- 1 –

General Certificate in Ornamental Horticulture Learnership at Level 1

Unit Standard Title : Identifying the Major Categories

of Ornamental Plants

Design Document


PROGRAM PURPOSE

This Unit Standard forms part of the General Certificate in Ornamental Horticultural, NQF Level 1 and is aligned with the Unit Standard : Identifying the Major Categories of Ornamental Plants, worth 5 credits.

The purpose of the unit standard is to equip learners with the skills and knowledge necessary to identify common plants and recognise the characteristics of commonly used plants.

These skills and knowledge will form the basis of the learning and help learners to meet the specific outcomes and assessment criteria, as outlined by the Unit Standard.

Unit Standard Pre-requisites

Demonstrate knowledge of communication and Numeracy at Abet level 3.

Unit Standard : 119689

Unit Standard Title : / Identifying the major categorise of ornamental plants
NQF Level : / 1
Credits : / 6
Purpose : / This unit standard is for people employed within the Ornamental Horticulture and landscaping industry who need to identify common plants and recognise the characteristics of commonly used plants.
Learning assumed to be in place / Demonstrate knowledge of communication and Numeracy at Abet level 3.
Practical Competence (Specific Outcomes) / Foundational Competence (Knowledge) / Reflective Competence
  1. Categorise the major types of trees and identify ten of these.
/
  • Explain the difference between deciduous and evergreen trees.
  • Identify ten common trees that are found in the workplace.
  • Describe the growth habits of the ten identified trees.
Range:
Common evergreen and deciduous trees found in the workplace,.
Size of tree, deciduous or evergreen, root activity, flowering, fruits, frost tolerance, water requirements. /
  • Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
  • Work effectively with others as a member of a team, group, organisation or community.
  • Organise and manage oneself and one’s activities responsibly and effectively.
  • Collect, analyze, organise and critically evaluate information.
  • Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentations.
  • Use science and technology effectively and critically showing responsibility towards the environment and health of others.
  • Demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation.

  1. Categorise the basic types of shrubs and identify fifteen of these.
/
  • Explain the difference between deciduous and evergreen shrubs.
  • Identify fifteen common shrubs that are found in the workplace.
  • Describe the growth habits of the fifteen identified shrubs.
Range :
Common deciduous and evergreen shrubs found in the workplace.
Size of shrub, flowering season, root activity, frost tolerance, water requirements. /
  • Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
  • Work effectively with others as a member of a team, group, organisation or community.
  • Organise and manage oneself and one’s activities responsibly and effectively.
  • Collect, analyze, organise and critically evaluate information.
  • Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentations.
  • Use science and technology effectively and critically showing responsibility towards the environment and health of others.

  1. Categorise the different types of groundcovers and identify five of these.
/
  • Recognise different types of groundcovers.
  • Identify five common groundcovers that are found in the workplace.
  • Describe the growth habits of the five identified groundcovers.
Range:
Common groundcovers found in the workplace.
Vigorous nature, sun or shade or both, water requirements, pruning requirements, frost tolerance. /
  • Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
  • Organise and manage oneself and one’s activities responsibly and effectively.
  • Work effectively with others as a member of a team, group, organisation or community.
  • Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentations.
  • Use science and technology effectively and critically, showing responsibility towards the environment and health of others.

  1. Categorise different types of bedding plants and identify ten of these.
/
  • Explain the growth habits, characteristics and requirements of various annuals.
  • Identify ten bedding plants that are found in the workplace.
  • Describe the growth habits of the ten identified annuals.
Range:
Size of annuals, flowering period, flower colours, shade or sun or both, frost tolerance, water requirements, common annuals found in the workplace, plants that die within a year – during this period they germinate, flower, set seed and die. /
  • Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
  • Work effectively with others as a member of a team, group, organisation or community.
  • Organise and manage oneself and one’s activities responsibly and effectively.
  • Collect, analyze, organise and critically evaluate information.
  • Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentations.
  • Use science and technology effectively and critically showing responsibility towards the environment and health of others.

  1. Categorise the different types of herbaceous plants and identify ten of these.
/
  • Categorise the different types of herbaceous plants.
  • Identify ten common herbaceous plants that are found in the workplace.
  • Describe the growth habits of the ten identified herbaceous plants.
Range:
Common herbaceous plants in the workplace.
Vigorous nature, size of plants, flowering periods, flower colours, texture of leaves.
Plants that normally flower for a season, but whose rootstocks are perennial, some varieties should be divided up ever 3 to 4 years depending on the density of growth. /
  • Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
  • Work effectively with others as a member of a team, group, organisation or community.
  • Organise and manage oneself and one’s activities responsibly and effectively.
  • Collect, analyze, organise and critically evaluate information.
  • Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentations.
  • Use science and technology effectively and critically showing responsibility towards the environment and health of others.

S/O / A/C / Evidence Required / Sources of Evidence / Assessment Method / Bloom Level
1 / 1 – 3 /
  • The difference between deciduous and evergreen trees is explained.
  • Ten common trees that are found in the workplace are identified.
  • The growth habits of ten identified trees are explained.
/ Deciduous and evergreen trees found in the workplace. / Observation
Knowledge questionnaire / Blooms Cognitive Domain:
Application level
2 / 1 – 3 /
  • The difference between deciduous and evergreen shrubs is explained.
  • Fifteen common shrubs that are found in the workplace are identified.
  • The growth habits of the fifteen identified shrubs are described.
/ Common deciduous and evergreen shrubs found in the workplace. / Observation
Knowledge questionnaire / Blooms Cognitive Domain – application level
3 / 1 – 3 /
  • Different types of groundcovers are recognised.
  • Five common groundcovers that are found in the workplace are identified.
  • The growth habits of the five identified groundcovers are described.
/ Common groundcovers found in the workplace. / Observation
Knowledge questionnaire / Blooms Cognitive Domain – application level
4 / 1 – 3 /
  • The growth habits, characteristics and requirements of various annuals are explained.
  • Ten beddings plants that are found in the workplace are identified.
  • The growth habits of the ten identified annuals are described.
/ Common annuals found in the workplace. / Observation
Knowledge questionnaire / Blooms Cognitive Domain – Application level
5 / 1 – 3 /
  • The different types of herbaceous plants are categorised.
  • Ten common herbaceous plants that are found in the workplace are identified.
  • The growth habits of the ten identified herbaceous plants are described.
/ Common herbaceous plants found in the workplace. / Observation
Knowledge questionnaire / Blooms Cognitive Domain – Application level

Target audience profile

LEARNER CHARACTERISTICS
Learner Demographic Factors
  • 300 Learnerships country wide

  • Age 18 – 60

  • Average time on the job 1 to 20 years

  • Majority male

  • Predominantly black depending on geographical location

  • Geographically spread throughout SA

  • Generally will have low educational levels ranging from Grade 6 to Grade 9

  • Staff may travel far to get to work or to training provider

  • Language – several language preferences

  • Low staff turnover

Industry Demographic Factors
  • Peak season in the industry runs from August to December – this hampers training efforts during such time

  • Many contract workers especially over peak season and weekend work is common throughout the industry

  • Labour intensive work – low mechanization in industry

  • Most work done on-site – very little done off-site

  • Seasonal changes have a major impact on business and labour requirements

  • Lack of SME in diverse languages

Motivation
  • High motivation for learning to advance in job and remuneration

  • Learning barriers: Lack of formal education and facing the unknown

  • Little experience in formal education

  • Low levels in self-confidence can by expected during the learning

Subject Knowledge and Skills
  • Practical competence learning acquired on the job.

  • Lack foundational and reflective competence

Learning Factors
  • Learning happens on the job – Sit by Nelly

  • Will be keen to learn if learning is relevant and results in meaningful work or qualification achievements

  • Preference for learning that is practical

  • Preference for learning that is interactive – using all senses

  • Preference for learning in small, intact work groups

Resources/Time Scale
  • Limited resources if someone off on training misses daily targets – no backup available to fill in gaps

  • Distance from home to training to work impact on work and learning

  • Access to subject matter experts is limited in the learners’ workplace to their sector specialisation.

  • Long hours of work.

  • Training needs to take place preferably between February to July

  • Training needs to take place preferably on Mondays, Tuesdays or Wednesday

training & other strategies

TRAINING CONTENT
  • National Certificate in Ornamental Horticulture – 17 Core Unit standards

  • National Certificate in Ornamental Horticulture – propagation and retail Elective Unit Standards

TRAINING ACTIVITIES/METHODS/DELIVERY
  • Address learning barriers at the beginning of training to overcome the lack of formal education and facing the unknown Manage trainee ‘state’ to draw on the curiosity, anticipation, suspense, confidence building, delight and exploration in order to ready trainees for learning. Build trust, enthusiasm and excitement for the learning.

  • Training must cater for all learning styles and types. Planned format variety to stimulate all five of the learners senses i.e. sight, sound smells, taste and touch and to appeal to the Visual, Auditory and Kinesthetic learning styles identified by NLP

  • Avoid age specific activities in order to appeal to wider target audience

  • Use easy to understand and basic English in training and assessment. ( English is the language for the delivery of learning)

  • Avoid using written assignments and tests, substitute with oral questioning and verbal discussion as required.

  • Make training relevant in the introductions to lessons – allowing the learner to contextualise learning

  • Participant-centered activities to actively involve learners in the learning process. The activities need to be comprehensive, practical and experiential in nature with great emphasis on the process, which integrates foundational, practical and reflective competence.

  • Training must be relevant, realistic and practical. Use workplace examples and context. Activities need to be based on “real work” where learners work with real workplace scenarios and case studies.

  • Some unit standards may seem irrelevant with no perceived benefit due to the diversity of careers within the industry

  • Move from practical competence to foundational competence and then into reflective competence.

  • Provide activities to help the learner relate their learning to their own past experiences and personal interests.

  • Include activities that build learner confidence.

  • Provide lots of learner support.

  • Provide tools that help the learner to plan and manager their own learning.

  • Avoid using written assignment

  • Learners used to low mechanization so training practicals need to be basic and manual, avoid using high tech gadgets.

TRAINING IMPLEMENTATION/MANAGEMENT
  • Training must take place in a classroom to ensure a focused learning experience

  • The facilities, logistics and administration ( venue, room layout, training materials, accommodation, meals, etc) must enhance the learning experience

  • Set training time lines.

WORK ENVIRONMENT/SYSTEMS/PERFORMANCE/BUSINESS ISSUES
  • Communicate learning to the learner’s management to gain support and assistance for the learner.

Issue Date June 2006 Version 2