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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 Copyright Lifestyle College -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 Copyright Lifestyle College -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 Copyright Lifestyle College -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 Copyright Lifestyle College 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 Copyright Lifestyle College 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 Copyright Lifestyle College 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 Copyright Lifestyle College 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 Copyright Lifestyle College - 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 Copyright Lifestyle College - 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 Copyright Lifestyle College - 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 Copyright Lifestyle College