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-1National Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Identifying and Preparing Soils for Planting
Design Document
ISSUE DATE JANUARY 2005 VERSION 1
January 2005 Version 1
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-2National Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Identifying and Preparing Soils for Planting
Design Document
PROGRAM PURPOSE
This Unit Standard forms part of the National Certificate in Ornamental Horticultural Learnership at NQF Level 1 and is
aligned with the Unit Standard : Identifying and preparing soils for planting, worth 4 credits.
The purpose of the unit standard is to equip learners with the skills and knowledge necessary to recognise the main
components of soil and how to prepare an area for planting.
These skills and knowledge will form the basis of the learning and help learners to meet the specific outcomes and
assessment criteria, as outlined by the Unit Standard.
UNIT STANDARD PRE-REQUISITES
There is open access to this learning.
January 2005 Version 1
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-3National Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Identifying and Preparing Soils for Planting
Design Document
Unit Standard :
Unit Standard Title :
NQF Level :
Credits :
Purpose :
Identifying and preparing soils for planting
1
4
This unit standard is for people employed within the Ornamental Horticulture and
landscaping industry who need to prepare an area for planting and recognise the main
components of soil.
Learning assumed to There is open access to this Unit Standard and no previous learning is required.
be in place
January 2005 Version 1
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-4National Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Identifying and Preparing Soils for Planting
Design Document
Practical Competence
(Specific Outcomes)
Foundational Competence
(Knowledge)
Reflective Competence



1. Recognise the differences
between topsoil and sub soil
and explain why topsoil
should be conserved.

Describe the main differences
between topsoil and subsoil.
Explain the benefits of planting in
topsoil as opposed to subsoil.
Detail the reasons for stockpiling
topsoil.
Range:
Topsoil – organic residue, humus,
darker colour, smoother texture, water
retention, stockpiling.
Sub soil – no organic or humus, lighter
colour, rougher texture.






January 2005 Version 1
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Identify and solve problems in which
responses display the responsible
decisions using critical and creative
thinking have been made.
Work effectively with others as a member
of a team, group, organisation or
community.
Organise and manage oneself and one’s
activities responsibly and effectively
Collect, analyse, organise and critically
evaluate information.
Communicate effectively using visual,
mathematical and/or language skills in the
modes of oral and/or written presentations.
Use science and technology effectively
and critically, showing responsibility
towards the environment and health of
others.
Demonstrate an understanding of the
world as a set of related systems by
recognising that problem-solving contexts
do not exist in isolation.
-5National Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Identifying and Preparing Soils for Planting
Design Document
Practical Competence
(Specific Outcomes)
Foundational Competence
(Knowledge)
Reflective Competence




2. Identify the three main soil
types and their
characteristics.
January 2005 Version 1
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Identify the 3 main soil types.
Describe the particle sizes and
textures.
Describe the factors that influence
water retention in the 3 soil types.
.
Range :
Sand – large particles, rough texture,
predominantly macro pores, good
drainage and aeration, poor water
retention.
Loam – mixture of small and large
particles, moderate drainage and
aeration, good water retention.
Clay – fine particles, smooth textures,
mostly micro pores, poor drainage and
aeration, lengthily water retention.





Work effectively with others as a member
of a team, group, organisation or
community.
Organise and manage oneself and one’s
activities responsibly and effectively
Collect, analyse, organise and critically
evaluate information.
Communicate effectively using visual,
mathematical and/or language skills in the
modes of oral and/or written presentations.
Use science and technology effectively
and critically, showing responsibility
towards the environment and health of
others.
Demonstrate an understanding of the
world as a set of related systems by
recognising that problem-solving contexts
do not exist in isolation.
-6National Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Identifying and Preparing Soils for Planting
Design Document
Practical Competence
(Specific Outcomes)
Foundational Competence
(Knowledge)
Reflective Competence




3. Understand the importance
of tilling and digging an area
to be planted.
Explain the benefits of tilling or
digging a soil prior to planting.
Describe the various methods of
loosening and turning soil and the
depth that each achieves.
.
Range:
Tiling, rotavating, single digging, double
digging, breaking compaction,
improving friability.




January 2005 Version 1
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Work effectively with others as a
member of a team, group, organisation
or community.
Organise and manage oneself and
one’s activities responsibly and
effectively
Collect, analyse, organise and critically
evaluate information.
Communicate effectively using visual,
mathematical and/or language skills in
the modes of oral and/or written
presentations.
Use science and technology effectively
and critically, showing responsibility
towards the environment and health of
others.
Demonstrate an understanding of the
world as a set of related systems by
recognising that problem-solving
contexts do not exist in isolation.
-7National Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Identifying and Preparing Soils for Planting
Design Document
Practical Competence
(Specific Outcomes)
Foundational Competence
(Knowledge)
Reflective Competence



4. Understand the importance
of adding soil enrichments to
the ground before planting.
January 2005 Version 1
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Describe the benefits of adding
organic enrichments to the soil
before planting.
Describe the improvements in the
nutrient levels of a soil, through the
addition of synthetic fertilizers.
Range:
Organic – compost, peat moss,
sawdust, bark, peanut shells, manure,
guano, bone meal, improve water
retention, friability, condition of soil, slow
release nutrients.
Inorganic/synthetic – superphosphates,
agricultural lime, N.P.K. fertilizers,
gypsum, improve chemical composition,
balance pH, increate nutrient level.






Identify and solve problems in which
responses display the responsible
decisions using critical and creative
thinking have been made.
Work effectively with others as a member
of a team, group, organisation or
community.
Organise and manage oneself and one’s
activities responsibly and effectively
Collect, analyse, organise and critically
evaluate information.
Communicate effectively using visual,
mathematical and/or language skills in the
modes of oral and/or written presentations.
Use science and technology effectively
and critically, showing responsibility
towards the environment and health of
others.
Demonstrate an understanding of the
world as a set of related systems by
recognising that problem-solving contexts
do not exist in isolation.
-8National Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Identifying and Preparing Soils for Planting
Design Document
S/O
A/C
Evidence Required


1
1–3


Recognise the difference
between topsoil and subsoil.
Describe the difference between
topsoil and subsoil.
Explain the benefits of planting in
topsoil as opposed to subsoil.
Detail the reasons for stockpiling
topsoil.
January 2005 Version 1
Copyright Lifestyle College
Sources of Evidence
Topsoil – organic residue,
humus, darker colour, smoother
texture, water retention.
Subsoil – no organic or humus,
lighter colour, rougher texture.
Assessment
Method
Activity – identify
topsoil and
subsoil
Knowledge
questionnaire
Bloom Level
Blooms
Cognitive
Domain –
Application level
-9National Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Identifying and Preparing Soils for Planting
Design Document
S/O
A/C
Evidence Required


2
1–4


Identify the three main types of
soil.
Describe the particles sizes and
textures of each soil type.
Describe the factors that
influence water retention in the 3
soil types.
Describe the role that particle
size plays in determining the
infiltration rate of a soil.
January 2005 Version 1
Copyright Lifestyle College
Sources of Evidence
Assessment
Method
Bloom Level
Sand – large particles, rough
texture, predominantly macro
pores, good drainage and
aeration, poor water retention.
Loam – mixture of small and
large particles, moderate drainage Activity - soil
identification
and aeration, good water
Knowledge
retention.
questionnaire
Clay - fine particles, smooth
texture, mostly micro pores, poor
drainage and aeration, lenghtly
water retention.
Blooms
Cognitive
Domain –
Application level
- 10 National Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Identifying and Preparing Soils for Planting
Design Document
S/O
A/C
Evidence Required

3
1–2


4
1-2

Explain the benefits of tilling or
digging a soil prior to planting.
Describe the various methods of
loosening and turning soil and
the depth that each achieves.
Describe the benefits of adding
organic enrichments to the soil
before planting.
Describe the improvements in
the nutrient levels of a soil,
through the addition of synthetic
fertilizers.
January 2005 Version 1
Copyright Lifestyle College
Sources of Evidence
Assessment
Method
Soil in a garden
Knowledge
questionnaire
Soil.
Organic fertilisers
Inorganic/synthetic fertilizers
Knowledge
questionnaire
Bloom Level
Blooms
Cognitive
Domain –
Comprehension
level
Blooms
Cognitive
Domain –
Comprehension
level
- 11 National Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Identifying and Preparing Soils for Planting
Design Document
TARGET AUDIENCE PROFILE
LEARNER CHARACTERISTICS
Learner Demographic Factors
 300 Learnerships country wide
 Age 18 – 60
 Average time on the job 1 to 20 years
 Majority male
 Predominantly black depending on geographical location
 Geographically spread throughout SA
 Generally will have low educational levels ranging from Grade 6 to Grade 9
 Staff may travel far to get to work or to training provider
 Language – several language preferences
 Low staff turnover
Industry Demographic Factors
 Peak season in the industry runs from August to December – this hampers training efforts during such time
 Many contract workers especially over peak season and weekend work is common throughout the industry
 Labour intensive work – low mechanization in industry
 Most work done on-site – very little done off-site
 Seasonal changes have a major impact on business and labour requirements
 Lack of SME in diverse languages
January 2005 Version 1
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- 12 National Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Identifying and Preparing Soils for Planting
Design Document
LEARNER CHARACTERISTICS
Motivation
 High motivation for learning to advance in job and remuneration
 Learning barriers: Lack of formal education and facing the unknown
 Little experience in formal education
 Low levels in self-confidence can by expected during the learning
Subject Knowledge and Skills
 Practical competence learning acquired on the job.
 Lack foundational and reflective competence
Learning Factors
 Learning happens on the job – Sit by Nelly
 Will be keen to learn if learning is relevant and results in meaningful work or qualification achievements
 Preference for learning that is practical
 Preference for learning that is interactive – using all senses
 Preference for learning in small, intact work groups
Resources/Time Scale
 Limited resources if someone off on training misses daily targets – no backup available to fill in gaps
 Distance from home to training to work impact on work and learning
 Access to subject matter experts is limited in the learners’ workplace to their sector specialisation.
 Long hours of work.
 Training needs to take place preferably between February to July
 Training needs to take place preferably on Mondays, Tuesdays or Wednesday
January 2005 Version 1
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- 13 National Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Identifying and Preparing Soils for Planting
Design Document
TRAINING & OTHER STRATEGIES
TRAINING CONTENT
 National Certificate in Ornamental Horticulture – 17 Core Unit standards
 National Certificate in Ornamental Horticulture – propagation and retail Elective Unit Standards
TRAINING ACTIVITIES/METHODS/DELIVERY
 Address learning barriers at the beginning of training to overcome the lack of formal education and facing the unknown
Manage trainee ‘state’ to draw on the curiosity, anticipation, suspense, confidence building, delight and exploration in order to
ready trainees for learning. Build trust, enthusiasm and excitement for the learning.
 Training must cater for all learning styles and types. Planned format variety to stimulate all five of the learners senses i.e.
sight, sound smells, taste and touch and to appeal to the Visual, Auditory and Kinesthetic learning styles identified by NLP
 Avoid age specific activities in order to appeal to wider target audience
 Use easy to understand and basic English in training and assessment. ( English is the language for the delivery of learning)
 Avoid using written assignments and tests, substitute with oral questioning and verbal discussion as required.
 Make training relevant in the introductions to lessons – allowing the learner to contextualise learning
 Participant-centered activities to actively involve learners in the learning process. The activities need to be comprehensive,
practical and experiential in nature with great emphasis on the process, which integrates foundational, practical and reflective
competence.
 Training must be relevant, realistic and practical. Use workplace examples and context. Activities need to be based on “real
work” where learners work with real workplace scenarios and case studies.
 Some unit standards may seem irrelevant with no perceived benefit due to the diversity of careers within the industry
January 2005 Version 1
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- 14 National Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Identifying and Preparing Soils for Planting
Design Document
 Move from practical competence to foundational competence and then into reflective competence.
 Provide activities to help the learner relate their learning to their own past experiences and personal interests.
 Include activities that build learner confidence.
 Provide lots of learner support.
 Provide tools that help the learner to plan and manager their own learning.
 Avoid using written assignment
 Learners used to low mechanization so training practicals need to be basic and manual, avoid using high tech gadgets.
TRAINING IMPLEMENTATION/MANAGEMENT
 Training must take place in a classroom to ensure a focused learning experience
 The facilities, logistics and administration ( venue, room layout, training materials, accommodation, meals, etc) must
enhance the learning experience
 Set training time lines.
WORK ENVIRONMENT/SYSTEMS/PERFORMANCE/BUSINESS ISSUES
 Communicate learning to the learner’s management to gain support and assistance for the learner.
January 2005 Version 1
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