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General Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Identify and Report Common Pests and Diseases in Plant Propagation and Landscapes
Design Document
PROGRAM PURPOSE
This Unit Standard forms part of the General Certificate in Ornamental Horticultural, NQF Level 1 and is aligned with the Unit Standard : Identify and report common pests and diseases in plant propagation and landscapes, worth 4 credits.
The purpose of the unit standard is to equip learners with the skills and knowledge necessary to recognise the presence of common pests and diseases in the horticultural and landscape environment and how to report these.
These skills and knowledge will form the basis of the learning and help learners to meet the specific outcomes and assessment criteria, as outlined by the Unit Standard.
Unit Standard Pre-requisites
Demonstrate knowledge of communication and Numeracy at Abet level 3.
Unit Standard : 119708
Unit Standard Title : / Identify and report common pests and diseases in plant propagation and landscapes.NQF Level : / 1
Credits : / 4
Purpose : / This unit standard is for people employed within the Ornamental Horticulture and landscaping industry who need to recognise the presence of common pests and diseases in the horticultural and landscape environment and how to report these.
Learning assumed to be in place / Demonstrate knowledge of communication and Numeracy at Abet level 3.
Practical Competence (Specific Outcomes) / Foundational Competence (Knowledge) / Reflective Competence /
1. Identify pests and describe the consequences of their presence. / 1.1. Describe the factors that define a pest.
1.2. Detail the different feeding habits of common pests that damage or destroy plants.
1.3. Explain the consequences of the damage to plants, caused by pests.
1.4. Name and describe the ten common pests found in the workplace.
1.5. Describe the signs/evidence of the presence of these pests and the plants they commonly attack.
Range:
Definition, list common pests, different types of feeding habits, consequences, naming common pests, their characteristics and the plants they are prone to attack, insect, slugs, snails, mites, worms, caterpillars, beetles, aphids, bugs, scale insects, ants, moles, sap sucking, leaf mining, defoliate, tunnel, roots, stems, leaves, flowers, fruit, abnormal growth (galls) death, damage, aesthetic, spread viral and fungal diseases, sugar cover. / § Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
§ Work effectively with others as a member of a team, group, organization or community.
§ Collect, analyze, organise and critically evaluate information.
§ Communicate effectively suing visual, mathematical and/or language skills in the modes of oral and/or written presentation.
§ Use science and technology effectively and critically, showing responsibility towards the environment and health of others.
§ Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
2. Recognise the presence of a disease and describe their consequences. / 2.1. Describe the factors that define a disease and how they are spread.
2.2. Explain the effects that diseases have on plants.
2.3. Name and describe the ten common diseases found in the workplace.
2.4. Describe the signs/evidence of their presence and the plants they commonly appear on.
Range :
Types of diseases and their spread, consequences, naming common diseases, their characteristics and the plants they are prone to attack, bacterial, fungal, virus, most common of these, methods of spreading, rate of infection, powdery mildew, downy mildew, grey mould (Botrytis), bacterial leaf spots and blotches, rust, fungal leaf spot, viruses, wilt, root rot, damping off, root knot nematodes, honey fungus, ink spot, canker, crown rot, dollar spot. / § Identify and solve problems in which responses display the responsible decisions using critical and creative thinking have been made.
§ Work effectively with others as a member of a team, group, organization or community.
§ Collect, analyse, organise and critically evaluate information.
§ Communicate effectively suing visual, mathematical and/or language skills in the modes of oral and/or written presentation.
§ Use science and technology effectively and critically, showing responsibility towards the environment and health of others.
§ Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
3. Apply preventative procedures to minimize pests and disease occurrence. / 3.1. Describe the measures to be taken to prevent pest infestations.
3.2. Explain the procedures/principles to minimize the occurrence of diseases in plants.
3.3. demonstrate the preventative procedures for deterring pests in the horticultural environment.
Range:
Plant health, suitability of plant to intended position (pH, aspect of site), micro climate (shade, frost), correct planting, plant requirements, identifying cause, removal. / § Identify and solve problems in which responses display the responsible decisions using critical and creative thinking have been made.
§ Work effectively with others as a member of a team, group, organization or community.
§ Organise and manage oneself and one’s activities responsibly and effectively.
§ Collect, analyse, organise and critically evaluate information.
§ Communicate effectively suing visual, mathematical and/or language skills in the modes of oral and/or written presentation.
§ Use science and technology effectively and critically, showing responsibility towards the environment and health of others.
§ Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
4. Demonstrate an understanding of the methods to control pests and diseases that occur in the horticultural environment. / 4.1. Describe the methods to control pests.
4.2. Describe the methods to control diseases.
Range:
Organic – traps, companion planting, resistant plants, hygiene, crop rotation.
Biological – predators, parasites, diseases, beneficial animals.
Chemical – insecticides (pesticides), fungicides. / § Identify and solve problems in which responses display the responsible decisions using critical and creative thinking have been made.
§ Work effectively with others as a member of a team, group, organization or community.
§ Collect, analyse, organise and critically evaluate information.
§ Communicate effectively suing visual, mathematical and/or language skills in the modes of oral and/or written presentation.
§ Use science and technology effectively and critically, showing responsibility towards the environment and health of others.
§ Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
S/O / A/C / Evidence Required / Sources of Evidence / Assessment Method / Bloom Level /
1 / 1 – 5 / § Describe the factors that define a pest.
§ Detail the different feeding habits of common pests that damage or destroy plants.
§ Explain the consequences of the damage to plants, caused by pests.
§ Name and describe ten common pests found in the workplace.
§ Describe the signs/evidence of the presence of these pests and the plants they commonly attack. / Insects
Slugs
Snails,
Mites
Worms
Caterpillars
Beetles
Aphids
Bugs
Sale insects
Ants
Moles / Knowledge questionnaire / Blooms Cognitive Domain – comprehension level
2 / 1 – 4 / § Describe the factors that define a disease and how they are spread.
§ Explain the effects that diseases have on plants.
§ Name and describe the ten common diseases found in the workplace.
§ Describe the signs/evidence of their presence and the plants they commonly appear on. / Bacterial
Fungal
Virus
Powdery mildew
Downy mildew
Grey mould (Botrytis)
Bacterial leaf spots and blotches
Rust
Fungal leaf spots
Viruses
Wilt
Root rot
Damping off
Root knot nematodes
Honey fungus
Ink spot
Canker
Crown rot
Dollar spot / Knowledge questionnaire. / Blooms Cognitive Domain – comprehension level
3 / 1 – 2 / § Describe the measure to be taken to prevent pest infestations.
§ Explain the procedures/principles to minimize the occurrence of disease in plants. / Workplace procedures. / .
Knowledge questionnaire. / Blooms Cognitive Domain – comprehension level
4 / 1 - 2 / § Describe the methods to control pests.
§ Describe the methods to control diseases. / Organic – traps, companion planting, resistant plants, hygiene, crop rotation.
Biological – predators, parasites, diseases, beneficial animals.
Chemical – insecticides (pesticides), fungicides. / Knowledge questionnaire / Blooms Cognitive Domain – Comprehension level
Target audience profile
LEARNER CHARACTERISTICS
/Learner Demographic Factors
· 300 Learnerships country wide
· Age 18 – 60
· Average time on the job 1 to 20 years
· Majority male
· Predominantly black depending on geographical location
· Geographically spread throughout SA
· Generally will have low educational levels ranging from Grade 6 to Grade 9
· Staff may travel far to get to work or to training provider
· Language – several language preferences
· Low staff turnover
Industry Demographic Factors
· Peak season in the industry runs from August to December – this hampers training efforts during such time
· Many contract workers especially over peak season and weekend work is common throughout the industry
· Labour intensive work – low mechanization in industry
· Most work done on-site – very little done off-site
· Seasonal changes have a major impact on business and labour requirements
· Lack of SME in diverse languages
Motivation
· High motivation for learning to advance in job and remuneration
· Learning barriers: Lack of formal education and facing the unknown
§ Little experience in formal education
§ Low levels in self-confidence can by expected during the learning
Subject Knowledge and Skills
· Practical competence learning acquired on the job.
· Lack foundational and reflective competence
Learning Factors
· Learning happens on the job – Sit by Nelly
· Will be keen to learn if learning is relevant and results in meaningful work or qualification achievements
· Preference for learning that is practical
· Preference for learning that is interactive – using all senses
· Preference for learning in small, intact work groups
Resources/Time Scale
· Limited resources if someone off on training misses daily targets – no backup available to fill in gaps
· Distance from home to training to work impact on work and learning
· Access to subject matter experts is limited in the learners’ workplace to their sector specialisation.
· Long hours of work.
· Training needs to take place preferably between February to July
· Training needs to take place preferably on Mondays, Tuesdays or Wednesday
training & other strategies
· National Certificate in Ornamental Horticulture – 17 Core Unit standards
· National Certificate in Ornamental Horticulture – propagation and retail Elective Unit Standards
TRAINING ACTIVITIES/METHODS/DELIVERY
· Address learning barriers at the beginning of training to overcome the lack of formal education and facing the unknown Manage trainee ‘state’ to draw on the curiosity, anticipation, suspense, confidence building, delight and exploration in order to ready trainees for learning. Build trust, enthusiasm and excitement for the learning.
· Training must cater for all learning styles and types. Planned format variety to stimulate all five of the learners senses i.e. sight, sound smells, taste and touch and to appeal to the Visual, Auditory and Kinesthetic learning styles identified by NLP
· Avoid age specific activities in order to appeal to wider target audience
· Use easy to understand and basic English in training and assessment. ( English is the language for the delivery of learning)
· Avoid using written assignments and tests, substitute with oral questioning and verbal discussion as required.
· Make training relevant in the introductions to lessons – allowing the learner to contextualise learning
· Participant-centered activities to actively involve learners in the learning process. The activities need to be comprehensive, practical and experiential in nature with great emphasis on the process, which integrates foundational, practical and reflective competence.
§ Training must be relevant, realistic and practical. Use workplace examples and context. Activities need to be based on “real work” where learners work with real workplace scenarios and case studies.
§ Some unit standards may seem irrelevant with no perceived benefit due to the diversity of careers within the industry
· Move from practical competence to foundational competence and then into reflective competence.
· Provide activities to help the learner relate their learning to their own past experiences and personal interests.
· Include activities that build learner confidence.
· Provide lots of learner support.
· Provide tools that help the learner to plan and manager their own learning.
· Avoid using written assignment
· Learners used to low mechanization so training practicals need to be basic and manual, avoid using high tech gadgets.
TRAINING IMPLEMENTATION/MANAGEMENT
· Training must take place in a classroom to ensure a focused learning experience
· The facilities, logistics and administration ( venue, room layout, training materials, accommodation, meals, etc) must enhance the learning experience
· Set training time lines.
WORK ENVIRONMENT/SYSTEMS/PERFORMANCE/BUSINESS ISSUES
· Communicate learning to the learner’s management to gain support and assistance for the learner.
Issue date : June 2006 Version 2