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Assessment Plan and Record

Student Name___________________________________________

Unit: MONITOR AND MANAGE SOILS FOR PRODUCTION

Unit No: AHCSOL501ACourse: Diploma of HorticultureTAFE NSW Course No: 19965National Course Code AHC50410

http://www.extendonondaga.org/natural-resources/community-horticulture-and-gardening/soil-testing/

Case Study: Soil Quality Assessment version 2 June 2012 of 22

Diploma in HorticultureMonitor and Manage Soils for Production (AHCSOL501A)

Welcome to the soils component of your course. Most of you will have studied some soils units prior to this course so some of the early material will be familiar.

Skills and KnowledgeIn this unit you will develop skills and enhance your knowledge in the following areas:

Skills Covered in week

research information prepare production/management plans for crops/plants collect soil/media samples interpret results from laboratory tests record and store information review methods and practices use literacy skills to fulfill job roles as required by the organisation. The

level of skill may range from reading and understanding documentation to completion of written reports

use oral communication skills/language competence to fulfill the job role as specified by the organisation including questioning, active listening, asking for clarification, negotiating solutions and responding to a range of views

use numeracy skills to estimate, calculate and record complex workplace measures

use interpersonal skills to work with others and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities.

Whole unit16-182-412-132-4, 13-1816-18Whole unit

Whole unit

Whole unit

Whole unit

Knowledge Covered in week

soil types soil physical properties soil chemical properties plant nutrition through soil management soil conservation strategies and sustainable production techniques basic soil field tests soil sampling techniques interpreting laboratory results techniques to ameliorate soil properties record keeping.

1-41-56-116-1115-182-4, 13-152-412-135-1816-18


Unit Timetable Week 1 Introduction to living, breathing smelly soils

How do soils form? What is a soil profile? Soil profile types. Week 2 What is soil texture? How is it measured, Introduction to soil structure

and sampling. Assessment 1 Week 3Field trip!! Sampling different soil types, the influence of parent

material and what grows where – an all-expenses paid trip to Crookwell. Week 4 Lab session – soil sampling Assessment 2a Week 5 Soil structure, organic matter and how they can be managed. Week 6Organic matter continued and introducing soil water and the

mysteries of RAW. Week 7 Soil chemistry – a bit on clay and nutrients Week 8 Soil chemistry - nutrient deficiencies and how to correct them Week 9 More nutrient deficiencies and how to correct them. Week 10 Soil acidity what is it, why is it a problem and how do we fix it? Week 11 Salinity and sodicity – should we care? Week 12 Soil sampling and interpreting soil tests Week 13 Interpreting soil tests and fixing the problems Assessment 3 Week 14 Field trip – field assessment of soils Assessment 4 Week 15 Another field trip?. Week 16 Developing soil management programs. Week 17 Monitoring management programs Assessment 2b Week 18 Management programs and other issues. Assessment 5


Learning Outcomes and Assessments

This unit covers the process of monitoring and managing soils in an agricultural or horticultural production environment and defines the standard required to:

interpret soil analytical data for the purposes of developing management or production plans; develop and conduct soil improvement programs; review and analyse ongoing soil monitoring programs; document the soil management plan or production plan

Outcome Performance Criteria Assessment tools

1. Research information about soil

1.1. Soil type, characteristics and properties are researched and analysed for relevance to enterprise requirements.

1.2. Particular soil properties, identified as relevant to the enterprise, are researched for further enquiry.

1.3. Acceptable soil physical and chemical parameters for a specified crop are determined from published data and historical records.

1.4. Relevant properties of soils and areas of homogenous soils are identified for testing.

1.5. Soil sampling is conducted across a representative sampling area of the whole production area.

1.6. Soil samples are collected, packaged, accurately labeled and dispatched according to testing agency requirements.

1, 5

1,4,,

4,5,

1,2,5

2

2

2. Apply information from soil testing to production and/or management plan

2.1. Soil types of the sample area are classified according to standards for soil classification.

2.2. Results from soil testing are compared with the identified soil physical and chemical parameters for the specified crop.

2.3. Results from soil testing are compared with soil records and production history.

2.4. The comparative results are reviewed and differences recorded and charted.2.5. Production or management plan is developed and testing results and

comparative results are recorded.

3,5

3,5

3,5

5,5

3. Develop soil amendment practices

3.1. Soil properties capable of being ameliorated are identified for action.3.2. Relevant soil ameliorants or cultural practices are identified and included in

production/management plan.3.3. Soil ameliorants are quantified and purchased.3.4. Soil ameliorating activities are costed and included in

production/management plan.

3,4,5

4,5

55

4. Monitor soil amendment practices

4.1. Areas of ameliorant activities are sampled for testing across a representative sampling area.

4.2. Results are analysed to measure the performance of soil amelioration activities.

4.3. Monitoring program is recorded and included in the production/management plan.

5

5

5

5. Review and document the soil management plan

5.1. Analysis of the sampling methods is recorded and methods amended as required.

5.2. Monitoring program is reviewed, amended for effectiveness and recorded.5.3. Production/management plan is documented incorporating reviews and

reports.

5

5

5


Assessment Summary

Monitor and Manage Soils is a graded course. Your result in this unit will be recorded and reported as a grade: DISTINCTION, CREDIT, PASS or FAIL and is based on your work in assessment events assigned or conducted in class as shown below. For information on grading criteria see page 18.

To pass this unit you will need to successfully complete five assessments: Assessment 1 -Soil texture assessment. You will be assessed as competent or not yet

competent. Due date: Week 2 Assessment 2a -Soil sampling theory and practical test. Due date: Week 4

Assessment 2b –Underpinning knowledge theory test Due date: Week 17This assessment will be worth 10% of your final mark. Assessment 3 -Soil and tissue test interpretation. This assessment will be worth 20% of

your final mark. Due date: Week 13 Assessment 4 –Soil quality assessment. This assessment will also be worth 5% of your

final mark. Due date Week 14 Assessment 5 - Soil management project ) This assessment will be worth 50% of

your final mark. Due date: Week 18

All assessments must be completed at a pass or higher level.


Monitor and Manage Soils for Production (AHCSOL501A)Assessment 1 - Determining soil texture

This is the first assessment for these units. You will be assessed as Competent (C) or Not yet competent (NYC) Your texture determination should be shown to your assessor at the end each test.

To determine the texture of a soil sample, the simplest method is called Field Texture assessment

This is a qualitative method of determining soil texture and so its accuracy will vary with the skill of the user It is based upon the 'feel' of the soil. A moistened sample of soil is manipulated i the hand to form a ball or bolus and then pressed out between the thumb and forefinger to form a ribbon. During this, process the user then observes the soil's grittiness (due to sand),its smoothness (due to silt) and its toughness and stickiness (due to clay). The soil's texture class will depend on the length of the ribbon and the feel of the soil.

Although this system has the drawback of being only an assessment of soil texture, its great advantage is that it requires no special equipment and that it can be done quickly and readily in the field giving an immediate classification. These advantages strongly outweigh any of its inherent problems and as a result the procedure is widely used.

Procedure

1 Take a sample of soil sufficient to fit comfortably in the palm of the hand. Remove any gravel or organic matter.

2 Moisten the sample with water, a little at a time. and knead it until there is no apparent change in the way it feels. Ensure all the sample is moist and that any aggregates can no longer be felt. This may take several minutes. The moisture content should be such that the soil just fails to stick to the fingers.

3 Squeeze the sample into a ball, noting whether the ball will remain coherent (together) or falls apart readily. This prepared ball is termed a bolus.

4 Squeeze the bolus out between the thumb and forefinger with a shearing (sliding) action and note the length of the self-supporting ribbon that can be formed.

5 Field texture grades may be determined by comparing the behaviour of the bolus with the list on the next page. Commence at the top of the list and pass down it to find a description that matches the soil's behaviour.

6 Test the four samples provided and write down your answers on the following table.

Sample number Texture Result C/NYC

1

2

3

4


A Guide to Soil Texture Classes(after Northcote, 1979)

Texture Class

Coherence Bolus Characteristic Ribbon Length Other Remarks

Sand<5% clay

Loamy Sand5-10% clay

Clayey Sand5-10% clay

Sandy Loam10-20% clay

Light Sandy Clay Loam15-20% clayLoam25% clay

Silt Loa m25% clay >25%silt

Sandy Clay Loam20-30% clay

Clay Loam30-35% clay

Silty Clay Loam30-35% clay>25% silt

Sandy Clay35-40% clay

Silty Clay35-40% clay>25% silt

Light Clay35-40% clay

Light Medium Clay40-45% clay

Medium Clay45-50% clay

Medium Heavy Clay50-55% clay

Heavy Clay>55% clay

Nil to slight

Slight

Slight

Slight

Strong

Medium

Medium

Strong

Strong

Strong

Strong

Strong

Strong

Strong

Strong

Strong

Strong

Sandy to touch

Sandy to touch

Sticky when wet; sandy to touch

Sandy to touch

Sandy to touch

Spongy and smooth to touch no obvious sandiness or silkiness.

Very smooth or silky to touch

Sandy to touch

Plastic and smooth to touch

Smooth, plastic and silty to touch.

Plastic to touch, fine to medium sand seen, felt or heard in a clayey matrixPlastic, smooth and silky to touch



Plastic and smooth to touch; handles like plasticine

Smooth and plastic to touch, handles like stiff plasticine.

Smooth and plastic to touch; handles like stiff plasticine

Cannot be moulded

About 5 mm

5 to 15 mm

15 to 25 mm

20 to 25 mm

About 25mm

About 25mm

25 to 40mm

40 to 50 mm

40 to 50mm

50 to 75mm

50 to 75mm

50 to 75mm

About 75mm

Greater than 75 mm

Greater than 75mm

Greater than 75mm

Single sand grains adhere to fingers

Fingers discoloured with dark organic stain

Many sand grains stick to fingers; fingers discoloured with clay stainMedium sand grains (dominant size) readily visible

Medium sand grains (dominant size) readily visible.

Greasy to touch if large amount of organic matter is present.

Medium size grains visible in a finer matrix.

Slight resistance to shearing between thumb and forefinger.

Slightly greater resistance to shearing than light clay.

Moulds into rods without fracture moderate shearing resistance.

Moulded into rods without fracture; firm shearing resistance.

Moulded into rods without fracture; very firm shearing resistance


Basalt plateau Creek

flats

Sedimentary hill

Sheep camp

Creek flats

Mud Ck

Monitor and Manage Soils for Production (AHCSOL 501A)Assessment 2

Assessment 2 is worth 10% of your mark for this unit.

Part A: Soil Sampling and Profile Descriptions

Soil Sampling (10 marks)

You have been asked to take samples to test the paddock shown below for nutrient deficiencies.

1) How many tests would you undertake to ensure you had accurate results for the whole

paddock? (1 mark)

__________________________________________________________________

2) On the diagram show where you take your soil samples. (6 marks)

__________________________________________________________________

3) How many cores would you include in a sample? (1 mark)

__________________________________________________________________

4) To what depth should top soil cores be taken? (1 mark)

__________________________________________________________________


5) What should you avoid when taking soil samples? (5 marks)

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

__________

6) What is maximum area that you should include in any one soil sample? (1 mark)

___________________________________________________________________

7) What OH&S issues would you have to take into consideration when sampling soils? (5

marks)

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Profile Descriptions (40 marks)For each of your soil samples complete the attached profile description forms. You will need to assess texture and colour and determine whether each profile is uniform, gradational or duplex.(20 marks)Comment in around 500 words on the influence of parent material on each profile. Have other soil formation factors influence these profiles? 20 marks

Part B Underpinning Knowledge TestTo be completed in week 17. The test will be handed out during class.


Monitor and Manage Soils for Production (AHCSOL501A)

Assessment 3 – Soil Test Interpretation

This assessment will be worth 20% of your marks in these units.

Using your soil test interpretation guide work through the attached soil tests and rate each item.

Where deficiencies occur suggest ways of ameliorating them.

Your report should be at least 600 words

Enjoy


Monitor and Manage Soils for Production

Assessment 4: Case study – Soil Quality Assessment

IntroductionThis case study provides the basis for assessing soil quality. Where possible it will be completed as a group exercise usually in groups of three during one of your soil workshop sessions. The same pro-forma will be useful for your soil management assignment.

The case study relates to Learning outcomes 1.2, 1.3, 3.1 and 3.2 from Monitor and Manage Soils for Production

MarkingThis study is worth 5% of the marks for the above units.

The Case StudyYou will be allocated an area of land to survey accompanied by a relevant soil test. In your group work through each item on the attached pro-forma, rating them from 1 to 9 (poor, medium or good).

When you have completed the study list the soil characteristics that you consider requiring some form of amelioration (generally those rated between 1-3) and recommend at least one management strategy to address each problem.


CASE STUDY: SOIL QUALITY ASSESSMENT

Date: ___________________ Location of sampling: _________________________ (mark on property sketch) Soil type: ___________________Soil moisture at sampling __________________________ Plant/Animal productivity ______________________ Cropping ____________________Problems: _________________________________________________________________________________________________________________

POOR 1-3 MEDIUM 4-6 GOOD 7-9 1 2 3 4 5 6 7 8 9Soil characteristics – soil structure tilth

Few aggregates, powdery, clods, difficulty with cultivation

Some aggregates present giving fair structure, soil clods present but break with pressure

Good soil aggregation, friable with good structure, no clods evident

Water stable aggregatesFew if any water stable aggregates Some aggregates are water stable Many aggregates are water stableSoil crustingSurface crusting affecting water penetration and seeding emergence

Some crusting limited affect on seedling emergence and water penetration

Soil surface porous, no evidence of soil crusting

CompactionObvious soil compaction, tight layers limiting root penetration (often horizontal growth), and water movement. Metal rod will not penetrate.

Some soil compaction, limiting root penetration and water movement. Metal rod penetrates with diffculty

No compaction evident, root development and water movement unrestricted. Metal rod penetrates easily

Organic matterPale bleached colour – little obvious organic matter in soil, compacted, cloddy, crusted

Light brown soil colour – some plant material, some crusting and soil clods

Dark soil colour, decomposing plant materisl, firable structure

Soil slakingSoil collapses into mush when wet Some soil collapses when wet, but some

structure remainsno soil collapse when wet, structure remains

Hydrological indicators - water infiltration

Water infiltrates very slowly, ponding evident, runoff obvious with signs of erosion

Slow water infiltration with some ponding and runoff

Infiltration – excellent, no ponding, little runoff except in excessive rainfall

MMSP Introduction & Assessment version 1 2015 of 22

ErosionObvious soil erosion – rills, sheet and gully erosion evident

Some signs of soil loss No soil loss evident

Water loggingObvious warter logging in soil, water collects in low areas

Some signs of water logging No signs of water logging

Biological indicators – root mat

Obvious firbrous root mat just below surface restricting root, water and oxygen penetration

Moderate root development and some fine feeder roots

Fibrous and deep root systems with good colour

Plant rootsRestricted root development, few fine feeder roots discoloured and rotting

Moderate root development and some fine feeder roots

Fibrous and deep root systems with good colour

NodulationPoor nodulation on legumes – green/yellow when broken open

Fair nodulation of legumes – colour pink/reddish when broken

Good nodulation of legumes with pink/red colour when broken

EarthwormsFew signs of earthworm activity – no worm burrows

Some worms evident, some worm channels and castings

Many worms evident, channels and castings

Dung beetles, ants, termites, and other lifer formsFew if any life forms, dung beetles, manure remains as deposited for some time

Some life forms including dung beetles visible – manure shows signs of decomposition within days

Dung beetles and other life forms prolific – decomposition of manure piles rapidly

SmellStagnant smell Little or no smell Fresh, moist earthy smell

Plant and animal productivityViable crop and animal productivity with stunted growth and some disease in crops, animal health problems evidentNutrient deficiencies obvious

Uneven productivity in crops and animals with some crop disease and occasional animal health problemsPossible nutrient deficiency symptoms

Good crop and animal productivity. No problems with disease or animal health

No obvious nutrient deficienciesChemistry - pH

pH either too acid (lower than 5.5) or too Slight acid (approx.. 6.0 or below) or pH levels between 6.0 – 7.0 adequate


alkaline (greater than 7.5) for optimum crop production

slightly alkaline (approx.. 7.5) for optimum crop production

range for most crops

Cation exchange capacity CECLow CEC (5-10meq) indicates low storage pantry for major cations, Ca, Mg, K, Na and trace elements

Medium CEC (10-15 meq) indicated medium storage capacity of major cations, Ca, Mg, K, Na and trace elements

High CEC (15->20 meq) indicates good storage capacity for major cations, Ca, Mg, K, Na and trace elements

Organic matterLess than 3% Netween 3-8% Greater than 8%

Nutrient levels, soil analysisA number of test levels are inadequate for normal plant growth

a couple of nutrient levels are inadequate for crop growth, no visual element deficiencies

No nutrient deficiencis, levels adequate for crop production

Source: Chris Alenson (2009) Organic soil management TAFE NSW


Monitor and manage soils for production (AHCSOL501A)Assessment 5 This assessment is worth 50% of your marks for this unit.Your Task.You will select a piece of land that is dear to your heart and suited to some form of horticulture. You will then select a crop that is also dear to your heart (and legal) to grow on that land. Using the vast array of resources at your disposal determine the nutrient and production requirements of the crop. Having done this you are in the enviable position of being able to commence the project as laid out below.


Subject area Mark Possible

Introduction including location climatic conditions (rainfall & temperature patterns), and a brief description of the soils. Introduce your crop and its specific soil requirements and most importantly determine future production goals for the site MMS 1.2, 1.3 )

5

Undertake field observations to determine likely limits to production as per the field observation worksheet. This meets all the requirements of Assessment 4 MMS 1.1, 1.2, 1.3, 1.4)

15

Sample the site for laboratory testing ( MMS 1.5, 1.6) (Competent/Not competent)

C/NC

Interpret relevant Soil tests ( MMS 2.1, 2.2,2.3, 2.4) 10

Develop, cost and plan a five year soil management program for the site to achieve your production goals. This should include a plan to correct existing nutrient deficiencies and physical problems such as poor soil structure, or low permeability identified in the field observation worksheet. Then you should prepare a nutrient budget and soil management plan to ensure that you can meet your production goals for the site. Nutrient budgets and soil management plans cannot be undertaken in an economic vacuum so you will need to cost your management program.( MMS 2.5, 3.1 to 3.4) )

60

Prepare a monitoring program to ensure that you meet your production goals. What records need to be kept to monitor and review your soil management processes and incorporate any changes, into the management plan as necessary.(MMS 4.1- 4.3, 5.1-5.3)

10

Total 100

Comments

Your project will be in the vicinity of 2000 words. Your assignment should be liberally sprinkled with photos and diagrams tables and graphs to effectively present your information. Your sources will be fully referenced using the referencing guide available in the Library.Date due: Week 18Enjoy


Grading Criteria

All assessment events must be completed to a satisfactory standard for the candidate to be deemed competent. In addition, the assessor will be required to determine a grade for candidates who have achieved competency.

Determination of the final grade will be based on the grading criteria below, supported by results of observation during practical activities and responses to oral questioning.

Competent with Distinction – 83% or above

Assessment submissions in this category are distinguished by thorough research, well balanced argument and excellent readability. The discussion and level of analysis should demonstrate a high degree of understanding of the topic and a thorough consideration of the issues. There should be some originality and imaginative construction of arguments and evidence. The reader’s interest must be maintained throughout with a clear, purposeful line of argument. These submissions must conform to the suggested word length and excessive length is deemed to detract from excellence in presentation. The assessment submission must be correct in all aspects, be properly introduced and concluded, use graphs and tables effectively, reference source information correctly, and contain very few and only minor spelling/typographical errors.

Competent with Credit – 70% to 82%

These are submissions of a high standard but which do not reach the outstanding qualities or degree of excellence which characterise distinction submissions. While they may not have the depth of research, may be overly long, or lack refinement in presentation, grammar etc. of a distinction submission, they do represent an excellent piece of work well beyond that for a pass standard. Credit standard submissions should be free of major faults but may be flawed by one or two minor faults. These submissions should demonstrate competence in writing, explaining and applying logic, and the use of supporting material. They may be weak in depth of analysis, research or expression, but an attempt must be made to include these aspects.

Competent – 50% to 69%

To achieve competency for this unit a pass (50% or more) must be achieved for all assessment events. A pass standard submission is considered satisfactory but may have one major fault. The pass standard reflects the fact that the student demonstrates competence in the topic, but does not show higher level skills based around researching, analysing and discussing the content, and/or does not use supporting material effectively. Several minor faults are tolerated in pass standard submissions, including: incorrect format and incorrect or limited use of the reference list; a weak introduction and conclusion; some poor expression in occasional paragraphs; minor errors in economic logic; and brevity to the extent that the submission is clearly shorter than the specified length.

Not Yet Competent - Less than 50%

Submissions graded as Not Yet Competent are considered to be of an unsatisfactory standard. These submissions may have more than one major fault including: factual errors; inadequate reference to required study material; incorrect or inadequate interpretation and use of theory; excessive spelling and/or typographical errors; inadequate referencing and citation of source material almost to the point where it is non-existent; plagiarism; illogical and badly reasoned argument; poor structure such that the submission fails to attain the objectives of the topic or


adequately address the topic; excessive brevity; and neglect of important points which the student reasonably should have been expected to consider.

Feedback and Appeal

Your assessor will provide you with feedback and guidance for all assessment events. If you are deemed Not Yet Competent for any assessment events you may be provided the opportunity to resubmit, provided you are able to do this within the allocated time for your course enrolment.

If you do not agree with the mark/grade given for your assessment task, you may appeal the assessment decision. You should first discuss the assessment result with your assessor. If you are not satisfied with the outcome of that discussion, you can access the appeal process through the staff in the campus administration office.

Penalties for late submission

There is a penalty for late submission of assessment tasks, which is 10% for each week late. If you require more time to complete an assessment you should talk to your assessor at least one week prior to the due date.

Missing assessment events

If you miss an assessment event you may need to provide a medical certificate or other valid reason for missing the event. You will also need to arrange another time to attempt the assessment event, if the assessor feels this is justified.

Recognition of Prior LearningYou may apply for Recognition of Prior Learning for all or parts of this unit if you have:

completed previous relevant training at TAFE NSW

relevant qualifications from previous studies in Australia

relevant qualifications from previous studies overseas

relevant work or life experience

Previous training at TAFE NSW

You may get credit for a TAFE NSW unit or module you have already completed in another TAFE NSW qualification, provided the unit or module has the same or similar content and learning outcomes

Previous studies in Australia

TAFE NSW recognises that certain courses from other education and training providers are equivalent to its own qualifications, or units or modules within its courses. Universities, NSW schools, adult and community education (ACE) colleges and some private education and training providers have transfer arrangements with TAFE NSW for the amount of credit that may be granted towards a TAFE NSW qualification

Qualifications gained overseas


If you have overseas qualifications in a field of study the same as or related to your TAFE NSW qualification, TAFE NSW will undertake an assessment to determine the amount of credit you will be eligible for in your course, or if your studies meet the entry requirements for the course

Relevant work or life experience

TAFE NSW may recognise relevant skills gained through your part-time, full-time or casual job. You may also gain credit for work experience completed as part of previous training.

You may have gained skills through community or volunteer work, sports team management, domestic responsibilities or even your hobbies and leisure activities. These skills may be recognised if relevant to your course

Applying for Recognition of Prior Learning

If you wish to apply for Recognition of Prior Learning for this unit, please discuss this with your trainer. They will explain the process involved and the relevant evidence you will need to submit. As a guide, evidence provided for RPL should come from a variety of sources and may include:

Previous relevant qualifications

Completed assignments or assessment tasks from related units that demonstrate competency for components of this unit

Current job description (plus supporting evidence such as supervisor’s confirmation)

Relevant work experience supported by workplace reports or testimonials from supervisors and/or colleagues

Testimonials or statements of support from recognised industry experts

Workplace documentation and records developed or maintained by the candidate

Competency conversation/interview with the assessor (records of questions asked and the candidate’s responses must be documented

The evidence you supply to be determined competent for this unit of competency, whether through completing all set Assessment events or through Recognition of Prior Learning must confirm that you can meet all required skills and knowledge for this unit:

Reasonable AdjustmentReasonable or allowable adjustment is designed to ensure that all people are treated equally in the assessment process – this means that, wherever possible, "reasonable", adjustments are made to the assessment process to meet the individual needs of students.

Students that qualify for reasonable adjustment may include, but are not limited to:

Students with literacy or numeracy difficulties

Students with English as a second language

Indigenous students


Students in remote locations

Women in non-traditional industries

Students with sensory impairment

Students with physical or intellectual disabilities

Requesting Reasonable Adjustment

If you believe the assessment process disadvantages you in any way please advise your teacher/assessor so that the assessment process can be adjusted to suit your needs.

Reasonable adjustment may mean:

Making learning materials and methods accessible

Adapting the physical environment and equipment

Making adjustments to the procedures for conducting assessment

o E.g. use of oral questioning and observation

Making adjustments to the evidence gathering techniques

For more information on Assessment and TAFE Student Rights and Responsibilities

More information can be accessed at:

Every Student’s Guide to Assessment in TAFE NSW

https://www.tafensw.edu.au/courses/assessment/assets/pdf/assessment_guide.pdf

and

TAFE NSW Illawarra Student Guide

http://www.illawarra.tafensw.edu.au/support-for-students/student-guide

Learning Materials

Much of the content of this unit will be will be covered in handouts provided during class and on material provided on the moodle.:

In addition please look at the following web site: http://www.dpi.nsw.gov.au/agriculture/resources/soils/improvement. There is a feast of interesting information in particular we will be referring to the Fertilisers for Pastures handbook, accessible from this site during the course.

Enjoy!!


http://www.dpi.nsw.gov.au/agriculture/resources/soils/improvement



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