Diploma PL Environmental Land Based Studies L1-2 TSM (Phase 3)

8/9/2019 Diploma PL Environmental Land Based Studies L1-2 TSM (Phase 3)

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Tutor support

To support the Edexcel Level 1 and Level 2

Principal Learning in Environmental and Land-

based Studies to be taught from September

2009

ugust 2009

Edexcel !iplomas


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Edexcel, a Pearson company, is the UK’s largest awarding body, offering academic and

vocational qualifications to more than 2,!!! schools, colleges, employers and other places of

learning in the UK and in over "!! countries worldwide# $ualifications include %&'Es, (' and

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(uthorised by 6oger -eard

Prepared by 7att %regory

(ll the material in this publication is copyright

8 Edexcel )imited 2!!1


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Contents

IntroductionStructure and aims of Principal Learning in Environmentaland Land-based Studies

The Edexcel Diplomas in Environmental and Land-based Studies:Principal Learning

The structure of the Edexcel Level 1 Principal Learning in Environmentaland Land-based Studies

The structure of the Edexcel Level 2 Principal Learning in Environmental

and Land-based Studies

Further information

seful publications

Professional development and training

Level 1

nit 1: The !atural Environment

nit 2: Environmental and Land-based Production S"stems and Services

1#

nit $: %ntroduction to &or'ing in the Environmental and Land-basedSector

nit (: &or'ing )ith Plants and *nimals

nit +: %mpacts on the Environment

Level 2 127

nit 1: Environmental %nfluences upon Ecos"stems and Production ,ones

12#nit 2: &or'ing in Environmental and Land-based rganisations

nit $: Plant !utrition. /ro)th and 0reeding

nit (: *nimal !utrition. /ro)th and 0reeding

nit +: Plants and *nimals and their ole in Societ"

nit : The %mportance of a Sustainable Environment to Societ"

nit 3: Environmental 4onitoring

nit 5: Sources and ses of Energ"


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List of annees !"#

*nnexe *: %nternal *ssessment of Principal Learning nits: 6ontrols forTas' Setting. Tas' Ta'ing and Tas' 4ar'ing


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Introduction

.his publication supports delivery of the Edexcel )evel " and )evel 2 Principal )earning in

Environmental and )and5based 'tudies# 9t must be read in con:unction with relevant sections of

the published specification ;Publications code P!2!


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Structure and aims of Principal Learning inEnvironmental and Land-based Studies

$he Edecel %iplomas in Environmental and Land-based Studies& PrincipalLearning

.he Edexcel )evel " Principal )earning in Environmental and )and5based 'tudies aims to

introduce learners toA

• core themes such as how we use the environment, for example farming, towns, leisure

• how to safely wor4 with plants and animals, for example care and handling

• sustainability and how impacts on the environment can be reduced, for example recycling#

.he Edexcel )evel 2 Principal )earning in Environmental and )and5based 'tudies aims to give

learners 4nowledge and understanding ofA

• plant and animal growth, breeding and nutrition

• how plants and animals are used in society

• practical environmental monitoring

• concepts such as energy use, biodiversity and the role of government, economy and society

in sustainability#

.he structure of the Principal )earning in Environmental and )and5based 'tudies

$he structure of the Edecel Level 1 Principal Learning in Environmentaland Land-based Studies

(ll units are compulsory#

'nitnumber

$itle (L) *ssessment

" .he *atural Environment ?! External

2 Environmental and )and5based Production, 'ystems and

'ervices

=! 9nternal

? 9ntroduction to 0or4ing in the Environmental and )and5

based 'ector

?! 9nternal

0or4ing with Plants and (nimals =! 9nternal

9mpacts on the Environment =! 9nternal

.utor support B Edexcel iplomas )evels "52 in Environmental and )and5based 'tudies Principal )earning

B 9ssue " B (ugust 2!!1 8 Edexcel )imited 2!!1

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$he structure of the Edecel Level 2 Principal Learning in Environmentaland Land-based Studies

(ll units are compulsory#

'nit

number

$itle (L) *ssessment

"Environmental 9nfluences Upon Ecosystems and

Production Cones=! 9nternal

2 0or4ing in Environmental and )and5based Drganisations =! 9nternal

? Plant *utrition, %rowth and -reeding =! 9nternal

(nimal *utrition, %rowth and -reeding =! 9nternal

Plants and (nimals and their 6ole in 'ociety =! External

= .he 9mportance of a 'ustainable Environment to 'ociety =! 9nternal

< Environmental 7onitoring ?! 9nternal

'ources and Uses of Energy ?! 9nternal

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9ssue " B (ugust 2!!1 8 Edexcel )imited 2!!1

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Further information

@or further information please call &ustomer 'ervices on ! or visit our website at www#edexcel#com#

'seful publications

@urther copies of this document and related publications can be obtained fromA

Edexcel Publications

(damsway

7ansfield

*ottinghamshire *%" @*

.elephoneA !"=2? =< =<

@axA !"=2? ! "

EmailA publicationsFlinney#com

6elated information and publications includeA

• &ccreditation of $rior earning available on our websiteA www#edexcel#com

• uidance for *entres ffering Edexcel/+E* 012 &ccredited $rogrammes ;Edexcel,

distributed to centres annually>

• perating Rules for *omponent and 3iploma &warding /odies ;$&(, 2!!

• +he 3iploma %tructure and %tandards, 4ersion 5 ;$&(, 2!!

• Regulatory &rrangements for the 1ualification and *redit 2ramewor ;Dfqual,

(ugust 2!!>

•

6hat is a 3iploma7 ;fE' and $&(, 2!!• the (') catalogue on the *ational atabase of (ccredited $ualifications ;*($> websiteA

www#ndaq#org#u4

• the current Goint &ouncil for $ualifications instructions for controlled assessment relevant

to Principal )earning $ualifications available from the G&$ websiteA www#:cq#org#u4

• the current Edexcel publications catalogue and update catalogue

• the latest news on the iploma from $&( available on their websiteA

www#qca#org#u4Hdiploma

• the latest news on Edexcel iplomas available on our websiteA

www#edexcel#comHqualsHdiploma

*-A 7ost of our publications are priced# .here is also a charge for postage and pac4ing# Please

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Level 1

.utor support B Edexcel iplomas )evels "52 in Environmental and )and5based 'tudies Principal )earning B

9ssue " B (ugust 2!!1 8 Edexcel )imited 2!!1


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'nit 1& $he +atural Environment

+,F Level 1

Learning hours& !"

*bout this unit 83on9t blow it : good planets are hard to find9 ;.ime magaJine>#

.he natural environment consists of all living and non5living

things that occur naturally on Earth# 9f the natural environment

doesn’t function properly then life won’t either# 9t is therefore

essential that we all understand the natural environment and how

it functions#

0or4ing in land5based and outdoor industries such as farming,

forestry, outdoor recreation, sports, travel and tourism is exciting

and rewarding# 9t may require a lot of wor4ing time to be spent in

the natural environment#

.he applied purpose of this unit is to recommend suitable

habitats for plants and animals# 9n order to be able to do this

learners will learn the 4ey features of habitats in both terrestrial

and aquatic environments, how to identify the animals and plants

that live in them, and how they are affected by the weather and

climate# .hey will loo4 at soils and how they affect the land use

of an area, and will learn how to carry out soil and weathermeasurements#

(fter studying this unit learners will be able to describe the

relationships between plants, animals and habitats, and to explain

how soil and weather patterns affect habitats# .hey can then use

this information to determine how the environment can be used,

for example for production agriculture, production horticulture,

national par4s and recreational grounds#

Learning outcomes

On completing this unit, a learner should:

)D#" Know the 4ey features of common habitats

)D#2 Know how soil and weather affect how land is used

)D#? Know how environmental surveys are carried out

)D# Know methods used to identify common plant and animal species

)D# Understand how plant and animals species interact

)D#= Understand suitable habitats for plants and animals

)D#< Understand why environmental surveys are carried out#

.utor support B Edexcel iplomas )evels "52 in Principal )earning B

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)o .ou ill be assessed

.his unit will be assessed through an externally set one5hour examination, made up of short

answer and some extended writing questions#

Iou must complete the examination under supervision and will not be able to communicate withanybody except an invigilator#

.he externally set examination will cover all the learning outcomes of the unit#

Co-learning opportunities

.his unit lin4s directly to all other units in the @oundation iploma Environmental and )and5

based 'tudies Principal )earning# .he assessment lin4s are as followsA

• practical plant and animal identification s4ills are assessed in evel ; )nit 5' Environmental

and and-based $roduction %ystems and %ervices

• practical soil testing and identification s4ills are assessed in evel ; )nit


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/utline scheme of or0

.he following is a suggested outline scheme of wor4#

9t should be noted that this scheme of wor4 serves as an outline and does not necessarily

illustrate a full range of employer engagement opportunities and applied contexts available tofacilitate delivery of the unit which will vary depending on local circumstances#

Possible outline scheme of or0

Sessionnumber

Content Possible activities esources

" LO1 – Know the key

features of common

habitats

.ypes of habitatsA

• common terrestrial

habitats

• common freshwater

aquatic habitats

• common saltwater

habitats#

@eatures of habitatsA

• 4ey physical features of

common habitats listed

and the contrasting

features between

different habitats#

0hole5class teaching

• 9ntroduce learners to lowland,

upland, woodland, urban, aquatic

and marine habitats#

%roup wor4

• )earners produce a map

identifying the location of ma:or

habitats in the UK and a second

map to identify the location, 4ey

features and main species found

in important local habitats#

+isit

•

(rrange a visit to important localhabitats, eg foreshores, par4s,

woodlands, ponds#

• 9dentify the main physical

features of common habitats, and

list the contrasting features

between these habitats#

PowerPoint

9nternet access

.extboo4s

7aps

rawing

materials

D/Ps

'cheme of

wor4

+isit to a

suitable site

providing as

many

examples of

local habitat

as possible

2 LO4 – Know methods

used to identify common

plant and animal species

0hole5class introduction

• 9ntroduction to the use of 4eys

%roup andHor individual wor4

• 9dentify the main plant and

animal species found within the

habitats using a 4ey#

• 6ecord plant and animal species

and collect soil samples for )D#

'uitable field

guidesH4eys

9dentify the

main plant andanimal species

found within

the habitats

using a 4ey

6ecord plant

and animal

species

&ollect soil

samples for

)D



""


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Sessionnumber


? LO2 – Know how soiland weather affect how

land is used

'oil

0hole5class teaching• Dutline the main soil types as

defined by structure, eg clay,

sandy, silty, peaty, chal4y, loam#

9ndividualHgroup wor4

• Using examples of the main soil

types, allow learners to determine

the soil type by moistening soil

samples and rubbing between their

fingertips#

• Using examples of contrasting soil

types, eg coarse sand and clay,

allow learners to observe how

much air space there is in the soil

by immersing samples in water

inside a measuring cylinder#

• 7easure the p/ of soil samples,

including any from the habitats

sampled earlier, using either a

probe or indicator#


• 9nvestigate drainage and nutrient

content#

• iscuss the influence of soil type

on plant distribution using

contrasting examples#

• 'uitable examples can be

heathland, sand dunes, golf

courses, production of crops that

are easier to grow on specific soil

types ;for example, potatoes> andassociated animal communities#

• iscuss where plants will need to

be managed to maintain high

levels of nutrients, eg vegetable

production, or low levels of

nutrients, eg conservation

grassland#

PowerPointD/Ps

.extboo4s

9nternet access

Examples of

soil types

efra &ross

compliance B

guidance for

soil

management’

)aboratory

equipment, eg

measuring

cylinders, test

tubes, etc

7ethod of

measuring soil

p/

'cheme of

wor4

Examples of

different soil

types

PowerPoint

9nternet access

efra &ross

compliance B

guidance for

soil manage5

ment’

0eather 0hole5class teaching

• /old a discussion on how the

weather affects habitats, eg

avoiding traffic on the land in

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Sessionnumber


waterlogged conditions#



"?


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Sessionnumber


LO – !nderstand howplant and animal species

interact

0hole5class teaching• @actors affecting plant and animal

species growth and distribution,

definition of ecological niche,

definition of herbivores,

carnivores, omnivores, food webs

and lin4s between animal and plant

species#

LO" – Know how

en#ironmental sur#eys

are carried out

9ntroduce learners to any survey

methods not used previously, for

example, mapping software,

%eographical 9nformation 'ystems

;%9'>, maps, plans, digital

photographs, animal and plant

identification 4eys, s4etches, samples,

questionnaires and notes, any other

specialist equipment required#

Examples of

surveys, %9',

mapping

software eg

7(%9&,

specialist

equipment, eg

%P', transects,

quadrats

'oil tests 0hole5class teaching

• iscuss tests for phosphorus,

available potassium and available

nitrogenL equipment requiredL

methods used and simple analysisof results#

• *- 9n industry, testing is usually

carried out by a specialist

laboratory, therefore a visit to a

soil testing lab would be

beneficial#

• &lass discussion of why soil

analysis is beneficial to specific

industries, eg nitrate leaching from

soil after heavy rain#

'oil testing

equipment

+isit to a soil

testing lab or

visiting

spea4er

explaining

how and why

soil is analysed

0eather measurements

+isit to an automated

weather station ;if one is

easily accessible> to

demonstrate industry

standard recording

apparatus

• 6easons for measuring and

recording weather data

• 7ethods of collecting data, eg

continuous automated

measurement, manual

measurement#

PowerPoint

D/Ps

.ext boo4s

9nternet access



"


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Sessionnumber


= contd 6ecord simple weather dataA rainfall,minimum and maximum air and soil

temperatures, wind speed and

direction, cloud cover, sunlight ;using

a combination of automated and

manual methods if possible>#

&lass discussion of methods used to

gather weather data and simple

analysis of results#

'tevenson’s'creen and

suitable

meteorological

equipment

= LO$ – !nderstand

suitable habitats for

plants and animals

LO% – !nderstand why

en#ironmental sur#eys

are carried out

9n pairs

•

'imple interpretation of surveyresults in relation to plant and

animal habitats present

&lass discussion of reasons for

environmental surveying and how

data collected can determine suitable

habitats for plants and animals#

iscussion

with

professionalabout uses of

environmental

monitoring

< &'amination(

'et by Edexcel

" hour

9ndividual activity

'itting exam#

9nvigilated

facilities#

Specialist resources

9t is a requirement of this unit that learners have access to a variety of habitats to study#

'ome basic environmental equipment will be required such as identification 4eys, soil p/ test

4its and litmus paper, soil nutrient test 4its, weather recording equipment such as an

anemometer, a rain gauge ;although a very simple one can be constructed by learners and form

part of their assessment>, a sunlight recorder, and thermometers capable of recording the

minimum and maximum air and soil temperatures#

'imple 4eys of common plant and animal species will be required#



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eference material

.he @ield 'tudies &ouncil has a wide selection of good quality species identification 4eys to UK

species and relevant boo4s and teaching materials#

)eneral books

@reeland P B >abitats and the Environment ;/odder M 'toughton, "112> 9'-* !?!?2=andboo of /ritish /irds, 5nd Edition ;&hristopher /elm

Publishers, 2!!=> 9'-* 1 9'-* !!!


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+ebsites

www#adas#co#u4 ((' is the UK’s largest independent

provider of environmental consultancy, rural

development services and policy advice

www#bbc#co#u4Hnature --& nature

www#bbc#co#u4Hgardening .he --& gardening website

www#btcv#org#u4 -ritish .rust for &onservation +olunteers

www#businesslin4#gov#u4 -usiness )in4 is a free business advice and

support service, available online and through

local advisers#

www#cla#org#u4 .he &ommunity )and and -usiness

(ssociation is the membership organisation

for owners of land, property and businesses in

rural England and 0ales

www#constructions4ills#net &onstruction'4ills is the 'ector '4ills &ouncil

for construction

www#countryside5:obs#co#u4 &ountryside Gobs 'ervice

www#dea#org#u4 E( is an education charity that promotes

global learning so that children and young

people in the UK have a good understanding

of the wider world#

www#defra#gov#u4 epartment for Environment, @ood and 6ural

(ffairs

www#direct#gov#u4 Dfficial government website for citiJens

www#eus4ills#co#u4 Energy M Utility '4ills

www#environment5agency#gov#u4 .he Environment (gency

www#face5online#org#u4 @arming and &ountryside Education

www#farmwildlife#info &onsortium of environmental organisations

helping farms to help wildlife

www#field5studies5council#org @ield 'tudies &ouncil

www#forestry#gov#u4 @orestry &ommission

www#globaldimension#org#u4 E( website guide to boo4s, films, posters

and web resources which support global,intercultural and environmental understanding

for all age groups and sub:ects



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www#hse#gov#u4 /ealth and 'afety Executive

www#igd#com 9% B .eam dedicated to the development of

the food and grocery industry and committed

to the needs of its consumers

www#improveltd#com 9mprove is the 'ector '4ills &ouncil for foodand drin4 manufacturing industry in the UK

and part of the '4ills for -usiness *etwor4

www#landex#org#u4 )and5based &olleges (spiring .o Excellence

is a member funded association of land5based

colleges

www#lantra#co#u4 )antra is the 'ector '4ills &ouncil for the

environmental and land5based sector

www#lbcnc#org#u4 )and5based &olleges *ational &onsortium

develops resources to support teaching and

learning in the land5based sector www#leafu4#org )in4ing environment and farming

www#metoffice#gov#u4HclimateHu4 7et Dffice B weather and climate forecasts

www#naturalengland#org#u4 *atural England, conservation group

www#randa#org .he 6 M ( B responsibility for the

administration of the rules of golf, the running

of .he Dpen &hampionship and other 4ey

events, and the development of the game in

existing and emerging golfing nations#

www#rspb#org#u4 .he 6oyal 'ociety for the Protection of -irds

www#se5ed#org#u4 'ustainability and Environmental Education

www#sd5commission#org#u4 'ustainable evelopment &ommission

www#s4illsactive#com '4ills(ctive is the 'ector '4ills &ouncil for

active leisure and learning

www#soilassociation#org .he 'oil (ssociation is an environmental

charity promoting sustainable, organic farming

and championing human health#

www#stoc4watchgame#org efra webgame on fish stoc4s

www#teachers#gov#u4Hgrowingschools %overnment website for teachers, developing

the use of the outside classroom

www#teachernet#gov#u4Hsustainable schools .eacher*et B an education website for

teachers and school managers

www#wildlifetrust#org .he 0ildlife .rust is a collection of trusts

across the whole of the UK, the 9sle of 7an

and (lderney wor4ing for an environment rich

in wildlife#

ideo

8n course for sustainability9 B .he 6 M (, see

www#bestcourseforgolf#orgHvideoHD&'en#wmv#html



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Sample *ssessment aterial

.his unit will be assessed through an externally set one5hour examination, made up of short

answer and some extended writing questions# ( specimen examination paper is available to

view from www#edexcel#com#



"1


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'nit 2& Environmental and Land-based ProductionS.stems and Services

+,F Level 1

Learning hours& 3"

*bout this unit /ave you ever wondered where your brea4fast cereal or the meatin your burger comes fromQ

9n this unit learners will discover how the environmental and

land5based industry uses plants and animals to produce these and

many other products and services that we use in our daily lives#@or example how building firms, water companies, wildlife

conservation agencies and outdoor sports grounds provide us

with services and products that we need#

.he applied purpose of this unit is to survey environments and

recommend how they can be used by environmental and land5

based businesses#

)earners will find out about the ways in which goods are

produced and services are run, and how this can affect the

environment, plants and animals# .hey will also learn how to

carry out surveys of the plants and animals on a site, and how

this is put into practice in wor4 situations#

(fter studying this unit learners will understand how different

uses of land lead to the production of a wide range of goods and

services that benefit society# .hey should be able to survey

environments and recommend how they can be used by

environmental and land5based businesses# .his should point the

way to a number of possible careers in environmental and land5

based industries including wor4ing in food production, game and

nature reserves and leisure resorts#

Learning outcomesOn completing this unit, a learner should:

)D#" Know the role of plants and animals in food chains, society and the environment

)D#2 Know how land, plants and animals are used to produce products and services

)D#? Understand why land is used for particular purposes

)D# -e able to survey an environment to recommend land use#



2!


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.he assignment is based on you wor4ing in a team to plan a survey of an environment# Iou will

use your survey to recommend environmental uses by an environmental and land5based

enterprise#

Iour survey should include the following sectionsA

• identification of plants and animals present and their wider role in the food chain, society

and the environment

• how land, plants and animals are used to produce products and services

• the features and benefits of natural and managed land uses and reasons for their location

• human haJards to plants and animals

• recommendation of environmental and land5based sector uses for the environment

surveyed#


.his unit can help learners when studying some of the other units in this qualification, for

exampleA

evel ; )nit


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illustrate a full range of employer engagement opportunities and applied contexts available tofacilitate delivery of the unit which will vary depending on local circumstances#


Sessionnumber


" LO1 – Know the role of

plants and animals in food

chains, society and the

en#ironment

Plants in the food chainA eg

fruit, vegetables, use in

medicines

Plants in societyA main

cultivated plants within

different land uses ;resultant

products or services, how

these benefit society> eg

agriculture, horticulture,

forestry and arboriculture,

amenity, sports turf

Plants in the environmentA

monocultures, eg stands of

single species woodlandL the

main plants within a natural

;or semi5natural> land use, eg

woodland, unimproved

grassland, wetland#

(nimals in the food chainA eg

food production using cows,

sheep, etc

(nimals in societyA the main

domesticated animals within

a land use and the resultant

products or servicesL how

these benefit society, eg

agricultural, equine, wor4ing

animals, pets, par4land

(nimals in the environmentA

the main wild animals within

a natural ;or semi5natural>

land use, eg woodland,

unimproved grassland,

wetland#


• Explain unit aims and

ob:ectives#

• Explain scheme of wor4 andassessment strategies#

• Explain lin4s with other units

such as units ", and # .he

lin4s for unit " are important

as practical plant and animal

identification s4ills from Unit

" are assessed here in Unit 2#

9t is also where you learn how

the use of land, plants and

animals influences the natural

environment# .he lin4s for

Unit are found as you

investigate how plants and

animals are used in a range of

production systems and

services and in Unit as you

explore how the land, plant

and animal uses can impact

on the natural environment#

• 9ntroduce the concept of food

chains and use group wor4 to

construct food chains showing

the place of plants in the

context of food production

and its consumption#

• 6eview the place of plants in

society B plan investigations

into land uses and production

systems B encourage use of

mind maps in the presentation

of wor4#

Unit guidance

documentation

0hiteboardH

flip charts

@ood chain posters

0eblin4s



22


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Sessionnumber


; contd • &ontrast information gathered

in this review with plants inthe environment natural and

semi5natural land uses and

their value to society#

• 6eview food production

systems using animals B lin4

this wor4 to the food chains

already produced#

• &ontrast animals in

production to main types of

wild animals within naturaland semi natural habitats#

@lip

chartsHposters

+alue of plants and animalsA

relative importance in

domesticated, cultivated and

wild situationsL how plants

and animals interactL roles

and trophic levels, eg

ecosystems, habitats, food

chainsL implications for

biodiversity of mono5culture

production

PracticalHscenario based activity

• .hrough pro:ect wor4 within

a given wor4 related scenario

or field situation explore the

value of plants and animals#

Encourage use of mind maps

and other diagrams to show

interactions roles of trophic

levels and encourage

individual conclusions to be

made regarding the

implications for biodiversity

of monoculture production#

@ield

visitHwor4

related

scenario



2?


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Sessionnumber


2 LO2 – Know how land,

plants and animals are usedto produce products and

ser#ices

ProductsA 4ey production

systems, eg commercial, food

production, food supply

chain, non5profit ma4ing,

extensive, intensive,

mechanised, non5mechanised,

plants only, graJing livestoc4,

indoor livestoc4, mixed land

use, single species;monoculture>, multi species

production systemsL

identification of 4ey features

'ervicesA large5scale land

uses and services, eg farming,

horticulture, forestry,

fisheries, green spaces,

tourism, leisure and

recreation, conservation,

transport, built environment,

retail, recreation, mineralextraction, waste

management, educationalL

local land uses and services,

eg farming, horticulture,

forestry, fisheries, green

spaces, tourism, leisure and

recreation, wildlife

conservation, built

environment, retail,

recreation, mineral

extraction, waste

management, educationalL

4ey featuresL relative

importance of different land

uses#



ob:ectives#

• Explain scheme of wor4 and

assessment strategies#


such as Units ", and # .he

lin4s for Unit " are important




9t is also where you learn howthe use of land, plants and








explore how the land, plant

and animal uses can impact

on the natural environment#

• 'et group wor4 to research

how land plants and animals

are used to produce productsL

arrange interviews with

experts andHor field

visitsHwor4 experience#

ifferent groups may present

findings to rest of the class#

• 'et pro:ect wor4 to review a

large scale land uses and the

services it provides and uses#@indings can be presented in

diagrammatic or poster

format#

• 'et pro:ect wor4 to review

local land uses and services it

provides and uses# @indings

can be presented in

diagrammatic or poster

format#

• 6eview range of class

pro:ects to identify relative

importance of different land

Unit guidance

documentation

0hiteboardH

@lip charts

9nterviews

with

expertsHfield

visitsHwor4

experience

opportunity

Poster

resourcesHflip

charts



2


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Sessionnumber


uses#



2


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Sessionnumber


? )D? B Understand why land

is used for particular purposes

*aturalHsemi natural land useA

reasons for the location of

natural and semi5natural land

uses, eg remoteness from

centres of population,

topography, soil type,

climateL economic factors, eg

preserved for hunting,

shooting or fishing,

purchased by a charity,government grantsL relevant

current legislation, eg

0ildlife and &ountryside (ct

"1">L designations, eg 'ite

of 'pecial 'cientific 9nterest

;'''9>#

&ommercial land useA reasons

for the location of

commercial land uses, eg

local to a mar4et for produce,

topography, soil type,climateL economic factors eg

relative value of products and

servicesL interactions between

businessesHsectorsHindustries

/aJards to plants and animals

from human activityA eg road

casualties, loss of green

spaces in urban and rural

areas, poaching, extinctions,

introduction of non native

species



ob:ectives#




such as Units ", and # .he

lin4s for unit " are important




9t is also where you learn how

the use of land, plants and








explore the land, plant and

animal uses can impact on the

natural environment#

• iscuss types of natural and

semi natural land# )ist reasons

for its location# Explore the

features and set group wor4 to

identify uses#

• 9dentify current legislation

that impacts on uses of

naturalHsemi natural lands#

• iscuss types of commercial

land, its location and uses#Use case study scenario or

interview local experts to

demonstrate economic

factors#

• 'mall group wor4 to present

posters to show range of

haJards to named plants and

then named animals from

human activity#

Unit guidance

documentation

0hiteboardH

flip charts

'cenarios

(ccess to local

experts

wor4ing in

particular

aspects of

commercial

land use



2=


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Sessionnumber


< contd 'urvey and recording

techniquesA use of mappingsoftware and %eographical

9nformation 'ystems ;%9'>,

maps, plans, digital

photographs, electronic

animal and plant

identification 4eys, s4etches,

samples, questionnaires and

notesL equipment requiredL

use of trac4s and signs to

identify presence of animal

species6ecord and store resultsA

recording methods and

formats, industry5standard

recordsL 9&. recording

methods eg statistical

recording hardwareHsoftware,

word processor, spreadsheet,

and database#

0or4ing in a teamA clear

goals, good communication,

collaborative wor4ing,handling differences of

opinion, compromising,

reaching agreements,

fairness, consideration to

others, listeningL ta4ing

responsibility in teams eg

leader, recorder, ideas person#

6ecommend land useA

interpreting and presenting

the resultsL

applicationHdevelopment ofcommunication s4ills eg

presentation of results to

groupL recommending a use

for the environment surveyed

eg monoculture production,

bio diverse habitat

/ealth and safety issuesA

conducting safe surveysL use

of personal protective

equipmentL ris4 assessment#

• 'et practical activities to

enable teams to carry out aland survey using range of

types of measurements, eg

plants and animals, weather

etc# and to use a range of

survey and recording

techniques#

• Ensure teams ris4 assess their

activities prior to starting and

that they have identified

appropriate PPE#

• &arry out the surveys#

• Present data in schematic

form to lin4 findings to the

current identified land uses#

&onsider the value of

maintaining survey records#

'urvey

equipment andapparatus ;rain

gauges,

'tevenson’s

screen,

anemometer,

thermometers,

botanical 4eys,

etc>

7apping

software,

%eographical

9nformation

'ystems ;%9'>,

maps, plans,

digital

photographs,

electronic

animal and plant

identification

4eys, etc



2


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Sessionnumber


Unit (ssignment 0hole5class teaching

• -rief learners about what is

required by the assignment#

• Explain the need for their own

wor4 even when carrying out

group activities#

%roup wor4

• Plan surveys of commercial

and natural land#

• 6eview products and services#

9ndividual activity

• &arry out survey on

commercial and natural land#

• 7a4e recommendations for

the use of the areas surveyed#

(ssignment

-rief

eference material

)eneral books

@reeland P B >abitats and the Environment ;/odder M 'toughton, "112> 9'-* !?!?2=andboo of /ritish /irds ;&hristopher /elm Publishers )td,

2!!=> 9'-* !

9'-* ! 9'-* !!!

@owler & 0 B %ystemic Management' %ustainable >uman #nteractions with Ecosystems and the

/iosphere ;Dxford University Press, 2!!1> 9'-* !"11!1=1

%irard ) @ and *i:4amp P ;Editors> B *ultural +ourism and %ustainable ocal 3evelopment

;(shgate, 2!!1> 9'-* !


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)echner @ G B lobali!ation' +he Maing of 6orld %ociety ;0iley5-lac4well, 2!!1>

9'-* "!"=1!=!

7acKay G & B %ustainable Energy : 6ithout the >ot &ir ;U9., 2!!> 9'-* !121??

'cott G B Environmental $rotection' European aw and overnance ;Dxford University Press,

2!!1> 9'-* !"11="


?!


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Other websites

www#constructions4ills#net &onstruction'4ills is the 'ector '4ills

&ouncil for construction

www#dardni#gov#u4 epartment for (griculture and 6ural

evelopment *orthern 9reland

www#defra#gov#u4 epartment for Environment, @ood and

6ural (ffairs

www#eus4ills#co#u4 Energy M Utility '4ills

www#environment5agency#gov#u4 .he Environment (gency

www#face5online#org#u4 @arming and &ountryside Education

www#field5studies5council#org @ield 'tudies &ouncil

www#hgca#com /ome %rown &ereals (uthority − UK

Dnline &ereals 9ndustry 9nteractive 7ap

www#hse#gov#u4 /ealth and 'afety Executive

www#improveltd#com 9mprove is the 'ector '4ills &ouncil for food

and drin4 manufacturing industry in the UK

and part of the '4ills for -usiness *etwor4

www#landex#org#u4 )andex is a member −funded association of

land5based colleges

www#lantra#co#u4 )antra is the 'ector '4ills &ouncil for the

environmental and land5based sector

www#lbcnc#org#u4 )and5based &olleges *ational &onsortium

develops resources to support teaching andlearning in the land5based sector

www#s4illsactive#com '4ills(ctive is the 'ector '4ills &ouncil for

active leisure and learning

ideo

n course for sustainability B .he 6 M (, see

www#bestcourseforgolf#orgHvideoHD&'en#wmv#html



?"


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Sample *ssessment aterial

Introduction

.his sample assessment material gives centres with advice and guidance on the setting and

assessment of learner assignments# .he material is structured in the following wayA

" (dvice to tutors

2 /ow you will be assessed

? Example of a learner assignment brief

7ar4ing grid

Evidence structure#

Sector relevant purpose

.he assignment and practical survey wor4 must be in the context of the environmental and land5 based sector# .he purpose of the survey is to ma4e recommendations for the use of the area

surveyed#

Section 1 4 5*dvice to tutors6

.he requirements for the assessment of iploma internally5assessed units are set down in the

respective units, and tutors are advised to familiarise themselves with these# ( copy of the

assessment requirements for this unit is reproduced in section 2, below#

&'periential learning

.he use of experiential learning techniques is fundamental to the concept of the iploma, and

tutors should maximise the use of do, review, re5do’ opportunities when learners are wor4ingthrough their assignments# )earners will benefit from regular and structured feedbac4#

.ersonal, learning and thinking skills

9n addition to the specific requirements of the unit the tutor should ensure that opportunities are

not missed for the development and enhancement of Personal, )earning and .hin4ing '4ills

;P).'>, which underpin the iploma concept#

)earner assignments for internal assessment should be treated as a vehicle through which these

important generic s4ills can be delivered and reinforced, and in a context that is relevant both to

the sector and to learner level#

/unctional skills

.he performance of the assessment tas4s should also be treated as a vehicle through whichfunctional s4ills can be evaluated and reinforced, in a context that is relevant both to the sector

and to the learner# .he use of formative assessment techniques and mentoring aid learner

development in these important s4ill areas is strongly encouraged#

0he assignment brief and related controls

.he environment surveyed must contain a specific human use of land or production system#

.his assignment contains practical survey wor4 and should be carried out on two sites B one a

natural land useHproduction system and the other a managed land useHproduction system#

.he survey wor4 must be in the context of the environmental and land5based sector and sites

must cover a representative range of activities and services found across the UK land5based

industry#



?2


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.he purpose of the survey is ma4e recommendations for the use of the two areas surveyed#

)earners must be allocated to teams to wor4 on initial planning# Planning the survey is a group

activity, carrying out the survey and other assessment activities must be completed individually#

.he suggested number of guided learning hours ;%)/> required to complete the assessment

activities should not exceed "#

.utors should follow information given in the unit and in the overarching document ;(nnexe E

of the specification> relating to tas4 setting, tas4 ta4ing and tas4 mar4ing#

Section 2 4 5)o .ou ill be assessed6

.he assignment is based upon you wor4ing in a team to plan a survey of an environment# Iou

will use your survey to recommend environmental uses by an environmental and land5based

enterprise#

Iour survey should include the following sectionsA

• identification of plants and animals present and their wider role in the food chain, society

and the environment

• how land, plants and animals are used to produce products and services

• the features and benefits of natural and managed land uses and reasons for their location

• human haJards to plants and animals

• recommendation of environmental and land5based sector uses for the environment

surveyed#

ssessment

.he evidence requirements are shown in the mar4ing grids# .hese will be used by your tutor

when mar4ing your completed wor4# Iour tutor will decide which mar4 band should be applied

to your wor4 for each area of assessment focus# .his will be on the principle of best fit and, forexample, wor4 may be classified as mar4 band 2 despite aspects of the wor4 falling into mar4

band " and other areas of the wor4 falling into mar4 band ?#

.o improve your mar4s and move across the mar4 bands from band " to band ? your wor4 will

have to generally increase in depth and complexity with more description, reasoning and

:ustification as you move across the mar4 bands#

Section ! 4 5Eample of learner assignment brief6

&n#ironmental and Landbased *tudies 3iploma .rincipal Learning

Le#el 1: !nit 2 B Environmental and )and5based Production, 'ystems and 'ervices

ssignment titleA 'urvey wor4 for two different and contrasting )and5based activities or

production systems#

d#ice to learners

0hen producing wor4 for this unit you shouldA

• plan your wor4 and agree appropriate timescales with your tutor

• give periodic updates on your progress to himHher

• demonstrate commitment, initiative and teamwor4 during your wor4#

Iour tutor will divide the class into groups to underta4e the planning element# (ll other wor4

relating to this assignment must be that of the individual and not underta4en in groups#

Iou will be required to present your conclusions to staff from the company#



??


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9n order to understand how the ecology of the system wor4s you will visit the sites twice with

the class# .hese will be half day visits so you will be expected to bring all5weather clothing and

enough food and drin4 for the day#



?


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Iour tutor will divide the class into groups# Dnce this has been done you will be given time to

prepare and agree a plan of action ;with timescales and resource requirements> with your

colleagues and tutor#

.eams will need to produce plans which showA

• a list of the processes they will carry out

• an estimate of the approximate time to complete each stage

• details of the materials, tools, and equipment that will be required and

• a list of the health and safety or hygiene requirements#

Dnce the plans have been agreed by your tutor learners can carry out their surveys using the

plans for each of the two areas#

Iou mustA

• identify plants and animals using basic methods

• record and report on plant and animal species present

• recommend uses for the two areas#

0ask 2

Iou are required to produce evidence which covers the requirements listed in the scenario

above#

Iour evidence will include information thatA

• identifies the roles of plants and animals in a> the food chain, b> society and c> the

environment

• identifies the potential haJards to plants and animals from human impact

• describes how land, plants and animals are used to produce products and services

• explains the 4ey features and benefits of natural and human5influenced land use

• explains the reasons for the location of natural and managed land uses#

Iou will be expected to provide this evidence in a format that can be presented to the

companies#

0ask "

Iou will be required to communicate your evidence to your peers, tutor and to company staff#

Iou should concentrate on providing a recommendation from you on what you feel to be the

most appropriate use for the areas you have surveyed#



?=


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Section 8 4 5ar0ing grids6

ar0ing grid *

*ssessmentfocus

ar0 9and 1 ar0 9and 2 ar0 9and ! aimum mar0savailable

LO(1(1

Know the role of

plants and

animals in food

chains, society and

the en#ironment

Dutlines the roles of plants and

animals within the food chain,

society and the environment

Dutlines in detail the roles of plants

and animals within the food chain,

society and the environment

&omprehensively outlines the roles

of plants and animals within the food

chain, society and the environment

;!5?> ;5> ;=5 <

LO(1(2

Know the role of

plants and

animals in food

chains, society and

the en#ironment

(dequately identifies potential

haJards to plants and animals within

a given ecosystem from human

impact

9dentifies in detail potential haJards

to plants and animals within a given

ecosystem from human impact

&omprehensively identifies potential

haJards to plants and animals within

a given ecosystem from human

impact

;!5?> ;5> ;=5 <

LO(2(1

Know how land,plants and

animals are used

to produce

products and

ser#ices

escribes how land, plants andanimals are used to produce productsand services

escribes in detail how land, plantsand animals are used to produce

products and services

.horoughly describes how land, plants and animals are used to produce products and services

;!5?> ;5> ;=5 <



?


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ar0ing grid 9

*ssessmentfocus

ar0 9and 1 ar0 9and 2 ar0 9and ! aimum mar0savailable

LO(4(1

-e able to sur#ey

an en#ironment to

recommend land

use

7a4es a limited contribution to ateam planning a survey

7a4es an effective contribution to ateam planning a survey

7a4es a decisive contribution to ateam planning a survey

;!5?> ;5=> ;

LO(4(2

-e able to sur#ey

an en#ironment to

recommend land

use

&arries out a survey with frequent

assistance

&arries out a survey with occasional

assistance

&arries out a survey with minimal

assistance

;!5> ;5 ;5"!> "!

LO(4("

-e able to sur#ey

an en#ironment to

recommend land

use

6ecords results accurately some ofthe time

6ecords results accurately a ma:orityof the time

6ecords results accurately most ofthe time

;!5> ;5 ;5"!> "!0otal marks for )rid - 2

0otal marks


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)E+E) " U *9. ?A 9 *.6DU&.9D* .D 0D6K9*% 9* ./E E *+96D*7E*.() (* )(*5-('E 'E&.D6

Section 3 4 5Evidence structure6

Learningoutcome

ar0ing grid *ctivit.:section Evidence

)D - Planning a survey Dbservation recordsHwitness

statements ;(&#">

)D" ( Plant and animal roles 0rittenHrecorded evidence,

possibly including diagrams,

maps, graphs or charts etc

;(&"#", (&"#2>

)D2 ( )and, plants and

animals produce,

products and services

0rittenHrecorded evidence,

possibly including diagrams,

maps, annotated photographs etc

;(&2#">

)D? ( 6easons for land uses 0rittenHrecorded evidence,

possibly including diagrams,annotated photographs etc

;(&?#", (&?#2>

)D ( M - 'urveying,

collaboration and

presentation

Dbservation recordsHwitness

statements ;(&#2, (& #?,

(&#>



"


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.he assignment is based on you assessing the requirements of :ob roles, completing a :ob

application and wor4ing safely to achieve specified business ob:ectives#

Iou need toA• list 4ey :obs in the environmental and land5based sector and what they involve, relevant

personal s4ills, training and qualifications

• match your own personal s4ills up to the personal s4ills for a chosen :ob role

• complete an application for a chosen :ob role#

0hen wor4ing safely you mustA

• complete a log of activities carried out including the tools and equipment used

• outline health and safety duties#


.his unit can help learners when studying some of the other units in this qualification, for

exampleA

evel ; )nit ;' +he 0atural Environment B you will learn about habitats, climate and species

which will help you when you develop wor4ing s4ills in the environmental and land5based

sector#

evel ; )nit 5' Environmental and and-based $roduction %ystems and %ervices B you will

explore :obs associated with production systems and services#

evel ; )nit


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(fter the initial stages learners should be encouraged to ta4e a specific interest in a smaller

number of specific industries# .his will be useful to provide a basis for study of individual :obroles and detailed aspects of health and safety# .hey should be encouraged to build up a fact

file’ of this industry to use the information in a number of these sessions in an applied way#


illustrate a full range of employer engagement opportunities and applied contexts available to

facilitate delivery of the unit which will vary depending on local circumstances#


Sessionnumber


" LO1 – Know about

en#ironmental and land

based 5obs

9dentifying 4ey :obs

available in the

environmental and land5

based sector# 9ncludes both

the range of :ob types and

grades and differences

between them


• Explain unit aims and ob:ectives#



• Explain lin4s that learning in )D"

has with )nit 5' Environmental

and land-based production,

systems and services.

•

9dentify the types of :obsavailable# Provide descriptions of

each one and allow learners to

match the type and description#

• escribe the :ob grades and the

basic ways in which they differ#

9ndividual activity

• 9dentify some typical :ob

rolesHtitles at each grade from

industries in the E)- sector# .his

could be a research activity forlearners# Practitioners could direct

them towards those from a

selection of industries of different

scales andHor functions#

• Use generic information on

advantagesHdisadvantages of the

various :ob types for learners to

suggest which might be suitable

or not for the various :ob roles,

hence applying their 4nowledge

of :ob types to the requirementsof the roles#

'martHwhite

board

PowerPoint,

D/P

(ccess to

internet for

learners to

research :ob

roles

escriptions of

types of :obs

available

)ists of

advantages and

disadvantages

of each :ob type

'cheme of wor4




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Sessionnumber


2 LO1 – Know abouten#ironmental and land

based 5obs

9nvestigating what

particular :obs involve in

the environmental and land5

based sector

( guest spea4er from

industry could be invited to

illustrate 4ey roles in their

sector and answer questions

from learners on this#

*#-# .he selection of

activities given will last

longer than the allotted time

if both suggested spea4ers

are used# 9f the spea4er in

wee4 ? is used, but not this

one, then the wor4 on

personal s4ills can probably

be brought forward to this

session

0hole5class teaching• Explain what a :ob description is

with particular reference to the

functions of :obs#

9n pairs

• @or someHall of the :ob titles

investigated ;or for those in which

learners have a particular interest>

learners should research what

these :obs entail# .o help them

understand the demands theycould try to simply classify them

in various ways BactiveH

sedentary, indoorHoutdoor etc#

• )earners could use the previous

activity as the focus to develop a

questionnaire for a visiting

spea4er from the industry to find

out what :obs in hisHher industry

entailed#

• 6esulting questionnaires could be

used to build up a picture of that

industry in terms of :ob roles at

different levels#

6eview of lesson and reinforce

learning points#

'martHwhite board

PowerPoint,

D/P

(ccess to

internet

escriptions of

:obs learners

will use, or

directed accessto websites for

learners to find

these

themselves

'urveyH

questionnaire

blan4sHdrafts

'cheme of wor4




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Sessionnumber


points#




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Sessionnumber


LO" – Know safeworking practices in

the en#ironmental and

landbased sector

Examining haJards in

the wor4place#

9dentifying and

describing common

haJards# .he use of ris4

assessments to minimise

the chances of them

occurring.his whole area of

health and safety will

benefit from as much

real contact with

industry as possible B

observation of processes

and safeguards etc can

be incorporated into a

visit at any time#

0hole5class teaching• Explain the difference between

haJard and ris4#

• 9ntroduce ris4 assessments from the

wor4 that learners carry out in

second group activity#

%roup activities

• Each group to be given ;or find> an

example for a reported haJard in a

wor4place in and environmental or

land5based enterprise# %roup to

identify which part of

/('(0(Hfood legislation relevant

to it ;who is responsible etc># &ould

be shown safety videos as the initial

stimulus for this instead#

• %roup to give a presentation simply

explaining the haJard in terms of

how dangerous it could be, how

li4ely to occur, who it might effect,

how it might be minimised etc# 9n

other words the headings that they

will then use in ris4 assessments#

'martHwhite board

PowerPoint,

D/P

(ccess to

internet

/'E or other

safety videos

+ideo of an

E)- industry in

action or case

study material

describing it

6is4 assessment

pro formas

9nformation that

learners have

gathered about

their chosenindustry

9ndividual activities

• &arry out basic ris4 assessment

either for an activity they ta4e part in

at their centre or for a visit that they

are to underta4e#

• 9dentify the ma:or ris4sHhaJards from

the land5based industry that they are

most interested in or from studymaterialHvideo of an industry in

action#

6eview of lesson and reinforce learning

points#




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Sessionnumber


LO" – Know safeworking practices in

the en#ironmental and

landbased sector

Examining the

responsibilities of

employers and employee

to minimise haJards and

ris4s# escribing ways in

which this can be done#

Examining their

responsibilities to theenvironment

+isiting spea4er B

perhaps meat inspector

could focus on food

safety or a more general

safetyHunion rep could

focus on general safety#

.he former would lin4 to

second group activity

and the latter to some of

the individual activities

0hole5class teaching• 9ntroduce idea of responsibility of

employers to their employees and

employees to themselves#

• 9ntroduce idea of responsibility of

employers and employees to

customers and the environment#

• 9ntroduce requirements of food

safety legislation#

%roup activity

• 'tudy of the /'E poster could be

starting point for discussion# )evel

of detail etc here will be dependent

upon whether they have had any

wor4 experienceHwor4 visits by this

stage#

• Produce a similar poster related to

the @ood 'afety (ct from

information provided by visiting

spea4erHpractitioner# 9dentify what

training and qualifications might beneeded for employees to achieve the

requirements of this act ;lin4 to

session ?>#

'martHwhite board

PowerPoint,

D/P

(ccess to

internet

/'E poster

health and

'afety B what

you should4now’

-asics of food

safety act and

/('(0( listed

6esearch from

earlier sessions

on

responsibilitiesH

roles in specific :obs

/aJard

information

from previous

session

'cheme of wor4



1


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Sessionnumber


= contd 9ndividual activities• @rom a list of the 4ey

requirements of /('(0(,

learners should identify which

ones are the responsibility of the

management and which of the

staff, and which are safeguarding

the staff and which the customers#

• @or their chosen :ob roles studied

in earlier sessions, they should

identify where they would need to

be aware of /('(0( to protect

customers and where their

employers would need to ensure

there are safeguards for them#

.hey could ma4e reference to the

haJards identified in the pervious

session#

• 'tudy a news report ;hard

copyHelectronic> of an

environmental problem from a

land5based industry eg sewage

spills in 2!!< floods# )earners

can identify what measures could

be ta4en to minimise these

impacts in future#

• @or their own chosen industry

;:ob selected or visit made>

identify where waste is produced

and suggest how this could be

reduced#


learning points#



!


55/337



Sessionnumber


= LO" – Know safe workingpractices in the


based sector

9dentifying, and explaining

the need for, responsible

behaviour in the wor4

environment#

0hole5class teaching• 9dentify lin4s from previous

sessions as to why there is a need

for responsibility in the

wor4place, focusing upon the

results of accidents, requirements

of legislation and the need to

protect the environment#

'martHwhite board

PowerPoint,

D/P

9nstructions for

following an

activity

.heir research

on their chosen

industry

Pro formas forwor4 logs

9f an industry visit is being

underta4en at about this

time, then recording of

situations from real life in

which responsibility is

important can form an

integral part of this session#

• ( suitable discussion on

attendance and punctuality may

be possible from their own

behaviour, showing how it affects

quality of wor4#

• ( personal review of wor4 logs

would help learners to develop

good habits#

9ndividual activities• %ive them a list of instructions

that they need to follow for a

land5based or environmental

activity B eg as a lumber:ac4 B

right tools, sharpened, chec4

clothing, chec4 people not around

etc# get them to identify possible

haJards if these are not followed#

• Produce individual wor4 logs for

a day at the centre# .he problem

of annoying other people ;fellow

practitioners> by them filling it in

can be reduced by them

producing a perfect day’ outline

to simply tic4Hcross if they arrive

late etc#, leaving larger concerns B

causing problems etc B to be

written up at a suitable brea4#

(ccess to

internet



"


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Sessionnumber


A contd %roup activity• @ind examples within one of their

chosen industries ;or other if not

suitable> where PPE necessary#

Produce short role play to show

how lac4 ofHpoor use of PPE

might be a haJard#

( buJJ group’R of ways in which

they ;or others> show disrespect to

each other, possibly without meaning

to#


learning points#



2


57/337



Sessionnumber


< LO" – Know safe workingpractices in the


based sector

Examining the use,

transportation, storage and

maintenance of tools

9f only one visit is possible

then a visiting spea4er

might give a tools tal4’#

.his might give a chance

for handling of some basictools and examples of how

maintenance is carried out

etc# 7any modern tools that

are produced for consumers

rather than industry produce

their own maintenance

videosHboo4lets and these

could be used within the

theory’ lesson# &onsortia

may also be able to liaise

with their partners toacquire training videos

@or )D#? tools and equipment’ theactual scheme of wor4 will depend on

what access the learners have in terms

of visits to industries for a hands on’

approach to the sub:ect# 9n an ideal

world there should be a chance for

them to loo4 at this topic through a

visit to an organisation and be

involved in a participatoryH

experiential approach#

@or the purposes of layout this

scheme of wor4 is divided into onetheoretical session and one practical,

although much of the theory could be

incorporated into the practical session

if access for both sessions is possible#

.he latter would also allow some of

the wor4 in the previous sessions on

health and safety to be made more

relevant, identifying haJards, need for

PPE, evidence of /('(0( being in

place# 9n this case, these visits could

even be carried out as the first session

covering )D#2#


• Presentation and discussion about

importance of being able to wor4

with tools so that efficiency and

effective wor4ing ta4es place#

• emonstration of how tools are

used correctly emonstration of

methods of transporting and

storing tools to meet overall

ob:ectives of effective and

efficient wor4ing, together with

maintaining a safe wor4ing

environment#

• Explanation of importance of

maintenance methods#

• EmphasiJe lin4s with )D#?

/ealth and safety#

• 6eview of lesson and reinforce

learning points#

'martHwhite board

PowerPoint,

D/P

.ool use video

andHor boo4lets

'cheme of wor4



?


58/337



Sessionnumber


LO4 – -e able to worksafely

Examining the use,

transportation, storage and

maintenance of tools

&an also include practical

activities from previous

sessions on health and

safety

9ndustry visit organised as

per possible activities’#

Practical sessions can be organisedaccording to the typeHsiJe of

organisations in which they ta4e

place#

9deally if the group of learners is

mediumHlarge then a round robin

group session could be organised,

dealing with the tools under the

headingsL

• 'election

•

Use

• .ransport and storage

• 7aintenance

.he session would deal with hand

tools that the learners can experience

using#

'election B given a tas4 to complete

and as a team discuss and select tools

appropriately with review of reasons#

Use B the group could then use themunder guidance to produce the desired

result#

.ransport, storage and maintenance of

items to demonstrate the 4ey areas of

health and safety as well as

prolonging tool life#


learning points#

6esponsible behaviour B session

focusing on behaviour expected whenwor4ing with others in the wor4place#

.ransport#(ppropriate

contacts via

consortium

members




59/337



Sessionnumber


1 LO2 – -e able to completean en#ironmental and

landbased 5ob application

9dentifying personal s4ills

and comparing them with

the personal s4ills required

for :ob roles in the sector

0hole5class teaching• @rom scheme of wor4 for wee4 ?

learners should be able to

assemble a list of the main s4ills

that are required in the industry#

.his can be carried out as a whole

class activity particularly if they

have dealt with different :ob

roles#

'martHwhite board

PowerPoint,

D/P

0or4

completed by

learners for

)D#" on :ob

roles

Examples of person

specifications

from actual

applications

.he industry visit

underta4enHto be

underta4en could be used as

an opportunity to interview

employersHemployees on

the personal s4ills needed

and how they actually usethem in the course of their

:obs# Each groupHindividual

could focus on one or two

s4ills ;if time for all is not

available> and a

presentation of these made

to the class as a whole#

%roup wor4

• Each group could prepare short

role plays to show how different

personal s4ills might be useful in

the :ob roles studied# Dther

groups could be as4ed to identify

the s4ills being shown#

9ndividual activities

• @rom overall list of personal

s4ills, learners identify which

they consider to be their strengths

B could be by ran4 order or

assigning numerical scale to

them#

• @or each of those they consider as

positives they should be able to

describe an example of how their

behaviourHwor4 has demonstrated

it#

• @or one area in which they are

wea4 they could give an example

of how they have demonstrated it,

together with explanation of how

they should have behavedHacted#

• )earners could loo4 at their

favourite :obs from previous

sessions and consider which arethe most important s4ills for that

role#

(ccess to :ob

descriptions for

learners’

selected roles

Personal s4ills

listsHreference

sheets

(ccess

Documents

Diploma PL Environmental Land Based Studies L1-2 TSM (Phase 3)