bÇÉñÅÉä=iÉîÉä=o qb`=cáêëí=aáéäçã~=áå=eçêíáÅìäíìêÉ · two 1:...

_qb`=cáêëíë

dìáÇ~åÅÉ=~åÇ=ìåáíë

bÇÉñÅÉä=iÉîÉä=O_qb`=cáêëí=aáéäçã~=áå=eçêíáÅìäíìêÉ^ìÖìëí=OMMO

Edexcel is one of the leading examining and awarding bodies in the UK and throughout theworld. We provide a wide range of qualifications including academic, vocational, occupationaland specific programmes for employers.

Through a network of UK and overseas offices, Edexcel’s centres receive the support they needto help them deliver their education and training programmes to learners.

For further information please call Customer Services on 0870 240 9800, or visit our website atwww.edexcel.org.uk

References to third-party material made in this specification are made in good faith. Edexceldoes not endorse, approve or accept responsibility for the content of materials, which may besubject to change, or any opinions expressed therein. (Material may include textbooks,journals, magazines and other publications and websites.)

Authorised by Peter Goff

Publications Code BF011717

All the material in this publication is copyright© Edexcel Foundation 2002

`çåíÉåíë

nì~äáÑáÅ~íáçå=íáíäÉë=ÅçîÉêÉÇ=Äó=íÜáë=ëéÉÅáÑáÅ~íáçå N

bÇÉñÅÉä=èì~äáÑáÅ~íáçåë=áå=íÜÉ=k~íáçå~ä=nì~äáÑáÅ~íáçåëcê~ãÉïçêâ O

fåíêçÇìÅíáçå P

píêìÅíìêÉ=çÑ=íÜÉ=èì~äáÑáÅ~íáçå P

hÉó=ÑÉ~íìêÉë RNational Occupational Standards 5

BTEC First Diploma in Horticulture 5

BTEC First Diploma 6

^ëëÉëëãÉåí=~åÇ=Öê~ÇáåÖ SUnit format 6

Internal assessment 7

External assessment 8

Achieving a pass on a BTEC First Diploma qualification 8

Awarding an overall grade 8

Accreditation of Prior Learning (APL) 9

nì~äáíó=~ëëìê~åÅÉ VInternal verification 9

External verification 9

External assessment 10

Risk assessment 10

Approval 10

mêçÖê~ããÉ=ÇÉëáÖå=~åÇ=ÇÉäáîÉêó NNMode of delivery 11

Resources 12

Delivery approach 12

Industry experience 12

^ÅÅÉëë=~åÇ=êÉÅêìáíãÉåí NPRestrictions on learner entry 13

Learners with particular requirements 14

hÉó=ëâáääë NQ

qÜÉ=ïáÇÉê=ÅìêêáÅìäìã NRSpiritual, moral, ethical, social and cultural issues 15

Environmental issues 15

European developments 15

Health and safety issues 15

Equal opportunities issues 15

rëÉÑìä=éìÄäáÅ~íáçåë NSHow to obtain National Occupational Standards 16

mêçÑÉëëáçå~ä=ÇÉîÉäçéãÉåí=~åÇ=íê~áåáåÖ NS

cìêíÜÉê=áåÑçêã~íáçå NT

`çêÉ=ìåáíë NV

péÉÅá~äáëí=ìåáíë PT

^ååÉñ=^ NMTQualification codes 107

QCA codes 107

Edexcel codes 107

QCA and Edexcel codes 107

^ååÉñ=_ NMUKey skills statements and mapping of key skills level 2 onto the BTEC FirstDiploma in Horticulture 108

^ååÉñ=` NNMMapping the BTEC First Diploma in Horticulture against the underpinningskills and knowledge of the National Occupational Standards 110

^ååÉñ=a NNNMapping of wider curriculum issues onto the BTEC First Diploma inHorticulture 111

First Diploma– Guidance and units – Edexcel BTEC First Diploma in Horticulture– Issue 1 – August 2002

1

nì~äáÑáÅ~íáçå=íáíäÉë=ÅçîÉêÉÇ=Äó=íÜáë=ëéÉÅáÑáÅ~íáçå

Edexcel Level 2 BTEC First Diploma in Horticulture

The Edexcel Level 2 BTEC First Diploma in Horticulture has been accredited to the NationalQualifications Framework (NQF) and as such is eligible for public funding as determined bythe DfES under Sections 96 and 97 of the Learning and Skills Act 2000.

The qualification title listed above features in the funding lists published annually by the DfESand the regularly updated website www.dfes.gov.uk/. The NQF Qualifications AccreditationNumber (QAN) should be used by centres when they wish to seek public funding for theirlearners. The NQF (QAN) for these qualifications are listed in Annex A.

This qualification title is as it will appear on the learner’s certificate. Learners need to be madeaware of this when they are recruited by the centre and registered with Edexcel. Providing thishappens, centres are able to describe the programme of study leading to the award of thequalification in different ways to suit the medium and the target audience.

First Diplom

a– Guidance and units – Edexcel B

TEC First D

iploma in H

orticulture– Issue 1 – A

ugust 20022 knc=äÉîÉä

bÇÉñÅÉä=è

ì~äáÑáÅ~íáç

åë=áå

=íÜÉ=k

~íáçå~ä=n

ì~äáÑáÅ~íáç

åë=cê~ã

Éïçêâ

_qb`

=^Çî~å

ÅÉÇ=mêç

ÑÉëëáçå~ä=^

ï~êÇ

I=`ÉêíáÑáÅ~íÉI

aáéäçã~

hÉó=ëâáääë=äÉîÉä=R

ksn=äÉîÉä=R

_qb`

=eáÖÜÉê=k

~íáçå~ä=a

áéäçã~

_qb`

=eáÖÜÉê=k

~íáçå~ä=`

ÉêíáÑáÅ~íÉ_qb`

=mêçÑÉëëáç

å~ä=^

ï~êÇ

I=`ÉêíáÑáÅ~íÉI=a

áéäçã~

hÉó=ëâáääë=äÉîÉä=Q

ksn=äÉîÉä=Q

_qb`

=k~íáç

å~ä=a

áéäçã~

_qb`

=k~íáç

å~ä=`

ÉêíáÑáÅ~íÉ_qb`

=k~íáç

å~ä=^

ï~êÇ

_qb`

=^ï~êÇ


áéäçã~

d`b=^

=iÉîÉä

d`b=^

p=iÉîÉä

s`b

hÉó=ëâáääë=äÉîÉä=P

ksn=äÉîÉä=P

_qb`

=cáêëí=aáéäçã~

_qb`

=^ï~êÇ


áéäçã~

d`pb=E^

G=Ó=`F

d`pb=Ea

çìÄäÉ=^

ï~êÇ

ëF=E^G=^

G=Ó=``F

d`pb=EpÜ

çêí=`

çìêëÉëF=E^

G=Ó=`F

fåíÉêã

ÉÇá~íÉ=d

ksn

hÉó=ëâáääë=äÉîÉä=O

iÉîÉä=O=`ÉêíáÑáÅ~íÉ=áå

^Çìäí=k

ìãÉê~Åó

iÉîÉä=O=`ÉêíáÑáÅ~íÉ=áå

^Çìäí=iáíÉê~Åó

ksn=äÉîÉä=O

_qb`

=^ï~êÇ


áéäçã~

d`pb=Ea

=Ó=dF

d`pb=Ea

çìÄäÉ=^

ï~êÇ

ëF=Ea=Ó=d

F

cçìåÇ~íáç

å=dksn

hÉó=ëâáääë=äÉîÉä=N

iÉîÉä=N=`ÉêíáÑáÅ~íÉ=áå

^Çìäí=k

ìãÉê~Åó

iÉîÉä=N=`ÉêíáÑáÅ~íÉ

áå=^Çìäí=iáíÉê~Åó

ksn=äÉîÉä=N

båíêó=iÉîÉä=`

ÉêíáÑáÅ~íÉ=áå=pâáääë=Ñç

ê=tçêâáå

Ö=iáÑÉ


ÉêíáÑáÅ~íÉ=áå=iáÑÉ=pâáääë


ÉêíáÑáÅ~íÉëbå

íêó=iÉîÉä=`ÉêíáÑáÅ~íÉ

áå=^Çìäí=k

ìãÉê~Åó


ÉêíáÑáÅ~íÉáå=^Çìäí=iáíÉê~Åó

BF011717 – Guidance and units – Edexcel Level 2 BTEC First Diploma in Horticulture– Issue 1 – August 2002

3

fåíêçÇìÅíáçå

This document contains the units and associated guidance for the National QualificationsFramework (NQF) Edexcel Level 2 BTEC First Diploma in Horticulture. Each unit sets out therequired outcomes and content and includes advice regarding appropriate delivery andassessment strategies. The guidance contains further details of the assessment and qualityassurance of these qualifications. It includes advice about Edexcel’s policy regarding access toits qualifications, the design of programmes of study and delivery modes.

píêìÅíìêÉ=çÑ=íÜÉ=èì~äáÑáÅ~íáçå

The BTEC First Diploma in Horticulture is a six-unit qualification.


4

_qb`=cáêëí=aáéäçã~=áå=eçêíáÅìäíìêÉ=ëíêìÅíìêÉ

The BTEC First Diploma in Horticulture consists of two core units plus four specialist units.

The centres should deliver two technical units (emboldened) with free choice for the other units(see the following table).

BTEC First Diploma structure

No of units Core units

Two 1: Industry Experience

2: Industry and Organisations #

Four Specialist units

3: Amenity and Decorative Horticulture

4: Introduction to Biology

5: Estate Skills

6: Commercial Crop Production

7: Basic Landscape Construction

8: Horticultural Machinery

9: Nursery Stock Production

10: Protected Crop Production

11: Retail and Customer Service

12: Turf Establishment and Maintenance

NB: # denotes a unit assessed via an Integrated Vocational Assignment (IVA)


5

hÉó=ÑÉ~íìêÉë

BTEC First Diplomas are designed to provide specialist work-related qualifications in a rangeof sectors. They have been developed to provide a preparation for employment and/or toprovide career development opportunities for those already in work. They link to the NationalOccupational Standards for the sector where these are appropriate and are supported by therelevant National Training Organisations (NTOs) or Sector Skills Council (SSC). On successfulcompletion of these qualifications, learners may progress into or within employment and/orcontinue their study in the vocational area.

k~íáçå~ä=lÅÅìé~íáçå~ä=pí~åÇ~êÇë

BTEC First Diplomas are designed to relate to the National Occupational Standards in thesector which in turn form the basis of the National Vocational Qualifications (NVQs). BTECFirst Diplomas do not purport to deliver occupational competence in the sector, which shouldbe demonstrated in a work context. However, the qualifications provide much of theunderpinning knowledge for the National Occupational Standards, as well as developingpractical skills in preparation for work and possible achievement of NVQs in due course.

Each unit identifies relevant aspects of the National Occupational Standards that are addressedby the outcomes and content of the unit. The BTEC First Diploma in Horticulture relate toNational Occupational Standards at level 2 in Arboriculture, Amenity Horticulture and Forestryand Production Horticulture.

_qb`=cáêëí=aáéäçã~=áå=eçêíáÅìäíìêÉ

The BTEC First in Horticulture has been developed to focus on:

÷ the education and training for junior technicians who are employed in a variety of types ofwork, such as in: practical horticulture, nurseries, garden centres

÷ providing opportunities for learners to gain a nationally recognised vocationally specificqualification to enter employment as a practical worker or progress to further educationvocational qualifications such as BTEC National Diploma in Horticulture or a similarrelated subject area

÷ developing the knowledge, understanding and skills required at this level in thehorticultural sector

÷ the role of the practical worker in the industry and the position of the horticulture industryin the land-based sector

÷ providing opportunities for learners to focus on the development of the major key skills andthe wider key skills in a practical context, such as improving own performance, workingwith others and problem solving

÷ providing opportunities for learners to develop a range of skills and techniques, personalqualities and attitudes essential for successful performance in working life.


6

_qb`=cáêëí=aáéäçã~

The six-unit BTEC First Diploma offers a specialist qualification that focuses on particularaspects of employment within the sector. As such the BTEC First Diploma offers aqualification which can extend the study and provide vocational emphasis for learnersfollowing a GCSE in a vocational subject or GCSE route or a combination of both in their mainprogramme of study. Equally the BTEC First Diploma offers a focused qualification forlearners, particularly more mature learners, who wish to follow a shorter programme of studythat is directly related to their work experience or to an aspect of employment that they wish tomove into in due course.

The BTEC First Diploma in Horticulture provides the underpinning knowledge andunderstanding for those in employment who would like to obtain a level 2 qualification inHorticulture. This qualification would be particularly useful to those planning to becomeemployed as practical workers in the industry.

^ëëÉëëãÉåí=~åÇ=Öê~ÇáåÖ

All assessment for BTEC First Diplomas is criterion-referenced, based on the achievement ofspecified outcomes. All units contributing to a programme carry either internal or externalassessment. All units contain contextualised-grading criteria and will be individually graded as‘pass’, ‘merit’ or ‘distinction’. To achieve a pass grade for the unit learners must meet theassessment criteria set out in the specifications.

The units in BTEC First Diploma qualifications all have a standard format which is designed toprovide clear guidance on the requirements of the qualification for learners, assessors and thoseresponsible for monitoring national standards.

råáí=Ñçêã~í

Each unit is set out in the following way.

Unit title, learning hours and level

The unit title is accredited by QCA and this form of words will appear on the learner’sNotification of Performance. In BTEC First Diploma qualifications each unit consists of60 guided learning hours. The level refers to the level in the NQF.

Description of unit

A brief description of the overall purpose of the unit is given, together with the key areas ofstudy associated with the unit. The description also gives the mode of assessment – a statementwhether the assessment method for the whole unit is either internal or external taking the formof an Integrated Vocational Assignment (IVA) set by Edexcel.

Summary of learning outcomes

The outcomes of the unit identify what each learner must do in order to pass the unit. Learnersshould achieve all the outcomes in order to pass the unit.


7

Content

This section picks up highlighted words from the outcomes and amplifies the content coveragerequired when addressing the outcomes. The content section will often have lists of topics; careshould be taken to note those that begin with ‘eg’, where the list is merely indicative, and thosethat do not, where all aspects of the listed topics should be covered.

Assessment guidance

Each unit contains statements of the evidence that each learner should produce in order toreceive a pass, merit or distinction grade. It is important to note that the merit and distinctiongrading criteria refer to a qualitative improvement in the learner’s evidence. Learners shouldnot be asked to perform additional tasks or work to that required of all learners including thosewho achieve a pass grade.

Essential information for teachers

This section is not prescriptive but provides additional guidance and amplification related to theunit to support teachers/deliverers and assessors. Its subsections are as follows:

÷ Delivery strategies – offers guidance about possible approaches to delivery. This advice isbased on the more usual delivery modes and is not intended to rule out alternativeapproaches.

÷ Assessment strategies – provides advice about the nature and type of evidence that learnersare likely to need to produce in order to pass the unit or achieve the higher grades. Thissection should be read in conjunction with the assessment criteria.

÷ Links – sets out any links with other units within the qualification that could be used toensure that learners can relate different aspects within the qualification and offeropportunities for integration of learning, delivery and assessment. Links to the NationalOccupational Standards and/or the key skills will be highlighted here.

÷ Resources – identifies the specialist resources likely to be needed to allow learners togenerate the evidence required by each unit. The centre will be asked to ensure that thisrequirement is in place when it seeks approval from Edexcel to offer the qualification.

÷ Suggested reading – may not appear in every unit.

Key skills

This section identifies where there may be opportunities within the qualification for thegeneration of evidence to meet the requirements of key skills units. Assessors should take careto become familiar with the key skills specifications and evidence requirements and not rely onthe contents of this section when presenting key skills evidence for moderation.

fåíÉêå~ä=~ëëÉëëãÉåí

The purpose of internal assessment is to ensure that effective learning of the content of eachunit has taken place. Evidence of this learning is required for each unit designated as ‘internallyassessed’.

Assessment instruments should ensure coverage of all criteria in the unit as set out in theAssessment guidance grid for each internally assessed unit. It is advised that outcomes areclearly indicated on each assessment instrument to provide a focus for learners (fortransparency and to aid in ensuring feedback is specific to the criteria) and to assist withinternal standardisation processes. Tasks/activities should enable learners to produce evidencethat directly relates to the specified outcomes.


8

Assessment instruments constructed by centres should be valid, reliable and fit for purpose,building on the application of the assessment criteria. They are more likely to meet thisrequirement if centres use a variety of assessment methods, including case studies, assignments,work-based assessments along with projects, performance observation and time-constrainedassessments. Centres are encouraged to place emphasis on practical application of theassessment criteria, providing a realistic scenario for learners to adopt and making maximumuse of practical work experience. The creation of assessment instruments that are fit forpurpose is vital to achievement by learners and their importance cannot be over emphasised.

When reading the Assessment guidance grids, centres should note that learners should not berequired to undertake additional tasks to achieve a merit/distinction grade but provide evidencethat is qualitative in its nature. Centres are encouraged to look across Assessment guidancegrids to identify common topics within units and assess learner’s work according to the levelthat they have achieved as determined by the assessment criteria.

A three point grading scale of pass, merit and distinction is applied to all internal units. Pointsare awarded to each grade (pass = 2 points, merit = 4 points and distinction = 6 points) thatcontribute to the overall grade for each qualification.

bñíÉêå~ä=~ëëÉëëãÉåí

In the BTEC First Diploma in Horticulture, Unit 2: Industry and Organisations will beexternally assessed. The assessment will take the form of a criterion-referenced IntegratedVocational Assignment (IVA) set by Edexcel, marked by the centre to an Edexcel criterion-referenced marking scheme and re-marked by Edexcel-appointed markers. The IVA will coverthe whole of the assessment criteria in the unit specified above.

For the purpose of the overall award the externally assessed unit will have double unit value.The IVA assessed unit will therefore receive 4 (pass), 8 (merit) or 12 (distinction) points.

^ÅÜáÉîáåÖ=~=é~ëë=çå=~=_qb`=cáêëí=aáéäçã~=èì~äáÑáÅ~íáçå

The grading points awarded for each unit as already described will form the main factor indetermining whether a learner has achieved a pass overall.

The following rule will be used as a basis for awarding each qualification:

Learners mustcomplete alldesignated units:

Learners mustachieve aminimum score of2 points(pass grade) on:

Learners mustachieve aminimum overallpoints score of:

BTEC First Diploma 6 units 5 units 12 points

^ï~êÇáåÖ=~å=çîÉê~ää=Öê~ÇÉ

Each qualification will have an overall grade or grades awarded of ‘pass’, ‘merit’ or‘distinction’. The overall grades will be calculated on the total points achieved from internallyassessed units combined with the grade points from the external assessment. Each grade will bedetermined by fixed grade boundaries.


9

Edexcel will publish tables that clearly define boundaries for all overall grades, whichcentres must make available to learners at the start of their course. This will enable themto track progress towards the overall grade. The overall qualification grades will be as follows:

÷ BTEC First Diploma – one grade ie P, M or D.

Certification for BTEC First Diplomas will show the overall grade if the full qualification isachieved as well as details of performance in individual units.

^ÅÅêÉÇáí~íáçå=çÑ=mêáçê=iÉ~êåáåÖ=E^miF

Edexcel encourages centres to recognise learners’ previous achievements and experiencethrough the Accreditation of Prior Learning. Learners may have evidence that has beengenerated during previous study or in their previous or current employment or whilstundertaking voluntary work that relates to one or more of the units in the qualification.Assessors should assess this evidence against the national standards in the specifications in thenormal way. As with all evidence, assessors should be satisfied about the authenticity andcurrency of the material when considering whether or not the outcomes of the unit have beenmet.

nì~äáíó=~ëëìê~åÅÉ

Edexcel’s qualification specifications clearly set out the standard to be achieved by each learnerin order to achieve the award of the qualification. This is contained in the statement ofoutcomes and assessment criteria in each unit. Further guidance on assessment is contained inthe Essential information for teachers section of each unit.

Edexcel operates a quality assurance process, which is designed to ensure that these standardsare maintained by all assessors, verifiers and markers. It achieves this through the followingactivities.

fåíÉêå~ä=îÉêáÑáÅ~íáçå

Centres are required to have in place processes that ensure that each assessor’s decisions arereviewed to ensure that they are correctly interpreting and applying the standards set out in thespecifications. The system used to do this is a matter for individual centres and Edexcel fullysupports the use of the centre’s own quality assurance systems where this ensures robustinternal standardisation.

bñíÉêå~ä=îÉêáÑáÅ~íáçå

Edexcel will sample assessors’ decisions using subject-specialist external verifiers. Thisprocess will follow the National Standards Sampling (NSS) protocol. Edexcel will tell centresin the autumn which units will be sampled by verification in the NSS window normally in thespring term of each academic year. There will be four units identified from two-yearprogrammes and two units from one-year programmes. Centres are required to make available,in the NSS window, eight pieces of learner work against two of the identified units (for two-year programmes) and four pieces of learner work against one of the identified units (for one-year programmes). This learner work must have been internally assessed and given an interimgrade, additionally at least 50% of submitted work must have been internally verified.


10

When the external verification process in spring identifies that National Standards have notbeen correctly interpreted, the centre will be required to take appropriate action. In this instancea second sampling will take place in the summer term to confirm that centre assessment iscorrect before certification of learner awards takes place.

bñíÉêå~ä=~ëëÉëëãÉåí

The IVA will only be available to learners in the final year of each qualification and willcomprise a series of linked tasks, some of which may involve working:

÷ independently to research or produce work

÷ under observed workshop/laboratory conditions

÷ under supervised (without instruction) workshop/laboratory conditions, commensurate withensuring safe practices

÷ under specified and controlled conditions.

In each year, a window of assessment will be available for centres and learners to manage theIVA. Advance notice of the general content, format and appropriate resources for each IVA ineach year will be made available to centres by mid-September. The IVA itself will normally bepublished in January and centres should submit learners’ work from the IVA for externalmarking by the end of April. During this timeframe some IVAs may require learners toundertake a common task, under controlled conditions, on a date specified by Edexcel. Thisinformation, where applicable, will be contained in the advance notice referred to above.

The nature of the IVA will permit centre-assessor feedback (or formative assessment) tolearners for tasks or components of the IVA that are not carried out under controlled conditions.Following internal assessment and marking the IVA will be subject to an external re-mark,normally carried out on site. Centres should be aware that, once an IVA is submitted forexternal marking, no further amendment by the learner is permitted.

oáëâ=~ëëÉëëãÉåí

Edexcel has an approval process, which creates a quality profile of each qualificationprogramme in each centre and for the centre as a whole. This profile contributes to thedetermination of the nature of external verification activity for each programme and will also beused to initiate other quality control measures by Edexcel.

^ééêçî~ä

Centres will be allowed ‘accelerated approval’ for a new programme where the centre alreadyhas approval for a programme that is being replaced by the new programme. Other centreswishing to offer a vocational area for the first time, will need to apply for approval to offer theprogramme.

Centres that have not previously offered BTEC qualifications will first need to apply for, andbe granted, centre approval before they can apply for approval to offer them.

When a centre applies for approval to offer a BTEC qualification they will be required to enterinto an approvals contract.


11

The approvals contract is a formal commitment by the head or principal of a centre to meet allthe requirements of the specification and linked codes or regulations. Sanctions and tariffs willbe applied if centres do not comply with the contract. This could ultimately result in thesuspension of certification or withdrawal of approval.

mêçÖê~ããÉ=ÇÉëáÖå=~åÇ=ÇÉäáîÉêó

The qualifications consist of core units (which are mandatory) and specialist units. Thesespecialist units will be mostly optional and are designed to provide a specific focus to thequalification. Required combinations of specialist units are clearly set out in relation to eachqualification in the defined qualification structures provided in this document.

In BTEC First Diploma qualifications each unit consists of 60 guided learning hours. Thedefinition of guided learning hours is ‘a notional measure of the substance of a qualification’. Itincludes an estimate of time that might be allocated to direct teaching, instruction andassessment, together with other structured learning time such as directed assignments orsupported individual study. It excludes learner-initiated private study. Centres are advised toconsider this definition when planning the programme of study associated with thisspecification.

jçÇÉ=çÑ=ÇÉäáîÉêó

Edexcel does not define the mode of study for BTEC First Diploma qualifications. Centres arefree to offer the qualifications using any mode of delivery that meets the needs of their learners.This may be through traditional classroom teaching, open learning, distance learning or acombination of these. Whatever mode of delivery is used, centres must ensure that learnershave appropriate access to the resources identified in the specifications and to the subjectspecialists delivering the units. This is particularly important for learners studying for thequalification through open or distance learning.

Learners studying for the qualification on a part-time basis bring with them a wealth ofexperience that should be utilised to maximum effect by tutors and assessors. Assessmentinstruments based on the learners’ work environment should be encouraged. Those planning theprogramme should aim to enhance the vocational nature of the BTEC First Diplomaqualification by:

÷ liaising with employers to ensure a course relevant to the specific needs of the learners

÷ accessing and using non-confidential data and documents from learners’ workplaces

÷ including sponsoring employers in the delivery of the programme and, where appropriate,in the assessment

÷ linking with company-based/workplace training programmes

÷ making full use of the variety of experience of work and life that learners bring to theprogramme.


12

oÉëçìêÅÉë

BTEC First Diploma qualifications are designed to prepare learners for employment in specificsectors. Physical resources need to support the delivery of the programme and the properassessment of the outcomes and therefore should normally be of industry standard. Staffdelivering programmes and conducting the assessments should be fully familiar with currentpractice and standards in the sector concerned. Centres will need to meet any specialistresource requirements when they seek approval from Edexcel.

Any centre wanting to run a First Diploma qualification in Horticulture should consider accessto appropriate specialist resources:

- appropriate environments (eg nurseries/glass houses demonstrating current commercialpractice)

- physical resources (eg tools, equipment, materials)

- suitable range of plants and soil types, eg turf, trees, shrubs, bedding plants, decorativeplants

- access to industry experience placements related to options to be undertaken

÷ access to industry placement supervisors who are occupationally competent and willing tocontribute to the assessment of learners’ professional practice.

aÉäáîÉêó=~ééêç~ÅÜ

It is important that centres develop an approach to teaching and learning that supports thespecialist vocational nature of the BTEC First Diploma qualifications. The specificationscontain a balance of practical skill development and knowledge requirements, some of whichcan be theoretical in nature. Tutors and assessors need to ensure that appropriate links are madebetween theory and practice and that the knowledge base is applied to the sector. This willrequire the development of relevant and up-to-date teaching materials that allow learners toapply their learning to actual events and activity within the sector. Maximum use should bemade of the learner’s experience.

`çåíÉñíì~äáë~íáçå=~åÇ=ÑçÅìë

Throughout the delivery of the units for this qualification it is anticipated that each learningoutcome will be put into context according to the specialism of the learner. Where groups oflearners from different but similar contexts, eg Horticulture and Agriculture, are taking thesame unit it is important that relevant examples are used, drawn from each of the specialistareas. Similarly it is important to contextualise assessments according to the specialism. It maybe appropriate at some centres for some outcomes from different units to be deliveredsimultaneously according to the most pragmatic and relevant approach for the subject matter.

fåÇìëíêó=ÉñéÉêáÉåÅÉ

Learners undertaking the BTEC First Diploma in Horticulture should successfully complete atleast 200 hours of work experience or five weeks whichever is the longer. However it isstrongly recommended that this is a minimum period of time. Occupational competence may begained voluntarily by completing appropriate NVQ qualifications during the work period. Thiswork experience should be integrated into the learner’s work on the programme. A member ofthe programme team should visit the learner at the placement in order to ensure that the learnercan gain evidence towards achieving the learning outcomes and assessment criteria. The periodof industry experience is supported and assessed by the Industry Experience unit.


13

^ÅÅÉëë=~åÇ=êÉÅêìáíãÉåí

Edexcel’s policy regarding access to its qualifications is that:

÷ the qualifications should be available to everyone who is capable of reaching the requiredstandards

÷ the qualifications should be free from any barriers that restrict access and progression

÷ there should be equal opportunities for all wishing to access the qualifications.

Centres are required to recruit learners to BTEC qualifications with integrity. This will includeensuring that applicants have appropriate information and advice about the qualifications andthat the qualification will meet their needs. Centres should take appropriate steps to assess eachapplicant’s potential and make a professional judgement about their ability to successfullycomplete the programme of study and achieve the qualification. This assessment will need totake account of the support available to the learner within the centre during their programme ofstudy and any specific support that might be necessary to allow the learner to access theassessment for the qualification. Centres should also show regard for Edexcel’s policy onlearners with particular requirements.

Centres will need to review the profile of qualifications and/or experience held by applicants,considering whether this profile shows an ability to progress to a Level 3 qualification. Forlearners who have recently been in education, the profile is likely to include one of thefollowing:

÷ a Foundation GNVQ

÷ a standard of literacy and numeracy supported by a general education equivalent to fourGCSEs at grades D-G

÷ related work experience

÷ other related level 1 or 2 qualifications.

More mature learners may present a more varied profile of achievement that is likely to includeexperience of paid and/or unpaid employment.

oÉëíêáÅíáçåë=çå=äÉ~êåÉê=Éåíêó

This BTEC First qualification is accredited on the NQF for learners aged pre-16 as well asthose aged 16 and over.

In particular sectors the restrictions on learner entry might also relate to any physical or legalbarriers, for example people working in health, care or education are likely to be subject topolice checks.


14

iÉ~êåÉêë=ïáíÜ=é~êíáÅìä~ê=êÉèìáêÉãÉåíë

Edexcel recognises that some learners, when studying vocationally-related qualifications, willhave coped with the learning demands of a course but may find the standard arrangements forthe assessment of their attainment presents an unfair barrier. This would apply to learners withknown and long-standing learning problems and to learners who are affected at, or near to, thetime of a time-constrained assessment.

Edexcel will seek to approve alternative arrangements that:

÷ meet the needs of learners with particular requirements

÷ do not confer advantage over other learners

÷ are commensurate with the proper outcomes from the qualification.

Details of the allowable arrangements for such learners are given in Assessment of VocationallyRelated Qualifications: Regulations and Guidance relating to Learners with SpecialRequirements (Edexcel Foundation, 2002).

hÉó=ëâáääë

All BTEC First Diploma qualifications include mapping and/or signposting of key skills. Theseare transferable skills, which play an essential role in developing personal effectiveness foradult and working life and in the application of specific vocational skills.

In each unit the opportunities for the generation of evidence for key skills are signposted. Theseare indicative links only. Staff will need to become familiar with key skills specifications andtheir evidence requirements and they are advised not to rely on the signposting in the unitswhen presenting key skills evidence for moderation.

Key skills provide a foundation for continual learning. They enable and empower individualswho inevitably face a series of choices in work, education and training throughout their lives.Current and future initiatives such as learndirect, lifelong learning and widening participationall require a more flexible population in the workplace and key skills play a role in setting theframework.

Learners need the chance to show current and future employers that they can:

÷ communicate effectively, in a variety of situations, using a wide range of techniques

÷ work well with others – individuals or teams – so that work can be properly planned andtargets met

÷ manage their own development, so that they are always ready to take on the challenges ofchange and diversification

÷ use number, not just within routine tasks and functions but to help them be more effectiveand efficient in all they do

÷ use ICT in a range of applications to support all aspects of their role

÷ solve problems in a variety of circumstances.


15

qÜÉ=ïáÇÉê=ÅìêêáÅìäìã

The study of the BTEC First Diploma in Horticulture provides opportunities for the learner todevelop an understanding of spiritual, moral, ethical, social and cultural issues and anawareness of environmental issues, health and safety considerations, and Europeandevelopments. These wider curriculum opportunities are indicated in the units as appropriate.Mapping of wider curriculum opportunities issues is provided in Annex C.

The BTEC First Diploma in Horticulture makes a positive contribution to wider curricular areasas appropriate.

péáêáíì~äI=ãçê~äI=ÉíÜáÅ~äI=ëçÅá~ä=~åÇ=Åìäíìê~ä=áëëìÉë

The specification contributes to an understanding of:

÷ spiritual issues through an appreciation of the spiritual dimension to horticulture,particularly when horticulture is seen through a historical context

÷ moral and ethical issues are encountered throughout the BTEC Firsts in Horticulture asdealing with plants and the environment will always involve the learner engaging in moraland ethical issues

÷ social and cultural issues are encountered throughout the BTEC Firsts in Horticulture inseveral units.

båîáêçåãÉåí~ä=áëëìÉë

Learners are led to appreciate the importance of environmental issues as they engage inhorticulture as well as through experience of the horticultural industry

bìêçéÉ~å=ÇÉîÉäçéãÉåíë

Much of the content of the BTEC First in Horticulture is applicable throughout Europe, eventhough the context of delivery is within the UK.

eÉ~äíÜ=~åÇ=ë~ÑÉíó=áëëìÉë

The BTEC First Diploma in Horticulture is practically based and so health and safety issues areencountered throughout the course. Learners will develop awareness of the safety of others aswell as themselves in all practical activities. Learners will also explore health and safety issuesacross the horticultural industry.

bèì~ä=çééçêíìåáíáÉë=áëëìÉë

Equal opportunities issues are implicit throughout the BTEC First in Horticulture.


16

rëÉÑìä=éìÄäáÅ~íáçåë

Further copies of this document and related publications can be obtained from:

Edexcel PublicationsAdamswayMansfieldNottinghamshire NG18 4FN

Tel: 01623 467 467Fax: 01623 450 481E-mail: [email protected]

Related publications include:

÷ the current Edexcel publications catalogue and update catalogue

÷ key skills publications – specifications, tutor support materials and question papers

÷ The Conduct of Controlled Assessments for BTEC National Qualifications (Edexcel, to bepublished in 2002)

÷ The Code of Practice for Vocationally Related Qualifications* (QCA, publication expectedin 2002)*This title is subject to confirmation by QCA.

Edexcel publications concerning the Quality Assurance System and the internal and externalverification of vocationally-related programmes may be found on the Edexcel website and inthe Edexcel publications catalogue.

NB: Most of our publications are priced. There is also a charge for postage and packing. Pleasecheck the cost when you order.

eçï=íç=çÄí~áå=k~íáçå~ä=lÅÅìé~íáçå~ä=pí~åÇ~êÇë

LantraLantra HouseNACKenilworthWarwickshireCV8 2LG

Telephone: 024 7669 6996Fax: 024 7669 6732

mêçÑÉëëáçå~ä=ÇÉîÉäçéãÉåí=~åÇ=íê~áåáåÖ

Edexcel supports UK and international customers with training related to BTEC qualifications.This support is available through a choice of training options offered in our published trainingdirectory or through customised training at your centre.

The support we offer focuses on a range of issues including:

÷ planning for the delivery of a new programme

÷ planning for assessment and grading


17

÷ developing effective assignments

÷ building your team and teamwork skills

÷ developing learner-centred learning and teaching approaches

÷ building key skills into your programme

÷ building in effective and efficient quality assurance systems.

The national programme of training we offer can be viewed on the Edexcel website(www.edexcel.org.uk). You can request customised training through the website or bycontacting one of our advisers in the Professional Development and Training team on telephonenumber 020 7758 5620 to discuss your training needs.

The training we provide:

÷ is active – ideas are developed and applied

÷ is designed to be supportive and thought provoking

÷ builds on best practice.

Our training will also underpin many areas of the FENTO standards for teachers workingtowards them.

cìêíÜÉê=áåÑçêã~íáçå

For further information please call Customer Services on 0870 240 9800, or visit our website atwww.edexcel.org.uk.


18


19

`çêÉ

ìåáíë


20


21

bÇÉñÅÉä=iÉîÉä=O=_qb`=cáêëí=aáéäçã~=áå=eçêíáÅìäíìêÉ

`çêÉ=ìåáíë

Unit 1: Industry Experience 23

Unit 2: Industry and Organisations 31


22


23

råáí=NW fåÇìëíêó=bñéÉêáÉåÅÉ

iÉ~êåáåÖ=ÜçìêëW SM

knc=äÉîÉä=OW _qb`=cáêëí

aÉëÅêáéíáçå=çÑ=ìåáí

This is a core unit in the BTEC First Diploma in Agriculture, Animal Care, Countryside andEnvironment, Fish Husbandry, Floristry, Horse Care and Horticulture, and should be deliveredand assessed in the context of the sector.

This unit provides learners with the opportunity to develop important general skills. In order tocomplete this unit, the learner will need to describe the business or organisation where industryexperience was provided. The learner will need to produce project work which gives a clear andaccurate description of the organisation and their industry experience.

Industry-placement experience is a mandatory part of this unit. Learners must gain experienceof working within real work environments in the industry.

This unit presents opportunities to demonstrate key skills in application of number,communication, information technology, improving own learning and performance, problemsolving and working with others.

This unit offers the opportunity to heighten learners’ awareness of the following issues:environmental, moral, social, health and safety, European, cultural and sustainabledevelopment.

Depending on the context this unit links to the following National Occupational Standards atlevel 2 in:

÷ Environmental Conservation

÷ Floristry

÷ Horse Care

÷ Livestock Production

÷ Amenity Horticulture.

This is an internally assessed unit.

pìãã~êó=çÑ=äÉ~êåáåÖ=çìíÅçãÉë

To achieve this unit a learner must:

1 Demonstrate the ability to work effectively

2 Describe the purpose of the business or organisation

3 Describe current changes in the business/organisation’s operations

4 Develop own performance.


24

`çåíÉåí

1 Work effectively

Accepted rules of conduct within the work setting: including reliability, attendance,punctuality, commitment, co-operation, maintaining confidentiality, dealing withcustomers, communicating effectively

Legislative and regulatory requirements relevant to the work: including health and safety,environmental

How to promote and maintain health and safety: including how to assess potential risks,policies and procedures in the work setting, safe methods for manual handling, emergencyprocedures, security of the workplace

2 Purpose of the business/organisation

The services and/or products which the business organisation provides

The customer base and the importance of customer care

The structure of the business/organisation

3 Current changes

Plotting historical changes, ie numbers of staff, resources, capital investment then and now

The importance of continuous improvement at all levels of the business/organisation

4 Own performance

The ways in which individuals develop at work

The importance of development in the workplace

Recognition of the contribution which the learner makes to team work

BF011717 – G

uidance and units – Edexcel Level 2 BTEC

First Diplom

a in Horticulture

– Issue 1 – August 2002

25

^ëëÉëëã

Éåí=Ö

ìáÇ~å

ÅÉ

qÜáë=ì

åáí=áë=áå

íÉêå~ääó=~ëëÉëëÉÇ

In order to pass this unit, the evidence that the learner presents for assessment needs to dem

onstrate that they can meet all of the learning outcom

es for the unit.The criteria for a pass grade describe the level of achievem

ent required to pass this unit.

dê~Ç

áåÖ=ÅêáíÉêá~

To achieve a pass grade the evidence must show

that the learner is able to:To achieve a m

erit grade the evidence must show

that the learner is able to:To achieve a distinction grade the evidence m

ustshow

that the learner is able to:

÷ understand and com

ply with the rules of

conduct, including health and safetyrequirem

ents and other relevant legislation

÷ describe the purpose of thebusiness/organisation

÷ describe the reasons a business/organisationneeds to change and w

hat changes are beingm

ade to this business/organisation

÷ describe the contribution m

ade to team w

orkand com

ment on it.

÷ dem

onstrate mature conduct show

ingcom

mitm

ent to work

÷ understand the im

portance of customer care and

how it applies to this business/organisation

÷ understand the im

portance of staff training andthe possible effects on business

÷ identify how

a specific task may have been

undertaken differently in order to have carried itout m

ore effectively.

÷ show

initiative when dealing w

ith new and/or

difficult situations

÷ dem

onstrate good customer care skills and

describe a possible career route within this

business/organisation

÷ describe the inter-relationship of all aspects ofthe business and the influence of externalpressures

÷ identify further training requirem

ents to enablem

ore effective contribution to the team.


26

bëëÉåíá~ä=áåÑçêã~íáçå=Ñçê=íÉ~ÅÜÉêë

aÉäáîÉêó=ëíê~íÉÖáÉë

This unit should be assessed through the minimum of 200 hours industry-placement experienceor five weeks, whichever is the longer. Learners need to gain a wide range of experience, anddevelop skills which are relevant to the industry.

Learners must be taught safe working practices and techniques, with concern for health andsafety stressed. In addition, the importance of working in an environmentally sensitive areamust be promoted.

Learners must be given supported time to plan and review their own development.

^ëëÉëëãÉåí=ëíê~íÉÖáÉë

The main evidence produced to achieve the outcomes of this unit will be from industry-placement experience, observations and reflective accounts of the learners’ own practice. Theoutcomes must be demonstrated in a real working environment.

Learners should be encouraged to collect evidence in the style of a portfolio, which couldinclude placement logs, diary, observations, witness testimony and personal accounts ofpractice.

This unit will be used to help prepare the learner for work and to investigate the nature of theorganisation in which the learner will work. It is envisaged that the learner will produce acomprehensive report to achieve outcomes 2 and 3 and work towards outcome 4.

iáåâë

Depending on the context the unit provides relevant skills and knowledge for the followingNational Occupational Standards:

÷ Horse Care


÷ Floristry

÷ Caring for Animals

÷ Livestock Production.


oÉëçìêÅÉë

The prime resource will be access to industry-placement experience. An additional resourcewill be staff time to visit work placements.


27

hÉó=ëâáääë

Highlighted here are the key skills that have already been identified in the Description andLinks sections. Achievement of key skills is not a requirement of this qualification but it isencouraged. Suggestions of opportunities for the generation of level 2 key skills evidence aregiven here. Staff should check that learners have produced all the evidence required by part Bof the key skills specifications when assessing this evidence. Learners may need to developadditional evidence elsewhere to fully meet the requirements of the key skills specifications.

^ééäáÅ~íáçå=çÑ=åìãÄÉê=äÉîÉä=O

When learners are: They should be able to develop the following keyskills evidence:

÷ preparing their portfolio N2.1 Interpret information from two differentsources, including material containing agraph.

N2.2 Carry out calculations to do with:a amounts and sizesb scales and proportionc handling statisticsd using formulae.

N2.3 Interpret results of your calculations andpresent your findings. You must use at leastone graph, one chart and one diagram.

`çããìåáÅ~íáçå=äÉîÉä=O


÷ discussing their work withtutor/employer

C2.1a Contribute to a discussion about astraightforward subject.

÷ making a presentation C2.1b Give a short talk about a straightforwardsubject, using an image.

÷ preparing for their portfolio C2.2 Read and summarise information from twoextended documents about a straightforwardsubject. One of the documents should includeat least one image.

÷ preparing their portfolio ofevidence

C2.3 Write two different types of documents aboutstraightforward subjects. One piece of writingshould be an extended document and includeat least one image.


28

fåÑçêã~íáçå=íÉÅÜåçäçÖó=äÉîÉä=O


÷ preparing their portfolio IT2.1 Search for and select information required fortwo different purposes.

IT2.2 Explore and develop information, and derivenew information, for two different purposes.

IT2.3 Present combined information for twodifferent purposes. Your work must include atleast one example of text, one example ofimages and one example of numbers.

fãéêçîáåÖ=çïå=äÉ~êåáåÖ=~åÇ=éÉêÑçêã~åÅÉ=äÉîÉä=O


÷ working at the workplace andmeeting workplace expectations

LP2.1 Help set targets with an appropriate personand plan how these will be met.

LP2.2 Using plans, identifying support from othersto help meet your targets, and takeresponsibility for some decisions about yourlearning.

÷ meeting with tutor/employer todiscuss progress

LP2.3 Review progress with an appropriate personand provide examples of evidence of yourachievements.

mêçÄäÉã=ëçäîáåÖ=äÉîÉä=O


÷ identifying change(s) in theworkplace operations andreasons for them

PS2.1 Identify the problem and come up with atleast two options for solving it.

PS2.2 Plan and try out at least one option for solvingthe problem, obtaining support and makingchanges to your plan when necessary.

PS2.3 Apply given methods to check whether theproblem has been solved and describe resultsand explain your approach, including yourapproach to problem solving.


29

tçêâáåÖ=ïáíÜ=çíÜÉêë=äÉîÉä=O


÷ working with others on theplacement

WO2.2 Work with others towards achieving theidentified objectives, organising tasks to meetyour responsibilities, and support co-operativeworking.


30


31

råáí=OW fåÇìëíêó=~åÇ=lêÖ~åáë~íáçåë




This externally-assessed core unit introduces learners to their chosen industry, and develops anawareness of the different types of businesses and organisations currently operating within thesector. The learner will need to study one industry (eg livestock production, animal care,floristry, equine) and describe the main characteristics and features of this industry.

This unit also introduces the learners to the concept of sustainable development and itssignificance in their chosen industry.

This unit presents opportunities to demonstrate key skills in application of number,communication, information technology and problem solving.

This unit offers the opportunity to heighten learners’ awareness of the following issues:environmental, ethical, moral, health and safety, European, cultural and sustainabledevelopment.

This is an externally assessed unit. It will be assessed through an Integrated VocationalAssignment (IVA).



1 Describe the development and structure of a sector within the land-based industry in theUnited Kingdom

2 Review the principal organisations which have a significant impact on the sector

3 Describe the main legislation relating to their chosen sector

4 Describe the principles of sustainable development.


32

`çåíÉåí

1 Development and structure

Structure: the features and characteristics of the industry. The main values and ethics of theindustry (eg animal welfare, quality, sustainability). Relevant legislation. Different types ofbusinesses and organisations there are in the industry, and the types of goods and servicesthey provide. The size of these businesses/organisations (eg numbers employed, turnover).The different types of allied industries (what they are and what role they play). Anyregional differences. The trends which are currently affecting the industry.

Principles and philosophy: ethical, utilitarian, stewardship, aesthetic, ecological, cultural,scientific, material

2 Principal organisations

Organisations: statutory, non-governmental, major land-owning eg: Countryside Agency,DEFRA, Institute of Horticulture, British Horse Society, Institute of Floristry, RSPCA

Grants: consideration of main schemes, eg setting up a small business, EnvironmentallySensitive Areas, Farm and Conservation Grant scheme, Countryside Stewardship scheme

3 Legislation

United Kingdom legislation: consideration of main relevant legislation, eg National TrustAct 1907, Health and Safety at Work Act 1974, National Parks and Access to theCountryside Act 1949, Wildlife and Countryside Act 1981, Environment Protection Act1990, UK Biodiversity Action Plan, employment legislation

European legislation: consideration of European action plans, European directives

International legislation and treaties: Ramsar convention, world heritage convention,Convention on Trade in Endangered Species, Berne Convention, Bonn Convention onClimate Change, the Rio Declaration on Environment and Development

Designations: local nature reserves, sites of special scientific interest, national naturereserves, national marine reserves, heritage coasts, national parks, country parks, areas ofoutstanding natural beauty

European conservation designations: special areas of conservation, special protectionareas, Natura 2000

4 Principles of sustainable development

Definitions: the generally accepted meaning of the term sustainable development from theBrundtland Report ‘Our Common Future’

History and development: the change in attitude to development and economic growth sincethe 1970s, with the growing awareness that economic growth must be linked to theprotection of the environment and conservation of resources

Interdependence: the links between people, the economy and employment and the naturalenvironment. The links between activity by people at a local level and their global impact(eg CFCs and the ozone layer, industrialisation and acid rain)

BF011717 – G


First Diplom

a in Horticulture


33

^ëëÉëëã

Éåí=Ö

ìáÇ~å

ÅÉ

qÜáë=ì

åáí=áë=ÉñíÉêå

~ääó=~ëëÉëëÉÇ





dê~Ç






ustshow


÷ describe the developm

ent and structure of asector w

ithin the land-based industry in theU

nited Kingdom

÷ identify the principle organisations w

hich havea significant im

pact on this sector

÷ describe the m

ain UK

legislation relating to thesector

÷ describe the principle of sustainabledevelopm

ent.

÷ com

pare allied industries and the role they play

÷ identify current trends and issues affecting thesector

÷ explain the significance of relevant (Europeanand international) legislation relating to thesector

÷ describe factors w

hich influence individual andgovernm

ental behaviours and their likely globalim

pact.

÷ consider the grant schem

es available to thesector in relation to the m

ain values and ethicsof the industry

÷ explain the im

pact of international treaties andconventions on the sector

÷ evaluate the m

easures taken within the sector

towards the aim

of sustainable development.


34



As this unit is externally assessed via the Integrated Vocational Assignment (IVA) it isrecommended that some preparatory work is carried out prior to the learners tackling the IVA.

Delivery of the unit should be through a combination of lectures and practical situations whichencourage learners to develop their knowledge and understanding of their chosen sector.Current legislation may be delivered through lectures. An understanding of the role oforganisations may initially be gained through lectures, and further developed with presentationsfrom representatives from the sector and visits to appropriate organisations. Additionally,industrial experience will provide opportunities for investigation of roles and internal structureof organisations.


This unit is externally assessed using the Integrated Vocational Assignment (IVA).

iáåâë

This general unit has close links with Unit 1: Industry Experience unit and many other unitswithin the programme. This unit offers opportunities to demonstrate use of key skills inapplication of number, communication, information technology and problem solving.

oÉëçìêÅÉë

Access to textbooks and classroom material should be provided for information on the land-based industry. In addition careers information and access to a computer with internet facilitiesis necessary.

pìÖÖÉëíÉÇ=êÉ~ÇáåÖ

Textbooks

The suggested reading will depend on the type of industry the learner is studying. However, inrelation to sustainable development the following may be useful.

÷ Elliott J A – An Introduction to Sustainable Development (Routledge, 1994)

÷ Meadows D et al – The Limits to Growth (Pan, 1972)

÷ Nagle G and Spencer K – Sustainable Development (Hodder & Stoughton, 1997)

÷ Whymark S – Development Issues (Hodder & Stoughton, 1995)


35

hÉó=ëâáääë




÷ identifying current trends inindustry

N2.1 Interpret information from two differentsources, including material containing agraph.



÷ discussing the issues ofsustainable development






÷ searching information on currenttrends and issues

IT2.1 Search for and select information required fortwo different purposes.





36



÷ discussing the issuessurrounding sustainabledevelopment, and the impact onthe environment




37

péÉÅá~äáëí

ìåáíë


38


39

bÇÉñÅÉä=iÉîÉä=O=_qb`=cáêëí=aáéäçã~=áå=eçêíáÅìäíìêÉ

péÉÅá~äáëí=ìåáíë

Unit 3: Introduction to Amenity and Decorative Horticulture 41

Unit 4: Introduction to Biology 47

Unit 5: Estate Skills 53

Unit 6: Commercial Crop Production 61

Unit 7: Basic Landscape Construction 69

Unit 8: Horticultural Machinery 75

Unit 9: Nursery Stock Production 81

Unit 10: Protected Crop Production 87

Unit 11: Retail and Customer Service 93

Unit 12: Turf Establishment and Maintenance 101


40


41

råáí=PW fåíêçÇìÅíáçå=íç=^ãÉåáíó=~åÇaÉÅçê~íáîÉ=eçêíáÅìäíìêÉ




This is a specialist unit in the BTEC First Diploma in Horticulture.

This unit provides a general introduction to amenity and decorative horticulture. It covers thebasic knowledge and skills required, including an introduction to ground preparation, plantidentification, planting, plant maintenance and propagation. The unit will equip learners with abasic knowledge of ornamental plants and their selection and care.

Learners must be taught safe working practices and techniques, by demonstration andsupervised practical work, with concern for health and safety stressed. Also, it is important thatlearners work in an environmentally sensitive way.

This unit presents opportunities to demonstrate key skills in problem solving and working withothers.

This unit offers the opportunity to heighten learners’ awareness of the following issues:spiritual, ethical/moral, social, cultural, environmental, health and safety and sustainabledevelopment.

This unit links to the following level 2 National Occupational Standards: Amenity Horticulture.




1 Prepare ground for planting ornamental plants and select suitable plants

2 Plant a range of ornamental plants

3 Maintain of a range of ornamental plants

4 Propagate of a range of ornamental plants.


42

`çåíÉåí

1 Prepare ground, select suitable plants

Ground preparation: the reasons why ground is cultivated, methods of cultivating, correctground conditions, single digging, double digging, incorporation of organic material, thetypes of hand tools and pedestrian operated equipment used, how to test for Ph

Plant selection: identify a range of trees, shrubs, herbaceous and bedding plants (30 plantsin total), state what use each plant is suitable for

2 Plant ornamental plants

Tree planting: quality of tree relating to roots, stem and head, size of hole, forking of baseand sides, addition of soil ameliorants and fertiliser, choice and positioning of stake, backfilling, firming, tying and final finish

Shrub planting: quality of shrubs relating to root ball, moist compost, number of breaks,height and spread, size of hole, addition of soil ameliorant and fertiliser, back filling,firming, final finish

Bedding plants: quality of plants relating to containers, compost, plant age, spacing, feedingand hardening off, ground preparation, planting, final finish

Herbaceous plants: cut down, lift, divide, replant herbaceous plants, frequency and timingof operation

3 Maintain

Pruning: reasons why pruning is necessary, formative pruning as against routine pruning,timing of pruning, pruning roses, shrubs and hedging, disposal of arisings

General maintenance: maintenance of trees and shrubs in first year after planting,mulching, watering, weed, pest and disease control

4 Propagate

Seed sowing: conditions required for germination, seed sowing compost, sowing, spacing,depth, covering and irrigation, correct growing environment, provision of aftercare

Pricking out: choice of container and compost, handling of seedlings, correct growing onenvironment

Cuttings: basic types of propagation, seed versus cuttings, selection of cutting material,development of growth, soft/semi-ripe/hardwood cuttings, collecting cuttings from stockplant, making cuttings, insertion, placing in correct rooting environment

BF011717 – G


First Diplom

a in Horticulture


43

^ëëÉëëã

Éåí=Ö

ìáÇ~å

ÅÉ

qÜáë=ì

åáí=áë=áå






dê~Ç






ustshow


÷ prepare ground for planting and identify a rangeof plants

÷ com

petently plant a range of ornamental plants

÷ prune shrubs and hedging and describe them

aintenance requirements of trees and shrubs

÷ com

petently propagate a range of plants.

÷ explain w

hy ground is cultivated and describesuitable uses for a range of plants


hich affect successfulplanting

÷ identify reasons for pruning, and describefactors w

hich affect the growth of trees and

shrubs during the first year after planting

÷ identify factors w

hich affect the successfulpropagation of ornam

ental plants.

÷ evaluate different w

ays of cultivating ground,and select appropriate plants for particularsituations

÷ recom

mend planting m

ethods for a range ofplants, and suggest how

they should be caredfor after planting

÷ suggest a m

aintenance plan for a selection oftrees and shrubs

÷ recom

mend m

ethods of propagating a range ofplants.


44



This unit contains theoretical and practical aspects but in terms of time allocation has apractical bias.

Learners must be taught safe working practices and techniques, by demonstration andsupervised practical work, with concern for health and safety stressed.

Each learner’s progress should be continuously monitored and recorded. Progression throughthe course should be discussed with the learner and any problems or concerns should behighlighted and an action plan agreed to improve performance.

Where possible, assessment can cover more than one outcome.


Learners need to generate evidence which will demonstrate their understanding of the unit’ssubject matter.

iáåâë

The unit will form an important aid to Unit 1: Industry Experience.

The unit provides relevant skills and knowledge for the following level 2 NationalOccupational Standards: Amenity Horticulture.

This unit presents opportunities to demonstrate key skills in problem solving and working withothers.

oÉëçìêÅÉë

Grounds or ornamental garden area and glasshouse facilities are essential for this unit. Spaceand plants must be available for the ground cultivation and planting operations. A range oftrees, shrubs and herbaceous plants must be available for use in plant identification andmaintenance. Other equipment and consumables required include hand tools and first aid kit.


45

hÉó=ëâáääë




÷ selecting suitable materials forcuttings

PS2.1 Identify the problem and come up with at leasttwo options for solving it.





÷ carrying out practical tasks WO2.1 Plan the activity with others, identifyingobjectives and helping to allocateresponsibilities and confirm workingarrangements.


WO2.3 Exchange information on progress and agreeways of improving work with others to helpachieve objectives.


46


47

råáí=QW fåíêçÇìÅíáçå=íç=_áçäçÖó




This specialist unit introduces basic concepts in biology. It starts by considering the functionalcharacteristics of all living organisms, the cellular basis of life and the diversity of organisms. Itthen investigates how plants and/or animals carry out the various essential functions. Thisincludes investigating how organisms obtain their energy, the systems involved and howheritable characteristics are passed to the next generation.

This unit will link with all BTEC First land-based units involved with the understanding andmanagement of living organisms.

This unit presents opportunities to demonstrate key skills in communication, informationtechnology and problem solving.

This unit offers the opportunity to heighten learners’ awareness of the following issues:cultural, environmental, health and safety and sustainable development.




1 Investigate the classification of organisms and the structure of the cell

2 Examine the requirements for nutrition and growth of animals and/or plants

3 Explore the main systems in animals and/or plants

4 Investigate reproduction and heredity in animals and/or plants.


48

`çåíÉåí

1 Classification of organisms and the structure of the cell

Classification of organisms: characteristics of living organisms, kingdoms, binomialnomenclature, using a key for identification

Structure of the cell: importance of the nucleus, major organelles, main differences betweenanimal cells, plant cells and single-celled organisms

2 Nutrition and growth of animals and/or plants

Nutrition and growth of animals: heterotrophic nutrition, water, carbohydrates, fats,protein, minerals and vitamins, cellular respiration

or

Nutrition and growth of plants: autotrophic nutrition, photosynthesis, minerals, cellularrespiration

3 Systems in animals and/or plants

Systems in animals: digestion, transport, diffusion, osmosis, nervous and hormonal,skeletons and movement, excretion

or

Systems in plants: xylem, phloem, diffusion, osmosis, tropisms, transpiration, growthcontrol substances

4 Reproduction and heredity in animals or plants

Reproduction in animals: life cycles, asexual and sexual reproduction, reproduction inmammals

Heredity in animals: cell division, chromosomes, genes, alleles, recessive and dominant,simple monohybrid crosses (single-factor)

or

Reproduction in plants: life cycles, asexual and sexual reproduction, sexual reproduction inflowering plants

Heredity in plants: cell division, chromosomes, genes, alleles, recessive and dominant,simple monohybrid crosses (single-factor)

BF011717 – G


First Diplom

a in Horticulture


49

^ëëÉëëã

Éåí=Ö

ìáÇ~å

ÅÉ

qÜáë=ì

åáí=áë=áå






dê~Ç






ustshow


÷ identify the com

ponents of a cell and use a keyfor identification of organism

s and explain why

organisms are grouped

÷ investigate the requirem

ents for nutrition andgrow

th in plants and/or animals

÷ describe the m

ain systems in plants and/or

animals

÷ explain the need for reproduction andunderstand that characteristics are inherited.

÷ describe the role of m

ajor organelles anddescribe the m

ain differences between anim

alcells and plants cells

÷ describe cellular respiration

÷ interpret inform

ation relating to the main

systems of plants and/or anim

als

÷ explain how

characteristics are inherited.

÷ devise a key to identify sim

ilar organisms

÷ relate nutrition requirem

ents to either animal

diet or plant habitat/feeds

÷ explain the inter-relatedness of the system

s ofplants and/or anim

als

÷ discuss the effectiveness of differentreproductive strategies.


50



Delivery of the unit should be through a combination of lectures and practical investigationswhich encourage the learners to work together and carry out individual research.


Learners will generate evidence of achieving the outcomes through practical exercises andassignment work that may include writing scientific reports. Learners can work within groupsfor some exercises but will submit individual reports.

iáåâë

This unit is designed to provide essential underpinning scientific knowledge for all BTEC Firstland-based programmes.


oÉëçìêÅÉë

Sufficient laboratory and library resources should be available to enable learners to achieve thisunit. Preferably there should be access to multimedia computers and video players.


Textbooks

÷ Mackean D G – GCSE Biology (Murray, 1995) ISBN 0719553024

÷ Parsons R (ed) – Revision Guide for GCSE Double Science Biology, Foundation Level(The Science Co-ordination Group, Kirkby-in-Furness, Cumbria, 1998)

Appropriate CDs for this unit are:

÷ Microsoft – Encarta

÷ Dorling Kindersley – Encyclopaedia of Science and Encyclopaedia of Nature


51

hÉó=ëâáääë




÷ preparing a report C2.2 Read and summarise information from twoextended documents about a straightforwardsubject. One of the documents should includeat least one image.




÷ preparing a report IT2.1 Search for and select information required fortwo different purposes.




52



÷ examining the results ofpractical work





53

råáí=RW bëí~íÉ=pâáääë




This specialist unit gives the learner an opportunity to acquire the knowledge and some of theskills required to construct and maintain the main boundaries, surfaces and facilities found inan estate enterprise. The learner will carry out simple measuring exercises, and will also priceand order materials.

Learners will be taught safe working practices and techniques by demonstration and supervisedpracticals. Short lectures on safety, manual handling and lifting and background knowledge willbe essential.

This unit presents opportunities to demonstrate key skills in communication, informationtechnology, problem solving and working with others.

This unit offers the opportunity to heighten learners’ awareness of the following issues: social,environmental, health and safety and sustainable development

This unit links to the following National Occupational Standards at level 2:


÷ Livestock Production.




1 Select and work with hand tools

2 Construct or maintain boundaries or surfaces

3 Construct and fix an item made of wood

4 Provide and maintain services and facilities to an estate yard/building.


54

`çåíÉåí

1 Hand tools

Tools: identification and use of saw, hammer, chisel, spanners, screwdrivers, spade, shovel,spirit level, trowel, brace and bit, tape measure, sledge hammer, shuv-holer, drivall, woodenmallet, wire strainers, pliers, fencing pliers, pincers, crowbar, iron bar, planting spades

Safety: risk assessments and personal protective clothing

2 Boundaries and surfaces

Boundaries: select two of the following and carry out practical work with ditches, hedges,walls, banks, dykes, post and wire fences, post and rail fences, rabbit fences, deer fences,panel fences, post and boarding

Types of path: help to maintain one of the following: footpaths, raised walkways, sunkenroads, bridleways

Materials: concrete, bitumen, soil, stone, paving, woodchip

Measuring and pricing: simple measurement of boundary fence or area; calculation ofmaterials needed and price

3 Item made of wood

Construction: measure, cut, make simple joints

Type: select one of gate, stile, cattle trough, bridge, sign, bollard, table, bench, bird box, batbox, bird table, horse jumps, rabbit hutches, bird cages

4 Services and facilities

Services: drainage, water

Facilities: fixtures and fittings (work benches, washing facilities, doors and windows,cables and pipes)

Operations: plumbing with alkathene or copper fittings, glazing, blockwork including aright angle

BF011717 – G


First Diplom

a in Horticulture


55

^ëëÉëëã

Éåí=Ö

ìáÇ~å

ÅÉ

qÜáë=ì

åáí=áë=áå






dê~Ç






ustshow


÷ describe and dem

onstrate the use of a wide

variety of hand tools and carry out riskassessm

ents for these tools

÷ contribute to m

aintaining a path

÷ m

easure, cut and make a sim

ple wooden joint

from a plan

÷ consider facilities required on an estate,including drainage and plum

bing, glazing andblock w

ork.

÷ contribute to the construction of boundaries,having selected the m

aterials and correct toolsand using the appropriate risk assessm

ents

÷ draw

a plan for a wooden joint

÷ contribute to one of the follow

ing:

÷ drainage facilities; glazing; blockw

ork, givingfull consideration to health and safety.

÷ for either a sim

ple boundary fence or an areafence: com

pare the price of construction usingdifferent m

aterials/suppliers

÷ discuss the benefits of w

ooden structurescom

pared with structures m

ade from non-

wooden m

aterials

÷ discuss action to be taken w

hen facilities on anestate fail, including consideration of legislationand people/organisations to be alerted.


56



Learners will be taught safe working practices and techniques by demonstration and supervisedpracticals. Short lectures on safety, manual handling and lifting and background knowledge willbe essential.

Learners will be encouraged to work in small groups to create and plan the necessary work. Thesame groups will then work on the practical applications of their assessments. Learners musthave sufficient time and guidance to develop practical skills. Continuous monitoring andassessment of progress should be documented and discussed with each learner. Any concerns orproblems need to be highlighted and action plans agreed to improve performance.

Due to the inevitable variations in previous experience and confidence, learners are likely toprogress at differing rates and allowance must be made to further develop competent learnersand to support/encourage less confident learners to achieve.

Industrial experience will provide realistic practical opportunities to gain and improve skillsand to learn different techniques and systems.


Hand tools: Learners will need to carry out a hazard and risk assessment for each job to beundertaken. Learners will need to identify and select tools for all the jobs described and statetheir use. All tools should only be used for their prescribed purpose.

Boundaries or surfaces: Using tapes or other measuring equipment calculate the area or lengthof a field, fence or confined space. Calculate from a job description the requirements tocomplete the work and price up all the materials. Help to construct or build the boundaries andsurface.

Item made of wood: Draw a plan for an item made of wood (eg a piece of rustic furniture, agate, a stile, a fence) and help to construct it. On completion, erect or fix the item in a suitableplace.

Services and facilities: Services include water, electricity and drainage. Facilities includewashing equipment, ventilation, fire extinguishers, work benches, vices. Learners will carry outsimple operations in two of the following: plumbing; glazing; blockwork; concreting.

iáåâë

The unit provides relevant skills and knowledge for NVQ units covering the construction andmaintenance of structures and surfaces.

In these NVQ units the term ‘structures’ is generally used to describe fences, access points (egstiles, gates, steps and simple bridges) and ancillary structures (eg way markers, signs).

The unit links with other practically based units in the programme.

This unit presents opportunities to demonstrate key skills in communication, informationtechnology, problem solving and working with others.


57

oÉëçìêÅÉë

The resources required will vary according to the programme desired, but everyone will needaccess to a building which could be used as an estate facility. An area will be required for theerection of boundaries and walkways. Effective delivery of this unit requires access to a rangeof estate tasks in which learners can participate in order to develop practical skills. Adequatehand tools and some machinery will be necessary for learners to work individually or in smallgroups.


Textbooks

÷ Agate E – Fencing (British Trust for Conservation Volunteers, 1986) ISBN 0946752044

÷ Agate E – Footpaths (British Trust for Conservation Volunteers, 1988) ISBN 0946752117

÷ British Trust for Conservation Guides

÷ Brooks A – Hedging (1975)

÷ Brooks A – Woodlands (British Trust for Conservation Volunteers, 1980)ISBN 0950164372


58

hÉó=ëâáääë




÷ discussing the principles ofboundaries or a walkway orbridle ways and access


÷ preparing their portfolio ofevidence or a report onsuggested improvements to anestate building and its equipment




÷ evaluating methods of protectingvegetation



÷ preparing a report or theirportfolio of evidence




÷ explaining the need for majorservices




59



÷ taking part in practical work WO2.1 Plan the activity with others, identifyingobjectives and helping to allocateresponsibilities and confirm workingarrangements.




60


61

råáí=SW `çããÉêÅá~ä=`êçé=mêçÇìÅíáçå





This unit provides an introduction to commercial horticulture. It covers the basic knowledgeand skills required, including an introduction to propagation, preparing sites and growing mediafor planting, establishing and maintaining crops, and harvesting.


This unit presents opportunities to demonstrate key skills in application of number,communication, information technology and improving own learning and performance.

This unit offers the opportunity to heighten learners’ awareness of the following issues:environmental, health and safety and sustainable development.




1 Carry out a range of propagation techniques for commercial crop production

2 Prepare sites and growing media for planting commercial crops

3 Establish and maintain a range of commercial crops

4 Harvest and prepare a range of commercial crops.


62

`çåíÉåí

1 Propagation

Propagating plants by vegetative methods: how to collect propagation materials,requirements of propagating programmes, preparation and treatment of propagationmaterial, propagation methods (including: cuttings, division, budding and grafting),establishing propagation material in a growing environment, providing suitable aftercare(including watering, temperature control, humidity control, removal of diseased material),safe use of cutting equipment and containers

Propagating plants from seed: the correct timing of work activities, preparation of thegrowing medium, different methods of preparing seed (including: soaking, priming,temperature treatments and scarification), how to sow seed evenly and accurately, types ofseed sowing equipment. Providing suitable aftercare (including: humidity control,temperature control, pricking out, weed control, pest or rodent control), problems whichcan occur with germination

2 Prepare sites and growing media

Preparing sites: how to clear and clean sites ready for planting, maintaining suitable levelsof hygiene, correct disposal of waste, types and quantity of equipment and materialsrequired for planting, production requirements and time scales for planting, the requiredcondition of materials for planting

Prepare growing media: materials for incorporation into growing media, productionrequirements for the preparation of growing media, methods for measuring out materials,different types of growing media (including soil and compost), different ingredients used toprepare growing media and the properties of such ingredients, different methods ofpreparing the growing medium, planting requirements in terms of consistency and moisturelevel

3 Establish and maintain

Setting out and establishing crops: the necessary condition of the plant material, correctpositioning of the plant material (including: spacing, depth, orientation and firmness), howto handle plant material, maintaining safety and quality during planting, types of protectionand aftercare, types of pests, diseases and environmental condition which may affectproduction, the requirements which crops have for nutrients and moisture

Maintain crops: the signs of a healthy crop, problems which may occur with the crop andhow to identify them (including moisture problems, nutrient problems and damaged plants),common types of pests, diseases and disorders which affect plants, the application ofnutrients to crops, the necessary moisture levels, methods/systems for maintaining moisturelevels, the reasons for, and methods of, maintaining hygiene, types of unwanted plantmaterial (including weeds), methods for manipulating plant development (includingtrimming and supporting), different types of control methods used in commercial cropproduction (including chemical, biological, cultural and mechanical)


63

4 Harvest and prepare

Harvesting: necessary conditions of crops for harvesting, safe and effective methods forharvesting crops (including examples of manual and mechanical methods)how to maintainthe quality of the crop during harvesting, acceptable rates of harvesting in the commercialsector

Preparing harvested crops: methods for preparing harvested crops (including: handling,grading, packing, containering, labelling, cleaning and drying), how to maintain hygienethroughout

BF011717 – G


First Diplom

a in Horticulture


64 ^ëëÉëëã

Éåí=Ö

ìáÇ~å

ÅÉ

qÜáë=ì

åáí=áë=áå






dê~Ç






ustshow


÷ com

petently propagate plants using differentm

ethods of propagation

÷ com

petently prepare sites for planting andprepare grow

ing media

÷ describe crop establishm

ent and growth for a

named horticultural crop

÷ describe how

a named horticultural crop should

be harvested and prepared for sale.


hich affect the successfulpropagation of com

mercial horticultural plants

÷ explain the im

portance of correctly preparingsites and grow

ing media


hich affect cropestablishm

ent, growth and yield

÷ describe how

to maintain the quality of the crop

during harvesting, and how to optim

ise itscondition for sale.

÷ evaluate m

ethods of propagating a range ofcom

mercial horticultural plants

÷ evaluate the use of different grow

ing media,

and recomm

end methods of preparation

÷ discuss m

ethods of monitoring and im

provingcrop establishm

ent, growth and yield

÷ evaluate different m

ethods of harvestingcom

mercial horticultural crops.


65



Safe working practices need to be emphasised at the start of the course.

Practical demonstrations and lectures must be used to ensure learners are shown how to carryout tasks and have the underpinning knowledge that is relevant to the outcome.

The outcomes should be achieved by a combination of practical knowledge and underpinningknowledge tests. Learners should be given the opportunity, wherever possible, to developpractical skills.

Individual tutorials will be used to monitor progress and provide encouragement and assistance.



Outcomes will be assessed by a combination of practical and underpinning knowledge tests, thelearner being given the opportunity to develop practical skills.

iáåâë

The unit will form an important aid to Unit 1: Industry Experience.

This unit presents opportunities to demonstrate key skills in application of number,communication, information technology and improving own learning and performance.

oÉëçìêÅÉë

Facilities required for this unit include regular and routine access to a range of commercialplant production resources.

Sufficient cropping area and range of plant types are required to provide adequate experience ofthe working environment. The facilities should represent those found in professionalhorticulture, and should allow learners the opportunity to develop practical skills.

The following equipment and consumables are required: glasshouses and/or polythene tunnels,land, a wide range of plants representing a range of commercial production options, a range ofsuitable growing media, hand-tools, pedestrian controlled equipment, packing and gradingfacilities, crop support and irrigation equipment.

Sufficient library and IT resources should be available for reference on a range of commercialproduction options.


66

hÉó=ëâáääë




÷ preparing a report N2.1 Interpret information from two differentsources, including material containing a graph.

÷ preparing, setting out, sowingharvest and preparing for sale arange of crops


÷ preparing a report N2.3 Interpret results of your calculations andpresent your findings. You must use at leastone graph, one chart and one diagram.



÷ describing production operations C2.1a: Contribute to a discussion about astraightforward subject.

÷ giving a presentation on anappropriate topic

C2.1b Give a short talk about a straightforwardsubject, using an image.

C2.2 Read and summarise information from twoextended documents about a straightforwardsubject. One of the documents should includeat least one image.




67







fãéêçîáåÖ=çïå=äÉ~êåáåÖ=~åÇ=éÉêÑçêãáåÖ=äÉîÉä=O


÷ preparing ‘appropriate’ growingmedia for sowing a range ofcrops

÷ discussing results and progresswith tutor

LP2.1 Help set targets with an appropriate personand plan how these will be met.

LP2.2 Using plans, identifying support from others tohelp meet your targets, and take responsibilityfor some decisions about your learning.

LP2.3 Review progress with an appropriate personand provide examples of evidence of yourachievements.


68


69

råáí=TW _~ëáÅ=i~åÇëÅ~éÉ=`çåëíêìÅíáçå





This unit enables learners to develop an understanding of the basic principles of landscapeconstruction. There are few horticultural sites where levelling is not a pre-requisite to thecarrying out of hard and soft landscape construction. The basics of drainage, surveying andconstruction of hard surfaces is of great value to learners in studying many different aspects ofhorticulture.

Learners must carry out this work under close supervision and be taught safe working practicesand techniques. Also, it is important that learners work in an environmentally sensitive way.


This unit offers the opportunity to heighten learners’ awareness of the following issues: social,cultural, environmental, health and safety and sustainable development.





1 Mark out the position of landscape features and surfaces accurately

2 Prepare site for hard landscape works

3 Install drainage and foundations correctly

4 Lay concrete and paving surfaces manually.


70

`çåíÉåí

1 Landscape features and surfaces

Sites and site plans: different types of sites (eg greenfield, urban derelict, reclaimed land,existing gardens), how to interpret a site plan showing hard and soft landscape features

Marking out: how to establish the position of hard landscape surfaces on the site, referencepoints for the marking out procedure, the marking out of squares, rectangles and circles asappropriate to the design, the use of setting out lines, sand lines, tapes and pegs

2 Hard landscape

Preparing the site (under supervision): locate and protect underground surfaces beforeexcavation, accurate levels of excavation, levelling of site as appropriate to works, use oflevelling equipment, how to work within specified tolerances

Use of equipment: to level surrounding soil to appropriate levels for levels of hard surfaces,the use of spirit levels, straight edges, levelling pegs and staffs

3 Drainage and foundations

Drainage: the reasons for drainage, the use of pipe drainage, drainage systems, impededdrainage, how to install drainage by hand using drainage pipes, boning rods and backfill

Foundations: thickness of hard core applied as specified, compaction of hard core or otheraggregates to a specified level or slope, use of vibrating plates or mechanical compactors,clearing excess debris on completion

4 Concrete and paving surfaces

Concrete: ingredients, mortar, mixes, finishes and curing, how to prepare a framework forconcreting, establishing levels, mixes to selected mix and slump, infills with concrete,finishes and protects/cures, correct use of concrete mixers

Paving surfaces: depths of foundations according to use, suitable aggregates, reasons forcompaction, different types of paving (natural stone, pressed, precast, bricks, concretepaviors), methods of laying covered (five spot, full bed method), patterns and bondings,how to point surface to completion and check of surface levels

BF011717 – G


First Diplom

a in Horticulture


71

^ëëÉëëã

Éåí=Ö

ìáÇ~å

ÅÉ

qÜáë=ì

åáí=áë=áå






dê~Ç






ustshow


÷ m

ark out the position of simple landscape

features and surfaces accurately

÷ prepare a site under supervision for hardlandscape w

orks

÷ describe how

to install pipe drainage and howto prepare foundations for concrete w

orks

÷ lay a sm

all area of concrete and paving.

÷ describe how

to interpret a site plan, andidentify the different types of site w

herelandscape construction m

y be required


hich affect the ease of sitepreparation

÷ explain the im

portance of drainage andfoundations

÷ identify problem

s which m

ay occur duringconcreting and paving.

÷ evaluate your m

arking out and recomm

end howyou m

ight improve your m

ethod further

÷ discuss the im

portance of site levelling, andhow

equipment can be used to assist levelling

÷ recom

mend the drainage and foundations

required in a particular location

÷ evaluate your concreting and paving andrecom

mend how

you might im

prove yourm

ethod further.


72



A variety of different delivery methods will be used. For this unit there will, by necessity, besome formal teaching. Illustrative slides will give an indication of where and how hard surfacesare used. Use of a library of building materials to illustrate the many different types of hardsurfaces will be an essential part of the delivery. The majority of the time will be spent onpractical work, learning the necessary skills for constructing foundations, installing drainagepipes and laying concrete and paving.


Generation of evidence will come mainly from the practical work – marking out sites, installingdrainage, preparation of foundations and laying concrete or paving. There will need to be aknowledge test to see that learners understand why foundations, and the various buildingmaterials, are used.

iáåâë

There are clear links with specialist Unit 8: Horticultural Machinery. The skills and knowledgegained in this module may will during the development of Unit 1: Industry Experience.

The unit provides relevant skills and knowledge for level 2 National Occupational Standards inAmenity Horticulture.


oÉëçìêÅÉë

The learners will require access to a range of paving surfaces. Visits to local hard landscapingsuppliers, garden centres and DIY centres will help learners understand the range of pavingsurfaces available.

To complete the unit there will be a requirement for laying concrete, paving materials, sand,cement, aggregates and drainage pipes. In addition, there is a requirement for the learner to usespirit levels, boning rods, staffs, hand trowel and pointing tools. Concrete mixers and vibratingplates or rollers will also be required.


Textbooks

÷ Edward A – The BDA Guide to Successful Bricklaying (Butterworth-Heinemann, 1999)

÷ Obande M – Blocklaying and Concreting (Longman, 1990)

Magazines

÷ Cement and Concrete Association leaflets and bulletins


73

hÉó=ëâáääë




÷ carrying out practical work

÷ preparing a report of thepractical work completed

N2.2 Carry out calculations to do with:

a amounts and sizesb scales and proportionc handling statisticsd using formulae.

N2.3 Interpret results of your calculations and presentyour findings. You must use at least one graph,one chart and one diagram.




C2.3 Write two different types of documents aboutstraightforward subjects. One piece of writingshould be an extended document and include atleast one image.




IT2.3 Present combined information for two differentpurposes. Your work must include at least oneexample of text, one example of images andone example of numbers.


74

fãéêçîáåÖ=çïå=äÉ~êåáåÖ=~åÇ=éÉêÑçêã~åÅÉ=äÉîÉä=O


÷ preparing to carry out practicalwork

LP2.1 Help set targets with an appropriate person andplan how these will be met.

LP2.2 Using plans, identifying support from others tohelp meet your targets, and take responsibilityfor some decisions about your learning.

÷ discussing their work andprogress with a tutor

LP2.3 Review progress with an appropriate person andprovide examples of evidence of yourachievements.



÷ assisting and carrying outpractical work






÷ assisting and carrying outpractical work

WO2.1 Plan the activity with others, identifyingobjectives and helping to allocateresponsibilities and confirm workingarrangements.




75

råáí=UW= eçêíáÅìäíìê~ä=j~ÅÜáåÉêó




This is a specialist unit in the BTEC First Diploma in Horticulture

An introduction to the machinery and equipment used in many horticultural enterprises is anessential part of any course for learners training for a career in horticulture.

This unit will equip the learner with a basic knowledge and practical ability of the type ofmachinery and equipment to be found in many businesses in the horticultural sector, rangingfrom power sources used to drive an enterprise’s equipment, to other machinery and equipmentused to make the job easier and more efficient.

This unit presents opportunities to demonstrate key skills in communication.






1 Operate and maintain power sources

2 Prepare self-propelled power-units

3 Identify and use mechanised equipment

4 Operate and maintain a pedestrian-controlled rotary cultivator.


76

`çåíÉåí

1 Power sources

Operation: simple pre-start checks and adjustments, how to start, operate and stop powersources safely and correctly, the uses to which such power sources are put, advantages anddisadvantages of different types of power sources, how an internal combustion engineworks

Routine maintenance: the necessary routine maintenance of power sources prior to use,how to maintain health and safety during this type of maintenance, types of tools andmaterials required for the maintenance, types of protective clothing, correct methods ofdisposing of waste

2 Self-propelled power-units

Preparation: the controls and instruments for a range of power units and attachments,necessary pre-start checks and adjustments, health and safety in relation to the preparationand operation of power units, types of attachments and how they should be secured,conditions which should be taken into account when considering the use of attachments,correct use and duration of warning signals and indicators, how to start the power unitsafely and correctly

Operation: the ways in which the power-unit should be manoeuvred, and how differentweather and ground conditions must be taken into account; types of hazards which may beencountered and how these should be dealt with, capabilities of the vehicle and theexpected efficiency of vehicle operation, safe use of attachments; health and safetylegislation, and codes of practice in relation to the preparation and use of self-propelledpower-units

3 Mechanised equipment

Mechanised equipment: different types of mechanised equipment which are used inhorticulture, the purpose and use of such equipment, how such mechanised equipmentworks, safe and correct operation of equipment; health and safety legislation and codes ofpractice in relation to the use of mechanised equipment

4 Pedestrian-controlled rotary cultivator

Operation: the correct ways to use a pedestrian-controlled rotary cultivator, includingstarting, operating and stopping, types of hazards which may be encountered and how theseshould be dealt with, health and safety during use, factors relating to tilth control and depthcontrol

Maintenance: manufacturer’s requirements in terms of routine maintenance, how tomaintain health and safety during routine maintenance, the types of tools and materialsrequired for maintenance, methods of disposing of waste

BF011717 – G


First Diplom

a in Horticulture


77

^ëëÉëëã

Éåí=Ö

ìáÇ~å

ÅÉ

qÜáë=ì

åáí=áë=áå






dê~Ç






ustshow


÷ carry out necessary pre-start checks and operatea horticultural m

achine safely

÷ prepare and safely operate a self-propelledpow

er unit

÷ identify and describe the purpose of a range ofm

echanised horticultural equipment

÷ safely operate a pedestrian controlled rotarycultivator and describe its m

aintenancerequirem

ents.

÷ explain the im

portance of pre-start checks, anddescribe the routine m

aintenance requirements

of an item of horticultural m

achinery

÷ identify types of attachm

ent, their purpose, andhow

they should be secured

÷ explain how

a range of mechanised horticultural

equipment is correctly operated

÷ identify hazards w

hich my be encountered

during use and how these should be dealt w

ith.

÷ discuss how

health and safety legislation affecthow

a horticultural machine should be operated

and maintained

÷ discuss how

ground and weather conditions,

type of attachment and potential hazards affect

how a self-propelled pow

er unit should beoperated

÷ select the m

ost suitable machine for a particular

purpose, clearly explaining your reasons

÷ evaluate your operation of a cultivator andrecom

mend how

you might im

prove yourm

ethod further.


78



This unit includes theory and practical topics, but in terms of time allocation has a practicalbias in terms of both delivery and assessment. This can be done through practical classes atcollege together with practical experience gained at work places.

Where possible, assessments can cover more than one outcome.


Learners need to generate evidence which will demonstrate their understanding of the range ofmachines and equipment used in horticulture and their application. They also need to generateevidence of their ability to operate such equipment both effectively and safely.

iáåâë

This unit forms the basis of cultivation with regard to units on turf culture, general commercialhorticulture and amenity horticulture. The unit provides skills and knowledge which is relevantfor the National Occupational Standards at level 2 in Amenity Horticulture.

This unit presents opportunities to demonstrate key skills in communication.

oÉëçìêÅÉë

Practical machinery resources are essential for the successful completion of this unit. Whilst therange of machines chosen may reflect local or vocational needs, this should not restrict learnersfrom gaining an appreciation of machines used in a variety of areas.

Health and safety is of paramount importance when working with machinery, and therefore thisunit will require a high level of staff supervision.


Textbooks

÷ Bell B and Cousins S – Machinery for Horticulture (Farming Press, 1997)ISBN 0853363699

÷ Hawker M and Keenleyside J – Horticultural Machinery (Longman Higher Education,1985) ISBN 0582408075


79

hÉó=ëâáääë




÷ describing and explaining theoperation of a range ofequipment





80


81

råáí=VW kìêëÉêó=píçÅâ=mêçÇìÅíáçå





This unit provides learners with the basic knowledge and practical skills in the specialistproduction of nursery stock. It enables learners to gain a knowledge of different croppingsectors of the nursery stock industry. Learners will be able to follow crops right through theproduction cycle from establishment to despatch.

Learners will learn to identify and name different crop types within nursery stock. They willalso learn how to prepare for planting and potting, carry out planting, maintain the growth anddevelopment of plants and collect plants for despatch.


This unit offers the opportunity to heighten learners’ awareness of the following issues:cultural, environmental, health and safety and sustainable development.




1 Identify a variety of different nursery stock types

2 Preparation for planting and potting and carry out planting

3 Maintain the growth and development of crops

4 Collect and prepare plants for despatch.


82

`çåíÉåí

1 Nursery stock types

Plant range: trees, shrubs, climbers, herbaceous, heathers, alpines, aquatics, conifers,specimen plants, grasses, and tender plants

Botanical nomenclature: genera, species, sub-species, varieties, cultivars, hybrids, theimportance of the correct use of botanical nomenclature in the nursery trade

2 Planting and potting

Preparing sites: how to prepare outdoor and protected sites ready for planting, preparationof planting container and open ground, types and quantity of equipment and materialsrequired, production requirements and time scales for planting, maintaining suitable levelsof hygiene, disposal of waste correctly, the required condition of materials for planting,maintain health and safety

Planting: the necessary condition of the plant material, correct positioning of the plantmaterial (including: spacing, depth, orientation and firmness) correct handling of plantmaterial; maintenance of health and safety; maintenance of quality during planting; types ofprotection and aftercare, types of pests, diseases and environmental condition which mayaffect production, the requirements which crops have for nutrients and moisture, safe andcorrect use of equipment

3 Maintain crops

Maintain crops: the signs of a healthy crop, problems which may occur with the crop andhow to identify them (including moisture problems, nutrient problems, damaged plants,pests, diseases and disorders), when to check for problems, maintenance of health andsafety, application of nutrients to crops, moisture levels, methods/systems for maintainingmoisture levels, hygiene, types of unwanted plant material (including weeds), methods formanipulating plant development (including trimming and supporting), methods formaintaining the crop (including spacing), types of biological control and beneficial insects,different types of control methods (including chemical, biological, cultural and mechanical)

4 Plants for despatch

Collection of plants: sources of information in relation to different species and varieties ofplants, customer requirements in terms of the condition of the plants, handling andtransportation of plants in a way which maintains quality and minimises damage, timescalesfor collecting the plants

Preparing plants for despatch: methods for preparing plants for despatch (including theremoval of unsuitable plants, packing, containering, labelling and storage), methods formaintaining the health of plants ready for despatch, necessary condition of the plants fordespatch, systems of record keeping

BF011717 – G


First Diplom

a in Horticulture


83

^ëëÉëëã

Éåí=Ö

ìáÇ~å

ÅÉ

qÜáë=ì

åáí=áë=áå






dê~Ç






ustshow


÷ identify a range of plants and correctly usebotanical nom

enclature

÷ com

petently prepare sites for planting and planta range of nursery stock plants

÷ describe plant grow

th and suitableenvironm

ental conditions for named nursery

stock

÷ com

petently collect plants, and prepare plantsfor despatch.

÷ describe suitable uses for a range of nurserystock


hich affect successfulplanting and establishm

ent of nursery stockplants


hich affect healthy growth and

development of nursery stock

÷ describe how

plants should be handled andtransported in order to m

aintain quality andm

inimise dam

age.

÷ recom

mend appropriate plants for particular

customer requirem

ents

÷ recom

mend planting m

ethods for a range ofnursery plants, and suggest how

they should becared for after planting

÷ discuss m


provinggrow

th and development of nursery stock

÷ evaluate w

ays in which plants are collected and

prepared for despatch at a nursery unit, andm

ake recomm

endations for improvem

ent.


84



This unit includes theory and practical topics where the majority of the time is spent onpractical work in the nursery, handling and working with plant stocks. Underpinning knowledgeby lectures will be provided by means of a formal lecture situation.


Learners needs to generate evidence which will demonstrate their understanding of all thelearning outcomes encompassing a range of nursery stock crops produced in the UK.

The use of crop records will provide a useful form of evidence.

iáåâë

This unit links with Unit 3: Amenity and Decorative Horticulture, Unit 8: HorticulturalMachinery. It will form an important aid to Unit 1: Industry Experience.


oÉëçìêÅÉë

A genuine commercial nursery stock unit is essential for completion of this unit.

Where there is some degree of flexibility in the learning outcomes, learners should be allowedto choose topic areas of their own particular cropping interests.


Textbooks

÷ Lamb K, Kelly J and Bowbrick P – Nursery Stock Manual – Grower Manual 1 (NexusMedia Ltd, 1995)

÷ MacDonald B – Practical Woody Plant Propagation for Nursery Growers (Batsford, 1989)


85

hÉó=ëâáääë












÷ correctly identifying differentcrop types



86


87

råáí=NMW mêçíÉÅíÉÇ=`êçé=mêçÇìÅíáçå





This unit enables the learner to develop skills and knowledge within the area of protected cropproduction. It covers ground and growing media preparation, establishing and maintaining arange of protected crops, and harvesting protected crops.


This unit presents opportunities to demonstrate key skills in communication, informationtechnology and working with others.





1 Carry out ground/growing media preparation for crops grown under protection

2 Establish a range of protected crops in an appropriate environment

3 Maintain the growth and development of a range of protected crops

4 Harvest and prepare a range of protected crops.


88

`çåíÉåí

1 Ground/growing media preparation

Protected crops: different types of protected crops and associated production requirements,sources of information in relation to different protected crops

Preparation: how to clear and clean the growing area, methods of preparing the growingmedia ready for planting, the necessary condition of the site ready for planting operations,the levels of hygiene required for protected crops, methods for maintaining hygiene, how todispose of waste material, the types of equipment and materials required, how to maintainhealth and safety during this type of work

2 Establish a range of protected crops

Establishing crops: the necessary positioning of a range of protected crops in terms of:spacing, depth, orientation and firmness, types of growing media and their relationship tocrop growth and development, indications that the plant material is unsuitable for planting,different types of production requirements, methods for transporting and preparing theplant material for planting, correct methods for handling plant material, the types ofprotection which must be provided to protected crops, requirements which protected cropshave for nutrients and moisture in order to establish successfully, maintenance of healthand safety, purpose and uses of records, equipment used for establishing protected crops

3 Maintain the growth and development

Maintaining protected crops: techniques for maintaining protected crops (includingirrigation, nutrition, trimming, training and supporting), types of problems which can occurin protected crops (including moisture and nutrient problems, damaged plants and excessiveor inappropriate growth), common types of pests and diseases and the various methods fordealing with such problems, maintenance of health and safety, maintenance of hygiene,reasons for keeping records concerning the growth and development of protected crops,how to use hand tools and equipment safely and correctly

Environmental conditions: how to monitor temperature, humidity, ventilation, light andshade, specified environmental conditions for crops, use of computers and other equipmentfor monitoring environmental conditions, reasons for keeping records of environmentalconditions

4 Harvest and prepare

Harvesting: necessary conditions of crops for harvesting, safe and effective methods forharvesting crops, maintaining the quality of the crop during harvesting, acceptable rates ofharvesting in the commercial sector, maintaining health, safety and hygiene duringharvesting

Preparing harvested crops: methods for preparing harvested crops (eg handling, grading,packing, containering, labelling, cleaning and drying), how to maintain hygiene throughout

BF011717 – G


First Diplom

a in Horticulture


89

^ëëÉëëã

Éåí=Ö

ìáÇ~å

ÅÉ

qÜáë=ì

åáí=áë=áå






dê~Ç






ustshow


÷ com

petently prepare sites for planting andprepare grow

ing media for crops grow

n underprotection

÷ com

petently plant a range of protected crops

÷ describe crop grow

th and suitableenvironm

ental conditions for a named protected

crop

÷ describe how

a named protected crop should be

harvested and prepared for sale.

÷ explain the im

portance of correctly preparingsites and grow

ing media, and identify the levels

of hygiene required for protected crops


hich affect successfulplanting and establishm

ent of protected crops


hich affect healthy cropgrow

th and yield

÷ describe how

to maintain the quality of the crop

during harvesting, and how to optim

ise itscondition for sale.

÷ evaluate the use of different grow

ing media,

and recomm

end methods of preparation for a

range of protected crops

÷ recom

mend planting m

ethods for a range ofprotected crops, and suggest how

they shouldbe cared for after planting

÷ discuss m


provinggrow

th and yield of protected crops


ethods of harvesting andpreparing protected crops.


90



Safe working practices need to be emphasised at the start of the course.

Practical demonstrations and lectures will be used to ensure learners are shown how to carryout tasks and have the underpinning knowledge that is relevant to the outcome.

Individual tutorials will be used to monitor progress and provide encouragement and assistance.



Outcomes will be assessed by a combination of practical and underpinning knowledge tests, thelearner being given the opportunity to develop practical skills.

iáåâë

The unit links will form an important aid to Unit 1: Industry Experience.

This unit presents opportunities to demonstrate key skills in communication, informationtechnology and working with others.

oÉëçìêÅÉë

Facilities required for this unit include access to protected crop production resources.

Sufficient cropping area and a range of plant types are required to provide adequate experienceof the working environment. The facilities should represent those found in professionalhorticulture and should allow learners the opportunity to develop practical competence.

Equipment/consumables required: glasshouses and/or polythene tunnels, a range of plants toinclude edible and ornamental crops, a range of suitable growing media, hand tools, pedestriancontrolled equipment, packing and grading facilities, crop support and irrigation equipment.

Sufficient library and IT resources should be available for reference on a range of protectedcrops.


91

hÉó=ëâáääë








÷ searching for information onappropriate methods ofestablished ground/growingmedia for a range of crops; andon pests



÷ monitoring and recordingenvironmental conditions



92



÷ carrying out practical work WO2.1 Plan the activity with others, identifyingobjectives and helping to allocateresponsibilities and confirm workingarrangements.




93

råáí=NNW oÉí~áä=~åÇ=`ìëíçãÉê=pÉêîáÅÉ





This unit introduces learners to retail and customer care skills. These skills are important in arange of different industries including floristry, horticulture and animal care. The unit willprovide the learner with a good working knowledge of products, dealing with customers,processing payments, and successful layouts within a retail outlet.

This unit presents opportunities to demonstrate key skills in application of number,communication, information technology and problem solving.

This unit offers the opportunity to heighten learners’ awareness of the following issues:spiritual, ethical/moral, social, cultural, environmental, health and safety, European andsustainable development.

This unit links to the following level 2 National Occupational Standards: Floristry.




1 Describe and evaluate the layout of a typical retail outlet

2 Prepare and display products for sale

3 Deal with customers and process payments

4 Demonstrate the use of product knowledge.


94

`çåíÉåí

1 Layout of a typical retail outlet

Layout: the layout of a typical retail business, location of any retail facilities within thelayout, different styles of layout and their advantages/disadvantages, main product groups;demand, impulse and browser groups, positioning of the main product groups in layout andthe reasons for the choice

2 Display products

Prepare products for sale: how to prepare perishable and non perishable goods for sale,adding wrapping or trims to improve appearance, removing damaged products, calculatingretail prices, clear price labelling which does not obscure product information or causemarkings

Display products for sale: the principles of display: colour, texture, shape, form etc, whereto place products for optimum sales, the need for keeping displays tidy and well presented,the shelf life of products, linked products

3 Customers and process payments

Dealing with customers: how to greet customers, in person and on the telephone, use ofbody language signals to interpret customers behaviour and intentions, your own bodylanguage and presentation of self, how to offer advice, discovering the customer needs, howto bring out the selling points, creating a sale and closing a sale, the different types andlevels of service which can be provided to the customer (eg delivery of products, aftercare,payment by instalments), taking orders from customers, completing orderforms/documentation correctly

Process payments: correct procedures for handling of cash, cheques, debit cards, creditcards, charge cards, completing documentation for payments, checking for fraudulent use ofcards and cheques, using a cash register/till, security and cash handling

4 Use of product knowledge

Product knowledge: the range of products on offer, features and characteristics of theseproducts, supply and demand at peak periods, availability of seasonal and non seasonalproducts, the lifespan and care of perishable goods, health and safety advice on productsand their use

BF011717 – G


First Diplom

a in Horticulture


95

^ëëÉëëã

Éåí=Ö

ìáÇ~å

ÅÉ

qÜáë=ì

åáí=áë=áå






dê~Ç




erit grade the evidence must

show that the learner is able to:

To achieve a distinction grade the evidence must

show that the learner is able to:

÷ describe the layout of a typical retail outlet

÷ prepare perishable and non-perishable goodsfor sale under supervision

÷ be w

ell presented and can demonstrate a range

of different approaches to customers

÷ dem

onstrate good product knowledge for a

range of products and/or services.

÷ dem

onstrate appropriate positioning for a rangeof products giving reasons

÷ m

aintain existing goods (perishable and non-perishable) on a daily basis

÷ dem

onstrate correct and secure procedures forprocessing a range of paym

ent methods

÷ advise custom

ers on health and safety aspectsand general m

aintenance/care of the product.

÷ evaluate the layout of a typical retail outlet andm

ake recomm

endations for improvem

ent orchange giving reasons

÷ show

initiative when pricing, labelling an

displaying products

÷ create a sale, including offering advice andbringing out the selling points

÷ evaluate the effectiveness of product know

ledgein different sales situations.


96



Learners must use safe working practices and adopt professional working techniques, this willbe monitored during practical sessions, observations and sales situations. Thereafter, learnersshould have sufficient time and guidance to develop customer care skills and sales expertise.Continuous monitoring and assessment of progress should be documented and discussed witheach learner. Any concerns or problems need to be highlighted and action plans agreed toimprove performance. Learners must have sufficient time and guidance to facilitate thenecessary research required to collect the information and compiling assignments, needed tomeet the outcomes.

Due to inevitable variations in previous experience and confidence learners are likely toprogress at differing rates, and allowance must be made to further develop learners and tosupport/encourage less confident learners to achieve.


Learners need to demonstrate their ability to sell a wide range of products with an emphasis oncustomer service and appropriate sales techniques. Access to sales situations is required so thatthe learner can perform the correct procedures and techniques and then, go on to develop alevel of practical skills needed for successful employment in the industry.

As the learners develop their skills they should be encouraged to assume more responsibility insales situations. The learner will need to demonstrate the ability to take orders, this connectsstrongly with Unit 1: Industry Experience and advantage should be made of the workplace as afacility where sales situations take place.

Practical assessment forms the basis for this unit. This unit may be gained by direct practicalobservation, with appropriately devised assessment checklists, supported by writtenassessments assessed by a competent assessor, and accreditation of a suitable portfolio ofevidence. Written assignments may be used to support the practical work where certainrequirements are not available in the chosen workplace.

iáåâë

This unit is closely linked with all other units at this level especially the Unit 1: IndustryExperience. It also contributes to the underpinning knowledge of many NVQ level 2 inFloristry.

This unit offers opportunities for demonstrating key skills in application of number,communication, information technology and problem solving. The learner should demonstratethe ability to transfer knowledge and skills between units.


97

oÉëçìêÅÉë

The learner should have access to a commercial sales environment with suitable amounts ofproducts to research for product knowledge. The learners will also need access to display areas,cash registers and a variety of sales situations.

The learners training environment should provide suitable working conditions. Visitingspeakers and videos could be used to cover selling, credit card fraud, working with cash, bodylanguage, display and other relevant topics.

Visits to events, wholesalers, demonstrations and shows would be useful. Research resourcesshould include library facilities, IT and access to specialist publications.


Textbooks

÷ Bickerton J – Handbook of Retailing (Museum Development 6, 1990) ISBN 187311401X

÷ Buckley A and Barrow C – Essence of a Small Business – 2nd Ed (Prentice Hall EuropeLtd, 1998) ISBN 0-13-74861-3

÷ Cox R and Brittain P – Retail Management (F T Prentice Hall, 1999) ISBN 0-7121-1061-5

÷ Lewis R – Information Technology in Retailing (Kluvier Academic Publishers, 1989)ISBN 1850917027

÷ Silberstein S – Nutshells Consumer Law (Sweet and Maxwell, 1997) ISBN 0421683309

÷ Read H – Competence in Retailing (Read On Publishing, 1990) ISBN 1872678009


98

hÉó=ëâáääë




÷ calculating prices of stock,handling payments




÷ discussing customer care issueswith tutor



C2.3 Write two different types of documents aboutstraightforward subjects. One piece of writingshould be an extended documents and includeat least one image.




IT2.3 Present combined information for twodifferent purposes. Your work must include atleast one example, of text, one example ofimages and one example of numbers.


99



÷ maintaining stock levels dailyand preparing for sale





100


101

råáí=NOW qìêÑ=bëí~ÄäáëÜãÉåí=~åÇ=j~áåíÉå~åÅÉ





This unit enables learners to develop relevant knowledge and skills in turf care. It emphasisesthe development of basic turf skills and groundsmanship, and combines this with a goodunderstanding of the reasons for carrying out the tasks. It provides a base for progression intowork, or further courses, and links with many of the other units in the First Diploma, such asUnit 8: Horticultural Machinery.

This unit presents opportunities to demonstrate key skills in application of number,communication, information technology, problem solving and working with others.






1 Establish grass by sowing seed and by lifting and laying turf

2 Maintain an area of grass or sports turf

3 Identify weeds in turf and describe suitable control measures

4 Mark out a sports area using correct dimensions.


102

`çåíÉåí

1 Establish grass

Lifting and laying turf: methods for preparing the soil, how to lift and lay turf, laying turf(brick fashion) to a level, top dressing and preparing to a finish, reasons why operations arecarried out using these techniques, correct use of equipment, maintaining health and safety,the best time to lay turf

Establishment of grass by sowing seed: cultivations by hand/mechanical levelling, fertiliserapplication, seed sowing techniques (hand and pedestrian controlled distributor), irrigation,protection of seed from birds, work to first cut, grass seed sowing by hand, using suitablesowing rate, even application, correct raking in, reasons for grass seed sowing rate,different types of grass seed – Perennial Rye Grass, Chewings Fescue, Brown Top,different types of grasses (by vegetative characteristics) – Perennial Rye Grass, Fescue,Brown Top, reasons why grass seed mixes are used, how to maintain health and safety, thecorrect use of equipment

2 Maintain an area of grass

Maintaining: the different types of maintenance operations (including mowing, edging,feeding, watering, scarifying, aerating, top dressing and repair)

Mowing (under supervision): the necessary mower checks and adjustments before starting,safe handling of the mower and related equipment, correct use of a cylinder mower androtary mower, collection and use/disposal of mowings, reasons for mowing and edging,conditions which are appropriate to mowing

Edging (under supervision): how to edge up a lawn correctly, the collection anduse/disposal of clippings

3 Identify weeds in turf

Turf weeds: how to identify common types of weed which affect turf and the names forsuch weeds

Control measures: reasons for weed control, methods of weed control (including cultural,physical and chemical), the action of translocated herbicides on weeds

4 Mark out a sports area

Marking out a sports area: the correct use of marking out machines – dry and wet linemarkers, types of materials, tapes and paint required, methods for marking out sports areas,requiring straight lines and right angle construction

Sources of information: Sports Council, chemical manufacturers, reference books

BF011717 – G


First Diplom

a in Horticulture


103

^ëëÉëëã

Éåí=Ö

ìáÇ~å

ÅÉ

qÜáë=ì

åáí=áë=áå






dê~Ç






ustshow


÷ com

petently sow an area w

ith grass seed, andlift and lay a sm

all area of turf

÷ safely carry out m

owing and edging under

supervision

÷ identify a range of w

eeds which affect turf

÷ describe how

to mark out a sports area.


hich affect the successfulestablishm

ent of grass by sowing seed, and

identify the characteristics of different types ofgrass

÷ explain w

hy mow

ing and edging are important

in maintaining grass

÷ explain w

hy weed control in turf is im

portant

÷ describe how

to determine the correct

dimensions required for a sports area.

÷ recom

mend grass type and m

ethod ofestablishm

ent for a range of situations

÷ recom

mend how

and when m

owing should be

carried out in order to maintain the condition of

an area of grass or sports turf


ethods of preventing andcontrolling w

eeds in turf


ethods of marking out a

sports area.


104



Delivery will be carried out in the context of an area of turf. For initial underpinning knowledgeclassroom studies will be required. The remainder will involve a considerable amount ofpractical work to gain skills and experience of mowing machines, edging, cultivations and seedsowing/turf laying which will be carried out in sports turf areas.


Learners will need to generate evidence to show they have developed the necessary knowledgeand skills. Assessment will be by practical exercises combined with oral questions.

iáåâë

For those going into groundsmanship or turf culture work, the practical skills developed herewill form an invaluable starting point for their Unit 1: Industry Experience.

The unit provides relevant skills and knowledge for the following level 2 NationalOccupational Standards for Amenity Horticulture.

This unit presents opportunities to demonstrate key skills in application of number,communication, information technology, problem solving and working with others.

oÉëçìêÅÉë

The opportunity to look at fine turf, particularly in the situation of sports turf, is an essentialpart of this unit. An area for grass seed sowing, preferably in a turf nursery, is required so thatlearners will see the growth of the grass sown or turfed. A range of both cylinder, rotarymowers and line marking devices is necessary to complete the unit.


Textbooks

÷ Hessayon D – Be Your Own Lawn Expert (Expert Books, Transworld Publishers Ltd, 1997)

Magazines

÷ Trade Literature on Turf Grass Weeds


105

hÉó=ëâáääë




÷ marking out a sports areacorrectly

N2.2 Carry out calculations to do with:

a amounts and sizesb scales and proportionc handling statisticsd using formulae.

N2.3 Interpret results of your calculations andpresent your findings. You must use at leastone graph, one chart and one diagram.







÷ searching for correct dimensionsof a range of sports areas






106



÷ preparing to mark out a sportsarea correctly






÷ carrying out practical work WO2.1 Plan the activity with others, identifyingobjectives and helping to allocateresponsibilities and confirm workingarrangements.




107

^ååÉñ=^

nì~äáÑáÅ~íáçå=ÅçÇÉë

Each qualification title, or suite of qualification titles with endorsements, is allocated twocodes, as are the individual units within a qualification.

n`^=ÅçÇÉë

The QCA National Qualifications Framework (NQF) code is known as a QualificationAccreditation Number (QAN). This is the code that features in the DfES Funding Schedule –Section 96 and is to be used for all qualification funding purposes. Each unit within aqualification will also have a QCA NQF unit code.

The QCA qualification and unit codes will appear on the learner’s final certificationdocumentation.

The QAN number for the qualifications in this publication is:

100/1744/6 First Diploma in Horticulture

bÇÉñÅÉä=ÅçÇÉë

The Edexcel codes enable approval, registration, assessment and certification, they will appearon documentation such as the Student Report Form (SRF) and the programme definition. TheEdexcel codes are not provided in this publication. The Edexcel codes will link automatically tothe QCA codes for certification purposes.

n`^=~åÇ=bÇÉñÅÉä=ÅçÇÉë

All QCA and Edexcel qualification and unit codes will be published in a booklet, which will besent to centres and made available on the Edexcel website at a later date. It will provide acomprehensive catalogue of all the qualifications and units available to centres. It will be usefulfor centres when making future decisions about centre choice units.

BF011717 – G


First Diplom

a in Horticulture


108

^ååÉñ=_

hÉó=ëâáääë=ëí~íÉã

Éåíë=~å

Ç=ã

~ééáåÖ=çÑ=âÉó=ëâáääë=äÉîÉä=O=ç

åíç=íÜ

É=_qb`

=cáêëí=aáéäçã~=áå

=eçêíáÅì

äíìêÉ

Unit

12

34

56

78

910

1112

Com

munication

C2.1a

Contribute to a discussion about a straightforw

ardsubject

✕✕

✕✕

✕✕

C2.1b

Give a short talk about a straightforw

ard subjectusing an im

age✕

✕

C2.2

Read and sum

marise inform

ation from tw

oextended docum

ents about a straightforward

subject. One of the docum

ents should include atleast one im

age

✕✕

✕

C2.3

Write tw

o different types of documents about

straightforward subjects. O

ne piece of writing

should be an extended document and include at

least one image

✕✕

✕✕

✕✕

✕✕

✕✕

✕

Application of num

berN

2.1Interpret inform

ation from tw

o different sources,including m

aterial containing a graph✕

✕✕

N2.2

Carry out calculations to do w

ith a) amounts and

sizes b) scales and production c) handling statisticsd) using form

ulae

✕✕

✕✕

✕

N2.3

Interpret results of your calculations and presentyour findings. Y

ou must use at least one graph, one

chart and one diagram

✕✕

✕✕

Information technology

IT2.1Search for and select inform

ation required for two

different purposes✕

✕✕

✕✕

✕✕

IT2.2Explore and develop inform

ation, and derive newinform

ation, for two different purposes

✕✕

✕✕

✕✕

✕

IT2.3Present com

bined information for tw

o differentpurposes. Y

our work m

ust include at least oneexam

ple of text, one example of im

ages and oneexam

ple of numbers

✕✕

✕✕

✕✕

✕✕

✕✕

BF011717 – G


First Diplom

a in Horticulture


109

Unit

12

34

56

78

910

1112

13

Working w

ith othersW

02.1Plan the activity w

ith others, identifying objectivesand helping to allocate responsibilities and confirmw

orking arrangements

✕✕

✕✕

✕✕

W02.2

Work w

ith others towards achieving the identified

objectives, organising tasks to meet your

responsibilities, and support co-operative working

✕✕

✕✕

✕

W02.3

Exchange information on progress and agree w

aysof im

proving work w

ith others to help achieveobjectives

✕✕

✕✕

✕

Improving ow

n learning performance

LP2.1H

elp set targets with an appropriate person and plan

how these w

ill be met

✕✕

✕

LP2.2U

sing plans, identifying support from others to help

meet your targets, and take responsibility for som

edecisions about your learning

✕✕

✕

LP2.3R

eview progress w

ith an appropriate person andprovide exam

ples of evidence of your achievements

✕✕

✕

Problem solving

PS2.1Identify the problem

and come up w

ith at least two

options for solving it✕

✕✕

✕✕

✕✕

✕✕

PS2.2Plan and try out al least one option for solving theproblem

, obtaining support and making changes to

your plan when necessary

✕✕

✕✕

✕✕

✕ ✕

PS2.3A

pply given methods to check w

hether the problemhas been solved and describe results and explainyour approach, including your approach to problemsolving

✕✕

✕✕

✕✕

BF011717 – G


First Diplom

a in Horticulture


110

^ååÉñ=`

j~é

éáåÖ=íÜ

É=_qb`


=eçêíáÅì

äíìêÉ=~Ö

~áåëí=íÜ

É=ìåÇÉêé

áååáåÖ=ëâáääë=~å

Ç=âå

çïäÉÇ

ÖÉ=ç

Ñ=íÜÉ=k

~íáçå~ä=l

ÅÅìé~íáç

å~ä

pí~åÇ~êÇ

ë

This annex will be up-dated to reflect the recent changes to the N

ational Occupational Standards and a new

version of the annex will be put on the

Edexcel website.

Horticulture: First units

National O

ccupational Standard/NV

Qs

Unit 1 Industry Experience

Unit 2 Industry andOrganisations

Unit 3 Amenity andDecorative Horticulture

Unit 4 Introduction to Biology

Unit 5 Estate Skills

Unit 6 Commercial CropProduction

Unit 7 Basic LandscapeProduction

Unit 8 HorticulturalMachinery

Unit 9 Nursery StockProduction

Unit 10 Protected CropProduction

Unit 11 Retail and CustomerService

Unit 12 Turf Establishmentand Maintenance

Am

enity Horticulture

✔✔

✔✔

✔

Anim

al Care

✔

Environmental C

onservation✔

v

Horse C

are✔

Floristry✔

✔

Livestock Production✔

✔

Treework

✔

BF011717 – G


First Diplom

a in Horticulture


111

^ååÉñ=a

j~é

éáåÖ=çÑ=ï

áÇÉê=Åì

êêáÅìäìã=áëëì

Éë=çåíç=íÜ

É=_qb`


=eçêíáÅì

äíìêÉ

Horticulture: First units

Environmental

Ethical

Moral

Spiritual

Social

Health and safety

European

Cultural

Sustainabledevelopment

Unit 1: Industry Experience

✔✔

✔✔

✔✔

✔

Unit 2: Industry and O

rganisations✔

✔✔

✔✔

✔✔

Unit 3: A

menity and D

ecorative Horticulture

✔✔

✔✔

✔✔

✔✔

Unit 4: Introduction to B

iology✔

✔✔

✔

Unit 5: Estate Skills

✔✔

✔✔

Unit 6: C

omm

ercial Crop Production

✔✔

✔

Unit 7: B

asic Landscape Construction

✔✔

✔✔

✔

Unit 8: H

orticultural Machinery

✔✔

✔

Unit 9: N

ursery Stock Production✔

✔✔

✔

Unit 10: Protected C

rop Protected✔

✔✔

Unit 11: R

etail and Consum

er Service✔

✔✔

✔✔

✔✔

✔✔

Unit 12: Turf Establishm

ent and Maintenance

✔✔

✔

ma100702LT\PD

\LEVELS 1-3 2001\FD

-HO

RTIC

ULTU

RE.D

OC

.1-116/9

cìêíÜÉê=ÅçéáÉë=çÑ=íÜáë=éìÄäáÅ~íáçå=~êÉ=~î~áä~ÄäÉ=ÑêçãbÇÉñÅÉä=mìÄäáÅ~íáçåëI=^Ç~ãëï~óI=j~åëÑáÉäÇI=kçííëI=kdNU=Qck

qÉäÉéÜçåÉ=MNSOP=QSTQSTc~ñ=MNSOP=QRMQUNbJã~áäW=éìÄäáÅ~íáçåë]äáååÉóÇáêÉÅíKÅçã

lêÇÉê=`çÇÉ=_cMNNTNT=^ìÖìëí=OMMO

cçê=ãçêÉ=áåÑçêã~íáçå=çå=bÇÉñÅÉä=èì~äáÑáÅ~íáçåë=éäÉ~ëÉ=Åçåí~Åí`ìëíçãÉê=pÉêîáÅÉë=çå=MUTM=OQM=VUMMçê=bJã~áäW=ÉåèìáêáÉë]ÉÇÉñÅÉäKçêÖKìâçê=îáëáí=çìê=ïÉÄëáíÉW=ïïïKÉÇÉñÅÉäKçêÖKìâ

bÇÉñÅÉä=cçìåÇ~íáçå=áë=~=êÉÖáëíÉêÉÇ=ÅÜ~êáíó=~åÇ=~=`çãé~åó=iáãáíÉÇ_ó=dì~ê~åíÉÉ=oÉÖáëíÉêÉÇ=áå=båÖä~åÇ=kçK=NSUSNSQ

bÇÉñÅÉä=iÉîÉä=o qb`=cáêëí=aáéäçã~=áå=eçêíáÅìäíìêÉ · two 1:...

Documents