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

Tutor support
Edexcel Diplomas
To support the Edexcel Level 1 and Level 2

Principal Learning in Environmental and Landbased Studies to be taught from September
2009
August 2009
Edexcel, a Pearson company, is the UKs largest awarding body, offering academic and
vocational qualifications to more than 25,000 schools, colleges, employers and other places of
learning in the UK and in over 100 countries worldwide. Qualifications include GCSEs, AS and
A Levels, NVQs, Diplomas and our BTEC suite of vocational qualifications from entry level to
BTEC Higher National Diplomas, recognised by employers and higher education institutions
worldwide.
We deliver 9.4 million exam scripts each year, with more than 90% of exam papers marked
onscreen annually. As part of Pearson, Edexcel continues to invest in cutting-edge technology
that has revolutionised the examinations and assessment system. This includes the ability to
provide detailed performance data to tutors and students which helps to raise attainment.
References to third-party material made in this specification are made in good faith. Edexcel
does not endorse, approve or accept responsibility for the content of materials, which may be
subject to change, or any opinions expressed therein. (Material may include textbooks, journals,
magazines and other publications and websites.)
Authorised by Roger Beard

Prepared by Matt Gregory
All the material in this publication is copyright
Edexcel Limited 2009
Contents
Introduction
Structure and aims of Principal Learning in Environmental
and Land-based Studies
The Edexcel Diplomas in Environmental and Land-based Studies:
Principal Learning
The structure of the Edexcel Level 1 Principal Learning in Environmental
Further information
Useful publications
Professional development and training

Level 1
Unit 1: The Natural Environment
Unit 2: Environmental and Land-based Production Systems and Services
19
Unit 3: Introduction to Working in the Environmental and Land-based
Sector
Unit 4: Working with Plants and Animals
Unit 5: Impacts on the Environment
Level 2
Unit 1: Environmental Influences upon Ecosystems and Production Zones
129
Unit 2: Working in Environmental and Land-based Organisations
Unit 3: Plant Nutrition, Growth and Breeding
Unit 4: Animal Nutrition, Growth and Breeding
Unit 5: Plants and Animals and their Role in Society
Unit 6: The Importance of a Sustainable Environment to Society
Unit 7: Environmental Monitoring
Unit 8: Sources and Uses of Energy
127
List of annexes
Annexe A: Internal Assessment of Principal Learning Units: Controls for
Task Setting, Task Taking and Task Marking
309
Introduction
This publication supports delivery of the Edexcel Level 1 and Level 2 Principal Learning in
Environmental and Land-based Studies. It must be read in conjunction with relevant sections of
the published specification (Publications code DP020767, available to order from
www.edexcel.com).
All Edexcel Level 1, Level 2 and Level 3 Principal Learning units contain sections relating to
guidance for delivering and assessing each unit.
Each unit identifies the guided learning hours (GLH) required for delivery and assessment.
Centres should allocate this amount of time within the timetable for its delivery and assessment.
Edexcel has identified within each internally assessed unit the GLH that will probably be
required to meet the assessment requirements of the unit. This may, for example, include time
spent in experiential learning, practising skills, research activities and undertaking summative
assessment activities. (See sections relating to Internal assessment and Programme design and
delivery in the generic introductory part of the Specification document.)
The tutor support materials in this publication are designed to supplement the guidance given in
the units. For each unit there will be an exemplar assignment that covers the whole unit and
relevant centre guidance for the adaptation of exemplar assignments and for co-teaching
opportunities where they may exist.
This document also contains exemplar schemes of work for each unit.
These tutor support materials are not prescriptive however Edexcel recommends that centres use
these, either in their current form or adapted within the scope of the guidelines given.
Tutors may feel that the unit can be delivered and assessed more effectively in a different way.
This may be because of the way the qualification is organised within their centre or after taking
into consideration their learners and their learning styles and prior learning.
For centres wishing to devise their own assignments for internally assessed units Annexe A:
Internal Assessment of Principal Learning Units: Controls for Task Setting, Task Taking and
Task Marking contains the procedures centres must follow to ensure that these are developed
and managed correctly.
Structure and aims of Principal Learning in

Environmental and Land-based Studies
The Edexcel Diplomas in Environmental and Land-based Studies: Principal
Learning
The Edexcel Level 1 Principal Learning in Environmental and Land-based Studies aims to
introduce learners to:
core themes such as how we use the environment, for example farming, towns, leisure
how to safely work with plants and animals, for example care and handling
sustainability and how impacts on the environment can be reduced, for example recycling.
The Edexcel Level 2 Principal Learning in Environmental and Land-based Studies aims to give
learners knowledge and understanding of:
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.
The structure of the Principal Learning in Environmental and Land-based Studies

All units are compulsory.
Unit
number
Title
GLH Assessment
The Natural Environment
30
External
Environmental and Land-based Production, Systems and

Services
60
Internal
Introduction to Working in the Environmental and Landbased Sector
30
Internal
Working with Plants and Animals
60
Internal
Impacts on the Environment
60
Internal
Tutor support Edexcel Diplomas Levels 1-2 in Environmental and Land-based Studies Principal Learning
Issue 1 August 2009 Edexcel Limited 2009

All units are compulsory.
Unit
number
Title
GLH Assessment
Environmental Influences Upon Ecosystems and

Production Zones
60
Internal
Working in Environmental and Land-based Organisations
60
Internal
Plant Nutrition, Growth and Breeding
60
Internal
Animal Nutrition, Growth and Breeding
60
Internal
Plants and Animals and their Role in Society
60
External
The Importance of a Sustainable Environment to Society
60
Internal
Environmental Monitoring
30
Internal
Sources and Uses of Energy
30
Internal
Further information
For further information please call Customer Services on 0844 576 0028 (calls may be recorded
for training purposes) or visit our website at www.edexcel.com.
Useful publications
Further copies of this document and related publications can be obtained from:
Edexcel Publications
Adamsway
Mansfield
Nottinghamshire NG18 4FN
Telephone: 01623 467 467
Fax:
01623 450 481
Email:
publications@linney.com
Related information and publications include:
Accreditation of Prior Learning available on our website: www.edexcel.com
Guidance for Centres Offering Edexcel/BTEC NQF Accredited Programmes (Edexcel,

distributed to centres annually)
Operating Rules for Component and Diploma Awarding Bodies (QCA, 2007)
The Diploma Structure and Standards, Version 2 (QCA, 2007)
Regulatory Arrangements for the Qualification and Credit Framework (Ofqual,

August 2008)
What is a Diploma? (DfES and QCA, 2007)
the ASL catalogue on the National Database of Accredited Qualifications (NDAQ) website:
www.ndaq.org.uk
the current Joint Council for Qualifications instructions for controlled assessment relevant
to Principal Learning Qualifications available from the JCQ website: www.jcq.org.uk
the current Edexcel publications catalogue and update catalogue
the latest news on the Diploma from QCA available on their website:
www.qca.org.uk/diploma
the latest news on Edexcel Diplomas available on our website:

www.edexcel.com/quals/diploma
NB: Most of our publications are priced. There is also a charge for postage and packing. Please
check the cost when you order.
Professional development and training

Edexcel supports UK and international customers with training related to our qualifications.
This support is available through a choice of training options offered in our published training
directory or through customised training at your centre.
The support we offer focuses on a range of issues including:
planning for the delivery of a new programme
planning for assessment and grading
developing effective assignments
building your team and teamwork skills
developing student-centred learning and teaching approaches
building key skills into your programme
building in effective and efficient quality assurance systems.
The national programme of training we offer can be viewed on our website

(www.edexcel.com/training). You can request customised training through the website or by
contacting one of our advisers in the Training from Edexcel team via Customer Services to
discuss your training needs.
Our customer service numbers are:
The Diploma
0844 576 0028
BTEC and NVQ
0844 576 0026
GCSE
0844 576 0027
GCE
0844 576 0025
DIDA and other qualifications
0844 576 0031
Calls may be recorded for training purposes.

The training we provide:
is active ideas are developed and applied
is designed to be supportive and thought provoking
builds on best practice.
Level 1
LEVEL 1 UNIT 1: THE NATURAL ENVIRONMENT
Unit 1: The Natural Environment

NQF Level 1
Learning hours: 30
About this unit
Dont blow it good planets are hard to find (Time magazine).

The natural environment consists of all living and non-living
things that occur naturally on Earth. If the natural environment
doesnt function properly then life wont either. It is therefore
essential that we all understand the natural environment and how
it functions.
Working in land-based and outdoor industries such as farming,
forestry, outdoor recreation, sports, travel and tourism is exciting
and rewarding. It may require a lot of working time to be spent in
the natural environment.
The applied purpose of this unit is to recommend suitable
habitats for plants and animals. In order to be able to do this
learners will learn the key 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. They will look at soils and how they affect the land use
of an area, and will learn how to carry out soil and weather
measurements.
After 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. They can then use
this information to determine how the environment can be used,
for example for production agriculture, production horticulture,
national parks and recreational grounds.
Learning outcomes
On completing this unit, a learner should:
LO.1
Know the key features of common habitats
LO.2
Know how soil and weather affect how land is used
LO.3
Know how environmental surveys are carried out
LO.4
Know methods used to identify common plant and animal species
LO.5
Understand how plant and animals species interact
LO.6
Understand suitable habitats for plants and animals
LO.7
Understand why environmental surveys are carried out.
Tutor support Edexcel Diplomas Levels 1-2 in Principal Learning

How you will be assessed

This unit will be assessed through an externally set one-hour examination, made up of short
answer and some extended writing questions.
You must complete the examination under supervision and will not be able to communicate with
anybody except an invigilator.
The externally set examination will cover all the learning outcomes of the unit.
Co-learning opportunities
This unit links directly to all other units in the Foundation Diploma Environmental and Landbased Studies Principal Learning. The assessment links are as follows:
practical plant and animal identification skills are assessed in Level 1 Unit 2: Environmental
and Land-based Production Systems and Services
practical soil testing and identification skills are assessed in Level 1 Unit 4: Working with
Plants and Animals
practical weather observation skills are assessed in Level 1 Unit 5: Impacts on the
Environment.
Learners must have completed soil tests and site surveys as itemised in the unit before
attempting assessment of this unit.
10

Outline scheme of work

The following is a suggested outline scheme of work.
It should be noted that this scheme of work serves as an outline and does not necessarily
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.
Possible outline scheme of work

Session
number
Content
Possible activities
Resources
LO1 Know the key

features of common
habitats
Whole-class teaching
PowerPoint
Internet access
Types of habitats:
common terrestrial
habitats
common freshwater
aquatic habitats
common saltwater
habitats.
Features of habitats:
key physical features of

common habitats listed
and the contrasting
features between
different habitats.
LO4 Know methods

used to identify common
plant and animal species
Introduce learners to lowland,

upland, woodland, urban, aquatic
and marine habitats.
Group work
Learners produce a map

identifying the location of major
habitats in the UK and a second
map to identify the location, key
features and main species found
in important local habitats.
Visit
Arrange a visit to important local

habitats, eg foreshores, parks,
woodlands, ponds.
Identify the main physical

features of common habitats, and
list the contrasting features
between these habitats.
Whole-class introduction
Introduction to the use of keys
Group and/or individual work
Identify the main plant and

animal species found within the
habitats using a key.
Record plant and animal species

and collect soil samples for LO4.
Textbooks
Maps
Drawing
materials
OHPs
Scheme of
work
Visit to a
suitable site
providing as
many
examples of
local habitat
as possible
Suitable field
guides/keys
Identify the
main plant and
animal species
found within
the habitats
using a key
Record plant
and animal
species
Collect soil
samples for
LO4

11

Session
number
Content
Possible activities
Resources
LO2 Know how soil

and weather affect how
land is used
PowerPoint
OHPs
Soil
Outline the main soil types as

defined by structure, eg clay,
sandy, silty, peaty, chalky, loam.
Individual/group work
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.
Measure the pH of soil samples,
including any from the habitats
sampled earlier, using either a
probe or indicator.
Investigate drainage and nutrient

content.
Discuss the influence of soil type

on plant distribution using
contrasting examples.
Suitable examples can be

heathland, sand dunes, golf
courses, production of crops that
are easier to grow on specific soil
types (for example, potatoes) and
associated animal communities.
Weather
Internet access
Examples of
soil types
Defra Cross
compliance
guidance for
soil
management
Laboratory
equipment, eg
measuring
cylinders, test
tubes, etc
Method of
measuring soil
pH
Scheme of
work
Examples of
different soil
types
PowerPoint
Internet access
Defra Cross
compliance
guidance for
soil management
12
Discuss where plants will need to

be managed to maintain high
levels of nutrients, eg vegetable
production, or low levels of
nutrients, eg conservation
grassland.
Textbooks
Hold a discussion on how the

weather affects habitats, eg
avoiding traffic on the land in


Session
number
Content
Possible activities
Resources
waterlogged conditions.

13

Session
number
Content
Possible activities
LO5 Understand how

interact
LO3 Know how

environmental surveys
are carried out
Introduce learners to any survey

methods not used previously, for
example, mapping software,
Geographical Information Systems
(GIS), maps, plans, digital
photographs, animal and plant
identification keys, sketches, samples,
questionnaires and notes, any other
specialist equipment required.
Examples of
surveys, GIS,
mapping
software eg
MAGIC,
specialist
equipment, eg
GPS, transects,
quadrats
Soil tests
Soil testing
equipment
Weather measurements
Visit to an automated
weather station (if one is
easily accessible) to
demonstrate industry
standard recording
apparatus
14
Resources
Factors affecting plant and animal

species growth and distribution,
definition of ecological niche,
definition of herbivores,
carnivores, omnivores, food webs
and links between animal and plant
species.
Discuss tests for phosphorus,

available potassium and available
nitrogen; equipment required;
methods used and simple analysis
of results.
NB In industry, testing is usually

carried out by a specialist
laboratory, therefore a visit to a
soil testing lab would be
beneficial.
Class discussion of why soil

analysis is beneficial to specific
industries, eg nitrate leaching from
soil after heavy rain.
Reasons for measuring and

recording weather data
PowerPoint
OHPs
Methods of collecting data, eg

continuous automated
measurement, manual
measurement.
Text books
Visit to a soil
testing lab or
visiting
speaker
explaining
how and why
soil is analysed
Internet access


Session
number
Content
5 contd
Possible activities
Resources
Record simple weather data: 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).
Stevensons
Screen and
suitable
meteorological
equipment
Class discussion of methods used to

gather weather data and simple
analysis of results.
6
LO6 Understand
suitable habitats for
plants and animals
LO7 Understand why
environmental surveys
are carried out
In pairs
Simple interpretation of survey

results in relation to plant and
animal habitats present
Class discussion of reasons for

environmental surveying and how
data collected can determine suitable
habitats for plants and animals.
Examination.
Individual activity
Set by Edexcel
Sitting exam.
Discussion
with
professional
about uses of
environmental
monitoring
Invigilated
facilities.
1 hour
Specialist resources
It is a requirement of this unit that learners have access to a variety of habitats to study.
Some basic environmental equipment will be required such as identification keys, soil pH test
kits and litmus paper, soil nutrient test kits, 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.
Simple keys of common plant and animal species will be required.

15
Reference material
The Field Studies Council has a wide selection of good quality species identification keys to UK
species and relevant books and teaching materials.
General books
Freeland P Habitats and the Environment (Hodder & Stoughton, 1992) ISBN 034053267X
Holden P and Cleeves T RSPB Handbook of British Birds, 2nd Edition (Christopher Helm
Publishers, 2006) ISBN 9780713675603
Johnson O Collins Tree Guide: The Most Complete Field Guide to the Trees of Britain and
Europe (Collins, 2006) ISBN 9780007207718
Reynolds R Philip's Guide to Weather: A Practical Guide to Observing, Measuring and
Understanding the Weather (Philip's, 2004) ISBN 0540087041
Russell T The Illustrated Encyclopaedia of Trees of Britain and Europe (Lorenz Books, 2006)
ISBN 10754815706
Steckel Pedersen T Soil Science (Reading Essentials in Science: Down to Earth!) (Perfection
Learning, 2005) ISBN 0756946336
Sterry P Collins Complete Guide to British Wildlife: A Photographic Guide to Every Common
Species (Complete British Guides) (Collins, 2008) ISBN 0007236832
Sutherland W Ecological Census Techniques (Cambridge University Press, 2006)
ISBN 0521606365
Sustainability books
Baldwin C J (Ed) Sustainability in the Food Industry (Wiley-Blackwell, 2009)
ISBN 0813808464
Fowler C W Systemic Management: Sustainable Human Interactions with Ecosystems and the
Biosphere (Oxford University Press, 2009) ISBN 0199540969
Girard L F and Nijkamp P (Eds) Cultural Tourism and Sustainable Local Development
(Ashgate, 2009) ISBN 075467391X
Jenks M and Jones C (Eds) Dimensions of the Sustainable City (Springer, 2009)
ISBN 1402086458
Lechner F J Globalization: The Making of World Society (Wiley-Blackwell, 2009)
ISBN 1405169060
MacKay D J C Sustainable Energy Without the Hot Air (UIT, 2008) ISBN 0954452933
Scott J Environmental Protection: European Law and Governance (Oxford University Press,
2009) ISBN 0199565171
Soetaert W and Vandamme (Eds) Biofuels (Wiley-Blackwell, 2009) ISBN 047002674X
Qualifications and Curriculum Authority Sustainable development in action A curriculum
planning guide for schools (Qualifications and Curriculum Authority, 2009)
ISBN 9781847219053
16

Websites
www.adas.co.uk
ADAS is the UKs largest independent

provider of environmental consultancy, rural
development services and policy advice
www.bbc.co.uk/nature
BBC nature
www.bbc.co.uk/gardening
The BBC gardening website
www.btcv.org.uk
British Trust for Conservation Volunteers
www.businesslink.gov.uk
Business Link is a free business advice and

support service, available online and through
local advisers.
www.cla.org.uk
The Community Land and Business

Association is the membership organisation
for owners of land, property and businesses in
rural England and Wales
www.constructionskills.net
ConstructionSkills is the Sector Skills Council

for construction
www.countryside-jobs.co.uk
Countryside Jobs Service
www.dea.org.uk
DEA 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.uk
Department for Environment, Food and Rural

Affairs
www.direct.gov.uk
Official government website for citizens
www.euskills.co.uk
Energy & Utility Skills
www.environment-agency.gov.uk
The Environment Agency
www.face-online.org.uk
Farming and Countryside Education
www.farmwildlife.info
Consortium of environmental organisations

helping farms to help wildlife
www.field-studies-council.org
Field Studies Council
www.forestry.gov.uk
Forestry Commission
www.globaldimension.org.uk
DEA website guide to books, films, posters

and web resources which support global,
intercultural and environmental understanding
for all age groups and subjects

17
www.hse.gov.uk
Health and Safety Executive
www.igd.com
IGD Team dedicated to the development of

the food and grocery industry and committed
to the needs of its consumers
www.improveltd.com
Improve is the Sector Skills Council for food

and drink manufacturing industry in the UK
and part of the Skills for Business Network
www.landex.org.uk
Land-based Colleges Aspiring To Excellence

is a member funded association of land-based
colleges
www.lantra.co.uk
Lantra is the Sector Skills Council for the

environmental and land-based sector
www.lbcnc.org.uk
Land-based Colleges National Consortium

develops resources to support teaching and
learning in the land-based sector
www.leafuk.org
Linking environment and farming
www.metoffice.gov.uk/climate/uk
Met Office weather and climate forecasts
www.naturalengland.org.uk
Natural England, conservation group
www.randa.org
The R & A responsibility for the

administration of the rules of golf, the running
of The Open Championship and other key
events, and the development of the game in
existing and emerging golfing nations.
www.rspb.org.uk
The Royal Society for the Protection of Birds
www.se-ed.org.uk
Sustainability and Environmental Education
www.sd-commission.org.uk
Sustainable Development Commission
www.skillsactive.com
SkillsActive is the Sector Skills Council for

active leisure and learning
www.soilassociation.org
The Soil Association is an environmental

charity promoting sustainable, organic farming
and championing human health.
www.stockwatchgame.org
Defra webgame on fish stocks
www.teachers.gov.uk/growingschools
Government website for teachers, developing

the use of the outside classroom
www.teachernet.gov.uk/sustainable schools
TeacherNet an education website for

teachers and school managers
www.wildlifetrust.org
The Wildlife Trust is a collection of trusts

across the whole of the UK, the Isle of Man
and Alderney working for an environment rich
in wildlife.
Video
On course for sustainability The R & A, see
www.bestcourseforgolf.org/video/OC4Sen.wmv.html
18

Sample Assessment Material

answer and some extended writing questions. A specimen examination paper is available to
view from www.edexcel.com.

19
LEVEL 1 UNIT 2: ENVIRONMENTAL AND LAND-BASED PRODUCTION SYSTEMS AND SERVICES
Unit 2: Environmental and Land-based Production

Systems and Services
NQF Level 1
Learning hours: 60
About this unit
Have you ever wondered where your breakfast cereal or the meat
in your burger comes from?
In this unit learners will discover how the environmental and
land-based industry uses plants and animals to produce these and
many other products and services that we use in our daily lives.
For example how building firms, water companies, wildlife
conservation agencies and outdoor sports grounds provide us
with services and products that we need.
The applied purpose of this unit is to survey environments and
recommend how they can be used by environmental and landbased businesses.
Learners 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. They will also learn how to
carry out surveys of the plants and animals on a site, and how
this is put into practice in work situations.
After 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. They should be able to survey
environments and recommend how they can be used by
environmental and land-based businesses. This should point the
way to a number of possible careers in environmental and landbased industries including working in food production, game and
nature reserves and leisure resorts.
Learning outcomes
LO.1
Know the role of plants and animals in food chains, society and the environment
LO.2
Know how land, plants and animals are used to produce products and services
LO.3
Understand why land is used for particular purposes
LO.4
Be able to survey an environment to recommend land use.
20


The assignment is based on you working in a team to plan a survey of an environment. You will
use your survey to recommend environmental uses by an environmental and land-based
enterprise.
Your survey should include the following sections:
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 hazards to plants and animals
recommendation of environmental and land-based sector uses for the environment

surveyed.
This unit can help learners when studying some of the other units in this qualification, for
example:
Level 1 Unit 4: Working with Plants and Animals as learners investigate how plants and animals
are used in a range of production systems and services.
Level 1 Unit 5: Impacts on the Environment as learners explore the impact land, plant and
animal uses can have on the natural environment.
This unit has assessment links with:
Level 1 Unit 1: The Natural Environment as learners explore how the use of land, plants and
animals influences the natural environment. (NB: practical plant and animal identification skills
from Unit 1 are assessed here in Unit 2.)

21

Session
number
Content
Possible activities
LO1 Know the role of

plants and animals in food
chains, society and the
environment
Plants in the food chain: eg

fruit, vegetables, use in
medicines
Explain unit aims and

objectives.
Explain scheme of work and

assessment strategies.
Explain links with other units

such as units 1, 4 and 5. The
links for unit 1 are important
as practical plant and animal
identification skills from Unit
1 are assessed here in Unit 2.
It is also where you learn how
the use of land, plants and
animals influences the natural
environment. The links for
Unit 4 are found as you
investigate how plants and
animals are used in a range of
production systems and
services and in Unit 5 as you
explore how the land, plant
and animal uses can impact
on the natural environment.
Plants in society: 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 environment:
monocultures, eg stands of
single species woodland; the
main plants within a natural
(or semi-natural) land use, eg
woodland, unimproved
grassland, wetland.
Animals in the food chain: eg
food production using cows,
sheep, etc
Animals in society: the main
domesticated animals within
a land use and the resultant
products or services; how
these benefit society, eg
agricultural, equine, working
animals, pets, parkland
Animals in the environment:
the main wild animals within
a natural (or semi-natural)
land use, eg woodland,
unimproved grassland,
wetland.
22
Resources
Introduce the concept of food

chains and use group work to
construct food chains showing
the place of plants in the
context of food production
and its consumption.
Review the place of plants in
society plan investigations
into land uses and production
systems encourage use of
mind maps in the presentation
of work.
Unit guidance
documentation
Whiteboard/
flip charts
Food chain
posters
Weblinks


Session
number
Content
1 contd
Value of plants and animals:

relative importance in
domesticated, cultivated and
wild situations; how plants
and animals interact; roles
and trophic levels, eg
ecosystems, habitats, food
chains; implications for
biodiversity of mono-culture
production
Possible activities
Resources
Contrast information gathered

in this review with plants in
the environment natural and
semi-natural land uses and
their value to society.
Flip
charts/posters
Review food production

systems using animals link
this work to the food chains
already produced.
Contrast animals in
production to main types of
wild animals within natural
and semi natural habitats.
Practical/scenario based activity
Through project work within

a given work 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.

Field
visit/work
related
scenario
23

Session
number
Content
Possible activities
LO2 Know how land,

plants and animals are used
to produce products and
services
Products: key production

systems, eg commercial, food
production, food supply
chain, non-profit making,
extensive, intensive,
mechanised, non-mechanised,
plants only, grazing livestock,
indoor livestock, mixed land
use, single species
(monoculture), multi species
production systems;
identification of key features
Services: large-scale land
uses and services, eg farming,
horticulture, forestry,
fisheries, green spaces,
tourism, leisure and
recreation, conservation,
transport, built environment,
retail, recreation, mineral
extraction, waste
management, educational;
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, educational;
key features; relative
importance of different land
uses.

objectives.


such as Units 1, 4 and 5. The
links for Unit 1 are important
explore how the land, plant
and animal uses can impact
on the natural environment.
Set group work to research

how land plants and animals
are used to produce products;
arrange interviews with
experts and/or field
visits/work experience.
Different groups may present
findings to rest of the class.
Set project work to review a

large scale land uses and the
services it provides and uses.
Findings can be presented in
diagrammatic or poster
format.
Set project work to review

local land uses and services it
provides and uses. Findings
can be presented in
diagrammatic or poster
format.
24
Resources
Review range of class

projects to identify relative
importance of different land
Unit guidance
documentation
Whiteboard/
Flip charts
Interviews
with
experts/field
visits/work
experience
opportunity
Poster
resources/flip
charts


Session
number
Content
Possible activities
Resources
uses.

25

Session
number
Content
Possible activities
LO3 Understand why land

is used for particular
purposes
Natural/semi natural land use:

reasons for the location of
natural and semi-natural land
uses, eg remoteness from
centres of population,
topography, soil type,
climate; economic factors, eg
preserved for hunting,
shooting or fishing,
purchased by a charity,
government grants; relevant
current legislation, eg
Wildlife and Countryside Act
1981); designations, eg Site
of Special Scientific Interest
(SSSI).
Commercial land use: reasons
for the location of
commercial land uses, eg
local to a market for produce,
topography, soil type,
climate; economic factors eg
relative value of products and
services; interactions between
businesses/sectors/industries
Hazards to plants and animals
from human activity: eg road
casualties, loss of green
spaces in urban and rural
areas, poaching, extinctions,
introduction of non native
species

objectives.


such as Units 1, 4 and 5. The
links for unit 1 are important
explore the land, plant and
animal uses can impact on the
natural environment.
Discuss types of natural and

semi natural land. List reasons
for its location. Explore the
features and set group work to
identify uses.
Unit guidance
documentation
Identify current legislation

that impacts on uses of
natural/semi natural lands.
Discuss types of commercial

land, its location and uses.
Use case study scenario or
interview local experts to
demonstrate economic
factors.
26
Resources
Small group work to present

posters to show range of
hazards to named plants and
then named animals from
human activity.
Whiteboard/
flip charts
Scenarios
Access to local
experts
working in
particular
aspects of
commercial
land use


Session
number
Content
Possible activities
LO4 Be able to survey an

environment to recommend
land use
Survey: purposes and benefits

of conducting surveys and
maintaining records
(management, commercial
and legislative); types of
survey: plants and animals,
abiotic, site assessments;
weather eg simple
measurement of rainfall,
minimum and maximum air
and soil temperatures, wind
speed and direction, cloud
cover, sunlight, Stevensons
Screen

objectives

assessment strategies
Whiteboard/
flip chart
Practical activities
Brief class on skills to work

effectively as a team to carry
out practical activities.
Introduce range of survey

types and recording
techniques.

Resources
Field site
where learners
can carry out
survey work
27

Session
number
Content
Possible activities
Resources
4 contd
Survey and recording

techniques: use of mapping
software and Geographical
Information Systems (GIS),
maps, plans, digital
photographs, electronic
animal and plant
identification keys, sketches,
samples, questionnaires and
notes; equipment required;
use of tracks and signs to
identify presence of animal
species
Set practical activities to

enable teams to carry out a
land 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 risk assess their

activities prior to starting and
that they have identified
appropriate PPE.
Survey
equipment and
apparatus (rain
gauges,
Stevensons
screen,
anemometer,
thermometers,
botanical keys,
etc)
Record and store results:

recording methods and
formats, industry-standard
records; ICT recording
methods eg statistical
recording hardware/software,
word processor, spreadsheet,
and database.
Carry out the surveys.
Present data in schematic

form to link findings to the
current identified land uses.
Consider the value of
maintaining survey records.
Working in a team: clear

goals, good communication,
collaborative working,
handling differences of
opinion, compromising,
reaching agreements,
fairness, consideration to
others, listening; taking
responsibility in teams eg
leader, recorder, ideas person.
Mapping
software,
Geographical
Information
Systems (GIS),
maps, plans,
digital
photographs,
electronic
animal and
plant
identification
keys, etc
Recommend land use:

interpreting and presenting
the results;
application/development of
communication skills eg
presentation of results to
group; recommending a use
for the environment surveyed
eg monoculture production,
bio diverse habitat
Health and safety issues:
conducting safe surveys; use
of personal protective
equipment; risk assessment.
28


Session
number
Content
Possible activities
Resources
Unit Assignment
Assignment
Brief
Brief learners about what is

required by the assignment.
Explain the need for their own

work even when carrying out
group activities.
Group work
Plan surveys of commercial

and natural land.
Review products and services.
Individual activity
Carry out survey on

commercial and natural land.
Make recommendations for

the use of the areas surveyed.
Reference material
General books
Holden P and Cleeves T RSPB Handbook of British Birds (Christopher Helm Publishers Ltd,
2006) ISBN 0713675608
Johnson, O Collins Tree Guide: the Most Complete Field Guide to the Trees of Britain and
Europe, (Collins, 2006) ISBN 978 0007207718
Russell T The Illustrated Encyclopaedia of Trees of Britain and Europe (Lorenz Books, 2006)
ISBN 0754815706
Sterry P Collins Complete Guide to British Wildlife: A Photographic Guide to Every Common
Species (Complete British Guides) (Collins, 2008) ISBN 0007236832
Soffe R The Countryside Notebook (Wiley-Blackwell, 2005) ISBN 140511231X
Waugh D Geography: An Integrated Approach Third Edition (Nelson Thornes, 2000)
ISBN 017444706X
ISBN 0813808464
Girard L F and Nijkamp P (Editors) Cultural Tourism and Sustainable Local Development
(Ashgate, 2009) ISBN 075467391X
ISBN 1402086458

29

ISBN 1405169060
2009) ISBN 0199565171
ISBN 9781847219053
Sustainability websites
www.adas.co.uk


local advisers
www.cla.org.uk
The Country Land and Business Association

(CLA) is the membership organisation for
owners of land, property and businesses in
rural England and Wales
www.dea.org.uk

of the wider world
www.direct.gov.uk
Consortium of environmental organizations

www.forestry.gov.uk
Forestry Commission
DEA website for teachers
www.leafuk.org
www.metoffice.gov.uk
Natural England
www.randa.org

administration of the rules of golf, the
running of The Open Championship and
other key events, and the development of the
game in existing and emerging golfing
nations
www.se-ed.org.uk

30

Other websites
ConstructionSkills is the Sector Skills

Council for construction
www.dardni.gov.uk
Department for Agriculture and Rural

Development Northern Ireland
www.defra.gov.uk
Department for Environment, Food and

Rural Affairs
www.euskills.co.uk
www.hgca.com
Home Grown Cereals Authority UK

Online Cereals Industry Interactive Map
www.hse.gov.uk
www.improveltd.com

www.landex.org.uk
Landex is a memberfunded association of

land-based colleges
www.lantra.co.uk

www.lbcnc.org.uk

learning in the land-based sector

Video

31

Introduction
This sample assessment material gives centres with advice and guidance on the setting and
assessment of learner assignments. The material is structured in the following way:
1
Advice to tutors
Example of a learner assignment brief
Marking grid
Evidence structure.
Sector relevant purpose

The assignment and practical survey work must be in the context of the environmental and landbased sector. The purpose of the survey is to make recommendations for the use of the area
surveyed.
Section 1 Advice to tutors
The requirements for the assessment of Diploma internally-assessed units are set down in the
respective units, and tutors are advised to familiarise themselves with these. A copy of the
assessment requirements for this unit is reproduced in section 2, below.
Experiential learning
The use of experiential learning techniques is fundamental to the concept of the Diploma, and
tutors should maximise the use of do, review, re-do opportunities when learners are working
through their assignments. Learners will benefit from regular and structured feedback.
Personal, learning and thinking skills
In addition to the specific requirements of the unit the tutor should ensure that opportunities are
not missed for the development and enhancement of Personal, Learning and Thinking Skills
(PLTS), which underpin the Diploma concept.
Learner assignments for internal assessment should be treated as a vehicle through which these
important generic skills can be delivered and reinforced, and in a context that is relevant both to
the sector and to learner level.
Functional skills
The performance of the assessment tasks should also be treated as a vehicle through which
functional skills can be evaluated and reinforced, in a context that is relevant both to the sector
and to the learner. The use of formative assessment techniques and mentoring aid learner
development in these important skill areas is strongly encouraged.
The assignment brief and related controls
The environment surveyed must contain a specific human use of land or production system.
This assignment contains practical survey work and should be carried out on two sites one a
natural land use/production system and the other a managed land use/production system.
The survey work must be in the context of the environmental and land-based sector and sites
must cover a representative range of activities and services found across the UK land-based
industry.
32

The purpose of the survey is make recommendations for the use of the two areas surveyed.
Learners must be allocated to teams to work on initial planning. Planning the survey is a group
activity, carrying out the survey and other assessment activities must be completed individually.
The suggested number of guided learning hours (GLH) required to complete the assessment
activities should not exceed 15.
Tutors should follow information given in the unit and in the overarching document (Annexe E
of the specification) relating to task setting, task taking and task marking.
Section 2 How you will be assessed
The assignment is based upon you working in a team to plan a survey of an environment. You
will use your survey to recommend environmental uses by an environmental and land-based
enterprise.
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 hazards to plants and animals
recommendation of environmental and land-based sector uses for the environment

surveyed.
Assessment
The evidence requirements are shown in the marking grids. These will be used by your tutor
when marking your completed work. Your tutor will decide which mark band should be applied
to your work for each area of assessment focus. This will be on the principle of best fit and, for
example, work may be classified as mark band 2 despite aspects of the work falling into mark
band 1 and other areas of the work falling into mark band 3.
To improve your marks and move across the mark bands from band 1 to band 3 your work will
have to generally increase in depth and complexity with more description, reasoning and
justification as you move across the mark bands.
Section 3 Example of learner assignment brief
Environmental and Land-based Studies Diploma Principal Learning
Level 1: Unit 2 Environmental and Land-based Production, Systems and Services
Assignment title: Survey work for two different and contrasting Land-based activities or
production systems.
Advice to learners
When producing work for this unit you should:
plan your work and agree appropriate timescales with your tutor
give periodic updates on your progress to him/her
demonstrate commitment, initiative and teamwork during your work.
Your tutor will divide the class into groups to undertake the planning element. All other work
relating to this assignment must be that of the individual and not undertaken in groups.
You will be required to present your conclusions to staff from the company.

33
Health and safety considerations must be covered by your tutor with you before you start any
practical work. This MUST include risk assessment and the provision of appropriate personal
protective equipment (PPE).
Introduction
The ability to understand how the ecology of a land-based system works is essential to the
success of most environmental and land-based enterprises.
The collection, interpretation and communication of data and recommendations drawn from
findings are central to decision making and to the subsequent management of environmental and
land-based enterprises.
This assignment is the culmination of the work we have been doing for this unit.
We have already had staff from Countywide Ecology Services (CES) and from Borough
Building Services (BBS) visit us to talk about their work, their objectives and the methods they
use.
This assignment will require us to visit the survey areas and to survey parts of them before using
the data you have collected to draw appropriate conclusions to help them with their decision
making.
Scenario
This is a real situation.
Countywide Ecology Services (CES) have been employed on behalf of Borough Building
Services (BBS) to carry out an ecological survey on two areas of land they have recently
bought. BBS have, in the past, had problems with obtaining planning permission from the local
council for some of their projects. In several cases, the lack of suitable ecological surveys has
meant that the permission has been denied, and this has cost them time and money. This time,
they want to ensure they get planning permission at the first opportunity.
BBS are open minded about the type of developments they build. Their managing director has
recently been invited to be a trustee of the local wildlife trust so the company would like to
focus it on some sort of environmental or land-based use. BBS are happy for CES to
recommend to them what type of developments they build, based on what is found in the
survey.
Firstly, BBS need to know what is present on the sites, so you will need to carry out surveys to
find out what plants and animals live their. You will need to record what you have found and
make a report to BBS on what you find.
BBS are also interested in what human hazards there are to the plants and animals in these
areas, such as roads, pollution, and visitor pressure so these will also need to be included in the
report
BBS would like to know the importance of the various plants and animals you find, such as how
they fit into food chains, how they are important to society and the environment, so this should
also be in the report.
They also want a general overview in the report about how land, plants and animals are used to
make products or services.
BBS would also like you to describe the features and benefits of managed land and natural land
and why they are found in certain locations.
Finally, BBS want a recommendation from you on what you feel to be the most appropriate use
for the areas you have surveyed.
Task 1
34

In order to understand how the ecology of the system works you will visit the sites twice with
the class. These will be half day visits so you will be expected to bring all-weather clothing and
enough food and drink for the day.

35
Your tutor will divide the class into groups. Once 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.
Teams will need to produce plans which show:
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.
Once the plans have been agreed by your tutor learners can carry out their surveys using the
plans for each of the two areas.
You must:
identify plants and animals using basic methods
record and report on plant and animal species present
recommend uses for the two areas.
Task 2
You are required to produce evidence which covers the requirements listed in the scenario
above.
Your evidence will include information that:
identifies the roles of plants and animals in a) the food chain, b) society and c) the
environment
identifies the potential hazards to plants and animals from human impact
describes how land, plants and animals are used to produce products and services
explains the key features and benefits of natural and human-influenced land use
explains the reasons for the location of natural and managed land uses.
You will be expected to provide this evidence in a format that can be presented to the
companies.
Task 3
You will be required to communicate your evidence to your peers, tutor and to company staff.
You should concentrate on providing a recommendation from you on what you feel to be the
most appropriate use for the areas you have surveyed.
36

Section 4 Advice to assessors

The learners will be expected to plan their work relating to this assignment in order to meet the
centre submission deadline for the completed work.
The tutor should follow the information given in the unit and in Annexe E of the specification
relating to task setting, task taking and task marking.
When dividing the class into groups care must be taken to ensure that this is done as equitably
as possible.
The tutor should meet the learners to discuss their proposed schedule and to ensure that the
schedule includes regular review meetings. The tutor will review progress and discuss the
content of the work providing feedback to learners in order for them to reflect on their work and
provide any additional work to improve the content.
Tutors should provide learners with an introductory list of resources, including websites that
they can use to carry out the preliminary work for this assignment.
For Task 1
Learners will visit the site at least twice.
Learners will be expected to approach fieldwork in a responsible and professional manner,
taking care to record data and store it appropriately.
Learners should show knowledge of the key features present within the habitat. The learner
should become proficient with simple, dichotomous keys for the identification of plant species
and show an understanding of the important features used to identify plants.
Animals can be identified not only by sightings but also by signs of their presence such as
tracks, feeding signs, faeces and nests/holes. Learners should have ample opportunity to explore
the site to find such evidence.
For Task 2
Learners should present evidence which interprets the data and information collected for Task 1.
The evidence could include annotated maps of the sites and the recorded plant and animal
species found.
For Task 3
Learners must finally communicate their evidence and conclusions in appropriate forms for
different audiences. Tutors should indicate at least two types of audience for each learner.

37
Section 5 Marking grids

Marking grid A
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Outlines the roles of plants and

animals within the food chain,
society and the environment
Outlines in detail the roles of plants

and animals within the food chain,
society and the environment
Comprehensively outlines the roles

of plants and animals within the food
chain, society and the environment
(0-3)
(4-5)
(6-7)
Adequately identifies potential

hazards to plants and animals within
a given ecosystem from human
impact
Identifies in detail potential hazards

to plants and animals within a given
ecosystem from human impact
Comprehensively identifies potential

hazards to plants and animals within
a given ecosystem from human
impact
(0-3)
(4-5)
(6-7)
Describes how land, plants and

animals are used to produce products
and services
Describes in detail how land, plants

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

plants and animals are used to
produce products and services
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.1.1
Know the role of
plants and
animals in food
chains, society and
the environment
LO.1.2
Know the role of
plants and
animals in food
chains, society and
the environment
LO.2.1
Know how land,
plants and
animals are used
to produce
products and
services
38

Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Explains key features and benefits of

natural and human-influenced land
use
Explains in detail key features and

benefits of natural and humaninfluenced land use
Comprehensively explains key

features and benefits of natural and
human-influenced land use
(0-3)
(4-6)
(7-8)
Explains broadly suitable reasons for

the location of natural and managed
land uses
Explains appropriate reasons for the

location of natural and managed land
uses
Explains clear and appropriate

reasons for the location of natural and
managed land uses
(0-3)
(4-6)
(7-8)
Presents a persuasive case for action,

incorporating some key points

incorporating the majority of key
points

incorporating most of the key points
(0-4)
(5-7)
(8-10)
Maximum marks
available
LO.3.1
Understand why
land is used for
particular
purposes
LO.3.2
Understand why
land is used for
particular
purposes
LO.4.4
Be able to survey
an environment to
recommend land
use
10
Total marks for Grid A 47

39
Marking grid B
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
Makes a limited contribution to a

team planning a survey
Makes an effective contribution to a

Makes a decisive contribution to a

(0-3)
(4-6)
(7-8)
Carries out a survey with frequent

assistance
Carries out a survey with occasional

assistance
Carries out a survey with minimal

assistance
(0-4)
(5-7)
(8-10)
Records results accurately some of

the time
Records results accurately a majority

of the time
Records results accurately most of

the time
(0-4)
(5-7)
(8-10)
LO.4.1
Be able to survey
an environment to
recommend land
use
LO.4.2
Be able to survey
an environment to
recommend land
use
10
LO.4.3
Be able to survey
an environment to
recommend land
use
10
Total marks for Grid B 28
Total marks 75
40

LEVEL 1 UNIT 3: INTRODUCTION TO WORKING IN THE ENVIRONMENTAL AND LAND-BASED SECTOR
Section 6 Evidence structure

Learning
outcome
Marking grid
Activity/section
Evidence
LO4
Planning a survey
Observation records/witness
statements (AC4.1)
LO1
Plant and animal roles
Written/recorded evidence,
possibly including diagrams,
maps, graphs or charts etc
(AC1.1, AC1.2)
LO2
Land, plants and

animals produce,
products and services
maps, annotated photographs etc
(AC2.1)
LO3
Reasons for land uses
annotated photographs etc
(AC3.1, AC3.2)
LO4
A&B
Surveying,
collaboration and
presentation
Observation records/witness
statements (AC4.2, AC 4.3,
AC4.4)

41
Unit 3: Introduction to Working in the Environmental

and Land-based Sector
NQF Level 1
Learning hours: 30
About this unit
Working in environmental and land-based industries can be

exciting and rewarding. There are lots of different jobs: from
cutting down trees to preparing meats for distribution, planting a
landscaped garden, fitting horse shoes or operating water
networks.
In this unit learners will explore the different jobs available in
the environmental and land-based sector, and what typical
employees are likely to find themselves doing.
There are two applied purposes for this unit.
Firstly you will assess the requirements of job roles and
complete a job application, identifying the personal skills
required for jobs in the sector and matching these to their own
personal skills. They will also learn to work safely to achieve
specific business objectives.
The unit will also explore the training and qualifications
available for those who want to work in the sector. Learners will
examine laws and policies that apply to safe working practices
and then demonstrate behaviour needed to prevent accidents or
injury in the work place, keeping a log of these activities.
Learning outcomes
LO.1
Know about environmental and land-based jobs
LO.2
Be able to complete an environmental and land-based job application
LO.3
Know safe working practices in the environmental and land-based sector
LO.4
Be able to work safely
42


The assignment is based on you assessing the requirements of job roles, completing a job
application and working safely to achieve specified business objectives.
You need to:
list key jobs in the environmental and land-based sector and what they involve, relevant
personal skills, training and qualifications
match your own personal skills up to the personal skills for a chosen job role
complete an application for a chosen job role.
When working safely you must:
complete a log of activities carried out including the tools and equipment used
outline health and safety duties.
This unit can help learners when studying some of the other units in this qualification, for
example:
Level 1 Unit 1: The Natural Environment you will learn about habitats, climate and species
which will help you when you develop working skills in the environmental and land-based
sector.
Level 1 Unit 2: Environmental and Land-based Production Systems and Services you will
explore jobs associated with production systems and services.
Level 1 Unit 4: Working with Plants and Animals you will learn to work safely with plants and
animals.
Level 1 Unit 5: Impacts on the Environment you will learn how to work safely in different
environments.

43

After the initial stages learners should be encouraged to take a specific interest in a smaller
number of specific industries. This will be useful to provide a basis for study of individual job
roles and detailed aspects of health and safety. They 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.

Session
number
Content
Possible activities
Resources
LO1 Know about

environmental and landbased jobs
Smart/white
board
PowerPoint,
OHP
Identifying key jobs

available in the
environmental and landbased sector. Includes both
the range of job types and
grades and differences
between them
Explain unit aims and objectives.

Explain links that learning in LO1

has with Unit 2: Environmental
and land-based production,
systems and services.
Identify the types of jobs

available. Provide descriptions of
each one and allow learners to
match the type and description.
Describe the job grades and the

basic ways in which they differ.
Individual activity
44
Identify some typical job

roles/titles at each grade from
industries in the ELB sector. This
could be a research activity for
learners. Practitioners could direct
them towards those from a
selection of industries of different
scales and/or functions.
Access to
internet for
learners to
research job
roles
Descriptions of
types of jobs
available
Lists of
advantages and
disadvantages
of each job type
Scheme of work
Use generic information on

advantages/disadvantages of the
various job types for learners to
suggest which might be suitable
or not for the various job roles,
hence applying their knowledge
of job types to the requirements
of the roles.


Session
number
Content
Possible activities
Resources
LO1 Know about

environmental and landbased jobs
Smart/white
board
PowerPoint,
OHP
Investigating what
particular jobs involve in
the environmental and landbased sector
In pairs
A guest speaker from

industry could be invited to
illustrate key roles in their
sector and answer questions
from learners on this.
N.B. The selection of
activities given will last
longer than the allotted time
if both suggested speakers
are used. If the speaker in
week 3 is used, but not this
one, then the work on
personal skills can probably
be brought forward to this
session
Explain what a job description is

with particular reference to the
functions of jobs.
For some/all of the job titles
investigated (or for those in which
learners have a particular interest)
learners should research what
these jobs entail. To help them
understand the demands they
could try to simply classify them
in various ways active/
sedentary, indoor/outdoor etc.
Learners could use the previous

activity as the focus to develop a
questionnaire for a visiting
speaker from the industry to find
out what jobs in his/her industry
entailed.
Resulting questionnaires could be

used to build up a picture of that
industry in terms of job roles at
different levels.
Review of lesson and reinforce

learning points.

Access to
internet
Descriptions of
jobs learners
will use, or
directed access
to websites for
learners to find
these
themselves
Survey/
questionnaire
blanks/drafts
Scheme of work
45

Session
number
Content
Possible activities
Resources
LO1 Know about

environmental and
land-based jobs
Smart/white
board
PowerPoint,
OHP
Investigating the
personal skills required
to carry out jobs in the
environmental and landbased sector.
Identifying relevant
training and
qualifications for key
jobs in the
environmental and landbased sector
Investigating the
difference between
training and
qualifications
Introduce personal skills.
Introduce the ideas of

qualifications and training.
Introduce the broad structure

(academic, vocational, occupational)
of qualifications.
Group activity
Access to
internet
Personal skill
descriptions
Assign each group a skill and ask

them to produce a role play to show
how the skill could help someone in
one of the job roles they studied in
week 2.
Scenario
descriptions for
training or
qualification
activity
Each group could then be

allocated/choose one or more job
roles and produce a short
presentation to explain which the
most important personal skills might
be for those roles.
Job descriptions
used or
produced in
week 2
Scheme of work
A visiting speaker from a Individual activities

relevant college/training
Learners have to read descriptions
establishment or even
that represent people in the industry
a specialist from within
receiving training or achieving
the centre itself may be
qualifications.
useful here to outline
range of qualifications/
Specific examples of training
training etc.
schemes and qualifications relevant
to the job roles looked at in week 2
could be provided for learners to
consider which might be relevant to
which job or, at a higher level, how
they might be useful.
Learners might be able to research

the types of qualification from
relevant websites.
Learners might be encouraged to

question the visiting speaker on the
job they want to do and the type of
training/qualifications needed. This
could be followed up in learners
developing, with guidance, their own
future path to that job.
Review of lesson and reinforce learning

46


Session
number
Content
Possible activities
Resources
points.

47

Session
number
Content
Possible activities
Resources
LO3 Know safe

working practices in
the environmental and
land-based sector
Smart/white
board
PowerPoint,
OHP
Examining hazards in
the workplace.
Identifying and
describing common
hazards. The use of risk
assessments to minimise
the chances of them
occurring
This whole area of
health and safety will
benefit from as much
real contact with
industry as possible
observation of processes
and safeguards etc can
be incorporated into a
visit at any time.
Explain the difference between

hazard and risk.
Introduce risk assessments from the

work that learners carry out in
second group activity.
Group activities
Each group to be given (or find) an

example for a reported hazard in a
workplace in and environmental or
land-based enterprise. Group to
identify which part of
HASAWA/food legislation relevant
to it (who is responsible etc). Could
be shown safety videos as the initial
stimulus for this instead.
Group to give a presentation simply
explaining the hazard in terms of
how dangerous it could be, how
likely to occur, who it might effect,
how it might be minimised etc. In
other words the headings that they
will then use in risk assessments.
Access to
internet
HSE or other
safety videos
Video of an
ELB industry in
action or case
study material
describing it
Risk assessment
pro formas
Information that
learners have
gathered about
their chosen
industry
Individual activities
Carry out basic risk assessment

either for an activity they take part in
at their centre or for a visit that they
are to undertake.
Identify the major risks/hazards from

the land-based industry that they are
most interested in or from study
material/video of an industry in
action.

points.
48


Session
number
Content
Possible activities
Resources
LO3 Know safe

working practices in
the environmental and
land-based sector
Smart/white
board
PowerPoint,
OHP
Examining the
responsibilities of
employers and employee
to minimise hazards and
risks. Describing ways in
which this can be done.
Examining their
responsibilities to the
environment
Introduce idea of responsibility of

employers to their employees and
employees to themselves.
Introduce idea of responsibility of

employers and employees to
customers and the environment.
Introduce requirements of food

safety legislation.
Group activity
Visiting speaker
perhaps meat inspector
could focus on food
safety or a more general
safety/union rep could
focus on general safety.
The former would link to

second group activity
and the latter to some of
the individual activities
Study of the HSE poster could be

starting point for discussion. Level
of detail etc here will be dependent
upon whether they have had any
work experience/work visits by this
stage.
Produce a similar poster related to
the Food Safety Act from
information provided by visiting
speaker/practitioner. Identify what
training and qualifications might be
needed for employees to achieve the
requirements of this act (link to
session 3).
Access to
internet
HSE poster
health and
Safety what
you should
know
Basics of food
safety act and
HASAWA listed
Research from
earlier sessions
on
responsibilities/
roles in specific
jobs
Hazard
information
from previous
session
Scheme of work

49

Session
number
5 contd
Content
Possible activities
Resources
From a list of the key

requirements of HASAWA,
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.
For their chosen job roles studied

in earlier sessions, they should
identify where they would need to
be aware of HASAWA to protect
customers and where their
employers would need to ensure
there are safeguards for them.
They could make reference to the
hazards identified in the pervious
session.
Study a news report (hard

copy/electronic) of an
environmental problem from a
land-based industry eg sewage
spills in 2007 floods. Learners
can identify what measures could
be taken to minimise these
impacts in future.
For their own chosen industry

(job selected or visit made)
identify where waste is produced
and suggest how this could be
reduced.

learning points.
50


Session
number
Content
Possible activities
Resources
LO3 Know safe working

practices in the
Smart/white
board
PowerPoint,
OHP
Identifying, and explaining

the need for, responsible
behaviour in the work
environment.
Identify links from previous

sessions as to why there is a need
for responsibility in the
workplace, focusing upon the
results of accidents, requirements
of legislation and the need to
protect the environment.
Instructions for
following an
activity
Their research
on their chosen
industry
Pro formas for
work logs
If an industry visit is being

undertaken at about this
time, then recording of
situations from real life in
which responsibility is
important can form an
integral part of this session.
A suitable discussion on
attendance and punctuality may
be possible from their own
behaviour, showing how it affects
quality of work.
A personal review of work logs

would help learners to develop
good habits.
Access to
internet
Give them a list of instructions

that they need to follow for a
land-based or environmental
activity eg as a lumberjack
right tools, sharpened, check
clothing, check people not around
etc. get them to identify possible
hazards if these are not followed.
Produce individual work logs for

a day at the centre. The problem
of annoying other people (fellow
practitioners) by them filling it in
can be reduced by them
producing a perfect day outline
to simply tick/cross if they arrive
late etc., leaving larger concerns
causing problems etc to be
written up at a suitable break.

51

Session
number
6 contd
Content
Possible activities
Resources
Group activity
Find examples within one of their

chosen industries (or other if not
suitable) where PPE necessary.
Produce short role play to show
how lack of/poor use of PPE
might be a hazard.
A buzz group* of ways in which

they (or others) show disrespect to
each other, possibly without meaning
to.
learning points.
52


Session
number
Content
Possible activities
Resources
LO3 Know safe working

practices in the
For LO.3 tools and equipment the

actual scheme of work will depend on
what access the learners have in terms
of visits to industries for a hands on
approach to the subject. In an ideal
world there should be a chance for
them to look at this topic through a
visit to an organisation and be
involved in a participatory/
experiential approach.
Smart/white
board
PowerPoint,
OHP
Examining the use,

transportation, storage and
maintenance of tools
If only one visit is possible
then a visiting speaker
might give a tools talk.
This might give a chance
for handling of some basic
tools and examples of how
maintenance is carried out
etc. Many modern tools that
are produced for consumers
rather than industry produce
their own maintenance
videos/booklets and these
could be used within the
theory lesson. Consortia
may also be able to liaise
with their partners to
acquire training videos
For the purposes of layout this

scheme of work is divided into one
theoretical session and one practical,
although much of the theory could be
incorporated into the practical session
if access for both sessions is possible.
The latter would also allow some of
the work in the previous sessions on
health and safety to be made more
relevant, identifying hazards, need for
PPE, evidence of HASAWA being in
place. In this case, these visits could
even be carried out as the first session
covering LO.2.
Tool use video

and/or booklets
Scheme of work
Presentation and discussion about

importance of being able to work
with tools so that efficiency and
effective working takes place.
Demonstration of how tools are

used correctly Demonstration of
methods of transporting and
storing tools to meet overall
objectives of effective and
efficient working, together with
maintaining a safe working
environment.
Explanation of importance of
maintenance methods.
Emphasize links with LO.3

Health and safety.

learning points.

53

Session
number
Content
Possible activities
Resources
LO4 Be able to work

safely
Practical sessions can be organised

according to the type/size of
organisations in which they take
place.
Transport.
Examining the use,

transportation, storage and
maintenance of tools
Can also include practical

activities from previous
sessions on health and
safety
Industry visit organised as
per possible activities.
Ideally if the group of learners is

medium/large then a round robin
group session could be organised,
dealing with the tools under the
headings;
Selection
Use
Transport and storage
Maintenance
Appropriate
contacts via
consortium
members
The session would deal with hand

tools that the learners can experience
using.
Selection given a task to complete
and as a team discuss and select tools
appropriately with review of reasons.
Use the group could then use them
under guidance to produce the desired
result.
Transport, storage and maintenance of
items to demonstrate the key areas of
health and safety as well as
prolonging tool life.
learning points.
Responsible behaviour session
focusing on behaviour expected when
working with others in the workplace.
54


Session
number
Content
Possible activities
LO2 Be able to complete Whole-class teaching

an environmental and
From scheme of work for week 3
land-based job application
learners should be able to
Identifying personal skills
assemble a list of the main skills
and comparing them with
that are required in the industry.
the personal skills required
This can be carried out as a whole
for job roles in the sector
class activity particularly if they
have dealt with different job
roles.
Resources
Smart/white
board
PowerPoint,
OHP
Work
completed by
learners for
LO.1 on job
roles
Examples of
person
specifications
from actual
applications
The industry visit

undertaken/to be
undertaken could be used as
an opportunity to interview
employers/employees on
the personal skills needed
and how they actually use
them in the course of their
jobs. Each group/individual
could focus on one or two
skills (if time for all is not
available) and a
presentation of these made
to the class as a whole.
Group work
Each group could prepare short

role plays to show how different
personal skills might be useful in
the job roles studied. Other
groups could be asked to identify
the skills being shown.
From overall list of personal

skills, learners identify which
they consider to be their strengths
could be by rank order or
assigning numerical scale to
them.
For each of those they consider as

positives they should be able to
describe an example of how their
behaviour/work has demonstrated
it.
For one area in which they are

weak they could give an example
of how they have demonstrated it,
together with explanation of how
they should have behaved/acted.
Learners could look at their

favourite jobs from previous
sessions and consider which are
the most important skills for that
role.

Access to job
descriptions for
learners
selected roles
Personal skills
lists/reference
sheets
Access to
internet
Scheme of work
55

Session
number
Content
Possible activities
9 contd
Resources
Combining the previous two ideas

could end in attempt to write a
simple person specification for
their perfect job in the industry.

learning points.
10
LO2 Be able to complete Whole-class teaching

an environmental and
Introduce the purpose and basic
land-based job application
format of an application form.
Completing an application
for a job in the land-based
sector
Within this session learners
will have the chance to
complete three different
application forms. Although
this seems like repetition,
they come in various
styles/varying content, so
this will give them the
chance to have three
examples available for
future reference. With
careful choice/preparation
most possibilities they
might meet can be covered.
Show slides of two contrasting

looking (legible/illegible, good
spelling/poor spelling etc)
application forms. Ask learners to
comment on what they think of
the applicants on first impression.
It might be useful to have a good
quality application dressed up
scruffily!
Smart/white
board
PowerPoint,
OHP
Pro forma for
collating their
personal details
Selection of
different styles
of application
form
Examples of
good and bad
presentation (in
slide form)
Completion of an application
form in stages with a central
example. Guidance can be given
on what content belongs in each
section many of the terms may
not be familiar to learners.
56
Learners can organise their own

personal information by
completing a file of their personal
information that might be needed
on an application form. This can
be done on a pro forma.
Completion of an actual
application form as finished
product.


Session
number
Content
10 contd
Possible activities
Resources
Group activity
After the centrally guided form a

second one could be completed
and passed round within a group
for learners to comment on each
others attempts.

learning points.
11
Assignment
There may need to be some

overlap into the next
session if times are not
flexible, as the tasks (set out
in the sample assessment
material below)are not of
the same length
Brief learners about the

assignment.

work.
Assignment
Brief
Individual work
Assignment work.
*buzz group a concerted intellectual treatment of a topic through discussion of spontaneous

ideas about it.
First-aid facilities and appropriately trained staff are essential where practical activities are
undertaken.
Reference material
General books
Carysforth C and Neild M GCSE Applied Business (Heinemann, 2002) ISBN 0435447203
Hughes, P Introduction to Health and Safety at Work (Butterworth-Heinemann ltd, 2004)
ISBN 0750657308
Ridley, J Health and Safety in Brief (Butterworth-Heinemann, 2008) ISBN 0750686391
Leigh J, and Seely J CVs and Job Applications (Oxford University Press, 2004)
ISBN 0198606141
Soffe R The Countryside Notebook (Wiley-Blackwell, 2005) ISBN 140511231X
ISBN 0813808464
(Ashgate, 2009) ISBN 075467391X

57
ISBN 1402086458
ISBN 1405169060
2009) ISBN 0199565171
ISBN 9781847219053
Websites
www.btcv.org.uk

local advisers.
www.cla.org.uk
The Country Land and Business Association is

the membership organisation for owners of land,
property and businesses in rural England and
Wales.

for construction
Countryside Jobs Service website
www.dea.org.uk
DEA 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.uk

Affairs
www.direct.gov.uk
www.euskills.co.uk
Energy and Utility Skills

helping farms to help wildlife.
www.forestry.gov.uk
Forestry Commission
DEA website guide to books, films, posters and

web resources which support global, intercultural
and environmental understanding for all age
groups and subjects.
www.hse.gov.uk
58

www.improveltd.com
Improve is the Sector Skills Council for food and

drink manufacturing industry in the UK and part
of the Skills for Business Network
www.landex.org.uk
Landex is a member-funded association of landbased colleges
www.lantra.co.uk

www.lbcnc.org.uk

learning in the land-based sector.
www.leafuk.org
Linking environment to farming
Met Office
Natural England
www.nfuonline.com
National Farmers Union
www.randa.org
The R & A responsibility for the administration

of the Rules of Golf, the running of The Open
Championship and other key events, and the
development of the game in existing and
emerging golfing nations.
www.se-ed.org.uk

TeacherNet an education website for teachers

and school managers
Videos

59

Introduction
1
Advice to tutors
Marking grid
Evidence structure.

Learners are required to investigate real environmental and land-based sector jobs and complete
an application based on a job in the sector. They need to carry out work safely in an
environmental and land-based sector working environment.
This will allow learners to understand the job market and personal skills required for
environmental and land-based job roles.
Functional skills
All evidence must be produced by the individual learner.
Learners must initially cover a minimum of three different jobs from the environmental and
land-based sector including what they entail. For both of these they must identify a minimum of
one type of related training and one relevant qualification. Learners must focus on one chosen
job role and identify the personal skills that they require.
60

Learners must then complete an application form for one job role. They must be provided with a
blank application form which asks them to match their skills to the position. They are not
expected to write application letters.
Work activity from another unit eg Unit 4: Working with Plants and Animals, should be used to
provide evidence for safe working and completion of the log of activities.
The assignment is based upon you assessing the requirements of job roles, completing a job
application and working safely to achieve specified business objectives.
You need to:
list of key jobs in the environmental and land-based sector and what they involve, relevant
personal skills, training and qualifications
match your own personal skills up to the personal skills for a chosen job role
complete an application for a chosen job role.
When working safely you must:
complete a log of activities carried out including the tools and equipment used
outline Health and Safety duties.
Assessment
Level 1: Unit 3 Introduction to Working in the Environmental and Land-based Sector
Assignment title: Finding an employment role and working safely
Advice to learners

61
Introduction
The ability to get a job and work safely once you have got one are two essential parts of life.
We have already had staff from various environmental and land-based businesses talk about
their work, the requirements of the jobs in their businesses and the qualifications needed to do
it.
This assignment will require you to look at the requirements of environmental and land-based
job roles before using the data you have collected to draw appropriate conclusions about them
and your suitability to do the job and for you to work safely whilst working in an appropriate
job role.
Scenario
There is likely to be a lot of competition for jobs within the environmental and land-based
industries because jobs can be hard to come by as they are a popular choice for a lot of people.
After all, who would not like to work outdoors doing something they enjoy? Therefore, you
need to be able to wow the people who will be looking at the application forms with your ability
and skills to do the job they are advertising.
Searching and applying for jobs is hard work, but by using a methodical approach you can save
yourself time and effort and make your hunt much more successful.
The first step is to find different jobs that you would like to do and work out what the employer
is looking for in a potential employee. For example, do they need someone with particular
practical skills; are they looking for a certain qualification or do they need to have had special
training? You will need to get hold of the job description, and if they have one, a person
specification.
The first document tells you what the job involves, the second tells you what sort of skills,
experience and knowledge they want the person to have. The next step is to work out what your
own skills and experience are. Then look at the jobs you have found and work out which are the
most suitable ones for you dont just apply for the ones that pay the highest salary!
Your work experience and/or the practical work that you will have done throughout the unit and
course will have focused on your ability to work safely. Employers will find the ability to work
safely a valuable asset so you should mention this in the next stage, the job application.
This is the key document that will decide whether the employer asks you to an interview. Rush
this or get it wrong and you will either not get an interview or you may find the interview rather
uncomfortable!
Take your time to complete the application form fully and neatly. If your spelling is not very
good, ask someone to help you check it. If you have poor handwriting, you may be able to word
process the application and send it electronically. Remember, you have to get the interview to
get offered a job, so make the application as good as it can be.
Task 1
This task is designed to enable you to select the job most suitable for you in the environmental
and land-based sector and then to prepare you to apply for that job.
You will carry out research into the range of jobs available, the training, qualifications and the
skills required for them. You will then assess your own personal and workplace skills before
completing an application for the job to show how they match.
In order to do this you will need to carry out the following tasks:
62
research the environmental and land-based industry sector as a whole to identify key job
roles

research the environmental and land-based industry sector as a whole to identify the
relevant training opportunities and qualifications available
select a job role in the environmental and land-based industry sector that you think you
would like to do and to identify the personal skills required to carry out the job successfully
identify your own personal skills and show how they match the skills required for that job
complete an application form for that job.
You will work on your own for this assessment. Study the information given to you by your
tutor and gained in other units and in you independent research. Ensure that you complete all the
different stages of the assessment.
What you need to submit
You must include the following.
an outline of the job titles and key roles of a wide range of jobs in the environmental and
land-based sector.
an outline of the range of training and qualifications that are available to prepare employees
and future employees to work in the environmental and land-based sector.
an outline of the personal skills needed for one specific job in the environmental and landbased sector.
a review of your own skills that matches them to the personal skills required for a chosen
job role in the environmental and land-based sector.
a completed job application form.
It is important that the work you hand in is arranged so that you and your tutor can track this
against the requirements of the unit. You should work with your tutor to compile and order the
work into a logical sequence for ease of reading and understanding. You should provide a title
page with the assignment title and your name. Pages should be numbered.
Task 2
This task is based on your actual knowledge and carrying out of good working practices in the
environmental and land-based sector. You will be assessed on your understanding of how these
working practices are applied in the workplace and your ability to carry them out in the
workplace.
The gathering of evidence for this task will probably take place during your work placement
and/or practical work during the delivery of the course. You will carry out research on the
management of tools and equipment and aspects of safety in your workplace.
In order to do this you will need to carry out the following tasks.
research the ways in which tools and equipments are stored, transported and maintained in
your chosen workplace.
research hazards and risks in your workplace and the steps that are taken to minimise them.
research the health and safety duties and obligations that employers and employees have to
themselves, other workers and customers in your workplace.

You must include the following.
a description of how tools and equipment are stored, transported and maintained in one
place of work in one industry in the environmental and land-based sector.
a description of the hazards and risks in one place of work and the ways to avoid them.

63
64
an outline of the health and safety duties and obligations for one particular place of work.

It is important that the work you hand in is arranged so that you and your tutor can track this
against the requirements of the unit. You should work with your tutor to compile and order the
work into a logical sequence for ease of reading and understanding. You should provide a title
page with the assignment title and your name. Pages should be numbered.
Tutors should provide learners with an introductory list of resources, including websites, that
For Task 1
There is a variety of ways in which the final evidence could be presented for this task. Any
evidence presented in a non-verbal way should be accompanied by a tutor or employer witness
statement, together with a written summary or recording of what was said.
For Task 2
Learners will be expected to approach practical work in a responsible and professional manner,
taking care to record any relevant data and store it appropriately.
There is a variety of ways in which the final evidence could be presented. Any evidence
presented in a non-verbal way should be accompanied by a tutor or employer witness statement,
together with a written summary or recording of what was said.

65

Marking grid A
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
Outlines some jobs available in

the environmental and land-based
sector
Outlines a range of jobs available

in the environmental and landbased sector
Outlines a wide range of jobs

available in the environmental
and land-based sector in detail
(0-3)
(4-5)
(6-7)
Identifies some relevant training

and qualifications
Identifies a range of relevant

training and qualifications
Identifies a wide range of

relevant training and
qualifications
(0-3)
(4-5)
(6-7)
Identifies some of the personal

skills required for two jobs in the
environmental and land-based
sector
Identifies a majority of the

personal skills required for two
jobs in the environmental and
land-based sector
Identifies most of the personal

skills required for two jobs in the
sector
(0-3)
(4-5)
(6-7)
LO.1.1
Know about
environmental
and land-based
jobs
LO.1.2
Know about
environmental
and land-based
jobs
LO.1.3
Know about
environmental
and land-based
jobs
66

Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Compares own personal skills in

relation to the personal skills required
in a chosen job role
Compares in detail own personal

skills in relation to the personal skills
required in a chosen job role
Comprehensively compares own

personal skills in relation to the
personal skills required in a chosen
job role
(0-4)
(5-7)
(8-10)
Accurately completes an application

form with frequent assistance

form with occasional assistance

form with minimal assistance
(0-3)
(4-5)
(6-8)
Describes how to safely store,

transport and maintain tools and
equipment in a particular workplace
Describes in detail how to safely

store, transport and maintain tools
and equipment in a particular
workplace
Comprehensively describes how to

safely store, transport and maintain
tools and equipment in a particular
workplace
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.2.1
Be able to
complete an
environmental
and land-based
job application
10
LO.2.2
Be able to
complete an
environmental
and land-based
job application
LO.3.1
Know safe
working practices
in the
environmental
and land-based
sector

67
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Describes how to minimise hazards

and risks in a workplace and ways to
avoid them
Describes in detail how to minimise

hazards and risks in a workplace and
ways to avoid them
Thoroughly describes how to

minimise hazards and risks in a
workplace and ways to avoid them
(0-3)
(4-5)
(6-7)
Outlines some health and safety

duties in a particular workplace
Outlines a majority of health and

safety duties in a particular
workplace
Outlines most health and safety

duties in a particular workplace
(0-3)
(4-5)
(6-7)
Completes a log of activities carried

out and tools and equipment used
Completes a detailed log of activities

carried out and tools and equipment
used
Completes a thorough log of

activities carried out and tools and
equipment used
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.3.2
Know safe
working practices
in the
environmental
and land-based
sector
LO.3.3
Know safe
working practices
in the
environmental
and land-based
sector
LO.4.2
Be able to work
safely
7
68

Marking grid B
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
Carries out work safely with

frequent guidance

occasional guidance

minimal guidance
(0-3)
(4-6)
(7-8)
LO.4.1
Be able to work
safely
8
Total marks 75

69

Learning outcome
Marking grid
Activity/section
Evidence
LO.2
Personal skills review

and job application
Written/recorded
evidence and
completed job
application form
(AC2.1, AC 2.2)
LO.1
Knowledge of job
types/roles
Written/recorded
evidence (AC1.1,
AC1.2, AC1.3)
LO.4
A&B
Safe working and log

of activities
Learner observation
record.
Written/recorded
evidence
LO.3
Knowledge of safe
working practices
Written/recorded
evidence (AC3.1,
AC3.2, AC3.3)
70


71
LEVEL 1 UNIT 4: WORKING WITH PLANTS AND ANIMALS
Unit 4: Working with Plants and Animals

NQF Level 1
Learning hours: 60
About this unit
Do you have a pet animal at home? Have you ever grown a plant
or looked after one? Plants and animals are everywhere. They
have working roles in many different areas such as agriculture,
food production, leisure and recreation, medicine and
companionship. For example cows, pigs and chickens are used to
supply meat and other foods such as milk or eggs, while beans
and corn are grown to give us food ingredients or even fuel.
If you work in the food industries you will need to know where
food comes from. If you work outdoors you could be involved in
looking after an area of plant life such as a park or a field. It is
important when working with plants and animals to know the
best ways to grow them and care for them.
The applied purpose of this unit is to grow plants and care for
animals to meet specified objectives.
This unit introduces learners to animal and plant care and
welfare. They will learn how to handle animals and plants safely,
and meet their environmental needs and basic requirements to
grow strong and healthy. They will also learn how to identify
whether an animals behaviour is normal or abnormal and signs
of good and ill plant health. This will help learners to understand
how growing plants and caring for animals can meet the needs
of, for example, a business. By reviewing their work with plants
and animals learners will be able to link all aspects of this unit
together to make recommendations for improving their work in
the future.
After studying this unit learners will be able to understand how
objectives are met by growing plants and caring for animals, for
a specific purpose. This can then be applied to make, for
example, a business more successful, whether it is farming to
produce milk or growing plants for biofuels.
Learning outcomes
LO.1
Understand basic plant and animal requirements
LO.2
Know care and welfare needs of plants and animals
LO.3
Be able to work with plants and animals in a work related environment to meet specified
objectives
72


The assignment is based on you propagating and growing on one species of plant from seed and
one species of plant from a cutting and caring for two species of animal to meet specified
objectives.
You must:
identify wild and cultivated plants and wild and domesticated animals
plan and carry out plant and animal care, including soil testing and safe tool and equipment
use, meeting specified objectives/goals
report on their basic needs, ongoing health and the environmental conditions they need to
grow and breed
review the plant and animal care you have carried out.
This unit links with other units being studied, for example:
Level 1 Unit 2: Environmental and Land-based Production, Systems and Services learners will
investigate how plants and animals are used in production systems and services.
This unit has assessment links as follows:
Level 1 Unit 1: The Natural Environment learners will learn about plants and animals that live
in the natural environment (NB: practical soil testing and identification skills from Unit 1 are
assessed here in Unit 4).

73

The following is a suggested outline scheme of work. The scheme is produced to cover one
week of animal activity followed by one week of plant activity. This can be amended to cover
plants entirely then followed by animals so as to take advantage of any seasonal growing needs
for plants. There are two weeks set aside at the end of the scheme to allow time for assessment
activities.

Session
number
Content
Possible activities
Resources
LO.2 Know care and

welfare needs of plants
and animals
Whole class teaching
Smart/
Interactive
whiteboard/
PowerPoint or
OHP
Identify level of
understanding of uses of
plants and animals in
society
Identify a range of
common plants and
animals

Explain the practical element for

this unit will need to be achieved
over time and involve actually
working with plants and animals.
Group activity
Create two spider grams and get

learners to buzzgroup reasons for
animals in society and one for uses
of plants in society.
Split class into smaller working

groups where they classify a range
of wild and domesticated animals
into the categories of mammal, fish,
reptile, bird, insect, and amphibian.
One working group to review a

range of plant names and classify
them as fruit, cultivated, wild,
flower, crop, annual or perennial and
compare results.
Provide
learners with
worksheets or
access to the
internet
www.
ukagriculture.
com
Individual activity
74
Learners investigate one category

from the list of common wild and
domesticated plants and animals and
classify under their main societal
uses (food, domestic and social,
amenity, commercial).


Session
number
Content
Possible activities
Resources
LO.1 Understand basic

plant and animal
requirements
Determine the key requirements needed

for healthy animal growth.
Internet access
Understand the key

nutritional, environmental
and social needs of
animals
Discuss the common
environmental and
husbandry needs of
animals
Tutor provides information on key

factors energy/protein/minor nutrients
and their sources. The importance of
water/shelter/environmental
conditions/social group behaviour.
Group activity
In small groups learners consider the

key issues highlighted above for
a) domestic pet, b) farm animal,
c) wild animal.
Individual activity
LO.1 Understand basic

plant and animal
requirements
Understand the key
nutritional, environmental
and husbandry needs of
plants
www.
ukagriculture.
com
Agricultural
Notebook
Halley and
Soffe
Learners choose animal to

investigate and identify through
research the specific requirements
for their chosen animal.
Determine the key requirements needed

for healthy plant growth.
Tutor provides information on key
factor3 major and minor nutrients and
their sources. The importance of
water/shelter/environmental
conditions/general growing conditions
provided by soils.
Internet access
www.hgca.
org.uk
Group activity
In small groups learners consider the

key issues highlighted above for a)
garden plant b) farmed crop) wild
plant.
Individual activity
Learners choose plant to investigate

and identify through research the
specific requirements for their
chosen plant.

75

Session
number
Content
Possible activities
Resources
LO.3 Be able to work

with plants and animals
in a work related
environment to meet
specific objectives
Session involves identifying what can be

recorded and how for a given species of
animal (it is suggested that either farm
or domestic animal be monitored for a
six week period).
www.
ukagriculture.
com
Learners to begin the

preparation and
organisation of the
practical monitoring of
plants and animals
Learners research the amounts and types

of food, water and shelter and health
requirements for a named species of
animal (agreed with tutor) and research.
Group activity
Learners investigate a named

species in small working groups
each member investigating one
aspect of husbandry need.
Learners present their findings as a

group to provide a summary of
husbandry needs.
Group activity

in a work related
environment to meet
specified objectives
preparation and
organisation of the
plants
Learners devise a recording chart

with key information to be recorded
for a 6 week period (signs of health,
weight gain, food consumption,
environmental conditions, and
behaviour signs).
Session involves identifying what can be

recorded and how for a given plant (it is
suggested that either an agricultural crop
or garden vegetable be monitored for a
6-12 week period) (beans, peas, wheat,
barley, vegetable or flower).
Learners research the soil types, acidity,
nutrient requirement, water and shelter
and health requirements for a named
plant species (agreed with tutor) and
research.
Access to the
internet, books
on plant and
vegetable
growing
Crop
husbandry
Lockhart and
Wiseman
Group activity
76
Learners investigate a named plant

in small working groups each
member investigating one aspect of
crop/plant husbandry need.
Learners present their findings as a

group to provide a summary of
crop/plant husbandry needs.

Session
number
Content
5 contd
Possible activities
Group activity
Resources
Learners devise a recording chart

with key information to be recorded
for a 6-12 week period (seed bed
conditions, soil type, seed depth,
establishment, weeds, pests,
diseases, growth stages).

in a work related
environment to meet
In this session learners will consider the

resources required and collect the
information needed to prepare a risk
assessment for their animal monitoring
practical activity.

preparation and
organisation of the
animals
Learners will need to visit the

monitoring site and discuss/prepare the
area and plan the activity over the given
timeframe.
Group activity
Identify the area for rearing and

monitoring the animal. Establish
how to provide feed and water/how
to maintain the animal
accommodation, how to observe the
animal and identify problems. Times
of feeding and weighing activities.
Data recording
sheets, weigh
scales,
appropriate
PPE gloves,
overalls
Blank risk
assessment
template
Possible guest
speaker from
HSE on
assessing risk
and zoonoses
Individual activity
Each learner to identify a list of

hazards and potential risks for the
area and activity these to be
collated and compiled into a risk
assessment by learners (tutor
guidance) list must include reference
to PPE personal hygiene and
possible zoonoses.

in a work related
environment to meet
In this session learners will consider the

resources required and collect the
information needed to prepare a risk
assessment for their plant monitoring
practical activity.

preparation and
organisation of the
plants
Learners will need to visit the

monitoring site and discuss/prepare the
area and plan the activity over the given
timeframe.

Visit the
practical
monitoring
site.
Greenhouse,
farm, garden
centre, nursery
77

Session
number
Content
7 contd
Possible activities
Resources
Group activity
Blank risk
assessment
Identify the area for establishing and

monitoring the plant being grown.
Establish how to prepare the
seedbed/the soil type, tools required,
how to observe the plant as it grows
and identify problems. Times and
frequency of monitoring activities.
Individual activity

in a work related
environment to meet
Practical animal care skills
development
Each learner to identify a list of

hazards and potential risks for the
area and activity these to be
collated and compiled into a risk
assessment by learners (tutor
guidance) list must include reference
to PPE personal hygiene.
In this session learners will learn the

techniques to handle safely and work
with animals being monitored.
Learners will be taught the key signs of
good health in the chosen animal species
(bright eyes, alert, body posture, no
nasal discharge and firm dung).
Learners will also begin the first
recording and monitoring of the
animal(s).
Group activity
Learners to have instruction and

demonstration on the safe
techniques for handling and
restraining the named animal (calf,
pig, lamb, domestic pet).
Visit the
animal
monitoring
site, farm, pet
sanctuary,
animal care
centre
It is envisaged
a farmer/vet be
used for this
demonstration
and teaching
of correct
animal
handling
techniques
Paired activity
78
Learners to practise (in pairs as

required) the safe handling
restraining and weighing
techniques for their chosen
animals.
Learners record their first set of data

on the animal(s) and record the
observed signs of health.


Session
number
Content
Possible activities
Resources

in a work related
environment to meet
In this session learners will learn the

techniques to handle safely and work
with plants being monitored.
It is envisaged
that this could
take place at a
garden
centre/plant
nursery with
industry
experts to
advise
Practical plant care skills

development
Learners will be taught the key signs of

good health in the chosen plant (leaf
shape, colour, root development, soil
conditions preferred, temperature range,
and germination period).
Learners will also begin the first
recording and monitoring of the plants
(sowing/cutting date, weather
conditions, spacing seed rate etc).
Group activity
Learners to have instruction and

demonstration on the safe
techniques for handling and
transplanting of seedlings for the
chosen plant as applicable (seed bed
prep, fertilizer, seed quality/plant
health, spacing, signs of health).
Individual activity
Learners to practice (in pairs as

required) the safe
planting/transplanting of the crops
into the prepared seed bed.
Learners record their first set of data

on the plants/crops and record the
observed signs of health.

79

Session
number
Content
Possible activities
Resources
10

in a work related
environment to meet
In this session learners use their

knowledge from the practical handling
exercise to develop a further
understanding of animal husbandry
skills.
Classroom
session
internet access,
A3 poster
paper pens

development
Learners will use the internet and other

resources to investigate the signs of ill
health and a range of ailments that may
affect their chosen animal.
Group activity
Learners to prepare a poster with

their chosen animal at the centre.
Learners will research and add
details of a range of signs of ill
health and where to locate then on
the animal poster.
Individual activity
11
Learners will be provided with the

name of one pest or parasite or
disease that may affect their chosen
animal. They will research this
listing symptoms, prevention and
treatments.

in a work related
environment to meet
In this session learners use their

knowledge from the practical
(trans)planting exercise to develop a
further understanding of plant/crop
husbandry skills.
Research plant care skills

development
Students will use the internet and other

resources to investigate the signs of ill
health and a range of deficiency
symptoms that may affect their chosen
plant specifically N-P-K and minor
nutrients.
Group activity
80
Learners to prepare a poster with

their chosen plant at the centre.
Learners will research and add
details of a range of signs of ill
health/symptoms of deficiency
diseases and where to locate then on
the plant.
Classroom
based with
access to the
internet or
appropriate
range of
garden
plant/crop
husbandry
books
A3 poster
paper,
coloured pens


Session
number
Content
11 contd
Possible activities
Individual activity
12
Resources

in a work related
environment to meet
development
Learners will be given the name of

one pest or nutrient deficiency or
disease that may affect their chosen
plant. They will research it, listing
symptoms, prevention and
treatments.
This session learners will revisit the

animals and collect the next set of data.
Learners will use their research on signs
of health and disease to compare against
their observed animals.
Learners to safely restrain animals and
be shown how to take the temperature
and monitor respiration rates.
Data recording
sheets,
weighing
scales,
thermometers,
appropriate
PPE, gloves,
overalls
Paired activity
Learners to restrain their animals

safely and take temperature and
monitor respiration rate. Also
observe signs of health and record
food consumption and animal
weight so that growth rates can be
calculated.
Group activity (in class)
13

in a work related
environment to meet
development
Collate animal weights and input to

excel spreadsheet to produce graph
of growth rates of daily live weight
gains. Add data on temperatures and
signs of health observed.

plant/crop and collect the next set of
data.
their observed plants.
Learners to be shown and then to take a
soil sample safely and test for pH N-P-K
nutrient levels.

Data recording
sheets,
appropriate
PPE, gloves,
overalls
81

Session
number
Content
13 contd
Possible activities
Resources
Paired activity
Soil testing
kits
Learners to safely take soil samples

and undertake pH N, P & K tests on
the soil.
Learners should also look for signs

of germination (if crop grown from
seed) or signs of growth from
transplanted seedlings. Also observe
signs of health and record growth
stage, signs of pest or disease.
14

in a work related
environment to meet
development
Collate soil sample results and input

onto excel spreadsheet to produce
graph of pH NP & K results. Add
data on growth stages and signs of
health observed.

their observed animals.
Learners to safely restrain animals
safely and be shown how to replace
bedding materials/clean water and food
dispensers.
Data recording
sheets,
weighing
scales,
appropriate
PPE, gloves,
overalls
Bedding
materials
Paired activity
Learners to safely restrain their

animals and observe signs of health
and record food consumption and
animal weight so that growth rates
can be calculated. Clean feeding
equipment and bedding materials.
82
Collate animal weights and input

onto Excel spreadsheet to produce
graph of growth rates of daily live
weight gains. Add data on
temperatures and signs of health
observed.


Session
number
Content
Possible activities
Resources
15

in a work related
environment to meet

data.
Practical
activity

development

their observed plants.
Learners to be shown and then to take a
cutting safely from a given plant.
Paired activity
Learners to take cuttings safely from

a mature plant and prepare with
rooting powder, replant in
appropriate medium.
Learners should also look for signs

of germination (if crop grown from
seed) or signs of growth from
transplanted seedlings. Also observe
signs of health and record growth
stage, signs of pest or disease.
Mature plants
from which to
take cuttings.
Likely to be at
garden centre
or nursery with
industry staff
to teach the
skills element
16

in a work related
environment to meet
development
Add data on growth stages and signs

of health observed to recording
sheets.

Learners will use this session to review
the Five Freedoms and compare these
against their observed animals.
Paired activity
Learners to safely restrain and

weigh their animals. Also observe
signs of health and record food
consumption and overall condition.
Individual activity
Learners to review the environment

of the animals and compare this
against the Five Freedoms.

Practical
activity at the
animal site
Scoring chart
where learners
grade the
environment
on a 1-5 scale
(1 = excellent)
against the
Five Freedoms
83

Session
number
Content
Possible activities
Resources
17

in a work related
environment to meet
In this session learners will be

investigating the lifecycle for their
chosen animal. The practical recording
element is well under way and a broader
understanding of lifecycle needs to be
developed.
Classroom
based
Research animal care

skills development
focusing on the lifecycle
to provide underpinning
knowledge
Learners to investigate the animal

lifecycle in four stages young animal
to weaning, growth and development,
reproduction, maturity.
Group activity
Produce a large poster with the

animal pictured in the centre, and
the four stages to be investigated
around the animal.
Internet access
www.defra.
org.uk
www.
ukagriculture.
com
Poster
materials
Individual/paired activity
84
Learners to investigate one of the

lifecycle areas, eg reproduction
focusing on husbandry issues such
as age, size, weight, feed
requirements, health issues and
environmental requirements at each
stage. These are then added to the
poster.


Session
number
Content
Possible activities
Resources
18

in a work related
environment to meet

investigating the lifecycle for their
chosen plant. The practical recording
element is well under way and a broader
understanding of lifecycle needs to be
developed
Classroom
based
Learners to investigate the plant

lifecycle in four stages seedling,
vegetative growth and development,
reproduction, maturity/harvesting.
HGCA
website,
Group activity
www.
ukagriculture.
com

focusing on the overall
lifecycle
Produce a large poster with the plant

pictured in the centre, and the 4
stages to be investigated around the
plant.
Internet access
Poster
materials
19

in a work related
environment to meet
development
Learners to investigate one of the

lifecycle areas (eg reproduction)
as germination, leaf size/shape,
identification, feed requirements,
health/disease issues and
environmental requirements at each
stage. These are then added to the
poster.

data.
Learners will use their recording sheets
to collect appropriate range of
information. They will also review
health and disease incidence and growth
stage against their observed plants.
Practical
activity
Recording
sheets, PPE
Paired activity
Learners to draw the growth stage of

the plant accurately, taking
particular notice of any weeds,
evidence of pests and diseases
present.

sheets.

85

Session
number
Content
Possible activities
Resources
20

in a work related
environment to meet

Practical
activity at the
animal site
Paired activity

development
21

development focusing on
weeds, pest and diseases
Learners to restrain and weigh their

animals safely. Also observe signs of
health and record food consumption
and overall condition.

investigating the common weeds, pests
and disease which affect their chosen
plant. This will tie in with any
observations of these in the practical
recording visits.
Learners to investigate a range of weeds,
pests and diseases using resources
provided.
Group activity
Produce a large poster with the plant

pictured in the centre, and the three
topic headings to be investigated
around the plant.
Correct PPE
and recording
sheets
Classroom
based
Internet access
HGCA
website,
www.
ukagriculture.
com
Poster
materials
86
Learners to investigate a range of

weeds eg broad leaved and grass
weeds focusing on husbandry issues
such as mechanical and chemical
control methods.
Some to investigate types of disease

(fungal, viral with examples for their
crop).
Some to investigate pests, eg slugs,

wireworms, etc. This should include
identification of damage and how to
control them in the chosen crop.
These are then added to the poster.


Session
number
Content
Possible activities
Resources
22
Research animal care

pests and diseases

investigating the common parasites and
disease which affect their chosen
animal. This will tie in with any
observations of these which may have
been seen in the practical recording
visits.
Classroom
based
Learners to investigate the range of

parasites and diseases using resources
provided.
Internet access
www.defra.
gov.uk
Group activity
Produce a large poster with the

animal pictured in the centre, and
the three topic headings to be
investigated around the animal.
23

in a work related
environment to meet
development final
recording visit
Learners to investigate a range of

parasites appropriate to the animal
eg roundworms, ticks, fleas,
as identification and control
methods.
Some to investigate types of disease,

fungal, viral and bacterial, with
examples for their animals eg
salmonella, rotavirus, pneumonia,
ringworm.
These are then added to the poster.
This session learners will make their

final visit to the plant/crop and collect
the last set of data.
Learners will use their recording sheets
to collect appropriate range of
information. They will also review
health and disease incidence and growth
stage against their observed plants.
www.
ukagriculture.
com
Poster
materials
Practical
activity
Recording
sheets and PPE
Paired activity
Learners to draw the growth stage of

the plant accurately, taking
particular notice of any weeds,
evidence of pests and diseases
present.

87

Session
number
Content
23 contd
Possible activities
24

in a work related
environment to meet
development final
recording visit
25
Resources
Learners will summarise

their findings and evaluate
success of the project

sheets.
This session learners will make their last

visit to the animals and collect the last
set of data.
Practical
activity at the
animal site
Paired activity
Learners to restrain and weigh their

animals safely. Also observe signs of
health and record food consumption
and overall condition.
In this session learners will collate all

their recorded information in to
graphical/pictorial and/or written
evidence for their crop and prepare a
short report on their findings.
Group activity
Recording
sheets and PPE
Self evaluation
sheets, access
to Excel for
creation of
graphs and
charts of the
results
Learners will collectively review the

process from planning, execution,
results and learning.
Individual activity
26
Collate and review

learning from the animal
husbandry activity
Learners will complete a self

evaluation sheet on which they
indicate their personal learning and
skills development and critically
review what they might do
differently should the project be
done again.
In this session learners will collate all

their recorded information in to
graphical/pictorial and/or written
evidence for their animal projects and
prepare a short report on their findings.
Group activity
88
Self evaluation
sheets, access
to Excel for
creation of
graphs and
charts of the
results
Learners will collectively review the

process from planning, execution,
results and learning.


Session
number
Content
26 contd
Possible activities
Individual activity
27
Resources
Learners will complete a self

evaluation sheet on which they
indicate their personal learning and
skills development and critically
review what they might do
differently should the project be
done again.
LO.2 Know care and

and animals
In this session learners review the

overarching laws which protects and
regulate plants and animals.
Overview of laws and

codes of practice covering
plants and animals
Learners will have been given basic

input via staff during their practical
activities to ensure the relevant laws are
complied with. This session provides a
further reading and summary activity for
the learner.
Internet access
and relevant
codes of
practice and
Legislation
Group activity
Learners are provided with the

details of the main laws which cover
plant and animals (Environmental
Protection Act, Wildlife and
Countryside Act, Animal Welfare
Act, FWAC codes of practice,
DEFRA Soil, water Air codes of
practice.
Individual activity
Learners investigate one law/code

for animals and one for plants and
produce a leaflet which shows the
main elements.

89

Session
number
Content
Possible activities
Resources
28
LO.2 Know care and

and animals
In this session learners will transfer the

learning they have attained so far and
relate it to investigating how to monitor
a wild animal and plant.
Access to
internet/
relevant books
which refer to
wild animal
and plant
monitoring
Complementary session to
use learning and relate to
wild animals/plants
Learners to choose from a pre populated

list, one wild animal and one wild plant
to investigate, eg fox, badger, pheasant,
orchid, poppy, heather.
Group activity
Learners to identify the common

requirements for any wild plant or
animal (food, water, shelter,
environment.
Individual activity
Learners to use the resources

provided to investigate the specific
requirements needed for their
chosen wild animal or plant.
Prepare short pictorial and written

wall chart/poster of their findings.
Access to a range of wild and domesticated animals and wild and cultivated plants.
Access to learning resources centre stocked with appropriate research material.
Reference material
General books
Agar S Small Animal Nutrition (Butterworth-Heinemann, 2001) ISBN 075064575X
Alderton D The Ultimate Encyclopaedia of Small Pets and Pet Care (Southwater, 2005)
ISBN 1844761681
Alderton D, Edwards A, Larkin P and Stockman M The Complete Book of Pets and Pet Care:
The Essential Family Reference Guide to Pet Breeds and Pet Care (Lorenz Books, 2006)
ISBN 0754816613
Berg L, Solomon E and Martin D Biology (Thomson Learning, 2004) ISBN 0534392474
Campbell K L, Campbell J R and Corbin J E Companion Animals: Their Biology, Care,
Health, and Management (Prentice Hall, 2004) ISBN 0131136100
Dawson P A Handbook for Horticultural Students (Dawson, 2006) ISBN 0952591111
Klober K Storey's Guide to Raising Pigs (Storey Books, December 2000) ISBN 1580173268
Masters J and Martin C BVNA Pre-veterinary Nursing Textbook (Butterworth-Heinemann,
2001) ISBN 0750646942
90

Miracle Gro, Encyclopaedia of Plant Care: The Comprehensive Guide to Growing More Than
3,300 Plants for Your Garden and Home (Meredith Books, 2005) ISBN 0696220083
Pitcher T J and Hollingworth C Recreational Fisheries: Ecological, Economic and Social
Evaluation (Blackwell, 2002) ISBN 0632063912
Smith Thomas H Storeys Guide to Raising Beef Cattle (Storey Books, 2000)
ISBN 1580173276
Spence I RHS Garden Plants and Flowers (Dorling Kindersley, 2003) ISBN 0751338699
Upton J and Soden D An Introduction to Keeping Sheep (Farming Books and Videos, 2002)
ISBN 1904871224
Warren D Small Animal Care and Management, 2nd Edition (Thompson Learning, 2000)
ISBN 0766814246
Warren P British Native Trees: Their Past and Present Uses (Wildeye, 2006)
ISBN 0954189957
ISBN 0813808464
(Ashgate, 2009) ISBN 075467391X
ISBN 1402086458
ISBN 1405169060
2009) ISBN 0199565171
Websites
www.adas.co.uk
ADAS is the UKs largest independent provider of

environmental consultancy, rural development
services and policy advice
www.btcv.org.uk
Business Link is a free business advice and support

service, available online and through local advisers
www.ciwem.org
Chartered Institution of Water and Environmental

Management
www.cla.org.uk
The Country Land and Business Association (CLA)

is the membership organisation for owners of land,
property and businesses in rural England and Wales
ConstructionSkills is the Sector Skills Council for

construction

91
www.dea.org.uk

UK have a good understanding of the wider world
www.defra.gov.uk

Affairs
www.direct.gov.uk
www.euskills.co.uk
Consortium of environmental organisations helping

farms to help wildlife
www.forestry.gov.uk
Forestry Commission
DEA website guide to books, films, posters and web

resources which support global, intercultural and
environmental understanding for all age groups and
subjects
www.hse.gov.uk
www.ifm.org.uk
Institute of Fisheries Management
www.igd.com
IGD Team dedicated to the development of the

food and grocery industry and committed to the
needs of its consumers
www.improveltd.com

drink manufacturing and processing across the UK
www.landex.org.uk
Landex is a memberfunded association of landbased colleges
www.lantra.co.uk

www.lbcnc.org.uk
Land-based Colleges National Consortium develops

resources to support teaching and learning in the
land-based sector
www.leafuk.org
Natural England
www.randa.org
The R & A responsibility for the administration of

the rules of golf, the running of The Open
Championship and other key events, and the
development of the game in existing and emerging
golfing nations.
www.rspca.org.uk
Royal Society for Prevention of Cruelty to Animals
www.se-ed.org.uk
SkillsActive is the Sector Skills Council for active

leisure and learning
92

www.teachernet.gov.uk/sustainable
schools
TeacherNet an education website for teachers and

school managers
www.ufaw.org.uk
Universities Federation of Animal Welfare
Videos

93

Introduction
1
Advice to tutors
Marking grid
Evidence structure.

The sector-relevant purpose for the assignment is to show that learners are able to grow plants
and care for animals to meet specified objectives. This could be achieved by linking the
assignment to learners work experience placements or to visits to sites where learners can work
with plants and animals.
The ability to grow plants and care for animals is essential to many land-based organisations,
jobs and to those working in the sector. These skills can be applied to a variety of situations,
business or other (for example voluntary or charitable) to meet specific objectives.
Tutors have the opportunity to identify a range of species of plants and animals that their
learners can study and care for.
A simulated business or other situation can be used if a real situation is not available.
The requirements for the assessment of Diploma internally-assessed units (task briefs) are set
down in the respective units, tutors are advised to familiarise themselves with these. A copy of
the assessment requirements for this unit is reproduced in section 2, below.
tutors should maximise the use of do, review, re-do opportunities when learners or working
through their assignments. Learners will benefit from regular and structured feedback, and this
is a fundamental requirement of a Diploma programme.
Personal learning and thinking skills
In addition to the specific requirements of the task brief, the tutor should ensure that
opportunities are not missed for the development and enhancement of Personal Learning and
Thinking Skills (PLTS), which underpin the Diploma concept.
the sector and to the level of the learner.
Functional skills
The performance of the assessment task should also be treated as a vehicle through which
Functional skills can be evaluated and reinforced, in a context that is relevant both to the sector
and to the learner. The use of formative assessment techniques and mentoring can aid learner
development in these important skill areas are strongly encouraged.
94


The centre will need to give learners access to appropriate plants, animals and related facilities.
Appropriate levels of learner supervision will also be required for all practical activities. It is
suggested that learners will require approximately 15 guided learning hours to produce the
necessary evidence for this unit.
The assignment can be designed in relation to any context contained in the Lantra Sector Skills
Council footprint. Tutors must agree the specified objectives with each learner before any
assessment work is undertaken. A simulated business or other (for example voluntary or
charitable) environment can be used if a real situation is not available.
Centres must ensure that animal welfare and health and safety are not compromised at any time.
Learners should work individually with plants but they must work in pairs or more with
animals.
The plans relating to work with plants and animals should be agreed by the tutor before any
learner starts to work with the plants and animals. Plans should be drawn up individually, but
those for working with animals must be agreed and understood by all team members before
work starts.
Learners must plan and organise their time and prepare the resources they will need for work
with plants and animals. They must carry out soil testing and identification. Learners must work
with a minimum of two different species of animal. When describing the watering, feeding,
housing and environmental requirements of animals they must broaden their references to
include one other wild and one other domesticated animal species.
Learners must include at least two contrasting plant propagation methods, ie one species from
seed and one species from the use of vegetative propagation.
Learners must grow a minimum of two different species of plants. When describing the
watering, feeding, protection and environmental requirements of plants they must broaden their
references to include one other wild and one other cultivated plant species.
Learners must work safely at all times; this is particularly important if machinery is used. If a
glasshouse is not available, care must be taken to avoid plant species that will not mature
sufficiently before the end of the summer term.
The assignment is based on you working with plants and animals to meet specified objectives.
You need to propagate and grow on one species of plant from seed and one species of plant
from a cutting and care for two species of animal.
You must:
1
list wild and cultivated plants and wild and domesticated animals
plan and carry out plant and animal care, including soil testing and safe tool and equipment
use, to meet specified objectives
report on their basic needs, ongoing health and the environmental conditions they need to
grow and breed
review the plant and animal care you carried out and make recommendations for improving
the work processes you have used.

95
Assessment
Level 1: Unit 4 Working with Plants and Animals
Assignment title: Working with plants and animals
Advice to learners
give periodic updates on your progress to them
Your tutor will identify and agree with you the plants and animals and the specified objectives
that you will work with.
You will be required to work individually when you are working with plants but in teams of two
or more when working with animals. All other parts of the assessment must be produced
individually.
Your tutor will divide the class into groups to undertake the working with animals element of
the assignment.
You will be required to present your report in a format that could be given to staff from the farm
and from the Diploma consortium.
Animal welfare and health and safety considerations must be covered by your tutor with you
before you start any practical work. This MUST include risk assessment for all types of work
and the provision of appropriate personal protective equipment (PPE).
Introduction
The ability to grow plants and care for animals is essential to many land-based organisations,
jobs and to those working in the sector. These skills can be applied to a variety of situations,
business or other (for example voluntary or charitable) to meet specific objectives.
We have already had staff from Doras Farm visit us to talk about their work, the objectives for
the farm and the methods they use.
This assignment will require us to visit the farm on a number of occasions and to work with
plants and animals there, finally drawing appropriate recommendations for ways of improving
the way that the work was carried out.
As you know this is a real situation. It is essential that you do nothing that will endanger others,
the animals on the farm or anything that could affect the farms business.
96

Scenario
Doras Farm is a small free-range organic pork, poultry and crop producer that specialises in
high welfare standards. It has a mixture of outdoor and indoor production units.
The business sells pork, poultry and crops locally and to domestic customers around the UK
using a web-based sales outlet.
It has expanded recently and is now introducing rare breed pigs to its line of products.
The business needs you to assist in the care of some new rare breed pig and poultry stock and
also assist in the growth of some new organic crop lines.
This will require you to help
maintain and care for the animals and ensure their health and welfare
and
grow crops efficiently.
These activities must be carried out in line with the businesss animal welfare and production
timeline commitments to ensure their reputation for reliability and quality on which their sales
depend.
In order to achieve this you will complete three different activities. All of these must be
completed and they are explained in the following sections.
Activity 1 Plants
To do any work of this type you should have an appropriate plan of action. This must include
the resources that you will need and a timeline for when the activities should take place.
Your plan should include relevant:
protection required for the plants such as a glasshouse, cloche
tools such as hoe, dibber, spade, sieve, trowel, secateurs and calendar
equipment such as seed trays, pots, canes, thermometer, soil testing equipment and personal
protective equipment
materials such as seeds, growing media, rooting hormone, fertilisers and plant feeds.
When you visit the farm for our practical days you must check that you have access to the tools,
equipment and materials that you need to work with plants.
Establishing organic seedlings and cuttings
In order to work properly with plants it is essential that you can identify the plants that you are
trying to grow from others that may be on the site. You dont want to remove the plants that you
are trying to grow thinking they are weed species.
You have been asked to grow 50 geraniums from cuttings and 50 lettuces from seed.
Your first activity is to identify a range of common cultivated and wild plants found on the farm
so you can tell the differences between the species you are growing and the other common
plants to be found in the locality.

97
You should use simple identification keys to do this work.

You must identify:
five common cultivated plants found at the farm
five common wild plants found at the farm.
You should NOT pick and press these flowers. Annotated drawings or photographs should
be produced.
Having done this you should establish the plant seeds and establish cuttings in appropriate
conditions and in the appropriate place.
Growing on established plants
Between our visits the farms staff will keep an eye on your plants. However you must show
that you can demonstrate skills that relate to appropriate plant growth and care.
This must include:
soil testing and identification
watering
feeding
providing correct environmental conditions including temperature, humidity, light, space,

ventilation and protection
health management, including the identification of signs of health and ill-health in your
plants and the completion of appropriate records
mulching where appropriate
safe use of appropriate tools, machinery, materials and equipment.
In order to produce this evidence you will be required to do the following which all relate to
what plants need in order to grow to a size and quality that the farm can sell:
explain why your plants need water, food and protection
explain why your plants need correct environmental conditions
describe the water, food, and protection needs of the plants you have worked with
describe the environmental conditions needed to breed and grow the plants you have
worked with.
Activity 2 Animals
Your second activity is to care for two species of animal.
Doras Farm has pigs and poultry and you will be asked to care for groups of these. The farm
will identify the animals and objectives for you on our next visit, you will have to ensure that
they are maintained and cared for appropriately to meet the farms standards.
Just as with the plants, to do any work of this type you need an appropriate plan of action. This
must also include the resources that you will need and a timeline for when the activities should
take place.
When you visit the farm for our practical days you must check that you have access to the tools,
equipment and materials that you need to work with your animals.
98

Your plan should include relevant:
housing such as pig shelters, chicken houses, pens, fences
tools such as buckets, calendar
equipment such as feeders, water trough/drinker, personal protective equipment and heating
equipment
materials such as cleaning materials, straw, poultry and pig feed.
In order to work properly with animals it is essential that you can identify them from others that
may be on the site. Legislation covers many aspects of the life of the farmer and it is therefore
essential that they can identify the different animals that they may come into contact with on a
daily basis, for example those that may be pests or predators of the stock that is being reared.
You should use simple identification keys to do this work.
You must identify:
five species or breeds of domesticated animals found at the farm
five common species of wild animals found at the farm.
Annotated drawings or photographs should be produced.

Between our visits the farms staff will keep an eye on your animals. However you must show
that you can demonstrate skills that relate to appropriate animal care and welfare.
Care for your chosen animals, this must include:
watering
feeding
handling
correct environmental conditions, for example shade, space, wallows, shelters, enrichment
and grouping
health management, including the identification of signs of health and ill-health in your
animals and the completion of appropriate records
safe use of appropriate tools, machinery, materials and equipment.
You will be required to do the following which all relate to what animals need in order to grow
to a size and quality that the farm can sell:
explain why your animals need water, food and housing
explain why your animals need correct environmental conditions
describe the water, food, handling and housing needs of the animals you have worked with
describe the environmental conditions needed to breed and grow the animals you have
worked with.
Activity 3 Review
Your third activity is to review the plant and animal care that you carried out and make
appropriate recommendations for the future.
Stage 1
Review the plant care
You now need to review the plant care that you carried out and the feedback that you received.

99
During this activity you should consider:
how well you carried out the work
how well you achieved the objectives that were set for you
if the plants needed any non-routine care activities and if they did why they needed it
how you dealt with any problems and how these could be prevented or taken care of in the
future.
Make recommendations for the future on how you could improve your care of plants.
Stage 2
Review the animal care
You now need to review the animal care that you carried out and the feedback that you received.
During this activity you should consider:
how well you carried out the work
how well you achieved the objectives that were set for you
if the animals needed any non-routine care activities and if they did why they needed it
how you dealt with any problems and how these could be prevented or taken care of in the
future.
Make recommendations for the future on how you could improve your care of animals.
100


Marking grid A
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Explains the reasons why plants

and animals need water, food and
housing
Explains in detail the reasons why

plants and animals need water,
food and housing
Comprehensively explains the

reasons why plants and animals
need water, food and housing
(0-3)
(4-5)
(6-8)
Adequately explains the reasons

for providing the correct
environmental conditions for
plants and animals
Appropriately explains the reasons

plants and animals
Thoroughly explains the reasons

plants and animals
(0-3)
(4-6)
(7-8)
Identifies five common wild

plants, five cultivated plants, five
common wild animals and five
domesticated animals with
frequent assistance

occasional assistance

minimal assistance
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.1.1
Understand basic
plant and animal
requirements
LO.1.2
Understand basic
plant and animal
requirements
LO.2.1
Know care and
welfare needs of
plants and
animals

101
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
Describes in detail the water, food,

handling and housing needs of
animals
Describes in clear detail the water,

food, handling and housing needs
of animals
(0-3)
(4-5)
(6-7)
Describes the water, food and

protection needs of plants
Describes in detail the water, food

and protection needs of plants
Thoroughly describes the water,

food and protection needs of
plants
(0-3)
(4-5)
(6-7)
Describes the environmental

conditions required to grow and
breed animals and plants
Appropriately describes the

environmental conditions required
to grow and breed animals and
plants
Thoroughly describes the

environmental conditions required
to grow and breed animals and
plants
(0-3)
(4-5)
(6-7)
LO.2.2
Know care and
welfare needs of
plants and
animals
Adequately describes the water,

food, handling and housing needs
of animals
LO.2.3
Know care and
welfare needs of
plants and
animals
LO.2.4
Know care and
welfare needs of
plants and
animals
102

Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Plans work adequately, organising

time and resources
Plans work appropriately,

organising time and resources
Plans work clearly and

appropriately, organising time and
resources
(0-4)
(5-7)
(8-10)
Reviews plant and animal care

carried out using feedback to
make broadly suitable
recommendations for
improvement

make appropriate
recommendations for
improvement

make clear and appropriate
recommendations for
improvement
(0-3)
(4-5)
(6-8)
Maximum marks
available
LO.3.1
Be able to work
with plants and
animals in a work
related
environment to
meet specified
objectives
10
LO.4.1
Be able to review
working with
plants and
animals
8
Total marks for grid A 62

103
Marking grid B
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
Carries out basic animal care to

meet requirements including
animal health checks
Carries out appropriate animal

care to meet requirements
including animal health checks
Carries out appropriate and

comprehensive animal care to
meet requirements including
animal health checks
(0-4)
(5-7)
(8-10)
Carries out plant growing,

including soil testing appropriate
to meet some requirements

to meet the majority of
requirements

to meet most requirements
(0-4)
(5-7)
(8-10)
LO.3.2
Be able to work
with plants and
animals in a work
related
environment to
meet specified
objectives
10
LO.3.3
Be able to work
with plants and
animals in a work
related
environment to
meet specified
objectives
104
10

Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
Follows health and safety

guidelines when using tools,
machinery and equipment when
working with plants and animals
for some of the time

for a majority of the time

for most of the time
(0-3)
(4-6)
(7-8)
LO.3.4
Be able to work
with plants and
animals in a work
related
environment to
meet specified
objectives
8
Total marks for grid B 28
Total marks

90
105

Learning
outcome
Marking grid
Activity/section
Evidence
LO.3
Planning plant and

animal care
Written/recorded evidence, possibly

including diagrams, graphs or charts
etc (AC3.1)
LO.3
Practical care of
plants and animals
Learner observation records (AC3.2,

AC3.3, AC3.4)
LO.2
Knowledge of plant
and animal care and
welfare needs

etc(AC2.1, AC2.2, AC 2.3, AC2.4)
LO.1
Understanding of
basic plant and
animal requirements

etc (AC1.1, AC1.2)
LO.3
Review of practical
care of plants and
animals

etc (AC3.5)
106


107
LEVEL 1 UNIT 5: IMPACTS ON THE ENVIRONMENT
Unit 5: Impacts on the Environment

NQF Level 1
Learning hours: 60
About this unit
Have you ever noticed how a lot of the countryside seems to be

crisscrossed by fields and hedgerows? Do you wonder how car
fumes affect our health and the air around us?
In this unit learners will investigate how things that we do can
change the environment and how, for example, we can reduce
our impact on the environment today for the good of tomorrow.
Everyone working in environmental and land-based industries
has a duty to protect the environment, whether they are a horse
trainer, a builder, a fisherman or a garden centre worker.
The applied purpose of this unit is to assess the use of land and
propose sustainability improvements.
In this unit learners will undertake practical investigations
outdoors to find out how environments are used by people.
Learners will look at the effects this use has on the environment
and think about how their impact can be reduced. Learners will
explore pollution types and where they come from, and look at
how waste is managed and/or recycled in their local area. Finally,
learners will carry out an energy audit to measure how much
energy is used by an object or an area, with a view to making
suggestions for energy efficiency.
Learners will also investigate how the environment can be
regulated to preserve it and ensure sustainability.
Learning outcomes
LO.1
Know the impact of people, climate and pollution on the environment
LO.2
Know sustainable uses of the environment
LO.3
Understand how the environment is regulated
LO.4
Be able to survey peoples use of environments
108


The assignment is based upon you assessing the use of land by a given environmental and landbased enterprise and proposing sustainability improvements.
investigation of land uses and environmental impacts:
how the environmental and land-based enterprise uses land
how climate change affects the environmental and land-based enterprise
common types of pollution, their sources and impacts
energy auditing and weather observations
the importance of sustainable habitat use including renewable energy sources and waste
management examples
how laws can regulate environmental impacts
presentation of recommended sustainability improvements to land use.
This unit will help learners to understand other units they are studying, for example:
Level 1 Unit 1: The Natural Environment they will learn about the impacts humans have on the
natural environment (note: practical weather measurement skills from Unit 1 are assessed here
in Unit 5).
Level 1 Unit 2: Environmental and Land-Based Production, Systems and Services they will
explore how environmental and land-based systems and services affect the environment.

109

The scheme has been set out in order of the What you need to learn section of the relevant unit,
but it does not have to keep rigidly to this. For example tutors may choose to intersperse
weather readings across the programme in order to compare readings taken in different seasons,
or to calculate cumulative readings, for example rainfall over a period of time.

Session
number
Content
Possible activities
Resources
LO1 Know the impact

of people, climate and
pollution on the
environment
Smartboard/
Introduce basic definitions,

eg habitat,
environment, land use,
pollution.
PowerPoint/OHP
A buzz group of
names/types of different
habitats/environments,
encouraging learners to
think globally.
A buzz group of features of

different habitats, eg flora,
fauna, climate, topography,
location.
Case study which

compares similar
habitats in different
geographical
locations, eg a British
native woodland and
a tropical rainforest
Learners will be able to

understand the different
habitats/environments
which exist both in the UK
and globally.
Visit(s) to see one or more
habitats/environment types
will be an excellent way to
deliver this section the
survey could be carried out
during visits.
Individual and group activities
110
Undertake a desk based

or actual basic habitat
survey of a given area.
Review of lesson and

reinforce learning
objectives
Photos/videos of
different habitats and
their features
Phase 1 survey
handbook or example
of a habitat survey
Blank maps of the
survey area at
sufficient scale, eg
1:10,000 either paper
based or on PDA or
laptops running GIS
programme


Session
number
Content
Possible activities
Resources
LO1 Know the impact

pollution on the
environment
Smartboard/
PowerPoint/OHP

understand the different
uses to which land and
aquatic habitats are put and
the products and services
obtained from that land.
A buzzgroup of different
uses to which land is put,
both in the UK and
globally.
A visit to examine one or

more of the
uses/products/services
would be invaluable.
Learners can work in

groups to study land uses
and research/discuss the
services and products
derived from these land
uses different groups can
study different land uses
and report back/present
findings.
Learners could undertake a

survey of a given area
marking on a map the
different land uses.
Land use patterns could be

used to demonstrate how
land use changes, eg with
topography (glaciated
valleys in Lake District);
with climate (different
crops produced in different
climatic zones).
Photos/videos of
different land uses
both in UK and
globally as prompts
Maps showing
different land uses
Internet access for
research into services
and products
Blank maps of the
survey area at
based or on PDA or
laptops running GIS
programme

learning objectives.

111

Session
number
Content
Possible activities
Resources
LO1 Know the impact

pollution on the
environment
Smartboard/
PowerPoint/OHP

understand common
pollution sources.
The knowledge gained in
this section could be put
into context by a visiting
speaker, eg Environment
Agency officer,
Environmental Health
Officer
LO1 Know the impact

pollution on the
environment
Human environmental
impacts.
A visit could take place in
almost any part of the
country to find local
examples of environmental
impact, eg new housing
developments, new roads,
industrial areas, habitat
damage, erosion, etc. The
visit could also look at
examples of where human
impacts are being reduced.
112
Introduce different types of

pollution eg land, water,
air.
sources of pollution.
Learners could work in

several groups with each
producing a fact file
about a different pollution
source. The fact file is then
presented to/discussed
with the other groups.
The groups could have a

vote off to select the
worst pollutant.
Photos/videos of
different pollution
types/sources
Internet access to
research pollution
sources
Case studies of
infamous pollution
incidents, eg Bhopal,
Camel River, Torrey
Canyon/Amoco
Cadiz/Exxon Valdez,
Chernobyl
photos/videos
available via
YouTube

learning objectives
Questionnaire/list of
questions for visiting
speaker
Smartboard/
Introduce concept of
environmental impact.
PowerPoint/OHP
A buzzgroup of human
effects/impacts on the
environment.
Review a case study of the

impacts of a proposed or
actual development, eg a
local example or national
one such as Heathrow
expansion a mini
environmental impact
assessment. Learners could
play the parts of different
interest groups to explore
the issues further.
Information/resource
s on environmental
impacts, eg
pictures/video of
disasters as a result
of human activity, eg
Aberfan, the Great
Smog, flooding, eg
Lynmouth 1952,
Boscastle 2004


Session
number
Content
Possible activities
Resources
4 contd
Alternatively a speaker
could be invited to give
examples of how impacts
may be reduced, eg a local
planning officer.
List of questions for

speaker
Learners could work in

groups to study how
environmental impacts
may be reduced in
particular areas or with
particular problems.
Learners should be
encouraged to appreciate
that natural events eg
flooding, coastal erosion
are magnified by human
activity such as
development in flood or
erosion prone areas.

learning objectives
5
LO1 Know the impact

pollution on the
environment
Smartboard/
PowerPoint/OHP
Illegal/antisocial activities
A buzzgroup of types of
antisocial activity.
Identify difference
between antisocial and
illegal activities.
List of questions for

visiting speaker
Blank maps of the
survey area at
based or on PDA or
laptops running GIS
programme
A visiting speaker, eg park

ranger could give a talk
about how anti-social
problems affect his/her site
and how they are tackled.
Alternatively a PCSO could
be invited to talk about how
such issues are tackled on
his/her patch.
Survey of an area to
identify illegal/antisocial
activities recorded on
video or photo.
Discuss and identify

solutions to different
antisocial/illegal activities.
LO1 Know the impact

pollution on the
environment
Smartboard/
PowerPoint/OHP
Global environmental
impacts.

learning objectives
Identify issues: climate
change, population
increase, ozone depletion,
deforestation, acid rain.

Case studies of how

issues have affected
particular areas.
113

Session
number
Content
Possible activities
Resources
6 contd
A visiting speaker could

talk about how his/her
organisation seeks to reduce
its environmental impact.
Alternatively, a visit to a
site could look at ways in
which impacts are
managed, eg how a country
park seeks to reduce
pollution or how it uses
renewable energy.
Questionnaire for
speaker
A buzzgroup of how these

issues may affect
environmental and Landbased sector eg habitats,
wildlife.
Discuss how the

environmental and Landbased sector can influence
climate change.
For given industries,

learners could
research/present ideas of
how they may cause
impacts and how they
could reduce impacts.

learning objectives
7
LO2 Know sustainable

uses of the environment
Sustainability
A visiting speaker would
lend relevance to this topic
many organisations such
as local councils,
educational establishments,
and commercial
organisations employ
sustainability officers who
could be invited to speak.
Smartboard/
PowerPoint/OHP
Introduce definition of
sustainability and its
importance.
A buzzgroup of ways in
which we are being
unsustainable.
A buzzgroup for ideas for

sustainable living/reducing
human impacts both
locally and globally.
Learners to study, in
groups, one solution for
sustainable living (one
solution per group).
Learners to present
findings and a star rating
agreed on for the ease with
which it could be
incorporated into their
lives and allocated to each
solution studied.
Case studies of
sustainable living
ideas, eg bags for
life, farmers
markets/food mile
reduction schemes.
Locally-used
examples are
preferable
Internet access for
research

114


Session
number
Content
Possible activities
Resources
learning objectives

115

Session
number
Content
Possible activities
Resources

Smartboard/
PowerPoint/OHP
LO3 Understand how

the environment is
regulated
Rural access.
Waste management.
Visiting speakers could be
invited to talk about their
work, eg local Rights of
way Officer, Waste
Management Officer. A
local site with a protective
designation could be visited
to examine its role in
environmental protection.
Alternatively a visit to a
waste disposal site could be
instructive.
Introduce idea of types of

access to the countryside
eg formal, informal, open,
closed, restricted.
Introduce different laws

made to facilitate access.
Introduce different
designations used to allow
access or protect
environment.
A buzzgroup of types of
waste generated by
individuals/businesses.
Blank maps of the

survey area at
based or on PDA or
laptops running GIS
programme
Internet access for
research
Cleaned examples of
different types of
waste
Identify access available in

a specified area, either
through real life survey, eg
footpath survey or
internet/map based looking
for rights of way/access
land in a given area.
Groups are given a

particular law to study and
identify its main features.
Learners look at protective

designations and identify
how they protect the
environment.
Discuss issues surrounding

waste disposal.
Learners discuss ways of

reducing waste and
produce a fact sheet to help
colleagues reduce their
waste.
Undertake a waste survey

of their household or
school/college identifying
the waste generated and
how it is treated. The
amount collected in one
week could be weighed.

116


Session
number
Content
Possible activities
Resources
learning objectives

117

Session
number
Content
Possible activities
Resources

Smartboard/
PowerPoint/OHP
Renewable energy.
A visiting speaker could be
invited from a company
seeking to install renewable
energy technology in the
local area. A visit to a local
example of a renewable
energy would be a useful
feature.
Introduce importance of
renewable energy.
Identify issues with

conventional nonrenewable energy
technologies eg pollution,
expected global
supplies/predicted
exhaustion dates.
List different renewable

energy sources.
YouTube search
exploding wind
turbine
Groups select a different

renewable energy source
and make a presentation on
its advantages and
disadvantages.
For a given area,

preferably a local example,
learners are asked to
recommend the most
appropriate renewable
energy source to build and
to justify this choice.
Investigate why renewable

energy installations may
arouse local opposition, eg
arguments against wind
farms.

learning objectives
118


Session
number
Content
Possible activities
Resources
10
LO4 Be able to survey

peoples use of
environments
Smartboard/
PowerPoint/OHP
Energy audit
energy sources used in
homes and businesses.
Discuss why energy audits

are used.
Know the different costs of

energy types.
11

peoples use of
environments
Produce an energy graph

to show energy use at
different times of the day.
Measure the energy used

by different appliances in
different modes, eg
standby or compare powerup energy use of a PC
compared to leaving it on.
Calculate energy use of a

household using energy
saving measures against
one not.
Access to suitable
computer application
on which to prepare
graphs
Example of an
energy audit
Smartboard/
PowerPoint/OHP
A buzzgroup of problems
associated with energy
provision, eg exhaustion of
conventional supplies,
cyclical nature of some
renewable energy types.
Introduce concept of
energy efficiency.

Utility bills from

learner or tutor
households
Energy audit
A talk by a visiting speaker,
eg energy efficiency officer
or representative of a power
company could talk about
measures to reduce energy
use.
Discuss why different

households may use
different amounts of
energy.
Energy use monitors

which may be
available to borrow
from local councils
or purchase from, eg
www.homeenergysav
ing.co.uk
Internet access to
research energy
saving ideas
Internet access to
identify possible cost
savings, eg USwitch
website
119

Session
number
Content
11 contd
Possible activities
Resources
Undertake an energy audit

for college/school and
identify where energy
could be saved and report
back to other learners and
staff.
Discuss energy-saving
measures and produce a
fact file/poster for other
learners to show how they
could save energy in their
home.
Discuss whether it is better

to reduce energy use
overall or to use same
amount of energy but from
renewable sources.
Identify cost savings to a

household by using energy
efficient measures.

learning objectives
12

peoples use of
environments
Smartboard/
PowerPoint/OHP
Weather observations
Identify types of weather

observations and weather
which can be measured.
Undertake simple weather

measurements and record
observations.
Produce graphs/charts to
present weather
observation data.

learning objectives
120
for UK and globally,
eg from internet and
newspapers
Weather observation
equipment
PC application on
which to log data
either via PDA,
laptop or similar
Access to weather
records to compare
data


Session
number
Content
Possible activities
Resources
13

peoples use of
environments
Smartboard/
PowerPoint/OHP
Identify why weather

measurements may vary
depending on location,
environment etc.
Undertake simple weather

measurements in different
locations on same day and
compare readings.
Weather observation
equipment
PC application on
which to log data
either via PDA,
laptop or similar

learning objectives
14
Assignment
Explain the assignment.
Outline the need for their

work.
Assignment brief
Individual work
Assignment work.
Sufficient specialist tools and Personal Protective Equipment (PPE) should be supplied to allow
learners to carry out the waste management, habitat improvement and habitat survey tasks
required safely.
Reference material
ISBN 0813808464
Biosphere (Oxford University Press Oxford, 2009) ISBN 0199540969
(Ashgate, 2009) ISBN 075467391X
ISBN 1402086458
ISBN 1405169060
ISBN 9781847219053
121
2009) ISBN 0199565171
www.adas.co.uk


local advisers
www.cla.org.uk

is the membership organisation for owners
of land, property and businesses in rural
England and Wales
www.dea.org.uk

of the wider world
www.direct.gov.uk

www.forestry.gov.uk
Forestry Commission
www.leafuk.org
Natural England
www.randa.org

nations
www.se-ed.org.uk

122

Other websites
www.btcv.org.uk
www.carbontrust.co.uk
Carbon Trust
www.ciwm.co.uk
The Chartered Institution of Wastes

Management

www.defra.gov.uk

Rural Affairs
www.defra.gov.uk/sustainable/government/
www.euskills.co.uk
www.hse.gov.uk
www.improveltd.com
Improve is the Sector Skills Council for

Food and Drink Manufacturing Industry in
the UK and part of the Skills for Business
Network
www.landex.org.uk
Land-based Colleges Aspiring To

Excellence
www.lantra.co.uk

www.lbcnc.org.uk
SkillsActive is the Sector Skills Council

for active leisure and learning
Videos

123

Introduction
1
Advice to tutors
Marking grid
Evidence structure.

The ability to assess the human impact on land use is important in deciding how the land should
be managed sustainably. The collection, interpretation and communication of data and
recommendations drawn from findings is central to decision making and to the subsequent
sustainable management of eland.
Learners must perform their fieldwork and research within environmental and/or land-based
sector contexts, or through a sector closely related to the environmental and land-based sector.
Functional skills
124


The energy audit should ideally be carried out in the same environment as that being surveyed,
for example the energy used in a barn on a farm or a greenhouse in a horticultural unit.
Learners must survey land uses and resulting environmental impacts for a given environmental
and land-based enterprise. They must plan and carry out survey work towards this aim and
include weather observations and an energy audit of a given subject/area. Weather observations
must include rainfall, air temperature, wind speed/direction, cloud cover and sunlight.
Learners must also:
break their survey plan down into a series of manageable steps
include a minimum of two different survey techniques in their survey
refer to a minimum of one example each of sustainable land and aquatic habitat uses
identify a minimum of two pollution types, their sources and the impacts of each
include a minimum of two examples of how waste is managed and/or recycled
refer to at least one piece of legislation and one other method such as a code of practice.
The assignment is based upon you assessing the use of land by a given environmental and landbased enterprise and proposing sustainability improvements.
investigation of land uses and environmental impacts:
how the environmental and land-based enterprise uses land
how climate change affects the environmental and land-based enterprise
common types of pollution, their sources and impacts
energy auditing and weather observations.
the importance of sustainable habitat use including renewable energy sources and waste
management examples
how laws can regulate environmental impacts
presentation of recommended sustainability improvements to land use.
Assessment

125

Level 1: Unit 5 Impacts on the Environment
Assignment title: The human impact on land use and decision making
Advice to learners
Your tutor will divide the class into groups to undertake part of the required tasks.
In tasks 1 and 4 you will work on your own. In tasks 2 and 3 you will work with the other
members of your group and with your tutor. Study the information given to you by your tutor
and gained in other units and in your independent research. Ensure that you complete all the
different tasks of the assessment.
You should make sure that the evidence you provide shows what individual role you played in
gathering the data.
You will be required to present your conclusions to staff from the Tar Pits Waste & Recycling
Centre Ltd and from the Diploma consortium.
Introduction
The ability to assess the human impact on land use is important in deciding how the land should
be managed sustainably.
findings is central to decision making and to the subsequent sustainable management of land.
We have already had staff from Tar Pits Waste & Recycling Centre Limited visit us to talk about
their work, the objectives for the company and the methods they use.
This assignment will require us to visit site and to survey parts of it before using the data you
have collected to draw appropriate conclusions to help them with their decision making.
Scenario
Tar Pits Waste & Recycling Centre Ltd (TPWRC) Expansion Survey
Tar Pits Waste & Recycling Centre Ltd is a large recycling company based in an industrial estate
on the edge of town.
They provide services to the local authority, industry and wider community by disposing of
common waste such as glass and paper but they are keen to expand to the disposal of industrial
and chemical waste and see opportunities to grow their company.
They have tried to expand in the past but have met opposition from a very vocal local group of
residents who mounted a highly organised campaign to resist planning permission.
This year TPWRC have asked us to help them to prepare a report which can be used to show
local residents and the planning authorities that they are a useful company with the interests of
the environment and the community at their heart.
126

Task 1
Evidence
One of the key products of this work is a report that can be used to help inform the planning
authorities and local residents of reasons to support the planning application. This will require
you to collect some measurements and conduct a survey.
You will need to:
carry out basic weather monitoring, including rainfall, minimum and maximum air
temperatures, wind speed/direction, cloud cover and sunlight
identify how people use the environment surrounding the Tar Pits Waste & Recycling
Centre, including land and aquatic environments
safely use monitoring equipment to audit energy use in a simple area within the study area.
Task 2
Global factors
In this section you will need to show that the owners and management of Tar Pits Waste &
Recycling Centre understand how humans are causing effects that are changing the world
around us and which may be harming the ability of the earth to support us.
This will involve you in examining how different environments are used and what impacts can
be caused, including pollution.
You will need to:
describe the impacts of people on an environment
describe pollution types, sources and impacts
identify how climate change may impact on the environmental and land-based sector.
Task 3
Local factors
In this section you will need to show that the owners and management of Tar Pits Waste &
Recycling Centre understand the local area and the concerns of local residents who might
oppose their expansion.
You will need to:
describe the importance of the sustainable use of land and water, including waste
management and renewable energy and giving local examples.
Task 4
Evaluations and Suggestions
This section will give you the opportunity to report to the owners and management of Tar Pits
Waste & Recycling Centre your thoughts.
You will need to demonstrate an awareness of how the sector may be affected by:
climate change
sustainable use of resources and the use of renewable energies
the responsible disposal of waste.
You will need to:
evaluate your experiences monitoring energy use and weather and suggest energy efficiency
ideas.

127

You must include the following:
a minimum of one example of sustainable land use and 1 sustainable aquatic land use,
including local and global examples
a minimum of two common pollution types, their sources and the impacts of each, including
local and global examples
a minimum of two examples of how waste is managed and/or recycled in your local area
a minimum of two human impacts and an outline of how these impacts could be minimised,
including local and global examples
break their survey plan down into a series of manageable steps
include a minimum of two different survey techniques in their survey
refer to at least one piece of legislation and one other method such as a code of practice.

as possible.
For Task 1
For Task 2
Learners are expected to research the site to find out how different environments are used and
what impacts can be caused through this use, including pollution. This should include reference
to global issues.
For Task 3
Learners are expected to research the site to find out about the local area and the concerns of
local residents who might oppose the proposed expansion. Tutors may wish to have contacted
some local people who will agree to be interviewed by the learners or have resourced local
newspapers which have carried the story.
For Task 4
This section gives learners the opportunity to report to the owners and management of Tar Pits
Waste & Recycling Centre your thoughts. Learners should be directed to make sure that the
improvements that they suggest are realistic.
128


Marking grid A
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Describes how an environment is

used and impacted upon by an
enterprise
Describes in detail how an

environment is used and impacted
upon by an environmental and
land-based enterprise
Thoroughly describes how an

environment is used and impacted
upon by an environmental and
land-based enterprise
(0-3)
(4-5)
(6-7)
Identifies broadly suitable

examples of how climate change
impacts on an environmental and
land-based sector
Identifies appropriate examples of

how climate change impacts on an
sector
Identifies clear and appropriate

examples of how climate change
impacts on an environmental and
land-based sector
(0-3)
(4-5)
(6-7)
Describes pollution types, sources

and their impacts in the UK
Describes in some detail pollution

types, sources and their impacts in
the UK
Describes in depth pollution

types, sources and their impacts
in the UK
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.1.1
Know the impact
of people, climate
and pollution on
the environment
LO.1.2
Know the impact
of people, climate
and pollution on
the environment
LO.1.3
Know the impact
of people, climate
and pollution on
the environment

129
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Describes the importance of

sustainable land and aquatic habitat
use
Describes in detail the importance of

sustainable land and aquatic habitat
use
Describes in clear detail the

importance of sustainable land and
aquatic habitat use
(0-3)
(4-5)
(6-7)
Describes the importance of

renewable energy sources
Describes in detail the importance of

renewable energy sources
Describes comprehensively the

importance of renewable energy
sources
(0-3)
(4-5)
(6-7)
Outlines some waste management

examples
Outlines a range of waste

management examples
Outlines a wide range of waste

management examples
(0-3)
(4-5)
(6-7)
Presents a persuasive case for some

improvements to sustainable land
use based on survey work
Presents a persuasive case for a

range of improvements to
sustainable land use based on survey
work
Presents a persuasive case for a wide

range of improvements to
sustainable land use based on survey
work
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.2.1
Know sustainable
uses of the
environment
LO.2.2
Know sustainable
uses of the
environment
LO.2.3
Know sustainable
uses of the
environment
LO.2.4
Know sustainable
uses of the
environment
130

Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Explains how the human impact on

an environment is regulated
Explains in detail how the human

impact on an environment is
regulated
Thoroughly explains how the human

impact on an environment is
regulated
(0-3)
(4-6)
(7-8)
Records how different parts of an

environment are used by people
Records in detail how different parts

of an environment are used by
people
Records in clear detail how different

parts of an environment are used by
people
(0-3)
(4-5)
(6-8)
Records a range of weather

observations in limited detail

observations in detail

observations in clear detail
(0-3)
(4-5)
(6-8)
Maximum marks
available
LO.3.1
Understand how
the environment is
regulated
LO.4.2
Be able to survey
peoples use of
environments
LO.4.3
Be able to survey
peoples use of
environments
8

131
Marking grid B
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
Plans and carries out a basic survey

organising time and resources in a
series of manageable steps
Plans and carries out a detailed

survey organising time and resources
in a series of manageable steps
Plans and carries out a

comprehensive survey organising
time and resources in a series of
manageable steps
(0-3)
(4-6)
(7-9)
Carries out a simple energy audit

with assistance

with some assistance

with minimal assistance
(0-3)
(4-6)
(7-8)
LO.4.1
Be able to survey
peoples use of
environments
LO.4.4
Be able to survey
peoples use of
environments
8
Total marks 90
132


Learning
outcome
Marking
grid
Activity/section
Evidence
LO.4
A and B
Planning and carrying

out a survey
Written/recorded evidence. Observation

records/witness statements (AC4.1)
LO.1
Environmental uses
and impacts
Written/recorded evidence (AC1.1,

AC1.2, AC1.3)
LO.2
Sustainable uses of
the environment
Written/recorded evidence (AC2.1,

AC2.2, AC2.3, AC2.4)
LO.3
How the environment

is regulated
Written/recorded evidence (AC3.1)

133
Level 2
134


135
LEVEL 2 UNIT 1: ENVIRONMENTAL INFLUENCES UPON ECOSYSTEMS AND PRODUCTION ZONES
Unit 1: Environmental Influences upon Ecosystems and

Production Zones
NQF Level 2
Learning hours: 60
About this unit
Do you wonder why climate change is often in the news? Have

you ever wondered why foxes seem to be thriving and why red
squirrels are in decline? Have you ever considered why it is
some crops are said to fail?
Understanding how the environment works is central to many
environmental and land-based careers such as those in
agriculture, conservation, energy production, tourism, forestry,
leisure and construction, all of which affect our lives every day.
For example, plant producers and landscape gardeners need to
determine which plants will grow in different environments,
game managers need to understand how the environment affects
different game animals and golf course managers need to know
which plants or types of grass will flourish in different habitats
on their courses.
The applied purpose of this unit is to support land-use decisions
by surveying environments to determine influences on plant and
animal habitats.
The unit will give learners fundamental ecological knowledge,
required by environmental and land-based professionals, to help
them to identify, for example, plants and animals and different
habitats found within the United Kingdom.
Learners will discover how species adapt and interact within
ecosystems and with each other and how this influences the ways
in which environmental and land-based professionals manage
environments.
Learners will carry out fieldwork, collecting environmental data
which they will interpret and present to show their understanding
of soils, weather and climate.
Learning outcomes
LO.1
Know fundamental principles of ecology
LO.2
Understand how physical factors influence natural and managed environments
LO.3
Be able to survey habitats to support decision making
136


The assignment is based on you surveying an environment to determine influences on plant and
animal habitats and land use and in doing so support decision making.
You must plan and carry out environmental fieldwork and monitoring using appropriate
methods, working with others and reviewing your progress on the way.
You will present your conclusions in order to support given land-use decisions and include:
key habitat features including physical features, level of biodiversity, energy flows, nutrient
cycling, succession and species interactions
topographical, climatic and weather influences on land-use and ecosystems
climate change influences on land-use and ecosystems.
You will need to use reasoned arguments and evidence in the presentation of your findings.
This unit has strong links with Level 2 Unit 7: Environmental Monitoring as learners investigate
and monitor plant and animal species. It is recommended that delivery and assessment of this
unit is combined where relevant with that of Unit 7. Learners could use the same sites to survey
and monitor environments. This unit will also help learners to understand other units for
example:
Level 2 Unit 2: Working in Environmental and Land-based Organisations as learners study the
influence of the environment on environmental and land-based industries
Level 2 Unit 3: Plant Nutrition, Growth and Breeding and Level 2 Unit 4: Animal Nutrition,
Growth and Breeding as they explore species interaction and biodiversity.

137


Session
number
Content
Possible activities
Resources
LO1 Know fundamental

principles of ecology
Risk
assessments.
Nutrient cycles: carbon,

phosphorus, nitrogen and
water cycles; influences on
species and habitats; role of
micro-organisms in nutrient
cycling; importance of
water to living things.

Explain links with Units 2, 3

and 4.
Explain the nutrient cycles and

task small groups to select one of
each of the cycles and present the
information in poster or other
presentation form such as power
point to the rest of the class they
should aim to show the influences
on species and habitats; the role
of micro-organisms and the value
of water.
Succession: principle of
succession in aquatic and
terrestrial habitats.
Adaptation: types of
adaptation of species to suit
their environment; reasons
for adaptation.
Interdependency and
interaction of species:
definition of species,
biodiversity, competition,
mutualism, population,
community, predation and
parasitism; importance of
biodiversity; examples of
species interdependence
and interactions.
Working in pairs
Energy flows:
photosynthesis (role in
energy flows); food chains;
food webs; impacts of
population fluctuations on
communities; role of
decomposers.
138
Review succession in context of

local ponds showing how
management is required to ensure
the pond remains and what would
happen if left to develop into a
terrestrial habitat.
Identify the range of species
living in and around the pond and
their adaptations to suit the
environment fish bottom and
surface feeders;
invertebrates/filter feeders and
scavengers; amphibians and
reptiles etc. This could be a
practical activity based on pond
sampling.
Whiteboard/
Flip charts.
Resources for
learners to use
for poster
production of
other forms of
display such
as PowerPoint
etc.
Local access
to pond/pond
management
plan.
Keys.
Pond dipping
equipment.
Construct a poster to show the

energy flows within the pond
environment.

Session
number
Content
Possible activities
Resources
LO2 Understand how

physical factors influence
natural and managed
environments
Risk
assessments.
Topography: main UK
landforms (glacial and
fluvial landforms, mountain
ranges); impacts of
weathering and erosion;
influence on plants, animals
and the location of landbased organisations, eg
grapes produced on south
facing slopes; soils
(components of soils, soil
formation processes, main
UK soil types, limitations
on species by soil type,
importance of soil texture,
pH and nutrient status);
impacts on sustainable
development.
Climate: seasonal
variations; microclimates;
maritime and continental
climates; influence on
plants and animals eg
coarse fish farming
requiring warm water;
influence on location of
land-based organisations;
impact of climate change on
ecosystems; impacts on
sustainable development.

Explain links with Unit 2, 3

and 4.
Select a region that shows a range

of topographical features and
study as a case study or through a
filed trip activity so that
learners can see the range of
topography and understand the
diversity within the soil.
Small groups
Ask the learners in small groups

to research the climate variations
for their given area and to
consider any microclimates that
may exist. In groups they could
present influences notes on plants
and animals this research may
involve contacting local
producers to discuss impacts on
production and sustainable
development.
Consider weather variations;

methods of forecasting and the
impact of it on particular
environments.
Whiteboard/
Flip charts.
A field visit to
a suitable site
and/or clear
topographical
maps and
associated
data to support
learners in
developing
understanding
of the physical
factors that
influence
environments.
Local
producer
contact list.
Weather: different cloud

types and how they aid
forecasting; variations in
rainfall, wind direction,
wind speed and temperature
across the UK; influence on
environments eg number of
visitors to sites of interest;
impacts on sustainable
development.

139

Session
number
Content
Possible activities
Resources

habitats to support
decision making
Risk
assessments.
UK habitats: range of
common habitat types to
include woodland,
grassland, heath , upland,
streams, coastal, urban and
estuarine; identification of
key habitat features;
common plant and animal
species associated with
each habitat type
Species identification:
plants (wild, cultivated);
animals (wild,
domesticated); use of
dichotomous keys;
identification of a range of
woody and herbaceous
plant species and animal
species within given
habitats; faunal
identification by signs and
tracks

assessment strategies
Explain links with Unit 2, 3

and 4.
Introduce the main UK habitat

types building upon knowledge of
topography, climate and weather.
Introduce the concept of common

associated with each of the major
habitat types this could be
through small group and project
work with each group taking a
different habitat type and
presenting their work using power
point, posters etc to the rest of the
class.
Practical fieldwork
Soils: soil tests (soil texture,

pH, N-P-K testing); reasons
for testing
Weather: rainfall; minimum
and maximum air and soil
temperatures; wind speed
and direction; sunlight;
forecasting techniques;
reasons for forecasting
Water: water quality testing
(dissolved oxygen,
temperature, pH, phosphate,
nitrate, biochemical oxygen
demand (BOD), hardness,
turbidity, suspended solids,
invertebrates,
macrophytes); reasons for
testing
140
Using dichotomous keys take

learners out to a local habitat to
identify a range of woody and
herbaceous plant species and
animal species. This may be at a
woodland edge and then venture
into the woods to look for animal
signs and tracks. Take soil
samples and test for Ph, N-P-K.
Encourage learners to link
findings to plant types found.
Set up a weather station so
learners can monitor weather over
a week or even a term to identify
patterns and link findings to the
benefits in land management of
forecasting.
White
board/Flip
charts.
Resources for
students to use
for poster
production.
Other forms of
display such
as power point
etc.
Dichotomous
keys.
Animal track
and sign field
guides.
Soil testing
equipment.


Session
number
Content
Possible activities
Resources
3 contd
Investigation techniques:
methods; planning;
researching; monitoring;
reporting; conclusion;
evaluation; safe working
practices.
Weather station.
Data recording: reasons for

accurately recording data;
techniques for accurately
recording data eg data
recorders, pencil and paper,
Dictaphone.
Data analysis: interpretation
of environmental, flora and
fauna data.
Presentation format: written
report; oral presentation
(PowerPoint, audio-visual,
individual, group); content
purpose; summary of data
eg graphics, charts, tables;
summary of sources; clarity
of delivery; recognition of
audience.
4
Use a range of investigation

techniques to explore water
quality. Where possible this
practical project could be linked
to real projects within the
vocational context. This may be
with the water board,
environment agency, a local
conservation trust or maritime
conservation group. Establish a
rationale for the investigation and
encourage learners to record data
appropriately and format an
appropriate presentation to deliver
back to the employer.
Review practical activities to

consolidate findings both in terms of
the understanding of the
environmental influences upon
ecosystems and production zones and
of the data analysis skills and
presentation requirements learnt.
Vocational
placements/
employer
links for
practical
activities/
project work.
Assignment
It is a requirement of this unit that learners are able to access a variety of habitats (whether
natural or manmade) which they can study. Some basic environmental equipment will be
required, such as pH and N-P-K soil test kits, 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 temperatures that were registered.
Water quality testing can be carried out by the use of simple chemical test strips and by biotic
water sampling which will require pond nets, white trays and handlenses.
Reference material
Field Studies Council a wide selection of good quality keys to UK species.
General books
Boersema J J and Reijnders L (Eds) Principles of Environmental Sciences (Springer, 2008)
ISBN 1402091575
Clegg C J and Mackean D G Advanced Biology: Study Guide (Hodder Murray, 1996)
ISBN 071955358X

141
Dowdeswell W H Ecology: Principles and Practice (Heinemann, 1984) ISBN 0435602268

Sutherland W Ecological Census Techniques: A Handbook, Second Edition (Cambridge
University Press, 2006) ISBN 0521606365
Townsend C R, Begon M and Harper J L Essentials of Ecology (Wiley-Blackwell, 2008)
ISBN 1405156589
Williams G Techniques and Fieldwork in Ecology (Collins, 1991) ISBN 0003222462
ISBN 0813808464
(Ashgate, 2009) ISBN 075467391X
ISBN 1402086458
ISBN 1405169060
ISBN 9781847219053
2009) ISBN 0199565171
Websites
www.adas.co.uk
ADAS is the UKs largest independent provider of

environmental consultancy, rural development
services and policy advice
BBC gardening
www.btcv.org.uk

support service, available online and through local
advisers
www.cla.org.uk
The Country Land and Business Association is the

membership organisation for owners of land,
property and businesses in rural England and
Wales

construction
Countryside Jobs Service website
www.dea.org.uk

UK have a good understanding of the wider world.
142

www.defra.gov.uk
Department for the Environment, Farming and

Rural Affairs
www.direct.gov.uk
Environment Agency
www.euskills.co.uk

www.forestry.gov.uk
Forestry Commission
www.hse.gov.uk
www.igd.com
IGD Team dedicated to the development of the

food and grocery industry and committed to the
needs of its consumers
www.improveltd.com

www.landex.org.uk
www.lantra.co.uk

www.lbcnc.org.uk
www.leafuk.org
Natural England
www.nfuonline.com
National Farmers Union
www.randa.org
The R & A
www.rhs.org.uk
Royal Horticultural Society
www.se-ed.org.uk

TeacherNet an education website for teachers

and school managers
Wildlife Trust
Video

143

Introduction
1
Advice to tutors
Marking grid
Evidence structure.

The ability to understand the principles of ecology is essential to the success of most
environmental and land-based enterprises. The collection, interpretation and communication of
data and recommendations drawn from findings is central to decision making and to the
subsequent management of ecosystems and of environmental and land-based enterprises.
Tutors have the opportunity to identify a range of habitats that their learners could study within
a chosen region. These may be linked directly to work that environmental and land-based
organisations currently undertake.
Functional skills
144


For this unit the centre needs to have access to appropriate habitats where learners undertake
fieldwork. It should be possible for any centre in any location to find an area which is suitable.
The land use decision around which the assignment must be built could be in relation to any
from the Lantra SSC footprint, for example agriculture, forestry, horticulture, recreation or
fishery management.
The planning and fieldwork work requirements of this assignment must be carried out in groups.
Weather data must be recorded individually. All other aspects of the assignment must be carried
out individually.
Learners should be encouraged to explore the interactions between species in the countryside
with minimal input from the tutor and with minimal disturbance to the habitat.
The assignment is based upon you planning and undertaking a survey of an environment to
determine the influences on plant and animal habitats and land use and to support decision
making.
You must plan and carry out environmental fieldwork and monitoring using appropriate
methods, working with others and reviewing your progress on the way.
You will present your conclusions in order to support given land use decisions and include:
key habitat features, including physical features, level of biodiversity, energy flows, nutrient
cycling, succession and species interactions
topographical, climatic and weather influences on land use and ecosystems
climate change influences on land-use and ecosystems.
You will need to use reasoned arguments and evidence in the presentation of your findings.
Assessment

145

Level 2: Unit 1 Environmental Influences upon Ecosystems and Production Zones
Assignment title: Habitat surveys and decision making
Advice to learners
give them periodic updates on your progress
Your tutor will divide the class into groups to undertake the planning element and the fieldwork.
Data relating to the weather must be recorded by each individual. Other data may be recorded as
a group or by each individual. All other work relating to this assignment must be that of the
individual and must not undertaken in groups.
You will be required to present your conclusions to staff from the Park and from the Diploma
consortium.
Your tutor must cover Health and safety considerations with you before you start any practical
work. This MUST include risk assessment and the provision of appropriate personal protective
equipment (PPE).
Introduction
The ability to understand how the ecology of a land-based system works is essential to the
success of most environmental and land-based enterprises.
findings is central to decision making and to the subsequent management of ecosystems and of
environmental and land-based enterprises.
We have already had staff from the Sustainable Country Park visit us to talk about their work,
the objectives for the park and the methods they use.
This assignment will require us to visit the Park and to survey parts of it before using the data
you have collected to draw appropriate conclusions to help them with their decision making.
Scenario
This is a real situation. The Park has been identified by the local authority as the site for their
new land-based horticultural training unit for disadvantaged learners and learners with
disabilities.
It is their intention to build a 30 metre x 15 metre x 4 metre horticultural glasshouse next to an
area (50 metres by 40 metres) to be used for growing-on some of the plants produced in the
glasshouse.
They wish to use existing topsoil for the growing media in both the glasshouse and the outdoor
growing areas.
Currently they wish to grow a range of foods in the greenhouse which will be transplanted into
the outdoor growing area. Tomatoes, courgettes, lettuces, cabbages and maize have been
considered. They also wish to grow some more delicate plants and keep them in the glasshouse.
Peppers, melons and cucumbers have been discussed.
Planning permission is not expected to be a problem, nor is funding for the project. Staffing of
the facility will be covered by the local authority parks and education departments.
146

The project will require suitable access, parking, services (electricity, gas, water and drainage)
and security. Toilet facilities will also be required. You do NOT need to consider these within
your assignment.
The Park is large, covering some 182 hectares (ha) [450 acres]. We will be working on the
northern edge of the Park, in a site that covers approximately 12 ha. (See Map 1.)
Fortunately part of the management plan for this area of woodland is to clear the existing trees
and to use them for timber production in a sustainable context.
Scale (approx) 1cm:10m
Map 1: Sustainable Country Park Assignment Study Area
The Park staff have been asked to make a choice regarding the siting of the unit. They can
position it adjacent to either the east or west of the proposed car park.
You have been asked to produce detailed ecological information regarding these two sites and to
make a recommendation to the Park as to which site should be developed.
You will be given equipment to identify and record ecological data and identification keys that
will cover the sites flora and fauna. This equipment will include portable weather stations that
will provide weather data over the period between our visits.
You should use a variety of sources of information to help you with your assignment. You may
use information from newspapers, magazines, reference books, websites etc, however you
should always reference where the information has come from in your bibliography.

147
Task 1
To understand how the ecology of the system works you will visit the site twice with the class.
These will be fullday visits so you will be expected to bring all weather clothing and enough
food and drink for the day.
Your tutor will divide the class into groups. When 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.
You must collect data and information on:
the key features of the habitats
identification of the key plant and animals that live in the habitats
environmental measurements:
soil (texture, pH, N-P-K tests)
weather (rainfall, minimum and maximum soil and air temperatures, wind speed and
direction, sunlight)*
water measurements (relevant chemical, physical and biotic sampling). This will be
from the water supply already in existence at the site.
*Remember that you will be required to record the weather data you use yourself but you can
use other data collected by your group.
Task 2
You are required to produce evidence which explains how the topography, climate and weather
will influence the proposed developments.
You will be expected to:
analyse how the land use and ecosystems have been influenced by the topography, soils and
climate using reasoned arguments and evidence
provide an evaluation of real and/or potential changes to ecosystems caused by climate

change (remember that this should be global climate change rather than artificial climate
change caused by the glasshouse).
Task 3
To support the given land-use decision you will provide information to include:
descriptions of the key habitat features
identification and classification of plant and animal species present
photographs or drawings of recorded plants and animals which are annotated to show their
identifying features
a map of the site and sampling areas
You must not remove wild plants or animals from their natural habitats.
Finally, you will also be required to provide a description of the biodiversity and succession in
the habitats you have studied.
Task 4
Add to your evidence the individually recorded environmental data measurements, including
soil types.
Present them using appropriate methods, for example graphs and tables, and interpret the results
by drawing appropriate conclusions as to the habitats biodiversity.
148

Task 5
Produce evidence to describe how one of the nutrient cycles occurs within the habitat. This
should be pictorial and show clearly where the nutrients are stored and converted.
You should also present a complex food web for one of the habitats and show how energy
moves throughout this habitat.
Task 6
You will be required to communicate your evidence to your peers, your tutor and to Park staff.
You should concentrate on answering two questions:
1
Which of the two sites is better suited to the development and why?
Will it be possible to use the existing soils for the growing media?

Learners will be expected to plan their work relating to this assignment in order to meet the
When dividing the class into groups care must be taken to ensure that this is done as fairly as
possible.
The tutor should meet learners to discuss their proposed schedule and to ensure that the
content of the work, providing feedback to learners in order for them to reflect on their work
and provide any additional work to improve the content.
Tutors should give learners with an introductory list of resources, including websites, that they
can use to carry out the preliminary work for this assignment.
For Task 1
Learners should show knowledge of the key features present within the habitat. Learners should
become proficient with dichotomous keys for the identification of plant species and show an
understanding of the important features used to identify plants.
Animal can be identified not only by sightings but also by signs of their presence such as tracks,
feeding signs, faeces and nests/holes. Learners should have ample opportunity to explore the
site to find such evidence.
Learners should dig soil pits and collect samples to use for analysis which may be carried out in
the field or in a laboratory. They will be expected to carry out pH and N-P-K testing and draw
conclusions about the type and quality of the soils. Health and safety must be addressed before
any fieldwork is carried out.
Learners are required to undertake basic weather recording and water quality sampling using
simple equipment. This work must be carried out in groups but weather data must be recorded
individually.
For Task 2
Learners are expected to research the site to find out about its topography, soils, water resources
and climate. They will also research the main habitats and land uses for the site and they should
be able to show a good understanding of how topography, soils, water resources and climates
have affected the habitats and land uses that are present.
149
For Task 3
Learners should present evidence which interprets the data and information collected for Tasks
1 and 2. The evidence should include maps of the habitat and the recorded plant and animal
species found. Learners must also outline the principles of biodiversity and succession.
For Task 4
All of the environmental data collected should then be presented appropriately and interpreted
using the knowledge they have gained from the first three tasks. The sites biodiversity and
succession should be considered.
For Task 5
Learners must consider how nutrients cycle and how energy flows throughout one of the
habitats. They will be expected to research the different species found in the habitat and can
then use this information to assist the completion of a food chain for this assessment.
For Task 6
Learners must finally communicate their evidence and conclusions in appropriate forms for
different audiences. Tutors should indicate at least two types of audience for each learner.
Websites
BBC gardening
www.bbc.co.uk/nature
BBC nature

construction
www.defra.gov.uk

Affairs
www.euskills.co.uk
www.improveltd.com
Improve is the Sector Skills Council for Food and

Drink Manufacturing Industry in the UK and part
www.landex.org.uk
www.lantra.co.uk

www.lbcnc.org.uk
www.metoffice.gov.uk/climate/uk
Met Office
Natural England, conservation group

Wildlife Trust
150


Marking grid A
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
LO.1.1
Describes an example of habitat

dynamics, biodiversity and
succession
Describes in detail an example of

habitat dynamics, biodiversity and
succession
Thoroughly describes an example

of habitat dynamics, biodiversity
and succession
(0-4)
(5-7)
(8-10)
Identifies and classifies some plant

and animal species in a habitat
Identifies and classifies the

majority of plant and animal
species in a habitat
Identifies and classifies most

plant and animal species in a
habitat
(0-3)
(4-5)
(6-7)
Analyses how topography, climate

and weather influence
environments with limited
relevance to research carried out
Analyses how topography, climate

and weather influence
environments with detailed
relevance to research carried out
Analyses how topography,

climate and weather influence
environments with clear and
detailed relevance to research
carried out
(0-3)
(4-5)
(6-7)
Know
fundamental
principles of
ecology
LO.1.2
Know
fundamental
principles of
ecology
LO.2.1
Understand how
physical factors
influence natural
and managed
environments

Maximum marks
available
10
151
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
LO.2.2
Gives an evaluation of potential

changes to environments caused
by climate change
Evaluates in detail potential

by climate change
Thoroughly evaluates potential

by climate change
(0-3)
(4-5)
(6-7)
Produces a basic plan for a habitat

survey
Produces a detailed plan for a

habitat survey
Produces a clear and detailed plan

for a habitat survey
(0-4)
(5-7)
(8-10)
Produces some interpretation of

environmental data of the time
Produces detailed interpretation of

environmental data
Produces detailed and clear

interpretation of environmental
data
(0-4)
(5-7)
(8-10)
Communicates conclusions in
relevant ways for different
audiences
Communicates appropriate
conclusions in relevant ways for
different audiences
Communicates clear and

appropriate conclusions in
relevant ways for different
audiences
(0-3)
(4-5)
(6-7)
Understand how
physical factors
influence natural
and managed
environments
LO.3.1
Be able to survey
habitats to
support decision
making
LO.3.3
Be able to survey
habitats to
support decision
making
LO.3.4
Be able to survey
habitats to
support decision
making
Maximum marks
available
10
10
7
152

Marking grid B
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
LO.3.2
Uses appropriate survey methods

demonstrating limited initiative
and commitment whilst working
collaboratively with others

demonstrating frequent initiative

demonstrating consistent initiative
(0-4)
(5-7)
(8-10)
Reviews progress and acts on

outcomes
Reviews progress in a detailed

manner and acts on outcomes
Reviews progress thoroughly and

acts on outcomes
(0-3)
(4-5)
(6-7)
Be able to survey
habitats to support
decision making
LO.3.5
Be able to survey
habitats to support
decision making
Maximum marks
available
10
7
Total marks 17
Total marks for Grid A + B 75

153
Learning
outcome
Marking
grid
Activity/section
Evidence
LO.3
Planning fieldwork
and research
Written/recorded evidence, field log/diary

including diagrams, graphs or charts etc
where necessary (AC3.1)
LO.3
Carrying out
fieldwork and
research
Learner observation records (AC 3.2)
LO.3
Processing results

where necessary (AC3.3)
LOs.1, 2, 3
Presenting
appropriate
conclusions to
support decision
making

where necessary (AC1.1, AC1.2, AC2.1,
AC2.2, AC3.4)
LO.3
Review
Learner observation records (AC3.5)
154


155
LEVEL 2 UNIT 2: WORKING IN ENVIRONMENTAL AND LAND-BASED ORGANISATIONS
Unit 2: Working in Environmental and Land-based

Organisations
NQF Level 2
Learning hours: 60
About this unit
There is a wide range of job opportunities in the environmental

and land-based sector. The sector has identified over 1,000
different job roles, from working in agriculture, horticulture,
parks, forestry and fisheries to working in nature reserves,
animal welfare sanctuaries and horse riding establishments.
If you like working outdoors or with plants and animals there is
probably a job, level of responsibility and working environment
that will suit you.
The applied purpose of this unit is to enable learners to work
safely to achieve specified business objectives and to assess their
suitability for job roles by completing job applications.
In this unit learners will find out about the range of different
businesses that operate in the environmental and land-based
sector, as well as their products and services and the current
trends and issues affecting the sector.
They will learn about the personal and workplace skills
employers require, the opportunities for personal development
and training and how to complete a job application.
Learners will use practical skills such as selecting and handling
tools, equipment and machinery and carrying out practical workbased tasks and activities in a working environment.
There are many potential risks related to working in the
environmental and land-based sectors. Learners will examine the
safe and legal work practices that help to protect workers and
others who come into contact with environmental and land-based
businesses, the businesses themselves, animals, plants and the
environment.
Learning outcomes
LO.1
Know environmental and land-based industries, products and services
LO.2
Be able to complete job applications
LO.3
Understand safe and legal working in environmental and land-based industries
LO.4
Be able to work safely, effectively and efficiently.
156


The assignment is based on working safely to achieve given business objectives and assessing
your suitability for a job role through the completion of a job application.
You need to carry out work in an environmental and/or land-based working environment. You
must work safely, assessing risks and reviewing your progress as you go. You must safely
manage the use of tools, materials, equipment and/or machinery in the workplace as required.
You need to investigate:
a
personal and workplace skills and job application
You must decide what personal and workplace skills you already have for an environmental and
land-based job role of your choice. You need to complete a job application for the job role in
question based on the skills you have.
b
health and safety requirements in the workplace
You need to research duties of care relevant to the environmental and land-based sector and
explain employer and employee health and safety responsibilities in the workplace. You must
also investigate other legal and ethical obligations of employers to employees and consumers in
general.
c
industries in the environmental and land-based sector
You need to investigate the product(s) and/or service (s) offered by a specific environmental and
land-based business. You need to describe the changing nature of this product(s) and/or
service(s) over the last 10 years. You need to identify industries that make up the environmental
and land-based sector and investigate key job roles, training and qualifications available in the
sector.
Level 2 Unit 1: Environmental Influences upon Ecosystems and Production Zones as learners
explore environmental industries
Level 2 Unit 3: Plant Nutrition, Growth and Breeding as and when learners work with plants
Level 2 Unit 4: Animal Nutrition, Growth and Breeding as and when learners work with animals
Level 2 Unit 5: Plant and Animal Roles in Society as and when learners work with plants and
animals.

157


Session
number
Content
Possible activities
Resources
LO1 Know
environmental and landbased industries, products
and services
Smart/
whiteboard
PowerPoint,
OHP
General introduction to the

range of industries within
Identify key environmental
and land-based industries
and associated industries.
Can identify the variety of
industries that make up the


has with: Unit 1: Environmental
influences upon ecosystems and
production zones.
Access to
internet
Introduce learners to the

identification characteristics of
Land-based industries what are
land-based industries.
Introduce learners to the basic

characteristics of the industries
size, scale, local/national/global,
purpose (production/service/
management).
National/local
newspapers,
specialist
magazines/
publications in
areas such as
conservation,
agriculture etc.
Individual work
Learners can identify the industries

from news-based media
(newspapers, internet, and
magazines) and classify according
to type. Types could be in matrix
style for size/range of influence,
etc.
Learners can consider the

direct/indirect effects of these
industries on their everyday lives.
Could conduct local survey to

identify the range of Land-based
industries in the local area. Can be
done through primary or secondary
research.
Survey pro
forma or
guidelines for
learners
producing these
to match
requirements
Access to
secondary data
sources local
directories etc

learning points.
158


Session
number
Content
Possible activities
Resources
LO1 Know
and services
Smart/
whiteboard
PowerPoint,
OHP
Describe and explain past

and possible future changes
in the nature of products
and services in Land-based
industries
Identify the products and

services that these
industries provide
Investigate the ways in
which these
products/services have
changed in recent years
together with the reasons
for these changes.
How the products and
services may continue to
change in the future.
Present and possible future
trends investigated along
with the economic and
social forces that might
cause them changes in
demand, need for
competitiveness, changes in
regulation and social/ethical
concerns.
Could involve visit from
local conservation group
who might be keen to get
young people involved
may be in conjunction with
Unit 1
Introduce range of products and

services available from these
industries. Could be
achieved/developed through a
generic a day in the life narrative
(or even a soap episode) with
learners required to spot the
product/service.
Identify major recent changes in
products/services and in the
relative importance of some of the
industries. Can link some of these
with Unit 1 as most changes may
impact the environment.
Show how the key changes are

linked to external forces
competition with similar or
different land users, changes in
regulation and changes in demand.
Identify key possible causes of

future change land use
competition, change in demand for
products, increasing influence of
ethical considerations.
Individual work
Keep personal one-day log of

contact with products/activities.
Discuss how their requirements
may change in time.
Research local/national industry to

show detailed breakdown of
products/services. Identify those
that are for other businesses and so
are not seen by consumers.
Identify changes in this specific

industry and reasons for these
changes. May identify another
industry that could be in
competition (for land/market
share) and consider possible
influence.

Video/BBCi
player link
Internet link for
research
Record sheet for
recording own
use of services/
products
National/local
newspapers,
specialist
magazines/
publications in
areas such as
conservation,
agriculture etc.
In time a library
of media reports
of changes can
be built up for
learners to use
to provide a
ready source of
up-to-date
material
159

Session
number
Content
Possible activities
2 contd
Resources
If visit by conservation group is

possible, will provide a chance to
discuss less tangible products of an
industry.

learning points.
3
LO1 Know
and services
Can identify and describe
key job roles in the
environmental and landbased sector. Will include a
selection of jobs at different
levels of responsibility
linked to the key skills
required to undertake these
roles. The job roles studied
should be chosen from a
variety of sectors.
Describe key qualifications,
training and lifelong
learning opportunities
May invite visiting speaker
to talk/answer questions
about job roles in their
particular industry.
May invite speaker from a
relevant college or training
specialist from the industry
160
Introduce ideas of different job

roles including levels of
responsibility.
A buzzgroup of ideas on content of

job roles to establish initial ideas.
Smart/
whiteboard
PowerPoint,
OHP
Flip chart
Job shadow worker at an

organisation and list the roles
responsibilities seen. Describe the
connection between roles and the
products and services of that
organisation.
Produce a hierarchy of job roles

for two selected industries.
Compare the requirements for
each.
Prepare questions about for

visiting speaker. May concern
specific job roles or links to
products/services already
identified.
For selected job roles (selection

should be at discretion of
practitioner to ensure breadth of
end qualification is wide enough
should include job shadowing if
this can be carried out) prepare list
of tasks that might be carried out.
Suggest skills that might be needed

for each task skills audit.
Suggest areas of training that

might be useful for carrying out
the roles.
Survey sheet for

job shadow
could be loaded
on to pda
making it easier
to adjust for
flexibility
Catalogue of
qualifications/
training
opportunities
available
Internet access
to search
evidence of job
roles/
responsibilities
Scheme of work


Session
number
Content
3 contd
Possible activities
Identify which of the training

areas/lifelong learning areas
available might be suitable for
these needs.
Suggest which qualifications might

help to achieve entry to these posts
and/or achieve further progress up
from them.
Complete matrix for types of

qualification and their uses.
Resources

learning points.
4
Industry visit
Transport
Appropriate
contacts via
consortium
members
Visit to an organisation, such as an

open farm, that is large enough to
have a considerable variety of
products and job roles. Probably
more useful not to be associated
industry as the emphasis may not
be strong enough.
To see the range of products and

services available from an
individual enterprise.
To see the variety of job roles

available and how they
interlink/interact.
To talk to the staff regarding their

roles and responsibilities.
To find out how the organisation

has changed in recent years in
terms of products and services.
To see how changes in regulations

and demand have affected
products/service provision.
To find out whom the organisation

believes its competitors are and
how they affect them.

Prepared survey
sheets
161

Session
number
Content
Possible activities
Resources
LO2 Be able to complete

job applications
Work completed
by learners for
LO.1 and
industry visit
Identifying learners skills.
Identifying those personal

and workplace skills that
are important in key roles in
the industry.
Producing a person
specification.
From scheme of work part 3

learners should be able to assemble
a list of the main skills that are
required in the industry. This can
be carried out as a whole-class
activity particularly if they have
dealt with different job roles.
Explanation of how a person
specification is produced (before
final activity).
Examples of
person
specifications
from actual
applications
Group work
Each group could prepare short

role plays to show how different
personal skills might be useful in
the job roles studied. Other groups
could be asked to identify the skills
being shown.
Access to job
descriptions for
learners
selected roles
162
From overall list of personal skills,

learners identify which they
consider to be their strengths
could be by rank order or assigning
numerical scale to them.
For each of those they consider as

positives they should be able to
describe an example of how their
behaviour/work has demonstrated
it.
For one area in which they are

weak they could give an example
of how they have demonstrated it,
together with explanation of how
they should have behaved/acted.
For job roles studied (work

shadow, etc) in part 3 could use
one job role to show how the
workplace skills are used in the
carrying out of the job (could be
part of the industry visit if this is
held in conjunction with this as
well).
Personal skills
lists/reference
sheets
Scheme of work


Session
number
Content
5 contd
Possible activities
Learners could look at a variety of

job roles in the same industry and
consider which the most important
skills for each role are.
Combining the previous two ideas

could end in attempt to write a
simple person specification for one
of the jobs studied or perhaps their
perfect job in the industry. Can
then use their skills self assessment
to measure themselves up to it.
Resources

learning points.
6

job applications
Writing a CV.
Sourcing job vacancies.
Linking own skills to those
of person specifications to
understand their role in the
recruitment process.
Explain purpose and principles of

writing a CV.
Explain link between contents of

any CV/application form and the
requirements of the job.
Compare typical good CVs

(practitioner provided or from
decent write your own CV
website) with some poor examples.
List all self information under

key headings.
Produce/choose a layout and

incorporate own information to
produce own CV. More able
learners may be able to produce
different versions according to the
specific requirements of jobs
(person specs).
Use a variety of media to find
vacancies in environmental/landbased industries. Learners can try
to link job characteristics (level of
responsibility, salary, etc) with the
type of media used. May consider
possible effectiveness in the light
of these.
Individual
computer access
Access to
internet
Local, national
newspapers and
journals. Sample
job adverts from
jobcentre.
Typical CV,
covering letter
formats in
electronic form
Application
forms, person
specs and job
descriptions for
selected jobs
Scheme of work

learning points.
163

Session
number
Content
Possible activities

job applications
Filling in paper and online

application forms.
Writing a covering letter.
Completing the
application/interview
process to ensure that
learners understand the
importance and use of the
application documents.
Opportunity for reflection
on how learners could
improve within the whole
process.
Resources
Explain importance of accurate

and careful completion of forms
and letters.
Explain basics of interview

techniques.
Smart/
whiteboard
PowerPoint,
OHP
Send for application forms for a

preferred job. This could be done
when dealing with job roles in
LO.1. Practitioner may be able to
liaise with consortia partners for
this and rest of process
accordingly.
Typical CV,
covering letter
formats in
electronic form
Fill in online application form

(although does not have to be
submitted).
Complete covering letter for the

application form
Application
forms, person
specs and job
descriptions for
selected jobs
Learners could be encouraged to

study their chosen jobs
requirements together with a list of
common interview questions.
Mock interviews could be held

with industry workers.
Feedback at individual level on

quality of overall application.
Industry
representative to
conduct
interviews
Scheme of work

learning points.
8
LO3 Understand safe

and legal working in
environmental and landbased industries
Understand the principle of
duty of care and can show
how it is implemented.
Investigate practical ways
in which duty of care is
observed.
164
Introduce concept of duty of care

and the basic reasons for its
existence in law.
Explanation of principles of Five

Freedoms.
Explanation of general principles

as applied to plants.
Discussion of contentious news

issues such as intensive poultry
farming.
Smart/
whiteboard
PowerPoint,
OHP
Flip chart
Media items
incorporating
principles
Industry
examples
Scheme of work


Session
number
Content
Possible activities
8 contd
Could bring in speakers

who have different focus
animal welfare groups, food
production.
Overall discussion as to how

balance of duty of care to
humans/environment, etc is
achieved and measured.
Class debate on balance between

duty of care and
production/economics.

has with Unit 3 (LO.2 and LO.4)
Unit 4, (LO.2) and Unit 5 (LO.3).
The link with Unit 4 is very close
and may be worth considering
integrating the delivery, although
the assessment requirements are
different.
Speaker from Parks Service

on visitor care.
Visit to open farm or other
site visit might involve
some or all issues.
Resources
Use example organisation to

demonstrate how these principles
are being applied (equestrian,
aquaculture, battery farming, game
keeping, etc).
Example organisation used to

demonstrate in practice for plants
floristry (exotics), horticulture.
Example organisation to show how

duty of care to visitors, perhaps
from conservation. Parks etc
Environmental duty of care can be

studied through wider concerns of
food production in terms of
pollution or development of GM
crops

learning points

165

Session
number
Content
Possible activities
Resources
Understand the concepts of

hazard and risk. Identify
common hazards in landbased industries and to be
able to carry out a simple
risk assessment. To
understand the
responsibilities of
employers and employees
within the bounds of self
and team working.
Smart/white
board
PowerPoint,
OHP
Explain the terms hazard and

risk.
Demonstration as to how a risk

assessment is produced (from their
own industry/farm visit?).
Explain the basic principles of

hazards and risks.

learning points HASAWA.
Visiting speaker from HSE,

local authority health and
safety.
Group work
Visit to open farm or

similar from section 8 could
be stimulus for role plays or
presentations.
A buzzgroup of common hazards

for one selected industry/sector.
Produce risk assessment for

hazards identified by own/other
group.
Research news articles in which

employees in an environmental/
land-based industry has been
injured. Discuss the role of both
employer and employee in the
case.
Produce role play to show how

good/poor team working can
encourage good/poor safety
standards.
For favourite job (as chosen in

LO.2) or for one shadowed, on
industrial visit give a
presentation as to how you would
promote own and others safety
when working in it.
Risk assessment
pro formas
News media
access or library
of articles built
up
Health and
Safety videos
HSE health and
safety leaflets,
video clips from
specific sectors
of industry
Scheme of work
Individual work
166
Produce questionnaire for site

visit. Would include need to
identify the main hazards and the
specific actions the employer takes
in relation to them for
employees/customers.


Session
number
Content
Possible activities
Resources
10
Understand the legal

obligations of employers to
staff.
Smart/white
board
PowerPoint,
OHP
Understand the
environmental, social and
ethical obligations of
employers to consumers.
The various obligations that
employers have towards
their workforce those that
have to be in force before a
new member of staff starts,
such as pay, work
conditions etc and those
that are involved with them
on an ongoing basis, such
as disciplinary and
grievance procedures.
An organisations
relationship with its
customers and its
obligations to them.
Presentation of the main

employees.
Explain principles of customer

service.
Explain how organisations have

responsibilities in law and
ethically/socially to consumers.
Describe ways in which they can

carry out these obligations
reducing packaging, sourcing
locally, contributing to the
community, reducing possible side
effects.

learning points.
Group work
Consider the rules under which

they attend school/college and put
them in a contract. Discuss how it
might influence their
behaviour/work.
Write an (honest) reference for

leaving school/college. Would
having a more definite contract
help them improve this?
Discuss basic principles of

disciplinary procedures (drawing
comparisons with their
school/college situation?) and why
they are needed could link back
to last section on safe working.
Role plays dealing with customers

in different situations difficult
customers, those in need of help,
merely providing the best possible
level of service in everyday
dealings in an industry. Review
performance.

Flip chart
Sample
documents from
an organisation
to demonstrate
contracts,
grievance and
disciplinary
procedures,
references.
Possible
scenarios for
customer service
role plays
Internet/file
access to
products/
services of
selected
organisations.
Mission
statements,
advertising
material from
selected
organisations
167

Session
number
Content
10 contd
11
Selection of tools,
materials,
equipment/machinery.
Use of tools, materials,

equipment, machinery
General introduction to
aspects of tool
management.
Importance of tool
management and how it is
carried out.
Possible activities
Resources
Look at policies, products and

services of selected organisations
across the sectors (can be linked to
LO.1). Discuss how far each is
meeting its obligations to
customers and ways in which this
could be improved.
Consider how company

publications such as advertising
material show they understand
their obligations.
For LO.4 the actual scheme of work

will depend on the access learners have
in terms of visits to industries for a
hands on approach to the subject. In
an ideal world there should be a chance
for them to look at this topic through at
least two different organisations where
the type and scale of tools differs or
perhaps through one larger
organisation in which equipment scale
varies. In the latter case larger
machinery will be dealt with mainly
using a demonstration approach, but
smaller hand tools can involve a more
participatory approach.
For the purposes of layout this scheme
of work is divided into one theoretical
session and two practical sessions,
although much of the theory could be
incorporated into the practical sessions
if access to all three sessions is
possible.
For the purposes of this scheme of
work the requirements are presented.
Presentation and discussion about
importance of being able to work with
tools so that efficiency and effective
working takes place.
Explain how selection of tools is
important to meet and objectives of
task.
168


Session
number
Content
11 contd
Possible activities
Resources
Demonstration of how tools are used

correctly to meet given objectives.
Demonstration of methods of
transporting and storing tools to meet
overall objectives of effective and
environment.
Explanation of importance of
maintenance methods, schedules to
meet overall objectives of effective and
environment.
Emphasise links with LO.3 health and
safety.
learning points.
12
LO4 Be able to work

safely, effectively and
efficiently
Practical sessions can be organised

according to the type/size of
organisations in which they take place.
Practical session of learning

and reviewing of selection,
use, storage, transport and
maintenance of tools,
equipment and machinery
Ideally if the group of learners is

medium/large then a round robin group
session could be organised, dealing
with the tools under the headings:
Needs to be carried out as

part of industry visit unless
consortia contains
appropriate training unit
such as an agricultural
college
Selection
Use
Transport and storage
Maintenance.
Appropriate
contacts via
consortium
members
If the organisation is fairly large with a

range of tools/machinery then the first
session could deal with large, high tech
machinery which would not be
appropriate for learners to use hands
on. This could be via a demonstration
approach. The second session might
deal with smaller hand tools that
learners can experience using. Each
session could be focused on a specific
aim.

Transport.
169

Session
number
Content
12 contd
Possible activities
Resources
Selection Learners are given a task to

complete and as a team discuss and
select tools appropriately with review
of reasons.
Use the group could then use the
tools under guidance to produce the
desired result. Importance of teamwork
and assessing the suitability of their
choices could be shown here.
Transport, storage and maintenance of
items to demonstrate the key areas of
health and safety as well as prolonging
tool life.
13
LO4 Be able to work

safely, effectively and
efficiently
Practical session of learning
and reviewing of selection,
use, storage, transport and
maintenance of tools,
equipment and machinery.
Needs to be carried out as
part of industry visit unless
consortia contains
appropriate training unit
such as an agricultural
college.
14
Assignment
The alternative approach is through

visits to two different (smaller?)
organisations that use tools and
machinery that need separate skills in
operation, etc.
Transport.
Appropriate
contacts via
consortium
members
In this case the approach may well be a

modified version of the second one
above, with a combination of
demonstration and actual use in each
visit.
Assignment
Brief
Brief learners about the

assignment.
Explain the need for their work.
Individual work
Smart/
whiteboard
PowerPoint,
OHP
Assignment work.
There must be a relevant organisation/business available in which learners can undertake work
experience. Learners must be able to gain the necessary practical experience required to meet
learning outcome 4, either in the work experience placement, in the centre, or through another
provider.
First-aid facilities and appropriately trained staff are essential where practical activities are
undertaken. For work placements away from the centre, staff time must be made available as
per individual college policies relating to organising and visiting work placements.
170

Reference material
Best Farming Practice (Environment Agency, 2008)
Health and Safety publications
Health and Safety Executive Management of Health and Safety at Work (HSE Books, 2000)
ISBN 9780717624881
Health and Safety Executive Manual Handling Operations Regulations 1992: Guidance on
Regulations (HSE Books, 2004) ISBN 9780717628230
Health and Safety Executive Safe Use of Lifting Equipment: Lifting Operations and Lifting
Equipment Regulations 1998: Approved Code of Practice and Guidance (HSE Books, 1998)
ISBN 9780717616282
Health and Safety Executive Work with Display Screen Equipment: Health and Safety
(Display Screen Equipment) Regulations: Guidance on Regulations (HSE Books, 2003)
ISBN 9780717625826
Textbooks
Carysforth C and Neild M GCSE Applied Business For Edexcel (Heinemann, 2002)
ISBN 9780435447205
Corfield R Preparing the Perfect Job Application: Application Forms and Letters Made Easy,
4th Edition (Kogan Page, 2007) ISBN 9780749450229
Hughes P Introduction to Health and Safety at Work: The Handbook for the NEBOSH
National General Certificate (Butterworth-Heinemann, 2004) ISBN 9780750657303
Pace J Professional Development Series Book 3, The Workplace: Personal Skills for Success
(Career Education, 2005) ISBN 9780078298301
Ridley J Health and Safety in Brief, 4th Edition (Butterworth-Heinemann, 2008)
ISBN 9780750686396
Soffe R (editor) The Agricultural Notebook, 20th Edition (Wiley-Blackwell, 2003)
ISBN 9780632058297
Soffe R (editor) The Countryside Notebook (Wiley-Blackwell, 2005) ISBN 140511231X
ISBN 0813808464
(Ashgate, 2009) ISBN 075467391X
ISBN 1402086458
ISBN 1405169060
ISBN 9781847219053

171
2009) ISBN 0199565171
www.adas.co.uk


local advisers
www.cla.org.uk

is the membership organisation for owners
of land, property and businesses in rural
England and Wales
www.dea.org.uk

of the wider world
www.direct.gov.uk

www.forestry.gov.uk
Forestry Commission
www.leafuk.org
Natural England
www.randa.org

nations.
www.se-ed.org.uk

Other websites
www.btcv.org.uk

Countryside job service
172

www.defra.gov.uk

Rural Affairs
www.euskills.co.uk
www.hse.gov.uk
www.improveltd.com

www.landex.org.uk
www.lantra.co.uk

www.lbcnc.org.uk
www.naturenet.net
UK Countryside and Nature Conservation

Video

173

Introduction
1
Advice to tutors
Marking grid
Evidence structure.

The ability to get a job and then carry it out safely to achieve specified business objectives is
essential to the vast majority of learners.
Learners will have the opportunity to assess their suitability for job roles in the environmental
and land-based sector and learn how to work safely within it. The tutor could assist learners in
finding a suitable job role to apply for.
Functional skills
The chosen job role and business covered must be within an environmental and land-based or
associated sector. The key and associated industries identification must cover all of the main
environmental and land-based sectors. The key job roles, qualifications, training and lifelong
learning opportunities must be based on one environmental and land-based sector, for example
horticulture.
174

The tutor can assist learners in finding a suitable job role to apply for.
Learners must select one job role from the environmental and/or land-based sector or associated
industry for their personal skills audit. They must complete a letter of application, Curriculum
Vitae and job application form for the job role of their choice.
The assignment is based on working safely to achieve given business objectives and assessing
your suitability for a job role through the completion of a job application.
You need to carry out work in an environmental and/or land-based working environment. You
must work safely, assessing risks and reviewing your progress as you go. You must safely
manage the use of tools, materials, equipment and/or machinery in the workplace as required.
You need to investigate:
a
personal and workplace skills and job application
You must decide what personal and workplace skills you already have for an environmental and
land-based job role of your choice. You need to complete a job application for the job role in
question based on the skills you have.
b
health and safety requirements in the work place
You need to research duties of care relevant to the environmental and land-based sector and
explain employer and employee health and safety responsibilities in the workplace. You must
also investigate other legal and ethical obligations of employers to employees and consumers in
general.
c
industries in the environmental and land-based sector
You need to investigate the product(s) and/or service (s) offered by a specific environmental and
land-based business. You need to describe the changing nature of this product(s) and/or
service(s) over the last 10 years. You need to identify industries that make up the environmental
and land-based sector and investigate key job roles, training and qualifications available in the
sector.
Assessment

175

Level 2: Unit 2 Working in Environmental and Land-based Organisations
Assignment title: The environmental and land-based sector and working in it
Advice to learners
give them periodic updates on your progress
Introduction
The ability to get a job and work safely once you have got one are two essential parts of life.
We have already had staff from the local land-based college and various environmental and
land-based businesses talk about their work, the requirements of the jobs in their businesses and
the qualifications needed to do them.
This assignment will require you to look at the requirements of environmental and land-based
job roles before using the data you have collected to draw appropriate conclusions about them
and your suitability to do the job and for you to work safely whilst working in an appropriate
job role.
Scenario
Jobs can be difficult to get in the environmental and land-based industries. Working with plants
and animals, often in the outdoors and in rural settings attracts many people.
Therefore, you need to be able to impress employers who will be looking at completed
application forms and short listing applicants with your ability and skills to do the job they are
advertising.
Searching and applying for jobs can be hard work, but by applying a methodical approach you
can save yourself time and effort and make your search much more rewarding.
The first step is to find different jobs which you would like to do and work out what the
employer is looking for in a potential employee. For example, do they need someone with
particular practical skills, are they looking for a certain qualification or do they need to have had
special training?
Job description and person specifications help provide some of the answers but arent always
available. The first document tells you what the job involves, the second tells you what sort of
skills, experience and knowledge they want the person to have.
The next step is to work out what your own skills and experience are. Then look at the jobs you
have found and work out which are the most suitable ones for you to apply for.
Your work experience and/or the practical work that you will have done throughout the unit and
course will have focused on your ability to work safely. You and your potential employer(s)
should find the ability to work safely a valuable asset so you should mention this in the next
stage, the job application.
176

The job application is the key document that will decide whether the employer asks you to an
interview. Rush this or get it wrong and you may not get an interview.
Take your time to complete the application form fully and neatly. If your spelling is not very
good, ask someone to help you check it. If you have poor handwriting, you may be able to word
process the application and send it electronically. Remember, you have to get the interview to
get offered a job, so make the application as good as it can be but you must tell the truth in it!
Task 1
This task is designed to enable you to select and focus on a job suitable to you in the
environmental and land-based sector and then to prepare an application for that job.
You will carry out research into the range of jobs available and the skills required for them and
assess your own personal and workplace skills.
You will then complete an application for the job to show how they match.
To do this you will need to carry out the following:
research the environmental and land-based sector as a whole to identify the range of
industries and job roles available
investigate the qualifications, training and lifelong learning opportunities that are available
on one environmental and land-based sector, for example equine
select a chosen business and identify the products and/or services that it offers, showing
how they have changed over the last 10 years
select a job role within that industry and identify the personal and workplace skills required
to carry out the job successfully
complete an application that highlights why your personal and workplace skills make you
suitable for that job. You will present this in two different formats:
a CV and covering letter
an application form (your tutor will provide a blank form for you to complete).

an identification of the main and associated industries in the environmental and land-based
sector
a description of the key job roles available
a description of the qualifications, training and lifelong learning opportunities in one

a description of the ways in which the products and/or services of one business in the
environmental and land-based sector have changed over the last 10 years
an assessment of your own personal and workplace skills required for a job
for one job within this industry you must produce a completed application form, CV and
covering letter, ensuring that they present your own skills in relation to that job.

177
Task 2
This task is based on your actual knowledge and demonstration of good working practices in the
environmental and land-based sector.
The assessment evidence will be produced during and after a work placement and/or during
other practical work activities. In this you will carry out some of the usual functions of an
employee in the industry and will be assessed on your ability to operate as a safe, effective
employee.
During this time you will need to:
demonstrate that you can work safely and effectively in an environmental and/or land-based
industry
demonstrate that you can safely select, use, transport, store and maintain tools, equipment
and/or machinery
assess risks and continuously review working, acting on these reviews to improve future
performance
produce a report or presentation that shows that you understand the duties of care, employer
and employee health and safety responsibilities and legal and ethical obligations of
employers in one environmental and land-based industry.
You will need to keep an ongoing log or diary of your work during your work placement as part
of the final record of your work and evidence of meeting the assessment requirements for this
unit. Study the information given to you by your tutor and gained in your independent research.
A report or presentation on health and safety in one environmental and land-based sector
industry in which you have been working. This should include:
a discussion of the duties of care towards environment, plants, animals and other people
an explanation of employer and employee responsibilities in the workplace
a discussion of the legal and ethical obligations of employers to employees and

customers.
A learner observation record from your employer and/or tutor, commenting on your
performance when selecting, transporting, storing, using and maintaining tools, equipment
and/or machinery during your work placement
A review of your performance covering:
the effectiveness of your selection, use, storage, transportation and maintenance of

tools, equipment and/or machinery in your work placement
your performance against health and safety requirements
possible suggestions as to how performance could be improved.
You should use feedback from your tutor or employer and your own opinions to carry out the
review. As with other parts of the assessment, there is a variety of ways in which the final
evidence could be presented. Any evidence presented in a non-verbal way should be
accompanied by a tutor or employer witness statement, together with a written summary or
recording of what was said.
178


Inevitably the requirement for learners to be carrying out specific roles in an organisation will
mean that there will be variation in what each learner can do according to the type of
organisation that they are in and the actual role that they have. This may mean that for LO.4, for
example, some learners have more experience of some of the tasks (using, selecting storing etc)
than others. This is to be expected and if some have been experienced less than others this
should not be a barrier to achievement for the learner.
For Task 1
The production of work for Task 1 should be seen as a holistic piece of work, gradually looking
at the broad range of industries and with the learner progressing to a narrower focus so that they
can identify an area in which they have interest and in which their own identified skills will
match the possible jobs available. Much of the information gathered in the initial stages will be
needed as the research for the latter stages.
For Task 2
The assessment of Task 2 will need to be carefully planned to ensure that learners can achieve
the best possible outcomes. Learners will have to be well prepared so that they know what they
need to be aware of during their work placement or practical work.
Tutors may well find it useful to design a pro forma for use on the safety aspects of LO.3, whilst
the use etc of tools and demonstration of safe working practices in L04.1, together with the
ongoing review by the learner in LO4.2, may well be recorded, and presented, in the form of a
log or diary. This will enable review and progress to be actively linked to outcomes in a
meaningful manner. The log/diary could simply be agreed and signed by the employer/tutor at
appropriate intervals to guarantee the integrity of the record.

179

Marking grid A
Assessment focus
Mark Band 1
Mark Band 2
Mark Band 3
Identifies some environmental,

land-based and associated
industries
Identifies many environmental,

industries
Identifies most environmental,

industries
(0-3)
(4-5)
(6-7)
Describes some key job roles,

qualifications, training and
lifelong learning opportunities in
an environmental and land-based
sector
Describes many job roles,

sector
Describes most key job roles,

sector
(0-2)
(3-4)
(5-7)
Describes the changing nature of

products and/or services in the
last 10 years
Describes in detail the changing

nature of environmental and landbased products and/or services in
the last 10 years
Comprehensively describes the

changing nature of environmental
and land-based products and/or
services in the last 10 years
(0-2)
(3-4)
(5-7)
Maximum marks
available
LO.1.1
Know environmental
and land-based
industries, products
and services
LO.1.2, 1.3
Know environmental
and land-based
and services
LO.1.4
Know environmental
and land-based
and services
180

Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Assesses own personal and

workplace skills in a brief CV,
covering letter and job application
form

workplace skills in a detailed CV,
form

workplace skills in a thorough CV,
form
(0-3)
(4-6)
(7-8)
Briefly discusses duties of care

towards the environment, plants,
animals and other people
Discusses in detail duties of care

Thoroughly discusses duties of care

(0-3)
(4-5)
(6-7)
Explains some employer and

employee health and safety
responsibilities in the workplace
Explains many employer and

Explains most employer and

(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.2.1, 2.2
Be able to
complete job
applications
LO.3.1
Understand safe
and legal working
in environmental
and land-based
industries
LO.3.2
Understand safe
and legal working
in environmental
and land-based
industries

181
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Discusses legal and ethical

employees and consumers using
examples
Discusses in detail legal and ethical

employees and consumer using
examples
Comprehensively discusses legal and

ethical obligations of employers to
employees and consumers using
examples
(0-3)
(4-5)
(6-7)
Assesses some risks and

continuously reviews work, acting
on some outcomes
Assesses many risks and

on many outcomes
Assesses most risks and

on most outcomes
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.3.3
Understand safe
and legal working
in environmental
and land-based
industries
LO.4.1
Be able to work
safely, effectively
and efficiently
7
182

Marking grid B
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
Demonstrates safe, effective and

efficient working with frequent
assistance, dealing with personal and
work-related pressures meeting
business requirements

efficient working with some

efficient working with minimal
(0-4)
(5-7)
(8-9)
Safely selects, uses, transports, stores

and maintains tools, materials,
equipment and/or machinery as
relevant some of the time

relevant a majority of the time

relevant most of the time
(0-4)
(5-7)
(8-9)
LO.4.2
Be able to work
safely, effectively
and efficiently
LO.4.3
Be able to work
safely, effectively
and efficiently
9
Total marks 75

183

Learning
outcome
Marking
grid
Activity/section
Evidence
LO.2
Job application
preparation
Written/recorded evidence including

personal skills audit, job skills required,
CV, job application form and covering
letter (ACs 2.1 and 2.2)
LO.1
Sector overview
Written/recorded or verbal presentation,

accompanied by relevant images (ACs
1.1 and 1.4)
LO.4
Safe, effective and

efficient working
Appropriate practical assessor forms,

for example Learner Observation
Records (ACs 4.1 to 4.4)
LO.3
Health and safety and

legal requirements
Written/recorded evidence (ACs 3.1

and 3.3)
184


185
LEVEL 2 UNIT 3: PLANT NUTRITION, GROWTH AND BREEDING
Unit 3: Plant Nutrition, Growth and Breeding

NQF Level 2
Learning hours: 60
About this unit
green plants would have been growing on land well before

the sudden appearance of many new species of animal (Earth
story: Plants arrived early, BBC website)
Green plants are essential to life on earth as they produce the
oxygen most life forms depend on. They also provide food,
building materials, fibre, medicines and playing surfaces for
sports. They are often aesthetically pleasing, providing the green
space of parks, the beauty of the countryside, and ornamental
displays in gardens.
The applied purpose of this unit is to enable you to plan and
manage the growth of plants to meet commercial and noncommercial objectives.
In this unit learners will acquire knowledge about how to handle
and nurture plants from seeds and cuttings through to maturity or
harvest and undertake vegetative propagation of ornamental
species (known as cuttings).
They will learn about plant nutrition and water requirements.
Learners will look at the pests, diseases and disorders that can
affect plants and apply methods to control these. They will also
learn about laws and regulations that influence working with
plants.
Finally, learners will explore the role of plant breeding and the
genetic manipulation of plants to meet the ever more complex
requirements of human societies.
Learning outcomes
LO.1
Understand plant establishment and growth
LO.2
Know the methods used in plant production
LO.3
Be able to manage common plant pests, diseases and disorders
LO.4
Be able to grow plants from seed and cuttings to maturity
186


The assignment is based on you planning and managing the propagation and growth of plants to
meet given objectives.
You need to plan plant growth and investigate the following:
nutritional and water requirements
common plant pests, diseases and disorders and their management
practical ways to undertake your plant growth.
You must propagate plants from seeds and cuttings, grow these on and care for them adapting
your ideas where necessary. You need to manage any risks and keep a diary of your work. You
must include information on relevant legislation and codes of practice that govern the
movement and handling of plants.
Finally, you need to evaluate natural and human factors that promote and restrict the
establishment, growth and distribution of plants including identification of techniques used in
plant breeding, genetic manipulation of crop plants and the process of photosynthesis.
This unit will help learners to understand the other units they are studying, for example:
Level 2 Unit 1: Environmental Influences Upon Ecosystems and Production Zones as learners
link plant growth to wider natural and human systems
Level 2 Unit 2: Working in Environmental and Land-based Organisations as learners carry out
plant growth work
Level 2 Unit 5: Plant and Animal Roles in Society as learners discover how plants are used in
society;
Level 2 Unit 6: The Importance of a Sustainable Environment to Society as learners consider the
effects of plant uses and breeding.

187


Session
number
Content
Possible activities
Resources
LO1 Understand
plant establishment
and growth
Smart/
whiteboard,
PowerPoint, OHP.
General introduction to a
range of plants. Plant
growth cycles.

Explain links that learning in

LO1 has with L03 and 4.
Introduce learners to plant

growth through life cycles and
life stages comparisons made to
human life cycle and stages.
Introduce learners to competition

for resources, (sunlight, water,
nutrients).
Introduce learners to the effects

on species distribution and
abundance.
Access to internet
DVD of plant
lifecycles
Individual work
Learners can plot the life cycle of

a chosen plant.
Learners can identify the plant

role in nutrient cycle.
Group work
188
Investigate succession in an
ecosystem. Each group is
allocated an ecosystem to
research and identify succession.
This research could be feedback
to make a group poster.


Session
number
Content
Possible activities
Resources
LO1 Understand
Plant establishment
and growth
Transport
Introduce learners to biotic

restraints on plant species.
Introduce learners to how plants

have adapted to exploit particular
locations, eg seaside. Group visit
to a suitable site which has a
range of plants, eg wetland,
coastal, reclaimed.
Suitable contacts
in local authority
Parks
Department,
National Trust,
Woodland Trust
LO1 Understand
Plant Establishment
and Growth
Plant requirements
Photosynthesis
Introduce major plant nutrients.
Practical Activity
Be able to grow plant

from seed to maturity.
Prepare the ground for sowing

seeds, transplanting. This could
include digging a small plot in
pairs/groups or preparing pots
with compost.
Group work
Practical simple soil testing kit of

local soil will assist learners to
identify the availability of
nutrients in a natural ecosystem.
Presentation on commercial
fertilisers and their effect on soil
nutrition.
Presentation on water use within

a plant and the effects of seasons
on water requirements.
Group work
Plant investigation, the impact of

over watering, no watering and
appropriate watering on plants
could be set up as a trial with
three plants of the same species
with three different
treatments/levels of water. This
could be monitored over a foursix week period to monitor the
effects.

Plants in
containers.
Suitable safe
location to set up
plants for
experiment with
appropriate light
levels to ensure
plant is actively
growing and
facilities to
water/drought/
appropriate water
levels are
maintained.
Plants in
containers
suitable location
to set plants in
light and dark.
A suitable plot of
ground outdoors
with workable
soil which is level
and free from
weeds and litter.
Or, containers/
pots and
composts.
189

Session
number
Content
3 contd
Possible activities
Resources
Presentation on Photosynthesis
word equations.
Group work
LO2 Know the

methods used in plant
production
Presentation on plant breeding

covering the basic principles of
genetic selection and
manipulation.
Identify reasons for breeding

programmes.
Visiting speaker from plant

production industry/sector or
seed company to give a
presentation on common
methods of plant breeding and
selection.
Plant breeding and

selection.
Be able to grow plants
from seed to maturity
Plant investigation the impact

of light, no light on plants. An
experiment is set up with two
plants, one in a well litlocation
the other in a dark cupboard.
This could be monitored over a
four-six week period to monitor
the effects.
Worksheet to be
given out for next
weeks visit to
allow background
research.
Paired activity
190
Contacts within
industry to
identify a suitable
speaker who can
cover Q&A in
relation to
methods of plant
breeding and
selection.
A one hour practical activity on

seed sowing of selected varieties
that are suitable for the soil or
container/growing conditions
available.
Seed catalogues.
Seeds suitable for
local conditions
and growing
facilities
available. Seed
trays, composts,
labels, sieve and
water. Specialised
growing facility
may be required if
sowing in the
winter or early
spring, eg
glasshouse,
propagation unit,
polytunnel or cold
frame.


Session
number
Content
Possible activities
Resources
LO2 Know the

production
Transport.
Methods, materials and

equipment used for plant
growing techniques.
Visit to plant production

unit/nursery. During the visit
learners should complete in pairs
a prepared worksheet.
The worksheet will require
learners in pairs to glean
information from the visit and
record the details in a working
document. The worksheet will
cover sowing method,
transplantation and protection of
plants. Also identification of
materials and equipment needed
for harvest. With details of a
method of vegetative propagation
which is used at the nursery/unit.
Group activity
LO2 Know the

production
Monitor the seeds that have been

sown and record progress
Post harvesting.
A food processing company

representative or a food
technologist from an FE college
invited to discuss the legal
regulations relating to plant use
and how this affects their
business and/or processes.
Risk assessment
for visit site
checked as
suitable for all
learners to have
access and safety.
Worksheet.
If a visit cannot
be facilitated then
suitable DVD
materials should
be used to cover
the same
worksheet.
Internet research
facilities.
Individual work
Each learner to research and

produce a step-by-step account
for a chosen plant for human
consumption, eg peas, of all the
processes/stages from field to
fork.

191

Session
number
Content
Possible activities
Resources
LO2 Know the

production
Containers,
suitable compost
to meet the needs
of the crop being
grown, water and
protected area for
growing on.
Presentation on the reasons for

creating Acts for legislation and
codes of practice.
Identify relevant legislation and

codes of practice relating to plant
collections, movement, handling
of plants and plant protection
materials.
Legislation
Practical activity
LO4 Be able to grow

plants from seed and
cuttings to maturity
Prick out seedlings from seed

trays into larger pots or suitable
containers that meet the
requirements of the plant. Place
containers in protected
environment and record activity.
Whole-class teaching.
Presentation on seed selection,

feeding regimes, water regimes
and handling techniques.
Paired activity
192
A practical activity on seed

sowing of selected varieties that
are suitable for the soil or
container/growing conditional
available.
Review seedling progress and

record progress in dairy.
Seed catalogues,
Seeds suitable for
local conditions
and growing
facilities
available. Seed
trays, composts,
labels, sieve and
water. Specialised
growing facility
may be required if
sowing in the
winter or early
spring. For
example,
glasshouse,
propagation unit,
polytunnel or cold
frame.


Session
number
Content
Possible activities
Resources
LO3 Be able to
manage common plant
pests, diseases and
disorders
Plants with
genetic disorders
or colour
photographs of
plants with
genetic disorders.
Plant physiological and

genetic disorders.
Present physiological disorders,

eg water stress, bolting.
Show examples of plants with

genetic disorders, eg variegation,
contention.
Review a prepared example of a

plant that has been deliberately
starved of nutrients to illustrate
nutrient deficiency. A control
plant of the same species that has
been fed the appropriate amount
of nutrients is required to assist
in comparison of the plants.
Identification of symptoms, eg
magnesium, potassium or iron.
A plant that for a

period of months
has been starved
of nutrients, also a
plant of the same
age and species
which has been
fed with the
appropriate
nutrients.
Practical activity
10
LO4 Be able to grow

cuttings to maturity.
Plant management skills,

feeding, watering, monitoring for
pests and diseases, pinching out.
Present examples of plants that

have been propagated using
different methods.
Practical activity
Prepare cuttings suitable for the

season, and insert in suitable
containers and place in protected
environment to facilitate rooting.

If plants are not

available
photographs to
illustrate this are
required.
A range of plants
that have been
propagated using
different methods.
Mother plants to
supply cuttings,
secateurs, plastic
bags, labels,
containers,
compost and
protected
environment to
facilitate cuttings
to root.
193

Session
number
Content
Possible activities
Resources
11
LO4 Be able to grow

cuttings to maturity.
Practical activity
Containers,
suitable compost
to meet the needs
of the crop being
grown, water and
protected are for
growing on.
12
LO3 Be able to
manage common plant
pests, diseases and
disorders
Plant pests and their
management.
Plant diseases and their
management.
Prick out seedlings from seed

trays into larger pots or suitable
containers that meet the
requirements of the plant. Place
containers in protected
environment and record activity
in diary.
Crop management skills, monitor

crops for pests and diseases,
water and nutritional
requirements.
Fertilisers, water
as required.
A range of pests
and diseases
relevant to local
plants.
Introduce a range of common

pest species and diseases and
how to identify them.
Show the differences between a

three stage and four stage insect
pest life history.
Identify damage of insect pests

and other pests.
Individual work
Complete a simple pest profile

sheet, detailing its life history, its
name and possible control
measures which could be
chemical and non chemical.
Introduce a range of common

plant diseases and how to
identify them.
Show the differences between

common cultural and chemical
control techniques.
Paired work
194
Research the economic impact of

pests and diseases on plants;
Research the environmental

impact of pests and diseases on
plants.


Session
number
Content
Possible activities
Resources
13
LO4 Be able to grow

cuttings to maturity
Practical activity
Mother plants to
supply cuttings,
secateurs, plastic
bags, labels,
containers,
compost and
protected
environment to
facilitate cuttings
to root.
14
Assignment
Prepare cuttings suitable for the

season, and insert in suitable
containers and place in protected
environment to facilitate rooting.
Review seedling progress and

record progress in diary.
Brief learning about what is

Assignment brief
Individual activity
15
Assignment
Assignment work.
Brief learning about what is

Assignment brief
Individual activity
Assignment work.
Access to a glasshouse propagation facility or horticultural/farm unit is necessary to enable
learners to carry out the practical activities required to meet LO4.
This could be achieved in the work experience placement, in the centre or through another
provider. First aid facilities and appropriately trained staff are essential where practical activities
are undertaken.

195
Reference material
General books
Adams C R, Bamford K M and Early M P Principles of Horticulture, 5th Edition
(Butterworth-Heinemann, 2008) ISBN 9780750686945
Allaby M Basics of Environmental Science, 2nd Edition (Routledge, 2000)
ISBN 9780415211765
Archer J Crop Nutrition and Fertilizer Use, 2nd Revised Edition (Farming Press Books and
Videos, 1988) ISBN 9780852361757
Buczacki S and Harris K Pests, Diseases and Disorders of Garden Plants (Collins, 2005)
ISBN 9780007196821
Byrne K Bath Advanced Science: Environmental Science, Second Edition (Nelson Thornes,
2001) ISBN 9780174483052
Pears P HDRA Encyclopaedia of Organic Gardening: The Complete Guide to Natural and
Chemical-free Gardening (Dorling Kindersley Publishers, 2005) ISBN 9781405308915
Codes of practice
Code of Practice for Suppliers of Pesticides to Agriculture, Horticulture and Fishing (Defra,
1998)
Code of Practice to Prevent the Spread of Non-indigenous Flatworms (Defra, 2006)
Codes of Practice for Using Plant Protection Products (Defra, 2006)
ISBN 0813808464
(Ashgate, 2009) ISBN 075467391X
ISBN 1402086458
ISBN 1405169060
ISBN 9781847219053
2009) ISBN 0199565171
196

www.adas.co.uk


local advisers
www.cla.org.uk

is the membership organisation for owners of
land, property and businesses in rural
England and Wales
www.dea.org.uk

of the wider world
www.direct.gov.uk

www.forestry.gov.uk
Forestry Commission
www.leafuk.org
Natural England
www.randa.org

nations.
www.se-ed.org.uk


197
Other websites
BBC gardening

www.defra.gov.uk

Rural Affairs
www.euskills.co.uk
www.gardenorganic.org.uk
Organic Gardening
www.hse.gov.uk
www.improveltd.com

www.landex.org.uk
www.lantra.co.uk

www.lbcnc.org.uk
www.pesticides.gov.uk
Pesticides Safety Directorate
www.rhs.org.uk
Royal Horticultural Society
SkillsActive is the sector skills council for

Videos
198


Introduction
1
Advice to tutors
Marking grid
Evidence structure.

The ability to produce and care for plants is an essential part of everyday human life. In
particular those employed within the environmental and land-based industries are at the
forefront of these activities, relying on their ability to manage the processes efficiently and
within the law.
This assignment could generate plants that could be sold at a school or college fete or used
within the grounds of the school or college or as part of a community link the educational
establishment may have.
Functional skills
Learners must undertake establishment and growth of a minimum of two plant cohorts from
seed and two plant cohorts from cuttings. Learners must work to commercial and noncommercial objectives.

199
Learners must undertake all assessment activities individually, including the recording of data.
During practical activities learners need to keep a diary of activities. This is essential to ensure
accurate records of plant production and for assessment.
The assignment is based upon you planning and managing the propagation and growth of plants
to meet given objectives.
You need to plan plant growth and investigate the following:
common plant pests, diseases and disorders and their management
practical ways to undertake your plant growth
You must propagate plants from seeds and cuttings, grow these on and care for them adapting
your ideas where necessary.
You need to manage any risks and keep a diary of your work. You must include information on
relevant legislation and codes of practices that govern the movement and handling of plants.
Finally, you need to evaluate natural and human factors that promote and restrict the
establishment, growth and distribution of plants including identification of techniques used in
plant breeding, genetic manipulation of crop plants and the process of photosynthesis.
Assessment
Level 2: Unit 3 Plant Nutrition, Growth and Breeding
Assignment title: Plant Nutrition, Growth and Breeding
Advice to learners
All work relating to this assignment must be that of the individual and not undertaken in groups.
200

Introduction
The ability to understand how to grow and care for plants is important in many environmental
and land-based jobs and also in our private lives.
findings is central to decision making and to the subsequent management of plants.
We have already had staff from PFN Nurseries visit us to talk about their work, the objectives
for the company and the methods they use.
This assignment will require us to visit the nursery and the horticultural show, recording
information as you go.
Scenario
The Anyshire County Show
PFN Nurseries has decided to exhibit at a local horticultural show to advertise the range of stock
and services they provide. The show attracts many visitors which makes it a good opportunity to
promote the business and the quality and expertise it offers. They have asked your class to help
them and you will be in charge of plant preparation for the show.
You will have to plan, propagate, grow on, evaluate and review your working with plants for
this purpose.
You will attend the horticultural show and may be expected to explain your work to the public
and possibly to the shows judges. You will need a record of your work in the form of a diary.
This assessment is based on you preparing for and propagating plants, ensuring their needs are
met throughout their life cycle. You will record what you have done in your diary and should
include photographs of your work as it progresses. You must propagate two different plants
from both seed and cuttings, for example flower/vegetable and soft wood/semi-ripe.
Task 1
Plan
The Anyshire County Show is some months away but you will need to use this time carefully to
plan this out and make sure your plants have everything they need. You will also need to be
aware of the potential risks that could arise.
You will need to:
explain the nutritional and water requirements of the plants you are intending to grow and
devise a watering and feeding plan
devise a Problem Solvers Guide to identify and control common plant pests, diseases and
disorders that could affect your plants. Include drawings, ornamental pictures etc
outline the sources of seeds and cuttings available to you
prepare a risk assessment for two practical activities:
sowing seeds
taking cuttings.

201
Task 2
Propagation (Your Diary)
The nursery is keen to show off not only the quality of the plants, but also the expertise of the
staff. The visitors are also likely to want to talk to you about hints, tips and ideas for their own
plants and gardens.
To save time on the day it is helpful to have a step-by-step diary that visitors can flick through.
You can use to show the things you did and how they have resulted in the plants you are
showing.
You will need to:
produce a step-by-step guide of how you have taken cuttings and sown seeds. Add
photographs of your seedlings and plants.
Task 3
Grown On (Your Diary)
Remember that the main thing to do is to grow some excellent plants and that the records you
keep will inform you in the future. In particular, the management of pests, diseases and
disorders will be a crucial skill to develop and will be particularly valuable to pass on to visitors
at the show.
You will need to:
keep records and notes on how you have grown on, planted out and cared for your plants
including management of any pests, diseases and disorders
include a learner observation record from your tutor or employer commenting on your
performance when propagating plants from seeds and cuttings against the assessment
criteria for learning outcomes 3 and 4.
Task 4
Know the Law
The Anyshire Show will also be a window onto the complete horticultural community and that
could mean that the legal aspects of the industry and PFN Nurseries could be scrutinised. You
will need to be aware of any legal issues that could arise and be fully compliant with any that
may apply.
You will need to:
describe how relevant legislation and codes of practice affect how you move and handle
plants.
Task 5
Evaluation and review
PFN Nurseries are keen to consider going to the Anyshire County Show every year, particularly
if the advertising works and sales go up as a result.
As one of the key contributors it will be your job to learn from the experience and improve the
process for any forthcoming shows and opportunities that may arise in the future. This may be
as simple as reviewing the process of plant propagation but could also mean thinking through
how the plants were transported or how people handled them.
You will need to:
evaluate natural and human factors that promote and restrict the establishment, growth and
distribution of plants
review how you have managed the process from propagation to growing on the plants.
202

tutor and gained in other units and in your independent research that could include discussion
with co-workers while you complete your work experience.
a watering and nutritional feeding plan for your selected plants
an action plan to identify and control the common pests, diseases and disorders that could
affect your plants
two risk assessments for each of the practical activities you carried out:
sowing seeds
taking cuttings
your plant diary, which gives a step-by-step account of all of the activities that you have
carried out to nurture and grow your plants
a witness statement from your tutor or employer commenting on your performance when
propagating plants from seeds and cuttings against the assessment criteria for learning
outcomes 3 and 4
a list of legislation and codes of practice that will impact the movement and handling of
plants
a description of how legislation and codes of practice affects how you grow and handle your
plants
an evaluation of natural and human factors that promote and restrict the establishment,
growth and distribution of plants
A review of how you managed the propagation process.
You should use feedback from your tutor or the nursery and your own opinions to carry out the
review.
There is a variety of ways in which the final evidence can be presented. Any evidence presented
verbally ie through discussion, should be accompanied by a tutor or employer witness
statement, together with a written summary recording what was said. It is important that the
work you hand in is arranged so that you and your tutor can track it against the requirements of
the unit.
This assignment needs to be carefully planned to ensure that learners can achieve the best
possible outcomes. It is advisable to plan the unit delivery and assessment together as most
propagation techniques are dependant on the seasons and are weather dependant.
Learners can be given the opportunity of choosing which plants they propagate for the
assessments. These could be from a short list provided by the tutor.
203
The health and safety aspects of the unit will be assessed throughout all of the practical
activities documented in the tutor/employer observation sheet and in the risk assessment
completed by learners. Tutors could design an appropriate risk assessment pro forma to
standardise health and safety monitoring.
The compiling of the assignment in tasks should be seen as a holistic piece of work.
Choice of plants to be propagated
Learners may have a choice as to the plants they propagate. This will allow them to have an
active role in their own assessment process. Learners choices need to be realistic and may be
from a short list devised by the tutor to ensure that specific plant growth requirements can be
met throughout the duration of the growing cycle. However, if the assessment of the practical
activities takes place in a work placement, the choice of plants may be guided by the
employer/placement provider.
During the review of how the plants have developed and how they were managed, learners will
have the opportunity to compare their plants performance against their peers and discuss
positive and negative outcomes.
Glasshouse/Horticultural/Farm Units
Where centres have established a glasshouse facility or horticultural/farm units, it may be
suitable to carry out this assessment whilst learners work in the unit.
204


Marking grid A
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Evaluates natural and human

factors that influence plant
establishment, growth and
distribution including a basic
explanation of photosynthesis
Evaluates in detail natural and

human factors that influence plant
establishment, growth and
distribution including a detailed
explanation of photosynthesis
Comprehensively evaluates of natural

and human factors that influence plant
establishment, growth and distribution
including a thorough explanation of
photosynthesis
(0-3)
(4-5)
(6-8)
Explains the nutritional and water

requirements of given plants
Gives a detailed explanation of the

of given plants
Gives a thorough explanation of the

nutritional and water requirements of
given plants
(0-3)
(4-6)
(7-8)
States the techniques used in plant

breeding and genetic manipulation
of crop plants
States in detail the techniques used

in plant breeding and genetic
manipulation of crop plants
States comprehensively the techniques

used in plant breeding and genetic
manipulation of crop plants
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.1.1
Understand plant
establishment and
growth
LO.1.2
Understand plant
establishment and
growth
LO.2.1
Know the methods
used in plant
production

205
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
Gives a description of the

application of relevant legislation
and codes of practice in plant
movements and handling
Gives a detailed description of the

application of relevant legislation
and codes of practice in plant
movements and handling
Gives a thorough description of the

application of relevant legislation and
codes of practice in plant movements and
handling
(0-3)
(4-5)
(6-7)
Controls some common plant pests,

diseases and disorders
Controls many common plant

pests, diseases and disorders
Controls most common plant pests,

diseases and disorders
(0-4)
(5-7)
(8-10)
Plans plant growth proposing

practical ways forward
Plans plant growth proposing

practical and detailed ways
forward
Plans plant growth proposing detailed and

clear practical ways forward
(0-4)
(5-7)
(8-10)
Maintains plant production records
Maintains detailed plant

production records
Maintains thorough plant production

records
(0-4)
(5-7)
(8-10)
LO.2.2
Know the methods
used in plant
production
LO.3.1
Be able to manage
common plant
pests, diseases and
disorders
10
LO.4.1
Be able to grow
plants from seed
and cuttings to
maturity
10
LO.4.3
Be able to grow
plants from seed
and cuttings to
maturity
10
206

Marking grid B
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
Grows plants to maturity with

frequent assistance, adapting ideas as
circumstances change and meeting
commercial and non-commercial
objectives
Grows plants to maturity with some

assistance, adapting ideas as
circumstances change and meeting
commercial and non-commercial
objectives
Independently grows plants to

maturity with minimal assistance,
adapting ideas as circumstances
change and meeting commercial and
non-commercial objectives
(0-6)
(7-11)
(12-15)
LO.4.2
Be able to grow
plants from seed
and cuttings to
maturity
15
Total marks 75

207

Learning outcome
Marking grid
Activity/section
Evidence
LO.4
Growing and caring

for plants
Learner observation
statement, work diary
AC4.1, 4.2
LO.3
Pests, diseases and

disorders control
Learner observation
statement, work diary
AC3.1
LO.4
Plant production
records
Written/recorded
evidence AC 4.3
LO.1
Evaluation
Written/recorded
evidence AC1.1, 1.2
LO.1
Water and nutriments

requirements
Written/recorded
evidence, including
diagrams, annotated
photographs etc
where necessary
LO.2
Legislation and
techniques
Written/recorded
evidence, including
diagrams, annotated
photographs etc
where necessary
ACs 2.1 and 2.2
208


209
LEVEL 2 UNIT 4: ANIMAL NUTRITION, GROWTH AND BREEDING
Unit 4: Animal Nutrition, Growth and Breeding

NQF Level 2
Learning hours: 60
About this unit
Do you like caring for animals? Do you know how important it

is to provide animals with the correct living conditions?
Animals are used and/or cared for in a wide variety of
environmental and land-based industries such as agriculture,
food production, wildlife conservation, sport, leisure and
recreation.
The applied purpose of this unit is to enable learners to develop
and implement animal care programmes to meet commercial and
non-commercial objectives.
This unit will give learners the knowledge and understanding
required to care for, feed and safely handle animals with due
regard to current legislation.
Learners will care for animals, plan care programmes that meet
their needs, keep nutritional records and develop your skills in
checking animal health and welfare.
They will develop their knowledge of the feeding behaviour and
dietary requirements of a range of wild and domesticated animals
and of how commercial animal feeds meet their nutritional
needs. Learners will also find out about breeding programmes
and the use of genetics in this process.
Learning outcomes
LO.1
Know about the lifelong nutritional requirements of animals
LO.2
Understand the responsibilities of animal owners
LO.3
Be able to care for animals
210


The assignment is based on you planning and using animal care programmes to meet given
objectives. You need to do the following.
Produce animal care programmes for one species of wild animal and one species of
domesticated animal. Your programmes must include:
feeding behaviour and nutritional requirements of your chosen animals and how they vary
with breed, life stage and environment
a description of how commercial and domestic animal feeds can address the nutritional
requirements of your chosen animals and of how a given commercial organisation manages
the feeding process.
Practical ways of implementing animal care programmes:
assessment of potential risks
comparison of signs of good and ill health in chosen animals
the importance of the five needs
a discussion of animal breeding programmes including the use of genetics and selection
current legislation and codes of practice relating to animal nutrition, growth and breeding.
Carry out one animal care programme meeting commercial and/or non-commercial objectives.
This must include:
management of risks through prevention of hazards
feeding, including maintenance of nutritional records
transportation (where relevant)
handling and restraint (where relevant)
health checks including recognition of common signs of animal health and symptoms of ill
health discussing any issues of concern over the health of your animals and seek resolution
to these where needed
review of care carried out using any feedback received positively and making
recommendations for improvement to inform future progress.
This unit links to other units such as:
link animals to their natural habitats
Level 2 Unit 2: Working in Environmental and Land-based Organisations as learners consider
those job roles that relate to animal care and welfare
Level 2 Unit 5: Plants and Animals and Their Role in Society as learners research the ways in
which animals are used in society
Level 2 Unit 6: The Importance of a Sustainable Environment to Society as learners consider the
importance of sustainable animal-based uses and practices.

211

Session
number
Content
Possible activities
LO1 Know about the

lifelong nutritional
requirements of animals
2 hours
Animal Care
Introduction to unit,
what constitutes animal
care? Why care?
Range of animals
Wild, domesticated,
monogastric, ruminant,
herbivore, omnivore,
carnivore, companion
animals, production
animals
Resources
Introduce the unit aims and

objectives.
Explain the scheme of work and

assessment requirements
Demonstrate where Units 1, 2, 5

and 6 link with this unit.
Discuss organising and

maintaining class notes.
Unit handbook
Paired work
Identify what caring for animals

involves and why it is important.
Feedback to peers and discuss.
Open discussion on the impact,

role and use animals have on and
within society. Underpin the
discussion with an overview
presentation.
Group work
212
Each group is given a set of cards

illustrating a range of
domesticated and wild animals.
Learners discuss and identify
which animal falls into which
category. Floating facilitation of
the tutor and individual (within
group) questioning, such as What
makes an animal domesticated?,
Why are companion animals
important? Looking at the cards,
which animals would be used in
production and why?
Post-it notes
Smart
whiteboard,
PowerPoint,
OHP
Animal picture
cards
Gapped
handouts to
record
information
collated


Session
number
Content
1 contd
Possible activities
Resources
Smart
whiteboard,
PowerPoint,
OHP
Feedback on the task and provide

a definition of domestication and
wild.
Introduce the different digestive

systems and link this to the food
they eat.
Paired work
Visit each of the work stations,

identify the foodstuff and the
animal most likely to eat that
food. Complete the handout.
2
2 hours
Conclude lesson and reinforce

learning point.
LO3 Be able to care for

animals
Introduce session objectives.
Personal protective
equipment, COSHH,
hazards and risks,
responsibilities and
reporting, personal hygiene,
timekeeping
Ask learners to feedback on the

difference between a hazard and a
risk. Provide definitions.
Introduce COSHH, risk assessing

and general health and safety, ie
PPE and hygiene.
Small group work
Six work
stations
supplied with a
feed item, ie
hay, locusts,
silage, dried
dog food, pig
nuts
Smart
whiteboard,
PowerPoint,
OHP
Items of PPE
commonly used
Identify the potential hazards and

risks of working with animals and
feedback.
Post-it notes
Show video or weblink of a reallife animal care unit (milking

parlour, pet shop etc) Learners
must complete a brief risk
assessment of the unit.
Video or
weblink and
basic risk
assessment
sheets
Individual work
Provide a scenario describing

somebody giving care to an
animal. Learners have to identify
hazards, risks, responsibilities,
who to report to and the
importance of timekeeping.
Written, video
or oral scenario
and tick list for
completion
Feedback and recap on the

213

Session
number
Content
Possible activities
Resources
session.
214


Session
number
Content
Possible activities
Resources
LO2 Understand the

responsibilities of animal
owners
Smart
whiteboard,
PowerPoint,
OHP, video,
photos,
weblinks or live
animals to
observe (only)
the behaviours.
2 hours
Monitoring animal
behaviour
Signs of ill health, normal
and abnormal behaviour.
Introduce session objectives
Discuss the importance of

monitoring animals
Individual work
Care needs
Monitoring and observing,
planning and maintaining
care programmes, recordkeeping, reporting,
prescribing care.
Identify animal behaviours and

feedback.
Recap on animal behaviours they

are most likely to see

recording all animal behaviour in
maintaining care programmes.
Introduce the steps involved in

prescribing a care programme.
Paired work
Attempt to formulate a care

programme for a given animal.
4
2 hours
Run through some of learners

care programmes from the
learners.
Conclude the session and reflect

on what has been learnt.
Animal welfare
Legislation, codes of
practice, Five Freedoms
Discuss the consideration of

animal welfare.
Identify what welfare legislation

exists.
Gapped handout
on behaviours
Completed
animal records
from farms,
animal units,
etc.
Learners give
an animal or
allow them to
choose one to
start to
prescribe a care
programme.
Provide
structured
guidance on the
steps required
and the
information
needed.
Smart
whiteboard,
PowerPoint,
OHP
www.defra.gov.
uk/animalh/
welfare/act/
index.htm
Information
sheets to steer
the learner.

215

Session
number
Content
Possible activities
Resources
4 contd
Industrial visit information

sheet detailing suitable
clothing, resources
required, times, etc.
Paired work
This site has

been developed
by the European
Commission
and is highly
interactive
www.farmlandthegame.eu/
home_en.html
Review the Animal Welfare Act

2006 and other welfare codes of
practice. Provide each pair of
learners with a worksheet for
them to use to research particular
information. Each pair given an
area to research and feedback to
the rest of the group production
animals, domestic animals, wild
animals, performance animals,
transportation.
Provide access to Farmland, a

game where learners will be able
to game with a farm that works by
providing the very best in animal
welfare. The site introduces the
Five Freedoms and learners can
self-register and play. The object
of the game is to complete tasks
to become a welfare-friendly
farmer.
Learners will
need to register.
Smart
whiteboard,
PowerPoint,
OHP.
216

Hand out details of the industrial

visit and emphasise the sensitivity
of the welfare within a real-work
environment.


Session
number
Content
Possible activities
Industrial visit: Five

Freedoms
Whole-class activity
As
required
6
2 hours
LO1 Know about the

lifelong nutritional
requirements of animals
Introduce major constitutes
of food and their function
Recap on different digestive
systems, carbohydrates,
lipids, proteins, fibre,
vitamins and minerals
Visit to a working example of the

Five Freedoms being enforced,
such as a rescue centre (RSPCA,
Blue Cross etc), Freedom
food/organic farm, laboratory,
boarding establishment,
zoological park. Visit to enable
learners to:
Observe how the animal welfare

and the Five Freedoms are upheld
within a commercial
environment.
Learn about the implications,

complexities and costs to the
industry of upholding good
welfare.
Identify the Five Freedoms.
Talk to the staff regarding their

role and responsibilities.
Link the impact of good welfare

on economic output, environment
and sustainability.
Transport
Appropriate
place to visit
contact via
consortium
members or
support
framework, ie
Lantra, CWF
Directed
worksheets
Introduce the session objectives.
Recap on how feedstuff links to

digestive system.
Describe the major constituents of

food and their functions.
Paired work
Identify a range of commercial

animal feed and describe how it
meets the animals nutritional
requirements.
Learners complete a worksheet to

identify the food, what animal it
is for, recording the constitutes
inside and describing why it
would have that particular mix
given the animals requirements.
Smart
whiteboard,
PowerPoint,
OHP
Workstations
set up with a
range of
commercial
feedstuff
displayed along
with all
packaging
Smart
whiteboard,
PowerPoint,
OHP

Resources
217

Session
number
Content
Possible activities
Resources
on what has been learnt
218


Session
number
Content
Possible activities
Compare and contrast wild

and domesticated
requirements
2 hours
Environmental
considerations, survival,
production, impact on the
environment
Explain how the feeding

behaviour (trickle-feeding, adlibitum, browsing, grazing) and
nutritional requirements of wild
and domesticated animals is
different.
Discuss the variation in

environment, seasons,
temperature, and food availability
on dietary requirements.
Resources
Smart
whiteboard,
PowerPoint,
OHP
Small-group activity
Each group to discuss, identify

and describe the feeding
behaviour and nutritional
requirements of a wild and a
domesticated animal.
Animal picture
cards
Internet access
and/or books
Draw up a table with two

columns headed domesticated
and wild then individually
compare and contrast the two.


219

Session
number
Content
Possible activities
Resources
Feeding for life stages and

feed calculations
Smart
whiteboard,
PowerPoint,
OHP
2 hours
Feed calculations, regimes

for a range of animals,
reasons for feed
calculations and regimes
Recap on all the aspects that need

to be considered when devising a
feeding. Programme for an animal
Demonstrate how feed is

calculated (briefly) and why it is
important.
Individual activity
Using provided animal

information sheets etc devise a
feeding regime for a range of
animals.
Peer review the information in

pairs.

Provide a range
of feed records
for learners to
look at
Provide six
information
sheets detailing
an animal, its
lifestage, use,
feeding
behaviour,
environments,
etc this could be
delivered
through visiting
an animal unit
to look at some
animal records
and to use live
information
Smart
whiteboard,
PowerPoint,
OHP
220


Session
number
Content
Possible activities
Resources
Industrial visit
commercial farm
Transport
Appropriate
place to visit
contact via
consortium
members or
support
framework, ie
Lantra, CWF.
2 hours
10
2 hours
Farm visits can be arranged

through: www.faceonline.org.uk/index.php?
option=com_content&task=
blogsection&id=13&Itemid
=278
LO2 Understand the

responsibilities of animal
owners
Visit to a commercial farm where

the management of the feeding
process is fundamental to
maximising production. Visit to
enable learners to:
Observe feeding behaviours

for a range of animals
Know how commercial

management of animal
feeding processes is
fundamental to maximising
production
Identify the variation in

feeding behaviour within the
same species and the different
stages within their lifetime
Talk to the staff about the

importance of maintaining
and providing a correct diet
Discuss the environment and

control required in feeding
regimes
Directed
worksheets

understanding genetics in animal
care programmes.
Genetics
Individual activity
Chromosomes, genes,
DNA, alleles, meiosis and
mitosis
Smart
whiteboard,
PowerPoint,
OHP
Using the following link for

genes www.bbc.co.uk/schools/
gcsebitesize/science/edexcel/
genes/work through the tutorial.
Recap on some of the terms used

in genetics learners start to build a
glossary of genetic terms.

Glossary
Smart
whiteboard,
PowerPoint,
OHP
221

Session
number
Content
Possible activities
Resources
11
Breeding programmes
2 hours
Dominant and recessive,

monohybrid crosses,
mutations, phenotype and
genotype
Recap on the genetics learnt last

week using the online test or
quick. crossword or Q&A session
Smart
whiteboard,
PowerPoint,
OHP
Explain the output from careful

breeding.
Individual activity
Using the following link for

reproduction and cloning activity
www.bbc.co.uk/schools/
gcsebitesize/science/edexcel/
genes/work through the activity.
Maintain glossary throughout

session.
www.thekennel
club.org.uk/
item/327
Explain why selection is

important in breeding
programmes.
Describe desirable and

undesirable traits.
Glossary
Discuss the ethics of breeding

programmes.
Smart
whiteboard,
PowerPoint,
OHP
Small-group activity
For a given animal describe how

selection of breeding stock can
enhance health, growth,
temperament, production, etc.
Feed back to the class.
222
You may wish

to use this
following link
(to assist in
contextualising)
which gives an
overview of dog
breeding

Animal cards
Smart
whiteboard,
PowerPoint,
OHP


Session
number
Content
Possible activities
Resources
12

animals
Smart
whiteboard,
PowerPoint,
OHP
2 hours
Preparation to carry out a

prescribed animal care
programme
Handling, equipment,
nutritional and care
recordkeeping, reviewing
own performance and
making improvements.
Discuss all the aspects that need

to be considered when prescribing
an animal care programme.
Recap on maintaining and

prescribing nutritional records.
Describe the handling and

restraint equipment that will be
required. Demonstrate how to
handle and restrain.
Recap on health and safety

equipment required.
Discuss the importance of record

keeping for animals welfare and
as a responsibility of an animal
carer.
A selection of
handling
equipment to
demonstrate
with
PPE
Examples of
completed care
records
Individual activity
Set targets in preparation for

practical animal care
List the information you need to
compile and how you will do this

on what has been learnt

ILP
Task sheet
Smart
whiteboard,
PowerPoint,
OHP
223

Session
number
Content
Possible activities
Resources
13
REPEATED for
10 WEEKS
Smart
whiteboard,
PowerPoint,
OHP
3 hours
animals
Check that all learners know what

they have to do and they know
who they should report to.
Demonstrate and introduce safe

working practice while working
with animals, ie PPE and personal
hygiene.
Demonstrate, as needed, any

specific animal-handling skills.
Demonstrate, as needed, any

technical animal feeding aspects.
Practical animal care
Task sheets and

animal records
PPE
Handling
equipment
Individual activity
Feedstuff for
animals
Learners prepare for and safely

and hygienically provide care to a
range of animals.
Care equipment
Learners carry out feeding,

transporting (where relevant)
handling and restraint techniques.
Learners check and recognise

signs of health. And symptoms of
ill health
Maintain records as appropriate.
Worksheets or
log to complete
Animal records
Paired activity
Learners to peer review each

others work and feedback
accordingly.
Review animal care carried out,

making appropriate
recommendations for
improvements.
224
Review session objectives.
Preparation for next practical

session.
Peer review
checklist
Smart
whiteboard,
PowerPoint,
OHP


Session
number
Content
Possible activities
Resources
14
Assignment
Assignment
brief

3 hours
Individual activity
Assignment work.
Task sheets and

animal records
PPE
Handling
equipment
Feedstuff for
animals
Care equipment
Worksheets or
log to complete
Animal records
Peer review
checklist
15
Assignment

3 hours
Individual activity
Assignment work.
Assignment
brief
Task sheets and
animal records
PPE
Handling
equipment
Feedstuff for
animals
Care equipment
Worksheets or
log to complete
animal records
Peer review
checklist
Access to a live animal environment is essential for the successful completion of this unit.
Learners should have the choice of at least one wild animal and one domestic animal. Learners
should also be exposed to animals kept for production and in different environments for the
most meaningful learning experience.
Appropriate large and small commercial equipment must be available including handling,
restraint and transportation equipment. Learners should have access to all appropriate PPE and
hygiene facilities.

225
A well stocked library or learning resource centre is essential to underpin the research aspects of
prescribing a care programme and therefore sources of information need to be genuine, up-todate and objective.
Reference material
General books
Agar S Small Animal Nutrition (Butterworth-Heinemann, 2001) ISBN 9780750645751
Berg L, Solomon E and Martin D Biology (Cengage Learning, 2004) ISBN 9780534392475
Burger I The Waltham Book of Companion Animal Nutrition (ButterworthHeinemann, 1993)
ISBN 9780080408439
Case L, Carey D, Hirakawa D and Daristotle L Canine and Feline Nutrition: A Resource for
Companion Animal Professionals (Mosby, 2000) ISBN 9780323004435
Cuddeford D Equine Nutrition (The Crowood Press, 2003) ISBN 9781861265654
Dallas S Animal Biology and Care, 2nd Edition (Wiley-Blackwell, 2002)
ISBN 9781405137959
Fleig D The Technique of Breeding Better Dogs (Ringpress Books, 1995)
ISBN 9781860540554
Jackson F Dog Breeding: The Theory and The Practice (The Crowood Press, 2000)
ISBN 9781861263285
Masters J and Bowden C (editors) BVNA Pre-Veterinary Nursing Textbook (ButterworthHeinemann, 2001) ISBN 9780750646949
Pond W, Church D, Pond K and Schoknecht P Basic Animal Nutrition and Feeding, Fifth
Edition (John Wiley and Sons, 2005) ISBN 9780471658931
Rice D The Complete Book of Cat Breeding (Barrons Educational Series, 2000)
ISBN 9780812097641
Straughan R Ethics, Morality and Animal Biotechnology (Biotechnology and Biological
Sciences Research Council, 1999) ISBN 0708406151
Warren D Small Animal Care and Management, 2nd Edition (Thomson Learning, 2001)
ISBN 9780766814240
Wortinger A Nutrition for Veterinary Technicians and Nurses (Wiley-Blackwell, 2007)
ISBN 9780813829135
ISBN 0813808464
(Ashgate, 2009) ISBN 075467391X
ISBN 1402086458
ISBN 1405169060
226


ISBN 9781847219053
2009) ISBN 0199565171
www.adas.co.uk


local advisers
www.cla.org.uk

England and Wales
www.dea.org.uk

of the wider world.
www.direct.gov.uk

www.forestry.gov.uk
Forestry Commission
www.leafuk.org
Natural England
www.randa.org

nations.
www.se-ed.org.uk


227
Other websites
www.baileyshorsefeeds.co.uk
Horse feed supplier

www.defra.gov.uk

Rural Affairs
www.euskills.co.uk
www.hillspet.com
Pet food nutritionists
www.hse.gov.uk
www.iams.co.uk
IAMS nutritionist
www.improveltd.com

Food and Drink Manufacturing Industry in
Network
www.landex.org.uk
www.lantra.co.uk

www.lbcnc.org.uk
www.ornamentalfish.org
Ornamental fish
www.rspca.org.uk
Royal Society for Prevention of Cruelty to

Animals

www.ufaw.org.uk
Universities Federation for Animal Welfare
www.waltham.com
Pet nutritionist
Videos
228


Introduction
1
Advice to tutors
Marking grid
Evidence structure.

The ability to correctly care for animals is an essential part of many environmental and landbased jobs. Learners will develop and implement animal care programmes to meet commercial
and non-commercial objectives.
Functional skills
Learners can design their own format for keeping nutritional records (practising appropriate
functional skills) or be given one to work with.
Signs of animal ill health must be demonstrated through good quality visual records where
necessary.
Learners must produce care programmes for a minimum of one wild and one domesticated
species of animal and carry out one care programme for a chosen species. This must be done on
an individual basis.

229
Learners must recognise common signs of health and symptoms of ill health. Where possible
this should be done using the animals cared for, but it is also likely to involve the use of high
quality image or case-study material to cover the range of common signs.
Risk assessments must be carried out before any practical activities take place and learners must
be supervised at all times. Appropriate personal protective equipment and handling equipment
must be provided and must be in good working order.
Learners must show they can recognise the signs of good and ill health. This could be evidenced
through a question and answer session with the tutor and/or by using pictures of unhealthy
animals.
The assignment is based on you planning and using animal care programmes to meet given
objectives. You need to:
Produce animal care programmes for one species of wild animal and one species of
domesticated animal. Your programmes must include:
feeding behaviour and nutritional requirements of your chosen animals and how they vary
with breed, life stage and environment
a description of how commercial and domestic animal feeds can address the nutritional
requirements of your chosen animals and of how a given commercial organisation manages
the feeding process.
Practical ways of implementing animal care programmes:
assessment of potential risks
comparison of signs of good and ill health in chosen animals
the importance of the Five Needs
a discussion of animal breeding programmes including the use of genetics and selection
current legislation and codes of practice relating to animal nutrition, growth and breeding.
Carry out one animal care programme meeting commercial and/or non-commercial objectives.
This must include:
management of risks through prevention of hazards
feeding, including maintenance of nutritional records
transportation (where relevant)
handling and restraint (where relevant)
health checks including recognition of common signs of animal health and symptoms of illhealth discussing any issues of concern over the health of your animals and seek resolution
to these where needed
review of care carried out using any feedback received positively and make
recommendations for improvement to inform future progress.
230

Assessment
Level 2: Unit 4 Animal Nutrition, Growth and Breeding
Assignment title: Caring for animals
Advice to learners
All work relating to this assignment must be that of the individual and not undertaken in groups.
Introduction
The ability to correctly care for animals is an essential part of many environmental and landbased jobs. Learners will develop and implement animal care programmes to meet commercial
and non-commercial objectives.
findings is central to decision making and to the subsequent management of animals.
We have already had staff from the animal shelter visit us to talk about their work, the
objectives for the organisation and the methods they use.
This assignment will require us to visit the animal shelter, recording information as you go.
Scenario
The local animal shelter, where abandoned and abused domestic animals are fostered before rehoming, employs a Volunteer Support and Training Officer.
In recent months the shelter has also been asked to care for orphaned and injured wildlife that
have been brought in by members of the public and local vets. These animals need to recuperate
before being released back into the wild.
It is important that during the recuperation period their natural behaviour is not affected and that
their diet and care mirrors their needs in the wild.
The shelter is currently home to two red fox cubs, an injured badger, a herring gull with a
broken wing, two hedgehogs and a roe deer.

231
The animal shelter is mainly staffed by volunteers, and although they are very caring they rarely
have any formal training or qualifications in animal care before they start.
The manager is keen for you to update the folder of animal care plans which will allow the
volunteers to understand the needs of all the animals that they may come into contact with
during their time at the shelter. This will help to ensure that the welfare needs of all the animals
are taken care of whatever the qualifications of the person caring for them.
The animal shelter manager is concerned that the current animal care plans are not sufficiently
detailed as they do not include any information about the needs of different breeds and/or
species, ages and life stages of the animals in question. There are also no care plans for wildlife
species anywhere in the file. He has asked you to start by writing a new care programme for one
domestic species and for one wild animal currently homed at the centre.
This assessment is based on you producing animal care programmes for two different animals.
You will carry out one of your care programmes for one chosen species of animal. You will
record the animal care carried out in a log and can include colour photographs of the activities
that you have completed and your progress as you care for animals.
Task 1
Plan
Devise watering and feeding regimes that describe the feeding behaviour and needs of one
wild and one domesticated species of animal and how they vary with breed, life stage and
environment
Describe how commercial and domestic animal feeds could address the nutritional
requirements of these animals and how a specific organisation manages the animal feeding
process
Prepare a risk assessment for animal feeding and handling events.
Task 2
Animal Care (Your Log)
Carry out one of your animal care programmes for one species of animal including feeding
and nutritional records, handling and transportation (where relevant) and health checks
Discuss and resolve any issues of concern with your supervisor
Keep nutritional records for your chosen animals
Feed, handle, transport (where relevant) and health check your chosen animals.
Task 3
Know the laws, issues and ethics relevant to animal care
Explain the Five Needs principles
Review relevant legislation and codes of practice that affect animal nutrition, growth and
breeding
Discuss animal breeding programmes including the use of genetics and selection.
Task 4
Evaluation and review
Review the animal care you have carried out using feedback from others.
tutor and gained in other units and in your independent research which could include discussion
with co-workers while you complete your work experience.
232


You must submit completed animal care programmes for one wild and one domesticated species
of animals including:
watering and nutritional feeding plans
action plans to check for signs of health and ill health
two risk assessments for each of the animal feeding and handling activities you carried out
your animal care log evidencing a minimum of 30 hours of practical animal care, which
gives a step-by-step account of all of the activities that you have carried out to protect and
maintain your selected animals
a witness statement or other authenticated media evidence from your tutor or employer
commenting on your performance when feeding, handling, transporting and health checking
animals
a review of how legislation and codes of practice affect animal nutrition, growth and
breeding
an discussion of animal breeding programmes and the use of genetic and selection
a review of how you managed the animal care process and how you adapted your work in
the light of feedback received.
There is a variety of ways in which the final evidence can be presented. Any evidence presented
verbally, ie through discussion, should be accompanied by a tutor or employer witness
statement, together with a written summary recording what was said. It is important that the
work you hand in is arranged so that you and your tutor can track it against the requirements of
the unit.
For the unit to be successful and meaningful, centres will need to spend sufficient time planning
and managing the practical aspect well in advance of it taking place. Learners are required to
care for a domestic or a wild animal and provision of an appropriate example should be made
available as should access to its nutritional and care requirements.
Learners need to be given the opportunity of choosing the animals they provide care for where a
choice is available.
The safety and hygiene aspects of the unit will be assessed wholly by observation of learners
complying and working within the requirements of an animal environment. The welfare
considerations will also be assessed during observation and during review of own performance.
In reviewing the animal care provided, learners need to reflect on the quality of the care they
have given, considering the time it has taken and the interruption that the animal may have
incurred during care giving time. Observations from the tutor, employer, supervisor or peer will
assist in this.

233
Learners will need to negotiate their chosen animal with their tutor prior to assessment so that
tutors can be assured that learners will have given appropriate thought as to what is required of
them to be successful.
Choice of animals
Learners may, wherever possible, care for a domestic or wild species of animal of their choice
and where it is deemed responsible. This will allow learners to have an active role in their
assessment.
Learners choices must be realistic and must not compromise their safety. Appropriate
supervision is required at all times while caring for animals.
234


Marking grid A
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Describes the feeding behaviour

and nutritional requirements of
wild and domesticated animals
Describes in detail the feeding

requirements of wild and
domesticated animals
Describes, in depth, the feeding

requirements of wild and
domesticated animals
(0-3)
(4-5)
(6-7)
Describes how commercial and

domestic animal feeds meet the
nutritional requirements of these
animals
Describes in detail how

commercial and domestic animal
feeds meet the nutritional
requirements of these animals
Thoroughly describes how

commercial and domestic animal
feeds meet the nutritional
requirements of these animals
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.1.1
Know about the
lifelong
nutritional
requirements of
animals
LO.1.2
Know about the
lifelong
nutritional
requirements of
animals

235
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
Describes how a commercial

organisation manages the feeding
process
Describes in detail how a

commercial organisation manages
the feeding process
Comprehensively describes how

a commercial organisation
manages the feeding process
(0-3)
(4-5)
(6-7)
Explains the principles of the Five

Needs
Explains in detail the principles of

the Five Needs
Explains, in detail and clearly, the

principles of the Five Needs
(0-3)
(4-5)
(6-7)
Discusses animal breeding

programmes including the use of
genetics and selection
Discusses in detail animal

breeding programmes including
the use of genetics and selection
Discusses, in depth, animal

breeding programmes including
the use of genetics and selection
(0-3)
(4-6)
(7-8)
Reviews current legislation and

codes of practice governing
animal nutrition, growth and
breeding
Reviews in detail current

legislation and codes of practice
governing animal nutrition,
growth and breeding
Reviews, in detail and clearly,

current legislation and codes of
practice governing animal
nutrition, growth and breeding
(0-3)
(4-5)
(6-7)
LO.1.3
Know about the
lifelong
nutritional
requirements of
animals
LO.2.1
Understand the
responsibilities of
animal owners
LO.2.2
Understand the
responsibilities of
animal owners
LO.2.3
Understand the
responsibilities of
animal owners
236

Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Produces plans and nutritional

records for wild and domesticated
animal care programmes
Produces detailed plans and

nutritional records for wild and
domesticated animal care
programmes
Produces clear and detailed plans

and nutritional records for wild and
domesticated animal care
programmes
(0-3)
(4-5)
(6-8)
Maintains relevant animal nutrition

records some of the time

records a majority of the time

records most of the time
(0-3)
(4-5)
(6-7)
Reviews animal care carried out,

making use of the feedback and
producing recommendations for
improvement
Reviews in detail animal care

carried out, making use of the
feedback and producing
recommendations for improvement
Reviews thoroughly animal care

carried out, making use of the
feedback and producing
recommendations for improvement
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.3.1
Be able to care for
animals
LO.3.3
Be able to care for
animals
LO.3.6
Be able to care for
animals
7

237
Marking grid B
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
Demonstrates appropriate feeding

techniques with different animals
some of the time

techniques with different animals a
majority of the time

techniques with different animals
most of the time
(0-3)
(4-6)
(7-8)
Demonstrates appropriate handling

and transportation techniques for
animals with frequent assistance
whilst assessing and managing risks

animals with some assistance whilst
assessing and managing risks

animals with minimal assistance
whilst assessing and managing risks
(0-3)
(4-5)
(6-8)
Checks animals appropriately for

signs of ill health, taking part in
discussion of issues of concern and
seeking resolution some of the time

signs of ill health, taking part in
seeking resolution a majority of the
time

signs of ill health taking part in
seeking resolution most of the time
(0-3)
(4-6)
(7-9)
LO.3.2
Be able to care for
animals
LO.3.4
Be able to care for
animals
LO.3.5
Be able to care for
animals
9
Total marks 90
238


Learning
outcome
Marking
grid
Activity/section
Evidence
LO.3
Animal care plan and

nutritional records
Written/recorded evidence, including

diagrams, graphs or charts etc where
relevant (ACs 3.1, 3.2 and 3.6)
Review of animal
care
LO.3
Practical animal care

and health checks
Learner observation records (ACs 3.3,

3.4 and 3.5)
LO.1
Feeding
requirements, animal
feeds and their
management

relevant (ACs 1.1 to 1.3)
LO.2
Animal owner
responsibilities
Completed care programmes and

nutritional records (ACs 2.1 to 2.3)

239
LEVEL 2 UNIT 5: PLANTS AND ANIMALS AND THEIR ROLE IN SOCIETY
Unit 5: Plants and Animals and their Role in Society

NQF Level 2
Learning hours: 60
About this unit
Have you ever considered where your food originates? Do you ever
wonder what the effects of using different plants and animals might
have on our environment?
Plants and animals are an integral part of our daily lives and the
environmental and the land-based sector. They are used in a wide
range of environmental and land-based industries, in food production,
for example, and for our leisure, recreation and companionship.
The applied purpose of this unit is to enable learners to understand
the environmental, social and economic impact of plants and animals
in order to recommend how they can be used responsibly by
In this unit learners will examine the characteristics of different
plants and animals and how these influence the way each is used in
society. They will also explore the value of associations between
plants, animals and humans.
Learners will study how they all interact and the effect of these
interactions on land use.
Learning outcomes
LO.1
Know the characteristics of plants and their role in society
LO.2
Know the characteristics of animals and their role in society
LO.3
Understand the associations between plants, animals and humans
LO.4
Understand how to assess environmental impact of commercial or recreational land use
Level 2 Unit 1: Environmental Influences upon Ecosystems and Production Zones learners will
learn how plants and animals are used in production and other fields
Level 2 Unit 2: Working in Environmental and Land-based Organisations learners will explore
how we use plants and animals in our working lives
Level 2 Unit 3: Plant Nutrition, Growth and Breeding as learners link plants to wider societal
uses.
The assessment for this unit can be linked with the assessment of practical commercial and/or
recreational land use measurements for Level 2 Unit 6: The Importance of a Sustainable
Environment to Society.
240



Session
number
Content
Possible activities
LO1 Know the

characteristics of plants and
their role in society
Identification of plants:
classification of green plants;
use of simple dichotomous
keys
Range of plants and trees:
selection of species and
varieties and how their
characteristics make them
suitable for use in sectors
identified above (adaptation
to environment, cultivation,
artificial selection, inherited
genetic traits)
Plant and tree uses:
importance of photosynthesis
in ecosystems;
roles of plants in different
sectors (commercial
production, animal fodder,
sports turf, tourism,
recreation, ornamentals,
aesthetic landscaping, energy
production, materials,
forestry [including
coppicing], research and
medicine, floristry, parks and
gardens); proportion and
contribution of plants used in
each sector (including social
and economic importance);
wild plants (weeds and pest
species); plant quality and
yield requirements from
different production systems
used for human food

Explain that this unit has

assessment links in that the
practical commercial and/or
recreational land use
measurements are assessed in
Level 2 Unit 6 The Importance of
a Sustainable Environment to
Society.
Draw typical green plants

labelling the main characteristic
parts.
In pairs
Collect a range of green plants.

In twos/small groups use
dichotomous keys to identify the
plants collected.
Explain how a range of plants is

identified and classified.
Investigate the development of a

crop, eg wheat from its origins to
current day use.
Whiteboard/flip
charts.
Dichotomous
keys
Create posters to show the

importance of photosynthesis in
ecosystems.
In groups
Select a range of sectors and in

groups identify the roles plants
have. In discussion with groups
consider conflicts in plant use.
Review social and economic

importance of plants including

Resources
Visiting
speakers such as
an arable farmer
241

Session
number
Content
Possible activities
Resources
quality and yield requirements.
242


Session
number
Content
Possible activities
LO2 Know the

characteristics of animals
and their role in society
Identification of animals:
classification of animals; use
of basic keys
Range of animals: selection
of species types and breeds
and how their characteristics
make them suitable for use in
environmental and landbased sectors (adaptation to
environment, artificial
selection, inherited genetic
traits, learned behaviour,
temperament)
Animal uses: examples and
roles of animals in different
sectors including commercial
production, sports, tourism,
recreation, working animals
(horses, dogs),
companionship, wildlife
conservation, research and
medicine, zoos; proportion
and contribution of animals
used in each sector (including
social and economic
importance); wild animals
(hunted and pest species);
quality and yield of animals
from different production
systems used for human food
Identify the main features of

animal classification.
In groups ask learners to produce

basic keys for named animals.
Consider uses species

types/breeds have to society and
ask learners to produce
posters/information leaflets
explaining what the animals
characteristics are that have made
them suitable for this use.
Explain the role of animals in

production, recreation, tourism
and wildlife conservation.
Visit an establishment where

animals have a key role or invite
a range of speakers in from
different sectors and manage a
debate as to the relative uses,
benefits, advantages and
disadvantages.
Review social and economic

importance of animals including
quality and yield of animals from
different production systems
used for human consumption.

Resources
Whiteboard/flip
charts.
243

Session
number
Content
Possible activities
LO3 Understand the

associations between plants,
animals and humans
Association between plants,

animals and human: food
chains and webs; pyramids of
number and biomass;
photosynthesis and energy
transfer, natural cycles
including those for nitrogen,
carbon and water;
competition, predator/prey,
parasitism and symbiosis
relationships; adaptation and
modification of herbivores
and carnivores to their
lifestyles
Human influences:
domestication of animals and
cultivation of plants
(agriculture, companion
animals, wildlife
conservation, forestry, built
environment, tourism,
recreation, effect of
industrialisation on wild plant
and animal populations);
business, cultural and ethical
responsibilities in plant and
animal management (wildlife
managers, conservation
managers, growers,
breeders); processes for the
humane slaughter of animals
for human consumption.
244
Resources
Research food webs/chains for

animals and plants and in
particular how, why and where
they are placed within a food
web/chain.
Set group work to explore range

of associations and strategies
used by animals encourage
group presentation of
information found to rest of
class.
Explain associations between

plants, animals and humans.
Plan by visits to shows such as

agricultural or companion animal
shows to show the effects of
selected breeding of animals.
Use practical work

opportunities/field visits to
discuss food production issues;
encourage learners to seek
resolution where needed.
Explain the influence of human

activities on animal populations.
Explain the importance of

protecting ecological systems
this could be a visiting
environmentalist speaker.
Whiteboard/flip
charts.
Guest speaker
for instance a
wildlife warden
to discuss how
they assess
plant, animal
and human
interactions
Site visit to talk

to a food
producer about
production yield
and quality
requirements


Session
number
Content
Possible activities
Resources
LO4 Understand how to

assess the environmental
impact of commercial or
recreational land-use
Whiteboard/flip
charts.
Factors: biotic (plants and

animals); abiotic (soil,
temperature, rainfall, aspect)
Environmental impact of
large scale plant and animal
production land-use:
agriculture; tree production;
amenity; leisure; housing;
access; benefits of
conservation practice to
business organisations and
the local community
Techniques to measure
environmental impact of land
use: survey, quadrats/line
transects; species
identification; collation of
results; importance of surveys
in monitoring (habitat
decline, pollution, species
under threat); animal surveys;
questionnaires; planning,
conducting and recording
simple surveys; equipment
requirements for surveys; use
of automatic data recording
systems; health and safety;
risk assessment.
Review factors that impact on

commercial or recreational land
use.
Review environmental
monitoring techniques.
Supervised fieldwork
Conduct survey work to measure

the environmental impact of
commercial or recreational land
use.
Learners should apply practical

environmental measurement
techniques to ascertain the
impact of commercial or
recreational land-use activities.
This will enable learners to
develop team working skills such
as showing fairness and
consideration to others [TW4].
Learners should be instructed on
the different types of data
collection and the appropriate use
of equipment, taking into
consideration time and health and
safety.
Guest speaker
eg a local
authority officer
to demonstrate
the
environmental
monitoring
techniques used.
Quadrats; field
tape measures;
automatic data
recording
systems; soil
sampling kits;
temperature and
rainfall aspect
and wind
measuring
equipment or
data.
Working independently learners

should assess the environmental,
social and economic impact of
plants and animals in order to
recommend how they are used by
enterprises.
Examination.
Individual activity
Set by Edexcel
Sitting exam.
Invigilated
facilities.
1 hour

245
Reference material
Best Farming Practices (Environmental Agency, 2008)
General books
Bailey M and Hirst K Collins Advanced Modular Sciences: Biology A2, 2nd Edition (Collins,
2001) ISBN 9780003277524
Jackson T The World Encyclopaedia of Animals (Lorenz Books, 2004) ISBN 9780754813477
Sutherland W J (ed) Ecological Census Techniques: A Handbook (Cambridge University
Press, 2006) ISBN 9780521606363
Van Wyk B Medicinal Plants of the World: An Illustrated Scientific Guide to Important
Medicinal Plants and their Uses (Timber Press, 2004) ISBN 9780881926026
Vaughan J G and Geissler C The New Oxford Book of Food Plants (Oxford University Press,
1997) ISBN 9780198548256
Warren P British Native Trees: Their Past and Present Uses (Wildeye, 2006)
ISBN 9780954189952
ISBN 0813808464
Girard L F and Nijkamp P (Edi) Cultural Tourism and Sustainable Local Development
(Ashgate, 2009) ISBN 075467391X
Jenks M and Jones C (Editors) Dimensions of the Sustainable City (Springer, 2009)
ISBN 1402086458
ISBN 1405169060
ISBN 9781847219053
2009) ISBN 0199565171
www.adas.co.uk


local advisers
www.cla.org.uk

England and Wales
246

www.dea.org.uk

of the wider world
www.direct.gov.uk

www.forestry.gov.uk
Forestry Commission
www.leafuk.org
Linking environment for farming
Natural England
www.randa.org

nations.
www.se-ed.org.uk

Websites

www.dog-names.org.uk
Links and information on dog breeds
www.euskills.co.uk
www.hse.gov.uk
www.igd.com
IGD Team dedicated to the development of

the food and grocery industry and committed
to the needs of its consumers
www.improveltd.com

Food and Drink Manufacturing industry in
Network
www.landex.org.uk
www.lantra.co.uk

www.lbcnc.org.uk

247
www.pfma.org.uk
Pet Food Manufacturers Association
www.poultryclub.org/home.htm
Links and information on all types of poultry
www.rhs.org.uk
Useful links about garden plants
www.ruralindex.net/livestock.html
Lists all UK livestock breed websites
www.sac.ac.uk
Scottish Agricultural College useful crop

links

Videos
248


answer and extended writing questions. A specimen examination paper is available to view from
www.edexcel.com.

249
250

LEVEL 2 UNIT 6: THE IMPORTANCE OF A SUSTAINABLE ENVIRONMENT TO SOCIETY
Unit 6: The Importance of a Sustainable Environment

to Society
NQF Level 2
Learning hours: 60
About this unit
Are you concerned about the environment and the impact

humans are having on it?
The news is always full of stories about global warming and the
need for more renewable energy sources. All sorts of alternatives
are being introduced to help cut our carbon emissions from wind
turbines and river barrages, to biofuels, and sensors to control
streetlights.
The applied purpose of this unit is to enable learners to develop
protection strategies to ensure sustainable land use.
In this unit you will study what society can do to preserve the
environment. The environment we live in supplies all our needs
and must accommodate all the waste we produce.
However, the materials and energy we need and the places to
dump our waste are limited. We need to manage our use of
resources and reduce the amount of waste we produce. If we
cant do this, our society may not be sustainable.
Learners will study the impact of human activities on a habitat,
species or ecosystem and decide on the best way to protect it.
All environmental and land-based industries have a duty to
consider the sustainable use of our environment, so learners will
be able to take the knowledge and skills developed in this unit to
whatever job they go on to do.
Learning outcomes
LO.1
Know the importance of sustainability
LO.2
Understand factors that affect the environment
LO.3
Be able to develop environmental protection strategies

251
This unit links directly to all other units in the Higher Diploma in Environmental and Landbased Studies Principal Learning. Examples of links are:
Level 2 Unit 5: Plants and Animals and Their Role in Society as learners investigate plants and
animals as a resource (NB: practical environmental impact techniques from Unit 5 are assessed
here in Unit 6).
Learning outcome 3 links well with Level 2 Unit 7: Environmental Monitoring. Learners could
use the monitoring skills they develop in Unit 7 when considering environmental protection and
appropriate measurement techniques.
252



Session
number
Content
Possible activities
Resources
LO1 Know the

importance of
sustainability
Smart/
whiteboard
PowerPoint,
OHP
Describe the meaning

and value of
sustainability to society.
Introduce meaning and value of

sustainability.
In reality the activities in

first two sessions can be
divided up in a number
of ways according to the
resources available and
the division given here is
artificial.
A buzzgroup of ways in which

learners think we are not being
sustainable. Encourage ideas on any
scale. Use examples to clarify
meaning.
Other ideas such as those on carbon

trading, sequestration etc will need to
be introduced as they emerge.
Local/small-scale case
study of sustainability in
action could provide
useful way of giving the
unit immediate relevance
to learners.
Visiting speaker could
be used in either session.
Research distances travelled by

foodstuffs. Could use labels from
country of origin from typical/sample
meal at home or centre could build up
a stock of labels to use. Could
contrast this with similar food from
local farm shop/farmers market.
Learners could then research other

considerations for foodstuff
local/LEDC employment, storage
costs for local produce out of season,
food waste costs, etc to develop a
sustainable food guideline leaflet.
List ways in which learners could be

more sustainable in everyday use of
energy within family/house. Then
widen scale to identify ways in which
they see waste of energy within their
local areas. Could finish by
prioritising ways they could reduce
future energy use. Could use Act on
CO2 adverts.

Internet access
for research of
food carbon
footprints, etc
Case studies of
pollution/
waste
problems in
the
environment,
eg Camel
River
Food labels
with
country/area of
origin
Food
packaging
from everyday
foodstuffs
(could be
collected by
learners)
Act 0n C02
adverts
Scheme of
work
253

Session
number
Content
1 contd
Possible activities
Resources
Investigate the recycling of waste

find out what is recycled from their
door, what can be recycled locally.
Compare with what can be recycled
elsewhere.
Use the packaging from food exercise

to see how much packaging is thrown
away per meal. Could classify it by
type, weight, volume and differentiate
according to outlet or suggest how it
could be reduced (either per product
or by buying differently).

points.
2
LO1 Know the

importance of
sustainability
Visiting speaker could
be asked to outline the
industry side of
sustainability, including
the downside of
increased costs, etc.
Introduce meaning and value of

sustainability.
A buzzgroup of ways in which

learners think that we are not being
sustainable. Encourage ideas on any
scale. Use examples to clarify
meaning.
Other ideas such as carbon trading,

sequestration, etc will need to be
introduced as they emerge.
254
Prepare questionnaire for visiting

speaker talking about the benefits and
disadvantages to their enterprise of
becoming more sustainable.
Use website calculators to calculate

carbon footprints for holidays. Use
carbon offset calculators to put it in
real terms.
Prepare debate from overall carbon

view. Each group could research one
of potential/problems for carbon
trading, clean air technology, carbon
sequestration and argue the case for it.
Smart/
whiteboard
PowerPoint,
OHP
Internet access
Questionnaires
for visiting
speaker
Specialist
magazines
such as car
magazines etc
Scheme of
work


Session
number
Content
2 contd
Possible activities
If individuals/groups have specific

interests these might be followed and
used to prepare presentations car
enthusiasts might investigate the
development of more sustainable cars,
others greater sustainability of food
production.
Case studies of pollution/waste

problems (from news items) with
learners outlining how they reduce
sustainability of the environment and
then trying to review the measures
that failed to stop the incidents and
how they might have acted.
Resources

points.
3
LO1 Know the

importance of
sustainability
Explaining and
exemplifying the roles of
the key environmental
stakeholders.
Can use visiting

speakers from any of the
organisation types. This
may provide information
for debate or show how
complex processes
are/how they interact
with other interested
parties.
Use Defra film on sustainable

development schemes as start point
for discussion. National government
Sustainable Development Council and
SD indicators examined. Discuss
purpose of government promoting
sustainable development.
Local example of house planning or

similar could be used to show
interests of local council in SD. Could
try to get views of people in local
community. May help to show how
(un)important sustainability is to
many.
Local articles/
planning dept
information on
developments
in the near
future
Could highlight NGOs at national and

international levels. Use WWFN to
show methods of conserving wildlife,
eg pandas. Could then use another
case study of endangered species and
suggest strategy for future.
Leaflets/
websites of
NGOs

Internet access
or downloaded
copies of
Defra films on
sustainability
May be able to visit a

forest park to gain
evidence.
Use industry visit to gain
views of industry
associations on
sustainability.
Introduce the range of possible

stakeholders
Smart/
whiteboard
PowerPoint,
OHP
Case studies of
managing
forest/National
park
255

Session
number
Content
3 contd
Possible activities
Resources
Forest Stewardship Council used to

show how need to manage the needs
of the forest and local communities in
balance for true sustainability (also
could use Africas game
reserves/native population here for
international contrast). Group could
identify how communities and the
environment are linked could be
produced in diagrammatic form.
Scheme of
work
Could use pressure group information

to show how some organisations try to
influence general debate and lead to
debate on the role of radical action in
promoting (or not) sustainability.

points.
4
LO1 Know the

importance of
sustainability
Examining the key aims
and consequences of
environment protection
legislation.
Visiting speaker
representing the industry
view might be useful as
it is probably the view
that is least represented
in information otherwise
available. May even tie
in with a visit to an ELB
industry to take in
aspects of this entire
learning outcome.
256
Introduce key aims of the legislation

to be considered for each activity.
For topical large scale

planning/development project, eg
2012 Olympic site, learners could
look at impact assessments that were
carried out. Could lead to a discussion
of how it adds costs and time to the
development of such a project to how
it endures sustainability.
High-profile pollution cases may
provide source of information for
showing the effects of the acts,
highlighting what measures the acts
help put in place and what the role of
an act/legislation is in the aftermath.
Smart/
whiteboard
PowerPoint,
OHP
Outlines of
key
requirements
for all
legislation
chosen to
study
Internet access
to research
national
projects
News stories
as case in
hard/electronic
copy for
pollution
studies


Session
number
Content
4 contd
Possible activities
Resources
For countryside acts, may be possible

to visit large landowner, eg farm, to
observe how the acts affect the
running of the business (may be able
to do impact assessments of footpaths,
etc).
Scheme of
work
Could study the initial proposals for a

local or national development and try
to assess how each of the pieces of
legislation they have studied might
have an impact upon it.
Initialise debate on whether all the

legislation is desirable could be set
off by visiting speaker giving some
detail on how legislation affects their
operation, particularly as learners may
only look at legislation in positive
way.
Finishing activity could be for groups

to produce a generic diagram to show
the ways that legislation affects
industry. Could be done for a specific
ELB industry if one has been
observed, etc.

points.

257

Session
number
Content
Possible activities
Resources
LO2 Understand
factors that affect the
environment
Smart/
whiteboard
PowerPoint,
OHP
There is a wide variety

of factors that affect how
we use land and water.
These can be divided
into two broad groups
physical and human.
This scheme presents
them as separate entities,
although they are closely
linked as are the
factors within them
and the topic could be
approached equally well
through a number of
thematic studies that
draws them all in at
once. This session deals
with the physical factors.
The balance of delivery
may be affected by the
nature of the local
environment. It will be
easier for some centres
to make physical factors
more locally relevant
and vice versa. It is not
expected that all the
suggested
discussion/research
activities in each section
will be dealt with. A
broad outline could be
followed by the most
relevant selection.
258
Introduction to each of the key factors

as necessary topography, natural
change, weather and climate, soil
type, freshwater availability.
Could use classic land use patterns of

glaciated valleys, eg Scotland, to
demonstrate principles of how land
use changes with topography.
Transects of local valleys could be
taken (series of points land use is
recorded and related to
slope/aspect/position, etc).
Loss of farmland/villages to coastal
erosion. Research coastal erosion in
Norfolk and collate different
viewpoints of management agencies,
economic interests, villagers, etc. May
use information for debate on
management of land resources. Could
also use Cuckmere Valley managed
retreat policy recently suggested.
Necessity of managing natural change

through halting natural succession, eg
clearance of bracken in Cannock
Chase and elsewhere. Balancing
needs of recreation and environment.
National scale could show effects of

weather and climate on patterns of
land use. Patterns could be
compared/described. Implications for
businesses such as farming in how
they manage their water discussed.
Fieldwork
equipment to
include GPS
and perhaps
PDAs for
recording of
data or
connection to
laptop
Maps for
plotting data
and mapping
topography
Use of Google
Earth for map
comparison or
logging data
points
Access to
internet for
research of
coastal erosion
studies and use
of peat
Maps of
patterns of
rain/
temperatures,
etc and maps
of land use for
UK


Session
number
Content
5 contd
Possible activities
Resources
Scheme of
work
Soil type. Studies could concentrate

on the use of peat bogs and its use in
horticulture. Managed use or use of
substitutes argued. Combination of
land and water management could be
dealt with through our management of
fertility of soils, eutrophication, etc.
Learners should be encouraged to
examine the complex social,
economic and environmental
arguments that these will throw up.

points
6
LO2 Understand
factors that affect the
environment
Explaining the social
and economic factors
that affect use and
management of land and
water resources
Introduction to social and economic

factors affecting management of land
and water resources
Managing of land and water use for

revenue. Can be dealt with through
research on dam building use of
reservoirs in one area (Lake District)
to feed other areas. Research views
and have debate related to new site for
a dam. Can be based on past locations
for facts. This could also be linked
back to management of soils from last
session.
Built environment could be studied
through development of industry. The
way in which land and water are used
(and polluted) by traditional heavy
and modern light industries could be
compared. This may enable learners
to produce a questionnaire for
local/consortia industries identify how
they manage their land/water
resources. Could lead to discussion as
to how sustainable local industry is.

Smart/
whiteboard
PowerPoint,
OHP
Internet access
Case study
material for
chosen case
studies
May be
possible to use
simulated
development
software/
games eg
Sims, to
show/use
processes at
work
Scheme of
work
259

Session
number
6 contd
Content
Possible activities
Resources
Study of local canal may show how

they are managed for past/present use
for transport.
Modern competition for land can be

researched by looking perhaps at
planning/building of high speed rail
lines how do local and national
views differ on these and who
determines the outcome. May have
local examples, eg planning consents
for national enterprises that can be
used as the centre for debate.
Pollution strategies examined through

research on clean technology or
cleaner technology as the way
forward for energy. Argument may be
broadened to need for power stations
now but need to afford carbon
filtering/sequestration, etc for them.
Group can organise presentation for
one or the other.
Waste management may be dealt with

through storage of nuclear waste.
Contrast the national need for power
and the Nimby (not in my back
yard) views of residents, etc. Methods
of possible storage could be
researched and debated as to the best.
Growth of population and settlement

can be researched at macro scale of
increasing use of water and land
resources and the conflicts that occur
as a result. At a smaller scale can use
town growth as vehicle for
study/discussion. This could focus on
the control of urban growth through
planning and/or the effect of growth
on water management both in terms
of use and flooding.
Study of the proposals for ecotowns

may provide the basis for a finishing
discussion of how we could manage
urban development sustainably.

points.
260


Session
number
Content
Possible activities
Resources
LO2 Understand factors

that affect the
environment
Smart/
whiteboard
PowerPoint,
OHP
Exploring how sustainable

management of resources
can support economic
stability and environmental
sustainability.
Inevitably much of this will
be considered at a national
scale. Practitioners should,
as far as is realistic, try to
use topics that are relevant
and current eg at present
UKs reliance on European
gas after relative exhaustion
of North Sea gas.
Introduce the basic characteristics

of renewable and non-renewable
resources.
Outline key reasons why resources

should be managed in a sustainable
way.
Manage discussion on
similarities/differences in resource
types.
Case study
material
Scheme of
work
Group activities
Each group research one

renewable and one non-renewable
resource. Information to include
how it is produced,
extraction/transport methods, how
it is eventually used. Ensure range
of types covered. Groups could
give presentations followed by
class discussion on
similarities/differences.
Latter exercise links to reasons for

sustainable management
depletion of one type and the
problem of cost/efficiency of
renewables. Use research to
investigate rates of depletion
(especially predicted exhaustion
dates. etc) and comparisons of
old/new number of wind turbines
to replace one coal power station.
etc. Group could represent through
proportional diagrams/graphs.
Problems of growing population

and economic development
needing more resources could be
investigated through a series of
case studies by each group water
supply in SE England, energy in
California, food supply and
population growth in Africa.
Effects of economic growth could
be illustrated by use/price of
resources in period 2006 onwards
effect of recession. Group
Visit from an energy

company representative to
talk about the different
sources of industry and
their importance.

Internet access
261

Session
number
Content
Possible activities
Resources
presentations.
262


Session
number
Content
7 contd
Possible activities
Information from previous two

activities could be combined to
provide the basis for debate on
whether sustainability is
possible/desirable/worth it, etc.
Individuals could then research

how one of each resource type is
managed to encourage economic
and environmental sustainability
tropical forests, mining etc will
provide examples of how it
should/should not be done for
comparison to aid understanding of
the problem.
Resources

learning points.
8
LO1 Know the

importance of
sustainability
LO2 Understand factors
that affect the
environment
Industry visit.
Transport
Visit to an organisation in the

environmental and/or land-based
sector to observe and methods used
the extent.
Appropriate
contacts via
consortium
members
Study how they practise

sustainability.
Prepared
survey sheets
Observe how they react to

legislation and the methods used to
ensure compliance.
Study how they manage their land

and water resources.
How they manage their use of

other renewable resources and
commitment to
renewable/sustainability in energy.

263

Session
number
Content
Possible activities
Resources
LO3 Be able to develop

environmental protection
strategies
Smart/
whiteboard
PowerPoint,
OHP
This session links what they

have learnt from previous
sessions with the practical
nature of the LO.3 content.
At this stage practitioners
will need to have identified
a site at which a theoretical
development can be
suggested and learners can
start to develop the practical
and assessment skills that
will form the basis of the
rest of the unit.
Speaker from conservation
group to talk on habitat
change/need to protect
some species.
264
A buzzgroup of ideas as to what

might be used show the quality of
a local habitat for wildlife. Put
basic ideas on spider diagram.
Learners can then expand on these
to suggest how/what they will
show about that environment as
they change.
Case studies of
poorly and
well managed
resources
Give descriptions of conditions

that an indicator species in local
area needs. Learners to suggest
how slight changes (and the cause
of them) might cause maximum
disruption for the species and
hence the habitat.
Outline of a
potential/
theoretical new
development
For case study (perhaps from

conservation speaker) initiate class
debate/discussion as to whether
protected species should be able to
stop development.
Outline impact
summary
tables
Introductory exercise to link from

session 7. Case studies of poorly
managed resources could be
examined by learners to state what
environmental impacts are
occurring. They then make
suggestions for improvement. This
could be followed by study for a
similar resource which is being
well managed for learners to draw
conclusions as to their previous
recommendations and improve
understanding of decision making.
Pro formas/PC
notebooks/
GPS
equipment for
recording site
observations
Scheme of
work


Session
number
Content
9 contd
Possible activities
Resources
Could use a local proposed

development or, if not practical, a
theoretical development in the
centres own grounds (building of
a new block perhaps). For this
learners should have to do the
basics of an EIA describe
baseline conditions, describe the
development, outline significant
effects and any mitigation
measures (these could be indicated
as part of the next session when
protection measures have been
more fully dealt with).
Produce an impact summary table

for the development for
construction and operation.

learning points.
10

strategies
Examining how
environmental protection is
carried out and the process
of selection, organisation
and review that
accompanies its
implementation
Learners should be
encouraged to practise their
skills of environmental
monitoring within the
context of a specific study,
even if this is only to make
a basic assessment of the
governing conditions of a
specific local habitat
Introduce the range of possible

strategies.
For case study development from

previous session, show the
selection of strategies available
and the way that they are
organised.
Group activities
Practical session of using the

techniques of environmental
monitoring learnt in Unit 7:
Environmental monitoring to
establish the baseline conditions
for the study. The results from this
can then be linked to the possible
strategies in the next activity.

Smart/
whiteboard
PowerPoint,
OHP
Descriptions of
methods of
environmental
protection
Case study of a
development
requiring
impact
environmental
protection.
Learners
impact
research from
last session
265

Session
number
Content
10 contd
Possible activities
Resources
Learners required to identify how

they could decide whether the
strategies in the whole class
exercise had worked. If scheme
has already been in place, further
information on success could then
be provided and learners can
suggest ways that any problems
could be mitigated.
Learners could devise a strategy

for their local development from
the last session.
Monitoring
equipment
actual
equipment will
depend on the
nature of the
study and
environment.
They should as
far as possible
be the
techniques
described in
Unit 7
For each of the methods of

protection, learners could be
required to suggest a situation in
which it would be used and the
impact it might have.
Scheme of
work

learning points.
11

strategies
Examining the ways in
which the local community
can be involved in
initiatives
Talk from consortia

industry on their role in
protecting the environment
and any initiatives they are
involved in.
Take part in a volunteer day
with a local organisation or
even organise one to clean
up the effects of
development.
266
Introduce the ways in which the

community can be involved and
the benefits of this involvement.
If there are local issues that can be

addressed it may be viable to set
up an internet user group to
promote discussion of them the
results may be useful for the
setting up of a volunteer day (see
left column).
For their local/actual development,
produce advertising material to
influence public opinion, including
why it is being done, what they are
suggesting to be done. If produced
in electronic form it could be
updated to include actual (or
theoretical developments).
Smart/whitebo
ard
PowerPoint,
OHP
Internet access
Data from
local study
being carried
out in previous
sessions
IT equipment
for production
of advertising
material
Scheme of
work


Session
number
Content
11 contd
Possible activities
Research industrial developments

that have environmental protection
policies attached (oil installations
with nature reserves). Produce a
presentation explaining why
industries especially land-based
ones do this.
Interview with consortia

businesses to establish how/if they
are involved in environmental
protection.
Produce questionnaire to identify if

they might be interested.
Resources

learning points.
12
Assignment
Brief learners about the assignment.

Individual work
Assignment work.
Assignment
brief
Smart/
whiteboard
PowerPoint,
OHP
Reference material
Best Farming Practices (Environmental Agency, 2008)
General Books
Blackburn W R The Sustainability Handbook: The Complete Management Guide to Achieving
Social, Economic and Environmental Responsibility (Environmental Law Institute, 2007)
ISBN 9781585761029
Botkin D B and Keller E A Environmental Science, Student Review Guide: Earth as a Living
Planet (John Wiley and Sons, 2004) ISBN 9780471662907
Byrne K Bath Advanced Science - Environmental Science, second edition (Nelson Thornes,
2001) ISBN 9780174483052
Evans R L Fueling our Future: An Introduction to Sustainable Energy (Cambridge University
Press, 2007) ISBN 9780521684484630
Horn G Living Green: A Practical Guide to Simple Sustainability (Freedom Press, 2006)
ISBN 9781893910478
Jeffries M Biodiversity and Conservation (Routledge, 2006) ISBN 9780415343008
ORiordan T and Stoll-Kleemann S Biodiversity, Sustainability and Human Communities:
Protecting Beyond the Protected (Cambridge University Press, 2002) ISBN 9780521890526
Rough Guides The Rough Guide to Climate Change (Rough Guides, 2006)
ISBN 9781843537113

267
Rough Guides The Rough Guide to Shopping with a Conscience (Rough Guides, 2007)
ISBN 9781843537243
Wheeler S Planning for Sustainability: Creating Livable, Equitable and Ecological
Communities (Routledge, 2004) ISBN 9780415322867
ISBN 0813808464
(Ashgate, 2009) ISBN 075467391X
ISBN 1402086458
ISBN 1405169060
ISBN 9781847219053
2009) ISBN 0199565171
www.adas.co.uk


local advisers
www.cla.org.uk
The Country Land and Business Association is

the membership organisation for owners of
land, property and businesses in rural England
and Wales
www.dea.org.uk

of the wider world
www.direct.gov.uk

www.forestry.gov.uk
Forestry Commission
www.leafuk.org
268

Natural England
www.randa.org

administration of the rules of golf, the running
of The Open Championship and other key
events, and the development of the game in
existing and emerging golfing nations
www.se-ed.org.uk

Other websites
www.aber.ac.uk/ensus/index.shtml
Environmental sustainability

for construction
www.defra.gov.uk

Affairs
www.euskills.co.uk
www.hse.gov.uk
www.improveltd.com
Improve is the Sector Skills Council for Food

and Drink industry in the UK and part of the
Skills for Business Network
www.landex.org.uk
www.lantra.co.uk

www.lbcnc.org.uk
www.netregs.gov.uk/netregs/legislation
Environmental legislation

Videos

269

Introduction
1
Advice to tutors
Marking grid
Evidence structure.

The ability to understand how important sustainability is to society is essential to all land-based
organisations and their staff. The collection and interpretation of data is central to this process
and in being able to communicate the issues to stakeholders. Learners will develop a protection
strategy to ensure sustainable land use.
Functional skills
Learners research must be based on either a commercial or a recreational context and focus on
one habitat, plant/animal species or ecosystem.
Environmental impact measurement techniques must include a minimum of two techniques.
The aims and consequences of a minimum of three pieces of current relevant legislation must be
included.
270

Habitat change is often a slow process and monitoring a real environment may not be feasible.
In this case, learners could visit a habitat that is about to be subjected to change through human
intervention, for example a new building site where learners could identify what flora and fauna
currently inhabit the area, and make reasoned judgments on the likely effects of the
development.
Examples of areas suitable for learning outcome 3 include:
farming, for example the destruction of habitats for bird and animal species by, for instance,
ploughing, hedge removal, crop spraying
construction, for example urban spread, building on flood plains etc
recreation, for example effect of mountain biking in forests; and game shooting.
It would be difficult to accurately assess a large group of learners based on the same habitat,
therefore it is recommended that learners are given a variety of habitats/species/ecosystems to
choose from and work in small groups to visit, monitor and record.
For learning outcome 3 learners also need to look at and research the involvement of
communities in environmental protection projects. They could use the habitat they have visited
to make a case for community involvement or, if that is not appropriate, use a case study.
All evidence handed in must be the work of individual learners.
The assignment is based upon you using appropriate techniques to measure environmental
impacts caused by commercial or recreation land use, focused on a specific habitat, species or
ecosystem. Using your findings you must develop and organise a protection strategy which will
improve the sustainability of your chosen habitat, species or ecosystem including:
a persuasive case for community involvement in environmental protection
adaptation of ideas as circumstances change
review of the progress of the protection strategy and action on any outcomes.
You must provide evidence of the above activity and as part of this you must also show:
meaning and value of sustainability to society, drawing on a range of examples at different

scales, with reference to waste and pollution management and incentives/penalties
the approach of relevant key stakeholders to environmental sustainability for your chosen
habitat, species or ecosystem
key legislation that protects the environment, its aims and consequences.
In considering wider issues related to environmental protection, you must also discuss:
environmental, economic and social factors that affect the way in which communities and
business use and manage water and land
how sustainable and management of resources can support economic stability and
environmental sustainability.

271
Assessment
Level 2: Unit 6 The Importance of a Sustainable Environment to Society
Assignment title: Working towards a sustainable environment
Advice to learners
Your tutor will divide the class into groups to undertake the fieldwork.
You will be required to present your conclusions to staff from the local council.
Introduction
The ability to understand how important sustainability is to society is essential to all land-based
organisations and their staff. The collection and interpretation of data is central to this process
and in being able to communicate the issues to stakeholders. Learners will develop a protection
strategy to ensure sustainable land use.
We have already had staff from the local council visit us to talk about their work, their
objectives and the methods they use.
This assignment will require us to visit the site of the proposed new healthcare facility and to
survey parts of it before using the data you have collected to draw appropriate conclusions to
help them with their decision making.
Scenario
The local council have asked you to produce a presentation to allow councillors to explore the
issues around a planning application that they have just received.
Hillover Construction Ltd are proposing to develop a new primary health care facility in your
local area. Your presentation will allow the councillors to discuss the issues which are relevant
to sustainability. It is likely that this planning application will go to a public inquiry and this will
mean that some aspects of the development may change.
272

Hillover Construction Ltd propose a single-storey building with enough space for range of
different care functions. These will include a GP surgery, a pharmacy, a small dental surgery,
health visiting services and opticians. In addition there will be toilets, a small crche and a
waiting room.
The local community is excited by the idea of being able to access all their health care services
in one place, and Hillover Construction Ltd have promised that the building will conform to the
highest energy efficiency standards and will provide disabled parking and parking for 50 cars.
There are clearly many social advantages from this proposal but the site that Hillover
Construction Ltd propose to use has a colony of great crested newts and is designated as a Site
of Special Scientific Interest (SSSI) as a result.
The land is in an Area of Outstanding Natural Beauty (AONB) and is an important recreational
and educational facility for the surrounding area. It is currently used by the scouts, the village
cricket team, ornithologists and with the BTEC countryside management learners from the local
college. Local teenagers meet there before going into the town and parents with children meet in
the area to chat and to let their children play in a safe area.
The area has several old willow trees, some dewponds and a river, which crosses the proposed
development site. The river is currently used for water abstraction (for drinking water), for trout
fishing, and for kayaking in the winter.
In your presentation you will need to consider:
the economic, social and environmental impacts of this development
the impacts of such a development on the land, air and water resources
suggestions as to how the impact on the environment can be minimised if the development
were to go ahead
an explanation of why you believe this development to be sustainable/unsustainable and

your recommendation as to whether the planning application should be accepted or rejected
by the council.
Task 1
Working towards a sustainable environment
For the first part of the assessment you will need to:
identify all the key stakeholders in the project and explain their role/concern
research the ways in which human and physical factors operate to affect the way land and
water resources are used and managed
show that you understand how sustainable management of resources can support economic
stability and environmental sustainability
explore the meaning and value of sustainability, using examples at local, national and
international levels to illustrate this
investigate a range of stakeholders and show how they have different approaches to
sustainability
study at least three pieces of legislation to show their aims and consequences in encouraging
environmental sustainability.
You will work on your own for this part of the assessment. Study the information given to you
by your tutor and gained in other units and in your independent research. Ensure that you
complete all the different stages of this part of the assessment.

273
The second part of the assessment will be based on a study of part of your local environment.
With the guidance of your tutor you will need to select a habitat or ecosystem which may be
affected by proposed changes to the human environment. You will need to:
research the possible ways in which the environment may be affected and produce an
environmental impact assessment
use a range of appropriate techniques that can measure the actual or potential impacts of the
development
devise an environmental protection strategy for the habitat/ecosystem
demonstrate that you understand how to review the progress of such a scheme and are able
to act upon feedback from it, adapting your ideas to suit the progress of the development
demonstrate how you would persuade the community to become involved in your
environmental protection strategy for this habitat/ecosystem.
For this part of the assessment you may work on your own or as part of a group. If it is as part
of a group you should ensure that your evidence demonstrates the role that you play clearly
separate from other members of the group. For example, that you are capable of carrying out the
techniques for impact assessment, even if the results are used by the group as a whole.
Ensure that you complete all the different stages of this part of the assessment.
a description of the approach of key stakeholders to environmental sustainability
a description of the key aims and consequences of legislation that protect the environment
an explanation of environmental, social and economic factors that affect the way in which
communities and businesses manage land and water resources
a description of the meaning and value of sustainability. Examples from all levels should be
used to illustrate your description
an explanation of how sustainable management of resources can support stability and

environmental sustainability
evidence of research into actual or potential environmental impacts of a commercial or

recreational development
demonstration of use of a variety of techniques to measure environmental impacts
an environmental protection strategy, created by you in relation to this development
an argument that presents the case for community involvement in environmental protection
for this development
a review of your chosen environmental protection measures, showing the ability to act on
outcomes.

as possible.
274

It is important that this assessment is seen as being one holistic piece of work, with the first part
enabling learners to understand the macro and micro level influences that are at work in any
project that is concerned with environmental protection. This should be reinforced to learners as
they consider their strategies in the second part.
In a few cases it may be possible to carry out the second part on a development that is ongoing
in the local area, and thus have the chance in real time to review and adapt strategies. Even then,
the practicalities of learners being able to substantially affect a commercial development are
small. With this in mind, much of the work, although based upon a real situation, may have to
be based on potential impacts and possible strategies. For learners to be able to demonstrate
reviewing and adapting policies it may be necessary for the tutor to make alterations to the
scenario after learners have set out their strategies.
It is likely that the practical tasks will be carried out as a group. In this case, tutors should
ensure that learners work shows how each individual has contributed to a group effort, for
example in data collection. Constraints of time and resources may mean that data is shared, but
where some techniques have not been used by all learners, this should be clear. If discussions on
possible strategies take place, then the tutor should be able to provide witness testimonies to
differentiate between learners who contribute positively and those who are mainly passive.
Evidence for practical tasks in particular may take a number of forms. It would be appropriate,
for example, for the review and adapt task to be recorded in the form of a diary/log. This will
encourage learners to justify their views as they make each decision and so provide a better
review than one which is end loaded.

275

Marking grid A
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Describes the meaning and value of

sustainability drawing on local,
national and international examples
Describes in detail the meaning and

value of sustainability drawing on
local, national and international
examples

meaning and value of sustainability
drawing on local, national and
international examples
(0-3)
(4-5)
(6-7)
Describes the approach of key

stakeholders to environmental
sustainability
Describes in detail the approach of

key stakeholders to environmental
sustainability

approach of key stakeholders to
(0-3)
(4-5)
(6-7)
Identifies key aims and

consequences of legislation that
protects the environment
Identifies in detail key aims and

consequences of legislation that
protects the environment
Comprehensively identifies key

aims and consequences of
legislation that protects the
environment
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.1.1
Know the
importance of
sustainability
LO.1.2
Know the
importance of
sustainability
LO.1.3
Know the
importance of
sustainability
276

Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Explains some environmental,

economic and social factors that
affect the way in which
communities and business use and
manage water and land resources
Explains many environmental,

Explains most environmental,

(0-3)
(4-5)
(6-7)
Explains how sustainable

management of resources can
support economic stability and
Explains in detail how sustainable

management of resources can
support economic stability and
Comprehensively explains how

sustainable management of
resources can support economic
stability and environmental
sustainability
(0-3)
(4-5)
(6-7)
Creates an environmental protection

strategy, adapting where necessary
Creates a detailed environmental

protection strategy, adapting where
necessary
Creates clear and detailed

environmental protection strategy,
adapting where necessary
(0-3)
(4-6)
(7-9)
Presents a limited review of

environmental protection progress,
acting on outcomes where necessary
Presents a detailed review of

environmental protection progress,
acting on outcomes where necessary
Presents a clear and detailed review

of environmental protection
progress, acting on outcomes where
necessary
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.2.1
Understand
factors that affect
the environment
LO.2.2
Understand
factors that affect
the environment
LO.3.2
Be able to develop
environmental
protection
strategies
LO.3.3
Be able to develop
environmental
protection
strategies
7

277
Marking grid B
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
Identifies environmental impacts
Identifies in detail environmental

impacts
Identifies, in clear detail,

(0-3)
(4-6)
(7-8)
Demonstrates use of some

techniques to measure
Demonstrates use of many

Demonstrates use of most

(0-3)
(4-6)
(7-9)
Presents a limited case for

persuading community involvement
in environmental protection
Presents a detailed case for

Presents a comprehensive case for

(0-3)
(4-5)
(6-7)
LO.3.1
Be able to develop
environmental
protection
strategies
LO.3.1
Be able to develop
environmental
protection
strategies
LO.3.4
Be able to develop
environmental
protection
strategies
7
Total marks
278
75


Learning
outcome
Marking
grid
Activity/section
Evidence
LO.3
Researching and
presenting protection
against environmental
impacts

diagrams, annotated photographs etc
where necessary
(AC 3.1, 3.2 and 3.3)
LO.3
Protection against
environmental
impacts
Detailed learner observation records

(AC 3.4)
LO.1
Meaning of
sustainability and key
stakeholders/legislati
on

necessary (AC 1.1 to 1.3)
LO 2
Factors that affect

land/water use and
sustainable resource
use

diagrams, annotated photographs etc
where necessary (AC 2.1 and 2.2)

279
LEVEL 2 UNIT 7: ENVIRONMENTAL MONITORING
Unit 7: Environmental Monitoring

NQF Level 2
Learning hours: 30
About this unit
In light of recent scientific progress, awareness of the

consequences of human activities and natural phenomena has
grown.
Monitoring is vital to our understanding of the impact we have
on our environment. It plays a vital role in the management of
our lives and in a range of environmental and land-based
businesses and jobs such as working with water ways, on new
landscapes, in wildlife conservation, in agriculture and in
forestry.
The applied purpose of this unit is to enable learners to conduct
environmental monitoring to assess the environmental impact of
The unit explores the need for environmental monitoring and the
methods used to collect relevant data.
Learners will find out about the statutory bodies that are
responsible for this monitoring work, as well as the voluntary
organisations that carry out the work.
They will learn about the types of pollution and waste that are
monitored and the impacts these can have on the environment.
Learners will carry out practical environmental monitoring
which will be based on either the monitoring of a species, habitat
or a type of waste or pollution.
Through a hands-on approach, they will learn about planning
environmental monitoring and the risk assessments needed.
Finally they will analyse data, make recommendations and
present their findings.
Learning outcomes
LO.1
Understand the need for environmental monitoring
LO.2
Be able to undertake environmental monitoring
LO.3
Be able to use environmental monitoring data
280


The assignment is based on you conducting environmental monitoring to assess the impact of
You need to agree with your tutor a habitat, organism or source of waste that you would like to
monitor. Outline a plan for a monitoring project that includes:
appropriate environmental monitoring methods, timetable of activities, resources required

and relevant techniques
monitoring activity (including data collection, fieldwork and habitat profile)
appropriate risk assessment that anticipates and manages risks.
Carry out your monitoring project using fieldwork demonstrating correct use of methods,
techniques and tools and recommending improvements to inform your progress.
Present your findings in an environmental report which should include the elements above as
well as:
a habitat profile
interpretation and evaluation of results (including data collected)
appropriate conclusions drawn from the project and recommendations for improvement.
Include an appendix in your report containing:
water, air, soil, mammal and bird monitoring methods
reasons for monitoring habitats, species, waste and pollution including discussion of ways
in which monitoring data is used in environmental schemes and an analysis of the role of
organisations and agencies involved.
This unit will also help learners to understand other units they are studying, for example:
develop environmental monitoring skills.
Level 2 Unit 6: The Importance of a Sustainable Environment to Society as learners develop
understanding of how monitoring can be used to benefit the environment.
It is particularly closely linked to Level 2 Unit 1: Environmental Influences upon Ecosystems
and Production Zones as the methods used to collect environmental monitoring data are the
same as those used to survey habitats. It is recommended that delivery and assessment of this
unit is combined where relevant with that of Unit 1. Learners could use the same sites to survey
and monitor environments.

281

The following is a suggested outline scheme of work. The initial three lessons are theory
sessions of 60 minutes followed by a site visit which is optional and is not included in the 20
guided learning hours allocated to this unit. The fieldwork lessons are of varying lengths
according to the work being carried out. Each field trip should be commenced in the classroom
with a short session explaining the object and subject matter.

Session
number
Content
Possible activities
1-hour class
LO1 Understand the

need for environmental
monitoring
Explain the aims and objectives

of the unit.
Handout
Explain the scheme of work and

Assessment
Explain links to Unit 1:

Environmental Influences Upon
Ecosystems and Production
Zones, and potential links to
Unit 2: Working in Environmental
and Land-based Organisations.
General introduction to unit

and what environmental
monitoring is.
Conduct, safety and

appropriate clothing
282
Resources
Explain what environmental

monitoring is and why it needs to
be carried it out.
Identify personal codes of

practice and requirements for
compliance in fieldwork.
Identify sources of risk in

fieldwork and discuss appropriate
clothing/PPE.
Conclusion of lesson and

reinforce learning points.
PowerPoint or
OHP
presentation
Code of
practice for
laboratory and
fieldwork


Session
number
Content
Possible activities
1 hour-class
LO1 Understand the

monitoring
Forms of pollution and

waste
Definition of pollution.
Resources
Handout
Group work
Students identify forms of water,

air and soil pollution that they are
aware of and share with class.
Flipcharts
Importance of water as a carrier

of pollution.
Impacts to human and animal

health.
Handout/
Eutrophication.
Methods of monitoring soil, air

and water pollution.
PowerPoint
presentation

reinforce learning points.
1 hour-class
LO1 Understand the

monitoring
UK designations.
Organisations that identify,

manage and protect designated
sites.
Volunteer monitoring
programmes, ie British Mammal
Society, BTO.
How monitoring data is used as a

planning tool, impacts on
developments, maintenance and
species conservation.
Designations to protect
habitats and species
Organisations
Use of monitoring data

4
PowerPoint
Case studies
with question
sheets
Industrial visit
Transport
Time taken as needed

(optional day not included
in 30 GLH)
Visit to relevant site with legal

designation for either rare habitat
or species.
As a case study to see first hand a

rare habitat or species.
To hear from staff about how a

legal designation affects the day
to day running of a site.
Contact with
suitable land
manager
willing to
discuss
management
of designated
site
To talk to staff about their

Handouts
283

Session
number
Content
Possible activities
Resources
monitoring programme.
284


Session
number
Content
Possible activities
1 hour class
LO2 Be able to
undertake environmental
monitoring
Scientific method
Discuss what is required for field

trips, how to assess risks, best
methods of recording data in the
field. Random and systematic
uncertainties in data collection.
Learners suggest methods of

presenting various types of data
and drawing conclusions from
data results.
Project planning
Methods of reporting and
presenting data
Use of monitoring data
6
6-hour class
Biotic testing
Explanation of days activities.

Codes of conduct, health and
safety, Weils disease.
Explanation of dissolved oxygen,

nitrates, phosphates and pH and
how they will be tested.
Show class equipment to be used.
Travel to site.
Learners assess risk.
Demonstration and instruction on

how to carry out biotic water
sampling, explain concept of
indicator species.
Group work
Learners carry out biotic water

sampling.
Chemical testing
Demonstration and instruction on

how to carry out water sampling
using either diagnostic kit or
sampling strips.
Group work
Learners carry out water

sampling.
Conclusion of lesson and reinforce

learning points.

PowerPoint
presentation
Flipcharts
Water Sampling
Fieldwork to undertake
sampling
Resources
Code of
conduct
PowerPoint/
OHP
presentation
Equipment
Transport
Maps, white
trays, hand
lenses, ID
sheets, biotic
sampling
recording
sheets
Secchi disk,
thermometers,
test strips or
water quality
test kit,
recording
sheets, digital
camera
285

Session
number
Content
Possible activities
Resources
6 contd
LO3 Be able to use

environmental monitoring
data
Learner
observation
sheets
3 hour class
Return to class to discuss results,

analyse data and draw conclusions.

safety.
Codes of
conduct
Explanation of air pollutants and

how they affect lichen
distribution, explanation of
lichens as a species. Explain
transect sampling.
PowerPoint.
OHP
presentation
Show class equipment and

identification cards to be used
Travel to site.
Learners assess risk
Demonstrate and instruction on

how to identify lichen species
Air Quality Sampling

Fieldwork to undertake
sampling
Group work
LO3 Be able to use

data
6-hour class
Return to class to discuss results,

analyse data and draw
conclusions.

reinforce learning points

safety. Importance of animal
welfare issues.
Presentation on UK mammal
species and methods of
identification.
286
Transport
Map for
learners to
annotate,
Handlenses,
digital
cameras, ID
cards,
recording
sheets.
Learner
observation
sheets
Mammal Surveying
Fieldwork to Undertake
Surveying (ideally
woodland)
Learners identify and record

lichen species along length of
transect
Lichen ID
charts
Demonstration of how to use

Longworth traps and discuss
appropriate places to set traps to
Codes of
conduct
PowerPoint/
OHP
Presentation


Session
number
Content
Possible activities
Resources
ensure good results.

287

Session
number
Content
Possible activities
8 contd
Resources
Learners practice the construction

and dismantling of Longworth
traps.
Travel to site.
Individual work
Learners set out Longworth traps

clearly marking on map or by
means of hazard tape their
location.
Demonstration of where to look

for tracks and signs. If possible
class should be shown areas of
interest (ie badger setts, latrine
pits or similar).
Group work
Transport
Maps or
hazard tape
Plaster of
Paris kits,
latex gloves,
specimen
bags, hand
lenses.
Class regroup to compare their

finds, walk around woodland to
see tracks, setts etc that have been
found.
Learners return to Longworth

traps and retrieve traps.
Tracks and
signs handout
Tutor releases each rodent into

crate, identifies and then returns
to area of capture.
Return to classroom.
Maps to
annotate and
recording
sheets, digital
cameras
Whole class
288
Learner
observation
sheets
Class split into groups and seek

out tracks and signs. Plaster casts
of prints should be taken, feeding
signs to be retrieved, digital
pictures taken of sets or tracks.
LO3 Be able to use

data
Longworth
traps, bedding,
fruit, porridge,
pet food
Discussion of monitoring
techniques used and results,
analyse data.
Plastic crate to
empty
triggered traps
into thick
gloves, ID
sheet,
recording


Session
number
Content
Possible activities
Resources
sheets

289

Session
number
Content
Possible activities
3-hour class
Resources

safety.
Presentation on importance of
flora surveys, common species
and methods of identification.
Plant Surveying Fieldwork
Explanation of how to use

quadrats for sampling, pros and
cons.
Travel to site.
Demonstration of using quadrats.
Codes of
conduct
PowerPoint/
OHP
presentation
Quadrats
Transport
Group work
Learners carry out quadrat

surveying of flora.
Learners carry out transect survey

of flora.
Whole group
Regroup to compare results and

draw conclusions.
Quadrats,
Maps, flora ID
books,
recording
sheets, digital
camera
Learner
observation
sheets
10
2-hour class
Bird Surveying
Guest Speaker
Guest speaker: BTO ringer giving

presentation on mist-netting,
transects, ringing and recording
and use of data.
Contact with
BTO ringer
Whole class
2 hours
290
Recap and review of lesson.


Session
number
Content
Possible activities
11
3 hour class
Invertebrate Surveying
Presentation on invertebrate
surveying, explain moth traps and
butterfly transects, discuss
difficulties of identification with
enormous diversity of
invertebrates.
Travel to site.
Fieldwork
Resources
PowerPoint or
OHP
presentation
Group work
Demonstration of pitfall trapping.
Learners set up pitfall traps.
Demonstration of sweep nets, use

of pooters.
Learners carry out sweep netting,

correctly use pooters to collect
creatures and identify and record.
Learners return to pitfall traps,

collect and identify invertebrates
and record data.
Return to classroom to recap and

review.
Transport
Risk
assessments
Trowels, jars
Sweep nets,
pooters, hand
lenses,
identification
sheets,
recording
sheets
Learner
observation
sheets

291

Session
number
Content
Possible activities
12
3 hour class
Resources

Explain that although much of

fieldwork was group work it is
imperative that they produce
individual work.
Assignment
Individual work
Assignment work.
Assignment
brief
Recording
sheets, maps,
digital
pictures,
Tutors
completed
learner
observation
sheets for
inclusion in
portfolios
Some environmental measuring equipment will be required such as pH and N-P-K soil test kits.
Water quality testing can be carried out by the use of simple chemical test strips and by biotic
water sampling which will require pond nets, white trays and hand-lenses.
Air quality can be tested effectively by using lichens as indicator species; this method requires
no specialist equipment. The British Lichen Society produces very good quality keys and
information booklets on how to carry out lichen air quality surveys. Air particulate collection
can easily be achieved using microscope slides covered in agar jelly or another suitable
substance. Access to microscopes will be required for comparison of particulate slides.
Mammal surveying could be done using Longworth traps or by identifying tracks and feeding
signs. Invertebrate surveying can be done using pitfall traps which can simply be paper cups
dug into the ground but equipment such as sweep nets, pooters and specimen pots will all be
useful for more extensive surveys.
Bird transects require some level of identification skills, whether by sight or by bird-song. The
RSPB produce CDs of native bird song.
In the case of mammal, bird and invertebrate surveying identification books and keys are likely
to be needed.
292

Reference material
Codes of Practice for Air, Soil and Water published by Defra.
Field Studies Council has a wide selection of good quality keys to UK species.
General books
Boersema J J and Reijnders L (eds) Principles of Environmental Sciences (Springer, 2008)
ISBN 9781402091575
Chinery M Collins Pocket Guide: Insects of Britain and Western Europe (Collins, 1993)
ISBN 9780002191371
Clegg C J and Mackean D G Advanced Biology: Principles and Applications (Hodder Murray,
1996) ISBN 9780719553585
Furniss P and Lane A Practical Conservation: Water and Wetlands (Hodder Arnold, 1992)
ISBN 9780340533680
Greenhalgh M and Ovenden D Collins Pocket Guide: Freshwater Life: Britain and Northern
Europe (Collins, 2007) ISBN 9780007177776
Holmes D and Warn S Fieldwork Investigations A Self Study Guide (Hodder & Stoughton,
2003) ISBN 9780340679692
Keith L H Environmental Sampling and Analysis: A Practical Guide (CRC Press, 1991)
ISBN 9780873713818
Phillips R Grasses, Ferns, Mosses and Lichens of Great Britain and Ireland (Pan Books,
1980) ISBN 9780330259590
Sutherland W Ecological Census Techniques: A Handbook, second edition (Cambridge
University Press, 2006) ISBN 9780521606363
Townsend C R, Begon M and Harper J L Essentials of Ecology, Third Edition (WileyBlackwell, 2008) ISBN 9781405156585
Williams G Techniques and Fieldwork in Ecology (Collins, 1991) ISBN 9780003222463
ISBN 0813808464
(Ashgate, 2009) ISBN 075467391X
ISBN 1402086458
ISBN 1405169060
ISBN 9781847219053
2009) ISBN 0199565171

293
www.adas.co.uk


local advisers
www.cla.org.uk

England and Wales
www.dea.org.uk

of the wider world
www.direct.gov.uk

www.forestry.gov.uk
Forestry Commission
www.leafuk.org
Natural England
www.randa.org

nations
www.se-ed.org.uk

294

Other websites
www.abdn.ac.uk/mammal
The Mammal Society
www.bto.org
British Trust for Ornithology

construction
www.defra.gov.uk

Affairs
www.euskills.co.uk
www.hse.gov.uk
www.improveltd.com

www.landex.org.uk
Land-based Colleges Aspiring to Excellence
www.lantra.co.uk

www.lbcnc.org.uk

Videos

295
Sample assessment material

Introduction
1
Advice to tutors
Marking grid
Evidence structure.

The ability to undertake and use environmental monitoring data is becoming increasingly
important to our society. In particular those employed within the environmental and land-based
industries are at the forefront of these activities, relying on their ability to identify, monitor,
record and analyse data to inform decisions.
Learners will collect, record and analyse environmental monitoring data before drawing
conclusions and making appropriate recommendations relating to an environment.
296


Functional skills
This unit must be covered by a single assignment, which is described in the How you will be
assessed section. Although as part of the monitoring project learners have to profile a habitat,
the wider monitoring project is based on a choice of organism, habitat or waste source.
Learners must cover one habitat, organism or waste source for their monitoring project.
Learners can work in teams to collect environmental monitoring data. However they must
undertake all other assessment activities individually, including the recording of data.
The assignment is based upon you conducting environmental monitoring to assess the impact of
You need to agree with your tutor a habitat, organism or source of waste that you would like to
monitor. Outline a plan for a monitoring project that includes:
appropriate environmental monitoring methods, timetable of activities, resources required

and relevant techniques
monitoring activity (including data collection, fieldwork and habitat profile)
appropriate risk assessment that anticipates and manages risks.
Carry out your monitoring project using fieldwork demonstrating correct use of methods,
techniques and tools and recommending improvements to inform your progress.

297
Present your findings in an environmental report which should include the elements above as
well as:
a habitat profile
interpretation and evaluation of results (including data collected)
appropriate conclusions drawn from the project and recommendations for

improvement.
Include an appendix in your report containing:
water, air, soil, mammal and bird monitoring methods
reasons for monitoring habitats, species, waste and pollution including discussion of ways
in which monitoring data is used in environmental schemes and an analysis of the role of
organisations and agencies involved.
Assessment
Level 2: Unit 7 Environmental Monitoring
Assignment title: Habitat surveys and decision making
Advice to learners
Data must be recorded by each individual. All other work relating to this assignment must be
that of the individual and not undertaken in groups.
You will be required to present your conclusions to staff from Hallfood.
Introduction
The ability to undertake and use environmental monitoring data is becoming increasingly
important to our society. In particular those employed within the environmental and land-based
industries are at the forefront of these activities, relying on their ability to identify, monitor,
record and analyse data to inform decisions.
298

findings is central to decision making and to the subsequent management of ecosystems and of
We have already had staff from the Hallfood and Greensco visit us to talk about their work, their
objectives and the methods they use.
This assignment will require us to visit the river and to survey parts of it before using the data
Scenario
Hallfood is a small food-processing industry located on the banks of the local river. Its
manufacturing process uses water for cooling as well as in the process itself, releasing a very
low level of harmless waste into the river.
The enterprise has been in operation for about a year but has become increasingly concerned
about negative publicity in the local press.
Most of this has been created by a local green group, who are claiming that Hallfoods
activities are damaging to the environment, the river in particular. They are saying that the
increase in algae and number of dead fish and smaller organisms found in the river is a result of
Hallfoods heat and waste production.
The Environment Agency has confirmed that the plants waste emissions are within the current
consent conditions.
Hallfoods management thinks that the environmental damage is being caused by a poorly
maintained, larger industrial unit further upstream.
Greensco, a business that provides environmental guidance services for small- and mediumsized enterprises, have been asked by Hallfoods to carry out an independent assessment of the
river in order to provide them with evidence to challenge the allegations of pollution.
Greesco have asked you to help them do this work.
In the longer term Hallfood would also like to improve the river environment and has asked
Greensco to suggest ways in which they could do this.
Greensco have decided that the project will be carried out in four tasks.
Task 1
Planning
Your first task is to make an initial visit to the area in order to establish the characteristics of the
areas that will need to be monitored.
You will hold a team meeting and in discussion with them you will complete the following five
activities:
1
Determine the exact location of the sites at which monitoring will take place, including sites
both upstream and downstream of Hallfoods factory.
Set out the timetable for the monitoring process, including a recommendation of the length
of time over which it should operate and the time schedule for each monitoring activity to
follow.

299
Decide the methods to be used for monitoring will have to be determined. Your discussions
should determine the best methods that might be used to:
produce habitat profiles for the river both upstream and downstream of Hallfoods
enterprise
measure the water quality and water temperature
provide an accurate picture of the health and population size of the fish and other
organisms in the water.
4
Determine the resource requirements. Greenscos resources department wish to know what
materials will be required at which times so you will need to decide the period over which
each method is to be used, or the exact dates on which they will be required.
Produce risk assessments for:
the accuracy of the monitoring procedure as a whole, taking into account

possible human error and interference, both accidental and deliberate
the sites at which each of the monitoring activities will take place, taking into
particular account the variety of weather, and hence river, conditions that might be
expected over the course of the monitoring process.
Task 2
Active monitoring
During the monitoring period you will be required to oversee the monitoring activities. Your
role will include:
demonstrating to your team how to use and record data from each of the items of equipment
used
ensure that steps are taken to ensure consistent recording of results and to ensure safety of
staff at all times.
Task 3
Data analysis
During and after the monitoring period you will then be required to interpret the data collected.
This will require you to:
use the data on habitats to produce habitat profiles for sites upstream and downstream of
Hallfoods enterprise
use the data from the ongoing monitoring to determine whether temperature and/or
chemical levels are within the official guidelines
use the data from the ongoing monitoring to determine whether temperature and/or
chemical levels are different upstream and downstream of Hallfoods enterprise.
Task 4
Reporting
You will then use this information to provide a report for your clients. So that they can then use
this as an independent assessment you should include:
an explanation of the reasons why you undertook this study, including the concerns of all
interested parties
an explanation of the methods used
300

a discussion of how the information you have collected will inform the conclusions
achieved

301
your analysis of the data you have collected to include reasoned conclusions as to the actual
effects of Hallfoods operations on the river
reasoned recommendations as to how Greensco could make a positive contribution to the

river environment.
This assessment is based on you demonstrating that you can carry out effective environmental
monitoring in the field in a safe and controlled manner.
You will carry out a range of monitoring techniques during the duration of this assignment and
you will, in agreement with your tutor, choose one set of monitoring results to present as your
assessment project.
You will be able to explain the need for monitoring, the organisations involved in such projects
and how the resultant data is utilised.
You will need to:
demonstrate that you can work safely and professionally
plan a monitoring project, following the scientific method
correctly identify and use the equipment needed to carry out your project
record, present and analyse the data collected.
You will work in groups during fieldwork, however, assessment work must be individual and
you must demonstrate that you carried out every aspect of the project.
Study the information given to you by your tutor and gained in other units and in your
independent research. Ensure that you complete all the different stages of the assessment.
An introduction describing:
the need for monitoring species, habitats, waste and pollution
the methods involved in monitoring water, air, soil, mammal and birds
an explanation of the organisations involved in environmental monitoring projects
how monitoring data is used.
A project plan which details the monitoring project you have chosen, a timetable of the work to
be carried out and the equipment that you will require.
A risk assessment for the monitoring work that you are carrying out.
A profile for the habitat where your monitoring work will be undertaken to include:
annotated maps
photographs
a detailed description.
Learner observation records and photographic evidence compiled by your tutor as evidence that
you correctly used monitoring methods to achieve results and that you anticipated and managed
risks effectively whilst in the field.
A presentation of data collected with interpretation of results and detailing any improvements
that you would make if you were to undertake this monitoring method again.
A written report drawing conclusions from the data that you have collected.
302


as possible.
Learners should be given the opportunity to experience as many methods of monitoring as
possible.
Learners should show knowledge of the key features present within the habitat. The learner
should become proficient with dichotomous keys for the identification of plant, invertebrate and
vertebrate species and show an understanding of the important features used to identify them.

303

Marking grid A
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Explains reasons for monitoring

habitats, species, waste and pollution
Explains in detail reasons for

monitoring habitats, species, waste
and pollution
Thoroughly explains reasons for

monitoring the habitats, species,
waste and pollution
(0-3)
(4-5)
(6-7)
Discusses the use of environmental

monitoring data in environmental
schemes
Discusses in detail the use of

environmental monitoring data in
environmental schemes
Discusses clearly and in detail the use

of environmental monitoring data in
environmental schemes
(0-3)
(4-5)
(6-7)
Gives a limited explanation of the

role of organisations and agencies in
Gives a detailed explanation of the

Gives a thorough explanation of the

(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.1.1
Understand the
need for
environmental
monitoring
LO.1.2
Understand the
need for
environmental
monitoring
LO.1.3
Understand the
need for
environmental
monitoring
304

Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Provides an outline of planning,

including relevant risk assessment,
for an environmental monitoring
project
Provides a detailed outline of

planning, including relevant risk
assessment, for an environmental
monitoring project
Provides a clear and detailed outline

of planning, including relevant risk
assessment, for an environmental
monitoring project
(0-3)
(4-6)
(7-8)
Accurately records some

environmental monitoring data
Accurately records a majority of

Accurately records most

(0-3)
(4-5)
(6-8)
Analyses a habitat to produce a

limited profile
Analyses a habitat to produce a

detailed profile
Analyses a habitat to produce a clear

and detailed profile
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.2.1
Be able to
undertake
environmental
monitoring
LO.2.4
Be able to
undertake
environmental
monitoring
LO.3.1
Be able to use
environmental
monitoring data

305
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Provides an analysis of data collected

from an environmental monitoring
project
Provides a detailed analysis of data

collected from an environmental
monitoring project
Provides a thorough analysis of data

collected from an environmental
monitoring project
(0-2)
(3-4)
(5-6)
Produces some reasoned

recommendations in a report for
improvement to an environment
Produces many reasoned

Produces many appropriate reasoned

(0-3)
(4-6)
(7-8)
Maximum marks
available
LO.3.2
Be able to use
environmental
monitoring data
LO.3.3
Be able to use
environmental
monitoring data
8
306

Marking grid B
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
Anticipates and manages risks

some of the time during
monitoring
Anticipates and manages risks a

majority of the time during
monitoring
Anticipates and manages risks most of the

time during monitoring
(0-3)
(4-5)
(6-8)
Uses environmental monitoring

methods, techniques and tools
with frequent assistance to achieve
results
Uses environmental monitoring

methods, techniques and tools
with some assistance to achieve
results
Uses environmental monitoring methods,

techniques and tools with minimal
assistance to achieve results
(0-3)
(4-6)
(7-9)
LO.2.2
Be able to
undertake
environmental
monitoring
LO.2.3
Be able to
undertake
environmental
monitoring
9
Total marks 75

307
Learning
outcome
Marking
grid
Activity/section
Evidence
LO.2
Planning and methods
Written/recorded evidence (ACs 2.1 and

2.4)
LO.2
Anticipating risks and

using tools
Learner observation record (ACs 2.2 and

2.3)
LO.3
Practical
environmental
monitoring

including diagrams, graphs or charts, etc.
(ACs 3.1 to 3.3)
LO 1
Environmental
monitoring need, use
in schemes and
organisations
involved

including diagrams, graphs or charts, etc.
(ACs 1.1 to 1.3)
308


309
LEVEL 2 UNIT 8: SOURCES AND USES OF ENERGY
Unit 8: Sources and Uses of Energy

NQF Level 2
Learning hours: 30
About this unit
Do you ever think about where our energy comes from? Have
you heard about extreme energy supply events such as high oil
prices or restricted gas supply?
This unit looks at traditional and new sources of renewable and
non-renewable energy, how they are used and managed in
environmental and land-based industries, and how more energy
efficiency can be achieved.
Energy production, use and development can play an important
part in all environmental and land-based businesses. Many are
involved in the production of energy; all are affected by the
requirement to use energy efficiently and the need to reduce the
effects of pollution derived from energy production.
The applied purpose of this unit is to enable learners to undertake
energy audits to recommend energy efficiency improvements.
Learners will explore different energy sources and uses;
investigating them and some of the issues around them.
Learners will also explore the benefits and costs of different
energy sources and ways in which energy use can be minimised
or made more efficient. Finally, learners will learn how to carry
out an energy audit and how it can be used to advise others about
their energy use.
Learning outcomes
LO.1
Know sources of energy
LO.2
Understand the importance of using energy efficiently
LO.3
Be able to recommend energy efficiency improvements based on auditing carried out.
This unit will help learners to understand the other units they are studying, for example:
Level 2 Unit 6: The Importance of the Sustainable Environment to Society as learners consider
sustainable energy sources; and
Level 2 Unit 7: Environmental Monitoring as learners measure and record energy usage and
consider the environmental effects of energy use.
310



Session
number
Content
Possible activities
LO1 Know sources of

energy
Non-renewable sources of
energy.
Renewable sources of
energy.

Explain links with Unit 6: The

Importance of the Sustainable
Environment to Society and to
Unit 7: Environmental Monitoring.
Energy supply:
Energy use.
List energy sources using headings

non-renewable and renewable.
Review relative environmental

impacts associated with each
source (positive and negative
arguments).
Discuss how and why different

sources of energy can be managed
to minimise pollution.
Research the issues surrounding

the development of renewable
sources of energy.
Review methods of supply and

global influences/consider
sustainable supply and
management and environmental
stability.
List energy uses and develop

understanding of relative
consumption of energy by different
sectors.
Practical/scenario work-based activity
Carry out energy audit and create a

case for reducing energy
consumption in production/

Resources
Unit guidance
documentation
Whiteboard/flip
charts
Visiting
speakers such
as an electrician
or a bio-fuels
farmer, etc
Site visit and
discussion with
building project
manager or
classroom based
around realistic
scenario/case
study
311

Session
number
Content
Possible activities
Resources
processing/distribution.
312


Session
number
Content
Possible activities
Resources
LO2 Understand the

importance of using
energy efficiently
Practical/scenario-based activity
Site visit/meeting
with building
project manager
with work
activities built up
around real data
from case study
Energy efficiency
LO3 Be able to
recommend energy
efficiency
improvements based on
auditing carried out
Energy audit
Assignment
For a given business identify ways

to improve energy efficiency.
Calculate benefits or otherwise of

changing energy sources and of
using renewable energy.
Identify social advantages of

energy efficiency.
Practical/scenario-based activity work

in teams of three or four
For a subject or process, eg

transportation of animals or a
building, plan an energy audit.
Consider what needs to be done

techniques to be used; energy
measurements/calculations; how to
record results; health and safety
and risk assessment.
Carry out energy audit.
Review findings.
Present results including all

considerations and risk assessment
etc.
Assignment brief


work even when carrying out
group activities.
This is a practical
assignment
requiring learners
to work together
to plan an energy
audit and carry it
out; then to
interpret the
results and make
recommendations.
They will also
need to prepare a
report
individually on
the sources of
energy and their
uses.
Group work
Plan and carry out an energy audit.
Individual activity
Assignment/report work.

Site visit to a site

where appropriate
energy audit can
safely and
effectively be
carried out
313
When delivering this unit, centres need to ensure that the learner has access to the necessary
resource material. Learners will require access to specialist equipment for taking energy use
readings.
Reference material
Bruges J The Big Earth Book: Ideas and Solutions for a Planet in Crisis (Alastair Sawdays,
2007) ISBN 9781901970876
Digby R et al Its a World Thing: Students Book (Oxford University Press, 2001)
ISBN 9780199134281
Evans R L Fueling our Future: An Introduction to Sustainable Energy (Cambridge University
Press, 2007) ISBN 9780521684484
Goudie A The Human Impact on the Natural Environment: Past, Present and Future, 6th
Edition (Wiley-Blackwell, 2005) ISBN 9781405127042
Jackson A Environmental Science: The Natural Environment and Human Impacts (Prentice
Hall, 2000) ISBN 9780582414457
ISBN 0813808464
(Ashgate, 2009) ISBN 075467391X
ISBN 1402086458
ISBN 1405169060
ISBN 9781847219053
2009) ISBN 0199565171
314

www.adas.co.uk


local advisers
www.cla.org.uk

England and Wales
www.dea.org.uk

of the wider world
www.direct.gov.uk

helping farms to help wildlife.
www.forestry.gov.uk
Forestry Commission
www.leafuk.org
Natural England
www.randa.org

nations
www.se-ed.org.uk


315
Other websites
www.carbontrust.co.uk
Carbon Trust

for construction
www.defra.gov.uk

Affairs
www.euskills.co.uk
www.hse.gov.uk
www.improveltd.com

www.landex.org.uk
www.lantra.co.uk

www.lbcnc.org.uk

Videos
316


Introduction
1
Advice to tutors
Marking grid
Evidence structure.

The ability to monitor and manage energy use is becoming increasingly important in many
aspects of life, not least in the environmental and land-based businesses. Learners will collect
information relating to energy and its use, making recommendations to improve a particular
environmental and land-based topics energy efficiency.
Functional skills
Learners can work in teams whilst undertaking the energy audit. However they must undertake
all other assessment activities individually, including the recording of data.
Tutors will need to identify a suitable site for the energy audit and a possible methodology, and
describe, demonstrate and discuss this with the cohort before assessment is planned.

317
The assignment is based upon you undertaking an energy audit and recommending energy
efficiencies.
You need to carry out an energy audit for an environmental or land-based building or process.
This must include:
planning
techniques to be used when working with others
recording of the energy audit results
recommendations for appropriate energy efficiencies based on the results of the energy audit
including discussion of any environmental, economic and social advantages of the
recommended energy efficiencies.
You will produce a report on energy sources and uses. This must include:
different renewable and non-renewable sources of energy
different methods of energy supply
energy uses in society and the environmental and land-based sector
reasons for and against a new renewable energy source.
Assessment
318


Level 2: Unit 8 Sources and Uses of Energy
Assignment title: Energy Audit and Efficiency
Advice to learners
All other work relating to this assignment must be that of the individual and not undertaken in
groups.
You will be required to present your conclusions to staff from Furrow Farm.
Introduction
The ability to monitor and manage energy use is becoming increasingly important in many
aspects of life, not least in the environmental and land-based businesses.
findings is central to decision making and to the subsequent management of environmental and
land-based enterprises.
We have already had staff from the Furrow Farm visit us to talk about their work, the objectives
for the farm and the methods they use.
This assignment will require us to visit the farm and to survey parts of it before using the data
Scenario
Furrow Farms Efficiency Drive
The owners of Furrow Farm have identified that they need to make efficiency savings to
maintain their competitive edge and to ensure they are not wasting money as plans for
expansion are developed. One area where they feel there are savings to be made is on the energy
consumption used on and around the site.
They have asked us to help them in making their decision.
You and a small group of colleagues are asked to complete an energy audit of the farm and
present some recommendations and ideas for efficient energy use. You will have to produce a
report so that the owners can discuss the proposals with the bank and suppliers at a later date.

319
Task 1
Plan and working with others
Furrow Farm is a large place with lots of different types of energy consumption and
circumstances.
Work in small groups of three or four to plan an energy audit, and collect data. You will have to
split up to look at different aspects and then report back. This process will be observed by the
assessor who will keep a learner observation record, identifying how safely and effectively the
audit was undertaken.
Task 2
Recording Results
You will concentrate on one aspect of Furrow Farms energy use so you must work individually
to record results.
You should note energy uses with the aid of diagrams/annotated photographs and notes so that
you have information to make recommendations.
Task 3
Making recommendations
Once you have completed the observations/measurements you will need to explain your
findings and make recommendations on energy efficiency.
Work individually to explain in detail environmental, economic and social advantages of energy
efficiency improvements.
Task 4
Reporting
The farms owners will need to take the recommendations you and your colleagues have
produced and use them with external parties such as banks, suppliers and providers.
Produce a report that describes renewable and non-renewable sources of energy noting their
methods of supply and uses. This information can be enhanced through the inclusion of
diagrams, annotations and photographs.
You should also include information on reasons for and against development of renewable
energy sources.
You will work as part of a group for some of this assessment and then present your findings
individually. Study the information given to you by your tutor and gained in other units and in
your independent research. Ensure that you complete all the different stages of the assessment.
your energy audit plan
the energy audit results and recommendations on energy efficiency
your grid or written evidence of energy sources and uses.
Your assessor will also include observation notes on how safely and effectively the audit was
undertaken.
320


as possible.
Tutors will need to identify a suitable site for the energy audit and a possible methodology, and
describe, demonstrate and discuss this with the cohort before assessment is planned.
The energy audit can be in any suitable format and should include the planning, team working,
recording and recommendations of improvements.
The energy audit and efficiency recommendations must be for an environmental and/or landbased building or process.
The alternative energy source explained must be in the context of the environmental and landbased sector.

321

Marking grid A
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Describes renewable and nonrenewable sources of energy
Describes in detail renewable and

non-renewable sources of energy
Thoroughly describes renewable and

non-renewable sources of energy
(0-2)
(3-4)
(5-7)
Outlines methods of energy supply

using examples
Outlines in detail methods of energy

supply using examples
Outlines clear and detailed methods

of energy supply using examples
(0-3)
(4-5)
(6-7)
Outlines reasons for and against

development of a new renewable
energy source
Outlines in detail reasons for and

against development of a new
Thoroughly outlines reasons for and

against development of a new
(0-3)
(4-5)
(6-7)
Examines examples of energy use in

society and the environmental and
land-based sector
Examines in detail examples of

energy use in society and the
Examines in depth examples of

energy use in society and the
(0-3)
(4-6)
(7-8)
Maximum marks
available
LO.1.1
Know sources of
energy
LO.1.2
Know sources of
energy
LO.1.3
Know sources of
energy
LO.2.1
Understand the
importance of
using energy
efficiently
322

Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Explains environmental, economic

and social advantages of energy
efficiencies
Explains in detail environmental,

economic and social advantages of
energy efficiency improvements
Explains in clear detail

environmental, economic and social
advantages of energy efficiency
improvements
(0-4)
(5-7)
(8-10)
Plans an energy audit and records

results capturing the energy uses
Plans an energy audit in detail and

records results capturing the energy
uses
Plans an in depth energy audit and

records results capturing the energy
uses
(0-4)
(5-7)
(8-10)
Makes some energy efficiency

recommendations based on the
results of an energy audit
Makes many energy efficiency

recommendations based on the
results of an energy audit
Makes many appropriate energy

efficiency recommendations based on
the results of an energy audit
(0-4)
(5-7)
(8-10)
Maximum marks
available
LO.2.2
Understand the
importance of
using energy
efficiently
10
LO.3.1, 3.3
Be able to
recommend
energy efficiency
improvements
based on auditing
carried out
10
LO.3.5
Be able to
recommend
energy efficiency
improvements
based on auditing
carried out
10

323
Marking grid B
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum
marks available
Works with others some of the time

whilst safely implementing an energy
audit using techniques and equipment
Works with others for a majority of

the time whilst safely implementing
an energy audit correctly using
techniques and equipment
Works with others most of the time

whilst safely implementing an energy
audit correctly using techniques and
equipment
(0-7)
(8-12)
(13-16)
LO.3.2, 3.3, 3.4

Be able to
recommend energy
efficiency
improvements
based on auditing
carried out
16
Total marks 75
324

List of annexes
Annexe A: Internal Assessment of Principal Learning Units: Controls for
Task Setting, Task Taking and Task Marking

325
326

Annexe A: Internal Assessment of Principal

Learning Units: Controls for Task Setting, Task
Taking and Task Marking
Consortia must conform to the requirements published in the latest edition of the Joint
Council for Qualifications instructions for controlled assessment relevant to Principal
Learning qualifications, available from the JCQ website, www.jcq.org.uk
Section 1: Introduction
It is a requirement of the Criteria for accreditation of Diploma qualifications at levels 1, 2
and 3 that:
Internal assessment [of Principal Learning] must normally be supervised and
conducted under controlled conditions to ensure reliability and fairness.
Further guidance from the Qualifications and Curriculum Authority has identified three stages
of assessment for which control must be specified:
Task setting
Task taking (controls on time, resources, supervision, and collaboration)
Task marking.
Further to the areas specified above, this annexe in collaboration with the individual
specifications also sets the parameters for:
guidance and support;
submission, revision, re-working;
the involvement of parents/carers;
malpractice; and the authentication of learners work.
This annexe details the controls that normally apply to all Edexcel Principal Learning internally
assessed units. However tutors and assessors must also apply any specific controls or additional
requirements that may be identified within the Assessment information for assessors section in
individual units.
There are three levels of control that can apply to each stage.
High control
Where the assessment requirements are tightly prescribed.
Medium control
Where the assessment requirements are specified in terms of parameters

that allow consortia some flexibility to suit local circumstances.
Limited control
Where the assessment requirements are specified in terms of broad

parameters that allow consortia to determine the details of the assessment.
It is the responsibility of the consortium to ensure that internal controlled assessment for
Principal Learning is conducted and marked in accordance with the requirements specified by
Edexcel and conducted in line with the JCQ Instructions for controlled assessment.

327
Section 2: Edexcel Controlled Assessment Profile

In Edexcels internally-assessed Principal Learning units, some aspects are subject to medium
control and others have limited control. The table below shows the standard profile for all
Edexcel Principal Learning internally-assessed unit specifications. Individual unit specifications
will indicate where a divergence has occurred from this profile.
Aspect
Level 1
Level 2
Level 3
Task setting
Limited
Limited
Limited
Time
Limited
Limited
Limited
Resources
Limited
Limited
Limited
Supervision
Medium
Medium
Medium
Collaboration
Limited
Limited
Limited
Marking
Medium
Medium
Medium
Section 3: Assessment controls

3.1
Task setting
Limited control
Edexcel will publish, as part of its tutor support materials, at least one model assignment for
each internally assessed unit. It is recommended that these model assignments are used in the
assessment of each unit. However in order that these assignments can best meet learner interests
and local needs they will include guidance for tutors and assessors to show the ways in which
they may be adapted and contextualised. If the tutor decides to either adapt or write their own
assignments then each assignment must meet the following conditions:
each internally assessed unit must be assessed through a single coherent assignment which
addresses the overall theme of the unit to emphasise how the different learning outcomes all
relate to each other. Each assignment may be broken down into a series of related tasks
assignments must have an applied work-related context
across all tasks, assignments must address all learning outcomes and assessment criteria,
and must give access to the full range of marks
the evidence produced must conform to the requirements published in the How you will be
Assessed section of the relevant unit specification
in some units the marking grid is divided into parts A and B. All tasks which will be marked
against the A grid must generate learner evidence that can be re-assessed at a later stage
during internal standardisation activity or external moderation
where tutors decide to set their own assignments, another person, who understands the
requirements of the specification, must check that each new assignment is appropriate for
the line of learning and the level, and also that a new assignment will allow candidates full
access to the marking criteria. This is especially important when a new tutor/assessor is
required to produce assignments. Suitable people may include a Domain or Lead Assessor.
This review process must be documented and the evidence of the review must be made
available for the external moderator if requested
328

if the assignment is to be produced outside the teaching institution, for example by a

supervisor at the learners work experience placement, then the tutor or assessor at the
teaching institution responsible for that unit, must sign off the assignment for validity before
the learner attempts the assignment.
In addition to these requirements, further guidance on writing assignments is provided in this

specification, in the section Assessment and grading of the principal learning specifications.
Complexity
If the level of complexity of the evidence required is not already identified within the
specification, then an indication can be assumed from the amount of time set within the
specification for the production of the assessment evidence, considering the level at which the
specification is being taken. The expectations of what a Level 1 learner can accomplish in 10
hours are far different from that which can be expected from a Level 3 learner in the same time
period.
Unless it is otherwise specified, learners should be set a task of equivalent complexity, whether
they are expected to achieve marks at mark band 1 of the marking grid or mark band 3.
3.2
Task taking (controls on time, resources, supervision, and collaboration)
If not specified within the unit, it is to be assumed that tasks or the whole assignment will
normally be attempted at the end of the learning process.
Time Limited control
Each unit has a time for assessment allocated. This is defined as the time to be spent generating
evidence for assessment, and covers all tasks and/or aspects of the assessment which carry
marks in the unit marking grid. Activities to support the assessment such as setting up
equipment or researching data are not included in the time allowance if they do not carry marks.
While it is not a requirement that this time should be observed to the minute for internal
assessments, it should be taken as strong guidance and variance should not normally be by more
than plus or minus 10%. Learners given significantly less time may well be disadvantaged in
relation to the quality and breadth of work they can produce, while those given significantly
more may well be disadvantaged by an excess of time spent on assessment rather than learning.
If a learner has special requirements which may require more significant deviation from the
stated assessment time, further guidance is available in the JCQ instructions.
Resources Limited control
Unless otherwise stated in the individual unit specification, learners are entitled to have full
access to all resources seen fit for purpose by the centre tutor/assessor. Any specific resources
(eg equipment, published material) required or prohibited for assessment will be detailed in the
individual unit.
Supervision Medium control
Learners must normally be supervised by the centre tutor/assessor whilst producing evidence for
the summative assessment activity, unless otherwise stated in the individual unit specification.
Supervision is defined as normal classroom/workshop/studio working conditions, with the
tutor/assessor being present in the same room whilst the summative assessment evidence is
produced by the learner, but not requiring examination conditions.

329
Where supervision is relaxed:
because it is not possible to directly supervise the activity that is required to produce
summative assessment evidence, eg researching data, then the tutor/assessor must
authenticate the learner work following the process identified in the section headed
Authentication; or
because the most suitable environment for producing the evidence means the tutor/assessor
cannot be present, eg work experience, the tutor/assessor must ensure an appropriate person
supervises the evidence production. All such evidence must be authenticated (see
Authentication below) and, where this covers performance evidence, a signed learner
observation record must be completed with enough reliable information to allow the tutor to
accurately assess the evidence (see 3.4 Task marking below).
It is not permissible for summative assessment evidence to be produced in the learners home
environment, without the direct supervision of their assessor.
Due to the nature of producing an artefact, its production as part of the summative assessment
will often be dictated by the availability of materials, equipment etc, therefore it may well be
produced outside of the centre. However, the assessor must be confident that the work is that of
the learner. In order to be confident, Edexcel requires one of the following situations to apply:
the work is carried out under the direct supervision of the teaching centre assessor. This is
the most desirable option
the learner demonstrates to the teaching centre assessor equivalent levels of skill in each of
the processes included in the production of the final artefact. Ideally this would be in the
course of the regular teaching/learning programme, but exceptionally, if the assessor feels a
skill has been assessed at a level beyond expectations, the assessor may require the learner
to repeat that skill before authenticating the work.
If the artefact can only be produced remotely, for example during work experience, the assessor
must have enough reliable information to allow them to both accurately assess the outcome and
have a signed learner observation record from an appropriate person who directly observed the
learner producing the artefact. An appropriate person is defined as someone with a supervisory
role within the workplace (or equivalent), and who has the required skills. This person must not
be a family member, and must record and supply the required information for the assessor.
Collaboration (Group work) Limited control
Some units may require learners to work as part of a group. In other units, unless it is
specifically forbidden, tutors may choose to have learners working collaboratively. When
producing assignments which require or allow learners to work in groups, tasks must be written
to allow each group member to fully meet the requirements of the assessment criteria.
Learners must not have their assessment opportunities reduced by the poor performance of other
group members. Where this becomes apparent the tutor or assessor should intervene, or provide
suitable alternative activities which do not greatly add to the learners workloads.
Group tasks should not rely on the performance of individual members of the group to allow
other group members to meet all of the assessment criteria.
It is important that each learner is assessed on their individual contribution to the achievements
of the group. Where several individuals contribute to a single piece of work, individual
contributions must be clearly shown on the work to enable external moderation to take place.
This can be indicated by learners or through the tutors annotations.
330

Guidance and support

At the start of the assignment learners will often be required to plan out their programme of
work. The tutor/assessors should agree these plans and where appropriate agree milestones
where they can monitor learners responses. Appropriate intervention is to be encouraged to
ensure learners have every opportunity of success. However, if the planning process forms part
of the assessment criteria, care must be taken to ensure that the plan remains the learners own
work.
Within some unit specifications, the level of assistance given to a learner is a discriminating
factor used to decide a learners positioning within the marking bands. To aid the assessor in
selecting the appropriate level of assistance given to the learner a glossary of descriptors is
included in the units and should be used for guidance when marking the learners work. In some
cases, where a glossary doesnt exist, the following definitions should be used:
Assistance The learner has to be guided and advised to make progress, and responds to
ideas suggested. The tutor/assessor needs to direct significant aspects of the work.
Limited assistance The learner suggests ideas for themselves, but makes use of guidance
and advice from the tutor/assessor to make progress. The tutor/assessor assists in some
aspects of the work, but generally does not direct it.
Independently The learner develops ideas themselves, using the tutor/assessor as an

advisor rather than as a director. The tutor/assessor facilitates the work but does not need to
direct its progress.
It is expected that all learners should develop as independent learners, but this does not mean
that they should not be given any support in order to be able to research, write up and complete
their reports. The hallmark of the independent learner, whatever the level, is knowing when and
whom to ask for support in helping to carry the work forward.
All learners must be fully and equally briefed at the start of any task or assignment about the
requirements of that task, including how they will be marked. They should be given the
opportunity to ask any questions in order to clarify the requirements.
Once the assignment is under way, the tutor should respond to questions and requests for advice,
but should normally refrain from intervening unasked. Responses can advise the learner on such
matters as further sources of information, and can point out where further work is needed, but
must always stop short of actually stating what to write.
In some units the amount of support and guidance a learner may receive in the course of
carrying out the task or assignment is specified. This occurs, for example, when differentiation
between mark bands is achieved in part by the support the learner needs to complete a practical
task safely.
Tutors or assessors must always intervene where matters of health and safety are concerned.
When this happens, the assessor should make a judgement about the appropriate marks that can
be applied to the learners work in the light of the intervention, and attach to the work a record
of the intervention and justification for the marks awarded.
3.3
Feedback, re-working and submission
Please refer to the latest edition of the Joint Council for Qualifications instructions for
controlled assessment relevant to Principal Learning qualifications.
In addition to the requirements published by JCQ, Edexcel acknowledges that there may be
occasions when a learner needs to retake a task or assignment. This is acceptable at the

331
discretion of the tutor, but the assignment should normally be set in a different context so that
the learner is not repeating exactly the same tasks which they have had the chance to practise
beforehand. Individual units will have further guidance where appropriate.
The involvement of parents/carers
Malpractice
Authentication
In order to meet the requirements published by JCQ, these additional conditions should be
observed:
Where learners are required to gather information and resources, tutors or assessors should take
the opportunity to discuss authentication and plagiarism at the outset.
Where learner observation records and practical activity logs are required Edexcel will provide
exemplar pro formas. Centres may choose to develop their own documentation, but they must
record at least the information contained within the exemplar pro formas.
Once the assignment has been completed the assessor may need to interview or test the learner
on their understanding of the information and/or the resources that they have identified and
used. This may be necessary if, for example:
the assessor needs to confirm the authenticity of the work
the unit marking grid carries marks for information and/or resource gathering.
It will be up to the centre assessor to decide on the appropriate format, although the activity
should be of a closed book nature.
If the assessor decides to interview the learner, the assessor is required to question the learner
regarding their information or resources until the assessor is sufficiently satisfied with the
authentication. Whilst the interview is in progress the learner should not have access to the
information or resources unless the individual unit specifies otherwise. It can be either a group
or individual interview.
If the assessor decides to test the learner, the assessor is required to follow the usual testing
format, with learners working in silence, and placed in a manner so that they do not see other
learners responses. The questions are at the discretion of the assessor, as is the length and
timing of the test. Learners are not permitted to view the questions prior to the test and should
not have access to their work during the test unless the individual unit specifies otherwise.
The documented outcome could be either notes following an interview with one or a group of
learners and signed by the assessor, or marked test papers.
Where assessment is supervised by someone other than the tutor, additional confirmation is
required from the person who has supervised the assessment.
332

3.4
Task marking (standardisation and marking) Medium control
Marking
Edexcel requires all consortium assessors to use only Edexcel authorized documentation in the
assessment of its Principal Learning internal assessed units. All Edexcel Principal Learning
internal assessed unit specifications have mark descriptors, and these must be used when
assessing learner work. Consortium assessors must not try to re-interpret the mark descriptors,
or use any other unauthorised publication which aims to do so.
If written evidence and artefacts are completed under the supervision of someone else (see
Supervision above), this person may comment upon what is produced, but only the tutor can
allocate marks.
Where performance evidence is observed by someone other than the tutor, this person must
record their comments on the learner observation record. It is then the responsibility of the tutor
to judge this evidence and allocate marks.
Standardisation
2269db020909 /var/www/apps/conversion/tmp/scratch_2/260445610.doc.1-338/1

333
Further copies of this publication are available from

Edexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN
Telephone 01623 467467
Fax 01623 450481
Email: publications@linney.com
August 2009
For more information on Edexcel and BTEC qualifications please
visit our website: www.edexcel.com
Edexcel Limited. Registered in England and Wales No. 4496750
Registered Office: One90 High Holborn, London WC1V 7BH. VAT Reg No 780 0898 07

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

Authorised by Roger Beard

Professional development and training

Structure and aims of Principal Learning in

plant and animal growth, breeding and nutrition

how plants and animals are used in society

practical environmental monitoring

The structure of the Principal Learning in Environmental and Land-based Studies

The structure of the Edexcel Level 1 Principal Learning in Environmental

The Natural Environment

Environmental and Land-based Production, Systems and

Introduction to Working in the Environmental and Landbased Sector

Working with Plants and Animals

Impacts on the Environment

The structure of the Edexcel Level 2 Principal Learning in Environmental

Environmental Influences Upon Ecosystems and

Working in Environmental and Land-based Organisations

Plant Nutrition, Growth and Breeding

Animal Nutrition, Growth and Breeding

Plants and Animals and their Role in Society

The Importance of a Sustainable Environment to Society

Sources and Uses of Energy

Accreditation of Prior Learning available on our website: www.edexcel.com

Guidance for Centres Offering Edexcel/BTEC NQF Accredited Programmes (Edexcel,

The Diploma Structure and Standards, Version 2 (QCA, 2007)

Regulatory Arrangements for the Qualification and Credit Framework (Ofqual,

What is a Diploma? (DfES and QCA, 2007)

the current Edexcel publications catalogue and update catalogue

the latest news on Edexcel Diplomas available on our website:

Professional development and training

planning for the delivery of a new programme

planning for assessment and grading

developing effective assignments

building your team and teamwork skills

developing student-centred learning and teaching approaches

building key skills into your programme

building in effective and efficient quality assurance systems.

The national programme of training we offer can be viewed on our website

0844 576 0028

BTEC and NVQ

0844 576 0026

0844 576 0027

0844 576 0025

DIDA and other qualifications

0844 576 0031

Calls may be recorded for training purposes.

is active ideas are developed and applied

is designed to be supportive and thought provoking

builds on best practice.

LEVEL 1 UNIT 1: THE NATURAL ENVIRONMENT

Unit 1: The Natural Environment

About this unit

Dont blow it good planets are hard to find (Time magazine).

Know the key features of common habitats

Know how soil and weather affect how land is used

Know how environmental surveys are carried out

Know methods used to identify common plant and animal species

Understand how plant and animals species interact

Understand suitable habitats for plants and animals

Understand why environmental surveys are carried out.

Tutor support Edexcel Diplomas Levels 1-2 in Principal Learning

LEVEL 1 UNIT 1: THE NATURAL ENVIRONMENT

How you will be assessed