NOCN Level 2 Diploma in Practical Environmental and ... · 1. NOCN Level 2 Diploma in Practical...

QUALIFICATION SPECIFICATION

NOCN Level 2 Diploma in Practical Environmental and Conservation Skills Qualification No: 601/2746/6

Operational Start Date

1 March 2014

Version

3.0 – March 2019

To know more about NOCN:

Visit the NOCN website: www.nocn.org.uk Call the Customer Service Team: 0300 999 1177

http://www.nocn.org.uk/

NOCN Level 2 Diploma in Practical Environmental and Conservation Skills

Introduction NOCN has been providing a qualification and accreditation service to providers across the UK for over 25 years and is justifiably proud of its reputation as, “…a provider of fully accessible, trusted and flexible qualification and accreditation services”. Over the years, NOCN has worked effectively with our centres for the benefit of learners across the country; with a mutual interest in providing a continuously improving service. NOCN, whilst retaining all the advantage of being a national body, has always provided a personal, bespoke service to its customers and prides itself on its local presence and expertise within communities.

This handbook is a resource for NOCN centres which wish to offer the NOCN Level 2 Diploma in Practical Environmental and Conservation Skills. The qualification is relevant to local and national organisations specialising in the environment and conservation. The handbook details the qualification specification and provides guidance to the training provider on assessment criteria and evidence requirements.

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Contents

Introduction

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1. NOCN Level 2 Diploma in Practical Environmental and Conservation Skills

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1.1 Entry Requirements 4 1.2 Qualification Structure 1.3 Total Qualification Time (TQT)

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2. Centre Information

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2.1 Offering the qualification 8 Recognised Centres, New Centres and External Verification 8 2.2 Required Resources for Delivering the Qualification 9 Tutor/Assessor, Internal Verifier 9 Continuous Professional Development (CPD)

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3. Unit Information

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3.1 Units

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4. Assessment and Evidence

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4.1 Fair and Equitable Assessment 71 4.2 Learners with Particular Requirements 71 4.3 Recognised Prior Learning 72 4.4 Functional Skills 72 4.5 Assessment and Evidence for the Units

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Appendix 1 – Resource suggestions

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Appendix 2 – Assessment Documentation

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Appendix 3 – Feedback Sheet

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1. NOCN Level 2 Diploma in Practical Environmental and Conservation Skills

The NOCN Level 2 Diploma in Practical Environment and Conservation Skills is designed to provide learners with an understanding of environmental conservation, together with practical skills that can be used in the workplace, which can provide a firm basis for a career in the sector. Learners will gain knowledge and practical skills in environmental activities relating to habitats, boundaries and providing access to conservation areas. The remit of environmental conservation covers a wide range of areas, including: The protection of landscapes, habitats and species. The management of public access, recreation and information to promote awareness,

understanding and enjoyment of the countryside. Landscape management skills at policy, planning and technical level. Maintenance of rivers and waterways. This qualification is suitable for learners aged 16 years or over. The qualification will provide learners with an opportunity to: Gain the knowledge and skills required for employment in the environmental sector,

either as a paid employee or as a volunteer. Progress onto Level 3 qualifications in the sector. Centres should be aware that reasonable adjustments which may be allowed for assessment could in some instances limit a learner’s progression into or within the sector. Centres must, therefore, inform learners of any limits their learning difficulty or disability may impose on future progression. Job opportunities in this sector include conservation officer, ranger, access and recreation officer and manager of volunteers. 1.1. Entry Requirements There are no formal entry requirements for learners undertaking this qualification. 1.2. Qualification Structure The NOCN Level 2 Diploma in Practical Environmental and Conservation Skills is a 37 credit qualification and has 270 Guided Learning Hours (GLH) with a Total Qualification Time (TQT) of 370 hours. The learner must achieve 37 credits. 9 credits from the Mandatory Unit Group, and a minimum of 28 credits from the Optional Unit Group. A maximum of 18 credits can be achieved at Level 1.

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Unit Title Level

Credit Value

Mandatory or Optional

Ofqual Unit Reference Number

Mandatory Unit Group

Monitoring and Maintaining Health and Safety

2 3 Mandatory Y/501/6353

Establish and Maintain Effective Working Relationships with Others

2 2 Mandatory T/502/1690

Identify the Need For and Plan, Habitat Management Work

3 4 Mandatory T/502/1530

Optional Unit Group - Level 1 units

Practical Skills for Eco Grass Swales 1 4 Optional F/504/4468

Practical Skills for Bio Swales 1 6 Optional J/504/4469

Practical Skills for Eco Mulch Swales 1 4 Optional A/504/4470

Practical Skills for Floating Reed Beds 1 5 Optional F/504/4471

Practical Skills for Pond and Wetland Areas

1 5 Optional R/501/4889


Establish and Protect Woodland Vegetation

2 3 Optional R/502/3253

Manage Vegetation by Coppicing 2 4 Optional J/600/2653

Manage Vegetation by Thinning 2 4 Optional H/600/2689

Manage Vegetation by Felling 2 4 Optional T/600/2678

Establish and Protect Grassland Vegetation

2 3 Optional T/502/3245

Preparing Ground for Seeding and Planning

2 4 Optional K/502/0990

Manage Vegetation by Cutting/Mowing 2 4 Optional H/600/2658

Practical Skills for Effluent Cleansing Reed Beds

2 6 Optional J/504/4472

Practical Skills for naturalised Reed Beds 2 6 Optional L/504/4473

Installing Drainage Systems 2 3 Optional D/502/1229

Conduct and Report a Field Survey for Plants

2 4 Optional A/502/3280

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Practical Skills for Hedgerows 2 6 Optional H/602/1985

Practical Skills for Footpath and Surfacing Work

2 6 Optional H/602/1999

Construct, Maintain and Repair Post and Rail Boundaries

2 4 Optional T/600/0817

Construct, Maintain and Repair Post and Wire Fence Boundaries

2 4 Optional A/600/0818

Construct, Maintain and Repair Boardwalks

2 4 Optional M/502/3213

Conduct and Report on a Field Survey for Physical Features

2 4 Optional A/502/3277

Prepare and Operate Hand Held Power Tools and Attachments

2 5 Optional A/504/2475

Communicate with the Public and Others 2 3 Optional L/600/2699


Research and Plan Environmental Interpretations

3 5 Optional R/502/3236

1.3. Total Qualification Time (TQT)

Through consultation with users, TQT has been agreed by considering the total number of learning hours required for the average learner to achieve this qualification.

TQT is split into two areas:

Guided Learning Hours (GLH): o learning activity under the immediate guidance or supervision of a lecturer,

supervisor, tutor or other appropriate provider of education or training o includes the activity of being assessed if the assessment takes place under

the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training.

Other Learning Hours (OLH): o an estimate of the number of hours a learner will spend, as directed by (but

not under the immediate guidance or supervision of) a lecturer, supervisor, tutor or other appropriate provider of education or training, including:

preparatory work self-study or any other form of education or training, including assessment.

Examples of GLH activities include:

Classroom-based learning supervised by a teacher

Work-based learning supervised by a teacher

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Live webinar or telephone tutorial with a teach in real time

E-learning supervised by a teacher in real time

All forms of assessment which take place under the immediate guidance or supervision of an appropriate provider of training

Exam time

Examples of OLH activities include:

Independent and unsupervised research/learning

Unsupervised compilation of a portfolio of work experience

Unsupervised e-learning

Unsupervised e-assessment

Unsupervised coursework

Watching a pre-recorded podcast or webinar

Unsupervised work-based learning

The agreed Total Qualification Time has been used to identify the qualification’s Credit Value.

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2. Centre Information 2.1. Offering the qualification Recognised Centres If you are already recognised to offer NOCN qualifications and would like more information about offering the NOCN Level 2 Diploma in Practical Environmental and Conservation Skills, please contact: [email protected]. If you are ready to add the qualification to your curriculum offer, please log in to the NOCN website, under Centres/Processes and Documents, and complete the ‘Additional Qualification Approval Request Form,’ which can then be returned to [email protected] for the attention of your Account and Sector Manager. New Centres

If you are interested in offering this qualification, but are not yet a NOCN Approved Centre and would like more information about becoming a NOCN centre and offering this qualification please see Become a Registered Centre on our website https://www.nocn.org.uk/customers/nocn-centres/ and click Become a Centre.

External Verification

Once recognised as a Centre, NOCN will allocate an External Quality Assurer. The External Quality Assurer will have ongoing responsibility for monitoring the Centre’s compliance with the requirements of centre recognised status.

The External Quality Assurer will make regular visits to all Centres. During these visits he/she will:

Monitor the Centre’s compliance with the Centre Recognition agreement by reviewing course documentation, meeting managers, tutors, internal quality assurers, learners and administrative staff.

Verify recommendations for achievement submitted by the centre via Quartzweb.

Refer to the NOCN Quality Assurance User Guide for further information on the External Quality Assurance process.

mailto:[email protected]



https://www.nocn.org.uk/customers/nocn-centres/

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2.2. Required Resources for Delivering the Qualification As part of the requirement to deliver this qualification there is an expectation that staff undertaking roles as part of the delivery and assessment of the qualification have a demonstrable level of expertise. Tutor/Assessor NOCN expects that Tutors/Assessors are able to demonstrate the following competencies: Be technically competent in environment and conservation and/or have experience of

delivering training within the area. The minimum expectation is that the level of experience should be at the same level as the training that is to be delivered.

An occupational knowledge of environment and conservation. The minimum

expectation is that the level of knowledge should be at the same level as the training that is to be delivered.

Hold a recognised teaching qualification or, for new tutors, undertake and complete

initial teacher training to a minimum Level 3 standard within 12 months of taking up the tutor role.

Centre staff may undertake more than one role, e.g. tutor and assessor or internal verifier, but they cannot carry out any verification on work that they have previously assessed.

Internal Verifier

Each centre must have internal verification policies and procedures in place to ensure that decisions made by assessors are appropriate, consistent, fair and transparent, and that they do not discriminate against any learner. The policies and procedures must be sufficient to secure the quality of the award, ensuring validity, reliability, and consistency.

NOCN expects that an Internal Verifier is able to demonstrate the following competencies: They should: Be technically competent in environment and conservation and/or have experience of

delivering training within the area. The minimum expectation is that the level of experience should be at the same level as the training that is to be delivered.

An occupational knowledge of environment and conservation. The minimum

expectation is that the level of knowledge should be at the same level as the training that is to be delivered.

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NOCN supports and recognises Centres’ internal quality assurance systems which support the above; any system should encourage standardisation and sharing of good practice.

Continuing Professional Development (CPD)

Centres are expected to support their staff, ensuring that their subject knowledge remains current and that their members of staff are up to date with regards to best practice in delivery, assessment and verification.

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3. Unit Information The NOCN Level 2 Diploma in Practical Environmental and Conservation Skills consists of 3 mandatory and 25 optional units. The learner must achieve 37 credits. 9 credits from the Mandatory Unit Group, and a minimum of 28 credits from the Optional Unit Group. A maximum of 18 credits can be achieved at Level 1. To achieve this qualification a learner must provide evidence of learning and achievement against all of the assessment criteria within each unit. However a number of assessment criteria can be taught and assessed through one activity. A copy of each of the units follows, with an indication of a scope of learning that would be required to cover the assessment criteria. This list is indicative, not exhaustive.

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3.1. Units

Unit Title: Monitoring and Maintaining Health and Safety

Unit Level: Two

Unit Credit Value: 3

GLH: 23

Ofqual Unit Reference Number:

Y/501/6353

Assessment Guidance: Assessment to be based on naturally occurring evidence of realistic working environment

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Be able to maintain health, safety and security in the workplace.

1.1. Identify health and safety risks in relation to the workplace covering the following: (i) people; (ii) equipment & materials; (iii) the work area.

1.2. Carry out specified measures to control risks and keep the appropriate people fully informed.

1.3. Seek guidance on measures to control unfamiliar risks arising from non-routine work situations.

1.4. Relay health and safety information to others in a manner likely to be understood.

1.5. Take the appropriate action without delay as soon as an emergency is suspected.

1.6. Dispose of hazardous and non-hazardous waste safely and appropriately.

1.7. Maintain the security of the workplace in accordance with organisational requirements.

2. Be able to use equipment and materials safely.

2.1. Use equipment and materials in accordance with manufacturers’ instructions and any organisational training.

2.2. Transport any equipment and materials safely and store them correctly at an approved location when not in use.

3. Know the systems and procedures for maintaining health, safety and security.

3.1. State the organisational requirements with regard to ensuring the security of the workplace.

3.2. describe the roles and responsibilities for health and safety in the workplace under organisational policy and legislation

3.3. State why inadequate measures to control risks should be reported.

3.4. Describe procedures for different types of emergencies appropriate to the relevant industry.

3.5. Explain how the procedures for specific emergencies may be affected by location.

3.6. Identify different types of fire extinguishers and their use, relevant to the work area.

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LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

3.7. Describe the different forms of waste and appropriate methods of disposal.

3.8. Explain the relationship between security and safety within the workplace.

3.9. List any specific risks relevant to child safety in the workplace.

3.10. State who and why accidents should be reported.

4. Understand why equipment is transported and stored safely.

4.1. Explain how to transport and store equipment and materials safely.

5. Know the reason for following manufacturers’ guidance.

5.1. State the importance of following manufacturers’ and organisational instructions and the potential consequences and risks of not doing so.

6. Maintain good standards of health and safety for self and for others.

6.1. Supply the necessary personal medical information in accordance with organisational requirements.

6.2. Use and care for the correct personal protective equipment and clothing necessary for work.

6.3. Use approved methods of handling when moving and lifting items.

6.4. Use the appropriate personal and workplace hygiene at all times.

6.5. Provide accurate information about location so that contact can be made if necessary.

6.6. Work in a way which minimises risk to self, others and the environmental.

6.7. Take appropriate action where incidents affect the health and safety of workers.

6.8. Report incidents without delay and complete records accurately, legibly and completely.

7. Understand how to maintain the health and safety of self and others.

7.1. Explain the roles in maintaining health and safety. 7.2. Explain the reasons for leaving information about location

when working in isolation or in remote locations. 7.3. Explain why accidents should be reported without delay and

recorded in the appropriate document. 7.4. Explain the methods of minimising environmental damage

during work.

8. Know the safe lifting techniques.

8.1. Describe the safe methods for moving and lifting items.

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LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

9. Know how to maintain health and safety.

9.1. Describe the reasons for maintaining good personal and workplace hygiene.

9.2. State own ability to deal with health and safety emergencies (e.g. not carrying out actions beyond capabilities).

9.3. Describe how to administer basic emergency first aid procedures.

9.4. Identify the types of personal protective equipment and clothing needed for work and how they must be used, cleaned, stored, inspected and replaced.

Scope of learning for the unit

Tutors will provide input which may include films, material from appropriate books, leaflets or websites and descriptions or demonstrations.

Learners will take responsibility for completing tasks and will be able to:

Respond to oral and/or written questions set by the tutor about health and safety in a practical setting; questions may cover the identification of hazards and risks, safe working practices, including the use of equipment and materials.

Show that they are able to take responsibility for monitoring and maintaining health and safety in their practical setting.

Carry out assessment of information in familiar and unfamiliar contexts, such as locating different procedures or support for use of different pieces of equipment or tools, reviewing safe lifting techniques or description of actions required in an emergency.

These are indicative suggestions for teaching and learning, not assessment requirements.

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Unit Title: Establish and Maintain Effective Working Relationships with Others

Unit Level: Two


GLH: 15


T/502/1690

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Maintain working relationships with others.

1.1. Identify opportunities to improve working practices with the appropriate person.

1.2. Carry out activities requiring co-operation with others in accordance with required procedures.

1.3. Communicate with others in a way which promotes effective working relationships.

1.4. Keep others informed about work plans or activities which affect them.

1.5. Seek assistance from others without causing undue disruption to normal work activities.

1.6. Respond in a timely and positive way when others ask for help or information.

2. Understand why good working practices are important.

2.1. State why good working relationships are important. 2.2. Suggest ways in which good working relationships can be

maintained. 2.3. State the methods of dealing with disagreements within the

workplace. 2.4. Describe own level of responsibility in relation to dealing with

disagreements. 2.5. State why effective communication is important.




Respond to oral and/or written questions set by the tutor about ways of working with other people in a practical setting; questions may cover the importance of communication and how to maintain good working relationships with others.

Demonstrate collaborative working practices in role play or a practical setting.


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Unit Title: Identify the Need For, and Plan, Habitat Management Work

Unit Level: Three


GLH: 26


T/502/1530

Assessment Guidance: 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

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

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: (i) site monitoring; (ii) management plan; (iii) 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: (i) to create or maintain suitable conditions for particular

species; (ii) to create or maintain a desirable mix of habitats for

access and recreation; (iii) to conserve desirable physical or archaeological features; (iv) to reduce the pressures of human activities on habitats; (v) to promote site safety.

2.2. Take account of the environmental value of at least two of the following types of sites in planning: (i) ecological; (ii) archaeological; (iii) 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: (i) schedule; (ii) location; (iii) methods and procedures; (iv) physical resources; (v) human resources; (vi) legal requirements; (vii) 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

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LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

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: (i) identified priorities; (ii) effects of season and timing.

2.10. Record plans for 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: (i) site monitoring; (ii) management plan; (iii) reports from others.

3.2. Explain how to identify the objectives of habitat management for the following objectives: (i) to create or maintain suitable conditions for particular

species; (ii) to create or maintain a desired mix of habitats for access

and recreation; (iii) to conserve desirable physical or archaeological features; (iv) to reduce the pressures of human activity on habitats; (v) 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: (i) agreement of objectives; (ii) agreement of plans; (iii) when permissions is required; (iv) the suitable workforce; (v) the resources required (tools and equipment, people); (vi) schedule of work; (vii) legal requirements; (viii) standard of outcome.

4.4. Explain how planned work fits into organisational objectives, local and UK biodiversity action plans.

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Respond to oral and/or written questions set by the tutor about planning habitat management work; questions may cover the background information necessary to plan habitat management and the requirements of a work plan for habitat management.

Produce material for a practice file, such as completed habitat management plans, completed risk assessments, photographs or videos of habitats associated with management plans.


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Unit Title: Practical Skills for Eco Grass Swales

Unit Level: One


GLH: 40


F/504/4468

Assessment Guidance: As awarding organisation guidance

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know about swales. 1.1. Identify different types of swale. 1.2. State the uses of swales.

2. Be able to prepare to create an eco-grass swale.

2.1. Check for any underground and/or over ground services. 2.2. Contribute to identifying and marking out the line of the

swale. 2.3. Remove any debris or excess vegetation from the area as

directed.

3. Be able to create an eco-grass swale.

3.1. Excavate to the correct depth, width and gradient as directed. 3.2. Disperse soil. 3.3. Prepare ground for seeding. 3.4. Disperse seed. 3.5. Protect area from erosion. 3.6. Make good work area.




Respond to oral and/or written questions set by the tutor about the practical skills associated with eco-grass swales; questions may cover the different types and uses of eco-grass swales, ways to check for underground and/or over ground services.

Demonstrate how to prepare for and create eco-grass swales. Produce material for a practice file, such as photographs or videos of eco-grass

swales being prepared for and created. These are indicative suggestions for teaching and learning only, not assessment requirements.

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Unit Title: Practical Skills for Bio Swales

Unit Level: One


GLH: 60


J/504/4469


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:


2. Be able to prepare to create a bio swale.



directed.

3. Be able to create a bio swale.

3.1. Excavate to the correct depth, width and gradient as directed. 3.2. Disperse soil. 3.3. Line planting area. 3.4. Re-cover lining with soil. 3.5. Plant lined area as directed. 3.6. Prepare ground for seeding. 3.7. Disperse seed. 3.8. Protect area from erosion. 3.9. Make good work area.




Respond to oral and/or written questions set by the tutor about the practical skills associated with bio swales; questions may cover the different types and uses of bio swales, ways to check for underground and/or over ground services.

Demonstrate how to prepare for and create bio swales. Produce material for a practice file, such as photographs or videos of bio swales

being prepared for and created.

These are indicative suggestions for teaching and learning only, not assessment requirements.

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Unit Title: Practical Skills for Eco Mulch Swales

Unit Level: One


GLH: 40


A/504/4470


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:


2. Be able to prepare to create an eco-mulch swale.



directed.

3. Be able to create an eco-mulch swale.

3.1. Excavate to the correct depth, width and gradient as directed. 3.2. Disperse soil. 3.3. Backfill with mulch. 3.4. Profile mulch. 3.5. Protect area from erosion. 3.6. Make good work area.




Respond to oral and/or written questions set by the tutor about the practical skills associated with eco-mulch swales; questions may cover the different types and uses of eco-mulch swales, ways to check for underground and/or over ground services.

Demonstrate how to prepare for and create eco-mulch swales. Produce material for a practice file, such as photographs or videos of eco-mulch

swales being prepared for and created. These are indicative suggestions for teaching and learning only, not assessment requirements.

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Unit Title: Practical Skills for Floating Reed Beds

Unit Level: One


GLH: 40


F/504/4471


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know about floating reed beds.

1.1. Describe the characteristics of a floating reed bed. 1.2. Explain why a floating reed bed would be used.

2. Know about the risks involved in working near deep water.

2.1. State the risks involved in working near deep water. 2.2. State what personal protective equipment should be used.

3. Be able to create a floating reed bed.

3.1. Install coir matting and retaining nets into reed raft flotation frames.

3.2. Locate the frame at the water’s edge. 3.3. Plant rafts whilst gradually launching onto water. 3.4. Join further modular rafts as directed. 3.5. Anchor floating bed as directed. 3.6. Make good work area.




Respond to oral and/or written questions set by the tutor about practical skills for floating reed beds; questions may cover the characteristics and use of floating reed beds and the health and safety requirements associated with working on floating reed beds.

Demonstration of the skills associated with the creation of a floating reed bed in a practical setting.

Produce material for a practice file, such as photographs of the creation of a floating reed bed, the selection of appropriate personal protective equipment.


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Unit Title: Practical Skills for Pond and Wetland Areas

Unit Level: One


GLH: 40


R/501/4889

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Be able to establish ponds and wetlands.

1.1. Contribute to identifying an area to be established. 1.2. Contribute to identifying and report any plants already

present. 1.3. Prepare ground for sowing and planting, using appropriate

hand tools or machinery. 1.4. Identify and introduce plant species. 1.5. Use appropriate planting methods to aid establishment. 1.6. Protect spare planting material. 1.7. Repair any environmental damage. 1.8. Remove arising’s/debris from the area using correct methods

of disposal, leaving the site clear, tidy, safe and in good condition.

2. Be able to maintain/preserve pond and wetland habitat.

2.1. Identify correct levels of water. 2.2. Maintain sluice gates or dam control as appropriate. 2.3. Identify potential sources of pollution. 2.4. Clear excess or unwanted vegetation, including overhanging

branches if appropriate. 2.5. Excavate silted areas as needed and dispose of spoil as

directed. 2.6. Repair any environmental damage. 2.7. Remove arising’s/debris from the area using correct methods





Respond to oral and/or written questions set by the tutor on establishing and maintaining pond and wetland areas; questions may cover appropriate areas for establishing a pond or wetland area, plant identification and water levels.

Demonstrate skills in creating and maintaining a pond or wetland area, including the use of appropriate tools and equipment.

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Produce material for a practice file, such as photographs or videos of initial and completed pond or wetland creation.


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Unit Title: Establish and Protect Woodland Vegetation

Unit Level: Two


GLH: 23


R/502/3253

Assessment Guidance: 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.

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know how to establish and protect woodland vegetation.

1.1. Describe the effect which the positioning, mix and density of establishment will have on the growth of vegetation, habitat and landscape quality.

1.2. State ways of encouraging natural regeneration. 1.3. Describe how to establish woody and non woody vegetation

in line with the site specification to include: (i) planting; (ii) sowing; (iii) natural regeneration.

1.4. State what might damage vegetation and the ways in which vegetation can be protected from the following: (i) unwanted competing growth; (ii) prevailing environmental conditions; (iii) humans; (iv) animals.

1.5. Describe the environmental value of work sites, the potential effects of work on the environment and how to control these covering: (i) biodiversity; (ii) historical/archaeological value.

1.6. State how work needs to consider and fit into local biodiversity action plans.

1.7. Describe how to interpret job specifications. 1.8. State how to identify hazards, assess risks and interpret risk

assessments.

2. Know relevant health and safety legislation and environmental good practice.

2.1. Outline the current health and safety legislation, codes of practice and any additional requirements.

2.2. Describe how environmental damage can be minimised. 2.3. Describe the correct methods for disposing of waste.

3. Know the types of equipment required and how to maintain them.

3.1. Describe the equipment which will be required for the activity. 3.2. Describe the methods of maintaining the range of equipment.

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LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

4. Be able to establish and protect woodland vegetation.

4.1. Establish woody and non woody vegetation in line with the site specification.

4.2. Provide vegetation with suitable protection from three of the following: (i) unwanted competing growth; (ii) prevailing environmental conditions; (iii) humans; (iv) animals.

4.3. Keep the site clear of any unnecessary obstacles and waste material.

5. Be able to distinguish between a woodland habitat and other types of habitat.

5.1. Identify the defining characteristics of a woodland habitat compared to the following: i) moorland; ii) hedgerows/farmland; iii) wetland; iv) coastal; v) heathland; vi) grassland.

6. Be able to work safely and minimise environmental damage.

6.1. Work in a way which maintains health and safety and is consistent with relevant legislation, codes of practice and any additional requirements.

6.2. Carry out work in a manner which minimises environmental damage.

6.3. Dispose of waste safely and correctly.

7. Be able to select, use and maintain relevant equipment.

7.1. Select appropriate equipment for this area of work. 7.2. Use equipment according to relevant legislation and

manufacturer’s instructions. 7.3. Prepare, maintain and store equipment in a safe and effective

working condition.




Respond to oral and/or written questions set by the tutor about establishing and protecting woodland vegetation; questions may cover ways of establishing and protecting woodland vegetation, relevant health and safety legislation and practices, including minimising damage and disposing of waste and the differences between woodland habitats and other types of habitat.

26


Demonstrate skills in a practical setting, such as the correct selection and use of tools and equipment, planting and protecting appropriate vegetation on site.

Produce material for a practice file, such as photographs or videos of planting work in progress and completed, examples of job specifications, with explanations of the tasks involved.


27


Unit Title: Manage Vegetation by Coppicing

Unit Level: Two


GLH: 30


J/600/2653

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Be able to select, use and maintain relevant equipment for managing vegetation by coppicing.



working condition.




2.3. Dispose of waste safely and correctly. 2.4. Recognise any hazards and reduce any associated risks to

an acceptable level.

3. Be able to carry out the coppicing operation in line with site management requirements.

3.1. Select vegetation according to the site management plan and any prevailing constraints.]

3.2. Manage vegetation by coppicing and according to the site management plan.

3.3. Deal with any produce or superfluous material according to the site management plan.

3.4. Take the appropriate action to remedy any incidental damage which occurs during the management of vegetation.

4. Know how to carry out the coppicing safely.

4.1. Describe the management technique of coppicing.

5. Know how to recognise the vegetation to be managed.

5.1. State how to recognise the age, state and type of vegetation to be managed.

5.2. State how to interpret job specifications.


6.1. Describe the equipment and tools which will be required for coppicing.

6.2. Describe the methods of maintaining the range of equipment.

28


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:



7.2. State the implications of the legislation which affects your work including any permission or licences which are required.

7.3. State how your work fits into local biodiversity action plans. 7.4. Describe how environmental damage can be minimised. 7.5. State what action to take in the case of incidental damage to

habitat, wildlife or landscape. 7.6. Describe the correct methods for disposing of waste. 7.7. Describe how to identify hazards and assess risks. 7.8. State how to interpret risk assessments. 7.9. State the environmental value of work sites, the potential

effects of your work on the environment and how to control these.




Respond to oral and/or written questions set by the tutor about the health and safety requirements of coppicing, the identification of vegetation to be managed by coppicing and the selection and use of appropriate equipment for coppicing.

Demonstrate the skills of coppicing in a practical setting. Produce material for a practice file, such as photographs or videos of coppicing

activities. These are indicative suggestions for teaching and learning, not assessment requirements.

29


Unit Title: Manage Vegetation by Thinning

Unit Level: Two


GLH: 30


H/600/2689

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Be able to select, use and maintain relevant equipment for managing vegetation by thinning.



working condition.






3. Be able to carry out the thinning operation in line with site management requirements.

3.1. Select vegetation according to the site management plan and any prevailing constraints.

3.2. Manage vegetation by thinning and according to the site management plan.



4. Know how to carry out the thinning safely.

4.1. Describe the management technique of thinning.





6.1. Describe the equipment and tools which will be required for thinning.


30


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:










Respond to oral and/or written questions set by the tutor about the health and safety requirements of thinning vegetation, the identification of vegetation to be managed by thinning and the selection and use of appropriate equipment for thinning.

Demonstrate the skills of thinning vegetation in a practical setting. Produce material for a practice file, such as photographs or videos of thinning


31


Unit Title: Manage Vegetation by Felling

Unit Level: Two


GLH: 30


T/600/2678

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Be able to select, use and maintain relevant equipment for managing vegetation by felling.



working condition.






3. Be able to carry out the felling operation in line with site management requirements.


3.2. Manage vegetation by felling and according to the site management plan.



4. Know how to carry out the felling safely.

4.1. Describe the management technique of felling.





6.1. Describe the equipment and tools which will be required for felling.


32


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:










Respond to oral and/or written questions set by the tutor about the health and safety requirements of felling, the identification of vegetation to be managed by felling and the selection and use of appropriate equipment for felling.

Demonstrate the skills of felling in a practical setting. Produce material for a practice file, such as photographs or videos of felling


33


Unit Title: Establish and Protect Grassland Vegetation

Unit Level: Two


GLH: 23


T/502/3245

Assessment Guidance: 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

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know how to establish and protect grassland vegetation.

1.1. Describe the effect which the positioning, mix and density of establishment will have on the growth of vegetation, habitat and landscape quality.

1.2. State ways of encouraging natural regeneration. 1.3. Describe how to establish woody and non woody vegetation

in line with the site specification to include: (i) planting; (ii) sowing; (iii) natural regeneration.

1.4. State what might damage vegetation and the ways in which vegetation can be protected from the following: (i) unwanted competing growth; (ii) prevailing environmental conditions; (iii) humans; (iv) animals.

1.5. Describe the environmental value of work sites, the potential effects of work on the environment and how to control these covering: (i) biodiversity; (ii) historical/archaeological value.

1.6. State how work needs to consider and fit into local biodiversity action plans.

1.7. Describe how to interpret job specifications. 1.8. State how to identify hazards, assess risks and interpret risk

assessments.






34


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

4. Be able to establish and protect grassland vegetation.

4.1. Establish woody and non woody vegetation in line with the coastal site specification.

4.2. Provide vegetation with suitable protection from three of the following: (i) unwanted competing growth; (ii) prevailing environmental conditions; (iii) humans; (iv) animals.

4.3. Keep the site clear of any unnecessary obstacles and waste material.

5. Be able to distinguish between a grassland habitat and other types of habitat.

5.1. Identify the defining characteristics of a grassland habitat compared to the following: (i) wetland; (ii) moorland; (iii) woodlands; (iv) hedgerows/farmland; (v) coastal; (vi) heathland.








working condition.




Respond to oral and/or written questions set by the tutor about establishing and

protecting grassland vegetation; questions may cover ways of establishing and protecting grassland vegetation, relevant health and safety legislation and practices, including minimising damage and disposing of waste and the differences between grassland habitats and other types of habitat.

35


Demonstrate skills in a practical setting, such as the correct selection and use of tools and equipment, planting and protecting appropriate vegetation on site.

Produce material for a practice file, such as photographs or videos of planting work in progress and completed, examples of job specifications, with explanations of the tasks involved.


36


Unit Title: Preparing Ground for Seeding and Planting

Unit Level: Two


GLH: 30


K/502/0990

Assessment Guidance: 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

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Be able to select, use and maintain equipment.

1.1. Select appropriate equipment for this area of work. 1.2. Use equipment according to instructions. 1.3. Prepare, maintain and store equipment in a safe and effective

working condition throughout.

2. Be able to prepare ground for seeding and planting.

2.1. Prepare the ground in a way that is appropriate to the plants/seeds being established, the soil type and ground conditions.

2.2. Add the materials specified for the operation. (it may be compost, fertiliser or sand).

2.3. Produce the required tilth for the specified finish. 2.4. Clear debris from the site effectively, safely, tidily and legally. 2.5. Complete work to the agreed schedule.


3.1. Work in a way which maintains health and safety and is consistent with current legislation, codes of practice and any additional requirements.



4. Know how to prepare the ground.

4.1. Describe the different clearance and minor levelling methods which can be used for the following: (i) green-field; (ii) urban derelict; (iii) reclaimed land; (iv) existing gardens.

4.2. Describe how to achieve the correct tilth, consolidation, pH and nutrient levels depending on the use and finish.

4.3. State where and when composts, fertilisers and other materials should be used and the types that are appropriate.

4.4. State how preparation may be affected by type of plants/seeds, soil type, ground and weather conditions and type of site.

4.5. Describe the unwanted impacts to a site which might occur when preparing ground and how to avoid them.

37


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

4.6. State why it is important to clear debris effectively, safely, tidily and legally.

5. Know the types of hazards.

5.1. Describe the hazards of underground services and how to avoid these.

6. Know the types of weeds. 6.1. Identify 15 types of perennial weeds and state how to control them.

7. Know the types of equipment and materials required and how to maintain them.

7.1. Describe the equipment and materials which will be necessary for preparing ground for seeding and planting covering the following materials (i) organic matter; (ii) fertiliser; (iii) lime; (iv) perennial weed herbicides.

7.2. Describe methods of maintaining the equipment ready for use.

8. Know the current health and safety legislation and environmental good practice.

8.1. Outline the current health and safety legislation, codes of practice and any additional requirements, which apply to this area of work.

8.2. Describe how environmental damage can be minimised. 8.3. Describe the correct methods for disposing of organic and

inorganic waste.




Respond to oral and/or written questions set by the tutor about the preparation of the ground for seeding and planting; questions may cover relevant health and safety legislation and practices, including minimising damage and disposing of waste, identification of the appropriate tools and equipment for tasks and the identification of weeds.

Demonstrate skills in a practical setting, such as the correct selection and use of tools and equipment, preparing the ground for seeding and planting.

Produce material for a practice file, such as photographs or videos of the preparation of the ground and photographs of weeds.


38


Unit Title: Manage Vegetation by Cutting/Mowing

Unit Level: Two


GLH: 30


H/600/2658

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Be able to select, use and maintain relevant equipment for managing vegetation by cutting/mowing.



working condition.






3. Be able to carry out the cutting/mowing operation in line with site management requirements.


3.2. Manage vegetation by cutting/mowing and according to the site management plan.



4. Know how to carry out the cutting/mowing safely.

4.1. Describe the management technique of cutting/mowing.





6.1. Describe the equipment and tools which will be required for cutting/mowing.


39


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:



7.2. State the implications of the legislation which affect your work including any permissions or licences which are required.







Respond to oral and/or written questions set by the tutor about managing vegetation by cutting or mowing; questions may cover relevant health and safety legislation and practices, including minimising damage and disposing of waste and knowing how to recognise the vegetation to be cut or mowed.

Demonstrate skills in a practical setting, such as the correct selection and use of tools and equipment for cutting or mowing.

Produce material for a practice file, such as photographs or videos of cutting or mowing in progress and completed, examples of job specifications, with explanations of the tasks involved.


40


Unit Title: Practical Skills for Effluent Cleansing Reed Beds

Unit Level: Two


GLH: 60


J/504/4472


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know about reed beds. 1.1. Describe the characteristics of an effluent cleansing reed bed.

1.2. Explain why an effluent cleansing reed bed would be used.

2. Be able to prepare to create an effluent cleansing reed bed.

2.1. Check for any underground and/or over ground hazards. 2.2. Contribute to identifying and marking out the area of the reed

bed and the required work area. 2.3. Remove any debris or excess vegetation from the area as

directed.

3. Be able to create an effluent cleansing reed bed.

3.1. Excavate to the correct depth, width and gradient as directed. 3.2. Ramp spoils. 3.3. Line area, anchoring as appropriate. 3.4. Install pipework and risers for effluent inflow as directed. 3.5. Install pipework for clean water outflow as directed. 3.6. Install infill as directed. 3.7. Plant reed bed as directed. 3.8. Make good work area.




Respond to oral and/or written questions set by the tutor about the practical skills associated with effluent cleansing reed beds; questions may cover the characteristics and use of effluent cleansing reed beds, ways to check for underground and/or over ground services.

Demonstrate how to prepare for and create effluent cleansing reed beds. Produce material for a practice file, such as photographs or videos of effluent

cleansing reed beds being prepared for and created.


41


Unit Title: Practical Skills for Naturalised Reed Beds

Unit Level: Two


GLH: 60


L/504/4473

Assessment Guidance As awarding organisation guidance

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know about reed beds. 1.1. Describe the characteristics of a naturalised reed bed. 1.2. Explain why a naturalised reed bed would be used.

2. Be able to prepare to create a naturalised reed bed.

2.1. Check for any underground and/or over ground hazards. 2.2. Contribute to identifying and marking out the required work

area. 2.3. Remove any debris or excess vegetation from the area as

directed.

3. Be able to create a naturalised reed bed.

3.1. Excavate to the correct depth, width and gradient as directed. 3.2. Ramp spoils and/or creates levies. 3.3. Install infill as directed. 3.4. Plant area to create a naturalised wetland environment as

directed. 3.5. Make good work area.




Respond to oral and/or written questions set by the tutor about the practical skills associated with naturalised reed beds; questions may cover the characteristics and use of naturalised reed beds, ways to check for underground and/or over ground services.

Demonstrate how to prepare for and create naturalised reed beds. Produce material for a practice file, such as photographs or videos of naturalised

reed beds being prepared for and created. These are indicative suggestions for teaching and learning only, not assessment requirements.

42


Unit Title: Installing Drainage Systems

Unit Level: Two


GLH: 23


D/502/1229

Assessment Guidance 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.

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

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:

(i) sub surface systems; (ii) surface channels; (iii) sustainable drainage systems.

1.3. Adopt practices to minimise damage to existing structures and services.

1.4. Restore surface to near original condition.

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.




3.3. 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.


5.1. Describe the equipment which will be necessary for installing drainage.

5.2. Describe methods of maintaining the equipment in a fit state for use.

43


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

6. Know the current health and safety legislation and environmental practice.


6.2. Describe how environmental damage can be minimised. 6.3. Describe the correct methods for disposing of organic and

inorganic waste.




Respond to oral and/or written questions set by the tutor about the installation of drainage systems; questions may cover health and safety requirements associated with the installation of drainage systems, the reasons for installing drainage systems and their specifications.

Demonstrate skills in the selection of appropriate equipment for the task, the installation of drainage systems and adherence to health and safety requirements.

Produce material for a practice file, such as photographs or videos of the installation of a drainage system.


44


Unit Title: Conduct and Report on a Field Survey for Plants

Unit Level: Two


GLH: 30


A/502/3280

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

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. 1.5. Take the appropriate prompt action where data cannot be

obtained in accordance with the specification.




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.




Respond to oral and/or written questions set by the tutor on undertaking a field plant survey; questions may cover the identification of appropriate survey techniques and clarification of information presented in reports.

Demonstrate skills in carrying out a field survey of plants, including adherence to appropriate health and safety requirements.

Produce material for a practice file, such as annotated photographs of the survey area, reports of the survey, including records of identified plants.


45


Unit Title: Practical Skills for Hedgerows

Unit Level: Two


GLH: 51


H/602/1985

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Be able to establish a new or replacement hedgerow.

1.1. Identify the area of hedgerow to be established. 1.2. Carry out an environmental impact assessment recording

species already present by their botanical names. 1.3. Clear the site of debris/vegetation and set out the line of the

hedge. 1.4. Identify the correct time(s) of year and environmental

conditions for planting/establishment. 1.5. Plant at correct spacing’s and depths. 1.6. Apply guards and support as necessary. 1.7. Repair any environmental damage. 1.8. Remove arising’s/debris from the area using the correct

methods of disposal, leaving the site clear, tidy, safe and in good condition.

2. Be able to lay a hedge. 2.1. Identify the area of hedge for laying, checking its condition and species.

2.2. Identify and select hand tools to lay the hedge. 2.3. Remove debris, dead and unwanted branches. 2.4. Trim back where necessary and select suitable pleachers. 2.5. Cut and lay pleachers to correct height and angle. 2.6. Insert stakes at appropriate intervals and secure pleachers. 2.7. Identify correct time(s) of year and environmental conditions

for laying hedges. 2.8. Repair any environmental damage. 2.9. Remove arising’s/debris from the area using correct methods


3. Be able to maintain hedgerows.

3.1. Survey hedges and record species already present by their botanical names.

3.2. Remove dead wood and debris where necessary. 3.3. Identify the correct time(s) of year and environmental

conditions for maintaining and pruning hedges. 3.4. Trim a hedge at an appropriate height using hand tools or

machinery. 3.5. Create required hedge shape/profile. 3.6. Repair any environmental damage. 3.7. Remove arising’s/debris from the area using correct methods


46





Respond to oral and/or written questions set by the tutor on the practical skills required for the establishment or maintenance of hedges; questions may cover the environmental impact assessment of the chosen area and the season/s and conditions required for maintaining and pruning hedges.

Demonstrate how to establish, lay and maintain hedges. Produce material for a practice file, such as photographs or videos of hedge laying,

planting and trimming hedges, records of hedge surveys. These are indicative suggestions for teaching and learning only, not assessment requirements.

47


Unit Title: Practical Skills for Footpath and Surfacing Work

Unit Level: Two


GLH: 53


H/602/1999

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Be able to lay paths using either • aggregate • stone pitching • flag • bark

1.1. Identify the line and course of the proposed path. 1.2. Carry out an environmental impact assessment. 1.3. Identify and select appropriate hand tools and machinery. 1.4. Remove any debris and accurately mark out path line and

level. 1.5. Excavate path to correct line, level and width. 1.6. Level and consolidate the sub-base as required. 1.7. Lay and consolidate surface material to specified depth and

camber/cross fall. 1.8. Repair any environmental damage. 1.9. Remove arising’s/debris from the area using correct methods


2. Be able to install path drains.

2.1. Identify where side drains/cross drains are required. 2.2. Identify and select appropriate hand tools and machinery. 2.3. Set out the line and level of drains. 2.4. Excavate drains to correct line, specified depth and fall. 2.5. Install pipes and backfill with suitable material where

required. 2.6. Create suitable batter on open drains sides where required. 2.7. Repair any environmental damage. 2.8. Remove arising’s/debris from the area using correct methods


3. Be able to maintain footpaths.

3.1. Survey paths for condition and safety and record information. 3.2. Identify and select appropriate hand tools and machinery. 3.3. Resurface a footpath with suitable material to the specified

width, line and height. 3.4. Clear any obstructed drains of debris and vegetation. 3.5. Create correct depth, fall and batter as required. 3.6. Repair and replace edgings and steps. 3.7. Repair any environmental damage. 3.8. Remove arising’s/debris from the area using correct methods


48





Respond to oral and/or written questions set by the tutor about the skills required for footpath and surfacing work; questions may cover the environmental impact assessment of the chosen area, selection of appropriate tools and materials and siting of drains.

Demonstrate skills in laying and maintaining footpath surfaces, including the correct selection and use of tools and materials and installation of drains.

Produce material for a practice file, such as photographs or videos of path laying and path maintenance.


49


Unit Title: Construct, Maintain and Repair Post and Rail Boundaries

Unit Level: Two


GLH: 30


T/600/0817

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Construct, maintain and repair post and rail boundaries.

1.1. Prepare the site appropriately, and in a way which minimises the effect on the surrounding environment.

1.2. Identify the proposed line for the boundary from the specification and any special considerations which relate to the line including: (i) health and safety; (ii) environmental impact; (iii) access.

1.3. Construct, maintain or repair the boundaries to specification, and finish it in a way which fits in with the surrounding environment.

1.4. Take appropriate action without delay where problems occur during work including: (i) accidental damage; (ii) difficulties in meeting the specification disturbance to

wildlife or environment. 1.5. Handle manoeuvre and transport materials safely. 1.6. Identify and report potential improvements to the work

specification. 1.7. Make the site good when work is finished, and dispose of any

waste or unwanted materials correctly and safely.

2. Be able to select, use and maintain equipment for the construction, maintenance and repair of post and rail fence boundaries.

2.1. Select appropriate equipment and materials 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.





50


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

4. Know how to construct, maintain and repair post and rail fence boundaries.

4.1. Describe suitable methods for preparing the site. 4.2. Outline how to interpret and use relevant specifications

covering: (i) setting out and location; (ii) materials and resources; (iii) timing and timescales; (iv) working methods; (v) suitability to expected use and local tradition.

4.3. Outline the context within which the boundary is set, and how this relates to the specification.

4.4. Describe the problems which may occur during operations and how these should be dealt with covering: (i) accidental damage; (ii) difficulties in meeting the specification disturbance to

wildlife or environment 4.5. Describe the environmental value of work sites, the potential

effects of work on the environment and how to control these. 4.6. Describe the reasons for leaving the site in the required

condition on completion of operations.



5.2. Describe how environmental damage can be minimised. 5.3. Describe the correct methods for disposing of waste.. 5.4. Explain how to identify hazards and assess risks. 5.5. Explain how to interpret risk assessments.

6. Know the types of

equipment required and how to maintain them.

6.1. Describe the equipment which will be necessary for the construction, maintenance and repair of post and rail fence boundaries.





Respond to oral and/or written questions set by the tutor about the construction, maintenance and repair of post and rail boundaries; questions may cover health and safety requirements associated with the construction, maintenance and repair of post and rail boundaries and the equipment and materials required.

51


Demonstrate skills in the selection of appropriate equipment for the task, the construction, maintenance and repair of post and rail boundaries and adherence to health and safety requirements.

Produce material for a practice file, such as photographs or videos of the construction, maintenance and repair of post and rail boundaries.


52


Unit Title: Construct, Maintain and Repair Post and Wire Fence Boundaries

Unit Level: Two


GLH: 30


A/600/0818

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Construct, maintain and repair post and wire fence boundaries.

1.1. Prepare the site appropriately, and in a way which minimises the effect on the surrounding environment.

1.2. Identify the proposed line for the boundary from the specification and any special considerations which relate to the line including: (i) health and safety; (ii) environmental impact; (iii) access.

1.3. Construct, maintain or repair the boundaries to specification, and finish it in a way which fits in with the surrounding environment.

1.4. Take appropriate action without delay where problems occur during work including: (i) accidental damage; (ii) difficulties in meeting the specification disturbance to

wildlife or environment. 1.5. Handle, manoeuvre and transport materials safely. 1.6. Identify and report potential improvements to the work

specification. 1.7. Make the site good when work is finished, and dispose of any

waste or unwanted materials correctly and safely.

2. Be able to select, use and maintain equipment for the construction, maintenance and repair of post and wire fence boundaries.

2.1. Select appropriate equipment and materials 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.





53


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

4. Know how to construct, maintain and repair pot and wire fence boundaries.

4.1. Describe suitable methods for preparing the site. 4.2. Outline how to interpret and use relevant specifications

covering: (i) setting out and location; (ii) materials and resources; (iii) timing and timescales; (iv) working methods; (v) suitability to expected use and local tradition.

4.3. Outline the context within which the boundary is set, and how this relates to the specification.

4.4. Describe the problems which may occur during operations and how these should be dealt with covering: (i) accidental damage (ii) difficulties in meeting the specification disturbance to

wildlife or environment. 4.5. Describe the environmental value of work sites, the potential

effects of work on the environment and how to control these. 4.6. Describe the reasons for leaving the site in the required

condition on completion of operations.



5.2. Describe how environmental damage can be minimised. 5.3. Describe the correct methods for disposing of waste. 5.4. Explain how to identify hazards and assess risks. 5.5. Explain how to interpret risk assessments.



6.1. Describe the equipment which will be necessary for the construction, maintenance and repair of post and wire fence boundaries.





Respond to oral and/or written questions set by the tutor about the construction, maintenance and repair of post and wire fence boundaries; questions may cover health and safety requirements associated with the construction, maintenance and repair of post and wire fence boundaries and the equipment and materials required.

54


Demonstrate skills in the selection of appropriate equipment for the task, the construction, maintenance and repair of post and wire fence boundaries and adherence to health and safety requirements.

Produce material for a practice file, such as photographs or videos of the construction, maintenance and repair of post and wire fence boundaries.


55


Unit Title: Construct, Maintain and Repair Boardwalks

Unit Level: Two


GLH: 30


M/502/3213

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Be able to construct, maintain and repair boardwalks.

1.1. Identify the proposed line for the boardwalk path and the special considerations.

1.2. Take steps to ensure that other site users are not put at risk by work including: (i) providing information (signs etc.); (ii) re-routing access away from unsafe areas; (iii) speaking to others on site;

1.3. Provide drainage to specification to suit the site's needs and its expected levels of use.

1.4. Construct, maintain or repair the boardwalk to specification, and finish it in a way which fits in with the surrounding environment to include: (i) setting out and location; (ii) materials and resources; (iii) timing and timescales; (iv) working methods; (v) suitability of expected use and local tradition.

1.5. Use appropriate methods to reduce the impact of erosion on areas around the path.

1.6. Leave the site in a suitable condition when the work is finished.

1.7. Inform the appropriate person of any potential improvements to the work specification which are identified (i) remedying the situation; (ii) informing others who need to act.








working condition.

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LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

4. Know how to construct, maintain and repair boardwalks.

4.1. State how to identify hazards, assess risks and interpret risk assessments.

4.2. State the importance of using appropriate materials to produce a boardwalk which is fit for use and fits into the surrounding environment.

4.3. Describe suitable methods for preparing the site and how to create suitable foundations and drainage.

4.4. Describe how to interpret and use relevant specifications. 4.5. Describe the methods for constructing, maintaining and

repairing boardwalks and their usefulness for different path contexts.

4.6. Describe all the special considerations which relate to the proposed line to include: (i) health and safety; (ii) environmental impact; (iii) access; (iv) site use; (v) site drainage and soils; (vi) site topography.

4.7. State the problems which may occur during operations and how these should be dealt with (i) accidental damage; (ii) difficulties in meeting the specification; (iii) disturbance to wildlife or environment.

4.8. Describe how the site should be left on completion of operations.

5. Know the difference between boardwalk paths and other types of path.

5.1. State the defining characteristics of boardwalk paths compared to the following: (i) stone pitched paths; (ii) flag paths; (iii) aggregate paths; (iv) reinforced paths; (v) bark paths.

5.2. Identify a typical use of a boardwalk path.







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Respond to oral and/or written questions set by the tutor about the construction, maintenance and repair of boardwalks; questions may cover health and safety requirements associated with the construction, maintenance and repair of boardwalks, the equipment and materials required, differences between boardwalks and other types of path.

Demonstrate skills in the selection of appropriate equipment for the task, the construction, maintenance and repair of boardwalks and adherence to health and safety requirements.

Produce material for a practice file, such as photographs or videos of the construction, maintenance and repair of boardwalks.


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Unit Title: Conduct and Report on a Field Survey for Physical Features

Unit Level: Level 2


GLH: 30


A/502/3277

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

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. 1.5. Take the appropriate prompt action where data cannot be

obtained in accordance with the specification.




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.




Respond to oral and/or written questions set by the tutor about conducting a field survey for physical features; questions may cover the identification of appropriate survey techniques clarification of information presented in reports.

Demonstrate skills in carrying out a field survey for physical features, including adherence to appropriate health and safety requirements.

Produce material for a practice file, such as annotated photographs of the survey area, reports of the survey, including records of the field survey.


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Unit Title: Prepare and Operate Hand Held Power Tools and Attachments

Unit Level: Two


GLH: 38


A/504/2475

Assessment Guidance: The qualification will be assessed within the workplace as follows: - Observations of learners performing a task - Learner reports of an activity - Video or audio - Notes of discussions with assessor(s) - Formal questioning - Knowledge tests

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Be able to work safely in line with legislation and codes of practice.

1.1. Carry out work in accordance with relevant health and safety legislation.

1.2. Carry out work in a manner which causes minimal disturbance to the surrounding area.

2. Be able to operate hand held tools and attachments.

2.1. Carry out all work in accordance with instructions and specifications.

2.2. Identify and select hand held power tools and attachments to complete the required activity.

2.3. Prepare hand held power tools and attachments ready for use.

2.4. Prepare personal protective equipment (PPE) in line with health and safety requirements for hand held power tools, attachments and selected tasks.

2.5. Operate hand held power tools and attachments safely to achieve specified work requirements.

2.6. Carry out post-stop checks in accordance with manufacturers’ instructions.

2.7. Clean and store tools and attachments securely in accordance with manufacturers’ recommendations when not in use.

3. Know the relevant legislation and codes of practice.

3.1. Outline the health and safety requirements associated with the operation and preparation of hand held power tools and equipment.

3.2. Outline the legal constraints controlling the use of hand held power tools including time and operator constraints.

3.3. Describe personal protective equipment (PPE). 3.4. Identify the hazards associated with the use of different types

of hand held power tools and attachments.

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LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

3.5. Outline the environmental impact or disturbance that can be caused by inappropriate use of hand held power tools.

4. Know how to prepare and operate hand held tools and attachments.

4.1. Describe purpose and limitations of hand held power tools and attachments in support operations.

4.2. Outline the pre-start checks associated with hand held power tools and attachments.

4.3. Describe power tool operating procedures including those associated with starting and stopping requirements.

4.4. State why it is necessary to modify work activities to take account of changes in working conditions.

4.5. Describe defects that can occur and the appropriate action that should be taken.

4.6. Explain the purpose and value of manufacturers’ technical information.

4.7. State the reasons for correct methods of storage of equipment.




Respond to oral and/or written questions set by the tutor on the preparation and use of hand held power tools and attachments; questions may cover the health and safety requirements associated with the use of hand held power tools and attachments and their use in practice.

Demonstrate the safe use of hand held power tools and attachments, showing adherence to health and safety requirements.

Produce material for a practice file, such as photographs or videos of the use of hand held power tools and attachments.


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Unit Title: Communicate with the Public and Others

Unit Level: Two


GLH: 23


L/600/2699

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Be able to communicate with the public and others.

1.1. Communicate with members of the public and others effectively and in a way which promotes the organisation.

1.2. Communicate information which is suitable to the needs of members of the public and others.

1.3. Respond to requests for information clearly and accurately and refer queries appropriately.

1.4. Encourage members of the public and others to ask questions or seek explanation.

1.5. Suggest suitable sources of information to members of the public and others.

1.6. Communicate appropriate health and safety information.



3. Know how to communicate with the public and others.

3.1. Explain why effective methods of communication are needed. 3.2. Describe how to encourage queries and comments from

members of the public and others. 3.3. List different sources of information suitable for members of

the public and others- internal and external. 3.4. State the correct procedures for handling and communicating

confidential information.



5. Understand the values of the organisation.

5.1. Identify the values of the organisation e.g. policies and practices for customer care, promotion of environmental good practice or equality of opportunity.

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Respond to oral and/or written questions set by the tutor on communicating with the public and others in a practical setting; questions may cover different ways to and reasons for communicating with others, health and safety requirements related to this area of work, the values of the organisation.

Demonstrate effective communication skills with the public and others, and safe working practices.

Produce material for a practice file, such as outlines of customer care practices, information which promotes environmental good practice, records of questions and learner responses to questions from members of the public.


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Unit Title: Research and Plan Environmental Interpretations

Unit Level: Three


GLH: 33


R/502/3236

Assessment Guidance: 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.

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

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.

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.

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LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

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: (i) general interest; (ii) 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: (i) general interest; (ii) 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: (i) geographical areas or sites; (ii) specific environmental topics; (iii) 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.

4.3. Explain the resources and approaches available for the plan and their suitability covering: (i) time; (ii) human; (iii) physical; (iv) 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.

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Respond to oral and/or written questions set by the tutor on researching and planning environmental interpretations; questions may cover the research and planning required for the development of environmental interpretations.

Demonstrate research and planning skills for environmental interpretations. Produce material for a practice file, such as objectives for an environmental

interpretation, draft and completed plans for an environmental interpretation, details of the potential environmental and social impact of the planned environmental interpretation.


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4. Assessment and Evidence

The NOCN Level 2 Diploma in Practical Environmental and Conservation Skills is an internally assessed qualification. Learners must provide evidence of learning and achievement against all of the assessment criteria specified within each unit. The NOCN Level 2 Diploma in Practical Environmental and Conservation Skills is a vocationally based qualification and as such, the units offer the opportunity for learners to achieve a balance of practical skill and knowledge. Centres must ensure that knowledge based learning is substantive, and relevant to the work or events likely to be encountered in the course of a job in the environment and conservation sector. The centre must ensure that the assessment activities are: Valid The assessment activity must be fit for purpose which means that the

assessment tasks measure the intended outcomes of the unit. They should afford the learner an opportunity to provide sufficient evidence of learning to meet the assessment criteria at the appropriate level.

Sufficient The assessment activities afford the learner an opportunity to provide

sufficient evidence of learning to meet the assessment criteria.

Reliable Assessment activities must generate clear and consistent outcomes across all assessors.

Although the activities may be applied to differing scenarios and in different contexts, with different learners, the evidence sought by the activity must be assessed with a universal standard to ensure that the resulting assessment decisions are consistent across all assessors and centres offering the qualification.

Authentic Evidence presented must be the learner’s own work. 4.1. Fair and Equitable Assessment Assessment within the NOCN Level 2 Diploma in Practical Environmental and Conservation Skills is designed to be accessible and inclusive. The assessment methodology is appropriate for individual assessment or for groups of learners. 4.2. Learners with Particular Requirements If you are a NOCN Recognised Centre and have learners with particular requirements, please see the NOCN Reasonable Adjustments Policy and Procedure found on the NOCN website at www.nocn.org.uk


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This policy gives clear guidance on the reasonable adjustments and arrangements that can be made to take account of disability or learning difficulty without compromising the assessment criteria. The NOCN Centre Recognition process requires the centre to hold policy statements on Equal Opportunities, Diversity and Disability Discrimination which will be reviewed by NOCN. Please contact [email protected] for further details. 4.3. Recognised Prior Learning

Recognition of prior learning is an assessment method leading to the award of credit. The process involves considering if a learner can meet the specified assessment requirements for a unit through knowledge, understanding or skills that they possess already, as a consequence, they do not need to undertake a course of learning.

Centres are encouraged to recognise previous achievements and experience, both formal, for example through accredited units or qualifications and informal, for example through continuous learning. This involves the recognition of achievement from a range of activities that will have been assessed through any valid method of assessment.

When using the process of the recognition of prior learning, it is essential that the assessment requirements of a specific unit or, more exceptionally, a qualification have been met. The evidence of learning provided must be sufficient, reliable, authentic and valid. 4.4. Functional Skills

This qualification could contribute towards the learning for Functional Skills in the following areas: English

o Speaking, listening and communication – could be demonstrated whilst working with others to complete practical tasks

o Reading - demonstrated when following instructions associated with the use of tools and equipment relevant to practical tasks

o Writing – could be demonstrated through the completion of a report following a field survey

ICT

o Development of ICT skills can be demonstrated when researching information related to conservation sites and the preparation of information for presentation to the public

mathematics

o Development of mathematics skills can be demonstrated when calculating quantities of materials required for the construction of fences, footpaths, drainage systems, for example


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For more information see the Functional Skills criteria for English, ICT and/or maths on the NOCN website: www.nocn.org.uk 4.5. Assessment and Evidence for the units Centres can use a variety of assessment activities to capture evidence of learners’ understanding. Activities may include:

Case Studies Oral Question and Answer Role Play/Simulation Report Practice file Reflective Log or Diary Practical Demonstration Written Question and Answer/Test/Exam

Forms and guidance for gathering learner evidence against the individual assessment criteria are available for download in Word format on the NOCN website: http://www.nocn.org.uk/qualifications_and_units/additional_qualification_documents. Alternatively, centres can use their own paperwork provided they ensure that the learners’ work is ordered and portfolio references provided as required.


http://www.nocn.org.uk/qualifications_and_units/additional_qualification_documents

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Appendix 1 - Resource suggestions Websites Lantra website www.lantra.co.uk

- Specifically the Environmental Conservation section which can be located in the Industries part of the website.

National Trust website www.nationaltrust.org.uk English Heritage website www.english-heritage.org.uk Environment Agency website www.environment-agency.gov.uk National Parks UK website www.nationalparks.gov.uk Wildlife Trusts website www.wildlifetrusts.org Other resources Film footage and reports Visits to appropriate venues eg Conservation Areas, Wildlife Habitats Expert speakers eg Conservation Officers, Wildlife Rangers Note: this is not an exhaustive list

http://www.lantra.co.uk/

http://www.nationaltrust.org.uk/

http://www.english-heritage.org.uk/

http://www.environment-agency.gov.uk/

http://www.nationalparks.gov.uk/

http://www.wildlifetrusts.org/

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Appendix 2 - Assessment Documentation 1. Learner Evidence Record Unit 1 NOCN Level 2 Diploma in Practical Environmental and Conservation Skills Unit Title: Monitoring and Maintaining Health and Safety

Assessment Criteria Evidence Portfolio Ref Completed By Signed Off By

1.1.

1.2.

1.3.

Learner Signature:

Tutor Signature:

Confirmation of Achievement of Unit – Date:

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Evidence Record cont…. NOCN Level 2 Diploma in Practical Environmental and Conservation Skills Unit Title: Monitoring and Maintaining Health and Safety


2.1.

2.2.

2.3.

Learner Signature:

Tutor Signature:


2. Learner Evidence Record Unit 2 NOCN Level 2 Diploma in Practical Environmental and Conservation Skills

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Unit Title: Establish and Maintain Effective Working Relationships with Others


1.1.

1.2.

1.3.

Learner Signature:

Tutor Signature:


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Appendix 3 – Feedback Sheet

Feedback Sheet

Tutor/Assessor Comments:

Learner comments:

Tutor/assessor sign:

Date:

Learner sign:

Date:

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