establishing trees and shrubs 4n0666 feb14 r

CDETB

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Programme Module for

Establishing Trees and Shrubs

leading to

Level 4 FETAC

Establishing Trees and Shrubs

4N0666

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Introduction This programme module may be delivered as a standalone module leading to certification in a FETAC minor award. It may also be delivered as part of an overall validated programme leading to a Level 4 FETAC Certificate.

The teacher/tutor should familiarise themselves with the information contained in CDETB

programme descriptor for the relevant validated programme prior to delivering this programme

module.

The programme module is structured as follows:

1. Title of Programme Module

2. FETAC Component Title and Code

3. Duration in hours

4. Credit Value of FETAC Component

5. Status

6. Special Requirements

7. Aim of the Programme Module

8. Objectives of the Programme Module

9. Learning Outcomes

10. Indicative Content

11. Assessment a. Assessment Technique(s) b. Mapping of Learning Outcomes to Assessment Technique(s) c. Guidelines for Assessment Activities

12. Grading

13. Learner Marking Sheet(s), including Assessment Criteria

Integrated Delivery and Assessment The teacher/tutor is encouraged to integrate the delivery of content where an overlap between content of this programme module and one or more other programme modules is identified. This programme module will facilitate the learner to develop language, literacy and numeracy skills relevant to the themes and content of the module. Likewise the teacher/tutor is encouraged to integrate assessment where there is an opportunity to facilitate a learner to produce one piece of assessment evidence which demonstrates the learning outcomes from more than one programme module. The integration of the delivery and assessment of level 4 Communications and level 4 Mathematics modules with that of other level 4 modules is specifically encouraged. Structured communication and teamwork is encouraged between the teacher/tutor delivering this programme module and the language, literacy, numeracy and learning support teacher/tutor, as appropriate, to facilitate the learner in completing the programme module and achieving certification in the award.

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Indicative Content The indicative content in Section 10 does not cover all teaching possibilities. The teacher/tutor is encouraged to be creative in devising and implementing other approaches, as appropriate. The use of examples is there to provide suggestions. The teacher/tutor is free to use other examples, as appropriate. The indicative content ensures all learning outcomes are addressed but it may not follow the same sequence as that in which the learning outcomes are listed in Section 9. It is the teachers/tutors responsibility to ensure that all learning outcomes are included in the delivery of this programme module.

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1. Title of Programme Module Establishing Trees and Shrubs

2. Component Name and Code Establishing Trees and Shrubs 4N0666

3. Duration in Hours 100 hours (typical learner effort, to include both directed and self directed learning)

4. Credit Value 10 Credits

5. Status This programme module may be compulsory or optional within the context of the validated programme. Please refer to the relevant programme descriptor, Section 9 Programme Structure

6. Special Requirements None

7. Aim of the Programme Module This programme module aims to provide the learner with the knowledge, skill and competence to plant, grow, maintain and establish trees and shrubs in a range of situations under supervision

8. Objectives of the Programme Module

To create an awareness of correct tree and shrub selection for their appropriate locations.

To provide knowledge to participants on soil suitability for plant establishment.

To develop an understanding of appropriate plants for use with different soil types.

To facilitate the learner in correct tree/shrub planting techniques

To enable participants to observe correct safety procedures when using relevant equipment.

To create an awareness of the correct maintenance and protection needs of trees and shrubs

To develop an awareness of the central role of tress and woodlands, in increasing biodiversity, water regulation, storing carbon and reducing global warming.

To assist the learner to develop the language, literacy and numeracy skills related to trees and shrubs through the medium of the module themes and content

To enable the learner to take responsibility for his/her own learning.

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9. Learning Outcomes of Level 4 FETAC Establishing Trees and Shrubs 4N0666 The learner will be able to:

1. State the major factors affecting soil suitability for plant establishment to include soil composition, nutrient availability, water holding capacity, drainage, organic matter content and compaction.

2. Single-dig a planting area to a consistent cultivation depth

3. Prepare a given area for planting trees and shrubs using appropriate soil preparation techniques

4. Apply compost, manure and fertiliser to a stated rate

5. Plant standard and half-standard bare-rooted and containerised trees, including staking, raking off and mulching to ensure neat finish

6. Plant shrubs to include both bare-rooted and containerised to form hedges and climbers

7. Train plants to include tying to supports, pinching out growing point, dis-budding, dead heading, adjusting trees ties and pruning

8. Water plants using a range of methods

9. Identify common problems associated with trees and shrubs to include assessing plant quality before planting, pests and diseases

10. Protect newly planted trees or shrubs from frost with plastic screening, fleece covering and

wind protection screen

11. Use a range of the following to control weeds: - hand-weeding - cultivation - mulching - chemical application

12. Operate within appropriate safety procedures to create and maintain a safe working

environment including safety standards regarding lifting, carrying and handling plants, tools and equipment.

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10. Indicative Content

This section provides suggestions for programme content but is not intended to be prescriptive. The programme module can be delivered through classroom based learning activities, practical situations, group discussions, one-to-one tutorials, field trips, case studies, role play and other suitable activities, as appropriate.

Section 1: Planning

Facilitate the learner to understand the site and establishment requirements of trees and shrubs

Identify a range of common trees and shrubs and their basic planting requirements. Where possible the learner should be facilitated to identify trees and shrubs in all seasons. The learner should be facilitated to recognise a wide range of trees and shrubs in their growth and dormant stages and in a variety of specific settings, (e.g., private gardens, public parks/gardens, woodlands, streets, etc.) The learner should be familiar with the main biological features that aid plant identification and which may vary from season to season, such as: o Leaf type, bud, flower type, fruit, root system, etc., at varying stages of their growth. o Growth habit, shape, final size, growth rate, etc.

Exemplify the importance of assessing the site to determine its suitability for planting. Assessment could include visual analysis of the site and the soil, carrying out basic soil tests to determine soil type, digging a pit to establish war holding capacity, drainage, organic matter content and compaction.

Exemplify the importance of considering the functionality, appropriateness and long term effects of planning at a particular site. This could involve developing a plant selection checklist based on site and soil considerations, to include; which plants are chosen, why they are being chosen, what practical and aesthetic effects the planting will achieve taking into consideration site and soil factors, what are the ecological implications, and so on. The learner should be aware of the advantages and disadvantages of planting native and non-native species, and locally grown or imported plants.

Facilitate the learner to identify common problems associated with trees and shrubs to include assessing plant quality before planting, pests and diseases.

Facilitate the learner to identify a range of potential trees and shrubs to plant at various locations (e.g., roadside, around house or farm in hedgerows, an urban garden, along streams, in field corners, as a shelter belt, etc.) The learner should understand and identity the key factors to be taken into consideration when selecting the trees and shrubs. It may be helpful for the learner to see examples of successful and unsuccessful planting combinations.

Facilitate the learner to understand the difference between bare rooted and containerised plants, whips, transplants, standards and half standards. It is important that the learner understands the advantages and disadvantages of bare root and containerised and standard and half standards plants from a cost, growth rate and seasonality perspective.

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Section 2: Preparation

Facilitate the learner to select appropriate trees and shrubs for planting

Exemplify the importance of selecting good quality plants to ensure successful establishment. The learner should know that good quality plants will withstand transplanting shock and difficult post-planting conditions ensuring increased survival rates, faster early growth and reduced establishment costs. Use of poor quality plants will result in low survival and reduced height growth in initial years.

Exemplify how to assess plant quality when selecting individual trees and shrubs. The learner should know to check for broken leaders, pot bound or water logged roots, needle or leaf discolouration, damage or diseased bark and so on. In addition to assessing the quality of trees/shrubs prior to purchase/selection, the learner should understand the correct care procedures for the trees/shrubs in both the transporting and pre-planting stages.

Facilitate the learner to prepare the site for planning trees and shrubs using appropriate soil preparation techniques

Exemplify how to prepare a given area for planting. The learner should know how to undertake site clearance and preparation work. The learner should be aware of different stages of ground preparation techniques prior to planting, for example:

o clear the site from weeds and debris o dig the soil by hand or using a rotavator o add soil conditioner such as garden compost or composted manure if necessary o determine the size of the planting pit.

Facilitate the learner to understand the appropriate planting method and working techniques for the chosen plant type.

Facilitate the learner to single dig planting area to a consistent cultivation depth

Facilitate the learner to plant a range of the following - bare-root transplants, whips, half standards and standards

The learner must work to the planting specifications laid down by the tutor. It is essential that the learner ensures the health and safety of self and others at all stages of the planting process. It will be helpful for learners to visit nurseries or other sites to observe the planting of trees and shrubs that they may not have an opportunity to plant in order to develop their awareness of and contextualise a variety of accepted work practices and procedures.

Facilitate the learner to plant a range of the following - containerised woody plants to form hedges and climbers

The learner must work to the planting specifications laid down by the tutor. It is essential that the learner ensures the health and safety of self and others at all stages of the planting process. It will be helpful for learners to visit nurseries or other sites to observe the planting of trees and shrubs that they may not have an opportunity to plant in order to develop their awareness of and contextualise a variety of accepted work practices and procedures.

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Section 3: Aftercare

Facilitate the learner to understand and apply the immediate aftercare requirements of a range of trees and shrubs

Facilitate the learner to rake off and mulch the planting area to ensure neat finish.

Facilitate the learner to apply compost, manure and fertiliser to a stated rate.

Facilitate the learner to water in the plant appropriately.

Facilitate the learner to understand the use of tree supports and the advantages and disadvantages of various types of supports. The learner should be able to determine if staking is required (dependent on tree size, location, etc.,) and select the most appropriate form of staking.

Facilitate the learner to understand and apply long term aftercare of trees and shrubs

It is important that the learner understands the long-term aftercare requirements of the plants, particularly in terms of watering, nutrition, pruning, adjusting supports, and weed, pest and disease inspection. The learner should understand the importance of protecting their plantings from adverse weather conditions (see below.)

Facilitate the learner to train plants to include tying to supports, pinching out growing points, dis-budding, dead heading, adjusting trees ties and formative pruning.

Facilitate the learner to control grass and weeds around newly planted tress/shrubs. The learner should understand the importance of competition management and be familiar with a range of techniques;

o hand weeding, o cultivation, o mulching, o chemical application.

Facilitate the learner to be aware of the necessity to protect plants from damage by animals using appropriate guards/fencing for cattle, hare, deer, etc.

Facilitate the learner to protect newly planted trees or shrubs from frost and wind with plastic screening, fleece covering and wind protection screening as appropriate.

Facilitate the learner to water plants using a range of methods. The learner should be aware of the necessity to water trees and shrubs in their formative years and understand the most appropriate watering or irrigation system for a range of plants and situations.

Facilitate the learner, where possible, to visit a range of nurseries or similar to review various aftercare requirements, methods and techniques in operation.

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Section 4: Health and Safety

Facilitate the learner to operate within appropriate safety procedures to create and maintain a safe working environment including safety standards regarding lifting, carrying and handling plants, tools and equipment

Explore with the learner appropriate health, safety and personal hygiene procedures, in particular:

o Identify with the learner basic health and safety guidelines for working in a horticultural

environment; (e.g., sun protection, ready access to first aid equipment, proper storage of tools, etc.) The learner should be able to identify common hazards and causes of accidents and describe strategies to prevent them or minimise the danger. The learner should be able to describe basic first aid and emergency procedures in the event of accidents and be familiar with correct manual handling procedures. The learner should be able to observe relevant safe working practices as outlined in the Safety, Health and Welfare at Work Act, 2005.

o Exemplify with the learner how to use tools and equipment safely and appropriately.

The learner should be able to handle and store tool, materials, equipment and machinery in a safe and appropriate manner. The learner should understand the importance of recognising common hazard signs and labels on tools and products and correctly identify and follow instructions on containers, materials, equipment, etc. In addition, the learner should be aware of the correct use of personal protection equipment and clothing and know when and why it may be necessary to wear personal protective clothing and equipment (e.g., goggles, face masks, reinforced footwear, etc.)

o Identify with the learner the potential for certain plant material to be poisonous or an

irritant, and identify the necessity to follow correct procedures when handling and selecting such plants. Similarly, identify with the learner the necessity to follow correct procedures when using and storing garden chemicals and disposing of them and their containers. The learner should be aware of common potential physical, chemical and biological hazards to humans, animals and the environment. The learner should understand the importance of washing their hands carefully with soap and following other basic hygienic procedures and practices relevant to a horticultural environment.

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11. Assessment

11a. Assessment Techniques

Skills Demonstration 80%

Examination 20%

11b. Mapping of Learning Outcomes to Assessment Techniques In order to ensure that the learner is facilitated to demonstrate the achievement of all learning outcomes from the component specification; each learning outcome is mapped to an assessment technique(s). This mapping should not restrict an assessor from taking an integrated approach to assessment.

Learning Outcome Assessment Technique

1. State the major factors affecting soil suitability for plant establishment to include soil composition, nutrient availability, water holding capacity, organic matter content and compaction.

Skills Demonstration & Examination

2. Single-dig a planting area to a consistent cultivation depth. Skills Demonstration

3. Prepare a given area for planting trees and shrubs using appropriate soil preparation techniques

Skills Demonstration

4. Apply compost, manure and fertiliser to a stated rate


5. Plant standard and half-standard bare-rooted and containerised trees, including staking, raking off and mulching to ensure neat finish


6. Plant shrubs to include both bare-rooted and containerised to form hedges and climbers


7. Train plants to include tying to supports, pinching out growing point, dis-budding, dead heading, adjusting trees ties and pruning


8. Water plants using a range of methods


9. Identify common problems associated with trees and shrubs to include assessing plant quality before planting, pests and diseases

Examination

10. Protect newly planted trees or shrubs from frost with plastic screening, fleece covering and wind protection screen


11. Use a range of the following to control weeds: - hand-weeding - cultivation - mulching - chemical application


12. Operate within appropriate safety procedures to create and maintain a safe working environment including safety standards regarding lifting, carrying and handling plants, tools and equipment.


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11c. Guidelines for Assessment Activities The assessor is required to devise assessment briefs and marking schemes/examination papers, marking schemes and outline solutions for the Skills Demonstrations and Examination. In devising the assessment briefs/examination paper, care should be taken to ensure that the learner is given the opportunity to show evidence of achievement of ALL the learning outcomes. Assessment briefs may be designed to allow the learner to make use of a wide range of media in presenting assessment evidence, as appropriate. Quality assured procedures must be in place to ensure the reliability of learner evidence.


80%

The learner will complete 3 Skills Demonstrations at appropriate intervals during the course of the programme taking into consideration seasonal factors. Evidence must be recorded in a

LOGBOOK/LEARNING JOURNAL.

The learner must maintain a Log Book evidencing each of the following Skills Demonstration. Evidence must be signed by the tutor as appropriate and include photographic/video/digital evidence where possible.

Skills Demonstration 1 Preparation for Planting

The learner will prepare a given area for the planting of trees and shrubs and -

Demonstrate understanding of the site and establishment requirements of the plants Single dig the planting pit to a consistent and appropriate depth Prepare the planting pit as necessary (i.e., remove debris, improve drainage and/or soil

composition, etc.) Select suitable and healthy plants for planting Prepare plants for planting (i.e., remove damage material, pinch out growth as necessary,

etc.)

Skills Demonstration 2 - Planting

The learner will plant a range of barerooted and containerised woody plants and:

Remove plants from containers (if appropriate) minimising damage to plants, tease out roots, etc.

Position plant appropriately and to correct depth

Provide support to meet the plant/site requirements

Backfill and firm in soil as appropriate

Provide immediate aftercare (i.e., water in as appropriate, secure ties, label, etc.)

Skills Demonstration 3 Aftercare & Maintenance The learner will carry out the correct aftercare and maintenance techniques appropriate to

the tree/shrub planted and Describe and apply appropriate aftercare and maintenance, to include

o Meeting water and nutrition needs o Monitoring and controlling pest and diseases o Monitoring and controlling competition from other plants o Providing protection from adverse weather o Training, securing and pruning as appropriate

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It is essential that the learner demonstrates appropriate health and safety considerations at each stage of the Skills Demonstrations, ensuring in particular that:

The correct tools and equipment were selected and used safely throughout The health, safety and welfare of self and others was maintained at all times All instructions for the learner should be clearly outlined in an assessment brief.

Examination

20%

The learner will undertake an examination of 1 hour duration and consisting of ten questions (2% per question)

The examination will consist of ten questions. 2 marks per questions. The internal assessor will devise a theory based examination that will assess the learners ability to recall and apply theory and understanding in a set period of time and under restricted conditions. The examination will test Learning Outcomes 1 and 9. Additional knowledge underpinning the Skills Demonstration may be tested also.

All instructions for the learner must be clearly outlined in the examination paper

12. Grading Distinction: 80% - 100% Merit: 65% - 79% Pass: 50% - 64% Unsuccessful: 0% - 49%

At levels 4, 5 and 6 major and minor awards will be graded. The grade achieved for the major award

will be determined by the grades achieved in the minor awards.

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Learners Name: ________________________________ Learners PPSN: ________________

Assessment Criteria

MaximumMark

LearnerMark

Demonstrate understanding of the site and establishment requirements of the selected plants

5

Single dig the planting pit to a consistent and appropriate depth

5

Prepare the site for planting (e.g., provide appropriate soil amendments such as compost, manure, etc.)

5

Select and prepare suitable plants for planting

5

Follow correct health and safety procedures

5

Total Mark

25

This is to state that the evidence presented in the attached portfolio is complete and is the work of the named learner.

Assessors Signature: _________________________ Date: ___________________

External Authenticators Signature: _________________________ Date: ___________________

Establishing Trees and Shrubs 4N0666

Learner Marking Sheet Skills Demonstration 1

25%

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Assessment Criteria

MaximumMark

LearnerMark

Demonstrate understanding of appropriate planting technique for the type of plant being planted (bare-rooted, container, etc.)

5

Plant a range of woody plants (e.g., trees, half-standards, whips, etc.)

10

Provide appropriate immediate aftercare (staking, mulching, etc.)

5


5

Total Mark

25

This is to state that the evidence presented in the attached portfolio is complete and is the work of the named learner.

Assessors Signature: _________________________ Date: ___________________




25%

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Assessment Criteria

MaximumMark

LearnerMark

Demonstrate understanding of the long-term aftercare requirements of the selected plants

5

Provide appropriate methods of protecting and supporting trees (e.g., check ties, tree guards, provide protection from frost, etc.)

5

Water plants using a range of methods

5

Control grass and weeds around newly planted trees/shrubs

5

Provide formative pruning and training where necessary

5


5

Total Mark

30

This is to state that the evidence presented in the attached portfolio is complete and is the work of the named learner. Assessors Signature: _________________________ Date: ___________________




30%

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Assessment Criteria

MaximumMark

LearnerMark

Examination Questions 10 short answer questions, answer all (2 marks each) (Indicate questions answered)

Question 1 __________

Question 2 __________

Question 3 __________

Question 4 __________

Question 5 __________

Question 6 __________

Question 7 __________

Question 8 __________

Question 9 __________

Question 10 __________

2

2

2

2

2

2

2

2

2

2

Total Mark

20

This is to state that the evidence presented in the attached portfolio is complete and is the work of the named learner. Assessors Signature: _________________________ Date: ___________________



Learner Marking Sheet Examination

20%

establishing trees and shrubs 4n0666 feb14 r

Documents

title of programme module

programme modules

relevant validated programme

standalone module

cdetb programme descriptor

relevant programme descripto

overall validated programme

assessment of level