant legal requirements
Standard of outcome required
4.8 Explain the importance of giving clear and
accurate briefings to those involved with the
project specification, and reasons for the choice of
briefing method
4.9 Outline the process of agreeing and issuing
contracts for project work
5. Understand how to
deliver environmental
projects
5.1 Outline the required type and quantity of
resources needed for project activities and the
appropriate action in the case of inadequate
resources covering all the following
Natural
Physical
Human
Financial
5.2 Outline individual responsibilities within project
specifications including health and safety
5.3 Explain how to identify and minimise the effect
of disruptions and the reasons for selecting
corrective actions
5.4 Explain how to establish and maintain systems
to monitor service delivery and how to identify
improvements to project activities and working
conditions
5.5 Outline methods of communication likely to
promote understanding and goodwill
878
5.6 Explain the importance of complete and
accurate records which comply with organisational
procedures
6. Understand how to
evaluate
environmental
projects
6.1 Explain the importance of evaluating project
outcomes covering the following criteria
Environmental impact
Quality
Use of resources
6.2 Describe techniques of evaluation and
requirements of the original project specification
6.3 Explain the process of evaluation and the
importance of thorough, complete and impartial
evaluation
6.4 Explain the importance of clear and accurate
reports and reasons for style of report
6.5 Describe means of drawing conclusions and
making recommendations
879
Supporting Unit Information
A/502/3232 Plan, Deliver and Evaluate Environmental Projects - Level 3
Indicative Content
To successfully achieve this unit, learners need to provide evidence that they
have met the learning outcomes and assessment criteria for the unit.
Indicative content is offered as guidance to aid delivery of the unit and to
set the learning outcomes and assessment criteria in context.
Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1
and then to the Assessment Criteria number listed e.g. LO1.3
Note 2: Examples are indicative of the range of considerations for
assessment criteria but are by no means exclusive
LO1, LO2 and LO3 are the key area of competence for this unit
Learning Outcome 1. Be able to plan environmental projects
1.1 Negotiate project specifications that
Meet agreed organisational requirements e.g. aspirations and
stated aims and objectives, current policies and plans, maintenance
schedules, financial constraints, staff availability
Meet appropriate management plans e.g. see above
Conform to current statutory and legal requirements, covering: -
Health and Safety e.g. Management of Health & Safety at Work
Regulations; RIDDOR, LOLER, PUWER, Manual Handling, Environmental
Protection Acts covering waste disposal; e.g. Hazardous Waste
Regulations; Duty of care - controlled wastes, Wildlife e.g. Wildlife and
Countryside Act, Hedgerow Regulations, Habitats Directive, Codes of
Practice e.g. Protecting our Water, Soil and Air; Additional
requirements including site designations (e.g. SSSI, AONB, LNR,
National Park, Environmentally Sensitive Areas), notification of listed
operations, and planning consents, LBAP’s, client regulations,
environmental health requirements, stewardship schemes,
Environment Agency notifications e.g. activities affecting watercourses
or groundwater, highways acts, access and ownership issues, planning
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and development consents, conservation and protection status (Listed
buildings, Conservation areas, Covenants, Tree Protection Orders,
Scheduled Ancient Monuments
Conform to principles of environmental good practice
ecological e.g. identifying important habitats and species, relating to
LBAP, protecting or creating valuable habitats, maintaining numbers
and range of species, minimising impact of work, buffering impact of
work on adjacent sites, protecting features of the site
archaeological e.g. to conserve desirable physical or archaeological
features e.g. by retaining and maintaining old buildings, walls and
other built structures, ground formations (industrial archaeology,
railway embankments, drainage channels and mill races, ancient
tillage marks), ancient monuments and ground works (houses,
fortifications, burial sites, religious sites, political boundaries
recreational e.g. horse riding, cycling, walking, jogging, running,
exercising dogs in parks and open spaces, ball games, picnic areas,
seats and benches, hides for bird-watching, angling, community
gardens, allotments and growing schemes, events (fairs, community
gatherings, concerts, sports)
Take into account the views and opinions of those with relevant
technical expertise e.g. mentors, supervisors, project managers,
specialists within the organisation, consultants, funding providers, local
authorities, NGOs, (e.g. English Nature, CCW)
Take into account risks e.g.
health and safety (to include risk assessment, staff training and
skills, existing policies, use of restricted materials and equipment,
legislation)
financial (existing budgets, cash flows, grants, loans, revenue)
reputation (within organisation, public perception, professional
opinion)
environmental impact (see “good practice” above)
1.2 Include systems and criteria for project evaluation within the
project specifications e.g. initial surveys, monitoring (informal,
routine, at critical points), impact assessment, cost controls, materials
and equipment usage, contractor and worker performance, final
review, habitat surveys, H&S monitoring
Evaluation of e.g. progress, materials, variation form specification,
agreed changes, financial performance, environmental change, staff
performance, incidents and occurrences
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Review by –e.g. verbal or written report, routine meeting, response to
concerns or variations
1.3 Present final project specifications in a format which is
accurate, complete and suitable for the user covering
schedule e.g. time lines to indicate order of operations, Gantt charts,
start, finish, critical points, external events impacting on project (e.g.
holidays, events)
location e.g. site, boundaries, access and egress routes, storage
facility, existing features, services,
methods and procedures e.g. preparation, standard of finish, H&S,
protection of features and habitats, waste disposal, maintenance,
storage and security, exclusion zones,
physical resources e.g. Materials (specification, quantities, source,
availability, storage), equipment (type, quantity, size, maintenance,
storage, operator)
human resources e.g. numbers of staff, volunteers or contractors
required, supervision levels, skills required, essential qualifications
relevant legal requirements e.g. see LO1.1
standard of outcome required e.g. quality of finish, completion date,
environmental impact, compliance with project plan and schedule
financial requirements e.g. total costs and cash flows, monitoring and
recording methods, payment of invoices and wages, revenues
1.4 Give clear and accurate briefings to those people involved with
the project specifications including those:
internal e.g. managers, advisers, peers, staff and volunteers /
external to the organisation e.g. contractors, suppliers, clients,
paying visitors
briefing by e.g. verbal (1 to1 or group), informal discussion, formal
notice (contract, job description, specification and plans), written
note to clarify procedures, electronic (text, email, website), telephone
1.5 Ensure that, where relevant, contracts for project work are
issued
e.g. Contracts to suppliers (materials, equipment, services including
waste disposal), clients, consultants, land-owners (access and
wayleaves), staff contracts, agreements with volunteers or training
organisations
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Learning Outcome 2. Be able to deliver environmental projects
2.1 Make resources available to allow project activities to be carried
out in a safe, and effective way including
natural e.g. access to site, material generated on site, (timber, soil,
sand)
physical e.g. machinery and equipment (powered and manual),
bought in materials (minerals, recycled material, timber) , items
(signs, stiles, bridges, way-markers)
human e.g. supervisors, staff, volunteers, contractors to include
appropriate skills, qualifications and certificates (chainsaws,
pesticides, road vehicles)
financial e.g. overall funding for project, cash flows to ensure
payments can be made on time (wages, invoices), long-term for
ongoing management and maintenance
safe and effective – refer to LO2.6 for range of activities
2.2 Consistently meet project specifications within your area of
responsibility, noting any factors which may cause disruption to
project activities, and taking the appropriate action to minimise
their effects area of responsibility – work specifications e.g.
scheduling and timing of operations, materials, work procedures,
health and safety, roles within team, monitoring of environment,
care of machinery, reporting,
Disruptions – refer to LO2.3
Actions – or reporting and discussion with appropriate persons (refer to
LO2.3)
2.3 Take corrective action without delay, and inform the relevant
people of any changes which may affect them need for corrective
action e.g. shortage of resources (human, materials, equipment), loss
of materials or equipment, equipment failure, incorrect specification of
materials, site problems (water-logging, presence of features or hidden
services impeding progress), difficulty of access to site (slippery, wet,
likely to cause environmental harm), presence of unauthorised persons
on site,
Actions to minimise e.g. detailed planning to ensure resource
requirements are understood, early ordering of materials, use of
reliable contractors, monitoring of stock levels, accurate site surveys
and searches, planning of timing of work to avoid, creating exclusion
zones, security measures,
883
Inform the appropriate people of changes - appropriate person – line
manager, project manager, client, owner,
Inform by – face to face, telephone, email, letter, written report, report
to meeting
2.4 Establish and maintain systems to monitor the quality, quantity
and time specifications for service delivery monitoring e.g. of
health and safety, working procedures, resources, machinery, site,
staff or team performance, to meet legal or regulatory requirements
(RIDDOR)
Established by e.g. workplace policies or custom and practice on
monitoring of work in progress, monitoring procedures built into plans
as required by managers, clients, local authorities or funding providers,
discussion with team involved with project,
Maintaining and improved by e.g. checking and recording deliveries,
observation and recording of daily/weekly progress against plans and
targets, recording, timesheets or timing clocks, recording of incidents,
review and analysis of reports, identifying and spreading good practice,
identifying areas for improvement, action planning, discussion at team
level, use of expertise outside the team (consultants, specialists within
the same organisation) to address specific problem
2.5 Make any recommendations for improving project activities and
working conditions promptly to the appropriate people
recommendations for improvement (refer to LO2.4 for reasons).
Recommendations as immediate suggestions to team (verbal), changes
to working practice at team level (briefing, meeting, written note,
formal notice), passing on changes to procedures required from
management level or statutory change from external source (e.g.
planners, funding providers, environment agency) by consultation,
briefing, meeting, written note, formal notice. Refer also to LO1.4
2.6 Ensure that the use and maintenance of equipment conforms to
recommended schedules and procedures schedules and
procedures as required by manufacturer or supplier for servicing and
maintenance, preparation for work, routine servicing, health and safety
requirements, organisational policies, custom and practice,
Monitoring (refer to LO2.4), observation, routine monitoring and record
checking and reviewing
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2.7 Promptly report all accidents and incidents to the appropriate
people, and record them accurately and fully reporting as required
by organisation procedure, legislation (e.g. RIDDOR). Recorded by –
refer to LO2.3
2.8 Conduct communications with the project team and other
interested parties in a way which promotes understanding and
goodwill to include staff, supervisors, volunteers and supporters,
contractors, land-owners, managers, third parties affected by the work,
Communication; work related and personal, face to face (one to one or
group), refer to LO1.4 for methods of communication
2.9 Make sure that records of project activities are complete,
accurate and comply with organisational procedures information
required e.g. work carried out and variations from specifications,
problems encounters, machinery and equipment maintenance, health
and safety issues, materials used, short or left over, unscheduled
occurrences, damage to environment and actions taken
Reported refer to LO2.3.
To comply with – contracts, policies, protocols, internal briefings and
training
Learning Outcome 3. Be able to evaluate environmental projects
3.1 Carry out evaluation efficiently and effectively against criteria
set out in the project specification, ensuring that evaluation is
thorough, complete and objective covering
evaluation by e.g. routine checking of records, reports to relevant
persons (e.g. managers, clients), review panels
environmental impact – changes (e.g. improvements following work,
damage by access), refer to LO1.1 for range
quality refer to LO2.4
use of resources – material used or left over, wastage or loss through
spoilage, misuse, unauthorised use, condition of machinery and
equipment
3.2 Produce evaluation reports that are clear, accurate and in a
form suitable for the intended recipients intended recipients e.g.
supervisors, project managers, planners, funding providers, team,
interest groups (volunteers and support groups). Reported – refer to
LO2.3
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3.3 Justify your conclusions and recommendations on the basis of
the information available e.g. at time of report, within own area of
responsibility, from information provided by others
the methods of evaluation including:
qualitative (e.g. evaluation against specification)
quantitative (e.g. use of resources, financial performance) refer to
LO2.4
clearly stated assumptions (e.g. limits of responsibilities, previous
reports, recipients previous knowledge, forthcoming reports, reports
from other within the team or other interested parties)
LO4, LO5 and LO6 are the key area of competence for this unit
Learning Outcome 4. Understand how to plan environmental
projects
4.1 Summarise relevant aspects of organisational requirements and
management plans refer to LO1.1
4.2 Summarise current principles of environmental good practice,
and statutory and legal requirements, and their impact on
project specifications refer LO1.1
4.3 Summarise health and safety and risks Refer to LO1.1 for range.
Risks – vary with task but likely to include slips trips and falls, impacts
with vehicles, contact with hazardous materials (liquids, fumes), fire,
exposure to UV (sunlight) or cold conditions, falling objects, harm from
sharp tools
4.4 Identify those who should be consulted with and describe the
ways in which their views and opinions may be sought refer to
LO1.1
4.5 Explain actual and potential pressures on the environment, of
any conflict between these pressures, and the effect these may
have on the project specification refer to LO1.1 for range of
activities actual and potential pressures e.g. damage to habitats by
visitors, farming activities, neglect, mineral extraction, development,
direct threats to wildlife through loss of habitat, poisons, disturbance of
breeding sites, damage to archaeology by neglect, cultivation,
development, loss of amenity through over-use, misuse, lack of access
886
4.6 Describe the process of identifying and selecting appropriate
evaluation systems and criteria refer to LO3.1
4.7 Explain the importance of accurate and complete specification,
and reason for choice of presentation format covering refer to
LO1.3 for details
schedule
location
methods and procedures
physical resources
human resources
relevant legal requirements
standard of outcome required
reason for choice – to comply with contractual or organisational
requirements, ease of delivery, transmission, comprehension
4.8 Explain the importance of giving clear and accurate briefings to
those involved with the project specification, and reasons for
the choice of briefing method refer to LO2.8 for details)
4.9 Outline the process of agreeing and issuing contracts for project
work refer to LO1.5 for reasons. Processes – Completion of contract
specifications to include details of work, bills of quantity, schedules,
H&S requirements, standard of finish; Tendering, reading and
acceptance of tenders, signing by both parties and exchange of
contracts, monitoring and agreed variations, acceptance of completed
work, signing off.
Learning Outcome 5. Understand how to deliver environmental
projects
5.1 Outline the required type and quantity of resources needed for
project activities and the appropriate action in the case of
inadequate resources covering all the following
natural
physical
human
financial
Refer to LO1.3 for details of resources
887
5.2 Outline individual responsibilities within project specifications
including health and safety responsibilities - roles within team,
health and safety, monitoring of environment, care of machinery,
reporting
5.3 Explain how to identify and minimise the effect of disruptions
and the reasons for selecting corrective actions disruptions e.g.
shortage of resources (refer to LO1.3), loss of materials or equipment,
equipment failure, incorrect specification of materials, site problems
(water-logging, presence of features or hidden services impeding
progress), difficulty of access to site (slippery, wet, likely to cause
environmental harm), presence of unauthorised persons on site.
Actions selected to minimise e.g. detailed planning to ensure resource
requirements are understood, early ordering of materials, use of
reliable contractors, monitoring of stock levels, accurate site surveys
and searches, planning of timing of work, creating exclusion zones,
security measures
5.4 Explain how to establish and maintain systems to monitor
service delivery and how to identify improvements to project
activities and working conditions refer to LO2.4 for details
5.5 Outline methods of communication likely to promote
understanding and goodwill refer to LO2.8 for details
5.6 Explain the importance of complete and accurate records which
comply with organisational procedures refer to LO2.9 for details
Learning Outcome 6. Understand how to evaluate environmental
projects
6.1 Explain the importance of evaluating project outcomes covering
the following criteria refer to LO3.1 for details
environmental impact
quality
use of resources
6.2 Describe techniques of evaluation and requirements of the
original project specification refer to LO3.1 for details
888
6.3 Explain the process of evaluation and the importance of
thorough, complete and impartial evaluation refer to LO3.2 and
LO3.3 for details
6.4 Explain the importance of clear and accurate reports and
reasons for style of report
Reports - refer to LO2.9 and LO3.2 for details
Reasons – refer to LO4.7
6.5 Describe means of drawing conclusions and making
recommendations refer to LO3.3 for details
Teaching Strategies And Learning Activities
Centres should adopt a delivery approach which supports the development
of their particular learners.
The aims and aspirations of all learners, including those with identified
special needs, including learning difficulties/disabilities, should be
considered and appropriate support mechanisms put in place.
Learning Outcomes 1, 2 and 3
Delivery of these learning outcomes is by assessment of competence for
those who have experience in this area of work or by supervised activities
planning, delivering and evaluating environmental projects work giving
learners the opportunity, first to practice the various tasks involved and then
to be observed competently doing each task to demonstrate achievement of
the assessment criteria.
Learning Outcomes 4, 5 and 6
Delivery of these learning outcomes is by generation of knowledge evidence
which could be linked to the practical work e.g. by observation of activities
planning, delivering and evaluating environmental projects work, copies of
plans or records, or reporting forms and witness testimony, answering oral
or written questions, or assignments referenced to the knowledge evidence.
Prior to, during and after completion of activities planning, delivering and
evaluating environmental projects work photographs or video could be taken
to provide evidence of progress. Copies of monitoring record can be used to
provide evidence of quality and rate of work and of sufficiency of evidence.
889
Methods Of Assessment
This unit will be internally assessed, internally and externally moderated via
a learner’s portfolio and other related evidence, against the unit outcomes
and assessment criteria.
All learners must complete a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Centres will need to devise assessment tasks which should be practical
where possible e.g. Learning Outcomes 1,2 and 3 link together and can be
assessed practically by observation competent performance or by generation
of diverse evidence. These could also link to Learning Outcomes 4, 5 and 6
to allow knowledge evidence to be gathered during the practical activities
It is important that practical assessment activities are competently
supervised.
Simulation will not be acceptable where the unit is included in
qualifications which verify competent performance. Please refer to
Lantra’s Assessment Strategy for further guidance.
Minimum requirements when assessing this unit
ABC expects that staff will be appropriately qualified to assess learners
against the outcomes and criteria within the units. Generally teaching staff
should be qualified and/or vocationally experienced to at least a level above
that which they are teaching.
Evidence Of Achievement
Evidence presented to support achievement is not prescribed for each
learning outcome. It could typically include
Evidence of completed projects
Observation reports
Oral/written questions and answers
Reports/notes
Minutes of meetings and briefings
Witness statements
Taped evidence (video or audio)
890
Photographic evidence
Case studies/assignments/projects
Interview/professional discussion
Site risk assessment
Organisational policies, constitutions, working agreements
Staff Records, training records,
Local Biodiversity Action Plans
Letters / emails seeking clarification / confirmation of understanding
Internet research / copies of items with relevant knowledge highlighted
This is not an exhaustive list and learners should be encouraged to develop
the most appropriate evidence to demonstrate their achievement of the
learning outcomes and assessment criteria.
Additional Information
Useful sources of reference
The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation
applies to areas of work and lists of Acts, Statutory instruments and legal publications
National Federation of Biological Recording website http://www.nbn-nfbr.org.uk/nfbr.php lists all Local / Biological Recording Centres -
Useful to find local Biodiversity Action Plans The Natural England website http://www.naturalengland.org.uk/ and
Countryside Council for Wales www.ccw.gov.uk/ have information
about countryside protection schemes and land management for the benefit of wildlife, landscape. Also licences and enforcement
Local Authority websites for Local Planning Authority permissions and LBAP’s
Visit Department for Environment, Food and Rural Affairs website www.defra.gov.uk or Welsh Assembly Government countryside
website www.countryside.wales.gov.uk/ for up to date information about legislation, codes of practice and consultations in the
horticultural / agricultural sectors The Environment Agency website http://www.environment-
agency.gov.uk provides guidance about environmental permitting, pollution and emissions, hazardous waste, water etc
The Forestry Commission www.forestry.gov.uk application for licences Horticultural Code of Practice - Helping to prevent the spread of
invasive non-native species
891
The Code of Practice - Protecting our Water, Soil and Air has a useful
list of references in Section 9
Managing Habitats for Conservation by William J Sutherland and David
A Hill
BTCV Books on-line http://handbooks.btcv.org.uk/handbooks/index
BTCV practical handbooks
Woodlands - ISBN 0946752338
Hedging - ISBN 0946752176
Toolcare - ISBN 0946752249
Tree Planting and Aftercare - ISBN 0946752257
See ABC website for further information
892
Appendices
Recognition of Prior Learning (RPL), Exemption and Credit
Transfer
ABC Awards policy enables learners to avoid duplication of learning and
assessment in a number of ways:
Recognition of Prior Learning (RPL) – a method of assessment that
considers whether a learner can demonstrate that they can meet the
assessment requirements for a unit through knowledge,
understanding or skills they already possess and do not need to
develop through a course of learning.
Exemption - Exemption applies to any certificated achievement which
is deemed to be of equivalent value to a unit within ABC qualification
but which does not necessarily share the exact learning outcomes and
assessment criteria. It is the assessor’s responsibility, in conjunction
with the Internal Moderator, to map this previous achievement
against the assessment requirements of the ABC qualification to be
achieved in order to determine its equivalence.
Any queries about the relevance of any certificated evidence, should
be referred in the first instance to your centre’s internal moderator
and then to ABC.
It is important to note that there may be restrictions upon a learner’s
ability to claim exemption or credit transfer which will be dependent
upon the currency of the unit/qualification and a learner’s existing
levels of skill or knowledge.
Where past certification only provides evidence that could be
considered for exemption of part of a unit, learners must be able to
offer additional evidence of previous or recent learning to supplement
their evidence of achievement.
Credit Transfer – ABC may attach credit to a qualification, a unit or a
component. Credit transfer is the process of using certificated credits
achieved in one qualification and transferring that achievement as a
valid contribution to the award of another qualification.
Units/Components transferred must share the same learning
outcomes and assessment criteria along with the same unit number.
Assessors must ensure that they review and verify the evidence
through sight of:
o original certificates OR
o copies of certificates that have been signed and dated by the
internal moderator confirming the photocopy is a real copy
893
and make these available for scrutiny be the External
Moderator.
Equivalencies – opportunities to count credits from the unit(s) from
other qualifications or from unit(s) submitted by other recognised
organisations towards the place of mandatory or optional unit(s)
specified in the rule of combination. The unit must have the same
credit value or greater than the unit(s) in question and be at the same
level or higher.
ABC encourages its centres to recognise the previous achievements of
learners through Recognition of Prior Learning (RPL), Exemption, Credit
Transfer and Equivalencies. Prior achievements may have resulted from
past or present employment, previous study or voluntary activities.
Centres should provide advice and guidance to the learner on what is
appropriate evidence and present that evidence to the external moderator
in the usual way.
Further guidance can be found in ‘Delivering and Assessing ABC
Qualifications’ which can be downloaded from
http://www.abcawards.co.uk/centres-2/policies-procedures/
Certification
Learners will be certificated for all units and qualifications that are
achieved and claimed
ABC’s policies and procedures are available on the ABC website.
Glossary of Terms
GLH (Guided Learning Hours)
GLH is where the learner participates in education or training under the
immediate guidance or supervision of a tutor (or other appropriate
provider of education or training). It may be helpful to think – ‘Would I
need to plan for a member of staff to be present to give guidance or
supervision?’
GLH is calculated at qualification level and not unit/component level.
Examples of Guided Learning include:
Face-to-face meeting with a tutor
Telephone conversation with a tutor
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Instant messaging with a tutor
Taking part in a live webinar
Classroom-based instruction
Supervised work
Taking part in a supervised or invigilated assessment
The learner is being observed.
TQT (Total Qualification Time)
‘The number of notional hours which represents an estimate of the total
amount of time that could reasonably be expected to be required, in order
for a learner to achieve and demonstrate the achievement of the level of
attainment necessary for the award of a qualification.’ The size of a
qualification is determined by the TQT.
TQT is made up of the Guided Learning Hours (GLH) plus all other time
taken in preparation, study or any other form of participation in education
or training but not under the direct supervision of a lecturer, supervisor or
tutor.
TQT is calculated at qualification level and not unit/component level.
Examples of unsupervised activities that could contribute to TQT include:
Researching a topic and writing a report
Watching an instructional online video at home/e-learning
Watching a recorded webinar
Compiling a portfolio in preparation for assessment
Completing an unsupervised practical activity or work
Rehearsing a presentation away from the classroom
Practising skills unsupervised
Requesting guidance via email – will not guarantee an immediate
response.