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General Certificate in Ornamental Horticulture Learnership at Level 1

Unit Standard Title : Control Weeds Manually

In Plant Propagation and Landscaping

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 : Control weeds manually in plant propagation and landscaping, worth 4 credits.

The purpose of the unit standard is to equip learners with the skills and knowledge necessary to control weeds by hand, in containers, plant beds, turf grass and landscape areas.

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 : 119694

Unit Standard Title : / Control weeds manually in plant propagation and landscaping
NQF Level : / 1
Credits : / 4
Purpose : / This unit standard is for people employed within the Ornamental Horticulture and landscaping industry who need to control weeds by hand, in containers, plant beds, turf grass and landscape areas.
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. Demonstrate an understanding of the objectives of weed control.
  • Describe the effect that weeds have on desirable plants.
  • Describe the rapid re-establishment of weeds.
  • Explain the importance of the correct timing of weed control.
Range:
Depriving desirable plants of light, nutrients and water, annual and perennial weeds, weeds that set seed early and produce a fresh crop of weed seedlings, weeds that grow easily from stolons, bulbs, corms and rhizomes, weeds that re-grow from a tough root system. /
  • Identify and solve problems in which responses display the responsible decisions using critical and creative thinking have been made.
  • Work effectively with others as a member of a team, group, organisation or community.
  • Collect, analyse, organise and critically evaluate information.
  • Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentations.
  • Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

  1. Select the tools and equipment for manual weed removal.
  • Demonstrate the inspection of the cleanliness and working order of the tools and equipment.
/
  • Explain the suitability of tools or equipment used for the removal of specific weeds.
Range :
Weeding fork, hoe, slasher, spade, fork, and trowel. /
  • Work effectively with others as a member of a team, group, organisation or community.
  • Collect, analyse, organise and critically evaluate information.
  • Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentations.
  • Use science and technology effectively and critically, showing responsibility towards the environment and health of others.

  1. Select personal protective equipment (PPE) needed to remove weeds by hand.
  • Demonstrate the inspection and testing of the selected equipment for the correct working condition.
/
  • Explain the suitability of the selection of personal protective equipment for the hazards posed by the specific weeds to be removed.
Range:
Gloves, overalls, safety shoes, boots, eye protection. /
  • 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. Identify common weeds and their regenerative processes.
  • Demonstrate the removal of weeds around shallow rooted plants.
  • Minimize disturbance of the roots of desirable plants.
  • Inspect the site to ensure that the weeds have been effectively removed.
/
  • Classify and give examples of the major weeds.
  • Identify the stages in the life cycle/development of weeds, where removal is essential.
Range:
Annual and perennial weeds commonly found in the workplace, life cycle of weeds, reproductive/regenerative characteristics of weeds, seed setting period, roots, stolons, bulbs, corms, broad leaf weeds, grasses, sedges. /
  • Identify and solve problems in which responses display the responsible decisions using critical and creative thinking have been made.
  • Work effectively with others as a member of a team, group, organisation or community.
  • Organise and manage oneself and one’s activities responsibly and effectively
  • Collect, analyse, organise and critically evaluate information.
  • Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentations.
  • Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

  1. Demonstrate the preparation and procedures for the effective removal of weeds.
/
  • Explain why the area to be weeded must first be watered well.
  • Give reasons why the soil should be loosened around the weed’s stem before it is removed.
Range:
Water before weeding to minimize damage to roots of neighbouring plants.
Soften soil/growing medium to facilitate removal of bulbs and roots, corms and stolons.
Loosening the soil around the stem of a weed. /
  • Work effectively with others as a member of a team, group, organisation or community.
  • Organise and manage oneself and one’s activities responsibly and effectively
  • Collect, analyse, organise and critically evaluate information.
  • Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentations.

  1. Conduct effective weed disposal.
  • Identify weeds that should not be added to the compost heap.
  • Demonstrate the procedures for handling and disposal of non-compostable weeds.
/ Range:
Role of an incinerator.
Compostable weeds or portions of weeds, seeds, bulbs and corms that are capable of reproducing after being subjected to a composting cycle. /
  • Identify and solve problems in which responses display the responsible decisions using critical and creative thinking have been made.
  • Work effectively with others as a member of a team, group, organisation or community.
  • Collect, analyse, organise and critically evaluate information.
  • Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentations.
  • Use science and technology effectively and critically, showing responsibility towards the environment and health of others.

S/O / A/C / Evidence Required / Sources of Evidence / Assessment Method / Bloom Level
1 / 1 – 3 /
  • Describe the effect that weeds have on desirable plants.
  • Describe the rapid re-establishment of weeds.
  • Explain the correct timing of weed control.
/ Annual and perennial weeds.
Weeds that set seed early and produce a fresh crop of weed seedlings.
Weeds that grow easily from stolons, bulbs, corms and rhizomes.
Weeds that re-grow from a tough root system. / Knowledge questionnaire / Blooms Cognitive Domain – comprehension level
2 / 1 – 2 /
  • Select the tools and equipment needed for manual weed removal.
  • Explain the suitability of the tools or equipment needed for the removal of specific weeds.
  • Inspect the cleanliness and working order of the tools and equipment.
/ Weeding fork
Hoe
Slasher
Spade
Fork
Trowel. / Activity–tool and equipment identification
Knowledge questionnaire / Blooms Cognitive Domain – Application level
3 / 1 – 2 /
  • Select personal protective equipment (PPE) needed to remove weeds by hand.
  • Explain the suitability of the selection of personal protective equipment for the hazards posed by the specific weeds to be removed.
  • Inspect and test the selected equipment for the correct working conditions..
/ Gloves
Overalls
Safety shoes and boots
Eye protection
Work place procedures
Health and safety regulations / Activity – select PPE and inspect and test the selected equipment
Knowledge questionnaire / Blooms Cognitive Domain – application level
4 / 1 –4 /
  • Classify and give examples of the major weeds.
  • Identify the stages in the life cycle/ development of weeds where removal is essential.
  • Remove weeds around shallow rooted plants.
  • Minimize disturbance of the roots of desirable plants.
  • Inspect the site to ensure that the weeds have been effectively removed.
/ Annual and perennial weeds commonly found in the workplace. / Activity –
Remove weeds
Knowledge questionnaire / Blooms Cognitive Domain – application level
5 / 1 – 2 /
  • Explain why the area to be weeded must be watered well.
  • Give reasons why the soil should be loosened around the weed’s stem.
/ Knowledge questionnaire. / Blooms Cognitive domain – application level
6 / 1 – 2 /
  • Conduct effective disposal of weeds.
  • Identify weeds that should not be added to the compost heap.
  • Demonstrate the procedures for handling and disposal of non-compostable weeds.
/ Workplace procedures. / Activity –
Dispose of weeds.
Knowledge questionnaire. / Bloom’s 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