fd-countryside & environment - growing schools 1st environm… · edexcel level 2 btec first...

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

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

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

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

Authorised by Peter Goff

Publications Code BF011729

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

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píêìÅíìêÉ=çÑ=íÜÉ=èì~äáÑáÅ~íáçå PBTEC First Diploma in Countryside and Environment structure 3

hÉó=ÑÉ~íìêÉë QNational Occupational Standards 4

BTEC First Diploma in Countryside and Environment 4

BTEC First Diploma 5

^ëëÉëëãÉåí=~åÇ=Öê~ÇáåÖ RUnit format 5

Internal assessment 6

External assessment 7

Achieving a pass on a BTEC First Diploma qualification 7

Awarding an overall grade 7

Accreditation of Prior Learning (APL) 8

nì~äáíó=~ëëìê~åÅÉ UInternal verification 8

External verification 8

External assessment 9

Risk assessment 9

Approval 9

mêçÖê~ããÉ=ÇÉëáÖå=~åÇ=ÇÉäáîÉêó NMMode of delivery 10

Resources 10

Delivery approach 11

Contextualisation and focus 11

Industry experience 11

^ÅÅÉëë=~åÇ=êÉÅêìáíãÉåí NNRestrictions on learner entry 12

Learners with particular requirements 12

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qÜÉ=ïáÇÉê=ÅìêêáÅìäìã NPSpiritual, moral, ethical, social and cultural issues 13

Environmental issues 14

European developments 14

Health and safety issues 14

Equal opportunities issues 14

rëÉÑìä=éìÄäáÅ~íáçåë NQHow to obtain National Occupational Standards 15

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cìêíÜÉê=áåÑçêã~íáçå NS

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^ååÉñ=^ NPVQualification codes 139

QCA codes 139

Edexcel codes 139

QCA and Edexcel codes 139

^ååÉñ=_ NQMKey skills statements and mapping of key skills level 2 onto the BTEC First inCountryside and Forestry 140

^ååÉñ=` NQPMapping the BTEC First in Countryside and Environment against theunderpinning skills and knowledge of the National Occupational Standards 143

^ååÉñ=a NQRMapping of wider curriculum opportunities onto the BTEC First inCountryside and Environment 145

BF011729 – Guidance and units – Edexcel Level 2 BTEC First Diploma in Countryside and Environment– Issue 1 – August 2002

1

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Edexcel Level 2 BTEC First Diploma in Countryside and Environment

The Edexcel Level 2 BTEC First Diploma in Countryside and Environment has been accreditedto the National Qualifications Framework (NQF) and as such is eligible for public funding asdetermined by the DfES under Sections 96 and 97 of the Learning and Skills Act 2000.

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

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

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3

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This document contains the units and associated guidance for the National QualificationsFramework (NQF) Edexcel Level 2 BTEC First Diploma in Countryside and Environment.Each unit sets out the required outcomes and content and includes advice regarding appropriatedelivery and assessment strategies. The guidance contains further details of the assessment andquality assurance of these qualifications. It includes advice about Edexcel’s policy regardingaccess to its qualifications, the design of programmes of study and delivery modes.

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The BTEC First Diploma in Countryside and Environment is a six-unit qualification.

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The BTEC First Diploma in Countryside and Environment consists of two core units plus fourspecialist units.

BTEC First Diploma structure

No of units Core units

Two 1: Industry Experience

2: Industry and Organisations #

Four Specialist units

3: Environmental Science

4 : Introduction to Biology

5: Estate Skills

6: Habitat Establishment and Maintenance

7: Machinery and Workshop Skills

8: Surveys, Techniques and Records

9: Countryside Recreation

10: Urban Conservation

11: Pollution

12: Trees, Woods and Forests

13: Forestry Practice

14: Game Management – Lowland

15: Deer Management

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


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

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

Each unit identifies relevant aspects of the National Occupational Standards that are addressedby the outcomes and content of the unit. The BTEC First Diploma in Countryside andEnvironment relates to National Occupational Standards at level 2 in EnvironmentalConservation.

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The BTEC First in Countryside and Environment has been developed to focus on:

÷ the education and training for those who are employed in a variety of types of work, such asin: practical conservation work in National Parks, for local authorities

÷ providing opportunities for learners to gain a nationally recognised vocationally specificqualification to enter employment or progress to further education vocational qualificationssuch as BTEC National Diploma in Countryside Management or a similar related subjectarea

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

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

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

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


5

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

The BTEC First Diploma in Countryside and Environment provides the underpinningknowledge and understanding for those in employment who would like to obtain a level 2qualification in Countryside and Environment. This qualification would be particularly usefulto those planning to become employed as practical workers within the countryside industry.

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

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

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Each unit is set out in the following way.

Unit title, learning hours and level

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

Description of unit

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

Summary of learning outcomes

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

Content

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


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Assessment guidance

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

Essential information for teachers

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

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

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

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

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

÷ Suggested reading – may not appear in every unit.

Key skills

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

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

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

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


7

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

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

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In the BTEC First Diploma in Countryside and Environment, Unit 2: Industry andOrganisations will be externally assessed. The assessment will take the form of a criterion-referenced Integrated Vocational Assignment (IVA) set by Edexcel, marked by the centre to anEdexcel criterion-referenced marking scheme and re-marked by Edexcel-appointed markers.The IVA will cover the whole of the assessment criteria in the unit specified above.

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

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

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

Learners mustcomplete alldesignated units:

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

Learners mustachieve aminimum overallpoints score of:

BTEC First Diploma 6 units 5 units 12 points

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

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

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

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


8

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

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

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

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

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

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


9

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The IVA will be available in each year and each IVA will have validity of one year. The natureof the assignment makes it most appropriate for learners to attempt it in the final year of thequalification. The IVA will comprise a series of linked tasks, some of which may involveworking:

÷ independently to research or produce work

÷ under observed workshop/laboratory conditions

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

÷ under specified and controlled conditions.

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

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

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

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

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

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

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


10

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

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

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

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

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

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

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

÷ linking with company-based/workplace training programmes

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

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


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Any centre wanting to run a BTEC First Diploma qualification in Countryside and Environmentshould consider access to appropriate specialist resources:

÷ appropriate environments (eg countryside, visitor enterprises, forests)

÷ physical resources (eg tools, equipment, materials)

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

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

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

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

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Learners undertaking the BTEC First Diploma in Agriculture should successfully complete atleast 200 hours of work experience or five weeks whichever is the longer. However it isstrongly recommended that this is a minimum period of time. Occupational competence maybe gained voluntarily by completing appropriate NVQ qualifications during the work period.This work experience should be integrated into the learner’s work on the programme. Amember of the programme team should visit the learner at the placement in order to ensure thatthe learner can gain experience towards achieving the learning outcomes and assessmentcriteria. The period of industry experience is supported and assessed by the Industry Experienceunit.

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

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

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

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


12

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

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

÷ a Foundation GNVQ

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

÷ related work experience

÷ other related level 1 or 2 qualifications.

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

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This BTEC First Diploma qualification is accredited on the NQF for learners aged pre-16 aswell as those aged 16 and over.

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

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

Edexcel will seek to approve alternative arrangements that:

÷ meet the needs of learners with particular requirements

÷ do not confer advantage over other learners

÷ are commensurate with the proper outcomes from the qualification.

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


13

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

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

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

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

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

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

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

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

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

÷ solve problems in a variety of circumstances.

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The study of the BTEC First Diplomas in Countryside and Environment provides opportunitiesfor the learner to develop an understanding of spiritual, moral, ethical, social and cultural issuesand an awareness of environmental issues, health and safety considerations, and Europeandevelopments. These wider curriculum opportunities are indicated in the units as appropriate.Mapping of wider curriculum opportunities issues is provided in Annex D.

The BTEC First Diploma in Countryside and Environment make a positive contribution towider curricular areas as appropriate.

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The specification contributes to an understanding of:

÷ spiritual issues through an appreciation of the spiritual dimension to the countryside andthe environment

÷ moral and ethical issues are encountered throughout the BTEC Firsts in Countryside andEnvironment as dealing with people, animals and the environment will always involve thelearner engaging in moral and ethical issues

÷ social and cultural issues are encountered throughout the BTEC Firsts in Countryside andEnvironment.


14

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Learners are led to appreciate the importance of environmental issues as they engage inenvironmental research as well as through experience of the countryside and conservationindustry

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Much of the content of the BTEC First in Countryside and Environment is applicablethroughout Europe, even though the context of delivery is within the UK.

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The BTEC First Diploma in Countryside and Environment is practically based and so healthand safety issues are encountered throughout the course. Learners will develop awareness ofthe safety of others as well as themselves in all practical activities. Learners will also explorehealth and safety issues across the rural industry.

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Equal opportunities issues are implicit throughout the BTEC First in Countryside andEnvironment

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

Edexcel PublicationsAdamswayMansfieldNottinghamshire NG18 4FN

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

Related publications include:

the current Edexcel publications catalogue and update catalogue

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

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

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


15

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

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

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LantraLantra HouseNACKenilworthWarwickshireCV8 2LG

Contact telephone: 024 7669 6996Fax : 024 7669 6732

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

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

÷ planning for the delivery of a new programme

÷ planning for assessment and grading

÷ developing effective assignments

÷ building your team and teamwork skills

÷ developing student-centred learning and teaching approaches

÷ building key skills into your programme

÷ building in effective and efficient quality assurance systems.

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

The training we provide:

÷ is active – ideas are developed and applied

÷ is designed to be supportive and thought provoking

÷ builds on best practice.

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


16

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


17

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Unit 1: Industry Experience 21

Unit 2: Industry and Organisations 29


20


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

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

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

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

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

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

÷ Animal Care

÷ Environmental Conservation

÷ Floristry

÷ Horse Care

÷ Livestock Production

÷ Mixed Farming

÷ Amenity Horticulture

÷ Agricultural Crop Production.

This is an internally assessed unit.


22

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To achieve this unit a learner must:

1 Demonstrate the ability to work effectively

2 Describe the purpose of the business/organisation

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

4 Develop own performance.


23

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1 Work effectively

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

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

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

2 Purpose of the business/organisation

The services and/or products which the business/organisation provides

The customer base and the importance of customer care

The structure of the business/organisation

3 Current changes

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

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

4 Own performance

The ways in which individuals develop at work

The importance of development in the workplace

Recognition of the contribution which the learner makes to team work

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

onstrate that they can meet all of the learning outcom

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

ent required to pass this unit.

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To achieve a pass grade the evidence must show

that the learner is able to:To achieve a m

erit grade the evidence must show

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

ustshow

that the learner is able to:

÷ understand and com

ply with the rules of

conduct, including health and safetyrequirem

ents and other relevant legislation

÷ describe the purpose of thebusiness/organisation

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

hat changes are beingm

ade to this business/organisation

÷ describe the contribution m

ade to team w

orkand com

ment on it.

÷ dem

onstrate mature conduct show

ingcom

mitm

ent to work

÷ understand the im

portance of customer care and

how it applies to this business/organisation


portance of staff training andthe possible effects on business

÷ identify how

a specific task may have been

undertaken differently in order to have carried itout m

ore effectively.

÷ show

initiative when dealing w

ith new and/or

difficult situations

÷ dem

onstrate good customer care skills and

describe a possible career route within this

business/organisation

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

÷ identify further training requirem

ents to enablem

ore effective contribution to the team.


25

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

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

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

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

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

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

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Depending on the content the unit provides relevant skills and knowledge for NVQ unitscovering health and safety, and working effectively, included in many land-based NationalOccupational Standards at level 2. Some examples of these titles are given below:

÷ Horse Care


÷ Floristry


÷ Amenity Horticulture.


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


26

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

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

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

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

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

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÷ discussing their work withtutor/employer

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

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

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

÷ preparing their portfolio ofevidence

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


27

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

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

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

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÷ working at the workplace andmeeting workplace expectations

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

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

÷ meeting with tutor/employer todiscuss progress

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

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

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

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

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


28

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÷ working with others on theplacement

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


29

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

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

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

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

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



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

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

3 Describe the main legislation relating to their chosen sector

4 Describe the principles of sustainable development.


30

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1 Development and structure

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

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

2 Principal organisations

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

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

3 Legislation

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

European legislation: consideration of European action plans, European directives

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

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

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

4 Principles of sustainable development

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

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

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

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÷ describe the developm

ent and structure of asector w

ithin the land-based industry in theU

nited Kingdom

÷ identify the principal organisations w

hich havea significant im

pact on this chosen sector

÷ describe the m

ain UK

legislation relating to thesector

÷ describe the principle of sustainabledevelopm

ent.

÷ com

pare allied industries and the role they play

÷ identify current trends and issues affecting thesector

÷ explain the significance of the relevant(European and International) legislation relatingto the sector

÷ describe factors w

hich influence individual andgovernm

ental behaviours and their likely globalim

pact.

÷ consider the grant schem

es available to thesector in relation to the m

ain values and ethicsof the industry

÷ explain the im

pact of international treaties andconventions on the sector

÷ evaluate the m

easures taken within the sector

towards the aim

of sustainable development.


32



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

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


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

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

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

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Textbooks

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

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

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

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

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


33

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÷ identifying current trends inindustry

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



÷ discussing the issues ofsustainable development






÷ searching information on currenttrends and issues

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





34



÷ discussing the issuessurrounding sustainabledevelopment, and the impact onthe environment




35

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36


37

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Unit 3: Environmental Science 39

Unit 4: Introduction to Biology 47

Unit 5: Estate Skills 53

Unit 6: Habitat Establishment and Maintenance 61

Unit 7: Machinery and Workshop Skills 69

Unit 8: Surveys, Techniques and Records 77

Unit 9: Countryside Recreation 85

Unit 10: Urban Conservation 93

Unit 11: Pollution 101

Unit 12: Trees, Woods and Forests 109

Unit 13: Forestry Practice 117

Unit 14: Game Management – Lowland 125

Unit 15: Deer Management 133


38


39

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This specialist unit introduces the learners to the scientific principles of the physical andbiological environment. It aims to provide the underpinning knowledge to aid understanding ofthe complex inter-relationships in the environment.

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

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

This unit covers the knowledge and understanding associated with the level 2 NationalOccupational Standards in Environmental Conservation.




1 Investigate the links between energy and climate

2 Identify the links between different rocks, soils and vegetation

3 Describe the energy flow, and mineral and nutrient cycles within an ecosystem

4 Investigate the management and control of water supply.


40

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1 Energy and climate

Transfer of heat energy: an understanding of the processes of radiation, convection andconduction

The world climate zones: the factors causing differences in climate; latitude and altitudeincluding an awareness of the reasons for land and sea temperature differences and theinfluence on climate; the causes of different types of precipitation, temperature differences,pressure and winds

The human influence on climate: the greenhouse effect and global warming; ozonedepletion in the stratosphere

Energy and power: examples of renewable (wind, solar, water) and non-renewable (coal,oil, gas, nuclear) energy sources, including an awareness of demand and supply

2 Rocks, soils and vegetation

Rock formation: igneous, sedimentary and metamorphic rocks and the landforms associatedwith them

Weathering processes: an understanding of the physical and chemical processes ofweathering and the links to erosion and land management

Soil formation: soil characteristics and the main soil types, processes of soil formation andthe relationship with climate and vegetation

Soil management: the human impact on soils and methods of soil conservation

3 Energy flow and mineral and nutrient cycles

Plant structure and photosynthesis: the inputs and outputs, the essential nutrients; plantadaptations to different climates and extreme conditions. The link to productivity and yield

Energy flow: the transfer of solar energy to chemical energy; producers, consumers, foodchains and food webs

Mineral and nutrient cycles: decay and respiration; the carbon cycle and the nitrogen cycle.Maintaining a balance within the ecosystem

Conservation and land use: the impact of deforestation and the conservation debate

4 Water supply

The water cycle: changes in the state of water, water transfer and water storage

Water pollution: causes, effects and management

Supply and demand: areas of deficit and areas of surplus, methods of transfer

Water conservation: the development of a sustainable supply of good quality water,methods of management and the role of the Environment Agency and ScottishEnvironmental Protection Agency

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÷ describe the effects of different clim

ate zonesand how

heat energy is transferred around thew

orld

÷ understand rock form

ation and physical andchem

ical weathering processes

÷ describe energy flow

and be familiar w

ith thefollow

ing words: solar energy, chem

ical energy,producers, consum

ers, food webs, productivity

and yield

÷ describe the w

ater cycle and discuss the conceptof supply and dem

and of water and how

this ism

anaged.

÷ discuss hum

an influence on the world’s clim

ate

÷ understand the relationship betw

een soil types,clim

ate and vegetation

÷ describe the carbon cycle and the nitrogen cycleand explain the im

portance of these cycles

÷ discuss the causes and effects of w

ater pollutionand how

it is managed.

÷ discuss the benefits and detrim

ental effects ofrenew

able and non-renewable energy sources

÷ describe m

ethods of soil managem

ent and thehum

an impact on soils

÷ discuss conservation and land-use w

ith specialreference to deforestation

÷ discuss the developm

ent and managem

ent of asustainable supply of good quality w

ater and therole of the legislative bodies in the U

K.


42



Teacher-led discussion to introduce topics, note-taking and reading. This will be supplementedby internet and library search for information; fieldwork activities and laboratory experiments.

Integration of health and safety and environmental good practice into practical session isexpected.


Learners need to develop a knowledge of relevant scientific principles and concepts in order toaid their understanding of the inter-relationships between the natural environment and humanuse and management of that environment.

To prepare for assessment learners need to undertake fieldwork to study the weather, rocks,soils, vegetation and water. Laboratory experiments could be carried out to help learners’understanding of photosynthesis and plant requirements.

Learners should be encouraged to read widely and obtain information from libraries, theinternet, newspapers and controlling bodies like the Environment Agency.

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The outcomes of this unit are closely associated with Unit 4: Introduction to Biology, Unit 6:Habitat Establishment and Maintenance, Unit 8: Surveys, Techniques and Records and Unit11: Pollution.

Learners should demonstrate the ability to transfer knowledge and skills between the unitslisted.

This unit offers opportunities for demonstrating key skills in application of number,communication, information technology, problem solving and working with others.

This unit provides links to the Environment Initiative (1, 2, 3) learning outcomes: Science andTechnology, Environmental Responsibility (3) and to the National Occupational Standards forEnvironmental Conservation level 2.

oÉëçìêÅÉë

This unit could be partially taught within the classroom but learners would benefit greatly fromfield activities. Useful equipment includes soil testing equipment, weather data recordinginstruments and simple water testing equipment. A first-aid kit should be available. Access tosuitable sites for study is advisable.


43


Textbooks

Sufficient library resources should be available to enable learners to achieve this unit. Textsthat are particularly relevant are:

÷ Brown A (ed) – The UK Environment (HMSO, 1993)

÷ Byrne K – Environmental Science (Nelson, 1997)


44

hÉó=ëâáääë




÷ identifying world climate zones N2.1 Interpret information from two differentsources, including material containing agraph.

÷ discussing the impact ofdeforestation




÷ describing how human activitycan affect climatephotosynthesis and energysource


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

÷ recognising links between rock,soil and vegetarian

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

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



÷ identifying world climate zonesand energy transfer



45



÷ discussing the impact ofdeforestation and water pollution




÷ describing how human activitycan affect climate

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



46


47

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

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

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

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




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

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

3 Explore the main systems in animals and/or plants

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


48

`çåíÉåí

1 Classification of organisms and the structure of the cell

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

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

2 Nutrition and growth of animals and/or plants

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

or

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

3 Systems in animals and/or plants

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

or

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

4 Reproduction and heredity in animals or plants

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

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

or

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

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

BF011729 – G


First Diplom



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÷ identify the com

ponents of a cell and use a keyfor identification of organism

s and explain why

organisms are grouped

÷ investigate the requirem

ents for nutrition andgrow

th in plants and/or animals

÷ describe the m

ain systems in plants and/or

animals

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

÷ describe the role of m

ajor organelles anddescribe the m

ain differences between anim

alcells and plant cells

÷ describe cellular respiration

÷ interpret inform

ation relating to the main

systems of plants and/or anim

als

÷ explain how

characteristics are inherited.

÷ devise a key to identify sim

ilar organisms

÷ relate nutrition requirem

ents to either animal

diet or plant habitat/feeds

÷ explain the inter-relatedness of the system

s ofplants and/or anim

als

÷ discuss the effectiveness of differentreproductive strategies.


50



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


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

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

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

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


Textbooks

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

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

CD ROMs

÷ Microsoft – Encarta

÷ Dorling Kindersley – Encyclopaedia of Science and Encyclopaedia of Nature


51

hÉó=ëâáääë




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




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




52



÷ examining the results ofpractical work





53

råáí=RW bëí~íÉ=pâáääë




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

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

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

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

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



÷ Agricultural Crop Production

÷ Mixed Farming.




1 Select and work with hand tools

2 Construct or maintain boundaries or surfaces

3 Construct and fix an item made of wood

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


54

`çåíÉåí

1 Hand tools

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

Safety: risk assessments and personal protective clothing

2 Boundaries and surfaces

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

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

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

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

3 Item made of wood

Construction: measure, cut, make simple joints

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

4 Services and facilities

Services: drainage, water

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

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

BF011729 – G


First Diplom



ugust 200255

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÷ describe and dem

onstrate the use of a wide

variety of hand tools and carry out riskassessm

ents for these tools

÷ contribute to m

aintaining a path

÷ m

easure, cut and make a sim

ple wooden joint

from a plan

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

bing, glazing andblock w

ork.

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

aterials and correct toolsand using the appropriate risk assessm

ents

÷ draw

a plan for a wooden joint

÷ contribute to one of the follow

ing:

÷ drainage facilities; glazing; blockw

ork, givingfull consideration to health and safety.

÷ for either a sim

ple boundary fence or an areafence: com

pare the price of construction usingdifferent m

aterials/suppliers

÷ discuss the benefits of w

ooden structurescom

pared with structures m

ade from non-

wooden m

aterials

÷ discuss action to be taken w

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


56



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

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

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

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


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

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

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

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

iáåâë

The unit provides relevant skills and knowledge for NVQ titles covering the construction andmaintenance of structures and surfaces. Some examples of these units are: EnvironmentalConservation, Livestock Production, Agricultural Crop Production and Mixed Farming.

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

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



57

oÉëçìêÅÉë

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


Textbooks

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

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

÷ British Trust for Conservation Guides

÷ Brooks A – Hedging (1975)

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


58

hÉó=ëâáääë




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


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




÷ evaluating methods of protectingvegetation



÷ preparing a report or theirportfolio of evidence




÷ explaining the need for majorservices

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



59



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


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


60


61

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This specialist unit introduces the learner to a range of different British habitats, theircharacteristics, locations and the methods used in habitat establishment and maintenance.

The main aim will be to show learners the importance of habitat establishment and maintenancein order to enhance landscapes and habitats. Knowing how to monitor and report on thecondition of habitats is also crucial to habitat survival in the future.

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

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

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

÷ Environmental Conservation.




1 Identify the types of habitats found in the United Kingdom

2 Recognise the factors which affect habitat wildlife

3 Assemble information concerning flora and fauna

4 Carry out habitat improvements.


62

`çåíÉåí

1 Types of habitats found in the United Kingdom

Major habitat types: upland, lowland, freshwater, saltwater

Local habitats: ponds, woodlands, grassland, hedgerows, field margins, buffer zones

Characteristics: altitude, rainfall, temperature, soil type, nutrient status, dominant flora andfauna

2 Factors which affect habitat wildlife

Factors: biotic (plants and animals), abiotic (soil, temperature, rainfall, aspect)

Population: limited by food supply, space, birth and death rates, migration

Interactions: predation, parasitism, commensalism, symbiosis, competition

Human: agriculture, forestry, building (including roads), tourism

3 Information concerning flora and fauna

Survey: quadrats, species identification, collation of results

Flora: trees, wildflowers, grasses, planted crops

Fauna: birds, mammals, invertebrates, fish, reptiles, insects

Record presentation: quantitative and qualitative, written, graphical, pictorial

Schemes: rationale, stewardship, records needed

4 Habitat improvements

Need for improvement: neglect, overgrown, polluted

Reasons: benefit to wildlife, benefit to human community, need to have varying habitattypes close to one another

Work: safety aspects, tools

BF011729 – G


First Diplom



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÷ recognise m

ajor British habitat types and m

aplocal habitats

÷ describe the biotic and abiotic factors that affectw

ildlife and those that limit population size

÷ conduct a survey of a specific local habitat,identify flora and fauna and present results

÷ carry out habitat im

provements according to

managem

ent plans with attention to health and

safety.

÷ explain the location of B

ritish habitat types

÷ describe interactions w

ithin a habitat

÷ interpret survey inform

ation relating to habitat

÷ understand the need for habitat im

provements

and plan improvem

ents for a specific site.

÷ describe the biotic and abiotic characteristics ofhabitats

÷ discuss hum

an influence on habitats

÷ explain the im

portance of surveys, the data thatm

ay be collated and how they m

ay be used

÷ discuss the reasons w

hy habitat improvem

entsare undertaken.


64



Theory and practice.

Delivery is via a combination of classroom-based and field-based activity. It is recommendedthat at least one day is spent on fieldwork to conduct the environmental survey. An additionalone day or equivalent is needed to investigate different types of woodland.

Time will need to be allocated for habitat surveys and practical work.


Learners will be able to study habitats in theory as well as being able to look more closely atreal examples of different habitats in the field.

Learners will generate evidence during their fieldwork and survey investigations. Theoreticalbackground knowledge will be generated in the classroom and during library studies. The useof the internet and electronic based sources will also be encouraged.

Evidence for this unit may be gained by survey report, written assessments and a suitableportfolio of evidence.

Outcome 1 – local habitat types include woodland, pond, marshland and meadow. Study will bemade of which plants grow in particular soil conditions, eg heathers grow in an acid soilwhereas orchids grow best in an alkaline soil.

Outcome 2 – learners will need opportunities to familiarise themselves with different habitatsand it is advisable for learners to visit suitable sites. Learners should attempt to study a newscheme or development locally, eg a road, housing or new factory. Evidence may be collectedvia news items or reports from organisations objecting to or supporting the development.

Outcome 3 – learners need to demonstrate their understanding of habitat survey techniques andapply this knowledge in their study of other habitats and units. Flora – wild flowers and grasses.Leaf shapes are helpful when counting the numbers of different species within any one layer.The flowers are useful in identifying grass species. Fauna – small birds and mammals, insects,fish and invertebrates.

Outcome 4 – describe how to restore/improve the chosen habitat(s). An important conceptincludes the proximity of habitats and their interdependence. Processes include the recycling ofgarden waste to rot down. Construct a compost heap with plenty of air, contact with soil andprotection from torrential rain. Good compost encourages toads, hedgehogs, robins, blackbirds,thrushes and shrews. Dry dead seed heads and prunings can be used to shelter ladybirds. Arotting log is excellent for wildlife and may provide a damp space beneath the log as a favouritehibernation and sheltering place for many creatures, eg centipede, millipede, leopard slugs,newts and frogs. Toads may hide beneath a log in the first autumn after they leave the pondhabitat which has supported them through their tadpole phase. Chopped bark mulch mayencourage many minibeasts. Use a strimmer to cut hay, shake seeds out of resident wild flowersand remove surplus vegetation by raking off the meadow area. The practical work involved inthe restoration/improvement of the habitat could be a group project. Tools should be identifiedas per their use and health and safety regulations followed at all times.


65

iáåâë

This units links with Unit 4: Introduction to Biology and Unit 5: Estate Skills. The outcomesare also linked to NVQ units in Environmental Conservation. Learners should demonstrate theability to transfer knowledge and skills between the units listed.

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

oÉëçìêÅÉë

Biology laboratory, habitats, fieldwork locations, video and slide illustrations, field equipment,eg hand lens, surveying equipment.

This unit needs to be resourced with botanical reference books in addition to informationregarding habitat establishment and maintenance. Illustrative and explanatory materialsincluding videos are available from English Nature. The use of computers will be encouragedincluding the CD called Encarta 98 Encyclopaedia.


Textbooks

÷ Edlin H L and Garrard I – The Observer’s Book of Trees (Godfrey Cave/Claremont, 1996)

÷ Feltwell Dr J – A Guide to Countryside Conservation (Britain’s Rural Heritage,W I Books Ltd, 1989)

÷ Lenon B and Cleves P – Fieldwork Techniques and Projects in Geography(Collins Educational, 1996)

÷ Rose F and Davis R B – Observer’s Book of Wild Flowers (Godfrey Cave/Claremont,1996)

÷ RSPB – Ecosystems and Human Activity (Collins Educational, 1995)


66

hÉó=ëâáääë




÷ conducting a survey N2.1 Interpret information from two differentsources, including material containing agraph.

÷ collecting and sorting data froma survey


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



÷ preparing their portfolio orreport on a habitat




67



÷ preparing their portfolio on anamed habitat






÷ identifying an area in need ofimprovement


÷ preparing a plan for habitatimprovement


÷ carrying out an improvement ona habitat




÷ identifying and mapping habitatsin the UK


÷ collecting and collatinginformation on a habitat scheme


÷ carrying out an improvement ona habitat



68


69

råáí=TW j~ÅÜáåÉêó=~åÇ=tçêâëÜçé=pâáääë




The aim of this specialist unit is to equip the learner with an understanding of power sourcesand power transfer, maintenance of this equipment and the use of the tools associated with themaintenance of the equipment.


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

This unit covers the knowledge and understanding associated with the following NationalOccupational Standards at level 2:

÷ Mixed Farming

÷ Livestock Production.




1 Illustrate the mechanical principles of commonly used power systems

2 Explain the maintenance of the systems illustrated

3 Justify use of power transfer systems in appropriate contexts

4 Use tools appropriately.


70

`çåíÉåí

1 Mechanical principles of commonly used power systems

Stroke internal combustion, stroke spark ignition, stroke compression ignition, singlecylinder, multi cylinder, electric motor

Reasons for use of power sources to include: power output, weight, available coolingmethod, size, suitability for use

Principles of operation to include:

4 stroke: cylinder, piston, connecting rod, crankshaft, camshaft, valves, big/little endbearings, fly wheel, source of ignition, fuel system

2 stroke: cylinder, piston, connecting rod, crankshaft, transfer ports, inlet/exhaust ports,big/little end bearings, fly wheel, source of ignition, fuel system

Electricity: electromagnetic induction, circuits and earthing, watts, volts, amps, ac/dc,generators/motors, single and three phase

2 Maintenance of systems

Causes and sources of wear: dirt in systems, reduction in efficiency of filters, loss oflubricant, friction

Routine maintenance procedures to include: necessity for service strategy, filter changes,oil changes, lubrication, replacement of worn parts

Symptoms of inadequate maintenance to include: slipping belts, stretched chains, smoke,stoppage, rounded sprockets, excessive noise, heat, breakage

3 Use of power transfer systems

High speed systems, examples including: belt drive systems: V belts, flat belts, serpentinebelts, banded/multiple V belt, hydraulic drive systems

High power systems, examples including: power take off systems, 540 RPM, 1000 RPM,6 spline, 21 spline, narrow/wide angle universal joints, chains, bed, pintle, roller, doublepitch, gears, spur, spiral, bevel, sun and planet


71

4 Use tools

Files: single cut, double cut

Hammers: ball pene, cross pene, claw

Spanners: open end, ring, socket, box, Allen keys, chisels, masonry, woodworking

Screwdrivers: flat, ‘Posidriv’, ‘Philips’, electrical

Drills: hand, brace, electric hand/pedestal, masonry drill, high speed, engineers twist drill,wood drill

Use of the above tools in appropriate context

Cleaning and storage of the above tools in appropriate circumstances

Maintenance of the above tools to include: sharpening, lubricating

BF011729 – G


First Diplom



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÷ describe the m

echanical principles ofcom

monly used pow

er systems

÷ explain the m

aintenance of the systems

illustrated

÷ justify use of pow

er transfer systems in

appropriate contexts

÷ describe the health and safety issues to beconsidered w

hen dealing with engines

÷ use tools appropriately.

÷ give a reasoned description of situations w

henthe follow

ing would be used: a 2 stroke engine,

a 4 stroke engine, an electric motor

÷ identify sources of w

ear

÷ explain m

ethods of changing power/speed ratios

÷ dem

onstrate appropriate cleaning and storage oftools.

÷ describe sym

ptoms of inadequate m

aintenance

÷ discuss situations w

here high speed systems are

required and situations where high pow

ersystem

s are required and how speed and pow

erare related

÷ dem

onstrate appropriate maintenance of tools.


73



Learners should be introduced to good workshop practice, health and safety issues and PPE asan introduction to the course.

Discussions of the theories involved should be backed up with practical hands-on experience inthe workshop. Variation in learners’ experience and ability will necessitate learners being givena variety of tasks according to their ability and skill.

A knowledge of tools and a competence in routine maintenance of commonly used equipmentis a necessity for learners in industrial placement.

Industrial experience will provide further opportunity for learners to gain further experienceand ability.


Learners will need to demonstrate their ability to use equipment for specific tasks/episodes.Equipment should include tractors, associated implements, smaller applications such asbrushcutters and chainsaws and fixed equipment including milk vacuum pump motors andgenerators.

Routine servicing of equipment should be undertaken on a range of equipment to allowpractical experience. Where possible, scenarios involving identification of faults and remediesmay be used, these faults may have been deliberately created by the instructor/assessor.

As the learners develop their skills, the instructor may encourage the learners to identify andremedy faults in real situations, being allowed to select and use necessary tools and equipment.

Practical assessment forms the basis for the unit, however where practice is restricted, writtenor oral assessment may be appropriate.

Written assessment may be used as evidence in the learner’s portfolio, this will involve servicerecords, identification tests and written assignments/tests.

iáåâë

The outcomes associated with this unit are linked with those in the following units:

÷ Unit 1: Industry Experience

÷ Unit 2: Industry and Organisations

÷ Unit 5: Estate Skills.

Learners should demonstrate ability to transfer knowledge and skills between the units listed.



74

oÉëçìêÅÉë

Facilities required for this unit include regular and routine access to agricultural machinery andworkshop tools, including: tractors, combine harvester, tractor mounted powered implements,static plant (electric motors and generators), small, powered equipment (chainsaws,brushcutters, mowers), workshop tools.

Sufficient equipment should be available to allow learners to develop experience of a range ofsizes and manufacturers’ peculiarities.

Access to resources should be sufficient to allow all learners adequate opportunity to developpractical competence and confidence over a period of time.

Equipment/consumables required include: oil, filters, belts, chains, bearings, hand drills,electric drill, masonry bits, socket set, ring spanner, open end spanner, adjustable spanner,torque wrench, Allen keys, screw keys, vice, hammers, files, crosscut saw, hacksaw, masonry,chisels, sharpening stones.


Textbooks

÷ Bell B – Farm Machinery (Diamond Farm Book, 1996)

÷ Shippen J – Basic Farm Machinery (Butterworth-Heinemann, 1980)

÷ Tool Care, A Maintenance and Workshop Manual (British Trust for ConservationVolunteers) ISBN 0 946752 13 3


75

hÉó=ëâáääë

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



÷ explaining about power andspeed transfer

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



÷ discussing the need formaintenance and the symptomsif it is inadequate/insufficient





÷ searching for information onpower services, power, speed,power-speed ratios



76



÷ selecting, using, maintaining,clearing and storing toolscorrectly

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




77

råáí=UW pìêîÉóëI=qÉÅÜåáèìÉë=~åÇ=oÉÅçêÇë




This specialist unit will provide the learner with a basic understanding of safe methods ofsurveying and study methods for use in various habitats in the countryside. Aims, methods andtechniques for different types of surveys will be introduced and linked to correct identificationof the location and organisms within the study. Data collection and studies of results gatheredwill be related to short-term and long-term surveys; with methods for planning investigationsfor group and individual project work.


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

This unit covers the knowledge and understanding associated with the following level 2National Occupational Standards:


÷ Gamekeeping and Wildlife Management.




1 Plan surveys and apply safe working methods and select appropriate survey techniques

2 Carry out a survey/surveys and record data correctly in different study situations

3 Demonstrate identification skills in plant and animal surveys

4 Analyse results from investigations and produce a report/reports.


78

`çåíÉåí

1 Plan surveys

Planning: pre-survey plans; aim(s) of investigation, hypothesis formulation, location, riskassessment and safety measures

Preliminary skills and knowledge: map-reading skills, knowledge of geology, soils andland-use. Climate and weather. Use of identification keys

2 Carry out a survey/surveys

Abiotic surveys: soil – depth, moisture and pH; climate – light, wind, temperature,humidity; water – temperature, dissolved substances (nitrates, total dissolved salts), flow,clarity

Site assessment: plans, maps, sketches and diagrams

Biotic surveys: quadrats – basic quantitative and qualitative studies. Simple transectmethods

Animal surveys: pitfall traps, use of nets, and other methods

Questionnaires, access and visitor surveys: planning and conducting simple surveys

3 Identification skills

Safety and considerations of survey sites: minimal damage and disruption of site andwildlife

Safe working practices: the ‘Country Code’

Keys: identification of plants and animals using keys and guide textbooks. Terrestrialstudies in various habitats. Aquatic studies; freshwater and marine

Laboratory studies: use of microscopes for terrestrial and aquatic invertebrates, and otherspecies

4 Report/reports

Data presentation: tables, graphs, bar-charts, histograms and other methods

Statistical analysis: basic analyses to include mean, distributions and correlation

Data discussion: conclusions in relation to survey aims

Project and report writing: presenting information in suitable format, layout of text andvisual presentations (photographs, diagrams and other data). Resource use and referencingof textbooks and other information sources

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÷ plan a survey show

ing consideration of healthand safety

÷ carry out a survey

÷ identify a range of anim

als and plants using anidentification key w

ith consideration of safew

orking practices and with m

inimal disruption

to the environment

÷ produce a report of your survey, include visualpresentations of your data.

÷ explain w

hy surveys are undertaken

÷ explain w

hy you are carrying out your surveyand explain your hypothesis

÷ m

ake a key to identify the species you havefound

÷ calculate basis statistical analyses of your datato show

mean, distributions and correlation.

÷ evaluate a range of survey techniques

÷ describe the variables that affect survey resultsand discuss their influence

÷ discuss the im

portance of indicator species

÷ evaluate your data and explain your findings.


80



Learners should follow a work programme with initial instruction of safe working practices inlaboratory and field situations, and on-going demonstrations and instruction of hazards, safeworking practices and environmental good practice. Risk assessments should form an integralpart of all practicals and visits. Integration of safe working practices and environmental goodpractice into practical work is expected.

The unit should be delivered with practical visits forming a strong part of the scheme of workto reinforce the academic components. Vocational links to habitat management should beintegrated as possible.

The work programme should include lectures, discussions, laboratory analyses, fieldwork, case-studies, individual/group project work, management plan studies and presentations.

Learner work should be assessed by assignments, case-studies, presentations, written/oralquestioning, and practical ability in laboratory and field investigations. An individual project ordetailed study is suggested to integrate survey work and link the learning outcomes.

Industry experience may complement this unit where survey work and reports form part of thejob specification.


Evidence is mainly from practical assessments:

Outcome 1 – produce an action plan for a survey identifying the aims and survey methods to beused; complete a risk assessment prior to a survey identifying safe working practices (healthand safety: Outcome 2.7 Working with Plants should be linked to this assessment); undertakeexercises studying rocks, soils, the importance of weather conditions and climatic variationswith relation to the land management of case-study examples.

Outcome 2 – complete surveys incorporating soil analysis, environmental monitoring ofclimatic factors, and aquatic studies; use sketches, diagrams, maps and plans to assess a site(s);carry out exercises using quadrats, counting and qualitative assessments, transects, andcapturing and recording animals in various habitats; design a questionnaire and implement it fora survey, and/or complete a survey technique relating to visitor and access usage of a site.

Outcome 3 – carry out work safely in line with risk assessment; identify the reasons forenvironmental good practice at survey sites and link to the ‘Country Code’ – apply this; usekeys in ‘field’ situations to identify plants and animals; use keys and textbooks to identifyaquatic organisms at various ‘field’ locations; use microscopes to aid identification of variousorganisms.

Outcome 4 – use tables, graphs and other methods to present data from surveys; undertake basicstatistical tests of data to study mean values, distribution and correlation; draw conclusionsfrom results and relate the aim/s of the survey; produce a report of a survey or project.


81

iáåâë

This unit links to the following units of First Diploma in Countryside and Environment:

Unit 1: Industry Experience, Unit 3: Environmental Science, Unit 6: Habitat Establishment andMaintenance, Unit 9: Countryside Recreation, Unit 10: Urban Conservation, Unit 11:Pollution, Unit 14: Game Management – Lowland and Unit 15: Deer Management.

This unit links to the environmental learning outcomes:

÷ Environmental responsibility: appreciate, in general terms, global and local environmentalconnections.

÷ Science and technology: explain the scientific principles and processes which influence theaccumulation and dispersal of pollutants and wastes and the implications for controlmeasures and environmental investigation.

This unit covers the knowledge and understanding associated with National OccupationalStandards at level 2 in Environmental Conservation.

Depending on the nature and context of teaching there are likely to be links to other NationalOccupational Standards, including Gamekeeping and Wildlife Management.

There are good opportunities for developing key skills in application of number,communication, information technology, improving own learning and performance, problemsolving and working with others.

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Learners require laboratory facilities with microscopes to assist species identification.

Field equipment should include ‘clipboards’, sampling nets and trays, various test kits,thermometers, and electronic meters for analysis of terrestrial and aquatic habitats.

Identification guides and textbooks, cameras, binoculars and telescopes.

Minibus facilities should be available for field site visits. Contacts with local site managersshould complement the course delivery.

Textbooks, IT and internet support should be available to provide and underpin the knowledgeprovided in lectures and other sessions.


Textbooks


÷ Britain and Northern Europe (Collins, London, 1987)

÷ Chinery M – Collins Pocket Guide: Insects of Britain and Western Europe (Collins,London, 1993)

÷ Clegg C J with Mackean D G – Advanced Biology: Study Guide (John Murray, 1996)

÷ Dowdeswell W H – Ecology: Principles and Practice (Heinemann, 1984)

÷ Fitter R, Fitter A and Farrer A – Collins Guide to the Grasses, Sedges, Rushes and Ferns ofBritain and Northern Europe (HarperCollins, 1984)

÷ Furniss P and Lane A – Practical Conservation Water and Wetlands (Nature ConservancyCouncil, 1992)


82

÷ Hubbard C E – Grasses (Penguin Books, 1984)

÷ Jeffries M and Mills D – Freshwater Ecology (Bellhaven, London, 1990)

÷ Manuel R and Fitter R – Collins Field Guide to Freshwater Life (Collins, London, 1986)

÷ Slingsby D and Cook C – Practical Ecology (MacMillan, 1986)

÷ Tait J, Lane A and Carr S – Practical Conservation; Site Assessment and ManagementPlanning (Hodder and Stoughton, 1988)

÷ Williams G – Techniques and Fieldwork in Ecology (Collins Educational, 1991)


83

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÷ assessing a site using a range ofmethods


÷ using a range of keys to aididentification




÷ undertaking surveys andrecording data

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



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


84



÷ planning a survey

÷ carrying out a survey






÷ carrying out a risk assessment PS2.1 Identify the problem and come up with atleast two options for solving it.

÷ planning a survey using aquestionnaire




÷ describing the features of thestudy site



÷ undertaking surveys andrecording data



85

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This specialist unit provides learners with an introduction to recreational opportunities andassociated pressures within the countryside. It will develop the learner’s knowledge of theissues surrounding access to the countryside and the organisations that have an interest in theissues raised by recreation. It provides learners with the opportunity to develop a thoroughunderstanding of the views and needs of all parties so that they are able to makerecommendations for recreational provision on a range of landscapes.


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






1 Identify the opportunities for countryside recreation

2 Describe the need for access and its effect on the landscape

3 Describe the role of organisations involved in managing the landscape

4 Explain the legislation that affects countryside recreation.


86

`çåíÉåí

1 Countryside recreation

Countryside recreation: consideration of the opportunities for recreation including formal,informal, active and passive

Reasons for recreation: rise in popularity of countryside pursuits, ecotourism and greentourism

Landscape requirements: terrestrial and marine planning and access

2 Effect on the landscape

Access status of land: consideration of open, formal, informal, restricted and closed

Benefits and constraints of access: attraction of tourism, benefit to locality; problem ofdogs, footpath erosion, disturbance to wildlife and locality, impact on land management

Environmental impact: primary, secondary, source effect, and solutions

3 Role of organisations

Organisations: consideration of organisations involved (central government, localgovernment, private enterprise, voluntary organisations, farming, forestry, horticulture,amenity, mining, conservation, etc)

Role of organisations: function, responsibilities

Sources of support: professional institutes, trade associations, charities, research, advice,legal

4 Legislation

Legislation: the range of UK legislation relating to land-use and recreation (National Parks,Country Parks, designated wildlife areas, Public Rights of Way and Access, etc)

Effect of planning policies: recreational demand, changing types of countryside recreationand recreational travel

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÷ identify the opportunities for recreation

÷ discuss the benefits and environm

ental impact

of countryside recreation

÷ describe the type of organisations involved insupporting countryside recreation

÷ dem

onstrate an awareness of the range of

legislation relating to land-use and recreation.

÷ discuss the need for recreation

÷ describe how

access to the countryside isdependent on the land status

÷ describe the role and aim

s of organisationsinvolved w

ith countryside recreation

÷ describe how

to access legislation pertaining tocountryside recreation and w

hich organisationsenforce it/can help w

ith compliance.

÷ discuss conflicts of interests of differentrecreation users

÷ discuss solutions to environm

ental impacts of

countryside recreation

÷ discuss conflicts betw

een countrysideorganisations

÷ discuss the need for legislation and how

itaffects planning for recreation in thecountryside.


88



The unit content is best delivered through a range of learning experiences, both in theclassroom and, where possible, site visits. Simple practical exercises introducing learners totechniques such as landscape evaluation, questionnaire design and implementation, site surveysand environmental impact assessment should form a part of this unit’s delivery. Guidance andtutoring of learners in elementary ‘research and methodology’ (literature research, datacollection and evaluation) will provide a useful tool to foster learner involvement and promotecritical analysis of the issues covered.

Risk assessments should form an integral part of all visits. Integration of safe working practicesand environmental good practice into site work is expected.


Learners need to demonstrate their understanding of countryside recreation and the pressures itplaces on the natural environment.

Evidence may be derived from a variety of sources (structural assignments, enquiry based tasks,and oral assessments). A written report focusing on a local habitat (woodland, heathland, etc)assessing the human impact of recreational use would serve to allow learners to utilise thetheory covered in the unit and to make connections with wider issues, such as access andrecreational management. Whenever possible learners should be encouraged to collect primarydata through, for example, visitor questionnaires, soil trampling surveys and impactassessments. Effective recreational management is dependent on access to such information andso should provide a focus for the unit outcome assessments.

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The outcomes associated with this unit are closely linked with those in Unit 3: Environmentaland Countryside Organisations, Unit 5: Estate Skills and Unit 6: Habitat Establishment andMaintenance.

Learners should demonstrate the ability to transfer knowledge and skills between the unitslisted.

The unit offers opportunities for demonstrating key skills in communication, informationtechnology, problem solving and working with others.

The unit also offers opportunities for demonstrating competence in the following environmentallearning outcomes; Environmental Responsibility and Resource Management.

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Learners should have access to text books, IT, educational videos and internet support toprovide and underpin knowledge on the issues covered in this unit.

Learners will require access to tourist areas and attractions, Countryside Parks and ForestryCommission sites, etc.


89


Textbooks


÷ Brown A – The UK Environment (HMSO, 1992)

÷ Department of the Environment – Digest of Environmental Protection and Water Statistics(HMSO, 1994)

÷ Goudie A – Ecology, Recreation and Tourism (CUP, 1986)

÷ Goudie A – The Human Impact on the Natural Environment (Blackwell, 1999)

÷ Green B – Countryside Conservation – The Protection and Management of AmenityEcosystems (George Allen and Unwin, 1981) (Ch 10, 11)


90

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÷ describing the reason and needsfor recreation



÷ identifying and explaininglandscape requirements for arange of activities


÷ assessing environmental impactof recreational land theorganisation and support forthem




÷ summarising the types of rolesof different organisations




÷ describing different land use PS2.1 Identify the problem and come up with atleast two options for solving it.



91



÷ determining the range ofrecreational activities in the UK



92


93

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This specialist unit provides learners with an introduction to the wide range of urban habitatsthat exist and the fauna and flora which inhabit them. It will allow learners to gain a deeperunderstanding and appreciation of the effects of pollutants and invader species on urbanhabitats and help to develop a knowledge of the ways in which these habitats can best bemanaged. Learners will appreciate how some urban habitats are remnants of rural sitesencompassed by urban sprawl, while others are uniquely urban in nature.

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







1 Describe the ecological characteristics of urban habitats

2 Explain the key factors that shape habitat formation

3 Evaluate the cause and effect of pollution on urban habitats

4 Review and discuss urban habitat conservation strategies.


94

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1 Ecological characteristics of urban habitats

Terrestrial urban habitats: woodland (for wildlife, recreation, screening, urban forestry),wooded grounds, parks, gardens, allotments, playing fields, golf courses, demolition sites(brown field sites) industrial wasteland, spoil heaps and waste tips, quarries and mines,refuse tips, road verges, railway sidings, walls, buildings, paved areas, churchyards

Aquatic and coastal urban habitats: artificial and natural systems, sewage works, sand andgravel pits, reservoirs, canals, streams, rivers, ponds, lakes, docklands, estuaries,saltmarshes, mud flats, sand dunes, cliff grasslands, coastal heaths, sewage outlet pipes,artificial revetments

2 Habitat formation

Ecological aspects, colonisation and establishment: understand the mechanisms of speciesdispersal, distances covered, impact of humans – deliberate and accidental, soil seed banksspecies showing adaptations; changing diets, tendency towards small species, industrialmelanism

Geographical influences: habitat fragmentation, edge effects, transition zones, linearhabitats, road verges, railway sidings, banks of rivers and canals, management implications,influence of soil quality, nutrient supply and water on plant growth, urban micro-climates,heat island effects, impact of atmospheric pollution

3 Effect of pollution

Types of pollution: air, water, species, chemical, toxic, human amount discharge

Impact: effect of plants and animals, long and short term effects, environment nuisance(pigeons, cockroaches and mice)

Control: legislation, Wildlife and Countryside Act, initiatives to reduce, eg lead free petrol

4 Urban habitat conservation

Ecological guidelines: need for maintenance of habitat diversity, rarity, size andnaturalness, habitat monitoring, reclamation, restoration and enhancement

Strategies for nature conservation: need to reduce disturbance, vandalism, identification ofecological zones, habitat surveys, environmental education

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÷ describe the ecological characteristics ofterrestrial urban habitats and aquatic and coastalurban habitats

÷ describe the accidental and deliberate influenceof hum

ans on urban habitats

÷ describe the types of pollution in urban habitat,the effects and control

÷ discuss the need for urban conservation andstrategies in place to address its conservation.

÷ explain the im

portance of urban habitats

÷ describe species adaptations to changinghabitats

÷ discuss environm

ental nuisances and theircontrol

÷ explain the im

portance of habitat monitoring.

÷ describe how

urban habitats differ from natural

habitats

÷ discuss geographical influences on urbanhabitats

÷ discuss environm

ental initiatives to reducepollution

÷ discuss the need for environm

ental education.


96



The unit content is best delivered by a range of classroom and outdoor activities, throughteaching, demonstrations, seminars and discussion. Practical activities; site surveys, samplingand monitoring should also be conducted whenever they serve to enhance the unit outcomes.Learners should receive initial instruction of safe working practices in laboratory and fieldsituations, and on-going demonstrations and instruction of hazards, safe working practices andenvironmental good practice. Integration of safe working practices and environmental goodpractice into practical work is expected.


Evidence may be collected from a variety of sources including structured assignments,involving literature reviews, enquiry based tasks and simulated debates. Informed andtransparent assessments requiring learners to conduct their own observational projects will helplearners to understand the complexities and interconnections that exist between species andtheir habitats. This could take the form of a study of the seasonal behaviour of animals within aspecific urban habitat or be an assessment of the number of animals of a particular speciesrecorded under different circumstances. More able learners may wish to examine the spatialdistribution of lichens on trees to determine the impact of air pollutants such as sulphur dioxide.

Of particular importance is the adoption of an assessment framework which allows the analysisof ecological change observable in urban environments to be set in the context of concernsurrounding habitat destruction and reduced biodiversity.

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The outcomes associated with this unit are closely linked with the following unitsUnit 6: Habitat Establishment and Maintenance, Unit 8: Surveys, Techniques and Records andUnit 11: Pollution.

Learners should demonstrate the ability to transfer knowledge and skills between the unitslisted. This particular unit offers opportunities for demonstrating key skills in application ofnumber, communication and information technology.

This unit offers opportunities for demonstrating competence in the following environmentallearning outcomes (from the BTEC Environmental Initiative); Environmental Responsibility,Environmental Investigation and Resource Management.

The skills and knowledge covered in the unit will underpin activities which can be assessedagainst the National Occupational Standards in Environmental Conservation at level 2.

Depending on the nature and context of teaching there are likely to be links to other NVQ units.


97

oÉëçìêÅÉë

Learners should have access to text books, IT and internet support to provide and underpinknowledge and understanding on urban habitat generation and conservation.


Textbooks


Practical techniques

÷ Williams G – Techniques and Field Work in Ecology (Bell and Hyman Limited, London,1987)

Practical conservation

÷ Carr S and Lane A – Practical Conservation: Urban Habitats (Hodder and Stoughton,Kent, 1993)

÷ Gilbert O L and Anderson P – Habitat Creation and Repair (Open University Press,Oxford, 1998)

÷ Wheater C P – Urban Habitat (Routledge, London, 1999)

÷ Urban Wildlife News published by English Nature


98

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÷ explaining the ecological aspectsof new habitats





÷ identifying and explaining keyfeatures of a range of habitats



÷ explaining the ecological aspectsof new habitats


÷ discussing methods to controlspecies



99



÷ analysing geographicalinfluences


÷ discussing central methods forvarious species




100


101

råáí=NNW mçääìíáçå




This specialist unit introduces learners to the concept of pollution and how it can be minimisedand managed. Learners will define ‘pollution’ and investigate the causes of pollution as well asthe legislation controlling pollution.

In this unit pollution has been split into three categories: water, land and atmosphere andlearners will investigate the causes, effects and management techniques pertinent to each ofthese areas.

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







1 Describe the links between human activities and pollution

2 Identify the causes and effects of water pollution

3 Identify the causes and effects of pollution of land

4 Identify the causes and effects of pollution of the atmosphere.


102

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1 Human activities and pollution

What is pollution?: the main types of pollution; pollution of air, water and land and thelinks to human activities; the ability of pollutants to cross boundaries and the global impactof pollution

Reasons for pollution: the lack of detection, the costs of reducing pollution, the lack ofawareness of the problems caused by pollution

Pollution control measures: relevant legislation, for example the 1990 EnvironmentalProtection Act, the 1995 Environment Act, European Union Directives and guidance; wasteminimisation measures and the waste hierarchy; the role of the Environment Agency andthe Scottish Environmental Protection Agency

2 Water pollution

Causes of pollution of inland waterways and marine environments: industrial waste andsewage, surface run-off from farmland, thermal pollution from power stations, oil spillage

Effects of water pollution: disease, contamination of water supplies and beaches, damage tohabitats, water enrichment and the growth of algae; eutrophication

Indicators of pollution: indicator species found in clean and dirty water – mayfly nymph,rat tailed maggot, etc, oxygen levels, acidity and water clarity; turbidity

Management and control: methods of reducing levels of pollution, legislation

3 Pollution of land

Causes of pollution: from agricultural chemicals and organic waste (slurry), waste frommines and quarries, industrial and household waste

Persistent chemicals: the reasons why some chemicals are passed along the food chain andthe effect on wildlife

Polluted landscapes: the effects of human activity on the landscape. Examples of relevantlegislation and methods of control; planning legislation, derelict land grants, the 1990Environmental Protection Act and the 1995 Environment Act

Waste disposal: landfill, the problem of litter, the waste hierarchy, re-use and re-cycling ofmaterials

4 Pollution of the atmosphere

Causes of atmospheric pollution: the burning of fossil fuels in power stations, vehicles, andindustry to produce sulphur dioxide, nitrous oxides, carbon dioxide, smoke and particulatematter

The effects of air pollution on people and habitats: asthma and respiratory problems andvegetation damage by acid rain

Global pollution problems: the greenhouse effect and global warming, the depletion ofozone on the stratosphere

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First Diplom



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÷ define pollution and discuss the reason w

hy itexists

÷ describe the causes and effects of w

aterpollution

÷ describe the causes and effects of pollution ofthe land

÷ describe the causes and effects of pollution ofthe atm

osphere.

÷ discuss the legislation relating to the control ofpollution

÷ identify indicator species of clean and pollutedw

ater and explain why these are indicator

species

÷ discuss the legislation relating to pollutedlandscapes

÷ describe the hum

an contributions toatm

ospheric pollution.

÷ evaluate the legislation relating to the control ofpollution

÷ discuss m

ethods of reducing water pollution

÷ discuss the problem

s of waste disposal

÷ describe the greenhouse effect, global w

arming

and the depletion of ozone and their effects.


104



Teacher-led discussion to introduce topics. This will lead to internet and library searches forinformation; fieldwork activities and laboratory practicals. Integration of safe working practicesand environmental good practice into practical work is essential.


Learners need to demonstrate their understanding of the causes and effects of a wide variety ofpollutants on the environment.

Pollution incidents can be examined locally as well as globally through newspaper and internetresearch.

To develop a full understanding learners should be encouraged to undertake field workprojects.

Assessment could be in the form of fieldwork projects, reports and essays.

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The outcomes of this option unit are closely related with Unit 4: Introduction to Biology,Unit 3: Environmental Science and Unit 8: Surveys, Techniques and Records.

Learners should demonstrate an ability to transfer knowledge and skills between the unitslisted.

This unit offers opportunities for demonstrating key skills in communication, informationtechnology and problem solving.

This unit provides links with the following learning outcomes from the Environment Initiative:Environmental Responsibility (3), Science and Technology (1, 2), Policy and Control (1).

This unit covers the knowledge and understanding associated with National OccupationalStandards at level 2 in Environmental Conservation.

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This unit could be partially taught within the classroom but learners would benefit greatly fromfieldwork activities and laboratory experiments.

Useful equipment for measuring levels of water pollution would include nets, secchi discs andcharts of common indicator species.

To measure atmospheric pollution useful equipment would include a pH probe or indicatorpapers to measure the acidity levels of precipitation, charts of lichen indicator species plus aprecise balance to measure the quantities of dust washed off leaves.

Access to suitable sites is advisable and contacts with the Environment Agency and LocalAuthority Environmental Health Department is necessary for accurate detailed information on awide range of pollutants.


105


Textbooks


÷ Byrne K – Environmental Science (Nelson, 1997)

÷ Ecology and Environmental Factsheets (The Environment Press, Volume 1 and Volume 2,1993-1999)


106

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÷ identifying the main course ofmethods of reducing pollution



÷ identifying links between humanactivity and pollution





÷ identifying the main course ofmethods of reducing pollution




÷ outlining legislation andpollution control





107



÷ identifying main causes ofpollution




108


109

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This specialist unit gives an introduction to the way in which trees and woodlands relate tohistorical, biological and cultural influences. It starts with basic tree biology and ecologicalprinciples and moves on to look at the ways in which forest resources can be exploited ormanaged sustainably by society. The concept of multi-objective forestry is introduced andforms a central theme of the unit.

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





1 Identify the major parts of tree and shrub species and explain their function andimportance

2 Demonstrate an understanding of the key relationships between trees and other plant andanimal communities

3 Discuss the effects of human influence on the distribution and composition of forests andwoodlands, and outline the major uses of forest land in the UK today

4 Identify the major commercial conifer and broadleaved species grown in the UK and arange of locally important tree and shrub species.


110

`çåíÉåí

1 Major parts, their function and importance

Use of: diagrams, samples and living trees to identify and explain the function of roots, roothairs, bark, transport tissues, branches, buds, foliage, flowers, fruit/seed, etc

2 Key relationships

Identification of plant species that can have a major impact on tree growth and health: egbramble, bracken, honeysuckle, invasive weeds on planting sites, etc. Identification andrecognition of the importance of plants of particular conservation importance in thelocality, eg bluebell, bryophyte species, oxlip, etc. Identification and understanding theimportance of a range of animal species which either damage trees and woodlands, eg deerspecies, grey squirrel, bark beetle species, or which depend on this habitat for theirsurvival, eg pied flycatcher, red squirrel, stag beetle

3 Human influence

Recognition of the influences which have led to today’s pattern of woodland distributionand composition: industrial, agricultural, economic and cultural. Use of woodlands fortimber, shelter, ‘minor’ forest products, recreation, conservation, protection and amenity

4 Major commercial species

Recognition of: tree and shrub species from samples, in the field and from illustrations, byuse of bark, twigs, buds, foliage, fruit/cones and shape

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÷ identify the m

ajor parts of trees and shrubs andexplain their functions

÷ explain the key relationships betw

een trees andother plant and anim

al comm

unities

÷ explain how

human influences have affected the

distribution and composition of forests and

woodlands and outline the m

ajor uses of forestland in the U

K today

÷ identify m

ajor comm

ercial conifers andbroadleaved trees, from

twig and foliage

samples in w

inter and summ

er, and furtherspecies of trees and shrubs of local im

portance.

÷ interpret inform

ation relating to the role andim

portance of the major part of trees and shrubs

÷ identify plants of particular conservationim

portance in the locality and explain why they

are considered important

÷ discus the features of w

ood/trees/timber that

make it a popular resource

÷ produce a key to identify a range ofcom

mercially im

portant tree and shrub species.

÷ explain how

trees and shrubs reproduce

÷ explain how

certain species of plants andanim

als adversely affect the growth and health

of trees and shrubs

÷ discuss the sustainability of tim

ber industries

÷ describe the com

mercial uses of a range of trees

and shrubs and relate their features to theircom

mercial success.


112



This unit should be delivered through a combination of lectures, laboratory practicals and sitevisits. Site safety and environmental good practice should be integrated into all teaching andsite activities. Because of the requirement to identify species in summer and winter, and theneed to identify a range of plant species, the unit should be delivered across the wholeacademic year.


Learners need to demonstrate their knowledge and understanding of trees and woodland both interms of their ecology and their importance to society.

Evidence can be gathered from written projects, oral discussion, learner presentations, multiplechoice testing and identification tests.

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This unit provides the theoretical and scientific basis for Unit 13: Forestry Practice, withwhich it is very closely linked. It also links to the units Unit 3: Environmental Science, Unit 6:Habitat Establishment and Maintenance and Unit 10: Urban Conservation.

Learners should demonstrate the ability to transfer skills and knowledge between these units.

There are good opportunities for links with key skills in application of number, communication,information technology, improving own learning and performance and problem solving.

oÉëçìêÅÉë

÷ Access to a wide range of woodland types

÷ Access to a well stocked arboretum

÷ Slides, CD ROMs and videos

÷ A fully stocked forestry library

÷ Microscopes and hand lenses, preferably located in a laboratory.


113


Textbooks


÷ Brooks A – Woodlands (BTCV, 1980)

÷ Forest Life (FC magazine)

÷ Harris E H M, Harris J and Mercer I – Wildlife Conservation in Managed Woodlands andForests (Research Studies Press, 1997)

÷ James N D G – The Forester’s Companion (Blackwell, 1989)

÷ Mitchell A, Dahlstrom A, Sunesun E and Darher C – Collins Field Guide: Trees of Britainand Northern Europe (HarperCollins, 1992)


114

hÉó=ëâáääë




÷ identifying species that mayadversely affect woodlands




÷ explain how certain species ofplants and animals adverselyaffect the growth and health oftrees and shrubs



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




÷ identifying species that mayadversely affect woodlands


÷ identifying and discussing plantand animal species that dependupon woodlands for theirsurvival



115



÷ distinguishing betweenexploitation of woodlandresources and sustainablemanagement




÷ distinguishing betweenexploitation of woodlandresources and sustainablemanagement





116


117

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This specialist unit introduces learners to the key practical skills necessary to allow them towork in the forestry industry. The major areas covered are establishment, maintenance,harvesting and measurement. A thorough grounding in, and continual reinforcement of, therequirements of health and safety in the workplace will form a major part of this unit.

This unit presents opportunities to demonstrate key skills in application of number,communication, working with others.

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


÷ Forestry.




1 Demonstrate a range of woodland establishment techniques and maintenanceoperations

2 Show an understanding of the principles of timber harvesting and carry out simpleharvesting operations

3 Demonstrate the ability to undertake basic measurement of trees

4 Demonstrate the ability to undertake basic measurement of forest produce and woodlandsites.


118

`çåíÉåí

1 Woodland establishment techniques and maintenance operations

Handling and planting: of young trees (seedlings, transplants, whips and standards), usingappropriate techniques. Beating up, hand weeding, brashing, pruning, drain maintenanceand fence repairs using hand tools in a safe and appropriate manner. Risk assessments andhealth and safety on establishment and maintenance sites

2 Principles of timber harvesting

An introduction to the different harvesting systems: pole length, shortwood, skidders,forwarders, harvesters, processors, skylines, horses etc. Safe handling and stacking of forestproducts. Risk assessments and health and safety on a harvesting site. Use of hand tools forfelling, extraction and conversion of small diameter trees

3 Measurement of trees

Measuring: heights and diameters of standing trees

4 Measurement of forest produce and woodland sites

Measuring: lengths and volumes of felled trees, sawlogs and other forest products,measuring lengths and areas on the ground and from maps, and relating this to materialsestimates for fencing, planting, etc

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First Diplom



ugust 2002119

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÷ dem

onstrate the handling and planting of youngtrees w

ith consideration of health and safety

÷ carry out sim

ple harvesting operations andassociated risk assessm

ents

÷ carry out basic m

easurements of trees on flat

and sloping ground

÷ carry out basic m

easurements of forest produce

and woodland sites.

÷ dem

onstrate good care of tools used in plantingand m

aintaining woodlands

÷ outline the layout of a harvesting site, w

ithconsideration of the m

achinery available,terrain conditions and age of crop


portance of taking treem

easurements and how

the measurem

ents areused

÷ use m

easurements to calculate volum

es of avariety of felled tim

ber products using Huber’s

formula and Sm

alian’s formula and m

easurelengths and areas from

a map and convert this

using the map scale.

÷ w

ork with m

inimal supervision and select

appropriate trees for removal

÷ dem

onstrate basic maintenance of the tools and

machinery being used for harvesting

÷ calculate a costing of fencing and planting

÷ use m

easurements to calculate m

aterialrequirem

ents for a fence line and tree numbers

for a planting operation.


120



Delivery must include substantial blocks of work on each area, to allow learners to develop thenecessary skills and to appreciate the rigours of a full working day. Delivery should runthroughout the year, in parallel with the other forestry unit, to take into account the seasonalityof forestry work. Practical sessions should be backed up by lecture input, particularly in theareas where ‘hands-on’ experience will be limited, ie in the coverage of harvesting operations.Integration of safe working practices and environmental good practice into all practicalactivities is expected.


Much of the evidence for this unit can be generated through observation of practical sessionsand practical assessments. The keeping of a work diary should be encouraged, as this will be ofbenefit to the learner as well as providing evidence for the assessor. Written reports onharvesting systems, risk assessments, materials estimates can be used to supplement theevidence, as can the results of identification and multiple choice tests.

iáåâë

This unit is closely linked with Unit 12: Trees, Woods and Forests. This is a more practicalunit, however, and gives the learner the opportunity to relate the theoretical knowledge gainedin Trees, Woods and Forests to actual woodlands with which the learner is familiar. The unitalso links with the units Unit 6: Habitat Establishment and Management and Unit 7:Machinery and Workshop Skills.

The skills and knowledge covered by this unit will underpin workplace performance which canbe assessed against the National Occupational Standards in Forestry level 2.

Depending on the context of teaching and of learner experience, there are likely to be links toother units in these, and other, NVQs.

Learners should demonstrate the ability to transfer skills and knowledge between these units.

There are good opportunities for links to the key skills in application of number,communication and working with others.

oÉëçìêÅÉë

This unit places great demands on practical working sites and it is essential that these areorganised well in advance of the delivery of the unit.

Learners should have access to a wide range of harvesting machinery, for demonstrationpurposes, and must be given the opportunity to see these working in the forest.

There must be a full range of well maintained hand tools, including planting spades, fencingequipment, weeding hooks, brashing and pruning saws, bow-saws, hand winches and fellingaids.

Measuring equipment must include, as a minimum, diameter tapes, long measuring tapes,hypsometers and clinometers.


121


Textbooks


÷ Hamilton G J – Forest Mensuration Handbook (HMSO, 1985)

÷ Hibberd B G – Urban Forestry Practice (HMSO, 1989)

Journals

÷ Forestry and British Timber

÷ Forest Machinery Journal


122

hÉó=ëâáääë




÷ measuring the diameter andheight of trees


÷ measuring the diameter andheight of trees and calculatingvolumes





÷ clearing out drains and repairingfences




123



÷ outlining the layout of aharvesting site


÷ selecting machinery forharvesting trees




124


125

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This specialist unit will provide an introduction to the management of game in lowland Britainand as such will be of value to those learners wishing to follow a career in gamekeeping orrelated vocations.

This unit presents opportunities to demonstrate key skills in communication, informationtechnology, improving own learning and performance, problem solving and working withothers.




÷ Gamekeeping and Wildlife Management.




1 Demonstrate a range of skills associated with the major tasks of a lowland gamekeeper

2 Examine the role of lowland game management within a specific region

3 Identify key species associated with lowland game management

4 Identify habitats and their key features associated with lowland game management.


126

`çåíÉåí

1 Major tasks of a lowland gamekeeper

Major tasks include: gamebird production; pest and predator control; release and post-release management; shootday activities and wild game management. Confidence with thevarious skills that would be required of an assistant gamekeeper, ie under supervision andas instructed

2 Role of lowland game management

Interaction with other land-uses: particularly agriculture, forestry, public recreation andnature conservation. History of game management. Items in the landscape attributable togame management. Influence of game management on other species

3 Key species

Key species: all gamebirds found in lowland Britain; vertebrate pests of agriculture andforestry (not deer); avian and mammalian predators of game typically found in lowlandBritain. Typical signs of presence and/or damage for each species. Legal status of eachspecies in terms of level of protection and/or legal control measures

4 Habitats and their key features

Habitats: woodland; farmland; ponds and wetlands; boundaries

Key features: dominant species; important features that make the habitat suitable for game;features that aid the management of game

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÷ dem

onstrate the major tasks associated w

ith alow

land gamekeeper

÷ investigate the relationship betw

een lowland

game m

anagement and other land uses in a

specific area

÷ identify m

ajor species associated with low

landgam

e managem

ent, including pest and predatorspecies

÷ identify the m

ain habitats and key featuresassociated w

ith lowland gam

e managem

ent.

÷ describe how

the tasks of a lowland gam

ekeeperdiffer from

those of a gamekeeper in another

area

÷ discuss the influence on the landscape oflow

land game m

anagement

÷ identify signs of presence and/or dam

age ofspecies associated w

ith lowland gam

em

anagement

÷ discuss the features that m

ake a habitat suitablefor gam

e.

÷ discuss and evaluate m

ethods of pest andpredator control

÷ discuss the influence of low

land game

managem

ent on other species

÷ investigate the legal status of species associatedw

ith lowland gam

e managem

ent

÷ discuss the habitat features that aid them

anagement of gam

e.


128



This will be primarily be through practical demonstration and instruction coupled with lecturesto cover underpinning knowledge.


Outcome 1 requires practical assessment of a range of gamekeeping skills. This should involvethe learners working alongside professional gamekeepers through all seasons of the year so thatthey become familiar with the annual cycle of tasks associated with lowland gamekeeping.

Outcome 2 may be assessed via an assignment based on a sporting estate familiar to the learnerwhere they report on the history and current management of game on the estate.

Outcomes 3 and 4 should be assessed in the field by direct observation and verbal questioningof the learner. Written tests would be appropriate for assessing some elements, for example,legal status and typical signs of presence/damage.

iáåâë

This unit links with Unit 6: Habitat Establishment and Maintenance, Unit 8: Surveys,Techniques and Records and Unit 12: Trees, Woods and Forests.

The unit provides opportunities to develop key skills in communication, informationtechnology, improving own learning and performance, problem solving and working withothers.

This unit links with the level 2 NOS in Environmental Conservation, Gamekeeping andWildlife Management.

oÉëçìêÅÉë

Learners will require access to a sporting estate to practise practical skills and become familiarwith habitats and species and for any of the practical assessments.


129


Textbooks


÷ Game Conservancy – Egg Production and Incubation (Game Conservancy, 1993)

÷ Game Conservancy – Gamebird Rearing (Game Conservancy, 1994)

÷ Game Conservancy – Gamebird Releasing (Game Conservancy, 1996)

÷ Hobson J C – Gamekeeping – A Guide for Amateur Keepers and Shooting Syndicates(Crowood Press, 1994)

÷ Hobson J C – Small-scale Game Rearing (Crowood Press, 1988)

÷ Marchington J – The Natural History of Game (Boydell and Brewer, 1984)

÷ Martin B P – Sporting Birds of the British Isles (David and Charles, 1984)

÷ McCall I – Your Shoot – Gamekeepering and Management (A and C Black, 1990)

÷ Parkes C – Fair Game – The Law of the Countryside and the Protection of Wildlife (PelhamBooks Ltd, 1994)


130

hÉó=ëâáääë




÷ stating the legal status of species C2.1a Contribute to a discussion about astraightforward subject.


÷ identifying common pest andpredator species


÷ identifying dominant species ofa range of habitats

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



÷ reporting on the suitability ofgiven habitats for landlordgamebirds



131



÷ assisting in shoot day activities LP2.1 Help set targets with an appropriate personand plan how these will be met.





÷ detailing the history of gamemanagement on a given estate


÷ identifying areas where lowlandgamekeepers can co-operatewith other land users




÷ assisting in gamebirdmanagement and in the controlof pests and predators


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



132


133

råáí=NRW aÉÉê=j~å~ÖÉãÉåí




This specialist unit will provide an introduction to the management of wild deer in Britain andas such will be of value to those learners wishing to follow a career involving the managementof deer or related vocations.

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





1 Distinguish between the species of deer living wild in the UK

2 Identify typical signs and damage caused by deer

3 Describe the life cycle and associated management aspects of a specified species of deer

4 Apply a knowledge of deer related legislation to specific situations.


134

`çåíÉåí

1 Species of deer

Identify and differentiate male and female of: Red, Fallow, Sika, Roe, Muntjac and ChineseWater Deer. Identify seasonal changes in appearance

2 Typical signs and damage

Major habitats/crops affected: browsing, fraying, stripping and trampling damage.Distinguishing from other species/causes. Recognition of tracks and faeces

3 Life cycle and associated management

Seasonal changes in appearance and behaviour: reproduction. Changes in social structurewith season. Dietary preferences. Effects of life cycle and season on deer management.Typical management operations throughout year

4 Deer related legislation

Close seasons for each species/sex: prohibited control measures. Related firearmslegislation. Learners should be familiar with the legislation that applies to the country inwhich the centre is located

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÷ identify the m

ale and female of deer species

living wild in the U

K

÷ identify signs of presence of/dam

age by deer

÷ describe the life cycle and seasonal changes inherd structure in a specified species of deer

÷ discuss the legislation relating to deer in theU

K.

÷ identify the seasonal changes in appearance ofdeer species living w

ild in the UK

÷ recognise deer tracks and faeces

÷ describe typical deer m

anagement operation

throughout the year

÷ discuss the need for and use of close seasons.

÷ discuss reasons for seasonal changes in deer

÷ distinguish betw

een signs of presenceof/dam

age by deer from other species/causes

÷ describe how

the managem

ent of deer isinfluenced by life cycle and season

÷ discuss prohibited control m

easure with

consideration of public opinion.


136



This will be primarily be through site visits and practical instruction coupled with lectures tocover underpinning knowledge.


Learners need to demonstrate their ability to identify all six deer species, throughout the year,and distinguish between sexes, preferably in a field situation. Where this is not possible due togeographic location then the use of slides, video or other media would be acceptable.

For outcome 2 this does require learners to identify signs and damage in the field. This could bethrough direct observation and verbal questioning or a written report.

Outcome 3 requires the learners to investigate the life cycle and management of one deerspecies only and summarise these events. This could be in the form of a circular chartrepresenting the annual cycle with key dates and events clearly indicated. Management taskscould be super-imposed on to this annual cycle.

Outcome 4 could be assessed by a separate written test but this could also be tested alongsidethe identification in outcome 1 and also through outcome 3.

iáåâë

This unit links with Unit 4: Introduction to Biology, Unit 8: Surveys, Techniques and Records,Unit 12: Trees, Woods and Forests and Unit 14: Game Management – Lowland.

There are good opportunities for developing key skills in communication, informationtechnology and working with others.

oÉëçìêÅÉë

Learners will require access to sites with a reasonable population of deer such that signs anddamage are evident.

Textbooks, IT and internet support should be available to provide and underpin knowledge ofdeer management.


137


Textbooks


÷ Brander M – Deer Stalking in Britain (The Sportsman’s Press, 1986)

÷ De Nahlik A J – Management of Deer and Their Habitat – Principles and Methods (WilsonHunt, 1992)

÷ Delap P – Red Deer (Cervus elaphus) (British Deer Society, 1970)

÷ Delap P – Roe Deer (Capreolus capreolus) (British Deer Society, 1978)

÷ Prior R – Deer Management in Small Woodlands (Fordingbridge: British Deer Society,1987)

÷ Prior R – Deer Watch – Watching Wild Deer in Britain (Swan-Hill Press, 1993)

÷ Prior R – Trees and Deer – How to Cope with Deer in Forest, Field and Garden (Batsford,1983)

÷ Roe Deer – Management and Stalking (Fordingbridge: Game Conservancy, 1978)

÷ Whitehead G K – Half a Century of Scottish Deer Stalking. (Swan-Hill Press, 1996)

÷ Whitehead G K – The Whitehead Encyclopaedia of Deer (Swan-Hill Press, 1993)


138

hÉó=ëâáääë




÷ stating the close seasons for eachdeer species



÷ detailing the major managementtasks associated with deerspecies


÷ summarising the major events inthe life cycle of deer species




÷ summarising the major events inthe life cycle of deer species




÷ assessing the habitat/crop fordeer damage



139

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

n`^=ÅçÇÉë

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

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

The QAN number for qualifications in this publication is:

100/1742/2 First Diploma in Countryside and Environment

bÇÉñÅÉä=ÅçÇÉë

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

n`^=~åÇ=bÇÉñÅÉä=ÅçÇÉë

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

BF011729 – G


First Diplom



ugust 2002140

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Unit

12

34

56

78

910

1112

1314

15

Application of num

ber

N2.1

Interpret information from

two different sources,

including material containing a graph

✔✔

✔✔

✔✔

✔✔

✔✔

N2.2

Carry out calculations to do w

ith:a

amounts and sizes

bscales and production

chandling statistics

dusing form

ulae

✔✔

✔✔

✔

N2.3

Interpret results of your calculations and present yourfindings. Y

ou must use at least one graph, one chart

and one diagram

✔✔

✔

Com

munication

C2.1a

Contribute to a discussion about a straightforw

ardsubject

✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

C2.1b

Give a short talk about a straightforw

ard subjectusing an im

age✔

✔✔

✔✔

✔✔

✔✔

✔

C2.2

Read and sum

marise inform

ation from tw

o extendeddocum

ents about a straightforward subject. O

ne ofthe docum

ents should include at least one image

✔✔

✔✔

✔✔

✔✔

✔✔

C2.3

Write tw

o different types of documents about

straightforward subjects. O

ne piece of writing should

be an extended document and include at least one

image

✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔

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ugust 2002141

Unit

12

34

56

78

910

1112

1314

15

Information technology

IT2.1Search for and select inform

ation required for two

different purposes✔

✔✔

✔✔

✔✔

✔✔

✔✔

IT2.2Explore and develop inform

ation, and derive newinform

ation, for two different purposes

✔✔

✔✔

✔

IT2.3Present com

bined information for tw

o differentpurposes. Y

our work m

ust include at least oneexam

ple of text, one example of im

ages and oneexam

ple of numbers

✔✔

✔✔

✔✔

✔✔

✔

Improving ow

n learning performance

LP2.1H

elp set targets with an appropriate person and plan

how these w

ill be met

✕✕

✕✔

LP2.2U

sing plans, identifying support from others to help

meet your targets, and take responsibility for som

edecisions about your learning

✕✕

✕✕

✔

LP2.3R

eview progress w

ith an appropriate person andprovide exam

ples of evidence of your achievements

✕✕

✕✔

Problem solving

PS2.1Identify the problem

and come up w

ith at least two

options for solving it✕

✕✕

✕✕

✕✕

✕✕

✕✔

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

, obtaining support and making changes to

your plan when necessary

✕✕

✕✕

✕✕

✕✕

✕✕

✕✔

PS2.3A

pply given methods to check w

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

✕✕

✕✕

✕

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First Diplom



ugust 2002142 U

nit1

23

45

67

89

1011

1213

1415

Working w

ith others

W02.1

Plan the activity with others, identifying objectives

and helping to allocate responsibilities and confirmw

orking arrangements

✕✕

✕✕

✕✔

✔

W02.2

Work w

ith others towards achieving the identified

objectives, organising tasks to meet your

responsibilities, and support co-operative working

✕✕

✕✕

✕✔

✔

W02.3

Exchange information on progress and agree w

ays ofim

proving work w

ith others to help achieveobjectives

✕✕

✕✔

✔

BF011729 – G


First Diplom



ugust 2002143

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This annex will be updated to reflect the recent changes to the N

ational Occupational Standards and a new

version of the annex will be put on the Edexcel

website.

Countryside and Environm

ent: First units

National O

ccupational Standard/NV

Qs

Unit 1: Industry Experience

Unit 2: Industry and Organisations

Unit 3: Environmental Science

Unit 4: Introduction to Biology

Unit 5: Estate Skills

Unit 6: Habitat Establishment and Maintenance

Unit 7: Machinery and Workshop Skills

Unit 8: Surveys, Techniques and Records

Unit 9: Countryside Recreation

Unit 10: Urban Conservation

Unit 11: Pollution

Unit 12: Trees, Woods and Forests

Unit 13: Forestry Practice

Unit 14: Game Management – Lowland

Unit 15: Deer Management

Anim

al Technology

Agricultural C

rop Production✔

✔

Am

enity Horticulture

✔

Anim

al Care

✔

Aquaculture

Environmental C

onservation✔

✔✔

✔✔

✔✔

✔✔

Horse C

are✔

Farriery

Fencing

Fisheries Managem

ent

BF011729 – G


First Diplom



ugust 2002144

Countryside and Environm

ent: First units

National O

ccupational Standard/NV

Qs

Unit 1: Industry Experience

Unit 2: Industry and Organisations

Unit 3: Environmental Science

Unit 4: Introduction to Biology

Unit 5: Estate Skills

Unit 6: Habitat Establishment and Maintenance

Unit 7: Machinery and Workshop Skills

Unit 8: Surveys, Techniques and Records

Unit 9: Countryside Recreation

Unit 10: Urban Conservation

Unit 11: Pollution

Unit 12: Trees, Woods and Forests

Unit 13: Forestry Practice

Unit 14: Game Management – Lowland

Unit 15: Deer Management

Floristry✔

Gam

e Keeping and W

ildlife Managem

ent✔

✔

General A

griculture and Mixed Farm

ing

Land-based Industries

Land-based Managem

ent

Land-based Service Engineering

Livestock Production✔

✔✔

Production Horticulture

Treework

Veterinary N

ursing

Mixed Farm

ing✔

✔✔


145

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Countryside and Environment: First units

Environmental

Ethical

Moral

Spiritual

Social

Health and safety

European

Cultural

Sustainable development

Unit 1: Industry Experience ✔ ✔ ✔ ✔ ✔ ✔ ✔

Unit 2: Industry and Organisations ✔ ✔ ✔ ✔ ✔ ✔ ✔

Unit 3: Environmental Science ✔ ✔ ✔ ✔ ✔ ✔ ✔

Unit 4: Introduction to Biology ✔ ✔ ✔ ✔

Unit 5: Estate Skills ✔ ✔ ✔ ✔

Unit 6: Habitat Establishment and Maintenance ✔ ✔ ✔ ✔ ✔

Unit 7: Machinery and Workshop Skills ✔ ✔

Unit 8: Surveys, Techniques and Records ✔ ✔ ✔ ✔ ✔ ✔

Unit 9: Countryside Recreation ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Unit 10: Urban Conservation ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Unit 11: Pollution ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Unit 12: Trees, Woods and Forests ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Unit 13: Forestry Practice ✔ ✔ ✔ ✔ ✔ ✔

Unit 14: Game Management – Lowland ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Unit 15: Deer Management ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

st020802LT\PD\LEVELS 1-3 2001\FD-COUNTRYSIDE AND ENVIRONMENT.DOC.1-150/10

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