kasipkor.kzkasipkor.kz/wp-content/uploads/2016/09/33-Landscape-Design.docx · Web viewAllowing students the opportunity to experience the ‘specialist’ element of the Degree

Ministry of Education and Science of the Republic of KazakhstanNon-commercial Joint-stock Company Holding «Kasipkor»

Specialty: Landscape Design

Qualification:Designer

Astana 2014

Content

1 Program outline 32 Study curriculum 53 Program Structure 84 Study programs (Content of units) 1856

List of equipmentList of literatures

181191

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1. PROGRAM OUTLINE

Within the School of Spatial Design is the curriculum programme of the landscape design programme. The landscape Design programme is an academic and work based centred curriculum; which allows for students to gain both an academic perspective and real life work based experience/s in recognised creative and industries.It is envisaged that on completion and the final award of the Foundation Degree (FdA) students will be able to progress to further study, employment or self-employment. Following a thorough programme of learning in practical & technical skills; students will be able to specialise within the school of landscape design and gain further knowledge and skills for a career the in landscape design and architecture. Additionally, mature students who may wish to change their career direction or others who may be at the beginning of their higher education and have a clear idea of the direction in which they wish to specialise in. Whilst on the programme students will study a range of skills, techniques and general principles to equip them with the knowledge and awareness to pursue a career in Landscape Design. The programme is offered as a collaborative partnership with the College/University and partners in industry.

The Specialty Progression Programme is concerned with: Allowing students the opportunity to experience the ‘specialist’ element of the Degree Programme to enable them to be able to make informed choices in relation to their future career aspirations in the creative sector. This will be offered/taught at two points of entry of the Programme to enable students the opportunity of flexible entry at various levels of the Programme depending on their circumstances. This is taught in the first term and first year of the programme.

The Foundation Diploma (Fd) is aprogramme with progression from the ‘Specialty’ Progression Programme at the College/University or with direct entry depending on the applicants previous education and/work history. They are intended to act as a stepping stone/precursor for moving on to the Foundation Degree Award (FdA).

In general the Foundation degree will enable students to advance to other Bachelor of Arts honours (known as Top Up) degrees of a similar nature should they wish to go on to further study in the future.

The Specialty Progression element of the programme is taught on a full time basis. The Foundation Diploma (Fd) and The Foundation Degree (Fda) is available either full or *Part-time programme, which may be completed in three years or longer through agreed negotiation with the College/University.

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The programme structure offers a mixture of formal lectures, studio work and potential industrial placements. These are scheduled over a number of hours per week during each teaching week, but students are expected to supplement this with the equivalent number of hours of private study/research and assignment preparation per week.

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2. STUDY CURRICULUM

Standard duration of study: 2 years 10 months

№ Study cycles and study disciplines

(modules)

Forms of Control Volume of study time (hour, credit)

exam

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Pass

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GL

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Num

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of c

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Including: Distribution by semesters

The

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Prac

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(la

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Sem

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Year

1 to

3

1 2 3 4 5 6 7 8 9 10Speciality Progression Programme

1 Understanding the Basic Principles of Plant Science

N/A N/A N/A N/A 40 8 20 20

2 Understanding the Basic Principles of Soil Science

N/A N/A N/A N/A 40 8 20 20

3 Setting Out a Landscape Plan N/A N/A N/A N/A 40 8 20 20

4 Establish and Maintain Plants Outdoors

N/A N/A N/A N/A 40 8 20 20

5 Environmental and Land-based Business N/A N/A N/A N/A 40 8 20 20

6 Exploring Planting Techniques N/A N/A N/A N/A 40 8 20 20

7 Environmental and Land- based Business

N/A N/A N/A N/A 40 8 20 20

8 Construct Landscape Foundations and Surfaces

N/A N/A N/A N/A 40 8 20 20

9 Undertake Surveying and Site Appraisal N/A N/A N/A N/A 30 5 15 15

10 Construct Garden Walls N/A N/A N/A N/A 40 8 20 20

12 Contribute to Fruit Production by Organic Methods

N/A N/A N/A N/A 30 5 15 15

13 Identification and Control of Plant Problems in the Land-based Sector

N/A N/A N/A N/A 40 8 20 20

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14 Introduction to Plant Nomenclature, Terminology and Identification

N/A N/A N/A N/A 30 5 15 15

15 Introduction to Plant Nomenclature, Terminology and Identification

N/A N/A N/A N/A 30 5 15 15

16 Introduction to Plant Selection N/A N/A N/A N/A 30 5 15 15

17 Understand the Principles of Garden History

N/A N/A N/A N/A 60 10 30 30

18 Understand the Principles of Organic Horticulture

N/A N/A N/A N/A 30 5 15 15

Foundation Diploma ProgrammeAssess Health and Safety Risks N/A N/A N/A N/A 60 15 30 30

Conceptual Design for Landscape Design

N/A N/A N/A N/A 60 15 30 30

Introduction to Design and Research Skills

N/A N/A N/A N/A 60 15 30 30

Sustainability in landscape design N/A N/A N/A N/A 60 15 30 30

Colour Theory and Practice N/A N/A N/A N/A 60 15 30 30

Mathematics N/A N/A N/A N/A 60 15 30 30Apply Health and Safety and Environmental Legislation and Working Practices

N/A N/A N/A N/A 60 15 30 30

Design and Practice N/A N/A N/A N/A 60 15 30 30Introduction to Materials, Processes and Technical Skills in Design for Landscapes

N/A N/A N/A N/A 60 15 30 30

Spatial Design Project Planning, Implementation and Review

N/A N/A N/A N/A 60 15 30 30

Introduction to Visual Language in Design

N/A N/A N/A N/A 60 15 30 30

Spatial Exploration: CAD for Landscape Design

N/A N/A N/A N/A 60 15 30 30

Maintenance and Adaptation of Buildings

N/A N/A N/A N/A 60 15 30 30

Building technology N/A N/A N/A N/A 60 15 30 30

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in landscape designPrinciples of Plant and Soil Science N/A N/A N/A N/A 60 15 30 30

Prepare sites for soft landscape N/A N/A N/A N/A 60 15 30 30

Construct Processes and Operations for Horizontal Landscape Surfaces

N/A N/A N/A N/A 60 15 30 30

Understanding Archaeology and Landscape History

N/A N/A N/A N/A 60 15 30 30

Urban Environment N/A N/A N/A N/A 60 15 30 30Colour Theory and Practice in Design: Landscape

N/A N/A N/A N/A 40 8 30 30

Design Drawing Media and Communication for Spatial Design – Landscape

N/A N/A N/A N/A 60 15 30 30

Foundation Degree ProgrammeDesign principles and communication N/A N/A N/A N/A 60 15 30 30

Site analysis and surveying N/A N/A N/A N/A 60 15 30 30

Design Principles and Communication N/A N/A N/A N/A 60 15 30 30

Principles of Plant and Soil Science N/A N/A N/A N/A 60 15 30 30

Principles of Land-based Business N/A N/A N/A N/A 60 15 30 30

Biological Principles N/A N/A N/A N/A 60 15 30 30Principles of Plant and Soil Science N/A N/A N/A N/A 60 15 30 30

Plant Environmental Adaptation and Physiology

N/A N/A N/A N/A 60 15 30 30

Environmental Management N/A N/A N/A N/A 60 15 30 30

Sustainable Development N/A N/A N/A N/A 60 15 30 30

Horticultural Technology N/A N/A N/A N/A 60 15 30 30

Project Management for Land-based Industries

N/A N/A N/A N/A 60 15 30 30

Enterprise and Financial Management for Land-based Industries

N/A N/A N/A N/A 60 15 30 30

Total 2660 623 1340 1340

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3. PROGRAM STRUCTURE

Name of cycles and study disciplines (modules) Knowledge competences and skills learned

Name of discipline (module):Understanding the Basic Principles of Plant Science

Learning Outcomes (LO)LO1LO2

Know the physical structure of plantsUnderstand the development and physiology of plants

Understanding the Basic Principles of Soil Science

LO1

LO2

LO3

Understand the physical andchemical characteristics of soilsUnderstand the physical properties of soilsUnderstand the chemical propertiesof soils and fertilisers

Setting Out a Landscape Plan LO1

LO2

LO3

LO4

Understand and use the drawing equipment and materialsTransfer information from plans to the groundBe able to prepare sites for landscapingUnderstand the setting out of lines, shapes and levels from scale plans

Establish and Maintain Plants Outdoors LO1

LO2

LO3

LO4

Be able to prepare ground to receive plantsBe able to plant woody and herbaceous plantsBe able to maintain the health of plants outdoorsKnow how to maintain the health of plants outdoors

Environmental and Land-based Business LO1

LO2

LO3LO4

Know an industry within the environmental and land-based sectorKnow the relevant legislation and codes of practice within the environmental and land-based sectorKnow common business operationsBe able to carry out simple administrative tasks

Exploring Planting Techniques LO1

LO2

LO3LO4

LO5

Recognise the role of plantsand planting in design.Know how to use containersand growing areaBe able to produce design layoutsKnow how to use ornamental planting techniques.Be able to maintain a landscaped and planted area.

Environmental and Land- based Business LO1

LO2

LO3LO4

Know an industry within the environmental and land-based sectorKnow the relevant legislation and codes of practice within the environmental and land-based sectorKnow common business operationsBe able to carry out simple

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administrative tasksConstruct Landscape Foundations and Surfaces LO1

LO2

LO3

LO4

LO5

Be able to transfer information from plans to the groundBe able to prepare sites for landscapingKnow how drainage and foundations are installedBe able to lay concrete and install pavingBe able to install paving

Undertake Surveying and Site Appraisal LO1LO2

LO3LO4

Be able to carry out linear surveysKnow how to carry out linearsurveysBe able to carry out a site appraisalKnow how to carry out site appraisal

Construct Garden Wall LO1

LO2LO3

Know how to install foundations for wallsBe able to construct garden wallsKnow how to construct garden walls

Contribute to Fruit Production by Organic Methods

LO1

LO2

LO3LO4

Be able to grow soft fruit crops organicallyUnderstand the requirements of soft fruit cropsBe able to grow top fruit cropsUnderstand the selection and production of top fruit crops

Identification and Control of Plant Problems in the Land-based Sector

LO1

LO2

LO3

LO4

Know common plant pests, diseases and disorders in a land-based situationUnderstand how to deal with plant pests and diseasesAssess the requirement for weed control in a crop, planted area or turfBe able to deal with pests, diseases and disorder

Introduction to Plant Nomenclature, Terminology and Identification

LO1

LO2

LO3

Know the working principlesof combustion enginesKnow the maintenance requirements of machinesBe able to maintain engines on land-based machines

Introduction to Plant Nomenclature, Terminology and Identification

LO1

LO2

LO3

LO4

Understand the terminology used in naming plantsUnderstand how the parts of plants can aid identificationIdentify and name plants using botanical namesBe able to work safely and minimise environmental damage

Introduction to Plant Selection LO1

LO2

LO3

Know the characteristics and uses of plantsBe able to select plants for specific usesUnderstand the establishment and maintenance needs of plants and

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locations

Understand the Principles of Garden History LO1

LO2

LO3

LO4LO5

Know the characteristics and influences of gardens from ancient civilisations to early European gardensKnow the characteristics and influences of 18th century gardensKnow the characteristics and influences of 19th century gardensUnderstand 20th century design Understand garden history in the present day context styles

Understand the Principles of Organic Horticulture

LO1

LO2

LO3

LO4

Know the organisations and standards relating to organic growingKnow the principles of organic growingKnow the selection and use of resources in organic growingKnow the systems related to organic growing

Assess Health and Safety Risks LO1

LO2

LO3

LO4

Know the responsibilities of employers and employees under current health, safety and welfare legislationKnow how to undertake risk assessments using appropriate principles and formatsUnderstand the control measures used to reduce risk and meet legal requirementsKnow their own role in accident recording and reporting procedures.

Conceptual Design for Landscape Design LO1

LO2

Produce and evaluate conceptual design options for new landscape design/s concepts/ideasUnderstand how to present your landscape design/s concepts/ideas

Introduction to Design and Research Skills LO1

LO2

LO3

Understand research tools, methods and skillsUnderstand primary and secondary research sourcesBe able to use research tools, methods and skills to inform ideas for creative activities

Sustainability in landscape design LO1

LO2

LO3

Know the important features of the natural environment that need to be protectedUnderstand how the activities of the design sector impact on the natural environmentUnderstand how the natural environment can be protected against the activities of the landscape industryUnderstand sustainable construction

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LO4 techniques that are fit for purposeColour Theory and Practice LO1

LO2

LO3

LO4

Understand existing approaches to the use of colourUnderstand the effects of colour on the subjective perception of design outcomesBe able to experiment with colour techniques and processesBe able to use a range of materials and media to develop creative colour solutions

Mathematics LO1

LO2

LO3

LO4

Be able to use basic underpinning mathematical techniques and methods to manipulate and/or solve formulae, equations and algebraic expressionsBe able to select and apply mathematical techniques correctly to solve practical construction problems involving perimeters, areas and volumesBe able to select and apply geometric and trigonometric techniques correctly to solve practical landscape design challenges.Be able to select and apply graphical and statistical techniques correctly to solve practical construction problems.

Apply Health and Safety and Environmental Legislation and Working Practices

LO1

LO2

LO3

LO4

LO5

LO6

Implement organisational health and safety and environmental procedures before starting workUnderstand the monitoring systems and review safety on sitesUnderstand how to apply organisational procedures for emergencies and accidentsUnderstand the environmental implications of their actions or omissions at workUnderstand individual and organisational responsibilities and safe working practices.Understand safe working practices

Design and Practice LO1

LO2

LO3

Know the factors that influence the design processBe able to communicate ideas between various members of the design and production teamsBe able to translate construction details into written and graphical instructions

Introduction to Materials, Processes and Technical Skills in Design for Landscapes

LO1 Know the factors that influence the design processBe able to communicate ideas

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LO2

LO3

LO4

between various members of the design and production teamsKnow about landscape design methodBe able to translate landscape design details into written and graphical instructions

Spatial Design Project Planning, Implementation and Review

LO1

LO2LO3LO4

Understand how projects are managedBe able to plan projects using ITBe able to follow project plansUnderstand how technology affects the design and production phases of construction projects

Introduction to Visual Language in Design LO1

LO2

Understand the characteristics of visual language in art and designBe able to apply visual language to a range of art and design activities

Spatial Exploration: CAD for Landscape Design LO1

LO2

LO3

LO4

Be able to work safely when using computing and software facilitiesBe able to produce 2D drawings using industry-standard CAD software applicationsBe able to produce 3D drawings using industry-standard CAD software applicationsBe able to plot drawings to various media and scales and export drawings to different formats

Maintenance and Adaptation of Buildings LO1

LO2

LO3

Understand the techniques used in site investigation and evaluationUnderstand how the techniques used in site investigation and evaluation influence the type of structuresUnderstand the types of large structure design and construction

Building technology in landscape design LO1

LO2

LO3

LO4

Understand common forms of low-rise construction currently used for domestic and commercial buildingsUnderstand foundation design and constructionUnderstand the techniques used in the construction of superstructures for low-rise domestic and commercial buildingsUnderstand the implications of issues and constraints on building construction

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Principles of Plant and Soil Science LO1

LO2

LO3

Know the physical structure of plantsUnderstand the development and physiology of plantsBe able to investigate the principles of soil scienceKnow the ways in which people can influence plant and soil processes

Prepare sites for soft landscape LO1LO2

LO3LO4

Know the physical structure of plantsPrepare sites for soft landscape establishmentManage waste and the environmentUnderstand and comply with currenthealth and safety legislation and codes of practiceMaintain equipment when preparing sites for soft landscape establishments

Construct Processes and Operations for Horizontal Landscape Surfaces

LO1

LO2

LO3

LO4

Be able to form ground profiles for landscape worksUnderstand the formation of ground profiles for landscape workBe able to construct horizontal surfaces and simple stepsUnderstand themaintenance of horizontal surfaces and simple steps

Understanding Archaeology and Landscape History

LO1

LO2

LO3

LO4

Know the characteristics of prehistoric earthworks and landscape featuresKnow the changing patterns of land use between the Iron Age and the beginning of parliamentary enclosuresUnderstand the transformations in landscapeBe able to plan site management of an archaeological sit

Urban Environment LO1

LO2

LO3

LO4

Know the roles and characteristics of urban settlementUnderstand patterns of urban environmentUnderstand processes involved in changing urban environmentUnderstand the issues associated with urban development

Colour Theory and Practice in Design: Landscape

LO1

LO2

LO3

LO4

Understand existing approaches to the use of colourUnderstand the effects of colour on the subjective perception of design outcomesBe able to experiment with colour techniques and processes for a specific conceptual ideaBe able to use a range of materials and media to develop creative colour solutions for a specific conceptual

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LO5

ideaUnderstand how evaluate the application of the colour schemes in terms of both objective and subjective qualities for a specific design idea

Design Drawing Media and Communication for Spatial Design – Landscape

LO1

LO2LO3

LO4

Understand how media, materials and processes are used in others’ work to convey ideas and meaningBe able to develop visual languageKnow how art and design is used to communicate ideas and meaningBe able to communicate by using the language of art and design

Design principles and communication LO1

LO2

LO3

LO4

LO5

Understand basic design principles and approaches and demonstrate scale and spatial awareness in the landscape design processUnderstand the use of water and sculpture in private and public spacesGenerate design ideas and concepts both in the abstract and as an analogue of 2/3 dimensional designsUnderstand the use of plant mass to create spaces within landscape designsUse appropriate methods to communicate design ideas and atmosphere

Site analysis and surveying LO1

LO2

LO3

Be able to measure site dimensions and levels.Understand site survey equipment and techniquesUnderstand the presentation of survey dataBe able to set out on the ground from plans, including shapes and levelsBe able to carry our field work

Design Principles and Communication LO1

LO2

LO3

LO4

LO5

LO6

Understand fundamental concepts of design theory and communication theoryHave awareness and sensitivity of ethics in design and communication.Demonstrate awareness and sensitivity of diversity & equality in design and communication media;Understand the power of persuasion in design and communicationKnow significant art, design and media movementsKnow works of key art and design practitioners;


LO2

Interpret plant anatomy in relation to the physiological processesExamine plant adaptation to extreme

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LO3

LO4

habitat typeInvestigate the use of plants in environmental restorationEvaluate the use of plant types in local re- vegetation and habitat maintenance sites

Principles of Land-based Business LO1

LO2

LO3

LO4

Evaluate the role of records and accounts in meeting legal and management information requirementsOperate manual and computerised recording and accounting systemsIdentify the key roles and activities of each of the business functional areas in an operational and business external environment contextDiscuss the value and maintenance of interrelationships between the business functional areas.

Biological Principles LO1

LO2

LO3

LO4

Demonstrate the knowledge of fundamental biological principles and the ability to apply them through basic laboratory investigationsEvaluate the relationship between cellular and tissue structure and their functionsDescribe the organisation of cells and tissues into organ systemsRealise the importance and role of homeostasis to plants and/or animals living with continually changing internal and external environments


LO2

LO3

LO4

Interpret plant structures in terms of their functional significanceDemonstrate understanding of physiological processes in plants and their significance for the growth and management of plants in land-based industriesUnderstand the relationship between plant growth and the properties of soil and growing mediaExhibit knowledge of how to manage the properties of soils and growing media effectively for optimal plant growth

Plant Environmental Adaptation and Physiology

LO1

LO2

Interpret plant structures in terms of their functional significanceDemonstrate understanding of physiological processes in plants and their significance for the growth and management of plants in land-based industriesUnderstand the relationship between

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LO3

LO4

plant growth and the properties of soil and growing mediaExhibit knowledge of how to manage the properties of soils and growing media effectively for optimal plant growth

Environmental Management LO1

LO2

LO3

Explain the concept of sustainabilityInvestigate how an organisation’s activities impact on the environmentExplain the need for environmental managementExplain the need for waste management

Sustainable Development LO1

LO2

LO3

LO4

Examine the principles of sustainable developmentCritically review the impact of production, trade and biotechnology on diversityEvaluate the concept of citizenship and individual responsibility in the promotion of sustainable developmentAssess the impact of the changes towards sustainability, including recent policies and legislation devised to encourage this change.

Horticultural Technology LO1

LO2

LO3

LO4

Apply basic technological concepts to their applications in horticultureEvaluate the design and operational characteristics of a range of horticultural machinery and equipmentReview the influences of environmental and sustainable factors on horticultural technology developmentDemonstrate the safe operation of machinery and equipment

Project Management for Land-based Industries LO1

LO2

LO3

LO4

Determine the appropriate characteristics of projects that can be applied to land-based industriesGenerate project plans that can be applied to identified requirements and needsDescribe and analyse strategies for planning and recording activitiesApply approaches to monitoring activities that ensure their effective delivery

Enterprise and Financial Management for Land-based Industries

LO1 Identify sources of finance available for the effective management of the business

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LO2

LO3

LO4

Apply the principles of management to a business and its resourcesDemonstrate the management of physical and financial information in order to control the performance of a businessPlan and evaluate the performance of the business in relation to its objectives and its financial and physical performance.

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4. STUDY PROGRAMS

Speciality Progression Programme

1. Unit Title Understanding the Basic Principles of Plant Science

2. Credit Value of Unit 83. Unit Type Core4. Guided Learning hours 405. Assessment type Internal

6. Breakdown of Notional Learning HoursStaff – Student Contact Independent Study HoursClasses(e.g. lectures, seminars and supervised group activity)

40 Independent Study(e.g. project development, reading, research and work on online forums)

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Supervised Access to Resources

0 Preparation for Assessment 10Unsupervised Access to Resources

10

Total 40Total 40

Total notional hours for unit 80

7. Unit Introduction Science plays a very important part in the life of plant growth. Through experimentation and research scientist investigate in order to discover, understand and solve problems about the world around us. The study of plant science enables students to gain an understanding of the development of a plant life. By understanding plants, we can use them to our benefit in areas such as medicinal cures, produce better quality food, prevent plant disease and continue to improve our plant production methods. This unit aims to provide a basic understanding of plant science for students who are interested in land-based careers such as, the climate, the environment plant health benefits, food production, landscape and garden design.

8. Aims of the Unit

In this unit you will:This unit aims to provide students with an understanding of the principles of plant selection, and how these can be applied in practice. This unit also aims to provide a basic scientific understanding of plant biology

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9. Indicative Content

Gain an understanding of the physical structure of plants and function Know internal and external structures and the terminology related to their

structures. Understand the functions and structure of plant cells, tissues and organs Gain an understanding of the development and physiology of plant growth Gain an understanding of the plant life cycle and the process, stages of

germination and effects of photoperiod and temperature on reproductive growth

Gain an understanding of factors influencing the rate of photosynthesis, temperature, humidity, light intensity, manipulation of limiting factors to enhance plant performance.

Learning Outcomes Assessment Criteria1. Know the physical

structure of plants.1.1 Identify the organs of plants1.2 Describe the main tissues of plants1.3 Identify the functions of leaves, stems, roots and discuss how plant physiology can be roots and flowers1.4 Explain the function of specialised cells within plants1.5Examine the specialised cells within plantsexplain how plant physiology can be manipulated to purpose

2. Understand the development and physiology of plants

2.1 Summarise the processes involved in growth and development2.2 Describe how and why water uptake can vary in plants.2.3 Summarise the processes involved in plant reproduction2.4 Describe how and why water uptake can vary in plants2.5 Define the terms: ephemeral annual biennial perennial as they relate to plant life cycles2.6 Describe the characteristics of stages of plant growth

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10. Teaching & Learning Methods

Knowledge and Understanding

Learning and teaching methods

Demonstrate a knowledge and the importance of health, safety and welfare in the construction and built environment.

Students find their voice, gain confidence, orientate themselves, and practise communication in oral and written form.Lectures, seminars, as a context for group discussions and group work;Quizzes, debates and other types of interactive activities or questioning;Directed, specialist reading to encourage independent learning;Students are encouraged to make independent study visits to galleries, museums, professional studios and other sites for direct experience of designs, artefacts or people (interviews, discussions etc). Virtual Learning support via research contacts, film-clips, reflective student material, etc.Individual dyslexia support and language mentoring as appropriate

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1. Unit Title Understanding the Basic Principles of Soil Science




20



10

Total 40Total 40


7. Unit Introduction

This unit focuses on the important aspects regarding practical soil management. It will enable the student to engage in exploring areas such as the environmental issues relating to the care of soil as well as soil structures. Students will explore methods of assessing soil pH and the use of fertilisers as an aspect to recognizing organic matter to help improve yields and manage the care of soil.

8. Aims of the UnitIn this unit you will:This unit aims to provide students with an understanding of the principles of plant selection, and how these can be applied in practice. This unit aims to provide students with an understanding of the principles of soil science


Gain an understanding of the physical and chemical characteristics of soils Understand the functions and structure of soil types such as clay, sand, loam

and silt Gain an understanding of soil structure, soil structure damage and the

implications of cross-compliance.

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Gain an understanding of the plant life cycle and the process, stages of germination and effects of photoperiod and temperature on reproductive growth

Gain an understanding of factors influencing the physical properties of soils, soil formation and components of air, water, minerals and organic matter.

Understand the chemical properties of soils and the different types of fertilisers

Understand the chemical properties of the nutrients and the influence of pH on plant growth.

Learning Outcomes Assessment Criteria1. Understand the

physical and chemical characteristics of soils

1.1 Identify the horizons in a soil profile1.2 Describe the use of soil and fertilisers for a selected plant.1.3 Analyse samples of soil to determine: textural class pH

2. Understand the physical properties of soils

2.1 Describe the formation, characteristics, texture and component parts of soils.2.2 Explain how soil structure and the balance of soil air and water affect the growth of plants.2.3 Explain factors relating to soil water; sources, availability, effects on various soil types and terms associated with the water balance.2.4 Explain how organic matter and soil organisms contribute to soil structure and fertility

3. Understand the chemical properties of soils and fertilisers.

3.1 State the nutrient requirements of plants and their individual effects on growth:

micro-nutrients macro-nutrients.

3.2 State the typical symptoms of nutrient deficiencies in plants: micro-nutrients macro-nutrients.3.3 Explain how pH affects plant growth and methods of adjusting the pH to meet specific requirements.3.4 Explain the principles of cation and anion exchange capacity in the soil and their relationship to texture and organic matter.3.5 Explain the categories and terminology used to describe fertilisers.3.6 Define the terms Plant Nutrient Ratio and Nutrient Weight Analysis

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1. Unit Title Setting Out a Landscape Plan2. Credit Value of Unit 83. Unit Type Core4. Guided Learning hours 405. Assessment type Internal



20



10

Total 40Total 40


7. Unit Introduction The aim of this unit is to introduce students the process of reading and setting out read a plan. The skills gain is essential for the installation of hard and soft landscape features which are relevant to the horticulture industry, landscaping and amenity sector. This is a theoretical and practical based course programme that enables the student to gain an understanding of the skills and techniques for producing scale drawings and setting out activities from them.Students will gain an understanding of how to read different types of plans and transfer their experiences and information using a range of tools and materials, including lines, chains, tape measures and laser levels in order to be able to use these techniques in a wide range of situations. Students will be able to set out a range of different features of areas such as shapes and sizes including paved and decking areas, paths, fence and wall lines, trees, and a variety of different borders including the marking out of the plants within them.

8. Aims of the Unit

In this unit you will:This unit aims to provide learners with an understanding of the principles of setting out from a plan, and how these can be applied in practice. This unit is primarily aimed at students looking to progress into the sector. As well as the marking out of level areas student will also be able to set out various features on uneven ground, and also set and mark out steps, ramps, raise areas, by setting out falls and rises using the correct equipment.9. Indicative Content

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Gain an understanding of to transfer information from plans to the ground Plans

Understand the methods used to complete site plans and hard landscaping feature plans

Gain an understanding of the tools and materials used for the setting out and planning processes.

Gain an understanding of the decorative features required for the development of landscape design.

Know how to prepare sites for landscaping using different scale drawings, planting plans and complete site plans.

Understand the setting out of lines, shapes and levels from scale plans.

Learning Outcomes Assessment Criteria1. Understand and use

the drawing equipment and materials

1.1 Describe, select and use studio drawing equipment.1.2 Follow health and safety guidelines in the use of studio drawing equipment.1.3 Understand the use of geometry in the design process1.4 Know how to use common conventions and symbols used in garden and landscape design1.5 Produce a graphic layout sheet to include:a) Border and title blockb) Use of different pen linesc) Drawn to a scaled) Labelling to be read from bottom or right hand edgee) Dimensionsf) Use of industry standard graphic symbols for hard and soft landscape featuresg) North indicatorh) Levels1.6 Produce accurate scale drawings of the external space showing elevation, cross section and isometric views.

2. Transfer information from plans to the ground

2.1 Describe methods of transferring dimensions accurately from scale plans onto the ground using triangulation, running lines and offset.2.2 Explain the terms:

Triangulation Trilateration Running lines Offsets

25

and how these are used when setting out from a plan.2.3 Design a simple carpet bed and describe how this is transferred from the plan using setting out techniques.2.4 Set out geometric shapes on the ground from scaled plans including:

Rectangles Circles Hexagons Ellipses

2.5 Set out irregular shapes on the ground from the plans2.6 Mark out the positions of plants and features from a plan2.7 Set out and establish level rectangular areas2.8 Set out falls and rises along a line

3. Be able to prepare sites for landscaping

3.1 Design and implement a scale plan for installing a set of steps from one level to another.3.2 Identify the different techniques used when setting out falls and rises along a line.3.3 Assess the advantages and disadvantages of each technique.

4. Understand the setting out of lines, shapes and levels from scale plans.

4.1 Set out a rectangular area to a fall.4.2 Describe methods of marking lines and curves onto the ground for each of the methods of marking out lines4.3 Describe a feature or situation where they could be used and how this would be implemented.

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27

1. Unit Title Establish and Maintain Plants Outdoors2. Credit Value of Unit 83. Unit Type Mandatory4. Guided Learning hours 405. Assessment type Internal



10



4

Total 40Total


7. Unit Introduction This unit is an introduction to amenity horticulture. It covers the basic knowledge and skills for the horticultural industry. Students will be able to gain an understanding of the preparation processes for ground work, planting and plant maintenance using different tools and equipment. Students will look the needs of plants and address the care required for pruning, weed control, plant health and mulching. Students will learn the plant names and the health and safety aspects of horticultural practices

8. Aims of the Unit

In this unit you will:This is a practical based unit that aims to provide an understanding of how to establish and maintain plants outdoors, and how these can be applied in practice. This unit is primarily aimed at students looking to progress into the sector. 9. Indicative Content

Gain an understanding of how to assess a site to determine the preparation required and identify hazards.

Know how to prepare land for planting by hand cultivation methods Gain an understanding of preparing land for planting safely using pedestrian

operated machines Gain an understanding of selecting plant material in an appropriate condition

for planting.

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Know how to maintain plants in a way which complies with environmental and health and safety legislation and codes of practice.

Know how to how to recognise signs of damage or threats to plant health and the appropriate method of control

Learning Outcomes1. Be able to prepare

ground to receive plants

1.1 Assess a site to determine the preparation required and identify hazards1.2 Identify and prepare land for planting by using hand cultivation methods.1.3 Carry out a risks assessment associated with land preparation.1.4 Describe a soil profile1.5 Prepare land for planting safely using pedestrian operated machines1.6 Describe the difference between cultivating land by hand and by machine

2. Be able to plant woody and herbaceous plants

2.1 Give a description of: Tilth, soil structure Depth of preparation Seasonality and timing of cultivations

affect the establishment of plants2.2 Select plant material in an appropriate condition for planting.2.3 Explain how to recognise if plants are in an appropriate condition for planting.2.4 State the methods used to plant a range of woody and herbaceous plants2.5 Identify a range of woody and herbaceous plants.2.6Provide immediate aftercare for new planting2.7 Explain why planting depth and firming have a significant effect on establishment.

3. Be able to maintain the health of plants outdoors

3.1 Maintain plants in a way which complies with environmental and health and safety legislation and codes of practice.3.2 Identify a range of threats to plant health:

Pests Diseases Disorders Unfavourable conditions Weeds

3.3 Explain the importance of weeding and

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correct disposal processes4 Know how to maintain the health of plants outdoors

4.1 Identify types of mulch for given situations4.2 State how to prune plants using appropriate techniques, according to species, time of year, stage of development4.3 Describe how to recognise signs of damage or threats to plant health and the appropriate method of control4.4 Identify, from given examples, plant problems from signs of damage4.5 State methods of control for the identified plant problems.4.6 State how seasonal weather conditions and soil condition affect plant growth and health4.7 Describe the methods used to maintain/control plant growth.4.8 Explain the relationship between pruning and plant species, to include timing types of material for removal method positioning of cuts.4.9 Describe the annual maintenance requirements for given plants

\

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31

1. Unit Title Environmental and Land- based Business2. Credit Value of Unit 83. Unit Type Mandatory4. Guided Learning hours 405. Assessment type Internal



20



10

Total 40Total 40


7. Unit Introduction To operate effectively, organisations need to perform a wide range of business and administrative tasks. This unit enables the student to gain an understanding of how businesses and organisations fit into the land-based industry. Students will investigate the different types of businesses and organisations in their specialist sector of the environmental and land-based industries, their characteristics and influences. Student will learn how businesses operate within a framework of statutory legislation and codes of practice. Students will look at current trends and issues affecting the industry. Students will also develop skills in performing a range of tasks concerned with finance and banking, marketing and general administration. Students will investigate a range of UK and EU legislation that impacts on their sector and employment within it. 8. Aims of the Unit

In this unit you will:This unit aims to provide learners with an understanding of the principles of business within the environmental and land-based business, and how these can be applied in practice. This unit is primarily aimed at students looking to progress into the sector.


32

Gain an understanding of the structure of a industry within the environmental and land- based sector.

Gain an understanding of the roles of principal organisations within the industry in the environmental and land-based sector.

Know the relevant legislation and codes of practice Understand employment law on the environmental and land- based sector Understand the use of IT software in everyday business operations Understand the purpose and operation of common business tasks Gain an understanding of how to carry out simple administrative tasks

Learning Outcomes1. Know an industry

within the environmental and land-based sector

1.1 Describe the structure of one industry within the environmental and land- based sector covering:

size employment main activities geographical influence economic contribution

1.2 Identify the principal organisations and trade associations related to the industry in the environmental and land-based sector1.3 Explain the roles of principal organisations within an industry in the environmental and land-based sector.

2. Know the relevant legislation and codes of practice within the environmental and land-based sector

2.1 Identify the main UK or European legislation and codes of practice relating to one industry within the environmental and land- based sector.

2.2 Identify current employment law on the environmental and land- based sector.

2.3 Explain the objectives and purpose of important current UK or European legislation for the environmental and land-based industry2.4 Demonstrate how legislation and statutory and representative organisations affect a specified business in the environmental and land-based sector

3. Know common business operations

3.1 Describe how common IT software can be used in everyday business operations.

3.2 Explain the advantages and disadvantages of using IT for common business tasks3.3 Describe the importance of

33

accuracy, security, confidentiality and data back up when

completing business tasks.3.4 State the purpose and operation of common business tasks:

financial banking marketing administrative

4 Be able to carry out simple administrative tasks

4.1 Use appropriate methods to prepare, present, sort and retrieve information.4.2 Explain the purpose of specified administrative and accounting tasks.4.3 Carry out simple accounting and administrative tasks appropriate to the business.






34

1. Unit Title Exploring Planting Techniques2. Credit Value of Unit 83. Unit Type Core4. Guided Learning hours 405. Assessment type Internal



20



10

Total 40Total 40


7. An overview and introduction to the unit

This unit will introduce you to the basic principles of planting techniques and exploring the role of plants and planting in horticulture within landscape design. Furthermore the unit will equip the student with the knowledge to maintain a landscape and planted area as it becomes established. As part of landscape design, having a knowledge and understanding of planting techniques will offer you a deeper appreciation of planting and construction covered in later units. It is important that students, new to the subject, begin to form an appreciation of how planting techniques, ornamental and container planting work and how to maintain and manage the landscaping from prepared plans and the design stage. This unit forms a major aspect of design and supports further units.

8. Aims of the Unit

Students will be able to gain the skills and knowledge of design and construction for landscape design. The unit explores the importance of design layout and growing areas with ornamental planting techniques and the use of containers


Understand the basic physical biological structure of plants, including roots, stems, leaves and flowers.

Understand the basic nutrient uptake and soil conditions.

35

Understand the basic principles of growing pace, heights and spread of plants during the growing season.

Knowledge of plant reproduction, cultivation and pollination. Understanding of pests and disease upon the health of the plant. Understand the importance of health, safety and welfare of plant handling

and site construction.

Learning Outcomes1. Recognise the role of

plants and planting in design.

1.1 Classify plant types and their suitability for specific purposes and horticultural design1.2 Identify basic organs of plants1.3 Describe the main tissues of plants1.4 Identify basic functions of leaves, stems, roots and flowers1.5 Describe the uptake of water and nutrients for growth development and welfare of plants

2. Know how to use containers and growing areas

2.1 Explain the purpose of ornamental containers in horticulture and landscape design.2.2 Demonstrate the use of containers appropriately2.3 Describe the basic process involved in growth development.2.4 State how plants can be reproduced and cultivated in planting schemes

3. Be able to produce design layouts.

3.1.Create design layouts giving reasons for plant selection3.2 Demonstrate the implementation of a design layout3.3 Describe the characteristics of stages of plant growth

4. Know how to use ornamental planting techniques.

4.1 Select and use a range of aids for ornamental planting.4.2 Evaluate the impact of the risk assessment on plant handling and site construction.4.3 Identify the basic process of plant reproduction

5. Be able to maintain a landscaped and planted area.

5.1 Use appropriate techniques and plants to maintain a specific landscape and ornamental area5.2 Identify the basic processes to maintain plant reproduction5.3 Define terms:- Ephemeral, annual, biennial, perennial as they relate to plant lifecyclesIdentify plant species and define terms:-

36

Ephemeral, annual, biennial, perennial as they relate to plant lifecycles






37

1. Unit Title Environmental and Land- based Business2. Credit Value of Unit 83. Unit Type Mandatory4. Guided Learning hours 405. Assessment type Internal



20



10

Total 40Total 40


7. Unit Introduction To operate effectively, organisations need to perform a wide range of business and administrative tasks. This unit enables the student to gain an understanding of how businesses and organisations fit into the land-based industry. Students will investigate the different types of businesses and organisations in their specialist sector of the environmental and land-based industries, their characteristics and influences. Student will learn how businesses operate within a framework of statutory legislation and codes of practice. Students will look at current trends and issues affecting the industry. Students will also develop skills in performing a range of tasks concerned with finance and banking, marketing and general administration. Students will investigate a range of UK and EU legislation that impacts on their sector and employment within it. 8. Aims of the Unit

In this unit you will:This unit aims to provide learners with an understanding of the principles of business within the environmental and land-based business, and how these can be applied in practice. This unit is primarily aimed at students looking to progress into the sector. 9. Indicative Content

Understand what can be studied in environmental and land based studies. Know the different industries in land based and environmental studies. Know careers available in environmental and land-based studies.

38

Know how to access information on routes environmental and land based structures

Be able to access information on routes into environmental and land based structures

Understand skills and knowledge required in a specific environmental or land based career.

Understand personal qualities required in a specific environmental or land based career.

Learning Outcomes1. Know an industry

within the environmental and land-based sector

1.1 Describe the structure of one industry within the environmental and land- based sector covering:

size employment main activities geographical influence economic contribution

1.2 Identify the principal organisations and trade associations within an industry in the environmental and land-based sector1.3 Explain the roles of principal organisations within an industry in the environmental and land-based sector.1.4 Demonstrate how legislation and statutory and representative organisations affect a specified business in the environmental and land-based sector

2. Know the relevant legislation and codes of practice within the environmental and land-based sector

2.1 Identify the main UK or European legislation and codes of practice relating to one industry within the environmental and land- based sector2.2 Identify key requirements of current employment law of the environmental and land- based sector2.3 Explain the objectives and purpose of important current UK or European legislation for the environmental and land-based industry

3. Know common business operations

3.1 Describe how common IT software can be used in everyday business operations.3.2 Explain the advantages and disadvantages of using IT for common business tasks3.3 Describe the importance of accuracy, security, confidentiality and data back up when completing business tasks.3.4 State the purpose and operation of common

39

business tasks financial and banking marketing

administrative tasks4. Be able to carry out

simple administrative tasks

4.1 Use appropriate methods to prepare, present, sort and retrieve information.4.2 Explain the purpose of specified administrative and accounting tasks.4.3 Carry out simple accounting and administrative tasks appropriate to the business.






1. Unit Title Construct Landscape Foundations and 40

Surfaces2. Credit Value of Unit 83. Unit Type Mandatory4. Guided Learning hours 405. Assessment type Internal



20



10

Total 40Total 40


7. Unit Introduction Almost all gardens need basic construction work at some point whether it is levelling a surface for a paved patio or creating a concrete path garden designers are often expected to supervise the work on a build and so must fully understand the principles and practices of hard landscape construction in order to specify and supervise work on site. This unit will enable students to able to prepare a site, excavate and install appropriate foundation layers for hard surfaces and lay both a concrete surface and unit paving.Students will be able to assess the drainage requirements of hard landscape surfaces and will understand how drainage problems may be overcome. Hard landscaping involves a number of hazards for the landscaper, the public and the environment, for example the caustic properties of cement and the dangers surrounding excavations or mixing concrete. Health and safety and environmental protection will be emphasised throughout the unit. Learners will be able to appreciate the consequences of their work and will understand and adopt safe working practices

8. Aims of the UnitIn this unit students will:Gain an understanding of the principles of how to construct landscape foundations and surfaces, and how these can be applied in practice. This unit covers basic hard landscape construction skills. Students will develop the skills needed to interpret a hard landscape plan and transfer this plan to the ground..

9. Indicative Content41

Understand the methods used to transfer information from plans to the ground

Understand the methods used to mark out different shapes Be able to recognise features on a build from scale drawings Be able to prepare sites for landscaping Know how to locate the site and ensure it is safe and secure Understand how to select and use the correct tools and equipment to carry

out the job effectively. Understand the position levels and excavations on the site to marks within

specified tolerances Know how drainage and foundations are installed Be able to lay concrete Be able to install paving.

Learning Outcomes Assessment Criteria1. Be able to transfer

information from plans to the ground

1.1Set out geometric and irregular shapes on the ground from scaled plans, to include right angles and circles1.2 Describe methods of marking out lines and curves onto the ground.1.3 Explain why accurate setting out is important in hard landscape construction.1.4 Assess the accuracy of different methods of setting out from a plan

2. Be able to prepare sites for landscaping

2.1 Set out and establish rectangular areas to a level and a fall.2.2 Explain how the specifications of foundations vary with expected us2.3 Excavate and install foundations for subsequent works

3. Know how drainage and foundations are installed

3.1 Describe methods of locating underground services before excavation3.2 Identify problems that may be encountered when installing drainage3.3 Describe drainage methods, tools and materials3.4 Assess the effectiveness of different drainage method3.5 Describe the required dimensions and methods of installing foundations for paths, patios and driveways, to include shuttering, formation and sub-grades.

42

4 Be able to lay concrete and install paving

4.1 Describe materials used in foundations to include granular fill, geo-membranes, blinding layers and concretes4.2 State the procedures for mixing and laying concrete safely to include site preparation and formwork.4.3 Explain the uses, mixes and finishes of concrete in a range of situations4.4 Describe the advantages and disadvantages of different mixes of concrete.4.5 Describe improvements to a given area of concrete

Be able to install paving 5.1 lay rigid and flexible paving materials safely5.2 Identify problems that may occur when laying paving.5.2 Assess an area of paving with recommendations for improvement.5.3 Describe the advantages and disadvantages of a range of paving materials, bond patterns and edging materials.


43





1. Unit Title Undertake Surveying and Site Appraisal

44




10



10

Total 30Total 30Total notional hours for unit 60

7. Unit Introduction This unit enables the students to undertake site inventory and metric measurements used to carry out simple site surveys using triangulation, running lines and offsets, in order to record site dimensions and shapes and the position of existing trees, plantings, services, access/exit points, features and structures. The student will develop the skills and knowledge to be able to survey an area and collect other data from the site and outside sources. They will also produce scale plans to record the data collected, in preparation for future work.

8. Aims of the UnitIn this unit students will:This unit aims to provide students with an understanding of the principles of surveying and site appraisal, and how these can be applied in practice. This unit is primarily aimed at students within a centre-based setting looking to progress into the sector or to further education and training.

9. Indicative ContentThe student will:

Understand the methods to undertake site inventory and metric measurements

Gain an understanding of the skills and techniques required to carry out linear surveys

Know how to carry out linear surveys Gain an understanding of t carrying out a site appraisal from the site and

outside sources Know how to produce scale plans to record the data collected

45

Know how to draw up accurate simple linear site surveys to scale Understand the practice and process to comply with current legislation and

landscape practice during survey work

Learning Outcomes Assessment Criteria1. Be able to carry out

linear surveys1. 1 Measure and record site details, using triangulation, running lines and offsets1.2. Draw simple, scaled linear site surveys1.3. Comply with legislation during survey work.

2. Know how to carry out linear surveys

2.1. State standard conventions and terms in surveys, landscape plans and drawings2.2. State how to locate underground services 2.3. Describe the orientation of plans2.4. Explain why accurate measuring and recording of data is essential.

3. Be able to carry out a site appraisal

3.1. Collect and record soil data from a site, including texture, structure, pH, water table and drainage3.2. Collect and record the physical aspects of a site, including dimensions, access, aspect and topography3.3. Access data relating to local climate, planning and legal constraints3.4. Record client information including budget, time available for maintenance, existing and potential use

4. Know how to carry out site appraisal

4.1. Explain methods of recording site dimensions4.2. Explain how photographic records help the planning stage4.3. Explain how to set up station points and orientate a survey4.4. State how to comply with legislation during site appraisal activities

46






1. Unit Title Construct Garden Walls

47

2. Credit Value of Unit 83. Unit Type Optional4. Guided Learning hours 405. Assessment type Internal



20



10


7. Unit Introduction This unit aims to provide learners with an understanding of the principles to construct three dimensional structures like garden walls, and how these can be applied in practice. This unit is primarily aimed at students within a centre-based setting looking to progress into the sector or to further education and training. The student will be able to develop the skills and knowledge to construct garden walls safely from bricks and blocks, using a range of brick bonds. The student will be aware of how to deal with weather problems by use of temporary protection of the site, as well as dealing with site-related problems and of how to ensure that courses are maintained and vertical and horizontal planes are retained

8. Aims of the Unit

In this unit students will:The student will be able to develop the skills and knowledge to construct 3 dimensional structures such as garden walls from bricks and blocks, using a range of brick bonds.


Gain an understanding of the methods used to install foundations for walls Understand height and depth of the construction of walls Gain an understanding of the methods used to construct walls using

materials, tools and equipment. Gain an understanding of the building and planning regulations, legislation

and codes of practice relating to health and safety48

Understand how to construct landscape foundations and surfaces Be able to mix mortar by hand and by machine

Learning Outcomes Assessment Criteria1. Know how to install

foundations for walls1.1 Explain how to determine the required dimensions of the foundation for a garden wall 1.2. Describe the problems of working on slopes and how to overcome them1.3. Describe methods of locating underground services prior to excavation

2. Be able to construct garden walls

2.1. Construct brick walls safely using stretcher and at least one other bond2.2 Construct and render block walls safely2.3. Calculate quantities of all resources needed for the construction of walls.

3. Know how to construct garden walls

3.1 Describe a range of materials, construction and finishing methods for free standing and retaining walls3.2 Describe common problems when constructing walls and how to overcome them 3.3 Describe a range of brick bonds suitable for garden walls3.4 Describe current landscape practices and legislation associated with the construction of garden walls.


49





1. Unit Title Contribute to Fruit Production by Organic Methods

50




10



10


7. Unit Introduction This unit is for students to gain the skills and knowledge of fruit production. Student will look at the process and procedures of single and double digging and the reasons and benefits of such techniques including the ‘no dig’ technique of production. Students will be able to carry out planting, maintenance, pruning, training and support techniques, including assessing pruning requirements for bush and cane. Students will learn about the seasons and the correct time of year and the appropriate weather conditions in which to carry out the tasks and the importance of removing and disposing appropriately all debris/arising. Students will learn the methods and processes for producing soft fruit crops in order to be able to grow a range of soft fruit by organic methods. Students will know about weed control, mulching, irrigation, feeding, training and tying in as appropriate, including harvesting and storage requirements. It is also important for students to identify common pests and diseases together with control methodsStudents will be able to describe formative and routine pruning of unrestricted and restricted forms such as; standard, spindle bush, cordons, espaliers, fan trained and step over. Students will be able to review the range of rootstocks available and explain the selection of top fruit cultivars to ensure pollination, compatibility, fertilisation and succession of harvest. An important aspect of this unit is to gain an understanding the procedures of purchase and site preparation, suitable site and climate, maintenance pruning and timing, harvesting and storage, pest diseases of specific crops.They must be able to define term such as ‘top fruit’ and provide examples and describe maintenance techniques to include checking tree supports and ties, weed control, mulching, irrigation, feeding, pruning/training, including shape and framework to be encouraged.

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8. Aims of the Unit

In this unit students will:This unit aims to provide students with an understanding of the principles of fruit production by organic methods, and how these can be applied in practice. This unit is primarily aimed at students within a centre- based setting looking to progress into the sector or to further education and training. Students will develop the skills and knowledge to be able to grow fruit crops by organic growing methods.


• Gain an understanding of the preparation processes for .planting at correct depth and spacing

• Understand how to carry out by hand and be able to describe organic ground preparation techniques

• Know how to select suitable hand tools and equipment• Gain and understanding of the methods and procedures for the care of soft

fruit including pruning of cane and bush fruit.• Demonstrate how to plant a light standard tree either container grown or

bare root. • Gain an understanding of the reasons for pruning, timings and techniques to

encourage.• Understand the methods used to discourage vegetative growth and to

encourage fruit bud formation. • Gain an understanding of the importance of thinning out fruitlets by hand.• Be able to define the term ‘top fruit’ with examples and maintenance to

include checking tree supports and ties• Be able to explain the purchasing of plant material and site preparation.

• Explain the use and selection of top fruit cultivars to ensure pollination compatibility, effective fertilisation and succession of harvest

Learning Outcomes Assessment Criteria1. Be able to grow soft

fruit crops organically1.1 Prepare ground by organic methods1.2 Plant cane fruit and strawberry runners1.3 Prune cane and bush fruits1.4 Provide support for and train soft fruit crops

2. Understand the requirements of soft fruit crops

2.1Review the soft fruit crops grown in the UK• cane fruit, bush fruit and strawberries• methods of plant raising• maintenance and pruning• support and training• pests and diseases of specific crops

2.2 Explain the purpose of certified fruit stocks

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2.3 Describe the harvesting and storage requirements of soft fruit crops

3. Be able to grow top fruit crops

1.1 Plant a light standard tree1.2. Winter prune an apple tree1.3. Thin out fruitlets

4. Understand the selection and production of top fruit crops

4.1 Review the top fruit crops grown in the UK • apples, pears, plums and cherries• purchase and site preparation• suitable site and climate• maintenance and pruning• harvesting and storage• pests and diseases of specific crops4.2 Describe the formative and routine pruning and training of restricted and unrestricted top fruit growth forms4.3 Review the rootstocks available for apples, pears, plums and cherries and the affects of the rootstock on the subsequent plant4.4 Explain the selection of top fruit cultivars to ensure pollination compatibility, effective fertilisation and succession of harvest.


53





1. Unit Title Identification and Control of Plant Problems in the Land-based Sector

54




20



10


7. Unit Introduction This unit aims to provide students with an understanding of the principles of identification and control of plant problems in the land-based sector, and how these can be applied in practice. Students will gain an understanding of a range of general signs and symptoms of pests, diseases and disorders, together with a more detailed identification of specific problems. Students will cover general details of incomplete metamorphosis and the production of horticulture including glasshouse whitefly. The classification of pests and diseases will be discuss as part of the process. Students will learn the correct biological names of the classes such as those of the insects, pests and diseases. This unit looks at the principles of cultural and chemical controls for turf pests and diseases. Students will have the opportunity to use cultural and physical methods of control and to practise techniques for the application of chemicals with simulated chemical and clean equipment. All tasks must be undertaken in a safe manner with all appropriate PPE being worn. Students must demonstrate knowledge of the requirements for the health and safety including the relevant legislation and regulation reports.

8. Aims of the Unit

In this unit students will:

Students will be aware of the range of pests, diseases, disorders and weeds in a given land-based situation. They will develop skill in the recognition and diagnosis of plant problems and knowledge of the habit, life cycles of pests and the environmental factors that favour their development. 9. Indicative ContentThe student will:

55

• Gain an understanding of the principles of identification and control of plant problems in the land-based sector.

• Gain an understanding of a range of general signs and symptoms of pests, diseases and disorders.

• Know the classification of pests and diseases.• Understand the principles of cultural and chemical controls for turf pests and

diseases.• Understand the procedures in carrying out an environmental assessment of a

given site to incorporate potential for damage to occur during works.

Learning Outcomes Assessment Criteria1. Know common plant pests, diseases and disorders in a land-based situation

1.1 Identify the signs of and damage caused by common plant pests and diseases1.2 Explain the classification of plant pests and diseases1.3 Describe the life cycles of typical groups of plant pests and diseases1.4 Recognise environmental and nutritional disorders in plants and cultural solutions to the problems.

2. Understand how to deal with plant pests and diseases

2.1 Select appropriate cultural, chemical or biological control measures for named pests and diseases2.2 Describe how an environmental assessment is carried out2.3 Select appropriate equipment for the application of chemicals for specific purposes 4. 2.4 List the main requirements of COSHH in relation to chemical use.

3. Assess the requirement for weed control in a crop, planted area or turf

3.1 Identify the type and species of weeds in a given area and select appropriate control measures3.2 Carry out cultural control of weeds3.3 Describe damage caused by ephemeral, annual, perennial weeds and their means of spread3.4 Describe environmental requirements for weed emergence and growth.

4. Be able to deal with pests, diseases and disorder

4.1 Carry out cultural or physical control of pests and diseases4.2 Demonstrate the calibration and use of a knapsack sprayer4.3 Carry out cultural operations to deal with disorders4.4 Carry out a simple environmental assessment

56






1. Unit Title Introduction to Plant Nomenclature,

57

Terminology and Identification2. Credit Value of Unit 53. Unit Type Optional4. Guided Learning hours 305. Assessment type Internal



20



10


7. Unit Introduction The students will be required to investigate working principles of the range of engine types that power land-based vehicles and machines. It is essential that the students understands the limitations of engine types and why manufacturers designate their use to different purpose. The students should be encouraged to develop understanding of topical issues regarding available fuel types, environmental pollution and running costs. The emphasis of this unit is directed to safe working practices, care of machines, tools and work areas. The students should be encouraged to plan for unscheduled maintenance tasks. Due to the complexity of land-based vehicles and machines it is essential that students understand that maintenance of machines and vehicles must be carried out to manufacturers recommendations and that service documentation should be available and accurately followed when performing task

Students will learn how to carry out risk assessments and put appropriate control measures in place before completing the practical activities. It is anticipated that delivery of this outcome will be predominantly practical. Students will gain practical experiences of carrying out pre-start checks. An important aspect for the student is knowing current legislation and safe working practices and be encouraged to adopt a clean, tidy and methodical approach to work ethic. The importance of accurate completion of maintenance and work records must be covered. Throughout the unit the emphasis will be on safe, legal practices, working to manufacturers’ recommended procedures and attention to detail when recording information.

8. Aims of the Unit58

In this unit students will:This unit is designed to provide students with knowledge and understanding of basic working principles of Land-based powered equipment, requirements for regular service, maintenance and repair and safe practical experiences while undertaking maintenance tasks.


• Understand the maintenance work on engines and powered machines. • Investigate working principles of the range of engine types that power land-

based vehicles and machines• Understand the limitations of engine types and why manufacturers designate

their use to different purpose• Understand the safe working practices, care of machines, tools and work

areas.• Know how to carry out risk assessments and put appropriate control

measures in place before completing the practical activities.• Know current legislation and safe working practices• Be able to adopt a clean, tidy and methodical approach to work ethic. • Gain an understanding of the importance of accurate completion of

maintenance and work records.

Learning Outcomes Assessment Criteria1. Know the working

principles of combustion engines

1.1 Describe the uses of combustion engines on a range of machines within a land-based industry1.2. Describe the working cycles of 2 stroke and 4 stroke engines1.3. State the functions of component parts of a combustion engine1.4. Describe methods of transmitting drive from engines to the working parts of machines

2. Know the maintenance requirements of machines

2.1. Describe common hazards associated with machine use and maintenance2.2. State the purpose of common workshop tools

3. Be able to maintain engines on land-based machines

3.1. Carry out a risk assessment for machine maintenance activities3.2. Carry out pre-start checks and starting procedures on machines

59






1. Unit Title Introduction to Plant Nomenclature,

60

Terminology and Identification2. Credit Value of Unit 53. Unit Type Optional4. Guided Learning hours 305. Assessment type Internal



20



10


7. Unit Introduction The aim of this unit is to provide the students with the knowledge and skills required to identify and botanically name a range of plants using the correct terminology and format. This will also include scientific names which are used as an international language and not colloquial common names which vary from locality to locality and country to country. Students will also gain an understanding of the reason why plants are sometimes reclassified Students will be able to identify and demonstrate the characteristics of the plant cycles in order to aid plant identification. Students will need to be able to explain how plants characteristics, plant anatomy and morphology aid identification. This will be partially demonstrated by the students undertaking plant identification tests. Visits to suitable gardens would also be part of the learning process, as it is essential that students see plants growing and not only specimens. Where plant specimens are used in the classroom, they should be exhibiting typical characteristics of the plant

8. Aims of the Unit


This unit aims to provide students with an understanding of the principles of plant nomenclature, terminology and identification and how these can be applied in practice. This unit is primarily aimed at students within a centre-based setting looking to progress into the sector

61


• Gain an understanding of the knowledge and skills required to identify and botanically name a range of plants using the correct terminology.

• Gain an understanding of the reason why plants are sometimes reclassified.• To undertake site visits• Gain an understanding of terms such as monocotyledons/dicotyledons,

woody evergreen/deciduous plants; hardy/half hardy/tender, annuals, ephemeral, biennials, herbaceous perennials, woody perennials

• Know the characteristics of the plant cycles • Know how to carry out identification tests.• Understand how to maintain health and safety when working with plant

material. • To know current legislation and codes of practice principles.• To know how to address the need to minimise environmental damage when

planting, lifting, pruning, removing material, irrigating, transporting and applying fertilisers and insecticides/herbicides

Learning Outcomes Assessment Criteria1. Understand the terminology used in naming plants

1.1 Define the terms family, genus, species cultivar, variety and hybrid, using the bi-nomial system1.2. Explain the purpose and importance of botanical names and discuss why botanical names are reclassified1.3. Explain how descriptive botanical names can aid identification, e.g. nana and pendula1.4. Define the terms relating to plants characteristics1.5. Define terms relating to plant life-cycles relating to this area.

2. Understand how the parts of plants can aid identification

2.1. Explain how a plant’s characteristics aid identification2.2. Explain how plant anatomy and plant morphology aid identification

3. Identify and name plants using botanical names

3.1. Identify and botanically name a range of plants appropriate to their industry sector3.2. Use the correct format when writing botanical names3.3. Use the plant’s characteristics to aid identification3.4. Use a range of reference material to aid identification of plants

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4. Be able to work safely and minimise environmental damage

4.1. Work in a way which maintains health and safety and is consistent with current legislation, codes of practice and any other requirements






1. Unit Title Introduction to Plant Selection2. Credit Value of Unit 5

63

3. Unit Type Optional4. Guided Learning hours 305. Assessment type Internal



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This unit covers the principles of plant selection as determined by site and soil characteristics. It can be applied to any area of horticulture, turf and. For example, selection of plants for a mixed border in a garden, seasonal bedding, selection of seed or turf for a sports or amenity area or selection of native species for an area of woodland. Formal learning of developing an understanding of the principles behind plant selection and suitability is required to support this unit. Therefore site visits to relevant locations and plant suppliers are an important part of this unit. Students will demonstrate their knowledge of the aesthetic features of plants and their functional characteristics.

Students will learn to recognise the differing categories of plants and their appropriateness for use in specific areas and purposes. Students will be able to produce a range of specific seeds mixes/turf mixtures for a variety of situations typically encountered such as sports turf, amenity grassland, shade tolerant and give a clear indication that the amounts of seed or turf required for each purpose is understood. In taking into consideration specific sites or borders students will gain the opportunity to select plants to meet given site characteristics and purposes and outline the need of those plants. The relevant legislation and regulations must be demonstrated throughout this unit. It is also important that the students are aware of environmental issue that may be raised as a consequence of the design and development of a site.

8. Aims of the Unit

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This unit aims to provide students with an understanding of the principles of plant selection, and how these can be applied in practice


• Gain an understanding of plant selection as determined by site and soil characteristics.

• Gain an understanding of the aesthetic features of plants and their functional characteristics.

• Understand the differing categories of plants and their appropriateness for use in specific areas and purposes

• Know how to produce simple planting plans drawn to scale.• Know how to produce a range of specific seeds mixes/turf mixtures for a

variety of situations.• Gain an understanding of how to select plants to meet given site

characteristics and purposes and outline the need of those plants• Know relevant legislation and regulations.• Understand environmental issue that may be raised as part of the site

development process.

Learning Outcomes Assessment Criteria1. Know the characteristics and uses of plants

1.1 Describe the aesthetic characteristics of plants1.2. Describe the functional characteristics of plants1.3. State the requirements of specific plants in order for them to thrive1.4. State categories of plants and their appropriateness for specific purposes

2. Be able to select plants for specific uses and locations

2.1. Specify plants appropriately to meet site characteristics2.2 Specify plants appropriately to meet the required function or aesthetic purpose2.3. Specify the establishment needs of selected plants2.4. Produce simple plans for specific groups of plants

3. Understand the establishment and maintenance needs of plants

3.1. Describe the establishment needs of specific plants3.2. Describe the routine maintenance needs of specific plants3.3.State the legislative and environmental issues

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relating to the use of specific plants or plant groups3.4. Describe the problems associated with the use of specific plant groups and how these can be minimised






1. Unit Title Understand the Principles of Garden History2. Credit Value of Unit 103. Unit Type Optional

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4. Guided Learning hours 605. Assessment type Internal



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7. Unit Introduction This unit enables students to develop knowledge of garden history from early eastern influences, through medieval, early formal, landscape, Victorian to 20th and 21st century gardens. It also includes the plant hunters who brought exotic plant introductions from outside the UK. Students will need to gain an understanding of the principles of garden history. Students will be expected to carry out site visits to relevant locations. Student will be able to investigate the terms and characteristics that influence gardens and styles from ancient civilisations to early European gardens. Students will also explore the work of artists and designers who have influenced the landscape design styles from history and in the present age. Students will also be able to explore the development of the gardenesque design style and the picturesque style movement. This will enable students to address contributions of designers such as John Loudon who is credited with its introduction.Students will learn how the garden styles have developed in tandem with plant introductions from other countries. Students will also engage with the work of major plant hunters. As part of the learning process students will look at conservation and the impact that this has had on external public places.

8. Aims of the Unit


This unit aims to provide students with an understanding of the principles of garden history, and how these can be applied in practice. The student will be able to develop knowledge of the changes in styles and fashion of gardens through history and the social, political and artistic factors that have influenced them. Also explored is the work of the plant hunters in making plants available to gardeners and designers and the environmental role of present day plant hunters.

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• Gain an understanding of garden history from early eastern influences, through medieval, early formal, landscape, Victorian to 20th and 21st century gardens.

• Gain an understanding of the plant hunters who brought exotic plant introductions from outside the UK.

• Gain an understanding of the principles of garden history.• Be able to carry out site visits to relevant locations.• Understand the terms and characteristics that influence gardens and styles

from ancient civilisations to early European gardens.• Understand the process of gardenesque design style and the picturesque style

movement.• Gain an understanding of how the garden styles have developed in tandem

with plant introductions from countries around the world.• Be expected to carry out site visits.• Know the work of artists and designers who have had major influences of

garden and landscape styles.• Gain an understanding of the work of major plant hunters.

Learning Outcomes Assessment Criteria1. Know the characteristics and influences of gardens from ancient civilisations to early European gardens

1.1 Describe the characteristics of the gardens of ancient civilisations1.2 State the characteristics and uses of medieval and early formal gardens through to late 17th early 18th Centuries

2. Know the characteristics and influences of 18th century gardens

2.. Describe the development of the early English landscape style2.2 Compare the design styles of

• Charles Bridgeman,• William Kent,• Lancelot Brown• Humphry Repton

3. Know the characteristics and influences of 19th century gardens

3.1 Describe the development of the Gardenesque movement and the work of John Loudon3.2 Describe the political and social climate that fostered the introduction of public parks and arboreta3.3 Describe the styles of the Victorian period design

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4. Understand 20th century design styles

4.1Review the work of significant designers and styles of the early 20th century including

• Gertrude Jekyll• EdwynLutyens

4.2Describe the introduction of• rock gardens,• woodland gardens,• Japanese gardens and the concept of the

garden of rooms5. Understand garden history in the present day context

5.1 Explain how garden styles have developed in tandem with plant introductions from other countries• major plant hunters• areas of exploration• significant plants introduced5.2. Review the systems and organisations concerned with the conservation of historic parks and gardens


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1. Unit Title Understand the Principles of Organic Horticulture

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This unit covers the principles of sustainability in horticulture enabling the student to identify and discuss the adverse and advantageous impacts of horticulture on the environment and on modern society. This unit covers the use of non-renewable resources, and the need for waste management. This also includes areas such as seasonal and non-seasonal produce, food processing, transportation of goods, packaging, employment opportunities and the role of sell by dates.

Students will be able to identify the habitats that exist in the wider landscape, together with demonstrating the ability to recognise re-create appropriate habitats within the garden. Students will gain an understanding of maintaining a diverse ecology and state ways of attracting vertebrates and invertebrates into the garden including plant selection, habitat size and the use wildlife corridors and micro-climate. Students explore the ecological principles and how they relate to the garden. They will also gain skills in how to differentiate between local climates and micro-climates, describing how they may affect plant growth and recognising how the plants have adapted to successfully grow in stressful environments. This will include identifying and recognising the adaptations of leaves, stems, roots, flowers, fruit and seeds. Students will further investigate the process of succession in plant communities and the inter-relationship of species within horticulture. This unit will also enable the student to gain knowledge of the main characteristics of the permaculture movement, the bio-dynamic movement and Agroforestry.

8. Aims of the Unit

In this unit students will:71

This unit enables the students to gain an understanding of the principles of organic horticulture, and how these can be applied in practice. The students will be able to describe the requirements, standards, principles and philosophy relating to organic growing methods for the region.


• Understand the principles of sustainability and ecology and relate them to growing in horticultural systems.

• Be able to develop an awareness and knowledge of how they may be applied in practice.

• Know how to identify adverse and advantageous impacts of horticulture on the environment and on modern society.

• Understand the need for waste management. • Understand the importance of seasonal and non-seasonal produce, food

processing, transportation of goods, packaging, employment opportunities and the role of sell by dates.

• Gain an understanding of habitats that exist in the wider landscape• Gain an understanding of the ecological principles and how they relate to the

garden. • Know how to differentiate between local climates and micro-climates,

describing how they may affect plant growth.• Gain an understanding of the main characteristics of the permaculture

movement, the bio-dynamic movement and Agroforestry.

Learning Outcomes Assessment Criteria1. Know the organisations and standards relating to organic growing

1.1 List the organisations that define standards of organic production nationally and internationally1.2. List the certification bodies that ensure organic standards are met1.3. State the roles of Garden Organics within the organic movement

2. Know the principles of organic growing

2.1. State the underlying principles of organic growing2.2 Describe the conversion of a site to organic growing2.3. Describe the principles of pest, disease and weed management2.4. State how to comply with the legislation and codes of practice relevant to organic horticulture

3. Know the selection and 3.1. Understand the principles of sustainability

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use of resources in organic growing

in horticulture3.2. Know the opportunities for habitat creation 3.3. Understand ecological principles within horticulture3.4. Know systems related to organic growing

4. Know the systems related to organic growing

4.1. Discuss the impacts of horticulture on the environment4.2. Discuss the impacts on society of horticulture and modern marketing practices 4.3. Review alternative sources of energy and water4.4. Describe the outlets for organic produce and their benefits to the environment and society






Foundation Diploma

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1. Unit Title Assess Health and Safety Risks2. Credit Value of Unit 153. Unit Type Core4. Guided Learning hours 605. Assessment type Internal



80



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Health and safety in the work place is an importance aspect of the landscape design. This unit enables student to gain an understanding of the working conditions of both employees and employers. This enables to look at the people who may be at risk and the consequences for the organisation. It is important for the student to learn about the responsibilities of employers and employees especially with regards to current legislation within the built environment. The impact for the students is to gain the knowledge of making the right choices when selecting and implementing the control measures for a given workplace situation Student also need to understand how to reduce risks and meet legal requirements, using workplace health and safety policies. These include skills for identifying hazards and risks; carrying out risk analysis; recording and analysing data; communication skills in recording and using information.

8. Aims of the UnitIn this unit you will:The aim of the unit is to introduce the importance of health and safety in the workplace/business environment. It is concerned with the application of risk assessments in relation to hazards, imparting information, advice and guidance, statutory regulations, roles and responsibilities associated with working in a public environment/design industry.


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Understand the responsibilities of employers and employees under current. Know the legal duties of employees and employers health, safety and

welfare legislation relevant to the construction and built environment sector Know how to undertake risk assessments using appropriate principles and

formats Gain an understanding of the importance of highlighting hazards in a given

situation. Gain an understanding of the possible consequences for the people in organisations

Gain an understanding of the principles of risk assessment

Learning Outcomes Assessment Criteria1 Know the responsibilities of employers and employees under current health, safety and welfare legislation

1.1 Examine the roles and responsibilities of employee’s assigned specific health and safety duties at work.1.2 Examine the legal duties of employees and employers in relation to three pieces of health, safety and welfare legislation relevant to landscape design

2 Know how to undertake risk assessments using appropriate principles and formats

2.1 Explain the importance of highlighting hazards in a given workplace situation.2.2 Describe the people who may be at risk, and the possible consequences for the organisation2.3 Describe the main principles and features of a typical risk assessment for a given workplace situation

3. Understand the control measures used to reduce risk and meet legal requirements

3.1 Select control measures for a given workplace situation to reduce risks and meet legal requirements, using workplace health and safety policies

4. Know their own role in accident recording and reporting procedures.

4.1 Assess the role of the individual in accident recording and reporting procedures


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1. Unit Title Conceptual Design for Landscape Design2. Credit Value of Unit 15

76




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The focus of this unit is for the students to know the processes of working safely and understand the importance of complying with health and safety. As part of the statutory regulations students will need to know and understand the relevant regulations and directives and guidelines. Students. A practical based unit which will enable the student to produce conceptual designs. Students will evaluate the conceptual designs against established criteria in order to gain an awareness of customer’s requirements.

8. Aims of the UnitIn this unit you will:

This unit will enable the students to produce conceptual designs. The student will also work to specific specifications in order to support the customer requirements and evaluate their findings.


Gain the understanding of systematic approach for the process of evaluation. Know how to gather information from the customer to support the design

specification for the new product. Understand how to establish the technologies required for the design

process. Produce conceptual designs using each of the identified technologies Know the methods used to evaluate the conceptual design process Develop a strategy to compare data of the design performance processes

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Know how to develop a strategy to minimise risks

Learning Outcomes Assessment Criteria1. Produce and evaluate

conceptual design options for new landscape design/s concepts/ideas

1.1 Work safely at all times, complying with health and safety and other relevant regulations/directives and guidelines1.2 Carry out all of the following activities in producing and evaluating conceptual designs:

produce the conceptual design options identify the criteria to be used to evaluate

each of the conceptual designs evaluate each conceptual design against

the established criteria identify the designs that are most effective

at meeting the customer’s requirements identify any risks, and produce a

contingency strategy for minimising them

1.3 Evaluate design such as concepts for two of the following:

materials (metals, chemicals, plastics, ceramics, composites)

electrical components software programs electronic components mechanical components integrated technologies fabricated/welded brick cement

other (specify)1.4 Apply a systematic approach to the evaluation process1.5 Obtain all customer requirements and the design specification for the new product1.6 Establish all the technologies to be considered as part of the design1.7 Produce conceptual designs using each of the identified technologies

1.8 Identify the criteria to be used to evaluate each of the conceptual designs from the customer requirements, and evaluate using at least one of

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the following: strengths, weaknesses, opportunities and

threats (SWOT) analysis force field analysis critical success factor/process matrix design failure mode & effects analysis

(DFMEA) weighted selection tree diagram attribute analysis fishbone diagram relationship diagram paired comparison mind map technology/state-of-the-art analysis

other (specify)1.9 Evaluate each conceptual design against the established criteria, and identify the designs that are most effective at meeting the customer’s requirements1.10 Compare results and design performance from similar design exercises, and identify any lessons learned1.11 Identify any perceived risks, and produce a contingency strategy for minimising themTo include all of the following:

embedded technology innovative technology security of supply lack of performance environmental constraints interfacing components/technologies hazardous processes hazardous material hazardous emissions

other specific1.12 Record and present the results of the evaluation to the appropriate people, according to agreed procedures

2. Understand how to present your landscape design/s concepts/ideas

2.1 Present your design concepts to a target audience and client2.2 Summarise your journey through the development of your ideas

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1. Unit Title Introduction to Design and Research Skills2. Credit Value of Unit 15

80

3. Unit Type Core4. Guided Learning hours 605. Assessment type Internal



80



4


7. Unit Introduction This unit focuses on students developing skills and knowledge on methods to apply skills in research. It important for the students to understand the different styles of worship. Students will be able to compare a range of primary and secondary research sources. As part of research students will learn how to record information in order to support the development of ideas for creative activities. Students will also evaluate the effectiveness of research tools to continue to develop their design ideas.

8. Aims of the UnitIn this unit you will:Be able to learn about the skills and techniques involved with the process and practices of research. Students will also gain an understanding of the theories and practice of collecting information in order to inform the development of ideas for creative activities


Gain an understanding of the skills used to apply research Understand primary and secondary research sources in order to compare

finings for design development. Understand the methods and technologies used to record and interpret

information for the development of design ideas. Evaluate the methods and skills used to develop ideas for creative activities Be able to use research tools, methods and skills to inform ideas for creative

activities

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Learning Outcomes Assessment Criteria1. Understand research

tools, methods and skills

1.1 Critically compare a range of research tools, methods and skills

2. Understand primary and secondary research sources

2.1 Critically compare a range of primary and secondary research sources

3. Be able to use research tools, methods and skills to inform ideas for creative activities

3.1 Apply research tools, methods and skills to record and interpret information and develop ideas for creative activities3.2 Evaluate the effectiveness of research tools, methods and skills to develop ideas for creative activities






1. Unit Title Sustainability in landscape design2. Credit Value of Unit 153. Unit Type Core

82




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This unit enables students to gain an understanding of the methods and processes used for sustainable landscape techniques. It is important that student know the features of the natural environment in order to support the development of the construction project. This unit will enable the student to address these features at the planning stages of the project. Students need to be fully aware of the region including areas such as soil mass and density in order to inform them of the possible pollution that can occur as a result of the construction project. Therefore students will gain an understanding of different forms of global pollution that can arise from design projects. They will also learn about different forms of local pollution arising from landscape design projects and how this may harm the local environment. A large emphasis of this unit will address key methods of protecting the environment from the impact of constructing land environment sector. Students will engage in exploring important features of the natural environment that need to be protected and understand through practical investigations how the activities of the design sector impact on the natural environment. This will also include the students studying whether their design and construction ideas are fit for purpose.

8. Aims of the Unit

In this unit you will:This unit enables students to. This will also enable students to gain an understanding of different forms of local and global pollution that can arise from design projects, inclusive of the protective measures used to support design for landscape activities.


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Gain an understanding of the methods and processes used for sustainable construction techniques.

Understand the features of the natural environment Consider the features of the natural environment at the planning stage of a

construction project Gain an understanding of different forms of local and global pollution

arising from design projects. Know the methods used to protect the natural environment from the impact

of the construction industry. Know the important features of the natural environment that need to be

protected. Understand how the activities within the design development can have an

impact on the natural environment. Gain an understanding of how the natural environment can be protected

against the activities of the construction industry. Understand sustainable construction techniques that are fit for purpose

Learning Outcomes Assessment Criteria1. Know the important features of the natural environment that need to be protected

1.1 describe six different features of the natural environment that must be considered at the planning stage of a landscape project

2.Understand how the activities of the design sector impact on the natural environment

2.1 explain four different forms of global pollution arising from design projects2.2 explain how four different forms of local pollution arising from landscape projects may harm the local environment

3.Understand how the natural environment can be protected against the activities of the landscape industry

3.1explain four key methods used to protect the natural environment from the impact of the landscape and construction sector

4. Understand sustainable construction techniques that are fit for purpose

4.1 explain three different, fit-for-purpose sustainable landscape techniques


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1. Unit Title Colour Theory and Practice2. Credit Value of Unit 153. Unit Type Core4. Guided Learning hours 605. Assessment type Internal

6. Breakdown of Notional Learning HoursStaff – Student Contact Independent Study Hours

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Classes(e.g. lectures, seminars and supervised group activity)


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4


7. Unit Introduction This unit enables the student to explore the effect of colour on perceptions of images and products for the design of construction ideas. Students will explore the idea of symbolism within different cultures and societies and how choices of colour can change environments such as the effects of mood and safety. It is also important that students understand the existing approaches to the use of colour in order to appreciate the dynamic changes and influences it has within the concept of design for landscapes. Students will experiment with colour techniques and processes such as the use of colour to convey status and the differing perceptions of harmonic, complementary and clashing colours. Students will further develop their appreciation for colour qualities through the exploration of applying appropriate colour schemes in order to match specific design intentions both objectively and subjectively.

8. Aims of the UnitIn this unit you will:This unit enables the student to explore the effect of colour on perceptions of images and products for the design of construction ideas Students will experiment with colour techniques and processes in order to understand the qualities of colour for the design of landscapes.


Gain an understanding of the effect of colour on perceptions of land space, images and products for the design of landscapes

Gain an understanding of the existing approaches to the use of colour Gain an understanding of the use of colour in different cultures and societies

and how choices of colour can change environments Gain an appreciation for the use of colour within design Understand the impact of using different colour schemes to match specific

design intentions

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Learning Outcomes Assessment Criteria

1. Understand existing approaches to the use of colour

1.1 Evaluate a minimum of six examples of the use colour by artists and/or designers to determine 1.2 Describe the relationship between the approach of the artists/ designers to final applications, formats and outcomes1.3 Assess the potential to employ similar approaches in own work1.4 Describe colours in different colour spaces, such as RGB, (Red, Green and Blue) CMYK, (cyan, magenta, yellow, and key (black} hexadecimal notation, and pantone system1.5 Describe the following:

Differences between colour management in screen, print and film based devices

Principles of human colour vision, including cone and rod light receptors

Wavelength principle of colour differentiation and the visual light spectrum

Human colour perception versus that of film or digital media

2. Understand the effects of colour on the subjective perception of design outcomes

2.1 Explore the effect of colour on perceptions of images and products to include at least four of the following:

Uses of colour to convey status Perceptions of utility as affected by

colour coding (signalling purpose / safety etc)

Symbolism of colour in different societies/cultures

Uses of colour to effect mood Differing perceptions of harmonic,

complementary and clashing colours Colour forecasting

3. Be able to experiment with colour techniques and processes

3.1Experiment with colour techniques and processes to include:

Colour harmonies based on the colour wheel

Colour value and saturation to create moods

Colour mixing with light Colour mixing with pigment Mood-boards Colour-ways Accessorising Optical colour filters/gels Digital colour manipulation

4 Be able to use a range of 4.1 Select and apply appropriate colour






1. Unit Title Mathematics2. Credit Value of Unit 153. Unit Type Core4. Guided Learning hours 605. Assessment type Internal



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4

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The main focus of this unit to look at how mathematical techniques and methods are carried out to support the work of landscape design. Students will be able to gain underpinning knowledge of the processes used to calculate and manipulate formulae. Students will be introduced further to the methods and techniques applied for algebraic expressions and equations. To support the learning process student will be expected to know and use the main functions of a scientific calculator to perform mathematical technical calculations. As part of this process, students will learn how to select and apply mathematical techniques correctly to solve practical construction problems involving perimeters, areas and volumes. The graphical methods taught in this unit is to demonstrate methods for solving linear and quadratic equations. Students must also not forget the importance of also using algebraic methods to solve quadratic simultaneous linear equations.

Alternative mathematical methods are demonstrated in order to further enable the student to use a range of appropriate judgements in any given situation. This may include areas such as applying geometric and trigonometric techniques correctly to solve practical construction problems or applying appropriate algebraic methods to find lengths, angles, areas and volumes for a 2D and 3D complex construction industry-related problem.

8. Aims of the UnitIn this unit you will:Students will be able to use mathematical techniques and methods to support the work of the construction industry. Students will be able to know and use the main functions of a scientific calculator to perform mathematical technical calculations


In this unit you will: Gain an understanding of how to use mathematical techniques and methods

to support the work for landscape design. know how to use the main functions of a scientific calculator to perform

mathematical technical calculations Know the processes used to calculate and manipulate formulae.

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Gain an understanding of the methods and techniques applied for algebraic expressions and equations.

Know the methods and techniques used to solve practical landscape problems involving perimeters, areas and volumes.

Gain an understanding of how to apply graphical methods for solving linear and quadratic equations.

Gain an understanding of using alternative mathematical methods for making a range of appropriate judgements for the design of 2D and 3D structure.

Know how to apply geometric and trigonometric techniques correctly to solve practical landscape challenges

Know how to apply appropriate algebraic methods to find lengths, angles, areas and volumes for a 2D and 3D structures.

Learning Outcomes Assessment Criteria1. Be able to use basic

underpinning mathematical techniques and methods to manipulate and/or solve formulae, equations and algebraic expressions

1.1 Use the main functions of a scientific calculator to perform mathematical technical calculations1.2 Use standard mathematical techniques to simplify expressions and solve problems using linear formulae

2. Be able to select and apply mathematical techniques correctly to solve practical construction problems involving perimeters, areas and volumes

2.1Outline and use graphical methods to solve linear and quadratic equations2.2 Use mathematical techniques to solve construction problems associated with simple perimeters, areas and volumes2.3 Use algebraic methods to solve linear, quadratic simultaneous linear and quadratic equations2.4 Carry out checks on calculations using relevant alternative mathematical methods, making appropriate judgements on the outcome

3. Be able to select and apply geometric and trigonometric techniques correctly to solve practical landscape design challenges.

3.1 Apply appropriate algebraic methods to find lengths, angles, areas and volumes for one 2D and one 3D complex landscape design challenges.3.2 Use trigonometric techniques to solve simple 2D landscape design challenges.

4. Be able to select and apply graphical and

4.1 Demonstrate an understanding of the limitations of certain solutions in terms of

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statistical techniques correctly to solve practical construction problems.

accuracy, approximations and rounding error4.2 Use trigonometric techniques to solve simple 2D landscape design challenges.4.3 Use geometric techniques to solve simple construction problems






1. Unit Title Apply Health and Safety and Environmental Legislation and Working Practices


6. Breakdown of Notional Learning HoursStaff – Student Contact Independent Study Hours

91



80



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7. Unit Introduction In this unit you will:

1 This unit is to support students in developing an understanding of organisational health and safety and environmental procedures. Students will examine organisational policies and address strategies for reporting hazards. Relevant health and safety guidelines will also be addressed in accordance with organisational procedures for the safe use and maintenance of tools, plant, materials and equipment. Students will be able to know safe working practices such as gathering the relevant information to prepare and carry out risk assessments. Students will also undergo a range of assessment processes. They will assess own working practices and working environment for hazards which could cause serious harm, including the handling of potentially hazardous materials, tools and equipment.

8. Aims of the UnitIn this unit you will:The students will be able to carry out organisational health and safety and environmental procedures. Students will also be able to assess own working practices and working environment for hazards which could cause serious harm, including the handling of potentially hazardous materials, tools and equipment.

9. Indicative ContentIn this unit you will:

Gain an understanding of the preparation processes for organisational health and safety and environmental procedures.

Know organisation’s policies and the importance of personal conduct. Understand the importance of health and safety risk assessment within job

responsibility Understand how to apply organisational procedures for emergencies and

accidents

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Understand the monitoring systems and review safety on sites Assess own working practices and working environment for hazards which

could cause serious harm. Understand individual and organisational responsibilities and safe working

practices.

Learning Outcomes Assessment Criteria1. Implement

organisational health and safety and environmental procedures before starting work.

1.1 Identify relevant workplace health and safety and environmental procedures.1.2 Identify the relevant person(s) in the workplace, to whom hazards should be reported.

2. Know safe working practices

2.1 Prepare a risk assessment and identify control measures2.2 Describe the organisation’s policies and procedures for the safe use and maintenance of tools, plant, materials and equipment2.3 Identify the health and safety hazards within job responsibility limits.2.4 Outline the importance of personal conduct does not endanger the health and safety of self or others2.5 Carry out work processes which comply with health and safety risk assessment requirements.2.6 Describe hazard warning and prohibition notices.

3. Understand the monitoring systems and review safety on sites

3.1 Assess own working practices and working environment for hazards which could cause serious harm, including the handling of potentially hazardous materials, tools and equipment3.2 Identify remedial action(s) where site conditions change original risk assessment significantly

4. Understand how to apply organisational procedures for emergencies and accidents

4.1 Produce information to demonstrate the organisation’s procedures in the event of injuries to self and others.

5. Understand the environmental implications of their

5.1 Demonstrate work processes which comply with organisational environmental requirements.

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actions or omissions at work

5.2 Analyse those environmental hazards within own job responsibility limits.

6. Understand individual and organisational responsibilities and safe working practices

5.3 Describe key roles and responsibilities under current health and safety and environmental legislation.

7. Understand safe working practices

6.1 Identify how to locate relevant health and safety and environmental information and where to get assistance if needed.6.2 Identify the particular risks which may be present in own job role and the procedures for managing these risks.




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Students find their voice, gain confidence, orientate themselves, and practise communication in oral and written form.Lectures, seminars, as a context for group discussions and group work;Quizzes, debates and other types of interactive activities or questioning;Directed, specialist reading to encourage independent learning;Students are encouraged to make independent study visits to galleries, museums, professional studios and other sites for direct experience of designs, artefacts or people (interviews, discussions etc).Virtual Learning support via research contacts, film-clips, reflective student material, etc.Individual dyslexia support and language mentoring as appropriate

1. Unit Title Design and Practice2. Credit Value of Unit 153. Unit Type Core4. Guided Learning hours 60

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5. Assessment type Internal

6. Breakdown of Notional Learning Hours

Staff – Student ContactIndependent Study Hours



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7. Unit Introduction Design and practice looks at the factors that influence the design process. Students will be able to research these factors and address their financial; social and environment needs. Students will also gain an understanding of the factors that affect a structured framework for design architect’s plan of work at each stage. Students will be able to review the characteristics of individual stages and ways in which various stages interconnect. Working in teams is an essential part of the landscape and construction industry. Students will develop a design and production team and explain their roles and responsibilities within the construction team.They will gain an understanding of the legal implications and position of each member of a design team. They will also assess the importance of each role and begin to assess the various members of the design team. The relationship between client and the contractors are important in order to complete the design and development process. Students will also investigate traditional and modern methods of landscapes and the influence of these on design. Students will be able to identify the specifications needed to meet the requirements of clients, management and production teams. This unit will also enable students will be able to gain an understanding of the rights, health, safety and welfare of a client in relation to written communication, to making design decisions and such decisions on final project outs comes. They will also develop designs to translate these details into written and graphical structured materials. As a team students will be able to produce multiple options in sketch form to satisfy given brief and comply with technical, financial, legal and environmental constraints. They will also produce drawings and documentation needed for a formal planning and building regulations application, inclusive of working drawings and relevant detailed resources to support and facilitate landscape and architectural structures.


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Students will also gain an understanding of the factors that affect a structured framework for design architect’s plan of work at each stage. The students will be able to develop design methods and translate landscape details into written and graphical structured materials.


Students will be able to: Gain an understanding of the factors that affect a structured framework for

design architect’s plan of work at each stage Understand research factors and address their financial; social and

environment needs. Review the characteristics of individual design stages and ways in which

various stages interconnect. Know how to develop a design and production team and explain their roles

and responsibilities within the construction team. Gain an understanding of the legal implications and position of each

member of a design team. Assess the importance of each role within the design team Gain an understanding of the relationship between client and the contractors Use research skills to investigate traditional and modern methods of

construction and the influence of these on design. Be able to gain an understanding of the rights, health, safety and welfare of a

client in relation to communication skills Know how to produce drawings and documentation needed to make a

formal planning and relevant application with working drawings and details to facilitate the landscape design and development.

Learning Outcomes Assessment Criteria1. Know the factors that

influence the design process

1.1 Identify the Factors that influence the financial; social and environment needs and constraints for a for the design team.1.2 Understand the building regulations, health, safety and welfare within Design and Management (CDM) 1.3 Understand the need and benefits of regulations and the planning acts for the design process.1.3 Understand the factors that affect a structured framework for design Architect’s Plan of Work/Job at each stage. Review the characteristics of individual stages and ways in which various stages interconnect.

2. Be able to 2.1 Describe and develop a design and

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communicate ideas between various members of the design and production teams

production team and explain their roles and responsibilities within the landscape and construction team.2.2 Understand the legal implications and position of each member of a design team.2.3 Demonstrate an understanding of the rights, health, safety and welfare of a client in relation to written communication; to aid and influence design factors that contribute to making design decisions and such decisions on final project outs comes

3. Know about design construction methods

3.1 Describe the characteristics, applications and limitations of traditional and modern methods of construction and the influence of these on design3.2 Identify multiple design options available to satisfy the primary and secondary requirements of design sustainability.3.3 Outline the terminology used in landscape, construction, product, interior and architectural to describe traditional and contemporary elements and methods associated with legislation; health and safety and environmental factors

4. Be able to translate construction details into written and graphical instructions

4.1 Identify the specifications needed to meet the requirements of clients, management and production teams4.2 Produce multiple options in sketch form to satisfy given brief and comply with technical, financial, legal and environmental constraints.4.3 Produce drawings and documentation needed to make a formal planning and building regulations application with working drawings and details to facilitate construction. Include variations and superseded drawings; compliance with current legal standards, (e.g Drawing Office Practice)




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1. Unit Title Introduction to Materials, Processes and Technical Skills in Design for Landscapes

2. Credit Value of Unit 153. Unit Type Core

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This unit enables the student to gain an understanding of the building regulations, health, safety and welfare within Construction Design and Management (CDM)The will explore the legislations for the construction industry and understand the need and benefits of regulations such as the planning acts for the design. Students have the opportunity to communicate ideas between various members of the design and production teamsStudents will produce technical drawings and documentation needed to make a formal planning and building regulations application with working drawings and details to facilitate landscape design Students will further identify different construction options available to satisfy the primary and secondary requirements of design sustainability

8. Aims of the UnitIn this unit you will:Students will be able to explore the use of materials, processes and technical skills in design and construction. This will include the process and practice of building regulations, health, safety and welfare within landscape design and Management.


Understand materials, processes and technical skills in landscape design Understand the process and practice of building regulations, health, safety and welfare within landscape design and management.

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Know how to produce technical drawings and documentation to make a formal planning and building regulations application with working drawings and details to facilitate landscape design.

Know the characteristics, applications and limitations of traditional and modern methods of construction and the influence of these on design.

know the terminology used in landscape design and architectural to describe traditional and modern building elements and methods associated with legislation; health and safety and environmental factors

Learning Outcomes Assessment Criteria1. Know the factors that

influence the design process

1.1 Identify the Factors that influence the financial; social and environment needs and constraints for a for the design team1.2 Understand the building regulations, health, safety and welfare within landscape design and management (CDM)1.3 Understand the need and benefits of regulations and the planning acts for the design process1.3 Understand the factors that affect a structured framework for design Architect’s Plan of Work/Job at each stage. Review the characteristics of individual stages and ways in which various stages interconnect

2. Be able to communicate ideas between various members of the design and production teams

2.1 Describe and develop a design and production team and explain their roles and responsibilities within the landscape design team2.2 Understand the legal implications and position of each member of a design team2.3 Demonstrate an understanding of the rights, health, safety and welfare of a client in relation to written communication; to aid and influence design factors that contribute to making design decisions and such decisions on final project outs comes

3. Know about landscape design method

3.1 Describe the characteristics, applications and limitations of traditional and modern methods of architecture and the influence of these on design3.2 Identify multiple landscape design options available to satisfy the primary and secondary requirements of design sustainability.3.3 Outline the terminology used in landscape

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design and architectural to describe traditional and modern building elements and methods associated with legislation; health and safety and environmental factors

4. Be able to translate landscape design details into written and graphical instructions

4.1 Identify the specifications needed to meet the requirements of clients, building control and production teams 4.2 Produce multiple options in sketch form to satisfy given brief and comply with technical, financial, legal and environmental constraints.4.3 Produce drawings and documentation needed to make a formal planning and building regulations application with working drawings and details to facilitate construction. Include variations and superseded drawings; compliance with current legal standards, (e.g Drawing Office Practice)


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1. Unit Title Spatial Design Project Planning,

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Implementation and Review2. Credit Value of Unit 153. Unit Type Core4. Guided Learning hours 605. Assessment type Internal





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In this unit you will:

This unit is involved in the disciplines within project management. Students will gain an understanding the project lifecycles, expertise and responsibilities in the planning and designing methods and specification of landscape design projects. Students will be able to gains general planning and scheduling skills including project methodologies, specialised software packages and company specifics. Students will be able to explore further the effects of changing external factors in managing projects and working within the relevant legislation guidelines. This unit will allow the student to engage in the project specification and investigate the information for the development of a business case requirements. Students will use computer systems in the design process; to demonstrate modern methods of construction; the effect of design on construction methods; development of new materials; use of landscape design plant

8. Indicative Content Gain an understanding of project management tools including general planning Know individual roles within the industry Understand how projects are managed in the construction industry. Be able to plan projects using computer systems in the design process Understand and follow project plans Understand the effect of design on landscape methods; development of new

materials; use of landscape design plant104

Learning Outcomes Assessment Criteria1. Understand how

projects are managed1.1 Understand the project lifecycles, expertise and responsibilities in the planning and designing methods and specification of projects.1.2 Understand project management tools including general planning and scheduling tools including project methodologies, specialised software packages and company specifics. 1.3 Describe the effects of changing external factors in managing projects and working within the relevant legislation guidelines.

2. Be able to plan projects using IT

2.1 Identify the project specification and investigate the information for the development of a business case requirements. 2.2 Discuss the benefits and success factors of managing a project including boundaries, scope; constraints; and ethical issues relating to the planning and development process. 2.3 Understand the consequences of failure in relation to time management, production, deadline, risk mitigation and project plans2.4 Outline the resources needed for each activity, including milestones, checkpoints, deadlines; use of appropriate and available software packages, drawing packages, graphics and databases.

3. Be able to follow project plans

3.1 Demonstrate monitoring systems, routine interim reviews; use of logbooks; routine updating of plan where necessary and assess the resources needed as part of the communication process;

4. Understand how technology affects the design and production phases of construction projects

4.1 Use computer systems in the design process; to demonstrate modern methods of construction; the effect of design on landscape design methods; development of new materials; use of construction plant


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Demonstrate knowledge and the importance of health, safety and welfare in the construction and built environment.


1. Unit Title Introduction to Visual Language in Design

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This unit enables the student to compare and contrast the characteristics of a wide range of visual language. Students will look at visual languages within art and design. An experimental approach towards the design and development of landscape design ideas.

8. Aims of the UnitIn this unit you will:Introduction to Visual Language in Design for the application of landscape design ideas

9. Indicative ContentIn this unit you will

Understand the characteristics of a wide range of visual language construction ideas.

Identify economic, environmental and sustainability factors that may affect impact on the goals and priorities of the potential project outcomes.

Understand art and design principles

Learning Outcomes Assessment Criteria107

1. Understand the characteristics of visual language in art and design

1.1 Critically compare, through experimental application, the characteristics of a wide range of visual language elements

2 Be able to apply visual language to a range of art and design activities

2.1 Apply visual language, across a range of contexts, to influence appearance and meaning in art and design.2.2 Critically compare the use of visual language, across a range of contexts, to influence appearance and meaning in art and design






1. Unit Title Spatial Exploration: CAD for Landscape Design

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This unit introduces students to the world of computer aided design (CAD) and the practices associated with the design process. Students will explore the standard methods of data protection and evaluate of creating hierarchical folder structures for the storage of CAD files. Students will be able to produce industry-standard 2D drawings of residential and commercial properties. This will also include the construction of complex 3D models and the production of fully rendered set of elevations for properties, using different media and scales

8. Indicative ContentIn this unit you will

Gain an understanding of the characteristics of computer aided design. Gain an understanding of the principles and practices associated with the

design process. Understand the standard methods of data protection. Evaluate methods and processes of creating hierarchical folder structures for

the storage of CAD files. Be able to produce industry-standard 2D drawings of residential and

commercial properties. Produce 3D models of residential and commercial structures

Learning Outcomes Assessment Criteria1. Be able to work safely

when using computing 1.1 Justify the safe working practices associated with CAD work

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and software facilities 1.2 Evaluate standard methods of data protection 1.3 create hierarchical folder structures for the storage of CAD files

2. Be able to produce 2D drawings using industry-standard CAD software applications

2.1 Produce industry-standard 2D drawings of residential properties2.2 Produce industry-standard 2D drawings of commercial properties

3. Be able to produce 3D drawings using industry-standard CAD software applications

3.1 Produce complex 3D models3.2 Produce a fully rendered set of elevations for properties

4. Be able to plot drawings to various media and scales and export drawings to different formats

4.1 Plot drawings using different media and scales4.2 Create and export CAD files in different format




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1. Unit Title Maintenance and Adaptation of Buildings2. Credit Value of Unit 153. Unit Type Optional4. Guided Learning hours 60

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This unit looks at the skills and techniques required in the development, maintenance and adaptation of regions and communities. Students will be able to give a examine techniques used to investigate and evaluate sites. This will include comparing the information found and evaluate the impact on resources such as soil and chemical composition. Students will also be expected to explain how the classification and properties of soils affect structured design. Students will also be able to carry out further soil testing and analyse soils in terms of their classification and chemical composition. The information and experimentation gathered on this units enables the student to analyse the types of landscape design resources that are used for the environment. Students will also go further to address the types of landscape design and architecture used for large structure of domestic and commercial buildings. This will also include addressing the discussions the specifications of internal finishes commonly used in building


A practical based unit that introduces the student to the skills and techniques required in the development, maintenance and adaptation of buildings within the landscape design industry


Understand the processes used to evaluate sites Gain an understanding of the techniques used to investigate and evaluate

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soils. Gain an understanding of the skills and techniques required in the

development, maintenance and adaptation of buildings Evaluate the impact of difference chemical composition on the construction

sites. Know how the classification and properties of soils affect structured design. Analyse the types of landscape design used for the environment. Gain an understanding of the types of construction used for large structures

of domestic and commercial buildings. Know how to define specifications of internal finishes commonly used in

buildings.

Learning Outcomes Assessment Criteria1. Understand the

techniques used in site investigation and evaluation

1.1 Explain the techniques used to investigate and evaluate sites1.2 Compare the techniques used to investigate and evaluate soils1.3 Analyse soils in terms of their classification and chemical composition

2. Understand how the techniques used in site investigation and evaluation influence the type of structures

2.1 Explain how the classification and properties of soils affect structured design2.2 Evaluate the effects of water, chemicals and contaminated soils on the design and construction of a substructure

3. Understand the types of large structure design and construction

3.1 Describe the types of construction used for the large structure of domestic buildings3.2 Discuss the specifications of internal finishes commonly used in buildings


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1. Unit Title Building technology in landscape design2. Credit Value of Unit 15

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This unit looks at the different forms of low-rise structures currently used for domestic and commercial landscape design spaces. Students will examine how the procedures used in subsoil investigation provide information for the design of substructures. Students will gain an understanding of the principles of foundation design and the methods used to construct different types of foundation. The students will also investigate the principles of superstructure design and the techniques used to construct and finish the component elements of a superstructure. Students will address the implications of environmental issues and legislative constraints for building construction. They will also explore the purpose of the various parts of the infrastructure required to support the landscape design process.

8. Aims of the Unit

In this unit you will:Be able to look at the different forms of low-rise wall structures currently used for domestic and commercial buildings.


Gain an understanding of building technology in landscape design Understand the different forms of low-rise structures currently used for

domestic and commercial spaces. Examine procedures used in subsoil investigation.

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Gain an understanding of the principles of foundation design and the methods used to construct different types of foundation.

Understand the principles of superstructure design and the techniques used to construct and finish the component elements of a large structure.

Gain an understanding of the implications of environmental issues and legislative constraints for building construction.

Gain an understanding of the purposes for the various parts of the infrastructure required to support the construction processes.

Learning Outcomes Assessment Criteria1. Understand common

forms of low-rise construction currently used for domestic and commercial buildings

1.1 Explain the different forms of low-rise structures currently used for domestic and commercial buildings

2. Understand foundation design and construction

2.1 Explain how the procedures used in subsoil investigation provide information for the design of substructures2.2 Describe the principles of foundation design2.3 Explain the methods used to construct different types of foundation

3. Understand the techniques used in the construction of superstructures for low-rise domestic and commercial buildings

3.1 Explain the principles of superstructure design3.2 Describe the techniques used to construct and finish the component elements of a superstructure

4. Understand the implications of issues and constraints on building construction

4.1 Explain the implications of environmental issues and legislative constraints for building construction4.2 Explain the purpose of the various parts of the infrastructure required to support the construction process


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1. Unit Title Principles of Plant and Soil Science

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7. Unit Introduction Science plays a very important part in the life of plant growth. Through experimentation and research scientist investigate in order to discover, understand and solve problems about the world around us. The study of plant science enables students to gain an understanding of the development of a plant life. Students will understand plant structures and physiology and examine the life cycles of various plants through the physical and chemical investigations to describe the characteristics of selected soils. Students will explore the impacts upon plant communities and soil formation processes. Students will also be able to use scientific techniques to separate and assess purity of substances as part of the development processes.

8. Aims of the Unit

In this unit you will:This unit aims to provide students with an understanding of the principles of plant selection, and how these can be applied in practice. This unit will enable the student to gain an understanding of plant structures and physiology and examine the life cycles of various plants through the physical and chemical investigations to describe the characteristics of selected soils.


Gain an understanding of plant structures and physiology and examine the life cycles of various plants through the physical and chemical investigations to describe the characteristics of selected soils

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Know internal and external structures and the terminology related to their plant science.

Understand the functions and structure of plant cells, tissues and organs Gain an understanding of the development and physiology of plant growth Gain an understanding of the plant life cycle and the process, stages of

germination and effects of photoperiod and temperature on reproductive growth

Gain an understanding of factors influencing the rate of photosynthesis, temperature, humidity, light intensity, manipulation of limiting factors to enhance plant performance.

Carry out physical and chemical investigations to describe the characteristics of selected soils


structure of plants.1.1 Identify the organs of plants1.2 Describe the main tissues of plants1.3 Identify the functions of leaves, stems, roots and discuss how plant physiology can be roots and flowers1.4 Explain the function of specialised cells within plants1.5Examine the specialised cells within plantsexplain how plant physiology can be manipulated to purpose

2. Understand the development and physiology of plants

2.1 Summarise the processes involved in growth and development2.2 Describe how and why water uptake can vary in plants.2.3 Summarise the processes involved in plant reproduction2.4 Describe how and why water uptake can vary in plants2.5 Define the terms: ephemeral annual biennial perennial as they relate to plant life cycles2.6 Describe the characteristics of stages of plant growth

3. Be able to investigate the principles of soil science

3.1 Carry out physical and chemical investigations to describe the characteristics of selected soils

Know the ways in which people can influence plant and soil processes

4.1Describe, using evidence, some of the impacts upon plant communities and soil formation processes that human influences can

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have






1. Unit Title Prepare sites for soft landscape2. Credit Value of Unit 153. Unit Type Core

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7. Unit Introduction This units introduces student to the principles and methods of site preparationThrough experimentation and research students will gain an understanding of the range of preparation methods to achieve the required conditions. Students will evaluate what problems may occur in the preparation of sites for soft landscape establishment. Skills and techniques of monitoring a site main services continually throughout operations will also form part of the site development for students

8. Aims of the Unit

In this unit you will:This unit aims to provide students with an understanding of the principles and practice of preparing sites for soft landscape.9. Indicative Content

Gain an understanding of plant structures and physiology. Gain an understanding of preparing sites for soft landscape Understand the process required to monitoring site main services continually

throughout operations Gain an understanding of the development and physiology of plant growth Know how to predict what adverse environment impact may be brought

about and how to avoid this. Be able to explain the principles and application of risk assessments Know how to review the types of equipment which may be used and how to

ensure the proper maintenance of these


structure of plants.Describe the principles and methods of site preparation

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Describe the range of preparation methods to achieve the required conditionsExplain why the chosen methods are most appropriate.Describe the methods to check that the site is ready for planting.Evaluate what problems may occur and hot to deal with these effectively

2. Prepare sites for soft landscape establishment

2.1 Prepare the site's substrate to a condition, nutrient status, profile and pH appropriate to specifications and function

3. Manage waste and the environment

3.1 Monitor site main services continually throughout operations3.2 Keep the site undamaged and ready for the next stage of operations3.3 Deal with problems efficiently, effectively and safely should any occur3.4Maintain effective working relations with all relevant people throughout

4. Understand and comply with current health and safety legislation and codes of practice

4.1 Predict what adverse environment impact may be brought about and how to avoid this4.2 Minimise adverse environmental conditions4.3 Minimise waste and adverse environmental impact throughout

5. Maintain equipment when preparing sites for soft landscape establishments

5.1 Review the types of equipment which may be used and how to ensure the proper maintenance of these.5.2 Keep equipment in a safe and effective condition throughout




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1. Unit Title Construct Processes and Operations for Horizontal Landscape Surfaces


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7. Unit Introduction The landscape sector is a major employer within the horticultural industry and employees need to have a wide range of skills and a sound knowledge of construction techniques as well as good horticultural skills. People working in the landscape industry must also have excellent organisational and time management skills to carry out complex and potentially hazardous landscape projects efficiently and effectively. This unit will help students develop a sound knowledge of the material and technical requirements for constructing horizontal surfaces and steps. The unit includes the practical skills required for setting out lines and levels and constructing a variety of surface and step types using a range of landscape materials. Students will also develop an understanding of the correct technical terminology used when specifying construction and ordering materials. Hard landscaping involves a number of hazards to the landscaper, the public and the environment (for example the caustic properties of cement and the dangers surrounding excavations and handling tools and equipment). Health and safety and environmental protection will be emphasised throughout the unit. Learners will appreciate the consequences of their work and understand and adopt safe working practices.

8. Aims of the Unit

In this unit you will:This is a practical based unit that aims to provide an understanding of how to establish and maintain plants outdoors, and how these can be applied in practice. This unit is primarily aimed at students looking to progress into the sector.


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Gain an understanding of how an understanding of how to establish and maintain plants outdoors

Gain an understanding of how the skills and techniques can be applied in practice.

Know how to prepare land for setting out lines and levels and constructing a variety of surface

Gain an understanding of time management skills to carry out complex and potentially hazardous landscape projects efficiently and effectively.

also develop an understanding of the correct technical terminology used when specifying construction and ordering materials

Gain an understanding of a sound knowledge of construction techniques as well as good horticultural skills

Know how to maintain plants in a way which complies with environmental and health and safety legislation and codes of practice.

Learning Outcomes Assessment Criteria1. Be able to form ground

profiles for landscape works

1.1 Demonstrate the methods used to set out a site from a plan1.2 Assess the accuracy of different methods of setting out from a plan1.3 identify a suitable sub- base and base according to specifications1.4 Evaluate the construction techniques and specifications used in the construction of horizontal surfaces and steps1.5 Establish a suitable sub- base and base according to specifications1.6 Describe construction standards and regulations for operations involving foundation

2. Understand the formation of ground profiles for landscape work

2.1 Evaluate the range of layers and materials and their uses2.2 Evaluate different hard surfaces with reference to their maintenance requirements2.3 Evaluate the range of layers and materials and their uses2.4 Evaluate different hard surfaces with reference to their maintenance requirementidentify potential sources of waste, adverse environmental impact and methods to minimise and optimise these2.5 Explain typical site problems and contingencies for dealing with them

3. Be able to construct 3.1 Construct flexible hard surfaces safely

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horizontal surfaces and simple steps

set out formwork and construct simple steps3.2 Describe the legal requirements for use of

steps, including the dimensions of risers and treads

3.3 Evaluate the materials used in the construction of horizontal surfaces and steps, including, bricks, block paving, concrete, tarmac, flags and paviors.

4. Understand themaintenance of horizontal surfaces and simple steps

4.1Summarise the estimation of run off and drainage requirement and where to source expert advice4.2 Evaluate the effectiveness of a range of maintenance operations4.3 Assess het security of a site and protection of work until it is fit for use.




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1. Unit Title Understanding Archaeology and Landscape History


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7. Unit Introduction The British countryside has been modified continuously by its inhabitants for at least the last 6000 years. These activities have produced present-day habitats and landscapes, and left an archaeological and ecological heritage. It is important for countryside managers today to understand these past influences, be able to ‘read’ the landscape they are managing and be sensitive to its archaeological resources. Archaeology is becoming more popular and the range of television programmes exploring the past has fuelled a growing interest in landscapes and the people who lived in them. This unit gives students the background knowledge of British archaeology needed to understand the time- depth evidence contained in the current landscape. It will enable students to recognise evidence of landscape use and change through British prehistory and history, and provide a basis for integrating the conservation of archaeological heritage into the management of the current countryside.

8. Aims of the Unit

In this unit you will:This unit aims to introduce students to archaeology and landscape history skills and knowledge and how these can be applied in practice. It is designed for students in centre-based settings looking to progress into the sector or onto further/higher education. The students will investigate how the British countryside has been used from pre-history to the present day. They will learn how to ‘read’ the landscape and consider how its uses have resulted in present day habitats and landscapes. They will learn the integration of archaeological heritage conservation into current countryside management.

9. Indicative Content128

Gain an understanding of present-day habitats and landscapes. Know how to prepare land for setting out lines and levels and constructing a

variety of surface Gain an understanding of archaeological and ecological heritage how the

skills and techniques can be applied in practice. Gain an understanding of the history of British archaeology needed to

understand the time- depth evidence contained in current landscape design. Gain an understanding of the integration of archaeological heritage

conservation into current countryside management

Learning Outcomes Assessment Criteria1. Know the

characteristics of prehistoric earthworks and landscape features

1.1 Describe the characteristics of selected prehistoric earthworks and landscape features.outline the uses of selected monuments1.2 Compare monuments and landscape features from the Neolithic period, Bronze Age and Iron Age.1.3 Explain how a selected landscape provides evidence of its historical uses

2. Know the changing patterns of land use between the Iron Age and the beginning of parliamentary enclosures

2.1 Identify changes in patterns of land use in a selected are2.2 Describe changing patterns of land use between the Iron Age and beginning of parliamentary enclosures2.3 Explain changes in patterns of land use for a selected area from the parliamentary enclosures to the present day2.4 Describe the types of landscape and map evidence of changing patterns of land us2.5 Explain how changing historical patterns of land use have affected the landscape

3. Understand the transformations in British landscape from the parliamentary enclosures to the present day

3.1 Use management planning techniques for a selected archaeological site

4. Be able to plan site management of an archaeological sit

4.1 Explain processes and frameworks of archaeological investigation and protection4.2 State the threats to a selected archaeological site and suggest possible solutions to minimise these threats.4.3 Evaluate a management plan for a selected

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archaeological site and make recommendations for improvement.






1. Unit Title Urban Environment2. Credit Value of Unit 153. Unit Type Core4. Guided Learning hours 60

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7. Unit Introduction Urban environments present a unique and intense interaction between humans and the natural environment. Cities and urban landscapes usually cover a small proportion of most nations and usually support most of their populations. This intense interaction is shaped by various factors – social, economic, political, technological and environmental. The population of urban settlements is more likely to continue to grow. Therefore, a better understanding of this landscape is vital to ensure a sustainable environment for living. As this dynamic and intense interaction continues to grow, there is a need to consider: functions and characteristics of urban settlements the process of urbanisation land use changes taking place within urban landscapes factors shaping the urban landscape the relationship between urban settlements and the neighbouring environment the impact of urban settlements. An understanding of these issues is essential not only for people working in the environment and conservation sector, but also for different sectors across the economy due to interaction and relationships with urban environments. This unit will provide students with knowledge and understanding of functions and patterns of urban environments and the processes shaping the urban landscape. This, in turn, will enable students to study the characteristics and value of urban environments, together with the processes that affect them. They will also gain knowledge of the impact of urban development on the environment, and of the strategies used to counter the associated problems.

8. Aims of the Unit

In this unit you will:This unit enables students to develop a knowledge and understanding of the essential characteristics and processes shaping urban environments and the implications of these processes. Students will also develop an understanding of the morphology of urban settlements, urban land use, the impact of urban settlement and the effects of change.

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Gain an understanding of Gain an understanding of present-day habitats and landscapes.

Know how to prepare land for setting out lines and levels and constructing a variety of surface

Gain an understanding of and understanding of the essential characteristics and processes shaping urban environments

Gain an understanding of the essential characteristics and processes shaping urban environments and the implications of these processes.

Learning Outcomes Assessment Criteria1. Know the roles and characteristics of urban settlement

1.1 Describe the role of urban environment for society1.2 Describe the structure of a named urban environment using relevant terminology1.3 Explain using relevant terminology, the types of urban forms, including their characteristic1.4 Explain the importance of urban environment in relation to different activity groups1.5 Assess how structure and function influence the development of a selected urban environment

2. Understand patterns of urban environment

2.1 Explain urbanisation processes and their interaction within the urban environment [IE6]2.2 Explain the processes or activities that could influence changes within urban environments2.3 Evaluate management strategies to reduce impact and enhance the value of a given urban environment.

3. Understand processes involved in changing urban environment

3.1 Explain the aims of a named urban development corporation3.2 Explain the impact of a named urban development corporation3.3 Explain the processes or activities that could influence changes within urban environments3.4 Evaluate management strategies to reduce impact and enhance the value of a given urban environment

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4. Understand the issues associated with urban development.

4.1 Explain the impact of urban settlements on neighboring environments4.2 Assess the impact of linear and circular urban metabolism on people, including the environment.4.3 Summarise, using relevant terminology, issues associated with urban environments4.4 Explain the impact of global processes on urban structure






1. Unit Title Colour Theory and Practice in Design: Landscape

2. Credit Value of Unit 83. Unit Type Optional B4. Guided Learning hours 40

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5. Assessment type



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This unit will enable the student to gain understanding of - the existing approaches to the use of colour in design - the effects of colour on the subjective perception of design - how experimentation with colour techniques and processes can be applied

for/to a specific conceptual idea - how a wide range of materials and media can be used to develop colour

solutions for a specific conceptual idea- how the evaluation process is important in the application of colour schemes

and the execution of a final/specific design idea

8. Aims of the Unit

The aim of the unit is to develop and understanding of colour theory and application in design


Learn about the existing approaches to the use of colour in design Learn about the effects of colour on the subjective perception of design Learn about how experimentation with colour techniques and processes can be applied for/to a specific conceptual ideaLearn how to evaluate your own work in relation to the application of colour schemes in design Learn about colour balance and harmony in design Learn how to select colour for using in developing conceptual ideas


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- Understand the approaches to the use of colour in design- Understand the effects of colour on the subjective perception of design- Understand how experimentation with colour techniques and processes can

be applied for/to a specific conceptual idea- Understand how to evaluate your own work in relation to the application of

colour schemes in design- Understand how to select colour for using in developing conceptual ideas

Learning Outcomes Assessment Criteria1. Understand existing approaches to the use of colour

1.1 Evaluate a minimum of six examples of the use colour by designers to determine• The relationship between the approach of the designers to final applications, formats and outcomes• The potential to employ similar approaches in own work

1.2 Analyse elements of established colour theory to include at least six of the following:• Principles of additive/transmissive colour theory• Principles of subtractive/reflective colour theory• Primary and secondary colours• Hue, Value, Tone, Intensity• Colour wheels and other graphic visualisations of colour theory• System calibration on digital devices• Describing colours in different colour spaces, such as RGB, CMYK, hexadecimal notation, and pantone system• Differences between colour management in screen, print and film based devices• Principles of human colour vision - to include cone and rod light receptors• Wavelength principle of colour differentiation and the visual light spectrum• Human colour perception versus that of film or digital media

2. Understand the effects of colour on the subjective perception of design

2.1 Explore the effect of colour on perceptions of images and/or products to include at least four of:

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outcomes • Uses of colour to convey status• Perceptions of utility as affected by colour coding (signalling purpose / safety etc)• Symbolism of colour in different societies/cultures• Uses of colour to effect mood• Differing perceptions of harmonic, complementary and clashing colours• Colour forecasting for design/product creation and enhancement

3. Be able to experiment with colour techniques and processes for a specific conceptual idea

3.1 Experiment with colour techniques and processes to include at least six of:• Colour harmonies based on the colour wheel• Colour value and saturation to create moods• Colour mixing with light• Colour mixing with pigment• Mood-boards• Colourways• Accessorising• Optical colour filters/gels• Digital colour manipulation

4. Be able to use a range of materials and media to develop creative colour solutions for a specific conceptual idea

4.1 Select and apply appropriate colour schemes to match a specific design intention

5. Understand how evaluate the application of the colour schemes in terms of both objective and subjective qualities for a specific design idea

5.1 Evaluate the application of the colour schemes in terms of both objective and subjective qualities for a specific design idea


136



1. Unit Title Design Drawing Media and Communication for Spatial Design – Landscape

137

2. Credit Value of Unit 153. Unit Type Mandatory4. Guided Learning hours 605. Assessment type Internal





80



4

Total 60 Total 90Total notional hours for unit 150

7. Unit Introduction This unit will enable the student to gain understanding of - how media, materials and processes are used in own and others’ work to convey ideas and meaning- how to develop visual language- how design is used to communicate ideas and meaning- to communicate by using the language of design

8. Aims of the Unit

The aim of the unit is to develop and understanding of

design media, materials and processes are used in others’ work to convey ideas and meaning

visual language in design how art and design is used to communicate ideas and meaning how visual language is used to communicate in design


Learn about different media, materials and processes and how they are used in own and others’ work to convey ideas and meaning


138

Understand that there is a range/extensive variety of media, materials and processes can be used in own and others’ work to convey ideas and meaning

Learning Outcomes Assessment Criteria1. Understand how media, materials and processes are used in others’ work to convey ideas and meaning

1.1 Explain how media and materials are used in the work of others to convey ideas and meaning.1.2 Evaluate how media, materials and processes are used diversely to convey ideas and meaning, drawing on own experiments to make effective comparisons1.3 Communicate an intended meaning cogently to a specified audience through imaginative use of the language of art and design

2. Be able to develop visual language

2.1 Create own visual language by working with materials, media and processes2.2 Communicate an intended meaning clearly to a specified audience through refined use of the language of art and design.

3. Know how art and design is used to communicate ideas and meaning

3.1 Describe ways in which visual language is used to communicate ideas and meaning

4. Be able to communicate by using the language of art and design

4.1 Communicate an intended meaning to a specified audience using the language of art and design


139



Demonstrate a knowledge how media, materials and processes are used in others’ work to convey ideas and meaning


Foundation Degree

140

1. Unit Title Design principles and communication2. Credit Value of Unit 153. Unit Type Core4. Guided Learning hours 605. Assessment type Internal



70



10

Total 60Total 90


7. Unit Introduction The structure of this unit will present a series of short design exercises which will initially address aspects of (landscape) spatial awareness and perception. They will develop ways and means of thinking through the process of design and introduce the principles of composing and ordering spaces and elements. There is a progression from an examination of actual landscapes, through abstract concepts contextual influences and ideas back to representations of actual designed landscapes. The final designs are small scale compositions which must be illustrated and annotated with reference to actual materials and elements.

8. Aims of the Unit

The aim of the unit is to: Throughout the process students will be producing conceptual models in both physical and virtual forms, computer based modelling will use industry standard relevant modelling programmes.

9. Indicative ContentThe indicative content will also include a series of lectures and other interactive activities focusing on ways in which design and communication affect or be influenced by historical and cultural context, with consideration for social, economic and technological developments.

The indicative content includes:141

Fundamental concepts of design theory and communication theory; Ethics in design and communication Diversity & equality in design and communication media; The power of persuasion in design and communication Some significant art, design and media movements; The works of key art and design practitioners; The analysis and critique of designs and communication within an historical

context; Research skills and the referencing of sources; Modelling making and computer aided design skills.

Learning Outcomes Assessment Criteria1. Understand basic design principles and approachesAnd demonstrate scale and spatial awareness in the landscape design process

1.1 Understand basic design principles and approaches and the ability to relate design and communication media to a theoretical and/or historical context1.2 Plan designs of an appropriate scale1.3 Demonstrate appropriate use of scale and spatial awareness in a landscape design1.4 Incorporate steps into a landscape design1.5Apply contextual and analytical learning to current design and communication practices1.6 address safety/accessibility issues andprepare appropriate construction drawings for a flight of steps

2.Understand the use of water and sculpture in private and public spaces

2.1 Generate the concept of design through the notion of composition, form, space and structure.2.2 Examine the use of water features in landscape design2.3 Review the use of sculptures in landscape design2.4 Apply ethical issues to the analysis of design and communication, incorporating the effects on meanings and values2.5 Explain health and safety measures incorporated in design

3. Generate design ideas and concepts both in the abstract and as an analogue of 2/3 dimensional designs

3.1 Produce drawings in 2- and 3- dimensions and specify materials3.2Outline the use of information technologies as a resource to support research and written delivery to a deadline.3.3 Ability to carry out meaningful research, as well as presenting it to a recognisable academic

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standard, including the referencing of sources4 Understand the use of plant mass to create spaces within landscape designs

4.1 Examine the use of trees and shrubs to create outdoor spaces in landscape designs4.2 Justify the use of trees and shrubs as structural materials in landscape designsExamine the use of plants to create outdoor spaces in landscape designs

5 Use appropriate methods to communicate design ideas and atmosphere

5.1 Demonstrate appropriate use of graphic and technical skills in the :

selection of appropriate skills valid choice of scales correct use of symbols, lettering and style appropriate paper size

5.2 Produce cross sections, elevations and 3-dimensional projections

5.3 Use colour in created designs effectively






1. Unit Title Site analysis and surveying2. Credit Value of Unit 15

143

3. Unit Type Core4. Guided Learning hours 605. Assessment type Internal



70



10

Total 60Total 90


7. Unit Introduction Land surveying introduce students to investigating instruments that collect positioning data for different plots of land. This unit focuses on site planning issues and construction materials used in areas such as being exposed to boundary surveying, topographic surveying, drafting, remote sensing and geographic information systems. Students are. Students keep field notes, find common measurement errors, take accurate linear measurement and use instruments for determining elevations.

8. Aims of the Unit

In this unit you will:Be introduced to the principles of land surveying. Students will also learn how to perform field work and transfer that information to a paper document


On completion students will:

Gain an understanding of the knowledge and skills required to undertake a range of survey methods.

Know how to carry out a land survey to include linear measurements. Be able to present and collate data. Know how to visualize and understand topographic form of the land and

how to sensitively and artfully manipulate landform as a design element Know the principles and practices of land surveying

144

Learning Outcomes Assessment Criteria1. Be able to measure site dimensions and levels.

1.1 Measure site dimensions and levels using a range of survey equipment safely

1.2 Record and collate site readings1.3 Present survey data in an appropriate format

2. Understand site survey equipment and techniques

2.1 Explain the safe use and maintenance of surveying equipment, including poles, tapes, optical and laser levels and theodolites, electronic and Global positioning systems ( GPS) measuring devices2.2 Explain the principles and processes of surveying techniques including triangulation, bearings and offsets, sloping ground, GPS and total stations including dealing with site problems, sources of error and degrees of accuracy2.3 Be able to set out on the ground from plans, including shapes and levels

3. Understand the presentation of survey data

3.1 Explain the purpose and application of different survey types, metric scales units of measurement, grid references and bearings

4. Be able to set out on the ground from plans, including shapes and levels

4.1 Describe the process of laying out, plotting and draughting survey drawings from field data4.2 Review the use of GPS, GIS and computer aided draughting systems of plotting surveys

5. Be able to carry our field work

5.1 Outline field work and transfer that information to a paper document5.2 Mark out sites from plans of different scales, including features, structures and plants5.3 Set out rectangles, circles, hexagons, ellipses and irregular shapes5.4Assess the levels and falls accurately and in compliance with site safety requirements


145





1. Unit Title Design Principles and Communication2. Credit Value of Unit 15

146

3. Unit Type Mandatory4. Guided Learning hours 605. Assessment type Internal



10



4

Total 40Total


7. Unit Introduction The unit will present the students with a series of short design exercises which will initially address aspects of (landscape) spatial awareness and perception . They will develop ways and means of thinking through the process of design and introduce the principles of composing and ordering spaces and elements. There is a progression from an examination of actual landscapes, through abstract concepts contextual influences and ideas back to representations of actual designed landscapes. The final designs are small scale compositions which must be illustrated and annotated with reference to actual materials and elements.

8. Aims of the Unit

In this unit you will:Throughout the process students will be producing conceptual models in both physical and virtual forms, computer based modelling will use industry standard relevant modelling programmes


The indicative content will also include a series of lectures and other interactive activities focusing on ways in which design and communication affect or be influenced by historical and cultural context, with consideration for social, economic and technological developments

Fundamental concepts of design theory and communication theory; Ethics in design and communication Diversity & equality in design and communication media; The power of persuasion in design and communication

147

Some significant art, design and media movements; The works of key art and design practitioners; The analysis and critique of designs and communication within an historical

context; Research skills and the referencing of sources; Modelling making and computer aided design skills.

Learning Outcomes Assessment Criteria1. Understand fundamental concepts of design theory and communication theory2. Have awareness and sensitivity of ethics in design and communication3. Demonstrate awareness and sensitivity of diversity & equality in design and communication media4. Understand the power of persuasion in design and communication5. Know significant art, design and media movements6. Know works of key art and design practitioners

1.1 Explain basic fundamental design principles and approaches and the ability to relate design and communication media to a theoretical and/or historical context.

1.2Application of contextual and analytical learning to current design and communication practice.2.1 Identify and apply ethical issues to the

analysis of design and communication, incorporating the effect on meanings and values.

3.1Select through observation and analysis of design and communication artefacts, processes and practice. Check this for meaning?

3.2Identify and relate significant art, design and media movements to your design practice

3.3 Identify and relate key practitioners to your design practice.

3.4Identify and relate historical context using


148





1. Unit Title Principles of Plant and Soil Science

149

2. Credit Value of Unit 153. Unit Type Mandatory4. Guided Learning hours 605. Assessment type Internal



10



4

Total 40Total


7. Unit Introduction This unit addresses the plant anatomy and the cellular arrangements in relation to functional capacity in terms of optimising photosynthesis, leaf morphology and the identification of a range and variation of plant anatomical arrangements, lower plant types and the variety of plant types. Students will carry out an comparative analysis on the anatomy and physiology of the root, stem and leaf structures, changes that result in physiological pathways. This will also include student addressing the environmental restoration for the major habitat varieties such as factors affecting typical soil and native plant species choice, community and public use of site post restoration.

8. Aims of the Unit

Student will be able to gain an understanding of the skills and knowledge of plant anatomy in relation to the physiological processes.

9. Indicative Content Know plant anatomy in relation to the physiological processes Gain an understanding of xerophytic adaptation to habitat in comparison

with the mesophytic plant form, Assess the restoration requirements for a site with erosion symptoms as a

result of human influence. Gain an understanding of the species for selected habitat types Understand the role of conservation and management in enhancing

indigenous biodiversity

150

Learning Outcomes Assessment Criteria1. Interpret plant anatomy in relation to the physiological processes

1.1Relate root type and structure to functions1.2Describe stem structure to functions1.3Relate leaf form and structure to functions

2. Examine plant adaptation to extreme habitat type

2.1 Explain xerophytic adaptation to habitat in comparison with the mesophytic plant form2.2Explain hydrophytic adaptation to habitat in comparison to the mesophytic plant form2.3 Identify a range of plants using binomial classification key

3. Investigate the use of plants in environmental restoration

3.1 Interpret the methodologies implemented in the restoration of mineral working waste lands3.2 Determine methodologies for the production of water habitat types for species diversity and public enjoyment3.3Assess the restoration requirements for a site with erosion symptoms as a result of human influence3.4 Propose schemes for the restoration, or regeneration, of a local site using appropriate plant species3.5 Identify indicator species for selected habitat types

4. Evaluate the use of plant types in local re- vegetation and habitat maintenance sites

4.1Describe a range of physical and practical factors which need to be taken into account when selecting plants for a range of sites4.2 Determine the role of conservation and management in enhancing indigenous biodiversity4.3 Assess the role of plant genetics in habitat construction or deterioration


151





1. Unit Title Principles of Land-based Business2. Credit Value of Unit 153. Unit Type Mandatory

152




70



10

Total 60Total 90


7. Unit Introduction This unit will help students to develop an understanding of the value, nature and application of manual and computerised systems used for keeping physical and financial records and accounts in efficient modern land-based businesses. It also gives an overview of the business principles, operations and functions found in any business in terms of key roles and activities within the functional areas whilst also examining interrelationships between the functional area.

8. Aims of the Unit

In this unit you will:Students will be able to develop an understanding of the value, nature and application of manual and computerised systems used for keeping physical and financial records and accounts in efficient modern land-based businesses


In this unit you will: Gain an understanding of the application of manual and computerised

systems. Gain an understanding of keeping physical and financial records and

accounts in efficient modern land-based businesses. Gain an understanding of the business principles, operations and functions

found in business in terms of key roles and activities.

Learning Outcomes Assessment Criteria1 Evaluate the role of 1.1 Review legislation which will affect a

153

records and accounts in meeting legal and management information requirements

specific business1.2 Describe the content and, where

appropriate, the format of legally required records and accounts

1.3 Evaluate the role of records and accounts in providing data for management decision making.

2 Operate manual and computerised recording and accounting systems

2.1 Justify the choice of available recording systems2.2 Design a record sheet2.3 Complete financial records2.4 Construct annual accounts

3 Identify the key roles and activities of each of the business functional areas in an operational and business external environment context

3.1Identify and describe external business environment factors3.2Describe the structure of the industry3.3Describe the role of each of the functional

areas3.4Detail the operational activities carried out

in each functional area4 Discuss the value and

maintenance of interrelationships between the business functional areas.

4.1Justify the need for mission/strategy statements to drive the functional areas4.2Determine key relationships to be developed

and maintained for a specific business4.3Configure and evaluate an organisational

structure for a business4.4Describe a communication system suitable

for a specific business


154





1. Unit Title Biological Principles2. Credit Value of Unit 153. Unit Type Mandatory

155




70



10

Total 60Total 90


7. Unit Introduction This unit introduces the students to the biological principles that underpin the study of the management of biological systems. It will improve the student’s scientific understanding of the fundamental processes of living organisms. It will familiarise the learner with basic cell structure and function that is intrinsic to the existence of living organisms. The student will investigate the development of tissues and organ systems alongside the homeostatic processes that are essential in ensuring the survival of the organism in a constantly changing environment. This unit will provide a sound grounding for the study of other science units in this unit.



1 Demonstrate the knowledge of fundamental biological principles and the ability to apply them through basic laboratory investigations 2 Evaluate the relationship between cellular and tissue structure and their

functions 3 Describe the organisation of cells and tissues into organ systems 4 Realise the importance and role of homeostasis to plants and/or animals living

with continually changing internal and external environments

Learning Outcomes Assessment Criteria1 Demonstrate the

knowledge of 1.1 plan practical experiments to investigate a

given proposal156

fundamental biological principles and the ability to apply them through basic laboratory investigations

1.2 Describe the basic chemical structure of different molecules

1.3 Describe basic chemical reactions relevant to biology

1.4 Explain the transport of molecules into and out of cell

2 Evaluate the relationship between cellular and tissue structure and their functions

2.1Describe the structure and function of major cell organelles2.2 Explain the differences between prokaryote and eukaryote cells2.3 Explain the process of protein production in the cell2.4 Explain the structure of various tissues

3 Describe the organisation of cells and tissues into organ systems

3.1 Describe the coordination of tissues to form organs3.2 Describe the structure and function of two organ systems in plants and/or animals

4 Realise the importance and role of homeostasis to plants and/or animals living with continually changing internal and external environments

4.1 Describe the homeostatic control of major body systems

4.2 Explain the mechanisms of action of homeostasis


157





1. Unit Title Principles of Plant and Soil Science2. Credit Value of Unit 15

158

3. Unit Type Mandatory4. Guided Learning hours 605. Assessment type Internal



70



10

Total 60Total 90


7. Unit Introduction This unit is designed to develop students understanding of plant and soil science. This requires a knowledge of the way in which cells, tissues, organs and whole plants are organised and function in relation to each other by study of plant structure and function. The unit includes fundamental details of plant structures and the physiological processes which make them work. It is also designed to develop learners’ awareness of soil and other rooting media for the growth of plants. This awareness is then related to the management of soils. Both aspects of the unit are applied to the production of plants for food and ornamental purposes as well as the management of habitats.

8. Aims of the Unit

In this unit you will:Be able to interpret plant structures, their functional significance and the physiological processes developed in plant. Students will explore the significance for the growth and management of plants in land-based industries.


In this unit you will: Gain an understanding of the plant and soil science. knowledge of the way in which cells, tissues, organs and whole plants are

organised and function in relation to each other by study of plant structure and function.

Gain an understanding of the fundamental details of plant structures and the physiological processes which make them work,

159

Gain an understanding of rooting media for the growth of plants Gain an understanding of the production of plants for food and ornamental

purposes as well as the management of habitats.

Learning Outcomes Assessment Criteria1 Interpret plant structures

in terms of their functional significance

1.1 Describe the structure, morphology and main identification features of key plants

1.2 Explain the significance of plant structures from cell to whole plant level in relation to their use in agriculture, horticulture or countryside management

1.3 Relate plant development to key factors of importance in plant production for agricultural and/or horticultural purposes and/or countryside management

2 Demonstrate understanding of physiological processes in plants and their significance for the growth and management of plants in land-based industries

2.1Perform laboratory experiments to demonstrate the principles of plant physiology and evaluate the results2.2 Describe the fundamental processes by which plants acquire energy and mass2.3 Relate physiological processes to the practice of plant production

3 Understand the relationship between plant growth and the properties of soil and growing media

3.1Identify the major physical, chemical and biological properties of soil which influence plant growth3.2 State processes of soil formation and landform development3.3 Describe the mechanisms by which soils retain and release nutrients to plants

4 Exhibit knowledge of how to manage the properties of soils and growing media effectively for optimal plant growth

4.1 Identify the major physical, chemical and biological properties of soil which influence plant growth4.2 Discuss processes of soil formation and landform development4.3 Describe the mechanisms by which soils retain and release nutrients to plants




160

Demonstrate knowledge and the importance of health, safety and welfare in the construction and built environment.


1. Unit Title Plant Environmental Adaptation and Physiology

2. Credit Value of Unit 153. Unit Type Optional

161




70



10

Total 60Total 90


7. Unit Introduction This unit introduces the students to the main physiological processes that occur within a typical mesophytic plant and how these are adapted to allow survival of the xerophytic and hydrophytic plant species. This information is then related to the use of plants for habitat formation, restoration, maintenance and regeneration from poor or toxic sites. Through studying this unit the students will gain a depth of knowledge of plant form and function along with scientific implementation in the field. The unit provides a good background into habitat formation for conservation in general. The students will also gain an insight into the current research involving plant species. On completion of this unit the students will be able to associate local and national areas with current practices and research techniques. It is also envisaged that the students will gain experience in the practicalities of maintaining and monitoring the sites

8. Aims of the Unit

In this unit you will:Be able to learn about the physiological processes that occur within a typical mesophytic plant and how these are adapted to allow survival of the xerophytic and hydrophytic plant species..


Gain an understanding of the physiological processes that occur within a typical mesophytic plant.

Gain an understanding of how plant form and function and the scientific implementation

Gain an understanding of plant structures and their functional significance162

Understand the relationship between plant growth Understand the management of plants the properties of soils and growing

media

Learning Outcomes Assessment Criteria1 Interpret plant structures

in terms of their functional significance

1.1 Describe stem structure to functions1.2 Relate leaf form and structure to functions

2 Demonstrate understanding of physiological processes in plants and their significance for the growth and management of plants in land-based industries

2.1 Explain xerophytic adaptation to habitat in comparison with the mesophytic plant form

2.2 Explain hydrophytic adaptation to habitat in comparison to the mesophytic plant form

2.3 Identify a range of plants using binomial classification key

3. Understand the relationship between plant growth and the properties of soil and growing media

3.1 Interpret the methodologies implemented in the restoration of mineral working waste lands3.2 Determine methodologies for the production of water habitat types for species diversity and public enjoyment3.3 Assess the restoration requirements for a site with erosion symptoms as a result of human influence3.4 Propose schemes for the restoration, or regeneration, of a local site using appropriate plant species3.5 Identify indicator species for selected habitat types

4. Exhibit knowledge of how to manage the properties of soils and growing media effectively for optimal plant growth

4.1 Describe a range of physical and practical factors which need to be taken into account when selecting plants for a range of sites4.2 Determine the role of conservation and management in enhancing indigenous biodiversity4.3 Assess the role of plant genetics in habitat construction or deterioration




163



1. Unit Title Environmental Management2. Credit Value of Unit 153. Unit Type Optional4. Guided Learning hours 60

164




70



10

Total 60Total 90


7. Unit Introduction This unit provides a sound understanding of how an organisation’s commercial activities will impact on the environment, how these activities might be altered in order to minimise their impact on the environment and how this can be done in a manner that ensures the continued profitability of the organisation. Students will gain a knowledge of the assumptions and approaches used in environmental management techniques, an appreciation and understanding of environmental values, including how these values can be changed and how sustainable practice can promote the long-term interests of the organisation and the population as a whole. When contextualised this unit will allow learners to examine the environmental issues surrounding their chosen land-based industry and will enable them to develop the skills needed to innovate change, support action and empower others to create changes. The use of a range of the tools and techniques employed in environmental management will be explored.

8. Aims of the Unit

In this unit you will:This unit provides an overview of issues covered in more detail by a number of specialist units. This unit may therefore be suitable either as an introduction to these specialist units or as a means of communicating the issues where breadth, rather than depth, of knowledge is required by the students.


Gain an understanding of how an organisation’s commercial activities will impact on the environment.

165

Gain an understanding of how these activities might be altered in order to minimise their impact on the environment and how this can be done in a manner that ensures the continued profitability of the organisation.

Gain an understanding of environmental values, including how these values can be changed and how sustainable practice can promote the long-term interests of the organisation and the population as a whole

Gain an understanding of environmental management techniques. Gain an understanding of the skills needed to innovate change, support

action and empower others to create changes

Learning Outcomes Assessment Criteria1. Explain the concept of

sustainability1.1 Explain the principles of sustainability1.2 Explain the factors that affect the

sustainability of an organisation’s activities1.3 Discuss how an organisation can improve

sustainable practice on a local and national scale

2. Investigate how an organisation’s activities impact on the environment

2.1 Investigate direct and indirect impacts of current environmental issues on industry, organisations and stakeholders2.2 Explain how environmental performance is monitored in an organisation or enterprise2.3 Conduct an environmental impact assessment on an organisation or enterprise2.4 Explain how environmental performance can be improved in an organisation or enterprise

3. Explain the need for environmental management

3.1 Examine different approaches to environmental management within organisations in the relevant land- based sector 3.2 Examine how organisations in the relevant land-based sector can be more environmentally aware3.3 Devise an environmental policy for a chosen organisation in the relevant land-based sector • examine the impact of UK and EU environmental legislation with which organisations in the relevant land-based sector must comply

4. Explain the need for waste management

4.1Examine different approaches to waste management in organisations in the relevant land-based sector4.2 Describe the different types of waste that are produced by organisations in the relevant

166

land-based sector4.3 Suggest how organisations can reduce waste • outline the environmental and commercial benefits of reducing waste for a chosen organisation in the relevant land-based sector






1. Unit Title Sustainable Development2. Credit Value of Unit 15

167




70



10

Total 60Total 90


7. Unit Introduction This is intended as a generic unit to raise awareness of sustainable development issues. It aims to encourage a sense of responsibility and citizenship, an appreciation of the needs of others both now and in the future, and respect and value for the diversity of life. The unit provides a development of the knowledge on this subject gained at First and National levels, but also provides an introduction to sustainable development issues for those learners addressing the subject for the first time. This unit can be integrated with all curriculum areas and courses through the use of appropriate examples and situations

8. Aims of the Unit

In this unit you will:Be able to encourage a sense of responsibility and citizenship, an appreciation of the needs of others both now and in the future, and respect and value for the diversity of life.


In this unit you will: Gain an understanding of a sense of responsibility and citizenship. An appreciation of the needs of others both now and in the future, and

respect and value for the diversity of life. Gain an understanding of the concept of sustainability Gain an understanding of waste management

Learning Outcomes Assessment Criteria168

1. Examine the principles of sustainable development

1.1 Assess the different interpretations of the concept of sustainable development

1.2 Evaluate the need to address both inter-generational and intra-generational equity

1.3 Evaluate the debate between individual and collective interests

2. Critically review the impact of production, trade and biotechnology on diversity

2.1 Evaluate the evidence that indicates global production and trade has had an impact on biological, cultural and economic diversity2.2 Critically discuss the impact of the globalisation of production and consumption on biological, cultural and economic diversity2.3 Evaluate the implications of recent trends towards localisation of economic activity in the promotion of diversity2.4 Assess the impact of biotechnology on bio-diversity.

3. Evaluate the concept of citizenship and individual responsibility in the promotion of sustainable development

3.1 Discuss the concept of stewardship and the view that we do not ‘own the earth’, only ‘hold it in trust’3.2 Discuss the implications of sustainable development for a learner’s future life; to include both a personal and work-based assessment3.3 Justify their own values on ethical issues related to sustainable development3.4 Appraise the policies and attitudes of their local authority or place of work/study to citizenship and individual responsibility

4. Assess the impact of the changes towards sustainability, including recent policies and legislation devised to encourage this change.

4.4 Discuss the effectiveness of recent legislation introduced to promote a more sustainable use of resources4.2 Evaluate recent changes to a production system to promote sustainable development4.3 Critically assess their own lifestyle and behaviour; discuss methods to reduce their eco-footprint


169





1. Unit Title Horticultural Technology2. Credit Value of Unit 153. Unit Type Optional

170




70



10

Total 60Total 90


7. Unit Introduction This unit provides the scientific foundation for the technological components found in other units. It is accepted that students studying this programme may not have previous practical experience and therefore basic machinery practice has been included. It introduces the students to technological concepts, design and operational characteristics of industrial machinery and the safe operation of equipment, along with a consideration of environmental factors.

8. Aims of the Unit

In this unit you will:Students will be introduced to technological concepts, design and operational characteristics of industrial machinery and the safe operation of equipment, along with a consideration of environmental factors.

9. Indicative ContentIn this unit you will:Gain an understanding of the technological applications within landscape design.Gain an understanding of the design and operational characteristics of a range of horticultural machinery and equipment. Gain an understanding of the design and operational characteristics of a range of horticultural.Gain an understanding of the factors that influence environmental and sustainable technology developmentKnow the safe us of safe operation of machinery and equipment

Learning Outcomes Assessment Criteria1. Apply basic 1.1 Identify the suitability of materials for

171

technological concepts to their applications in horticulture

particular work situations1.2 Explain and relate engine/refrigeration

working cycles to operational use1.3 Specify and describe electrical power

sources, tariffs and equipment for given situations

1.4 Select, and justify selection of, suitable instrumentation for measuring/controlling a particular environment

2. Evaluate the design and operational characteristics of a range of horticultural machinery and equipment

2.1 Interpret technical specifications for a range of machinery2.2 Evaluate the suitability of power units for different work situations2.3 Assess comparable equipment against a given set of criteria2.4 Review the range of equipment available to carry out a particular operation

3. Review the influences of environmental and sustainable factors on horticultural technology development

3.1 Assess the environmental impact of using materials, machines and equipment to carry out a given operation3.2 Evaluate recent developments in power technology in terms of their environmental impact3.3 Interpret the role of horticultural technology in terms of sustainable production

4. Demonstrate the safe operation of machinery and equipment.

4.1 Specify and explain the safety requirements of machinery/equipment operations4.2 Carry out basic maintenance procedures on powered machinery4.3 Use a range of pedestrian/rider-operated powered machinery in a safe manner


172





1. Unit Title Project Management for Land-based Industries

173




70



10

Total 60Total 90


7. Unit Introduction The development and management of projects is a notable phenomenon in all land-based industries. Many organisations rely on sound project management to ensure that the work they do is focused on meeting their goals. The aim of this unit is to equip students with the intellectual tools and experience to identify, develop and contribute to the management of projects developed to support organisational and commercial initiatives, by planning, recording and monitoring all aspects of projects. This unit enables students to understand the context of and factors that affect the aims and approaches adopted by project development. It will assist learners in expanding a knowledge of the processes involved in developing projects and in playing an effective role in ensuring that project activities are managed efficiently.

8. Aims of the Unit

In this unit you will:On completion of this unit, students will have an understanding of the relationships between the aims and policies promoted by land-based industries and the activities undertaken to promote them.


Gain an understanding of management of projects in all land-based industries,

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Know how to equip students with the intellectual tools and experience to identify, develop and contribute to the management of projects.

Gain an understanding of how to develop and support organisational and commercial initiatives, by planning, recording and monitoring all aspects of projects.

Gain an understanding of the characteristics of projects that can be applied to land-based industries

Understand how to generate project plans Know how to analyse strategies for planning and recording activities

Learning Outcomes Assessment Criteria1. Determine the

appropriate characteristics of projects that can be applied to land-based industries

1.1 explain the relationship between organisational needs and abilities and project goal(s), functions and products

1.2 Determine appropriate target conditions of features of the project environment

1.3 Analyse a project’s ability to influence factors affecting a target condition

2. Generate project plans that can be applied to identified requirements and needs

2.1 Demonstrate an understanding of the relationships between internal and external command structures for project management2.2 Generate an appropriate objective and work programme to meet a specified target condition2.3 Propose an appropriate cost estimate for conducting a programme of work

3. Describe and analyse strategies for planning and recording activities

3.1 Assemble an effective specification for a practical work activity3.2 Record, assess and interpret the outcomes of a completed work activity3.3 Communicate information regarding the outcomes of successful and unsuccessful project activities

4. Apply approaches to monitoring activities that ensure their effective delivery.

4.1 Explain the process of adaptive management4.2 Justify the selection of performance and target condition indicators4.3 Develop appropriate activities to monitor performance and target indicators


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1. Unit Title Enterprise and Financial Management for Land-based Industries

176




70



10

Total 60Total 90


7. Unit Introduction This unit covers the management of the agribusiness, from the performance at enterprise level through to overall financial performance and stability of the entire business. The student will identify sources of finance and learn how management principles can be used to analyse, organise, plan and control the business. The techniques used should be referred to in the context of the latest business and environmental initiatives.

8. Aims of the Unit

In this unit you will:On completion of this unit, students will be able to identify sources of finance and learn how management principles can be used to analyse, organise, plan and control the business.



Gain an understanding of the different sources of finance available for the effective management of the business.

Gain an understanding of the principles of management. Know how to plan and evaluate the performance of the business in relation

to its objectives and its financial and physical performance Gain an understanding of business enterprise and the techniques used within

business and environmental initiatives177

Learning Outcomes Assessment Criteria1. Identify sources of finance available for the effective management of the business

1.1 Identify and describe sources of capital for the business

1.2 Demonstrate knowledge of the capital cycle in relation to successful business

1.3 Assess the sources of credit in relation to business

1.4 Describe methods available to provide the business with interest rate protection

2.Apply the principles of management to a business and its resources

2.1 Identify all the resources available to a horticultural business2.2 Explain the environmental issues surrounding the use of resources in the business 2.3 Define the role of objectives in the strategic development of the business2.4 Evaluate the objective planning cycle for one business

3. Demonstrate the management of physical and financial information in order to control the performance of a business

3.1 Discuss the basic physical and financial information which is recorded for a horticultural business3.2 Devise a procedure for the management of information utilised within the business3.3 Describe the performance factors which highlight the efficiency of an enterprise3.4 Us e factors to analyse and evaluate the performance of enterprises within the business

4. Plan and evaluate the performance of the business in relation to its objectives and its financial and physical performance.

4.1 Elate past business performance to future planning4.2 Use planning methods to establish resources and develop business opportunities4.3 Evaluate the financial structure of the business


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5. LIST OF EQUIPMENT

Hardware List

№ Name Technical specification

Purpose of equipment/ Covered topics

Module(s) where will be used

Units- pieces/ per number of students

Total quantity

Comments Picture(if possible )

1 Makerbot 2x 100 micron layer thickness 6691cc volume – 28x15x15

Low End 3d printer -Sketch modeling – function prototpyes, test rigs and demostrations of fit and feel or mechanical principles

12 Cheap machine capable of being used independently by students – software is downloaded to users laptop and as such requires very low staff input

2 StratasysuPrint 200 micron layer thickness

Mid range 3d printers Refinement of models for concept testing and more refined

1 Used by staff for the students as a bureau service – post process on objects needs staff because of chemicals involved.

3 3D Systems Z450

720DPI 3d printer Mid range 3d printer for finished models and proof of concept

1 Staff use as bureau as above but with safe chemicals, big volume allows lots of models to be made overnight for lots of students.

4 StratasysConex 260

Multi material 3d ptiner

Proof onf concept at high level of detail

1 Staff use only, staff liase with students

featuring multiple levels of flexibility in one solid model

before print to make the best of the technology and best value for money per print. Post process involves water jets to remove supports

5 Artec EVA 3d Scanner

Structured light based scanner – non contact scanning of soft surfaces and objects, handheld and operable from laptop

Scanning objects to bring them into the digital CAD environment, for reverse engineering and

1 High end device normally used in conjunction with staff aftter a demonstration woth students

6 Artec Spider 3D Scanner

Structured light scanner for small objects – as above

As above 1 As above

7 3D Sytems Sense scanner

Basic optical scanner

As above but for loan to students on an ad-hoc basis or for use in group tutorials

1 for every 3 students when taught in class situation

4 Simple device that can be used by students by downloading the software to their own machines

8 Roland MDX 540a

4 Axis CNC milling machine 500x400x150 volume

Realisation of 3d geometry in solid materials such as PU foams, model board and wood using the same 3d data as needed for a 3d

1 Mayka Pro software we currently use is very intuitive and easy to learn for the students, works well with the

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print MDX20 below as well

9 Roland MDX 20 3 axis very small milling machine.

As above at a very small scale for detailed work in soft materials such as wax and softer modeling boards

1 As above

10 Universal Laser PLS6.60

810x450mm 65watt laser

2 dimensional cutting and engraving of a massive range of solid materials from woods and plastics to fabrics glass and papers etc.

2 Operating directly from Adobe Illustrator the lasers are very intuitive and simple to operate. Operation by students independent of staff after one training session

11 Zund M800 1200x900 plotter cutter with roller and vinyl cutter.

For cutting flat materials such as fabrics and plastic sheeting or vinyl and card. Can operate from Adobe Illustrator files

1 Much as the laser, training is simple and allows the students to operate independently

12 Roland Picza Laser Scanner

Rotating laser scanner for objects up to 500mm high

The quick scanning of hand sculpted objects, reverse engineering or objects

1 Scanner that creates detailed models by rotating the object and scanning the surface with laser.

13 Microscriber MHT

Touch probe digitizer

For the detailed reverse engineering and metrology of objects,

1

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using an industrial ruby as a probe for extremely accurate measurement

14 Mimaki TX2 Fabric printer with various inks and pigments – 1.3mm rolls of fabrics

For printing onto prepared fabrics using industry standard inks and pigments – mostly Dye-Sub and Acid dyes

2 Allows designs created on computers (Adobe suite) to be printed full size onto fabrics via an ink jet process.

15 Transmatic Rotary Heatpress

For use with 1.3m fabrics and paper

For use with Dye-Sublimation transfer printer for manmade fabrics

1 Heavy machine, 200 Celsius operation with staff assisting students only

1 per student

Dell Precision M3800 15.6-inch or Apple MacBook Pro 13-inch Retina dual-core

Student laptop Will contain student software for assignments, seminar and all student educational activity

1 per student

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Software List

№ Name Technical specification Purpose of equipment/ Covered topics

Module(s) where will be used

Units- pieces/ per number of students

Total quantity (If the number of students is 15)

1 Google SketchUp pro 2014 for Windows

SketchUp Pro 2014 is 3D modelling software for professionals. SketchUp allows anyone to model in 3D quickly and accurately. Using 3D models, designers can make more informed decisions, communicate project details, and share ideas with colleagues and customers to reach a common goal.System Requirements Windows:- Microsoft® Internet Explorer 6.0 or higher.- Google SketchUp Pro requires .NET 1.1 framework.- SketchUp will run on 64bit versions of Windows, but it will run as a 32bit application.- 800 MHz processor.- 1 GB RAM.- 15 MB of total hard-disk space.- 3D class Video Card with 256 MB of memory or higher. Please ensure that the video card driver is 100% OpenGL compliant and up to date.

Google SketchUp Pro is a program that allows students to make 3D designs, which can be used in applications such as architectural projects and others. The software has a lot of drawing tools, 3D modeling tools, effects and textures. A student will be free to create their own drawings from scratch.

Software will be used throughout all levels modules. Particularly in Prototyping, Introduction into Specialty, Specialty 1and etc.

1 15

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2 Autodesk Entertainment Creation Suite Ultimate 2014

System requiremements:Operating System- Microsoft® Windows® 8 Professional (64-bit)Microsoft Windows 7 Professional (64-bit)CPU- 64-bit Intel® or AMD® multi-core processorRAM -8 GB or RAM (or more recommended)Disk space- Entertainment Creation Suites for Education requires 17GB free disk space

Software helps to accelerate 3D modelling and sculpting, texture painting, mocap editing, advanced character animation and visual effects tasks, and optimise end-to-end production workflows.

Software will be used throughout all levels modules

1 15

3 Autodesk Entertainment Creation Suite Ultimate 2015

Operating System Microsoft® Windows® 7 (SP1), Windows® 8 and Windows® 8.1 Professional operating systemlCPU 64-bit Intel® or AMD® multi-core processorRAM 8 GB of RAM (or more recommended)Disk Space Free disk space for install:Entertainment Creation Suites for Education requires 19GB free disk space

Software helps to accelerate 3D modelling and sculpting, texture painting, mocap editing, advanced character animation and visual effects tasks, and optimise end-to-end production workflows.


1 15

4 Autodesk Entertainment Creation Suite Ultimate Subscription

AutoCAD LT 2015Create precise 2D CAD drawings with intuitive drafting software that uses the latest DWG™ technologyMaya 2015 (Desktop Subscription)Comprehensive 3D animation softwareAutoCAD 2015Powerful new 3D CAD design toolsSketch Book Pro 7

The software helps to produce higher-quality entertainment content with 3D animation software in the Entertainment Creation Suites.


1 15

185

5 McNeel Rhino 5.0 Upgrade Lab Kit

Operating System WindowsDisk space 600 MB disk spaceMemory (RAM) 1 GB minimum, 8+ GB recommended

MCNEEL_RHINORhino 5.0 has many new features and enhancements: Modeling, Editing tools, Interface, Display, Rendering and animation, 2-D drawing/drafting tools, Mesh modeling, editing, analysis, repair, and rapid prototyping, Analysis, Large projects, Compatibility, Software developer tools (lab kit for 30 students)


1 1

6 Rhino 5 / Flamingo / Penguin / Bongo Bundle Lab Kit

MCNEEL_PENGUINPenguin 2.0 is completely integrated with Rhino. All of its configuration dialogs can be accessed as any other Rhino dialog would be, inside Rhino properties or object properties.MCNEEL_BONGOBongo. Simple, integrated animation for Rhino 5.MCNEEL_FLAMINGONext generation rendering technology30 user Lab

Penguin. Sketch rendering modeSimulates hand drafting. It allows student to create images in styles that look like drawings using pencil, ink, chalk, pen marker, watercolor (and others).Configurable parameters for the wavy or straight lines. Control over line width, intensity, and color. Cartoon rendering modeObjects rendered with a limited number of shades and edges draw with a line to generate "illustration"


1 1

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drawings.Controls the color and width of the silhouettes, borders, and creases.Bongo allows student drag and drop to create animations in Rhino, change between programs, preview inside Rhino, in real time, in any shading mode (including Neon!), render to video using any compatible renderer.Flaminngo features Image Editor with support for multiple lighting channels, 3D Plant Editor, render Farm support, Content libraries (plants, materials, HDRi),pre-textured mesh support,support for 3rd party texture sets.

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7 MAXON CINEMA 4D Studio R15 Education

System Requirements.Windows Vista, 7 or 8 (64-bit only) on Intel or AMD processors with SSE3 support; Mac OS X 10.6.8 or higher on 64-bit Intel-based Macs; 1024 MB available RAM, DVD ROM drive. A standard DVD installation can require up to 7 GB of hard drive space. The software must be registered for unrestricted use.- Windows 8 64-bit (all versions)- Windows 7 64-bit (all versions)- Windows Vista 64-bit (all versions)- Windows 2008 Server 64-bit- Windows 2012 Server 64-bitMac- Apple Mac OS X 10.6.8~ (and higher)

MAXON_CINEMA4DMaxon'x Cinema 4D Studio is a great tool for professional 3D artists. If you want to create advanced 3D graphics but need a helping hand to ensure you create jaw-dropping graphics quickly and easily, then this is the choice for you. As well as containing all of the features found in Cinema 4D Prime, Visualize and Broadcast, Cinema 4D Studio adds advanced character tools, hair, a physics engine and an unlimited client network for rendering. The result is that Cinema 4D Studio can tackle any project you throw at it with ease.


1 15

8 Adobe Creative Cloud for teams

System requiremements - Microsoft® Windows 7, 8 or 8.1Mac OS X v10.7, v10.8, or v10.9Internet connection required

Adobe Creative Cloud for teams. Adobe® Creative Suite® 6 application, access to online services for file sharing, collaboration, and publishing. (Photoshop, In-design, After-effects and etc.).


1 15

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9 Designer/Renderworks 2014 Educ

VECTORWOKS addresses the wide variety of design-oriented decisions and workflows.You will need to purchase a network dongle to run Lab seatsWindows XP SP 3, Windows Vista SP 2, Windows 7 SP 1, Windows 8- QuickTime 7.7.0 to 7.7.3 (higher versions not recommended)- Pentium 2GHz or better- RAM: 2GB minimum, 4GB highly recommended, 8GB recommended for large files and complex renderings.- Screen Resolution 1024 x 768 minimum, 1280 x 800 recommended- DVD-ROM drive (dual layer)

The software allows students to advance their ideas from concept through completion.


1 1

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6. LIST OF LITERATURES

№ Name Author Publisher Edit.Number

ISBN Code-13 ISBN Code 10

Place of publication: Year

Comments

1 Landscape Design: A Cultural and Architectural History

Elizabeth Barlow Rogers

Harry N. Abrams Inc.

1 978-0810942530

810942534 New York:2001

This volume presents a history of the ways in which human beings have shaped the landscape at cult sites, in cities and on great private estates, from prehistoric times to the present, throughout the world. The book considers what the evolution of the design of the landscape reveals about the development of society and culture, examining famous cities, palaces and parks, as well as lesser-known designed landscapes, and even sites now vanished from around the world.

2 Nature Pictorialized. Gina Crandell The Johns Hopkins University Press

1 978-0801843976

801843979 Baltimore:1992

An important contribution to the discussion of the evolution of the landscape idea, and the role of the picturesque in today’s perceptions of natural and built landscapes.

3 Architecture, Form, Space and Order (2nd edition).

Francis D.K. Ching

John Wiley & Sons

3 978-0262112840

471752169 New York:2007

For more than thirty years, the beautifully illustrated Architecture: Form, Space, and Order has been the classic introduction to the basic vocabulary of architectural design.

4 Plant User Handbook. James Hitchmough, Ken Fieldhouse

Wiley-Blackwell

1 978-0632058433

632058439 Oxford:2003 An invaluable reference source on soft landscape specification for professional landscapers. Each topic is written by a leading specialist in the

190

field and covers technical data with practical guidance. Ecological characteristics, selection, procurement, elements of planting design, site preparation, establishment and maintenance are all considered.

5 Design with Nature, Ian McHarg Wiley 1 978-0471114604

047111460X 1995 In the twenty-five years since it first took the academic world by storm, Design With Nature has done much to redefine the fields of landscape architecture, urban and regional planning, and ecological design. It has also left a permanent mark on the ongoing discussion of mankind's place in nature and nature's place in mankind within the physical sciences and humanities

6 Designing with Models.

Criss B. Mills John Wiley & Sons

2 978-0471648376

047164837X New Jersey: 2005

Designing with Models, Second Edition is the revised, step–by–step guide to basic and advanced design process modeling. This comprehensive text explains the process from start to finish, and has been expanded to include up–to–date information on digital modeling programs and rapid prototyping processes.

7 Interpreting the Landscape

Michael Aston Routledge 978-0415151405

041515140 6 London: 1985 Michael Aston uses a wide range of source material to study the complex and dynamic history of the countryside, illustrating his points with aerial photographs, maps, plans and charts. He shows how to

191

understand the surviving remains as well as offering his own explanations for how our landscape has evolved

8 Landscape Archaeology: An introduction to fieldwork techniques on post-Roman landscapes

Michael Aston, Trevor Rowley

David & Charles

1 978-0715366707

071536670X 1974

9 The Timeless Way of Building

Christpoher Alexander

Oxford University Press

1 978-0195024029

195024028 New York:1979

Explains the theory behind Alexander's Pattern Language

10 The Experience of Landscape

Jay Appleton John Wiley 978-0471962359 (Revised 1996)

047196235X (Revised 1996)

London:1996 Appleton provides a theory of why places which offer both prospect and refuge appeal to humans whose ancestors were hunter gatherers

11 Designs of Cities Edmund Bacon

Penguin Books

978-0140042368

140042369 Revised 1976 Beautiful plans, fascinating historical analysis and a theory of how to improve existing cities - by creating axes which are also movement systems

12 City Form and Natural Process: Towards a New Urban Vernacular

Michael Hough

Routledge 978-0415043908

415043905 1989 A great account of how to design cities with regard to the relationship between city forms and the natural processes upon which they depend

13 History on the Ground: Six studies in maps and landscapes

Maurice Beresford

Lutterworth Press

London: 1957

14 Archaeology in the Field

Osbert Crawford

Dent London : 1953

15 A Pattern Language: Towns, Buildings,

Christpoher Alexander

OUP USA 978-0195019193

195019199 New York: 1978

An inspiring book on the theory of site planning with specific practical

192

Construction advice on what types of space to make and how they should related to other types of space

16 Garden Cities of Tomorrow

Ebonezer Howard

General Books LLC

978-1151393661 (revised 2012)

1151393665 (revised 2012)

London: 1946 Howard was a prime mover behind the Garden City Movement and remains the most profound thinker on the subject. He had a considerable influence on the Green Belt idea - and a much better appreciation of the idea's potential than his followers

17 Gardens and the Picturesque: Studies in the History of Landscape Architecture

John Dixon Hunt

MIT Press 978-0262581318

262581310 Cambridge: 1992

Hunt is a comparatively difficult author to follow, but has the breadth of his perspective on garden history and theory is unmatched

18 Greater perfections: the practice of garden theory

John Dixon Hunt

University of Pennsylvania Press

978-0812235067

812235061 London: 2000 Hunt explores the meanings of garden and its relationship to other interventions into the natural world. It looks at the role of verbal and visual languages in placemaking as well as how gardens have been represented in the visual and literary arts.'

19 The Picturesque Christopher Hussey

Frank Cass London: 1967 Hussey wrote the first and best book on the Picturesque with a deeper theoretical grasp than most garden historians

20 Environmental Land Use Planning and Management

John Randolph

Island Press

3 978-1559639484

1559639482 2004 This book also expands on the work of Ian McHarg and covers the basic regulatory and management frameworks that directly affect landscape architecture practice in the US

Landscape Graphics Grant W. Reid Waston- 2 978- 823073335 2002 Good examples of hand drawing - and

193

Guptill Inc. 0823073337 a record of 'how landscape architects drew' before the onset of digital graphics

21 Social Life of Small Urban Spaces

William H. Whyte

Project for Public Spaces Inc.

978-0970632418

097063241X 1980

22 Colour Drawing: Design Drawing Skills and Techniques for Architects, Landscape Architects, and Interior Designers

Michael E. Doyle

John Wiley & Sons

3 978-0471741909

471741906 2006

23 COLOR DRAWING. A Marker/Colored-pencil Approach for Architects

Michael E. Doyle

Van Nostrand Reinhold

978-0442221843

442014317 1983

24 Landscape Architecture, Fourth Edition: A Manual of Land Planning and Design Simonds

John O. Simmonds

Mcgraw-Hill Professional

4 978-0071461207

,0071461205 2006

25 The Penguin Dictionary of Architecture and Landscape Architecture

Hugh Honour Penguin Books

5 978-0140513233

014051323X 1999

26 Detail in Contemporary Landscape Architecture

Virginia McLeod

Laurence King

978-1780670232

1780670230 2012

27 Digital Drawing for Landscape Architecture:

Bradley Cantrell

John Wiley & Sons

978-0470403976

470403977 2010

194

Contemporary Techniques and Tools for Digital Representation in Site Design

28 Cities for People Jan Gehl Island Press

1 978-1597265737

159726573X 2010

29 Form and Fabric in Landscape Architecture

Catherine Dee Taylor & Francis

1 978-0415246385

415246385 2001

30Business Management & Entrepreneurship

31 The Principles of Scientific Management

Frederick Winslow Taylor

Dover Publications Inc

978-0486299884

,0486299880 2001

32 Man's Search for Meaning

Viktor E. Frankl

Beacon Press

978-0807014295

080701429X 2006

33 BE YOUR OWN BOSS

Elaine Davis Davis-Brown

978-0-9565682-0-5

2010

34 Built to Last: Successful Habits of Visionary Companies

Jim Collins Haper Business

978-0060516406

,0060516402 2004

35 Good to Great: Why Some Companies Make the Leap ... and Others Don't

Jim Collins Random Home Business

1 978-0712676090

,0712676090 2001

36 The Innovator's Dilemma: The Revolutionary Book

Clayton Christensen

Harper Business

978-0062060242

,0062060244 2011

195

That Will Change The Way You Do Business

37 The Lean Startup: How Today's Entrepreneurs Use Continuous Innovation to Create Radically Successful Businesses

Eric Ries Crown Business

1 978-0307887894

,0307887898 2011

38 The E-Myth Revisited Micahel E. Gerber

Harper Business

3 978-0887307287

,0887307280 2001

39 Entrepreneurial DNA: The Breakthrough Discovery that Aligns Your Business to Your Unique Strengths

Joe Abraham Mcgraw-Hill Professional

978-0071754514

,0071754512 2011

40 "Entrepreneuring: The Ten Commandments"

Steven C. Brandt

Archipelago Publishing

3 978-1888925029

1888925027 1997

41 Beyond Entrepreneurship

James Collins Prentice Hall

1 978-0133815269

,0133815269 1999

42 Теория и история архитектуры: Избранные сочинения

Габричевский А. Г.

5-8238-0151-3.

Киев, 1993

43 Морфологияискусства


5-7784-0167-1.

Аграф, 2002

44 Биография и культура: Документы, письма, воспоминания


978-5-8243-1619-3

Москва, 2011

196

45 Основы архитектурной композиции: Учебное пособие

Иконников А. В.,Степанов Г. П.

Москва, 1971

46 Архитектура города: Эстетические проблемы композиции

Иконников А. В.

Москва, 1972

47 Пространство и форма в архитектуре и градостроительстве.

Иконников А. В

5-484-00424-1.

Москва, 2006

48 Архитектурная физика.

В.К. Лицкевич, Л.И. Макриненко, И.В. Мигалина

197

Documents

kasipkor.kzkasipkor.kz/wp-content/uploads/2016/09/33-Landscape-Design.docx · Web viewAllowing students the opportunity to experience the ‘specialist’ element of the Degree