Unit Standard Title : Mulch and Enrich the Soil Of

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General Certificate in Ornamental Horticulture Learnership at Level 1

Unit Standard Title : Mulch and Enrich the Soil of

Established Landscaped Areas

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 : Mulch and Enrich the Soil of Established Landscaped Areas, worth 5 credits.

The purpose of the unit standard is to equip learners with the skills and knowledge necessary to mulch soil between plants and enrich the soil in established plantings using organic and inorganic fertilizers.

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 : 119703

• Demonstrate the application of mulch to an existing planted area.

• 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.

• 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.

1. Recognise the importance of using organic material when conducting regular cultivation in established plantings.

• 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.

1. Recognise the importance of regular applications of fertilisers to the soil of established plantings.

• Work effectively with others as a member of a team, group, organization or community.

• Describe the role that mulching plays in the reduction of evaporation form the soil.
• Explain the benefits that mulching provides in effecting weed control.
• Explain the role that mulching plays in enhancing the aesthetics of a landscape.
• Describe the benefits derived from the breakdown of organic mulches.
• Demonstrate the application of mulch to an existing planted area.

• Identify examples of organic mulching materials.
• Explain the criteria for the selection of inorganic mulching materials.

• Explain the improvements in soil friability, resulting from the addition of organic materials.
• Explain the increased nutrient levels in the soil, resulting from the addition of organic materials.
• Explain the role that organic material plays in improving the water retention capacity of a soil.
• Describe the major organic materials that are used for soil conditioning.

• Give reasons why regular application of fertilizers are necessary for established plantings.
• Describe the common fertilizers that are used to enrich the soil in established plantings.
• Apply fertilizers to planted areas.

Target audience profile

LEARNER CHARACTERISTICS

• 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

• 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

• 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

• Practical competence learning acquired on the job.

• Lack foundational and reflective competence

• 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

• 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

• 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 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.

• Communicate learning to the learner’s management to gain support and assistance for the learner.

Issue date : June2006 Version 2