seg awards abc level 3 diploma in work-based horticulture...implement a marketing plan..... 580...

SEG Awards ABC Level 3

Diploma in Work-Based

Horticulture

Qualification Guidance – Pathways Production and Commercial Horticulture

Landscaping

Sports Turf – Greenkeeper

Sports Turf – Groundsman

Parks, Gardens and Green Space

England

601/2522/6

Wales

C00/0619/5

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Specification Code, Date and Issue Number

The specification code is D9226-C3, D9227-C3, D9228-C3, D9229-C3

and D9230-C3. The date of this specification is September 2019. The Issue number is

3.3.

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Contents

Introduction ............................................................................. 1

Aims ....................................................................................... 1

Target Group ........................................................................... 1

Progression Opportunities .......................................................... 2

Language ................................................................................ 2

Qualification Summary .............................................................. 3

Unit Details ............................................................................ 22

Promote Monitor and Maintain Health Safety and Security of

the Workplace ................................................................. 23

Estimate and Programme Resource Requirements ................ 35

Manage Your Own Resources ............................................. 43

Provide Nutrients to Plants or Crops ................................... 58

Monitor the Development of Crops or Plants ........................ 70

Plan and Manage the Control of Pests Diseases and Disorders 82

Specify the Maintenance of Landscapes .............................. 99

Monitor Landscape Maintenance and Inspect Landscape

Features and Facilities .................................................... 109

Evaluate Ground and Environmental Conditions to Establish

Grassed and Planted Areas .............................................. 125

Prepare Sites for Soft Landscape Establishment ................. 138

Establish Grass Swards ................................................... 149

Plan the Maintenance Repair and Renovation of Sports Turf

Areas ........................................................................... 160

Plan and Set Out Sports Areas ......................................... 174

Maintain Irrigation Systems ............................................ 184

Manage Information for Action ........................................ 196

Installing Drainage Systems ............................................ 213

D/502/1229 Installing Drainage Systems – Level 2 ............ 216

Maintain Drainage Systems ............................................. 224

T/502/1222 Maintain Drainage Systems – Level 2 .............. 226

Design and Install Drainage Systems ............................... 233

Monitor and Adjust Watering Systems for Crops or Plants ... 239

Manage Site Clearance and Preparation for Planting ........... 250

Prepare For and Maintain the Planting of Crops or Plants..... 265

Promote and Monitor the Growth of Crops or Plants ........... 279

Plan and Prepare Growing Media ...................................... 293

Plan and Collect Propagation Material ............................... 305

Prepare and Establish Propagation Material ....................... 317

Plan and Implement Seed Propagation ............................. 331

Plan and Monitor Harvesting Operations............................ 346

Prepare and Store Harvested Crops .................................. 360

Plan and Manage the Collection of Orders ......................... 371

Prepare Collected Orders for Dispatch .............................. 385

Prepare Monitor and Adjust Environmental Conditions for

Protected Crops or Plants ................................................ 396

Plant Nomenclature and Structure .................................... 407

Communicate Information within the Workplace ................ 412

Y/502/1195 Communicate Information within the Workplace –

Level 3 ......................................................................... 414

Plan and Maintain Supplies of Physical Resources within the

Work Area..................................................................... 421

Prepare and Maintain Equipment and Machines .................. 429

Transplant Large Root-Balled Plants ................................. 444

Prepare and Apply Pesticides ........................................... 456

Identify the Need For and Plan Habitat Management Work .. 475

Co-Ordinate and Oversee Habitat Management Work ......... 488

Monitor and Evaluate the Effectiveness of Habitat Management

Work ............................................................................ 502

Encourage and Motivate Volunteers .................................. 511

Manage the Work of Volunteers ....................................... 522

Establish and Maintain Conditions Appropriate To the Welfare of

Animals ........................................................................ 545

Lead the Work of Teams and Individuals to Achieve Their

Objectives ..................................................................... 552

Improve Customer Service .............................................. 558

Monitor and Solve Customer Service Problems .................. 566

Manage Budgets ............................................................ 575

Implement a Marketing Plan ............................................ 580

Maintain and Develop Decorative Horticultural Features ...... 585

Set and Mark Out Landscape Sites to Establish Grassed and

Planted Areas ................................................................ 599

Establish Planted Areas ................................................... 612

Plan and Maintain Planted Areas ...................................... 624

Plan and Renovate Planted Areas ..................................... 637

Prepare Sites for Landscape Works .................................. 649

Supporting Unit Information ............................................ 653

Laying Hard Surfaces for External Landscaping .................. 664

Construct Free Standing Walls ......................................... 674

Install Hard Landscape Features and Structures ................. 684

Plan and Construct Water Features .................................. 693

Construct Rock Gardens ................................................. 706

Repair and Restore Walls ................................................ 716

Restore Soft Landscape Areas ......................................... 722

Design Landscape Areas and Specify Materials and

Components .................................................................. 735

Assess the Characteristics of Sites ................................... 744

Prepare To Undertake and Report on a Field Survey ........... 760

Work With and Consult the Local Community .................... 771

Research and Plan Environmental Interpretations .............. 779

Conduct and Report on a Field Survey for People ............... 793

Conduct and Report on a Field Survey for Physical Features 802

Conduct and Report on a Field Survey for Animals ............. 811

Conduct and Report on a Field Survey for Habitat Types ..... 818

Conduct and Report on a Field Survey for Plants ................ 827

Conduct and Report on a Field Survey for Access Networks . 835

Exhume Coffins and Remains .......................................... 845

Work With Children and Young People during Environmental

Activities ....................................................................... 852

Deal With Accidents and Emergencies Involving Children and

Young People during Environmental Activities .................... 863

Plan Deliver and Evaluate Environmental Projects .............. 873

Appendices .......................................................................... 892

This is a live document and as such will be updated when required.

It is the responsibility of the approved centre to ensure the most

up-to-date version of the Qualification Guide is in use. Any

amendments will be published on our website and centres are

encouraged to check this site regularly.

1

Introduction

This qualification has been developed for the Higher Level Apprenticeship

in Horticulture (England) framework.

It is designed for learners who are either pursuing a career in horticulture

or who wish to commence one. It enables learners to develop their skills,

knowledge and understanding by following one of six pathways. There are

mandatory units that all learners must take as well as specific units,

depending upon the pathway chosen.

The qualification covers the following areas: Production and Commercial

Horticulture; Horticulture; Landscaping; Sports Turf (Greenkeeper and

Groundsman); Parks, Gardens and Green Space; and Cemeteries.

Aims

The ABC Level 3 Diploma in Work-Based Horticulture aims to:

Provide learners with the opportunity to acquire the essential skills, knowledge

and understanding required to work in horticulture

Provide a stimulating and supportive learning environment for learners to

develop their competence to the horticulture industry

Develop underpinning knowledge within the subject area, by promoting and

encouraging the development of new techniques and learning activities.

Target Group

This qualification is designed for those learners who are aged 16 or over

and who are working in the Horticulture Sector, either in paid or unpaid

employment.

ABC expects approved centres to recruit with integrity on the basis of a

learner’s ability to contribute to and successfully complete all the

requirements of a unit(s) or the full qualification

2

Progression Opportunities

Learners who achieve this qualification could progress on to other pathways

within the ABC Level 3Diplomas in Work-Based Horticulture, into

employment, gain promotion to a more senior position within existing

employment or progress into an Apprenticeship in the sector.

In addition, achievement of ABC Level 3 qualifications may also provide a

solid foundation upon which to develop skills in supervising and managing

people supporting progression to higher levels of responsibility and opening

up the possibility of entrepreneurial activities such as starting one’s own

business.

Centres should be aware that Reasonable Adjustments which may be

permitted for assessment may in some instances limit a learner’s

progression into the sector. Centres must, therefore, inform learners of

any limits their learning difficulty may impose on future progression

Language

These specifications and associated assessment materials are in English

only.

3

Qualification Summary

Qualifications and Pathways

L3 Diploma in Work-Based Horticulture (Production and Commercial

Horticulture)

L3 Diploma in Work-Based Horticulture (Landscaping)

L3 Diploma in Work-Based Horticulture (Sports Turf – Groundsman)

L3 Diploma in Work-Based Horticulture (Sports Turf – Greenkeeper)

L3 Diploma in Work-Based Horticulture (Parks, Gardens and Green Space)

Qualification

Number 601/2522/6

Qualifications Wales

Number C00/0619/5

Regulated The qualifications identified above are all

regulated by Ofqual and Qualifications Wales

Assessment

Internal assessment, internal and external

moderation

Specific requirements and restrictions may

apply to individual units within qualifications.

Please check unit and qualification details for

specific information.

Grading Pass

Operational Start

Date 01/02/2014

Review Date 31/08/2020

Operational End Date

31/12/2019 - L3 Diploma in Work-Based

Horticulture (Production and Commercial

Horticulture)


Horticulture (Landscaping)


Horticulture (Sports Turf – Groundsman)


Horticulture (Sports Turf – Greenkeeper)

4


Horticulture (Parks, Gardens and Green Space)

Certification End Date


Horticulture (Production and Commercial

Horticulture)


Horticulture (Landscaping)


Horticulture (Sports Turf – Groundsman)


Horticulture (Sports Turf – Greenkeeper)


Horticulture (Parks, Gardens and Green Space)

ABC Sector Landbased

Ofqual SSA Sector 03.2 Horticulture and Forestry

Stakeholder Support Lantra

Contact See ABC website for the Centre Support Officer

responsible for these qualifications

5

Level 3 Diploma in Work-Based Horticulture (Production and

Commercial Horticulture Pathway)

Rules of Combination: Learners must achieve a minimum of 57 credits

from this pathway. This must include 32 credits from the mandatory

units. Learners may achieve a maximum of 9 credits at Level 2.

Unit Level Credit

Value

GLH

Production and Commercial Horticulture Pathway

Mandatory Units

Promote, monitor and maintain health, safety

and security [D/502/1523] 3 6 39

Estimate and programme resource

requirements [Y/502/0502] 3 4 26

Manage your own resources [F/501/2989] 2 7 70

Provide nutrients to plants or crops

[K/502/0956] 3 6 39

Monitor the development of crops or plants

[M/502/0957] 3 4 26

Plan and manage the control of pests, diseases

and disorders [R/502/1471] 3 5 33

Optional Units – Group B

Maintain irrigation systems [F/502/1272] 3 3 19

Manage information for action [A/501/2988] 3 7 46

Installing drainage systems [D/502/1229] 2 3 23

Maintain drainage systems [T/502/1222] 2 3 23

Design and install drainage systems

[R/502/1227] 3 4 26

Monitor and adjust watering systems for crops

or plants [Y/502/1228] 3 5 33

Manage site clearance and preparation for

planting [H/502/1281] 3 6 39

Prepare for and maintain the planting of crops

or plants [H/502/0955] 3 6 39

Promote and monitor the growth of crops or

plants [Y/502/1181] 3 4 26

Plan and prepare growing media [K/502/0858] 3 6 39

Plan and collect propagation material

[D/502/1182] 3 5 33

6

Prepare and establish propagation material

[T/502/1012] 3 6 39

Plan and implement seed propagation

[Y/502/0855] 3 7 46

Plan and monitor harvesting operations

[R/502/0952] 3 6 39

Prepare and store harvested crops

[Y/502/0953] 3 6 39

Plan and manage the collection of orders

[R/502/1180] 3 8 52

Prepare collected orders for dispatch

[A/502/1013] 3 6 39

Prepare, monitor and adjust environmental

conditions for protected crops or plants

[M/502/0859]

3 5 33

Plant nomenclature and structure [T/505/4978] 3 5 22

Communicate information within the workplace

[Y/502/1195] 3 2 13

Plan and maintain supplies of physical

resources within the work area [J/502/1449] 3 3 13

Prepare and maintain equipment and machines

[K/501/0492] 3 3 19

Transport large root-balled plants [A/502/1450] 3 4 26

Prepare and apply pesticides [J/502/1516] 3 7 46

Identify the need for and plan habitat

management work [T/502/1530] 3 4 26

Co-ordinate and oversee habitat management

work [A/502/1531] 3 4 26

Monitor and evaluate the effectiveness of

habitat management work [F/502/1532] 3 4 26

Encourage and motivate volunteers

[J/502/1645] 3 5 33

Manage the work of volunteers [D/502/1599] 3 6 39

Establish and maintain conditions appropriate

to the welfare of animals [K/502/1850] 2 3 23

Lead the work of teams and individuals to

achieve their objectives [K/505/4993] 3 4 26

Improve customer service [D/505/5011] 3 7 47

Monitor and solve customer service problems

[H/505/5012] 3 6 40

7

Manage budgets [D/505/5008] 4 5 20

Implement a marketing plan [R/505/5006] 3 4 26

8

Level 3 Diploma in Work-Based Horticulture (Landscaping

Pathway)

Rules of Combination: Learners must achieve a minimum of 57 credits

from this pathway. This must include 27 credits from the mandatory units

plus at least 10 credits from Group B (all remaining credits can be made

up from this group). Any remaining credits may be made up from units in

Group C. Learners may achieve a maximum of 9 credits at Level 2.

Unit Level Credit

Value

GLH

Landscaping Pathway

Mandatory Units


and security [D/502/1523] 3 6 39




Specify the maintenance of landscapes

[J/502/1225] 3 6 39

Monitor landscape maintenance and inspect

landscape features and facilities [K/502/1282] 3 4 26



[K/502/0956] 3 6 39


[M/502/0957] 3 4 26

Evaluate ground and environmental conditions

to establish grassed and planted areas

[L/502/0500]

3 3 19

Prepare sites for soft landscape establishment

[D/502/0503] 3 3 19

Establish grass swards [H/502/0857] 3 3 19





[R/502/1227] 3 4 26


or plants [Y/502/1228] 3 5 33

9


planting [H/502/1281] 3 6 39


[D/502/1182] 3 5 33


[T/502/1012] 3 6 39


[Y/502/0855] 3 7 46


Maintain and develop decorative horticultural

features [D/502/1280] 3 8 52

Set and mark out landscape sites to establish

grassed and planted areas [H/502/0499] 3 3 19

Establish planted areas [D/502/0856] 3 3 19

Plan and maintain planted areas [D/502/0498] 3 3 19

Plan and renovate planted areas [Y/502/0497] 3 3 19

Prepare sites for landscape works [H/502/1183] 3 6 39

Laying hard surfaces for external landscaping

[T/502/1186] 2 4 30

Construct free standing walls [A/502/1187] 2 4 30

Install hard landscape features and structures

[F/502/1188] 2 6 45

Plan and construct water features [F/502/1191] 3 6 39

Construct rock gardens [J/502/1189] 2 6 45

Repair and restore walls [M/502/1283] 3 4 26

Restore soft landscape areas [A/502/1190] 3 4 26

Optional Units – Group C


and disorders [R/502/1471] 3 5 33



[Y/502/1195] 3 2 13




[K/501/0492] 3 3 19





10



[H/505/5012] 3 6 40



Design landscape areas and specify materials

and components [L/501/0503] 3 9 59

Assess the characteristics of sites [K/501/0525] 3 9 59

Prepare to undertake and report on a field

survey [T/502/3276] 2 4 30

Work with and consult the local community

[L/502/3168] 2 3 23

11

Level 3 Diploma in Work-Based Horticulture (Sports Turf-

Groundsman Pathway)

Rules of Combination: Learners must achieve a minimum of 57 credits of

which 45 credits must be from the mandatory units. The remaining credit

can be made up of from units in Groups B and/or C. Please note learners

who choose unit T/502/3276 must complete 2 other units from Group C.

Learners may achieve a maximum of 9 credits at Level 2.

Unit Level Credit

Value

GLH

Sports Turf – Groundsman Pathway

Mandatory Units


and security [D/502/1523] 3 6 39






[L/502/0500]

3 3 19


[D/502/0503] 3 3 19


Plan the maintenance, repair and renovation of

sports turf areas [H/502/0504] 3 6 39

Plan and set out sports area [R/502/0501] 3 3 19





and disorders [R/502/1471] 3 5 33



[R/502/1227] 3 4 26


[K/501/0492] 3 3 19



[J/502/1645] 3 5 33

12









Prepare sites for landscape works

[H/502/1183] 3 6 39

Research and plan environmental

interpretations [R/502/3236] 3 5 33

Optional Units - Group C


survey [T/502/3276] 2 4 30

Conduct and report on a field survey for people

[M/502/3275] 2 4 30

Conduct and report on a field survey for

physical features [A/502/3277] 2 4 30


animals [F/502/3278] 2 4 30

Conduct and report on a field survey for habitat

types [F/502/3281] 2 4 30

Conduct and report on a field survey for plants

[A/502/3280] 2 4 30

Conduct and report on a field survey for access

networks [J/502/3279] 2 4 30

13

Level 3 Diploma in Work-Based Horticulture (Sports Turf-

Greenkeeper Pathway)

Rules of Combination: Learners must achieve a minimum of 57 credits of

which 45 credits must be from the mandatory units. The remaining credit

can be made up of from units in Groups B and/or C. Please note learners

who choose unit T/502/3276 must complete 2 other units from Group C.


Unit Level Credit

Value

GLH

Sports Turf – Greenkeeper Pathway

Mandatory Units


and security [D/5021523] 3 6 39






[L/502/0500]

3 3 19


[D/502/0503] 3 3 19









and disorders [R/502/1471] 3 5 33



[R/502/1227] 3 4 26


[K/501/0492] 3 3 19



[J/502/1645] 3 5 33

14









Prepare sites for landscape works [

H/502/1183] 3 6 39


interpretations (R/502/3236] 3 5 33



survey [T/502/3276] 2 4 30


[M/502/3275] 2 4 30




animals [F/502/3278] 2 4 30


types [F/502/3281] 2 4 30


[A/502/3280] 2 4 30


networks [J/502/3279] 2 4 30

15

Level 3 Diploma in Work-Based Horticulture (Parks, Gardens and

Green Space Pathway)

Rules of Combination: Learners must achieve 57 credits of which 22

credits must come from the mandatory units plus 15 credits must be

achieved for the optional units in Group B. Learners may achieve any

units from Group C and/or D to make up the credit. Please note learners

who choose unit T/502/3276 must complete 2 other units from Group D.


Unit Level Credit

Value

GLH

Parks, Gardens and Green Space Pathway

Mandatory Units


and security [D/5021523] 3 6 39





and disorders [R/502/1471] 3 5 33



[K/502/0956] 3 6 39


[M/502/0957] 3 4 26

Specify the maintenance of landscapes

[J/502/1225] 3 6 39

Monitor landscape maintenance and inspect

landscape features and facilities [K/502/1282] 3 4 26



[L/502/0500]

3 3 19


[D/502/0503] 3 3 19






16




[R/502/1227] 3 4 26


or plants [Y/502/1228] 3 5 33


planting [H/502/1281] 3 6 39

Prepare for and maintain the planting of crops

or plants [H/502/0955] 3 6 39

Promote and monitor the growth of crops or

plants [Y/502/1181] 3 4 26

Plan and prepare growing media [K/502/0858] 3 6 39


[D/502/1182] 3 5 33


[T/502/1012] 3 6 39


[Y/502/0855] 3 7 46

Plan and manage the collection of orders

[R/502/1180] 3 8 52

Prepare collected orders for dispatch

[A/502/1013] 3 6 39

Prepare, monitor and adjust environmental

conditions for protected crops or plants

[M/502/0859]

3 5 33


Maintain and develop decorative horticultural

features [D/502/1280] 3 8 52




Plan and maintain planted areas [D/502/0498] 3 3 19

Plan and renovate planted areas [Y/502/0497] 3 3 19

Prepare sites for landscape works [H/502/1183] 3 6 39

Laying hard surfaces for external landscaping

[T/502/1186] 2 4 30

Construct free standing walls [A/502/1187] 2 4 30

Install hard landscape features and structures

[F/502/1188] 2 6 45

17

Plan and construct water features [F/502/1191] 3 6 39

Construct rock gardens [J/502/1189] 2 6 45

Repair and restore walls [M/502/1283] 3 4 26

Restore soft landscape areas [A/502/1190] 3 4 26

Exhume coffins and remains [Y/502/0483] 2 4 30




[Y/502/1195] 3 2 13




[K/501/0492] 3 3 19



Identify the need for and plan habitat

management work [T/502/1530] 3 4 26

Co-ordinate and oversee habitat management

work [A/502/1531] 3 4 26

Monitor and evaluate the effectiveness of

habitat management work [F/502/1532] 3 4 26


[J/502/1645] 3 5 33






[H/505/5012] 3 6 40



Design landscape areas and specify materials

and components [L/501/0503] 3 9 59

Assess the characteristics of sites [K/501/0525] 3 9 59

Work with and consult the local community

[L/502/3168] 2 3 23


interpretations [R/502/3236] 3 5 33

Work with children and young people during

environmental activities [J/502/3282] 2 3 23

18

Deal with accidents and emergencies involving

children and young people during

environmental activities [L/502/3283]

2 4 30

Plan, deliver and evaluate environmental

projects [A/502/3232] 3 10 65

Optional Units - Group D


survey [T/502/3276] 2 4 30


[M/502/3275] 2 4 30




animals [F/502/3278] 2 4 30


types [F/502/3281] 2 4 30


[A/502/3280] 2 4 30


networks [J/502/3279] 2 4 30

19

Qualification

Purpose

D. Confirm occupational competence and/or 'licence

to practice'

D1. Confirm competence in an occupational role to

the standards required

Entry

Requirements

16+

Age Range Pre 16 16 – 18 18+ 19 +

LARS Reference 60125226

Recommended

GLH2

370

Recommended

TQT3

570

Credit Value 57

Type of Funding

Available See LARS (Learning Aim Rates Service)

Minimum

Qualification Fee See ABC website for current fees and charges

Unit Fee

Unit fees are based upon a unit’s individual credit

value. Please see the ABC website for the current

fee charged per credit

Additional

Information

Independent assessment is required for certain

units within each pathway if it is being used for an

apprenticeship

See ABC website for resources available for this

qualification

2 See Glossary of Terms 3 See Glossary of Terms

20

Independent Assessment Units

If the learner is completing this qualification as part of an apprenticeship,

they will be required to complete the knowledge aspect of certain units

within each pathway via independent assessment. The units that require

independent assessment are listed in the tables below for each pathway:

Production and Commercial Horticulture Pathway

Unit Knowledge

Credits

Promote, monitor, and maintain health and safety and

security

3

Estimate and programme resource requirements for

landscaping

3

Manage your own resources 2

Monitor the development of crops or plants 2

Landscaping Pathway

Unit Knowledge

Credits


security

3


landscaping

3


Monitor landscape maintenance and inspect landscape features and facilities

2

Sports Turf – Greenkeeper Pathway

Unit Knowledge

Credits


security

3


landscaping

3


Plan and set out sports areas 2

21

Sports Turf – Groundsman Pathway

Unit Knowledge

Credits


security

3


landscaping

3


Plan and set out sports areas 2

Parks, Gardens and Green Space Pathway

Unit Knowledge

Credits


security

3


landscaping

3


Plan and manage the control of pests, diseases and disorders

2

22

Unit Details

23

Promote Monitor and Maintain Health Safety and

Security of the Workplace

Unit Reference

D/502/1523

Level

3

Credit Value

6

Guided Learning

Hours

39

Unit Summary

The aim of this unit is to provide the learner with

the knowledge, understanding and skills required

for monitoring and maintaining the safety and

security of the workplace. It also covers carrying

out risk assessments, promoting good standards of

health and safety and understanding how to deal

with any accidents or health emergencies. This

unit requires independent assessment if part

of an Apprenticeship Framework (see

Methods of Assessment below)

Learning Outcomes

(1 to 7)

The learner will

Assessment Criteria

(1.1 to 7.4)

The learner can

1. Understand how to

monitor and maintain

the health, safety and

security of the work

area

1.1 Explain the legal and organisational

responsibilities in relation to health, safety and

security covering:

People

Equipment and materials

The work area

1.2 Explain the importance of carrying out risk

assessments for all work activities including

assessing risks from new and non-routine activities

24

1.3 Explain the importance of assessing security

issues associated with the work area covering:

Bio security

Building security

Data security

Personal security

1.4 Describe how to carry out and evaluate a risk

assessment

1.5 Explain the hierarchy of measures to control

risks (including elimination, substitution, relevant

engineering controls, safe systems of work,

training/instruction and personal protective

equipment)

1.6 Outline safe systems of work when people are

working alone or at risk of abuse

1.7 Explain safe methods and systems of working

with hazardous materials and equipment in line

with relevant legislation

1.8 Explain how hazardous and non-hazardous

waste should be managed in line with legislation


promote good

standards of health

and safety

2.1 Explain the methods of communicating health

and safety precautions to others entering the work

area

2.2 Explain how good standards of health and

safety contribute to the management and

efficiency of businesses or organisations


deal with health

emergency situations

3.1 Describe the types of accidents or incidents

which may occur and the correct actions to take

25

3.2 Explain the importance of not carrying out

actions beyond own capabilities

3.3 Explain the potential risks to others from an

emergency situation

3.4 Explain the reasons for offering support and

help to others involved in the accident or incident

and how this should be achieved

4. Understand the

records required and

their importance

4.1 Explain the responsibility for and types of

records required and the importance of accurate

record keeping

4.2 Explain the relevant legislative requirements

for completing records of accidents and incidents

5. Monitor and

maintain the health,

safety and security of

the work area

5.1 Carry out risk assessments in accordance with

relevant legal and organisational requirements

5.2 Evaluate the risks which have been identified

and implement appropriate control measures

6. Promote good

standards of health

and safety

6.1 Ensure appropriate clothing and protective

equipment is worn which is consistent with

recognised health and safety practice and in line

with risk assessment

6.2 Communicate any health and safety

precautions that are being applied in the work area

to others entering the area

6.3 Use approved safe methods of lifting and

handling when carrying out work

6.4 Ensure standard procedures for personal

hygiene are followed at all times

26

6.5 Adopt safe systems of work which are

consistent with organisational procedures and the

findings of the risk assessment

6.6 Take appropriate action if there is a danger of

accidents or injury

7. Respond to health

emergencies within

the work area

7.1 Implement procedures safely, correctly and

without delay in an emergency situation

7.2 Summon assistance immediately for any

health emergency and initiate action appropriate to

the condition and situation

7.3 Give assistance as required within the limits of

your capability, including suitable verbal support

7.4 Make the immediate vicinity as safe as

possible

27

Supporting Unit Information

D/502/1523 Promote, Monitor and Maintain Health, Safety and Security -

Level 3

Indicative Content

To successfully achieve this unit, learners need to provide evidence that they

have met the learning outcomes and assessment criteria for the unit.

Indicative content is offered as guidance to aid delivery of the unit and to

set the learning outcomes and assessment criteria in context.

Note 1: Examples are indicative of the range of considerations for

assessment criteria but are by no means all inclusive

LO1, LO2, LO3 and LO 4 are the key areas of knowledge for this unit

Learning Outcome 1. Understand how to monitor and maintain the

health, safety and security of the work area

1.1 Explain the legal and organisational responsibilities in relation

to health, safety and security covering the following

People explain the requirements of the Health and Safety at Work

Act, Regulations and Approved Codes of Practise. Explain both

employers and employees responsibilities to self and others and how

relevant Health and Safety regulations affect you and your work.

Explain how Health and safety law is enforced and explain the powers

of the Health and Safety Executive (HSE) inspectors

Explain the requirements of Provision and Use of Work Equipment

Regulations (PUWER) and Lifting Operations and Lifting Equipment

Regulations ( LOLER)

Explain the requirements with regard to the work area and how

everyone has a legal duty to look after themselves and others. Risk

assessments to be in place.

1.2 Explain the importance of carrying out risk assessments for all

work activities including assessing risks from new and non-

routine activities explain the legal requirements and how risk

assessments make the work place a safer place and explain the

28

difference between a generic and a dynamic risk assessment. A risk

assessment should identify the ways in which a task can go wrong and

what should be done to ensure it doesn’t.

1.3 Explain the importance of assessing security issues associated

with the work area covering the following

Bio-security - explain the dangers of cross contamination, and the

COSHH regulations

Building security - threat to staff, loss of stock, breach of security

Data security - threat to business and non-compliance with data

protection act

Personal security - threat to staff, explain PPE and safe areas and

need to behave in a safe and responsible manner.

1.4 Describe how to carry out and evaluate a risk assessment by

showing what actions have been taken out before the work actually

begins to prevent the staff who are undertaking the task from coming

to harm. Regular inspections need to be carried out to ensure the

workplace remains a safe place to work.

1.5 Explain the hierarchy of measures to control risks (including

elimination, substitution, relevant engineering controls, safe

systems of work, training/ instruction and personal protective

equipment) by using ERIC (Eliminate, Reduce, Isolate, Control)

methodology.

1.6 Outline safe systems of work when people are working alone or

at risk of abuse by stating Lone Worker Policy, emergency procedures

or ensuring adequate supervision and reporting in and out procedures.

1.7 Explain safe methods and systems of working with hazardous

materials and equipment in line with relevant legislation.

Control of Substances Hazardous to Health (COSHH) regulations

specify the precautions that your employer and you must take to

protect your health from the effects of harmful substances. The

COSHH assessment should contain all the information on the dangers

involved in using the substance and the precautions to be taken

including appropriate safe working methods and correct PPE.

1.8 Explain how hazardous and non-hazardous waste should be

managed in line with legislation by explaining that only designated

29

areas for disposal of waste are used; explain the difference between

organic and inorganic waste and the need for a licensed carrier of

waste to be employed.

Learning Outcome 2. Understand how to promote good standards

of health and safety

2.1 Explain the methods of communicating health and safety

precautions to others entering the work area such as clear

signage, site inductions, health and safety brief and toolbox talks, risk

assessments and wherever possible be accompanied with a trained

operative of member of staff.

2.2 Explain how good standards of health and safety contribute to

the management and efficiency of businesses or organisations

by making the work place a safer place to work this will ensure

maximum productivity and no lost time. The work place remains tidy

and orderly and operations will run smoothly.

Learning Outcome 3. Understand how to deal with health

emergency situations

3.1 Describe the types of accidents or incidents which may occur

and the correct actions to take for example minor cuts, bruises,

slips ,trips falls to more serious injury such as broken bones, scalds,

burns or even major injuries or death. Incidents could be fire, electric

shock or falls from height - this list is not by any means all inclusive.

All incidents should be reported and recorded in the accident book,

appropriate first aid administered or help summoned and any hazards

should be removed as soon as possible if safe to do so.

3.2 Explain the importance of not carrying out actions beyond own

capabilities such as untrained first aider could make the situation

worse, as could an untrained operative for example attempting to

extinguish a fire with the incorrect preventive materials.

3.3 Explain the potential risks to others from an emergency

situation such as fire, electric shock, overcome by fumes, unguarded

machinery etc.

30

3.4 Explain the reasons for offering support and help to others

involved in the accident or incident and how this should be

achieved by being calm and assuring. To help with the investigation

of the cause and to prevent a reoccurrence and to get aid to anyone in

distress or who is injured or effected anyway by the resulting accident

or incident.

Learning Outcome 4. Understand the records required and their

importance

4.1 Explain the responsibility for and types of records required and

the importance of accurate record keeping such as entries into the

accident book for all injuries and the need to report some injuries and

incidents to the HSE (one where lost working time is three days or

more). There may also be a claim so records need to be accurate.

4.2 Explain the relevant legislative requirements for completing

records of accidents and incidents such as the Health and Safety at

Work Act and more serious accidents are reportable to HSE under

RIDDOR (Reporting of Injuries, Diseases and Dangerous Occurrences

Regulations 1995).

LO5, LO6 and LO7 are the key areas of competence for this unit

Learning Outcome 5. Monitor and maintain the health, safety and

security of the work area

5.1 Carry out risk assessments in accordance with relevant legal

and organisational requirements refer to LO 1.4 and take into

account how risk assessments make your job safer, the importance of

regular site inspections, how safe working methods reduce accidents

and how minor events can combine to create a serious accident. Risks

assessments need to be both generic and dynamic.

5.2 Evaluate the risks which have been identified and implement

appropriate control measures refer to LO 5.1.

Learning Outcome 6. Promote good standards of health and safety

6.1 Ensure appropriate clothing and protective equipment is worn

which is consistent with recognised health and safety practice

31

and in line with risk assessment such as high visibility clothing,

head protection, hearing protection, eye protection, overalls, barrier

creams, gloves, protective footwear this list is not by any means all

inclusive and specialist PPE may be required dependent upon the task

and the findings of the risk assessment e.g. entry into confined spaces

requires specialist PPE.

6.2 Communicate any health and safety precautions that are being

applied in the work area to others entering the area by

communications, inductions and instructions, and by carefully placed

signage for designated areas.

6.3 Use approved safe methods of lifting and handling when

carrying out work by using lifting aids and complying with Manual

Handling Regulations and being trained to lift specific items.

6.4 Ensure standard procedures for personal hygiene are followed

at all times by demonstrating personal hygiene, recognising

hazardous substances, using PPE and the need for other preventive

measures such as barrier cream.

6.5 Adopt safe systems of work which are consistent with

organisational procedures and the findings of the risk

assessment by adopting safe working practise and following

instructions.

6.6 Take appropriate action if there is a danger of accidents or

injury refer to LO3.1

Learning Outcome 7. Respond to health emergencies within the

work area

7.1 Implement procedures safely, correctly and without delay in an

emergency situation refer to LO3.1

7.2 Summon assistance immediately for any health emergency and

initiate action appropriate to the condition and situation by the

most appropriate means of communication, shout, use telephone and

relay all relevant information so the most up to date information is

relayed

32

7.3 Give assistance as required within the limits of your capability,

including suitable verbal support refer to LO 3.4

7.4 Make the immediate vicinity as safe as possible by cordoning off

the area disconnecting any power sources, verbal communications and

remaining vigilant.

Teaching Strategies And Learning Activities

Centres should adopt a delivery approach which supports the development

of their particular learners. The aims and aspirations of all learners,

including those with identified special needs, including learning

difficulties/disabilities, should be considered and appropriate support

mechanisms put in place.

Methods Of Assessment

This unit will be internally assessed, internally and externally moderated via

a learner’s portfolio and other related evidence, against the unit outcomes

and assessment criteria.

The assessment of some knowledge and understanding may take place in a

non-work based environment e.g. training centre, however it must link

directly to workplace performance and include performance evidence. This

unit requires independent assessment if this is being used as part of

an Apprenticeship Framework. The questions can be found on this

qualifications page on the ABC Awards website.

All learners must complete a portfolio of evidence that shows achievement

of all the relevant learning outcomes and assessment criteria.

Minimum requirements when assessing this unit

ABC expects that staff will be appropriately qualified to assess learners

against the outcomes and criteria within the units. Generally teaching staff

should be qualified and/or vocationally experienced to at least a level above

that which they are teaching.

It is important that practical assessment activities are supervised

appropriately.

33

Evidence Of Achievement

Evidence presented to support achievement is not prescribed for each

learning outcome. It could typically include

Product evidence

Observation reports

Oral/written questions and answers

Reports/notes

Worksheets/job sheets/workbooks

Witness statements

Taped evidence (video or audio)

Photographic evidence

Case studies/assignments/projects

Interview/professional discussion

Site risk assessment

Tool / equipment inventory lists / maintenance schedules

Pictorial identifications

Letters / emails seeking clarification / confirmation of understanding

Internet research / copies of items with relevant knowledge highlighted

This is not an exhaustive list and learners should be encouraged to develop

the most appropriate evidence to demonstrate their achievement of the

learning outcomes and assessment criteria.

All evidence must be clearly signposted and made available for the external

moderator upon request.

All internal assessments must be accompanied by a signed Declaration of

Authenticity (this document is available on the ABC web site).

Additional Information

Useful sources of reference

The Health and Safety Executive website http://www.hse.gov.uk/ has useful information about identifying what health and safety legislation

applies to areas of work and lists of Acts, Statutory instruments and legal publications

http://www.hse.gov.uk/

34

The Office of Public Information website http://www.opsi.gov.uk has

year by year lists of UK Acts and Statutory Instruments The website http://www.netregs.gov.uk/ provides helpful guidance

about environmental regulations. The Provision and Use of Work Equipment Regulations PUWER

All plant or equipment used at work, either in the office or in the field, comes under PUWER

See ABC website for further information

http://www.opsi.gov.uk/

http://www.netregs.gov.uk/

35

Estimate and Programme Resource Requirements

Unit Reference

Y/502/0502

Level

3

Credit Value

4

Guided Learning

Hours

26

Unit Summary

This unit will provide the learner with the skills,

knowledge and understanding required for

estimating resource requirements and

programming work for soft, hard and interior

landscapes. This unit requires independent

assessment if part of an Apprenticeship

Framework (see Methods of Assessment

below)

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.5)

The learner can

1. Be able to estimate

the resources

1.1 Identify the nature, extent, required outcome

and standards of proposed work clearly and

accurately

1.2 Identify required resources appropriate to the

work

1.3 Ensure timing of resource enable work to

proceed without delay

2.1 Confirm the work programme takes full

account of the resources required to proceed

36

2. Be able to

sequence and

programme work

2.2 Provide a sequence of work which meets

agreed targets and enables the work to be

completed on time, safely and to the standard

required

2.3 Communicate the work programme effectively

and in time to all relevant people


estimate resource

requirements and

programme work

3.1 Explain project planning and methods of

estimating resource requirements

3.2 Compare the effects of timing of resource

provision on costs and completion

3.3 Assess methods to optimise resource usage

and timing and minimise waste

3.4 Evaluate the implications of estimating and

arranging resources for projects

4. Understand the

sequence and

programming of work

4.1 Explain the methods of sequencing work to

achieve targets and realistic work rates for the

work type programmed

4.2 Evaluate the use of performance measures

4.3 Describe the possible causes of disruption to

work programmes and their effects on quality and

timing

4.4 Explain the potential hazards that may be

encountered and the measures to take to reduce

these

4.5 Explain current health and safety legislation,

codes of practice and any additional requirements

which apply to this area of work

37


Y/502/0502 Estimate and Programme Resource Requirements - Level 3

Indicative Content





Note 1: Cross references are first to the learning Outcome (LO) e.g. LO1 and

then to the Assessment criteria number listed e.g. LO 1.3



These are the key areas of competence for this unit

Learning Outcome 1. Be able to estimate the resources

1.1 Identify nature, extent required outcomes and standards of

work clearly and accurately e.g. client

brief/plan/specification/requirements, own survey /design / objectives

1.2 Resources to be identified appropriate to the work e.g.

labour e.g. skills required – labourers, landscapers, machine

operators.

equipment e.g. numbers, type, size, number, hours required.

materials e.g. type, quantity, quality.

finance to meet costs of e.g. labour, equipment, materials,

professional fees, services (phone, water, power), welfare,

contingencies.

specific expertise e.g. equipment operators, builders, landscapers,

labourers, Local Authority requirements.

1.3 Ensure timing of resources enable work to proceed without

delay e.g. prepare activity/flow chart, orders placed for materials /

equipment, labour availability, finances in place.

38

Learning Outcome 2. Be able to sequence and programme work

2.1 Confirm the work programme takes full account of the

resources required to proceed e.g. check work programme takes

account of required resources - refer to

LO 1.2

2.2 Provide a sequence of work which meets agreed targets and

enables work to be completed on time, safely and to the

standard required e.g. activity / flow chart, commencement and

completion dates, sequential completion dates, delivery of equipment /

materials to target dates, labour requirements for sequenced work.

2.3 Communicate the work programme effectively and in time to all

relevant people e.g. provide programme information / target dates to

client, suppliers and labour force, place orders for materials /

equipment to meet target dates.

These are the key areas of knowledge for this unit

Learning Outcome 3. Understand how to estimate resource

requirements and programme work

3.1 Explain project planning and methods of estimating resource

requirements e.g.

Labour e.g. Number of hours required for each pay scale,

contingency for over run / sickness / holiday / waiting time.

Equipment e.g. For each type the - required working hours, running

costs, contingency for over run / breakdown / waiting time.

Materials e.g. Minimum amounts required, additions for breakage /

waste, storage / security.

Finance e.g. All labour (variations in rates of pay, holidays /

sickness), materials, equipment all types and number required),

welfare, site costs, contingency / overrun costs.

Specific expertise e.g. Know capabilities of each operator then fill

gaps, local authority requirements.

3.2 Compare the effects of timing of resource provision on costs

and completion e.g. monitor deliveries against work programme,

work progress against planed programme / flow chart and costs

against budget.

39

3.3 Assess methods to optimise resource usage and timing and

minimise waste e.g. maintain records of hours of productive work

(labour and equipment), check deliveries against orders, actual use of

materials and make comparison against programmed requirements.

3.4 Evaluate the implications of estimating and arranging resources

for projects e.g.

horticultural items e.g. delivery and maintenance of viability of living

material, soil and weather conditions, appropriate labour availability.

landscape items e.g. delivery sequence, wastage, ground conditions,

appropriate labour availability.

Learning Outcome 4. Understand the sequence and programming

of work

4.1 Explain the methods of sequencing work to achieve targets and

realistic work rates for the work type programmed e.g. refer to

LO 2.2, LO 3.2 & 3.3

4.2 Evaluate the use of performance measures e.g. output rates of

labour and equipment, wastage, progress against programme,

deliveries against orders.

4.3 Describe the possible causes of disruption to work programmes

and their effects on quality and timing e.g. weather, soil / ground

conditions, late deliveries, labour absences, change to specification,

equipment malfunction, delay in authorisation, client interruptions /

amendments.

4.4 Explain the potential hazards that may be encountered and the

measures to take to reduce these e.g. presence of services, debris

/ rubbish, use of equipment / tools / materials, terrain, materials,

petroleum products. Measures for reduction e.g. locate services (CAT

scan) and give warnings / isolate, use competent staff, follow

manufacturer’s guidelines / instructions, risk assessments followed, use

PPE (steel toe cap boots, gloves, protective clothing as required).

4.5 Explain current health and safety legislation, codes of practice

and any additional requirements e.g.

Health and Safety at Work etc. Act 1974 e.g. management of health

and safety and safety at work

40

Risk assessments e.g. working practices

Codes of Practice e.g. pesticide application, use of equipment

Exposure records e.g. noise, vibration

COSHH Regulations e.g. risk assessments and use, fuel

Hazardous Waste Regulations e.g. waste disposal

Storage e.g. fuels, materials

PPE e.g. safety boots, ear defenders, protective clothing

Environmental Protection Act. E.g. environmental protection

Water Pollution Act e.g. water protection

RIDDOR e.g. reporting requirements

PUWER e.g. use of plant and equipment

LOLER e.g. lifting operations and lifting equipment

Welfare at Work e.g. staff facilities

Any additional requirements







Learning Outcomes (LO) 1 and 2

Delivery of these learning outcomes is by supervised practical work activities

giving learners the opportunity, first to practice the various tasks involved

and then to be observed correctly doing each task to demonstrate

achievement of the assessment criteria.

Learners not holding statutory qualifications to use equipment and materials

to be supervised by person who is qualified to do so.

Prior to, during and after completion of activities, photographs or video could

be taken to provide evidence of progress.


Delivery of these learning outcomes is by generation of knowledge evidence

which could be linked to the practical work e.g. by observation of work

activities and witness testimony, answering oral or written questions,

assignments or internet research cross referenced to the knowledge

evidence.

41












of all the relevant learning outcomes and assessment criteria

Centres will need to devise assessment tasks which should be practical

where possible e.g. Learning Outcomes 1, 2 and 3 link together and can be

assessed practically by observation or by generation of diverse evidence.

These could also link to Learning Outcomes 4, 5 and 6 to allow knowledge

evidence to be gathered during the practical activities


appropriately.

Simulation will not be acceptable where the unit is included in

qualifications which verify competent performance.









Product evidence

Observation reports

42


Reports/notes

Worksheets/job sheets/planting plans/workbooks

Witness statements






Tool / equipment inventory and safety checklists / maintenance

schedules











The Office of Public Information website http://www.opsi.gov.uk has year by year lists of UK Acts and Statutory Instruments

The website http://www.netregs.gov.uk/ provides helpful guidance

about environmental regulations. The Environment Agency website http://www.environment-

agency.gov.uk provides guidance about environmental permitting, pollution and emissions, waste and water etc

The Code of Practice - Protecting our Water, Soil and Air has a useful

list of references in Section 9





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


43

Manage Your Own Resources

Unit Reference

F/501/2989

Level

2

Credit Value

7

Guided Learning

Hours

70

Unit Summary

This unit is mainly about making sure learners

have the personal resources (particularly

knowledge, understanding, skills and time) to

undertake their work role and reviewing their

performance against agreed objectives. It also

covers identifying and undertaking activities to

develop their knowledge, skills and understanding

where gaps have been identified. This unit

requires independent assessment if part of an

Apprenticeship Framework (see Methods of

Assessment below)

Learning Outcomes

(1 to 5)

The learner will

Assessment Criteria

(1.1 to 5.9)

The learner can

1. Manage their own

resources

1.1 Identify and agree the requirements of their

work-role with those they report to

1.2 Discuss and agree personal work objectives

with those they report to and how they will

measure progress

1.3 Identify any gaps between the requirements of

their work-role and their current knowledge,

understanding and skills

44

1.4 Discuss and agree, with those they report to, a

development plan to address any identified gaps in

their current knowledge, understanding and skills

1.5 Undertake the activities identified in their

development plan and discuss, with those they

report to, how they have contributed to their

performance

1.6 Get regular and useful feedback on their

performance from those who are in a good position

to judge it and provide you with objective and valid

feedback

1.7 Discuss and agree, with those they report to,

any changes to their personal work objectives and

development plan in the light of performance,

feedback received, any development activities

undertaken and any wider changes

1.8 Check, on a regular basis, how they are using

their time at work and identify possible

improvements

1.9 Ensure that their performance consistently

meets or goes beyond agreed requirements

2. Use appropriate

behaviours to manage

their own resource

2.1 Demonstrate that they recognise changes in

circumstances promptly and adjust plans and

activities accordingly

2.2 Demonstrate that they prioritise objectives and

plan work to make best use of time and resources

2.3 Demonstrate that they take personal

responsibility for making things happen

2.4 Demonstrate that they take pride in delivering

high quality work

45

2.5 Demonstrate that they agree achievable

objectives for themselves and give a consistent

and reliable performance

2.6 Demonstrate that they can find practical ways

to overcome barriers

2.7 Demonstrate that they make best use of

available resources and proactively seek new

sources of support when necessary

3. Know and

understand how to

manage their own

resources using

general knowledge

3.1 Demonstrate why managing their resources

(particularly knowledge, understanding, skills and

time) is important

3.2 Demonstrate how to identify the requirements

of a work-role

3.3 Demonstrate how to set work objectives which

are SMART (Specific, Measurable, Achievable,

Realistic and Time-bound)

3.4 Demonstrate how to measure progress against

work objectives

3.5 Demonstrate how to identify development

needs to address any identified gaps between the

requirements of their work-role and their current

knowledge, understanding and skills

3.6 Demonstrate what an effective development

plan should contain

3.7 Demonstrate the type of development

activities which can be undertaken to address

identified gaps in knowledge, understanding and

skills

46

3.8 Demonstrate how to identify whether/how

development activities have contributed to their

performance

3.9 Demonstrate how to get and make effective

use of feedback on their performance

3.10 Demonstrate how to update work objectives

and development plans in the light of performance,

feedback received, any development activities

undertaken and any wider changes

3.11 Demonstrate how to record the use of their

time and identify possible improvements

4. Know and

understand how to

manage their own

resources using

industry and sector

specific knowledge

4.1 Show that they know and understand the

industry/sector requirements for the development

or maintenance of knowledge, understanding and

skills

5. Know and

understand how to

manage their own

resources using

context specific

knowledge

5.1 Show that they know the agreed requirements

of their work-role including the limits of their

responsibilities

5.2 Show that they know their agreed personal

work objectives

5.3 Show that they know the reporting lines in

their organisation

5.4 Show that they know and understand their

current knowledge, understanding and skills

5.5 Show that they can identify gaps in their

current knowledge, understanding and skills

47

5.6 Show that they know and understand their

personal development plan

5.7 Show that they know their organisation’s

policy and procedures in terms of personal

development

5.8 Show that they know the available

development opportunities and resources in their

organisation

5.9 Show that they understand possible sources of

feedback in their organisation

48


F/501/2989 Manage Your Own Resources – Level 2

Indicative Content

To successfully achieve this unit, learners need to provide evidence that

they have met the learning outcomes and assessment criteria for the unit.



Note 1: Cross references are first to the Learning Outcome (LO) e.g.) LO1

and then to Assessment Criteria number listed e.g. LO1.3.


assessment criteria but are by no means exclusive.

Note 3: The example used in this indicative content is for a landscape

maintenance operative.

LO1 and LO2 are the key areas of competence for this unit

Learning Outcome 1. Manage their own resources

1.1 Identify and agree the requirements of their work-role with

those they report to include to travel to a range of landscape sites

on a daily basis transporting a ride-on machine with a van and trailer

and operating a range of hand tools and machines to complete tasks

such as grass cutting, edging off, hedge cutting, pruning and border

maintenance, spraying herbicides to hard standing and marking out a

range of sports pitches to the required standard. The requirements of

the work role are in the job description and agreed with the line

manager.

1.2 Discuss and agree personal work objectives with those they

report to and how they will measure progress to include to be

able to edge off and cut grassed areas with hand tools and pedestrian

machinery to the required height and standard for the contract and

progressing onto ride-on machines and other tasks as skills develop.

49

Regular appraisals with line manager which could be monthly at first

during the probation period and then six monthly or annually to review

overall performance and to measure progress against work objectives.

See LO1.1 for further details.

1.3 Identify any gaps between the requirements of their work-role

and their current knowledge, understanding and skills to

include a training course for using tractors and ride-on mowers as well

as training courses such as health and safety, manual handling,

emergency first aid and PA1 and PA6 training for the use of herbicides

and machinery maintenance training to maintain machines on a daily

basis. The gaps in their knowledge and skills are identified by client

feedback and observations made by other employees including

managers when undertaking staff appraisals.

1.4 Discuss and agree, with those they report to, a development

plan to address any identified gaps in their current knowledge,

understanding and skills to include discussions and agreements for

an initial training plan takes place during appraisals with their line

manager to target specific on-site training using tools and equipment

to complete work to the required standard and specification and to

identify training courses to gain certificates needed to undertake

specific tasks such as chemical control of weeds. Specialist knowledge

of landscape sites and specifications to be included in development plan

with line manager. See LO1.1 and LO1.3 for details.

1.5 Undertake the activities identified in their development plan

and discuss, with those they report to, how they have

contributed to their performance to include monthly reviews or

team meetings that highlight staffing changes that dictate new roles or

tasks for the staff member or extra training to be given on specific

tasks where the employee is being asked to take on new responsibility.

Feedback and follow up interviews are then needed with line manager

to establish progress in their role and this feeds into staff appraisals.

See LO1.1 and LO1.2 for further details.

1.6 Get regular and useful feedback on their performance from

those who are in a good position to judge it and provide you

with objective and valid feedback to include unofficial discussions

and advice given by other work colleagues and in particular their line

manager who will act as a mentor and oversee the on the job training

50

and development of the staff member. Official feedback to come in

during staff appraisals with line manager and from clients and

customers where the work has been carried out.

1.7 Discuss and agree, with those they report to, any changes to

their personal work objectives and development plan in the

light of performance, feedback received, any development

activities undertaken and any wider changes see LO1.5 for further

details.

1.8 Check, on a regular basis, how they are using their time at work

and identify possible improvements to include checking work

schedules and observing how efficiently the work is being done and if

there are complaints from customers or other colleagues if the work is

not up to standard. Completion of a schedule will analyse the specific

use of time and resources but feedback from other employees and

clients will identify how effective their time management is.

1.9 Ensure that their performance consistently meets or goes

beyond agreed requirements to include feedback from client

officers, customers and line manager to ensure that all standards are

met on all sites and that the work carried out is consistent and

regular. See LO1.8 for details.

Learning Outcome 2. Use appropriate behaviours to manage their

own resources

2.1 Demonstrate that they recognise changes in circumstances

promptly and adjust plans and activities accordingly to include

dealing with essential deadlines for contracts and prioritising work to

achieve the objectives set. To change plans so that work scheduled

each day promotes work efficiency so that work does not fall behind

schedule or fail to meet the specification. To be able to do extra work

to bring in extra revenue such as variation orders.

2.2 Demonstrate that they prioritise objectives and plan work to

make best use of time and resources to include prioritising the

most important areas and working in specific areas on certain days to

reduce travel time and add to work efficiency. See LO2.1 for further

details.

51

2.3 Demonstrate that they take personal responsibility for making

things happen to include seeing a job on a site through to

completion including site checks at the end to ensure that the work

meets the specification and checking the standard of work with the

customer before proceeding onto the next job. A customer satisfaction

form or a survey will give written feedback on completed work.

2.4 Demonstrate that they take pride in delivering high quality

work to include see LO2.3 for further details.

2.5 Demonstrate that they agree achievable objectives for

themselves and give a consistent and reliable performance to

include setting deadlines for work to be completed to the agreed

standard when giving feedback to both their line manager and clients

and then meeting the objectives set and to the agreed specification.

2.6 Demonstrate that they can find practical ways to overcome

barriers to include dealing with difficult customers and completing

work to avoid further complaint. Re-arranging work around the

breakdown of machines and equipment so that other tasks can be

completed so that the work does not fall behind schedule which may

include working with other colleagues to secure machinery and

equipment on short term loan to complete necessary tasks to complete

the contract. Meeting directly with clients and the production of action

plans are practical ways to overcome barriers as well as getting

technical expertise from sources both internal and external to the

organisation.

2.7 Demonstrate that they make best use of available resources

and proactively seek new sources of support when necessary to

include see LO2.6 for further details.

LO3, LO4, and LO5 are the key areas of knowledge for this unit

Learning Outcome 3. Know and understand how to manage their

own resources using general knowledge

3.1 Demonstrate why managing their resource (particularly

knowledge, understanding, skills and time) is important to

include see LO2.1 and LO2.2 for further details.

52

3.2 Demonstrate how to identify the requirements of a work-role

to include see LO1.1 for further details.

3.3 Demonstrate how to set work objectives which are SMART

(Specific, Measurable, Achievable, Realistic and Time-bound)

to include measuring up and pricing up a small contract with each

task area measured to quantify the time taken to do and the relevant

cost incurred. If the work is completed to the agreed standard within

the time set then all the objectives were met with no extra cost

incurred.

3.4 Demonstrate how to measure progress against work objectives

to include see LO1.2 for further details.

3.5 Demonstrate how to identify development needs to address

any identified gaps between the requirements of their work-

role and their current knowledge; understanding and skills to

include see LO1.3 for further details.

3.6 Demonstrate what an effective development plan should

contain see LO1.4 for further details.

3.7 Demonstrate the type of development activities which can be

undertaken to address identified gaps in knowledge,

understanding and skills see LO1.3 and LO1.4 for further details.

3.8 Demonstrate how to identify whether /how development

activities have contributed to their performance to include

completion of the various training courses and the ability afterwards to

carry out the tasks competently to the agreed specification. See

LO1.6 for further details.

3.9 Demonstrate how to get and make effective use of feedback on

their performance see LO1.6 for further details.

3.10 Demonstrate how to update work objectives and development

plans in the light of performance, feedback received, any

development activities undertaken and any wider changes see

LO1.4, LO1.5 and LO1.6 for further details.

53

3.11 Demonstrate how to record the use of their time and identify

possible improvements to include see LO1.8 and LO2.2 for further

details.


own resources using industry and sector specific knowledge

4.1 Show that they know and understand the industry/sector

requirements for the development or maintenance of

knowledge, understanding and skills to include knowledge about

new products and machines that are more efficient for the workload

and awareness of current work practices according to legislation such

as the up to date list of allowable pesticides for use in the industry.

Information to be obtained from books, websites and periodicals.

Knowledge of new training needs where a given task needs a

certificate of competence in industry.


own resources using context specific knowledge

5.1 Show that they know the agreed requirements of their work-

role including the limits of their responsibilities to include

feedback on appraisal forms and production of their own training plan

to show evidence of achievement towards training courses and

qualifications. Production of a suitable work schedule to show

priorities and a personal development plan will highlight the limits of

their responsibilities. See LO1.1 for further details.

5.2 Show that they know their agreed personal work objectives see


5.3 Show that they know the reporting lines in their organisation

to include knowledge of chains of command such as other colleagues

at the same level and their immediate line manager and the

production of an organisational chart for the company to show chains

of command. See LO1.1 and LO1.2 for further details

5.4 Show that they know and understand their current knowledge,

understanding and skills to include see LO1.3, LO1.4 and LO4.1

for further details.

54

5.5 Show that they can identify gaps in their current knowledge,

understanding and skills to include see LO1.3, LO1.4 and LO4.1


5.6 Show that they know and understand their personal

development plan see LO5.1 for further details.

5.7 Show that they know their organisation’s policy and

procedures in terms of personal development to include

knowledge and access made of the company staff development

system to apply for further training courses and qualifications and the

company staff development policy for advertising vacancies for

progression and the application process for this. See LO1.3 for further

details.

5.8 Show that they know the available development opportunities

and resources in their organisation to include see LO5.7 for

further details.

5.9 Show that they understand possible sources of feedback in

their organisation see LO1.6 for further details.







Learning Outcomes 1, and 2

Delivery of these learning outcomes is by assessment of competence for

those who have experience in this area of work or by supervised landscape

maintenance work giving learners the opportunity, first to practice the

various tasks involved and then to be observed correctly doing each task to

demonstrate achievement of the assessment criteria. Prior to, during and

after completion of construction work photographs or video could be taken

to provide evidence of progress.

Learning Outcomes 3, 4 and 5

55


which could be linked to the practical work e.g. by observation of landscape

maintenance work and witness testimony, answering oral or written

questions, assignments or internet research cross referenced to the

knowledge evidence














where possible e.g. Learning Outcomes 1 and 2 link together and

competence can be assessed practically by observation or by generation of

diverse evidence. These could also link to Learning Outcomes 3, 4, and 5 to

allow knowledge evidence to be gathered during the practical activities.


appropriately.






56



learning outcome. It could typically include some of the following

Personal development plans

Organisational charts

Customer satisfaction

Feedback forms

Appraisals

Product evidence

Observation reports


Reports/notes/diaries/reflective accounts


Witness statements







schedules








appropriately.





57


Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/ has

useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory instruments and

legal publications The website

www.sqa.org.uk/files_ccc/D3718ManageYourOwnResourcesProfessional

Development has useful information on managing your own resources

for professional development and setting objectives which are SMART.

The website www.skillset.org/uploads/pdf/asset_8390.pdf?1 gives

some useful guidance on managing your own resources.



http://www.sqa.org.uk/files_ccc/D3718ManageYourOwnResourcesProfessionalDevelopment

http://www.sqa.org.uk/files_ccc/D3718ManageYourOwnResourcesProfessionalDevelopment

http://www.skillset.org/uploads/pdf/asset_8390.pdf?1

58

Provide Nutrients to Plants or Crops

Unit Reference

K/502/0956

Level

3

Credit Value

6

Guided Learning

Hours

39

Unit Summary



to identify nutrient problems and provide nutrients

to plants or crops

Learning Outcomes

(1 to 8)

The learner will

Assessment Criteria

(1.1 to 8.3)

The learner can

1. Understand the

factors which

influence nutrient

requirements

1.1 Explain the relationship between plan or crop

growth and development, and the use of nutrients

1.2 Explain the ways of checking that the correct

quantity of nutrients are available to plants or

crops

1.3 Explain the likely problems which may impact

on providing nutrients to plants or crops and how

to resolve them

2. Understand the

methods of applying

nutrients

2.1 Explain the different methods for applying

nutrients to plants or crops

59

3. Know how to

identify nutrient

problems with crops

or plants

3.1 Describe the signs of nutrient deficiency in

plants or crops


maintain equipment

4.1 Explain the importance and methods of

maintaining equipment ready for use

5. Understand

relevant health and

safety legislation and

environmental good

practice




5.2 Describe the possible environmental damage

and how to respond appropriately

5.3 Explain the correct and appropriate methods

for disposing of waste

5.4 Explain the records required for management

and legislative purposes and the importance of

maintaining them

6. Be able to maintain

and use equipment

6.1 Ensure equipment is prepared, used and

maintained in a safe and effective way

6.2 Select the appropriate equipment to provide

nutrients to plants

7. Be able to provide

nutrients to plants or

crops

7.1 Apply nutrients as required to promote plant

growth and stage of plant development.

7.2 Diagnose problems with the provision of

nutrients to plants or crops and take the

appropriate action

60

7.3 Maintain, review and complete records

accurately,

8. Be able to promote

health and safety and

environmental good

practice

8.1 Work in a way which promotes health and

safety, is consistent with relevant legislation, codes

of practice and any additional requirements

8.2 Ensure work is carried out in a manner which

minimises environmental damage

8.3 Manage and dispose of waste in accordance

with legislative requirements and codes of practice

61


K/502/0956 Provide Nutrients to Plants or Crops - Level 3

Indicative Content





Note 1: Cross references are first to the Learning Outcome (LO) e.g. LO1

and then to the Assessment Criteria number listed e.g. LO1.3


assessment criteria but are by no means exclusive

Note 3: Example used in this unit is field grown brassica crops. Similar

process should be applied to other crops are appropriate

LO1, LO2, LO3, LO4 and LO5 are the key area of knowledge for this

unit

Learning Outcome 1. Understand the factors which influence

nutrient requirements

1.1 Explain the relationship between plant or crop growth and

development, and the use of nutrients plant nutrients required for

normal plant functions e.g.

Nitrogen (usually as nitrates) – promotes vigorous leaf growth and

strong leaf colour Phosphorous (phosphates) – promotes root growth

Potassium (potash) – promotes flowering and fruiting.

Magnesium – can be deficient in wet soils due to leaching, high

potash or acid soils (plants unable to absorb)

Boron – required only in small quantities but can be deficient in some

soils, serious impact on brassica crops (browning and collapse of stems

from centre);

Plant nutrients used (either as residual fertility in the soil or applied as

fertilizer) to promote growth and increase yields, to promote specific

62

functions in the plant or crop, (e.g. phosphates on carrots to encourage

root growth, potash used on fruit crops to promote flowering and

fruiting), to improve colour and vigour, to reduce susceptibility to other

problems.

Nutrients applied to crops or plants by

Incorporating into soil or growing media (e.g. limestone, granular

fertilisers)

Green manure – crops grown to improve fertility then returned into soil

Application of bulky organic matter containing nutrients

Organic fertilizers or artificial fertilizers (e.g. muriate of potash,

compounds such as NPK 15;10;10 available as powders, granules or

liquid formulation with or without trace elements).

Liquids applied by direct injection or through watering.

1.2 Explain the ways of checking that the correct quantity of

nutrients are available to plants or crops soil analysis – accurate

lab-based chemical testing to identify levels of major nutrients and pH

prior to planting the crop or at intervals during growth. Leaf analysis –

to establish nutrient levels in the plant. Electronic analysis of soil water

or fluid in hydroponic systems. Nutrient budgeting – calculating losses

and inputs into the soil.

1.3 Explain the likely problems which may impact on providing

nutrients to plants or crops and how to resolve them

Low temperatures limiting uptake of nutrient – applied nutrient not

absorbed (refer to LO5.2): action – apply when soil temperatures rise,

use temperature sensitive controlled release fertiliser.

Dry conditions limiting uptake of nutrient; action - apply with irrigation,

irrigate after application.

Leaching of applied nutrient (as a result of excess rainfall or irrigation);

action – limit use of soluble fertiliser, plan timing of application.

Uptake limited by high salinity; action – irrigate to remove excess

nutrient, limit use of nutrient.

Difficulty of access to crop to apply nutrients (e.g. full crop cover);

action – use controlled or slow release fertilisers or apply as liquid

overhead or via flood irrigation.

Learning Outcome 2. Understand the methods of applying nutrients

2.1 Explain the different methods for applying nutrients to plants or

crops nutrient incorporated into growing media (e.g. limestone,

63

compound fertilizer). Use of organic fertilizers (bone meal, seaweed

based, pelleted manures) and artificial fertilizers; straights (muriate of

potash, rock phosphate) as powders or granules; compounds

containing NP&K (e.g. 15:10:10) available as powders, granules or

liquid formulation with or without trace elements.

Application of bulky organic matter containing nutrients – nutrients

available as organic matter breaks down (examples farm yard

manures, composted vegetable matter, municipal green waste).

Soluble fertilizer applied by direct injection or application through

irrigation systems

Slow release fertilizers and controlled release fertilizers.

Green manures – crops grown to improve fertility then returned into

soil; provide nutrient by fixing atmospheric nitrogen, recycling

nutrients from lower layers of soil or to by taking up free nutrients to

prevent loss through leaching in winter (examples – phacelia, clovers,

field beans, rye).

Learning Outcome 3. Know how to identify nutrient problems with

crops or plants

3.1 Describe the signs of nutrient deficiency in plants or crops plants

with general nutrient deficiency tend to lack vigour, be discoloured and

susceptible to other problems

Example of specific deficiencies;

Nitrogen deficiency small pale leaves and shoots, leaves yellow or

red, subject to early defoliation.

Magnesium deficiency (common in alkaline soils) yellowing then

browning of leaves, mainly in older leaves.

Boron deficiency required only in small quantities but can be deficient

in some soils, serious impact on brassica crops (browning and collapse

of stems from centre).

Learning Outcome 4. Understand how to maintain equipment

4.1 Explain the importance and methods of maintaining equipment

ready for use Importance of maintaining equipment ready for

use to minimise risks, improved performance, ensuring correct

operation and output, prolonged life, greater reliability and reduced

breakdown time and cost, available for next time required, reduced

contamination and crop damage, reduced wastage.

Methods of maintaining equipment ready for use routine checking

64

and calibration of all equipment to ensure effective and efficient

operation, lubrications of machinery as directed by manufacturer,

periodic servicing of power units; checking, cleaning and storage of all

equipment after use to ensure readiness for next operation (refer to

LO6.1).

Learning Outcome 5. Understand relevant health and safety

legislation and environmental good practice


and any additional requirements which apply to this area of

work Health and Safety e.g. Management of Health & Safety at Work

Regulations; Environmental Protection e.g. Environmental Protection

Acts; Waste e.g. Hazardous Waste Regulations; Codes of Practice e.g.

Protecting our Water, Soil and Air; Nitrogen Sensitive Areas, Additional

requirements including customer regulations, assured produce

schemes, certification, LOLER, PUWER, StopSafe, Manual Handling.

5.2 Describe the possible environmental damage and how to

respond appropriately Spillage of nutrients within store (action –

store fertilisers in safe storage facility, stack carefully in sealed

containers, clear up spillages, take action to prevent spilt material

reaching controlled waters).

Run-off or leaching of nutrient from field or growing media causing

pollution of controlled water (action – manage fertilizer application to

avoid risks, use of cover crops to prevent losses in wet weather, in

event of run-off take steps at a local level to prevent spread of

pollution, notify appropriate bodies e.g. Environment Agency).

Use of non-sustainable materials (action – check source of all

materials, reduce use of fertilizers, use of organic fertilizers and green

manures, reduce usage and wastage of all materials, recycle and re-

use).

5.3 Explain the correct and appropriate methods for disposing of

waste organic waste – reduce waste removed from growing area,

unwanted plant material composted (unless the material poses a threat

to plant health or production process e.g. diseased material or

perennial weeds). Inorganic waste – wastes from servicing and

maintenance of equipment disposed of in appropriate container;

wastage of packing material and containers minimised and where

unavoidable recycled or disposed of in appropriate container; inorganic

65

waste is carefully controlled until disposed of through licensed

contractor.

5.4 Explain the records required for management and legislative

purposes and the importance of maintaining them records –

analysis results, monitoring results, fertiliser usage (by type,

application method and by crop or area), maintenance and setting up

of equipment, monitoring of equipment, problems encountered.

Required for legal purposes (e.g. in Nitrogen Sensitive Zones), for

management purposes to control costs, manage resources and plan for

future actions, requirements of certification, assured produce scheme,

customer audit schemes.


Learning Outcome 6. Be able to maintain and use equipment

6.1 Appropriate PPE is made available, selected and safely used by

all persons e.g. waterproof clothing, steel toe-capped boots, UV

Protection, gloves, aprons, hats. Tools and equipment are made

available, made ready for use and only used for the operation and in

situations as detailed by the manufacturer’s / supplier’s / supervisor’s

instructions, current legislation and codes of practice for safe

preparation (e.g. setting up and calibrating), use maintenance (e.g.

cleaning, routine checking of oil levels, greasing and storage) - refer to

LO4.1 and LO5.1. Maintain records e.g. maintenance and repairs.

Report faults to line manager.

6.2 Appropriate equipment is selected to provide nutrients (refer to

LO1.1) to plants or crops refer to LO6.1.

Learning Outcome 7. Be able to provide nutrients to plants or crops

7.1 Nutrients applied as required to promote plant growth and

stage of plant development refer to LO1.1.

7.2 Problems with the provision of nutrients to plants or crops

diagnosed, appropriate action taken LO1.3 and LO3.1.

7.3 Accurate records completed, maintained and reviewed refer to

LO5.4.

66

Learning Outcome 8. Be able to promote health and safety and

environmental good practice

8.1 Work is carried out in a way which promotes health and safety,

is consistent with relevant legislation, codes of practice and any

additional requirements refer to LO5.1.

8.2 Actions taken to ensure work is carried out in a manner which

minimises environmental damage refer to LO5.2.

8.3 Disposal of waste is managed and carried out in accordance

with legislative requirements and codes of practice refer to

LO5.3.



of their particular learners.

The aims and aspirations of all learners, including those with identified

special needs, including learning difficulties/disabilities, should be

considered and appropriate support mechanisms put in place.


Delivery of these learning outcomes is by supervised practical work providing

nutrient to crops or plants giving learners the opportunity, first to practice

the various tasks involved and then to be observed competently doing each

task to demonstrate achievement of the assessment criteria.

Prior to, during and after completion of work providing nutrient to crops or

plants photographs or video could be taken to provide evidence of progress.

Copies of monitoring record can be used to provide evidence of quality and

rate of work and of sufficiency of evidence.

Learning Outcomes 1, 2, 3, 4 and 5


which could be linked to the practical work e.g. by observation of providing

nutrient to crops or plants, copies of records, or reporting forms and witness

testimony, answering oral or written questions, or assignments referenced

to the knowledge evidence.

67








where possible e.g. Learning Outcomes 1, 2, 3, 4 and 5 link together and

can be assessed practically by observation or by generation of diverse

evidence. These could also link to Learning Outcomes 6, 7 and 8 to allow

knowledge evidence to be gathered during the practical activities


appropriately.











Product evidence

Observation reports


Reports/notes


Witness statements



68













useful information about identifying what health and safety legislation



The Department for Environment, Food and Rural Affairs website has up to date information about legislation, codes of practice and

consultations in the horticultural / agricultural sectors The Environment Agency website http://www.environment-

agency.gov.uk provides guidance about environmental permitting, pollution and emissions, hazardous waste, water etc

The website http://www.netregs.gov.uk/ provides helpful guidance about environmental regulations.



Learners should be directed to relevant publications and websites e.g.

Horticulture Week (www.hortweek.com)

DEFRA website and publications

(http://www.defra.gov.uk/hort/index.htm)

Principles of Horticulture by C.R. Adams, et al / Paperback / Published

1998

The Complete Book of the Greenhouse by Ian G. Walls, et al /

Paperback / Published 1996

Nursery Management by Harold Davidson, et al / Hardcover / Published

1994






http://www.hortweek.com/

http://www.defra.gov.uk/hort/index.htm

69

Nursery Stock Manual: Grower Manual 1 by Keith Lamb, et al /


The Compost Book by David Taylor, et al / Hardcover / Published 1994

A Handbook for Horticultural Students by Peter Dawson

Soil Science and Management by Edward J. Plaster

The Commercial Greenhouse by James William Boodley

Vegetable Brassicas and Related Crucifers by G.R. Dixon and M.H.

Dickson

Greenhouse Operation and Management by Paul Nelson

Farm Horticulture by George W. Wood


70

Monitor the Development of Crops or Plants

Unit Reference

M/502/0957

Level

3

Credit Value

4

Guided Learning

Hours

26

Unit Summary



for monitoring the development of plants or crops.

The control of pests, diseases and disorders is

covered in a separate unit.

Learning Outcomes

(1 to 6)

The learner will

Assessment Criteria

(1.1 to 6.3)

The learner can

1. Understand the

development of crops

or plants

1.1 Explain the types of unwanted plant material

and why it must be removed covering damaged

crops, weeds, crop debris and diseased materials

1.2 Explain the relationship of plant development

to the growth of the plant or crop

1.3 Explain and identify common problems which

may occur with the plants or crops and the correct

actions to take

1.4 Explain the methods for manipulating plant

development covering both trimming and

supporting

71

1.5 Explain why it is important that work is carried

out at commercial rates

1.6 Explain the reasons why it is important to

maintain hygiene and how this is achieved

2. Understand the

reasons for

maintaining

equipment

2.1 Explain the importance of maintaining

equipment for use

2.2 Describe the methods of maintaining the range

of equipment used

3. Understand

relevant health and


environmental good

practice










maintaining them


and use equipment


maintained in a safe and effective condition

5. Be able to monitor

and maintain crops or

plants

5.1 Remove unwanted plant material. Plant

material to be removed must include:

Damaged crops

Weeds

Crop debris

Diseased materials

72

5.2 Manipulate plant development to meet the

requirements of the plant or crop using either

trimming or supporting

5.3 Maintain suitable levels of hygiene for the

growing environment



environmental good

practice



of practice and any additional requirements which

apply to monitoring and maintaining plant

development





73


M/502/0957 Monitor the Development of Crops or Plants - Level 3

Indicative Content






and then to the Assessment Criteria number listed e.g. LO1.3.



LO1, LO2 and LO3 are the key area of knowledge for this unit

Learning Outcome 1. Understand the development of crops or

plants

1.1 Explain the types of unwanted plant material and why it must

be removed covering damaged crops, weeds, crop debris and

diseased materials excessive or spurious growth (side shoots, low

branches, flowering shoots, atypical growth); crop or plant damaged by

pest, disease, machinery, wind, rain, hail; previous crop, weeds

(annual, perennial, algae, lichens).

Reasons for removal excessive and spurious growth - competition,

unsightly, shape, difficulties packing or transporting.

Damaged material unsightly, further spread of pest or disease, risk of

secondary infection, customer requirements, legislative or regulatory

requirements,

Previous crop – risk of carry-over of pest or disease, impeding crop

operations,

Weeds – unsightly, competition for light, nutrient, space, water, carry-

over of pest or disease, hampering cultivation and harvest operations.

74

1.2 Explain the relationship of plant development to the growth of

the plant or crop Changes in the plant - seed, seedling, transplant,

established plant, growing phase, flowering, fruiting or seeding,

dormant (winter) stage, senescence.

Relate to propagation and care for the young plant, managing the plant

through transplanting, potting on or pricking out, growing on phase,

selection or harvesting at appropriate development stage, treatment

during dormant stage, crop removal.

1.3 Explain and identify common problems which may occur with

the plants or crops and the correct actions to take (examples by

type)

Moisture problems shortage of water - wilting (temporary during

daytime and high temperatures) reduced vigour, death of plants,

growth check. Excess water - lack of aeration, root damage, restriction

or death, loss of nutrient, loss of vigour, colour.

Action - irrigation, drainage, soil management, management of

irrigation, wind protection, shading, choice of growing media.

Nutrient problems arising from shortage or excess of available

nutrient (major or trace) (e.g. Nitrogen deficiency – yellow or pale

leaves, reduced leaf area, loss of vigour, reduced yield). Action - soil

management, soil analysis, nutrient budgeting, green manures,

addition of nutrient.

Physical damage wind; rocking, dislodging, windblown sand/soil,

(shredding or contamination) hail/rain; shredding/bruising of

leaves/flowers, machinery – damage to leaves, flowers of fruit,

dislodging; removal of plants during weed control causing reduced

populations and lower yields. Action – shelterbelts and hedges,

protected cropping, appropriate choice of growing system and

machinery.

Pests and diseases aphid, whitefly, slugs and snails (leaf and root

damage), rabbit, pigeon, mildews, damping off diseases, rusts,

botrytis. Action – integrated crop management, biological control,

developing habitats for natural predators, use of pesticides, crop covers

and barriers, choice of variety, management of protected environment.

Disorders high and low temperature damage, reversion, blindness.

Action – monitoring and removal of damaged plants, protected

cropping, shelter belts, hedges.

Weeds competition for water, nutrient, light, space leading to total

loss of crop, reduced vigour, elongation of leaves, contamination by

weed seeds, late maturity, difficulties during harvest. Action – cultural

75

control using hand tools or tractor mounted equipment, flame weeders,

use of pesticides.

1.4 Explain the methods for manipulating plant development

covering both trimming and supporting

Trimming removal of unwanted growth (refer to LO1.1) with

secateurs, shears or by machine.

Supporting tying using string, raffia, bands, tying machines to frames,

strings, canes or other specialist supports.

1.5 Explain why it is important that work is carried out at

commercial rates achieve within timescale for production

programme, minimise labour required and costs, achieve quality

required for production.

1.6 Explain the reasons why it is important to maintain hygiene and

how this is achieved

Hygiene to reduce incidence and spread of pest and disease, avoid

contamination of the crop, meet requirements of legislation and

regulation, assured produce schemes, certification, maintain

reputation, improve sales.

Achieved by cleaning and maintenance of tools and equipment, staff

training, use of appropriate PPE, removal of unwanted diseased,

damaged plant material, avoidance of contamination by soil or other

material.

Learning Outcome 2. Understand the reasons for maintaining

equipment

2.1 Explain the importance of maintaining equipment for use

improved performance, ensuring correct operation and output,

prolonged life, greater reliability and reduced breakdown time and cost,

available for next time required, reduced contamination and crop

damage, reduced wastage.

2.2 Describe the methods of maintaining the range of equipment

used daily checking and cleaning as required of all equipment to

ensure effective operation, lubrications of machinery as directed by

manufacturer, periodic servicing of power units; checking and cleaning

all equipment after use to ensure readiness for next operation.

76





work e.g. management of Health & Safety at Work Regulations;

Environmental Protection e.g. Environmental Protection Acts; Waste

e.g. Hazardous Waste Regulations; Codes of Practice e.g. Protecting

our Water, Soil and Air; Additional requirements including customer

regulations, assured produce schemes, certification, LOLER, PUWER,

Manual Handling.


respond appropriately run-off from growing media causing pollution

of controlled water. Action – care with soil cultivation avoiding wet

weather, use of cover crops, store under cover away from water

sources, in event of run-off take steps at a local level to contain

pollution and spread of pollution, notify appropriate bodies e.g.

Environment Agency.

Leaching of nutrient from growing area to controlled water. Action –

limit level of use of nutrient, especially soluble nitrogen from organic

and inorganic sources, schedule use only when actively growing and

rainfall not expected)

Use of non-sustainable materials. Action – check source of all

materials, reduce use of peat, reduce usage and wastage of all

materials, recycle and re-use)


waste

Organic waste reduce waste removed from growing area, unwanted

plant material composted (unless the material poses a threat to plant

health or production process e.g. diseased material or perennial

weeds).

Inorganic waste wastes from servicing and maintenance of

equipment disposed of in appropriate container; wastage of packing

material and containers minimised and where unavoidable recycled or

disposed of in appropriate container; inorganic waste is carefully

controlled until disposed of through licensed contractor.


purposes and the importance of maintaining them waste disposal

77

procedures, training records, waste disposal contracts and activities,

records of incidents under RIDDOR, pesticide purchase, storage and

usage records, water usage. Required for legal requirement (e.g.

RIDDOR, pesticide), management to improve performance and reduce

incidence, insurance requirement, assured produce scheme,

certification, maintaining “best practice”, identifying training need.



4.1 Ensure equipment is prepared, used and maintained in a safe

and effective condition waterproof clothing, steel toe-capped boots,

UV Protection, gloves, aprons, hats. Tools and equipment are made

available, made ready for use and safely and effectively used. For

examples of equipment used refer to LO5.1, Refer to LO1.2, LO1.3,

LO1.4 for activities. Manufacturer’s / supplier’s / supervisor’s

instructions followed for use of tools / equipment. Manufacturer’s /

supplier’s / supervisor’s instructions followed for preparation and

maintenance of tools / equipment - see LO5.1 for range of equipment.

Learning Outcome 5. Be able to monitor and maintain crops or

plants

5.1 Remove unwanted plant material. Plant material to be removed

must include Pruning and trimming (refer to LO1.1 for details) using

secateurs, shears, hedge trimmers, flails. Weeding and hoeing by hand

or machine (using hand tools such as hoes, rotorvators, tractor

mounted inter-row cultivators and weeders, brush weeders, flame

weeders, pesticides. Crop debris by using hand tools, mowers and

cultivation (pedestrian operated or tractor mounted). Diseased

material by pruning and trimming or hand picking.

5.2 Manipulate plant development to meet the requirements of the

plant or crop using either trimming or supporting

Trimming with secateurs, shears or by machine. Supporting by hand

or tying machine - refer to LO1.4 for detail.

5.3 Maintain suitable levels of hygiene for the growing environment

refer to LO1.6 for detail.

78



6.1 Work in a way which promotes health and safety, is consistent

with relevant legislation, codes of practice and any additional

requirements which apply to monitoring and maintaining plant

development refer to LO3.1.

6.2 Ensure work is carried out in a manner which minimises

environmental damage refer to LO3.2.

6.3 Manage and dispose of waste in accordance with legislative

requirements and codes of practice refer to LO3.3.










monitoring the development of crops or plants, copies of records, or

reporting forms and witness testimony, answering oral or written questions,

or assignments referenced to the knowledge evidence.



those who have experience in this area of work or by supervised practical

work monitoring the development of crops or plants giving learners the

opportunity, first to practice the various tasks involved and then to be

observed correctly doing each task to demonstrate achievement of the

assessment criteria.

Prior to, during and after completion of work monitoring the development of

crops or plants photographs or video could be taken to provide evidence of

79

progress. Copies of monitoring record can be used to provide evidence of

quality and rate of work and of sufficiency of evidence.













appropriately.











Product evidence

Observation reports


Reports/notes

80


Witness statements


















The Department for Environment, Food and Rural Affairs website has

up to date information about legislation, codes of practice and consultations in the horticultural / agricultural sectors

The Environment Agency website http://www.environment-agency.gov.uk provides guidance about environmental permitting,

pollution and emissions, hazardous waste, water etc The website http://www.netregs.gov.uk/ provides helpful guidance

about environmental regulations. The Code of Practice - Protecting our Water, Soil and Air has a useful


Learners should be directed to relevant publications and websites eg.











81


1998




1994





Vegetable Diseases by Steven Koike, Peter Gladders and Albert Paulus




Dickson




82

Plan and Manage the Control of Pests Diseases

and Disorders

Unit Reference

R/502/1471

Level

3

Credit Value

5

Guided Learning

Hours

33

Unit Summary


the knowledge, understanding and skills required for planning and managing the control of pests,

diseases and disorders. Pests may include insects, slugs, snails and rodents. Diseases may be fungal,

viral or bacterial and disorders may include nutrient deficiencies. The unit covers the

identification, monitoring and developing plans for the control of the pests, diseases and disorders.

This unit requires independent assessment if part of an Apprenticeship Framework (see

Methods of Assessment below) If the use of chemicals is required the learner

must possess the appropriate certificates

Learning Outcomes

(1 to 12)

The learner will

Assessment Criteria

(1.1 to 12.4)

The learner can

1. Plan the control of

pests, diseases and

disorders

1.1 Develop suitable plans for the control of pests,

diseases and disorders. The plans should specify

the following

Control method(s) to be used (chemical,

biological and/or cultural)

Timing

Individuals involved

Health and safety requirements

83

Environmental protection measures

To take account of the following criteria

Crop

Cropping area

Problem

Market requirements

1.2 Present plans clearly to the appropriate people


the control of pests,

diseases and

disorders

2.1 Establish methods, timing and frequency of

monitoring to determine the presence of pests,

diseases and disorders

2.2 Gather accurate monitoring information

relating to the presence of pests, diseases and

disorders at appropriate intervals

2.3 Accurately interpret all available information to

identify the extent of the pest population, disease,

disorders and biological controls

3. Be able to manage

the control of pests,

diseases and

disorders

3.1 Confirm that the selected control methods are

in accordance with legislative requirements

3.2 Implement at least two control methods in

ways which minimise the risks to non-target

species and the environment:

Chemical

Biological

Cultural

3.3 Take appropriate actions without delay should

problems arise during pest, disease and disorder

control

3.4 Evaluate accurately the use of control method

and amend activities if necessary

84

4. Be able to keep

appropriate records

4.1 Keep all relevant records up to date, accurate,

legible and complete



environmental good

practice









and use relevant

equipment



throughout


plan for the control of

pests, diseases and

disorders

7.1 Explain the importance of developing plans for

the control of pests, diseases and disorders and

why they should cover the following

Control method(s) to be used (chemical,

biological and/or cultural)

Timing

Individuals involved

Health and safety requirements

Environmental protection measures

7.2 Explain the ways in which the plans should be

communicated covering both written and spoken

7.3 Explain all the planning criteria to be

considered when developing plans

Crop

Cropping area

Problem

Market requirements

85


monitor the control of

pests, diseases and

disorders

8.1 Explain how to assess the risks associated with

monitoring and controlling pests, diseases and

disorders

8.2 Explain how to identify pests, diseases and

disorders, the significance of their presence on

crop(s) and the problems they cause

8.3 Explain integrated pest management and its

advantages and disadvantages

8.4 Explain the effects of season and weather

conditions on monitoring pest populations and how

monitoring methods can be adjusted to take

account of these changes

8.5 Explain the reasons for monitoring pest

populations and the importance of developing

suitable plans for their control

9. Understand the

records required for

managing the control

of pests, diseases and

disorders

9.1 Explain the records required and their

importance

10. Understand the

control of pests,

diseases and

disorders

10.1 Explain how to assess the health and safety

risks related to controlling pests, diseases and

disorders

10.2 Explain different methods for controlling

pests, diseases and disorders and the problems

which may occur and the action to be taken

covering

Chemical

Biological

Cultural

86

10.3 Explain the safe and effective handling of

chemicals and the dangers and emergency

treatments

10.4 Explain how to prolong the effective life of

chemicals

11. Understand the

reasons for

maintaining

equipment


maintaining equipment for use

12. Understand

relevant health and


environmental good

practice

12.1 Summarise current health and safety

legislation, codes of practice and any additional

requirements


that could occur and how to respond appropriately





maintaining them

87


R/502/1471 Plan and Manage the Control of Pests, Diseases and Disorders

- Level 3

Indicative Content









LO1 to LO6 are the key area of competence for this unit

Learning Outcome 1. Plan the control of pests, diseases and

disorders

1.1 Develop suitable plans for the control of pests, disease and

disorders. The plans should specify the following control

method(s) to be used (chemical, biological and/or cultural).

Chemical – the use of “Plant Protection Products” as defined in the

Plant Protection Products Regulations 2005. Application of pesticides

(as defined in the Control of Pesticides Regulations 1986) using ground

based high/low volume, fogs, mists and smokes, fumigants, dusts,

granules, pellets and baits; use of hand-held or vehicle mounted

applicators, seed treatments, dips and drenches, applications near

water, use of aircraft, use within integrated pest management

programmes. Plan to include e.g. material to be used, method of

application (type of equipment), rate, volume to be applied, timing,

target, limits of use (weather, time of day, crop stage, harvest interval)

Biological - use of one organism to control another e.g. for protected

crops, Aphidoletes and aphidius for control of aphid, encarsia for

control of whitefly, nematodes for control of vine weevil, cats for

88

controlling rodents.

Cultural e.g. use of growing techniques to reduce the impact of pests,

diseases and disorders on the production or growing process. To

include e.g. choice of variety, timing of sowings and planting, choice of

irrigation system, management of nutrient and water to promote

healthy growth, reducing stress to reduce impact of pest/disease

attack, management of temperature, ventilation and humidity,

integrated pest management programmes, use of barriers and covers.

Timing e.g. season, time of day, crop stage, harvest interval

Individuals involved – operators (applying pesticides) other workers in

the area, consumers, clients

Health and safety requirements - refer to LO5.1 for details

Environmental protection measures - refer to LO5.2 for details, to take

account of the following criteria

Crop – type, growth stage, other crops in same area,

Cropping area – e.g. field, protected area (greenhouse, polythene

tunnel), beds, container.

Problem - pests e.g. cabbage root fly, aphid, large and small white

butterfly, slugs, rabbit.

Diseases e.g. mildews, club-root, damping off (wirestem).

Disorders e.g. weather induced problems (bolting, frost damage)

nutrient deficiencies. Physiological problems (e.g. blindness).

Market requirements e.g. timing, customer specifications.

1.2 Present plans clearly to the appropriate people plans refer to

LO1.1. Present to e.g. supervisor, agronomist, colleagues carrying out

the work. Present by e.g. presentation of formal plan or cropping

programme (e.g. handwritten, using pro-forma as required by

organisation, electronically) specific instruction for task – verbal face to

face or by telephone (preferably confirmed in writing) written note,

print-out from programme or electronic version, electronic (email or

text).

Learning Outcome 2. Be able to monitor the control of pests,


2.1 Establish methods, timing and frequency of monitoring to

determine the presence of pests, diseases and disorders

methods – routine monitoring (e.g. daily, weekly) specifically to

investigate P, D & D or as part of a wider programme. Response to

specific requirements or events (e.g. application of a pesticide or

89

nutrient) at intervals identified within Integrated Programme, as

response to forecasts (e.g. Mills periods or potato blight forecasting by

Smith periods), as required by assured produce scheme or customer

requirement, organisational procedures and protocols, use of sticky

traps, nets.

Monitoring by – supervisors, all staff, specialists (agronomist, advisor)

internal to organisation or contracted in, quality assurance staff.

2.2 Gather accurate monitoring information relating to the presence

of pests, diseases and disorders at appropriate intervals

information – location, crop, crop stage, pests, diseases and disorders

present, level of incidence, visible symptoms, impact of problem on

cropping, previous activities (e.g. recent applications of pesticides),

presence of biological control agents, natural predators or control

methods (e.g. fleece, sticky traps).

Appropriate Intervals – as required by cropping programme (refer to

LO2.1).

2.3 Accurately interpret all available information to identify the

extent of the pest population, disease, disorders and biological

controls information to be interpreted – refer to LO2.2. Interpretation

to e.g. identify changes in populations or impact on crop, success (or

otherwise) of existing control measures, identify appropriate action

required (e.g. continue to monitor, amend monitoring schedule in

response to changes) take immediate action (e.g. physical removal of

diseased material or atypical plant material), report to appropriate

person (e.g. supervisor) identifying problem, suggesting action,

indicating degree of urgency.

Learning Outcome 3. Be able to manage the control of pests,


3.1 Confirm that the selected control methods are in accordance

with legislative requirements legislation – e.g. pesticide application,

health and safety – refer to LO5.1 for range of legislation.

3.2 Implement at least two control methods in ways which

minimise the risks to non-target species and the environment

refer to LO1.1 for details. Methods – chemical, biological, cultural (two

from).

90

3.3 Take appropriate actions without delay should problems arise

during pest, disease and disorder control problems e.g. damage

to crop, soil or structures by access to crop, presence of persons or

wildlife with the crop area being treated, risks to personal health and

safety, spillages (e.g. of pesticides), contamination of persons by

pesticides (refer to LO10.3 for specific information).

Appropriate action – take local measures to prevent further damage

(e.g. stop activity, use bunds to prevent spread of contamination),

report to supervisors, inform statutory bodies if required (e.g. RIDDOR

events or Environment Agency).

3.4 Evaluate accurately the use of control method and amend

activities if necessary control methods - refer to LO1.1 for methods.

Evaluation by e.g. monitoring of application equipment, recording of

usage of materials, continuing monitoring and reporting, use of

indicators (to measure coverage), analysis against targets (e.g. %age

reduction of pest population, reduction of symptoms).

Learning Outcome 4. Be able to keep appropriate records

4.1 Keep all relevant records up to date, accurate, legible and

complete records required – waste disposal procedures, training

records, waste disposal contracts and activities, records of incidents

under RIDDOR, pesticide purchase, storage and usage records, water

usage, maintenance records, communications.

Required for legal requirement (e.g. RIDDOR, pesticide usage),

management to improve performance and reduce incidence, insurance

requirement, assured produce scheme, certification, maintaining “best

practice”, identifying training need.





requirements risk assessment carried out or studied and

requirements followed.

Legislation – Health and Safety e.g. Management of Health & Safety at

Work Regulations; Environmental Protection e.g. Environmental

Protection Acts; Waste e.g. Hazardous Waste Regulations; Codes of

Practice e.g. Protecting our Water, Soil and Air; Additional

91


schemes, certification, LOLER, PUWER, Manual Handling.

Specifically requirements for application of pesticides - protective

clothing and other equipment checked as being fit for use, application

equipment calibrated, protective clothing and application equipment

cleaned as specified in Code of Practice for Using Plant Protection

Products, COSHH, label instructions, manufacturer’s / supplier’s /

supervisor’s instructions.


environmental damage pesticide applications e.g. only used as part

of integrated programme, using biological and cultural control to

reduce pesticide use, organic systems, pesticides used only as specified

in Code of Practice for Using Plant Protection Products, COSHH, label

instructions, customer regulations, environmental health requirements,

assured produce schemes, certification.

All measures e.g. by carefully planning site access, care not to allow

run-off into controlled waters, minimising spillage of materials,

managing used containers, checking, calibration and accurate use of

equipment, reduction of use of non- sustainable materials by checking

source of all materials, reduce usage and wastage of all materials,

recycle and re-use.


requirements and codes of practice refer to LO5.1 for legislation

and codes of practice. Waste disposal - organic waste – reduce waste

removed from growing area, unwanted plant material composted

(unless the material poses a threat to plant health or production

process e.g. diseased material or perennial weeds). Inorganic waste –

wastes from servicing and maintenance of equipment disposed of in

appropriate container; wastage of packing material and containers

minimised and where unavoidable recycled or disposed of in

appropriate container; inorganic waste is carefully controlled until

disposed of through licensed contractor.

Learning Outcome 6. Be able to maintain and use relevant

equipment


and effective condition throughout maintenance of equipment for

use. Improved performance, ensuring correct operation and output,

92




Use equipment used only for specified purpose and in accordance

manufactures or suppliers instructions, used only by appropriately

trained persons.

Methods of maintenance daily checking and cleaning as required of

all equipment to ensure effective operation, lubrications of machinery

as directed by manufacturer, periodic servicing of power units;

checking and cleaning all equipment after use to ensure readiness for

next operation.

LO7 to LO12 are the key area of knowledge for this unit

Learning Outcome 7. Understand how to plan for the control of

pests, diseases and disorders

7.1 Explain the importance of developing plans for the control of

pests, diseases and disorders and why they should cover the

following refer to LO1.1 for details

control method(s) to be used (chemical, biological and/or cultural)

timing

individuals involved

health and safety requirements

environmental protection measures

7.2 Explain the ways in which the plans should be communicated

covering both written and spoken refer to LO1.2 for details

7.3 Explain all the planning criteria to be considered when

developing plans refer to LO1.1 for details

crop

cropping area

problem

market requirements

Learning Outcome 8. Understand how to monitor the control of

pests, diseases and disorders

8.1 Explain how to assess the risks associated with monitoring and

controlling pests, diseases and disorders refer to LO5.1 for

93

legislative requirements. Assessment through reading labels and

COSHH requirements of materials.

8.2 Explain how to identify pests, diseases and disorders, the

significance of their presence on crop(s) and the problems they

cause identification (of pests, diseases and disorders, symptoms,

impact on crop) – e.g. by use of prior knowledge and experience,

checking against identification charts (e.g. as supplied by advisory

services and suppliers), checking against books and internet sources,

use of advisors or agronomists.

Significance – impact on growth of crops or plants, reduction of quality

and effect on value (reduced price, output or loss of sale), risk of

spread to other crops, failure to meet quality requirements (statutory

or customer), increase production cost (e.g. need or additional

treatment).

8.3 Explain integrated pest management and its advantages and

disadvantages Advantages - better quality crops, early identification

of problems, less drastic action required, potentially cheaper treatment,

reduced environmental impact. Disadvantages – requires skill and

expertise, effective programmes take longer to develop, requires

knowledge of previously experienced problems, may require a low level

of damage to be accepted

8.4 Explain the effects of season and weather conditions on

monitoring pest populations and how monitoring methods can

be adjusted to take account of these changes seasons and

weather – will affect e.g. rate of growth of crop (e.g. softer tissues may

be more susceptible to disease, plants better able to recover), speed

pests will multiply and develop (e.g. aphid numbers can increase

rapidly in warm weather if food supply is available), humidity can affect

susceptibility to disease (e.g. Smith Periods)

Adjustments to monitoring – frequency of monitoring change to reflect

likely rate of growth, one-off inspections find specific problems or in

response to known or likely threats (e.g. aphid attacks).

8.5 Explain the reasons for monitoring pest populations and the

importance of developing suitable plans for their control reason

for monitoring – early detection of problems, reduce impact of pest,

disease or disorder, reduce cost or environmental impact of control

measures, identify if treatments are successful, record for crop

94

management (e.g. as part of an IPM programme) requirement of

assured produce scheme, customer requirement, peace of mind. Plans

for control – to be able to respond to problems, prevent further

damage, reduce need for more drastic measures, reduce chance of

crop becoming unmarketable or reduced in value, prevent damage to

other crops in the area, to ensure materials required (e.g. pesticides,

fleeces, irrigation) are available when required.

Learning Outcome 9. Understand the records required for

managing the control of pests, diseases and disorders

9.1 Explain the records required and their importance refer to LO4.1.

Learning Outcome 10. Understand the control of pests, diseases

and disorders

10.1 Explain how to assess the health and safety risks related to

controlling pests, diseases and disorders refer to LO5.1 and LO8.1

10.2 Explain different methods for controlling pests, diseases and

disorders and the problems which may occur and the action to

be taken covering refer to LO3.2 for methods of control, refer to

LO3.3 for problems and actions

chemical

biological

cultural

10.3 Explain the safe and effective handling of chemicals and the

dangers and emergency treatments safe handling and emergency

procedures as stated in pesticide regulations (refer to LO5.1 for details)

will refer to instructions given (LO1.2) and records of use (LO4.1).

10.4 Explain how to prolong the effective life of chemicals storage

requirement – details are in pesticide regulation (refer to LO5.1),

materials must be securely stored (and transported) in specialised

container or building, protected from moisture, water, fire, extremes of

temperature, access by unauthorised persons, animals (e.g. rodents),

use materials in order (oldest first).


equipment

95

11.1 Explain the importance and methods of maintaining

equipment for use refer to LO6.1.



12.1 Summarise current health and safety legislation, codes of

practice and any additional requirements refer to LO5.1

12.2 Describe the possible environmental damage that could occur

and how to respond appropriately refer to LO5.2.


waste refer to LO5.3.


purposes and the importance of maintaining them refer to LO4.1.







Learning Outcomes 1 to 6 (competence)



work planning and managing the control of pests, diseases and disorders




Learning Outcomes 7 to 12 (knowledge)



planning and managing the control of pests, diseases and disorders, copies

96

of records, or reporting forms and witness testimony, answering oral or

written questions, or assignments referenced to the knowledge evidence.

Prior to, during and after completion of work planning and managing the

control of pests, diseases and disorders photographs or video could be taken

to provide evidence of progress. Copies of monitoring record can be used to

provide evidence of quality and rate of work and of sufficiency of evidence.






of all the relevant learning outcomes and assessment criteria. This unit

requires independent assessment if this is being used as part of an

Apprenticeship Framework. The questions can be found on this



where possible e.g. Learning Outcomes 1 to 6 link together and can be


These could also link to Learning Outcomes 7 to 12 to allow knowledge



appropriately.








97




Product evidence

Observation reports


Reports/notes


Witness statements





Monitoring reports and associated communications

Risk and COSHH assessments

Pesticide records (ordering, purchase, delivery, usage, disposal)

Crop records














consultations in the horticultural / agricultural sectors



98

The Environment Agency website http://www.environment-





Learners should be directed to relevant publications and websites eg. -




Pesticides – Code of practice for using plant protection products – ISBN

0-85521-170-9


1998




1994









Dickson









99

Specify the Maintenance of Landscapes

Unit Reference

J/502/1225

Level

3

Credit Value

6

Guided Learning

Hours

39

Unit Summary


knowledge and understanding to set specifications

for the maintenance of landscapes features. The

unit requires the learner to show evidence of

working with clients and contractors

Learning Outcomes

(1 to 2)

The learner will

Assessment Criteria

(1.1 to 2.4)

The learner can


specify the

maintenance of

landscapes

1.1 Identify the sources of technical

information for specifying landscape maintenance

1.2 Explain the current best practice applicable to

specifications for landscape maintenance

1.3 Explain the statutory requirements which

affect landscape maintenance

1.4 Describe the potential hazards encountered in

landscape maintenance and explain measures to

reduce these

1.5 Explain how to determine whether

specifications are practical and technically

workable

100

2. Specify the

maintenance of

landscapes

2.1 Specify maintenance specifications for one of

the following sites that are consistent with

maintenance policies and management plans:

Interior

Hard

Soft

2.2 Demonstrate maintenance specifications

conform to site requirements, current best practice

conventions and regulations and are consistent

with applications.

2.3 Demonstrate maintenance specifications are

practical and technically achievable

2.4 Demonstrate maintenance specifications are

clear and comprehensive

101


J/502/1225 Specify the Maintenance of Landscapes – Level 3

Indicative Content






and then to Assessment Criteria number listed e.g. LO1.3



Note 3: The example used here is a standard local authority landscape

maintenance contract.

LO1 is the key area of Knowledge for this unit.

Learning Outcome 1. Understand how to specify the maintenance

of landscapes

1.1 Identify the sources of technical information for specifying

landscape maintenance JCLI Landscape Work Contract 2008 and the

JCLI Landscape Maintenance Work Contract 2008 and details of these

are produced as computer packages for specifying landscape

maintenance through companies such as NBS. E &F.N Spon produce a

number of handbooks on specifications as well as various websites and

periodicals. The Landscape Institute and the British Association of

Landscape Industries (BALI) are useful contacts and sources of

information.

1.2 Explain the current best practice applicable to specifications for

landscape maintenance Best Practice is to ensure that landscape

maintenance is carried out correctly to reduce waste and pollution into

water courses and the environment by checking irrigation systems

102

work efficiently to avoid over watering and run off. Reducing where

possible the use of pesticides and fertilisers and ensuring when these

are used that they are calibrated correctly and that these are used in

the correct conditions without spillage and that an integrated pest

control programme is used. Increasing the use of native plants in

planting schemes especially near ecological areas and reducing invasive

species from the landscape making sure that plants are properly

spaced to avoid over planting. Use mulch mowers that mulch up the

clippings so that nutrients and moisture are returned to the lawn and

waste is reduced. Recycle wood into bark chippings and grass/hedge

clippings into mulch where possible to re-use on planted borders at a

later date to reduce the need for pesticides and fertilisers. Ensure that

all other waste is disposed of according to the environmental

regulations and that all staff are trained in all landscape tasks to follow

the current best practice.

1.3 Explain the statutory requirements which affect landscape

maintenance all maintenance work to be carried out safely with all

tools and equipment conforming to current safety standards with

guards in place and flashing beacons on ride-on mowers and tractors

used on the road to comply with the Road Traffic Act. All operators to

be suitably qualified and experience with certificates of competence to

apply pesticides and all products and materials must be approved

according to the specification and current regarding legal codes of

practice in line with The Control of Substances Hazardous to Health

Regulations and the codes of practice for soil, water and air.

All surfaces, sports equipment, play equipment, planted areas, access

and egress points must be checked for safe public access after works

have been completed so that nobody can trip or injure themselves

under the Provision and Use of Work Equipment Regulations and the

Health and Safety at Work Act. All materials used in the maintenance

and upkeep of landscape and grounds to be calibrated at the correct

rate for optimum coverage. All operators should be aware of the

manufacturer’s instructions when using, maintaining and storing all

tools, equipment, machines and materials so that current best practice

is adhered to as well as customer regulations, environmental health

requirements, LOLER, Manual Handling and Stop Safe.

1.4 Describe the potential hazards encountered in landscape

maintenance and explain measures to reduce these dangers of

unfinished work or work under construction, working in planted areas

103

containing spiky plants or near areas that may have had an application

of herbicide earlier on. Dangers of using a range of tools and

equipment including hedge-cutters, mowers and chippers. All tools,

equipment, materials, sites and personnel to be risk assessed before

work is carried out to reduce the levels of risk. Ensure areas of

unfinished work are roped off and adequately signed for unauthorised

people.

1.5 Explain how to determine whether specifications are practical

and technically workable all specifications and work carried out

needs to be sustainable where parameters for acceptable work limits

such as height and quality of cut for mowing grassed areas are

regularly achieved to the satisfaction of the client or customer. This

can only be maintained to the standard if the work carried out is

measured up and priced correctly to allow for enough site visits within

the growing season to keep on top of the work. This is only practically

and technically workable when the sequence of operations and number

of visits reflect the quality of a particular surface as high quality sports

pitches need daily maintenance where general grassed areas may be

maintained once a week. Removal of rubbish needs to be practicable

and technically workable as mulching grass clippings on general areas

is acceptable but on high quality lawns and sports pitches they will be

boxed off and the specification needs to reflect this.

LO2 is the key areas of Competence for this unit.

Learning Outcome 2. Specify the maintenance of landscapes

2.1 Specify maintenance specifications for one of the following sites

that are consistent with maintenance policies and management

plans

Interior - the maintenance of natural and replica plants, trees,

character under planting, fresh cut and dried flower arrangements and

seasonal decoration of Christmas trees to include replacement of plant

material not at its best, watering, pest control, wiping down troughs

and containers and providing guidance on the selection and positioning

of plants for different locations.

Hard - all paths and hard standing must be weed free and maintained

so that surfaces are even without trip hazards and that all surface and

edgings are secure for public access and that walkways drain

sufficiently.

104

Soft - all grassed areas to be cut to the correct height and clippings to

be returned to the surface or boxed off as stated. All edges to be

edged off or strimmed to present a neat, uniform appearance to stop

encroachment onto hard standing and into planted borders. All borders

to be weed free and pruned to remove dead, diseased and dying

growth and to stop excess growth overhanging lawns, hard standing

and creeping up buildings.

2.2 Demonstrate maintenance specifications conform to site

requirements, current best practice conventions and regulations

and are consistent with applications customer feedback forms can

be used to demonstrate that the work or specification meets the site

requirements and from the feedback changes in agreement can be

made as necessary.

Work conforming to current best practice must be to a good standard

and show no signs of pesticide or fertiliser damage with the removal

and replacement of invasive species with native specimens to reduce

irrigation with accurate watering to avoid run off into water courses. All

waste must be recycled were possible and reused as mulch or bark

chippings with grass clippings returned to general amenity turf areas

and any other waste disposed of in conjunction with environmental

legislation. All work practices to be consistent across all sites.

2.3 Demonstrate maintenance specifications are practical and

technically achievable see LO1.5 for further details.

2.4 Demonstrate maintenance specifications are clear and

comprehensive check with staff going to sites that they understand

what work has to be carried out and the standard required for each

different area or task. Check that work is being carried out to the

agreed standard by monitoring the work carried out and getting

feedback from operators as well as liaising with clients and customers

to check satisfaction levels. Identify any work not carried out and

check the contract before negotiating any contingencies for extra work.





105



Learning Outcome 1


which could be linked to the practical work e.g. by specifying landscape

maintenance work and witness testimony, answering oral or written


knowledge evidence

Learning Outcome 2


those who have experience in this area of work or by specifying landscape

maintenance activities for a contract giving learners the opportunity, first to

practice the various tasks involved and then to be observed correctly doing

each task to demonstrate achievement of the assessment criteria.

Learners who have not yet completed the necessary training or

certification to use machinery, equipment and materials must be

supervised by a suitably qualified person.







directly to workplace performance and include performance evidence.




where possible e.g. Learning Outcomes 1 and 2 link together both the

competence that can be assessed practically by observation or by generation

of diverse evidence and the knowledge evidence to be gathered during the

practical activities.

106


appropriately.


qualifications which verify competent performance. Please refer to

Lantra’s Assessment Strategy for further guidance.









Product evidence

Landscape specifications

Observation reports




Witness statements







schedules




Feedback forms from customers and clients.

107





appropriately.










Local Authority websites for Building Control Department The Department for Environment, Food and Rural Affairs website

http://www.defra.gov.uk/ has up to date information about legislation, codes of practice and consultations in the horticultural / agricultural

sectors. The Environment Agency website http://www.environment-

agency.gov.uk provides guidance about environmental permitting,


about environmental regulations. Horticultural Code of Practice - Helping to prevent the spread of

invasive non-native species The Code of Practice: Protecting our Water, Soil and Air has a useful

list of references in Section 9.

The website http://thepavingexpert.com contains useful information

and cross sectional diagrams of how to construct many landscape

boundaries and paths.

The website www.thenbs.com/solutions/index.asp gives information

about computer software available for use in specifying landscape

maintenance.






http://thepavingexpert.com/

http://www.thenbs.com/solutions/index.asp

108

The website

www.nps.gov/.../Documents/.../Best_mgmt_practices_25_Oct_06.pd

f is an overview of best practice applied to landscape maintenance sites

in different countries and situations.

The website

www.broward.org/waterresources/landscape_management.pdf gives

an overview of best management practices for landscape maintenance

work.


http://www.nps.gov/.../Documents/.../Best_mgmt_practices_25_Oct_06.pdf

http://www.nps.gov/.../Documents/.../Best_mgmt_practices_25_Oct_06.pdf

http://www.broward.org/waterresources/landscape_management.pdf

109

Monitor Landscape Maintenance and Inspect

Landscape Features and Facilities

Unit Reference

K/502/1282

Level

3

Credit Value

4

Guided Learning

Hours

26

Unit Summary


knowledge and understanding required to monitor

landscape maintenance and to inspect landscape

features and facilities to ensure specifications are

being met. The learner will also know how to

identify and report any remedial requirements and

make recommendations to improve safety. This

unit requires independent assessment if part

of an Apprenticeship Framework (see

Methods of Assessment below)

Learning Outcomes

(1 to 7)

The learner will

Assessment Criteria

(1.1 to 7.2)

The learner can

1. Be able to inspect

and monitor

landscape

maintenance

1.1 Use specifications that are consistent with the

work being monitored

1.2 Use a monitoring system that is efficient and

reliable

1.3 Record problems with work accurately and

objectively and notify the relevant people

110

1.4 Inform maintenance personnel when work has

been approved

1.5 Maintain effective working relations throughout

with all relevant people


the safety and

condition of features

and facilities

2.1 Demonstrate inspection standards and

procedures conform to safety requirements

including

Legal

Codes of practice

Manufacturers’ instructions

2.2 Monitor the safety and condition of the

following features and facilities

Equipment

Barriers and fences

Gates

Hard surfaces

Water features

2.3 Refer any doubts about the condition and

safety of features and facilities to the relevant

specialist

2.4 Record and programme remedial requirements

according to contract and organisation procedures

2.5 Take action as necessary in relation to unsafe

items promptly and effectively

2.6 Make recommendations to improve safety to

the relevant person



environmental good

practice




111


appropriate records

4.1 Keep records of inspection complete, clear and

consistent with organisational and statutory

requirements and make available to the relevant

people


inspect and monitor

landscape

maintenance

5.1 Explain how to apply specifications to

individual areas of work

5.2 Evaluate the types and relative merits of work

monitoring systems currently available

5.3 Explain the potential hazards and difficulties

when monitoring work against specifications

5.4 State the action permitted by contracts and

policies in the event of variation

5.5 Describe the principles and application of risk

assessment

5.6 Explain the statutory requirements and codes

of practice relevant to landscape maintenance and

how to apply these accurately and fairly


monitor the safety

and condition of

features and facilities

6.1 Assess the potential hazards relating to

landscape features and facilities

6.2 Explain the types of features and facilities, and

typical faults:

Equipment

Barriers and fences

Gates

Hard surfaces

Water features

6.3 Explain the limitations of visual inspection

112

6.4 Describe the decay patterns of construction

materials used in landscape features and facilities

6.5 List the sources of specialist advice

6.6 Describe the safety standards and legislation

relating to landscape features and facilities and

their application

6.7 Define the relevant personnel to whom

inspection records and recommendations should be

made available

7. Understand

relevant health and


environmental good

practice



requirements



113


K/502/1282 Monitor Landscape Maintenance and Inspect Landscape

Features and Facilities – Level 3

Indicative Content









Note 3: The examples used in this indicative content are landscape

maintenance contracts.

LO1, LO2, LO3 and LO4 are the key areas of Competence for this

unit.

Learning Outcome 1. Be able to inspect and monitor landscape

maintenance

1.1 Use specifications that are consistent with the work being

monitored to include making sure that the specification being used is

for the contract work being checked and that work being examined is

contained in the specification and is not extra work to be agreed

between the client and the contractor as a variation order. Individual

sheets for each site must show the specification for each task and

types of surface in the contract such as different grass qualities and

heights for a range of different surfaces and it is important not to get

them mixed up when checks on completed work are made.

1.2 Use a monitoring system that is efficient and reliable to include

itemised sheets for each site clearly setting out the tasks to be

114

completed, the frequency of the tasks each calendar year and the

specification of the individual tasks such as types of tools and

equipment to be used and the standard of work to be achieved such as

acceptable heights for grass cutting. The monitoring system for each

area or site to involve fortnightly checks to establish whether

contractors’ are meeting the specification and schedule of works

agreed.

1.3 Record problems with work accurately and objectively and

notify the relevant people to include recording the exact location

and stating why the work was not satisfactory such as poor

workmanship, lack of visits resulting in excess growth, health and

safety issues or additional work to be completed outside of the contract

on the correct form and then issuing this through the normal channels

to the contractor. The relevant people to be notified include the

contracts manager, charge hand, supervisor or speaking to workers on

the site at the time stating what has to be done to bring the work up to

standard. Types of records: written and electronic.

1.4 Inform maintenance personnel when work has been approved

to include informing the contract manager or supervisor and

completing the necessary forms to sign the work off as approved so

that the contractor can then be paid for additional work such as

variation orders and so that penalties are not incurred as the work has

already been approved. All maintenance personnel to be informed

when work has been approved so that they can move onto the next

job.

1.5 Maintain effective working relations throughout with all

relevant people to include establishing clear communication

channels and good working relationships with the contracts manager,

supervisors, charge hands and other employees carrying out the

contract work, taking into account the difficulties they face such as bad

weather and entering into constructive dialogue before issuing forms

for non-compliance.

Learning Outcome 2. Be able to monitor the safety and condition of

features and facilities

2.1 Demonstrate inspection standards and procedures conform to

safety requirements including

115

legal risk assessments on all maintenance work to be carried out

safely with all tools and equipment conforming to current safety

standards with guards in place and flashing beacons on ride-on

mowers and tractors used on the road. All operators to be suitably

qualified and experience with certificates of competence to apply

pesticides and all products and materials must be approved according

to the specification and current regarding legal codes of practice. All

surfaces, sports equipment, play equipment, planted areas, access

and egress points must be checked for safe public access after works

have been completed so that nobody can trip or injure themselves.

codes of practice all work practices and equipment must comply

with the Health and Safety at Work Act, The Control of Substances

Hazardous to Health Regulations and the Provision and Use of Work

Equipment Regulations as well as conforming to the codes of practice

for soil, air and water.

manufacturers’ instructions All materials used in the maintenance

and upkeep of landscape and grounds to be calibrated at the correct

rate for optimum coverage. All operators should be aware of the

manufacturer’s instructions when using, maintaining and storing all

tools, equipment, machines and materials. Employers to ensure that

appropriate training has been provided for all operators and that this

is recorded.

2.2 Monitor the safety and condition of the following features and

facilities including

equipment all play equipment and sports equipment to be checked

after installation or repair to ensure that it is in a safe and legal

condition for use and that all equipment and facilities are risk

assessed before use. Any doubts about equipment dictates that it is

taken out of use until a specialist examines the equipment and states

that it is safe for use.

barriers and fences posts are all secured into the ground and are

not damaged and rotten. All panels, slats, rail and wire to be firm

and intact without obvious signs of damage or rotting and that the

fence is well maintained so that it meets the purpose of the

specification for the site that it is on. Barriers are not bent or rusting

and can be locked to prevent entry as designed.

gates all locks, hinges and latches are in good working order and

that the gates are without obvious signs of damage or rotting and

that the gate is well maintained so that it meets the purpose of the

116

specification for the site that it is on. All gates must open the correct

way for health and safety especially on play equipment.

hard surfaces all paths and hard standing must be weed free and

maintained so that surfaces are even without trip hazards and that all

surface and edgings are secure for public access and that walkways

drain sufficiently.

water features all pumps and electrical wiring to be checked by a

qualified electrician after installation or repair and water features to

be checked to ensure that they are not leaking and that they have

suitable barriers around them so they do not pose a hazard on a site

where there are small children nearby.

2.3 Refer any doubts about the condition and safety of features and

facilities to the relevant specialist specialist contractors to be

consulted over the safety of children’s play equipment, specialist sports

surfaces and water features where the maintenance contractor does

not have the specialist personnel or equipment to carry out the work or

to ensure that the features are safe for public access.

2.4 Record and programme remedial requirements according to

contract and organisation procedures completion of inspection

paperwork to highlight the problems of a particular site outlining

according to the specification what is needed to bring the contracted

work up to an acceptable standard. Copies of the relevant paperwork

to be given to both the client and the landscape contract manager by

the client officer and a date for completion of the work and re-

inspection of the site to be agreed by all parties. Methods of recording

to be both written and electronic.

2.5 Take action as necessary in relation to unsafe items promptly

and effectively to include removing unsafe equipment from use and

cordoning off a hazardous area with relevant signs and ensuring that

public access is prohibited. Contact the landscape contracts manager

immediately asking for the work to be a priority and consult a specialist

contractor if necessary. Complete all relevant paperwork and monitor

until the area has been made safe by the contractor and then re-assess

for safety before allowing public access.

2.6 Make recommendations to improve safety to the relevant

person to include completing the relevant paperwork and discuss in

detail with the landscape contracts manager what steps need to be

117

taken to restore the surface or feature so that it meets current

legislation and the landscape specification and record the agreed work

in writing and agree a completion date and re-inspection date.

Methods of recording to be both written and electronic.





requirements work practices promote health and safety and are

consistent with relevant legislation, codes of practice and any additional

requirements so that work activities comply with current legislation e.g.

Health and Safety, Environmental Protection legislation including Waste

Acts and COP’s such as soil, water and air and additional requirements

such as customer regulations, environmental health requirements as

well as LOLER, PUWER, Manual Handling and Stop Safe.

Learning Outcome 4. Be able to maintain appropriate records

4.1 Keep records of inspection complete, clear and consistent with

organisational and statutory requirements and make available

to the relevant people all inspection paperwork to be filed safely and

securely with copies to the client, client officer and landscape contracts

manager. All paperwork to be made available for accountants and

auditors so that accurate costs can be calculated and accounted for.

Ensure that all records and files are completed accurately and within

one week of the inspection or work being completed by the contractor.

See LO1.3 and LO2.4 for further details.


Learning Outcome 5. Understand how to inspect and monitor

landscape maintenance

5.1 Explain how to apply specifications to individual areas of work

see LO1.1 and LO1.2 for further details.

5.2 Evaluate the types and relative merits of work monitoring

systems currently available various specialist computer programmes

can be implemented and used for managing landscape maintenance

118

contracts but they are expensive and are not always user friendly or

individual to the needs of the client officer or the contracts to be

managed. Using or adapting existing landscape monitoring methods

can save money and be more specific for the work or contract in

question and more practical for contracts staff to use. See LO1.2 for

further details.

5.3 Explain the potential hazards and difficulties when monitoring

work against specifications risk assessments for dangers of

unfinished work or work under construction, checking planted areas

containing spiky plants or that may have had an application of

herbicide earlier on. Difficulties of monitoring landscape maintenance

work against the standards of the contract can include inclement

weather which affects the growth rates at certain times of the year and

judging whether the contractor has completed the stated number of

scheduled visits to a site to cut grass.

5.4 State the action permitted by contracts and policies in the event

of variation each contract should have a contingency of money to

allow for extra work not included in the contractor to be undertaken by

the contractor. The landscape contracts manager will contact the client

officer and highlight work on a site not covered by the contract. A

price for the work is agreed including a completion date and then the

client officer checks that the work has been completed before payment

is made to the landscape contractor.

5.5 Describe the principles and application of risk assessment the

principles of risk assessment are to reduce the levels of risk for all

tasks to an acceptable level by identifying the hazards, deciding who

might be harmed, evaluating the risks and recording the findings and

then reviewing assessments every year. The application is that all

landscape maintenance tasks and all landscape sites and necessary

personnel must be risk assessed before work takes place. See LO3.1,

LO2.1, LO2.2, LO3.1 and LO5.3 for further details.

5.6 Explain the statutory requirements and codes of practice

relevant to landscape maintenance and how to apply these

accurately and fairly all work must adhere to the codes of practice

for air, soil, water and use of pesticides. Applying these accurately and

fairly would require careful monitoring for pesticide damage and for

any unauthorised dumping of rubbish either on a site or nearby.

119

Discussions must take place between the contractor and the client

officer to establish if rubbish was dumped by the contractor or fly

tippers and an opportunity to put right any work not up to standard

must be given to the contractor before fines or penalties can be

imposed. See LO2.1 and LO3.1 for further details.

Learning Outcome 6. Understand how to monitor the safety and

condition of features and facilities

6.1 Assess the potential hazards relating to landscape features and

facilities. See LO2.1 and LO5.5 for further details.

6.2 Explain the types of features and facilities, and typical faults

equipment

barriers and fences

gates

hard surfaces

water features


6.3 Explain the limitations of visual inspection all structures and

surfaces can look good visually but need to be checked physically by

pushing and pulling to ensure that they are not going to break and to

check for decay patterns or any part working loose that could become a

hazard. Physical checks ensure that paving is not loose and that gates

and play equipment are safe to use and in good condition.

6.4 Describe the decay patterns of construction materials used in

landscape features and facilities wooden posts rotting off just

above ground level, coping stones coming loose on the top of walls,

paving slabs working loose, block paving sinking or edging blocks

working loose and gravel paths being worn away by surface water and

heavy traffic.

6.5 List the sources of specialist advice manufacturers are sources of

specialist advice for product information and the sources of advice for

the implementation of work will be available from specialist companies

and consultants. Institutions such as the British Association of

Landscape Industries and the Institute of Landscape and Amenity

Management are two examples of where specialist advice can be

120

sought as well as use of the internet for extensive searches for

specialists.

6.6 Describe the safety standards and legislation relating to

landscape features and facilities and their application see LO3.1,

LO5.5 and LO5.6 for further details.

6.7 Define the relevant personnel to whom inspection records and

recommendations should be made available see LO4.1 for further

details.




practice and any additional requirements see LO2.1 and LO3.1 for

further details.


respond appropriately ensure work is carried out in a manner which

minimises environmental damage by carefully planning site access such

as the removal and delivery of materials, working in correct weather

conditions and not allowing run off from chemicals or waste products

into water courses in line with Environmental Agency guidelines.

Ensure that spillages are contained and cleared up using the

appropriate materials and disposed of in an environmentally friendly

way in conjunction with waste disposal legislation. Organic waste such

as branches to be chipped up and returned to borders as mulch, and

grass clippings to be returned to surfaces using mulch mowers were

possible. Inorganic waste such as metal and plastics to be recycled

and waste pesticides and empty pesticide containers to be removed

using an approved contractor.







121

Learning Outcomes 1, 2, 3 and 4


those who have experience in this area of work or by supervised monitoring

of landscape maintenance contracts giving learners the opportunity, first to


each task to demonstrate achievement of the assessment criteria. Prior to,

during and after completion of construction work photographs or video could


Learning Outcomes 5, 6, and 7


which could be linked to the practical work e.g. by observation of monitoring

and checking landscape maintenance sites and witness testimony,

answering oral or written questions, assignments or internet research cross

referenced to the knowledge evidence

















where possible e.g. Learning Outcomes 1, 2, 3 and 4 link together and


122




appropriately.









Product evidence

Specifications

Monitoring forms

Work schedules

Observation reports




Witness statements






schedules




123





appropriately.










Local Authority websites for Building Control Department

The Department for Environment, Food and Rural Affairs website http://www.defra.gov.uk/ has up to date information about legislation,

codes of practice and consultations in the horticultural / agricultural sectors.






The website

www.landscapetutorials.com/landscapetutorials/lmspec.htm has useful

details of landscape specifications including weekly and monthly checks

for contract work.

The website www.dartford.gov.uk/parks/maintenancecontract.htm

gives useful information detailing the current landscape maintenance






http://www.landscapetutorials.com/landscapetutorials/lmspec.htm

http://www.dartford.gov.uk/parks/maintenancecontract.htm

124

contract giving the different frequencies of work undertaken to adhere

to the specification.

The website www.hse.gov.uk/risk/ gives details of what risk

assessment is and how to carry out assessments at work.

The website www.hse.gov.uk/coshh/index.htm gives useful information

on the Control of Substances Hazardous to Health Regulations including

COSHH assessments.

The website www.hse.gov.uk/pubns/indg291.pdf gives a simple guide to

the Provision and Use of Work Equipment Regulations for use at work.

The website www.pesticides.gov.uk/ is for the Pesticide Safety

Directorate which deals with all pesticide approval and use.


http://www.hse.gov.uk/risk/

http://www.hse.gov.uk/coshh/index.htm

http://www.hse.gov.uk/pubns/indg291.pdf

http://www.pesticides.gov.uk/

125

Evaluate Ground and Environmental Conditions to

Establish Grassed and Planted Areas

Unit Reference

L/502/0500

Level

3

Credit Value

3

Guided Learning

Hours

19

Unit Summary

This unit provides the learner with the knowledge,

skills and understanding to evaluate ground and

environmental conditions ready for the

establishment of mixed grassed and planted areas

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.2)

The learner can


evaluate ground and

environmental

conditions

1.1 Explain the principles and methods of

measurement of ground and environmental

conditions

1.2 Evaluate the methods of measurement and

where they may be appropriate

1.3 Describe what varying ground and

environmental conditions may occur, their effect

on plant establishment and growth and how to

handle these effectively for the following:

Substrate structure

Substrate texture and conditions

Drainage characteristics

Ph

Pest, disease and weed problems

126

Nutrient deficiencies

Ground and air pollutants

Microclimate

1.4 Review the sources of information and analysis

relating to ground and environmental assessment

2. Be able to evaluate

ground and

environmental

conditions

2.1 Ensure the purpose and scope of the

evaluation is consistent with the proposed use for

site

2.2 Use evaluation methods that are

consistent with the agreed purpose and scope

2.3 Evaluate the ground and environmental

conditions accurately

2.4 Ensure the site is left in a tidy and safe

condition following operations

2.5 Deal with problems efficiently, effectively and

safely should any occur

2.6 Maintain effective working relations with all

relevant people

3. Understand

relevant health and


environmental good

practice


legislation, codes of practice and organisational

requirements





maintaining them

127



environmental good

practice






128


L/502/0500 Evaluate Ground and Environmental Conditions to Establish

Grassed and Planted Areas - Level 3

Indicative Content









LO1 and LO3 are the key area of knowledge for this unit


Learning Outcome 1. Understand how to evaluate ground and

environmental conditions

1.1 Explain the principles and methods of measurement of ground

and environmental conditions use of secondary data (e.g. existing

maps and plans, aerial photography) readily available on internet and

other sources. Surveys of topography using tapes, chains, levels

(optical and laser), GPS mapping equipment. Habitat surveys to

identify vegetation and wildlife status of site identifying flora (by

sampling, transects, walk-over) and important habitats. Survey of

animals by observations, terrestrial searches, trap and release, camera

traps. Soil/substrate assessment by profile pits, field sampling,

chemical and physical testing, reference to national soil maps. Climate

survey – measurement of weather conditions (e.g. temperature,

rainfall, wind, humidity) e.g. by use of standard meteorological records

for area available from met office or internet sites. On-site weather

recording (electronic or use of manually read instruments)

129

1.2 Evaluate the methods of measurement and where they may be

appropriate

Secondary data - may be non-specific or not time-identified, expensive

to commission, useful for identifying land-forms, vegetation types,

access routes, features, useful for initial surveys and identifying

features of adjacent areas, do not require access to site,

Surveys of topography essential for creating detailed plans and maps of

site prior to design or planning work.

Habitat surveys essential requirement for major schemes where

environmental impact assessment required, will identify flora and

important habitats that will require protecting by exclusion or timing.

Survey of animals will identify presence of animal species that will

require special measure to protect (e.g. bats, badgers, amphibians,

ground-nesting birds), soil/substrate assessment essential for

identifying ground conditions and impact on potential plant growth

(refer to LO1.3 for details).

Climate survey to establish general weather conditions in area, may by

generalised, will depend on distance from recording site, takes no

account of local conditions (e.g. height ASL, aspect, surrounding

vegetation), on-site weather recording are time-consuming, will take

time (years?) to establish weather patterns.

1.3 Describe what varying ground and environmental conditions

may occur, their effect on plant establishment and growth and

how to handle these effectively for the following

substrate structure – will depend on soil texture (see below) and

past management practices (e.g. cultivation, use of fertilisers,

compaction) structure will need to be identified, assessed and

adjusted to facilitate effective establishment, poor structure will

cause water logging, anaerobic conditions, poor nutrient retention or

availability,

substrate texture and conditions – reputes to particle size within

the substrate, Large particles generally give better draining, aeration

and warming up but poor retention (and availability) of water and

nutrient. Small particles will generally give poor draining, aeration

and will be slow to warm up, will retain and provide water and

moisture. Texture cannot easily be changed but will affect how the

substrate is prepared (e.g. cultivation method and timing)

drainage characteristics – draining will depend on texture and

structure (see above) influenced by structure of underlying sub-strata

(e.g. compacted glacial deposits will hamper downwards movement

130

of water giving a high water table and causing shallow rooting, sandy

or gravelly sub-strata will allow free draining) Drainage can by

improved by installation of drainage systems, sub-soiling, mole-

draining, avoiding use of heavy machinery in wet conditions

pH – assessed by sampling and testing using field kit or laboratory

test, affects availability of nutrients (e.g. manganese, iron), can

affect disease status (e.g. club-root in brassicas) and general well-

being of plants (e.g. heathers prefer acid soils) can be changed by

use of lime (to reduce acidity)

pest, disease and weed problems – assessed by records of

previous crop or plant records e.g. of presence of disease or other

problems (e.g. club root, weed seed germination), observation of

weed status, will adversely affect preparation of ground (weeds) and

health of plants, can be changed by e.g. fallows, sterilising, avoiding

sensitive plants, use of pesticides

nutrient deficiencies – identified by soil testing (usually in

laboratory) low nutrient will affect establishment and subsequent

growth, nutrient status can be managed prior to planting by use of

fertiliser, organic manures, green manures

ground and air pollutants – air pollution identified by air testing or

observation of species (e.g. lichens on trees indicate clean air)

Ground pollution identified by previous site use (e.g. mining or

industrial), can affect plants that will grow but most important for

food crops (e.g. identifying heavy metal pollution that will

contaminate food crops)

microclimate – difficult to assess, can be extremely localised (e.g.

the underside of plants), site climate will be influenced by shelter

belts (e.g. trees, hedges, fences) or topography (e.g. frost pockets),

can be recognised by weather recording on the site (see LO1.1), will

affect cultivation of ground, timing and plants that can grow on site.

1.4 Review the sources of information and analysis relating to

ground and environmental assessment refer to LO1.1, review and

analysis by checking information provided against the requirements

preparation, planting or subsequent crop or plant establishment and

growth, information not provided identified and alternative sources

sought.

Learning Outcome 2. Be able to evaluate ground and environmental

conditions

131

2.1 Ensure the purpose and scope of the evaluation is consistent

with the proposed use for site requirements and information

required identified (refer to LO1.3) and reviewed against requirements

(refer to LO1.4).

2.2 Use evaluation methods that are consistent with the agreed

purpose and scope refer to LO1.1.

2.3 Evaluate the ground and environmental conditions accurately –

refer to LO1.1.

2.4 Ensure the site is left in a tidy and safe condition following

operations site conditions is as required by specifications (e.g.

planting plan, cropping programme, contract, client brief,

,management instruction), equipment is removed from site and

returned to safe storage, waste and unused materials are returned to

storage or disposed of as required (see below).

Organic waste; avoid removing waste from area, material produced

should be used for habitat piles, shredded, composted, (unless the

material poses a threat to plant health e.g. diseased material).

Inorganic waste – wastes from servicing and maintenance of

equipment and hazardous waste from areas e.g. fly-tipped rubbish

disposed of in appropriate container and carefully controlled until


2.5 Deal with problems efficiently, effectively and safely should any

occur problems e.g. shortage of resources (human, materials,

equipment), loss of materials or equipment, equipment failure,

incorrect specification of materials, site problems (water-logging,

presence of features or hidden services impeding progress), difficulty of

access to site (slippery, wet, likely to cause environmental harm),

presence of unauthorised persons on site. Actions to minimise e.g.

detailed planning to ensure resource requirements are understood,

early ordering of materials, use of reliable contractors, monitoring of

stock levels, accurate site surveys and searches, planning of timing of

work to avoid, creating exclusion zones, security measures.

2.6 Maintain effective working relations with all relevant people

communicate with the work team and other interested parties in a way

which promotes understanding and goodwill. To include staff,

supervisors, volunteers and supporters, contractors, land-owners,

132

managers, third parties affected by the work. Communication; work

related and personal, face to face (one to one or group), telephone

(including mobile), formal meeting or briefing, written report or notice,

electronic by email or text, use of appropriate language, clarity of

meaning, confirmation of understanding, opportunities for clarification.




practice and organisational requirements Health and Safety e.g.

Management of Health & Safety at Work Regulations; LOLER, PUWER,

Manual Handling, Environmental Protection Acts covering waste

disposal; e.g. Hazardous Waste Regulations; Duty of care - controlled

wastes.

Wildlife e.g. Wildlife and Countryside Act, Hedgerow Regulations,

Habitats Directive, Codes of Practice e.g. Protecting our Water, Soil and

Air; Additional requirements including site designations (e.g. SSSI,

AONB,LNR, National Park), notification of listed operations, and

planning consents, LBAP’s, client regulations, environmental health

requirements, stewardship schemes, Environment Agency notifications

e.g. activities affecting watercourses or groundwater. Organisational

policies and procedures, briefing from clients or managers - refer to

LO4.1.


and how to respond appropriately damage to access routes and

features by vehicles and people moving onto and off sites (action –

avoid working in adverse conditions, plan access routes carefully, cease

activity to avoid further damage, carry out repairs if practical, report to

supervisor, manager, client, or owner). Run-off of sediment from work

site to controlled water (Action – avoid use of vehicles in adverse

conditions, schedule work only when actively growing and rainfall not

expected, take local action to prevent spread of pollution, notify

appropriate bodies e.g. Environment Agency). Use of non-sustainable

materials (action – check source of all materials, reduce use of peat,

reduce usage and wastage of all materials, recycle and re-use).

Damage to non-target organisms by pesticide (Action – minimise use of

pesticides, cultural measures to minimise pest and disease risk,

adherence to current legislation and codes of practice for safe including

133

the Code of Practice for Using Plant Protection Products) - refer to

LO4.2.


purposes and the importance of maintaining them records

required; site assessment records, ground preparations, materials

deliver/used, timing, problems encountered, variations from

programme, use of pesticides, machinery and equipment maintenance.

Legal requirement for records - (use of pesticides, RIDDOR), audit

trails for assured produce schemes, certification, customer

requirement.

Management requirement for records - monitoring of work and

productivity, analysis of material use, remedial action, planning for

subsequent years.

Recording; Handwritten list, checking on order form or picking list,

other format required by organisation. Electronic; hand-held key pad,

barcode scanner, PC laptop.





requirements risk assessment is carried out or studied, action plans

followed and appropriate actions taken. Appropriate PPE is made

available, selected and safely used by all persons e.g. waterproof

clothing, steel toe-capped boots, UV Protection, gloves, aprons, hats.

Tools and equipment are made available and only used for the

operation and in situations as detailed by the manufacturer’s /

supplier’s / supervisor’s instructions, current legislation and codes of

practice for safe.


environmental damage

environmental damage minimised e.g. by careful planning of site

access / removal of produce; avoid work in spring and summer that will

disturb habitats; plan work in accordance with local biodiversity plans;

awareness of rare species in area - mark site of bat roost trees and

other vulnerable habitats; plan to ensure no disturbance, avoiding use

of non-sustainable materials by checking source of all materials; avoid

use of peat, reduce usage and wastage of all materials; recycle and re-

134

use. avoid damage to non-target organisms by use of pesticide; use in

accordance with current legislation and codes of practice for safe

including the Code of Practice for Using Plant Protection Products.







Learning Outcomes 1 and 3



evaluating ground and environmental conditions to establish grassed and

planted areas, copies of records, or reporting forms and witness testimony,

answering oral or written questions, or assignments referenced to the

knowledge evidence.




activities evaluating ground and environmental conditions to establish

grassed and planted areas giving learners the opportunity, first to practice

the various tasks involved and then to be observed correctly doing each task

to demonstrate achievement of the assessment criteria.

Prior to, during and after completion of work evaluating ground and

environmental conditions to establish grassed and planted areas

photographs or video could be taken to provide evidence of progress. Copies

of monitoring record can be used to provide evidence of quality and rate of

work and of sufficiency of evidence.

135








where possible e.g. Learning Outcomes 1 and 3 link together and can be


These could also link to Learning Outcomes 2 and 4 to allow knowledge



appropriately.











Product evidence

Observation reports


Reports/notes


Witness statements


136














applies to areas of work and lists of Acts, Statutory instruments and

legal publications

National Federation of Biological Recording website http://www.nbn-

nfbr.org.uk/nfbr.php lists all Local / Biological Recording Centres -

Useful to find local Biodiversity Action Plans

The Natural England website http://www.naturalengland.org.uk/ and

Countryside Council for Wales www.ccw.gov.uk/ have information

about countryside protection schemes and land management for the

benefit of wildlife, landscape. Also licences and enforcement

Local Authority websites for Local Planning Authority permissions and

LBAP’s

Visit Department for Environment, Food and Rural Affairs website

www.defra.gov.uk or Welsh Assembly Government countryside

website www.countryside.wales.gov.uk/ for up to date information

about legislation, codes of practice and consultations in the

horticultural / agricultural sectors



pollution and emissions, hazardous waste, water etc

The Forestry Commission www.forestry.gov.uk application for licences

Horticultural Code of Practice - Helping to prevent the spread of

invasive non-native species


http://www.nbn-nfbr.org.uk/nfbr.php


http://www.naturalengland.org.uk/

http://www.ccw.gov.uk/

http://www.defra.gov.uk/

http://www.countryside.wales.gov.uk/



http://www.forestry.gov.uk/

137



Managing Habitats for Conservation by William J Sutherland and David

A Hill

Principles of Horticulture by C.R.BSc Adams, et al / Paperback /

Published 1998




1994







Dickson




138

Prepare Sites for Soft Landscape Establishment

Unit Reference

D/502/0503

Level

3

Credit Value

3

Guided Learning

Hours

19

Unit Summary


skills and understanding to identify, select and use

appropriate methods and procedures in preparing

sites for soft landscape establishment

Learning Outcomes

(1 to 6)

The learner will

Assessment Criteria

(1.1 to 6.2)

The learner can


prepare sites for soft

landscape

establishment

Describe the principles and methods of

site preparation to meet the required

conditions for the following landscapes:

Areas for soft landscape construction

Areas for planting

Areas for restoration

1.2 Explain which methods are most appropriate to

achieve required conditions

1.3 Describe how to check the site is ready for

planting/sowing

1.4 Explain potential problems which may occur

and how to deal with these effectively

139

2. Be able to prepare

sites for soft

landscape

establishment

2.1 Prepare the site to meet specifications and

function

2.2 Maintain the site in a suitable condition for

planting/sowing as planned

2.3 Monitor site main services continually

throughout operations


safely should any occur


relevant people

3. Understand the

reasons for

maintaining

equipment


equipment for use


of equipment used


and use relevant

equipment


maintained in a safe and effective condition.

5. Understand

relevant health and


environmental good

practice



requirements




for disposing of organic and inorganic waste

140



maintaining them



environmental good

practice





minimises environmental damage and waste

141


D/502/0503 Prepare Sites for Soft Landscape Establishment - Level 3

Indicative Content







Note 2: Cross references are first to the learning outcomes (LO) e.g. LO1

and then to the assessment criteria number listed e.g. LO 1.3

Units 1, 3, and 5 are the key areas of knowledge for this unit

Units 2, 4 and 6 are the key areas of competence for this unit

Learning Outcome 1. Understand how to prepare sites for soft

landscape establishment

1.1 Describe the principles and methods of site preparation to meet

required conditions for the following landscapes

areas for soft landscaping e.g. suitable access (visual inspection to

enable equipment/supplies to be delivered to working area), carry

out site audit (transfer to written record and plan of site existing

features / boundaries / overhead services), determine levels using

dumpy / quick set level, straight edge and spirit level (estimate if soil

levels require adjustment), check for underground services (CAT scan

and service providers / local authority).

areas for planting e.g. record any trees / plant growth that requires

removal, check soil using appropriate test kit to determine pH and

record findings, check soil texture/structure / organic using physical

(rub wet sample between finger and thumb) and mechanical (water

settlement test, sieves and cooking) methods, determine nutrient

levels with appropriate test kit and record.

142

areas for restoration e.g. survey and record existing plant types,

plant condition, desired plant retention.

1.2 Explain which methods are most appropriate to achieve

required conditions e.g. following site audit / survey determine

requirements and prepare - refer to LO 1.1If appropriate services to be

marked with tape or physical barriers. Removal of unwanted trees /

growth by digging out by hand or mechanical means and dispose of

(refer to LO 5.3). Adjust levels by cut and fill with first removing top-

soil, move sub-soil to required levels and replace top-soil. Adjustment

of pH with calcium or acidic organic matter and if required select

ameliorants (coarse sand / gravel or organic matter) to improve

texture / structure, cultivation by hand tools and / or mechanical

cultivators. Selection of plant nutrients according to test findings.

1.3 Describe how to check site is ready for planting / sowing e.g.

visual inspection moist but not too wet and not frozen, compare

against plan / specification / planting list / audit requirements (refer to

LO 1.1).

1.4 Explain potential problems which may occur and how to deal

with effectively e.g. location of services – need to contact service

provider, inappropriate soil conditions – wait for condition to improve /

irrigate, delay in delivery of supplies – find alternative work or collect

supplies, equipment failure – repair or obtain replacement. Record

problems and how dealt with in survey book and report any matters to

line manager giving confirmation in writing.

Learning Outcome 2. Be able to prepare sites for soft landscape

establishment

2.1 Prepare the site to meet specifications and function e.g. refer to

LO 1.2, and implement principles and methods.

2.2 Maintain the site in a suitable condition for planting/sowing as

planned e.g. prevent entry onto prepared areas when condition of soil

may lead to structure damage (compaction) and change to levels.

2.3 Monitor site main services continually throughout operations

e.g. underground / overhead services to be visibly marked and / or

fenced off.

143

2.4 Deal with problems efficiently, effectively and safely should any

occur e.g. refer to LO 1.4 and implement those within responsibility

and report others to line manager.

2.5 Maintain effective working relations with all relevant people e.g.

liaise with suppliers on requirements and deliveries, communicate

required standards to colleagues, discuss work programme with all

relevant persons, inform all relevant persons of time scale and

expected results, complement others on good work.


equipment

3.1 Explain the importance of maintaining the range of equipment

used e.g. safety in use, prevention of wear, availability, high quality of

performance. Refer to LO 4.1


used e.g. clean off dirt and debris, safety check for damage, routine

for machinery (check oil level, grease), periodic (oil change), following

manufacturer’s / suppliers recommendations and codes of practice,

store in secure weather proof store. For hand tools apply oil to bare

metal parts, place in secure weather proof store to shadow board or

fitted racks. Refer to LO 4.1


equipment


and effective condition e.g. equipment pre start safety checks,

adjustments according to manufacturer’s instructions and guidance,

check hand tools to ensure free from defects, clean and in good

working order. Use equipment / tools e.g. only for the operation and in

situations as detailed by the manufacturer and in accordance with the

manufacturer’s /supplier’s/supervisor’s instructions, use PPE as

required (safety boots, eye protection, gloves, protective clothing), be

trained to correct level or supervised, carry out operations to current

legislation and codes of practice. Be aware of others working nearby.

Maintenance of equipment / tools e.g. cleaning as recommended by

manufacturer, routine (check oil levels, grease), and periodic (change

oil) as recommended by manufacturer, disposal refer to LO 5.3, apply

144

oil to bare metal parts. Range from e.g. hand tools, mechanical

equipment, power units (vehicles, quad bikes). Store safely refer to LO

3.2, maintain records refer to LO 5.4 (maintenance, repairs) and report

faults to line manager verbally and confirmed in writing.




practice and organisational requirements e.g.

Health and Safety at Work etc Act 1974 - management of health and

safety and safety at work


Codes of practice e.g. use of equipment

Exposure records e.g. noise, vibration, pesticides

COSHH Regulations e.g. risk assessment and use, fuel, marking

materials


Storage e.g. fuels, materials


Environmental Protection Act e.g. environmental protection


RIDDOR e.g. reporting requirements



Working at Height Regulations e.g. use of step ladder



Organisational requirements e.g. follow risk assessments, follow work

place procedures / instructions


and how to respond e.g. damage to soil structure – only work in

appropriate conditions, washings (pesticide / equipment contaminating

drains – have appropriate interceptor system in place, damage to

underground services – (CAT scan) check with supply services, spillage

of petroleum products – avoid filling on soil areas, spillage of fertiliser –

handle carefully and do not damage bag. Use skilled staff, dispose of

waste – refer to LO 5.3 and report serious matters to line manager

verbally and confirmed in writing.

145


organic and inorganic waste e.g. to current waste storage and

disposal legislation for pesticides, batteries and oil, follow COSHH and

hazardous waste regulations. Organic waste e.g. weed growth

(perennial weeds to be destroyed), turf – composting, branches –

chipped for mulching. Inorganic waste – mineral/metal/plastic/glass

waste e.g. recycle. Other methods e.g. specialist waste disposal

contractor - skip, oil collection contractor, Local Authority

arrangements.


purposes and the importance of maintaining them e.g. staff

attendance hours, hours of equipment use, risk assessments, staff

competence achievements, RIDDOR, accidents, maintenance of

equipment, fire drill, waste disposal, drawings, contract details,

deliveries and any other requirements. Importance of records for e.g.

proof of competence, approved working practices, codes of practice

followed, insurance purposes, health and safety requirements followed,

waste regulations, accountants (wages), Environmental Protection

services, comply with required legislation, proof of compliance with

requirements proof of receipt, and any other designated requirement.





requirements e.g. health and safety, codes of practice refer to LO

5.1, materials used only as directed by manufacturer, risk assessments

followed. Equipment and tools to be used and maintained only as

detailed by the manufacturer refer to LO 4.1 and any additional

requirements.


environmental damage and waste e.g. refer to LO 5.2. Manage

and dispose of waste in accordance with legislative requirements and

codes of practice, follow current legislation refer to LO 5.3

146







Learning Outcomes (LO) 1, 3 and 5





evidence.




and then to be observed correctly

doing each task to demonstrate competence and achievement of the















147




appropriately.












Product evidence

Observation reports


Reports/notes


Witness statements







schedules




148







legal publications



Institute of Groundsmanship http://www.iog.org The Environment Agency website http://www.environment-








http://www.iog.org/



149

Establish Grass Swards

Unit Reference

H/502/0857

Level

3

Credit Value

3

Guided Learning

Hours

19

Unit Summary


skills and understanding to identify and establish

grass swards

Learning Outcomes

(1 to 9)

The learner will

Assessment Criteria

(1.1 to 9.3)

The learner can


establish grass

swards

1.1 Explain the factors affecting the timing and

methods of establishment

1.2 Describe the methods of protection and their

application

1.3 Explain the initial maintenance requirements

for newly established swards

1.4 Explain what potential problems may affect

operations and how to handle these effectively

2. Be able to identify

types of grasses

2.1 Identify a minimum of 6 types of grasses by

common and botanical names when establishing

grass swards

150

3. Understand the

principles of selecting

grasses

3.1 Explain the principles of selecting and

combining grass species for different applications

3.2 Explain the principles of selecting turf and

seeding mats for different applications


assess turf health

4.1 Describe how to assess the health of turf

4.2 Explain the different types of damage that can

occur and how to prevent them

5. Be able to

establish grass

swards

5.1 Mark out sites accurately before beginning

operations

5.2 Select turf or seed as appropriate for intended

purpose

5.3 Check the specification and health of plant

material on receipt and reject unacceptable

material

5.4 Use handling and establishment methods

which maximise the quality of the sward

5.5 Provide protection which is appropriate and

effective




relevant persons


maintain equipment


equipment for use

151


of equipment used


and use relevant

equipment



8. Understand

relevant health and


environmental good

practice



requirements







maintaining them



environmental good

practice








152


H/502/0857 Establish Grass Swards - Level 3

Indicative Content






and then the Assessment criteria number listed e.g. LO 1.3



The following units 1, 3, 4, 6 and 8 are the key areas of knowledge

for this unit

Learning Outcome 1. Understand how to establish grass swards

1.1 Factors affecting timing and methods of establishment e.g.

season, weather, soil moisture content, irrigation availability, visual

impact, turf, seed.

1.2 Methods of protection and application e.g. fungicide as seed

dressing, bird scarers (loud bangs, scarecrows), pegging turf to

prevent slippage, stringing to discourage birds.

1.3 Initial maintenance requirements for new swards e.g. irrigation,

remove surface stones, rolling, mowing.

1.4 Potential problems which may affect operations and how to

deal with them e.g. dry weather, wet soil conditions, equipment

unavailable, presence of users/animals, surface rubbish. Resolve e.g.

irrigate, await improvement, obtain equipment, remove users (signage,

restrict access), remove rubbish.

153

Learning Outcome 3. Understand the principles of selecting grasses

3.1 Principles for selecting and combining grass seed mixtures for

different applications e.g. various purposes (fine turf, winter games,

open spaces), shade, hard wear, low maintenance, meadow,

environmental conditions (contamination), soil type (sandy, clay), salty

situations.

3.2 Principles of selecting turf for different applications e.g. visual

appearance - refer also to LO 3.1: and seeding mats e.g. exposure

(wind), slope, surface disturbance.

Learning Outcome 4. Understand how to assess turf health

4.1 Describe how to assess health of turf e.g. quality of growth,

density of cover, visual appearance, absence of weeds/diseases/pests,

player requirements, grass growth cycle.

4.2 Explain the different types of damage and how to prevent them

e.g. pests, diseases, surface scaring by user, compaction due to

use/maintenance in inappropriate conditions. Prevention e.g. early

treatment for pests and diseases, limit use in adverse conditions, await

improved conditions/aerate/improve soil structure and drainage.


6.1 Importance of maintaining equipment e.g. safety of use,

prevention of wear, quality of performance, availability.

6.2 Describe methods of maintaining equipment e.g. cleaning, safety

checks, routine (check oil level, greasing) periodic (oil change)

following manufacturer’s / supplier’s recommendations, codes of

practice. Range e.g. hand tools, mechanical equipment, power units.



8.1 Summarise current legislation, codes of practice and

organisational requirements e.g. risk assessments, PUWER for use

of any equipment, use of materials, PPE requirements, waste disposal,

welfare, buildings, storage, environmental protection, water pollution,

154

RIDDOR, pesticides, COSHH, records of exposure, accidents, LOLER

lifting and handling, attendance hours, and any additional

requirements.

8.2 Describe possible environmental damage e.g. pollution to

drains/water, waste and disposal of COSHH substances (pesticides,

waste oil), fertiliser application, pesticide application, air pollution,

leakage of containers, spillage of petroleum products, damage to soil

structure, damage to grass growth and any activity which may cause

harm. Response e.g. contain, collect (if practicable), dispose of

according to legislation – refer to LO 8.3, report occurrences as current

legislation requires, keep records.

8.3 Explain correct and appropriate methods for disposal - follow

current legislation for the processing and disposal of waste.

organic waste - grass clippings, twigs, leaves e.g. compost.

inorganic waste - mineral matter, cans, glass e.g. recycle.

other material - oil, dirty rags, batteries e.g. specialist contractor

(skip), Local Authority arrangements

8.4 Explain records required e.g. staff attendance hours, hours of

equipment use and exposure, risk assessments, staff competence

achievements (pesticides), RIDDOR, accidents, use of materials

(pesticides), maintenance/repair of equipment, fire drill, waste disposal

(hazardous waste), pesticide storage, and any additional requirements.

Importance of records for e.g. proof of competence, approved

working practices, codes of practice followed, insurance purposes,

health and safety requirements followed, waste disposal regulations,

accountants (wages), compliance with legislative requirements and any

other designated requirement.

The following units 2, 5, 7 and 9 are the key areas of competence

for this unit

Learning Outcome 2. Be able to identify types of grasses

2.1 Identify a minimum of 6 types of grasses used to establish

grass swards by common and botanical names e.g. Agrostis

stolonifera – creeping bent.

Learning Outcome 5. Be able to establish grass swards

155

5.1 Mark out sites accurately before beginning operations e.g.

design plan followed outlined with appropriate material, accurate

measurements.

5.2 Select turf/seed appropriate to purpose e.g. visual impact

required, intended time of access/use – refer to 3.2 Species of grasses

selected for purpose of use – refer to 3.1

5.3 Check specification and health of plant material e.g. correct

species of grasses in seed mixture/turf, soil of turf to specification, turf

grasses in viable condition. Unacceptable material rejected e.g. refuse

acceptance of delivery, return to supplier.

5.4 Use handling and establishment methods which maximise

quality of sward e.g. carefully by hand, palleted, big roll, optimum

moisture content of turf soil. Establish e.g. lay on prepared soil which

has a fine crumb structure, moist but not wet, not frozen or covered in

snow, provide firm contact with soil, irrigate if no rain.

5.5 Appropriate and effective protection refer to LO 1.2.

5.6 Site left tidy and safe e.g. use of competent staff, tools and

equipment returned to store, unused materials returned to store, waste

disposed of safely and correctly according to current legislation (green

waste, inorganic waste, packaging) - refer to LO 8.3.

5.7 Effective working relations maintained e.g. communicate required

standards, discuss work programme with all relevant persons, inform

all relevant persons of time scale and expected results, inform

suppliers of requirements early.


equipment

7.1 Carry out preparation for use e.g. pre start and safety

checks/settings according to manufacturer’s instructions and guidance,

use of correct PPE according to current requirements, legislation and

codes of practice (steel toe-capped boots, ear defenders, gloves,

protective clothing), to CE quality standard. Use equipment only for

the operation and in situations as detailed by the manufacturer and in

accordance with the manufacturer’s/ supplier’s/supervisor’s instructions

156

and be trained to competence level or closely supervised. Maintenance

of equipment e.g. maintain in good and safe condition as detailed by

the manufacturer refer to LO 6.1 and 6.2. Report any faults e.g. to line

manager. Maintain records e.g. maintenance, repairs.



9.1 Work activities and use of equipment carried out consistently to

current legislation and codes of practice e.g. health and safety of

self and others, wear/use PPE refer to LO 7.1,

manufacturer’s/supplier’s instructions and guidance followed, risk

assessments followed, and any additional requirements.

9.2 Work carried out to minimise environmental damage e.g. employ

trained staff to work effectively, minimum use of powered equipment,

avoid poor soil and weather conditions, use of materials only as

directed by manufacturer (fertilisers, pesticides), avoid pollution to

water and drains (pesticides, fertilisers), care when working near

underground services (CAT scan), minimize damage to roots when

working in close proximity to trees, minimize waste, non-spillage of

petroleum products and any additional requirements.

9.3 Manage and dispose of waste refer to LO 8.3.







Learning outcomes (LO) 1, 3, 4, 6 and 8

Delivery of these learning outcomes is by the generation of knowledge

evidence and understanding which could be linked to the practical work e.g.

by observation of work activities and witness testimony, answering oral


knowledge evidence.

157

Learning outcomes (LO) 2, 5, 7 and 9






to be supervised by a person who is qualified to do so.



Learners will be expected to select, check condition and use correct PPE.











appropriately.








that which they are teaching

158




Product evidence

Landscape plans

Records

Observation reports




Witness statements







schedules








appropriately.





159







Institute of Groundsmanship http://www.iog.org The Environment Agency website http://www.environment-










160

Plan the Maintenance Repair and Renovation of

Sports Turf Areas

Unit Reference

H/502/0504

Level

3

Credit Value

6

Guided Learning

Hours

39

Unit Summary


knowledge and understanding required to plan the

maintenance of sports turf areas, for example

Football and rugby pitches

Cricket wickets

Tennis or lacrosse courts

Athletic tracks

Golf courses

Race courses

Learning Outcomes

(1 to 8)

The learner will

Assessment Criteria

(1.1 to 8.2)

The learner can


plan and ensure the

maintenance of sports

turf areas

1.1 Explain the purposes and functions of sports

turf and how these affect maintenance, repairs and

renovation

1.2 Describe the consideration of soil types and

condition in relation to sports turf management

1.3 Describe the considerations relating to choice

of mowing regimes and other maintenance

operations, for example

Cutting

161

Edging

Weed

Pest and disease control

Fertiliser application

Aeration

Top dressing

Switching/brushing

Rolling

Scarifying/verticutting

Irrigation and repairs by inserting turf

Overseeding

Repairing edges

1.4 Define the principles of identifying turf’s

pathological and physiological disorders

1.5 Define the principles and techniques relating to

the choice, effects and application of fertilisers

2. Understand the

factors affective

repair and renovation

of sports turf areas

2.1 Describe how timing of repair and renovation

operations may be influenced

2.2 Describe the factors affecting the type and

extent of repairs, e.g. over seeding, inserting turf

and repairing edges

2.3 Explain how soil type and condition relate to

the type and extent of repairs and renovation

2.4 Describe the methods of assessing results of

repair and renovation operations

3. Know how to deal

with problems

3.1 Describe the typical problems that may occur

and how to handle these

4. Be able to plan for

the maintenance and

repair of sports turf

4.1 Plan operations, e.g.

Cutting

Edging

162

Weed

Pest and disease control

Fertiliser application

Aeration

Top dressing

Switching/brushing

Rolling

Scarifying/verticutting

Irrigation and repairs by inserting turf

Overseeding

Repairing edges

4.2 Assess the results of maintenance, repair and

renovation operations, ensuring the agreed

objectives and standards have been achieved

4.3 Monitor maintenance, repair and renovation

operations so as to minimise risk to the public and

operators

4.4 Leave the site in a tidy and undamaged


5. Understand the

reasons for

maintaining

equipment


equipment for use


of equipment used


and use relevant

equipment



7. Understand

relevant health and


environmental good

practice



requirements

163







maintaining them



environmental good

practice






164


H/502/0504 Plan the Maintenance, Repair and Renovation of Sports Turf

Areas - Level 3

Indicative Content






and then to the assessment criteria number listed e.g. LO 1.3



Note 3: One surface has been selected as an example for this unit – bowling

green, but there are many types of sports surface which require individual

treatment


for this unit

Learning Outcome 1. Understand how to plan and ensure the

maintenance of sports turf areas

1.1 Explain the purposes and functions of sports turf e.g. to support

activities for leisure, recreation, amateur and professional use.

Effect on maintenance, repairs and renovation e.g. required level

and intensity of maintenance will be reflected by the standard at which

the game is played, competitive matches will determine when attention

to detail is required, fixtures and user access will determine when

operations could be undertaken.

1.2 Describe the consideration of soil types and condition in

relation to sports turf management e.g. sandy and free draining,

165

maintenance operations require optimum moisture content for - grass

growth, aeration, rolling and scarification.

1.3 Describe the considerations relating to choice of mowing

regimes and other maintenance operations, for example

cutting e.g. 10/11 bladed cylinder mower to provide quality of cut,

height of cut for playing season and closed season, frequency

depending on seasonal growth factors and standard of

play/competition undertaken.

edging e.g. hand or powered tools/equipment required for clean

edge, frequency as for cutting.

weed e.g. species present, season, weather (windy, raining), soil

factors (soil too dry or too wet), materials (liquid, powder),

maintenance cycle (mowing interval).

pest and disease control e.g. species present, season, weather/soil

factors as for weed, maintenance cycle (mowing interval).

fertiliser application e.g. type (powder, granular, liquid), soil

condition (too dry), irrigation available, maintenance cycle (mowing

activity), application equipment (hand, spinner, belt).

aeration e.g. seasonal requirements (range of tines), weather/soil

condition (too wet/dry), condition to be resolved (compaction,

drainage), equipment (hand/ powered).

top dressing material for condition to be addressed e.g. soil

improvement (drainage), application (hand/mechanical).

switching and brushing e.g. remove dew to control disease, disperse

worm casts.

rolling e.g. firm and smooth surface, appropriate weight of

equipment, soil moisture content

scarifying/verticutting - problem to be resolved e.g. speed, pre or

post season removal of thatch.

irrigation e.g. to maintain turgidity of grasses and strong growth,

wash in fertiliser, optimum content for rolling, availability of water

supply.

repairs by inserting turf e.g. size of area affected (plugging or patch),

grass species, matching soil type, availability of irrigation.

overseeding e.g. grass species, season, availability of irrigation,

application (hand/mechanical).

repairing edges e.g. reinstate firm edge with turf, grass species,

matching soil type.

166

1.4 Define the principles of identifying pathological and

physiological disorders e.g. time of year/season, cold/warm

conditions, weather (wet and still), visual inspection (hand lens). Use

reference e.g. books, trade representatives, colleagues, specialist

agronomist.

1.5 Define the principles of fertiliser application e.g. season (autumn

- low nitrogen, spring – high nitrogen), turf requirements (need to

increase growth, wear tolerance), soil analysis (indication of nutrients

present/deficient), soil condition dry (availability of irrigation),

application equipment (hand/mechanical), longevity (quick or slow

release), type (granular, powder, liquid).

Learning Outcome 2. Understand the factors affective repair and

renovation of sports turf areas

2.1 Describe how timing of repair and renovation operations may

be influenced e.g. dated fixtures, unrestricted use, time to be allowed

for operation, seasonal variations in temperature, weather effects of

wind/rain/frost/snow, soil condition in optimum condition for operation,

availability of labour, materials and equipment.

2.2 Describe the factors affecting the type and extent of repairs, eg.

over seeding, inserting turf and repairing edges e.g. size of area

under consideration - smaller for turf, larger for seed, soil in optimum

condition to receive treatment, equipment may be too heavy for wet

soil conditions, sufficient labour available, complete in time slot

available, irrigation available if required, weather and seasonal

conditions, finance to meet costs of turf/seed and labour.

2.3 Explain how soil type and condition relate to the type and

extent of repairs and renovation e.g. light sandy, soil conditions too

wet - damage to structure by weight of equipment, too dry - rolling not

effective, soil cannot be cultivated, non-germination of seed, poor

growth of turf.

2.4 Describe the methods of assessing results of repair and

renovation operations e.g. observation, visual appearance of area,

match surrounding levels, quality of grass growth, availability for use,

play not impeded

167

Learning Outcome 3. How to deal with problems

3.1 Describe the typical problems that may occur and how to handle

these e.g. shortage of finances, machinery failure/not available in

working condition, labour availability insufficient to carry out operation

economically and to plan, materials insufficient at commencement of

operation to complete it, weather too wet/windy for pesticide

application, soil condition too dry, fixtures planned. Resolve

problems e.g. ensure finance in place, equipment available in working

order, sufficient materials/labour available to complete work, delay

until favourable conditions (apply hydraulic spray at later date), apply

irrigation, plan in advance for open slot in fixtures.


equipment

5.1 Explain the importance of maintaining equipment for use e.g.

safety of use, prevention of wear, quality of performance, availability


used e.g. cleaning, safety checks, routine (check oil level, grease),

periodic (oil change), following manufacturer’s / supplier’s

recommendations and codes of practice. Range e.g. hand tools,

electrical/mechanical equipment, power units.


legislation and environmental good practices


practice and any additional requirements e.g. PUWER relating to

use of any equipment, use of materials, PPE requirements, waste

disposal, welfare, buildings, storage, risk assessments, environmental

protection, water pollution, RIDDOR, pesticides, COSHH, records of

exposure, LOLER lifting and handling, accidents, attendance hours and

any additional requirements.


respond appropriately e.g. pollution to drains/water, waste and

disposal of COSHH substances (pesticides, waste oil), fertiliser

application, application of pesticides, air pollution, leakage of

containers, any activity which may cause harm.

168

Response e.g. contain, collect (if practicable), dispose of according to

legislation - green waste, inorganic waste, COSHH substances,

washings, report occurrences as current legislation requires, keep

records.


organic and inorganic waste e.g. follow current legislation for the

processing and disposal of waste. Organic waste - grass clippings,

twigs, leaves e.g. compost. Inorganic waste – mineral matter, cans,

glass e.g. recycle. Other materials – oil, dirty rags, batteries e.g.

specialist contractor, Local Authority arrangements.



attendance hours, operators hours of equipment use and exposure, risk

assessments, staff competence achievements (pesticides), RIDDOR,

accidents, use of materials (pesticides), maintenance/repair of

equipment, fire drill, waste disposal, pesticide storage any other

additional requirements. Importance of records for e.g. proof of

competence, approved working practices, codes of practice followed,

insurance purposes, waste disposal regulations, health and safety

requirements, accountants (wages), compliance with legislative

requirements and any other designated requirement.

The following units 4, 6 and 8 are the key areas of competence for

this unit

Learning Outcome 4. Be able to plan for the maintenance and

repair of sports turf

4.1 Plan operations for maintenance and repair Cutting e.g.

equipment maintained and in working condition, appropriate height of

cut, frequency to match growth cycle, fit in with fixtures/play cycle,

soil/weather conditions.

edging e.g. seasonal growth, availability of equipment, fit in with

fixtures/play cycle.

weed e.g. availability of equipment and materials, season - growth

cycle of targeted species, play and competitions, grass vigour; soil

condition, weather conditions, maintenance cycle (grass cutting).

pest and disease e.g. availability of equipment and materials, season

- life cycle of target, weather conditions.

169

fertiliser application e.g. seasonal variations in nutrient levels,

availability of equipment and materials, soil condition, irrigation, fit into

fixtures/play cycle.

aeration e.g. availability of equipment, soil condition, fit into

fixture/play cycle, appropriate tine for seasonal operation

(solid/slit/hollow tines).

top dressing e.g. availability of equipment and materials, fit into

fixture/play cycle, soil condition, condition of grass blades, purpose

(levelling, soil exchange).

switching/brushing e.g. availability of equipment, soil condition, fit

into fixture/play cycle, seasonal factors.

rolling e.g. availability of equipment, soil condition, irrigation, fit into

fixture/play cycle.

scarifying/verticutting e.g. availability of equipment, fit into

fixture/play cycle, soil condition, appropriate blade/wire/brush for

operation.

irrigation e.g. moisture content of soil, availability of water supply,

equipment available.

repairs by inserting turf e.g. availability of turf with grass species

required, appropriate soil composition, supply of water, fit into

fixture/play cycle, disposal of surplus material.

overseeding e.g. availability of seed with grass species required,

availability of equipment, seasonal factors, irrigation, fit into

fixture/play cycle.

repairing edges e.g. early attention to prevent deterioration,

availability of labour, tools and materials correct turf and/or seed,

disposal of waste material, fit into fixture/play cycle.

Plan work in a way which maintains health and safety consistent with

current legislation, codes of practice and any additional requirements

refer to LO 8.1. Isolate and signage if required. Notify user groups of

planned operations.

4.2 Assess the results of maintenance, repair and renovation

operations, ensuring the agreed objectives and standards have

been achieved e.g. work carried out to competence level, quality of

surface maintained, appropriate visual appearance and grass cover,

user satisfaction.

4.3 Monitor maintenance, repair and renovation operations so as to

minimise risk to the public and operators e.g. observe work in

progress, carry out risk assessments, control access to working area,

170

staff training to use equipment and materials as directed by

manufacture and supplier, PPE used, signage.

4.4 Leave the site in a tidy and undamaged condition following

operations e.g. competence of staff, equipment and unused materials

returned to store, disposal of waste safely and correctly according to

current legislation e.g. green waste, washings; inorganic waste,

packaging, refer to LO 7.3. Avoid damage e.g. soil condition - too wet

cause rutting, compaction, damage to soil structure.


equipment


and effective condition e.g. pre star and safety checks according to

manufacturer’s instructions and guidance, use of correct PPE according

to current requirements, legislation and codes of practice (steel toe cap

boots, ear defenders, gloves, protective clothing (to CE quality

standard). Use equipment only for the operation and in situations as

detailed by the and in accordance with the

manufacturer’s/supplier’s/supervisor’s instructions operators and be

trained to competence level or closely supervised. Maintenance e.g.

clean, routine (check oil level, grease) and periodic (change oil) as

recommended by manufacturer to maintain in good and safe condition,

return to store, refer to LO 5.1 & 5.2. Report any faults e.g. to line

manager. Keep records e.g. maintenance and repair





requirements e.g. health and safety of self and others, staff trained to

competence level or supervised, wear/use PPE (refer to LO 6.1),

manufacturer’s/supplier’s instructions and guidance followed, risk

assessments followed and any additional requirements.


environmental damage and waste e.g. employ trained staff to work

effectively, minimize use of powered equipment, avoid poor soil and

weather conditions, use of materials only as directed by manufacturer

171

(fertilisers, pesticides), avoid pollution to water and drains (pesticides,

fertilisers), care when working near underground services (CAT scan),

minimize damage to roots when working in close proximity to trees,

minimize waste, non-spillage of petroleum products and any additional

requirements. Dispose of all waste according to current legislation –

refer to LO 7.3







Learning Outcomes (LO) 1, 2, 3, 5 and 7

Delivery of these learning outcomes is by the generation of understanding

and knowledge evidence which could be linked to practical work e.g. by

observation of work activities and witness testimony, answering oral or

written questions, assignments or internet research cross referenced to the

knowledge evidence.














172









appropriately.



Lantra’s Assessment Strategy for further guidance









Product evidence

Observation reports


Reports/notes


Witness statements







173











year by year lists of UK Acts and Statutory Instruments Institute of groundsmanship http://www.iog.org



pollution and emissions, waste and water etc The Code of Practice - Protecting our Water, Soil and Air has a useful


See ABC websites for further information






174

Plan and Set Out Sports Areas

Unit Reference

R/502/0501

Level

3

Credit Value

3

Guided Learning

Hours

19

Unit Summary



for planning and setting out sports areas covering

Football and rugby pitches

Cricket wickets

Tennis or lacrosse courts

Athletic tracks

Golf courses

Race courses

This unit requires independent assessment if

part of an Apprenticeship Framework (see

Methods of Assessment below

Learning Outcomes

(1 to 6)

The learner will

Assessment Criteria

(1.1 to 6.2)

The learner can


set out sports areas

1.1 Explain the factors influencing the positioning

of sports areas within the total area available

1.2 List the sources of information on standard

sports dimensions

1.3 Explain the factors influencing the choice and

use of marking equipment and materials

175

1.4 Describe the typical contingencies associated

with setting out sports area and how these may be

handled

2. Be able to plan and

set out sports areas

2.1 Perform an initial survey which identifies the

type, function and required dimensions of the

sports area

2.2 Produce accurate plans which are consistent

with the rules of the sport

2.3 Select positioning and dimensions of the sports

area consistent with the rules of the sport and the

function, use and safety of the site

Marking out

Setting out equipment

2.4 Leave the site in an undamaged and tidy


2.5 Perform effective working relations with all

relevant people

3. Understand the

reasons for

maintaining

equipment


equipment for use


of equipment used


and use relevant

equipment



5. Understand

relevant health and




requirements

176

environmental good

practice







maintaining them



environmental good

practice






177


R/502/0501 Plan and Set out Sports Areas - Level 3

Indicative Content









Note 3: One sport has been selected as an example for this unit – rugby,

but there are many different sports which require individual treatment

The following units 1, 3 and 5 are the key areas of knowledge for

this unit

Learning Outcome 1. Understand how to set out sports areas

1.1 Explain the factors influencing the positioning of sports areas

within the total area available e.g. orientation, rotation of sun,

sufficient run off area, sports ruling body requirements, site

boundaries, adjoining properties.

1.2 List the sources of information on standard sports dimensions

e.g. sport governing body, commercial wall charts, professional

organisations (IOG).

1.3 Explain the factors influencing the choice and use of marking

equipment and materials e.g. applied as a liquid by wheel to wheel

or pressure jet, aerosols; Dry powder e.g. by gravity, belt feed.

Materials e.g. only as approved by sport governing body, required

duration of mark

178

1.4 Describe the typical contingencies associated with setting out

sports area and how these may be handled e.g. site shape and

boundaries, ball landing area refer to LO 1.1. Accommodate e.g. use

plan and templates for alternative layouts, adjust max/min dimensions

within sport governing body guidelines.


equipment

3.1 Explain the importance of maintaining equipment for use e.g.

safety in use, prevention of wear, availability, high quality of

performance.


used e.g. cleaning, safety checks, routine (check oil level, grease),

periodic (oil change), following manufacturer’s / supplier’s

recommendations and codes of practice. Refer to LO 4.1




practice and any additional requirements etc Act 1974 e.g.

management of health and safety and safety at work


Codes of practice e.g. pesticide application, use of equipment

Exposure records e.g. noise, vibration, pesticides


materials


Storage e.g. pesticides, fuels, materials


Environmental Protection Act e.g. environmental protection


RIDDOR e.g. reporting requirements.



Working at Height Regulations e.g. use of step ladder



179


respond appropriately e.g. damage to soil structure, washings

contaminating drains, damage to underground services, spillage of

petroleum products, exhaust fumes from power unit.

Response to possible environmental damage e.g. use skilled staff, soil

condition (not too wet/dry), avoid pollution of drains by correct

disposal, care when working near underground services (CAT scan),

non-spillage of petroleum products, minimum use of powered

equipment, minimum waste.


organic and inorganic waste e.g. pesticide regulations, COSHH,

hazardous waste regulations. Organic waste - grass clippings, turf e.g.

composting.

Inorganic waste - mineral/metal/glass waste e.g. recycle.

Other methods e.g. specialist contractor (skip), Local Authority

arrangements.


purposes and the importance of maintaining them

Required records e.g. staff attendance hours, hours of equipment use,

risk assessments, staff competence achievements, RIDDOR, accidents,

maintenance of equipment, fire drill, waste disposal, and any other

requirements.

Importance of records for e.g. proof of competence, approved working

practices, codes of practice followed, insurance purposes, health and

safety requirements followed, waste regulations, accountants (wages),

Environmental Protection services, comply with required legislation and

any other designated requirement.

The following units 2, 4 and 6 are the key areas of competence for

this unit

Learning Outcome 2. Be able to plan and set out sports areas

2.1 Perform an initial survey which identifies the type, function and

required dimensions of the sports area e.g. check site area can

accommodate dimensions of activity, refer to LO 1

180

2.2 Produce accurate plans which are consistent with the rules of

the sport e.g. scale plan of proposed pitch layout, marking and

surrounding area within the site. Refer to LO 1.1 & 1. 4

2.3 Select positioning and dimensions of the sports area consistent

with the rules of the sport and the function, use and safety of

the site Refer to LO 1.1 and 1.4

set position of pitch accurately (square), mark out dimensions of

pitch and internal lines according to sport governing body guidelines.

fix goal posts securely in position to measurements of sport

governing body requirements, fit post protectors, place appropriate

indicator flags in position.

2.4 Leave the site in an undamaged and tidy condition following

operations e.g. use equipment only in appropriate conditions with soil

not too wet, remove all setting out equipment/materials from site,

reinstate around goal post uprights, remove and dispose of any surplus

spoil, refer to LO 5.3

2.5 Perform effective working relations with all relevant people e.g.

non aggressive body language; communicate clearly and in easy

manner the requirements to line manager, colleagues, user, suppliers.


equipment


and effective condition e.g. pre start safety checks, adjustments

according to manufacturer’s instructions and guidance.

Use equipment e.g. only for the operation and in situations as detailed

by the manufacturer and in accordance with the

manufacturer’s/supplier’s/supervisor’s instructions, use of PPE refer to

LO 5.1, trained at correct level or supervised, to current legislation

and codes of practice.

Maintenance of equipment e.g. cleaning as recommended by


oil) as recommended by manufacturer.

Range e.g. hand tools, mechanical equipment, power units.

Store safely, maintain records (maintenance, repairs) and report faults

to line manager.

181





requirements – refer to LO 4.1 Work activities carried out

consistently to current legislation e.g. health and safety, codes of

practice, PPE used, materials used as directed by manufacturer, risk

assessments followed and any additional requirements, refer to LO 5.1


environmental damage and waste refer to LO 5.2 and 5.3.







Learning Outcomes (LO) 2, 4, and 6




doing each task to demonstrate achievement of the assessment criteria.










evidence.

182






of all the relevant learning outcomes and assessment criteria. This unit

requires independent assessment if this is being used as part of an

Apprenticeship Framework. The questions can be found on this








appropriately.












Product evidence

Observation reports


Reports/notes


183

Witness statements







schedules













about environmental regulations. Institute of Groundsmanship http://www.iog.org










184

Maintain Irrigation Systems

Unit Reference

F/502/1272

Level

3

Credit Value

3

Guided Learning

Hours

19

Unit Summary

The unit will provide the learner with the skills,


maintaining the efficient working of irrigation

systems which maybe complex and non-routine

Learning Outcomes

(1 to 5)

The learner will

Assessment Criteria

(1.1 to 5.2)

The learner can


design irrigation

systems

1.1 Explain the principles of design and

construction of irrigation systems

Mobile

Installed


maintain irrigation

systems

2.1 Explain the principles, methods and

calculations relating to soil water management

2.2 Give a range of possible water sources and

quality systems for irrigation

2.3 Explain the maintenance requirements for

irrigation systems

2.4 Explain the different maintenance

requirements of irrigation equipment

185

2.5 Compare the different irrigation requirements

of surfaces

Hard/porous

Synthetic

Turf

2.6 Describe the frequency and thoroughness of

inspections to identify faults

2.7 Give a range of possible contingencies that

may affect operations and how to handle these

effectively

2.8 Identify the types of records required and the

importance of accurate record keeping

3. Maintain irrigation

systems

3.1 Inspect and assess irrigation systems and

surfaces according to agreed schedules

3.2 Identify problems with irrigation systems and

arrange repairs where necessary

3.3 Ensure surroundings are in a tidy and

undamaged condition following operations

3.4 Record inspections clearly, accurately and

promptly


relevant people throughout

4. Maintain the waste

and environment

4.1 Explain the adverse environmental impact and

waste which may occur and how to minimise these

4.2 Keep unnecessary waste and unwanted impact

on the environment to a minimum

186

5. Understand and

comply with current

health & safety

legislation and codes

of practice

5.1 Apply the principles and application of risk

assessment



requirements

187


F/502/1272 Maintain irrigation systems - Level 3

Indicative Content









Note 3: The examples used in this indicative content are a mobile system

for small/medium scale salads and early vegetable production and a fixed

system on turf or amenity plantings. The same approach should be used

for other situations.

LO1, LO2 and part of LO4, and LO5 are the key areas of knowledge

for this unit

Learning Outcome 1. Understand how to design irrigation systems

1.1 Explain the principles of design and construction of irrigation

system Range available for irrigation system e.g. Types of pump e.g.

lift, centrifugal, submersible, powered by electricity, diesel engine,

power unit e.g. tractor. Distribution systems e.g. fixed,

underground, flexible pipes, rigid jointed pipes, portable systems, (e.g.

rigid pipes, flexible pipes, reel systems). Controls e.g. pump controls

(e.g. timers, pressure regulators, protection systems), manual controls,

timers, sequencers, fully automated. Application systems fixed e.g.

pop-ups, sub-irrigation systems, drip and seep hose, flood, overhead

(e.g. sprinkler, boom, misting). Portable e.g. rotary sprinklers,

oscillating and fixed pipe, pipes with sprinklers on risers (fixed or

detachable), rain guns (fixed or reel systems), booms, centre pivot.

188

mobile e.g. portable pipe system for small/medium scale salads and

early vegetable production. Pump diesel powered centrifugal pump

mounted in building extracting from nearby pond or river; manually

controlled distribution by underground linear main (100 – 150 mm)

to hydrants in fields, flexible pipe off hydrants to portable pipes on

field headlands (e.g. 75mm). Application portable oscillating pipes

applying fine droplets to reduce splash and soil damage.

installed e.g. fixed system on turf or amenity plantings. Pump

electrically driven self priming centrifugal pump extracting from a

bespoke off-stream reservoir using a combination of water from

stream in periods of high flow and run-off water from hard surfaces;

controlled by automated sequencer to deliver water during hours of

darkness. Distribution by underground flexible plastic pipe to areas

to be watered, with low voltage supply to control solenoids.

Application by pop-up sprinklers.

Learning Outcome 2. Understand how to maintain irrigation

systems

2.1 Explain the principles, methods and calculations relating to soil

water management - principles e.g. irrigation need based on e.g.

water required by plants to avoid stress, promote optimum growth or

avoid plant loss, ability of soil to hold water ( = the difference between

field capacity and permanent wilting point), rainfall, loss through

evaporation plus evapo transpiration. Calculations e.g. water

budgeting, direct measurement of root-zone water by hand (e.g. use of

augers) or tensiometers, calculation of application required to maintain

plant during establishment (e.g. outdoor lettuce crop after planting

requiring frequent application to prevent drying out calculated by

observation) or maintaining optimum growth (e.g. potatoes during

tuber bulking – complete calculation involving soil available water, loss

through transpiration, rainfall, and application required to reach

optimum soil moisture content (e.g. SMD > 25mm), disease risk (e.g.

potato blight).

2.2 Give a range of possible water sources and quality systems for

irrigation

Water sources e.g. lakes, ponds, river, on-stream and off-stream

reservoirs, mains water supply, bore-hole, rainwater collection

systems, re-cycled water.

Quality systems e.g. physical filters (e.g. centrifugal, sand, gauze),

189

biological (e.g. ultra-violet), monitoring (e.g. water test kits, electronic

systems).

2.3 Explain the maintenance requirements for irrigation systems

e.g. routine checking to ensure system is in working order, calibration

and monitoring to ensure accurate application (avoids wasting water or

plant under stress), draining and servicing when not in use (e.g. during

winter months).

2.4 Explain the different maintenance requirements of irrigation

equipment

Power units and pumps e.g. routine servicing according to

manufacturer, supervisor, checking of automatic protection systems,

refuelling, electrical safety tests.

Filters e.g. cleaning or replacement according to

manufactures/supervisor instructions

Pipes and application equipment e.g. flushing before use,

protection from frost (e.g. lagging or draining), checking for leaks,

checking in-line filters, calibration, replacing worn nozzles, seals, seep

hoses.

2.5 Compare the different irrigation requirements of surfaces

hard/porous e.g. not required

synthetic e.g. application prior to play to reduce dust and improve

traction on surface

turf e.g. to maintain plant growth; retain appropriate bounce (e.g.

football) or speed (e.g. golf), timing to avoid interfering with other

activities (e.g. mowing, play).

2.6 Describe the frequency and thoroughness of inspections to

identify faults frequency as specified in manufacturers/supplies

instructions, in response to a perceived problem (e.g. leaks, lack of

water pressure, contamination of supply), after period of not being

used, routine according to organisational requirements.

Thoroughness to achieve requirements - refer to LO2.3.

2.7 Give a range of possible contingencies that may affect

operations and how to handle these effectively e.g.

Contamination of water supply by e.g. sand, salts; Effect – blocking

pipes, filters, nozzles, harm to plants. Action – stop irrigation, find

alternative source, flush with clean water, delay until contamination is

190

cleared, flush pipes/nozzles, check and clean filters. Pump failure by

e.g. engine failure, leaking. Effect – low water pressure, limited

supply to plants. Action – change to stand-by pump, carry out

repairs, call service engineer.

2.8 Identify the types of records required and the importance of

accurate record keeping

Water use e.g. source, volume, duration, pressure, purpose;

crop/plants; important for e.g. Environment Agency requirement, for

crop management, water budgeting, costing. Equipment use e.g.

routing servicing, fuel use, replacement of parts, problems

encountered; important for e.g. system management, costing,

organisational requirement; record keeping e.g. electronic, use of

recording sheets/book, notes, wall charts.

LO3 and part of LO4, and LO5 are the key area of competence for

this unit

Learning Outcome 3. Maintain irrigation systems

3.1 Inspect and assess irrigation systems and surfaces according to

agreed schedules refer to LO2.4, LO2.5 and LO2.6

3.2 Identify problems with irrigation systems and arrange repairs

where necessary, e.g. worn nozzles (delivering wrong amount or

droplet size) repair e.g. replacement of nozzles; frost damage to

pipes e.g. blockages or bursts, repair – isolate section affected,

replace section of pipe, insulate by lagging or burying; refer to LO2.4

and LO2.7

3.3 Ensure surroundings are in a tidy and undamaged condition

following operation e.g. monitor surroundings during servicing and

assessing equipment, remove and dispose of waste (e.g. wiping cloths,

containers, worn out parts), clear up spillages, return tools and

equipment to safe, secure storage.

3.4 Record inspections clearly, accurately and promptly Inspections

e.g. as part of routine servicing, calibration and monitoring of output,

condition checks on application equipment, function of control

mechanisms. Promptly e.g. immediate if action required, according to

191

organisational requirements (e.g. weekly, seasonally), refer to LO2.8

for methods.


throughout

Relevant people e.g. mangers, clients, peers, staff and volunteers,

third parties (e.g. other users).

Maintain by e.g. good communication (e.g. by regular information to

team, use of written and electronic), following procedures and

protocols, team work.

Learning Outcome 4. Maintain the waste and environment

4.1 Explain the adverse environmental impact and waste which may

occur and how to minimise these

Environmental impact e.g. damage to water course by excess

extraction, trampling, fuel spillage. Minimise by e.g. care with

operations, taking immediate action in event of spillage; Minimising

water use, recycling of water, use of rainwater from roofs; leaks in the

system (wastes water and energy, damage by flooding) minimise by

e.g. maintenance and monitoring, carrying out repairs promptly (see

also LO3.3 for range of problems).

Waste e.g. waste of water/energy through leaks see above; Using

excess water, minimise e.g. use of water budgeting, improved

control of system, use of sub-irrigation and drip systems, avoiding

adverse conditions (e.g. windy, hot) by irrigating at night.

4.2 Keep unnecessary waste and unwanted impact on the

environment to a minimum refer to LO4.1.

Learning Outcome 5. Understand and comply with current health

and safety legislation and codes of practice

5.1 Apply the principles and application of risk assessment carry out

risk assessment (e.g. generic to organisation, specific to activity,

location or persons), ensure all persons involved are aware of e.g.

location of risk assessments, actions required to minimise risk; monitor

working activities to ensure plan is followed, report deviations,

problems arising and review.

192


practice and any additional requirements e.g. Management of

Health and Safety at Work Regulations; Environmental Protection e.g.

Environmental Protection Acts; Waste e.g. Hazardous Waste

Regulations; Codes of Practice e.g. Protecting our Water, Soil and Air;

Nitrogen Sensitive Areas, Additional requirements including customer


StopSafe, Manual Handling, requirements of abstraction licenses.







LO1, LO2 and part of LO4, and LO5 (key areas of knowledge)



maintaining irrigation systems, copies of records (see LO2.8), or reporting

forms and witness testimony, answering oral or written questions, or

assignments referenced to the knowledge evidence.

LO3 and part of LO4, and LO5 (key areas of competence)



activities maintaining irrigation systems giving learners the opportunity, first

to practice the various tasks involved and then to be observed competently


Prior to, during and after completion of work maintaining irrigation systems


of monitoring record can be used to provide evidence of quality and rate of

work and of sufficiency of evidence.

193











appropriately.











Product evidence

Observation reports


Reports/notes


Witness statements




194

















legal publications The Office of Public Information website http://www.opsi.gov.uk has

year by year lists of UK Acts and Statutory Instruments The Department for Environment, Food and Rural Affairs website has



pollution and emissions, hazardous waste, water etc The website http://www.netregs.gov.uk/ provides guidance about

environmental regulations.

The Code of Practice - Protecting our Water, Soil and Air has a list of

references in Section 9












195


1998




Farm Machinery (Resource Management) (5th Edition) by Brian Bell

ISBN 13:9781903366684

Profitable Farm Mechanization by Claude Culpin ISBN-13:

9780258969847


196

Manage Information for Action

Unit Reference

A/501/2988

Level

3

Credit Value

7

Guided Learning

Hours

46

Unit Summary

The learner will develop skills and knowledge in the

efficient management of information. It covers

gathering the information needed, providing

information and advice to others and holding

meetings

Learning Outcomes

(1 to 6)

The learner will

Assessment Criteria

(1.1 to 6.7)

The learner can


gather required

information

1.1 Describe how to assess the effectiveness of

current methods of gathering and storing

information

1.2 Explain the importance of gathering, validating

and analysing information to team and

organisational effectiveness and your role and

responsibility in relation to this

1.3 Describe the types of qualitative and

quantitative information which are essential to

your role and responsibilities

1.4 Explain how to gather the information you

need for your job

197

1.5 Describe the types of problems which may

occur when gathering information and how to

overcome these

1.6 Describe how to record and store the

information you need

1.7 Describe the procedures to follow in order to

make recommendations for improvements to

formal and informal systems and procedures


inform and advise

others

2.1 Describe how to give information and advice

effectively both orally and in writing

2.2 Explain how to develop and present a

reasoned case when providing advice to others

2.3 Explain the importance of confirming the

recipient’s understanding of the information and

advice you have provided and how to do this

2.4 Explain the importance of seeking feedback on

the quality and relevance of the advice and

information provided, and how to encourage and

enable such feedback

2.5 Explain the importance of providing

information and advice to others including team

members, colleagues working at the same level,

higher-level managers or sponsors and people not

part of your organisation, and your role and

responsibility in relation to this

2.6 Describe the types of information and advice

which other people may require

2.7 Explain the importance of checking the validity

of information and advice provided to others and

how to do this

198

2.8 Describe the principles of confidentiality when

handling information and advice; the types of

information and advice which may be provided to

different people

2.9 Describe organisational policies, procedures

and resource constraints which may affect advice

and information you give to others


hold meetings

3.1 Explain how to identify unhelpful arguments

and digressions, and strategies which may be used

to discourage these

3.2 Describe the styles of leadership which can be

used to run meetings and how to choose a style

according to the nature of the meeting

3.3 Describe the value and limitations of meetings

as a method of exchanging information and making

decisions

3.4 Explain how to determine when a meeting is

the most effective way of dealing with issues; the

possible alternatives which you may use

3.5 Explain the importance of determining the

purpose and objectives of meetings and how to do

so. Purposes should include information giving,

consultation and decision making

3.6 Explain how to manage discussions so that the

objectives of the meetings are met within the

allocated time

3.7 Explain how to determine who are necessary

people to attend the meeting

3.8 Describe the procedures to follow when calling

meetings and preparing for them

199

4. Gather required

information

4.1 Ensure that the information you gather is

accurate, sufficient and relevant to the purpose for

which it is needed

4.2 Take prompt and effective action to overcome

problems in gathering relevant information

4.3 Record and store the information you gather

according to your organisation’s systems and

procedures

4.4 Ensure that the information you gather is

accessible in the required format to authorised

people only

4.5 Identify possible improvements to systems and

procedures and pass these on to the relevant

people

5. Inform and advise

others

5.1 Give information and advice at a time and

place, and in a form and manner, appropriate to

the needs of recipients

5.2 Ensure that the information you give is

accurate, current, relevant and sufficient

5.3 Ensure that the advice you give is consistent

with your organisation’s policy, procedures and

resource constraints

5.4 Use reasoned arguments and appropriate

evidence to support your advice

5.5 Check and confirm recipients’ understanding

of the information and advice you have given them

5.6 Maintain confidentiality according to your

organisation’s requirements

200

5.7 Seek feedback from recipients about the

information and advice you provide, and use this

feedback to improve the ways in which you give

information and advice.

6. Hold meetings

6.1 Hold one of the following meetings

Involving people within your organisation

Involving people outside your organisation

6.2 Give sufficient notice of the meeting to allow

the necessary people to attend

6.3 Make clear the purpose and objectives of the

meeting at the start

6.4 Ensure that your style of leadership helps

people to make useful contributions

6.5 Discourage unhelpful arguments and

digressions

6.6 Ensure that the meeting achieves its objectives

within the allocated time

6.7 Give clear, accurate and concise information

about outcomes of the meeting promptly to those

who need it

201


A/501/2988 Manage Information for Action – Level 3

Indicative Content









Note 3: The example used in this indicative content is the management of a

hard landscape construction project

LO1, LO2 and LO3 are the key areas of Knowledge for this unit

Learning Outcome 1. Understand how to gather required

information

1.1 Describe how to assess the effectiveness of current methods of

gathering and storing information to include who is gathering the

information, how competent are they and is the information accurate

and up to date. Whether the information gathering systems are using

the latest methods and technologies available to retrieve information

for landscape sites and that the information is necessary, current and

efficient to provide landscape teams with clear information before going

to sites and completing work.

1.2 Explain the importance of gathering, validating and analysing

information to team and organisational effectiveness and your

role and responsibility in relation to this to include information on

new projects and sites is accurately measured and units of materials

are accurately calculated and priced and put on a schedule of works so

202

that work, transport and labour is efficient for all jobs and that

company income is maximised with little or no waste. The role of the

landscape manager is to ensure that the information is up to date and

accurate and his responsibility is that all works are completed to the

specification of the customer and that work teams have clear objectives

with all necessary plans and schedules of work before they begin their

work. Ensure that work relates to the role of the candidate who has

specific responsibility.

1.3 Describe the types of qualitative and quantitative information

which are essential to your role and responsibilities to include

accurate plans drawn to scale and details of specific features that are

to be built on plans. The specification for all structures and surfaces to

include details of products to be used and relevant suppliers so that all

work can be costed out and put on a schedule of works and a bill of

quantities. The specification for all planting and soft landscape works.

Details of the site in question, the location and access and egress

points for delivery of supplies and where the supplies are to be stored

when they arrive on site.

1.4 Explain how to gather the information you need for your job to

include site visits to discuss landscape projects with clients and

recording all relevant information. Retrieve specifications for installing

a range of hard landscape surfaces and structures as well as soft

landscape features and planting plans from in house or an external

source.

Location of possible underground services on site and the problems

they may pose together with any TPO’s and ROW’s by contacting the

local authority planning department. Contact suppliers and price up a

range of both hard and soft landscape materials. Ensure that methods

of recording gathered information is in line with organisational

requirements for both written and electronic records.

1.5 Describe the types of problems which may occur when

gathering information and how to overcome these to include

discovering problems on site such as TPO’s and ROW’s and having to

change some of the landscape plans. Finding that certain materials for

the contract are not available and having to source other suppliers or

substitute materials for something similar with the customer’s

approval. Dealing with conflicting information from different sources

and having to do further research to establish the true nature of the

203

information needed such as conflicting views on certain trade products.

Refer to LO1.4 for further details.

1.6 Describe how to record and store the information you need to

include staff records to be kept under lock and key in the Human

Resources department or with the relevant appointed manager as laid

out in organisational company procedures that must strictly adhere to

the Data Protection Act 1998. Computer records to be backed up so

data cannot be lost with access being via user name and password

available only to manager. Accounts and commercially sensitive

information only to be available to managers and accountants. All

plans, schedules of work and paperwork for each job to be filed

together accurately and clearly labelled so that paperwork does not get

mixed up. Refer to LO1.4 for further details.

1.7 Describe the procedures to follow in order to make

recommendations for improvements to formal and informal

systems and procedures to include a formal meeting for all staff

involved in systems and procedures to discuss proposals for changes to

the current system. After discussion, the final decisions for the new

system are to be recorded in the minutes of the meeting as an

accurate record and then an official memorandum is to be given to

staff affected to highlight the necessary changes being made.

Improvements to informal systems can be done by informal discussions

with relevant points being noted and taken forward to formal meetings

for implementation.

Learning Outcome 2. Understand how to inform and advise others

2.1 Describe how to give information and advice effectively both

orally and in writing to include give advice orally and then check it

is understood by asking questions of the team the advice was given to

ensuring understanding. Give advice in writing by the most

appropriate method by official letter, memorandum or an email and

double check that they have received the information and ask

questions to confirm that it has been understood by all concerned.

2.2 Explain how to develop and present a reasoned case when

providing advice to others to include structuring the case where

the positives for doing outweigh the negatives of not doing and ensure

that the advice is supported by professional practice and complies with

204

current legislation. Make sure that the information given is accurate,

current, relevant and sufficient for all team members. Avoid potential

conflict of interest.

2.3 Explain the importance of confirming the recipient’s

understanding of the information and advice you have

provided and how to do this to include that the workforce are clear

about the tasks that they are doing and where so that no mistakes are

made and no material or labour resources are wasted. To check that

objectives are clear ask the team questions and get them to feed the

important information back to check clarity. This can be done

informally by speaking to individuals or formally by calling a team

meeting and inviting feedback on how tasks are progressing. Refer to


2.4 Explain the importance of seeking feedback on the quality and

relevance of the advice and information provided, and how to

encourage and enable such feedback to include asking the

relevant teams questions before the project begins and then ensure

that daily reports are given by staff to ensure feedback and to check

how far the work tasks are progressing. Look at the methods of

providing such information and analyse how successful the tasks were

and if there were problems look at different ways of giving information

to team members so that the output is more productive in future.

Examples are getting feedback from teams in both team meetings and

gathering information from individuals on an informal basis as people

can respond differently depending on feedback methods used. Refer to


2.5 Explain the importance of providing information and advice to

others including team members, colleagues working at the

same level, higher-level managers or sponsors and people not

part of your organisation, and your role and responsibility in

relation to this to include to ensure that all levels of staff and people

exterior to the organisation are given the information relevant to their

role or situation. Emphasis to be on giving the right people enough

information to do their jobs without over loading them or giving away

commercially sensitive information or breaching the Data Protection Act

1998. The candidate needs to be performing this role in the workplace

to gather the necessary evidence for this.

205

2.6 Describe the types of information and advice which other

people may require to include giving clients and customers accurate

information as to when the work will start and finish and when

important deliveries will take place. Sponsors will need details of the

work being carried out, what costs there are and when the work is

completed so that they can see the finished project. Refer to LO1.3 for

further details.

2.7 Explain the importance of checking the validity of information

and advice provided to others and how to do this to include

checking that the advice is legal when using chemical products to

ensure that they have not been removed from the marketplace and

that they are still current by checking the UK Pesticide Guide,

consulting websites and manufacturers if necessary.

2.8 Describe the principles of confidentiality when handling

information and advice; the types of information and advice

which may be provided to different people to include abiding by

the Data Protection Act 1998 to ensure that no personal information is

given out about customers or members of staff. Ensure that staff are

given enough information to complete the tasks and that customers or

other contractors are not given commercially sensitive information

appertaining to the company. Types of confidential information include

details of other customers, accounts and sales figures, details of

employees or contracts currently being worked on elsewhere.

2.9 Describe organisational policies, procedures and resource

constraints which may affect advice and information you give to

others to include procedures to protect documents and plans as

copyright belonging to the company even if they are produced by

employees. Not giving personal information about members of staff to

other staff or customers. Not disclosing financial information or

potential difficulties such as resource constraints which could give

potential competitors an edge in bidding for work contracts.

Learning Outcome 3. Understand how to hold meetings

3.1 Explain how to identify unhelpful arguments and digressions,

and strategies which may be used to discourage these to

include dissuading unhelpful arguments by focussing on and

encouraging positive contributions and using these to formulate ideas

206

to move the meeting forward. Helpful strategies are to have a

prepared agenda that focuses attention to the tasks in hand and

encourages team members to play a positive part in the meeting. Aim

to get all participants involved in meetings so that they make a positive

contribution.

3.2 Describe the styles of leadership which can be used to run

meetings and how to choose a style according to the nature of

the meeting to include authoritative style for formal meetings

making them brisk and business like and an informal style for meetings

that less formal where an open discussion is required to formulate

ideas. Whatever style is used must be positive and encourage all

attendees to participate and generate ideas even in a formal business

meeting. An agenda is needed for both formal and informal meetings

so that the meetings achieve their aim and are purposeful.

3.3 Describe the value and limitations of meetings as a method of

exchanging information and making decisions to include

meetings are suitable where discussions and decisions need to be

recorded by way of recorded minutes as documentary evidence for

external auditors. The limitations of meetings are that there can be too

many meetings and some staff members do not respond well in a

formal meeting. Informal meetings can be more open and more staff

may respond but some team members respond better in a one to one

situation. Formal and informal meetings need to develop action plans

so that responsibility for achieving tasks is set and then feedback is

then given at the next meeting.

3.4 Explain how to determine when a meeting is the most effective

way of dealing with issues; the possible alternatives which you

may use see LO3.2 and LO3.3 for further details.

3.5 Explain the importance of determining the purpose and

objectives of meetings and how to do so. Purposes should

include information giving, consultation and decision making to

include meetings must have clear aims and objectives so that a

positive outcome comes out of the meeting and that team members

feel that the meeting was worthwhile. The content of the meeting

must have a clear agenda beforehand which looks at the current

information available, utilises ideas generated and makes a clear

decision at the end.

207

3.6 Explain how to manage discussions so that the objectives of the

meetings are met within the allocated time to include having a

clear agenda circulated to members beforehand and then rigidly

sticking to the agenda allocating enough time for each section and not

allowing arguments to take place or for discussions to go off track.

3.7 Explain how to determine who are necessary people to attend

the meeting to include the most relevant people the decisions in the

meeting will affect and whether there will be too many people

attending or if the necessary information can be cascaded down to the

relevant sections or departments.

3.8 Describe the procedures to follow when calling meetings and

preparing for them to include ascertaining when the attendees are

available and choosing the date when most are available. Informing

attendees when the meeting is taking place and sending out an agenda

at least one week before the meeting. Doing all necessary research

and putting information together for the meeting in the form of a pack

for each attendee ensuring all information is up to date and accurate.


Learning Outcome 4. Gather required information

4.1 Ensure that the information you gather is accurate, sufficient

and relevant to the purpose for which it is needed see LO2.1 and


4.2 Take prompt and effective action to overcome problems in

gathering relevant information check information with work

colleagues or check with manufacturers or suppliers. For further in

depth information gathering contact a consultant who is a specialist in

the area where information is needed. See LO1.5 for further details.

4.3 Record and store the information you gather according to your

organisation’s systems and procedures see LO1.6 for further

details.

4.4 Ensure that the information you gather is accessible in the

required format to authorised people only see LO1.6 for further

details.

208

4.5 Identify possible improvements to systems and procedures and

pass these on to the relevant people see LO1.7 for further details.

Learning Outcome 5. Inform and advise others

5.1 Give information and advice at a time and place, and in a form

and manner, appropriate to the needs of recipients give

confidential information to team members in a location that is away

from other employees. Speak to individuals regarding their

performance away from other team members in a suitable environment

away from other people including being sympathetic when discussing

personal issues. See LO2.1 and LO2.2 for further details.

5.2 Ensure that the information you give is accurate, current,

relevant and sufficient see LO2.2 for further details.

5.3 Ensure that the advice you give is consistent with your

organisation’s policy, procedures and resource constraints see


5.4 Use reasoned arguments and appropriate evidence to support

your advice see LO2.2 for details.

5.5 Check and confirm recipients’ understanding of the information

and advice you have given them see LO2.3 and LO2.4 for further

details.

5.6 Maintain confidentiality according to your organisation’s

requirements see LO2.8 and LO2.9.

5.7 Seek feedback from recipients about the information and advice

you provide, and use this feedback to improve the ways in

which you give information and advice see LO2.4 for further

details.

Learning Outcome 6. Hold meetings

6.1 Hold one of the following meetings involving people within your

organisation to include chair a standard meeting with internal staff,

producing an agenda beforehand and where minutes are taken and

209

then a copy of the minutes are circulated to attendees after the

meeting. Refer to LO3.5, LO3.7 and LO3.8 for further details.

involving people outside your organisation to include chair a

standard meeting with both staff, volunteers and representatives from

other organisations producing an agenda beforehand and where

minutes are taken and then a copy of the minutes are circulated to

attendees after the meeting. Refer to LO3.5, LO3.7 and LO3.8 for

further details.

6.2 Give sufficient notice of the meeting to allow the necessary

people to attend see LO3.8 for further details.

6.3 Make clear the purpose and objectives of the meeting at the

start see LO3.5 for further details.

6.4 Ensure that your style of leadership helps people to make useful

contributions see LO3.2 for further details.

6.5 Discourage unhelpful arguments and digressions see LO3.1 for

further details.

6.6 Ensure that the meeting achieves its objectives within the

allocated time see LO3.6 for further details.

6.8 Give clear, accurate and concise information about outcomes of

the meeting promptly to those who need it after the meeting, the

minutes are to be produced and sent to all attendees and necessary

managers as a record of the decisions made. See LO3.8 and LO6.1 for

further details.








210


which could be linked to the practical work e.g. by observation of meetings,

information gathering and advising colleagues on construction work as well

as witness testimony, answering oral or written questions, assignments or

internet research cross referenced to the knowledge evidence



those who have experience in this area of work or by observation of

landscape construction of a structure or surface where learners are given

the opportunity to hold meetings, gather information and help and advise

other colleagues then to be observed correctly doing each task to


after completion of construction work photographs or video could be taken















where possible e.g. Learning Outcomes 4, 5 and 6 link together and


diverse evidence. These could also link to Learning Outcomes 1, 2 and 3 to


211


appropriately.

Assessment to be based on naturally occurring evidence or realistic

working environment









Product evidence

Agenda of meeting

Minutes of meeting

Feedback from meetings

Observation reports




Witness statements







schedules




212





appropriately.









year by year lists of UK Acts and Statutory Instruments The Information Commissioners Office has a Data Protection Act 1998

Website www.ico.gov.uk/what_we_cover/data_protection.aspx giving

useful information on the rights, responsibilities and obligations to data

protection.




http://www.ico.gov.uk/what_we_cover/data_protection.aspx

213

Installing Drainage Systems

Unit Reference

D/502/1229

Level

2

Credit Value

3

Guided Learning

Hours

23

Unit Summary


the skills, knowledge and understanding to install

drainage systems under minimal direction or

guidance. The learner will be required to select

and use hand tools, powered equipment and

materials correctly, competently and safely and to

decide the appropriate timing of operations, the

work methods to be used and to check the results

and correct any faults

Learning Outcomes

(1 to 6)

The learner will

Assessment Criteria

(1.1 to 6.3)

The learner can

1. Be able to install

drainage systems

1.1 Position reference marks according to

specification

1.2 Install drainage system to specification

Sub surface systems

Surface channels

Sustainable drainage systems

1.3 Adopt practices to minimise damage to

existing structures and services

1.4 Restore surface to near original condition

214

2. Be able to select,

use and maintain

equipment for

installing drainage

2.1 Select appropriate equipment for this area of

work

2.2 Use equipment according to instructions

2.3 Prepare, maintain and store equipment in a

safe and effective working condition

3. Be able to work

safely and minimise

environmental

damage

3.1 Work in a way which maintains health and

safety and is consistent with current legislation,


3.2 Carry out work in a manner which minimises


3.3 Dispose of waste safely and correctly

3.4 Describe the safety aspects of working in

trenches

4. Know the principles

of drain installation

4.1 Explain why soil drainage is beneficial for plant

growth

4.2 State the importance of setting accurate levels

and falls

4.3 Describe why the type, size, depth and spacing

of drainage pipes/tiles, varies with the soil texture

5. Know the types of

equipment required

and how to maintain

them

5.1 Describe the equipment which will be

necessary for installing drainage

5.2 Describe methods of maintaining the

equipment in a fit state for use

215

6. Know the current

health and safety

legislation and

environmental

practice.

6.1 Outline the current health and safety


requirements

6.2 Describe how environmental damage can be

minimised

6.3 Describe the correct methods for disposing of

organic and inorganic waste

216


D/502/1229 Installing Drainage Systems – Level 2

Indicative Content










Learning Outcome 1. Be able to install drainage systems

1.1 Position reference marks according to specification Reference

marks; datum points, existing features (e.g. buildings, plants,

services), position, height/depth, gradients; marked by fixed pegs, line

marking on surface, laser, optical levels, lines, boards

1.2 Install drainage system to specification

sub surface systems: rigid plastic pipe, perforated plastic pipe,

concrete pipe, gravel backfill, French drains, to included jointing,

inspection chambers, sediment traps, outfalls to waterways

surface channels; gulleys, channels, preformed or formed on site, to

include grids and traps

sustainable drainage systems; paving, gravels and permeable

membranes, attenuation ponds and pits, swales

1.3 Adopt practices to minimise damage to existing structures and

services planning of installation to avoid existing features, use of

plans, maps and scanning equipment to locate features, identification

and marking of existing features (refer to LO1.1). Marking of installed

217

features on site, monitoring of operations on site, removing of features

(e.g. furniture, gates, plants, turf). Use of plans and cat scan to

identify and avoid underground services (e.g. electricity, gas, water,

phone lines, sewage).

1.4 Restore surface to near original condition backfilling, (e.g. with

soil or other intrinsic material, gravel then soil, gravel only) levelling,

compacting, replacing surface (e.g. gravel, tarmac, concrete, turf),

replanting of plants (including subsequent aftercare), replacing items

removed from site (refer to LO1.3) use material to match existing.

Learning Outcome 2. Be able to select, use and maintain

equipment for installing drainage

2.1 Select appropriate equipment for this area of work PPE e.g.

waterproof clothing, steel toe-capped boots, UV Protection, gloves,

hats, eye and ear protection;

Marking and measuring equipment e.g. laser levels, optical levels, spirit

levels, tape measures, optical measures. Excavation equipment; hand

tools (e.g. spades, shovels, trenching spade, pick axe, mattock,

wheelbarrow), tractor mounted back hoe and excavators, 360

excavator, trenchless drainers. Backfilling equipment; scrapers,

compactors, levels.

Miscellaneous equipment e.g. cultivators and scrapers for site

clearance, transport equipment (e.g. tractor and trailer – flat or tipper),

turf strippers, pruning equipment CAT Scanners, pesticide equipment

for site clearance or subsequent care of plants.

2.2 Use equipment according to instructions equipment only used only

in appropriate conditions (e.g. avoiding frost, snow, heavy rain or

muddy conditions especially on sloping sites) and for approved

purpose, use of skilled and appropriately trained operatives, monitoring

during operations.

2.3 Prepare, maintain and store equipment in a safe and effective

working condition refer to LO2.1 for range of equipment. Methods of

maintaining the equipment to include;

Daily checking and cleaning as required of all equipment to avoid

contamination of the harvested product; lubrication of machinery as

directed by manufacturer; periodic servicing of power units; checking

equipment is clean during operation (to reduce contamination of other

218

resources or the environment e.g. roads and other parts of the site)

checking and cleaning all equipment after use to ensure readiness for

next operation. All equipment and machinery returned to safe and

secure storage (e.g. secure yard, building or covered area).

Learning Outcome 3. Be able to work safely and minimise


3.1 Work in a way which maintains health and safety and is

consistent with current legislation, codes of practice and any

additional requirements work activities carried out consistently with

current legislation, codes of practice and any additional requirements,

which apply to this area of work. Risk assessment is carried out or

studied and implemented. Health and Safety e.g. Management of

Health and Safety at Work Regulations; Environmental Protection Acts;

Waste Regulations, Code of Practice for Using Plant Protection

Products, and other legislation/regulations. Additional requirements

including customer and site regulations, Codes of practice and relevant

legislation (e.g. LOLER, PUWER, Manual Handling, Stop Safe).

Additional requirements contact Local Authority e.g. if working

within a Conservation Area or close to a local Nature Reserve or other

designated area, Environment Agency notifications for activities

affecting controlled water e.g. outfalls from drainage systems,

Additional requirements for working safely in trenches or confined

spaces (e.g. Construction (Health, Safety and Welfare) Regulations

1996.

3.2 Carry out work in a manner which minimises environmental

damage avoid pollution by run-off of water or and sediments to

controlled water from working areas, drains or storage areas by use of

bunds, attenuation pools and lagoons to retain water, avoiding working

in adverse conditions, use of permeable surfaces, in event of run-off

take steps at a local level to contain pollution, notify appropriate bodies

e.g. Environment Agency. Minimise use of non-sustainable materials

e.g. quarried minerals by checking source of all materials, reducing

usage and wastage of all materials, recycle and re-use.

3.3 Dispose of waste safely and correctly organic waste – reduce

waste removed from plant maintenance area by shredding and

mulching or habitats, waste plant material composted (unless the

material poses a threat to plant health e.g. diseased material and

219



wastage of packaging minimised and where unavoidable recycled or



3.4 Describe the safety aspects of working in trenches risk involved

in working in trenches; collapse of sides causing damage to equipment

and harm to person working in trench, risk to vehicles near trenches,

risk of people falling in open trenches. Action – assessment of risk,

temporary supports used to support excavations to prevent slippage

and instability especially for deep trenches, soft or unstable

soils/materials, wet conditions, or sites near to traffic; maintaining

suitable access and egress, barriers around open trenches, use of

trenchless drainage equipment.


Learning Outcome 4. Know the principles of drain installation

4.1 Explain why soil drainage is beneficial for plant growth benefits

of drainage; lower water table, reduced risk of root damage due to

water-logging (absence of oxygen to root system), improved aeration

of lower levels of soil, better deep penetration of roots, reduced risk of

surface flooding, reduce soil damage by erosion and compaction by

machinery.

4.2 State the importance of setting accurate levels and falls levels

to achieve adequate depth of all drains (avoids damage by vehicles,

cultivations or frost), better function of the system, appropriate height

of outfall to provide clear flow, reducing backing-up in flood conditions

(increases risk of sedimentation). Gradients; essential to achieve

correct depth of drains and outfall, gradient needed to maintain flow,

constant gradient needed to reduce risk of sedimentation in the pipes.

4.3 Describe why the type, size, depth and spacing of drainage

pipes/tiles varies with the soil texture soil texture determines

permeability of the soil (horizontally and vertically), lowering of water

table is greatest along the line of the drain, reducing with distance from

pipe, deep pipes will drain a wider strip. Heavy soils with low

permeability will require closer spacing, deeper drains and mole drains

220

to improve performance. Unstable sandy or organic soils will require

rigid pipes to avoid undulations; fast draining soils (e.g. sands) are

likely to need greater capacity than clays.

Learning Outcome 5. Know the types of equipment required and

how to maintain them

5.1 Describe the equipment which will be necessary for installing

drainage refer to LO2.1.

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

use refer to LO2.3.

Learning Outcome 6. Know the current health and safety

legislation and environmental practice

6.1 Outline the current health and safety legislation, codes of

practice and any additional requirements refer to LO3.1.

6.2 Describe how environmental damage can be minimised refer to

LO3.2.

6.3 Describe correct methods for disposing of organic and inorganic

waste refer to LO3.3.








Delivery of these learning outcomes is by supervised practical work installing

drainage systems giving learners the opportunity, first to practice the

various tasks involved and then to be observed competently doing each task

to demonstrate achievement of the assessment criteria.

221

Prior to, during and after completion of work installing drainage systems


of plans or records can be used to provide evidence of quantity of work and

of sufficiency of evidence.




preparing and transporting plants and resources, records and witness

testimony, answering oral or written questions, referenced to the knowledge

evidence.
















appropriately.






222






Product evidence

Observation reports


Reports/notes


Witness statements



















223

The Health and Safety Executive website http://www.hse.gov.uk/ has







environmental regulations. The Code of Practice - Protecting our Water, Soil and Air has references

in Section 9

HSE information sheet Construction Information Sheet No 8 (Revision

1).

Local Authority websites for Building Control Department Learners should be directed to relevant publications and websites e.g.


The Landscaper (www.landscapermagazine.com)




1998














http://www.landscapermagazine.com/


224

Maintain Drainage Systems

Unit Reference

T/502/1222

Level

2

Credit Value

3

Guided Learning

Hours

23

Unit Summary


knowledge, skills and understanding required to

inspect and maintain drainage systems

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.3)

The learner can

1. Be able to inspect

and maintain

drainage systems

1.1 Inspect and assess drainage systems

according to agreed schedules

1.2 Restore drainage systems to full effectiveness

and to agreed schedule

1.3 Record inspections and work undertaken



2. Be able to work

safely and minimise

environmental

damage






225


3. Know how to

inspect and maintain

drainage systems

3.1 Describe the schedule of inspections required

to identify faults and problems

3.2 Describe how to identify and correct impeded

drainage and its causes

3.3 State how to identify and deal with any

problems with drainage systems

3.4 Describe the main causes of drain malfunction,

including leaks and blockages and methods that

can be used to deal with them

3.5 Describe the factors affecting flow rates in the

drains

3.6 State the importance of maintaining drainage

systems so they work effectively and efficiently

3.7 Describe the principles of drainage design

3.8 State why it is important to keep working

areas clean according to clients’ requirements

3.9 State what records need to be kept and why

4. Know the current

health and safety

legislation and

environmental

practice.



requirements, which apply to this area of work


minimised



226


T/502/1222 Maintain Drainage Systems – Level 2

Indicative Content








Learning Outcome 1. Be able to inspect and maintain drainage

systems

1.1&2 Inspect and assess drainage systems according to agreed

schedules / restore drainage systems to full effectiveness and

to agreed schedule drainage systems safely inspected, assessed and

restored to full effectiveness according to agreed schedules e.g. CCTV

survey and remedial work to agreed dates, hours of work, parts of

system to be inspected, section to be replaced, method and materials

used, type of report, summary, certification of work completed.

1.3 Record inspections and work undertaken Inspections and work

undertaken recorded e.g. CCTV survey results, interpretation of

findings and recommendations for restorative work.


throughout effective working relations maintained e.g. by providing

client with well presented, clear information about the findings of the

inspection and work needed.



227



additional requirements work activities carried out consistently with

current legislation e.g. Health and Safety, Environmental Protection

Acts, COPs as applicable, risk assessment and additional requirements.

Refer to LO4.1


damage e.g. by working in appropriate weather conditions. No dig

repairs, careful planning of drainage outfall.

2.3 Dispose of waste safely and correctly waste e.g. organic - green or

inorganic - stones / concrete, broken pipe sections, product cleared

from pipes, sub-soil. Correctly- refer to LO4.3. Safely e.g. PPE, safe

lifting.

LO3 and LO4 are the key areas of knowledge for this unit

Learning Outcome 3. Know how to inspect and maintain drainage

systems

3.1 Describe the schedule of inspections required to identify faults

and problems e.g. timing, parts of drainage system to be covered and

methods to be used during routine inspections to identify faults and

problems.

3.2 Describe how to identify and correct impeded drainage and its

causes impeded drainage: Surface effects e.g. wet patches / standing

water. Check e.g. dig hole, half fill with water and leave for 24 hours to

drain. Correct e.g. by restoring effectiveness of existing drainage

system, installing soakaway.

Causes of impeded drainage e.g. heavy or compacted soils, naturally

high water table, collapsed ground, faults in drainage system such as

leaking pipes or ingress of roots.

3.3 State how to identify and deal with any problems with drainage

systems see LO 3.2 / 3.4 & 3.5

3.4 Describe the main causes of drain malfunction, including leaks

and blockages and methods that can be used to deal with them

e.g. rodding, CCTV surveys, sonar traces, pipe profiling. Determine if

228

problem can be solved without loss of integrity of system e.g. check if

outfall is being affected by blockages, clear blockages in system by

rodding or jet washing. Integrity lost - e.g. no dig repair using various

lining techniques such as spray, slip lining or cured in place pipe lining.

3.5 Describe the factors affecting flow rates in the drains e.g. pipes

blocked by leaves, misaligned pipes with leakage causing soil loss

below leaking joint, silting, roots entering and clogging pipe work.

Methods to deal with problems e.g. above problems - place grid over

entrance to pipe, restore support for pipe work, wrap pipe in Geo

Textile fabric to slow ingress of roots and stop silt getting into pipe,

lining techniques to allow existing pipe work to be restored if effective.

3.6 State the importance of maintaining drainage systems so they

work effectively and efficiently e.g. water pressure, the fall, all

trenches sloping downhill, size of pipes, groundwater levels, blockage,

breakage or silting. e.g. to avoid wet soil, unsuitable for many flowers,

shrubs, trees and affecting lawns with possibility of further damage to

soil if walked on.

3.7 Describe the principles of drainage design e.g. normal pattern of

drainage design, materials currently in use, depths, sizes, distances

and falls of pipes, materials used around pipes, outflow or storage of

water in soak-away systems, access / inspection facilities.

3.8 State why it is important to keep working areas clean according

to clients’ requirements clean working areas e.g. possible dirt and

biological agents in pipe work such as hepatitis types and leptospirosis,

utility and aesthetic concerns. Client satisfaction.

3.9 State what records need to be kept and why e.g. contact details,

inspection report and evidence such as camera inspection, contacts

with Local Authorities or Environment Agency. Evidence of problem to

justify work recommended and pricing.

Learning Outcome 4. Know the current health and safety



practice and any additional requirements, which apply to this

area of work e.g. Health and Safety at Work Act, Management of

229

Health & Safety at Work Regulations, Provision and Use of Work

Equipment Regulations

Environmental Protection e.g. Environmental Protection Acts covering

waste disposal

Codes of Practice e.g. Protecting our Water, Soil and Air

Additional requirements: Contact Local Authority e.g. if working within

a Conservation Area or close to a local Nature Reserve. Environment

Agency notifications for activities affecting watercourses, groundwater.

Aquifers e.g. discharge of water into a brook

Working safely in trenches or confined spaces. Need for CAT scan if

digging

Tractors - Safe Stop, ensure tetanus vaccination up to date

Hygiene precautions e.g. personal hygiene, protective barrier creams.


examples in LO2.

4.3 Describe the correct methods for disposing of organic and

inorganic waste duty of care - controlled wastes. Where to dispose

e.g. check costs, procedures and which Local Authority sites accept

types of waste such as oil / filters from maintenance tractors. Method

of disposal e.g. recycle / reuse - bag / bin or consider skip hire /

private disposal with a licensed contractor.

If quantities justify check. Environment Agency procedures regarding

hazardous waste e.g. blockage materials from pipe work, needles or

syringes, waste oil. Refer to LO2.3









those who have experience in this area of work or by supervised

maintenance of drainage systems giving learners the opportunity, first to

230


each task to demonstrate achievement of the assessment criteria.

Prior to, during and after completion of maintenance work photographs or

video could be taken to provide evidence of progress.



which could be linked to the practical work e.g. by observation of drainage

maintenance activities and witness testimony, answering oral or written


knowledge evidence.



supervised by a suitably qualified person













diverse evidence. These could also link to Learning Outcomes 3 and 4 to

allow knowledge evidence to be gathered during the practical activities


appropriately.

231

Simulation will not be acceptable where this unit is included in










Product evidence

Observation reports


Inspection reports/notes/diaries/reflective accounts

Worksheets/job sheets//workbooks

Witness statements


Photographic evidence/CCTV survey results





schedules








appropriately.

232










Local Authority websites for Building Control Department The Department for Environment, Food and Rural Affairs website has













233

Design and Install Drainage Systems

Unit Reference

R/502/1227

Level

3

Credit Value

4

Guided Learning

Hours

26

Unit Summary

The unit will provide the learner with the skills, knowledge and understanding in required to design and

install drainage systems. The learner will be working to a previously developed plan and that it meets specifications and tolerances

Learning Outcomes

(1 to 8)

The learner will

Assessment Criteria

(1.1 to 8.4)

The learner can

1. Be able to

calculate drainage

requirements

1.1 Identify drainage requirements

1.2 Calculate drainage requirements at a level

which will prevent flooding or water logging


drainage systems

2.1 Install 2 drainage systems from the list below

which meet requirements and specifications

Surface water

Pipes

Tile

2.2 Ensure levels and falls are in accordance with

requirements and specifications

2.3 Ensure the surface is restored to its original

condition

234

2.4 Maintain effective working relations with the

relevant people



good environmental

practice




apply to installing drainage






and use equipment

during installing

drainage



throughout

5. Understand the

calculation required

for drainage

5.1 Explain how to make drainage calculations

6. Understand why

it’s important to be

able to install

drainage systems

6.1 Explain the factors influencing drainage

requirements

6.2 Describe the advantages, disadvantages and

applications of the following types of drainage

systems

Surface water

Pipes

Tile

6.3 Explain the typical problems that may occur

and effective methods of dealing with these

235

7. Understand the

reasons for

maintaining

equipment

7.1 Explain the importance of and methods of

maintaining equipment in a fit state for use to

minimise risks

8. Understand

relevant health and


environmental

practice









maintaining them

236


R/502/1227 Design and Install Drainage Systems – Level 3

Indicative Content



ABC will provide specialist support for providers wishing to use this unit in

order to develop and agree customised delivery and assessment regimes

that maximise access and opportunities for the target learners and

employers in this sub-sector and ensure that all aspects of content, delivery

and assessment are fit for purpose and promote best practice in the sector.



of their particular learners. The aims and aspirations of all learners, including

those with identified special needs, including learning difficulties/disabilities,

should be considered and appropriate support mechanisms put in place.











appropriately.

237











Product evidence

Observation reports


Reports/notes


Witness statements















238





239

Monitor and Adjust Watering Systems for Crops

or Plants

Unit Reference

Y/502/1228

Level

3

Credit Value

5

Guided Learning

Hours

33

Unit Summary



to monitor and adjust watering systems for crops

or plants

Learning Outcomes

(1 to 7)

The learner will

Assessment Criteria

(1.1 to 7.2)

The learner can

1. Understand

watering systems

1.1 Evaluate methods and systems for supplying

water to crops or plants

1.2 Explain the principles and methods for making

adjustments to the water supply

1.3 Identify common problems which may occur in

the delivery of water to the plant or crop and

explain how these should be resolved

2. Understand crop or

plant requirements

for water

2.1 Explain how to establish that the supply of

water to the crop or plant is suitable

2.2 Explain how the plant or crop requirements for

water varies during growth and development

240

2.3 Explain the impact of the environment on the

water requirements of the crop or plant

3. Understand the

reasons for

maintaining

equipment


maintaining equipment ready for use to minimise

risks

4. Understand

relevant health and


environmental good

practice








maintaining them


and use equipment




and adjust watering

systems

6.1 Check and confirm the supply of water to the

plant or crop is correct

6.2 Identify the need for making adjustments to

watering systems

6.3 Identify problems with the delivery of water to

the plant or crop and take appropriate action as

necessary

6.4 Ensure adjustments to watering systems are in

accordance with the requirements of the plant or

crop

241

6.5 Provide clear and accurate information for

recording purposes



environmental good

practice




apply to monitoring and adjusting watering

systems



242


Y/502/1228 Monitor and Adjust Watering Systems for Crops or Plants-

Level 3

Indicative Content









LO1, LO2, LO3 and LO4 are the key area of knowledge for this unit

Learning Outcome 1. Understand watering systems

1.1 Evaluate methods and systems for supplying water to crops or

plants source – mains, river or other watercourse, reservoir (on-

stream or off-stream), tank, surface/roof water collection, drainage

from nursery, bore hole or aquifer).

Distribution; fixed, mobile, rigid, flexible.

Application; automatic and manual irrigation systems, fixed/mobile,

drip, overhead (outdoor and indoor), capillary, flood, hosepipes and

watering cans; (equipment for applying nutrient).

Evaluation - ability to deliver water to meet the plant or crop needs,

cost, reliability, risk of physical damage to plant or growing medium,

impact on pest or disease, efficiency of water use, suitability for the

growing environment.

1.2 Explain the principles and methods for making adjustments to

the water supply for irrigations systems - choice of system

(overhead, capillary, hosepipe, can, mist, flood), timing (frequency,

length of application). Pressure (requirements of system, volume of

243

application, droplet size).

For water supply - choice of supply (mains, river or other watercourse,

reservoir (on-stream or off-stream), tank, surface/roof water collection,

drainage from nursery, bore hole or aquifer); timing (frequency and

length of application) Pressure (requirements of system, volume of

application).

Control systems; manual, timed, environmental control based,

moisture measurement.

1.3 Identify common problems which may occur in the delivery of

water to the plant or crop and explain how these should be

resolved water supply – lack of water or variable availability, high

cost, pollution (particles, biological threats to crops, chemical

impurity), distance from point of use, temperature (including freezing).

Actions to resolve – monitoring of the supply, availability of

alternatives, reducing water usage, rationing of supplies, avoidance of

wastage, filtering systems to remove physical pollution, UV to combat

threats to plant health, addition of chemicals to balance impurities.

Distribution equipment – burst pipes, physical damage by machinery or

freezing, blocking with sediment, pressure drop over distance, failure of

taps, solenoid valves or control equipment. Actions to resolve –

protection of pipes from machinery, lagging or draining in cold weather,

adequate capacity within the system, (pumps, pipes, stores)

maintenance of pumping equipment, stand-by facility.

Delivery Equipment – blocked, damage or worn nozzles (causing

reduced, excessive or uneven application) damage by machinery or

freezing, failure of control system. Actions to resolve – protect pipes

from machinery, lagging or draining in cold weather, monitoring and

maintaining equipment.

Learning Outcome 2. Understand crop or plant requirements for

water

2.1 Explain how to establish that the supply of water to the crop or

plant is suitable availability – quantity (annual/seasonal/daily),

reliability, volume to meet needs (long term or short term) volume and

pressure to meet demand and operate delivery equipment, checking

by; monitoring of supply (levels and flow), license to abstract,

pressure gauges, flow meters, observation and recording.

Quality – absence of pollution (particles, biological threats to crops,

244

chemical impurity), checking by: monitoring of supply, sampling, and

testing for impurities, calibration.

2.2 Explain how the plant or crop requirements for water varies

during growth and development changes with: growth stage, type

of crop, growing medium (soil, peat-based, peat free, coarse/fine, size

of crop, density (e.g. cover with plastic to retain water during

germination (under glass), fine rose after removal of covers, overhead

during growing on, portable system to assist establishment in field).

2.3 Explain the impact of the environment on the water

requirements of the crop or plant increased demand with - high

temperature (air or root zone), wind speed, (absence of windbreaks),

relative humidity, competition from other plants, root damage, damage

by pest, disease or mechanical.


equipment

3.1 Explain the importance of and methods of maintaining

equipment ready for use to minimise risks improved performance,

ensuring correct operation and output, prolonged life, greater reliability

and reduced breakdown time and cost, available for next time required,

reduced contamination and crop damage, reduced wastage.

Methods of maintaining equipment ready for use to minimise risks.

Routine checking and calibration of all equipment to ensure effective

and efficient operation, lubrications of machinery as directed by







work e.g. Management of Health & Safety at Work Regulations;



our Water, Soil and Air; Nitrogen Sensitive Areas, Additional



245


respond appropriately leakage from irrigation (and liquid feeding

systems) into controlled waters (action – store under cover away from

water sources, in event of run-off take steps at a local level to contain


Environment Agency).

Leaching of nutrient from growing area to controlled water (action –



rainfall not expected).



materials, recycle and re-use).


purposes and the importance of maintaining them water usage

(by source and by crop or area), maintenance and setting up of

equipment, monitoring of equipment, problems encountered. For legal

purposes, to meet needs of license or abstraction permit, for

management purposes to control costs, manage resources and plan for

future actions.




and effective condition refer to LO3.1

Learning Outcome 6. Be able to monitor and adjust watering

systems

6.1 Check and confirm the supply of water to the plant or crop is

correct refer to LO2.1, LO2.2

6.2 Identify the need for making adjustments to watering systems

refer to LO1.2

6.3 Identify problems with the delivery of water to the plant or

crop and take appropriate action as necessary refer to LO1.3

246

6.4 Ensure adjustments to watering systems are in accordance with

the requirements of the plant or crop refer to LO1.2, LO2.2

6.5 Provide clear and accurate information for recording purposes

refer to LO4.3





requirements which apply to monitoring and adjusting watering

systems requirements refer to LO4.1


environmental damage refer to LO4.2










monitoring and adjusting watering systems for crops or plants, copies of

records, or reporting forms and witness testimony, answering oral or written

questions, or assignments referenced to the knowledge evidence.




work monitoring and adjusting watering systems for crops or plants giving

learners the opportunity, first to practice the various tasks involved and then

to be observed correctly doing each task to demonstrate achievement of the


247

Prior to, during and after completion of work monitoring and adjusting

watering systems for crops or plants photographs or video could be taken to

provide evidence of progress. Copies of monitoring record can be used to











These could also link to Learning Outcomes 1, 2, 3 and 4 to allow knowledge



appropriately.











Product evidence

Observation reports

248


Reports/notes


Witness statements





















about environmental regulations.











249




1998




1994




Cutting Propagation by James L. Gibson and John M. Dole



Practical Woody Plant Propagation for Nursery Growers by Bruce

Macdonald


Dickson




250

Manage Site Clearance and Preparation for

Planting

Unit Reference

H/502/1281

Level

3

Credit Value

6

Guided Learning

Hours

39

Unit Summary



to manage the clearing and preparing of sites for

planting. It covers clearing sites of any unwanted

materials and debris and carrying out relevant

cleaning activities. It also covers the planning of

the resources for preparing the site

Learning Outcomes

(1 to 8)

The learner will

Assessment Criteria

(1.1 to 8.3)

The learner can

1. Understand site

clearance

1.1 Explain the clearance requirements including

sterilising in relation to the use of the site

1.2 Explain how to assess the condition of the site

and describe how this affects clearance operations

1.3 Explain how resources including human,

materials and equipment can be used effectively

and efficiently when clearing sites

1.4 Explain the levels of hygiene required on the

site and describe reasons for and methods of

maintaining hygiene

251

1.5 Explain the problems which could arise during

the clearance work and how to deal with them

1.6 Explain how to identify the materials that may

be suitable for re-use or recycling including organic

and inorganic

2. Understand the

requirements for

planting

2.1 Explain how to identify the condition of

materials suitable for planting

2.2 Describe the problems which may occur with

equipment and materials and describe how to

resolve them

2.3 Explain how the production requirements and

timescales influence planting operations

2.4 Explain how the condition of the site and

growing medium influence planting operations


maintain equipment


maintaining equipment

4. Understand

relevant health and


environmental good

practice










maintaining them

252

5. Be able to control

the clearance of a site

5.1 Clear the site of unwanted materials and

debris in accordance with production requirements

and the condition of the site

5.2 Ensure that working methods and processes

are suitable to the site, and resources are used

effectively and efficiently

5.3 Ensure the necessary levels of hygiene are

maintained in accordance with production

requirements

5.4 Ensure materials that are suitable for re-use or

recycling are identified

6. Be able to organise

the resources needed

for planting

6.1 Organise the equipment and materials ready

for use

6.2 Take the appropriate action where the

available equipment and materials do not meet the

requirements of the planting operations

6.3 Confirm that the growing medium and site is in

a condition ready for planting operations to begin


and use equipment

during controlling the

clearance of a sites

for planting





environmental good

practice






253



254


H/502/1281 Manage Site Clearance and Preparation for Planting - Level 3

Indicative Content









LO1, LO2, LO3 and LO4 are the key area of knowledge for this unit.

Learning Outcome 1. Understand site clearance

1.1 Explain the clearance requirements including sterilising in

relation to the use of the site use e.g. crops grown in the ground

(open ground or formed into beds), crops grown on covered surfaces

(e.g. sand, gravel, porous materials, non-porous materials), crops

grown on benches and other raised structures, hydroponics. Clearance

e.g. removal of previous crop, weeds, structures (e.g. supports,

benches, covers), cleaning to remove contamination by dirt, pest or

disease residues, sterilising by use of chemicals, high pressure water,

steam to reduce pest, disease or weed damage to next crop.

1.2 Explain how to assess the condition of the site and describe

how this affects clearance operations Assessment by e.g. direct

observation, use of information from others (e.g. colleagues,

contractors), use of photographs. Assessment for e.g. presence of

previous crop, weeds, features and structures (e.g. services, buildings,

crop supports), risks (e.g. buried or overhead services, presence of

hazardous materials (e.g. pesticides, sharp objects or biohazards),

ground conditions (slope, types of soil, compaction, wetness). Effect

255

on clearance e.g. need for specialist skills or equipment (e.g. removal

of hazardous materials), time task likely to take, resources required

(e.g. machinery, PPE, transport).

1.3 Explain how resources including human, materials and

equipment can be used effectively and efficiently when clearing

sites resources e.g. colleagues within the organisation, volunteers,

contractors; materials e.g. cleaning fluids, crop covers, surface covers

(see LO1.1), equipment e.g. PPE (e.g. safety boots, wellingtons,

gloves, eye and ear protection, overalls, UV Protection, spraying suits,

aprons), transport (e.g. tractors, trailers, fork-lifts, barrows, trolleys),

cleaning equipment (e.g. pressure washers, hoses, brushes), other

hand-tools (e.g. spade, forks, rakes, hammers, spanners), cultivation

equipment (e.g. ploughs, harrows, rotorvators). Appropriate PPE is

made available, selected and safely used by all persons Tools and

equipment are made available, made ready for use and only used for

the operation and in situations as detailed by the manufacturer’s /


practice for safe. Efficient and effective use ensured by e.g. site

assessment (refer to LO1.2), reference to requirements (refer to

LO1.1), planning (e.g. timing, sequence) and ensuring resources are in

place, staff training, supervision recording and responding to changes.

1.4 Explain the levels of hygiene required on the site and describe

reasons for and methods of maintaining hygiene Levels of

hygiene e.g. removal of physical obstructions, removal of visible

contamination, deep cleaning to remove biological materials. Reasons

for hygiene being maintained e.g. to allow access for planting activities,

to improve crop establishment, to remove threats to crop health (e.g.

from weeds, pests, diseases), avoiding contamination from pest,

disease, weeds or other source, requirement of legislation, regulation,

certification, assured produce scheme, maintenance of good practice.

Methods e.g. removal or burying of previous crop, careful ground and

site preparation, monitoring of plants in propagation, checking of plants

brought from external source, monitoring of the crop and growing area,

removal of infected plant material, removal of potential alternative

hosts in or near the crop (e.g. cruciferous weeds in brassica crops),

working in appropriate soil and weather conditions, cleaning of

equipment before, during and after work, use of appropriate PPE.

256

1.5 Explain the problems which could arise during the clearance

work and how to deal with them problems e.g. lack of resources

(action – contact supervisor, procure additional resources, use

alternative material or method, defer activity). Presence of hazard

e.g. high winds, ice, unauthorised persons on site refer to LO 1.2

(action – stop work, refer to supervisor, change working method,

remove hazard taking appropriate precautions, use specialists.

1.6 Explain how to identify the materials that may be suitable for

re-use or recycling including organic and inorganic suitable for

re-use e.g. intact and fit to use, not contaminated, free from pests or

diseases that pose threat to the crop, (e.g. benches, crop covers,

supports). Suitable for recycling e.g. made of a recyclable material

(usually marked with logo), not suitable for re-use, free from excessive

contamination (e.g. plant pots, green waste that can be composted).

Identify by e.g. checking labels, manufacturers specification, local

authority, waste contractor.

Learning Outcome 2. Understand the requirements for planting

2.1 Explain how to identify the condition of materials suitable for

planting plant material (e.g. trees, shrubs, container grown plants,

bare-root, seedling/cuttings) checked as suitable for planting; true to

type, at suitable growth stage (e.g. plants not too small, too large,

presence of flowers), plant health (colour, pests, diseases or disorders,

vigour, appropriate water content (e.g. roots not dried out). Checking

by e.g. referring to existing paperwork (e.g. delivery notes, inspection

reports, loading notes, nursery report, labels), visual inspection (e.g.

for drying out, mechanical damage, presence of pests or diseases or

damage by them).

2.2 Describe the problems which may occur with equipment and

materials and describe how to resolve them materials (refer to

LO1.1 and LO1.3). Equipment (refer to LO1.3). Equipment

unsuitable or not in proper working order (poorly maintained,

incorrectly set up or calibrated): action – carry out repair, setting up or

calibration of equipment, in field if possible or return to workshop.

Materials not available or insufficient quantities, incorrect specification

for task, contaminated or damaged: action – improve ordering and

management process, provide better protection for materials, order or

provide additional or replacement. Plants not appropriate for planting

257

(refer to LO2.1 for reasons): action – improve monitoring of plant

supplies, return plants to propagation area or supplier, use alternative

source of plants.

2.3 Explain how the production requirements and timescales

influence planting operations production requirements - variation of

timing according to; type, variety, target harvest date, market

requirements for time, size, quality, location (e.g. sequential planting

of lettuce, use of winter hardy varieties for autumn planting).

Working methods for carrying out planting e.g. Ground

preparation (by hand, pedestrian operated machinery, tractor

mounted equipment), marking out, (with ground marker or lines, bed

forming/marking).

Delivery of plants to site, protection from damage or drying out

(shade, shelter). Planting by hand planting using hand tools (dibber,

trowel).

Planting by machine automatic or semi-automatic module planter,

bare root transplanter. Variation of timing according to; type,

variety, target harvest date, market requirements for time, size,

quality, location (e.g. sequential planting of lettuce, use of winter hardy

varieties for autumn planting).

2.4 Explain how the condition of the site and growing medium

influence planting operations condition of the site - refer to LO1.1

and LO1.2. Working methods refer to LO2.3. Type of growing

medium e.g. soil (outdoors or under protection, permanent or

temporary beds or ridges, peat-based and peat free media in

containers such as pots, trays, benches or cell trays. Condition of

growing medium influence of weather and soil conditions – ease of

ground preparation and suitability of tilth for planting and

establishment (moisture content, fineness, firmness), rate of

establishment dependant on temperature, soil moisture, humidity,

wind, condition of plants. Preparation e.g. timing of planting – to

coincide with appropriate growth stage of plants, as required by

cropping programme, to make best use of good planting and growing

conditions.


3.1 Explain the importance of and methods of maintaining

equipment Importance Improved performance, ensuring correct

258



contamination and crop damage, reduced wastage. Methods of

maintenance daily checking and cleaning as required of all equipment

to ensure effective operation, lubrications of machinery as directed by







work Health and Safety e.g. Management of Health & Safety at Work



Protecting our Water, Soil and Air; Additional requirements including

customer regulations, assured produce schemes, certification, LOLER,

PUWER, StopSafe, Manual Handling.


respond appropriately

e.g. Run-off from growing media causing pollution of controlled

water (action – care when preparing media, avoid wet weather, cover

crops, store under cover away from water sources, in event of run-off

take steps at a local level to contain pollution and spread of pollution,

notify appropriate bodies e.g. Environment Agency). Leaching of

nutrient from growing area to controlled water (action – limit level of

use of nutrient, especially soluble nitrogen). Use of non-sustainable

materials (action – check source of all materials, reduce use of peat,

reduce usage and wastage of all materials, recycle and re-use).

Damage to non-target organisms by pesticide (action – minimise

use of pesticides, cultural measures to minimise pest and disease risk,


the Code of Practice for Using Plant Protection Products).


waste refer to LO1.6 for identifying materials that are recycled or re-

used. Organic waste – reduce waste removed from growing area,


259

to plant health or production process e.g. diseased material or

perennial weeds).







purposes and the importance of maintaining them - Records

required; ground preparations, plant source, number of plants

deliver/used, timing, spacing, problems encountered, variations from

cropping programme, use of pesticides. Importance e.g. Legal

requirement for records: - (use of pesticides, RIDDOR), audit trails for

assured produce schemes, certification, customer requirement.

Management requirement for records - monitoring of crop, analysis of

yield/output, remedial action, planning for subsequent years.

Recording - handwritten list, checking on order form or picking list,

other format required by organisation. Electronic - hand-held key

pad, barcode scanner, PC laptop

LO5, LO6, LO7 and LO8 are the key areas of competence for this

unit

Learning Outcome 5. Be able to control the clearance of a site

5.1 Clear the site of unwanted materials and debris in accordance

with production requirements and the condition of the site refer

to LO1.1 and LO1.2.

5.2 Ensure that working methods and processes are suitable to the

site, and resources are used effectively and efficiently refer to

LO1.1, LO1.2, LO2.3, LO2.4 for range of activities. Ensure by e.g.

planning, monitoring, training and briefing, adapting to meet changes

or incidences of environmental damage (refer to LO4.2).

Maintenance and preparation; setting up and calibrating, refer to

LO1.3, LO3.1. Storage e.g. safe and secure in accordance with

manufacturer’s instructions and current legislation

Maintain records refer to LO4.4.

260

5.3 Ensure the necessary levels of hygiene are maintained in

accordance with production requirements level, requirements and

methods refer to LO1.4.

5.4 Ensure materials that are suitable for re-use or recycling are

identified refer to LO 1.6. Suitable materials e.g. plastics (pots,

trays, containers, crop covers, packaging) for recycling through

specialist contractor, machinery (redundant, damaged, worn-out or

worn/broken parts) sold for re-use or scrap metal, plant material

(unless retaining material risks plant health) for composting, wood

and wood products re-used or recycled.

Learning Outcome 6. Be able to organise the resources needed for

planting

6.1 Organise the equipment and materials ready for use equipment

and materials - refer to LO1.3. Organise by e.g. planning,

monitoring, training and briefing. Preparation PPE and Tools and

equipment; setting up and calibrating, maintenance (refer toLO3.1)

6.2 Take the appropriate action where the available equipment and

materials do not meet the requirements of the planting

operations

Equipment and materials refer to LO1.3

Not meeting requirements refer to LO2.2

6.3 Confirm that the growing medium and site is in a condition

ready for planting operations to begin refer to LO2.3 and LO2.4

Learning Outcome 7. Be able to maintain and use equipment during

controlling the clearance of a sites for planting


and effective condition Refer to LO1.3 for range of equipment and

materials. Ensure by e.g. planning, monitoring, training and briefing,

adapting to meet changes or incidences of environmental damage

(refer to LO4.2).



261



requirements refer to LO4.1.




requirements and codes of practice refer to LO1.6 and LO4.3.










managing site clearance and preparation for planting, copies of records, or






work preparing for and maintaining the planting of crops or plants giving




Prior to, during and after completion of work managing site clearance and

preparation for planting photographs or video could be taken to provide

evidence of progress. Copies of monitoring record can be used to provide

evidence of quality and rate of work and of sufficiency of evidence.

262








where possible e.g. Learning Outcomes 5, 6, 7 and 8 together and can be


These could also link to Learning Outcomes 1, 2, 3 and 4 link to allow



appropriately.











Product evidence

Observation reports


Reports/notes


Witness statements



263












Useful sources of reference: The Health and Safety Executive website http://www.hse.gov.uk/ has















Published 1998




1994








264









Dickson




265

Prepare For and Maintain the Planting of Crops or

Plants

Unit Reference

H/502/0955

Level

3

Credit Value

6

Guided Learning

Hours

39

Unit Summary



for organising and maintaining the planting of

crops or plants. The unit is applicable to planting

by hand or by machine and can be either outdoors

or in protected conditions

Learning Outcomes

(1 to 8)

The learner will

Assessment Criteria

(1.1 to 8.3)

The learner can


prepare for the

planting of crops or

plants

1.1 Explain the methods for preparing plant

material

1.2 Explain how to select plant material

1.3 Explain how the resources are used effectively

when setting out of crops or plants

2. Understand the

factors which

influence the planting

of crops or plants

2.1 Explain the working methods for carrying out

planting

2.2 Explain how production requirements effect

the time of planting

266

2.3 Explain the relationship of planting to the

crops or plants subsequent growth and

development

2.4 Explain the correct positioning of the plants or

crops in the growing medium covering the

following

Density

Depth

Mix

Orientation

Firmness

2.5 Describe the correct methods for handling

plant material

2.6 Explain the reasons and methods for

maintaining hygiene and avoiding contamination

2.7 Explain the problems which may occur during

planting and how to deal with these



maintaining them


maintain equipment


equipment for use


of equipment used

4. Understand

relevant health and


environmental good

practice



requirements



267




for planting crops or

plants

5.1 Ensure the plant material is selected and

prepared in accordance with production

requirements

5.2 Ensure the necessary working methods for

planting are established and clearly communicated


the planting of crops

or plants

6.1 Ensure that planting takes place at times

which are most conducive to the crops or plants

establishment and growth

6.2 Position crops or plants within the growing

medium in a way which is suitable to the crops or

plants

6.3 Handle plant material in a manner which

optimises establishment, growth and development,

and minimises damage

6.4 Ensure planting is carried out at an appropriate

speed whilst maintaining the quality of production

6.5 Maintain the necessary levels of hygiene at all

times


recording purposes


and use relevant

equipment



268



environmental good

practice








269


H/502/0955 Prepare For and Maintain the Planting of Crops or Plants - Level

3

Indicative Content









Note 3: The example used in this indicative content is brassica crops grown

in soil outdoors. The same approach should be used for other crops such as

those grown in soil under protection or in growing media in pots, trays or

other containers.


Learning Outcome 1. Understand how to prepare for the planting of

crops or plants

1.1 Explain the methods for preparing plant material watering,

application of fertilizer, application of pesticide (refer to LO4.1), pulling

and boxing or bunching of bed grown plants, lifting of containers or

trays from propagation area, loading to transport to planting area,

protection during storage and transport.

1.2 Explain how to select plant material true to type, at suitable

growth stage (e.g. plants not too small, too large, presence of flowers),

plant health (colour, pests, diseases or disorders, vigour, appropriate

water content.

270

1.3 Explain how the resources are used effectively when setting out

of crops or plants

planning of planting activities to ensure plants are in suitable condition,

ground preparation is carried out and resources for planting

(equipment, people and materials) are all ready, ensuring equipment is

prepared and set up - refer to LO3

Learning Outcome 2. Understand the factors which influence the

planting of crops or plants

2.1 Explain the working methods for carrying out planting ground

preparation (by hand, pedestrian operated machinery, tractor mounted

equipment), marking out, (with ground marker or lines, bed

forming/marking).

Delivery of plants to site, protection from damage or drying out (shade,

shelter)

Planting by hand –planting using hand tools (dibber, trowel)

Planting by machine – automatic or semi-automatic module planter,

bare root transplanter.

2.2 Explain how production requirements effect the time of planting

nariation of timing according to; type, variety, target harvest date,

market requirements for time, size, quality, location (e.g. sequential

planting of lettuce, use of winter hardy varieties for autumn planting).

2.3 Explain the relationship of planting to the crops or plants

subsequent growth and development rate of establishment and

subsequent growth dependant on: timing of planting – to coincide with

appropriate growth stage of plants, as required by cropping

programme, to make best use of good planting and growing conditions.

Weather and soil conditions – ease of ground preparation and

suitability of tilth for planting and establishment (moisture content,

fineness, firmness), rate of establishment dependant on temperature,

soil moisture, humidity, wind, condition of plants

Ground preparation including management of soil fertility, freedom

from weeds, pests and diseases.

Accuracy and evenness of planting for depth, orientation, spacing in

rows and between rows.

2.4 Explain the correct positioning of the plants or crops in the

growing medium covering the following

271

density varies according to type or crop, variety, season, soil type,

production system (organic, low input, non-organic), requirements of

post planting operations including weed control and harvesting, target

density as identified in cropping programme

depth depends on type of plant (module raised, bare-root) soil type

and preparation, requirements of subsequent operations (inter-row

cultivations, ridging up)

mix other plants within same area; unusual in crop production except

inter-planted crops and under-sowing of green manures

orientation planting upright to ensure straight subsequent growth

firmness degree of firmness from preparation of tilth, method of

planting (hand, machine, type of machine), post planting operations,

brassica crops generally require firm tilth to encourage establishment.

2.5 Describe the correct methods for handling plant material

methods of preparing plant material for planting; watering, application

of fertilizer, application of pesticide, pulling and boxing or bunching of

bed grown plants, lifting of containers or trays from propagation area,

loading to transport to planting area, protection during storage and

transport.

Handling methods for crops and plants to maintain quality; use of

appropriate containers, short-term storage in propagation area and

planting area (protection from heat, wind, rain, pests, damage),

protection during transport (protection from heat, wind, rain, pests,

damage); timing and effectiveness of planting operations, maintenance

of planting equipment, post planting treatments.

2.6 Explain the reasons and methods for maintaining hygiene and

avoiding contamination

reasons reduce incidence and spread of pests, diseases and weeds,

facilitate working in or harvesting the crop, avoiding contamination

from pest, disease, weeds or other source, requirement of legislation,

regulation, certification, assured produce scheme, maintenance of good

practice.

methods removal or burying of previous crop, careful ground and site

preparation, monitoring of plants in propagation, checking of plants

brought from external source, monitoring of the crop and growing area,

removal of infected plant material, removal of potential alternative

hosts in or near the crop (e.g. cruciferous weeds in brassica crops),

working in appropriate soil and weather conditions, cleaning of

272

equipment before, during and after work, use of appropriate PPE - refer

to LO7.1.

2.7 Explain the problems which may occur during planting and how

to deal with these Plants not appropriate for planting (Refer to LO1.1

and LO1.2 for reasons). Action – improve monitoring of plant supplies,

return plants to propagation area or supplier, use alternative source of

plants.

Ground preparation not to required standard for tilth (particle size,

firmness) moisture content, freedom from pest, disease or weeds,

Action – improve monitoring of ground preparation, defer planting until

improvements to preparation of ground have been made.

Weather conditions – too hot, cold, windy or dry, changes during

planting operations. Action – stop work if inappropriate to continue,

wait until conditions improve

Equipment unsuitable or not in proper working order (poorly

maintained see LO3.2, incorrectly set up or calibrated) Action – carry

out repair, setting up or calibration of equipment, in field if possible or

return to workshop.

Staff problems – insufficient numbers, lack of skill Action – planning of

activities, training, selection, improve monitoring of operations.



required; ground preparations, plant source, number of plants

deliver/used, timing, spacing, problems encountered, variations from

cropping programme, use of pesticides.

Legal requirement for records - (Use of pesticides, RIDDOR), audit

trails for assured produce schemes, certification, customer

requirement.

Management requirement for records - monitoring of crop, analysis of

yield/output, remedial action, planning for subsequent years.

Recording - handwritten list, checking on order form or picking list,

other format required by organisation. Electronic; hand-held key pad,

barcode scanner, PC laptop.





273




used daily checking and cleaning as required of all equipment to

ensure effective operation, lubrications of machinery as directed by







Health & Safety at Work Regulations; Environmental Protection e.g.



Additional requirements including customer regulations, assured

produce schemes, certification, LOLER, PUWER, StopSafe, Manual

Handling.


and how to respond appropriately run-off from growing media

causing pollution of controlled water (Action – care when preparing

media, avoid wet weather, cover crops, store under cover away from




Leaching of nutrient from growing area to controlled water (Action –

limit level of use of nutrient, especially soluble nitrogen).









organic and inorganic waste reduce waste removed from growing

area, unwanted plant material composted (unless the material poses a

274

threat to plant health or production process e.g. diseased material or

perennial weeds).






Learning Outcome 5. Be able to prepare for planting crops or plants

5.1 Ensure the plant material is selected and prepared in

accordance with production requirements refer to LO1.2 and

LO1.2

5.2 Ensure the necessary working methods for planting are

established and clearly communicated refer to LO2.1, LO2.4,

LO2.5


unit

Learning Outcome 6. Be able to maintain the planting of crops or

plants

6.1 Ensure that planting takes place at times which are most

conducive to the crops or plants establishment and growth refer

to LO2.4

6.2 Position crops or plants within the growing medium in a way

which is suitable to the crops or plants refer to LO2.2 for details

6.3 Handle plant material in a manner which optimises

establishment, growth and development, and minimises

damage refer to LO2.5

6.4 Ensure planting is carried out at an appropriate speed whilst

maintaining the quality of production rate dependant on method of

planting refer to LO2.1 plant material refer to LO1.2 efficient use of

resources refer to LO1.3

275

6.5 Maintain the necessary levels of hygiene at all times refer to

LO2.6


refer to LO2.8


equipment


and effective condition e.g. waterproof clothing, steel toe-capped

boots, UV Protection, gloves, aprons, hats. Tools and equipment are

made available, made ready for use and only used for the operation

and in situations as detailed by the manufacturer’s / supplier’s /

supervisor’s instructions, current legislation and codes of practice for

safe:

preparation setting up and calibrating, refer to LO1.1, LO2.1, LO2.5

for examples,

maintenance refer toLO3.2

storage e.g. safe and secure in accordance with manufacturer’s

instructions and current legislation. Maintain records e.g. maintenance

and repairs. Report faults to line manager.





requirements refer to LO4.1




requirements and codes of practice refer to LO4.3




276







managing site clearance and preparation for planting, copies of records, or






work preparing for and maintaining the planting of crops or plants giving















where possible e.g. Learning Outcomes 5, 6, 7 and 8 together and can be


These could also link to Learning Outcomes 1, 2, 3 and 4 link to allow


277


appropriately.











Product evidence

Observation reports


Reports/notes


Witness statements













278












Learners should be directed to relevant publications and websites eg





Published 1998




1994









Dickson











279

Promote and Monitor the Growth of Crops or

Plants

Unit Reference

Y/502/1181

Level

3

Credit Value

4

Guided Learning

Hours

26

Unit Summary



for promoting and monitoring the growth and

development of plants and crops. It also covers

the different protection methods and ways of

promoting growth

Learning Outcomes

(1 to 6)

The learner will

Assessment Criteria

(1.1 to 6.1)

The learner can

1. Understand the

factors which promote

the growth of crops or

plants

1.1 Compare the advantages and disadvantages of

different methods for promoting crop or plant

growth and development

1.2 Explain the optimum and amount of time

required to carry out the promotion of crop or plant


1.3 Explain the requirements for nutrients and

moisture and how these can be adjusted to

promote growth and development for different

types of crop or plant

280

1.4 Explain the factors which determine the growth

and development of crops or plants and how they

can be influenced to optimise productivity covering

Light

Carbon dioxide

Growth hormones

Nutrients

1.5 Explain methods of promoting the growth and

development of crops or plants covering the

following

Protection from pests and diseases

Weed control measures

Weather protection

Pruning and trimming

Supporting

Feeding

Watering

1.6 Explain appropriate methods of handling plant

material

1.7 Explain the common problems which may

occur and describe the correct actions to be taken

in



maintaining them

1.9 Explain the reasons why it is important to

maintain hygiene and describe how this is achieved


maintain equipment


equipment for use


of equipment used

281

3. Understand

relevant health and


environmental good

practice



requirements






the growth of crops or

plants through a

number of methods

4.1 Choose and implement at least three methods

for promoting crop growth and development in

accordance with the needs of the crop and

production requirements

Protection from pests and diseases

Weed control measures

Weather protection

Pruning and trimming

Supporting

Feeding

Watering


optimises growth and development, and minimises

damage


recording purposes



environmental good

practice








282


and use relevant

equipment



283


Y/502/1181 Promote and Monitor the Growth of Crops or Plants - Level 3

Indicative Content









Note 3: Example used in this unit is field grown brassica crops. Similar

process should be applied to other crops are appropriate.


Learning Outcome 1. Understand the factors which promote the

growth of crops or plants

1.1 Compare the advantages and disadvantages of different

methods for promoting crop or plant growth and development

(example is weed control in field grown brassica crops). Use of

herbicides – reduced labour requirements, avoids lack of skilled labour,

quicker response to need, higher cost of materials, risk to non-target

species, requires trained and qualified operator, requires use of tractor

within the growing crop, can cause soil damage, impact on crop plants.

Non-chemical control of weeds – heavy labour demand, requires

sufficient, skilled labour at critical times for hand weeding, more

complex machinery needed (inter-row cultivators, flame weeders,

brush weeders), slower operating speed – takes longer to get through

crop, no herbicide costs, no risk to non-target species, additional

tractor work can increase soil damage, very dependent on weather.

1.2 Explain the optimum and amount of time required to carry out

the promotion of crop or plant growth and development optimum

284

determined by cropping programme (e.g. critical stages for irrigation,

timing of additional nitrogen fertilizer), monitoring of the crop to

identify problems that need action, routine action to reduce weed

competition until crop is established and covers ground, use of

pesticides, crop covers or barriers to prevent damage by pests.

Amount of time will be determined by the complexity and size of the

task, degree of mechanisation available, growth stage of crop.

1.3 Explain the requirements for nutrients and moisture and how

these can be adjusted to promote growth and development for

different types of crop or plant (example is field grown brassica

crops)

Nutrients requirements During propagation – high phosphate (for

root development) increased nitrogen near to planting out, Boron

fertilizer if level likely to be low in field

Field – nutrient hungry crop, heavy application of balanced fertilizer or

farm yard manure in previous autumn, avoid low pH – apply lime prior

to planting especially after heavy dressing of manure, top dressing of

nitrogen, in organic systems should be the first or second (after

potatoes) crop in the rotation.

Moisture requirements during propagation – regular and “on

demand”, significant changes with weather, under watering - wilting,

(temporary during daytime and high temperatures) reduced vigour,

death of plants; Overwatering - loss of nutrient, loss of vigour,

discoloration of leaves, death of plants.

During establishment – lack of water - slow recovery from planting,

higher risk from pest and disease attack, reduced later growth and

yield, total loss of plants, buttoning in cauliflowers. (Action –ground

preparation to avoid moisture loss, irrigation, ensure modules wet).

During growth – shortage of water (drought) - wilting, (temporary

during daytime and high temperatures or permanent) reduced vigour,

death of plants; excess water loss of nutrient, loss of vigour,

discoloration of leaves, death of plants (Action - irrigation at critical

growth stages, adequate drainage, deep cultivation).

1.4 Explain the factors which determine the growth and

development of crops or plants and how they can be influenced

to optimise productivity covering:

Light required for photosynthesis and some responses to day length

and intensity. Increased incident light (duration and intensity)

increases growth rate of plants providing other factors such as water,

285

temperature or carbon dioxide are not limited.

Carbon dioxide required for photosynthesis, increased level of carbon

dioxide increases rate of photosynthesis, increasing the growth rate of

plants providing other factors such as water, temperature or light are

not limited.

Growth hormones naturally occur in all plants controlling most plant

processes, artificial growth hormones used to encourage rooting,

manipulate fruit ripening,

Nutrients pH – optimum pH varies with plant type, brassica crops

prefer high pH (alkaline)

Nitrogen promotes vigorous leaf growth and strong leaf colour

Phosphorous (phosphates) promote root growth

Potassium (potash) – promotes flowering and fruiting.

Boron trace only, deficiency has serious impact on brassica crops

(browning and collapse of stems from centre)

1.5 Explain methods of promoting the growth and development of

crops or plants covering the following

protection from pests and diseases physical; pruning/trimming,

physical barriers, cultivation, manipulation of environment in protected

crops, wind breaks, shading, weeds; Cultural choice of variety, timing

of sowings and planting, management of nutrient and water, use of

pesticides, use of biological control, Irrigation; promoting growth,

reducing stress, reduce impact of pest/disease attack.

weed control measures use of herbicides, use of flame weeders, soil

cultivation mulching; (e.g. composted green waste, straw, manures,

other wastes, paper, cardboard; permeable membranes, gravels, non-

permeable films).

weather protection use of glass, plastic, net and fleece crop covers

to raise temperature of crop, reduce wind-flow over crop and

transpiration loss, reduce wind damage, protect from low

temperatures, snow, rain and hail; Use of hedges and wind-breaks to

reduce wind-flow over crop and transpiration loss, reduce wind

damage.

pruning and trimming removal of damaged material (pest, disease,

physical, senescent), removal of unwanted growth (e.g. high, low or

excessive branches, flower, fruit) shaping to meet customer or

harvesting requirements.

supporting tying to canes, frames or walls with string twine of wires

feeding top dressing with inorganic or organic fertilizer; liquid feeding,

manual and application by machine (broadcast, directed, injected).

286

watering by hand using hoses, cans; Sub-irrigation, drip, seep-hose,

overhead; field scale – mobile systems, rain-guns.

1.6 Explain appropriate methods of handling plant material careful

preparation of growing media, watering and feeding of plants to

maintain healthy growth, monitoring for problems and timely action to

deal with them, provision of shelter and protection where appropriate,

routine, timely and careful trimming and supporting of plants or crops.

1.7 Explain the common problems which may occur and describe

the correct actions to be taken in (example is field grown brassica

crops)

Pests, Cabbage root fly, Aphid, Large and small white butterfly, Slugs,

Rabbit, pigeon

Diseases Mildews, Club-root, Damping off (wirestem)

Actions for pests and diseases – use of pesticides, enhanced

biodiversity and use of biological control, cultural control (e.g. variety,

timing, crop covers and barriers)

Disorders

Weather induced problems (bolting, frost damage) nutrient deficiencies

(e.g. Boron deficiency, Whiptail). Physiological problems (e.g.

blindness)

Actions – timing, fertilizer, selecting out of atypical plants.

Water-logging and drainage problems – loss of root growth (high water

table or compaction) - Actions – deep cultivations, use of bed systems,

site selection

Weeds – competition for light, water, nutrient and space, host for pests

and diseases - Action - Use of herbicides, flame weeders, surface

cultivation, brush weeders, mulching (refer to LO1.5)


purposes and the importance of maintaining them Materials

used/remaining, date/time of activities (including use of pesticides);

location of crop or plants, condition of crops or plants, problems

encountered. Written or electronic format or by labelling the media.

Importance of maintaining records - to identify stock levels of materials

to enable re-order, to facilitate repair, to avoid problems with plants or

crops in future, legal (e.g. Code of Practice for Using Plant Protection

Products), to control costs, manage resources and production

programme.

287

1.9 Explain the reasons why it is important to maintain hygiene and

describe how this is achieved

hygiene to reduce incidence of pests and disease, loss or damage to

crops, greater consistency and quality of crop or plant growth,

improved yield, better working conditions, reduce requirement for

maintenance.

achieved by routine monitoring of crops and growing areas, effective

and timely reporting of problems prompt action to resolve, training of

staff, good working practice, use of new and sterile growing media and

containers, cleaning of growing areas between crops, careful selection

and checking of brought-in of plant material.


2.1 Explain the importance of maintaining equipment for use to

minimise risks. Improved performance, ensuring correct operation and

output, prolonged life, greater reliability and reduced breakdown time

and cost, available for next time required, reduced contamination and

crop damage, reduced wastage.


used to minimise risks. Routine checking and calibration of all

equipment to ensure effective and efficient operation, lubrications of

machinery as directed by manufacturer, periodic servicing of power

units; checking and cleaning all equipment after use to ensure

readiness for next operation.










Stop Safe, Manual Handling.


and how to respond appropriately run-off from stored growing

media, composting areas or manure stores causing pollution of

288

controlled water (Action – store under cover away from water sources,

in event of run-off take steps at a local level to contain pollution and

spread of pollution, notify appropriate bodies e.g. Environment Agency)

Leaching of nutrient from growing area to controlled water (Action –



rainfall not expected).










organic waste reduce waste removed from plant area, unwanted


health e.g. diseased material or perennial weeds).

inorganic waste wastes from servicing and maintenance of equipment

disposed of in appropriate container; wastage of packaging minimised

and where unavoidable recycled or disposed of in appropriate

container; inorganic waste is carefully controlled until disposed of

through licensed.


Learning Outcome 4. Be able to promote the growth of crops or

plants through a number of methods

4.1 Choose and implement at least three methods for promoting

crop growth and development in accordance with the needs of

the crop and production requirements (from list below - refer to

LO1.5 for details)

protection from pests and diseases

weed control measures

weather protection

pruning and trimming

supporting

feeding

289

watering

4.2 Handle plant material in a manner which optimises growth and

development, and minimises damage refer to LO1.6


refer to LO1.8











equipment


and effective condition refer to LO2.2 for how to maintain and LO1.5

for range of activities







Learning Outcomes covering knowledge (1, 2 and 3)



290

promoting and monitoring the growth of crops or plants, copies of cropping

or maintenance plans or programmes, records, or reporting forms and

witness testimony, answering oral or written questions, or assignments

referenced to the knowledge evidence.

Learning Outcomes covering competence (4, 5 and 6)



work promoting and monitoring the growth of crops or plants giving learners

the opportunity, first to practice the various tasks involved and then to be



Prior to, during and after completion of work promoting and monitoring the

growth of crops or plants, photographs or video could be taken to provide

evidence of progress. Copies of records can be used to provide evidence of









where possible e.g. Learning Outcomes 4, 5, and 6 link together and can be





appropriately.




291








Product evidence

Observation reports


Reports/notes


Witness statements














Useful sources of reference:




292













Published 1998



Postharvest: an Introduction to the Physiology and Handling of Fruit,

Vegetables and Ornamentals by R. Wills, et al / Paperback / Published

1998


1994










Macdonald


Dickson










293

Plan and Prepare Growing Media

Unit Reference

K/502/0858

Level

3

Credit Value

6

Guided Learning

Hours

39

Unit Summary

The aim of this unit is to provide the skills,


preparing growing media for planting or potting

Learning Outcomes

(1 to 8)

The learner will

Assessment Criteria

(1.1 to 8.1)

The learner can

1. Understand the

preparation of

growing media

1.1 Explain the different properties of the

materials used to prepare growing media covering

Fertiliser

Soil conditioner

Growing media ingredients

1.2 Explain the procedures for obtaining the

materials required

1.3 Explain the different methods used for

collecting and measuring out materials

1.4 Explain different methods of incorporating

ingredients into the growing medium depending on

its use covering

Mixing

Cultivation

294

1.5 Compare the different methods of preparing

growing media in relation to planting requirements

covering

Consistency

Moisture level

Air filled porosity

Required additives

Storage

2. Understand the

factors that affect

preparation and

operations

2.1 Explain the different growing media required

for varying crops and growing conditions and how

this will influence media preparation

2.2 Explain the external factors that affect the

timing of operations and the outcomes

2.3 Explain the reasons for the different storage

conditions for growing media and the need for

hygiene at all times

3. Be able to plan,

obtain and position

materials

3.1 Identify and obtain the correct quantity of

source materials, e.g. fertiliser and bulky

ingredients, for preparing growing media in

accordance with production requirements

3.2 Ensure materials are handled correctly and

safely

3.3 Measure out and position the correct quantities

of materials in accordance with the growing

schedule and the crop


the growing media

4.1 Incorporate materials into the growing media

in accordance with planting requirements


recording purposes

295


use and maintain

equipment for

preparing growing

media


work




6. Understand

relevant health and


environmental good

practice










maintaining them



environmental good

practice









maintain equipment


equipment ready for use

296


K/502/0858 Plan and Prepare Growing Media - Level 3

Indicative Content











unit

Learning Outcome 1. Understand the preparation of growing media

1.1 Explain the different properties of the materials used to prepare

growing media covering

fertiliser ground limestone, artificial fertilizers (liquids, powders or

granules); straights or compounds, slow release; with or without trace

elements, organic fertilizers, green manures (crops grown to improve

fertility then returned into soil); bulky organic matter containing

nutrients.

soil conditioners bulky organic matter, other materials (sand, clay,

grit, vermiculite, polystyrene chips) green manures.

growing media ingredients peat, loam, green waste, wood products,

coir, other composted material, sand, grit. Additives – fertiliser, lime,

wetting agents, pesticides, specialist additives.

1.2 Explain the procedures for obtaining the materials required

purchase/ordering procedures, storage arrangements, access to stores,

297

recording of materials taken out, used and returned; facilities for

transport to location required.

1.3 Explain the different methods used for collecting and measuring

out materials information from cropping programme, supervisor

organisational procedures, ordering / purchasing, collecting from

storage, methods of safe transport to site – hand, lifting and carrying

equipment, transport aids. Measuring out materials – weighing,

measuring by volume of liquids or solid materials, counting.

Positioning of materials – near to site of usage, safe from damage by

people, vehicles, contamination or water, not causing a trip hazard or

obstruction.

1.4 Explain different methods of incorporating ingredients into the

growing medium depending on its use covering

mixing by hand using mixers (batch or continuous flow)

cultivation by hand using pedestrian operated or tractor mounted

machinery

1.5 Compare the different methods of preparing growing media in

relation to planting requirements covering e.g. preparation of

growing media for use in containers, similar processes can be applied

to ground preparation

consistency evenness within the batch, consistency between

batches

moisture level moisture content of bulky materials use, addition of

water

air filled porosity structure (fine/coarse) of bulky materials, particle

size, type of mixer,

required additives to change the properties of the growing

medium,

storage method (bags, bulk) length of storage, impact on nutrient

and moisture levels

Learning Outcome 2. Understand the factors that affect preparation

and operations

2.1 Explain the different growing media required for varying crops

and growing conditions and how this will influence media

preparation example – peat-reduced compost for potting on trees,

requires to be free draining (large particles, added forest bark),

298

nutrient available for long term crop, heavy to resist toppling in wind,

sterile to prevent weed growth, capable of being elevated and used in

pot filler, added pesticide to control vine weevil.

2.2 Explain the external factors that affect the timing of operations

and the outcomes timing affected by – date required to meet needs

of cropping programme, ability to be stored, availability of labour at

planting time, need for stale seedbeds or consolidation, other pre-

planting activities (such application of herbicides), weather. Outcome –

quality and consistency of material use, soil type, prevailing weather

conditions

2.3 Explain the reasons for the different storage conditions for

growing media and the need for hygiene at all times storage –

bulk (inside or outside), in bulk bags, in individual bags, need for

protection from rain, drying out, contamination, consequent use and

handling method. Hygiene – freedom from contamination by pests,

disease, weeds/weeds seed, soil and other matter, animal wastes;

reasons – avoidance of pests and disease in the crop, reducing weed

load, health impact on operatives

Learning Outcome 3. Be able to plan, obtain and position materials

3.1 Identify and obtain the correct quantity of source materials e.g.

fertiliser and bulky ingredients, for preparing growing media in

accordance with production requirements refer to LO1.1, LO1.2

3.2 Ensure materials are handled correctly and safely refer to LO1.3,

LO1.4

3.3 Measure out and position the correct quantities of materials in

accordance with the growing schedule and the crop refer to

LO1.3

Learning Outcome 4. Be able to prepare the growing media

4.1 Materials (refer to LO1.1) incorporated into the growing media in

accordance with planting requirements by hand, pedestrian

operated machinery or using tractor mounted machinery

299


records required – materials used/remaining, date, time, growing

medium prepared, treatments included in growing media (including use

of pesticides); location of growing media (if other than preparation

site), condition of growing media, problems encountered. Recording in

written or electronic format or by labelling the growing media.

Learning Outcome 5. Be able to select, use and maintain equipment

for preparing growing media

5.1 Select appropriate equipment for this area of work all appropriate

PPE is made available, selected and safely used by all persons e.g.


aprons, hats. Tools and equipment (see list below) are made available,

made ready for use and only used for the operation and in situations as

detailed by the manufacturer’s / supplier’s / supervisor’s

instructions, current legislation and codes of practice for safe for range

of equipment.

5.2 Use equipment according to instructions (range of equipment to

include mixers, soil preparation equipment (hand pedestrian operated

machinery, tractor mounted machinery) weighing and measuring

equipment (scales, measures) Appropriate equipment used (see

LO1.3, 1.4 for range of activities).

5.3 Prepare, maintain and store equipment in a safe and effective

working condition

(refer to LO8.1). Maintain records e.g. maintenance and repairs.

Report faults to line manager.








our Water, Soil and Air; Nitrogen Sensitive Areas, Additional



300


respond appropriately Run-off from stored growing media causing

pollution of controlled water (Action – store under cover away from



Environment Agency). Leaching of nutrient from growing area to

controlled water (Action – limit level of use of nutrient, especially

soluble nitrogen from organic and inorganic sources, schedule use only

when actively growing and rainfall not expected). Use of non-

sustainable materials (action – check source of all materials, reduce

use of peat, reduce usage and wastage of all materials, recycle and re-

use).


organic and inorganic waste - Organic waste – reduce waste

removed from plant area, unwanted plant material composted (unless

the material poses a threat to plant health e.g. diseased material or





controlled until disposed of through licensed.


purposes and the importance of maintaining them materials

used/remaining, date, time, growing medium prepared, treatments

included in growing media (including use of pesticides); location of

growing media (if other than preparation site), condition of growing

media, problems encountered. Recording in written or electronic

format or by labelling the growing media.

Importance of maintaining accurate records; to identify stock levels of

ingredients to enable re-order, problems with equipment (to facilitate

repair), ingredients or prepared media (to avoid problems in future),

availability of prepared growing media for production programme.

Required for legal purposes, Code of Practice for Using Plant Protection

Products, for management purposes to control costs, manage

resources and plan for future actions.



301



requirements risk assessment studied and implemented. Work

activities carried out consistently with current legislation (refer to

LO6.1)


environmental damage (Refer to LO6.2)




8.1 Explain the importance of maintaining equipment ready for use

to minimise risks. Improved performance, ensuring correct operation

and output, prolonged life, greater reliability and reduced breakdown

time and cost, available for next time required, reduced contamination

and crop damage, reduced wastage.





all equipment (and recharge batteries if appropriate) after use to

ensure readiness for next operation.







Learning Outcomes covering knowledge (1, 2, 6 and 8)



planning and preparing growing media, copies of records, or reporting forms

302

and witness testimony, answering oral or written questions, or assignments


Learning Outcomes covering competence (3, 4, 5, 7)



work planning and preparing growing media giving learners the opportunity,

first to practice the various tasks involved and then to be observed correctly


Prior to, during and after completion of work planning and preparing growing

media, photographs or video could be taken to provide evidence of progress.

Copies of records can be used to provide evidence of quality and rate of work

and of sufficiency of evidence.








where possible e.g. Learning Outcomes 3, 4, 5 and 7 link together and can

be assessed practically by observation or by generation of diverse evidence.




appropriately.






303




Product evidence

Observation reports


Reports/notes


Witness statements

























304









1998





1998


1994









Macdonald






305

Plan and Collect Propagation Material

Unit Reference

D/502/1182

Level

3

Credit Value

5

Guided Learning

Hours

33

Unit Summary

The aim of this unit is to provide the learner with the knowledge, understanding and skills required to plan

and collect propagation material. The unit covers planning the methods of collecting propagation materials.

There is a separate unit which covers the

identification and naming of plants

Learning Outcomes

(1 to 8)

The learner will

Assessment Criteria

(1.1 to 8.4)

The learner can


prepare for the

collection of

propagation material

1.1 Explain the methods of planning the collection

of propagation material and the factors which must

be taken into account

1.2 Explain how the requirements of the

production programme differs depending on the

type(s) of crop(s) or plants produced

1.3 Explain the importance of the timing of

different propagation activities

2. Understand the

methods of

propagation

2.1 Explain the method(s) used for collecting

propagation material covering

Cuttings

306

Budding

Grafting

Micro-propagation

Division

2.2 Explain how to select suitable facilities for

storing the material prior to use and the length of

storage which is required

2.3 Explain how to correctly handle plant material

and the consequences of incorrect handling

3. Understand the

principles of

identification and

naming of plants

3.1 Explain where and how to obtain information

on plants and plant identification

3.2 Explain the principles of botanical

nomenclature

4. Understand the

reasons for

maintaining

equipment



5. Understand

relevant health and


environmental good

practice



requirements




and use relevant

equipment



307

7. Be able to plan the

collection of


7.1 Plan the timing of the collection of propagation

material to maximise the success of the operation

and to fit in with the production programme

7.2 Determine the source of the propagation

material and the method of collection in

accordance with the needs of the plant species and

the propagation method

8. Be able to collect


8.1 Correctly identify plants from which material is

to be collected


minimises damage and wastage

8.3 Select and use suitable facilities for the

storage of collected material


recording purposes

308


D/502/1182 Plan and Collect Propagation Material - Level 3

Indicative Content










unit

Learning Outcome 1. Understand how to prepare for the collection

of propagation material

1.1 Explain the methods of planning the collection of propagation

material and the factors which must be taken into account to

meet customer specification, production process, catalogue or other

sales. Options for collection; on-site from plants in bespoke growing

area or garden, stock beds, plants growing on the nursery; removal of

entire plant to propagation area, removal of material from plant or

preparing cutting on site. Factors; quantities and method as required in

the propagation programme, trueness to type, plant health, freedom

from damage, pests disease and disorders, appropriate growth stage,

timing to promote successful propagation and as required by

programme.

1.2 Explain how the requirements of the production programme

differs depending on the type(s) of crop(s) or plants produced

method of propagation (see LO2.1), type of material removed from

plant, age of stock plants, timing of collecting and preparation,

309

availability of propagating facility, (e.g. hazel species. Corylus avellana

is normally propagated by seed or from layering in autumn; varieties

such as ‘Contorta’ and ‘Pendula’ are grown on C. avellana, grafted

under glass in winter or budded in summer)

1.3 Explain the importance of the timing of different propagation

activities availability of suitable material (e.g. softwood during rapid

growth in spring, hard (ripe) wood only available in dormant season),

conditions for rooting and root development (e. g evergreens by semi-

ripe cuttings late summer or early autumn – less liable to moisture loss

and wilting, ample time for roots to establish before the spring)

Learning Outcome 2. Understand the methods of propagation

2.1 Explain the method(s) used for collecting propagation material

covering

cuttings removal of a portion of stem, root or leaf from the parent

plant and encouraging it to develop into a new plant (softwood, semi-

ripe, hardwood, root, leaf)

budding a grafting method used on roses and fruit trees. A well-

developed bud is taken from one plant (the scion) and placed under

the bark of another (the stock).

grafting the artificial union of one part of a plant (the scion) with the

parts of another (the stock). Typically used for apples.

micro-propagation a form of biotechnology when a complete plant

is raised from single cells (usually apical meristem). Used for bulking

up from small amounts of tissue and producing virus free stocks.

division propagation by splitting the root of herbaceous species, by

hand, using a knife or with forks.

2.2 Explain how to select suitable facilities for storing the material

prior to use and the length of storage which is required collecting

material when cool, using opaque white bags, damping down, keeping

in shade, removal to cool storage area or refrigerated store; store must

protect material from loss of moisture and reduce respiration rate by

lowering temperature. Length of storage; influenced by type of plant

material, time of year, weather conditions, storage conditions. Length

of time varies from a few hours (e.g. softwood cuttings of fuchsia) to

several months (e.g. hardwood cuttings of woody species such as

willow, strawberry runners cold stored to be available for June or July

planting).

310

2.3 Explain how to correctly handle plant material and the

consequences of incorrect handling use of appropriate cutting

equipment to avoid damage (e.g. clean sharp knives, clean well

maintained secateurs), prevent moisture loss during collection and

storage, batches kept separate and labelled, delays minimised.

Consequences – reduced efficiency of propagation (lower %age

rooting), complete crop loss, increased risk of disease, slower rooting,

wrong material propagated or mixed material, failure to meet

propagation programme.

Learning Outcome 3. Understand the principles of identification

and naming of plants

3.1 Explain where and how to obtain information on plants and

plant identification supervisor, bed and batch labels on nursery,

plant labels, plant lists, propagation lists, catalogues, books (e.g. RHS

Encyclopaedia of Plants and Flowers), internet.

3.2 Explain the principles of botanical nomenclature

Linnaean Theory, use of binomial system,

families (e.g. Rosaceae)

genus (e.g. Cotoneastr, Sorbus, Malus)

species (e.g. Cotonoeaster frigidus – Himalayan Tree-Cotoneaster,

Sorbus aucuparia – Rowan or Mountain Ash, Malus sylvestris – Crab

Apple),

hybrids (e.g. Cotoneaster X watereri)

varieties (e.g. Apple Gala, Bramley’s Seedling, Crispin)

conventions on writing botanical names


equipment


for use improved performance, ensuring correct operation and output,



damage, reduced wastage. Methods of maintaining equipment ready

for use to minimise risks. Routine checking and calibration of all

equipment to ensure effective and efficient operation, lubrications of

machinery as directed by manufacturer, periodic servicing of power

311

units; checking and cleaning all equipment after use to ensure











StopSafe, Manual Handling.



media causing pollution of controlled water (action – store under cover

away from water sources, in event of run-off take steps at a local level

to contain pollution and spread of pollution, notify appropriate bodies

e.g. Environment Agency). Leaching of nutrient from growing area to

controlled water (action – limit level of use of nutrient, especially

soluble nitrogen). Use of non-sustainable materials (action – check

source of all materials, reduce use of peat, reduce usage and wastage

of all materials, recycle and re-use). Damage to non-target organisms

by pesticide (action – minimise use of pesticides, cultural measures to

minimise pest and disease risk, adherence to current legislation and

codes of practice for safe including the Code of Practice for Using Plant

Protection Products)


unit


equipment


and effective condition refer to LO4.1 for how to maintain

312

Learning Outcome 7. Be able to plan the collection of propagation

material

7.1 Plan the timing of the collection of propagation material to

maximise the success of the operation and to fit in with the

production programme refer to LO1.2 + LO1.3

7.2 Determine the source of the propagation material and the

method of collection in accordance with the needs of the plant

species and the propagation method refer to LO1.1

Learning Outcome 8. Be able to collect propagation material

8.1 Correctly identify plants from which material is to be collected

refer to LO1.2 and LO3.1, LO3.2 for correct use of plant naming

8.2 Handle plant material in a manner which minimises damage and

wastage refer to LO2.3

8.3 Select and use suitable facilities for the storage of collected

material refer to LO2.2 for storage facilities and conditions


records to be kept; source of plant material, date, time, amount

collected, number of plants prepared, type, date, who did it,

treatments, location, problems encountered including noting if number

differs from propagation programme requirements and action taken.

Reported to supervisor, manager or propagator either verbally face to

face or by telephone, or by written note or record on propagation

programme. Recorded or reported in writing or electronically. Records

required to ensure adherence to propagation programme, enable action

to be taken in event of shortages of other problems, future

management of crop.




313




Learning Outcomes covering knowledge (1, 2, 3, 4 and 5)



planning and collecting propagation material, copies of cropping or

propagation plans or programmes, records, or reporting forms and witness



Learning Outcomes covering competence (6, 7, 8 and 9)



work planning and collecting propagation material giving learners the




Prior to, during and after completion of work planning and collecting

propagation material, photographs or video could be taken to provide














314


appropriately.











Product evidence

Observation reports


Reports/notes


Witness statements













315





year by year lists of UK Acts and Statutory Instruments












Published 1998





1998


1994










Macdonald








316


Dickson




317

Prepare and Establish Propagation Material

Unit Reference

T/502/1012

Level

3

Credit Value

6

Guided Learning

Hours

39

Unit Summary



to prepare and establish propagation material. It

covers propagation methods including trimming

and establishing the material in a growing

environment

Learning Outcomes

(1 to 9)

The learner will

Assessment Criteria

(1.1 to 9.3)

The learner can

1. Understand the

methods of preparing

for propagation

1.1 Explain the methods used for preparing and

handling propagation material covering

Trimming cuttings

Splitting divisions

Preparing of stocks

Preparing scions

1.2 Explain why vegetative propagation methods

are used

1.3 Explain the following methods of propagations

Cuttings

Budding

Grafting

Micro-propagation

318

Division

1.4 Explain why it is important to maintain hygiene

during the propagation process and how this is

achieved

1.5 Explain the role of hormone treatments to

encourage rooting or meristem development


establish propagation

material in a growing

environment

2.1 Explain the types of rooting media and how

they are prepared and handled

2.2 Explain how to correctly position propagation

material in the growing medium

2.3 Explain the factors which must be taken into

account when planning aftercare

2.4 Explain the types of growing environments

available and their preparation

2.5 Explain the methods for sustaining and

promoting plant development following

propagation

3. Understand the

techniques for

weaning crops or

plants

3.1 Explain the techniques for weaning crops

before transferring into a different environment

covering

Watering

Ventilation

Temperature control

Humidity control

Removal of material damaged by pests or

diseases

Trimming to promote

Appropriate growth formation

Subculturing (micropropagation)

319


equipment and

materials required

and how to maintain

them

4.1 Describe the equipment and materials which

will be necessary for preparing for propagation



5. Understand

relevant health and


environmental good

practice



requirements







maintaining them


and use relevant

equipment and

materials

6.1 Ensure equipment and materials are prepared,

used and maintained in a safe and effective

condition




minimises damage and wastage, and optimises

growth

7.2 Select and use a suitable propagation method

7.3 Prepare and treat propagation materials

appropriately


recording purposes

320

8. Establish


in a growing

environment

8.1 Identify and source the materials for preparing

a suitable rooting medium

8.2 Prepare a suitable environment to establish

the propagation material

8.3 position propagation material correctly in the

growing medium and place in a suitable

environment

8.4 Undertake the activities necessary to sustain

and promote plant development after propagation



environmental good

practice








321


T/502/1012 Prepare and Establish Propagation Material - Level 3

Indicative Content










unit

Learning Outcome 1. Understand the methods of preparing for

propagation

1.1 Explain the methods used for preparing propagation material

covering

trimming of cuttings cutting to appropriate length, cutting back to

a node or to other area of active growth, removal of part of the

cutting to reduce transpiration loss

splitting of divisions appropriate size of division, removal of long or

excessive roots (or shoots), removal of damaged, diseased or dead

parts of the plant

preparation of stocks lifting from beds, storage, potting on,

removal of side shoots, cutting of top of stock to receive scion

trimming of scions removal of unwanted growth (too long or side

shoots), shaping to match prepared stock

1.2 Explain why vegetative propagation methods are used vegetative

= asexual; genetically identical – uniform and conformity to type,

standardisation of types, rapid development from propagation, many

322

plants do not set seeds, natural vegetative processes are easy to

enhance (e.g. bulbs, runners), rapid increase from small amounts of

material (e.g. by micro-propagation).

1.3 Explain the following methods of propagation

cuttings removal of a portion of stem, root or leaf from the parent

plant and encouraging it to develop into a new plant (softwood, semi-

ripe, hardwood, root, leaf)

budding a grafting method used on roses and fruit trees. A well-

developed bud is taken from one plant (the scion) and placed under

the bark of another (the stock).

grafting the artificial union of one part of a plant (the scion) with the

parts of another (the stock). Typically used for apples.

micro-propagation a form of biotechnology when a complete plant

is raised from single cells (usually apical meristem). Valuable for

bulking up from small amounts of tissue and producing virus free

stocks.

division propagation by splitting the root of herbaceous species.

1.4 Explain why it is important to maintain hygiene during the

propagation process and how this is achieved reduced incidence

of pests and disease, less loss or damage to plants in propagation,

greater consistency and quality of crop or plant growth, improved yield.

Achieved by routine monitoring of plants and propagation areas,

effective and timely reporting of problems and action to resolve,

training of staff, good working practice, use of new and sterile growing

media and containers, cleaning of propagation areas between crops,

careful selection of propagation material

1.5 Explain the role of hormone treatments to encourage rooting or

meristem development natural hormones mainly produced in

growing points (tips, buds). Hormones stimulate rooting – by cutting

near a bud, artificial hormones (increases rate and vigour of vigour,

can stimulate rooting in plants that would not normally produce roots).

Learning Outcome 2. Understand how to establish propagation

material in a growing environment

2.1 Explain the types of rooting media and how they are prepared

and handled must provide moisture, air and some warmth and

anchorage, free from harmful plant pathogens. Types – peat based or

323

peat free growing media, coarse grained improve drainage and

aeration, inert materials (e.g. sand, grit, vermiculite, polystyrene

chips).

Handled – stored in a clean environment to avoid contamination, new

medium for each crop, medium replaced at intervals.

2.2 Explain how to correctly position propagation material in the

growing medium

cuttings depth, orientation, spacing or positioning within the

module/container, growing medium, facility for protection from

moisture loss, temperature variations, pest, disease, physical damage.

budding and grafting choice of field/beds/nursery area, spacing of

stock or size of container, positioning of irrigation system and support

system, positioning of hot air/hot pipe system (for grafting).

micro-propagation appropriate growing media and container, in

growing cabinet/room, removal to growing area, potting up and care as

for cuttings.

division depth, orientation, spacing or positioning within the

module/container, choice of growing medium, facility for protection

from moisture loss, temperature variations, pest, disease, physical

damage.

2.3 Explain the factors which must be taken into account when

planning aftercare depends on method of propagation, type of plant,

time of year, condition of plant material, availability of facility.

2.4 Explain the types of growing environments available and their

preparation open ground, beds, containers (outdoor, protected).

Growing media – refer to LO2.1

Environments – outdoor/protected, shelters, shade houses, polythene

tunnels, glasshouses, growing cabinets and rooms.

Preparation by; cultivation, mixing and adding other material, water

and nutrient; sterilizing, removal of threats to plant health (weeds,

pests, diseases), filling of containers, placing in growing

area/propagation houses.

2.5 Explain the methods for sustaining and promoting plant

development following propagation

Watering use of mist, humidifiers, shading and covers, overhead

irrigation or hand watering.

Temperature and humidity control use of heating, ventilation,

324

shading, thermal screens, windbreaks, root zone warming, graft

heating by hot air or pipe, sealants to prevent drying out of grafts and

budding.

Removal of diseased material routine monitoring of plants, identify

material damaged by disease, pest, drying out, water logging, removal

of damaged material (part of plant, single plant, batch of plants or

entire crop).

Learning Outcome 3. Understand the techniques for weaning crops

or plants

3.1 Explain the techniques for weaning crops before transferring

into a different environmental covering reduce impact of changes

of temperature and humidity, increased water loss from plant, root

damage reducing ability to absorb water, improved light levels

increasing potential for photosynthesis. Methods - changes to existing

environment or removal to intermediate environment.

watering reduction of misting or watering

ventilation gradual increase in the amount and duration of ventilation

or part lifting or removing covers

temperature and humidity control gradual reduction of

temperature, humidity by increasing ventilation

removal of material damaged by pests or diseases, continual

monitoring

trimming to promote appropriate growth formation

subculturing (micro-propagation); gradual reduction of temperature,

removal to sterile growing room, transfer to sterile growing medium

Learning Outcome 4. Know the types of equipment and materials

required and how to maintain them

4.1 Describe the equipment and materials which will be necessary

for preparing for propagation PPE, cutting equipment (knives,

secateurs, specialised graft cutters), irrigation equipment (overhead,

cans, hosepipes, mist systems or humidifiers) protected growing areas

(outdoor/protected areas, sheltered beds, shade houses, polythene

tunnels, glasshouses, growing cabinets and rooms.

4.2 Describe methods of maintaining the equipment ready for use to

avoid contamination of the propagation material, sharpening of cutting

325

equipment; checking and cleaning all facilities after use to ensure














media causing pollution of controlled water (action – store under cover

away from water sources, in event of run-off take steps at a local level

to contain prevent spread pollution, notify appropriate bodies e.g.


Leaching of nutrient from growing area to controlled water (action –

limit level of use of nutrient, especially soluble nitrogen).




Damage to non-target organisms by pesticide (action – minimise use of





organic and inorganic waste organic waste – reduce waste removed

from plant area, unwanted plant material composted (unless the

material poses a threat to plant health e.g. diseased material or

perennial weeds).


equipment disposed of in appropriate container; wastage of packaging

minimised and where unavoidable recycled or disposed of in

appropriate container; inorganic waste is carefully controlled until


326


purposes and the importance of maintaining them including

propagation activities and success rates

Records; source of plant material, date, time, amount collected,

number of plants prepared, type, date, who did it, treatments, location,

problems encountered including noting if number differs from

propagation programme requirements and action taken.

Reported to supervisor, manager or propagator either verbally face to

face or by telephone, or by written note or record on propagation

programme.

Recorded or reported in writing or electronically.

Records required to ensure adherence to propagation programme,

enable action to be taken in event of shortages of other problems,

future management of crop.


unit


equipment and materials

6.1 Activities undertaken to ensure equipment is prepared, used

and maintained in a safe and effective condition refer to

LO4.1and LO4.2

Learning Outcome 7. Be able to prepare propagation material

7.1 Plant material handled in a manner which minimises damage

and wastage, and optimises growth refer to LO1 for activities

7.2 Suitable propagation methods select and used refer toLO1.3

7.3 Propagation materials prepared and treated appropriately refer

to LO1.1, LO1.3, LO2

7.4 Clear and accurate information gathered and provided for

recording purpose refer to LO5.4

Learning Outcome 8. Establish propagation material in a growing

environment

327

8.1 Materials for preparing a suitable rooting medium identified and

sourced refer to LO2.4

8.2 Suitable environment to establish the propagation material

prepared refer toLO2.4 Propagation material positioned correctly

in the growing medium and placed in a suitable environment

refer to LO2.2 and LO2.4

8.3 Plant development after propagation promoted and sustained

refer to LO2.5



9.1 Actions taken to ensure that work is carried out in a way which

promotes health and safety, is consistent with relevant

legislation, codes of practice and any additional requirements

refer to LO5.1

9.2 Actions taken to ensure that work is carried out in a manner

which minimises environmental damage refer to LO5.2

9.3 Waste managed and disposed of in accordance with legislative








Learning Outcomes covering knowledge (1, 2, 3, 4 and 5)



preparing and establishing propagation material, copies of cropping or

propagation plans or programmes, records, or reporting forms and witness

328





those who have experience in this area of work or by supervised clearance

preparing and establishing propagation material work giving learners the




Prior to, during and after completion of work preparing and establishing

propagation material, photographs or video could be taken to provide












These could also link to Learning Outcomes 1, 2, 3, 4, 5 and 6 to allow



appropriately.






329






Product evidence

Observation reports


Reports/notes


Witness statements




















330












Published 1998





1998


1994








Macdonald








331

Plan and Implement Seed Propagation

Unit Reference

Y/502/0855

Level

3

Credit Value

7

Guided Learning

Hours

46

Unit Summary

This unit will provide learners with the skills,


planning and managing the propagation of plants

from seed

Learning Outcomes

(1 to 10)

The learner will

Assessment Criteria

(1.1 to 10.4)

The learner can

1. Understand the

planning of seed

propagation

1.1 Explain the factors which influence seed

propagation including timing and availability of

resources

1.2 Describe the contents and requirements of a

propagation programme

1.3 Explain how to estimate quantities of seed and

materials

2. Understand the

factors which

influence seed

propagation

2.1 Explain why texture, drainage, moisture and

nutrient content of growing medium is important

and species related

2.2 Explain how correct timing of propagation can

maximise the success of propagation

332

2.3 Explain the importance of good hygiene in

propagation areas

2.4 Describe different methods of preparing seed

(including soaking, priming, temperature

treatments and scarification) and the suitability of

each for species concerned

2.5 Describe the appropriate immediate aftercare

for different species and different situations e.g.

outdoors or under glass covering

Humidity control

Temperature control

Pricking out

Weed control

Pest or rodent control


during propagation and how to deal with these

effectively

3. Understand the

need for monitoring

seed propagation

3.1 Explain the crop health problems that can

occur during propagation

3.2 Explain the need to identify and deal with

substandard seedlings

4. Understand the

how to maintain

equipment


maintaining equipment

5. Understand

relevant health and


environmental good

practice



requirements



333





maintaining them

6. Be able to plan

seed propagation

6.1 Prepare a programme of work activities to

maximise the success of the operation

6.2 Calculate and collect the quantities of seed

and growing medium required

7. Be able to

implement seed

propagation

7.1 Prepare the growing medium in accordance

with the requirements of the programme

7.2 Check, store and handle seeds in a way that

minimises damage and maximises viability

7.3 Sow seeds evenly, accurately and at the

correct depth and density for the species

7.4 Provide immediate aftercare to encourage

rapid germination


germination of seeds

8.1 Identify problems with germination and take

the appropriate remedial action

8.2 Remove and hygienically dispose of unwanted

seedlings

8.3 Accurately identify seedlings suitable for the

next stage of the production process

8.4 Provide suitable post propagation aftercare

conditions

334

8.5 Ensure the following records are completed

accurately

Propagation activities

Success rates


and use equipment

during seed

propagation



10. Be able to

promote health and

safety and

environmental good

practice









relevant people

335


Y/502/0855 Plan and Implement Seed Propagation - Level 3

Indicative Content










unit

Learning Outcome 1. Understand the planning of seed propagation

1.1 Explain the factors which influence seed propagation including

timing and availability of resources timing as required by

cropping/production requirements, instruction from supervisor. Seed

rates and growing medium as required for programme, instruction from

supervisor; availability of staff, growing medium in appropriate

condition, space in propagation house or germinating cabinet.

1.2 Describe the contents and requirements of a propagation

programme could include crop, variety, date of sowing, target date

being ready for customer, propagation method, growing medium,

containers, seed source, number required, seed treatment, sowing rate

(per cell/container or density), covering (if appropriate), post-seeding

treatments, location and conditions for germination, weaning and

growing on, monitoring requirements

1.3 Explain how to estimate quantities of seed and materials

information required from propagation programme. Estimation of seed

336

quantity – target number required, germination rate (seed viability and

seedbed effect), sowing rate (per cell/container or density). Materials -

growing medium, containers, seed treatment, covering (if appropriate),

materials for post-seeding treatment.

Learning Outcome 2. Understand the factors which influence seed

propagation

2.1 Explain why texture, drainage, moisture and nutrient content of

growing medium is important and species related

texture sufficiently fine to fill container, maintaining good contact with

seeds, degree of fineness will depend on seed size and type

moisture content sufficient to initiate germination and support

seedling growth according to needs of species

drainage to ensure sufficient air-space in the compost at all times

nutrient content low not to inhibit germination but sufficient to

support growth of seedlings.

2.2 Explain how correct timing of propagation can maximise the

success of propagation seed – ripe, viable, type and variety

available, not dormant, treated as necessary (refer to LO2.4). Facility

– area prepared and to appropriate hygiene standards, growing

medium and containers ready, growing area or germination room

available. Staff issues – staff available with appropriate skills and

knowledge.

2.3 Explain the importance of good hygiene in propagation areas

reduce incidence of pests and disease, less loss or damage to crops,

greater quality of seedlings, improved output from unit. Regular

cleaning of propagation areas, use of sterile containers and growing

media, removal of damaged or diseased plant material, limited access

to propagation area.

2.4 Describe different methods of preparing seed (including

soaking, priming, temperature treatments and scarification)

and the suitability of each for species concerned soaking (hot

soak, cold soak, long or short term, softening of seed coat, removal of

chemicals) e.g. – Pittosporum (cold soak), Cytisus (hot soak).

Priming (pre-germination, separation, drying or pre-soaking) e.g. -

valuable for brassica crops for module raising, quicker germination,

increased percentage (up to 100%) e.g. Primula (pre-germination)

337

Brassica (Priming)

Temperature treatments (heat treatment to reduce disease, cold and

cold/warm moist treatments to break dormancy) e.g. - Acer (cold

treatment).

Scarification (nicking, chipping, abrasion with sand/grit, hot water, acid

dip) e.g. – Camellia, Paeonia.

2.5 Describe the appropriate immediate aftercare for different

species and different situations e.g. outdoors or under glass

covering

humidity control by watering before or after sowing, germinating

room, cover with fleece or plastic, watering during and after

germination, removal of cover, removal from the germinating area,

ventilation of the growing area

temperature control; germinating room, greenhouse, (heating,

ventilation), shading, crop covers (fleece, plastic or other material)

pricking out (protected crops only area) by hand or mechanically;

pricking out of seedlings or plugs into cell trays, pots and other

containers; mechanical pricking out of plugs for crops grown in trays or

in plugs

weed control use of sterile growing media, ground preparation,

sterilised seed beds, stale seed beds, pre-emergence herbicides, post-

emergence herbicides, hand weeding and hoeing, mechanical weeding

and inter-row cultivation, flame weeders

pest or rodent control barriers and screens, pesticides and

deterrents, trapping, natural predators and biological control.

2.6 Explain potential problems which may occur during propagation

and how to deal with these effectively crop health problems; soil,

seed, water or airborne diseases; drying out, water logging; nutrient

deficiency or toxicity; competition from weed, pests. Methods of

dealing problems effectively - routine and accurate monitoring, good

hygiene (refer to LO2.3), use of suitable PPE (refer to LO4.1), careful

manipulation of temperature (see LO2.5ii) and humidity (LO2.5i), use

of appropriate plant protection material (if appropriate).

Learning Outcome 3. Understand the need for monitoring seed

propagation

338

3.1 Explain the crop health problems that can occur during

propagation refer to LO2.6 examples of diseases – Pythium,

Phytophthora spp, Rhizoctonia.

3.2 Explain the need to identify and deal with substandard

seedlings identify as; undersized, oversized, damaged by pest,

disease or mechanical, wrong type, etiolated, affected by disorder,

discoloured. Dealt with by; identify cause and rectify (e.g. nutrient

deficiency corrected by liquid feeding) take action to remove pest

causing problem (use pesticide, pick off, trap, erect barriers) remove

substandard seedlings, tray or batch as appropriate.

Learning Outcome 4. Understand the how to maintain equipment











ensure readiness for next operation. Includes PPE e.g. waterproof

clothing, steel toe-capped boots, UV Protection, gloves, aprons, hats.











339


respond appropriately run-off from stored growing media causing

pollution of controlled water (action – store under cover away from



Environment Agency). Leaching of nutrient from growing area to

controlled water (action – limit level of use of nutrient, especially

soluble nitrogen from organic and inorganic sources, schedule use only

when actively growing and rainfall not expected).




Damage to non-target organisms by pesticide (action – minimise use of





organic and inorganic waste - organic waste – reduce waste

removed from plant area, unwanted plant material composted (unless

the material poses a threat to plant health e.g. diseased material or






5.4 Explain the records required for management ad legislative

purposes and the importance of maintaining them materials

used/remaining, date, time, growing medium prepared, treatments

included in growing media (including use of pesticides); location of

growing sown crop or plants, condition of sown seeds, problems

encountered

Recording in written or electronic format or by labelling the growing

media

Importance of maintaining accurate records.

To identify stock levels of ingredients to enable re-order, problems with

equipment (to facilitate repair), seeds or other materials including

containers (to avoid problems in future), availability of seeds for

production programme. Required for legal purposes, Code of Practice

for Using Plant Protection Products, for management purposes to

340

control costs, manage resources and plan for future actions, to manage

propagation and production programme.

LO6, LO7, LO8, LO9 and LO10 are the key areas of competence for

this unit

Learning Outcome 6. Be able to plan seed propagation

6.1 Prepare a programme of work activities to maximise the

success of the operation refer to LO1.2 LO1.3 for range of activities.

6.2 Calculate and collect the quantities of seed and growing

medium required refer to LO6.1. Growing medium required for the

plan collected (refer to LO2.1, LO2.3).

Learning Outcome 7. Be able to implement seed propagation

7.1 Prepare the growing medium in accordance with the

requirements of the programme refer to LO6.1 and LO12, LO1.3.

7.2 Check, store and handle seeds in a way that minimises damage

and maximises viability refer to LO2.4, LO2.5.

7.3 Sow seeds evenly, accurately and at the correct depth and

density for the species refer to LO1.2, LO1.3.

7.4 Provide immediate aftercare to encourage rapid germination

refer to LO2.5

Learning Outcome 8. Be able to monitor germination of seeds

8.1 Problems with germination identified refer to LO3.1, LO2.6 and

appropriate remedial action taken refer to LO3.2.

8.2 Remove and hygienically dispose of unwanted seedlings refer to

LO3.2, LO5.3.

8.3 Accurately identify seedlings suitable for the next stage of the

production process true to type, at appropriate growth stage, free

from damage by pests or disease or mechanically, free from disorders -

refer to LO3.1 & LO2.6.

341

8.4 Provide suitable post propagation aftercare conditions - refer to

LO2.3, LO2.5.

8.5 Ensure the following records are completed accurately

propagation activities

success rates

refer to LO5.4.


seed propagation


and effective condition tools and equipment are made available,

made ready for use and only used for the operation and in situations as

detailed by the manufacturer’s / supplier’s / supervisor’s instructions,

current legislation and codes of practice for safe for range of equipment

(refer to LO4.1 for range of equipment; refer to LO7.3, LO7.4 for range

of activities).



10.1 Work in a way which promotes health and safety, is

consistent with relevant legislation, codes of practice and any

additional requirements refer to LO5.1.






maintained by; communication, fair treatment of individuals and

groups, providing relaxant and timely information, open discussion,

pleasant and conducive working environment. Relevant people;

colleagues and team members, supervisors, customers, third parties.

342







Learning Outcomes covering knowledge (1, 2, 3, 4, and 5)



planning and implementing seed propagation, copies of propagation plans

or programmes, records, or reporting forms and witness testimony,

answering oral or written questions, or assignments referenced to the

knowledge evidence.

Learning Outcomes covering competence (6, 7, 8, 9, and 10)



work planning and implementing seed propagation giving learners the




Prior to, during and after completion of work planning and implementing

seed propagation, photographs or video could be taken to provide evidence

of progress. Copies of records can be used to provide evidence of quality and

rate of work and of sufficiency of evidence







343


where possible e.g. Learning Outcomes 6, 7, 8, 9 and 10 link together and

can be assessed practically by observation or by generation of diverse

evidence. These could also link to Learning Outcomes 1, 2, 3, 4, and 5 to



appropriately.









Product evidence

Observation reports


Reports/notes


Witness statements










344




















1998




1994









Dickson








345



346

Plan and Monitor Harvesting Operations

Unit Reference

R/502/0952

Level

3

Credit Value

6

Guided Learning

Hours

39

Unit Summary

The aim of this unit is to provide the learner with the knowledge, understanding and skills required

for planning and maintaining the harvesting of crops.

The unit covers determining the resource requirement and working methods of harvesting

could be carried out manually and mechanically depending on the type of crops.

This unit does not cover collecting plants for

despatch or sale as this is covered in a separate

unit

Learning Outcomes

(1 to 8)

The learner will

Assessment Criteria

(1.1 to 8.3)

The learner can


plan the harvesting of

crops

1.1 Explain the factors to be considered when

preparing a harvesting plan covering how to

determine the human, financial, material and

equipment resources necessary

1.2 Explain the methods and conventions for

presenting plans covering written and spoken

1.3 Explain the importance of timescales within

which harvesting must take place

347

1.4 Explain the relationship between production

requirements, planning and harvesting the crops

2. Understand the

harvesting of crops

2.1 Explain how to identify crops which are ready

for harvesting

2.2 Explain the actions to take when the crop is

not ready for harvesting

2.3 Describe the variations of harvesting methods

which are used depending on the crop

2.4 Explain the adjustments to harvesting methods

which may be required in relation to environmental

conditions and use of resources

2.5 Explain how to maintain the quality of the

product and minimise adverse damage

2.6 Describe the problems which may arise during

harvesting and explain how these may be resolved

2.7 Explain the methods for maintaining hygiene

during harvesting

2.8 Explain the reasons and systems of record

keeping

3. Know the current

health and safety

legislation and

environmental good

practice





minimised



348


equipment required

and how to maintain

them

4.1 Describe the methods of maintaining the

equipment which will be necessary for the

harvesting of crops


use and maintain

equipment and

resources

5.1 Select and use appropriate equipment for this

area of work

5.2 Ensure equipment is prepared, maintained and

stored in a safe and effective working condition


harvesting of crops

6.1 Construct and present a harvesting schedule

6.2 Confirm that the crop is in a condition ready

for harvesting

6.3 Establish the availability of resources required

for harvesting operations: human, financial,

material and equipment


the harvesting of

crops

7.1 Ensure harvesting methods and processes are

effective, efficient, and in accordance with


7.2 Establish relevant measures to maintain

hygiene during harvesting

7.3 Ensure plans achieve the best balance between

production requirements and constraints on the

harvesting operations including

Environmental conditions

Resource difficulties

Crop condition

Health and safety issues

349

8. Be able to work

safely and minimise

environmental

damage







350


R/502/0952 Plan and Monitor Harvesting Operations - Level 3

Indicative Content









Note 3: Example used in this unit is harvesting of field grown cauliflower

crops using a harvesting rig. Similar process should be applied to other crops

are appropriate

LO1, LO2 LO3 and LO4 are the key area of knowledge for this unit

Learning Outcome 1. Understand how to plan the harvesting of

crops

1.1 Explain the factors to be considered when preparing a

harvesting plan covering how to determine the human,

financial, material and equipment resources necessary access to

the site and crop within the site, choice of equipment and appropriate

maintenance prior to and during operations to reduce breakdowns and

damage to crops, staff available, staff training and supervision of staff

to avoid damage to crops, wastage and to maintain acceptable rates of

operation, weather and ground conditions during operations; customer

requirements, timing, quantity, materials required

1.2 Explain the methods and conventions for presenting plans

covering written and spoken organisational planning for crop

production, separate harvesting operation, co-ordination with other

351

activities on production unit, management structure for harvesting

(operatives, supervisors, quality assurance, line manager), time scale

Presented as written plan, an electronic programme, verbally

presented to operatives)

1.3 Explain the importance of timescales within which harvesting

must take place to meet customer requirements, when crop ready

to harvest, make best use of good weather or soil conditions, optimise

use of machinery, staff, transport, packing and handling facility,

storage facility

1.4 Explain the relationship between production requirements,

planning and harvesting the crops (refer to LO1.1, LO1.2, LO1.3)

Learning Outcome 2. Understand the harvesting of crops

2.1 Explain how to identify crops which are ready for harvesting by;

size, weight, size, colour, maturity, weather and ground conditions,

freedom from damage by pest, disease or disorder.

2.2 Explain the actions to take when the crop is not ready for

harvesting delay harvest, find alternative crop to harvest, inform

supervisor, sale person, customer

2.3 Describe the variations of harvesting methods which are used

depending on the crop hand harvest for leafy crops, picking over to

select part of the plant (e.g. broad beans, cut and come again lettuce,

brussel sprouts) selective harvest of complete plant, (lettuce, cabbage,

cauliflower), complete harvest of crop (Brussels sprouts on the stem for

sale or mechanised stripping, lifting and bunching carrots) Lifting

(manual or mechanised) of root crops (e.g. potatoes, carrots)

2.4 Explain the adjustments to harvesting methods which may be

required in relation to environmental conditions and use of

resources timing, degree of mechanisation (hand operation,

mechanically assisted, use of complete harvesters and harvesting rigs),

use of permanent, casual or contract labour, Choice of material to

harvest

2.5 Explain how to maintain the quality of the product and minimise

adverse damage governed by timeliness, harvest conditions

352

(temperature, water content), correct use of harvesting aids and skill

level of operators, post-harvest handling to avoid degradation, control

of temperature and humidity during field storage and transport to

packhouse or sales area

2.6 Describe the problems which may arise during harvesting and

explain how these may be resolved

difficulties in accessing the site and crop within the site. Avoid by

choice of site, timeliness, use of appropriate machinery and

equipment.

breakdowns and damage to crops by equipment. Correct choice of

equipment and appropriate maintenance prior to and during

operations to reduce breakdowns and damage to crops.

staff training and supervision of staff to avoid damage to crops,

wastage and to maintain acceptable rates of operation

monitoring weather and ground conditions during operations;

changing working practice in response to adverse changes in weather

(rainfall, lightening, frost, high temperatures, wind)

changing working practice in response to changes in ground

conditions (wet ground and waterlogging, frost, damage to structure

by machinery, damage and contamination to crops)

2.7 Explain the methods for maintaining hygiene during harvesting

reducing causes of contamination; use of appropriate clothing/PPE

(refer to LO5.1), soil, weeds and damaged plant material. Impact on

harvest rate, product quality, storage and sale value. Prevention of

contamination by appropriate crop spacing, mechanisation, skill of

operators.

2.8 Explain the reasons and systems of record keeping used for

management of future cropping, planning of marketing, crop yields,

inputs to storage, customer required audit trails. Records of,

harvesting; field and gang records, quantity, timing, quality; reporting

in person face to face or by telephone, or recording by written notes or

approved recording form or electronically as required by the

organisation; report to include details of harvested amounts and timing

by area, variety, person, team as appropriate; and problems arising.

Learning Outcome 3. Know the current health and safety legislation

and environmental good practice

353



area of work e.g. Management of Health & Safety at Work



Protecting our Water, Soil and Air; Nitrogen Sensitive Areas, Additional



3.2 Describe how environmental damage can be minimised run-off

and erosion from crops areas and access routes during harvest

operations, damage to soil structure from harvesting the crops (Action

– choice of site for crops grown to harvest in winter, planning of

harvesting operations to avoid wet weather, under-sowing, manual

operations, use of track-laying vehicles). Run-off crop storage areas or

stored waste causing pollution of controlled water (Action – reduce

wastage, store under cover away from water sources, in event of run-

off take steps at a local level to contain pollution and spread of

pollution, notify appropriate bodies e.g. Environment Agency). Run-off

from washing and processing operations (action – recycling of water,

separation lagoons). Use of non-sustainable materials (action – check

source of all materials, reduce use of water, reduce usage and wastage

of all materials, recycle and re-use).


inorganic waste reduce waste removed from crop area, unwanted


health e.g. diseased material or perennial weeds). Inorganic waste –

wastes from servicing and maintenance of equipment disposed of in

appropriate container; wastage of packaging minimised and where



Learning Outcome 4. Know the types of equipment required and

how to maintain them

4.1 Describe the methods of maintaining the equipment which will

be necessary for the harvesting of crops

Hand tools – knives, secateurs, forks, spades

Harvesting aids – trolleys, trailers, harvesting rigs,

Harvesters – root harvesters, lifters,

354

Transport aids – tractors and trailers, ATVs with or without trailer, fork

lift trucks


Routine checking of all equipment to ensure effective and efficient

operation, lubrications of machinery as directed by manufacturer,

periodic servicing of power units; checking and cleaning all equipment

after use to ensure readiness for next operation.


unit

Learning Outcome 5. Be able to select, use and maintain equipment

and resources

5.1 Select and use appropriate equipment for this area of work e.g.


aprons, hats. Tools and equipment are made available and only used

for the operation and in situations as detailed by the manufacturer’s /


practice

5.2 Ensure equipment is prepared, maintained and stored in a safe

and effective working condition (refer to LO4.1 for range of

equipment): Preparation e.g. knives are clean and sharp, harvesting

rig is cleaned, routine and periodic service carried out as recommended

by the manufacturer (check oil levels, grease, change oil) and

refuelled, rig loaded with boxes/pallets/wrapping materials as

appropriate, trailers are clean and in safe working order, brakes and

lights checked

Maintenance e.g. monitoring, cleaning, sharpening and oiling during

and after use

Storage e.g. tools and materials returned to secure store, machinery

returned to safe area (yard or depot) or stored in field as appropriate,

Maintain records e.g. maintenance and repairs. Report faults to line

manager.

Learning Outcome 6. Be able to plan the harvesting of crops

6.1 Construct and present a harvesting schedule refer to LO1.4 for

detail.

355

6.2 Confirm that the crop is in a condition ready for harvesting refer

to LO2.1 e.g. sufficient heads are in range of size and quality required

for packing

6.3 Establish the availability of resources required for harvesting

operations: human, financial, material and equipment refer to

LO1.4 for detail e.g. sufficient suitably skilled staff for cutting, packing

and quality assurance, liaison with marketing to identify quantity and

quality required, refer to LO5.2 for tools and equipment.

Learning Outcome 7. Be able to maintain the harvesting of crops

7.1 Ensure harvesting methods and processes are effective,

efficient, and in accordance with production requirements refer

to LO2.3 e.g. staff training, instructions to harvesting team to identify

quality and size requirements, monitoring of packed product, labelling.

7.2 Establish relevant measures to maintain hygiene during

harvesting refer to LO2.7 e.g. protective clothing, avoidance of

extremely wet conditions, provision of washing facilities on rig.

7.3 Ensure plans achieve the best balance between production

requirements and constraints on the harvesting operations

including:

environmental conditions refer to LO1.1, LO2.6

resource difficulties refer to LO2.6, LO5.1, LO5.2

crop condition refer to LO2.1

health and safety issues refer to LO3.2



8.1 Actions taken to ensure that work is carried out in a way which

promotes health and safety, is consistent with relevant

legislation, codes of practice and any additional requirements

refer to LO3.1

8.2 Actions taken to ensure that work is carried out in a manner

which minimises environmental damage refer to LO3.2

356

8.3 Waste managed and disposed of in accordance with legislative








Learning Outcomes covering knowledge (1, 2, 3 and 4)



planning and maintaining harvesting operations, copies of cropping or

harvesting plans or programmes, records, or reporting forms and witness



Learning Outcomes covering competence (5, 6, 7, and 8)



work planning and maintaining harvesting operations giving learners the




Prior to, during and after completion of work planning and maintaining

harvesting operations, photographs or video could be taken to provide







357









appropriately.









Product evidence

Observation reports


Reports/notes


Witness statements










358







legal publications













1998





1998


1994














359




Macdonald


Dickson



See ABC for further information

360

Prepare and Store Harvested Crops

Unit Reference

Y/502/0953

Level

3

Credit Value

6

Guided Learning

Hours

39

Unit Summary

The aim of this unit is to provide the learner with the

knowledge, understanding and skills required to

prepare harvested crops following harvesting

Learning Outcomes

(1 to 6)

The learner will

Assessment Criteria

(1.1 to 6.2)

The learner can

1. Know how to

prepare harvested

crops

1.1 Explain why storage methods differ according

to the type of crop

1.2 Explain the different methods of preparing

crops for storage covering

Handling

Grading

Cleaning

Drying

Packing, containering or labelling

1.3 Explain the importance of production

specification and how this influences storage and

preparation requirements

1.4 Explain why prepared crops may not be of a

suitable quality and how to identify this

361

1.5 Describe the reporting procedures where

prepared produce is not of a suitable quality

1.6 Describe necessary levels of hygiene

2. Understand the

reasons for

maintaining

equipment



3. Understand

relevant health and


environmental good

practice







maintaining them


and use equipment




harvested crops

5.1 Select and use appropriate methods for

preparing the harvested crop in accordance with

production requirements such

5.2 Remove and report harvested crop which does

not meet production requirements

5.3 Ensure the necessary levels of hygiene are

maintained throughout the preparation of the crop

5.4 Ensure the prepared harvested crop meets


362

5.5 Ensure the preparation of the harvested crop is

completed in the appropriate timescale

5.6 Ensure that any required storage meets

production requirements and maintains the

condition of the crop.

5.7 Ensure that records are accurate and complete



environmental good

practice




apply to preparing harvested crops



363


Y/502/0953 Prepare and Store Harvested Crops - Level 3

Indicative Content










Learning Outcome 1. Know how to prepare harvested crops

1.1 Explain why storage methods differ according to the type of

crop storage conditions vary with part of plant to be stored (root, leaf,

fruit, stem, whole plant), rate of conversion of sugars to starch (e.g.

metabolic rate, degree of maturity, amount of energy stored as sugars,

loss of flavour and other qualities), tendency of the plant to lose

moisture, (e.g. waxiness of the leaf, surface area to volume ratio), time

of year to be stored, length of storage required.

Explain the different methods of preparing crops for storage

covering

1.2 Handling of crop for sale or storage to include manual or mechanically

aided lifting, carrying and moving of individual units or boxes; cooling

by vacuum or icebank, stacking, wrapping and moving of unit loads by

machine or manually aided (including refrigerated transport if

appropriate);

Grading for size, weight, quality;

Cleaning to remove contamination by soil, stones, unwanted plant

material (weeds, damaged crop material) washing by immersion or

364

water jets or brushing

Drying; by use of heat or ambient air, fan assisted or passive.

Packing; overwrapping, packing in a range of containers for sale or

storage (e.g. individual wraps/boxes, boxes or crates, bulk bins).

Labelling to identify crop, date, or to meet legal and customer

specification, certification or assured produce scheme, manual labels

and barcodes.

Appropriate selection of crop for maturity/ripeness, quality,

size/weight, freedom from damage (mechanical, pest, disease);

Freedom from contamination; Storage facility to provide control of

temperature, moisture content, gas levels; protection from

contamination, pests, diseases and environmental variation.

1.3 Explain the importance of production specification and how this

influences storage and preparation requirements e.g. type,

variety, size, timing, ripeness. Important to ensure crop can be stored

as required, reduce storage losses, meet market requirement, increase

yield/income, maintain reputation.

1.4 Explain why prepared crops may not be of a suitable quality and

how to identify this being too small or too large, too light or too

heavy, damaged or contaminated. Identification by weighing or sizing,

by machine or manually, visual checking.

1.5 Describe the reporting procedures where prepared produce is

not of a suitable quality; verbally (face to face, telephone), written

or electronic report. Recording by written report or electronically.

Need for reporting; progressive nature of storage problems, need to

manipulate storage environment, impact of shortened storage life on

production and marketing process - see LO1.4 for reasons for not being

suitable.

1.6 Describe necessary levels of hygiene levels to minimise advent of

problems during storage of crop; to meet legal requirements and

health regulations, assured quality schemes and certification; reducing

contamination by screening of crops to be stored; removal of soil,

weeds and damaged plant material; checking stored crops for damaged

or decaying crops material.


equipment

365


ready for use improved performance, ensuring correct operation and

output, prolonged life, greater reliability and reduced breakdown time

and cost, available for next time required, reduced contamination and

crop damage, reduced wastage.






ensure readiness for next operation.




and any additional requirements e.g. Management of Health &

Safety at Work Regulations; Environmental Protection e.g.







waste - organic waste – reduce waste removed from crop area,


to plant health e.g. diseased material or perennial weeds). Inorganic

waste – wastes from servicing and maintenance of equipment

disposed of in appropriate container; wastage of packaging minimised

and where unavoidable recycled or disposed of in appropriate

container; inorganic waste is carefully controlled until disposed of

through licensed



required for storage to include; crops in, crops out, temperature, CO2

and O2 content, levels of other gases, moisture content, inspection

dates, outcome of inspection including changes within the stored crop.

Recording in written or electronic format or by labelling the crops

Importance of maintaining accurate records; required for legal

366

purposes, e.g. Code of Practice for Using Plant Protection Products,

RIDDOR; for management purposes to control costs, manage resources

and plan for future actions, to manage production, marketing and

storage programme, to identify stock levels, problems with equipment

(to facilitate repair), other materials including containers (to avoid

problems in future), availability of produce for sale or storage




and effective condition e.g. waterproof clothing, steel toe-capped

boots, UV Protection, gloves, aprons, hats. Tools and equipment are

made available, made ready for use and only used for the operation

and in situations as detailed by the manufacturer’s / supplier’s /

supervisor’s instructions, current legislation and codes of practice for

safe for range of equipment - refer to LO2.1 for range of maintenance

activities.

Learning Outcome 5. Be able to maintain harvested crops

5.1 Select and use appropriate methods for preparing the harvested

crop in accordance with production requirements refer to LO1.2

5.2 Remove and report harvested crop which does not meet

production requirements refer to LO1.4.

5.3 Ensure the necessary levels of hygiene are maintained

throughout the preparation of the crop refer to LO1.6.

5.4 Ensure the prepared harvested crop meets production

requirements refer to LO1.3.

5.5 Ensure the preparation of the harvested crop is completed in

the appropriate timescale refer to LO1.3, LO1.4.

5.6 Ensure that any required storage meets production

requirements and maintains the condition of the crop actions to

include; crops to be stored managed by screening and selection of crop

for maturity/ripeness, quality, size/weight, freedom from damage

367

(mechanical, pest, disease); freedom from contamination by removal

of soil, weeds and damaged plant material; monitoring crops in storage

for damage or decay, removing damaged crop material; manipulating

storage conditions e.g. temperature, moisture content, gas levels;

protection from contamination, pests, diseases and environmental

variation.

5.7 Ensure that records are accurate and complete refer to LO3.3.





requirements which apply to preparing harvested crops refer to

LO3.1.


requirements and codes of practice refer to LO3.2.







Learning Outcomes covering knowledge (1, 2 and 3)



preparing and storing harvested crops, copies of cropping, harvesting or

storage plans, records, or reporting forms and witness testimony, answering

oral or written questions, or assignments referenced to the knowledge

evidence.




368

preparing and storing harvested crops giving learners the opportunity, first

to practice the various tasks involved and then to be observed correctly


Prior to, during and after completion of work preparing and storing harvested

crops, photographs or video could be taken to provide evidence of progress.

Copies of records can be used to provide evidence of quality and rate of work

and of sufficiency of evidence.













appropriately.




Product evidence

Observation reports


Reports/notes


Witness statements


369

















The Department for Environment, Food and Rural Affairs website has up to date information about legislation, codes of practice and consultations

in the horticultural / agricultural sectors The Environment Agency website http://www.environment-



The Code of Practice - Protecting our Water, Soil and Air has a useful list

of references in Section 9






1998

The Complete Book of the Greenhouse by Ian G. Walls, et al / Paperback

/ Published 1996








370



1998


1994

Nursery Stock Manual: Grower Manual 1 by Keith Lamb, et al / Paperback

/ Published 1995







Dickson




371

Plan and Manage the Collection of Orders

Unit Reference

R/502/1180

Level

3

Credit Value

8

Guided Learning

Hours

52

Unit Summary


the knowledge, understanding and skills required for planning and managing the collection of plant

orders taking into account all the factors involved including: market requirements, resource

constraints and collection methods and crop conditions.

This unit does not cover the identification of plants

Learning Outcomes

(1 to 8)

The learner will

Assessment Criteria

(1.1 to 8.4)

The learner can


and use equipment

during planning the

collection of orders





2.1 Accurately sort customer orders to ensure

efficiency of the planned collection process

2.2 Identify the correct location of the required

plants

372

2.3 Establish the resources required for the

collection of orders: including human; material and

equipment

2.4 Plan collection methods which are effective,

efficient and are in accordance with marketing

requirements

2.5 Plan the collection operation to achieve best

balance between constraints and marketing

requirements including

Customer requirements

Resource availability

Condition of crop

Health and safety


2.6 Present plans clearly and accurately

3. Manage the


3.1 Ensure that collection methods are effective,

efficient and in accordance with marketing

requirements

3.2 Monitor and make any necessary adjustments

to collection methods in relation to crop condition,

environmental conditions and resources

3.3 Correctly recognise and identify the required

plants

3.4 Handle the crop in a way which maintains

plant quality and minimises damage

3.5 Collect and transport crop in accordance with

marketing requirements

3.6 Accurately assess the condition of the collected

crop and take appropriate action as required

3.7 Ensure records are accurate and complete

373



environmental good

practice




apply to planning the collection of orders




with legislative requirements and codes of good

practice

5. Understand why it

is important to be

able to plan the


5.1 Explain how to establish the best balance

between constraints and market requirements

covering

Customer requirements

Resource availability

Condition of crop

Health and safety


5.2 Explain the characteristics which indicate the

crop is fit for collection or lifting

5.3 Explain how to determine the available human,

material and equipment resources required

5.4 Explain the seasonal conditions which are

suitable for collection and dispatch

5.5 Explain methods for collecting or lifting the

crop

5.6 Explain timescales within which collection must

take place and the acceptable commercial rates of

collection

5.7 Identify the range of specifications used for

sale of plants

374

5.8 Identify how to develop plans for collecting

orders and the information which the plan has to

contain

6. Understand how

to manage the


6.1 Identify adjustments to collection methods

which may be required

6.2 Explain methods of maintaining the quality of

plant(s) during handling and transportation

6.3 Identify problems which may arise during the

collection of plants and explain what actions might

be taken to address them

6.4 Explain why it is important to recognise

instances where the plant does not meet customer

requirements

7. Understand the

reasons for

maintaining

equipment



8. Understand

relevant health and


environmental good

practice










maintaining them

375


R/502/1180 Plan and Manage the Collection of Orders - Level 3

Indicative Content









LO1, LO2 LO3 and LO4 are the key areas of competence for this unit


planning the collection of orders


and effective condition methods of maintaining equipment ready for

use; routine checking and calibration, lubrications of machinery as

directed by manufacturer, periodic servicing of power units; checking,

cleaning and storing equipment after use, charge batteries after use.

Learning Outcome 2. Be able to plan the collection of orders

2.1 Accurately sort customer orders to ensure efficiency of the

planned collection process e.g. orders sorted by; customer, type of

plant, size of order, location of plants, collection or deliver date and

time.

2.2 Identify the correct location of the required plants e.g. bed, field,

tunnel.

376

2.3 Establish the resources required for the collection of orders:

including human; material and equipment e.g.

Human resource sufficient skilled staff, time available, other nursery

work

Materials packaging, labels (including label printer)

Equipment handling and lifting equipment, hand tools, recording

equipment, PPE

2.4 Plan collection methods which are effective, efficient and are in

accordance with marketing requirements plans to consider

Fitness for purpose; indicated by label or monitoring report, colour of

leaf, flower or fruit, shape or size of plant, too dry or too wet, presence

of pest, disease or disorder, presence of unwanted growth (weeds,

unwanted branches, buds, flowers or fruit),

Method of lifting of plants; suitable plants picked from batch, picking of

entire batch, lifting to carry-trays, trolley, trailer or lifting/carrying

equipment, pallets, crates, protecting plants from wind, sun and cold,

securing with straps or wrapping during transit, labelling.

Seasonal conditions; are suitable for collection and dispatch; avoiding

extremes (frost, heat, high winds) impact on crops and personnel (to

maintain safe working environment), seasonality of crops for

appearance, growth stage, timing of planting and impact of post

planting conditions on establishment.

Timescales within which collection must take place to meet customer

requirements (e.g. time/day required), avoiding weather conditions

that can harm the plants or make operations unsafe, avoiding lengthy

storage.

Rates of collection; to balance care for crop, accurate collection of

required plants, meeting customer requirements and minimising labour

costs

Collection methods: - variable according to; e.g. container, type of

surface

Type and size of containers and plants; small (e.g. 8 to 12cm) – lift

batches by hand or with carry-tray; medium to large (large by (2 to 10

litre), lift singly by hand, very large – team or use lifting aid; location

of plants; confined space - small batches by hand, larger space - lifting

aid. Type of surface; (sloped/flat, smooth/uneven, slippery/firm) use

of hand trolley or powered trailer or vehicle

2.5 Plan the collection operation to achieve best balance between

constraints and marketing requirements including

377

customer requirements

resource availability

condition of crop

health and safety


refer to LO1.1, LO2.2, LO2.3, LO2.4.

2.6 Present plans clearly and accurately plans for collecting orders

(refer to LO2.4 and LO2.5) clearly and accurately communicated

e.g. to line manager, sales staff, colleagues, staff collecting orders.

Communication – verbal (one to one, group), written/printed,

electronic.

Learning Outcome 3. Manage the collection of orders

3.1 Ensure that collection methods are effective, efficient and in

accordance with marketing requirements according to plan in

LO2.5

3.2 Monitor and make any necessary adjustments to collection

methods in relation to crop condition, environmental conditions

and resources according to plan in LO2.5

3.3 Correctly recognise and identify the required plants refer to

LO2.2, LO2.4

3.4 Handle the crop in a way which maintains plant quality and

minimises damage refer to LO2.5

3.5 Collect and transport crop in accordance with marketing

requirements; e.g. specifications meeting customer requirements,

nursery requirements from catalogues, plant list, quality, BS3936.

3.6 Accurately assess the condition of the collected crop and take

appropriate action as required refer to LO2.5, LO3.2.

3.7 Ensure records are accurate and complete e.g. records of orders

lifted; quantity/quality, location of stored plants, problems

encountered.

378





requirements which apply to planning the collection of orders

Health and Safety e.g. Management of Health & Safety at Work



Protecting our Water, Soil and Air. Additional requirements including

customer regulations, assured produce schemes, certification, LOLER,

PUWER, StopSafe, Manual Handling, BS3936.


environmental damage possible environmental damage, appropriate

response. Run-off from crops areas and access routes for lifting

operations (Action – choice of site for crops, planning of lifting

operations to avoid wet weather).

Loss of packaging or waste material from the operation – careful

control and storage of materials and waste to prevent pollution of area

or controlled water.


materials, reduce usage and wastage of all materials, recycle and re-

use).


requirements and codes of good practice; e.g. organic waste –

reduce waste removed from crop area, unwanted plant material

composted (unless the material poses a threat to plant health e.g.

diseased material or perennial weeds). Inorganic waste – wastes from

servicing and maintenance of equipment disposed of in appropriate

container; wastage of packaging minimised and where unavoidable

recycled or disposed of in appropriate container; waste is carefully



Learning Outcome 5. Understand why it is important to be able to

plan the collection of orders

379

5.1 Explain how to establish the best balance between constraints

and market requirements covering:

customer requirements;

resource availability;

condition of crop;

health and safety


refer to LO2.5

5.2 Explain the characteristics which indicate the crop is fit for

collection or lifting refer to LO2.3 for detail

5.3 Explain how to determine the available human, material and

equipment resources required refer to LO2.2

5.4 Explain the seasonal conditions which are suitable for collection

and dispatch refer to LO2.4

5.5 Explain methods for collecting or lifting the crop refer to LO2.4

5.6 Explain timescales within which collection must take place and

the acceptable commercial rates of collection. refer to LO2.4

5.7 Identify the range of specifications used for sale of plants refer

to LO3.5

5.8 Identify how to develop plans for collecting orders and the

information which the plan has to contain methods to recognise

requirements set out in LO2.5.

Learning Outcome 6. Understand how to manage the collection of

orders

6.1 Identify adjustments to collection methods which may be

required refer to LO2.5

6.2 Explain methods of maintaining the quality of plant(s) during

handling and transportation refer to LO2.5

6.3 Identify problems which may arise during the collection of

plants and actions that might be taken to address them e.g.

380

Shortage of plants; Actions - alternative source, discuss with line

manager, sales, customer

Plants not meeting quality requirements; Actions – alternative source,

remedy problem (e.g. watering), defer lifting of order, discuss with line

manager, sales person or customer.

Adverse weather or ground conditions; Actions – plan activities to avoid

adverse conditions, defer until conditions improve, discuss alternative

timings with line manager, customer.

6.4 Explain why it is important to recognise instances where the

plant does not meet customer requirements; Inability to meet

order, loss of income, harm to reputation, need to replace plants to

meet order, loss of assured status, possible legal action.


equipment


ready for use refer to LO1.1 for methods. Importance of maintaining

equipment ready for use; improved performance, ensuring correct

operation and output, prolonged life, greater reliability, reduced

breakdown time and cost, reduced contamination and crop damage,

reduced wastage.





work refer to LO4.1


respond appropriately refer to LO4.2


waste refer to LO4.3


purposes and the importance of maintaining them refer to LO3.7

for record to be kept. Reasons for keeping records; management of

cropping, marketing, audit trails.

381







Learning Outcomes covering knowledge (5, 6, 7, and 8)



planning and managing the collection of orders, copies of orders or plans or

programmes, records, or reporting forms and witness testimony, answering

oral or written questions, or assignments referenced to the knowledge

evidence.




work planning and managing the collection of orders giving learners the


observed competently doing each task to demonstrate achievement of the


Prior to, during and after completion of work planning and managing the

collection of orders, photographs or video could be taken to provide evidence

of progress. Copies of records can be used to provide evidence of quality and








382







appropriately.











Product evidence

Observation reports


Reports/notes


Witness statements










383









legal publications




up to date information about legislation, codes of practice and





The website http://www.netregs.gov.uk/ for helpful guidance about


The Code of Practice - Protecting our Water, Soil and Air for useful

references in

Section 9






1998





1998


1994










384






385

Prepare Collected Orders for Dispatch

Unit Reference

A/502/1013

Level

3

Credit Value

6

Guided Learning

Hours

39

Unit Summary


the ability to demonstrate the knowledge,

understanding and skills required to take

responsibility for the preparation of the crop

following collection or lifting using a number of

methods to prepare orders

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.3)

The learner can

1. Prepare collected

orders for dispatch

1.1 Prepare the collected order in accordance with

market and customers’ requirements within

required timescales for at least four from

Pruning/trimming

Tying

Weeding

Grading

Bundling

Wrapping

Containerising/packing

Labelling

Watering

Loading

386

1.2 Identify and remove plants which fail to meet

the market requirement

1.3 Store appropriately prior to dispatch if required


recording purposes



environmental good

practice









prepare collected

orders for dispatch

3.1 Explain how to establish the best balance

between constraints and marketing requirements

3.2 Explain methods for preparing the order

covering

Pruning/trimming

Tying

Weeding

Grading

Bundling

Wrapping

Containerising/packing

Labelling

Watering

Loading

3.3 Explain the methods of storing and

maintaining the health of plants ready for dispatch

3.4 Explain why collected plants may not be of a

suitable quality and how to identify this

387

3.5 Explain the reasons for reporting instances

where collected plants are not of a suitable quality

3.6 Summarise factors which affect plant quality

during dispatch and transport

4. Understand

relevant health and


environmental good

practice








maintaining them

388


A/502/1013 Prepare Collected Orders for Dispatch - Level 3

Indicative Content









Note 3: Example used in this unit is hardy outdoor nursery stock. Similar

process should be applied to other crops as appropriate


Learning Outcome 1. Prepare collected orders for dispatch

1.1 Prepare the collected order in accordance with market and

customers requirements within required timescales for at least

four from

pruning/trimming

tying

weeding

grading

bundling

wrapping

containerising/packing

labelling

watering

loading

refer to LO3.1 for detail requirements

389

1.2 Identify and remove plants which fail to meet the market

requirement refer to LO3.4 for details.

1.3 Store appropriately prior to dispatch if required storage

arrangements; protecting plants from heat, cold, wind, drying out,

mechanical damage by contact with vehicles or people or falling, and

contamination. Protection by wrapping with plastic or netting, shading,

keeping plants in protected environment, watering - refer to LO3.6.


refer to LO4.3 for detail.







environmental damage minimising environmental damage – avoiding

run-off from erosion and roads or tracks, recycling and reusing packing

material and containers, control of unused packing material and labels,

disposal of unwanted plant material.




Learning Outcome 3. Understand how to prepare collected orders

for dispatch

3.1 Explain how to establish the best balance between constraints

and marketing requirements marketing requirements – type,

growth stage, quantity, size, quality, containers, time, (season, day,

time), labelling (including customer information and bar-code),

wrapping or containers, unit load,

Constraints – availability of stock (quantity, type, quality, growth

stage, other orders), accessibility of stock, staff available, other

nursery work including other customer orders, irrigation and other

390

preparation needed for marketing including lifting and labelling,

machinery available, storage space

3.2 Explain methods for preparing the order covering

pruning/trimming – removal of excessive growth, unwanted growth

(flowers, fruit, side-shoots), shaping, trimming

tying – use of string, raffia, bands, tying machines to attach to canes,

frames and other structures

weeding – removal of weeds, moss, algae from surface of container

grading – for size, quality, maturity to customer requirements,

nursery specification, assured produce scheme, regulatory

requirement

bundling – by hand with string, raffia or bands, by machine with

string or banding.

wrapping – use of sleeves, wrapping or labelled band

containerising/packing – use of carry-trays, crates, unit loads

labelling – to include information on plants, cultural advice,

producer/nursery/supplier, customer, price and bar-code if

appropriate

watering – to ensure health of plant, at time of picking and during

storage, to meet customer requirements at point of delivery or

collection, avoiding excess watering to reduce weight in transport

loading – timing, unit loads, protection in transit, quality checking to

ensure the plants loaded meet order requirements for number, size,

type, quality, labelling and packing.

3.3 Explain the methods of storing and maintaining the health of

plants ready for dispatch requirements – protecting plants from

heat, cold, wind, drying out, mechanical damage by contact with

vehicles or people or falling, and contamination. Protection by;

wrapping with plastic or netting, shading, keeping plants in protected

environment, watering; storage facility – chilled store or warehouse,

well ventilated building or shed providing shade and easy access.

3.4 Explain why collected plants may not be of a suitable quality

and how to identify this not meeting customer requirements for –

type of plant, number, condition, containers or carry trays, stored in

appropriate location, labelling (including price and barcode if

appropriate), plants within order recorded and marked as included,

timescale (meeting customer requirements at time of

delivery/collection). Recognised by; information from person gathering

391

plants, marketing or sales, or supervising storage, (face to face,

telephone, electronic or recorded in writing or electronically as required

by organisation) information in customer order detail or picking list,

organisational policies and commitments to quality, standards defined

by regulations or agreement, visual checking of order in storage or

during loading, information from customer.

3.5 Explain the reasons for reporting instances where collected

plants are not of a suitable quality

To facilitate taking remedial action – changing plants to meet customer

requirements or organisational standards.

To identify need to discuss changes to the order with the customer -

use of substitutes, changes to quantities, quality, delivery time.

Safeguarding of customer base, reputation, avoiding unnecessary loss

of stock.

Monitoring of staff performance and introduction of professional

development.

3.6 Summarise factors which affect plant quality during dispatch

and transport Condition of plants prepared for storage or dispatch,

maturity, watering.

Storage and transport arrangements; protecting plants from heat, cold,

wind, drying out, mechanical damage by contact with vehicles or

people or falling, and contamination. Protection by wrapping with

plastic or netting, shading, keeping plants in protected environment,

watering.










Manual Handling.


waste

392

Organic waste – reduce waste removed from growing area, unwanted


health or production process e.g. diseased material or perennial

weeds).







purposes and the importance of maintaining them customer

(including account number if required), order number, number and

type of plants, containers or carry trays used, storage location,

labelled, changes or substitutions, other notes.

Recorded by handwritten list, checking off on order form or picking list,

other format required by organisation. Recorded electronically; hand-

held key pad, barcode scanner, PC or laptop. Importance; accuracy of

order, loss of custom, loss of product, loss of income, loss of

reputation.










work preparing collected orders for dispatch giving learners the opportunity,



Prior to, during and after completion of work preparing collected plants for

dispatch photographs or video could be taken to provide evidence of

393

progress. Copies of harvest record can be used to provide evidence of quality

and rate of work and of sufficiency of evidence.



which could be linked to the practical work e.g. by observation of preparing

collected plants for dispatch, copies of orders, picking lists or reporting forms















appropriately.









394



Product evidence

Observation reports


Reports/notes


Witness statements



























395








Published 1998





1998


1994

Nursery Stock Manual : Grower Manual 1 by Keith Lamb, et al /








396

Prepare Monitor and Adjust Environmental

Conditions for Protected Crops or Plants

Unit Reference

M/502/0859

Level

3

Credit Value

5

Guided Learning

Hours

33

Unit Summary


the skills, knowledge and understanding required

for preparing and maintaining environmental

conditions for protected crops or plants. It

includes monitoring, adjusting and recording


Learning Outcomes

(1 to 7)

The learner will

Assessment Criteria

(1.1 to 7.2)

The learner can

1. Understand the

effects of maintaining

environmental

conditions for

protected

crops/plants

1.1 Explain the environmental conditions required

for different crops to achieve optimum crop or

plant growth and yield

1.2 Explain the effects which temperature,

humidity, carbon dioxide levels, ventilation, light

and shade have on the growth and development of

the crop or plant

2. Understand the

types of equipment

used to maintain

2.1 Explain the types of equipment used to

monitor and maintain environmental conditions

including

Computer with environmental software

397

environmental

conditions

Heating

Ventilation

Watering systems

Carbon dioxide generators/injectors

Data recording equipment

2.2 Explain how equipment can be used to

contribute to energy saving techniques

3. Know the different

methods for adjusting

environmental

conditions

3.1 Explain the procedures and methods for

monitoring and adjusting environmental conditions

including the use of computers


environmental

conditions for

protected crops

4.1 Evaluate the necessary environmental

conditions for the crop or plant, in accordance with


4.2 Confirm that equipment for achieving and

maintaining environmental conditions is working in

accordance with manufacturers’ instructions

4.3 Assess and confirm that the equipment is

correctly set and environmental conditions are in

accordance with production requirements and the

needs of the crop or plant


and carry out

adjustments to the

environmental

conditions

5.1 Monitor environmental conditions in

accordance with organisational procedures and


5.2 Accurately identify the need for any

adjustments required to correct at least three of

the environmental conditions below

Temperature

Ventilation

Humidity

Light and shade

398

Carbon dioxide levels

5.3 Ensure records are completed accurately

6. Understand

relevant health and


environmental good

practice



requirements





maintaining them



environmental good

practice






399


M/502/0859 Prepare, Monitor And Adjust Environmental Conditions For

Protected Crops Or Plants - Level 3

Indicative Content











Learning Outcome 1. Understand the effects of maintaining

environmental conditions for protected crops/plants

1.1 Explain the environmental conditions required for different

crops to achieve optimum crop or plant growth and yield

temperature, humidity, ventilation, light/shade; e.g. bedding plants in

propagation require – protection from frost (kills plants), temperatures

above 20OC (growth too soft, increased incidence of disease), high

humidity during germination (to prevent drying out) then low humidity

during growth (reduce incidence of diseases). Unlikely to need shading

after germination.

1.2 Explain the effects which temperature, humidity, carbon dioxide

levels, ventilation, light and shade have on the growth and

development of the crop or plant

temperature metabolic rate of plants increases with increased

temperature, increased growth rate, faster response to other factors,

400

faster loss of moisture/increased likelihood of wilting, extremely high

temperatures (generally above 38OC) damages tissues and can kill

the plant, low temperatures can limit other activities (e.g. water and

nutrient uptake), temperatures below 0OC can freeze plant cell

contents and severely damage tissues.

humidity increased humidity decreases transpiration loss, reduces

likelihood of wilting, helps plant retain moisture in adverse conditions

(e.g. drought, cold), high humidity increases incidence of some

diseases (e.g. botrytis) but discourage other problems (e.g. spider

mite and mildew)

carbon dioxide levels increasing carbon dioxide content in growing

house increases rate of growth especially under low light conditions

ventilation affects temperature and humidity in the crop growing

area, used in combination with temperature to reduce humidity and

hence incidence of disease (e.g. botrytis)

light and shade light is required for photosynthesis, increase of

intensity and duration will increase plant growth, day length can

affect plant functions (e.g. leaf colour) high light levels increase

temperature and reduce humidity in growing houses, artificial light

can be used to promote growth (e.g. during propagation) or

manipulate plant functions (e.g. flowering in chrysanthemums),

shading used to protect plants from high light levels, drying out or

high temperatures (e.g. shade houses for evergreens in summer)

Learning Outcome 2. Understand the types of equipment used to

maintain environmental conditions

2.1 Explain the types of equipment used to monitor and maintain

environmental conditions including

computer with environmental software; aspirated screens with

measuring equipment, external weather monitoring, keyboards and

key-pads for adjusting settings, solenoids and actuators, remote

monitoring and managing

heating; boilers (gas, oil, other fuels), heaters (gas, oil, electric) CHP,

distribution systems, (e.g. high or low pressure water systems)

ventilation; passive or fan assisted, roof, side, manual, automatic

watering systems; extraction and storage systems, pumps and

distribution equipment, overhead systems(rotary, gantry,

humidifiers, misting) flood, capillary, hand(hosepipes and cans)

carbon dioxide generators/injectors; burners, distribution, generators

401

data recording equipment; manual, hand held, electronic (automatic

recording or manual input)

2.2 Explain how equipment can be used to contribute to energy

saving techniques use of computer systems to predict changes, and

reduce fluctuations, control of thermal screens, control of heating

systems (e.g. water temperature and flow rate, low rate to individual

houses) to reduce wastage of heat.

Learning Outcome 3. Know the different methods for adjusting


3.1 Explain the procedures and methods for monitoring and

adjusting environmental conditions including the use of

computers routine manual checking and recording of temperatures

and humidity within growing areas using fixed or hand-held equipment,

use of aspirated screen and simple recording instruments, fully

computerised systems displaying environmental conditions – displayed

on-screen, recorded as paper copy, or electronically, local, central or

remote recording and monitoring.

Learning Outcome 4. Be able to prepare environmental conditions

for protected crops

4.1 Evaluate the necessary environmental conditions for the crop or

plant, in accordance with production requirements refer to LO1.1,

LO3.1.

4.2 Confirm that equipment for achieving and maintaining

environmental conditions is working in accordance with manufacturers’

instructions refer to LO1.1, LO2.1, LO3.1.

4.3 Assess and confirm that the equipment is correctly set and

environmental conditions are in accordance with production

requirements and the needs of the crop or plant refer to LO1.1,

LO2.1, LO3.1.

Learning Outcome 5. Be able to monitor and carry out adjustments

to the environmental conditions

402

5.1 Monitor environmental conditions in accordance with

organisational procedures and production requirements (e.g.

manual checking and recording using of thermometers and

hygrometers, automatic measuring and recording) refer to LO1.2

5.2 Accurately identify the need for any adjustments required to

correct at least three of the environmental conditions below refer

to LO1.2

temperature (correcting high or low temperature by ventilation or

heating)

ventilation (correcting temperature and humidity be adjusting degree

of ventilation, responding to outside conditions e.g. lowering vents in

wind, rain)

humidity (increasing by misting, watering, closing vents; decreasing

by heating, ventilation)

light and shade (use of adjustable shading, shade washes)

carbon dioxide levels (adding when vents closed, changing level of

input)

5.3 Ensure records are completed accurately refer to LO3.1







Regulations; Codes of Practice e.g. Protecting our Water, Soil and Air.

Additional requirements including customer regulations, assured

produce schemes, certification, LOLER, PUWER, Manual Handling.



Possible environmental damage;

Run-off of water or nutrient from growing media causing pollution of

controlled water (action – monitoring and maintenance of watering

systems, in event of run-off take steps at a local level to contain



403

Wastage of energy (action – monitoring and maintenance of heating

and ventilation systems)



required; conditions in growing are, actions taken (refer to LO5.2).

Records required for - legal requirement, audit trails for carbon

footprint assessment, assured produce schemes, certification, customer

requirement, monitoring of crop, analysis of yield/output, remedial

action, planning for subsequent years. Recorded by – see LO3.1














Learning Outcomes covering knowledge (1, 2,3 and 6)



monitoring and adjusting environmental conditions for crops or plants,

copies of plans or programmes, records of environmental conditions and

changes made, or reporting forms and witness testimony, answering oral or



404



work monitoring and adjusting environmental conditions for crops or plants




Prior to, during and after completion of work monitoring and adjusting

environmental conditions for crops or plants, photographs or video could be

taken to provide evidence of progress. Copies of records can be used to














appropriately.








405




Product evidence

Observation reports


Reports/notes


Witness statements


















legal publications













406

http://www.netregs.gov.uk/ provides helpful guidance about


The Code of Practice - Protecting our Water, Soil and Air useful list of







1998




1994







Macdonald






407

Plant Nomenclature and Structure

Unit Reference

T/505/4978

Level

3

Credit Value

5

Guided Learning

Hours

22

Unit Summary


the skills, knowledge and understanding required

for identifying and naming plants according to

scientific rules and understanding the structure of

plants and how this enables them to function

Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.5)

The learner can

1. Understand plant

taxonomy

1.1 Describe the major groups in the plant

kingdom

Describe features of plant nomenclature

Explain how species name can indicate

the origin, colour, form, habitat and

history of a plant

Explain how plants adapt to different

habitats

2. Identify and name

plants

2.1 Identify a range of references to aid

identification and naming of plants

2.2 Apply bio-nomial systems to define terms used

to identify plants

408

2.3 Name plants using their botanical names

2.4 Use the correct format when writing botanical

names

3. Understand the

structure and function

of plants

3.1 Describe a range of plant tissue, their

structure and function

3.2 Describe the process of pollination

3.3 Describe the process of photosynthesis

3.4 Describe the process of respiration

3.5 Describe the movement of water and solutes

through plants

409


T/505/4978 Plant Nomenclature and Structure – Level 3

Indicative Content



Centres should adopt a delivery approach which supports the practical skills

and knowledge development of their particular learners.


special needs including learning difficulties/disabilities, should be

considered, and appropriate support mechanisms put in place.

Where the learner finds difficulty in writing it is acceptable for the supervisor

or assessor to write answers to oral questions on the learner’s behalf. The

answers, whether right or wrong, should be recorded for marking later. The

learner can only be signed off as having passed the unit when correct

answers to all of the knowledge related assessment criteria are complete.

Alternatively written, photographic or pictorial questioning of underpinning

knowledge could be used with answers recorded and cross referenced to the

assessment criteria as knowledge evidence.

410











non work based environment e.g. training centre, however it must link










appropriately.




Product evidence

Observation reports


Reports/notes

411


Witness statements



















412

Communicate Information within the Workplace

Unit Reference

Y/502/1195

Level

3

Credit Value

2

Guided Learning

Hours

13

Unit Summary



to communicate information within the workplace.

It is about maintaining the ‘flow’ of information

internally and externally to the organisation. It will

entail passing on messages accurately, receiving

and forwarding on information

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.1)

The learner can

1. Be able to receive

information within the

workplace

1.1 Identify information required, timescales and

source

1.2 Request information using appropriate

methods

1.3 Receive and record information accurately

according to organisational requirements.

2. Be able to transmit


workplace

2.1 Transmit information accurately and timely

and using appropriate methods

2.2 Confirm receipt of information

413


receive and transmit


workplace

3.1 Explain the types of information, purposes and

the level of detail which may be required and the

timescale within which it must be obtained

3.2 Explain the different methods for

communicating information and the ways it may

need to be adapted to suit the audience

3.3 Give examples of when information may be

required urgently

3.4 Explain why it is important to take messages

accurately and the potential effects of not doing so

3.5 Explain the importance of confirming

information and why this should be acknowledged

and accurately recorded

3.6 Explain the situations in which confidentiality

needs to be maintained

4. Understand the

relevant legislation in

receiving and sending

information

4.1 Summarise the legislation which relates to

communicating information within the workplace

414


Y/502/1195 Communicate Information within the Workplace – Level 3

Indicative Content










Learning Outcome 1. Be able to receive information within the

workplace

1.1 Identify information required, timescales and source e.g.

administrative - dates of meetings; financial - budget, income,

expenditure; policy - data protection, use of company computers to

access internet; procedure - complaints procedure; process - stock

rotation; product or service details; staff - roles and responsibilities,

technical - nutrient / temperature / packaging requirements, legislative

- health & safety, copyright, environmental / waste.

Preferred method of provision identified e.g. demonstration, verbal,

written; paperwork or computer system of provision. Preferred

presentation of information e.g. reports, spreadsheets, diagrams,

pictures, photographs, specifications, product leaflets.

Timescales e.g. information received in time to prepare for meetings,

to correctly care for product or provide service, to meet deadlines,

project management stages, customer service response targets, to

avoid transgressing legislative requirements or putting people’s health

and safety at risk. Speed of transfer e.g. postal / telephone / fax /

texting / email / permanently available on organisation intranet.

415

Source: Internal to organisation e.g. policies / procedures / processes,

products or services to be provided. External to organisation e.g.

technical / legislative, products or services to be purchased.

1.2 Request information using appropriate methods purpose of the

information e.g. accurately identify why the information is needed and

how it will be used, what facts are needed and at what level of detail.

Methods of requesting information e.g. memo’s, requisitions, formal

letter, email, telephone, ask somebody who knows. Appropriate:

Construction of request e.g. purpose of request, keep it simple, brief

and accurately identify what information is needed and reason /

incentive for sending it - refer to LO1.1 for preferred method of

provision, preferred presentation of information to be requested and

timescales. According to organisation guidelines / procedures e.g.

forms or letter templates to use, protocols for constructing and signing

off emails

1.3 Receive and record information accurately according to

organisational requirements system of receipt e.g. date stamp,

acknowledgement, logging and prioritisations systems. Holding system

prior to use / action e.g. in-tray for paperwork, period folders for

emails, related / project management folders, daily log of phone calls

and conversations. Categorisation of information received e.g. urgent,

important, part of audit trail, nice to do, file in recycle bin.

Recorded accurately according to organisational requirements e.g. in

diary, job sheet, day file, report, upgraded specifications, spreadsheet.

Records clear, legible, brief and accurate and held to meet

organisational requirements.

Learning Outcome 2. Be able to transmit information within the

workplace

2.1 Transmit information accurately and timely and using

appropriate methods e.g. correct information transmitted, purpose

identified, key / important / background information separated /

headed, succinct, clear, blocks easily digestible / to assist

concentration, clear use of language free of acronyms / complicated

sentences and unnecessary information. Physical aspects e.g. all pages

present / numbered, writing legible, copy readable, flipcharts or slides

big enough to read, no obstructions to view, speaking voice loud

enough for people to hear.

416

Timely e.g. to fulfil a customer order each person / group of people in

the process must receive the details they need to complete the order at

the time specified by the customer - this involves communication in

time to allow staff responsible for ordering raw materials, production,

administration etc. to carry out their function within the overall

timescale and with sufficient time to do the task to the specified

standard, allow for delays / absences, minimise mistakes and stressful

working conditions. Appropriate methods e.g. appropriate to conditions

of working / use of information, outdoors - verbal / laminated, indoors

- procedures / IT, noisy environment - posters / written, timescale -

refer to LO1.1, amount of information to be transmitted - text / fax /

email, whether information is needed in pictorial / diagrammatic /

written / verbal form, number of people information is transmitted to -

memo / email circulation list. Check whether there are any

impediments to people receiving messages e.g. reading or hearing

difficulties. Follow organisation procedures/guidelines for correct

method of transmission at each stage

2.2 Confirm receipt of information receipt of information confirmed e.g.

written / verbal / email acknowledgement requested, receipt checked

by questions, requests for confirmation of points / actions, clarification.

Follow organisation procedures/guidelines for receipt relating to key

process stages


Learning Outcome 3. Understand how to receive and transmit

information within the workplace

3.1 Give examples of when information may be required urgently

e.g. administrative - date of training day changed; financial - budget

being exceeded; policy - update to prevent discriminatory practices;

procedure - complaint from key customer; process - stock shortfall or

spoilage; product or service details - pest control products / services to

control an infestation; staff roles and responsibilities - staff overload

and process breaking down; technical - to mend broken down

machinery, legislative - e.g. check staff appropriately competent to use

machinery

3.2 Explain why it is important to take messages accurately and the

potential effects of not doing so e.g. organisation’s / department’s /

417

person’s reputation, trust and confidence are at stake, efficiency and

effectiveness depend on accurate information. Potential effects of not

taking messages accurately - efficiency reduced e.g. unnecessary work

caused, time wasted during clarification - effectiveness reduced e.g. an

inaccurately taken message may cause confusion, delivery of the

wrong product or service, failure to identify the true cause of a

problem.

3.3 Explain the importance of confirming information and why this

should be acknowledged and accurately recorded e.g. to check

correct understanding and clarify before work starts and costs are

incurred, to confirm that the required actions will be taken / issues

addressed / products or services delivered. Acknowledgement e.g. to

let the sender know that the information has been received, to foster

two way communication, encourage buy in / ownership of information.

Accurately recorded e.g. in case of any dispute about the content of the

information or the timeliness of actions taken, information types that

form part of evidence of compliance with legislative / quality assurance

requirements.

3.4 Explain the situations in which confidentiality needs to be

maintained e.g. protection of individuals personal, financial, medical,

religious, racial, sexual, employment details, development of new

products / services / systems of operation that give competitive edge

or have commercial value, sensitive aspects of organisational strategy,

finance, staff recruitment, security information - CCTV / internet usage

monitoring, pest infestations, handling of complaints or appeals.

Learning Outcome 4. Understand the relevant legislation in

receiving and sending information

4.1 Summarise the legislation which relates to communicating

information within the workplace legislation which relates to

communicating information within the workplace e.g. Health and Safety

at Work Act, Management of Health & Safety at Work Regulations.

Provision and Use of Work Equipment Regulations, Health and Safety

(Display Screen Equipment) Regulations as amended.

Data Protection Act, Copyright, Designs and Patents Act

Various acts relating to discrimination e.g. Disability Discrimination Act,

Race Relations Act, Sex Discrimination Act.

Briefly summarise the key points of each item of legislation considered

418

- for example: The Data Protection Act applies to all businesses that

keep information or personal data about identifiable people. It sets out

a number of key data protection principles such as to process only as

much information as needed, to keep individuals properly informed

about what their information will be used for, to ensure that it is kept

accurate and up to date, to hold it securely, to delete information as

soon as there is no reason to keep it and to observe the rights of an

individual. Businesses may be required to notify that they hold and

use personal information.








Delivery of these learning outcomes could be by supervised practical

operational work giving learners the opportunity, first to practice the various

tasks and then to be observed correctly doing each task to demonstrate


Prior to, during and after completion of practical operational work

photographs or video could be taken to provide evidence of progress.



which could be linked to the practical work e.g. by observation of operational

work and witness testimony, answering oral or written questions,


evidence.





419





assessed practically by generation of diverse evidence or observation if

appropriate. These could also link to Learning Outcomes 3 and 4 to allow



appropriately.











Product evidence

Observation reports




Witness statements






420


schedules

Reviews/staff appraisals/minutes of meetings
















421

Plan and Maintain Supplies of Physical Resources

within the Work Area

Unit Reference

J/502/1449

Level

3

Credit Value

3

Guided Learning

Hours

13

Unit Summary



planning the requirements of physical resources

within the work area and ensure that supplies are

maintained. Physical resources could include

products, materials or equipment and can be

applied to a number of environments

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.1)

The learner can


supplies of physical

resources

1.1 Monitor supplies of physical resources to

ensure that they are suitable and sufficient for

current work activities

1.2 Ensure that supplies of physical resources are

stored appropriately

1.3 Identify variations in future requirements for

physical resources and plan correctly


recording purposes

422



environmental good

practice





maintain supplies of

physical resources

3.1 Explain how the quantity and quality of

resources required for specific work activities are

planned to include

Products or materials

Equipment

3.2 Explain how to recognise any faults or

shortfalls in supplies of resources and the

appropriate action to be taken

3.3 Explain the purpose of manufacturer’s

recommendations regarding the storage and use of

resources

3.4 Explain the types of records required and the


4. Understand

relevant health and


environmental good

practice



requirements

423


J/502/1449 Plan and Maintain Supplies of Physical Resources within the

Work Area – Level 3

Indicative Content








assessment criteria but are by no means all inclusive.

These are the key areas of competence for this unit

Learning Outcome 1. Be able to maintain supplies of physical

resources

1.1 Monitor supplies of physical resources to ensure that they are

suitable and sufficient for current work activities e.g. check

against specification, maintain records of stock levels, order in advance

of requirements.

1.2 Ensure that supplies of physical resources are stored

appropriately e.g. as required by supplier, secure, protected from

weather if required, stacked in date order, follow codes of practice

(bunding for pesticides, fuel).

1.3 Identify variations in future requirements for physical

resources and plan correctly e.g. compare stock with rate of usage,

change to specification, excessive wastage, equipment failure. Action

for variations e.g. adjust stock levels to accommodate changes, reduce

wastage, effect repair/replacement.

424


e.g. inventory list, description of item, quantities, dates, position in

store.





requirements e.g. to current legislation, health and safety of self and

others, codes of practice, PPE used (steel toe cap boots, gloves,

protective clothing as required) supplier’s/ manufacturer’s instructions

and guidance followed, risk assessment followed staff trained to

competence level or supervised and any additional requirements.

Environmental good practice e.g. correct storage refer to LO 1.2,

dispose of damaged/waste supplies as required by legislation and

codes of practice (pesticides), specialist contractor (skip), Local

Authority arrangements.

These are the key areas of knowledge for this unit

Learning Outcome 3. Understand how to maintain supplies of

physical resources

3.1 Explain how the quantity and quality of resources required for

specific work activities are planned to include products or

materials e.g. follow work programme, refer to LO 1.1.

Equipment e.g. on site as required by work programme, serviced,

meets specification requirements.

3.2 Explain how to recognise any faults or shortfalls in supplies of

resources and the appropriate action to be taken e.g. check

quantities against order, check quality against specification. Action

e.g. reject delivery, contact supplier, arrange new supplies.

3.3 Correct storage of resources e.g. security, maintain fit for use,

prevent deterioration and contamination, protect from damage and

weather, use by dates to ensure quality of product.

3.4 Explain the purpose of manufacturers’ recommendations

regarding the storage and use of resources e.g. safety of user,

425

protect environment, used only for purpose recommended, use by

recommended date.

required records e.g. staff attendance hours, hours of equipment

use, deliveries, actual use of materials, risk assessments, staff


equipment, fire drill, waste disposal and any other requirements.

importance of records e.g. proof of competence, approved working

practices and codes of practice followed, correct specified deliveries,

insurance purposes, health and safety requirements followed, waste

regulations, accountants (wages, invoices), comply with required

legislation and any other designated requirement.




practice and any additional requirements e.g.

Act 1974 e.g. management of health and safety and safety at work.

Risk assessments e.g. working practices.

Codes of Practice e.g. pesticide application, use of equipment.

Exposure records e.g. noise, vibration, pesticides.

COSHH Regulations e.g. risk assessments and use, fuel.

Hazardous Waste Regulations e.g. waste disposal.

Storage e.g. pesticides, fuels, materials.

PPE e.g. safety boots, ear defenders, protective clothing.

Environmental Protection Act e.g. environmental protection.

Water Pollution Act e.g. water protection.


PUWER e.g. use of plant and equipment.


Welfare at Work e.g. staff facilities.

Any additional requirements.




426


















evidence.











evidence to be gathered during the practical activities.


appropriately.

427











Product evidence

Observation reports


Reports/notes


Witness statements







schedules







428
















429

Prepare and Maintain Equipment and Machines

Unit Reference

K/501/0492

Level

3

Credit Value

3

Guided Learning

Hours

19

Unit Summary



to maintain and repair equipment and machines.

Maintenance may also be required due to

equipment malfunction. The unit covers manual

(hand operated) and mechanical (engine drive)

equipment and machines

Learning Outcomes

(1 to 6)

The learner will

Assessment Criteria

(1.1 to 6.4)

The learner can

1. Understand how

to prepare equipment

and machines for

maintenance

1.1 Explain the purpose of a maintenance schedule

plan

1.2 Justify circumstances in which authorisation

must be obtained prior to maintenance

1.3 Research information required for the

maintenance procedure and how it should be

obtained

1.4 Describe methods for preparing equipment and

machines

430

1.5 Investigate the dangers created by stored

energy and how these should be responded to

during the preparation stage

1.6 Evaluate hazardous chemicals and substances

which may be present and ways in which they

should be dealt with

1.7 Select the type of tools, equipment and

materials required for the maintenance procedure

1.8 Describe the ways, and reasons, for making

equipment and machinery safe for dis-assembly

and re-assembly purposes

1.9 Describe the location of stored equipment and

any associated components


maintain and repair

equipment and

machines

2.1 Describe methods for the diagnosis of faults

and the identification of the root cause

2.2 Give a range of routine maintenance

requirements and why these must be adhered to

2.3 Analyse factors which impact on the value of

continuing with the procedure such as cost of

repair, estimated working life, immediate needs for

the equipment/machinery use

2.4 Describe the reasons and methods for

maintaining equipment and machines

2.5 Investigate the possible consequences of not

maintaining equipment and machines

2.6 Investigate legislative requirements relating to

the maintenance of equipment and machinery, and

the work area

431

2.7 Give a range components that require periodic

replacement and the reasons for this

2.8 Describe procedures for obtaining replacement

components

2.9 Describe safe and appropriate methods of

storing equipment and machinery

2.10 Describe how and where to obtain expert

advice in relation to maintenance

2.11 Describe the necessary post-maintenance

checks

2.12 Describe how to keep appropriate records

3. Prepare equipment

and machines for

maintenance

3.1 Obtain the relevant information and

authorisation for the maintenance procedure – e.g.

manual/maintenance

3.2 Identify the equipment and machines requiring

maintenance – e.g. routine and breakdown

3.3 Make sure the equipment and machines for

maintenance are safe, and completely isolated

from the power source

3.4 Keep the work area safe and in a condition

suitable for the maintenance procedure

3.5 Obtain the appropriate tools and materials for

the maintenance procedures

3.6 Complete the preparation of equipment and

machines for maintenance in accordance with

manufacturers’ instructions e.g.

manual/mechanical

432

3.7 Identify the relevant components for dis-

assembly and re-assembly purposes

4. Maintain and repair

equipment and

machines

4.1 Assess the maintenance requirements based

on the condition and use of the equipment and

machines

4.2 Identify, remove and replace worn and

damaged components in accordance with

manufacturers’ instructions

4.3 Where replacement components are

unavailable, safely store the equipment and

machinery, and take the appropriate action to

obtain the suitable replacements

4.4 Carry out the maintenance in accordance with

manufacturers’ instructions, standard procedure

and legislation

4.5 Identify the need for expert advice and

assistance and promptly refer this matter to the

appropriate member of staff

4.6 Make sure that stored equipment and

machines are safe, secure and appropriately

protected from any adverse conditions

4.7 Carry out the correct tests on completion of

the maintenance procedure to confirm the

machinery/equipment is returned to good working

order

4.8 Clean, service and store maintenance tools

after use

4.9 Keep appropriate records

433

5. Understand and

comply with current

health and safety

legislation and codes

of practice

5.1 Health and safety in relation to the

preparation, maintenance and repair of equipment

and machines for maintenance and the usage on

the work are

5.2 Select types of protective clothing and the

reasons why it must be worn

5.3 Describe the correct ways of wearing

protective clothing

5.4 Maintain health and safety in accordance with

relevant legislation and codes of practice

6. Understand and

work safely with

hazardous chemicals

6.1 Assess hazardous chemicals and substances

which may be present and ways of minimising

leakage

6.2 Describe safe and appropriate methods for

disposing of waste materials

6.3 Minimise dangers from contamination and

hazardous chemicals

6.4 Minimise the escape of substances and dispose

of waste in a safe manner and place – e.g.

hazardous and non-hazardous

434


K/501/0492 Prepare and Maintain Equipment and Machines - Level 3

Indicative Content










LO 1. Understand how to prepare for the planting of crops or plants

Learning Outcome 1. Understand how to prepare equipment and

machines for maintenance

1.1 Explain the purpose of a maintenance schedule plan

routine - to ensure equipment safe to use and to reduce risk of harm,

to be ready to use and set up for optimum efficiency and to reduce

damage to product and environment (e.g. soil), to reduce incidence of

breakdowns, reduce time lost and cost of breakdowns, prolong life of

equipment and machines,

breakdown – routines in place to identify faults when equipment not

in use, policies, equipment, parts and suitably trained staff in place to

facilitate timely and effective repair after breakdown

1.2 Justify circumstances in which authorisation must be obtained

prior to maintenance e.g. when extensive maintenance requires

machine or equipment to be out of service for extended period, busy

times and when machine is needed, for maintenance requiring

expensive parts or materials, for changes to the machine that will

435

affect operating procedures or effectiveness of machine.

Authorisation required from e.g. Line manager, service manager, client,

customer, operator, operations supervisor.

1.3 Research information required for the maintenance procedure

and how it should be obtained information required – health and

safety implications, maintenance procedures, schedule of operations,

settings of tools or equipment, specification of materials or parts to be

used, level of use of machine (e.g. hours, miles), availability for

maintenance (i.e. when not in use), location, previous activities,

problems encountered by operators. Obtaining information – risk

assessment, manufacturers/suppliers instructions (booklet, sheet or

wall chart, internet), operators records, maintenance records, plans for

intended use of machinery or equipment, line manager.

1.4 Describe methods for preparing equipment and machines

manual – cleaning to remove debris, dust, contamination by fuel and

other chemicals, securing loose parts, removing of guards and store for

later re-fitting

mechanical – ensure all parts are cool, immobilise power unit (e.g.

switching off, turning off fuel, use of isolator switch, unplugging

electrical equipment, removal of keys, disconnecting battery,

disconnecting spark plug lead, remove spark plug or injector), cleaning,

loose parts, guards as above,

Note – correct procedures for disposing of waste materials or washings

from cleaning operations must be followed at all times (refer to LO1.6).

1.5 Investigate the dangers created by stored energy and how

these should be responded to during the preparation stage

sources of stored energy. Fuel (e.g. petrol, diesel, gas), turn off

supply, empty or remove tank/cylinder, release fuel under pressure in

supply lines, empty supply lines.

Electricity (e.g. mains, generator, batteries, in condensers) – switch

off, unplug, disconnect, instant discharge circuits or earthing to remove

residual charge,

Mechanical (springs, weights) – release tension, remove from machine,

remove or lower weights to ground level or solid base, prop or lock in

position.

1.6 Evaluate hazardous chemicals and substances which may be

present and ways in which they should be dealt with

436

substances fuels, oils and grease, cleaning fluids, pesticides and

fertilizers, dust from operation of machine, exhaust fumes, growing

media,

actions identify substances present, consult COSHH sheet if

appropriate (e.g. for cleaning fluids), refer to LO1.5 for procedures with

fuels, remove by cleaning if safe to do so (note – appropriate PPE

(refer to LO1.7) must be worn and correct procedures for disposing of

washings must be followed at all times), refer to supervisor/line

manager if material is present that you cannot safely or are not trained

to handle.

1.7 Select the type of tools, equipment and materials required for

the maintenance procedure for

hand tools e.g. forks, spades, secateurs, hand saws

power tools e.g. chainsaws, mowers, strimmers, mixers, ATVs PPE

(e.g. safety footwear, overalls, eye and ear protection, dust mask,

gloves, waterproofs, hats, UV protection); For cleaning - hosepipes,

pressure washers (with waste disposal facility for washings)

degreasers, cleaners, compressed air jets, brushes, rags, vacuum

cleaners; Hand tools (e.g. spanners, screwdrivers, wrenches);

Specialist equipment specific to the equipment (refer to LO1.3),

inspection lamps, work benches, lifting equipment.

1.8 Describe the ways, and reasons, for making equipment and

machinery safe for dis-assembly and re-assembly purposes refer

to LO1.4, LO1.5, LO1.6 to methods.

Reason – to reduce maintenance time, improve effectiveness of

maintenance, prevent contamination of fluids or internal parts of

machine, reduce hazard and risk of harm, customer satisfaction

1.9 Describe the location of stored equipment and any associated

components Location storage needs to be safe, secure, away from

sources of contamination, protected from impacts and mechanical

damage, away from access routes (to avoid trips and falls or injury by

falling objects)

Learning Outcome 2. Understand how to maintain and repair

equipment and machines

2.1 Describe methods for the diagnosis of faults and the

identification of the root cause diagnosis by – physical appearance

437

(broken parts, leaks, worn components), report by operator/customer,

bench testing, trial running under controlled conditions, electronic

diagnosis (e.g. use of voltage or resistance meters, gas analysis),

Root cause – refer to service and operator records, manufacturers

information and workshop manuals, direct enquiry to manufacturer ,

supplier or specialist, full strip-down to check all parts.

2.2 Give a range of routine maintenance requirements and why

these must be adhered to - routine maintenance e.g.

Daily - sharpening and cleaning (e.g. of secateur blades to ensure

effective operation), checking of guards, lights, tyre pressures (safe

operating, legal requirement), greasing and oiling (to reduce wear,

reduce fuel use, improve performance), checking oil levels (prevent

damage due to lack of lubrication)

Periodic (annual, monthly or fixed hours or mileage) e.g. changing oil

and filters (reduce engine wear, prolong engine life), annual sharpening

and resetting of mower blades (to ensure effective performance

throughout the season)

Occasional e.g. changing cam belts (to prevent serious damage to

engine), changing fuel filter, engine flushing (to maintain long-term

performance)

2.3 Analyse factors which impact on the value of continuing with

the procedure such as cost of repair, estimated working life,

immediate needs for the equipment / machinery use cost of

repair against cost of replacement, expected life of machine remaining,

option to upgrade, difficulty in obtaining replacement, availability of

parts, option to hire/borrow during down-time, seasonal or occasional

use (opportunities to undertake lengthy repairs when machine not

needed)

2.4 Describe the reasons and methods for maintaining equipment

and machines (Refer toLO2.2)

2.5 Investigate the possible consequences of not maintaining

equipment and machines consequences e.g. reduced life of machine

or equipment – excessive wear, corrosion, failure of components.

Breakdowns leading to loss of output, increased repair costs, failure to

meet deadlines, damage to product, materials or the environment.

Risk of harm to operators (broken parts, leakages and spillages)

438

2.6 Investigate legislative requirements relating to the

maintenance of equipment and machinery, and the work area


Regulations; LOLER, PUWER, Manual Handling, RIDDOR, Environmental

Protection e.g. Environmental Protection Acts; Waste e.g. Hazardous

Waste Regulations; Codes of Practice e.g. Protecting our Water, Soil

and Air; Additional requirements including customer regulations,

assured produce schemes, certification

2.7 Give a range components that require periodic replacement and

the reasons for this components e.g. Oil Filters – to prevent build-up

of deposits preventing flow through the filter, Chainsaw blades and

bars – to maintain effective operation, reduce risk of failure causing

harm to operator, Safety Helmets – to ensure effectiveness and comply

with regulations

2.8 Describe procedures for obtaining replacement components

obtained from – own store (regularly used items), purchase prior to

routine service or maintenance, ordered as required, supplied by main

agent, parts distributor, mail order or internet.

2.9 Describe safe and appropriate methods of storing equipment

and machinery safe and appropriate methods of storage (refer to

LO1.9). Secure yard or compound (suitable for large equipment not

damaged by exposure to weather), barn or lean-to in compound to

provide protection from rain/sun, locked building for higher value and

easily moved equipment, secure room or cabinet for high value items

(e.g. chain saws, laser levelling equipment).

2.10 Describe how and where to obtain expert advice in relation to

maintenance sources – colleague, mechanic or specialist,

supplier/manufacturer, dealer or service provider, hirer, consultant.

When – at time of purchase/hire, when upgrading maintenance

procedures, in response to problems encountered

2.11 Describe the necessary post-maintenance checks visual

checking (e.g. guards and other loose fittings) bench testing of smaller

equipment, test running, field or road test of larger equipment, PAT

testing to ensure electrical safety of equipment, emissions testing of

power units.

439

2.12 Describe how to keep appropriate records Appropriate records -

operator records of usage, daily checks, hours/miles and servicing (e.g.

fuel use), servicing records (when, what), materials/components used.

Recorded as – workshop reports, job-sheets, operator record, test

report. Recorded by - written, electronic (lap-top, PC, or hand-held

device), printout from automatic testing equipment.


Learning Outcome 3. Prepare equipment and machines for

maintenance

3.1 Obtain the relevant information and authorisation for the

maintenance procedure e.g. manual/maintenance e.g.

manual/maintenance refer to LO1.2, LO1.3

Identify the equipment and machines requiring maintenance

e.g. routine and breakdown refer to LO1.1 and LO1.3

3.2 Make sure the equipment and machines for maintenance are

safe, and completely isolated from the power source refer to

LO1.4, LO1.5, LO1.6

3.3 Keep the work area safe and in a condition suitable for the

maintenance procedure e.g. Clearing and removal of obstacles on

benches and floor areas prior to work, safe storage of tools, removed

parts, components during operations, replacing tools, equipment,

unused materials and components and waste after maintenance,

cleaning benches and floor areas.

3.4 Obtain the appropriate tools and materials for the maintenance

procedures refer to LO1.7 for range of tools

3.5 Complete the preparation of equipment and machines for

maintenance in accordance with manufacturers’ instructions

e.g. manual/mechanical e.g. manual/mechanical - refer to LO1.4,

LO1.5, LO1.6 and LO1.8)

3.6 Identify the relevant components for dis-assembly and re-

assembly purposes Components – e.g. safety guards, chain

housings, mower blade assemblies - refer to LO1.8

440

Learning Outcome 4. Maintain and repair equipment and machines

4.1 Assess the maintenance requirements based on the condition

and use of the equipment and machines refer to LO2.1, LO2.2

4.2 Identify, remove and replace worn and damaged components in

accordance with manufacturers’ instructions refer to LO2.1, LO2.2

4.3 Where replacement components are unavailable, safely store

the equipment and machinery, and take the appropriate action

to obtain the suitable replacements refer to LO2.8 and LO2.9

4.4 Carry out the maintenance in accordance with manufacturers’

instructions, standard procedure and legislation refer to LO1.3

and LO2.6

4.5 Identify the need for expert advice and assistance and promptly

refer this matter to the appropriate member of staff refer to

LO1.2 and LO2.10

4.6 Make sure that stored equipment and machines are safe, secure

and appropriately protected from any adverse conditions refer to

LO1.9 and LO2.9

4.7 Carry out the correct tests on completion of the maintenance

procedure to confirm the machinery/equipment is returned to

good working order refer to LO2.11










441

preparing for and maintaining equipment and machines, copies of records

(see LO2.12), or reporting forms and witness testimony, answering oral or





activities preparing for and maintaining equipment and machines giving


to be observed competently doing each task to demonstrate achievement of

the assessment criteria.

















competently and appropriately.


working environment


442








Product evidence

Observation reports


Reports/notes


Maintenance schedules and records

Witness statements


















443


legal publications









The website http://www.netregs.gov.uk/ provides guidance about






Provision and Use of Work Equipment in the Machinery Manufacturing

Industry - Norwich Union Risk Services Ref No 5037 August 2006



Visit Business Link for information on relevant legislation

http://www.businesslink.gov.uk

Workshop manuals for relevant equipment


Farm Machinery (Resource Management) (5th Edition) by Brian Bell

ISBN 13:9781903366684

Profitable Farm Mechanization by Claude Culpin ISBN-13:

9780258969847








444

Transplant Large Root-Balled Plants

Unit Reference

A/502/1450

Level

3

Credit Value

4

Guided Learning

Hours

26

Unit Summary



to transport large root-balled plants and establish

them in a new site. This includes the transportation

of trees as well as plants

Learning Outcomes

(1 to 8)

The learner will

Assessment Criteria

(1.1 to 8.2)

The learner can

1. Prepare and

transport large root-

balled plants

1.1 Ensure the plant is in a fit condition for

transportation and establishment

1.2 Ensure the plant is prepared for transportation

and a safe and effective route is selected

1.3 Transport the plant in a way that is safe and

secure and in accordance with any highway and

traffic regulations

1.4 Maintain the health, vigour and physical

condition of the plant during the journey

2. Understand the

principles of

2.1 Explain how to check the condition of plants to

ensure they are fit for transportation and

establishment

445

transporting large

root-balled plants

2.2 Describe the effects of transportation on

plants, including the signs that a plant may be

suffering stress, and how to respond to these signs

2.3 Explain how to prepare plants for

transportation, secure them and maintain their

condition throughout the journey

2.4 Summarise the relevant highway and traffic

regulations

2.5 Describe the types of hazards that may occur

when transporting plants and how to deal with

these

3. Establish large

root-balled plants in

new sites

3.1 Identify and mark out the planting site

correctly and clearly

3.2 Handle the plant and use planting methods

that maintain the health, vigour and physical

condition of the plant and minimise damage

3.3 Provide support, planting conditions and

aftercare that are appropriate to the plant and the

environment

3.4 Restore the site to a clean and tidy condition

following planting

4. Understand the

principles

underpinning the

establishment of large

root-balled plants

4.1 Explain the factors affecting the timing,

method and site of planting

4.2 Explain the causes of damage and drying out

and their prevention

4.3 Explain the problems and methods relating to

the support, planting conditions and aftercare of

plants whilst they are establishing

446

4.4 Explain the types of damage that may occur to

plants during planting and how to avoid these

4.5 Explain the importance of restoring the site to

a clean and tidy condition


and use relevant

equipment



throughout

6. Understand the

reasons for

maintaining

equipment





environmental good

practice






8. Understand

relevant health and


environmental good

practice



requirements



447


A/502/1450 Transport Large Root-Balled Plants – Level 3

Indicative Content









Note 3: The example used in this indicative content is trees


unit

LO2, LO4, LO6 and LO8 are the key areas of knowledge for this unit

Learning Outcome 1. Prepare and transport large root-balled

plants

1.1 Ensure the plant is in a fit condition for transportation and

establishment root ball is moist throughout the process and roots are

wrapped up in soil to prevent damage and drying out. Bottom

branches are tied in securely to prevent damage in transit. Tree is

attractive with a good healthy root system and well balanced crown

with good leaf colour.

1.2 Ensure the plant is prepared for transportation and a safe and

effective route is selected trees are securely strapped onto the

wagon to prevent movement and possible damage to branches and are

covered by sheeting to reduce wind exposure, sunlight and extreme

temperatures to prevent drying out. Loads must be roped or tied on

448

securely in conjunction with the Road Traffic Act 2006. Make sure

route is compatible for the wagon and load to avoid low or weak

bridges and narrow roads.

1.3 Transport the plant in a way that is safe and secure and in

accordance with any highway and traffic regulations transport

the trees after ensuring the load is safe and secure taking suitable

breaks for long journeys using an HGV or a 7.5 tonne truck ensuring

that plants are watered to maintain their condition. Check licences and

age requirements for drivers using 7.5 tonne trucks or larger vehicles.

All loads must be roped on securely and trees must be protected with

branches tied in to protect from damage and trees must be watered

well before the journey commences. See LO1.2 for details.

1.4 Maintain the health, vigour and physical condition of the plant

during the journey during stops the load should be checked for

possible movement and re-secured as necessary. On hot days and/or

long journeys a supply of water and watering equipment must be used

to ensure that the roots of trees do not dry out. Check that roots are

moist so that they do not dry out and that leaf colour and vigour are

maintained without leaves drooping or curling due to extreme

conditions – water as soon as leaf colour starts to dull. Ensure that

branches are tied in as necessary to avoid rubbing and visual damage.

Learning Outcome 2. Understand the principles of transporting

large root-balled plants

2.1 Explain how to check the condition of plants to ensure they are

fit for transportation and establishment see LO1.1 for details.

2.2 Describe the effects of transportation on plants, including the

signs that a plant may be suffering stress, and how to respond

to these signs see LO1.4 for details.

2.3 Explain how to prepare plants for transportation, secure them

and maintain their condition throughout the journey see LO1.3

and LO1.4 for details.

2.4 Summarise the relevant highway and traffic regulations check

that all loads comply with the Road Traffic Act 2006. See LO1.3 for

details.

449

2.5 Describe the types of hazards that may occur when transporting

plants and how to deal with these ensure that drivers/loaders are

aware of irritant plant materials and are issued with the correct PPE.

Lifting and carrying larger trees must conform to the Manual Handling

Operations Regulations for workers and the Lifting Operations Lifting

Equipment Regulations 1998 (LOLER) for the use of machinery and

equipment. See LO1.2 for further details.

Learning Outcome 3. Establish large root-balled plants in new sites

3.1 Identify and mark out the planting site correctly and clearly site

identified from landscape plans and precise planting places for trees

marked or dug out ready to receive transported trees. Location of

trees in the landscape to be marked out using pegs to mark exact

location.

3.2 Handle the plant and use planting methods that maintain the

health, vigour and physical condition of the plant and minimise

damage trees to be handled carefully without damage to root ball or

branches and roots must be kept moist and covered until tree is

planted. Prune any damaged roots or shoots with sharp secateurs.

Site and soil must be correct for the relevant tree type such as

moisture content, soil type and pH. A hole larger than the depth and

width of the root ball must be dug with the sides forked to promote

lateral root growth in clay soils with the hole watered before planting or

the insertion of a polymer to prevent desiccation of the roots. A

fertiliser can be added to both the tree pit and the pile of top soil

before planting. Tree to be positioned correctly with stake prior to final

planting and tied loosely to the stake so that the soil fills the gaps

between the roots of the tree before final firming. The tree must be

planted so that it is blown away from and not into the stake. Timing of

planting must be relevant to particular tree species as deciduous trees

are planted when they are dormant between late autumn and early

spring and evergreens are planted in early autumn or late spring.

3.3 Provide support, planting conditions and aftercare that are

appropriate to the plant and the environment tree tie to be

checked and secured after planting with a copious amount of water

applied and the ground must not be allowed to dry out in the first few

weeks. An application of mulch helps to conserve moisture and

prevent weed growth. Tree ties need to be loosened after one growing

450

season so that the tree does not grow around the tie and snap off.

Trees need a lot of support in the first season to prevent drying out and

subsequent death. Depending on location some trees will need to be

staked up into the tree head to prevent vandal damage or surrounded

by a metal cage to prevent mower and strimmer damage. Plastic

rabbit guards near to be fitted to prevent damage to bark.

3.4 Restore the site to a clean and tidy condition following planting

dispose of waste in accordance with legislative requirements and codes

of practice to include: organic wastes such as soil which can be stored

and then re-used; vegetation that can be composted; wood that can be

chipped. Inorganic wastes such as tree ties can be re-used or disposed

of into a skip. The local authority waste recycling facility is another

alternative for disposing of waste. Site left tidy as specified in the

landscape contract.

Learning Outcome 4. Understand the principles underpinning the

establishment of large root-balled plants

4.1 Explain the factors affecting the timing, method and site of

planting see LO3.2 for further details.

4.2 Explain the causes of damage and drying out and their

prevention see LO1.1 and LO1.2 for further details.

4.3 Explain the problems and methods relating to the support,

planting conditions and aftercare of plants whilst they are

establishing see LO3.2 and LO3.3 for further details.

4.4 Explain the types of damage that may occur to plants during

planting and how to avoid these see LO3.2 and LO3.3 for further

details.

4.5 Explain the importance of restoring the site to a clean and tidy

condition see LO3.4 for further details.


equipment


and effective condition throughout equipment is prepared, used

451

and maintained in a safe and effective condition throughout to include:

PPE selected and safely used e.g. steel toe-capped boots, gloves and

hard hat. Tools and equipment correctly selected and checked using

pre-start checks including spades, forks, secateurs, wheelbarrows,

tractor and trailer, mechanical auger, lifting equipment, winches and

vehicles. The importance of maintaining tools and equipment is to

prevent accidents and to keep equipment in good working order to

avoid corrosion of parts. Hand tools to be checked over, washed off

after use and oiled as necessary before storage in a lockable shed.

Vehicles, tractors and augers should undergo pre-start checks before

use such as fuel, oil, air filter, greasing moving parts, tyre pressures,

coolant and visual examination for defects before work commences and

then washed off and put away securely after use.


equipment


for use see LO5.1 for Details.





requirements work in a way which promotes health and safety, is


requirements to include: work activities carried out consistently with

current legislation e.g. Health and Safety, Environmental Protection

legislation including Waste Acts and COP’s such as soil, water and air

and additional requirements such as customer regulations,

environmental health requirements as well as LOLER, PUWER, Manual

Handling and Stop Safe.


environmental damage ensure work is carried out in a manner which

minimises environmental damage to include: minimise environmental

damage by carefully planning site access such as the removal and

delivery of materials, working in correct weather conditions and not

allowing run off from waste products into water courses in line with

Environmental Agency guidelines.

452




practice and any additional requirements see LO7.1 for further

details.


and how to respond appropriately damage to soil structure from

vehicles and from planting when ground is frozen or too wet and

potential spillage of fertiliser. Store and handle fertilisers with care and

carry out planting when soil conditions and time of year are suitable for

the tree type. See LO7.2 for further details.










tree planting giving learners the opportunity, first to practice the various

tasks involved and then to be observed correctly doing each task to


after completion of planting work photographs or video could be taken to

provide evidence of progress.



which could be linked to the practical work e.g. by observation of planting

and witness testimony, answering oral or written questions, assignments or

internet research cross referenced to the knowledge evidence.




453











where possible e.g. Learning Outcomes 1, 3, 5 and 7 link together and


diverse evidence. These could also link to Learning Outcomes 2, 4, 6 and 8

to allow knowledge evidence to be gathered during the practical activities.


appropriately.











Product evidence

Observation reports



454


Witness statements







schedules








appropriately.









legal publications The Manual Handling Operations Regulations 1992 website

www.hse.gov.uk/contact/faqs/manualhandling.htm gives guidance on lifting and handling loads at work.

The Lifting Operations Lifting Equipment Regulations 1998 (LOLER) website www.hse.gov.uk/lau/lacs/90-4.htm gives guidance on the use

of machinery and lifting equipment.


http://www.hse.gov.uk/contact/faqs/manualhandling.htm

http://www.hse.gov.uk/lau/lacs/90-4.htm

455


year by year lists of UK Acts and Statutory Instruments Local Authority websites for Building Control Department








The health and safety at work website

www.healthandsafetyatwork.com/hsw/content/road-traffic-act-2006

contains useful information about the Road Traffic Act 2006 when

driving and transporting on public roads.






http://www.healthandsafetyatwork.com/hsw/content/road-traffic-act-2006

456

Prepare and Apply Pesticides

Unit Reference

J/502/1516

Level

3

Credit Value

7

Guided Learning

Hours

46

Unit Summary



for preparing for the application of pesticides,

applying pesticides in accordance with instructions

and legislation

To comply with legislation the learner must

hold the relevant Certificate of Competence

for each situation in which they wish to apply

pesticides

Learning Outcomes

(1 to 11)

The learner will

Assessment Criteria

(1.1 to 11.1)

The learner can


prepare for pesticide

application

1.1 Explain the significance of the product labels

and the information included

1.2 Compare the appropriateness of specific

pesticide products for the work

1.3 Explain who and how people will be informed

of the work plan

1.4 Explain how to calibrate equipment

457

1.5 Explain how to calculate the amount of

pesticide required

1.6 Describe procedures to be considered when

preparing the pesticide product:

Transportation

Storage

Disposal

Emergency procedures

Incident reporting

1.7 Describe the environmental conditions which

are required for the work to be carried out and the

affect which these conditions have on the

operations

1.8 Describe the necessary growth stage of the

plants for treatment to take place

1.9 Explain how to transport, store and dispose of

pesticides and containers safely and correctly


apply pesticides

2.1 Explain the safe handling and use of pesticides

2.2 Explain the methods of applying pesticides

2.3 Explain the correct operation of the applicator

2.4 Explain the relevance of risk assessment to the

application, including the importance of buffer

zones

2.5 Explain the problems which may occur and

how to respond to these effectively covering

Spillage

Contamination of equipment and non-

target areas

Malfunction of equipment

Adverse effects on non-target species

458

Changes in conditions which reflect on the

relevance of the work plan

Emergency

2.6 Assess the dangers and emergency treatments

associated with the use of pesticides


carry out post-

application

procedures

3.1 Describe the ways in which surplus product

and washings must be used or disposed of

3.2 Explain how to dispose of, or clean and

decontaminate personal protective equipment,

including; gloves, face shields, boots and overalls

4. Understand the

reasons for

maintaining

equipment


equipment for use

4.2 Describe the selection and use of personal

protective equipment and ancillary equipment

4.3 Explain how to clean and store the application

equipment and clear the site

5. Understand

relevant health and


environmental good

practice



requirements

5.2 Assess the health and safety, and

environmental risks in the methods of controlling

pests





459

5.5 Explain the reasons for washing hands and

maintaining personal hygiene



maintaining them


for pesticide

application

6.1 Transport and store pesticides and containers

according to legislation and the plan

6.2 Confirm that the product is appropriate for the

work

6.3 Confirm that the application complies with the

conditions of approval

6.4 Calculate the minimum application rate to

achieve the desired level of control

6.5 Select a suitable site for preparation

6.6 Take action to minimise any risks and keep the

appropriate people fully informed according to

instructions

6.7 Confirm that the environmental conditions are

appropriate for the work to be carried out

6.8 Confirm that the necessary procedures have

been put in place

7. Be able to apply

pesticides

7.1 Use the correct preparation procedures in

accordance with instructions

7.2 Apply the pesticide in a way which minimises

the risks to non-target species and the

environment in accordance with instructions and

legislative requirements

460

7.3 Take the appropriate action without delay if

problems arise during the work

8. Be able to carry

out post-application

procedures

8.1 Utilise or dispose of surplus product according

to legislation, instructions and codes of practice

8.2 Dispose of containers and unwanted personal

protective equipment safely and correctly

8.3 Clean, decontaminate, store and where

necessary dispose, personal protective equipment

correctly


and use relevant

equipment



throughout

9.2 Clean the application equipment and clear the

site thoroughly

9.3 Confirm that personal protective equipment is

in good condition, the correct size and suitable for

the work

10. Be able to

promote health and

safety and

environmental good

practice








10.4 Maintain personal hygiene throughout

461

11. Be able to

maintain accurate

records


recording purposes

462


J/502/1516 Prepare and Apply Pesticides - Level 3

Indicative Content









LO1 to LO5 are the key area of knowledge for this unit

Learning Outcome 1. Understand how to prepare for pesticide

application

1.1 Explain the significance of the product labels and the

information included label is main source of product information.

Information included - e.g. uses and limits of use, approved methods of

use, protection of operator, other persons, environment, consumers,

storage and disposal information, medical advice.

1.2 Compare the appropriateness of specific pesticide products for

the work use of products (sources of information) – e.g. label

information, advisor or agronomist, sales person or adviser, UK

Pesticide Guide (N.B. Always use most recent version.

Appropriateness – approved, equipment available, comply with

restrictions for harvest interval or access, minimise risks to people,

non-target species and environment, managing resistance.

1.3 Explain who and how people will be informed of the work plan

people to be informed – e.g. managers and supervisors, clients,

463

operators, other staff working in the area. Informed by – verbal

instruction, hand-written note, print-out, electronic messages.

1.4 Explain how to calibrate equipment calibration - to check

application rate, evenness of application with spread, distance, time.

Calibration by – nozzle testing, flow rate, forward speed, use of

formulae to calculate, use of charts, adjustment or replacement of

components, re-calibration.

1.5 Explain how to calculate the amount of pesticide required

amount – volume, amount of ingredient, recommendation (see label),

target (e.g. crop, stage, density of cover), use of formulae.

1.6 Describe procedures to be considered when preparing the

pesticide product

transportation – e.g. use of cabinets, or special vehicles or

compartments for transport and storage, separation from people and

other materials being transported in same vehicle, labelling, recording,

route planning (e.g. to avoid water courses), fire extinguishers, limits

of load (avoiding overloading or overfilling), selection of site for loading

or filling. Storage e.g. use of approved storage facility (chem-safe,

secure store, specialist store in building), provision of protection from

physical damage, fire, water, heat (fire), cold (below freezing),

theft/vandalism, to include signage e.g. labelling, special instructions,

recording. Disposal compliance with regulations (The Waste

Management (England and Wales) Regulations 2006), reducing amount

of waste and need for disposal, refer to LO3.1 & LO3.2.

Emergency procedures - emergencies personal contamination,

spillages, animal poisoning, fire - procedures need for training, need

to include changes to procedures, new equipment or facility, use of

label recommendations and manufacturers material safety data sheets,

accessing emergency services and Environment Agency, provision of

appropriate information, spill-kits. Incident reporting Incidents –

refer to “emergencies” above, reportable incidents under RIDDOR.

Reporting – e.g. recording of procedures, immediate, after event.

Reporting to – line manager, supervisor, client, emergency services,

Environment Agency. Reporting by – telephone, face-to-face, written

report or pro-forma, electronic (e.g. email or text)

1.7 Describe the environmental conditions which are required for

the work to be carried out and the affect which these conditions

464

have on the operations Environmental Conditions – temperature,

humidity, wind speed, presence of rainfall (including forecast), light

levels and time of day. Impact – effectiveness of the material, impact

on environment (e.g. non-target species), risk of spread by wind or

run-off, excessive evaporation, need to adjust volume of carrier (e.g.

water), impact on operator (e.g. wearing full spray suits in hot weather

or in greenhouses).

1.8 Describe the necessary growth stage of the plants for treatment

to take place Growth stage – e.g. pre-sowing or planting, seed,

module or transplant, pre-emergence, cotyledon stage, young plant,

developing, flowering, fruiting, senescent, dormant. Treatment – as

per label, material, rate, application methods as appropriate to the

growth stage (e.g. seed treatment, drenches to growing media, pre-

emergence herbicides, growth regulators, pre-harvest desiccants).

1.9 Explain how to transport, store and dispose of pesticides and

containers safely and correctly refer to LO1.6, LO3.1, LO3.2 and

code of practice.

Learning Outcome 2. Understand how to apply pesticides

2.1 Explain the safe handling and use of pesticides e.g. carry out or

read and note risk assessment, use only as on label (or Specific Off-

Label Approval), select location for mixing or preparation, wear PPE as

label instructions, e.g. gloves, face shield, (all PPE should be CE

marked as meeting European Standards) Refer to LO3.2 and LO4.2,

avoid sources of heat and naked flames, avoid confined areas.

2.2 Explain the methods of applying pesticides methods must be

suitable for the material to be used, COSHH assessment must be in

place (where appropriate), environmental impact assessed, control

methods in place to protect people, wildlife, environment. Range of

methods – e.g. Ground based sprayer, reduced volume sprayers, air-

blast sprayers, vehicle mounted, trailed and hand-held equipment,

fogs, mists, smokes, fumigants, seed treatments, granules, baits,

pellets, use of aircraft, dipping, drenching, application to water.

2.3 Explain the correct operation of the applicator see LO2.2 for

range of equipment/applicators. Use of applicator – use only for

purpose intended, follow manufacturers’ instructions for preparation,

465

use and maintenance of applicators, use only with approved materials

and preparation.

2.4 Explain the relevance of risk assessment to the application,

including the importance of buffer zones risk Assessment – e.g. to

consider if any person might be at risk of harm from exposure to the

pesticide, how it will affect them. Assessment to consider e.g. who

might be harmed, method of application (see LO2.2), material to be

used, location, timing, weather (refer to LO2.6). Buffer Zones –

untreated areas around area to be treated, relevance e.g. reduce risk

of contamination or accidental exposure of people, sensitive areas and

features, non-target crops, wildlife.

2.5 Explain the problems which may occur and how to respond to

these effectively covering

spillage e.g. of undiluted material, prepared pesticide, packaging,

washing, failure or leakage of equipment. Risk of contamination

waterways, non-target crops, persons, sensitive environments and

habitats. Action - training of operators, of care in handling (refer to

LO2.1), selection of sites for preparing, careful storage of material,

equipment and packaging, maintenance of equipment, having

contingency plan including spill-kits, lines of communication

contamination of equipment and non-target areas e.g. by failure to

follow cleaning procedures, spillage (see above), spray drift,

accidental application. Action - training of operators and monitoring

of operations, careful assessment of risk, buffer zones

malfunction of equipment – e.g. leakages, spillages, inaccurate

application (risk of over-application). Action – e.g. preparation,

calibration and maintenance of application equipment, replacement of

sub-standard equipment, only using equipment for intended purpose.

adverse effects on non-target species e.g. contamination of persons,

habitats, livestock leading to health problems (long term or

immediate), loss of market value, wastage of food and animal feeds.

Action – e.g. careful assessment of risk, avoidance of spillage, spray

drift, over-application.

changes in conditions which reflect on the relevance of the work plan

e.g. increasing wind, rainfall, presence of biological control agents.

Action - e.g. monitoring of operations and weather conditions, crop

monitoring and reporting.

emergency refer to LO1.6, LO2.6

466

2.6 Assess the dangers and emergency treatments associated with

the use of pesticides - Dangers refer to Risk Assessment (LO2.4),

risk of poisoning by skin contact, contact with eyes or mouth,

inhalation, swallowing. Emergency Treatments – immediate – stop

work, prevent further contamination, remove contaminated clothing,

wash with clean water, keep warm and at rest, call emergency services

(doctor, ambulance), provide product information from label and data

sheets, report incident (refer to LO1.6).

Learning Outcome 3. Understand how to carry out post-application

procedures

3.1 Describe the ways in which surplus product and washings must

be used or disposed of unwanted pesticides and ready-to-use

formulations e.g. manage procurement to reduce, return surplus

supplies to supplier, use of licensed carrier and disposal agent, ensure

all documentation is in place (e.g. records of hazardous waste, waste

transfer notes). Dilute pesticides and washings – e.g. manage

application to reduce, minimise amount of washings (e.g. by use of

built-in rinsing systems) dispose by application to treated or untreated

crop area, storage of waste material and use of a licensed waste

contractor (see above, subject to conditions, see Code of Practice).

Containers (and other pesticide waste e.g. spillages, treated seed,

rodent bodies) – completely empty, do not re-use, wash out (unless

not permitted e.g. cyanide or unsuitable e.g. paper or card), store in

“empty container store”, dispose by return to supplier, passing to a

licensed waste-disposal contractor, burning in licensed incinerator.

3.2 Explain how to dispose of, or clean and decontaminate personal

protective equipment, including; gloves, face shields, boots and

overalls wash as appropriate, treat as contaminated waste, dispose of

as for containers above.


equipment


maintenance of equipment – Improved performance, ensuring correct



contamination and crop damage, reduced wastage. Methods of

467

maintenance - daily checking and cleaning as required of all equipment

to ensure effective operation, lubrication of machinery as directed by



4.2 Describe the selection and use of personal protective equipment

and ancillary equipment range of equipment – e.g. gloves, boots,

face and eye protection, dust masks and respirators, automatic or

remote control equipment, vehicle with closed cab,

Selection – avoidance of use of pesticides (e.g. by use of cultural or

biological control), selection of least harmful material or method of

application, PPE as required by label, all PPE must be CE marked,

maintained, cleaned or disposed of after use, replaced as required, PPE

must be suitable for the environment to be worn in, comfortable and

proper fitting, in good order.

4.3 Explain how to clean and store the application equipment and

clear the site cleaning – e.g. follow manufacturers instruction, use

any self-rinsing facility, use appropriate cleaning material (detergent),

use brush, hose to wash outside if required (note all washing must be

disposed of safely – refer to LO3.1). Site Clearance – return any

unused pesticide to storage, dispose of empty packaging (see LO3.1),

return equipment to storage, check site for any spillages or other

contamination (see LO2.5).




practice and any additional requirements legislation – Health and

Safety e.g. Management of Health & Safety at Work Regulations;





Manual Handling.

Specific requirements for application of pesticides - protective clothing

and other equipment checked as being fit for use, application

equipment calibrated, protective clothing and application equipment

cleaned as specified in Code of Practice for Using Plant Protection

468

Products, COSHH, label instructions, material safety data,

manufacturer’s / supplier’s / supervisor’s instructions.

5.2 Assess the health and safety, and environmental risks in the

methods of controlling pests refer to LO2.4 and LO2.6


and how to respond appropriately refer to LO2.5


waste disposal of pesticide wastes - refer to LO3.1 and LO3.2 for

details. Other wastes - organic waste – reduce waste removed from

growing area, unwanted plant material composted (unless the material

poses a threat to plant health or production process e.g. diseased

material or perennial weeds). Inorganic waste – wastes from servicing

and maintenance of equipment disposed of in appropriate container;

wastage of packing material and containers minimised and where



contractor.

5.5 Explain the reasons for washing hands and maintaining

personal hygiene e.g. to avoid transfer of any contamination from

handling pesticides (or other materials) to mouth, eyes, skin, food,

drink



required – waste disposal procedures, training records, waste disposal

contracts and activities, records of incidents under RIDDOR, pesticide

purchase, storage and usage records, water usage, maintenance

records, communications. Required for legal requirement (e.g.

RIDDOR, pesticide usage), management to improve performance and

reduce incidence, insurance requirement, assured produce scheme,

certification, maintaining “best practice”, identifying training need.

LO6 to LO11 are the key area of competence for this unit

Learning Outcome 6. Be able to prepare for pesticide application

469

6.1 Transport and store pesticides and containers according to

legislation and the plan refer to LO1.6 for details

6.2 Confirm that the product is appropriate for the work refer to

LO1.1, LO1.2

6.3 Confirm that the application complies with the conditions of

approval refer to LO1.1, LO1.2, LO1.8

6.4 Calculate the minimum application rate to achieve the desired

level of control refer to LO1.5 for detail and LO1.1, LO1.2, LO2.2 for

additional information

6.5 Select a suitable site for preparation refer to LO1.6, LO2.1

6.6 Take action to minimise any risks and keep the appropriate

people fully informed according to instructions refer to LO2.4 for

assessing risk, LO2.5 for range of action. Refer to LO1.6 for reporting

and communications

6.7 Confirm that the environmental conditions are appropriate for

the work to be carried out refer to LO1.7

6.8 Confirm that the necessary procedures have been put in place

refer to LO1.6

Learning Outcome 7. Be able to apply pesticides

7.1 Use the correct preparation procedures in accordance with

instructions refer to LO1.6, LO2.1, LO4.2 for PPE

7.2 Apply the pesticide in a way which minimises the risks to non-

target species and the environment in accordance with

instructions and legislative requirements refer to LO2.2, LO2.3,

LO2.4, LO5.1 for legislation and COPs

7.3 Take the appropriate action without delay if problems arise

during the work refer to LO2.5, LO2.6

470

Learning Outcome 8. Be able to carry out post-application

procedures

8.1 Utilise or dispose of surplus product according to legislation,

instructions and codes of practice refer to LO3.1

8.2 Dispose of containers and unwanted personal protective

equipment safely and correctly refer to LO3.1, LO3.2

8.3 Clean, decontaminate, store and where necessary dispose,

personal protective equipment correctly refer to LO3.2, LO4.3


equipment


and effective condition throughout refer to LO4.1 and LO4.2

9.2 Clean the application equipment and clear the site thoroughly

refer to LO3.1, LO4.3

9.3 Confirm that personal protective equipment is in good

condition, the correct size and suitable for the work refer to

LO4.2



10.1 Work in a way which promotes health and safety, is


additional requirements risk assessment carried out or studied and

requirements followed, refer to LO5.1 for range of legislation and codes

of practice


environmental damage refer to LO1.7, LO2.4, LO2.5


requirements and codes of practice refer to LO3.1, LO3.2, LO5.1

(legislation) and LO5.4 (waste)

471

10.4 Maintain personal hygiene throughout refer to LO5.5

Learning Outcome 11. Be able to maintain accurate records


Refer to LO5.6







Learning Outcomes 1 to 5 (Knowledge)



preparing and applying pesticides, copies of records, or reporting forms and

witness testimony, answering oral or written questions, or assignments


Learning Outcomes 6 to 11 (Competence)



work preparing and applying pesticides giving learners the opportunity, first



Prior to, during and after completion of work preparing and applying

pesticides photographs or video could be taken to provide evidence of

progress. Copies of monitoring record can be used to provide evidence of


472








where possible e.g. Learning Outcomes 6 to 11 link together and can be


These could also link to Learning Outcomes 1 to 5 to allow knowledge



appropriately.



The learner must hold the PA1 plus at least one other PA Pesticides

Application module to achieve this unit









Product evidence

Observation reports


Reports/notes


473

Witness statements





Monitoring reports and associated communications

Risk and COSHH assessments

Pesticide records (ordering, purchase, delivery, usage, disposal)

Crop records









Useful sources of reference Note – candidates should be aware of the detailed information within the

code of practice (see and provided as part of training for use of pesticides.

Pesticides – Code of practice for using plant protection products – ISBN

0-85521-170-9

UK Pesticide Guide 2010 Edited by M. Lainsbury January 2010 ISBN 978-1845936-15-0














474



Learners should be directed to relevant publications and websites eg. -




British Agrochemicals Association Amenity Handbook - A guide to

the selection and use of amenity pesticides. British Agrochemicals

Association.

Pesticide Application Methods by G. A. Matthews ISBN 978-

0632054732

Application of Pesticides to Crops by G.A. Matthews (ISBN 978-

1860941689


1998







475

Identify the Need For and Plan Habitat

Management Work

Unit Reference

T/502/1530

Level

3

Credit Value

4

Guided Learning

Hours

26

Unit Summary


skills and understanding to identify the need for

habitat management work to be carried out and

plan the necessary work. The unit is applicable to

the management of all types of habitats and the

full range of management techniques

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.4)

The learner can


habitat management

work

1.1 Identify the need for habitat management

through use of all of the following

Site monitoring

Management plan

Reports from others

2. Be able to plan for

habitat management

work

2.1 Plan habitat management for at least four of

the following objectives

To create or maintain suitable conditions

for particular species

To create or maintain a desired mix of

habitats for access and recreation

476

To conserve desirable physical or

archaeological features

To reduce the pressures of human activity

on habitats

To promote site safety

2.2 Take account of the environmental value of at

least two of the following types of sites in planning

Ecological

Archaeological

Recreational

2.3 Select appropriate habitat management

methods to achieve objectives

2.4 Produce work plans and specifications for the

identified work to include the following

Schedule

Location

Methods and procedures

Physical resources

Human resources

Legal requirements

Standard of outcome required

2.5 Carry out risk assessments and identify safe

working procedures

2.6 Seek agreement from all relevant interested

parties and ensure that all necessary permissions

are in place

2.7 Identify the most appropriate workforce for the

planned habitat management work

2.8 Identify and access the resources required to

carry out the planned work

2.9 Schedule habitat management work based on

the following

Identified priorities

477

Effects of season and timing

2.10 Record plans in a suitable format


identify the need for

habitat management

work

3.1 Explain how to identify the need for habitat

management through use of

Site monitoring

Management plan

Reports from others

3.2 Explain how to identify the objectives of

habitat management for the following objectives








on habitats


3.3 Describe how to recognise the environmental

value of sites

4. Understand the

need to plan habitat

management work

4.1 Explain how the environmental value of sites

affects the planning of work

4.2 Explain how to assess risks and develop safe

working procedures

4.3 Explain the process of producing work plans

and specifications to organisational requirements

including

Agreement of objectives

Agreement of plans

When permissions is required

The suitable workforce

478

The resources required (tools and

equipment, people)

Schedule of work

Legal requirements

Standard of outcome

4.4 Explain how planned work fits into

organisational objectives, local and UK biodiversity

action plans

479


T/502/1530 Identify the Need For and Plan Habitat Management Work -

Level 3

Indicative Content










Learning Outcome 1. Be able to identify habitat management work

1.1 Identify the need for habitat management through use of all of

the following need for habitat management identified – site clearing

(e.g. removal of vegetation, litter, existing features), planting,

replanting or gapping up, control vegetation by thinning, coppicing,

pruning, clearing, weeding, mowing, brush cutting or strimming,

installation or maintenance of access routes and features (e.g. bridges,

stiles, gates, revetments),boundaries (e.g. hedges, fences, ditches),

other features (e.g. signs, benches, shelters). Through use of all of the

following

site monitoring e.g. directly planned observation by staff,

volunteers, contractor, monitoring incident reports, incidental

observation during work, remote CCTV, electronic monitoring and

measurement

management plan e.g. routine maintenance and reporting, ongoing

project, proposal, funding or planning condition

480

reports from others e.g. visitors, staff, volunteers, police as casual

reports or observations, formal complaints, feedback from

consultation or questionnaires, incident reports.

Learning Outcome 2. Be able to plan for habitat management work

2.1 Plan habitat management for at least four of the following

objectives

to create or maintain suitable conditions for particular species

e.g. cutting back heather for black grouse, planting deciduous

woodland for range of species, clearing glades for butterflies, creating

or managing ponds for amphibians, creating and maintaining hay

meadows for ground nesting birds, retaining old buildings as roosting

sites for bats.

to create or maintain a desired mix of habitats for access and

recreation e.g. rides, tracks and paths, ditches, hedges and fences,

bridges, steps, gates, stiles, mown areas of grass, open woodland,

amenity gardens, arboreta, ponds and waterways, signage and

display boards

to conserve desirable physical or archaeological features e.g.

by retaining and maintaining old buildings, walls and other built

structures, ground formations (industrial archaeology, railway

embankments, drainage channels and mill races, ancient tillage

marks), ancient monuments and ground works (houses, fortifications,

burial sites, religious sites, political boundaries)

to reduce the pressures of human activity on habitats e.g. use

of fences, hedges or ditches to prevent access, creating suitable

alternative routes (e.g. tracks, rides, footpaths including steps,

bridges, stiles, gates), signage, building hides, monitoring. Refer to

“v) site safety” below

to promote site safety e.g. maintaining paths and other features

{see (ii) above} in safe condition, construction of steps and

alternative routes, warning signs, removal of overgrowing vegetation,

closure of areas or routes, fencing off areas of risk, refer to LO2.4

2.2 Take account of the environmental value of at least two of the

following types of sites in planning

ecological e.g. identifying important habitats and species, relating to

LBAP (refer to LO4.4), protecting or creating valuable habitats,

maintaining numbers and range of species, minimising impact of

481

work, buffering impact of work on adjacent sites, protecting features

of the site,

archaeological e.g. refer to LO2.1 (iii) above(iii) To conserve

desirable physical or archaeological features e.g. by retaining and

maintaining old buildings, walls and other built structures, ground

formations (industrial archaeology, railway embankments, drainage

channels and mill races, ancient tillage marks), ancient monuments

and ground works (houses, fortifications, burial sites, religious sites,

political boundaries)

recreational e.g. horse riding, cycling, walking, jogging, running,

exercising dogs, ball games (e.g. football, rugby, golf), seats and

benches, hides for bird watching, angling, community gardens,

allotments and growing schemes, events (e.g. fairs, community

gatherings, concerts, sports)

2.3 Select appropriate habitat management methods to achieve

objectives Range of activities identified as in LO1.1, objectives

identified in LO2.1

2.4 Produce work plans and specifications for the identified work to

include the following

schedule e.g. timing and sequence of operations including safety

measure such as closures, impact of seasons on work.

location e.g. size of site, boundaries, existing features, features to

be protected, access routes for people, vehicles, materials,

equipment, waste

methods and procedures e.g. overall site precautions, exclusion

zones, surveys and searches required (underground services and

archaeological features), working hours, restrictions on access and

egress to site, actions to protect valuable habitats and species (bats,

badgers, fish stocks)

physical resources e.g. machinery and equipment, preparation,

maintenance and servicing, availability and timing, materials (paints

and stains, sand and gravel, wood for structures) fuels, plants and

protection and support, growing media and material for amelioration.

To specify – quantities, quality, timing, delivery method, sources

(e.g. re-cycled, re-used, fair trade, sustainable, local supplier,

available on site)

human resources e.g. numbers of staff, volunteers or contractors

required supervision levels, skills required, essential qualifications

482

legal requirements e.g. health and safety legislations (HSW74,

RIDDOR), waste and pollution legislation, highways acts, access and

ownership issues, planning and development consents, felling

licences, conservation and protection status (Listed buildings,

Conservation areas and special status (e.g. National Parks, Nature

Reserves, Environmentally Sensitive Areas, Covenants, Tree

Protection Orders, Scheduled Ancient Monuments)

standard of outcome required as required by planning consents,

funding bodies, client aspirations and needs, contracts, match to

existing features

2.5 Carry out risk assessments and identify safe working

procedures e.g. Assessment for COSHH, fire and risk (generic, specific

to activity, material, equipment or persons), identify prohibited persons

and exclusion zones, skills and qualifications for operators, signage,

protective clothing requirements (e.g. helmets, ear defenders, hi-vis),

prohibited activities, evacuation procedures, refer to existing policies

and legislation

2.6 Seek agreement from all relevant interested parties and ensure

that all necessary permissions are in place interested parties –

land owners, funding providers, managers, local authorities (e.g.

planning, development control, forestry commission), staff and

volunteers. Permissions for development and building, felling, funding

agreement, for standard of outcome see LO2.4vii, access, removal of

vegetation, activities affecting controlled waters.

2.7 Identify the most appropriate workforce for the planned habitat

management work (refer to LO2.4 for range of workforce)

appropriate workforce must keep labour costs within budget, provide

sufficient labour to complete work within agreed time-scale.

2.8 Identify and access the resources required to carry out the

planned work (refer to LO2.4 for range of resources) resources within

budget, delivery as required for programme, delivery to site, storage

area or collection arranged.

2.9 Schedule habitat management work based on the following

identified priorities as referred to in LO1.1 priorities determined by

health and safety issues, weather, scheduled events, management

decisions, funding requirements, availability of appropriate staff (see

483

LO2.7)

effects of season prevailing weather conditions, (e.g. heat, dry, rain,

snow, ice) dormancy in plants and animals, breeding seasons, rate of

growth, likely numbers of visitors

timing availability of labour, funding, length of day, links to school and

college terms, availability of resources.

2.10 Record plans in a suitable format e.g. notebook or diary, use of

photographs, scale drawings, electronic or digital, tender document,

records of meetings and copies of memoranda,


Learning Outcome 3. Understand how to identify the need for

habitat management work

3.1 Explain how to identify the need for habitat management (Refer

to LO1.1 for details) through use of

site monitoring

management plan

reports from others

3.2 Explain how to identify the objectives of habitat management

for the following objectives (Refer to LO2.1 for details)



recreation

to conserve desirable physical or archaeological features

to reduce the pressures of human activity on habitats

to promote site safety

3.3 Describe how to recognise the environmental value of sites

(Refer to LO2.2 for details)

Learning Outcome 4. Understand the need to plan habitat

management work

4.1 Explain how the environmental value of sites affects the

planning of work refer to LO2.2 for details

484

4.2 Explain how to assess risks and develop safe working

procedures – risk assessed by use of generic and specific

assessment (Refer to LO2.5 for details), adherence to requirements of

RA and action plans, risk assessed during planning stage and at time of

activity, ensuring appropriate training and working practice, ongoing

monitoring of site and operations (e.g. for changes in weather, site

condition, personnel), taking appropriate action when changes occur.

4.3 Explain the process of producing work plans and specifications

to organisational requirements including agreement of objectives

agreement of plans when permissions is required the suitable

workforce the resources required (tools and equipment, people)

schedule of work legal requirements standard of outcome

Work plans developed using; e.g. time lines, flow charts, Gantt charts,

budgets, cash flows; Planning process; e.g. initial proposal (see

LO1.1), Research (e.g. feasibility, funding, permissions, methods,

outcomes), obtaining permissions, funding, resources, planning phases

of work, monitoring arrangements and final approvals.

4.4 Explain how planned work fits into organisational objectives,

local and UK biodiversity action plans

organisational objects set out in policies, agreements and contracts,

constitution, operating procedures,

LBAPs and UK BAP identification of important habitats at local and

national level, identifying the habitats within and adjacent to the site,

identify conditions that enhance or threaten that habitat, identification

or terrestrial indications of presence animals(mammals, birds,

amphibians), noting and acting to protect habitats or niches for

endangered species (e.g. Bats, Red Squirrel, Natterjack Toads, Great

Crested Newts, Black Grouse, Black Poplar)







485



those who have experience in this area of work or by supervised activities

identifying the need for and planning habitat management giving learners

the opportunity, first to practice the various tasks involved and then to be





which could be linked to the practical work e.g. by observation of activities

identifying the need for and planning habitat management, copies of plans

or records, or reporting forms and witness testimony, answering oral or


Prior to, during and after completion of work identifying the need for and

planning habitat management photographs or video could be taken to

provide evidence of progress. Copies of monitoring record can be used to










assessed practically by observation competent performance or by generation

of diverse evidence. These could also link to Learning Outcomes 3 and 4 to


It is important that practical assessment activities are competently

supervised

486












Evidence of completed projects

Observation reports


Reports/notes

Minutes of meetings and briefings

Witness statements







Organisational policies, constitutions, working agreements

Staff Records, training records,

Local Biodiversity Action Plans

Survey results






487





National Federation of Biological Recording website http://www.nbn-nfbr.org.uk/nfbr.php lists all Local / Biological Recording Centres - Useful

to find local Biodiversity Action Plans The Natural England website http://www.naturalengland.org.uk/ and

Countryside Council for Wales www.ccw.gov.uk/ have information about countryside protection schemes and land management for the benefit of

wildlife, landscape. Also licences and enforcement Local Authority websites for Local Planning Authority permissions and

LBAP’s Visit Department for Environment, Food and Rural Affairs website

www.defra.gov.uk or Welsh Assembly Government countryside website

www.countryside.wales.gov.uk/ for up to date information about legislation, codes of practice and consultations in the horticultural /

agricultural sectors The Environment Agency website http://www.environment-


The Forestry Commission www.forestry.gov.uk application for licences Horticultural Code of Practice - Helping to prevent the spread of invasive

non-native species



Managing Habitats for Conservation by William J Sutherland and David A

Hill

BTCV Books on-line http://handbooks.btcv.org.uk/handbooks/index

BTCV practical handbooks

o Woodlands - ISBN 0946752338

o Hedging - ISBN 0946752176

o Tool care - ISBN 0946752249

o Tree Planting and Aftercare - ISBN 0946752257












http://handbooks.btcv.org.uk/handbooks/index

488

Co-Ordinate and Oversee Habitat Management

Work

Unit Reference

A/502/1531

Level

3

Credit Value

4

Guided Learning

Hours

26

Unit Summary



to co-ordinate and oversee habitat management

work. It also involves the selection and briefing of

a suitable workforce to carry out the habitat

management work

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.3)

The learner can

1. Be able to co-

ordinate and oversee

habitat management

work

1.1 Make available the necessary resources to

allow habitat management work to be carried out

in a safe and effective way. Resources to include

Natural

Physical

Human

Financial

1.2 Inform the appropriate person where these

resources are not available

1.3 Brief those who will be carrying out the work

with regard to

Work specification

489

Environmental value of the site and its

implications for the planned work

1.4 Oversee habitat management work for four of

the following objectives








on habitats


1.5 Communicate with the work team and other

interested parties in a way which promotes

understanding and goodwill


recording purposes



environmental good

practice


safety, is consistent with legislation, codes of

practice and any additional requirements






co-ordinate and

oversee habitat

management work

3.1 Explain the required type and quantity of

resources needed for habitat management work

3.2 Describe the appropriate action to take in the

case of inadequate resources

490

3.3 Describe relevant aspects of work

specifications, and individual responsibilities

3.4 Describe how to select a workforce which is

appropriate for the planned work

3.5 Describe methods of briefing the workforce on

the activities required

3.6 Describe how to effectively oversee habitat

management work which is being carried out








on habitats


3.7 Explain how to identify and minimise the effect

of disruptions and how to select corrective actions

3.8 Explain how to establish, maintain and

improve systems to monitor work

3.9 Describe methods of communication likely to

promote understanding and goodwill



4. Understand

relevant health and


environmental good

practice



requirements



491



492


A/502/1531 Co-Ordinate and Oversee Habitat Management Work - Level 3

Indicative Content









LO1 and LO2 are the key area of competence for this unit

Learning Outcome 1. Be able to co-ordinate and oversee habitat

management work

1.1 Make available the necessary resources to allow habitat

management work to be carried out in a safe and effective way

resources to include

natural e.g. access to site, material generated on site, (timber, soil,

sand)

physical PPE e.g. overalls, hedging gloves, heavy duty leather

working boots, safety helmet / mesh visor, ear defenders. CE marked.

Tools and equipment e.g. scythe, sickle, shears, mower (flail, rotary or

reciprocating), strimmer, brush cutter, loppers, secateurs, spades,

forks, hammers, fencing tools,

Machinery e.g. tractors, trailers, ATVs, excavators, compactors, road

vehicles

Materials e.g. timber (hardwood or softwood), sand and ballast,

cement, paints and preservatives,

Materials e.g. signs, way-markers, interpretive displays, bridges, stiles,

gates

493

Types and quantity as specified in maintenance plan or schedule of

operations to match existing, or as specified in contracts

human e.g. supervisors, staff, volunteers, contractors to include

appropriate skills, qualifications (chainsaws, pesticides, road vehicles)

financial e.g. overall funding for project, cash flows to ensure

payments can be made on time (wages, invoices), long-term for

ongoing management and maintenance

1.2 Inform the appropriate person where these resources are not

available inform appropriate person – line manager, project manager,

client, owner. Inform by – refer to LO1.6.

1.3 Brief those who will be carrying out the work with regard to

briefing to – staff, volunteers, contractors.

work specification e.g. work and procedures expected, standards

required, sequence and timing of operations, health and safety

considerations (including PPE, evacuation, exclusions, lines of

communication), materials to be used, availability of equipment and

machinery

environmental value of the site and its implications for the

planned work

Value of site and work in reference to:

Ecological – habitats and species (present and potential), relationship

to LBAPs and UK BAP, potential for harm by disturbance or damage to

site, benefits from work (e.g. improved habitats, removal of threats,

improved diversity)

Archaeological – e.g. listed buildings, scheduled sites, historic buildings

and sites, ground formations and underground features, industrial

archaeology,

Recreational and educational e.g. riding, walking, running, bird-

watching, water sports, angling, display boards and interpretational

leaflets

1.4 Oversee habitat management work for four of the following

objectives


e.g. cutting back heather for black grouse, planting deciduous

woodland for range of species, clearing glades for butterflies, creating

or managing ponds for amphibians, creating and maintaining

traditional hay meadows for ground nesting birds, retaining old

buildings as roosting sites for bats.

494


recreation e.g. rides, tracks and paths, ditches, hedges and fences,

bridges, steps, gates, stiles, mown areas of grass, open woodland,

amenity gardens, arboreta, ponds and waterways, signage and display

boards

to conserve desirable physical or archaeological features e.g.

old buildings, walls and other built structures, ground formations

(railway embankments, drainage channels and mill races, ancient

tillage marks), ancient monuments and ground works (houses,

fortifications, burial sites, religious sites, political boundaries)

to reduce the pressures of human activity on habitats e.g.

installation and maintenance of paths, rides, tracks and ancillary

features (e.g. bridges, stiles, revetments), use of fences, hedges or

ditches to prevent access, creating suitable alternative routes, signage,

building hides,

to promote site safety e.g. risk assessment, site assessment and

monitoring, maintaining features (see (i) to (iv) above) in safe

condition, construction of steps and alternative routes, warning signs,

removal of overgrowing vegetation, closure of areas or routes, fencing

off areas of risk

1.5 Communicate with the work team and other interested parties

in a way which promotes understanding and goodwill

communicate with e.g. staff, supervisors, volunteers and supporters,

contractors, land-owners, managers, third parties affected by the work.

Communication; work related and personal, face to face discussion

(one to one or group), use of appropriate language, clarity of meaning,

confirmation of understanding, opportunities for clarification, refer to

LO1.6


information required e.g. work carried out and variations from

specifications, problems encounters, machinery and equipment

maintenance, health and safety issues, materials used, short or left

over, unscheduled occurrences, damage to environment and actions

taken. Reported face to face report (one to one or group), telephone

(including mobile), formal meeting or briefing, written report or form,

electronic by email or text



495


with legislation, codes of practice and any additional

requirements appropriate PPE is made available, selected and safely

used by all persons e.g. waterproof clothing, steel toe-capped boots,

UV Protection, gloves, aprons, hats.

Tools and equipment are made available and only used for the



practice for safe

Legislation, codes of practice and additional requirements covering: -


Regulations; LOLER, PUWER, Manual Handling, Environmental

Protection Acts covering waste disposal; e.g. Hazardous Waste

Regulations; Duty of care - controlled wastes, Wildlife e.g. Wildlife and

Countryside Act, Hedgerow Regulations, Habitats Directive, Codes of

Practice e.g.


site designations (e.g. SSSI, AONB,LNR, National Park), notification of

listed operations, and planning consents, LBAP’s, client regulations,

environmental health requirements, stewardship schemes,

Environment Agency notifications e.g. activities affecting watercourses

or groundwater


environmental damage e.g. Damage to access routes and features

by vehicles and people moving onto and off sites (action – avoid

working in adverse conditions, plan access routes carefully, cease

activity to avoid further damage, carry out repairs if practical, report to

supervisor, manager, client, or owner)

Run-off of sediment from work site to controlled water (Action – avoid

use of vehicles in adverse conditions, schedule work only when actively

growing and rainfall not expected, take local action to prevent spread

of pollution, notify appropriate bodies e.g. Environment Agency)



materials, recycle and re-use)

Disturbance of bat roost trees and other vulnerable habitats, (Action

e.g. assessment of species in area, planning of site access, avoid work

in spring and summer, plan work in accordance with local biodiversity

plans, mark site.

496


requirements and codes of practice organic waste; avoid removing

waste from area, material produced should be used for habitat piles,

shredded, composted, (unless the material poses a threat to plant

health e.g. diseased material). Inorganic waste – wastes from

servicing and maintenance of equipment and hazardous waste from

areas e.g. fly-tipped rubbish disposed of in appropriate container and

carefully controlled until disposed of through licensed contractor. Refer

to LO2.1 for relevant legislation.

LO3 and LO4 are the key areas of knowledge for this unit.

Learning Outcome 3. Understand how to co-ordinate and oversee

habitat management work

3.1 Explain the required type and quantity of resources needed for

habitat management work refer to LO1.1 for details

3.2 Describe the appropriate action to take in the case of

inadequate resources Actions report shortages (refer to LO1.2) –

order new stock or obtain further supplies from stores, inappropriate

type – re-order or replace, shortage of equipment or machinery –

identify alternative sources

3.3 Describe relevant aspects of work specifications, and individual

responsibilities work specifications e.g. scheduling and timing of

operations, materials, work procedures, health and safety, (refer to

LO1.3 for details). Responsibilities - roles within team, health and

safety, monitoring of environment, care of machinery, reporting

3.4 Describe how to select a workforce which is appropriate for the

planned work workforce – selected from Refer to LO1.1 (iii)

Appropriate – labour costs within budget, sufficient to complete work

within agreed time-scale.

3.5 Describe methods of briefing the workforce on the activities

required activities as identified in LO1.4, methods of communication in

LO1.5

3.6 Describe how to effectively oversee habitat management work

which is being carried out

497



recreation

to conserve desirable physical or archaeological features

to reduce the pressures of human activity on habitats

to promote site safety

Details of tasks refer to LO1.4.

Overseeing by briefing of team (refer to LO3.5), monitoring (health and

safety, working procedures, resources, machinery, site), adapting in

response to changes, reporting, training and supporting, discipline.

3.7 Explain how to identify and minimise the effect of disruptions

and how to select corrective actions Disruptions e.g. shortage of

resources (human, materials, equipment), loss of materials or

equipment, equipment failure, incorrect specification of materials, site

problems (water-logging, presence of features or hidden services

impeding progress), difficulty of access to site (slippery, wet, likely to

cause environmental harm), presence of unauthorised persons on site,

Actions to minimise e.g. detailed planning to ensure resource

requirements are understood, early ordering of materials, use of

reliable contractors, monitoring of stock levels, accurate site surveys

and searches, planning of timing of work to avoid, creating exclusion

zones, security measures

3.8 Explain how to establish, maintain and improve systems to

monitor work Monitoring e.g. of health and safety, working

procedures, resources, machinery, site, staff or team performance, to

meet legal or regulatory requirements (e.g. RIDDOR)

Established by e.g. workplace policies or custom and practice on

monitoring of work in progress, monitoring procedures built into plans

as required by managers, clients, local authorities or funding providers,

discussion with team involved with project,

Maintained by e.g. checking and recording deliveries, observation and

recording of daily/weekly progress against plans and targets,

recording, timesheets or timing clocks, recording of incidents

Improved by e.g. review of records (by self, managers, clients, funding

providers), informal review, review meetings and reports, checking

against key action points and performance indicators.

3.9 Describe methods of communication likely to promote

understanding and goodwill refer to LO1.5 for range of activities

498

3.10 Identify the types of records required and the importance of

accurate record keeping record plans in a suitable format e.g.

notebook or diary, use of photographs, drawings, electronic or digital,

tender document, records of meetings and copies of memoranda,




practice and any additional requirements (Refer to LO2.1)


and how to respond appropriately (Refer to LO2.2)


waste (Refer to LO2.3)










coordinating and overseeing habitat management work giving learners the







coordinating and overseeing habitat management work, copies of plans or



499

Prior to, during and after completion of activities coordinating and

overseeing habitat management work photographs or video could be taken















supervised.













500

Observation reports


Reports/notes


Witness statements










Survey results









legal publications National Federation of Biological Recording website http://www.nbn-


Useful to find local Biodiversity Action Plans The Natural England website http://www.naturalengland.org.uk/ and

Countryside Council for Wales www.ccw.gov.uk/ have information about countryside protection schemes and land management for the

benefit of wildlife, landscape. Also licences and enforcement Local Authority websites for Local Planning Authority permissions and


www.defra.gov.uk or Welsh Assembly Government countryside







501


about legislation, codes of practice and consultations in the horticultural / agricultural sectors


pollution and emissions, hazardous waste, water etc The Forestry Commission www.forestry.gov.uk application for licences






A Hill





o Toolcare - ISBN 0946752249


See ABC for further information






502

Monitor and Evaluate the Effectiveness of Habitat

Management Work

Unit Reference

F/502/1532

Level

3

Credit Value

4

Guided Learning

Hours

26

Unit Summary

The aim of this unit is unit is to provide the learner

with the knowledge, understanding and skills

required to monitor and evaluate the effectiveness

of habitat management work.

The length of time over which such monitoring and

evaluation should take place will vary according to

the habitat and type of work

Learning Outcomes

(1 to 2)

The learner will

Assessment Criteria

(1.1 to 2.5)

The learner can


and evaluate the

effectiveness of

habitat management

work

1.1 Set in place systems to monitor the

effectiveness of habitat management work in

creating desired conditions within appropriate

timescales with regard both

The Habitat Being Managed

The Work Which Was Carried Out

1.2 Use the outcomes of your monitoring to inform

the planning of future habitat management work to

include

Planning of your own future work

Planning by other people

503

1.3 Plan and implement additional work to rectify

any problems or failures to achieve original

management objectives


monitor and evaluate

the effectiveness of

habitat management

work

2.1 Explain the criteria used to evaluate the

habitat management work at completion of

practical activities

2.2 Outline the requirements of the original work

plan and specification

2.3 Explain the importance of longer-term

monitoring to determine whether habitat

management has been effective

2.4 Identify the factors that determine the length

of time over which monitoring should take place

2.5 Explain how to use the outcomes of monitoring

to improve future plans and where necessary how

to plan additional work

504


F/502/1532 Monitor and Evaluate the Effectiveness of Habitat Management

Work - Level 3

Indicative Content









Note 3: The example used in this indicative content is an upland heath. The

same approach should be used for other situations.

LO1 is the key area of competence for this unit

Learning Outcome 1. Be able to monitor and evaluate the

effectiveness of habitat management work

1.1 Set in place systems to monitor the effectiveness of habitat

management work in creating desired conditions within

appropriate timescales with regard both

the habitat being managed management by e.g. control of

vegetation (e.g. removal of unwanted invasive birch or

rhododendron, bracken or gorse), identifying and maintaining

appropriate stock levels; regenerating heather by burning or cutting,

planting, replanting or gapping up hedges and wooded areas,

installation or maintenance of access routes and features (e.g.

bridges, stiles, gates, signs)to control public access, installing and

maintaining boundaries (e.g. hedges, fences, ditches) to restrict

animal movement.

Monitored by e.g. routinely (e.g. during work, on completion, after

505

work daily, weekly, at critical points, seasonally), observation by

rangers, volunteers, contractors, review of incident reports, routine

species monitoring and observations.

Measurement and observation of e.g. presence (number, frequency,

area covered) of target species e.g. heather, myrtle, black grouse,

sheep, bracken, butterflies, amphibians, other ground nesting birds,

birds of prey), visitor numbers, use of paths, access routes, signage

and display boards; incidents of damage (e.g. incidental by footfall,

deliberate, grazing, agricultural activities, vermin)

Recorded by e.g. species surveys, visitor number sheets, electronic,

photographs, (including aerial survey),

Reporting to e.g. client, line manager, project manager

Timing as required by e.g. client, contract, planning condition,

finance, seasons, need of sensitive species.

the work which was carried out refer to LO1.1(i) for range of

activities Work monitored e.g. during operations, by supervisors,

managers, staff, volunteers. Monitoring of e.g. materials and

equipment usage, contractor and worker performance, health and

safety, progress against plan, effectiveness of work, problems

encountered

Timing, reporting and recording refer to LO1.1(i)

1.2 Use the outcomes of your monitoring to inform the planning of

future habitat management work to include

planning of your own future work e.g. identifying where existing

surveys are not providing effective data, improving the recording and

storing of data, planning new surveying and recording systems,

changing grazing agreements, increasing or decreasing control of

vegetation (refer to LO1.1), additional control of access to site,

control of vermin, carry out repairs to access routes, features.

planning by other people e.g. line manager, ecologist, client.

Changes e.g. stocking levels, grazing agreement, new or amended

management plan, additional resources to increase monitoring or

carry out work, restriction of access

1.3 Plan and implement additional work to rectify any problems or

failures to achieve original management objectives e.g. list task

to be undertaken, negotiate with contractor to repeat work not as

schedule, draw up new schedule if work planned failed to provide the

habitat maintenance or creation intended, seek funding, re-negotiate

506

contracts, provide briefing to contractors, staff or volunteers carrying

the work.

LO2 is the key area of competence for this unit

Learning Outcome 2. Understand how to monitor and evaluate the

effectiveness of habitat management work

2.1 Explain the criteria used to evaluate the habitat management

work at completion of practical activities evaluate against aims

and objectives of plan, specifications (e.g. use of resources, damage to

site or access, links to existing features), effectiveness of habitat

creation or maintenance against other sites (adjacent or similar at

other locations), changes to species mix, species present against

targets for introduced or expected arrivals, visitor numbers against

predictions, incidence of damage. Refer also to LO1.1.

2.2 Outline the requirements of the original work plan and

specification requirements e.g. materials, timing, specification of

finish, (e.g. match to existing features, to meet needs of species),

protection of features (e.g. access routes, boundaries, habitats, nesting

sites) health and safety requirements (e.g. PPE, supervision, signage,

machine use, exclusion zones), line of communication and reporting

procedures.

2.3 Explain the importance of longer-term monitoring to determine

whether habitat management has been effective refer to LO1.1.

Long-term e.g. monthly, seasonal, annual. Importance of long term

e.g. eliminate short term effects of work, allow time for new species to

arrive on site, seasonal variations in habitats and species, annual

variations.

2.4 Identify the factors that determine the length of time over

which monitoring should take place factors e.g. scale and type of

work (e.g. large projects, work involving severe disturbance require

longer to recover), access to site, availability of personnel, seasonality,

management requirement, contractual requirements.

2.5 Explain how to use the outcomes of monitoring to improve

future plans and where necessary how to plan additional work

refer to LO1.2 and LO1.3

507







Learning Outcome 1 (Key area of competence)

Delivery of this learning outcome is by assessment of competence for those

who have experience in this area of work or by supervised practical activities

monitoring and evaluating the effectiveness of habitat management giving




Learning Outcome 2 (Key area of knowledge)

Delivery of this learning outcome is by generation of knowledge evidence


monitoring and evaluating the effectiveness of habitat management, copies

of records, or reporting forms and witness testimony, answering oral or


Prior to, during and after completion of work monitoring and evaluating the

effectiveness of habitat management photographs or video could be taken










508




appropriately.












Product evidence including plans, aims and objectives

Observation reports


Reports/notes/monitoring or evaluation sheets


Witness statements










509













nfbr.org.uk/nfbr.php lists all Local / Biological Recording Centres - Useful to find local Biodiversity Action Plans

The Natural England website http://www.naturalengland.org.uk/ and Countryside Council for Wales www.ccw.gov.uk/ have information

about countryside protection schemes and land management for the benefit of wildlife, landscape. Also licences and enforcement

Local Authority websites for Local Planning Authority permissions and LBAP’s

Visit Department for Environment, Food and Rural Affairs website www.defra.gov.uk or Welsh Assembly Government countryside

website www.countryside.wales.gov.uk/ for up to date information about legislation, codes of practice and consultations in the









A Hill














510






511

Encourage and Motivate Volunteers

Unit Reference

J/502/1645

Level

3

Credit Value

5

Guided Learning

Hours

33

Unit Summary



to encourage, motivate and show appreciation for

the work of volunteers. The learner will assess the

needs and wishes of the volunteers, recognise their

commitment and encourage further development

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.5)

The learner can

1. Be able to

motivate volunteers

by promoting the

special ethos and

values of volunteering

1.1 Assess the needs and wishes of individuals

and/or groups to help determine the starting point

for their involvement

1.2 Support volunteers in ways which match

volunteer expectations, motivations and needs

1.3 Demonstrate an awareness of individual

and/or group volunteers abilities and aptitudes

1.4 Recognise volunteers and their commitment

which are likely to enhance their motivation to

continue

512

1.5 Take account of equal opportunities issues as

they affect volunteers

2. Recognise

voluntary effort by

valuing volunteer

contributions

2.1 Show appreciation of the individual

contributions made by volunteers by

Providing feedback to volunteers

Communicating this information to others

2.2 Encourage further development of volunteers

capabilities

2.3 Record individual and group effort in terms of

its worth and contribution to organisational

objectives


motivate volunteers

by promoting the

special ethos and

values of volunteering

3.1 Explain what volunteering entails and the

implications of volunteering for the volunteer, the

voluntary organisation and the client

3.2 Explain why people volunteer and why

organisations involve volunteers

3.3 Explain ways of assessing and confirming the

needs and wishes of individuals and/or groups to

help determine the starting point for their

involvement

3.4 Describe how equal opportunities issues and

values affect volunteers and volunteering and the

organisation

3.5 Explain ways of recognising the commitment of

volunteers and how that will enhance their

motivation to continue


recognise voluntary

effort by valuing

4.1 Explain how to respond positively to personal

and group voluntary effort by

Providing feedback to volunteers

513

volunteer

contributions

Communicating this information to others

4.2 Describe how to assess and record individual

and group effort in terms of its worth and

contribution to organisational objectives

4.3 Describe how to evaluate an individual's

voluntary effort in ways which can help further

his/her or a group's capabilities

4.4 Describe ways of recognising formally the skills

and abilities shown

4.5 Describe how to provide feedback at an

appropriate level in the organisation

514


J/502/1645 Encourage and Motivate Volunteers - Level 3

Indicative Content










Learning Outcome 1. Be able to motivate volunteers by promoting

the special ethos and values of volunteering

1.1 Assess the needs and wishes of individuals and/or groups to

help determine the starting point for their involvement. career

e.g. to obtain work experience; rehabilitation e.g. after illness;

personal e.g. get fit; social e.g. to meet people; contribute e.g. to

biodiversity. Needs and wishes of groups e.g. to improve the

appearance of a local area, build a sense of community. Assessed to

help determine the starting point for their involvement e.g. by

questioning at initial contact - Why do they wish to volunteer? Or by

providing options and gauging response e.g. support for qualifications

available. Record assessment e.g. as notes, question sheet /

registration form or volunteer database

1.2 Support volunteers in ways which match volunteer

expectations, motivations and needs expectations e.g. to gain work

experience - supported by teaching new skills / how to work safely.

Types of motivation e.g. to contribute, achieve, obtain recognition,

sense of belonging, power. Support to match motivation e.g.

515

recognition - public praise, badges, certificates of achievement. Needs

e.g. career in conservation - supported by recording of CPD evidence,

development towards achievement of a qualification

1.3 Demonstrate an awareness of individual and/or group

volunteers abilities and aptitudes abilities - power, skill,

knowledge to accomplish task e.g. awareness demonstrated by

allocation of suitable tasks - volunteer lacks physical strength to dig

planting holes for trees so allocate less physically demanding tasks

such as grouping trees, adding compost etc. Aptitudes - natural talents

or skills e.g. awareness demonstrated by structuring tree planting

working groups with complementary abilities/aptitudes such as

strength to dig holes, sensitivity to handle trees/roots without damage,

planning to group trees and arrange resources such as

stakes/protectors in right place for use.

1.4 Recognise volunteers and their commitment which are likely to

enhance their motivation to continue what is recognition for e.g.

hard work, quality finish, innovative recycling. On the spot recognition

e.g. individual / group praise - amount or quality of work done, giving a

break. Ongoing recognition e.g. mention in newsletter, picked for

special responsibilities, training offered. Ensuring recognition enhances

motivation by matching motivational needs e.g. volunteers motivated

by power - involve them in planning, consult about how tasks could be

done efficiently

1.5 Take account of equal opportunities issues as they affect

volunteers practical issues that might present barriers and lead to

inequality in take up of volunteering opportunities e.g. availability /

costs of transport, over formal/time consuming registration process -

taken account of by arranging pick up points for volunteers, informal

chat at registration. issues affecting particular groups e.g. disabled

people - taken account of by treating each person as an individual,

finding out what they can do, what are their needs. Perceptions e.g.

about suitable roles, tasks or the capabilities of males/females, ethnic

groups, people of different ages, people with learning disadvantages or

disabilities, people with different religious beliefs - taken account of by

not pigeon-holing people, varying the tasks they are given and the

people they work with

516

Learning Outcome 2. Recognise voluntary effort by valuing

volunteer contributions

2.1 Show appreciation of the individual contributions made by

volunteers by providing feedback to volunteers.

types of feedback e.g. quality/speed of finish, benefits of work

carried out, good/safe working practices, help and support for others.

Method of feedback e.g. constructive, positive, supportive, in tune with

volunteer’s motivational needs.

communicating this information to others e.g. draw attention of

group to notable and real achievements during or at end of work,

achievement bulletins, newsletter or magazine/newspaper articles,

pub evenings to celebrate achievement radio announcements, website

newsflash

2.2 Encourage further development of volunteers capabilities e.g. by

opportunities to explain or demonstrate to group, to assist with

planning, lead groups, shadow others with particular skills, training or

development towards achievement of qualifications

2.3 Record individual and group effort in terms of its worth and

contribution to organisational objectives e.g. value for money,

improved environment, skills/knowledge development. Individual and

group effort recorded in terms of its worth e.g. hours of volunteer

time - individual and group, expertise/skills of volunteers both rated at

chosen values. Contribution to organisational objectives such as value

for money e.g. number of projects, average volunteer hours per project

type, total project hours, value of expertise against costs of transport,

training/qualification provision, tools and PPE etc


Learning Outcome 3. Understand how to motivate volunteers by

promoting the special ethos and values of volunteering

3.1 Explain what volunteering entails and the implications of

volunteering for the volunteer, the voluntary organisation and

the client e.g. people give their time, efforts, skills, knowledge and

sometimes resources without expecting payment. The implications of

volunteering:

For the volunteer e.g. will need to get to the place of work/pick up

517

point, bring food, wear suitable clothing, work safely with regard to

own and others health and safety.

For the voluntary organisation e.g. will need to be clear who is

paying for materials, equipment hire, provide transport / tools / PPE /

refreshments, training and appropriately experienced people to

supervise, check certification for some types of equipment use, provide

specialist equipment for volunteers with learning difficulties/disabilities,

appropriate insurance cover.

For the client e.g. clarify what is to be provided/paid for, obtain

permissions such as from Local Authority, neighbouring landowners,

provide the specification including location and directions

3.2 Explain why people volunteer and why organisations involve

volunteers e.g. refer to LO1.1. Why organisations involve

volunteers e.g. to deliver projects/services that would otherwise be

precluded on cost/time grounds, to stretch reducing financial resources

3.3 Explain ways of assessing and confirming the needs and wishes

of individuals and/or groups to help determine the starting

point for their involvement e.g. refer to LO1.1. Initial assessment

confirmed by observation of performance, inter-relationships,

attendance and formal or informal discussions during voluntary

activities

3.4 Describe how equal opportunities issues and values affect

volunteers and volunteering and the organisation refer to LO1.5 -

type of issues. Values known and actively worked towards e.g.

diversity, challenge, personal development, supportive, fun,

contribution. Affect volunteers e.g. more likely to be able to meet

motivational needs, more likely to stay, develop new knowledge and

skills, contribute to volunteering task and supporting new members .

Affect volunteering e.g. attract and retain greater numbers of

interested volunteers, range of tasks that can be done increases. Affect

the volunteering organisation e.g. benefits from the diversity of ideas,

different methods of doing tasks, improved credibility with local /

different sectors of the community / funding bodies, becomes more

welcoming to new members

3.5 Explain ways of recognising the commitment of volunteers and

how that will enhance their motivation to continue e.g. refer to

LO1.4

518

Learning Outcome 4. Understand how to recognise voluntary

effort by valuing volunteer contributions

4.1 Explain how to respond positively to personal and group

voluntary effort by

providing feedback to volunteers types of feedback e.g. client

satisfaction, positive comments from the public, council, accolades

from conservation organisations, successful achievement of

organisational objectives. Method of feedback e.g. refer to LO2.1

communicating this information to others e.g. refer to LO2.1

4.2 Describe how to assess and record individual and group effort

in terms of its worth and contribution to organisational

objectives refer to LO2.3

4.3 Describe how to evaluate an individual's voluntary effort in

ways which can help further his/her or a group's capabilities

evaluation systems such as. SWOT, Training Needs Analysis, Skills

Mapping or informal in-field with immediate constructive feedback e.g.

SWOT - Strengths - hard working, weaknesses - does not listen to

instructions, opportunities - natural leader, threats - does not like

wearing PPE

4.4 Describe ways of recognising formally the skills and abilities

shown e.g. promotion to supervisory / leadership / instruction roles,

rewards such as allowing materials that would be wasted or that need

recycling to be taken home, special T Shirts/badges/brooches,

organisation diary, presentation of certificates for CPD file, letter

commending achievement, use photo for publicity, offer opportunity to

obtain further qualifications

4.5 Describe how to provide feedback at an appropriate level in the

organisation Levels of feedback e.g. amongst volunteers, project

leaders, volunteer hub managers, national managers - publicity,

training achievement departments, chief executive. Methods of

feedback e.g. follow organisational procedures and hierarchy - informal

chat, email or memo, letter, compliments form. Ensure line managers

are informed / consulted. Details needed e.g. name(s) of person/group

involved, what is the achievement and any special significance, where

and when did it take place, photographs available, tie in with local /

national initiatives. Refer to LO2.1 and LO4.1.

519









those who have experience in this area of work or by supervised work with

volunteers giving learners the opportunity first to practice the techniques

and skills involved and then to be observed correctly encouraging and

motivating volunteers to demonstrate competence in each of the assessment

criteria.



which could be linked to the practical work e.g. by observation of the learner

encouraging and motivating volunteers, witness testimony, answering oral

or written questions, assignments or internet research cross referenced to

the knowledge evidence.













520




appropriately.







should be qualified and/or vocationally experienced to at least a level

above that which they are teaching.




Product evidence

Observation reports


Reports/notes


Witness statements










521














National Federation of Biological Recording website lists all

Local/Biological Recording Centres - helps find local Biodiversity Action Plans http://www.nbn-nfbr.org.uk/nfbr.php

BTCV Fencing - practical handbooks. BTCV also have a website

summarising information from the practical handbooks at

http://handbooks.btcv.org.uk/.

Also refer to Environmental Volunteering in the UK: The Policy Context

and Practical Implications - Miles Sibley, Development Director, BTCV

National Biodiversity Network has a number of useful sections including

- Engaging with Volunteers - Setting up and managing volunteer

networks in conjunction with the Tracking Mammals Partnership at

http://www.nbn.org.uk/Guidebooks/Business/Accredation-

standards.aspx






http://handbooks.btcv.org.uk/

522

Manage the Work of Volunteers

Unit Reference

D/502/1599

Level

3

Credit Value

6

Guided Learning

Hours

39

Unit Summary



to manage the work of volunteers. It includes

planning the work of volunteers, ensuring that they

have sufficient resources to carry out the work,

instructing them in the skills needed and assessing

their work

Learning Outcomes

(1 to 12)

The learner will

Assessment Criteria

(1.1 to 12.1)

The learner can


work of volunteers

1.1 Give opportunities to volunteers to contribute

to the planning and organisation of their work

1.2 Produce plans that take into account the

relevant factors of volunteering including

Your team's objectives

The volunteers whose work you are

responsible for and their development

needs

Constraints under which volunteers may

be working

Meeting the motivational needs of your

volunteers

523

1.3 Produce plans and schedules that are realistic

and achievable within organisational constraints

1.4 Explain the plans to others clearly and in

sufficient detail to gain support, motivation and

commitment

1.5 Update plans at regular intervals and take

account of any changes


resources for

volunteers

2.1 Check that resources are available and suitable

for the planned work and take the appropriate

action where there are any problems

2.2 Allocate resources so that volunteers can do

the work to the required standard

2.3 Make sure volunteers are using resources

according to organisational, legal and regulatory

requirements

2.4 Make sure volunteers are using resources

efficiently and effectively and encourage them to

suggest improvements

3. Be able to lead the

work of volunteers

3.1 Make volunteers feel welcome and introduce

any new volunteers to each other and the rest of

the team

3.2 Clearly explain organisational policy in relation

to

Volunteering

Confidentiality

Welfare

Health and safety

Volunteer insurance

Training and developing volunteers

Equal opportunities

524

3.3 Provide volunteers with clear instructions on

tasks they have to do in line with organisational

and legal requirements

3.4 Correctly demonstrate the tasks and check

that volunteers understand what is expected

3.5 Let the volunteers practise the tasks under

competent supervision until they can consistently

achieve the required standard on their own

3.6 Identify and correct any mistakes in a way that

supports their self-confidence and praise them

when they perform tasks correctly

3.7 Identify volunteers who could take on new

responsibilities and agree what development would

be appropriate to their needs

3.8 Identify volunteer work that does not meet

agreed standards and take the appropriate action

4. Be able to assess

the work of

volunteers and

provide feedback

4.1 Explain the purpose of assessment clearly to

all involved

4.2 Give opportunities to volunteers to assess their

own work

4.3 Carry out assessments at times most likely to

maintain and improve effective performance

4.4 Make your assessments objectively against

clear and agreed criteria

4.5 Provide feedback to volunteers in a situation

and manner most likely to maintain and improve

motivation.

4.6 Provide feedback which recognises team

members achievements and provide constructive

525

suggestions and encouragement for improving

their work

4.7 Show respect for the individuals involved and

treat all feedback to individuals and teams

confidentially

4.8 Give opportunities to team members to

respond to feedback



environmental good

practice





accurate records


recording purposes


plan the work of

volunteers

7.1 Explain how to provide volunteers with the

opportunity to contribute to the planning and

organisation of their work

7.2 Describe how to produce plans that take into

account the relevant factors of volunteering

including

Your team's objectives

The volunteers whose work you are

responsible for and their development

needs

Constraints under which volunteers may

be working

Meeting the motivational needs of your

volunteers

7.3 Explain how to develop realistic and achievable

work plans both in the short and medium term

526

7.4 Describe how to present work plans in a way

that gains support, motivation and commitment

7.5 Explain the need to regularly review work

plans


prepare resources for

volunteers

8.1 Explain how to check that the appropriate

resources are available and outline the procedures

to follow for obtaining resources

8.2 Outline the procedure for reporting problems

with resources

8.3 Summarise organisational, legal and

regulatory standards for the resources that the

work uses

8.4 Explain how to allocate resources in a way that

enables the achievement of objectives

8.5 Explain the need to ensure resources are used

efficiently and effectively and the implications for

not doing so

8.6 Explain the impact that the use of resources

could have on the environment

8.7 Explain the reasons for getting others to

suggest ways of improving the use of resources


lead the work of

volunteers

9.1 Describe the induction process for new

volunteers and the importance of making

volunteers feel welcome and part of the team

9.2 Describe how to ensure that new volunteers

understand organisational policy in relation to

Volunteering

Confidentiality

Welfare

527

Health and safety

Volunteer insurance

Training and developing volunteers

Equal opportunities

9.3 Describe how to instruct volunteers and to

demonstrate tasks clearly and correctly to ensure

that volunteers understand what they have to do

9.4 Explain the reasons for making sure volunteers

continue to be supervised until they can achieve

the standard required and the action to take when

work does not meet the standard

9.5 Describe how to correct mistakes without

undermining self-confidence

9.6 Explain how to recognising the potential for

volunteers to take on new responsibilities and

outline the development opportunities available to

them

9.7 Outline the organisational and legal

requirements that are relevant to the tasks the

volunteers are being developed to undertake

9.8 Describe how organisations gives recognition

and reward to volunteers

9.9 Explain methods of handling difficulties with

volunteer work, and procedures for dealing with

problems

10. Understand how

to assess the work of

volunteers and

provide feedback

10.1 Explain the need to communicate clearly the

purpose of assessment to all involved

10.2 Explain the reasons for providing

opportunities to volunteers to assess their own

work

528

10.3 Explain the principles of fair and objective

assessment of work and how to ensure this is

achieved

10.4 Explain how to provide feedback to

volunteers on their performance based on

assessment

10.5 Explain the principles of respect and

confidentiality when providing feedback

10.6 describe how to motivate volunteers and gain

their commitment by providing feedback

10.7 Explain how to provide constructive

suggestions on how performance can be improved

10.8 Describe how to give those involved the

opportunity to respond to feedback and provide

suggestions on how to improve their work

11. Understand

relevant health and


environmental good

practice



requirements

12. Understand the

importance of

accurate record

keeping



maintaining them

529


D/502/1599 Manage the Work of Volunteers - Level 3

Indicative Content









LO1, LO2, LO3, LO4, LO5 and LO6 are the key areas of competence

for this unit

Learning Outcome 1. Be able to plan the work of volunteers

1.1 Give opportunities to volunteers to contribute to the planning

and organisation of their work opportunities e.g. volunteers asked

as individuals/group session or individuals appointed on rotational basis

to contribute to planning - availability, preferred timing, help/plant

needed and to organisation - materials placement, team size/make up

1.2 Produce plans e.g. check objectives - clear/precisely stated/SMART -

Specific, Measurable, Achievable, Realistic, Timed, identify objectives

for any sub stages of achievement/timing/milestones, produce plans

for how to achieve each sub-stage that take into account the


your team’s objectives e.g. anticipated volunteer numbers too low

achieve objectives - recruitment /extend number project days

the volunteers whose work you are responsible for and their

development needs e.g. gaps in current skills relative to objectives

filled by one to one instruction/shadowing skilled workers.

530

constraints under which volunteers may be working e.g.

volunteer health issues/disabilities - difficulty walking to work site

solved by putting in charge of tool transport using ATV.

meeting the motivational needs of your volunteers e.g.

motivational need is power - planned to put volunteer in charge of

work section and provide supervision training

1.3 Plans and schedules produced that are realistic and achievable

within organisational constraints plans/schedules produced using

Standard Operating Procedures (SOP’s) of organisation e.g. job/project

planning forms, milestones plan, Gantt chart, SOP guidance - all

objectives must be SMART - LO1.2. Realistic within organisational

constraints e.g. reflecting budget, available administration time.

Achievable e.g. organisation able to supply tools/plant/transport,

enough volunteers

1.4 Explain the plans to others clearly and in sufficient detail to

gain support, motivation and commitment explain e.g. overview of

plan identifying what needs to be done - main tasks - LO7.3. Clearly

e.g. logical sequence, manageable chunks, presentation aids - maps,

summarise. Sufficient detail e.g. background/aims/objectives, ‘How to

do’ detail covered with those specifically involved/at site. Gain support

e.g. right amount of detail for audience - manager/volunteer,

enthusiasm, body language, benefits, give credit for contributions of

volunteers, encourage involvement - LO1.1

1.5 Update plans at regular intervals and take account of any

changes e.g. plans relating to ‘How to do’ updated more frequently to

account for changes timing, material quantities, equipment needs;

aims/objectives stay fairly stable - plans little changed

Learning Outcome 2. Be able to prepare resources for volunteers

2.1 Check that resources are available and suitable for the planned

work and take the appropriate action where there are any

problems check e.g. against plan, specification and/or visit

stores/warehouse/work site - eyes on appraisal. Resources e.g.

transport to/accommodation/toilet at site, enough workers/skills, PPE,

tools, plant. Appropriate action e.g. tools - order more/different tools,

repairs, training given.

531

2.2 Allocate resources so that volunteers can do the work to the

required standard allocate e.g. quantities per

specification/area/task/team - effective placement for usage rate -

consider efficiency, access, environment, H&S; team capabilities -

workers/organisers/particular skills; allocate teams to appropriate jobs

- heavy manual work/skilled tasks; H & S resources - high visibility

jackets, first aid kits per area.

2.3 Make sure volunteers are using resources according to

organisational, legal and regulatory requirements organisational

e.g. resources used / maintained / stored / replaced to organisation’s

SOP’s. Legal e.g. contractual requirements such as specification for

certain resources to be used, manufacturer’s / supplier’s instructions on

how equipment to be/not to be used. Regulatory e.g. according to

Health & Safety at Work Act, Management of Health & Safety at Work

Regulations, Provision and Use of Work Equipment Regulations

(PUWER) - refer to LO 8.3.

2.4 Make sure volunteers are using resources efficiently and

effectively and encourage them to suggest improvements

efficient e.g. movement/placement/use support economy of effort,

no/minimum loss/breakage. Effective e.g. deliver specified result -

to/below cost, on/before deadline, desired quality. Improvement

suggestions e.g. inform - suggestions welcome/methods; manner -

open to receive, listen, question to clarify/demonstrate interest;

motivate - adopt if practicable, recognition praise/reward.

Learning Outcome 3. Be able to lead the work of volunteers

3.1 Make volunteers feel welcome and introduce any new

volunteers to each other and the rest of the team welcome e.g.

verbally, volunteer letter/leaflet/induction pack stating welcome, show

around site/facilities, check regularly in induction phase, team up with

friendly, caring and enthusiastic volunteer(s). Introduce e.g. name,

general details - common interest, particular details - experience,

skills, first aider; if several new volunteers - group introduction as

icebreaker

3.2 Clearly explain organisational policy in relation to

532

volunteering e.g. mission / aims / intentions of organisation, what

organisation expects/provides, types / duration/ location of

volunteering opportunities, how to apply/join.

confidentiality e.g. details protected - in, volunteering with

sickness, disability, HIV.

health and safety e.g. PPE/training in safe use of tools/equipment

provided.

volunteer insurance e.g. public liability / personal accident, what

is/is not covered.

training and developing volunteers e.g. provision of on the

job/certificated training, specified qualifications/levels, support

towards CPD.

equal opportunities e.g. intention/aims of organisation - anti

discrimination, accessibility of volunteering opportunities,

procedures/responsibilities

3.3 Provide volunteers with clear instructions on tasks they have to

do in line with organisational and legal requirements clear

instructions e.g. pre-start generic / specific on-task instructions -

LO1.4. Organisational requirements e.g. to SOP’s - location,

objectives, risk assessment, environmental considerations, task

allocation, safe use of tools, PPE, generic/specific instructions.

Legal requirements e.g. equipment use by volunteers with appropriate

training/certification/insurance, work breaks, health and safety

responsibilities, expenses claims by those on state benefits

3.4 Correctly demonstrate the tasks and check that volunteers

understand what is expected demonstrate e.g. preparation -

organise tools/PPE/materials/site/visual aids; demonstrate -

appropriate speed/logical steps/manageable chunks, actions/details

visible to volunteers, wear appropriate PPE, use safe procedures.

Check understanding e.g. ask questions/if there are any

questions/observe performance - refer to LO3.3

3.5 Let the volunteers practise the tasks under competent

supervision until they can m consistently achieve the required

standard on their own competent supervision e.g. appropriate level

for age, experience, physical/mental capabilities by appropriately

experienced/trained/qualified volunteers/supervisors with responsible

attitude, interest in development of volunteer, knowledge of how to

deal with contingencies. Consistently achieve e.g. reliable outcome

533

each time task completed - fence posts always upright, level, correctly

spaced. Required standard of e.g. client, specification, qualification

3.6 Identify and correct any mistakes in a way that supports their

self-confidence and praise them when they perform tasks

correctly identify e.g. observe work, inspect product. Correct

mistakes e.g. if possible get volunteer to identify/correct own mistakes

- ask how work is going, if answer indicates awareness of mistake ask

questions until mistake is clarified, ask volunteer what they could do

differently; when a workable answer is given encourage trying the

solution. Tasks performed correctly praised e.g. be fair/consistent with

praise, only praise genuine achievement, offer praise to individual,

draw group’s attention to individual performance.

3.7 Identify volunteers who could take on new responsibilities and

agree what development would be appropriate to their needs

identify e.g. LO3.6, talk to volunteer’s supervisor/senior volunteers.

New responsibilities e.g. part of team to supervising team.

Development e.g. training - supervisory/communication skills, first aid.

3.8 Identify volunteer work that does not meet agreed standards

and take the appropriate action identify e.g. LO3.7. Evaluate

reasons e.g. not enough practice. Appropriate action e.g. LO3.6 or

change task/volunteer’s co-workers, offer incentives.

Learning Outcome 4. Be able to assess the work of volunteers and

provide feedback

4.1 Explain the purpose of assessment clearly to all involved

assessment e.g. process of making judgements about extent to which a

volunteer’s work meets the relevant standards. Purposes of

assessment of work e.g. to correct completion against specifications to

ensure client satisfaction; to assess skills/knowledge/responsibility in

doing work against organisation framework, grading system to enable

selection for supervisory roles; to evaluate effectiveness of training

against training aims/outcomes to improve provision; to improve

volunteer’s engaged progress; to satisfy assessment criteria of a formal

qualification/unit.

4.2 Give opportunities to volunteers to assess their own work give

opportunities e.g. right atmosphere created - trust/safety in volunteer

534

group so self-assessment can be honest, without defensiveness.

Assess e.g. quantitatively/qualitatively against personal targets,

specification - what went well/could be better, help/learning support

needs.

4.3 Carry out assessments at times most likely to maintain and

improve effective performance carry out e.g. assessment against

specification or organisation’s grading system by observation of

performance, inspection of finished product, questioning to check

knowledge. Timing to maintain performance e.g. during task, when

things have just started to go wrong - LO3.6. Timing improve

performance e.g. start/early - new task

4.4 Make your assessments objectively against clear and agreed

criteria objectively e.g. without bias or prejudice. Agreed criteria e.g.

client requirements, specification, organisation framework, grading

system or scale, training aims, assessment criteria.

4.5 Provide feedback to volunteers in a situation and manner most

likely to maintain and improve motivation provide feedback e.g.

positive/negative, behaviours that represent good/best practice or

improvement needs specifically described - generally starting with

positive feedback - LO4.6, manageable chunks, modified according to

situation and given when recipient(s) ready for feedback/likely to act

on it. Manner e.g. constructive focus on what has been seen/heard,

honest, fair, atmosphere of trust, non judgemental, avoid jumping to

conclusions about attitude etc - LO10.7. Feedback situations e.g. on

work site urgent changes needed/H&S issues; in privacy - feedback

about discrimination/improvement needs/attitude. Methods e.g. verbal

- singly/in group, written form.

4.6 Provide feedback which recognises team members

achievements and provide constructive suggestions and

encouragement for improving their work recognise achievements

e.g. quality/speed of finish, amount/benefits of work, good/safe

working practices. Constructive suggestions e.g. refer to LO4.5,

address things that can be improved, suggest alternative approaches.

Encouragement e.g. provide feedback related to volunteer’s

motivational needs, achievement, invite suggestions/ideas -

involvement, clearly set/agree new standards.

535

4.7 Show respect for the individuals involved and treat all feedback

to individuals and teams confidentially respect e.g. genuine care

for volunteer development with equal regard notwithstanding their

views, religious beliefs, capabilities etc. Confidential e.g. follow

organisational policy, maintain confidentiality - contact/personal details

- medical, educational, development needs, problems as may be

divulged verbally, on websites, in letters/forms, from databases, data

transfer methods - memory sticks/CD’s

4.8 Give opportunities to team members to respond to feedback e.g.

encouragement to seek clarification/support/guidance on improvement

feedback - as given/after period of consideration - response may be

verbal and/or in writing/using formal feedback form.





requirements promotes Health & Safety e.g. risk assessment, PPE,

safe manual handling, tools - safe work practices. Consistent with

relevant legislation e.g. Equal Opportunities Acts, Data Protection Acts,

Environmental Protection Acts, Conservation of Habitats and Species

Regulations. COPs as applicable e.g. ACOP - First Aid at Work.

Additional requirements e.g. Natural England Advisory Leaflets – Bio-

security Guidance to Prevent the Spread of Animal Diseases,

vaccinations, changing weather.

Learning Outcome 6. Be able to maintain accurate records


recording purposes e.g. planning, management, equality/diversity,

funding applications. Types of information e.g. volunteer numbers,

contact details, attendance records, hours of volunteer time -

individual/group, training/qualification provision, equality and diversity

monitoring. Clear e.g. legible, information makes sense. Accurate e.g.

complete, figures add up, information captures all activities - nothing to

come later, no ambiguities

LO7, LO8, LO9, LO10, LO11 and LO12 are the key areas of

knowledge for this unit

536

Learning Outcome 7 Understand how to plan the work of

volunteers

7.1 Explain how to provide volunteers with the opportunity to

contribute to the planning and organisation of their work refer to

LO1.1

7.2 Describe how to produce plans that take into account the


your team's objectives

the volunteers whose work you are responsible for and their

development needs

constraints under which volunteers may be working

meeting the motivational needs of your volunteers refer to

LO1.2 and LO1.3

7.3 Explain how to develop realistic and achievable work plans both

in the short and medium term develop work plans e.g. i) results

required/what to do/timeline, ii) how to do it; prepare plan with

separate layers of information covering i) and ii). What to do e.g.

objectives, milestones, sub stages. How to do it e.g. break down into

further layers/sections as required to enable details to be

disseminated/involve specific responsible individuals/teams; cover e.g.

deployment of skills, tools, equipment. Realistic - refer to LO1.3, check

understanding managers/supervisors/volunteers, consider

organisational constraints and external factors - public usage of site,

weather conditions. Achievable e.g. how to do planned to be efficient

with right resources / timing / place / quantities, obtain

involvement/input of those who will be doing tasks, consider

organisational constraints - LO1.3 and external factors - distant

materials source, environmental/legal constraints. Match size/detail of

plan to work duration - short or medium term, avoid over-planning;

what to do should remain realistic for any duration of plan, how to do

can be adapted as necessary to keep plan achievable in response to

constraints.

7.4 Describe how to present work plans in a way that gains

support, motivation and commitment refer to LO1.4

7.5 Explain the need to regularly review work plan e.g. ensure

meeting specification, complete on time, within budget, satisfy client’s

537

needs by making adjustments to factor in the type of considerations

listed in LO1.2, allow timely renegotiation of specification if serious

problems arise, allow readjustment of other plans utilising the same

resources.

Learning Outcome 8. Understand how to prepare resources for

volunteers

8.1 Explain how to check that the appropriate resources are

available and outline the procedures to follow for obtaining

resources check availability - refer to LO2.1. Obtaining resources e.g.

organisation’s SOP’s for preferred suppliers, obtaining quotes, spending

limits, purchase requisition, receipt/checking/storage.

8.2 Outline the procedure for reporting problems with resources

organisation’s SOP’s e.g. report verbal/email/tool return

log/maintenance report, chain of reporting - volunteer to supervisor to

project manager, mark resource to prevent use - clear warning sign

identifying problem, segregate for maintenance/repair/return.

8.3 Summarise organisational, legal and regulatory standards for

the resources that the work uses refer to LO2.3. Summarise -

organisational e.g. tools logged out/back in to store, stored on shadow

board, faults reported to supervisor via tool use log; legal e.g.

equipment used only for the operation/in situations as detailed by the

manufacturer’s / supplier’s instructions; regulatory e.g. PUWER -

equipment suitable, maintained, information and instruction provided,

guards/markings/warnings in place.

8.4 Explain how to allocate resources in a way that enables the

achievement of objectives refer to LO2.2. Allocate with reference to

‘How to do’ layer of planning.

8.5 Explain the need to ensure resources are used efficiently and

effectively and the implications for not doing so efficient use e.g.

to avoid wasting energy/resources, longer working life span -

tools/equipment/volunteers. Implications inefficient use e.g. resources

run out/break/need more maintenance - environmentally

unfriendly/project delays/extra cost/de-motivated volunteers. Effective

use e.g. ref to LO2.4. Implications ineffective use e.g. cost/time

overruns, specification not met, diminished quality.

538

8.6 Explain the impact that the use of resources could have on the

environment e.g. carbon emissions, pollution, litter/debris, structural

damage - ruts/panning, changed appearance - unnatural looking,

disturbance of wildlife, introduction invasive species.

8.7 Explain the reasons for getting others to suggest ways of

improving the use of resources e.g. different viewpoints/ideas,

learning/evaluative thinking, spread of good practices, motivation,

involvement of volunteers in planning/organisation/work activities.

Learning Outcome 9. Understand how to lead the work of

volunteers

9.1 Describe the induction process for new volunteers and the

importance of making volunteers feel welcome and part of the

team induction process e.g. refer to LO3.1, plus completion of relevant

details for volunteering organisation - contact, health -

illnesses/conditions, vaccinations, any support needs - transport to

work site, equal opportunities details. Importance e.g. organisational

requirement, learn where equipment / facilities are, general ethos/how

things are done, retention, health and safety

9.2 Describe how to ensure that new volunteers understand

organisational policy in relation to

volunteering

confidentiality

welfare

health and safety

volunteer insurance

training and developing volunteers

equal opportunities refer to LO3.2. All of above items could be

covered by summary information in induction pack/leaflet; items (i),

(vi) - welcome letter; also introductory talk, short film of activities,

computer based interactive induction program

9.3 Describe how to instruct volunteers and to demonstrate tasks

clearly and correctly to ensure that volunteers understand what

they have to do refer to LO3.3 and LO3.4

9.4 Explain the reasons for making sure volunteers continue to be

supervised until they can achieve the standard required and the

539

action to take when work does not meet the standard reasons for

continued supervision e.g. avoid possible H & S risk to self and

others/environmental damage, recognition that some volunteers learn

more slowly than others but most should be able to reach standard,

prevent de-motivation / inefficiency spreading to other volunteers.

9.5 Describe how to correct mistakes without undermining self-

confidence refer to LO3.6, also manner during correction - honest,

fair, genuinely concerned for volunteers’ welfare, listen to/clarify their

point of view. Refer to LO4.5 and LO4.7.

9.6 Explain how to recognise the potential for volunteers to take on

new responsibilities and outline the development opportunities

available to them recognise potential e.g. consider skills, knowledge,

communication / interpersonal / organisation skills, confidence,

motivational needs. Development opportunities e.g. team/project

leader, modern apprenticeships, courses, qualifications.

9.7 Outline the organisational and legal requirements that are

relevant to the tasks the volunteers are being developed to

undertake refer to LO3.3 and briefly outline what is involved for types

of requirements given.

9.8 Describe how organisations give recognition and reward to

volunteers e.g. clearly define what recognition is for - hard work,

quality finish. On the spot recognition e.g. individual/group

praise/break. Ongoing recognition e.g. mention in newsletter. Reward

e.g. picked for special responsibilities - allowed to lead team,

training/support towards qualification offered. Ensure

recognition/reward enhances motivation - match to motivational needs

e.g. power - involve in planning, consult about how to do tasks

9.9 Explain methods of handling difficulties with volunteer work,

and procedures for dealing with problems methods of handling

difficulties - refer to LO3.6, LO3.8. Procedures e.g. support -

courses/mentoring, disciplinary/complaints/disputes/appeals

Learning Outcome 10. Understand how to assess the work of

volunteers and provide feedback

540

10.1 Explain the need to communicate clearly the purpose of

assessment to all involved refer to LO4.1 - knowing the purpose

e.g. will inform volunteer which set of formal / informal standards to

work to, the import of any consequences arising if standards not met,

assist volunteer to prepare/make timely request for help.

10.2 Explain the reasons for providing opportunities to volunteers

to assess their own work refer to LO4.2 - assessing own work e.g.

develops volunteer’s ability to evaluate / decide if work meets required

standards - first step to correcting work to required level, if becomes

habit volunteer can do this for all tasks rather than in response to

discrete assessment occasions - personal responsibility, increases

efficiency/engagement/ motivation /job satisfaction, foundation for

developing skill to assess other volunteers.

10.3 Explain the principles of fair and objective assessment of

work and how to ensure this is achieved fair assessment principles

e.g. all volunteers given equal opportunities to demonstrate

achievement, rigour of assessment applied consistently across

volunteers, freedom from bias/prejudice, transparency. Objective

assessment principles e.g. assessment based on known sets of

standards/criteria/specifications - evidence to support judgements

gathered, more than one assessment method used, records/evidence

of achievement retained if necessary. Ensure fair and objective

assessment e.g. standardisation with others making same type of

judgements, quality assurance methods such as audit/moderation.

10.4 Explain how to provide feedback to volunteers on their

performance based on assessment refer to LO4.5 - format of

feedback and situations. Based on assessment e.g. give volunteer

clear guidance on why it is judged they have not achieved standards /

criteria / specifications and what they need to do to address this, refer

to evidence, give opportunity for volunteer to comment, refer volunteer

to procedures if any dispute

10.5 Explain the principles of respect and confidentiality when

providing feedback refer to LO4.7.

10.6 Describe how to motivate volunteers and gain their

commitment by providing feedback refer to LO4.5 and LO4.6.

541

10.7 Explain how to provide constructive suggestions on how

performance can be improved e.g. make statement to focus on

purpose of suggestion, describe what has been seen/effects on self,

allow/prompt a response, suggest how performance can be improved,

summarise, confirm support/encouragement/concern for volunteer’s

welfare.

10.8 Describe how to give those involved the opportunity to

respond to feedback and provide suggestions on how to

improve their work respond to feedback - refer to LO4.8. Provide

suggestions - refer to LO10.7.




practice and any additional requirements e.g. Health & Safety at

Work Act, Management of Health & Safety at Work Regulations,

Provision and Use of Work Equipment Regulations, Construction

(Health, Safety and Welfare) Regulations. COP’s as applicable e.g. First

Aid at Work. Additional requirements e.g. Safe Stop, vaccinations.

Summarise e.g. brief summary of key aspects of each - refer to

examples in LO8.3. Refer to LO5.1

Learning Outcome 12. Understand the importance o accurate

record keeping


purposes and the importance of maintaining them management

purposes e.g. to support planning and organisation of projects -

volunteer numbers, contact details, expertise/skills/training/

qualifications, tools/equipment/PPE. Consider other management

purposes e.g. volunteer development, project monitoring, quality

assurance, promotions. Legislative records e.g. for H & S purposes -

records of maintenance/repair of tools/equipment, accident book, any

reports of injuries, diseases and dangerous occurrences. Consider

other legislative purposes e.g. data protection, equality and diversity,

environmental, habitats and species protection. Importance e.g. to

maintain/improve efficiency, quality systems/assurance/audits, legal

compliance, funding applications. Ref to LO6.1

542







Learning Outcomes 1, 2, 3, 4, 5 and 6


those who have experience in managing the work of volunteers or by

supervised management activities giving learners the opportunity, first to

practice the various skills involved and then to be observed whilst engaged

in managing the work of volunteers in order to demonstrate competence in

each of the assessment criteria.

Learning Outcomes 7, 8, 9, 10, 11 and 12


which could be linked to the practical work e.g. by observation of the

management of volunteers prior to, during and after practical activities,

witness testimony, answering oral or written questions, assignments or

internet research cross referenced to the knowledge evidence











where possible e.g. Learning Outcomes 1, 2, 3, 4, 5 and 6 link together and


543

diverse evidence. These could also link to Learning Outcomes 7, 8, 9, 10, 11

and 12 to allow knowledge evidence to be gathered during the practical

activities.


appropriately.












Product evidence

Observation reports


Reports/notes/diaries


Witness statements










544














about environmental regulations. Volunteering England has a good practice bank of core and specialist

themes at http://www.volunteering.org.uk/resources/goodpracticebank BTCV practical handbooks have sections on organising volunteers.

BTCV also have a website summarising information from the practical

handbooks at http://handbooks.btcv.org.uk/. Also refer to

Environmental Volunteering in the UK: The Policy Context and Practical

Implications - Miles Sibley, Development Director, BTCV

National Biodiversity Network has a number of useful sections including

- Engaging with Volunteers - Setting up and managing volunteer

networks in conjunction with the Tracking Mammals Partnership at

http://www.nbn.org.uk/Guidebooks/Business/Accredation-

standards.aspx





http://handbooks.btcv.org.uk/

545

Establish and Maintain Conditions Appropriate To

the Welfare of Animals

Unit Reference

K/502/1850

Level

2

Credit Value

3

Guided Learning

Hours

23

Unit Summary



to establish and maintain conditions that ensure

animal welfare. It includes providing suitable

shelter and living conditions for animals as well as

how to handle animals in line with health and

safety regulations

Learning Outcomes

(1 to 8)

The learner will

Assessment Criteria

(1.1 to 8.2)

The learner can


appropriate living

conditions for the

animals

1.1 Identify suitable shelter and accommodation

for the animals

1.2 Provide appropriate conditions to ensure the

welfare of the livestock is maintained

1.3 Prepare procedures and equipment to deal

with livestock emergencies and problems as

required


recording purposes

546

2. Be able to handle

and inspect livestock

2.1 Inspect the stock for signs of normal and

abnormal behaviour

2.2 Handle livestock in a manner that will prevent

fear, distress and does not put the health and

safety of yourself or others at risk

2.3 Seek advice from the appropriate person when

unsure about the behaviour or condition of the

livestock


use and maintain

relevant equipment


work

3.2 Use equipment according to relevant

legislation and instructions



4. Be able to work

safely and minimise

environmental

damage


safety, animal welfare and is consistent with

relevant legislation, codes of practice and any

additional requirements


5. Know how to

establish appropriate

conditions for

livestock

5.1 Outline the appropriate living conditions for the

livestock, and how to provide them

5.2 Describe appropriate shelter and/or

accommodation required by the livestock

5.3 Estimate accurately amounts and types of

bedding required, if at all, for the species

concerned

547

5.4 Describe how to recognise and maintain the

quality and levels of feed and water required by

the livestock

5.5 Describe the correct procedures for dealing

with livestock emergencies and other problems

5.6 Outline when, how and from whom to ask for

advice concerning the welfare of the livestock



6. Know how to

handle livestock in a

manner which

minimises stress

6.1 Describe appropriate methods for handling the

livestock

6.2 Outline what to check for when inspecting

livestock and how to assess their welfare

6.3 Describe the Five Needs

Freedom from hunger and thirst

Freedom from discomfort

Freedom from pain, injury and diseased

Freedom from fear and distress

Freedom from restriction of normal

behaviour

6.4 Describe what changes in behaviour might

occur and whether these are acceptable

6.5 Give examples why livestock become afraid

and distressed, and ways of preventing this

6.6 Describe normal patterns of livestock

behaviour


equipment required

7.1 Describe the equipment which will be required

for the activity

548

and how to maintain

them


of equipment ready for use

8. Know relevant

health and safety

legislation and

environmental good

practice

8.1 Outline the current health and safety, animal

welfare legislation, codes of practice and any

additional requirements



549


K/502/1850 Establish and Maintain Conditions Appropriate to the Welfare

of Animals – Level 2

Indicative Content






















550
















appropriately.




Product evidence

Observation reports


Reports/notes


Witness statements






551














552

Lead the Work of Teams and Individuals to

Achieve Their Objectives

Unit Reference

K/505/4993

Level

3

Credit Value

4

Guided Learning

Hours

26

Unit Summary



to lead the work of teams and individuals to

achieve objectives. It includes understanding

ways of leading teams and individuals, planning

the work of the team and individuals, assessing the

needs of their people and providing feedback to

their teams and individuals

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.8)

The learner can


work of teams

1.1 Provide opportunities for team members to

contribute to the planning and organisation of their

work

Develop plans for the team and each

individual which meet their operational

objectives

Confirm plans and schedules are realistic

within organisational constraints

1.2 Plan the allocation of work taking full account

of team members’ abilities and development needs

553

1.3 Explain team plan to team members in a way

that meets the teams requirements

1.4 Explain an individuals’ plan to the team

member

1.5 Confirm team members’ understanding of the

plans and their work activities

1.6 Update plans at regular intervals taking

account of changes to individuals, the team and

organisation

2. Be able to assess

the work of teams

and individuals

2.1 Explain the purpose of assessment clearly to

team and individuals

2.2 Assess teams and individuals objectively

against clear and agreed criteria using valid

information


feedback to teams

and individuals on

their work

3.1 Provide constructive feedback to teams and

individual team members

4. Understand the

principles of leading

teams and individuals

4.1 Explain the importance of communication skills

when leading teams and individuals

4.2 Explain own role in planning work activities

within organisational constraints

4.3 Explain the use of assessment and feedback as

part of team development

4.4 Summarise the information needed to assess

the work of teams and individuals

554

4.5 Explain the importance of involving team

members in the planning and assessment of their

own work

4.6 Summarise strategies for motivating team

members

4.7 Explain the principles of developing work plans

for teams and individuals both in the short and

medium term

4.8 Summarise the impact of line management

structures on developing work plans

555


K/505/4993 Lead the Work of Teams and Individuals to Achieve Their

Objectives – Level 3

Indicative Content





















556
















appropriately.




Product evidence

Observation reports


Reports/notes


Witness statements






557














558

Improve Customer Service

Unit Reference

D/505/5011

Level

3

Credit Value

7

Guided Learning

Hours

47

Unit Summary



to improve the level of customer service they

provide. It includes improving communication,

understanding the balance between customer

needs and organisation needs and how to exceed

customer expectations

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.3)

The learner can

1. Be able to improve

communication with

customers

1.1 Use communication methods to meet

customers’ needs

1.2 Adapt communication to respond to individual

customers’ requirements

2. Be able to balance

the needs of

customer and the

organisation

2.1 Explain the reasons to customers when

expectations cannot be met

2.2 Identify alternative solutions for customers

2.3 Identity the costs and benefits of alternative

solutions to organisation and customers

559

2.4 Negotiate solutions with customers which are

acceptable to the organisation and the customer

2.5 Apply agreed solution balancing the needs of

customer and organisation

3. Be able to exceed

customer

expectations

3.1 Use methods to improve relationships with

customers

3.2 Recognise opportunities to exceed customers’

expectations

3.3 Take action to exceed customers’ expectations

within the limits of job role

3.4 Request the help and support of others to

exceed their customers’ expectations


improve the customer

relationship

4.1 Explain how to negotiate with customers

4.2 Explain how to assess the costs and benefits to

customers and organisation of any unusual

agreement

4.3 Explain the importance of customer loyalty and

improved customer relationships to organisation

560


D/505/5011 Improve Customer Service - Level 3

Indicative Content





Note 1: Cross references are first to learning outcomes (LO) e.g. LO1 and

then to the assessment criteria number on the left e.g. LO1.3.



The key areas of competence for this unit are LO1, LO2 and LO.3

Learning Outcome 1. Be able to solve immediate customer service

problems

1.1 Respond to customer service problems e.g. polite, open, flexible,

and approachable when communicating with customers using written,

verbal, email or telephone. Following organisational policies and

procedures e.g. customer charter, mission statements, job description,

guidelines laid down by line manager.

1.2 Solve customer service problems within job role responsibilities

solve problems within the limit of their authority for the organisation

e.g. providing refund or replacement, agreeing additional activities,

changing deadlines, actioning any issues with unsatisfactory work.

Lack of understanding from colleagues.

1.3 Work with others to solve customer service problems ensure

problems are solved e.g. meeting deadlines with subcontractors,

agreeing delivery dates for an exchanged product when not in stock,

targeting new completion date with project work. Ensure effective

monitoring of problems and updating relevant people and how this is

561

achieved, following up to check customer satisfaction. Others include

line managers, supervisors, foreman, subcontractor, colleagues. See

also LO1.2

1.4 Keep customers informed of the actions being taken maintain

effective communication with customer at all stages whilst actioning

any problems i.e. speaking with customers at key stages during a work

project. Maintaining customer’s awareness of work activities, face to

face communication, telephone, written communication and electronic

communication, i.e. email, obtaining feedback from customers to check

satisfaction. See also LO1.3.

1.5 Agree with customers actions to be being taken communicate and

agree with customers with customer’s actions to be taken and check they

are happy with this. Action any negative responses from customers in

the appropriate manner e.g. following up a complaint. See also LO1.4.

1.6 Inform managers and colleagues of the steps taken to solve

problems actions taken to solve specific customer service problems

e.g. faulty products, replacement or refund of products, delegating

colleague to check similar problems to check if this is repeated

problem. Develop action plans with specific timescales. Inform

Managers and supervisors e.g. team meetings or other communication.

See also LO1.5.

Learning Outcome 2. Be able to identify options for solving repeated

customer service problems

2.1 Identify repeated customer service problems identifying common

customer service problems, checking problems and/or logs identifying

commonality, checking with colleague’s e.g. faulty equipment from a

particular model, unsatisfactory service delivery, and poor product

quality prior to use.

2.2 Identify the options for dealing with a repeated customer

service problems considering the advantages and

disadvantages of each option suitable options to be identified e.g.

correcting poor quality work without delay, informing others of a failure

in customer service delivery, removing damaged goods from sale,

organising training and up skilling of staff members. Identify

advantages and disadvantages with the options listed e.g. correcting

562

poor quality work without delay, advantage being to avoid impact on

other customers. Disadvantages include affecting reputation and

quality of work, additional time and resources required and financial

impact on the organisation. Check with colleagues to see how things

have been dealt with previously.

2.3 Select the option for solving a repeated customer service

problem with colleagues balancing customer expectations with

the needs of the organisation work with others and select the best

option e.g. removing product line from sale, disciplinary of staff or

colleagues, delegation of specific activities to experienced colleagues,

having information leaflets available on difficult to understand

information, changing organisation policies or procedures. See also

LO1.3.

Learning Outcome 3. Be able to take action to avoid the repetition

of customer service problems

3.1 Obtain the approval of a colleague who has authority to change

organisational guidelines in order to reduce the chance of a

problem being repeated approval e.g. written, verbal, email or

telephone from the appropriate person within the organisation e.g.

Manager, Owner, Director, Proprietor.

3.2 Implement the agreed solution to a repeated customer service

problem develop an action plan which relevant people agree with and

take fully on board. Ensure action plan is correctly monitored on an

ongoing basis and adapted if required. See also LO1.3.

3.3 Keep customers informed of steps being taken to solve any

service problems keep customers informed e.g. specific details,

focussed. See LO1.1 and LO1.4.

3.4 Monitor the changes made, adjusting them if appropriate

monitor changes which have been made e.g. removing products from

sale, delegation of duties to experienced staff or colleagues, check

customer satisfaction. Re-evaluate and adjust if required. See also

LO2.2 and LO2.3.

The key area of knowledge for this unit is LO4.

563

Learning Outcome 4. Understand how to monitor and solve customer

service problems

4.1 Describe organisational procedures and systems for dealing

with customer service problems to ensure suitable knowledge of

operational policies and procedures in relation to dealing with

problems, e.g. complaints procedures, customer charters,

organisational policies and procedures. Obtaining copies of relevant

policies or signposting evidence. Reviewing appropriate systems and

procedures and updating knowledge if appropriate with Line manager.

4.2 Describe the organisational procedures and systems for

identifying repeated customer service problems identifying

repeated problems e.g. faulty equipment from a particular model,

unsatisfactory service delivery, and poor product quality prior to use

and how to follow organisational procedure or policy which is relevant

e.g. employee manual, complaints procedure, mission statement. See

also LO2.2 and LO4.1.

4.3 Explain how the successful resolution of customer service

problems contributes to customer loyalty with the external

customer and improved working relationships with service

partners or internal customers list advantages of successful

resolution of customer service problems e.g. completing work to

schedules, timely delivery or product or service. Replacements or

refund of damaged products. List advantages of good working

relationships with staff and colleagues e.g. effective teamwork,

productivity, safer environment, repeat business. Effects on loyalty of

external customers.

4.4 Explain how to negotiate with and reassure customers while

problems are being solved show how to negotiate and reassure

customers e.g. communication. Written, verbal email or telephone to

agree new target dates for completion, delivery of product or service.

Negotiate by following any organisational procedures, remaining polite

and discussing possible solutions.

564








Delivery of these learning outcomes could be generated by observations

during natural work activities, use of witness testimonies and other suitable

forms of diverse evidence.

These should be assessed to ensure the candidates are competent for these

learning outcomes.

Learning Outcomes 4


which could be linked to the practical work e.g. by observation of

communication and witness testimony, answering oral or written questions,


evidence.










These could also link to Learning Outcomes 3, 4, and 5 to allow knowledge



appropriately.

565



learning outcome. It could typically include:

Product evidence

Observation reports


Reports/notes


Witness statements














appropriately.


Useful websites

http://www.instituteofcustomerservice.com/default.aspx . http://www.cse.cabinetoffice.gov.uk/homeCSE.do

These sites are a great source of reference for all learning outcomes.


http://www.instituteofcustomerservice.com/default.aspx

http://www.cse.cabinetoffice.gov.uk/homeCSE.do

566

Monitor and Solve Customer Service Problems

Unit Reference

H/505/5012

Level

3

Credit Value

6

Guided Learning

Hours

40

Unit Summary



to solve customer service problems. It includes

learning how to identify solutions for repeated

customer service problems and how to monitor

these issues

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.4)

The learner can

1. Be able to solve

immediate customer

service problems

1.1 Respond to customer service problems

1.2 Solve customer service problems within job

role responsibilities

1.3 Work with others to solve customer service

problems

1.4 Keep customers informed of the actions being

taken

1.5 Agree with customers actions to be being

taken

567

1.6 Inform managers and colleagues of the steps

taken to solve problems


options for solving

repeated customer

service problems

2.1 Identify repeated customer service problems

2.2 Identify the options for dealing with a repeated

customer service problem considering the

advantages and disadvantages of each option

2.3 Select the option for solving a repeated

customer service problem with colleagues

balancing customer expectations with the needs of

the organisation

3. Be able to take

action to avoid the

repetition of customer

service problems

3.1 Obtain the approval of a colleague who has

authority to change organisational guidelines in

order to reduce the chance of a problem being

repeated

3.2 Implement the agreed solution to a repeated

customer service problem

3.3 Keep customers informed of steps being taken

to solve any service problems

3.4 Monitor the changes made, adjusting them if

appropriate


monitor and solve

customer service

problems

4.1 Describe organisational procedures and

systems for dealing with customer service problems

4.2 Describe the organisational procedures and

systems for identifying repeated customer service

problems

4.3 Explain how the successful resolution of

customer service problems contributes to customer

loyalty and improved working relationships

568

4.4 Explain how to negotiate with and reassure

customers while problems are being solved

569


H/505/5012 Monitor and Solve Customer Service Problems - Level 3

Indicative Content





Note 1: Cross references are first to learning outcomes (LO) e.g. LO1 and

then to the assessment criteria number on the left e.g. LO1.3.



The key areas of competence for this unit are LO1, LO2 and LO.3

Learning Outcome 1. Be able to solve immediate customer service

problems

1.1 Respond to customer service problems e.g. polite, open, flexible,

and approachable when communicating with customers using written,

verbal, email or telephone. Following organisational policies and

procedures e.g. customer charter, mission statements, job description,

guidelines laid down by line manager.

1.2 Solve customer service problems within job role responsibilities

solve problems within the limit of their authority for the organisation

e.g. providing refund or replacement, agreeing additional activities,

changing deadlines, actioning any issues with unsatisfactory work.

Lack of understanding from colleagues.

1.3 Work with others to solve customer service problems ensure

problems are solved e.g. meeting deadlines with subcontractors,

agreeing delivery dates for an exchanged product when not in stock,

targeting new completion date with project work. Ensure effective

monitoring of problems and updating relevant people and how this is

570

achieved, following up to check customer satisfaction. Others include

line managers, supervisors, foreman, subcontractor, colleagues. See

also LO1.2

1.4 Keep customers informed of the actions being taken maintain

effective communication with customer at all stages whilst actioning

any problems i.e. speaking with customers at key stages during a

work project. Maintaining customer’s awareness of work activities,

face to face communication, telephone, written communication and

electronic communication, i.e. email, obtaining feedback from

customers to check satisfaction. See also LO1.3.

1.5 Agree with customers actions to be being taken communicate and

agree with customers with customer’s actions to be taken and check

they are happy with this. Action any negative responses from

customers in the appropriate manner e.g. following up a complaint.

See also LO1.4.

1.6 Inform managers and colleagues of the steps taken to solve

problems actions taken to solve specific customer service problems

e.g. faulty products, replacement or refund of products, delegating

colleague to check similar problems to check if this is repeated

problem. Develop action plans with specific timescales. Inform

Managers and supervisors e.g. team meetings or other

communication. See also LO1.5.

Learning Outcome 2. Be able to identify options for solving repeated

customer service problems

2.1 Identify repeated customer service problems identifying common

customer service problems, checking problems and/or logs identifying

commonality, checking with colleague’s e.g. faulty equipment from a

particular model, unsatisfactory service delivery, and poor product

quality prior to use.

2.2 Identify the options for dealing with a repeated customer service

problems considering the advantages and disadvantages of each option

suitable options to be identified e.g. correcting poor quality work

without delay, informing others of a failure in customer service delivery,

removing damaged goods from sale, organising training and up skilling

of staff members. Identify advantages and disadvantages with the

571

options listed e.g. correcting poor quality work without delay, advantage

being to avoid impact on other customers. Disadvantages include

affecting reputation and quality of work, additional time and resources

required and financial impact on the organisation. Check with

colleagues to see how things have been dealt with previously.

2.3 Select the option for solving a repeated customer service problem with

colleagues balancing customer expectations with the needs of the

organisation work with others and select the best option e.g. removing

product line from sale, disciplinary of staff or colleagues, delegation of

specific activities to experienced colleagues, having information leaflets

available on difficult to understand information, changing organisation

policies or procedures. See also LO1.3.

Learning Outcome 3. Be able to take action to avoid the repetition

of customer service problems

3.1 Obtain the approval of a colleague who has authority to change

organisational guidelines in order to reduce the chance of a

problem being repeated approval e.g. written, verbal, email or

telephone from the appropriate person within the organisation e.g.

Manager, Owner, Director, Proprietor.

3.2 Implement the agreed solution to a repeated customer service

problem develop an action plan which relevant people agree with and

take fully onboard. Ensure action plan is correctly monitored on an

ongoing basis and adapted if required. See also LO1.3.

3.3 Keep customers informed of steps being taken to solve any

service problems keep customers informed e.g. specific details,

focussed. See LO1.1 and LO1.4.

3.4 Monitor the changes made, adjusting them if appropriate monitor

changes which have been made e.g. removing products from sale,

delegation of duties to experienced staff or colleagues, check customer

satisfaction. Re-evaluate and adjust if required. See also LO2.2 and

LO2.3.

The key area of knowledge for this unit is LO4.

572

Learning Outcome 4. Understand how to monitor and solve customer

service problems

4.1 Describe organisational procedures and systems for dealing

with customer service problems to ensure suitable knowledge of

operational policies and procedures in relation to dealing with problems,

e.g. complaints procedures, customer charters, organisational policies

and procedures. Obtaining copies of relevant policies or signposting

evidence. Reviewing appropriate systems and procedures and updating

knowledge if appropriate with Line manager.

4.2 Describe the organisational procedures and systems for

identifying repeated customer service problems identifying

repeated problems e.g. faulty equipment from a particular model,

unsatisfactory service delivery, and poor product quality prior to use

and how to follow organisational procedure or policy which is relevant

e.g. employee manual, complaints procedure, mission statement. See

also LO2.2 and LO4.1.

4.3 Explain how the successful resolution of customer service problems

contributes to customer loyalty with the external customer and

improved working relationships with service partners or internal

customers list advantages of successful resolution of customer service

problems e.g. completing work to schedules, timely delivery or product

or service. Replacements or refund of damaged products. List

advantages of good working relationships with staff and colleagues e.g.

effective teamwork, productivity, safer environment, repeat business.

Effects on loyalty of external customers.

4.4 Explain how to negotiate with and reassure customers while

problems are being solved show how to negotiate and reassure

customers e.g. communication. Written, verbal email or telephone to

agree new target dates for completion, delivery of product or service.

Negotiate by following any organisational procedures, remaining polite

and discussing possible solutions.




573





Delivery of these learning outcomes could be generated by observations

during natural work activities, use of witness testimonies and other suitable

forms of diverse evidence.

These should be assessed to ensure the candidates are competent for these

learning outcomes.

Learning Outcomes 4



communication and witness testimony, answering oral or written questions,


evidence.










These could also link to Learning Outcomes 3, 4, and 5 to allow knowledge



appropriately.

574




Product evidence

Observation reports


Reports/notes


Witness statements














appropriately.


Useful websites

http://www.instituteofcustomerservice.com/default.aspx . http://www.cse.cabinetoffice.gov.uk/homeCSE.do

These sites are a great source of reference for all learning outcomes.


http://www.instituteofcustomerservice.com/default.aspx

http://www.cse.cabinetoffice.gov.uk/homeCSE.do

575

Manage Budgets

Unit Reference

D/505/5008

Level

4

Credit Value

5

Guided Learning

Hours

20

Unit Summary



to manage budgets. It includes learning how to

monitor budgets, understanding the purpose of

budgets and how budgets can be used to report on

performance

Learning Outcomes

(1 to 5)

The learner will

Assessment Criteria

(1.1 to 5.3)

The learner can

1. Be able to manage

budgets

1.1 Control budget performance within limits and

deadlines

1.2 Analyse and take action to minimise costs

where possible

1.3 Take corrective action to make sure of best

value for money

1.4 Authorise expenditure within the scope of own

authority


budgets

2.1 Record transactions as required

576

2.2 Produce information on performance against

budget, when required

2.3 Make sure all calculations are accurate

2.4 Record information that will help with the

preparation of future budgets

3. Understand the

purpose of budgets

3.1 Explain the purpose and benefits of managing

financial resources effectively and efficiently

3.2 Identify legal, regulatory and organisational

requirements for managing a budget

3.3 Describe different types of budgetary systems

and their features


manage budgets

4.1 Describe methods for monitoring, controlling

and recording income and expenditure

4.2 Describe ways in which costs may be

minimised in own area of responsibility

4.3 Identify situations in which corrective action

may be needed

4.4 Describe the scope of own authority for

managing a budget and authorising expenditure


report performance

against budgets

5.1 Explain the purpose and benefits of reporting

information on performance against budget

5.2 Explain how to check the accuracy of budget

calculations

5.3 Explain the purpose and benefits of recording

information that will help with the future

preparation of budgets

577


D/505/5008 Manage Budgets – Level 4

Indicative Content
















Teaching Strategies And Learning Activities.









578












appropriately.




Product evidence

Observation reports


Reports/notes


Witness statements









579











580

Implement a Marketing Plan

Unit Reference

R/505/5006

Level

3

Credit Value

4

Guided Learning

Hours

26

Unit Summary



to implement a marketing plan. It includes

preparing the marketing plan, preparing for

implementation of the plan and then implementing

the plan

Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.2)

The learner can


for the

implementation of

marketing plans

1.1 Develop an implementation plan that specifies

objectives, actions, responsibilities, budget,

timescale and success criteria

1.2 Brief personnel on their roles and

responsibilities in accordance with the marketing

plan

1.3 Ensure the availability of agreed marketing

resources

1.4 Explain the importance of understanding the

nature of the market in which the activity is being

targeted

581

2. Be able to

implement marketing

plans

2.1 Deliver the requirements of the plan within

budget and timescale

2.2 Address risks, problems and variances from

expectations in accordance with the marketing plan

2.3 Keep stakeholders up to date with progress,

developments and issues

2.4 Record and report on the outcomes of the

implementation in accordance with the marketing

plan and organisational procedures


prepare marketing

plans

3.1 Explain the purpose of the marketing plan

3.2 Explain how marketing plans are

communicated within the organisation

582


R/505/5006 Implement a Marketing Plan – Level 3

Indicative Content

























583












appropriately.




Product evidence

Observation reports


Reports/notes


Witness statements









584











585

Maintain and Develop Decorative Horticultural

Features

Unit Reference

D/502/1280

Level

3

Credit Value

8

Guided Learning

Hours

52

Unit Summary


the knowledge, understanding and skills required to take responsibility for maintaining and

developing the quality of both permanent and temporary decorative horticultural features.

It covers understanding the factors that can affect

the quality of decorative displays

Learning Outcomes

(1 to 7)

The learner will

Assessment Criteria

(1.1 to 7.4)

The learner can


and develop the

quality of decorative

horticultural features

1.1 Use appropriate methods to promote and

maintain healthy growth for example feeding,

watering, surface cultivation and mulching for one

of the following

Permanent

Temporary

1.2 Identify threats to plant quality, for example

pests, diseases, disorders, unfavourable conditions

and competing growth, and use appropriate control

methods

1.3 Remove unwanted plant material to maintain

and develop the visual impact of the display

586

1.4 Replace lost, damaged and displaced plants as

appropriate to the display

1.5 Position the plants to develop the visual

impact of the display and in accordance with the

specification

1.6 Use support methods which achieve overall

effect and maintain the quality of the plants


and use relevant

equipment



throughout



environmental good

practice




3.2 Carry out risk assessments and implement

measures to reduce the risks





practice

4. Understand the

factors which affect

the quality of

decorative displays

4.1 Explain why it is important to maintain and

develop the quality of permanent and temporary

decorative horticultural features

4.2 Explain why it is important to check the

condition of plants according to agreed schedules

4.3 Explain how climatic conditions affect plant

maintenance

587

4.4 Describe how soil conditions affect plant

growth and maintenance

4.5 Describe cultural methods of improving plant

quality

4.6 Compare the current chemical and cultural

methods available for pest, disease and weed

control

4.7 Compare the effects of different types of

fertilisers and methods of application on plant



maintain and develop

the quality of

decorative

horticultural features

5.1 Explain how to ensure support methods

enhance the plants’ vigour and visual impact

5.2 Explain how to select and remove unwanted

plant material in a way which maintains and

develops the visual impact of the display

5.3 Describe how to ensure the positioning of

plants and labels maintains and develops the visual

impact

5.4 Describe appropriate watering regimes for

different types of soil and plants

5.5 Describe signs of damage and threats to plant

health and how to respond

6. Understand the

reasons for

maintaining

equipment



588

7. Understand

relevant health and


environmental good

practice



requirements

7.2 Explain the principles and application of risk

assessment related to the task





589


D/502/1280 - Maintain and Develop Decorative Horticultural Features -

Level 3

Indicative Content








Learning Outcome 1. Be able to maintain and develop the quality of

decorative horticultural features

1.1 Use appropriate methods to promote and maintain healthy

growth for example feeding, watering, surface cultivation and

mulching for one of the following: Permanent features e.g.

hedges, shrubs, perennial or rose beds or temporary features e.g.

annual borders, containers, pots, hanging baskets: - Appropriate

methods used to promote and maintain healthy growth e.g. in

perennial beds including: Feeding: Timing, type, frequency of

application and how applied e.g. spring application of balanced fertiliser

- slow release, top up mid-summer to promote flowering - roses or

liquid feed for foliage plants - hostas. Watering: When to water, timing,

frequency, amount, different watering methods e.g. with good soil

conditions often only necessary in prolonged dry weather in perennial

beds. Water in evening using watering can / spray for smaller gardens

/ beds or drip / trickle feed systems, thoroughly wet soil. Young plants

watered until well established. Surface cultivation: When, type and

purpose e.g. Spring shallow forking or hoeing to mix fertiliser into soil

and hoe emerging weeds. Hoeing as necessary to suppress weeds.

Care not to damage roots / young shoots. Mulching e.g. When, types,

amount and purpose e.g. Spring or autumn mulch applied annually to

590

improve soil structure, help retain soil moisture and keep weeds down -

perennials will need attention. Apply 5 - 8 cm manure / garden

compost to moist soil

1.2 Identify threats to plant quality, for example pests, diseases,

disorders, unfavourable conditions and competing growth, and

use appropriate control methods pests e.g. Earwigs. Signs - eaten

and ragged young leaves / petals of flowers. Control e.g. attract

earwigs to inverted pots filled with straw and move to areas where

they might be useful such as close to greenfly infested plants. Diseases

e.g. Rust - fungi. Signs - brown, reddish or tan spots/pustules on

stems and leaves. Control e.g. cut out affected parts / plants, clear

debris - burn, increase spacing of plants, suitable fungicides. Disorders

e.g. Nutritional deficiency - Nitrogen deficiency. Signs - slow, stunted,

perhaps spindly growth, leaves pale, yellowish (N could also be in

excess). Control e.g. apply fertiliser high in nitrogen / manure.

Unfavourable conditions e.g. Water deficiency. Signs - plants wilting,

leaves hanging / fall, stunted growth, small number of flowers. Control

e.g. refer to watering and mulching in LO1.1. Competing growth e.g.

Weeds - chickweed, fat hen, stinging nettle, couch grass etc, block out

light, take up water / nutrients and harbour pests / diseases. Control

e.g. mulching, hoeing, hand pulling, appropriate weed killer

1.3 Remove unwanted plant material to maintain and develop the

visual impact of the display methods e.g. pinching, trimming,

cutting of excess growth, diseased or broken leaves / stems.

Visual impact of display developed e.g. dead-heading - fuchsias pinch

off behind flowers to encourage new crop of flowers

1.4 Replace lost, damaged and displaced plants as appropriate to

the display attempt to determine why plant has failed and remove

cause. Replacement methods e.g. like for like or alternative plants -

matching /contrasting foliage and/or flower colours. Planting methods

e.g. remove damaged plant and roots, replace soil or lightly fork

ground, apply compost and replant. Aftercare e.g. watering, feeding

and pruning back shading vegetation

1.5 Position the plants to develop the visual impact of the display

and in accordance with the specification e.g. solitary or grouped,

patterns, compatible heights, complementary / contrasting foliage /

flowers, colour / form / texture. Accordance with specification e.g.

591

purpose of display and intended visual impact - formal beds / cottage

garden style, bed, container, hanging basket, numbers, areas, planting

patterns / mix / climbing / hanging

1.6 Use support methods which achieve overall effect and maintain

the quality of the plants types and fixing of training or support.

Purpose e.g. stakes for heavy flowered plants. Framing, presentation of

flowers against surface / foliage or maintaining stems / flowers in the

desired position to achieve overall effect


equipment


and effective condition throughout equipment used only for the


suppliers / supervisor’s instructions, current legislation and codes of

practice for safe: Preparation e.g. spade blade cleaned. Use e.g. push

tread with sole of foot to avoid slippage / scrapping achilles tendon

area. Maintenance e.g. clean / oil after use, wooden handle rub with

linseed oil. Refer to LO6.1





requirements work activities carried out consistently with current

legislation e.g. Health and Safety, Environmental Protection Acts, COPs

as applicable, risk assessment and additional requirements. Refer to

LO7.1

3.2 Carry out risk assessments and implement measures to reduce

the risks e.g. what is the probability - percentage or high / medium /

low of each hazard causing injury / adversely affecting health, who /

how many might be harmed, how serious the effects. Precautions

taken to eliminate / minimise risks e.g. PPE, currency of tetanus

vaccine checked and updated - refer to LO2.1 and LO7.2


environmental damage e.g. rain water conserved, water application

592

targeted with trickle or drip feed, organic or cultural control of pests

and disease


requirements and codes of good practice waste e.g. organic -

green vegetation or inorganic - plastic bags Safely e.g. PPE, hygiene,

safe lifting, safe handling / disposal of prickly vegetation. In

accordance with legislative requirements / codes of good

practice - refer to LO7.4.

LO4, LO5, LO6 and LO7 are the key areas of knowledge for this unit

Learning Outcome 4. Understand the factors which affect the

quality of decorative displays

4.1 Explain why it is important to maintain and develop the quality

of permanent and temporary decorative horticultural features

quality related to fitness for intended purposes e.g. to sell plants, to

provide harmonious settings.

Fitness e.g. does display achieve intended purpose aesthetically,

practically, efficiently, safely and with no / minimum environmental

damage or waste

4.2 Explain why it is important to check the condition of plants

according to agreed schedules practical e.g. if scheduled attention

is missed / at long intervals activities such as watering, feeding,

tending unwanted growth etc diminish in effectiveness. Implications

for restoring standard of display e.g. harder, more costly, quality may

be permanently diminished. Aesthetic implications e.g. loss of good

reflection on business / activities associated with display, aesthetic

appeal diminishes, display fails to capture interest / inspire/ calm /

stimulate - refer to LO4.1

4.3 Explain how climatic conditions affect plant maintenance climatic

conditions e.g. temperature, rain, wind, frost. Plant maintenance:

Temperature e.g. sustained high temperature increases need for

watering, may increase humidity/risk of fungal diseases - thinning of

plants. Rainfall e.g. effect related to soil type and need for responsive

soil maintenance, watering - refer to LO1.1. Wind e.g. plants blown

over or wind scorch - provide suitable support, windbreaks, protect

593

tender plants. Frost e.g. destruction cell wall by expansion of sap - may

necessitate protection of tender plants, firming of those lifted by frost

4.4 Describe how soil conditions affect plant growth and

maintenance soil conditions e.g. type, depth, structure, pH, moisture

/ organic matter content, fertility, adverse conditions such as

compacted soil. Plant growth: pH e.g. acid loving plants - heathers.

Plant maintenance e.g. effects on watering, feeding, mulching, weeds,

pests, diseases, disorders

4.5 Describe cultural methods of improving plant quality cultural

methods e.g. soil structure / texture improvement, drainage, mulching,

weed, pest and disease control. Improved plant quality: Mulching e.g.

weed control by smothering, improved organic matter content of soil,

conserves water by reducing evaporation

4.6 Compare the current chemical and cultural methods available

for pest, disease and weed control refer to LO1.2. Weed control:

Chemical methods e.g. Glyphosate translocated weedkiller - labour

saving, effective for most perennial weeds, becomes inactive in soil but

will kill every plant it contacts. Compared to cultural methods e.g.

Hand weeding has the advantages of not using a chemical, little

financial outlay, selective but may not be very effective for perennial

weeds, very time consuming. Refer to LO1.1

4.7 Compare the effects of different types of fertilisers and methods

of application on plant growth and development different types of

fertilisers e.g. organic or inorganic, granular, powdered or liquid.

Effects e.g. inorganic fertiliser - nutrients readily available compared to

organic - longer lasting due chemical elements needing to be converted

into forms usable by plants. Methods of application e.g. base dressing

of granular fertiliser broadcast / placed around plants, lightly worked

into soil compared to liquid application soluble fertiliser applied to soil

or foliage. Effects on plant growth and development e.g. in dry weather

uptake of nutrients from granular fertiliser may be diminished whereas

liquid fertiliser is an efficient way to supply nutrients. Other

comparisons e.g. speed of effect, use in pots and containers

Learning Outcome 5. Understand how to maintain and develop the

quality of decorative horticultural features

594

5.1 Explain how to ensure support methods enhance the plants’

vigour and visual impact correct type of support for situation e.g.

stakes for heavy flowered plants like dahlias. Secure fixing of support

to ground / walls. Secure, careful fixing of plant to support. Visual

impact e.g. enhancing appearance by framing, presentation of flowers

against surface / foliage

5.2 Explain how to select and remove unwanted plant material in a

way which maintains and develops the visual impact of the

display selection to maintain e.g. control growth, remove dead /

diseased / damaged badly positioned material. Selection to develop

e.g. to shape plants, encourage bushiness or prolong flowering.

Refer to LO1.3

5.3 Describe how to ensure the positioning of plants and labels

maintains and develops the visual impact maintains impact e.g.

positioning to maintain patterns / mixes / groups / colour, texture or

density, contrast / harmony. Develops impact e.g. combination and

sequencing of components to achieve the design principles of unity,

balance, emphasis, proportion, rhythm or sequence, simplicity as

appropriate to intended purpose of display. Labels: Hide if type of label

would detract from display. Display prominently if label has pleasing

appearance and develops visual impact by providing interesting

information about display e.g. rare plants

5.4 Describe appropriate watering regimes for different types of

soil and plants frequency / amount of water / methods of application

for soil types e.g. sandy or chalky soils, loams, clay soils. Tolerances of

plants to reduced moisture e.g. roses need to be well watered to

maintain healthy growth, plants originating from Mediterranean types

of climates more drought resistant / tolerant. Established perennials,

ornamental shrubs/trees need little watering

5.5 Describe signs of damage and threats to plant health and how

to respond e.g. damage to leaves / stems / roots / buds / flowers

such as holes in leaves / curling, changes in colour of leaves / spotting.

Identify cause e.g. use signs of damage, knowledge of weather

conditions, problems typical to plant affected and problems

experienced locally. How to respond e.g. biological, chemical or non-

chemical. Refer to LO1.2

595


equipment


for use e.g. more efficient to use, minimise breakdowns, prolong

working life. Methods e.g. keep secateurs sharpened, clean sap from

blades after use and oil to ensure smooth action. ATV e.g. check oil,

oil filter and screen, air filter, tyre pressures / wheel condition - follow

manufacturer’s instructions / schedules




practice and any additional requirements e.g. Health and Safety at


Provision and Use of Work Equipment Regulations, Environmental

Protection e.g. Environmental Protection Acts covering waste disposal.

Codes of Practice e.g. Protecting our Water, Soil and Air. Additional

requirements e.g. ATV’s - Safe Stop, ensure tetanus vaccination up to

date. Refer to LO3.1

7.2 Explain the principles and application of risk assessment related

to the task risk assessment principles as set out in ‘Five Steps to Risk

Assessment’ produced by HSE. Application to tasks such as lifting,

working at heights, cuts / scratches and tetanus, using cutting tools,

digging. Refer to LO3.2


respond appropriately e.g. fertiliser / pesticide run off to water

courses / garden ponds, introduction of invasive species and refer to

examples in LO3.3


waste duty of care - controlled wastes. Where to dispose e.g. check

costs, procedures and which Local Authority sites accept types of

waste. Method of disposal e.g. recycle* / reuse - bag or bin or consider

skip hire / private disposal with a licensed contractor - refer to LO3.4.

*Green vegetation may be composted but care not to introduce roots

of pernicious weeds e.g. couch grass or ground elder - bag or bin these

596



and knowledge development of their particular learners. The aims and

aspirations of all learners, including those with identified special needs,

including learning difficulties/disabilities, should be considered and

appropriate support mechanisms put in place.



those who have experience in this area of work or by supervised

maintenance and development of decorative horticultural features giving




Prior to, during and after completion of maintenance work photographs or

video could be taken to provide evidence of progress




maintenance and development activities and witness testimony, answering

oral or written questions, assignments or internet research cross referenced













597


appropriately.



Lantra’s Assessment Strategy









Product evidence

Observation reports




Witness statements







schedules




598





appropriately.










Encyclopedia of Gardening - The Royal Horticultural Society Horticultural Code of Practice - Helping to prevent the spread of










599

Set and Mark Out Landscape Sites to Establish

Grassed and Planted Areas

Unit Reference

H/502/0499

Level

3

Credit Value

3

Guided Learning

Hours

19

Unit Summary


skills and understanding to set and mark out

landscape sites ready for the establishment of

mixed grassed and planted areas. It assumes that

the objectives and tolerances for the site are

already worked out and that work begins with

setting and marking out

Learning Outcomes

(1 to 6)

The learner will

Assessment Criteria

(1.1 to 6.3)

The learner can


set and mark out

sites ready for

operations

1.1 Explain how to interpret landscape plans

1.2 Describe the methods and equipment for

setting out in horizontal and vertical planes

1.3 Explain the mathematical and geometric

principles used in setting out

1.4 Review the types of marking materials and

factors affecting their selection

1.5 Explain how site markings can facilitate next

stages of operations

600

1.6 Explain the likely problems how to manage

these

1.7 Describe the methods of detecting

underground services

2. Be able to set and

mark out sites ready

for operations

2.1 Confirm objectives and tolerances for the site

2.2 Achieve objectives to required tolerances

2.3 Apply the mathematical and geometric

principles used in setting out

2.4 Use site markings to facilitate the next stage of

operations

2.5 Deal with any problems efficiently, effectively

and safely should any occur



3. Understand the

reasons for

maintaining

equipment


equipment for use


of equipment used


and use relevant

equipment


maintained in a safe and effective condition.

5. Understand

relevant health and




requirements

601

environmental good

practice

5.2 Describe possible environmental damage and

how to respond appropriately





maintaining them



environmental good

practice








602


H/502/0499 Set and Mark Out Landscape Sites to Establish Grassed and

Planted Areas – Level 3

Indicative Content









LO2, LO4 and LO6 are the key areas of Competence for this unit

whilst LO1, LO3 and LO5 are the key areas of Knowledge for this unit

Learning Outcome 1. Understand how to set and mark out sites

ready for operations

1.1 Explain how to interpret landscape plans identifying the scale of all

features on the plan and being able to reproduce the size and

specifications of the plan to scale at ground level. Identifying datum

points and measurements so that features are located in the correct

position and can be checked by corresponding measurements and

identifying key design symbols and what they represent on the

landscape plan.

1.2 Describe the methods and equipment for setting out in

horizontal and vertical planes horizontal planes to be set out using

survey chains as a base line, tape measures, pegs, chain arrows and

ranging rods to mark survey stations. Triangulation of measurements

to establish features such as datum points and trees accurately.

Squares and rectangles to be set out using the 3, 4, 5 triangle to

establish corners so that they are at 90 degrees to reduce setting out

603

error. A line from a central pin measuring the correct radius to another

pin to scribe out circles and arcs. Vertical planes to be set out to

establish heights of pegs using boning rods, quickset level and staff or

laser levels. Levels are recorded using either a rise and fall level book

or a height of collimation book and once collated any errors can be

identified and recalculated using back sight intermediate sight and fore

sight readings. Once levels are established then contour lines can be

calculated as necessary.

1.3 Explain the mathematical and geometric principles used in

setting out landscapers 3, 4, 5 triangle to establish a 90 degree

corner is based on 3 ,4 and 5 added together make 12. 0m and 12m

are at the same point with pegs inserted accurately at 3m and 7m to

make a 3,4,5 triangle with an accurate 90 degree corner which can

then be projected. Triangulation is based on two measurements of

length from two different points on a base line and where the two

length measurements arc together on the ground from the base line

makes a triangle to mark the location or corner of a feature hence the

name triangulation. Surveying with a quickset level uses a datum point

to start which is known as a back sight reading to start followed by

intermediate sight readings until the final reading when a foresight

reading is made. This allows for different areas to be joined up in the

survey and errors can then be calculated to check accuracy. See LO1.2


1.4 Review the types of marking materials and factors affecting

their selection string lines and pegs can be used on soft landscape

surface but pegs can be knocked out and string lines can be stretched

or broken and they need to be checked throughout for deviation.

Spray paint can be used on hard landscape surfaces and is more

permanent as other compounds such as chalk can wash out. Features

can be set out, checked and marked effectively with spray paint on a

range of surfaces without the need for pegs and string. Line marking

compounds in way of a machine can be used on grass surfaces that are

short and for temporary marking out. Pegs, string and sand can be

used on grasses surfaces but shapes have to be accurately scribed and

marked out but often pegs, string and sand is used for marking out

planting plans in borders.

1.5 Explain how site markings can facilitate next stages of

operations accurate site markings can allow the preparation of a

604

number of different features on the same landscape project to be

completed at the same time with emphasis on the main objectives to

be met. Site markings facilitate the different levels required for

different features and allow for access routes through the site to exits

and delivery points to access relevant materials and equipment needed

for the different phases of construction.

1.6 Explain the likely problems how to manage these traffic flow

regarding deliveries and transport of materials within the site including

access and egress points and the implementation of a one way system

could be one way of controlling this. Materials are going to be in

constant demand and work on different features may have to be

staggered to allow for enough materials to be available at any one

time. Removal of rubbish, soil and debris for site clearance means that

there will have to be designated areas where soil can be reused and

where rubbish is put into a skip and removed. Keeping a constant

supply of resources and enough skips to clear rubbish is essential to

avoid downtime.

1.7 Describe the methods of detecting underground services visual

observations of the site and accessing plans of services and utilising

local knowledge of personnel on site. Further checks are carried out

using a CAT scanner (Cable Activity Tracer) to locate underground

cables.

Learning Outcome 2. Be able to set and mark out sites ready for

operations

2.1 Confirm objectives and tolerances for the site objectives are to

complete all work to the required specification within the tolerances

and time limits set to ensure that clients are completely satisfied. All

work to be carried out safely with enough resources available at any

one time so that employees are not waiting on deliveries. The

tolerances for the site to be rough grading has to be within ±60mm;

Earthworks and embankments to be within ±30mm; sub grades to be

within ±15mm; earthworks to be within normal requirements ±10mm

and finished grading at any point to be within ±5mm. All marking out

across sites must have features that are within ±0.5% of intended

location at any point.

605

2.2 Achieve objectives to required tolerances consistent checks to be

made on a daily basis to check all work and tolerances including that

the correct materials have been used and that all work carried out is

accurate and acceptable to both the specification and clients. See

LO2.1 for further examples.

2.3 Apply the mathematical and geometric principles used in setting

out see LO1.3 for further details.

2.4 Use site markings to facilitate the next stage of operations see


2.5 Deal with any problems efficiently, effectively and safely should

any occur Accidental Damage – cutting through underground services

use of CAT scan required and reference to site plans to detect gas,

water and electricity pipes and prevent the dangers of pressure,

explosion and electrocution. If pipes are damaged speak to superior

and contact the service provider immediately. Damage to tools,

equipment and materials must be reported and damaged tools

removed for safety. Industrial accidents – stop work, cordon off area,

treat any employees and reassess risk before continuing.

Report in accident book and inform site manager. See LO1.6 for

further details.


throughout effective communication with site or project manager,

council officials inspecting the work, members of the public nearby and

customers on the site so that all parties know what is happening and

when including start and completion dates, specific deliveries and tasks

being undertaken and health and safety rules. All employees to be

briefed for recording purposes to include producing receipts for

additional costs and expenses, site visits books to be signed by the

client to include details of work carried out as well as copies of

invoices for materials for the contracted work. The importance for

maintaining records is for accounting and audit trails.


equipment

3.1 Explain the importance of maintaining equipment for use all

equipment must be maintained to extend its working life and so that it

606

is in good working for the next task. All equipment such as surveying

equipment, tape measures, pegs, string lines, CAT scanner and other

hand tools need to be put away and stored securely either on site in a

secure container or off site at the main depot after use so that it does

not get damaged or fall into disrepair.


used all PPE is cleaned and stored away after use. Line marking

equipment is washed out so that nozzles are not left blocked up with

line marking paint. All pegs are wiped cleaned and stored away after

used so that they can be re-used. Tape measures are wiped clean and

rolled up correctly and stored away in a dry place. Surveying

equipment is checked over, wiped clean and stored away securely. See


Learning Outcome 4. Ensure equipment is prepared, used and



and effective condition throughout to include: PPE selected and

safely used e.g. steel toe-capped boots, gloves, face mask. Tools and

equipment correctly selected and checked using pre-start checks

including spades, shovels, rakes, wheelbarrows, tractor and trailer,

mechanical auger, CAT scan and surveying equipment conforming to

LOLER, PUWER, Manual Handling and Stop Safe to prevent accidents

and to keep equipment in good working order.




practice and organisational requirements work practices promote

health and safety and are consistent with relevant legislation, codes of

practice and any additional requirements so that work activities comply

with current legislation e.g. Health and Safety, Environmental

Protection legislation including Waste Acts and COP’s such as soil,

water and air and additional requirements such as customer regulations

and environmental health requirements.

5.2 Describe possible environmental damage and how to respond

appropriately ensure work is carried out in a manner which minimises

607

environmental damage by carefully planning site access such as the

removal and delivery of materials, working in correct weather



Ensure that when marking out landscape sites that any nearby plants

are removed if necessary and maintained throughout before being

planted up after completion of the job. Any spillages must be

contained and cleared up in line with environmental agency guidelines.



organic and inorganic waste manage and dispose of waste in

accordance with legislative requirements and codes of practice to

include: organic wastes such as soil which can be stored and then re-

used; vegetation that can be composted; wood that can be chipped.

Inorganic wastes such as empty marking containers to go into a skip.

Any bricks or blocks can be re-used as hardcore if appropriate or

disposed of into a skip. The local authority waste recycling facility is

another alternative for disposing of waste. See LO1.6 for further

details.


purposes and the importance of maintaining them all site

paperwork to be filed safely and securely with copies to the client and

landscape site manager. All paperwork and electronic records to be

made available for accountants and auditors so that accurate costs and

receipts can be calculated and accounted for. Ensure that all records

and files are completed accurately and immediately for accident books

and risk assessments and that other landscape contract paperwork is

completed within one week of the work being handed back to the client

as finished.





requirements see LO5.1 for further details.


environmental damage see LO5.2 and LO1.6 for further details.

608


requirements and codes of practice see LO5.3 and LO1.6 for

further details.









those who have experience in this area of work or by setting and marking

out landscape areas giving learners the opportunity, first to practice the



after marking and setting out of sites photographs or video could be taken




which could be linked to the practical work e.g. by observation of marking

and setting out landscape sites and witness testimony, answering oral or

written questions, assignments or internet research cross referenced to the

knowledge evidence








609












appropriately.



Lantra’s Assessment Strategy









Product evidence

Landscape plans

Records

Observation reports




Witness statements

610







schedules








appropriately.











codes of practice and consultations in the horticultural / agricultural







611








The website

http://books.google.co.uk/books?id=9_nyw1inTkYC&pg=PA17&lpg=PA

17&dq=Tolerances+for+landscape+construction&source=bl&ots=n0cIy

JTpBI&sig=a-

ARCE14cGwlddnecPdaPhYrzmY&hl=en&ei=ivoITPK7E4SM0gT5iPiBCw&s

a=X&oi=book_result&ct=result&resnum=1&ved=0CBoQ6AEwAA#v=on

epage&q=Tolerances%20for%20landscape%20construction&f=false

gives useful information on tolerances for landscape sites.




http://books.google.co.uk/books?id=9_nyw1inTkYC&pg=PA17&lpg=PA17&dq=Tolerances+for+landscape+construction&source=bl&ots=n0cIyJTpBI&sig=a-ARCE14cGwlddnecPdaPhYrzmY&hl=en&ei=ivoITPK7E4SM0gT5iPiBCw&sa=X&oi=book_result&ct=result&resnum=1&ved=0CBoQ6AEwAA#v=onepage&q=Tolerances%20for%20landscape%20construction&f=false






612

Establish Planted Areas

Unit Reference

D/502/0856

Level

3

Credit Value

3

Guided Learning

Hours

19

Unit Summary


skills and understanding to identify and establish

planted areas

Learning Outcomes

(1 to 9)

The learner will

Assessment Criteria

(1.1 to 9.3)

The learner can


establish planted

areas

1.1 Explain the factors affecting the timing and

method of planting

1.2 Describe methods of support and protection

and how to apply them

1.3 Explain the initial maintenance requirements

for newly established planted areas covering

Trees

Shrubs

Container grown

Root grown


and how to deal with these effectively


a range of plants

2.1 Describe how to identify the plants to be

established

613

2.2 Identify a minimum of 80 different plants to be

established by common and botanical names

3. Understand the

principles of selecting

plants

3.1 Explain the principles of selecting and

combining plants for different applications

4. Understand the

methods of assessing

plant health

4.1 Review the methods of assessing plant health

4.2 Explain the damage which may occur when

handling and during the establishment of plants

and how to minimise this

5. Be able to

establish planted

areas

5.1 Identify and mark out planting sites accurately

5.2 Check the specification and health of plants

before planting, and reject unacceptable specimens

5.3 Ensure the quality of plants is maintained

throughout handling and planting

5.4 Establish at least 3 different types of plants

from

Trees

Shrubs

Container grown

Root grown

5.5 Provide support and protection to the plants if

required




relevant people

614

6. Understand the

reasons for

maintaining

equipment


equipment


of equipment used


and use relevant

equipment



8. Understand

relevant health and


environmental good

practice



requirements







maintaining them



environmental good

practice








615


D/502/0856 Establish Planted Areas - Level 3

Indicative Content






then to the assessment criteria number listed e.g. LO 1.3




for this unit

Learning Outcome 1. Understand how to establish planted areas

1.1 Explain the factors affecting the timing and method of planting

e.g. container or bare root, drought or wet conditions, snow covered or

frozen ground, hardiness or softness of growth (winter/summer

bedding), size of plant (small root ball or large container or bare root)

will require planting hole / pit / notch to match.

1.2 Describe methods of support and protection and how to apply

them e.g. support by cane (pushed firmly into ground) with tie, stake

(hammered into ground) with strap tie, mesh netting, wall / pergola

mounted wires; protect by ground mulch (retain moisture, restrict

growth competition), rabbit / animal guards (fitted to plant), metal /

wooden structures placed around plant.

1.3 Explain the initial maintenance requirements for newly

established planted areas covering

trees e.g. irrigate if required, clear competing growth, check support

effective (if fitted), ensure plant firm in ground, check for and treat

616

any pests and remove any diseased / damaged material, fertilise,

ensure sufficient mulch, refer to LO 4.2

shrubs e.g. refer to trees above.

container grown e.g. refer to trees above.

root grown e.g. refer to trees above.

1.4 Explain potential problems which may occur and how to deal

with these effectively e.g. dry root ball would need watering, lightly

diseased plants would need to be cleaned, heavily diseased plant would

need to be discarded, lightly damaged plants would need to be

trimmed, heavily damaged plants would need to be rejected, dry soil

would need to be watered, snow covered or frozen ground and planting

would not take place, insufficient plants available would need

adjustment to plan (see line manager) or additional supply obtained,

heavy rain causing soil to become waterlogged would require planting

to stop.

Learning Outcome 3. Understand the principles of selecting plants

3.1 Explain the principles of selecting and combining plants for

different applications e.g. selecting trees for wooded amenity /

forestry / specimen, shrubs for (evergreen, deciduous, flowers,

coloured leaves / stems) borders, hedging for boundary or stock

control, summer / winter bedding, herbaceous for foliage / flowers;

combining for colour (use colour wheel) leaf / flowering period / height

differential, visual landscape effect.

Learning Outcome 4. Understand the methods of assessing plant

health

4.1 Review the methods of assessing plant health e.g. visual

observation, check against written / photographic examples, consult

colleagues, consult trade representatives, send pest / disease sample

to laboratory.

4.2 Explain the damage which may occur when handling and during

establishment of plant and how to minimise this e.g. erying out of

root ball – cover with protective material, bare roots may be damaged

– cover with protective material, long stems may be damaged –

support as necessary, stems / branches may be damaged – protect

with wrapping and handle carefully, pests and diseases – monitor for

617

signs and treat quickly, drying out of soil – apply water to field

capacity.


equipment

6.1 Explain the importance of maintaining equipment e.g. safety in

use, prevention of wear, availability, high quality of performance.

6.2 Describe methods of maintaining equipment e.g. clean off dirt and

debris, safety check for damage, routine for machinery (check oil level,

grease), periodic (oil change), following manufacturer’s / supplier’s

recommendations and codes of practice. For hand tools apply oil to

bare metal parts, place in weather proof store on shadow board or

fitted racks.




practice and organisational requirements Health and Safety at

Work etc Act 1974 e.g. management of health and safety and safety at

work


Codes of practice e.g. pesticide application, use of equipment.



materials.


Storage e.g. pesticides, fuels, materials.


Environmental Protection Act e.g. environmental protection.

Water Pollution Act e.g. water protection.



LOLER e.g. lifting operations and lifting equipment.

Working at Height Regulations e.g. use of step ladder.


Any additional requirements.

Organisational requirements e.g. follow risk assessments, follow work

place procedures.

618


and how to respond e.g. damage to soil structure – only work in

appropriate conditions, washings contaminating drains – have

appropriate interceptor system in place, damage to underground

services – (CAT scan) check with supply services, spillage of petroleum

products – avoid filling on soil areas, spillage of fertiliser – handle

carefully and do not damage bag. Use skilled staff, dispose of waste –

refer to LO 8.3 and report serious matters to line manager.


organic and inorganic waste e.g. to current waste storage and

disposal legislation for pesticides, batteries and oil, follow COSHH and

hazardous waste regulations. Organic waste e.g. weed growth

(perennial weeds to be destroyed), turf – composting, branches –

chipped for mulching. Inorganic waste – mineral / metal / plastic /

glass waste e.g. recycle.

Other methods e.g. specialist waste disposal contractor - skip, oil

collection contractor, Local Authority arrangements.





equipment, fire drill, waste disposal, drawings, contract details and any

other requirements. Importance of records for e.g. proof of

competence, approved working practices, codes of practice followed,

insurance purposes, health and safety requirements followed, waste

regulations, accountants (wages), Environmental Protection services,

comply with required legislation, proof of compliance with requirements

and any other designated requirement.

The following units 2, 5, 7 and 9 are the key areas of competence

for this unit

Learning Outcome 2. Be able to identify a range of plants

2.1 Describe how to identify the plants to be established e.g. refer to

planting plan / inventory list, check labels with plants, check with

supervisor.

619

2.2 Identify a minimum of 80 different plants to be established by

common and botanical names e.g. these should be across the range

of plants that could be used by a learner, be whole specimens (not

small pieces) from any time in the growing cycle and include – trees

(ACER pseudoplatanus – Sycamore), shrubs (CORNUS alba – Red-

barked dogwood), herbaceous (ACHILLEA ptarmica – Sneezewort) and

annual bedding (ANTIRRHINUM majus – Snapdragon).

Learning Outcome 5. Be able to establish planted area

5.1 Identify and mark out planting sites accurately e.g. use planting

plan, scale measurements from plan to planting area, mark boundary

outline with hose / sawdust/ whiting / spade, mark planting position

with cane / plant.

5.2 Check the specification and health of plants before planting and

reject unacceptable specimens e.g. compare planting plan with

delivery list – return to supplier non complying, check for pests /

diseases / damage - reject any that do not match requirements, ensure

soil in containers is wet – water, if bare rooted and roots dry return to

supplier, refer to LO 1.4.

5.3 Ensure the quality of plants is maintained throughout handling

and planting e.g. handle / transport carefully to avoid damage,

maintain root ball / roots moisture at all times (cover as necessary),

support long stemmed specimens, remove damaged / dead / diseased

material.

5.4 Establish at least 3 different types of plants from

trees

shrubs

container grown

root grown

Refer to LO 1.3 & 1.4

5.5 Provide support and protection to the plants if required e.g. refer

to LO 1.2

5.6 Ensure site is left in a tidy and safe condition e.g. remove surplus

plants / materials / tools / equipment to stores, remove waste and

620

dispose of - refer to LO 8.3, leave planting area level and free from

debris.

5.7 Maintain effective working relations with all relevant people e.g.

liaise with suppliers on requirements, communicate required standards

to colleagues, discuss work programme with all relevant persons,

inform all relevant persons of time scale and expected results,

complement others on a good job.


equipment


and effective condition e.g. equipment pre start safety checks,

adjustments according to manufacturer’s instructions and guidance,

check hand tools to ensure free from defects, clean and in good

working order. Use equipment / tools e.g. only for the operation and in

situations as detailed by the manufacturer and in accordance with the

manufacturer’s / supplier’s / supervisor’s instructions, use PPE as

required (safety boots, eye protection, gloves, protective clothing), be

trained to correct level or supervised, carry out operations to current

legislation and codes of practice. Be aware of others working nearby.



oil) as recommended by manufacturer, disposal refer to LO 8.3, apply

oil to bare metal parts. Range from e.g. hand tools, mechanical

equipment, power units (vehicles, quad bikes). Store safely refer to LO

6.2, maintain records refer to LO 8.4 (maintenance, repairs) and report

faults to line manager.





requirements e.g. health and safety, codes of practice refer to LO

8.1, PPE used refer to LO 7.1, materials used only as directed by

manufacturer, risk assessments followed. Equipment and tools to be

used and maintained only as detailed by the manufacturer refer to LO

7.1 and any additional requirements.

621


environmental damage e.g. refer to LO 8.2.


requirements and codes of practice e.g. minimise waste wherever

possible, follow current legislation refer to LO 8.1, disposal of waste

refer to LO 8.3.







Learning Outcomes (LO) 1, 3 4, 6 and 8





evidence.

Learning Outcomes (LO) 2, 5, 7 and 9








Prior to, during and after completion of activities, photographs or video

could be taken to provide evidence of progress.

622










These could also link to Learning Outcomes 1, 3, 4, 6 and 8 to allow



appropriately.












Product evidence

Observation reports


Reports/notes


Witness statements


623






schedules













Institute of Groundsmanship http://www.iog.org








http://www.iog.org/



624

Plan and Maintain Planted Areas

Unit Reference

D/502/0498

Level

3

Credit Value

3

Guided Learning

Hours

19

Unit Summary


knowledge and understanding for planning and

maintaining planted areas

Learning Outcomes

(1 to 6)

The learner will

Assessment Criteria

(1.1 to 6.1)

The learner can

1. Plan and maintain

planted areas

1.1 Ensure plans are consistent with the purpose,

function, standards and objectives of planted areas

– e.g. shrub areas, scrub, bedding, herbaceous,

hedges and amenity turf

1.2 Carry out maintenance operations to the

planted area as planned – e.g.

Pruning

Feeding

Weed control

Mulching

Soil amelioration

Removal and replacement of plants

Mowing

1.3 Assess the results of maintenance operations,

ensuring objectives, standards and safety

requirements have been achieved

625

1.4 Leave the site in an undamaged and tidy


1.5 Deal with problems effectively, efficiently and

safely when ensuring maintenance of planted areas

1.6 Maintain effective working relations with




environmental good

practice









plan and maintain

planted areas

3.1 Explain the principle purposes and functions of

planted areas in amenity settings and how these

affect their maintenance

3.2 Explain the principles and methods of pruning

and its effects on plant growth

3.3 Describe the significance of growing habits for

timing and method of pruning

3.4 Define the principles of maintenance

operations covering

Pruning

Feeding

Weed control

Mulching

Soil amelioration

Removal and replacement of plants

Mowing

626

3.5 Compare methods of analysing soil condition

and nutritional status

3.6 Describe the symptoms of nutritional

deficiency

4. Understand the

effects of nutrients

and climate on plant

growth

4.1 Describe the effects of the main macro and

micro nutrients on plant health and growth

4.2 Describe the effects of pollutants, climatic

conditions and soil/water relations on plant growth

5. Understand

relevant health and


environmental

practice








6. Know how to deal

with problems

6.1 Give a range of the typical problems that may

occur and how to deal with these effectively

627


D/502/0498 Plan and Maintain Planted Areas – Level 3

Indicative Content









Note 3: The example used in this indicative content is summer bedding.

The same approach should be used for other situations


Learning Outcome 1. Plan and maintain planted areas

1.1 Ensure plans are consistent with the purpose, function,

standards and objectives of planted areas e.g. shrub areas,

scrub, bedding, herbaceous, hedges and amenity turf. Plans e.g.

location, layout, plant combinations and numbers; purpose/function

e.g. decorative, food production, screening, shelter, biodiversity.

Standards e.g. as required by client, contract, planning or legislative

requirements; objectives e.g. management plan, financial

constraints/targets.

Summer bedding - to meet objectives/function e.g. to provide summer

colour in high impact locations; standards/specification e.g. location

according to plans, plant combination (varieties, size, colour, growth

stage), preparation (clearing, ground preparation, soil improvement).

Planting e.g. spacing, timing. Maintenance e.g. watering, weed

control, trimming. Timing – planting, removal, replacement.

Personnel issues e.g. adequacy of training and qualifications, health

628

and safety (e.g. policies, procedures, training, equipment, monitoring,

exclusion zones round working areas). Financial e.g. budget,

contingencies.

1.2 Carry out maintenance operations to the planted area as

planned – e.g.

pruning e.g. removal of damaged, diseased, excessive or

inappropriate growth.

feeding e.g. application of granular or liquid organic or inorganic

fertilizers or bulky organic manures and composts during ground

preparation or maintenance.

weed control e.g. use of translocated herbicides before cultivation,

ploughing, digging and cultivation, stale seed-beds, contact

herbicides, flame weeders.

mulching e.g. application of bulk organic materials (e.g. wood

chips, straw, green waste), plastic (e.g. weed control membranes,

mulch mats) inorganic materials (e.g. gravels).

soil amelioration e.g. addition of bulky organic matter, lime,

fertilizers,

removal and replacement of plants removal of e.g. damaged,

diseased dead plants, inappropriate mixtures, over-sized or over-

mature. Replacement e.g. like-for-like, to adjust mix or to meet

change in purpose/function (refer to LO1.1).

mowing e.g. to appropriate height, frequency, with or without

removal of grass.

1.3 Assess the results of maintenance operations, ensuring

objectives, standards and safety requirements have been

achieved assess by e.g. observation, recording, audit of records,

measurement, tracking against plan, health and safety monitoring and

recording of incidents (refer to LO1.1).

1.4 Leave the site in an undamaged and tidy condition following

operations site e.g. planted area including plants, soil and features,

immediate surrounds, access routes and storage areas. Undamaged

e.g. plants, soil and other features not adversely affected by

operations. Tidy e.g. unused, waste materials (see LO2.3), machinery

and equipment removed from site.

1.5 Deal with problems effectively, efficiently and safely when

maintaining planted areas problems e.g. spillages and accidental

629

damage, shortage of materials or plants, equipment malfunctions,

changes to weather or ground conditions, external influences (e.g.

arrival of unauthorised persons on site), work or resources not

according to specification. Dealt with e.g. creating exclusion zones,

take immediate action to prevent damage or injury, notify supervisor,

manager, client, reporting to appropriate authority (e.g. police,

environment agency) monitoring of deliveries, storage, work in

progress.

1.6 Maintain effective working relations with relevant people

throughout maintained by e.g. clear roles and responsibilities,

regular and effective communication (e.g. face-to-face, one-to-one,

groups, by telephone including mobile and text, email, written notes)

with managers, colleagues, clients, third parties.





requirements appropriate PPE is made available, selected and safely

used by all persons e.g. waterproof clothing, steel toe-capped boots,

UV Protection, gloves, aprons, hats.

Tools and equipment are made available, made ready for use and

safely and effectively used. Manufacturer’s / supervisor’s instructions

followed for use of tools / equipment.

Complying with relevant legislation e.g. Management of Health &

Safety at Work Regulations; Environmental Protection e.g.



Additional requirements including customer regulations, LOLER,

PUWER, StopSafe, Manual Handling, planning and building regulations,

felling licenses, access agreements.


environmental damage e.g. planning of work to avoid adverse

conditions, site monitoring to avoid damage to habitats and nesting

sites, avoiding run-off from erosion and roads or tracks, recycling and

reusing packing material and containers, control of unused packing

material and labels, disposal of unwanted plant material (refer to

LO2.3).

630


requirements and codes of practice e.g. reduce waste removed

from growing area, unwanted plant material composted (unless the

material poses a threat to plant health e.g. diseased material or

perennial weeds). Inorganic waste e.g. from servicing and


packages and containers recycled or disposed of in appropriate

container; inorganic waste is carefully controlled, disposed of through

licensed contractor.


Learning Outcome 3. Understand how to plan and maintain

planted areas

3.1 Explain the principle purposes and functions of planted areas

in amenity settings and how these affect their maintenance

refer to LO1.1 for types of planting and purpose/function e.g.

decorative, food production, screening, shelter, biodiversity

Impact on maintenance. e.g. bedding regular replanting, ground

preparation (e.g. removal of plants and weeds, cultivation,

incorporation of organic manures, levelling, breaking down to

appropriate tilth); addition of plant nutrients (e.g. manures, organic or

artificial fertilizers), frequent hoeing to control weeds, watering to

establish and maintain vigour, deadheading to maintain appearance

and encourage flowering.

3.2 Explain the principles and methods of pruning and its effects

on plant growth

reasons for pruning e.g. to promote new growth, remove damaged or

diseased growth, remove inappropriate growth (e.g. deadheading,

excessively long branches), to maintain shape, prevent encroachment.

Methods e.g. shrub roses – cut hack to half in autumn to reduce wind-

rock, leave looking tidy for winter, allow access for other operations,

cut back in spring to leave decorative hips for winter, remove

damaged branches, encourage new growth and stronger flowering;

e.g. Cornus alba – cut back very hard in late spring (just before leaves

appear) to maintain stem colour (annually in small space, biennially if

more space available); e.g. Lonicera nitida – regular trimming in

growing season to maintain shape and prevent leggy growth.

631

3.3 Describe the significance of growing habits for timing and

method of pruning timing e.g. most flowering shrubs are pruned

back after flowering, conifers cut back when actively growing for quick

recovery. Methods e.g. shrubs that flower or fruit only on second year

wood – all branches removed after flowering, shrubs that flower on

older wood – renewal pruning with quarter to third of all branches

removed each year (refer to LO3.2).

3.4 Define the principles of maintenance operations covering

pruning refer to LO3.2 and LO3.3

feeding e.g. application of additional plant nutrients as base or top

dressing, use of organic and non-organic fertilizers, bulky organic

materials

weed control e.g. removal of unwanted plants by cultivation,

herbicides, flame weeders

mulching e.g. spreading of material (e.g. green waste, plastic,

gravel) to smother weeds and retain moisture.

soil amelioration e.g. adding of organic matter to improve water

and nutrient retention

removal and replacement of plants e.g. refer to LO1.2

mowing e.g. regular cutting of grass using rotary, cylinder or flail

mower to allow access, maintain appearance or control weeds within

the grass.

3.5 Compare methods of analysing soil condition and nutritional

status analysis by e.g. observation of condition, hand testing for

texture, simple soil test kits, laboratory testing for texture, major

nutrients, trace elements, nutrient budgeting. Comparison e.g.

observation is quick, free, immediate, requires experience, not

accurate; lab tests no immediate results, cost, accurate and reliable.

3.6 Describe the symptoms of nutritional deficiency e.g. plant

nutrients required for normal plant functions; Macro nutrients e.g.

Nitrogen, Phosphorous, Potassium, Magnesium; Micro nutrients e.g.

Boron, copper, manganese, iron.

General nutrient deficiency - plants are weak, pale, growth is slow,

susceptible to disease

Nitrogen (usually as nitrates) promotes vigorous leaf growth, strong

leaf colour; deficiency e.g. small pale leaves and shoots, leaves yellow

or red, subject to early defoliation

Phosphorous (phosphates) – promotes root growth

632

Potassium (potash) – promotes flowering and fruiting

Magnesium – can be deficient in wet soils due to leaching or in alkaline

soils, high potash or acid soils (plants unable to absorb); deficiency

e.g. yellowing then browning of leaves, mainly in older leaves

Boron – required only in small quantities, can be deficient in some

soils, serious impact on some plants.

Learning Outcome 4. Understand the effects of nutrients and

climate on plant growth

4.1 Describe the effects of the main macro and micro nutrients on

plant health and growth refer to LO3.6

4.2 Describe the effects of pollutants, climatic conditions and

soil/water relations on plant growth pollutants e.g. mineral oil

spillages from vehicles (kills of parts of plant affected, if root is

affected will kill plants), dust in the air can cover leaves and reduce

photosynthesis. Climatic conditions e.g. sheltered location will reduce

damage from wind, reduce transpiration loss, increases air-bourne

disease risk; soil/water e.g. water logging because of high water table

or compaction will reduce oxygen levels in soil and impair root

function, can cause root death.





work refer to LO2.1.



environmental damage e.g. spillages, damage to features and

buildings, plants, soil (refer to LO2.2). Response e.g. take immediate

action to stop the cause of the damage (machine, activity, person),

local action to contain and prevent spread of damage, notify manager,

client, land-owner, other relevant bodies (Environment Agency, Local

Authority, Fire Service)


waste refer LO2.3.

633

Learning Outcome 6. Know how to deal with problems

6.1 Give a range of the typical problems that may occur and how to

deal with these effectively problems e.g. ground not appropriate to

work on (e.g. waterlogged or frozen) - action - defer maintenance

until conditions improve. Weather conditions – too hot, cold, windy or

dry, changes during planting operations – action; stop work if

inappropriate to continue, wait until conditions improve. Equipment

unsuitable or not in proper working order – action; carry out repair,

setting up or calibration of equipment, on site if possible or return to

workshop. Staff problems – insufficient numbers, lack of skill –

action; better planning of activities, training, selection, improve

monitoring of operations.







LO1 and LO2 (key areas of competence)



planning and maintaining planted areas, copies of records, or reporting

forms and witness testimony, answering oral or written questions, or

assignments referenced to the knowledge evidence.

LO3, LO4, LO5 and LO6 (key areas of knowledge)


who have experience in this area of work or by supervised practical planning

and maintaining planted areas giving learners the opportunity, first to

practice the various tasks involved and then to be observed competently


Prior to, during and after completion of work planning and maintaining

planted areas management photographs or video could be taken to provide

634







The assessment of some knowledge and understanding may take place in

a non-work based environment e.g. training centre, however it must link





appropriately.











Product evidence

Observation reports


Reports/notes, worksheets/job sheets/workbooks

Witness statements


635

























environmental regulations. The Code of Practice - Protecting our Water, Soil and Air has a list of













636


Published 1998




637

Plan and Renovate Planted Areas

Unit Reference

Y/502/0497

Level

3

Credit Value

3

Guided Learning

Hours

19

Unit Summary



planning and renovating planted areas

Learning Outcomes

(1 to 7)

The learner will

Assessment Criteria

(1.1 to 7.4)

The learner can

1. Be able to plan and

renovate planted

areas

1.1 Ensure plans are consistent with the purpose,

function, renovation standards and objectives of

planted areas – e.g. shrub areas, scrub, bedding,

herbaceous, hedges and amenity turf

1.2 Carry out renovation operations as planned –

e.g. pruning, thinning out, tying in, replacement

and mowing

1.3 Assess the results of renovation operations,

ensuring agreed objectives, standards and safety

requirements have been achieved

1.4 Keep the site in an undamaged and tidy

condition following operations when renovating

planted areas

638


safely, when renovating planted areas


relevant people throughout when renovating

planted areas



environmental good

practice







and use relevant

equipment



throughout


plan the renovation of

planted areas

4.1 Explain how the variety of purposes and

functions of amenity planted areas can be used

and how these affect the renovation

4.2 Define the principles governing the effects of

pruning on woody and herbaceous plants

4.3 Define the principles of renovating plants to

maximise their amenity value

Pruning

Thinning out

Tying in

Replacement

Mowing

4.4 Explain the purposes of the range of

operations used in renovation

639

5. Know how to deal

with problems during

renovation

5.1 Describe a range of the typical problems that

may occur when renovating planted areas and how

these can be dealt with effectively

6. Understand the

reasons for

maintaining

equipment



7. Understand

relevant health and


environmental

practice










maintaining them

640


Y/502/0497 Plan and Renovate Planted Areas - Level 3

Indicative Content







Note 2: Cross references are first to the learning outcomes (LO) e.g. LO1

and then to the assessment criteria number listed e.g. LO 1.3.

The units 1, 2, and 3 are the key areas of competence for this unit

The units 4, 5, 6, and 7 are the key areas of knowledge for this unit

Learning Outcome 1. Be able to plan and renovate planted areas

1.1 Ensure plans are consistent with the purpose, function,

renovation standards and objectives of planted areas e.g. shrub

areas, scrub, bedding, herbaceous, hedges and amenity turf

check against client requirements, specification, site survey of species

present, retention of desired species. Shrub areas - treatment to

comply with seasonal growth patterns, promote healthy growth of

productive stems (on new or older growth), develop proportioned form

and shape, increase flowering / coloured stems by removing dead,

damaged, old, diseased growth, retaining desired growth (according to

flowering / stem production). Scrub – removal / reduction of unwanted

growth / plants. Bedding – maintain to requirements by dead heading,

weeding, supporting, irrigating, feeding. Herbaceous – supporting,

weeding, feeding, mulching, pruning. Hedges – pruning (appropriate

to species i.e. cut large leaved plants with secateurs), consider shape,

style. height. Amenity turf – mowing (to specified height),

641

scarification, aeration, weed treatment, feeding, irrigating, disease and

pest control.

1.2 Carry out renovation operations as planned e.g. pruning,

thinning out, tying in, replacement and mowing follow

specification to renovate area to client requirements and seasonal

factors. Pruning refer to LO 1.1 pruning with tools – loppers, secateurs

pruning saw, knife. Thinning out with tools – spade, fork, loppers,

secateurs, pruning saw, knife – removing overcrowded plants / remove

superfluous, weak stems to prevent overcrowding and allow

development of strong productive growth. Tying in with tools knife,

secateurs – training growth on fixed or self-supporting supports

(stakes, canes) to produce desired shape / form and support weak /

young growth. Replacement with tools - spade, trowel – removing

dead / diseased / damaged / unwanted plants with some of the same

or different type to improve the quality of growth / flowering period or

visual effect (taller / shorter). Mowing with powered mowing

equipment – to reduce the height of growth to meet the requirements

for the use / appearance / species development (wild flower area).

1.3 Assess the results of renovation operations, ensuring agreed

objectives, standards and safety requirements have been

achieved e.g. compare outcome against client requirements,

specification, detailed treatments followed. All risk assessments have

been followed and safe use of equipment has been practised.

Services have been located (CAT scan and details / plans from service

providers) and visibly marked. Site fixtures and services have not

been affected or damaged.

1.4 Keep site in an undamaged and tidy condition following

operations when renovating planted areas e.g. environmental

damage minimised - only work on soil when structure will not be

damaged and ensure any soil compaction is relieved. Avoid spillage of

petroleum or fertiliser products on soil – only fill on hard standing.

Remove and dispose of prunings, unwanted plants and organic waste

(perennial weeds to be destroyed) by composting and / or chipping.

When not in use keep tools and equipment in a safe area, return

unused plants and materials to secure store. Recycle containers /

inorganic waste (mineral / metal / plastic / glass) by recycling /

specialist waste disposal contractor, skip, oil collection contractor or

Local Authority arrangements.

642

1.5 Deal with problems effectively, efficiently and safely, when

renovating planted areas e.g. services isolated and marked out refer

to LO 1.3, inappropriate soil conditions – wait for condition to improve /

irrigate, delay in delivery of supplies – find alternative work or collect

supplies, equipment failure – isolate, repair or obtain replacement,

shortage of labour – engage additional staff or delay programme.

Record problems and how dealt with in survey book and report any

matters to line manager giving confirmation in writing.


throughout when renovating planted areas e.g. liaise with

suppliers on requirements and deliveries, communicate programme,

required standards and results to colleagues, discuss work programme

and time scales with all relevant persons (colleagues, client),

complement others on good work.





requirements e.g. health and safety codes of practice, PPE used (steel

toe caped footwear, gloves, eye protection, coveralls) as required by

codes of practice and manufacturer’s instructions, materials used only

as directed by manufacturer, risk assessments followed. Equipment

and tools (refer to LO 1.2) to be used and maintained only as detailed

by the manufacturer. Maintain working area free from obstacles and

tidy removed material as produced. Follow line manager’s instructions

and any additional requirements.


environmental damage and waste e.g. ensure staff have received

appropriate training or are supervised by proficient person, no working

in adverse soil/weather conditions, clean equipment in designated area,

avoid spillage of fertiliser and fuel, have clean and sharp cutting tools.

Only purchase amounts required to complete work, do not leave

equipment engines running when not in use, re use/cycle whenever

possible. Manage and dispose of waste in accordance with legislative

requirements and codes of practice, follow current legislation. Refer to

LO 1.4.

643


equipment


and effective condition e.g. equipment pre start safety checks, use

appropriate, adjustments according to manufacturer’s instructions and

guidance, check hand tools to ensure free from defects, clean and in

good working order. Use equipment / tools e.g. only for the operation

and in situations as detailed by the manufacturer and in accordance

with the manufacturer’s / supplier’s / supervisor’s instructions, use PPE

as required refer to LO 2.1, be trained to correct level or supervised by

competent person, carry out operations to current legislation, codes of

practice and follow risk assessments. Be aware of others working

nearby.



oil) as recommended by manufacturer, apply oil to bare metal parts.

Range of tools and equipment e.g. hand tools (secateurs, loppers,

trowel, wheelbarrow, saws, spade, fork, rake), mechanical equipment,

power units (vehicles, quad bikes, mower). For hand tools store safely

in weather proof store on shadow board or racks, maintain records for

maintenance and repairs, report faults to line manager verbally and

confirmed in writing.

Learning Outcome 4. Understand how to plan the renovation of

planted areas

4.1 Explain how the variety of purposes and functions of amenity

planted areas can be used and how these affect renovation e.g.

purposes and functions – leisure / dog walking, viewing of featured

planting, leisure activities – informal play / sitting. Effect on

renovation – provide safe areas / footpaths, no obstructions, planted

areas – visually pleasing / planted according to desired seasonal effect

/ sympathetic regenerative plant treatment.

4.2 Define the principles governing the effects of pruning on woody

and herbaceous plants e.g. principles refer to LO 1.1 & LO 1.2.

4.3 Define the principles of renovating plants to maximise their

amenity value

pruning refer to LO 1.2

644

thinning out refer to LO 1.2

tying in refer to LO 1.2.

replacement refer to LO 1.2

mowing refer to LO 1.2

4.4 Explain the purpose of the range of operations used in

renovation e.g. refer to LO 1.1 & 1.2, cultivation for soil preparation

and planting, fertilising to add nutrients, add organic material to

improve soil structure and water retention, apply mulch to suppress

weed growth and retain moisture, disposal of waste refer to LO 1.4.

Learning Outcome 5. Know how to deal with problems during

renovation

5.1 Describe a range of the typical problems that may occur when

renovating planted areas and how these can be dealt with

effectively e.g. services (gas, electricity, water, sewers) adverse

weather conditions, delivery of supplies, equipment failure, shortage of

labour refer to LO 1.3 & 1.5


equipment


for use e.g. refer to LO 3.1




practice and organisational requirements e. g.

Health and Safety at Work etc Act 1974 - management of health and

safety and safety at work


Codes of practice e.g. use of equipment.



materials.


Storage e.g. fuels, materials.


645

Environmental Protection Act e.g. environmental protection,




LOLER e.g. lifting operations and lifting equipment.

Working at Height Regulations e.g. use of step ladder.


Organisational requirements e.g. follow risk assessments; follow work

place procedures / instructions. Record accidents.


respond e.g. damage to soil structure, washings (equipment

contaminating drains – have appropriate interceptor system in place,

damage to underground services refer to LO 1.3, spillage of petroleum

fertiliser products refer to LO 1.4, dispose of waste – refer to LO 1.4,

report serious matters to line manager verbally and confirmed in

writing.


waste e.g. to current waste storage and disposal legislation for

batteries and oil, follow COSHH and hazardous waste regulations.

Organic / inorganic waste - refer to LO 1.4.





equipment, fire drill, waste disposal, drawings, contract details,

deliveries and any other requirements. Importance of records for e.g.

proof of competence, approved working practices, codes of practice

followed, insurance purposes, health and safety requirements followed,

waste regulations, accountants (wages), Environmental Protection

services, comply with required legislation, proof of compliance with

requirements proof of receipt, and any other designated requirement.




646




Learning Outcomes (LO) 1, 2, and 3










Learning Outcomes (LO) 4, 5, 6 and 7





evidence.













appropriately.

647











Product evidence

Observation reports


Reports/notes


Witness statements







schedules









648





about environmental regulations. Institute of Groundsmanship http://www.iog.org








http://www.iog.org/



649

Prepare Sites for Landscape Works

Unit Reference

H/502/1183

Level

3

Credit Value

6

Guided Learning

Hours

39

Unit Summary

This unit provides the learner with the skills,

knowledge and understanding to prepare a site for

both hard and soft landscape construction. The

unit assumes that the learner will be working to a

previously developed plan and that all work must

meet its specifications and tolerances

Learning Outcomes

(1 to 6)

The learner will

Assessment Criteria

(1.1 to 6.5)

The learner can

1. Form ground

profiles for landscape

works

1.1 Set out site according to the plan/specification

1.2 Form profiles that meet the requirements of

the plan and subsequent work

Soft landscape construction

Hard landscape construction

1.3 Form profiles that are to specified and required

levels and gradients

1.4 Monitor progress and prepare according to

specification two of the following surfaces

Flat

Gradient

Steps

650

1.5 Keep the site in a tidy and suitable condition

for subsequent works following operations

1.6 Maintain effective working relations throughout

with the relevant people


and use equipment

during preparation of

sites for landscape

works



throughout



environmental good

practice




apply to preparing sites for landscape works





practice


form ground profiles

for landscape works

4.1 Explain the construction standards and

regulations for operations involving changes of

level

4.2 Explain the differences in construction

requirements for soft and hard landscape

construction

4.3 Describe how to interpret landscape plans and

specifications

4.4 Explain the methods and equipment for setting

out in the horizontal and vertical planes

651

4.5 Explain the mathematical and geometrical

principles for setting out

4.6 Explain how to calculate gradients, risers and

treads

4.7 Explain the design of steps

4.8 Explain the methods of detecting underground

services

4.9 Explain the typical contingencies and how to

handle these effectively

4.10 Explain the types of problems and how to

resolve these and whom these should be reported

to

5. Understand the

reasons for

maintaining

equipment


maintaining equipment in a fit state for use to

minimise risks.

6. Know and

understand relevant

health and safety

legislation and

environmental good

practice




6.2 Explain the principles and application of risk

assessment





652



maintaining them

653


H/502/1183 Prepare Sites for Landscape Works – Level 3

Indicative Content









Note 3: The example used here is soft and hard landscape construction

works.

LO1, LO2 and LO3 are the key areas of Competence for this unit

Learning Outcome 1. Form ground profiles for landscape works

1.1 Set out site according to the plan/specification to include

establishing the perimeter of the site and fencing off if necessary to

keep the public out with designated access points for deliveries of

equipment and materials. Datum points to be established from map

grid references and plans before the position of main features are

established by setting out using survey chains, tape measures and

triangulation techniques to mark the corner positions or centre points

of each feature on the plan or specification.

1.2 Form profiles that meet the requirements of the plan and

subsequent work:

soft landscape construction form profiles to establish the corners

of each surface or feature ensuring that they are 90 degrees and are

excavated to the correct depth and width so that any cut and fill for

levelling is kept to a minimum and that excavations are not dug

654

wider than needed. Profiles and/or boning rods can be used to

calculate falls to remove surface water to land drains or soakaways.

hard landscape construction form profiles to establish the corners

of each surface or feature so that they are 90 degrees and are

excavated to the correct depth and width. This is particularly

important when digging out to install foundations for a wall as the

string lines from the profiles in the centre and the outside guide the

depth and width of excavation while the building lines assist with the

setting out of the brickwork to ensure that all corners line up and are

at an angle of 90 degrees.

1.3 Form profiles that are to specified and required levels and

gradients double sight rails can be used for establishing different

levels for different surfaces or where a significant change in level

occurs for newly created features. Gradients can be calculated

between two set points either by profiles or by using boning rods or an

automatic level and staff. To calculate a gradient of 1 in 80 to remove

surface water over a distance of 10m would be 10m x (1/80) =

0.0125m that is 125mm lower at the point in which the water drains

away.

1.4 Monitor progress and prepare according to specification two of

the following surfaces

flat mark out area with pegs and ensure that the tops of the pegs

are level and then mark off on each peg the finished level at a set

distance from the tops of the pegs and then prepare, rake and grade

the soil to the mark of each peg to ensure a level and flat surface.

gradient mark out area with pegs and ensure that the tops of the

pegs are level and then mark off on each peg the finished level

calculating in the direction and gradient of the fall and then prepare,

rake and grade the soil to the mark of each peg to ensure a

consistent gradient.

steps measure out the area of the steps calculating the height and

distance to be accessed before working out the size of the treads and

risers for comfortable access. Mark out where each step is to be

situated with four level pegs for each step so that the steps can be

cut out into the slope to allow for the depth of the foundations, the

width of the risers and the finished levels of each step for both length

and width of the tread.

655

1.5 Keep the site in a tidy and suitable condition for subsequent

works following operations to include all access routes and exits to

be kept clear so that deliveries can be made. All supplies of materials

to be stored safely and protected from inclement weather during

operations. All tools and equipment to be stored safely and all wastes

to be removed from work areas into skips for removal. All topsoil and

subsoil to be stored separately and away from access routes.

1.6 Maintain effective working relations throughout with the

relevant people to include effective communication with site or

project manager, council officials inspecting the work, members of the

public nearby and customers on the site so that all parties know what

is happening and when including start and completion dates, specific

deliveries and tasks being undertaken and health and safety rules.


during preparation of sites for landscape works


and effective condition throughout to include PPE selected and

safely used e.g. steel toe-capped boots, gloves, face mask. Tools and

equipment correctly selected and checked using pre-start checks

including spades, shovels, rakes, wheelbarrows, tractor and trailer,

mechanical auger, CAT scan and surveying equipment conforming to

LOLER, PUWER, Manual Handling and Stop Safe to prevent accidents

and to keep equipment in good working order.





requirements which apply to preparing sites for landscape

works to include work practices promote health and safety and are

consistent with relevant legislation e.g. Health and Safety,

Environmental Protection legislation including Waste Acts and COP’s

such as soil, water and air and additional requirements such as

customer regulations, environmental health requirements as well as

LOLER, PUWER, Manual Handling and Stop Safe.

656


environmental damage to include ensure work is carried out in a

manner which minimises environmental damage by carefully planning

site access such as the removal and delivery of materials, working in

correct weather conditions and not allowing run off from chemicals or

waste products into water courses in line with Environmental Agency

guidelines.

Ensure that when preparing landscape sites that any nearby plants are

removed if necessary and maintained throughout before being planted

up after completion of the job. See LO1.1 for further details.

3.3 Manage and dispose of waste including underground services in

accordance with legislative requirements and codes of good

practice to include manage and dispose of waste in accordance with

legislative requirements and codes of practice to include: organic

wastes such as soil which can be stored and then re-used; vegetation

that can be composted; wood that can be chipped. Inorganic wastes

such as empty preservative containers mortar and concrete blocks can

be re-used as hardcore if appropriate or disposed of into a skip. The

local authority waste recycling facility is another alternative for

disposing of waste.


Learning Outcome 4. Understand how to form ground profiles for

landscape works

4.1 Explain the construction standards and regulations for

operations involving changes of level to include all changes in

level must conform to health and safety standards as the construction

of steps or ramps must be within tolerances regarding the angle of

ramps going up or down and the size of risers and treads of steps.

Landscape features must be constructed to make access easier for all

users and tie in with other surrounding features aesthetically and safely

with surface drainage and finishes that allow users grip in poor weather

conditions. Retaining walls to hold back soil must have tanking on the

inside with weep holes for adequate drainage especially when wet and

be strong enough to retain soil between two different levels.

4.2 Explain the differences in construction requirements for soft

and hard landscape construction to include hard landscape

657

features to have a hardcore base of crush and run that is compacted

using a wacker plate as a solid base onto which the surface is then

constructed so that the surface does not sink. In soft landscaping for

creating grassed areas from seed or turf the soil is compacted and

levelled by raking and treading as the roots of the seed or turf will

grow down into the soil.

4.3 Describe how to interpret landscape plans and specifications to

include identifying the scale of all features on the plan and being able

to reproduce the size and specifications of the plan to scale at ground

level. Identifying datum points and measurements so that features are

located in the correct position and can be checked by corresponding

measurements and identifying key design symbols and what they

represent on the landscape plan.

4.4 Explain the methods and equipment for setting out in the

horizontal and vertical planes to include horizontal planes to be

set out using survey chains as a base line, tape measures, pegs, chain

arrows and ranging rods to mark survey stations. Triangulation of

measurements to establish features such as datum points and trees

accurately. Squares and rectangles to be set out using the 3, 4, 5

triangle to establish corners so that they are at 90 degrees to reduce

setting out error. A line from a central pin measuring the correct

radius to another pin to scribe out circles and arcs. Vertical planes to

be set out to establish heights of pegs using boning rods, quickset level

and staff or laser levels. Levels are recorded using either a rise and fall

level book or a height of collimation book and once collated any errors

can be identified and recalculated using back sight intermediate sight

and fore sight readings. Once levels are established then contour lines

can be calculated as necessary.

4.5 Explain the mathematical and geometrical principles for setting

out to include landscapers 3, 4, 5 triangle to establish a 90 degree

corner is based on 3, 4 and 5 added together make 12. 0m and 12m

are at the same point with pegs inserted accurately at 3m and 7m to

make a 3,4,5 triangle with an accurate 90 degree corner which can

then be projected.

Triangulation is based on two measurements of length from two

different points on a base line and where the two length measurements

arc together on the ground from the base line makes a triangle to mark

the location or corner of a feature hence the name triangulation.

658

Surveying with a quickset level uses a datum point to start which is

known as a back sight reading to start followed by intermediate sight

readings until the final reading when a foresight reading is made. This

allows for different areas to be joined up in the survey and errors can

then be calculated to check accuracy. See LO4.4 for further details.

4.6 Explain how to calculate gradients, risers and treads risers and

treads for steps are calculated by knowing the total going (the distance

from the paving at the bottom to the top step horizontally) and the

total rise (the distance from the paving at the bottom to the top step

vertically). The distance of the total going is divided by 300mm to give

the number of treads required and the distance of the total rise is

divided by 200mm to give the number of risers needed. The actual

dimensions can be altered slightly so that all treads and risers are the

same size but risers must be between 150mm and 225mm and treads

between 250mm and 600mm. To calculate gradients see LO1.3 for

further details.

4.7 Explain the design of steps to achieve safe access when travelling

from one level to a much higher level by way of a succession of treads

and risers so that the distance can be bridged in small manageable

steps for a range of users.

4.8 Explain the methods of detecting underground services to

include visual observations of the site and accessing plans of services

and utilising local knowledge of personnel on site. Further checks are

carried out using a CAT scanner (Cable Activity Traser) to locate

underground cables.

4.9 Explain the typical contingencies and how to handle these

effectively contingency of money to be available for work not specified

in the contract and where the client and the contractor agree in writing

that extra work is deemed necessary and agreed between the two

parties such as removal of rubbish dumped on a site by fly tippers and

removal of hidden asbestos by an approved contractor.

4.10 Explain the types of problems and how to resolve these and

whom these should be reported to Accidental Damage – cutting

through underground services use of CAT scan required and reference

to site plans to detect gas, water and electricity pipes and prevent the

dangers of pressure, explosion and electrocution. If pipes are

659

damaged speak to superior and contact the service provider

immediately. Damage to tools, equipment and materials must be

reported and damaged tools removed for safety. Industrial accidents –

stop work, cordon off area, treat any employees and reassess risk

before continuing. Report in accident book and inform site manager.


equipment


in a fit state for use to minimise risks see LO2.1 for further details.

Learning Outcome 6. Know and understand relevant health and

safety legislation and environmental good practice



work see LO3.1 for further details.

6.2 Explain the principles and application of risk assessment the

principles of risk assessment are to reduce the levels of risk for all

tasks to an acceptable level by identifying the hazards, deciding who

might be harmed, evaluating the risks and recording the findings and

then reviewing assessments every year. The application is that all

landscape maintenance tasks and all landscape sites and necessary

personnel must be risk assessed before work takes place. See LO4.10



respond appropriately see LO3.2 for further details.


waste see LO3.3 for further details.


purposes and the importance of maintaining them all employees

to be briefed for recording purposes to include producing receipts for


client to include details of work carried out as well as copies of invoices

for materials for the contracted work. The importance for maintaining

records is for accounting and audit trails. See LO1.6 for further details.

660










construction of soft or hard landscape features giving learners the



assessment criteria. Prior to, during and after completion of construction

work photographs or video could be taken to provide evidence of progress.




construction work and witness testimony, answering oral or written


knowledge evidence













661


where possible e.g. Learning Outcomes 1, 2, and 3 link together and





appropriately.











Product evidence

Plans

Records

Specifications

Observation reports




Witness statements






662


schedules








appropriately.








legal publications


Local Authority websites for Building Control Department The Department for Environment, Food and Rural Affairs website





Horticultural Code of Practice - Helping to prevent the spread of invasive non-native species

The Code of Practice: Protecting our Water, Soil and Air has a useful







663


about levelling, surveying and constructing landscape sites including

features such as steps.

The website www.landscapeexpert.co.uk/slopes-and-changes-in-

level.html gives some information about changes in level in the

landscape.



http://www.landscapeexpert.co.uk/slopes-and-changes-in-level.html

http://www.landscapeexpert.co.uk/slopes-and-changes-in-level.html

664

Laying Hard Surfaces for External Landscaping

Unit Reference

T/502/1186

Level

2

Credit Value

4

Guided Learning

Hours

30

Unit Summary


the knowledge and skills required when laying hard

surfaces for external landscaping. The hard

surfaces could include concrete, tarmac and paving

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.3)

The learner can

1. Be able to lay hard

surfaces

1.1 Install hard surfaces safely and according to

specifications and requirements for use

1.2 Protect hard surfaces effectively against

weather and use until they are in a suitable

condition

1.3 Leave the site safe, tidy and suitable for

intended use



2. Be able to work

safely and minimise


safety and is consistent with relevant legislation,


665

environmental

damage





affecting the design

and laying of hard

surfaces.

3.1 Explain the environmental issues of run off and

drainage requirements

3.2 Identify the factors affecting the choice and

specification of surface

3.3 Describe the principles and methods of laying

the following hard surfaces

Concrete

Tarmac

Sets and block paving

Flags – pre-cast or natural paving

3.4 Describe protection methods and how to select

the appropriate one for the type of hard surface

and site

3.5 Suggest typical problems that may occur and

how to deal with these effectively

4. Know the relevant

health and safety

legislation and

environmental good

practice.



requirements


minimised



666


T/502/1186 Laying Hard Surfaces for External Landscaping – Level 2

Indicative Content









Note 3: The example used in this indicative content is block paving unless

stated.

LO1, and LO2 are the key areas of competence for this unit.

Learning Outcome 1. Be able to lay hard surfaces

1.1 Install hard surfaces safely and according to specifications and

requirements for use to include cordoning off work areas from the

public and having safe access and egress points for machines and

work personnel. Surfaces must be installed to the specification to

include correct dimensions of area to be paved as well as the correct

depths of compacted hardcore, compacted sand and block pavers

must correspond with surrounding levels in the landscape and be

suitable for purpose if steps or slopes are included.

1.2 Protect hard surfaces effectively against weather and use until

they are in a suitable condition to include protection of work

partially completed together with materials such as bags of cement

from bad weather and disconnect any electrical appliances. Cover all

materials such as hardcore, sand and blocks with plastic sheeting

together with the area being constructed to stop water-logging so that

667

the block paving can be completed in relatively dry conditions with dry

products so that the sand does not smear the blocks. Once completed

the block paving can be sealed against the weather using a water-

proof sealant.

1.3 Leave the site safe, tidy and suitable for intended use to

include ensure the site is restored to a safe condition and its intended

use consistent with the surrounding environment and is clear of

unwanted materials and presentable immediately after construction

with any minor work being identified by site checks before site is

handed back to the client. Final checks to include health and safety

checks that block paving and edging are secure and that all rubbish

and potential trip hazards have been removed from site and that the

site has been restored safely for public access.


throughout to include provide clear and accurate information for both

clients and employees so that it is clear when and where work is to be

carried out and for recording purposes to include producing receipts for

additional costs and expenses, site visits books to be signed by the client

to include details of work carried out as well as copies of invoices for

materials for the contracted work.

Maintain effective working relationships by having good regular

communication and checking regularly with both employees and the

client to ensure that all aspects of the work are completed to the

required standard and to resolve any issues that arise.





additional requirements to include work practices promote health

and safety and are consistent with relevant legislation, codes of

practice and any additional requirements including Health and Safety,

Environmental Protection legislation including Waste Acts and COP’s

such as soil, water and air and additional requirements such as

customer regulations, environmental health requirements as well as

LOLER, PUWER, Manual Handling and Stop Safe.

668


damage to include ensure work is carried out in a manner which

minimises environmental damage by carefully planning site access

such as the removal and delivery of materials, working in correct

weather conditions and not allowing run off from chemicals or waste

products into water courses in line with Environmental Agency

guidelines. Ensure that when constructing the block paving that any

plants nearby are protected from damage. Ensure that washing out of

mixers and equipment does not put waste into water courses and that

all waste is reused or put into a skip. Any leftover sand, hardcore and

blocks can be bagged up and stored safely for another job.

2.3 Dispose of waste safely and correctly to include manage and

dispose of waste in accordance with legislative requirements and

codes of practice to include: organic wastes such as soil which can be

stored and then re-used; vegetation that can be composted; wood

that can be chipped. Inorganic wastes such as empty preservative

containers mortar and concrete blocks can be re-used as hardcore if

appropriate or disposed of into a skip. The local authority waste

recycling facility is another alternative for disposing of waste.

LO3, and LO4 are the key areas of knowledge for this unit.

Learning Outcome 3. Know the principles affecting the design and

laying of hard surfaces

3.1 Explain the environmental issues of run off and drainage

requirements to include suitable drainage channels to be installed

in the block paving where necessary to remove grey waters into waste

water drains instead of running off into nearby water courses and

streams. Care must be taken during construction to ensure that there

is no pollution to the surrounding area.

3.2 Identify the factors affecting the choice and specification of

surface to include rigid paving such as slabs, concrete and tarmac

will depend on use whether pedestrian or vehicular paving and the

finish required. Slabs are used for pedestrian walkways whilst tarmac

and concrete can be used for both pedestrian and vehicular paving

with the depth being 150mm for vehicular concrete and 75mm for

pedestrian areas. Flexible paving such as block paving are designed

669

for movement when under greater loads such as wagons on garage

forecourts and choices here depend on colour and patterns.

3.3 Describe the principles and methods of laying the following to

include

hard surfaces in general and dug out to the correct depth removing

soft spots and filling with hardcore before spraying with a systemic

herbicide before the base layer of hardcore is laid and compacted

with a vibrating plate. A geotextile membrane can then be laid if the

area has a specific problem with pernicious perennial weeds before

the finished surface is laid to specification which depending on the

choice of surface may include edge restraints and a layer of sand

between the compacted hardcore and the paving units being laid.

concrete must be laid with a 150mm layer of hardcore for vehicular

paving and a 100mm layer for pedestrian paving. Temporary edge

restraints are installed (Shuttering) to hold the concrete in place

whilst it dries out and a sheet of plastic can be installed between the

hardcore and the concrete to prevent ground water entering the

concrete. The concrete is installed between the shuttering and

tamped and screeded before a patterned surface is made by either a

float or a brush.

tarmac must be dug out as above and kerb edges need to be

installed before a 150mm sub-base of hardcore is installed and

compacted. A 50mm layer of Dense bitumen Macadam is installed

and compacted before a surface course of 25mm asphalt is laid level

with no roller marks or deviations of more than 6mm in level so that

the surface is flush with surrounding areas.

sets and block paving: Block Paving must be laid inside solid

edge restraints that are concreted in securely. A layer of 150mm of

hardcore is compacted level before a 50mm layer of sand is

compacted below the layer of blocks. Once the blocks are laid, sand

is scattered over the blocks before a final consolidation and brushing

the sand down between the blocks so that there are no gaps. A

proprietary sealant could then be used to seal and protect the

surface.

flags – pre-cast or natural paving must have a 150mm layer of

compacted hardcore before the flags are laid onto a bed of sand or

mortar which is 50mm in depth and the mortar can be laid as five

spots for each slab or cross and box method or a continuous bed of

mortar. The slabs are laid either butted together or they are laid

with a 10mm gap in between using wooden blocks. Once the slabs

670

are dry they are either pointed up with mortar into the 10mm gaps

or a dry sand/cement mix is brushed into the butt joints.

3.4 Describe protection methods and how to select the appropriate

one for the type of hard surface and site see LO1.2 for examples.

3.5 Suggest typical problems that may occur and how to deal with

these effectively to include accidental damage – cutting through

underground services use of CAT scan required and reference to site

plans to detect gas, water and electricity pipes and prevent the dangers

of pressure, explosion and electrocution. If pipes are damaged speak

to superior and contact the service provider immediately. Damage to

blocks and edging restraints to be replaced as necessary. See LO2.2


Learning Outcome 4. Know the relevant health and safety

legislation and environmental good practice.


practice and any additional requirements see LO2.1 for examples

4.2 Describe how environmental damage can be minimised see

LO2.2 for examples


inorganic waste see LO2.3 for examples.










construction of a surface giving learners the opportunity, first to practice

the various tasks involved and then to be observed correctly doing each

671

task to demonstrate achievement of the assessment criteria. Prior to,

during and after completion of construction work photographs or video

could be taken to provide evidence of progress.






knowledge evidence








The assessment of some knowledge and understanding may take place in

a non-work based environment e.g. training centre, however it must link










appropriately.



672









Product evidence

Observation reports




Witness statements







schedules



Receipts from product and equipment purchases






appropriately.



673




Useful sources of reference The Health and Safety Executive website http://www.hse.gov.uk/

has useful information about identifying what health and safety legislation applies to areas of work and lists of Acts, Statutory

instruments and legal publications The Office of Public Information website http://www.opsi.gov.uk has


The Department for Environment, Food and Rural Affairs website http://www.defra.gov.uk/ has up to date information about

legislation, codes of practice and consultations in the horticultural / agricultural sectors.














674

Construct Free Standing Walls

Unit Reference

A/502/1187

Level

2

Credit Value

4

Guided Learning

Hours

30

Unit Summary


the knowledge and skills required to construct free

standing walls. This included mortared brick and

stone walls

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.3)

The learner can

1. Be able to

construct free

standing walls

1.1 Prepare effective ground footings

1.2 Construct and finish walls and related

structures safely and in accordance with

specifications

1.3 Protect the walls and related structures

effectively according to type of materials and

environment

1.4 Leave the site in a tidy and undamaged




675

2. Be able to work

safely and minimise

environmental

damage








of constructing free

standing walls

3.1 Interpret design specifications

3.2 List the factors influencing specifications for

walls

3.3 Describe the types of ground preparation and

footings appropriate to walls and related structures

for

Mortared brick walls

Stone walls

3.4 Describe protection methods according to

types of materials and situation

3.5 Compare the application of types of structure

and choice of materials

3.6 Summarise the construction regulations and

standards pertinent to wall construction

3.7 Identify the potential hazards when

constructing walls and related structures

3.8 Suggest typical problems that may occur and



health and safety

legislation and



requirements

676

environmental good

practice.


minimised



677


A/502/1187 Construct Free Standing Walls - Level 2

Indicative Content







LO1 and LO2 are the key areas of competence for this unit.

Learning Outcome 1. Be able to construct free standing walls

1.1 Prepare effective ground footings effective ground footings

prepared for brick walls: types of walls e.g. half-brick or full-brick,

stone walls of stone blocks or drystone. Depth of footings depends on

height of wall e.g. for walls less than one metre high - 28 cm of

tamped down hardcore and 10 cm of concrete. Width of footings e.g.

three times width of half brick wall, twice width of full brick wall.

Ensure any excess water is removed from trench

1.2 Construct and finish walls and related structures safely and in

accordance with specifications operations to include marking out,

digging trench for and laying footings, marking out and accurately

laying first course, construct body of wall and header course, finishing

the wall. Constructed safely e.g. use of correct PPE, safe lifting and

construction techniques. According to specifications e.g. dimensions,

materials used, type of bond, header and finish required

1.3 Protect the walls and related structures effectively according to

type of materials and environment protection methods for footings

and mortar against effects of cold or very hot weather e.g. cover with

plastic sheeting or sacking, use accelerators together with appropriate

protection

678

1.4 Leave the site in a tidy and undamaged condition following

operations tidy e.g. mortar, sand or cement cleared. Undamaged e.g.

damage to lawns such as ruts or ragged edges made good


throughout effective working relations maintained: Communication

e.g. polite and respectful and keeping people informed. Respect for

e.g. staff, property and grounds. Attitude to work e.g. keep promises,

turn up on time, work to agreed plans and costings and at an

acceptable standard, tidy up afterwards





additional requirements e.g. Health and Safety, Environmental

Protection and Waste Acts, COPs as applicable, risk assessment and

additional requirements e.g. check with Local Authority regarding

height restrictions, depending on depth of footings may need to CAT

scan for services


damage e.g. flattening or rutting of ground minimised during

operations, walking boards used, washing cement, sand or additives

into drains or ground water minimised, drainage through retaining

walls to prevent water build up.

2.3 Dispose of waste safely and correctly waste e.g. organic - green

waste or inorganic - broken bricks, excess mortar. Correctly - refer to

LO4.3. Safely e.g. PPE, safe lifting

LO3 and LO4 are the key areas of knowledge for this unit.

Learning Outcome 3. Know the principles of constructing free

standing walls

3.1 Interpret design specifications type and purpose of wall,

dimensions, materials, colour, construction methods. Height - check

whether any Local Authority restrictions apply. Refer to LO3.6

679

3.2 List the factors influencing specifications for walls functional

factors e.g. need to incorporate reinforcing rods in retaining walls,

supporting piers and movement joints in high walls. Environmental

needs e.g. need for wall to blend in with surroundings. Legal

requirements e.g. need for strengthening piers and refer to LO3.1.

Aesthetic needs e.g. planting walls in relation to intended type of plant

display

3.3 Describe the types of ground preparation and footings

appropriate to walls and related structures for mortared brick

walls and stone walls marking out, depth and width of trench for

footings, depth of hardcore and tamping. Depth of concrete and

setting time. Depth of top of footing below ground level. Brief

consideration of situations where welded wire reinforcing will be

needed. Refer to LO1.1

3.4 Describe protection methods according to types of materials

and situation protection methods e.g. for concrete footings, mortar or

rendering to ensure correct setting rate during cold or very hot

weather. Refer to LO1.3

3.5 Compare the application of types of structure and choice of

materials e.g. barbeque, seating or screen, retaining, planting or

drystone walls. Choice of materials e.g. clay bricks - standard or

special. Consider the advantages of using specified materials for

different applications e.g. natural stone blocks for random rubble dry

walling - save time, look natural and allow plants to be placed in gaps,

consider coping stones to finish off

3.6 Summarise the construction regulations and standards

pertinent to wall construction check Local Authority requirements

for planning permission in relation to height and location of wall e.g.

next to highway and over 1 m in height or over 2 m elsewhere. Other

planning conditions e.g. open plan estates, areas covered by an Article

4 direction, proximity of conservation area or listed buildings - may

need Listed Building consent. Also possible obstruction of public

footpaths. Party Wall Act applies e.g. to building work on the boundary

of a neighbouring property. Walls must be structurally sound - basic

principles e.g. square, level and plumb. Consult Local Authority

building regulations for standards e.g. thickness of walls depending

upon building zone. Thickness determines dimensions of footings.

680

Seek additional guidance for walls built in particular

locations/circumstances e.g. retaining walls / additional loading /

expansive clay soils

3.7 Identify the potential hazards when constructing walls and

related structures building on or against a slope, type of ground

surface and drainage, proximity of highways or trees / roots

3.8 Suggest typical problems that may occur and how to deal with

these effectively e.g. absorption of water from the concrete of the

footings into the surrounding soil - prevented by damping down the

foundation trench before placing concrete; build-up of water behind a

retaining wall - prevented by placing gravel backfill behind wall and

drainage pipes through wall




practice and any additional requirements Health and Safety e.g.

Health and Safety at Work Act, Management of Health & Safety at Work

Regulations, Provision and Use of Work Equipment Regulations.


waste disposal. Waste e.g. Hazardous Waste Regulations.

Environmental Codes of Practice e.g. Protecting our Water, Soil and Air.

Additional requirements - refer to LO3.6


examples in LO2.2


inorganic waste of care - controlled wastes. Where to dispose e.g.

check costs, procedures and which Local Authority sites accept types of

waste. Method of disposal e.g. recycle / reuse - bag / bin or consider

skip hire / private disposal with a licensed contractor. Refer to LO2.3




681






those who have experience in this area of work or by supervised wall

construction giving learners the opportunity, first to practice the various


demonstrate competence in each of the assessment criteria.

Prior to, during and after completion of wall construction activities




which could be linked to the practical work e.g. by observation of wall

construction activities and witness testimony, answering oral or written


knowledge evidence













appropriately.

682












Product evidence

Observation reports



Worksheets/job sheets/workbooks/wall structure plans

Witness statements







schedules








appropriately.

683






Local Authority websites for Building Control Department The Department for Environment, Food and Rural Affairs website has












684

Install Hard Landscape Features and Structures

Unit Reference

F/502/1188

Level

2

Credit Value

6

Guided Learning

Hours

45

Unit Summary


the knowledge and skills required to install hard

landscaping features and structures such as sports

and play equipment and small sectional buildings

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.4)

The learner can


hard landscape

features and

structures

1.1 Prepare the ground and footings

1.2 Install features and structures safely and

according to specification

1.3 Protect features and structures against

deterioration

1.4 Inspect features and structures for safety,

completeness and function

1.5 Leave site safe, tidy and in a suitable condition

for subsequent work



685

2. Be able to work

safely and minimise

environmental

damage







3. Know how to install

hard landscape

features and

structures

3.1 Describe how to prepare the ground and

footings appropriate to the range of features and

structures covering sports and play equipment and

small sectional buildings

3.2 Describe the characteristics, safety

requirements and methods of application of

preservatives

3.3 Outline the potential hazards when assembling

and installing structures

3.4 Suggest the typical problems that may occur

and how these can be dealt with effectively


health and safety

legislation and

environmental good

practice



requirements

4.2 Outline the principles and application of risk

assessment


minimised



686


F/502/1188 Install Hard Landscape Features and Structures - Level 2

Indicative Content








Learning Outcome 1. Be able to install hard landscape features and

structures

1.1 Prepare the ground and footings location of feature/structure

accurately identified. Site risk assessment e.g. studied and

implemented. Site clearance e.g. materials to be cleared identified and

confirmed. Site prepared e.g. levelled if necessary. Site secured as

appropriate e.g. CAT scan for underground services, fencing, warning

signs. Footings prepared: operations to include marking out and

levelling of site e.g. of anchorages for posts / pillars, footings for sheds

or pergolas. Preparation of footings e.g. digging out hole, trench or

area, laying and tamping hardcore / sand as appropriate and laying

concrete slabs or concrete to required depth and depth of top of footing

below ground level or around post. Curing time for concrete

1.2 Install features and structures safely and according to

specification features and structures safely installed according to

specification: feature / structure constructed safely e.g. use of correct

PPE, safe lifting and construction techniques. In accordance with

specifications e.g. dimensions, materials used, construction methods

and finish required. Construction operations to include marking out and

accurately constructing base, main body and top work of feature or

687

structure and finishing e.g. attachment of doors, windows, ropes, nets

or slides.

1.3 Protect features and structures against deterioration protection

methods for footings and mortar against effects of cold or very hot

weather and to allow time for curing e.g. cold weather cover with

sacking, taped off / warning signs to prevent access. Protection

methods for wood structures against fungal decay and insect

infestation e.g. if possible use timber that has been factory treated with

wood preservative, soak cut ends, brush on wood preservative,

consider water-based preservatives

1.4 Inspect features and structures for safety, completeness and

function for safety e.g. climbing nets secure, sharp edges removed or

guarded, no cracks, unstable parts or tripping hazards. For

completeness e.g. specification fully met. For function e.g. correct

materials used, door and windows open, rope ladder securely attached

at top and bottom

1.5 Leave site safe, tidy and in a suitable condition for subsequent

work site left safe, tidy, suitable for subsequent work: Safe e.g.

correct or remove tripping hazards. Tidy e.g. wood chippings, sawdust

or mortar brushed off. Suitable for subsequent work e.g. spare

materials moved to next site of use or storage, multi stage projects

facilitated


throughout e.g. polite and respectful and keeping people informed.

Respect for e.g. staff, property and grounds. Attitude to work e.g. keep

promises, turn up on time, work to agreed plans and acceptable

standard, tidy up afterwards.






Protection and Waste Acts, COPs as applicable, risk assessment and

additional requirements e.g. depending on depth of posts may need to

CAT scan for services.

688


damage environmental damage minimised e.g. recycle / reuse

materials, leave space around trees, care not to damage roots,

surrounding grassed areas or drainage systems, choice of preservative

e.g. use water based preservatives, do not burn preservative treated

wood on an open fire.

2.3 Dispose of waste safely and correctly waste e.g. organic - green

waste, wood trimmings or inorganic - excess mortar, rope. Correctly -

do not flush leftover wood preservative into water system - refer to

LO4.4. Safely e.g. PPE, safe lifting.


Learning Outcome 3. Know how to install hard landscape features

and structures

3.1 Describe how to prepare the ground and footings appropriate to

the range of features and structures covering sports and play

equipment and small sectional buildings. How to prepare the ground

and footings e.g. for sheds, lean-to shelters, climbing frames, slides,

forts. Operations to include all those in LO1.1

3.2 Describe the characteristics, safety requirements and methods

of application of preservatives characteristics of pressure treated

timber, organic solvent based and water based wood preservatives.

Safety requirements: Correct PPE e.g. gloves, old clothes, face mask.

Working methods e.g. when cutting treated wood work outdoors if

possible, wash self and clothes. Methods of application e.g. wood

preservatives applied in the factory under pressure or with brush or

sprayer.

3.3 Outline the potential hazards when assembling and installing

structures e.g. tools such as saws, hammers or power tools, lifting

and placing heavy timber or panels, working with treated wood or

preservatives, working at heights, edges, corners, protruding nails, bolt

heads.

3.4 Suggest the typical problems that may occur and how these can

be dealt with effectively e.g. not having right tools for job - hire

from tool-hire centre; lifting and positioning panels or posts - get help,

689

use support such as bracing timbers and lift efficiently; obstructions

such as branches - remove or adjust or incorporate in planned layout;

costs - get quotes, consider alternative materials, recycle; services in

way - CAT scan prior to work commencing.






Provision and Use of Work Equipment Regulations Environmental

Protection e.g. Environmental Protection Acts covering waste disposal.

Waste e.g. Hazardous Waste Regulations Environmental Codes of

Practice e.g. Protecting our Water, Soil and Air. Additional

requirements: Check with Local Authority for any regulations or

permissions that apply to e.g. placement or height of features /

structures, position of services / need for CAT scan if digging.

4.2 Outline the principles and application of risk assessment refer to

the ‘Five Steps to Risk Assessment’ produced by HSE.


examples in LO2.2




types of waste. Method of disposal e.g. recycle / reuse - bag / bin or

consider skip hire / private disposal with a licensed contractor. Check

Local Authority procedures regarding hazardous waste such as wood

preservatives or preservative treated wood. Refer to LO2.3




690






those who have experience in this area of work or by supervised installation

of hard landscape features or structures giving learners the opportunity, first


doing each task to demonstrate competence in each of the assessment

criteria.

Prior to, during and after completion of installation work photographs or

video could be taken to provide evidence of progress.



which could be linked to the practical work e.g. by observation of the

installation of a structure or feature and witness testimony, answering oral


the knowledge evidence


This unit will be internally assessed, internally and externally moderated

via a learner’s portfolio and other related evidence, against the unit

outcomes and assessment criteria.









appropriately.

691












Product evidence

Observation reports



Worksheets/job sheets/workbooks/structure plans

Witness statements







schedules








appropriately.

692



















693

Plan and Construct Water Features

Unit Reference

F/502/1191

Level

3

Credit Value

6

Guided Learning

Hours

39

Unit Summary



to plan and construct pools and water features

Learning Outcomes

(1 to 6)

The learner will

Assessment Criteria

(1.1 to 6.4)

The learner can


and use relevant

equipment



throughout

2. Be able to

construct pools and

water features

2.1 Review site conditions to establish suitability

prior to commencing operations

2.2 Prepare the site and select and use three

materials following specifications

Puddled clay liners

Fibre glass in situ

Concrete in situ

Irregular shaped preformed or pre-cast

Butyl or pvc liner

2.3 Interpret specifications and plans

694

2.4 Install and construct pool and water features

safely, following specifications

2.5 Check that the installation is working correctly

and rectify any faults




safely as necessary



environmental good

practice








4. Understand the

principles

underpinning

installation and

construction of pools

and water features

4.1 Describe the conditions suitable to the

construction of pools and water features

4.2 Describe the features and application of

materials

Puddle clay liners

Fibre glass in situ

Concrete in situ, irregular shaped

preformed or precast

Butyl or PVC liner

4.3 Explain the principles and methods of pool and

water feature construction

4.4 Explain the principles of pump power

calculation, selection and positioning

695

4.5 Explain the safety requirements for pump

systems

4.6 Describe the methods of checking the

functioning of the installation

4.7 Describe the symptoms of faults such as leaks

and malfunctioning of pumping systems

4.8 Explain the potential hazards when

constructing ponds

5. Understand the

reasons for

maintaining

equipment



6. Understand

relevant health and


environmental good

practice



requirements







maintaining them

696


F/502/1191 Plan and Construct Water Features - Level 3

Indicative Content











equipment


and effective condition throughout e.g. spade blade cleaned,

checked for cracks / firm attachment of handle. Used e.g. push tread

with sole of foot to avoid slippage/scrapping achilles tendon, lift within

capacity. Maintained e.g. clean / oil after use. Ensure tools properly

/ securely stored after use and records made of maintenance and

repairs. Refer to LO5.1

Learning Outcome 2. Be able to construct pools and water features

2.1 Review site conditions to establish suitability prior to

commencing operations e.g. sheltered from wind, good sunlit

position, away from shade / frost pockets, flat or sloping provided land

stable, natural features already present. Drainage e.g. well drained

area, possibility of run-off into water feature from surrounding land -

fertiliser / silt, high water table and possibility of flooding / boggy areas

around feature / liner distortion. Access e.g. to and around pond to

697

plant / weed / tend pump. Site safety e.g. children - access restricted,

slippery / steep. Refer to LO4.1

2.2 Prepare the site and select and use three materials following

specifications study /prepare site to specifications - refer to LO2.3.

Level / clear site. Organise tools / equipment - refer to LO1.1, order

materials, store near feature ready for use, not obstructing. Arrange

temporary storage / removal of spoil. Measure / mark out site including

allowances e.g. for back filling. Three materials selected and used:

puddled clay liners e.g. condition of clay during use, number and

thickness of layers, sections, total coverage, puddling process, cover to

retain moisture / prevent cracking

fibre glass in situ e.g. pre-cut glass fibre sheets, fray edges, apply

primer, polyester resin and catalyst, tools used, timing, apply glass

fibre, number, overlap and saturation of layers, consolidation, apply to

corners, apply topcoat /pigment /catalyst

concrete in situ e.g. prepare footings, compact sand / hardcore,

pour concrete / tamp level, build concrete block walls, reinforce, fill

voids / space blocks to soil, render, seal

irregular shaped preformed or pre-cast e.g. mark outline,

measure shelf depth, dig hole to level of shelf and deep section, clear

stones, sand layer, pond in, check level across length and width,

adjust, backfill

butyl or PVC liner - refer to LO2.4. Whole section - need to

calculate quantities and areas needed - refer to LO4.2 for features

and application of these materials

2.3 Interpret specifications and plans e.g. location, dimensions, shape,

materials, construction methods including mixing / timing,

incorporation of other water features, plumbing / electrical work,

methods of access to / transport within site, spoil / vegetation

clearance/ removal / use. Plans interpreted e.g. grid on site, mark

dimensions / shape of feature.

2.4 Install and construct pool and water features safely, following

specifications construct pool with butyl liner e.g. prepare site, dig

desired profile / depths, clear span round perimeter for overlap/edging

materials, sharp stones removed, spread / contour underlay, unfold

butyl liner as per supplier’s instructions, centre, pile bricks around

edges to secure (e.g. on underlay to protect lining), slowly fill liner with

water moving securing bricks as it sinks, prepare perimeter footing to

698

support edging slabs, lay slabs, trim surplus liner. Water feature

installed: submersible pump for fountain e.g. prepare base of bricks on

underlay off cuts to place nozzle above pond surface, disguise cable for

electricity under rock as it emerges from pond, install cable to power

supply / use Building Regulations-Part P qualified electrician. Safely

constructed e.g. edging slabs secure, electricity - refer to LO4.5, RCD

fitted, cable marked on plan of garden.

2.5 Check that the installation is working correctly and rectify any

faults e.g. check pump works, adjust flow to achieve desired fountain

height / width. Types of faults e.g. pond lining leaking, flexible pond

liner distorts / rises, pump not raised off bottom and intake gets

blocked, filter / spray holes blocked, faulty motor / pipe or electrical

connections.


throughout communication e.g. polite and respectful and keeping

people informed. Respect for e.g. staff, property and grounds.

Attitude to work e.g. keep promises, turn up on time, work to agreed

plans / prices and to acceptable standard, tidy up afterwards. Staff

supervised - clear communication, firm but fair.

2.7 Deal with problems efficiently, effectively and safely as

necessary e.g. butyl liner small puncture - empty pond to below level

of puncture, thoroughly clean liner around puncture, roughen surface

with sandpaper, use appropriate adhesive, patch with off-cut of original

liner, apply adhesive to both liner and patch. Safely e.g. use pump to

empty pond (saves lifting bucket), work from secure position, care

when leaning over edge of pond and of slippery surfaces.





requirements e.g. Health and Safety, Environmental Protection and

Wildlife and Countryside Acts / COPs as applicable, risk assessment and

additional requirements. Refer to LO 6.1


environmental damage e.g. by carefully planning site access,

699

walking boards for access and removal of spoil, polythene sheets to

hold spoil / separate topsoil for re-use and subsoil / protect lawn. Refer

to LO6.2.


requirements and codes of practice waste e.g. organic - ground

cover vegetation or inorganic - subsoil, cement waste, off cuts.

Managed - e.g. refer to LO2.2 or LO3.2, bag / bin offcuts, wire, piping,

cement or fibreglass waste etc. Disposed of refer to LO6.1 and LO6.3.

LO4, LO5 and LO6 are the key areas of knowledge for this unit

Learning Outcome 4. Understand the principles underpinning

installation and construction of pools and water features

4.1 Describe the conditions suitable to the construction of pools and

water features Refer to LO2.1. Trees e.g. well away from chosen

area to avoid shed leaves / shading. Water / electricity available. No

underground services present at site.

4.2 Describe the features and application of materials - refer to

LO2.2 for application. Features:

puddled clay liners e.g. traditional clay to create a natural / wildlife

pond

fibre glass in situ e.g. rendered concrete block / brick fish pond

structure - Koi carp pond with colour of fibre glass selected to show

off colours of fish

concrete in situ e.g. formal rectangular pond, vertical walls, long

clean lines

irregular shaped preformed or pre-cast e.g. informal, small

areas, sunken or raised Butyl or PVC liner e.g. informal, semi-formal,

formal ponds

4.3 Explain the principles and methods of pool and water feature

construction e.g. keep preparation of hole / trench to desired size,

shape, depth, levels and gradient as simple as allowed by fitness for

purpose / specification to save material costs / complexity of

construction, excavate hole / trench larger than planned finished size

to allow for back fill / hard-core foundation / lining sand as appropriate,

ensure stable base / edges are level / match gradient, remove threats

to integrity of the liner / walls, install protective layer of sand /

700

underlay and profile as required, install chosen liner / rigid unit / walls

/sections and backfill ensuring no gaps between supporting surfaces,

construct soundly - reinforcing / ties, ensure waterproof - rendering /

fibre glass / waterproof sealants, sufficient time / protection for drying

/ curing, check pH on filing new pond / feature, disguise anything

unsightly - lining / cables / external pump housing, ensure edging is

level / securely constructed. Methods of construction e.g. refer to

LO2.2, LO2.3, LO2.4, LO4.2, 4.4.

4.4 Explain the principles of pump power calculation, selection and

positioning the function of the pump is to move the mass of the water

causing it to flow and to lift the water to the required height / head

above pond surface. The pump motor produces a fixed amount of

energy that has to be divided between the two functions above. If the

head to which a given volume of water has to be lifted increases less

energy is available to move the water and the flow decreases. The

relationship of the two parameters above can be graphed giving a

curve for each type of pump to assist in making the right choice. Pump

selection factors to consider e.g. water volume in pond, length of

cycling all water in pond for aeration, features - fountain / waterfall,

head - refer to pump graphs to evaluate capabilities / pressure losses

to pipework / filter etc, continuous / periodic operation, cost to buy /

running, length of life, ease installation / maintenance, years of

warranty, choices - submersible, external or solar powered.

Positioning: lowest part of submersible pump supported / close to edge

so easy to reach for checking / service - refer to LO2.4. External pump

- position near feature, at similar level and camouflaged.

4.5 Explain the safety requirements for pump systems e.g. small

pumps - can use low voltage system with transformer, mains supply for

larger pumps - type of cable, impact resistant conduit, depth if buried,

need to apply warning tape, outdoor electrical sockets / connections

must be designed to be weatherproof - refer to LO2.4

4.6 Describe the methods of checking the functioning of the

installation pumps/filters e.g. clean/check condition of filter material,

inlet strainers/hoses - follow manufacturer’s instructions / schedules.

4.7 Describe the symptoms of faults such as leaks and

malfunctioning of pumping systems e.g. reduced height/volume,

distorted fountain spread or flow in waterfall /stream reduced to trickle.

701

4.8 Explain the potential hazards when constructing ponds e.g. deep

ponds - wall collapse, moving materials - incorrect manual handling or

dangers associated with barrowing spoil up a ramp into skip, handling

materials - fibre glass/concrete, slippery surfaces.


equipment


for use e.g. more efficient to use, minimise breakdowns, prolong

working life. Methods e.g. as appropriate clean tools, oil surfaces or

workings, check attachment of parts / nuts and bolts, sharpen, store

inside. Refer to LO1.1.






Provision and Use of Work Equipment Regulations, Electricity at Work

Regulations. Environmental Protection e.g. Environmental Protection

Acts covering waste disposal.

Wildlife e.g. Wildlife and Countryside Act covering protection of great

crested newts.

Codes of Practice e.g. Horticultural Code of Practice - Helping to

prevent the spread of invasive non-native species.

Additional requirements including Building Regulations - Part P

qualification / notification of Local Authority. BS Wiring Regulations.

Permission of Internal Drainage Boards and/or Environment Agency if

any effects on drainage ditches / streams / rivers / groundwater /

aquifers - refer to LO 3.1. May need Local Planning Authority (LPA)

permission depending on area of work, whether considered an

engineering works, how much spoil is to be removed and how it is to

be disposed of.


and how to respond appropriately e.g. floods, waterlogged, boggy

ground, flooded lawns / trees / shrubs leading to death, release of

species, dirty water, disease - install overflow system. How to

702

respond appropriately e.g. refer to LO3.2, provide drainage /

soakaway to prevent waterlogging around feature.


organic and inorganic waste duty of care - controlled wastes.

Where to dispose e.g. check costs, procedures and which Local

Authority sites accept types of waste. Method of disposal e.g. recycle*

/ reuse - bag or bin or consider skip hire / private disposal with a

licensed contractor - refer to LO3.4. *Green vegetation may be

composted but care not to introduce roots of pernicious weeds e.g.

couch grass or ground elder - bag or bin these.


purposes and the importance of maintaining them e.g. written or

electronic records of specification and agreed deviations, staff time per

project, equipment hire. Legislative purposes e.g. Health and Safety -

risk assessments, accident reports, RIDDOR, permissions from LPA,

Environment Agency. Importance of maintaining records e.g. check

costs, increase efficiency / safety, legally required, audit trail evidence

if problems arise and investigation ensues









those who have experience in this area of work or by supervised water

feature planning and construction activities giving learners the opportunity


doing each task to demonstrate competence in each of the assessment

criteria.

Prior to, during and after completion of practical water feature construction

tasks photographs or video could be taken to provide evidence of progress.

703



which could be linked to the practical work e.g. by observation of planning

or construction activities and witness testimony, answering oral or written


knowledge evidence.
















appropriately.









704




Product evidence

Observation reports


Reports/notes


Witness statements
























705

Local Authority websites for Building Control Department





The Pond Conservation website has useful information on both garden

and wildlife ponds at http://www.pondconservation.org.uk/


invasive non-native species The Code of Practice - Protecting our Water, Soil and Air has a useful


The Encyclopedia of Gardening - Royal Horticultural Society has a section on water gardening





http://www.pondconservation.org.uk/

706

Construct Rock Gardens

Unit Reference

J/502/1189

Level

2

Credit Value

6

Guided Learning

Hours

45

Unit Summary


the knowledge and skills required to construct rock gardens.

The learner must have an appropriate qualification

if they are to use machinery. The learner must have an appropriate knowledge

in manual handling techniques

Learning Outcomes

(1 to 5)

The learner will

Assessment Criteria

(1.1 to 5.3)

The learner can

1. Be able to

construct rock

gardens

1.1 Assess site conditions to establish suitability

for operation

1.2 Use suitable access routes for materials

1.3 Choose and use stone according to

specification, functional and aesthetic requirements

1.4 Handle materials safely and efficiently either

manually or by mechanical means as required

1.5 Construct rock work according to specification

and ensure it is functionally and visually

appropriate

707

1.6 Restore surroundings to a safe and

substantially original condition

1.7 Leave the site safe, tidy and ready for planting

following operations

1.8 Maintain effective working relationships with


2. Be able to work

safely and minimise

environmental

damage







3. Know how to

assess for

constructing rock

gardens

3.1 Describe how to assess suitability of site

conditions

3.2 Describe the criteria for selecting access routes

for materials


of working with rock

and soil

4.1 Describe the types and application of stone

used in rock garden construction covering out

crops, scree and moraine, valleys, cascades, steps

4.2 State the principles of arranging stone in rock

gardens

4.3 Describe the safety requirements when lifting

and handling stone

4.4 Describe the characteristics and purposes of

rock garden types

708

4.5 Describe the potential hazards resulting from

unsafe finished construction

4.6 Suggest the typical problems that may occur

and how these can be dealt with effectively

5. Know the current

health and safety

legislation and

environmental good

practice





minimised



709


J/502/1189 Construct Rock Gardens - Level 2

Indicative Content








Learning Outcome 1. Be able to construct rock gardens

1.1 Assess site conditions to establish suitability for operation

physical e.g. flat or sloping. Existing surface - roots, foundation and

drainage. Weather e.g. exposure to wind or frost. Aesthetic: Unity with

surroundings e.g. background, surrounding features, natural / formal

look. Proportions e.g. size in relation to size of garden.

1.2 Use suitable access routes for materials practicality of transport

e.g. assess ease, width restrictions, distance, soft ground. Safety -

obstacles e.g. anticipate steps, slopes, bends, overhead wires. Damage

to existing features minimised e.g. wheel ruts.

1.3 Choose and use stone according to specification, functional and

aesthetic requirements characteristics e.g. use correct type, size

colour. Functional needs e.g. use stone that does not cleave / decay.

Aesthetic needs e.g. correctly orientate bedding planes.

1.4 Handle materials safely and efficiently either manually or by

mechanical means as required manual e.g. use safe manual

handling technique. Mechanical means e.g. sack-barrow - take care not

to overload, hoists. Efficiently e.g. by planning to minimise moving

and lifting and avoid walking over stone.

710

1.5 Construct rock work according to specification and ensure it is

functionally and visually appropriate specification e.g.

arrangement of rock work as out crop or scree. Functionality e.g.

stones sloped inwards so water drains towards plants. Aesthetic e.g.

placed visually pleasing facings outward. Cross ref LO1.3

1.6 Restore surroundings to a safe and substantially original

condition hazards removed e.g. tripping - rocks. Condition of site

restored e.g. replace turf, re-seed grass, level ruts.

1.7 Leave the site safe, tidy and ready for planting following

operations safe e.g. by removing hazards such as unstable rocks. Tidy

e.g. brushing compost off rocks. Planting ready e.g. planting pockets

filled with compost.

1.8 Maintain effective working relationships with relevant people

throughout communication e.g. polite, respectful and keeping people

informed. Respect e.g. for staff, property and grounds. Attitude to

work e.g. keeping promises, turning up on time, working to agreed

plans and an acceptable standard, tidying up afterwards.






Protection Acts, COPs as applicable, risk assessment and additional

requirements. Refer to LO5.1.


damage e.g. by carefully planning site access, planks over soft soil,

recycling / reuse - stone for waterfalls, steps, retaining walls etc, care

around established plants, not gathering stone from countryside /

beaches.

2.3 Dispose of waste safely and correctly Waste e.g. organic - green or

inorganic - stone. Correctly - refer to LO5.3. Safely e.g. PPE, safe

lifting.

LO3, LO4 and LO5 are the key areas of knowledge for this unit.

711

Learning Outcome 3. Know how to assess for constructing rock

gardens

3.1 Describe how to assess suitability of site conditions refer to

examples in LO1.1

3.2 Describe the criteria for selecting access routes for materials

refer to examples in LO1.2

Learning Outcome 4. Know the principles of working with rock and

soil

4.1 Describe the types and application of stone used in rock garden

construction covering out crops, scree and moraine, valleys,

cascades, steps description e.g. sandstone - attractive colouring, long

lasting and slow to weather, stratified. Application e.g. often used to

construct out crop style rock gardens

4.2 State the principles of arranging stone in rock gardens e.g. order

of laying by size, depth of placement and ensuring stability, direction

of tilt of stones, creation of strata flow effect, direction of joints,

grouping of stones, creating opportunities for planting

4.3 Describe the safety requirements when lifting and handling

stone risk assessment prior to handling e.g. working on slope - stones

roll. Manual handling technique e.g. how to lift and carry stone, use of

crow bar. PPE e.g. steel toe-capped boots with pierce resistant

midsole, gloves - CE marked. Use of aids e.g. sack-barrow with

pneumatic tyres.

4.4 Describe the characteristics and purposes of rock garden types

characteristics e.g. moraine/scree are beds of small stones, grit and

gravel, moraines are supplied with water from below and scree beds

are not. Purpose e.g. alpine display more in keeping in small gardens.

4.5 Describe the potential hazards resulting from unsafe finished

construction e.g. unstable stones - cause loss of balance / fall onto

other stones, badly placed stones tip over - shin or ankle injury, algae /

lichen / moss cause slipping.

712

4.6 Suggest the typical problems that may occur and how these can

be dealt with effectively aesthetic e.g. poor design - the ‘currant

bun’ - group stones better. Placement of stones e.g. failure to seat

stones firmly - ram soil and small stones underneath. Poor drainage

e.g. heavy clay soils - create soak-away under rockery.

Learning Outcome 5. Know the current health and safety legislation

and environmental good practice



area of work e.g. Health and Safety at Work Act, Management of

Health & Safety at Work Regulations, Provision and Use of Work

Equipment Regulations, Lifting Operations and Lifting Equipment

Regulations


waste disposal

Codes of Practice e.g. Protecting our Water, Soil and Air.

Additional requirements e.g. Local Authority notifications e.g. sensitive

archaeological sites / other protected areas.


examples in LO2.2




types of waste. Method of disposal e.g. recycle / reuse - bag / bin or

consider skip hire / private disposal with a licensed contractor - refer to

LO2.3.







713




rock garden construction giving learners the opportunity, first to practice the


demonstrate achievement of the assessment criteria.

Prior to, during and after completion of rock garden construction work




which could be linked to the practical work e.g. by observation of rock garden



knowledge evidence



supervised by a suitably qualified person













appropriately.

714











Product evidence

Observation reports




Witness statements







schedules








appropriately.

715











invasive non-native species The Code of Practice - Protecting our Water, Soil and Air has a useful








716

Repair and Restore Walls

Unit Reference

M/502/1283

Level

3

Credit Value

4

Guided Learning

Hours

26

Unit Summary



to repair and restore walls. The learner will identify

the original condition, purpose and function of the

wall and be able to restore the wall to those

standards and objectives

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.3)

The learner can

1. Be able to repair

and restore

1.1 Identify and note the original condition of walls

prior to commencing operations

1.2 Determine the objectives of repair and

restoration

1.3 Identify any missing components

1.4 Using appropriate construction methods and

materials restore three of the walls listed below to

a substantially original condition

Mortared brick

Mortared stone

Free standing

Retaining

717

1.5 Ensure that walls are safe, stable, durable and

appropriate to function

1.6 Keep surroundings in a tidy and undamaged






environmental good

practice









repair and restore

walls

3.1 Explain the specifications, construction

methods and materials for walls

Mortared brick

Mortared stone

Free standing

Retaining

3.2 Explain the styles of stone walls and top

treatment and uses and relative merits

3.3 Describe the methods of producing growing

conditions in stone walls

3.4 List the sources of information and materials

relating to stone walls

3.5 Explain the objectives for repairing and

restoring stone walls

3.6 Explain how to identify missing components

718

3.7 Describe the methods of testing the safety,

stability and durability of stone walls and their

fitness for purpose

3.8 Describe the principles and application of risk

assessment

3.9 Describe typical problems that may occur and


4. Understand

relevant health and


environmental good

practice



requirements





719


M/502/1283 Repair and Restore Walls – Level 3

Indicative Content





















720











appropriately.












Product evidence

Observation reports


Reports/notes


Witness statements




721
















722

Restore Soft Landscape Areas

Unit Reference

A/502/1190

Level

3

Credit Value

4

Guided Learning

Hours

26

Unit Summary



restoring soft landscape areas taking into account

the original condition, purpose and functions of the

landscape area to be able to restore it to the

required standard

Learning Outcomes

(1 to 5)

The learner will

Assessment Criteria

(1.1 to 5.4)

The learner can

1. Be able to restore

soft landscape areas

1.1 Identify the intended purpose and function of

the area and its restoration requirements

1.2 Identify the originally intended style,

composition and appearance of the area

1.3 Carry out restoration in accordance with

identified standards and objectives


recording purposes


relevant people throughout.

723


safely where necessary



environmental good

practice









restore soft landscape

areas

3.1 Explain the principles, methods and techniques

of restoration of soft landscape

3.2 Summarise the history and development of

landscape design and planting styles

3.3 Assess sources of information and materials

relating to restoration of soft landscapes

3.4 Assess possible sources of information on the

original style of planted areas

3.5 Compare and clarify the range of possible

functions and purposes of soft landscape areas and

explain how these affect restoration

3.6 Explain typical contingencies and how these

can be dealt with effectively

4. Understand the

reasons for

maintaining

equipment


maintaining equipment in a fit state for use

724

5. Understand

relevant health and


environmental good

practice



requirements







maintaining them

725


A/502/1190 Restore Soft Landscape Areas – Level 3

Indicative Content









Note 3: The example used in this indicative content are 19th Century

Victorian Parks.

LO1 and LO2 are the key areas of Competence for this unit

Learning Outcome 1. Be able to restore soft landscape areas

1.1 Identify the intended purpose and function of the area and its

restoration requirements original function of the parks was to

provide recreational areas for people living in industrial towns to

improve health and their quality of life by having wide open spaces

with clean air where various activities including music and sport could

be enjoyed by all. The intended purpose today is to re-create the

parks and restore them to their former glory using the same products

and styles of the original concept to restore palm houses, statues,

serpentine lakes, sculpted areas planted with trees and bedding

schemes around the central features such as palm houses and

pavilions.

1.2 Identify the originally intended style, composition and

appearance of the area the intended style for the parks was a

number of grand entrances with cast iron gates and railings with lodge

726

houses and a curved or rounded driveway around the parks such as at

Sefton Park and Birkenhead Park. This was complemented by curved

paths inside the parks with carefully sculpted woodland clumps to

create framed vistas to separate the different activities going on in the

large landscape. The composition of the parks were central features

such as palm houses, conservatories, band stands and pavilions used

for rural sport and music with a number of rock features and serpentine

lakes for boating and fishing that include a boat house and ornamental

bridges. As well as designated play areas, the parks often featured

sunken gardens and large parkland grassed areas which added to the

natural look of a man-made landscape. See LO1.1 for further details

1.3 Carry out restoration in accordance with identified standards

and objectives the restoration process needs to be carefully

programmed with materials and equipment accurately specified so that

all buildings, gates, railings and soft landscape areas are restored using

original materials such as wood from native trees that would have been

available in the Victorian era and not materials introduced since the

Victorian era that do not have the same composition or style. Research

needs to be carried out so that specified plants and the styles of

planting are consistent with the original design.


producing receipts for costs and expenses; site and work records to be

completed accurately to show what work has been carried out

especially if the restoration is being funded by the Heritage Lottery

Fund or English Heritage; accurate time sheets of hours worked and

copies of invoices for materials for the contracted work. Types of

records to include electronic and paper based.


throughout to ensure that all levels of staff and people exterior to the

organisation are given the information relevant to their job role or

situation including supervisors, managers, workers, volunteers and

public user groups. Emphasis to be on giving the right people enough

information to carry out their role without over loading them or giving

away commercially sensitive information. Effective working

relationships need to be maintained with good communication with the

public and all user groups including volunteers with schedules of

agreed work to be made available and adequate signage around the

727

park to advertise the commencement of work activities in plenty of

time.

1.6 Deal with problems effectively, efficiently and safely where

necessary accidental Damage to grass surfaces that will need to be

repaired and re-seeded. Temporary paths to be put in place to re-

route the public around restoration work areas and areas to be sealed

off with barriers and suitable signage. Existing plants to be protected

before work commences and fish in lakes to be caught and temporarily

re-housed in another lake whilst restoration work is carried out. Avoid

spillages of materials that could pollute water courses and ensure that

all work carried out meets the agreed specification for restoration.





requirements work practices promote health and safety and are


requirements so that work activities comply with current legislation e.g.

Health and Safety, Environmental Protection legislation including Waste

Acts and COP’s such as soil, water and air and additional requirements

such as customer regulations, environmental health requirements as

well as LOLER, PUWER, Manual Handling and Stop Safe.


environmental damage ensure work is carried out in a manner which

minimises environmental damage by carefully planning site access such

as the removal and delivery of materials, working in correct weather



Ensure that when restoring landscape sites that any nearby plants are

protected as necessary and maintained throughout the restoration

process.


requirements and codes of practice manage and dispose of waste

in accordance with legislative requirements and codes of practice to

include: organic wastes such as soil which can be stored and then re-

used; vegetation that can be composted; wood that can be chipped.

728

Inorganic wastes such as empty preservative containers mortar and

concrete blocks can be re-used as hardcore if appropriate or disposed

of into a skip. The local authority waste recycling facility is another

alternative for disposing of waste.


Learning Outcome 3. Understand how to restore soft landscape

areas

3.1 Explain the principles, methods and techniques of restoration of

soft landscape see LO1.2 and LO1.3 for further details.

3.2 Summarise the history and development of landscape design

and planting styles 16th and 17th century gardens were dominated by

the Italian and French Renaissance of formal style gardens with hedges

and straight line design for planted areas although during this period

the Tudor created knot gardens consisting of lawn hedges made of box

in various patterns with flowers, shrubs and herbs in between the

hedges. The turn of the 18th century produced large houses with more

informal gardens where houses opened up into adjoining parkland with

no hedges or formal planting and trees were planted in drifts instead of

straight lines. The Victorian era brought public parks with green

spaces that were planted with trees, bulbs and formal bedding schemes

were the bedding plants were raised under glass to produce colourful

public gardens. The 20th Century brought a number of mixed styles

with shrubs, bedding and herbaceous borders.

3.3 Assess sources of information and materials relating to

restoration of soft landscapes original plans and information of the

site through historical archives such as libraries, books, journal articles

and official websites. Consultation of expert historic landscape

consultants or specific organisations set up for the relevant era such as

English Heritage, Garden History Society, The parks and Gardens UK

Database, The Victorian Society, The Historic Royal Palaces Agency,

The International Commission on Monuments and Sites, The Royal

Horticultural Society and the Department of Culture, Media and Sport

would have official sources of information on restoration of landscapes

in different eras relating to the specific use of materials and different

planting styles for the historical concept of the garden being restored.

729

3.4 Assess possible sources of information on the original style of

planted areas see LO3.3 for further details.

3.5 Compare and clarify the range of possible functions and

purposes of soft landscape areas and explain how these affect

restoration parks in the Victorian era are used by many user groups

such as volunteer groups, walkers, sports teams and social events such

as dancing in palm houses and visitor groups to pavilions which act as

visitor centres. New buildings such as the pavilion in Birkenhead Park

must compliment the original styles of the park and potential damage

from large events must be considered over financial gain. The use of

“Desire lines” by the public must be considered when repairing or

implementing paths in the original style. The activities of fishing and

boating to be examined from an ecological viewpoint before

implementation. Careful calculation of budgets to allow for gradual

restoration of parks whilst maintaining bedding schemes near central

features which disappeared in the 1980’s due to financial constraints.

3.6 Explain typical contingencies and how these can be dealt with

effectively contingency of money to be available for work not specified

in the schedule of work and where the manager of the park or garden

and the contractor agree in writing that extra work is deemed

necessary such as damage caused by other users and additional

problems identified were an area has to be sectioned off and a

temporary path put in to re-route public access away from danger.

Other contingencies can be a source of back up suppliers should

materials from normal suppliers not be available.


equipment


in a fit state for use ensuring equipment is prepared, used and

maintained in a safe and effective condition throughout to include: PPE

selected and safely used e.g. steel toe-capped boots, gloves, face

mask. Tools and equipment correctly selected and checked using pre-

start checks including spades, shovels, rakes, wheelbarrows, tractor

and trailer and other equipment conforming to LOLER, PUWER, Manual

Handling and Stop Safe to prevent accidents and to keep equipment in

good working order. All hand tools to be washed off, coated in oil and

stored away securely after use. All machinery to be washed off as

730

necessary and daily checks to be carried out to ensure machinery and

equipment is performing to its full potential.




practice and any additional requirements see LO2.1 for further

details.


and how to respond appropriately see LO2.2 for further details.


organic and inorganic waste see LO2.3 for further details.


purposes and the importance of maintaining them all employees

to be briefed for recording purposes to include producing receipts for


client to include details of work carried out as well as copies of invoices

for materials for the contracted work. All accidents on site must be

recorded on an accident report form accurately. The importance for

maintaining records is for accounting and audit trails and accident

report forms in case of claims in the future under the Health and Safety

at Work Act 1974. Keeping pesticide records is a legal requirement

under pesticide legislation such as the Control of Substances Hazardous

to Health Regulations.










731

renovation of features in a soft landscape area giving learners the







which could be linked to the practical work e.g. by observation of renovation

work and witness testimony, answering oral or written questions,


evidence














where possible e.g. Learning Outcomes 1, and 2 link together and





appropriately.

732



Lantra’s Assessment Strategy for further guidance









Product evidence

Observation reports

Records of work undertaken during restoration

Minutes of meetings with restoration experts, contractors and funding

providers.




Witness statements







schedules







733


appropriately.















about environmental regulations.

Horticultural Code of Practice - Helping to prevent the spread of invasive non-native species



The website www.ukgardendesigner.com/gavin1.htm gives an overview

of historical garden design styles.

The website www.britainexpress.com/History/english-gardens.htm

gives an overview of English gardens and planting styles from Roman

times up to the present day.

The website www.culture.gov.uk is the official government website for

the Department of Culture, Media and Sport.

The website www.english-heritage.org.uk is the website for English

Heritage







http://www.ukgardendesigner.com/gavin1.htm

http://www.britainexpress.com/History/english-gardens.htm

http://www.culture.gov.uk/

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

734

The website www.gardenhistorysociety.org.uk is the website for The

Garden History Society which produces the journal Garden History.

The website www.hrp.org.uk is the website for the Historic Royal

Palaces Agency.

The website www.icomos.org is the website for the International

Commission on Monuments and sites.

The website www.parksandgardens.ac.uk/ is the website for The Parks

and Gardens UK Database

The website www.victorian-society.org.uk is the website for the

Victorian Society.

The website www.rhs.org.uk is the official website for The Royal

Horticultural Society.


http://www.gardenhistorysociety.org.uk/

http://www.hrp.org.uk/

http://www.icomos.org/

http://www.parksandgardens.ac.uk/

http://www.victorian-society.org.uk/

http://www.rhs.org.uk/

735

Design Landscape Areas and Specify Materials

and Components

Unit Reference

L/501/0503

Level

3

Credit Value

9

Guided Learning

Hours

59

Unit Summary


the knowledge, skills and understanding to be

responsible for the design of landscape areas and

specify suitable materials and components for the

design

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.7)

The learner can


prepare designs for

landscape projects

1.1 Explain the principles and theory of landscape

design

1.2 Investigate the implications of overall site

layout for the final design, utility, maintenance and

safety of use

1.3 Analyse the main components of a successful

landscape proposal

1.4 Explain why all relevant survey and analysis

information should be included in the design

1.5 Clarify how to ensure such information is

accurate especially if prepared by others

736

1.6 Compare and clarify the methods to research

and evaluate the purpose, function and usage of

the area

1.7 Explain why accepted design principles such as

unity, scale, proportion, balance, symmetry, space,

form, texture, colour, light, shade and congruence

are important and how to determine whether plans

are consistent with these

1.8 Assess why it is important to offer clients

options to consider and explain how these options

should be presented

1.9 Summarise how to represent design to scale,

with the required accuracy, clearly and in full


specify plants,

materials and

installation details

2.1 Compare and contrast the properties and

applications of a range of materials and plants

used in landscape design

2.2 Research the factors affecting the choice of

plants

2.3 Explain how to assess whether plants and

materials harmonise or clash with existing

environmental features

2.4 Evaluate possible installation methods and

explain why the chosen ones are appropriate

2.5 Summarise the accepted methods of specifying

plants, materials and installation details

2.6 Explain the principles and methods of

calculating quantities

2.7 Explain the methods of setting out bills of

quantity

737

2.8 Clarify the contractual and financial

implications of over/under estimating quantities

3. Prepare designs for

landscape projects

3.1 Identify client requirements

3.2 Negotiate proposals which take account of all

relevant survey and analysis information

3.3 Use design components and materials which

are appropriate to site, brief, purpose and

expected usage for example types of planting,

heights of planting, levels of planting, types of

surface and structure, focal points, access routes

and functional features

3.4 Ensure the design is consistent with accepted

design principles

3.5 Clearly identify plants and materials on the

plan

3.6 Represent the design accurately and clearly to

scale

4. Specify plants,

materials and


4.1 Choose plants and materials which are suitable

for the design, visual impact, site conditions,

purpose and expected usage

4.2 Choose plants and materials which minimise

adverse environmental impact

4.3 Choose plants and materials which are readily

available and within budget

4.4 Use installation methods which are suitable for

the site, conditions and the plants and materials to

which they apply

738

4.5 Specify materials and installation details in

accordance with relevant regulations standards

4.6 Ensure specifications are complete and

unambiguous

4.7 List required quantities of plants and materials

accurately

739


L/501/0503 Design Landscape Areas and Specify Materials and

Components - Level 3

Indicative Content










Learning Outcome 1. Be able to understand how to prepare designs

for landscape projects

1.1 Explain the principles and theory of landscape design e.g scale, unity,

balance, variety, sequence and how they apply to line, colour and

form

1.2 Investigate the implications of overall site layout for the final design,

utility, maintenance and safety of use

1.3 Analyse the main components of a successful landscape proposal e.g

understanding the nature of the landscape, identifying constraints and

opportunities, comparing options, after care/maintenance

1.4 Explain why all relevant survey and analysis information should be

included in the design

1.5 Clarify how to ensure such information is accurate especially if

prepared by others

1.6 Compare and clarify the methods to research and evaluate the

purpose, function and usage of the area e.g field survey for character

areas, mapping and overlay mapping of landscape types and

landscape character areas, preparation of a photographic record.

740

1.7 Explain why accepted design principles such as unity, scale,

proportion, balance, symmetry, space, form, texture, colour, light,

shade and congruence are important and how to determine whether

plans are consistent with these

1.8 Assess why it is important to offer clients options to consider and

explain how these options should be presented

1.9 Summarise how to represent design to scale, with the required

accuracy, clearly and in full

Learning Outcome 2. Be able to understand how to specify plants,

materials and installation details

2.1 Compare and contrast the properties and applications of a range of

materials and plants used in landscape design

2.2 Research the factors affecting the choice of plants

2.3 Explain how to assess whether plants and materials harmonise or

clash with existing environmental features

2.4 Evaluate possible installation methods and explain why the chosen

ones are appropriate

2.5 Summarise the accepted methods of specifying plants, materials and


2.6 Explain the principles and methods of calculating quantities

2.7 Explain the methods of setting out bills of quantity

2.8 Clarify the contractual and financial implications of over/under

estimating quantities

Learning Outcome 3. Be able to prepare designs for landscape

projects

3.1 Identify client requirements e.g evidence of a discussion of the brief

with the client and how it will fit the needs of the client.

3.2 Negotiate proposals which take account of all relevant survey and

analysis information

3.3 Use design components and materials which are appropriate to site,

brief, purpose and expected usage for example types of planting,

heights of planting, levels of planting, types of surface and structure,

focal points, access routes and functional features

3.4 Ensure the design is consistent with accepted design principles

3.5 Clearly identify plants and materials on the plan

3.6 Represent the design accurately and clearly to scale

Learning Outcome 4. Be able to specify plants, materials and


741

4.1 Choose plants and materials which are suitable for the design, visual

impact, site conditions, purpose and expected usage

4.2 Choose plants and materials which minimise adverse environmental

impact

4.3 Choose plants and materials which are readily available and within

budget

4.4 Use installation methods which are suitable for the site, conditions and

the plants and materials to which they apply

4.5 Specify materials and installation details in accordance with relevant

regulations standards

4.6 Ensure specifications are complete and unambiguous

4.7 List required quantities of plants and materials accurately
















appropriately.


working environment

742




should be qualified and/or vocationally experienced to at least a level

above that which they are teaching.




Product evidence

Observation reports


Reports/notes


Witness statements

















743



744

Assess the Characteristics of Sites

Unit Reference

K/501/0525

Level

3

Credit Value

9

Guided Learning

Hours

59

Unit Summary

The learner will use appropriate investigation skills

to gather and analyse data for a land based survey

of a site

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.6)

The learner can


gather data on the

characteristics of sites

1.1 Summarise the information which the

assessment aims to produce in relation to its

physical, environmental, social, cultural and

aesthetic characteristics and the related

infrastructure

1.2 Investigate the nature and characteristics of

the flora, fauna, landscape and historical features

which may occur on the site in order to identify

them correctly and recognise signs of change

1.3 Assess the impact of recreation and access

1.4 Explain how to confirm your own roles and

responsibilities

1.5 Compare and contrast different collection

methods (written, oral, electronic, visual, aural)

745

which are available for assessing the

characteristics of sites, their advantages and

disadvantages and the principles of their use

1.6 Justify how to implement the methods being

used on the site

1.7 Explain why different methods are used on

different occasions and different sites and why

they should be implemented as specified

1.8 Justify the techniques of counting and

estimating

1.9 Define the meaning of valid and reliable data

using primary and secondary sources

1.10 Describe how to evaluate the validity and

reliability of data

1.11 Clarify methods of recording the data being

collected

1.12 Explain the sources of error and bias in data

collection

1.13 Explain why, when there are problems with

data collection, advice should be sought from

others

1.14 Research the ways in which site assessment

may alter and affect the nature of the site itself

and how to minimise this


analyse data to

produce information

on the characteristics

of sites

2.1 Summarise how to estimate the sufficiency of

data

2.2 Compare and explain the different quantitative

and qualitative analysis methods which may be

746

used for the information which is required and their

relative advantages and disadvantages

2.3 Explain how to use data analysis methods

which have been presented for the site

2.4 Investigate the formats for presenting the

analysed data and how to use them effectively

2.5 Clarify the meaning of valid, reliable and

sufficient quantitative and qualitative information

2.6 Explain how to interpret the information

provided from the site validly and with good

justification

2.7 Propose the actions to take when there are

problems with sufficiency, validity and reliability

2.8 Analyse who will make use of the information,

and their needs and interests in terms of its

presentation

2.9 Assess methods of presenting information in

written, diagrammatic, graphic and pictorial, and

audio form

3. Gather data on the


3.1 Accurately ascertain the information which the

site assessment aims to produce

3.2 Identify your own roles and responsibilities in

the assessment of the site and their relation to

others

3.3 Collect data using methods which are

consistent with the specification and are

appropriate to the identified sources

3.4 Carry out data collection methods correctly

747

3.5 Confirm that the data gathered is valid and

reliable

3.6 Seek advice from the appropriate person when

problems that you don't feel you can resolve are

encountered

3.7 Carry out data collection methods and

associated activities in a way which minimises any

damage to the site

3.8 Ensure that working methods and systems

promote health and safety and are consistent with

relevant legislation and codes of practice

4. Analyse data to

produce information

on the characteristics

of sites

4.1 Confirm that there is sufficient data prior to

the start of the analysis

4.2 Identify the appropriate analysis methods to

be used

4.3 Analyse and record data in a format which is

appropriate to the nature of the data and the

particular needs of the site assessment

4.4 Provide valid and justifiable interpretations

about the nature of the site against the analysed

data

4.5 Take the appropriate action where the analysis

of data reveals problems with its sufficiency,

reliability or validity

4.6 Present information about the site in a way

which enables it to be used effectively for example

written, diagrammatic, graphic and pictorial and

audio

748


K/501/0525 Assess the Characteristics of Sites - Level 3

Indicative Content










Learning Outcome 1. Understand how to gather data on the


1.1 Summarise the information which the assessment aims to

produce in relation to its physical, environmental, social,

cultural and aesthetic characteristics and the related

infrastructure Information required from assessment

physical and environmental e.g. topography, soil and mineral

properties, plants (e.g. grasses, trees, flowering plants, hedges,

woodlands), animals, presence of absence of significant species, status

of each species (dominant, rare, declining, increasing), physical

features (e.g. access routes, bridges, fences, buildings).

social, cultural e.g. past and current usage, economic value,

recreational value, impact of use (erosion of or damage to features,

disturbance of site or wildlife by ongoing usage), range of users,

purpose of visits, demographics of user groups, benefits accrued by

users (e.g. recreational, educational, therapeutic, cultural).

aesthetic characteristics and the related infrastructure e.g.

plants, structures, facilities for recreation, visual impact of features of

the site (from within or outside), views from site.

749

1.2 Investigate the nature and characteristics of the flora, fauna,

landscape and historical features which may occur on the site in

order to identify them correctly and recognise signs of change

flora e.g. trees, flowering plants, grasses, mosses and lichens –

investigated by direct observation, monitored over season, identified by

checking against known species lists, books and internet resources,

checking against LBAP changes; changes recognised by changes to the

species mix, loss of sensitive species, establishment of dominant or

invasive species, assessment of age range of trees.

fauna e.g. birds, mammals, insects, amphibians. Identified by

sightings, ground marks (droppings, tracks, chewing), presence of

feeding sites, dens or nests, checking against LBAP; changes

recognised by variations in the species mix, absence of ground marks,

presence of predators, carcases, damage or degradation of dens,

roosting areas or feeding sites.

landscape e.g. urban or rural parks and open spaces, formal gardens,

arboreta, sports pitches and grounds, woodland, open heath. Identified

by e.g. checking on maps and plans, visits and observation,

photographs, previous knowledge, use of aerial photography. Changes

recognised by monitoring, checking against old photographs, maps and

plans.

historical features e.g. ancient buildings and landscapes, industrial

sites and remains, artefacts (on surface and underground). Recognised

by visible objects and earthworks, designations (e.g. Scheduled

Monuments), old maps and plans, books and other historical records,

folk-lore.

change identified by monitoring, comparisons of current status with

old records, reports from archaeologists, specialists and conservation

bodies.

1.3 Assess the impact of recreation and access Recreation and access

e.g. casual visits (walking, jogging, dog-walking, football, cycling,

horse-riding, fishing), educational and special interest (bird-watching,

archaeology and social history), formal activities e.g. sport (golf,

football or cricket matches) on dedicated areas, schools and other

group visits

Impact e.g. erosion of paths and access routes, wearing of grass and

other surfaces, wear and tear of structures (gates, stiles, steps),

disturbance of wildlife, litter, vandalism. Assessment by e.g.

monitoring, routine visits and reports, consideration of potential impact

by assessment of similar locations.

750

1.4 Explain how to confirm your own roles and responsibilities

confirmation by e.g. contract of employment and job description,

briefing from line manager or project manager (verbal confirmed in

writing or written), job evaluation, contract for project with employer,

contractor, client. Roles and responsibilities e.g. scope of project,

specifications, time scale, remuneration, lines of communication, duties

within project (e.g. health and safety, design, overseeing of staff,

mechanisation).

1.5 Compare and contrast different collection methods (written,

oral, electronic, visual, aural) which are available for assessing

the characteristics of sites, their advantages and disadvantages

and the principles of their use e.g.

written e.g. questionnaires, written reports, feedback sheets, reports,

oral/aural e.g. question and answer, verbal surveys, telephone (land-

line and mobile including voice-mail), informal feedback, meetings,

discussion groups,

electronic, e.g. on-line surveys, use of internet and other electronic

data storage

visual e.g. measurements, identification, observation of behaviour, use

of photographs, video,

Advantages and disadvantages e.g. for habitat and species surveys

Walkover survey - to determine the variation in the vegetation (only

initial phase) or to record changes over time. Advantage – cheap and

easy to conduct, achieves quick result, can record over time.

Disadvantage - not accurate, incomplete data.

Line transect (e.g. by stretching a rope or tape across the area).

Advantage – cheap and easy to conduct, achieves quick result;

recognises species along the line, useful where there is a distinct

gradation through site (e.g. shoreline, gradient). Disadvantage -

accuracy limited by size of sample, depends on selecting a

representative line, can completely miss areas within the survey.

Belt transect – as line transect but can identify and quantify species.

Samples taken using quadrats –by throwing or by grid survey (setting

up a numbered grid and sampling squares selected at random).

Advantage – basic tool of Phase 2 Habitat Surveys, can give good

accurate results. Disadvantage - need to randomise to be effective,

liable to distortion if not properly randomised, can miss parts of the

survey area

Stratified sampling identifying different areas within the survey site.

Advantage – more accurate and avoids missing areas.

751

Disadvantage - identifies variations in the area, allows variations to

be measured.

Aerial Photography – commission. Advantage – cheap, readily

available on internet, achieves quick result. Disadvantage – not time-

specific, expensive to commission, only provides limited data).

Other collection methods e.g. trap and release – for mammals,

interferes with freedom of animals, useful for invertebrates.

Terrestrial search (e.g. for nests, feeding sites, burrows, eggs, young,

droppings), can indicate a wide range, generally only indicates

presences, tracks, fur, feather - not accurate, only indicates presence.

Surveys – use of information from visitors, observers, gives greater

access to a wide range of information, information quality variable,

essential for users surveys.

Surveys of topography using tapes, chains, levels (optical and laser),

GPS mapping equipment.

Soil assessment by profile pits, field sampling, chemical and physical

testing, reference to national soil maps.

1.6 Justify how to implement the methods being used on the site

methods refer to LO1.5 for range. Choice of method – required to

meet needs of the briefing, customer requirements (see also LO1.1 for

assessment requirements and LO1.2 site requirements).

1.7 Explain why different methods are used on different occasions

and different site and why they should be implemented as

specified choice of method will vary with sites, client needs and

required outcome e.g. Habitats Phase 1 Habitat Survey used to

identify distinct habitat types within a site, required for funding and

habitat improvement activities, accepted as most accurate by funding

bodies, planning authorities, conservation groups.

Visitor questionnaire used to identify user aspirations prior to

development, or to gauge level of satisfaction by users, provides

instant answers and feedback, includes personal contact and

encourages honest responses.

1.8 Justify the techniques of counting and estimating

counting used only when sample is small enough for complete count

or when methods can be absolute e.g. visitor numbers on controlled

site, tree numbers.

estimating used when no access to direct and complete counting or

752

when numbers are high e.g. number of birds visiting a site, number of

plants or insects when a random sample has been taken.

1.9 Define the meaning of valid and reliable data using primary and

secondary sources

primary data you have collected yourself, it is valid if it meets the

needs of the assessment, and is likely to be reliable (current, accurate

and accessible), limited by size/time/access to site and available

personnel.

secondary data collected by other persons or organisations, less

limited, may have results over larger area or time-scale than primary,

may not be valid as it does not meet your requirements, may be

inaccurate, expensive, may be less reliable – depends on source, may

have to be verified by access to other sources.

1.10 Describe how to evaluate the validity and reliability of data

e.g. checking with other sources, making sure the data used meets the

needs of the assessment (refer to LO1.1)

1.11 Clarify methods of recording the data being collected clarify to

– line manager, supervisor, data collectors (colleagues, volunteers,

contractors). Clarify by – method to be used, limits of assessment,

data required, methods for recording and presentation

1.12 Explain the sources of error and bias in data collection error

likely to result from e.g. incorrect method of collecting data, method

wrongly used, incomplete data (less than the whole site, time scale),

size of sample too small, poor selection of sample sites, use of data

from untested secondary sources.

Bias likely to result from e.g. collecting data from limited sources,

deliberately selecting sample sites avoiding parts of the sample or

favouring one part, questionnaires slanted to avoid know problem

areas.

1.13 Explain why, when there are problems with data collection,

advice should be sought from others problems with data collection

(see LO1.12).

Advice required – check sampling methods are appropriate to survey

requirements and location, discuss with client, contractor, employ third

party (e.g. consultant), make changes if required, seek secondary

sources of data.

753

Reasons – to meet contractual requirements, avoid providing wrong

data, facilitate accurate and efficient project planning, maintain

reputation.

1.14 Research the ways in which site assessment may alter and

affect the nature of the site itself and how to minimise this

Impact on nature of site – e.g. harm access routes and features caused

by access to the site (people, vehicles), disturbance to habitats and

wildlife, damage to vegetation by assessment process, soil or

vegetation damage by sampling.

Minimise by – e.g. careful planning of site access (e.g. avoid wet

conditions, not using vehicles), planning of timing to avoid nesting and

breeding seasons, initial assessment of site to identify sensitive

habitats and species (e.g. ground flora, ground nesting birds, bats),

planning to avoid them, use of secondary sources of data (e.g.

previous reports, aerial photography) to reduce need to visit the site.

Learning Outcome 2. Understand how to analyse data to produce

information on the characteristics of sites

2.1 Summarise how to estimate the sufficiency of data sufficiency of

data e.g. to identify all aspects of the site, enough to meet contractual

needs, to allow development of the project. Estimate by – checking

against specification and stated needs, reference to line manager,

client or project managers, monitoring of use of data.

2.2 Compare and explain the different quantitative and qualitative

analysis methods which may be used for the information which

is required and their relative advantages and disadvantages

Quantitative analysis is the use of numeric data to identify status of

the site or survey area (e.g. size, numbers of species or visitors to the

site) used to establish facts about the site, is testable, it is accurate if

carried out correctly, is limited to present situation and status, can be

very efficient to collect and use.

Qualitative Analysis use of data that has been collected into some

form of explanation, understanding or interpretation of the people and

situations we are investigating. Useful for analysing interview or

questionnaire data e.g. someone's impression of the site, how they

came to that view, what they have been doing, often data may be

messy (textual or multimedia), cannot be reduced to numbers, not

efficient to collect or use.

754

2.3 Explain how to use data analysis methods which have been

presented for the site refer to LO2.2 for methods and use.

2.4 Investigate the formats for presenting the analysed data and

how to use them effectively written e.g. reports written or

presented as email, data stick, disc or web-based, case studies,

leaflets, pamphlets, books. Diagrammatic e.g. graphs, pie charts,

spread sheets. Graphic and pictorial e.g. illustrations and use of

exemplar object, wall charts, posters, display boards, formal reports

with illustrations. Audio e.g. verbal presentations to individuals or

groups, meetings and discussion groups.

2.5 Clarify the meaning of valid, reliable and sufficient quantitative

and qualitative information

Clarification – explaining meaning, providing additional information,

meeting challenges to data or interpretation, correcting identified

errors of omissions.

Clarification by – reference to data not identified by recipient,

confirming that data is valid, reliable and sufficient, seeking additional

data, providing charts, illustrations or visual aids, use of secondary

data to support data provided, identifying causes of error in data

presented, re-analysis of data including new material.

Quantitative and qualitative information refer to LO 2.2 for comparison

of types of data. Refer to LO1.10, LO1.11, LO1.12, LO2.1 for sources of

error and methods of checking and clarifying data.

2.6 Explain how to interpret the information provided from the site

validly and with good justification refer to LO2.2 for interpretive

methods. Interpretation – e.g. identifying how raw data is used, where

sources of error have been eliminated from interpretation, presenting

in clear, easily comprehended format, identifying shortcomings of data

available, summarising finding and formulating recommendations.

2.7 Propose the actions to take when there are problems with

sufficiency, validity and reliability refer to LO1.12 and LO1.13 for

range of sources of error in data and actions to be taken.

2.8 Analyse who will make use of the information, and their needs

and interests in terms of its presentation intended audience e.g.

individuals, schools, community groups, special interest groups, casual

visitors, visitors with specialist interests, indoor and outdoor.

755

Requirements/expectations e.g. signage, information boards and trails,

formal presentations (audio, audio/visual, recorded, transmitted),

reports, leaflets, booklets, interpretive boards.

2.9 Assess methods of presenting information in written,

diagrammatic, graphic and pictorial, and audio form range of

methods refer to LO2.4 and LO2.8. Assessment by – checking

understanding as part of the presentation (e.g. by question and

answer, opportunities for questions), informal feedback from audience

(by networking or plenary session), formal questionnaires from

audience or visitors.


Learning Outcome 3. Gather data on the characteristics of sites

3.1 Accurately ascertain the information which the site assessment

aims to produce refer to LO1.1 for details.

3.2 Identify your own roles and responsibilities in the assessment

of the site and their relation to others refer to LO1.4 for details.

Relationship to others e.g. assignment of tasks, lines of reporting,

inter-linked roles (e.g. two or more field workers gathering separate

pieces of data, or working together to facilitate recording).

3.3 Collect data using methods which are consistent with the

specification and are appropriate to the identified sources refer

to LO1.5 for details.

3.4 Carry out data collection methods correctly refer to LO1.5 for

details.

3.5 Confirm that the data gathered is valid and reliable refer to

LO1.10 for details.

3.6 Seek advice from the appropriate person when problems that

you don't feel you can resolve are encountered refer to LO1.13 for

details.

3.7 Carry out data collection methods and associated activities in a

way which minimises any damage to the site refer to LO1.5 for

756

details of methods. Minimising damage to site e.g. by careful planning

of access, avoiding access to site in adverse conditions (e.g. wet),

using non-destructive methods of assessment, replacing materials or

features moved for inspection, identifying vulnerable habitats or

species (e.g. bats, great crested newts, black poplar) on site, avoiding

site assessment near nesting or feeding sites or avoiding sensitive

periods (e.g. breeding season).

3.8 Ensure that working methods and systems promote health and

safety and are consistent with relevant legislation and codes of

practice working methods – risk assessment is carried out or studied

and implemented, PPE supplied and used as appropriate. Relevant

legislation and codes of practice e.g. health and safety legislations

(HSW74, RIDDOR), waste and pollution legislation, highways acts,

access and ownership issues, planning and development consents,

conservation and protection status (Listed buildings, Conservation

areas, National Parks, AONBs, Environmentally Sensitive Areas, SSSIs,

Covenants, Tree Protection Orders, Scheduled Ancient Monuments

Learning Outcome 4. Analyse data to produce information on the


4.1 Confirm that there is sufficient data prior to the start of the

analysis refer to LO1.10, LO1.10, LO1.12, LO1.13 and LO2.1 for

details.

4.2 Identify the appropriate analysis methods to be used refer to

LO2.1, LO2.2, LO2.4 and LO2.5 for details.

4.3 Analyse and record data in a format which is appropriate to the

nature of the data and the particular needs of the site

assessment refer to LO2.1, LO2.2, LO2.4 and LO2.8 for details.

4.4 Provide valid and justifiable interpretations about the nature of

the site against the analysed data refer to LO2.5, LO2.6 for details.

4.5 Take the appropriate action where the analysis of data reveals

problems with its sufficiency, reliability or validity refer to

LO1.10, LO1.11 and LO1.12 for problems with data. Refer to LO2.5 and

LO2.7 for problems with analysis.

757

4.6 Present information about the site in a way which enables it to

be used effectively for example written, diagrammatic, graphic

and pictorial and audio refer to LO2.4 and LO2.88 for details.










assessing the characteristics of sites, copies of records, or reporting forms






activities assessing the characteristics of sites giving learners the




Prior to, during and after completion of work assessing the characteristics of

sites photographs or video could be taken to provide evidence of progress.

Copies of monitoring record can be used to provide evidence of quality and






758









appropriately.


working environment









Product evidence

Observation reports


Reports/notes


Witness statements








759












Local Authority websites for Local Planning Authority permissions and


www.defra.gov.uk or Welsh Assembly Government countryside website www.countryside.wales.gov.uk/ for up to date information









A Hill


















760

Prepare To Undertake and Report on a Field

Survey

Unit Reference

T/502/3276

Level

2

Credit Value

4

Guided Learning

Hours

30

Unit Summary


the knowledge and understanding required to

conduct a basic survey relating to the natural

environment (on land or at sea). The unit covers

the different survey techniques and the reporting

techniques for the surveys

Learning Outcomes

(1 to 2)

The learner will

Assessment Criteria

(1.1 to 2.5)

The learner can

1. Know how to

collect and record

data for field surveys

1.1 Outline how to collect and record data for

three of the following field surveys

Plants

Animals

People

Physical features

Habitat types

Access networks

1.2 State the role and responsibilities in relation to

survey activities

761

1.3 Outline the range of survey techniques

available, their advantages and disadvantages and

principles of use.

1.4 Describe primary and secondary sources of

data, their advantages and disadvantages and

principles of use

1.5 Describe effective means of recording the data

collected

1.6 Describe the actions to take if there is difficulty

in obtaining data

1.7 Describe the environmental importance of the

field survey area(s) and the potential impact of

work on the site

1.8 Describe actions that may be necessary in

cases of incidental damage to habitat, wildlife and

landscape

2. Know how to

report on field

surveys

2.1 Outline the required content of a report

2.2 Describe different ways of presenting

information in a way appropriate to the intended

user

2.3 Describe potential uses of field survey reports

2.4 Outline different methods of communicating

clearly

2.5 Specify the timescale within which reporting

must take place and the reasons for this

762


T/502/3276 Prepare To Undertake and Report on a Field Survey - Level 2

Indicative Content










Learning Outcome 1. Know how to collect and record data for field

surveys

1.1 Outline how to collect and record data for three of the following

field surveys refer to LO1.3 for details

Plants identification of species present and relative quantities by:

Walk-over survey used to determine broad variations in the vegetation,

for initial phase of survey, or to record changes over time,

Quadrats for sampling randomised by throwing or by grid survey

(setting up a numbered grid and sampling squares selected at

random)

Line transect (e.g. by stretching a rope or tape across the area) to

identify species present along the line

Belt transect used to identify and quantify species (relative or absolute)

Stratified sampling identifying variations in the area, allows separate

assessment to be made of distinct areas of variation

Aerial photography (either specifically commissioned or from internet

sources) used to establish broad habitat types with the survey area

Assessment of adjacent sites to establish links to other vegetation

types.

763

Animals direct sightings (e.g. using traps, walk-over surveys), trap

and release, terrestrial search (e.g. nests sites, dens, burrows, feeding

sites, tracks, droppings, fur and feather finds, footprints, bodies), use

of camera traps, video, CCTV.

People observations, counts, questionnaires, surveys

Primary and secondary survey data, quantitative data, qualitative data

Stakeholders identification for the site, e.g. staff and volunteers,

visitors (paying and non-paying), neighbours, managers and owners.

Visitor data e.g. visitor numbers, type of group (family, club, friends)

demographic details of visitors (e.g. age, gender, background),

information on effectiveness of marketing activities, frequency of visits,

distance travelled, mode of travel, duration of visit, purpose of visit,

perception of facilities (e.g. toilets, signage, access routes, cafes, litter

bins), client or visitor needs, site needs, access issues, suitability of

other facilities (e.g. information and educational material), overall

satisfaction. Data from other sources (e.g. complaints, incident

reports, other studies and projects)

Direct observation manual counts, automatic counters, data from

ticket sales, admissions, sales figures (from own sources and other

outlets) including number, type and value of sales.

Informally gathered data (e.g. by visitor discussions with staff and

volunteers), Questionnaires – formal verbal questioning by staff,

volunteers or third parties, written questionnaires (on site, postal,

internet based).

Physical features e.g. topography (altitude, aspect, profile), soils,

rock outcrops, buildings, access routes (paths, roads, tracks), features

on access routes (Bridges, stiles, gates), barriers and boundaries

(hedges, fences, ditches), water features (ponds, lakes, rivers,

streams)

Survey by use of maps, geological maps, aerial photography, surveys

using tapes, levels (optical and laser), photographs.

Habitat types – identification of range of vegetation and physical

features with reference to National Vegetation Classification by:

Locating main features of map (e.g. paths, rides, streams, ponds,

boundaries)


sources) used to establish broad habitat types within and adjacent to

the survey area

Walk-over survey used to examine all habitats on site, mark on map,

identify with target notes, link to National Vegetation Classification,

assessment of adjacent sites to establish links to vegetation types

764

Detailed survey to identify distinct areas within each habitat and

detailed habitat description, species within the habitat

(common/typical, rarities, Iinvasive, faunal), identify other features

(e.g. evidence of past management, present threats to habitats or

species)

Example habitat descriptions – Woodlands

Tree species present – conifer, broad-leaf or both, all the same species,

or mixed? Does the wood seem young, old, or middle-aged, are the

trees all the same age, or mixed, are the trees close together or spread

apart, is it plantation or semi-natural, is it shady or light, is ground

flora, shrub layer and canopy present, what evidence exists of past

management e.g. coppice, thinning, restocking, grazing, what other

features are there – rides, banks, streams, wet areas, dead wood, leaf-

litter, is there evidence of animals e.g. squirrel, fox, badger, deer,

other mammals, birds, old nests, potential for bats or great crested

newts?

Access networks - e.g. public highway, BOAT, RUPP, Permissive Path,

Long-distance path, private road or track. Survey by:

Initial assessment e.g. identify site on map (largest scale available) or

aerial photography, Identify access routes (e.g. paths, rides, streams,

ponds, boundaries and features(e.g. gates, stiles, bridges, walkways,

steps) within the area),

Identify legal status of routes identify other designations that impact

on the network (e.g. National Park, Conservation Area, Land

Stewardship Scheme)

Record on map or plan (identify variations from existing maps and

plans, survey)

Detailed survey to establish condition and fitness for purpose of access

routes. Observation or survey to establish levels and types of usage

and perceived problems e.g. is the surface suitable for purpose and in

good condition, does vegetation (e.g. crops, grass and herbage,

overgrowing trees, brambles, bracken, heather) impede the route

either at time of survey or potentially in periods of rapid growth, is

signage in place (legal, warning, advisory, directional, information and

education), availability and condition of other features (e.g. seats,

shelters, barriers to prohibited traffic, safety railings), boundaries

alongside routes e.g. are fences stock-proof, does the fence or hedge

represent a hazard (barbed wire, loose posts), streams and ditches –

are edges firm, are they well maintained to minimise flood risk,

livestock – are they separated from the route by hedges or fences, do

they pose threat to users, usage – is there evidence of inappropriate

765

use (e.g. by vehicles on footpaths or bridleways, cycles on footpaths),

presence of protected or notable species, specialist surveys (e.g.

habitats for bats or great crested newts)

1.2 State the role and responsibilities in relation to survey activities

e.g. environmental or ecological consultant company or person

who carries out surveys on behalf of another organisation / responsible

for collecting data, recording and presenting as required under contract

or agreement

Field worker person who carries out survey and records data in the

field. Responsible for collecting data, recording and presenting as

required by employer.

Statutory consultees e.g. Natural England, Countryside Council for

Wales – organisation required to be contacted as part of habitat

surveys. Responsible for ensure plans and work is appropriate to site,

does not have negative impact on habitats or wildlife, funding for

projects.

Client organisation requiring survey for planning, management or

monitoring. Responsible for issuing instructions and agreeing terms,

receiving report, paying contractor or facilitating payment.

Project manager person directly responsible for project requiring

survey, will receive the report. Responsible for overseeing entire

project, ensuring compliance with term (e.g. planning, funding).

1.3 Outline the range of survey techniques available, their

advantages and disadvantages and principles of use e.g. for plant

surveys

Walkover survey - to determine the variation in the vegetation (only

initial phase) or to record changes over time. Advantage cheap and

easy to conduct, achieves quick result, can record over time.

Disadvantage not accurate, incomplete data.

Line transect (e.g. by stretching a rope or tape across the area).

Advantage cheap and easy to conduct, achieves quick result;

recognises species along the line, useful where there is a distinct

gradation through site (e.g. shoreline, gradient). Disadvantage

accuracy limited by size of sample, depends on selecting a

representative line, can completely miss areas within the survey.

Belt transect as line transect but can identify and quantify species,

samples taken using quadrats by throwing or by grid survey


random). Advantage basic tool of Phase 2 Habitat Surveys, can give

766

good accurate results. Disadvantage need to randomise to be

effective, liable to distortion if not properly randomised, can miss parts

of the survey area.

Stratified sampling identifying different areas within the survey site.

Advantage more accurate and avoids missing areas. Disadvantage

identifies variations in the area, allows variations to be measured.

Aerial photography commission. Advantage cheap, readily

available on internet, achieves quick result. Disadvantage not time-

specific, expensive to commission, only provides limited data).

1.4 Describe primary and secondary sources of data, their

advantages and disadvantages and principles of use

primary data you have collected yourself, it is current, accurate and

accessible, but limited by size/time/access to site and available

personnel

secondary data collected by other persons or organisations, less

limited, may have results over larger area or time-scale than primary,

may not meet your requirements, may be inaccurate, expensive.

1.5 Describe effective means of recording the data collected

recorded by e.g. Simple notebooks, target note records and maps by

hand using standardised habitat classification, alphanumeric reference

codes and mapping colour codes, standard monitoring and distribution

forms, sighting forms, maps or GPS to locate sightings, recording on

lap-tops, hand-held devices, photographs, video.

1.6 Describe the actions to take if there is difficulty in obtaining

data e.g. check sampling methods are appropriate to survey

requirements and location (make changes if required, discuss with

client, consultant), employ third party (e.g. consultant), seek

secondary sources of data.

1.7 Describe the environmental importance of the field survey

area(s) and the potential impact of work on the site for the

specified site (i.e. the survey area), importance because of species,

habitats, diversity (refer to LBAP), geology/topography, heritage,

recreation, aesthetics, specific designations (e.g. AONB, NP, SSSI, NR)

Impact – damage to site from access and survey techniques, loss of

features (see above), opportunity to protect or enhance (by protecting

from existing or potential threats, re-introducing species), enhance

767

visitor opportunities, disturbance to wildlife (e.g. nesting sites, feeding

sites, known endangered species present).

1.8 Describe actions that may be necessary in cases of incidental

damage to habitat, wildlife and landscape take immediate local

action at local level to prevent further damage (e.g. stop activity

causing damage, block or soak up spillages), find help if necessary,

report to supervisor, client, landowner and relevant authority as

appropriate (e.g. Environment Agency). Report by refer to LO2.5.

Learning Outcome 2. Know how to report on field surveys

2.1 Outline the required content of a report as required by client,

planners, funding body, project manager e.g. assessment of land,

ecological constraints, (with reference to LBAPs and protected or

notable species), links to National Vegetation Survey, species survey,

specialist surveys (e.g. bats or great crested newts).

2.2 Describe different ways of presenting information in a way

appropriate to the intended user information presented as required

by client brief, planning or funding body e.g. illustrated written report

(in paper format or electronically), audio visual presentation.

2.3 Describe potential uses of field survey reports e.g. can be used

for management, to identify issues relating to ecological designations,

project planning, to meet planning authority or funding body

requirement, to evaluate former activities, to promote activities.

2.4 Outline different methods of communicating clearly

Verbal one to one, within groups e.g. avoiding noisy environments,

use of appropriate language, avoiding jargon, supported by notes,

pictures and examples, one to one, group, telephone including mobiles.

Written (e.g. field survey notes) presented in appropriate format using

pro-forma if available, legible writing, avoid water damage to records,

text messaging and emails.

Reports typewritten, use of appropriate formats, supported by

photographs, charts, diagrams, additional information as appendices.

2.5 Specify the timescale within which reporting must take place

and the reasons for this as required by client, planners, funding

768

body, project manager e.g. by set date, seasonal, periodically

(monthly, annual).










preparing to undertake and report on field surveys and witness testimony,

answering oral or written questions, assignments or internet research cross

referenced to the knowledge evidence









assessed practically by observation or by generation of diverse evidence

allowing knowledge evidence to be gathered during the practical activities


appropriately.

Unit to be completed prior to undertaking and reporting on a field survey.


769








Observation reports


Reports/notes


Witness statements















National Federation of Biological Recording website http://www.nbn-nfbr.org.uk/nfbr.php lists all Local / Biological Recording Centres -








770













A Hill









771

Work With and Consult the Local Community

Unit Reference

L/502/3168

Level

2

Credit Value

3

Guided Learning

Hours

23

Unit Summary


the knowledge and skills required to work with the

local community and community issues. This may

be through specific projects, such as running a

local bat group, or becoming involved in longer

term projects such as helping to set up and run a

community wildlife area

The emphasis is upon building a relationship with

local people through consultation and co-operation.

The object is not only to spread environmental

awareness, but also to foresee possible areas of

conflict, and to find solutions agreeable to all.

Consultation must include an element of education

and awareness raising for it to be effective

Learning Outcomes

(1 to 2)

The learner will

Assessment Criteria

(1.1 to 2.6)

The learner can

1. Work with and

consult the local

community

1.1 Identify opportunities for formal and informal

consultation and co-operation with the local

community, seeking specialist advice where

appropriate

772

1.2 Establish and maintain contacts with relevant

individuals and organised groups within the local

community

1.3 Engage with individuals and groups within the

local community to develop understanding and

awareness as part of consultation

1.4 Use appropriate communication methods to

seek the opinions of individuals and groups within

the local community

2. Understand the

importance of

working with and

consulting the local

community

2.1 Describe the types of opportunities available

for co-operation and consultation with the local

community

2.2 Describe the ways in which contact with the

local community can be established

2.3 Describe the reasons for and importance of

consultation with the local community in gathering

feedback

2.4 Describe the likely impact of the organisation’s

work on the local community

2.5 Outline why it is important that those you are

consulting with understand the issues which they

are being consulted on

2.6 Describe the methods of gauging community

opinion and the importance of providing feedback

773


L/502/3168 Work With and Consult the Local Community - Level 2

Indicative Content









Learning Outcome 1 is the key area of competence for this unit

Learning Outcome 1. Work with and consult the local community

1.1 Identify opportunities for formal and informal consultation and

co-operation with the local community, seeking specialist

advice where appropriate formal consultation and co-operation

through formal meetings, correspondence (mail, email) with elected

representatives (e.g. councillors), formal consultative bodies (e.g. local

councils, Countryside Council for Wales, National Park (NP) and Area of

Outstanding Natural Beauty (AONB) boards), land-owners or

managers, with local interest groups (e.g. Bat groups, Conservation

groups, Action groups, funding bodies, colleges and schools) or

stakeholders. Surveys and fact finding by questionnaire, formal

interview, feedback after events or proposals (written or verbal),

complaints and other issues raised by stakeholders

Informal consultation by conversation (face to face or telephone), site

visits, correspondence received, ideas boards, suggestion boxes, blogs.

Specialist advice from managers, specialists with the organisation,

consultants and advisers, consultative bodies (e.g. English Nature,

CCW, Local boards and councils)

774

1.2 Establish and maintain contacts with relevant individuals and

organised groups within the local community consultations and

dialogues with relevant organisations (refer to LO1.1 for range)

established (e.g. by response to informal approach, need for advice

and support, or as a statutory requirement, existing links on other

matters) and maintained (e.g. by exchange of contact details, formal

meeting schedules, action planning, exchange of information, formal

agreement)

1.3 Engage with individuals and groups within the local community

to develop understanding and awareness as part of consultation

local community to include visitors (groups, family, individuals), local

residents, local groups and clubs (e.g. guides, scouts, gardening

groups, local action groups), local businesses, staff and volunteers.

Engagement by casual meeting and discussion, attendance at events,

formal consultation and feedback, Refer to LO1.1 and LO1.2

1.4 Use appropriate communication methods to seek the opinions

of individuals and groups within the local community

communication by face to face dialogue (one to one, group), talks and

presentations, formal meetings, telephone including mobiles and tele-

conferences, electronic (e.g. email, text, blogs, social networking),

local newspapers, radio and newsletters

LO2 is the key area of knowledge for this unit

Learning Outcome 2. Understand the importance of working with

and consulting the local community

2.1 Describe the types of opportunities available for co-operation

and consultation with the local community refer to LO1.1. for

details

2.2 Describe the ways in which contact with the local community

can be established refer to LO1.2 for details

2.3 Describe the reasons for and importance of consultation with

the local community in gathering feedback

Reasons statutory requirement (e.g. for planning consent or

conditions, funding), to identify stakeholder requirements and

aspirations as part of the planning or development process, for

775

monitoring impact, to monitor effectiveness of project or management

process, to avoid conflicts and respond to difficulties arising.

Importance e.g. to ensure compliance with requirements (statutory,

organisational policy, funding), to garner public support, to avoid

adverse publicity, to seek broader ideas, to promote inclusiveness and

ownership of projects

2.4 Describe the likely impact of the organisation’s work on the

local community likely impact will depend on project or management

process but could include improvement to or loss of access or amenity,

harm to or enhancement of the environment (e.g. range or number of

species, views, additional or reduced pollution, additional features and

access routes), increased visitor numbers with additional problems of

noise, parking, dog fouling, reduction of anti-social activities (e.g.

vandalism, dumping), better education facility, improved local

communication.

2.5 Outline why it is important that those you are consulting with

understand the issues which they are being consulted on

understanding of the issues – proposals, eventual outcomes, short-

term impacts, benefits, disadvantages, impacts, time-scales, who is

involved, what will happen to information supplied, confidentiality

To avoid wasting time, to ensure you get the right data at the right

time, avoid negative feedback and misleading responses, to identify

opportunities for further dialogue and monitoring, to identify supportive

and antagonistic individuals or groups within the community

2.6 Describe the methods of gauging community opinion and the

importance of providing feedback community opinion gathered by

direct dialogue (formal or informal) with groups or individuals, use of

questionnaires, suggestion boxes, blogs, usage levels

Opinion gauged by recording all responses, identifying specific issues

raised, numerical assessment of respondents to questionnaires, or data

provided by other means (refer to LO1.1 for details). Analysis by

project manager or staff, specialist within the organisation, consultant.

Feedback by – dialogue (formal or informal), display boards and

attending events, information boards, talks and presentation,

newsletters, local newspapers, meeting minutes and action plans,

delegate reports. Refer to LO1.3 and LO1.4 for further details.

776







Learning Outcome 1

Delivery of this learning outcome is by supervised activities working with and

consulting local communities giving learners the opportunity, first to practice

the various tasks involved and then to be observed competently doing each

task to demonstrate achievement of the assessment criteria.

Learning Outcome 2


which could be linked to the practical work e.g. by observation of working

with and consulting local communities and witness testimony, answering oral


the knowledge evidence










allowing knowledge evidence to be gathered during the practical activities


appropriately.

777












Observation reports


Reports/notes

Meeting minutes

Delegate reports

Diaries

Witness statements















778







Visit Department for Environment, Food and Rural Affairs website www.defra.gov.uk or Welsh Assembly Government countryside website


agricultural sectors


pollution and emissions, hazardous waste, water etc Managing Habitats for Conservation by William J Sutherland and David

A Hill












779

Research and Plan Environmental Interpretations

Unit Reference

R/502/3236

Level

3

Credit Value

5

Guided Learning

Hours

33

Unit Summary

The aim of this unit is to provide the knowledge,

understanding and skills required to plan and

research interpretations. The interpretations could

cover geographical areas or sites, specific

environmental topics or environmental themes

depending on the research

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.6)

The learner can

1. Be able to research

information for

interpretations

1.1 Establish the nature, requirements and

expectations of the intended audience

1.2 Formulate clear research objectives linked to

the nature and requirements of the audience, the

sites to be visited and the focus of interpretation

1.3 Use appropriate information sources effectively

and economically

1.4 Assess all information obtained for accuracy

and appropriateness to the intended audience

1.5 Identify and access additional sources of

information where necessary

780

1.6 Ensure that throughout the work account is

taken of the environmental and social impact of

proposed interpretations

1.7 Ensure the information compiled is reliable,

accurate and optimises the goodwill of those

providing the information

2. Be able to plan

information for

interpretation

2.1 Ensure that plans take account of potential site

hazards and minimise their effects on the audience

2.2 Relate the planned interpretations to the

nature and requirements of the audience, the sites

to be visited and the focus of interpretation

2.3 Ensure that plans allow for the use of a range

of appropriate interpretive methods

2.4 Ensure that plans take account of the

potential environmental and social impact of the

proposed interpretation and aim to sustain the

special character of the site

2.5 Negotiate and agree site access arrangements

prior to planned visits

2.6 Identify the required resources and confirm

their availability

2.7 Maintain the confidentiality of information


research information

for interpretations

3.1 Explain why it is important to formulate clear

research objectives

3.2 Explain how to establish the nature,

requirements and expectations of the intended

audience covering the following groups

General interest

781

Special interest

3.3 Explain the ways in which the needs of

different audiences may vary, and how this

impacts on research covering the following groups

General interest

Special interest

3.4 Explain how to link to needs of the audience

with the sites to be visited and the focus of

interpretation

3.5 Explain relevant information sources, and how

to access and use them effectively

3.6 Explain how to check information for reliability,

accuracy and relevance; and the reasons why this

is important

3.7 Explain the ways in which the goodwill of

information providers can be optimised

3.8 Explain how to take account of potential

environmental and social impact of interpretations

and the reasons why this is important


plan for

interpretations

4.1 Explain how to plan interpretations and select

methods best suited to the needs of the audience,

the sites to be visited and the focus of

interpretation. Interpretations cover

Geographical areas or sites

Specific environmental topics

Environmental themes

4.2 Explain the specific site hazards, how they are

recognised and their impact on visitors minimised

and the consequences of failing to identify and plan

accordingly

782

4.3 Explain the resources and approaches available

for the plan and their suitability covering

Time

Human

Physical

Financial information

4.4 Explain how to identify, negotiate and agree

appropriate site access arrangements and the

consequences of failing to make appropriate access

arrangements prior to visits

4.5 Explain the importance of confirming

availability of resources and the consequences of

failing to ensure required resources are available

4.6 Explain the need for appropriate levels of

confidentiality

783


R/502/3236 Research and Plan Environmental Interpretations - Level 3

Indicative Content










Learning Outcome 1. Be able to research information for

interpretations

1.1 Establish the nature, requirements and expectations of the

intended audience

intended audience e.g. individuals, schools, community groups, special

interest groups, casual visitors, visitors with specialist interests, indoor

and outdoor, clients (existing, former, potential)

Requirements/expectations as requested by audience, managers,

clients, funding providers, land-owner, e.g. directional; signage,

information boards and trails, formal presentations, leaflets, booklets,

interpretive boards

1.2 Formulate clear research objectives linked to the nature and

requirements of the audience, the sites to be visited and the

focus of interpretation research objectives to be identified e.g. site

history, current usage and proposed use, site condition, significant

features, status (listings, conservation value, habitats), potential for

development, educational opportunities.

784

1.3 Use appropriate information sources effectively and

economically sources – e.g. own knowledge and experience, leaflets,

booklets, presentations, displays previously produced within the

organisation, material covering topic produced by related

organisations, books, internet, magazines, research papers, persons

with existing knowledge (e.g. colleagues, local experts), primary

research

Effectively and efficiently by e.g. identifying information required and

immediately available, using local or easily accessible information,

eliminating sources not able to provide relevant information, recording

sources of information (to enable re-visits).

1.4 Assess all information obtained for accuracy and

appropriateness to the intended audience identify the needs of

intended audience (refer to LO1.1)

Accuracy checked by cross-checking with other sources, proof reading,

review by colleagues, managers, clients, panel (see LO1.3)

Level – check against needs of audience, use colleagues or sample of

audience to check level and content, check against specifications of

brief.

1.5 Identify and access additional sources of information where

necessary need for additional source of information identify when

information provided does not meet needs of audience (see LO1.4),

use alternative sources (see LO1.3).

1.6 Ensure that throughout the work account is taken of the

environmental and social impact of proposed interpretations

environmental impact e.g. use of electronic storage of data (not

paper), avoiding unnecessary use of vehicle for research (e.g. by use of

telephone, internet, teleconferencing), research is socially inclusive and

relevant to audience, information provided supports the environmental

work on the site.

1.7 Ensure the information compiled is reliable, accurate and

optimises the goodwill of those providing the information refer

to LO1.4 to checking of appropriateness and accuracy. Range of

sources are used and checked against other sources of information,

views of providers are respected, providers of information are aware of

purpose of research, sources are acknowledged and thanks given as

785

appropriate, inaccuracies in information provided are handled

sensitively, payment is prompt.

Learning Outcome 2. Be able to plan information for interpretation

2.1 Ensure that plans take account of potential site hazards and

minimise their effects on the audience site hazards are recognised

e.g. vary with site but likely to include slips trips and falls, impacts with

vehicles, contact with hazardous materials (liquids, fumes), fire,

exposure to UV (sunlight) or cold conditions, falling objects,

Carry out and implement risk assessment, include health and safety

briefing within the presentation of information, including monitoring in

plan.

2.2 Relate the planned interpretations to the nature and

requirements of the audience, the sites to be visited and the

focus of interpretation requirements – refer to LO1.1. Relevant to

the site e.g. rural or urban park, visitor centre, off-site visit to

audience’s own site (indoor or outdoor), visit to other site (with public

access or at private site).

2.3 Ensure that plans allow for the use of a range of appropriate

interpretive methods

Interpretative methods e.g. for casual visits – passive displays

(including visitor centres, drop-in centres, conferences, fairs), display

boards, way-marked route, leaflet, booklet or pamphlet, internet based

information; formal events, - guided tours (educational or recreational

visits), interactive displays, talks and presentations using audio-visual

or objects.

2.4 Ensure that plans take account of the potential environmental

and social impact of the proposed interpretation and aim to

sustain the special character of the site refer to LO1.6 range of

impacts. Sustaining special characteristics of site by e.g. identifying

existing features to be conserved (e.g. vegetation types, buildings,

right of access and access routes, views, seclusion), ensuring materials

used match existing (e.g. signs, fences, bridges, surfaces), agreements

are in place for access or restriction of access, vegetation is managed

to conserve characteristics (e.g. using only provenance stock, removal

of invasive species).

786

2.5 Negotiate and agree site access arrangements prior to planned

visits Negotiate with e.g. line manager or supervisor, site owner,

neighbour or manager. Access to be agreed e.g. purpose, activities to

carried out, time/date, duration, numbers, other requirements (of

visitors or site owner/manager), costs (if applicable), route/location

within site, permission to cross land. Prior to visit – in time to make

arrangements for activities or requirements, at agreed interval, to allow

for confirmation, amendments, contingencies. Agreement is verbal

(including telephone, confirmed in writing if required) or agreed by

letter, email, text.

2.6 Identify the required resources and confirm their availability

resources e.g. tools, materials, equipment and machinery, toilets and

washing facilities, refreshments, shelter, first aid and other emergency

provision, supervision, guidance or instruction from owners or

managers while on site, access to site including vehicles and animals,

disabled.

2.7 Maintain the confidentiality of information confidentiality e.g.

issues affecting site owners/managers, providers, clients, third parties,

wildlife. Confidential issues e.g. financial, personal and medical issues,

valuable and protected habitats, strategic plans, location of threatened

species.

Maintained e.g. to protect sensitive personal information, prevent

exploitation by others (e.g. bullying, discrimination, fraud), to protect

commercial interest, copyrights, patents or intellectual rights, prevent

premature disclose of plans and loss of opportunity, protect habitats

from disturbance, intrusion or vandalism.


Learning Outcome 3. Understand how to research information for

interpretations

3.1 Explain why it is important to formulate clear research

objectives refer to LO1.2

3.2 Explain how to establish the nature, requirements and

expectations of the intended audience covering the following

groups

General interest (e.g. casual visitors, groups not directly linked to site

787

or its activities, feedback to higher authorities)

Special interest (e.g. schools, colleges, volunteer, supporters and

“friends” groups, potential customers or clients, funding providers,

managers and policy makers,

Refer to LO1.1 range of groups and expectations

Established by – discussion with client, contract or letter of

engagement, briefing by manager or client, consultation with users and

visitors.

3.3 Explain the ways in which the needs of different audiences may

vary, and how this impacts on research covering the following

groups

General interest

Special interest

Refer to LO1.1 and LO3.2 for details range of needs

Impact – level of input required, time available, match to previous

research (e.g. for other groups with similar interests or on similar

sites).

3.4 Explain how to link to needs of the audience with the sites to be

visited and the focus of interpretation refer to LO2.

3.5 Explain relevant information sources, and how to access and

use them effectively Refer to LO1.3

Relevant sources – identified by level of existing information,

suggested sources and bibliographies in related work, advice from

client, managers, advisors.

3.6 Explain how to check information for reliability, accuracy and

relevance; and the reasons why this is important refer to LO1.4

and LO1.7

Important – to ensure accurate information given out, satisfy needs of

clients, avoid legal problems (e.g. failure to deliver as contract,

working without necessary consents), loss of reputation and

subsequent opportunities.

3.7 Explain the ways in which the goodwill of information providers

can be optimised refer to LO1.7

3.8 Explain how to take account of potential environmental and

social impact of interpretations and the reasons why this is

788

important refer to LO1.6. Important – to ensure accurate information

given out, satisfy needs of clients, avoid legal problems (e.g. failure to

deliver as contract, working without necessary. See also LO1.7.

Learning Outcome 4. Understand how to plan for interpretations

4.1 Explain how to plan interpretations and select methods best

suited to the needs of the audience, the sites to be visited and

the focus of interpretation interpretations cover:

Geographical areas or sites

Specific environmental topics

Environmental themes

Refer to LO1.1, LO2.1, LO2.2 details of audience requirements and

interpretations,

Planning by – identifying information required, matching to method of

presentation , identifying time-scale (e.g. time available for research,

time required for checking, translation, preparing materials)

Method selected – to balance needs of audience, time available, value

of project, delivery date, other work and events (e.g. maintenance,

other projects, seasons).

4.2 Explain the specific site hazards, how they are recognised and

their impact on visitors minimised and the consequences of

failing to identify and plan accordingly refer to LO2.1. Minimised

by – advance notice and publicity, partial closures to avoid complete

closures during activities, on-site information,

Consequences - failure to satisfy needs of clients, legal problems (e.g.

failure to deliver as contract, working without necessary permissions),

persecution (e.g. under Health and Safety legislation), loss of

reputation.

4.3 Explain the resources and approaches available for the plan and

their suitability covering

Time – day/day, time, duration, frequency, season

Human – Refer to LO1.1 for details of individuals or groups.

Staff, volunteers or contractors required, supervision levels, skills

required, essential qualifications

Physical – site (access and egress, use of site including intrinsic

materials)

Financial information e.g. cost of materials and labour (including staff

and contractors), income (revenue, grants, loans)

789

The plan – resources identified by client or manager as part of briefing

(or contract), part of the research into the project, arising from the

needs of the project.

4.4 Explain how to identify, negotiate and agree appropriate site

access arrangements and the consequences of failing to make

appropriate access arrangements prior to visits refer to LO2.5 for

details permissions.

Consequences – e.g. unable to access site at time required, loss of

reputation with client, land-owner, manager, loss of future access to

site, persecution (e.g. trespass).

4.5 Explain the importance of confirming availability of resources

and the consequences of failing to ensure required resources

are available

Refer to LO2.5 for range of agreements and time-scales

Refer to LO2.6 and LO4.3 for range of resources

Failure to confirm availability – unable to access or visit, loss of

goodwill allowing access, risk of harm to site, risk of harm to

individuals (if site is not in suitable condition for the specific use or

group), loss of goodwill or custom from intended audience, breach of

disciplinary code, threat of litigation or prosecution (e.g. under Health

and Safety Legislation).

4.6 Explain the need for appropriate levels of confidentiality refer to

LO2.7










researching and planning environmental interpretations giving learners the

790







researching and planning environmental interpretations, copies of plans or



Prior to, during and after completion of activities planning, researching and

planning environmental interpretations photographs or video could be taken















supervised.





791









Observation reports


Reports/notes


Witness statements







Presentations including audience feedback

Displays, booklets, leaflets or other material

Information prepared and presented on web-sites










792

















A Hill


















793

Conduct and Report on a Field Survey for People

Unit Reference

M/502/3275

Level

2

Credit Value

4

Guided Learning

Hours

30

Unit Summary


the skills to conduct and report on basic survey

work relating to the natural environment (on land

or at sea). It may involve hands-on measurement

in the field, remote measurement using sensing

equipment (such as aerial photography), or the

collection of samples for analysis out in the field.

The unit also covers reporting on the findings of

the survey carried out

Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.3)

The learner can

1. Collect and record

field survey data for

people

1.1 Undertake a field survey for people

1.2 Select and use survey techniques in

accordance with the survey specification

1.3 Collect primary and secondary data that meets

the requirements of the survey specification

1.4 Record all data legibly, fully and in the format

specified

794

1.5 Take the appropriate prompt action where data

cannot be obtained in accordance with the

specification

2. Be able to work

safely and minimise

environmental

damage






3. Report on the field

survey for people

3.1 Produce accurate, legible and complete reports

which contain the necessary supporting data

3.2 Respond to requests for further clarification

and explanation of reports clearly and accurately

3.3 Report within the required timescale and in

accordance with organisational procedure

795


M/502/3275 Conduct and Report on a Field Survey for People - Level 2

Indicative Content









LO1, LO2 and LO3 are the areas of competence for this unit

Learning Outcome 1. Collect and record field survey data for people

1.1 Undertake a field survey for people (refer to LO1.2) Survey as

required for client, line-manager, project manager, planning authority,

funding provider

1.2 Select and use survey techniques in accordance with the

survey specification e.g. Identify site and facilities on map (largest

scale available)

Identify stakeholders in the site, e.g. staff and volunteers, visitors

(paying and non-paying), neighbours, managers and owners.

Identify the type of data required from the survey; e.g. primary and

secondary survey data, quantitative data, qualitative data

Identify data to be collected, e.g. visitor numbers, type of group

(family, club, friends) demographic details of visitors (e.g. age, gender,

background), information on effectiveness of marketing activities,

frequency of visits, distance travelled, mode of travel, duration of visit,

purpose of visit, perception of facilities (e.g. toilets, signage, access

routes, cafes, litter bins), client or visitor needs, site needs, access

issues, suitability of other facilities (e.g. information and educational

796

material), overall satisfaction,

Methods of survey; e.g.

Data from other sources (e.g. complaints, incident reports, other

studies and projects)

Direct observation – manual counts, automatic counters, data from

ticket sales, admissions, sales figures (from own sources and other

outlets) including number, type and value of sales,




internet based

1.3 Collect primary and secondary data that meets the

requirements of the survey specification (refer to LO1.2 for details)

primary data – e.g. user surveys and questionnaires. Secondary data

e.g. sales data

1.4 Record all data legibly, fully and in the format specified

recorded by - simple notebooks, records and maps by hand, written

reports, customer completed sheets, recording on lap-tops, hand-held

devices, photographs, video

1.5 Take the appropriate prompt action where data cannot be

obtained in accordance with the specification e.g. access to

secondary data e.g. availability of detailed customer surveys, shortage

of demographic information, (seek alternative sources or contact

colleagues for support, refer to line manager or local authority

Survey methods – check methods are appropriate to survey

requirements and location, make changes if required, discuss with

client, line manager, project manager, consultant

Excessive information to identify and record - use third party to assist

(e.g. consultant, colleague),

Access issues (e.g. ownership, working hours) discuss with client,

manager or project manager, defer until issues resolved, seek






797


implemented. Work activities carried out consistently with current

legislation; Health and Safety e.g. Management of Health & Safety at

Work Regulations; Wildlife e.g. Wildlife and Countryside Act, Hedgerow

Regulations, Habitats Directive, Codes of Practice e.g. Protecting our

Water, Soil and Air; Additional requirements including site designations

(e.g. SSSI, AONB,LNR, National Park), client regulations, access

agreements, Environmental Protection Acts covering waste disposal;

e.g. Hazardous Waste Regulations; Duty of care - controlled wastes


damage e.g. damage to access routes and features (fences, bridges,

gates, stiles) Actions - carry out surveys in appropriate weather

conditions (avoid excessively wet conditions, snow or ice)

Damage to vegetation indirectly as result of access to site; Action –

change method or timing of survey, training for field workers, avoiding

use of vehicles including disturbance of waterways (ponds, streams)

Damage to habitats (site of bat roost trees, nesting birds, breeding

animals, vulnerable habitats) work in accordance with local biodiversity

plans, awareness of rare species in area, mark plan to ensure no

disturbance

Minimise risk of fire – avoid all sources of ignition in dry conditions

Learning Outcome 3. Report on the field survey for people

3.1 Completed reports are accurate, legible and contain the

necessary supporting data information presented as required by

client brief, planning authority or funding body e.g. Illustrated written

report (in paper format or electronically), audio visual presentation

Verbal reports (one to one, within groups) avoid noisy environments,

use of appropriate language and avoid jargon, report is supported by

notes, pictures and examples as required

Written – (e.g. field survey notes) presented in appropriate format

using pro-forma if available, legible writing, avoid water or wind

damage to records

Reports – are typewritten, use appropriate formats, supported by

photographs, charts, diagrams, additional information as appendices

3.2 Requests for further clarification and explanation of reports

are responded to clearly and accurately, e.g. further information

required by managers, clients, planning authority, funding provider

798

Verbal or written explanation, response to questioning or request for

further information (either immediate or to an agreed time-scale)

3.3 Reports are made within the required timescale and in

accordance with organisational procedure e.g. as required by

client, planners, funding body, project manager (by set date/time,

seasonal, periodically(monthly, annual)









those who have experience in this area of work or by conducting and

reporting on a field survey for people under supervision giving learners the




Prior to, during and after conducting and reporting on a field survey for

people photographs or video could be taken to provide evidence of progress.









799


including field notes, reports and presentations.


appropriately.









Product evidence

Observation reports

Survey reports and summaries


Reports/notes


Witness statements












800







Countryside Council for Wales www.ccw.gov.uk/ have information about countryside protection schemes and land management for the







Handbook for Phase 1 Habitat Survey - available to download on www.jncc.gov.uk

NBN – (The National Biodiversity Network) www.nbn.org.uk NBN

gateway to view distribution maps for almost any species in the UK

MAGIC (Multi-Agency Geographic Information for the Countryside)

www.magic.gov.uk/ a ‘web-based interactive map to bring together

geographic information on key environmental schemes and

designations in one place’

National bodies – Most species/taxonomic groups have national

bodies who can provide plentiful advice on surveys and recording e.g.

o RSPB (http://www.rspb.org/

o BTO (http://www.bto.org/)

o Bat Conservation Trust - http://www.bats.org.uk/

o The Herpetological Conservation Trust - http://herpconstrust.org.uk/

o Butterfly Conservation - http://www.butterfly-conservation.org/

o Botanical Society of the British Isles - http://www.bsbi.org.uk/

o Buglife -www.buglife.org.uk

o The Mammal Society - http://www.abdn.ac.uk/mammal/










http://www.jncc.gov.uk/

http://www.nbn.org.uk/

http://www.magic.gov.uk/

http://www.rspb.org/

http://www.bats.org.uk/

http://herpconstrust.org.uk/

http://www.butterfly-conservation.org/

http://www.bsbi.org.uk/

http://www.abdn.ac.uk/mammal/

801

The Code of Practice - Protecting our Water, Soil and Air has a



A Hill




802

Conduct and Report on a Field Survey for Physical

Features

Unit Reference

A/502/3277

Level

2

Credit Value

4

Guided Learning

Hours

30

Unit Summary




or at sea) for physical features. It may involve

hands-on measurement in the field, remote

measurement using sensing equipment (such as

aerial photography), or the collection of samples

for analysis out in the field. The unit also covers

reporting on the findings of the survey carried out

Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.3)

The learner can



physical features

1.1 Undertake a field survey for physical features






specified

803



specification

2. Be able to work

safely and minimise

environmental

damage







survey for physical

features







804


A/502/3277 Conduct and Report on a Field Survey for Physical Features

Level 2

Indicative Content










Learning Outcome 1. Collect and record field survey data for

physical features

1.1 Undertake a field survey for physical features refer to LO1.2.

Physical features e.g. topography (altitude, aspect, profile), soils, rock

outcrops, buildings, access routes (paths, roads, tracks), features on

access routes (bridges, stiles, gates), barriers and boundaries (hedges,

fences, ditches), water features (ponds, lakes, rivers, streams).

Survey as required for client, line-manager, project manager, planning

authority, funding provider.

1.2 Select and use survey techniques in accordance with the survey

specification maps and plans of the area, aerial photographs (either

specifically commissioned or from internet sources), surveys using

tapes, chains, levels (optical and laser), GPS mapping equipment,

photographs, soil assessment by profile pits, field sampling, chemical

and physical testing, reference to national soil maps, photography

805


requirements of the survey specification primary data – soil

profile and analysis results, plans and maps prepared to show features,

survey details (readings from levels, chain surveys, GPS, offsets)

Secondary data e.g. Previous survey data, maps, plans, aerial

photographs, national soil maps

1.4 Record all data legibly, fully and in the format specified recorded

by - simple notebooks, plans and maps by hand, using standard offset

and surveying records and reporting forms, maps or GPS to identify

locations, recording on lap-tops, hand-held devices, photographs


obtained in accordance with the specification e.g. sampling

methods - check methods are appropriate to survey requirements and

location, make changes if required, discuss with client, line manager,

project manager, consultant. Excessive information to identify and

record - use third party to assist (e.g. consultant, colleague). Access

issues (e.g. ownership, excessive vegetation, obstructions to access

routes, wet or slippery conditions causing hazard or damage to

environment) discuss with landowner or project manager, clear paths,

defer until conditions improve, seek secondary sources of data.











(e.g. SSSI, AONB,LNR, National Park), LBAPs, client regulations, access

agreements, stewardship schemes, Environment Agency notifications

e.g. activities affecting watercourses, groundwater, Environmental


Regulations; Duty of care - controlled wastes

806



gates, stiles). Actions - carry out surveys in appropriate weather

conditions (avoid excessively wet conditions, snow or ice), clear paths

and repair features, care during surveying

Damage to vegetation directly as result of surveying and investigation

or indirect damage to vegetation resulting from access to site; Action –

change method or timing of survey, training for field workers, avoiding

use of vehicles.




disturbance


Learning Outcome 3. Report on the field survey for physical

features

3.1 Produce accurate, legible and complete reports which contain

the necessary supporting data information presented as required by






Written – (e.g. field survey notes) presented in appropriate format


damage to records



3.2 Respond to requests for further clarification and explanation of

reports clearly and accurately, e.g. further information required by

managers, clients, planning authority, funding provider. Verbal or

written explanation, response to questioning or request for further

information (either immediate or to an agreed time-scale)

3.3 Report within the required timescale and in accordance with

organisational procedure reports are made within the required

timescale and in accordance with organisational procedure e.g. as

807

required by client, planners, funding body, project manager (by set

date/time, seasonal, periodically(monthly, annual)










reporting on a field survey for physical features under supervision giving





physical features photographs or video could be taken to provide evidence

of progress.











808


appropriately.









Product evidence

Observation reports

Field study reports and summaries


Reports/notes


Witness statements














809












pollution and emissions, hazardous waste, water etc Handbook for Phase 1 Habitat Survey - available to download on

www.jncc.gov.uk NBN – (The National Biodiversity Network) www.nbn.org.uk NBN







bodies who can provide plentiful advice on species, distribution,

surveys and recording e.g









o The Forestry Commission www.forestry.gov.uk application for licences

Harris J.G. and Woolfe Harris M – Plant Identification Terminology

Keble Martin W. The concise British Flora in Colour




















810

Hosking D and Press B – Trees of Britain and Europe




A Hill




811

Conduct and Report on a Field Survey for Animals

Unit Reference

F/502/3278

Level

2

Credit Value

4

Guided Learning

Hours

30

Unit Summary




or at sea) for animals. It may involve hands-on

measurement in the field, remote measurement

using sensing equipment (such as aerial

photography), or the collection of samples for

analysis out in the field. The unit also covers


Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.3)

The learner can



animals

1.1 Undertake a field survey for animals






specified

812



specification

2. Be able to work

safely and minimise

environmental

damage







survey for animals







813


F/502/3278 Conduct and Report on a Field Survey for Animals - Level 2

Indicative Content










Learning Outcome 1. Collect and record field survey data for animals

1.1 Undertake a field survey for animals refer to LO1.2. Survey as

required for client, line-manager, project manager, planning



survey specification Identify site and facilities on map (largest scale

available)

Identify stakeholders in the site, e.g. staff and volunteers, visitors

(paying and non-paying), neighbours, managers and owners.

Identify the type of data required from the survey; e.g. primary and

secondary survey data, quantitative data, qualitative data

Identify data to be collected, e.g. identify animal descriptors e.g.

animal species found, age, location in the area, status of the area.

Methods of survey; e.g.

Data from other sources (e.g. complaints, incident reports, other

studies and projects)

814

Direct observation – manual counts, automatic counters, sales figures

(from own sources and other outlets) including number, type and

value of sales,




internet based)


requirements of the survey specification primary data – e.g.

user surveys and questionnaires. Secondary data e.g. sales data,

previous protected species surveys


recorded by - simple notebooks, plans and maps by hand, using

standard offset and surveying records and reporting forms, maps or

GPS to identify locations, recording on lap-tops, hand-held devices,

photographs



methods - check methods are appropriate to survey requirements

and location, make changes if required, discuss with client, line

manager, project manager, consultant. Excessive information to

identify and record - use third party to assist (e.g. consultant,

colleague). Access issues (e.g. ownership, excessive vegetation,

obstructions to access routes, wet or slippery conditions causing

hazard or damage to environment) discuss with landowner or project

manager, clear paths, defer until conditions improve, seek secondary

sources of data.





additional requirements risk assessment carried out or studied

and implemented. Work activities carried out consistently with

current legislation; Health and Safety e.g. Management of Health &

Safety at Work Regulations; Wildlife e.g. Wildlife and Countryside Act,

Hedgerow Regulations, Habitats Directive, Codes of Practice e.g.

815


site designations (e.g. SSSI, AONB,LNR, National Park), LBAPs, client

regulations, access agreements, stewardship schemes, Environment

Agency notifications e.g. activities affecting watercourses,

groundwater, Environmental Protection Acts covering waste disposal;



damage e.g. damage to access routes and features (fences,

bridges, gates, stiles). Actions - carry out surveys in appropriate

weather conditions (avoid excessively wet conditions, snow or

ice), clear paths and repair features, care during surveying


or indirect damage to vegetation resulting from access to site; Action

– change method or timing of survey, training for field workers,

avoiding use of vehicles.

Disturbance of waterways (ponds, streams) when assessing aquatic

vegetation (e.g. causing siltation) use of boats, dipping and sampling.


animals, vulnerable habitats) work in accordance with local

biodiversity plans, awareness of rare species in area, mark plan to

ensure no disturbance


Learning Outcome 3. Report on the field survey for animals


the necessary supporting data information presented as

required by client brief, planning authority or funding body e.g.

Illustrated written report (in paper format or electronically), audio

visual presentation




Written – (e.g. animal survey notes) presented in appropriate format


damage to records



816


reports clearly and accurately, e.g. further information required by

managers, clients, planning authority, funding provider. Verbal or

written explanation, response to questioning or request for further

information (either immediate or to an agreed time-scale)



timescale and in accordance with organisational procedure e.g.

as required by client, planners, funding body, project manager (by

set date/time, seasonal, periodically(monthly, annual)





















817


appropriately.




Product evidence

Observation reports


Reports/notes


Witness statements



















818

Conduct and Report on a Field Survey for Habitat

Types

Unit Reference

F/502/3281

Level

2

Credit Value

4

Guided Learning

Hours

30

Unit Summary



work relating to the natural environment for

habitat types (on land or at sea). It may involve






Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.3)

The learner can



habitat types

1.1 Undertake a field survey for habitat types






specified

819



specification

2. Be able to work

safely and minimise

environmental

damage







survey for habitat

types







820


F/502/3281 Conduct and Report on a Field Survey for Habitat Types - Level

2

Indicative Content










Learning Outcome 1. Collect and record field survey data for

habitat types

1.1 Undertake a field survey for habitat types (refer to LO1.2).


authority, funding provider


specification e.g.

Identify site on map (largest scale available)

Locate main features of map (e.g. paths, rides, streams, ponds,

boundaries)


sources) used to establish broad habitat types within the survey area,

Walk-over survey used to examine all habitats on site, mark on map,

identify with target notes (refer to LO1.3 for content of Target Notes),

link to National Vegetation Classification, assessment of adjacent sites

to establish links to vegetation types

Detailed survey to identify distinct areas within each habitat and

821

detailed habitat description, species within the habitat

(common/typical, rarities, invasive, faunal), identify other features

(e.g. evidence of past management, present threats to habitats or

species)

Example habitat descriptions – Woodlands – information to be gathered

e.g.

Tree species present (conifer, broad-leaf or both, all the same species,

or mixed), age of trees (young, old, or middle-aged, all the same age

or mixed) structure of the woodland (close together or spread apart,

plantation or semi-natural, shady or light, presence of ground flora,

shrub layer and canopy, evidence exists of past management (e.g.

coppice, thinning, restocking, grazing), other features (e.g. rides,

banks, streams, wet areas, dead wood, leaf-litter), evidence of animals

(e.g. squirrel, fox, badger, deer, other mammals, birds, old nests,

potential for bats or great crested newts)


requirements of the survey specification primary data – survey

map showing locations, size of area/s, date, references to secondary

sources of data, (refer to LO1.2 for details)

Target notes (survey title/date, grid reference, county or Local

Authority area, name of surveyor, conservation and SSSI or other

classification code if appropriate, habitat type and description),

Secondary data e.g. maps and plans of area, aerial photographs,

previous survey data, National Vegetation Survey data (refer to

Handbook for Phase 1 Habitat Survey for details), LBAPs and protected

or notable species, specialist surveys (e.g. habitats for bats or great

crested newts)


by - simple notebooks, target note records and maps by hand using

standardised habitat classification, alphanumeric reference codes and

mapping colour codes, standard monitoring and distribution forms,

reporting forms, maps or GPS to identify locations, recording on lap-

tops, hand-held devices, photographs, video



secondary data e.g. availability of detailed aerial surveys on internet

seek alternative website or contact colleagues for downloaded maps,

lack of plans and maps refer to line manager or local authority

822

Survey methods - check methods are appropriate to survey




(e.g. consultant, colleague). Access issues (e.g. ownership, excessive

vegetation, obstructions to access routes, wet or slippery conditions

causing hazard or damage to environment) discuss with landowner or

project manager, clear paths, defer until conditions improve, seek












(e.g. SSSI, AONB,LNR, National Park), LBAP’s, client regulations,

access agreements, stewardship schemes, Environment Agency

notifications e.g. activities affecting watercourses, groundwater,

Environmental Protection Acts covering waste disposal; e.g. Hazardous

Waste Regulations; Duty of care - controlled wastes.





and repair features, care during surveying.



change method or timing of survey, use of non-destructive assessment

method, training for field workers, avoiding use of vehicles.






823

disturbance.

Minimise risk of fire – avoid all sources of ignition in dry conditions.

Learning Outcome 3. Report on the field survey for habitat types


necessary supporting data Information presented as required by





notes, pictures and examples as required,

Written e.g. field survey notes presented in appropriate format using

pro-forma if available, legible writing, avoid water or wind damage to

records

Reports typewritten, use appropriate formats, supported by


3.2 Requests for further clarification and explanation of reports are

responded to clearly and accurately e.g. further information

required by managers, clients, planning authority, funding provider.






seasonal, periodically (monthly, annual)








824



reporting on a field survey for habitat types under supervision giving





habitat types photographs or video could be taken to provide evidence of

progress.












appropriately.









Product evidence

825

Observation reports

Field survey reports and summaries


Reports/notes


Witness statements




















Visit Department for Environment, Food and Rural Affairs website










826











bodies who can provide plentiful advice on species, distribution,

surveys and recording e.g.









The Forestry Commission www.forestry.gov.uk application for licences Harris J.G. and Woolfe Harris M – Plant Identification Terminology






A Hill
















827

Conduct and Report on a Field Survey for Plants

Unit Reference

A/502/3280

Level

2

Credit Value

4

Guided Learning

Hours

30

Unit Summary



work relating to the natural environment for plants

(on land or at sea). It may involve hands-on

measurement in the field, remote measurement

using sensing equipment (such as aerial

photography), or the collection of samples for

analysis out in the field. The unit also covers


Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.3)

The learner can



plants

1.1 Undertake a field survey for plants






specified

828



specification

2. Be able to work

safely and minimise

environmental

damage







survey for plants







829


A/502/3280 Conduct and Report on a Field Survey for Plants - Level 2

Indicative Content










Learning Outcome 1. Collect and record field survey data for plants

1.1 Undertake a field survey for plants (refer to LO1.2) survey as

required for client, line-manager, project manager, planning authority,

funding provider.


specification e.g.

Walk-over survey used to determine broad variations in the vegetation,

for initial phase of survey, or to record changes over time,

Quadrats for sampling randomised by throwing or by grid survey


random)

Line transect (e.g. by stretching a rope or tape across the area) to

identify species present along the line,

Belt transect used to identify and quantify species (relative or

absolute),

Stratified sampling identifying variations in the area, allows separate

assessment to be made of distinct areas of variation


830

sources) used to establish broad habitat types with the survey area

Assessment of adjacent sites to establish links to other vegetation

types.


requirements of the survey specification primary data – species

presents, numbers presents (relative or absolute), age profile of plants.

Secondary data e.g. Previous survey data, National Vegetation Survey

data, LBAPs and protected or notable species, specialist surveys (e.g.

habitats for bats or great crested newts)


by - simple notebooks, target note records and maps by hand using

standardised habitat classification, alphanumeric reference codes and

mapping colour codes, standard monitoring and distribution forms,

reporting forms, maps or GPS to identify locations, recording on lap-

tops, hand-held devices, photographs, video



methods - check methods are appropriate to survey requirements and

location, make changes if required, discuss with client, line manager,

project manager, consultant. Excessive information to identify and

record - use third party to assist (e.g. consultant, colleague).

Access issues (e.g. ownership, excessive vegetation, obstructions to

access routes, wet or slippery conditions causing hazard or damage to

environment) discuss with landowner or project manager, clear paths,

defer until conditions improve, seek secondary sources of data.











(e.g. SSSI, AONB,LNR, National Park), LBAP’s, client regulations,

831

access agreements, stewardship schemes. Environment Agency

notifications e.g. activities affecting watercourses, groundwater,

Environmental Protection Acts covering waste disposal; e.g. Hazardous

Waste Regulations; Duty of care - controlled wastes








change method or timing of survey, use of non-destructive assessment

method, training for field workers, avoiding use of vehicles






disturbance


Learning Outcome 3. Report on the field survey for plants


necessary supporting data Information presented as required by





notes, pictures and examples as required. Written – (e.g. field survey

notes) presented in appropriate format using pro-forma if available,

legible writing, avoid water or wind damage to records. Reports – are

typewritten, use appropriate formats, supported by photographs,

charts, diagrams, additional information as appendices

3.2 Requests for further clarification and explanation of reports are

responded to clearly and accurately, e.g. further information

required by managers, clients, planning authority, funding provider.



832




seasonal, periodically(monthly, annual)










reporting on a field survey for plants under supervision giving learners the





plants photographs or video could be taken to provide evidence of progress.











833


appropriately.




Product evidence

Observation reports



Reports/notes


Witness statements
























834







pollution and emissions, hazardous waste, water etc Handbook for Phase 1 Habitat Survey - available to download on

www.jncc.gov.uk NBN – (The National Biodiversity Network) www.nbn.org.uk NBN






National bodies – Most species/taxonomic groups have national bodies

who can provide plentiful advice on species, distribution, surveys and

recording e.g.

RSPB (http://www.rspb.org/

BTO (http://www.bto.org/)

Bat Conservation Trust - http://www.bats.org.uk/

The Herpetological Conservation Trust - http://herpconstrust.org.uk/

Butterfly Conservation - http://www.butterfly-conservation.org/

Botanical Society of the British Isles - http://www.bsbi.org.uk/

Buglife -www.buglife.org.uk

The Mammal Society - http://www.abdn.ac.uk/mammal/

The Forestry Commission www.forestry.gov.uk application for licences

Harris J.G. and Woolfe Harris M – Plant Identification Terminology






A Hill


















835

Conduct and Report on a Field Survey for Access

Networks

Unit Reference

J/502/3279

Level

2

Credit Value

4

Guided Learning

Hours

30

Unit Summary



work relating to the natural environment for access

networks (on land or at sea). It may involve






Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.3)

The learner can



access networks

1.1 Undertake a field survey for access networks






specified

836



specification

2. Be able to work

safely and minimise

environmental

damage







survey for access

networks







837


J/502/3279 Conduct and Report on a Field Survey for Access Networks -

Level 2

Indicative Content










Learning Outcome 1. Collect and record field survey data for access

networks

1.1 Undertake a field survey for access networks (refer to LO1.2)




survey specification e.g.

Identify site on map (largest scale available)

Identify access routes within the area - locate main features of map

(e.g. paths, rides, streams, ponds, boundaries), use of aerial

photography (either specifically commissioned or from internet sources)

to establish network

Identify legal status of routes (e.g. public highway, BOAT, RUPP,

Permissive Path, Long-distance path, private road or track), identify

other designations that impact on the network (e.g. SSSI, National

Park, Conservation Area, AONB, Land Stewardship Scheme)

Initial survey used to locate and examine all access networks on site,

838

mark on map, identify variations from existing maps and plans, survey

extended to identify destination of routes from the site, identify

features on the access routes (e.g. gates, stiles, bridges, walkways,

steps)

Observation or survey to establish levels and types of usage and

perceived problems (e.g. blocked paths, poor drainage, overgrown

areas)

Detailed survey to establish condition and fitness for purpose of access

routes on the site e.g. All routes – is the surface suitable for purpose

and in good condition, does vegetation (e.g. crops, grass and herbage,

overgrowing trees, brambles, bracken, heather) impede the route either

at time of survey or potentially in periods of rapid growth, is signage in

place (legal, warning, advisory, directional, information and education),

availability and condition of other features (e.g. seats, shelters, barriers

to prohibited traffic, safety railings), boundaries alongside routes e.g.

are fences stock-proof, does the fence or hedge represent a hazard

(barbed wire, loose posts), streams and ditches – are edges firm, are

they well maintained to minimise flood risk, livestock – are they

separated from the route by hedges or fences, do they pose threat to

users, usage – is there evidence of inappropriate use (e.g. by vehicles

on footpaths or bridleways, cycles on footpaths), presence of protected

or notable species, specialist surveys (e.g. habitats for bats or great

crested newts)

Paths – is type and condition of surface (including walkways) suitable

for pedestrians, wheelchairs, persons with limited mobility or sight,

suitability of features for purpose (e.g. are paths, gates and bridges

wide enough, do stiles impede access, do walkways have non-slip

surfaces, are steps serviceable, is there an alternative route without

steps or steep slopes)

Rides, bridle ways – are surfaces or drainage damaged by traffic, are

gates able to be open from horseback, is there adequate headroom, is

there separate route for other traffic (e.g. cycles, pedestrians)

Roads, tracks, RUPPs, BOATs – is there sufficient width to allow vehicles

to safely pass other users (e.g. pedestrians, cycles, horses), does level

of usage by vehicles pose hazard to other users


requirements of the survey specification (refer to LO1.2 for details)

primary data – e.g. survey data, references to secondary sources of

data, user surveys and questionnaires. Secondary data e.g. maps and

839

plans of area, aerial photographs, previous survey data, information on

designations and legal status


recorded by - simple notebooks, records and maps by hand,

alphanumeric reference codes and mapping colour codes, standard

monitoring and reporting forms, maps or GPS to identify locations,

recording on lap-tops, hand-held devices, photographs, video



secondary data e.g. availability of detailed aerial surveys on internet

seek alternative website or contact colleagues for downloaded maps,

lack of plans and maps refer to line manager or local authority

Survey methods - check methods are appropriate to survey




(e.g. consultant, colleague). Access issues (e.g. ownership, excessive

vegetation, obstructions to access routes, wet or slippery conditions

causing hazard or damage to environment) discuss with landowner or

project manager, clear paths, defer until conditions improve, seek












(e.g. SSSI, AONB,LNR, National Park), Highways Acts (various years),

client regulations, access agreements, stewardship schemes,

Environment Agency notifications e.g. activities affecting watercourses,

groundwater, Environmental Protection Acts covering waste disposal;


840






Damage to vegetation indirectly as result of surveying and investigation

or from access to site; Action – change method or timing of survey,

training for field workers, avoiding use of vehicles including disturbance

of waterways (ponds, streams)




disturbance


Learning Outcome 3. Report on the field survey for access

networks


the necessary supporting data completed reports are accurate,

legible and contain the necessary supporting data. Information

presented as required by client brief, planning authority or funding

body e.g. Illustrated written report (in paper format or electronically),

audio visual presentation. Verbal reports (one to one, within groups)

avoid noisy environments, use of appropriate language and avoid

jargon, report is supported by notes, pictures and examples as

required. Written (e.g. field survey notes) presented in appropriate

format using pro-forma if available, legible writing, avoid water or wind

damage to records


photographs, charts, diagrams, additional information as appendices.


reports clearly and accurately requests for further clarification and

explanation of reports are responded to clearly and accurately e.g.

further information required by managers, clients, planning authority,

funding provider. Verbal or written explanation, response to

questioning or request for further information (either immediate or to

an agreed time-scale).

841



timescale and in accordance with organisational procedure e.g. as

required by client, planners, funding body, project manager (by set

date/time, seasonal, periodically (monthly, annual)










reporting on a field survey for access networks under supervision giving





access networks photographs or video could be taken to provide evidence of

progress.









842




appropriately.









Product evidence

Observation reports



Reports/notes


Witness statements












843





National Federation of Biological Recording website http://www.nbn-nfbr.org.uk/nfbr.php lists all Local / Biological Recording Centres - Useful

to find local Biodiversity Action Plans The Natural England website http://www.naturalengland.org.uk/ and

Countryside Council for Wales www.ccw.gov.uk/ have information about countryside protection schemes and land management for the benefit of

wildlife, landscape. Also licences and enforcement Local Authority websites for Local Planning Authority permissions and


www.defra.gov.uk or Welsh Assembly Government countryside website


agricultural sectors The Environment Agency website http://www.environment-







geographic information on key environmental schemes and designations

in one place’

National bodies – Most species/taxonomic groups have national bodies

who can provide plentiful advice on species, distribution, surveys and

recording e.g







o Buglife - www.buglife.org.uk




















844

o The Forestry Commission www.forestry.gov.uk application for

licences Harris J.G. and Woolfe Harris M – Plant Identification Terminology





Managing Habitats for Conservation by William J Sutherland and David A

Hill





845

Exhume Coffins and Remains

Unit Reference

Y/502/0483

Level

2

Credit Value

4

Guided Learning

Hours

30

Unit Summary

This unit will provide the skills and knowledge

required for preparing and assisting with

exhumations

Learning Outcomes

(1 to 6)

The learner will

Assessment Criteria

(1.1 to 6.3)

The learner can

1. Be able to carry

out exhumations of

coffins and remains

1.1 Locate the required grave, screen and cover

the site effectively

1.2 Probe carefully to locate the coffin and in a

manner which minimises damage to the coffin and

its contents

1.3 Dig to within the specified distance from the

coffin

1.4 Lime the soil and contaminated areas

thoroughly and effectively and continue to do so

throughout the operation

1.5 Clear soil around the coffin leaving sufficient

room for safe and effective access

846

1.6 Place lifting aids correctly and lift in a manner

which minimises the damage to the coffin and

contents

1.7 Handle the coffin following initial lift in a

manner which is appropriate to soil and coffin

conditions

1.8 Place coffin and contents in a suitable

container

1.9 Restore the grave site tidily and safely

1.10 Show care and respect for the deceased

throughout the operation


use and maintain

equipment to exhume

coffins and remains


work




3. Be able to work

safely and minimise

environmental

damage







4. Know how to

exhume coffins and

remains

4.1 Describe why thorough preparation for

exhumations is important

4.2 State how to locate the correct grave, coffin

and remains

847

4.3 Describe how to screen and cover the site from

public view and why it is important

4.4 Explain why it is important to probe in a way

which minimises damage to the coffin and remains

4.5 Describe how to lime and disinfect

contaminated areas at the end of the operation

and why this is important

4.6 State how much room is required around the

coffin for safe and effective access

4.7 Describe how to place lifting aids and lift the

coffin in a way which minimises damage

4.8 Describe how to handle coffin following initial

lift according to the soil and coffin conditions in the

range


equipment and

materials required

and how to maintain

them

5.1 Describe the equipment and materials which

will be necessary to exhume coffins and remains

including

Probing

Measuring

Digging

Safety

Protective clothing

Shell, coffin or suitable container

Shoring

Breathing equipment

Disinfectant

Lime

Vegetable charcoal



848

6. Know the current

health and safety

legislation and

environmental good

practice.





minimised



849


Y/502/0483 Exhume Coffins and Remains - Level 2

Indicative Content



ABC will provide specialist support for providers wishing to use this unit in

order to develop and agree customised delivery and assessment regimes

that maximise access and opportunities for the target learners and

employers in this sub-sector and ensure that all aspects of content, delivery

and assessment are fit for purpose and promote best practice in the sector.
















appropriately.

850











Product evidence

Observation reports


Reports/notes


Witness statements















851





852

Work With Children and Young People during

Environmental Activities

Unit Reference

J/502/3282

Level

2

Credit Value

3

Guided Learning

Hours

23

Unit Summary


the knowledge and skills required to work with

children and young people. It includes establishing

and maintaining a healthy, safe and secure

environment.

The term ‘children and young people’ refers to all

children and young people of school age

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.2)

The learner can

1. Be able to

establish and

maintain a healthy,

safe and secure

environment for

children and young

people

1.1 Check all areas where children and young

people will be present and identify and record

hazards

1.2 Take action to eliminate or reduce hazards

where dangerous situations or hazards arise

1.3 Explain safety rules to children and young

people clearly and in a manner appropriate to their

level of understanding

1.4 Encourage children and young people to be

aware of their own and others safety

853

1.5 Work with others to maintain the agreed levels

of supervision at all times

1.6 Follow agreed procedures for the collection of

children and young people and not hand over any

children without authorisation

1.7 Take the appropriate action in cases where

they have concerns over the welfare of children

and young people in their care

2. Be able to work

with and protect

children and young

people during

environmental

activities

2.1 Work with children and young people indoors

and outdoors in a calm and relaxed manner to

promote their understanding and self confidence

3. Know how to

establish and

maintain a healthy,

safe and secure

environment for

children and young

people

3.1 Explain the implications on their work of

relevant legislation and sector, organisational and

statutory codes of practice

3.2 Describe how to identify potentially dangerous

situations or hazards

3.3 Describe the action required in cases where

potentially dangerous situations or hazards have

been identified

3.4 Outline the necessary safety rules and

procedures, and how to explain them to children in

a manner appropriate to their level of

understanding

3.5 Describe how to promote understanding and

self-confidence in children and young people

854

3.6 Outline the agreed levels of supervision

appropriate for the activity

3.7 Explain the importance of procedures for the

collection of children and young people

3.8 Explain the action to take where they are

concerned about the welfare of a child or young

person in their care, including the procedures for

dealing with suspected child abuse covering

Referral of concerns to the line manager

and

Referral of concerns to specialists outside

the organisation

4. Understand the

implications of

working with children

during environmental

activities.

4.1 Explain the importance of maintaining a calm

and relaxed manner when working with children

and young people

4.2 Describe how to work with children and young

people

Indoors

Outdoors

855


J/502/3282 Work with Children and Young People during Environmental

Activities – Level 3

Indicative Content

Note 1 – Cross references are first to the Learning Outcome (LO) e.g.) LO1


Note 2 – Examples are indicative of the range of considerations for



Learning Outcome 1. Be able to establish and maintain

a healthy, safe and secure environment for children and young

people

1.1 Check all areas where children and young people will be present

and identify and record hazards Carry out risk assessments on both

indoor and outdoor areas and record and move hazards out of activity

areas. If hazards cannot be removed then cordon off potential danger

areas away from activities.

1.2 Take action to eliminate or

reduce hazards where dangerous situations or hazards arise

After carrying out a risk assessment, identify all of the hazards and

remove where possible or move activities to an area where the level of

risk for all hazards is reduced. Risk assess certain groups or individuals

if needed to bring the level of risk down to an acceptable level. Tape

off areas and restrict access to higher risk areas and inform all

teachers, teaching assistants and children involved in the activity.

1.3 Explain safety rules to children and young people clearly and in

a manner appropriate to their level of understanding Safety rules

to come from risk assessment and be told to children in simple

language that they understand with constant reminders throughout the

activity where necessary. Use posters and warning signs to emphasize

the importance of safety and ensure that teachers and teaching

856

assistants reinforce the safety rules in a suitable method for the age

group of the children involved.

1.4 Encourage children and young people to be aware of

their own and others safety Create an interesting safety activity for

children where they have to look out for the welfare of themselves and

others and there are incentives for being safe during environmental

activities. Work with teachers and teaching assistants to work with the

children to make signs and posters on safety before the environmental

activity takes place.

1.5 Work with others to maintain the agreed

levels of supervision at all times Plan and agree activities with

safety and supervision rules firmly in place to include collection of

children, getting to and from the work area outside and the activities

that will take place including use of tools and materials. Ensure that

teachers and teaching assistants are available for all activities and the

ratio of children to members of staff is suitable as identified in the

activity risk assessment.

1.6 Follow agreed procedures for the collection of children

and young people and not hand over any children

without authorisation Registers to be taken and contact details of all

children doing activities off site to be recorded with a copy left at the

school before leaving to undertake an activity off site. All staff and

helpers must be approved and cleared with an enhanced CRB check

before children are released into their care.

1.7 Take the appropriate action in cases where they

have concerns over the welfare of children and young people

in their care Stop any activity if there is a risk to any child or remove

a child from the activity if they are unwell. Protect young people by

ensuring that unauthorised persons do not have access to activities

where young people are involved. Ensure that all children are

supervised properly and cannot wander off into dangerous situations.

Refer to line manager if any form of abuse is suspected so that it can

be investigated and then if necessary the Police or Social Services can

be informed where there is evidence of abuse.

Learning Outcome 2. Be able to work with and protect children

and young people during environmental activities

857

2.1 Work with children and young people indoors and outdoors in a

calm and relaxed manner to promote their understanding and

self-confidence: Ensure that children start off with simple interesting

tasks that they are capable of, potentially working in small groups

where they can help and encourage each other while gaining

confidence so that more difficult tasks can be achieved later on. Plan

tasks that are enjoyable and achievable and that can be carried out

successfully indoors or out depending on the weather conditions. All

tasks must have adequate space either inside or outside for safety

reasons. Indoor Task Creating posters and making signs for the

activity to keep each other safe and promote understanding of the

outdoor task to be carried out such as making simple nesting boxes.

Outdoor Task Making simple nesting boxes outside to include how to

use the tools involved such as hand saws, hammer and nails as well as

a step by step guide of how to complete the task correctly and safely

LO3 and LO4 are the key areas of Knowledge for this unit

Learning Outcome 3. Know how to establish

and maintain a healthy, safe and secure environment for

children and young people

3.1 Explain the implications on

their work of relevant legislation and sector, organisational and

statutory codes of practice: All practical tasks are covered by the

regulations of the Health and Safety at Work Act covering safe working

practices including Manual Handling and the Environmental Protection

Act and COSHH to protect the environment during practical activities

outdoors. The protection of children and young people is covered by

the Public Interest Disclosure Act, the Disability Discrimination Act,

Equal Opportunities and the Protection of children Act

3.2 Describe how to identify potentially dangerous situations

or hazards: See LO1.1 for details

3.3 Describe the action required in cases where

potentially dangerous situations or hazards have been

identified: See LO1.2 for details.

858

3.4 Outline the necessary safety rules and procedures, and how

to explain them to children in a manner appropriate to their

level of understanding: See LO1.3 and LO1.4 for details.

3.5 Describe how to promote understanding and self-confidence

in children and young people: See LO2.1 for details.

3.6 Outline the agreed levels of supervision appropriate

for the activity: See LO1.5 for details.

3.7 Explain the importance of procedures for the collection of

children and young people: See LO1.6 for details.

3.8 Explain the action to take where they are concerned about the

welfare of a child or young person in their care, including the

procedures for dealing with suspected child abuse covering:

referral of concerns to the line manager Any suspected forms of

abuse in whatever form (Physical, sexual, Psychological/Emotional,

financial, neglect, discrimination) must be reported in confidence to

the relevant line manager under the confidential reporting (Whistle-

blowing) policy) making sure that the affected person is safe, so that

the concerns can be investigated whether the abuse is by another

child, a staff member or a person external to the organisation. All

records of conversations must be recorded, dated and signed and

passed to the line manager. Preserve any items of evidence and do

not wash the person unless it is for first aid purposes. See LO1.7 for

details.

referral of concerns to specialists outside the organisation

The manager of the organisation must conduct a thorough

investigation to gather evidence if a case is reported and ensure that

the person affected by the abuse is safe and that people suspected of

abuse must be suspended pending further enquiries. All staff and

witnesses must be interviewed in confidence and written and physical

evidence judged impartially. If there is clear evidence of abuse then

the Police, Social Services and the Care Quality Commission should

be informed. See LO1.7 for details.

Learning Outcome 4. Understand the implications

of working with children during environmental activities

859


a calm and relaxed manner when working with children

and young people: See LO2.1 for details.

4.2 Describe how to work with children and young people

indoors

outdoors

See LO2.1 for details.










environmental activities where children or young people are involved giving







which could be linked to the practical work e.g. by observation of running

environmental activities for children and young people and witness

testimony, answering oral or written questions, assignments or internet

research cross referenced to the knowledge evidence





860















appropriately.









Product evidence

Observation reports




Witness statements



861





schedules








appropriately.









legal publications The Department for Environment, Food and Rural Affairs website





The website www.hmso.gov.uk/acts/acts1998/19980023.htm provides helpful guidance on the public interest disclosure act.

The website www.opsi.gov.uk/acts/acts1995/ukpga_19950050_en_1 provides guidance on the disability discrimination act.





http://www.hmso.gov.uk/acts/acts1998/19980023.htm

http://www.opsi.gov.uk/acts/acts1995/ukpga_19950050_en_1

862

The website www.opsi.gov.uk/acts/acts2004/ukpga_20040015_en_1

provides useful guidance for carers about Equal opportunities. The website www.opsi.gov.uk/acts/acts1999/ukpga_19990014_en_1 -

provides useful information on the protection of children act. The website www.cqc.org.uk/ provides useful information on the care

quality commission.


http://www.opsi.gov.uk/acts/acts2004/ukpga_20040015_en_1

http://www.cqc.org.uk/

863

Deal With Accidents and Emergencies Involving

Children and Young People during Environmental

Activities

Unit Reference

L/502/3283

Level

2

Credit Value

4

Guided Learning

Hours

30

Unit Summary


the knowledge and skills required to deal with

accidents and emergencies whilst working with

children and young people

The term ‘children and young people’ refers to all

children and young people of school age

Accidents and emergencies can include injuries,

signs of illness and other emergencies

Learning Outcomes

(1 to 2)

The learner will

Assessment Criteria

(1.1 to 2.8)

The learner can

1. Be able to deal

with accidents and

emergencies whilst


and young people


activities

1.1 Promptly assess the severity of an accident or

emergency including:

Minor accidents or emergencies;

Major accidents or emergencies; to

determine whether first aid or medical

attention is required

1.2 Promptly and calmly carry out the appropriate

procedures for dealing with accidents and

emergencies including

864

Minor accidents or emergencies

Major accidents or emergencies

1.3 Maintain suitable standards of hygiene when

dealing with accidents and emergencies including

and, where relevant, taking action to protect

themselves and others from risk

1.4 Offer comfort and reassurance to the children,

young people and others throughout

1.5 Follow the correct procedures for recording

and reporting accidents and emergencies

2. Know how to deal

with accidents and

emergencies when


and young people


activities

2.1 Explain the implications on their work of

sector, organisational and statutory codes of

practice for dealing with accidents and

emergencies

2.2 Outline procedures for dealing with accidents

and emergencies, and the importance of adhering

to them

2.3 Describe how to assess the severity of

accidents and emergencies and determine the

action required

2.4 Describe basic first aid procedures

2.5 Explain the importance of maintaining suitable

levels of hygiene, and ways of protecting

themselves and others from infection and harm

2.6 Describe how to recognise and cope with

emotional reactions to accidents or emergencies

2.7 Explain the importance of following the correct

procedures for recording and reporting accidents

and emergencies

865

2.8 Outline the procedures and responsibilities for

conveying information to parents or guardians

866


L/502/3283 Deal with Accidents and Emergencies Involving Children and

Young People during Environmental Activities – Level 3

Indicative Content



Indicative content is offered as guidance to aid delivery of the unit and to set

the learning outcomes and assessment criteria in context.



Note 2: Examples are indicative of the range of considerations for assessment

criteria but are by no means exclusive

LO1, is the key area of Competence for this unit

Learning Outcome 1. Be able to deal with accidents and

emergencies whilst working with children and young people during

environmental activities

1.1 Promptly assess the severity of an accident or emergency

including

Minor accidents or emergencies risk assess area where the accident

has taken place and remove any hazards. Assess the extent of the

minor injury by establishing what happened from witnesses and by

talking to and visually assessing the casualty by doing a top to toe

survey before calling an appointed First Aid person to treatment

casualties for minor injuries and shock.

Major accidents or emergencies risk assess area where the accident

has taken place and remove any hazards. Assess the extent of the

major injuries by asking witnesses what happened and then prioritising

casualties firstly with those who are unresponsive by shaking their

shoulders and shouting/sending for help and then clearing and opening

the airway and check for breathing. Do a top to toe survey on each

casualty to check for bleeding and broken bones. Once the unresponsive

867

casualties have been dealt with, deal with the conscious casualties but

do not give First Aid treatment unless you are a qualified First Aid

person.

To determine whether first aid or medical attention is required if

casualties do not respond after shouting and shaking their shoulders,

send for help but do not leave the casualty. Assess the other injuries if

all casualties are conscious and consult a trained First Aid person.

Important to keep the casualty warm to help in the treatment of shock.

1.2 Promptly and calmly carry out the appropriate procedures for

dealing with accidents and emergencies including

Minor accidents or emergencies after initial assessment (See LO1.1

for details) apply firm pressure to stop any bleeding and then consult a

First Aid person who will give the necessary treatment followed by

recording all of the details on an accident report form. Major accidents

or emergencies after initial assessment (See LO1.1 for details) those

casualties not breathing normally to be given 5 initial rescue breaths

followed by 30 chest compressions and two rescue breaths until

casualty is breathing normally. Put casualties in the recovery position

to maintain an open airway unless they have a spinal injury. Once all

casualties are breathing normally First Aid persons should then deal

with other injuries in order of priority. Record all major accidents on an

accident report form and a RIDDOR form.

1.3 Maintain suitable standards of hygiene when dealing with

accidents and emergencies including and, where relevant,

taking action to protect themselves and others from risk all First

Aid persons to wear surgical rubber gloves before treating casualties

especially when cleaning wounds, applying dressings or clearing up

spillages of blood. All medical waste to be bagged up and disposed

correctly in medical waste bins and all contaminated clothing to be

bagged up and labelled to avoid contaminating other people or areas.

1.4 Offer comfort and reassurance to the children, young people and

others throughout important to talk to both casualties and witnesses

telling them what you are doing to reassure them and stop them going

into shock. Ensure that all casualties are kept warm and monitor for

signs of deterioration. Keep all children and young people in good

spirits throughout the process so that they do not become distressed.

868

1.5 Follow the correct procedures for recording and reporting

accidents and emergencies complete an accident report form for all

accidents however minor and complete immediately after the incident

and give copies to the relevant departments such as Health and Safety,

medical and staff files etc. Complete a RIDDOR form for all major

accidents or if a person is off sick for more than three working days as a

result of the accident. Inform all relevant departments and senior

managers including health and safety officers and medical staff where

necessary.

LO2 is the key area of Knowledge for this unit

Learning Outcome 2. Know how to deal with accidents and

emergencies when working with children and young people during

environmental activities

2.1 Explain the implications on their work of sector, organisational

and statutory codes of practice for dealing with accidents and

emergencies environmental activities are often carried out away from

buildings so a suitable risk assessment should be carried out for all

activities and sites visited and if necessary a risk assessment carried out

on individuals with medical or personal issues. A suitably trained First

Aid person with a fully stocked First Aid kit should be present during the

activities together with other staff so that all groups of young people are

well managed if there is an accident. All relevant legislation should be

followed including knowing the access points to a site or area if an

ambulance is called. All staff should have mobile phones so that they

can be contacted and can phone for help if needed.

2.2 Outline procedures for dealing with accidents and emergencies,

and the importance of adhering to them risk assess the area before

going in so that no other person is hurt or injured and keep other young

people away from the accident area. Prioritise treatments (LO1.1 and

LO1.2) to save lives and time and phone/shout for help if casualty is

unconscious so that an Ambulance is quickly on the scene. Only trained

First Aid people to give treatment so that the situation is not made

worse.

2.3 Describe how to assess the severity of accidents and

emergencies and determine the action required see LO1.1 and

LO1.2 for details.

869

2.4 Describe basic First Aid procedures see LO1.1 and LO1.2 for details.

2.5 Explain the importance of maintaining suitable levels of hygiene,

and ways of protecting themselves and others from infection

and harm see LO1.3 for details.

2.6 Describe how to recognise and cope with emotional reactions to

accidents or emergencies see LO1.4 for details.

2.7 Explain the importance of following the correct procedures for

recording and reporting accidents and emergencies correct

accident reporting procedures are important so that the cause of the

accident can be eliminated and all paperwork can be used legally if

there is a claim. See LO1.5 for further details.

2.8 Outline the procedures and responsibilities for conveying

information to parents or guardians ensure that contact details of

all young people and their next of kin are taken before undertaking an

activity and obtain permission to contact parents or guardians if the

young person is over 18. Obtain all information available before

phoning the next of kin including location and contact numbers of

hospital if necessary and contact parents as soon as possible after the

accident stating the facts clearly and concisely.






Learning Outcome 1


who have experience in this area of work or by supervised practical sessions

(First Aid course) giving learners the opportunity, first to practice the various



after completion of practical evidence photographs or video could be taken


870

Learning Outcome 2


which could be linked to the practical work e.g. by observation of practical

tasks and witness testimony, answering oral or written questions,

assignments or internet research cross referenced to the knowledge evidence











All learners must complete a portfolio of evidence that shows achievement of

all the relevant learning outcomes and assessment criteria

Centres will need to devise assessment tasks which should be practical where

possible e.g. Learning Outcomes 1 and 2 link together and competence can


This will allow knowledge evidence to be gathered during the practical

activities.


appropriately.





that which they are teaching. Staff assessing learners must have a current

First Aid certificate for this unit.

871




Product evidence

Observation reports




Witness statements





Site risk assessment and risk assessments on all people and activities

when undertaking practice drills during learning activities

Accreditation of Prior Learning (APL) would suitably be used for

candidates with a current First Aid Certificate and relevant practical

experience in dealing with emergencies.

Tool / equipment inventory and safety checklists / maintenance schedules








appropriately.





872




legal publications The Department for Environment, Food and Rural Affairs website

http://www.defra.gov.uk/ has up to date information about legislation,



pollution and emissions, hazardous waste, water etc The First Aid at Work website www.hse.gov.uk/firstaid/ gives the up to

date changes on the health and safety legislation regarding first aid practices in the workplace.

The HSE RIDDOR website www.hse.gov.uk/riddor gives details on how to report a major accident to the Health and Safety Executive.





http://www.hse.gov.uk/firstaid/

http://www.hse.gov.uk/riddor

873

Plan Deliver and Evaluate Environmental Projects

Unit Reference

A/502/3232

Level

3

Credit Value

10

Guided Learning

Hours

65

Unit Summary



for planning, delivering and evaluating a wide

range of environmental projects.

‘Environmental projects’ include any type of project

work. The unit looks at the specific skills required

in planning for and maintaining the quality of work,

sustaining a good working environment and

evaluating the project against initial objectives

Learning Outcomes

(1 to 6)

The learner will

Assessment Criteria

(1.1 to 6.5)

The learner can

1. Be able to plan

environmental

projects

1.1 Negotiate project specifications that

Meet agreed organisational requirements

Meet appropriate management plans

Conform to current statutory and legal

requirements

Conform to principles of environmental

good practice

Take into account the views and opinions

of those with relevant technical expertise

Take into account risks:

o Health and safety

o Financial

874

o Reputation

o Environmental impact

1.2 Include systems and criteria for project

evaluation within the project specifications

1.3 Present final project specifications in a format

which is accurate, complete and suitable for the

user covering

Schedule

Location


Physical resources

Human resources

Relevant legal requirements


Financial requirements

1.4 Give clear and accurate briefings to those

people involved with the project specifications

including those

Internal to the organisation

External to the organisation

1.5 Ensure that, where relevant, contracts for

project work are issued

2. Be able to deliver

environmental

projects

2.1 Make resources available to allow project

activities to be carried out in a safe, and effective

way including

Natural

Physical

Human

Financial and inform the appropriate

person without delay where these

resources are not available

2.2 Consistently meet project specifications within

your area of responsibility, noting any factors

which may cause disruption to project activities,

875

and taking the appropriate action to minimise their

effects

2.3 Take corrective action without delay, and

inform the relevant people of any changes which

may affect them

2.4 Establish and maintain systems to monitor the

quality, quantity and time specifications for service

delivery

2.5 Make any recommendations for improving

project activities and working conditions promptly

to the appropriate people

2.6 Ensure that the use and maintenance of

equipment conforms to recommended schedules

and procedures

2.7 Promptly report all accidents and incidents to

the appropriate people, and record them accurately

and fully

2.8 Conduct communications with the project team

and other interested parties in a way which

promotes understanding and goodwill

2.9 Make sure that records of project activities are

complete, accurate and comply with organisational

procedures

3. Be able to evaluate

environmental

projects

3.1 Carry out evaluation efficiently and effectively

against criteria set out in the project specification,

ensuring that evaluation is thorough, complete and

objective covering

Environmental impact

Quality

Use of resources

876

3.2 Produce evaluation reports that are clear,

accurate and in a form suitable for the intended

recipients

3.3 Justify your conclusions and recommendations

on the basis of:

The information available

The methods of evaluation including:

o Qualitative

o Quantitative

Clearly stated assumptions


plan environmental

projects

4.1 Summarise relevant aspects of organisational

requirements and management plans

4.2 Summarise current principles of environmental

good practice, and statutory and legal

requirements, and their impact on project

specifications

4.3 Summarise health and safety and risks

4.4 Identify those who should be consulted with

and describe the ways in which their views and

opinions may be sought

4.5 Explain actual and potential pressures on the

environment, of any conflict between these

pressures, and the effect these may have on the

project specification

4.6 Describe the process of identifying and

selecting appropriate evaluation systems and

criteria

4.7 Explain the importance of accurate and

complete specification, and reason for choice of

presentation format covering

877

Schedule

Location


Physical resources

Human resources

Relevant legal requirements


4.8 Explain the importance of giving clear and

accurate briefings to those involved with the

project specification, and reasons for the choice of

briefing method

4.9 Outline the process of agreeing and issuing

contracts for project work


deliver environmental

projects

5.1 Outline the required type and quantity of

resources needed for project activities and the

appropriate action in the case of inadequate

resources covering all the following

Natural

Physical

Human

Financial

5.2 Outline individual responsibilities within project

specifications including health and safety

5.3 Explain how to identify and minimise the effect

of disruptions and the reasons for selecting

corrective actions

5.4 Explain how to establish and maintain systems

to monitor service delivery and how to identify

improvements to project activities and working

conditions

5.5 Outline methods of communication likely to

promote understanding and goodwill

878

5.6 Explain the importance of complete and

accurate records which comply with organisational

procedures


evaluate

environmental

projects

6.1 Explain the importance of evaluating project

outcomes covering the following criteria

Environmental impact

Quality

Use of resources

6.2 Describe techniques of evaluation and

requirements of the original project specification

6.3 Explain the process of evaluation and the

importance of thorough, complete and impartial

evaluation

6.4 Explain the importance of clear and accurate

reports and reasons for style of report

6.5 Describe means of drawing conclusions and

making recommendations

879


A/502/3232 Plan, Deliver and Evaluate Environmental Projects - Level 3

Indicative Content









LO1, LO2 and LO3 are the key area of competence for this unit

Learning Outcome 1. Be able to plan environmental projects

1.1 Negotiate project specifications that

Meet agreed organisational requirements e.g. aspirations and

stated aims and objectives, current policies and plans, maintenance

schedules, financial constraints, staff availability

Meet appropriate management plans e.g. see above

Conform to current statutory and legal requirements, covering: -


Regulations; RIDDOR, LOLER, PUWER, Manual Handling, Environmental


Regulations; Duty of care - controlled wastes, Wildlife e.g. Wildlife and

Countryside Act, Hedgerow Regulations, Habitats Directive, Codes of

Practice e.g. Protecting our Water, Soil and Air; Additional

requirements including site designations (e.g. SSSI, AONB, LNR,

National Park, Environmentally Sensitive Areas), notification of listed

operations, and planning consents, LBAP’s, client regulations,

environmental health requirements, stewardship schemes,

Environment Agency notifications e.g. activities affecting watercourses

or groundwater, highways acts, access and ownership issues, planning

880

and development consents, conservation and protection status (Listed

buildings, Conservation areas, Covenants, Tree Protection Orders,

Scheduled Ancient Monuments

Conform to principles of environmental good practice

ecological e.g. identifying important habitats and species, relating to

LBAP, protecting or creating valuable habitats, maintaining numbers

and range of species, minimising impact of work, buffering impact of

work on adjacent sites, protecting features of the site

archaeological e.g. to conserve desirable physical or archaeological

features e.g. by retaining and maintaining old buildings, walls and

other built structures, ground formations (industrial archaeology,

railway embankments, drainage channels and mill races, ancient

tillage marks), ancient monuments and ground works (houses,

fortifications, burial sites, religious sites, political boundaries

recreational e.g. horse riding, cycling, walking, jogging, running,

exercising dogs in parks and open spaces, ball games, picnic areas,

seats and benches, hides for bird-watching, angling, community

gardens, allotments and growing schemes, events (fairs, community

gatherings, concerts, sports)

Take into account the views and opinions of those with relevant

technical expertise e.g. mentors, supervisors, project managers,

specialists within the organisation, consultants, funding providers, local

authorities, NGOs, (e.g. English Nature, CCW)

Take into account risks e.g.

health and safety (to include risk assessment, staff training and

skills, existing policies, use of restricted materials and equipment,

legislation)

financial (existing budgets, cash flows, grants, loans, revenue)

reputation (within organisation, public perception, professional

opinion)

environmental impact (see “good practice” above)

1.2 Include systems and criteria for project evaluation within the

project specifications e.g. initial surveys, monitoring (informal,

routine, at critical points), impact assessment, cost controls, materials

and equipment usage, contractor and worker performance, final

review, habitat surveys, H&S monitoring

Evaluation of e.g. progress, materials, variation form specification,

agreed changes, financial performance, environmental change, staff

performance, incidents and occurrences

881

Review by –e.g. verbal or written report, routine meeting, response to

concerns or variations

1.3 Present final project specifications in a format which is

accurate, complete and suitable for the user covering

schedule e.g. time lines to indicate order of operations, Gantt charts,

start, finish, critical points, external events impacting on project (e.g.

holidays, events)

location e.g. site, boundaries, access and egress routes, storage

facility, existing features, services,

methods and procedures e.g. preparation, standard of finish, H&S,

protection of features and habitats, waste disposal, maintenance,

storage and security, exclusion zones,

physical resources e.g. Materials (specification, quantities, source,

availability, storage), equipment (type, quantity, size, maintenance,

storage, operator)

human resources e.g. numbers of staff, volunteers or contractors

required, supervision levels, skills required, essential qualifications

relevant legal requirements e.g. see LO1.1

standard of outcome required e.g. quality of finish, completion date,

environmental impact, compliance with project plan and schedule

financial requirements e.g. total costs and cash flows, monitoring and

recording methods, payment of invoices and wages, revenues

1.4 Give clear and accurate briefings to those people involved with

the project specifications including those:

internal e.g. managers, advisers, peers, staff and volunteers /

external to the organisation e.g. contractors, suppliers, clients,

paying visitors

briefing by e.g. verbal (1 to1 or group), informal discussion, formal

notice (contract, job description, specification and plans), written

note to clarify procedures, electronic (text, email, website), telephone

1.5 Ensure that, where relevant, contracts for project work are

issued

e.g. Contracts to suppliers (materials, equipment, services including

waste disposal), clients, consultants, land-owners (access and

wayleaves), staff contracts, agreements with volunteers or training

organisations

882

Learning Outcome 2. Be able to deliver environmental projects

2.1 Make resources available to allow project activities to be carried

out in a safe, and effective way including

natural e.g. access to site, material generated on site, (timber, soil,

sand)

physical e.g. machinery and equipment (powered and manual),

bought in materials (minerals, recycled material, timber) , items

(signs, stiles, bridges, way-markers)

human e.g. supervisors, staff, volunteers, contractors to include

appropriate skills, qualifications and certificates (chainsaws,

pesticides, road vehicles)

financial e.g. overall funding for project, cash flows to ensure

payments can be made on time (wages, invoices), long-term for

ongoing management and maintenance

safe and effective – refer to LO2.6 for range of activities

2.2 Consistently meet project specifications within your area of

responsibility, noting any factors which may cause disruption to

project activities, and taking the appropriate action to minimise

their effects area of responsibility – work specifications e.g.

scheduling and timing of operations, materials, work procedures,

health and safety, roles within team, monitoring of environment,

care of machinery, reporting,

Disruptions – refer to LO2.3

Actions – or reporting and discussion with appropriate persons (refer to

LO2.3)

2.3 Take corrective action without delay, and inform the relevant

people of any changes which may affect them need for corrective

action e.g. shortage of resources (human, materials, equipment), loss

of materials or equipment, equipment failure, incorrect specification of

materials, site problems (water-logging, presence of features or hidden

services impeding progress), difficulty of access to site (slippery, wet,

likely to cause environmental harm), presence of unauthorised persons

on site,

Actions to minimise e.g. detailed planning to ensure resource



and searches, planning of timing of work to avoid, creating exclusion

zones, security measures,

883

Inform the appropriate people of changes - appropriate person – line

manager, project manager, client, owner,

Inform by – face to face, telephone, email, letter, written report, report

to meeting

2.4 Establish and maintain systems to monitor the quality, quantity

and time specifications for service delivery monitoring e.g. of

health and safety, working procedures, resources, machinery, site,

staff or team performance, to meet legal or regulatory requirements

(RIDDOR)

Established by e.g. workplace policies or custom and practice on

monitoring of work in progress, monitoring procedures built into plans

as required by managers, clients, local authorities or funding providers,

discussion with team involved with project,

Maintaining and improved by e.g. checking and recording deliveries,

observation and recording of daily/weekly progress against plans and

targets, recording, timesheets or timing clocks, recording of incidents,

review and analysis of reports, identifying and spreading good practice,

identifying areas for improvement, action planning, discussion at team

level, use of expertise outside the team (consultants, specialists within

the same organisation) to address specific problem

2.5 Make any recommendations for improving project activities and

working conditions promptly to the appropriate people

recommendations for improvement (refer to LO2.4 for reasons).

Recommendations as immediate suggestions to team (verbal), changes

to working practice at team level (briefing, meeting, written note,

formal notice), passing on changes to procedures required from

management level or statutory change from external source (e.g.

planners, funding providers, environment agency) by consultation,

briefing, meeting, written note, formal notice. Refer also to LO1.4

2.6 Ensure that the use and maintenance of equipment conforms to

recommended schedules and procedures schedules and

procedures as required by manufacturer or supplier for servicing and

maintenance, preparation for work, routine servicing, health and safety

requirements, organisational policies, custom and practice,

Monitoring (refer to LO2.4), observation, routine monitoring and record

checking and reviewing

884

2.7 Promptly report all accidents and incidents to the appropriate

people, and record them accurately and fully reporting as required

by organisation procedure, legislation (e.g. RIDDOR). Recorded by –

refer to LO2.3

2.8 Conduct communications with the project team and other

interested parties in a way which promotes understanding and

goodwill to include staff, supervisors, volunteers and supporters,

contractors, land-owners, managers, third parties affected by the work,

Communication; work related and personal, face to face (one to one or

group), refer to LO1.4 for methods of communication

2.9 Make sure that records of project activities are complete,

accurate and comply with organisational procedures information

required e.g. work carried out and variations from specifications,

problems encounters, machinery and equipment maintenance, health

and safety issues, materials used, short or left over, unscheduled

occurrences, damage to environment and actions taken

Reported refer to LO2.3.

To comply with – contracts, policies, protocols, internal briefings and

training

Learning Outcome 3. Be able to evaluate environmental projects

3.1 Carry out evaluation efficiently and effectively against criteria

set out in the project specification, ensuring that evaluation is

thorough, complete and objective covering

evaluation by e.g. routine checking of records, reports to relevant

persons (e.g. managers, clients), review panels

environmental impact – changes (e.g. improvements following work,

damage by access), refer to LO1.1 for range

quality refer to LO2.4

use of resources – material used or left over, wastage or loss through

spoilage, misuse, unauthorised use, condition of machinery and

equipment

3.2 Produce evaluation reports that are clear, accurate and in a

form suitable for the intended recipients intended recipients e.g.

supervisors, project managers, planners, funding providers, team,

interest groups (volunteers and support groups). Reported – refer to

LO2.3

885

3.3 Justify your conclusions and recommendations on the basis of

the information available e.g. at time of report, within own area of

responsibility, from information provided by others

the methods of evaluation including:

qualitative (e.g. evaluation against specification)

quantitative (e.g. use of resources, financial performance) refer to

LO2.4

clearly stated assumptions (e.g. limits of responsibilities, previous

reports, recipients previous knowledge, forthcoming reports, reports

from other within the team or other interested parties)

LO4, LO5 and LO6 are the key area of competence for this unit

Learning Outcome 4. Understand how to plan environmental

projects

4.1 Summarise relevant aspects of organisational requirements and

management plans refer to LO1.1

4.2 Summarise current principles of environmental good practice,

and statutory and legal requirements, and their impact on

project specifications refer LO1.1

4.3 Summarise health and safety and risks Refer to LO1.1 for range.

Risks – vary with task but likely to include slips trips and falls, impacts

with vehicles, contact with hazardous materials (liquids, fumes), fire,

exposure to UV (sunlight) or cold conditions, falling objects, harm from

sharp tools

4.4 Identify those who should be consulted with and describe the

ways in which their views and opinions may be sought refer to

LO1.1

4.5 Explain actual and potential pressures on the environment, of

any conflict between these pressures, and the effect these may

have on the project specification refer to LO1.1 for range of

activities actual and potential pressures e.g. damage to habitats by

visitors, farming activities, neglect, mineral extraction, development,

direct threats to wildlife through loss of habitat, poisons, disturbance of

breeding sites, damage to archaeology by neglect, cultivation,

development, loss of amenity through over-use, misuse, lack of access

886

4.6 Describe the process of identifying and selecting appropriate

evaluation systems and criteria refer to LO3.1

4.7 Explain the importance of accurate and complete specification,

and reason for choice of presentation format covering refer to

LO1.3 for details

schedule

location

methods and procedures

physical resources

human resources

relevant legal requirements

standard of outcome required

reason for choice – to comply with contractual or organisational

requirements, ease of delivery, transmission, comprehension

4.8 Explain the importance of giving clear and accurate briefings to

those involved with the project specification, and reasons for

the choice of briefing method refer to LO2.8 for details)

4.9 Outline the process of agreeing and issuing contracts for project

work refer to LO1.5 for reasons. Processes – Completion of contract

specifications to include details of work, bills of quantity, schedules,

H&S requirements, standard of finish; Tendering, reading and

acceptance of tenders, signing by both parties and exchange of

contracts, monitoring and agreed variations, acceptance of completed

work, signing off.

Learning Outcome 5. Understand how to deliver environmental

projects

5.1 Outline the required type and quantity of resources needed for

project activities and the appropriate action in the case of

inadequate resources covering all the following

natural

physical

human

financial

Refer to LO1.3 for details of resources

887

5.2 Outline individual responsibilities within project specifications

including health and safety responsibilities - roles within team,

health and safety, monitoring of environment, care of machinery,

reporting

5.3 Explain how to identify and minimise the effect of disruptions

and the reasons for selecting corrective actions disruptions e.g.

shortage of resources (refer to LO1.3), loss of materials or equipment,

equipment failure, incorrect specification of materials, site problems

(water-logging, presence of features or hidden services impeding

progress), difficulty of access to site (slippery, wet, likely to cause

environmental harm), presence of unauthorised persons on site.

Actions selected to minimise e.g. detailed planning to ensure resource



and searches, planning of timing of work, creating exclusion zones,

security measures

5.4 Explain how to establish and maintain systems to monitor

service delivery and how to identify improvements to project

activities and working conditions refer to LO2.4 for details

5.5 Outline methods of communication likely to promote

understanding and goodwill refer to LO2.8 for details

5.6 Explain the importance of complete and accurate records which

comply with organisational procedures refer to LO2.9 for details

Learning Outcome 6. Understand how to evaluate environmental

projects

6.1 Explain the importance of evaluating project outcomes covering

the following criteria refer to LO3.1 for details

environmental impact

quality

use of resources

6.2 Describe techniques of evaluation and requirements of the

original project specification refer to LO3.1 for details

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6.3 Explain the process of evaluation and the importance of

thorough, complete and impartial evaluation refer to LO3.2 and

LO3.3 for details

6.4 Explain the importance of clear and accurate reports and

reasons for style of report

Reports - refer to LO2.9 and LO3.2 for details

Reasons – refer to LO4.7

6.5 Describe means of drawing conclusions and making

recommendations refer to LO3.3 for details










planning, delivering and evaluating environmental projects work giving







planning, delivering and evaluating environmental projects work, copies of

plans or records, or reporting forms and witness testimony, answering oral

or written questions, or assignments referenced to the knowledge evidence.

Prior to, during and after completion of activities planning, delivering and

evaluating environmental projects work photographs or video could be taken



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where possible e.g. Learning Outcomes 1,2 and 3 link together and can be


of diverse evidence. These could also link to Learning Outcomes 4, 5 and 6

to allow knowledge evidence to be gathered during the practical activities


supervised.













Observation reports


Reports/notes


Witness statements


890
























horticultural / agricultural sectors The Environment Agency website http://www.environment-


The Forestry Commission www.forestry.gov.uk application for licences Horticultural Code of Practice - Helping to prevent the spread of












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A Hill



Woodlands - ISBN 0946752338

Hedging - ISBN 0946752176

Toolcare - ISBN 0946752249

Tree Planting and Aftercare - ISBN 0946752257



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Appendices

Recognition of Prior Learning (RPL), Exemption and Credit

Transfer

ABC Awards policy enables learners to avoid duplication of learning and

assessment in a number of ways:

Recognition of Prior Learning (RPL) – a method of assessment that

considers whether a learner can demonstrate that they can meet the

assessment requirements for a unit through knowledge,

understanding or skills they already possess and do not need to

develop through a course of learning.

Exemption - Exemption applies to any certificated achievement which

is deemed to be of equivalent value to a unit within ABC qualification

but which does not necessarily share the exact learning outcomes and

assessment criteria. It is the assessor’s responsibility, in conjunction

with the Internal Moderator, to map this previous achievement

against the assessment requirements of the ABC qualification to be

achieved in order to determine its equivalence.

Any queries about the relevance of any certificated evidence, should

be referred in the first instance to your centre’s internal moderator

and then to ABC.

It is important to note that there may be restrictions upon a learner’s

ability to claim exemption or credit transfer which will be dependent

upon the currency of the unit/qualification and a learner’s existing

levels of skill or knowledge.

Where past certification only provides evidence that could be

considered for exemption of part of a unit, learners must be able to

offer additional evidence of previous or recent learning to supplement

their evidence of achievement.

Credit Transfer – ABC may attach credit to a qualification, a unit or a

component. Credit transfer is the process of using certificated credits

achieved in one qualification and transferring that achievement as a

valid contribution to the award of another qualification.

Units/Components transferred must share the same learning

outcomes and assessment criteria along with the same unit number.

Assessors must ensure that they review and verify the evidence

through sight of:

o original certificates OR

o copies of certificates that have been signed and dated by the

internal moderator confirming the photocopy is a real copy

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and make these available for scrutiny be the External

Moderator.

Equivalencies – opportunities to count credits from the unit(s) from

other qualifications or from unit(s) submitted by other recognised

organisations towards the place of mandatory or optional unit(s)

specified in the rule of combination. The unit must have the same

credit value or greater than the unit(s) in question and be at the same

level or higher.

ABC encourages its centres to recognise the previous achievements of

learners through Recognition of Prior Learning (RPL), Exemption, Credit

Transfer and Equivalencies. Prior achievements may have resulted from

past or present employment, previous study or voluntary activities.

Centres should provide advice and guidance to the learner on what is

appropriate evidence and present that evidence to the external moderator

in the usual way.

Further guidance can be found in ‘Delivering and Assessing ABC

Qualifications’ which can be downloaded from

http://www.abcawards.co.uk/centres-2/policies-procedures/

Certification

Learners will be certificated for all units and qualifications that are

achieved and claimed

ABC’s policies and procedures are available on the ABC website.

Glossary of Terms

GLH (Guided Learning Hours)

GLH is where the learner participates in education or training under the

immediate guidance or supervision of a tutor (or other appropriate

provider of education or training). It may be helpful to think – ‘Would I

need to plan for a member of staff to be present to give guidance or

supervision?’

GLH is calculated at qualification level and not unit/component level.

Examples of Guided Learning include:

Face-to-face meeting with a tutor

Telephone conversation with a tutor

http://www.abcawards.co.uk/centres-2/policies-procedures/

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Instant messaging with a tutor

Taking part in a live webinar

Classroom-based instruction

Supervised work

Taking part in a supervised or invigilated assessment

The learner is being observed.

TQT (Total Qualification Time)

‘The number of notional hours which represents an estimate of the total

amount of time that could reasonably be expected to be required, in order

for a learner to achieve and demonstrate the achievement of the level of

attainment necessary for the award of a qualification.’ The size of a

qualification is determined by the TQT.

TQT is made up of the Guided Learning Hours (GLH) plus all other time

taken in preparation, study or any other form of participation in education

or training but not under the direct supervision of a lecturer, supervisor or

tutor.

TQT is calculated at qualification level and not unit/component level.

Examples of unsupervised activities that could contribute to TQT include:

Researching a topic and writing a report

Watching an instructional online video at home/e-learning

Watching a recorded webinar

Compiling a portfolio in preparation for assessment

Completing an unsupervised practical activity or work

Rehearsing a presentation away from the classroom

Practising skills unsupervised

Requesting guidance via email – will not guarantee an immediate

response.