€¦ · Web viewDescribe the layout, function and background of your property and its landscape. ... . Read the outdoors booklet . . ... Landscape design and aesthetics. Historical

Passport to your Future.

‘Your future, your

© National Trust 2013 The National Trust is a registered charity no. 205846.

If you’d like this information in an alternative format contact [email protected]

Page no. 1



©National Trust /Claire Poulton

Page no. 2

Heritage Skills Passport ‘Managing Historic Gardens’Line Manager’s overview of levels 1, 2 and 3

National Trust


‘Your future, your Heritage Skills Passport

‘Managing Historic Gardens’

What will this Heritage Skills Passport contain?

Chapter Content

1. Introduction What is the Heritage Skills Passport What is the ‘Managing Historic Gardens' Heritage Skills Passport? Creating skills in ‘Managing Historic Gardens' at the National Trust. What is the ‘Managing Historic Gardens' Heritage Skills Passport trying to

achieve? Who is this structured training programme for? What is the aim of this qualification? What progression opportunities are available for you if you take this structured

training programme? What are the benefits of this training programme to you, the learner and to the

employer? Your support structure How is the Heritage Skills Passport assessed? The portfolio What will your working week look like?

2. Time to start on the Heritage Skills Passport? This is what you need to do….

3. What will you learn in the ‘Managing Historic Gardens' Heritage Skills Passport? The Skills areas and units How the Passport is laid out

4. Appendix 1 Monthly Action Planning

5. Appendix 2 Personal development skills

6. Appendix 3 Examples of portfolio pages.

7. Appendix 4 Compulsory and optional units

Page no. 3


‘Your future, your These are the units in the ‘Managing Historic Gardens’ Heritage Skills Passport.

Skill area What is this about? Qualification units in this Skill area.

InductionWhat we are; how we work; what we stand for; what are our ‘must do things’.

Induction

The Basics Everything you need to know to keep yourself, those you work with, your property and your customer’s safety

Deliver our Customer Service Promise and ‘Give exceptional service, every time, for everyone’.

What the place is about, what it means, how to explain it to visitors and keep the story fresh.

Operational risk

Understanding food strategy

Marketing and promotion

Membership

Living up to the customer service promise

Championing customer service

Telling the story of a property

Page no. 4


‘Your future, your Understanding the audience, listening to visitors, interpreting feedback, acting on surveys and dealing with diversity.

How to connect and engage volunteers

Being able to manage a project effectively in the National Trust.

Garden interpretation and engagement

Supporting guided tours

Conducting guided tours

Engaging with visitors

Working with volunteers

Managing projects

Managing Historic Gardens The technical skills to manage Historic parklands and Landscapes

Awareness of historic garden design, history and styles

The use and maintenance of powered machinery and hand tools in horticulture

Soil analysis; cultivation and preparation.

Planting of trees, shrubs, herbaceous perennials; bedding, containers and bulbs

Greenhouse work: Seed sowing and aftercare of bedding plants and vegetable

Page no. 5


‘Your future, your seedlings

Propagation of softwood and semi ripe cuttings

Propagation of other plant material

Complete flower border care throughout the year

Weed, Pest, Disease and Disorder identification and control

Prevention of weeds and complete weed control by hand, chemical and mechanical means

Pruning of trees and shrubs

Vegetable production

Fruit production

Basic grass/turf care

Page no. 6


‘Your future, your Garden for wildlife

Greener gardening

Hard Landscaping

Setting up; installing and maintaining interior plant displays

Identifying plants and trees

The National Trust plant database

Bee keeping

Personal skills

How to develop your own personal skills to enable you to be more effective at delivering Historic Parklands and Landscapes services.

Developing personal development skills

Page no. 7

Induction



Page no. 8

NT Heritage Skills Passport - Managing Historic Gardens – learning outcomes and assessment criteria

Induction (not split into levels) – Please note that the induction section is not an assessable unit and does not count as part of the assessed part of the Heritage Skills Passport.

Unit Summary. What we are; how we work; what we stand for; what are our ‘must do things ’.

Learning outcome number

Learning outcome Assessment criteria

1 Understand the National Trust’s vision, values and working principles

- Describe the core purpose and aims of the National Trust

- Explain the use and contents of the National Trust rulebook and when and where you would need to use it

- Describe each of the National Trust Values and Behaviours and explain how to apply them to your role

- Our ‘Service Promise’ describes what great customer service is across the Trust and it summed up as ‘exceptional service, every time, for everyone’. Take a look at our Service Promise; it describes our specific standards and is focussed around our four values. There’s plenty of information on our intranet including a copy of the Service Promise, as well as a series of exercises that allow you to explore what exceptional service means to you, whatever your role.

- Describe the contents of the Information Security Instruction

- Explain the importance of personal presentation, including use of uniform, staff card and badge as relevant to your role

Page no. 9

2 Understand the National Trust’s key policies and strategies

- Understand the National Trust’s strategy

Our Vision Going Local – Our 3 year strategy How we will do it

Explain in outline the current National Trust policies on: Bringing Places To Life Getting Outdoors And Closer to Nature Performing At Our Best Our external influencing priorities ‘Our land, forever for everyone’ 'Source to sea - working with water' 'Space to grow - why people need gardens' Energy Health and Safety

- Explain the relationship between the National Trust Strategy and Getting Outdoors And Closer to Nature

- Explain what is meant by ‘loo, view and brew’

3 Understand your property - Collect information about your whole property and its landscape - guide books, property leaflets, website, blog, tours etc

- Describe the layout, function and background of your property and its landscape

- Explain the role of each of the key members of staff at the property

- Describe the story behind your property and the characters that have been important to it- Explain to another person what is special about 'your place'

Page no. 10

- Explain the key facts about your property – e.g. how large is the estate, how many staff, opening times etc

- Identify operational risk information applying to your work context, to include health and safety, security, equality and access and fire and emergency procedures

4 Understand your role - Outline your role and responsibilities as described in your role profile

- Describe how your role fits within the organisation’s structure

- Ensure that you know your hours of work, break times, and the dress code for your role

- Ensure that you know the systems for holidays, claiming expenses, making complaints, reporting sickness and booking annual leave

- Explain the risks associated with your role and the health & safety measures in place to mitigate them

- Describe your role in health and safety on a day-to-day basis

- Identify how to use the telephone, email, calendar and intranet systems

5 Understand the systems in place for your support and development

- Identify the line management structure for your role, the role of each person in the structure, and how to make best use of them

- Identify the systems in place to support your personal development (Skills Passport, Action Plan Reviews, training opportunities)

- Identify how the Heritage Skills Passport works so that you are able to manage it throughout the year

- Discuss any requirements you may have for reasonable adjustments under the Disability Discrimination Act 1995, and ensure that appropriate action has been taken.

Page no. 11

The Basics

Page no. 12

Operational Risk

Unit summary: The knowledge required to understand and apply the requirements of health and safety; and environmental impacts ensuring compliance with legislation and National Trust procedures

Learning outcome number.

Learning outcome AC level 1 AC level 2 AC level 3

6 Understand and identify hazards and risks in the workplace

- Define hazards and risks

- Outline the key hazards and risks in your area of work

- Discuss with your line manager the precautions you need to take in relation to key hazards and risks in your work area

- Define hazards and risks


- Describe the precautions you need to take in relation to key hazards and risks in your work area

- Show you know how to take action to address any hazards in accordance with workplace procedures and legal requirements

- Define hazards and risks and explain how to assess and prioritise them


- Describe the precautions and procedures you and others need to take in relation to key hazards and risks in your workplace including involving others as relevant

- Take responsibility for addressing hazards in accordance with workplace procedures and legal requirements

7 Understand and demonstrate your responsibilities for health and safety in the workplace

- State your responsibilities for health and safety in your workplace and give examples of how you have adhered to this

- Explain the importance of personal presentation and behaviour in

- Describe your responsibilities for health and safety in your workplace under health and safety legislation

- Explain the importance of personal presentation and behaviour in

- Describe your responsibilities for health and safety in your workplace and job, including responsibilities in respect of others, under health and safety legislation

Page no. 13

relation to health and safety risks and demonstrate what you are doing to support this

- State who to contact if you are unsure about any hazards or risks in your workplace

- Show you know how to make colleagues aware of any hazards

relation to health and safety risks and demonstrate how you are applying this

- Describe procedures for dealing with risks outside the scope of your responsibility, identifying the appropriate personnel with whom to liaise in the workplace and give an example of how you have done this

- Obtain advice from competent colleagues where there are differences between workplace and suppliers’ or manufacturers’ instructions

- Explain the importance of your and colleagues’ presentation and behaviour in relation to health and safety risks and give examples of how you have applied this

- Reduce or manage health and safety risks within your own capability and responsibility, reporting them where they are outside your control

- Identify safe methods of working where there are differences between workplace and suppliers’ or manufacturers’ instructions, seeking specialist advice where needed

8 Carry out a risk assessment for a specified task with which you are familiar, for a particular person or group, using the standard National Trust format.

(This can be done in conjunction with other learning outcomes in the Heritage Skills Passport, where this skill is required).

- With the help of a Line manager or Mentor create a risk assessment for an activity in which you are going to be involved, before you carry out the task using the resources on the Operational Risk intranet page.

- http://intranet/intranet/essentials/ resources_legal_risk/i-h_s-topics.htm

- Ensure the following are achieved: All significant hazards

correctly identified Associated risks assessed Safe system or procedure

developed to minimise the

- Independently produce a site specific risk assessment for your chosen activity task using the resources on the Operational Risk intranet page.

- http://intranet/intranet/essentials/ resources_legal_risk/i-h_s-topics.htm

- Ensure the following are

All significant hazards correctly identified

Associated risks assessed Safe system or procedure

- Explain the legal and organizational requirement for a risk assessment to be carried out.

- Explain the hierarchy of measures to control risk

- Carry out a risk assessment for a new or non-routine activity following NT guidelines and legal requirements task using the resources on the Operational Risk intranet page

- http://intranet/intranet/essentials/ resources_legal_risk/i-h_s-

Page no. 14

http://intranet/intranet/essentials/resources_legal_risk/i-h_s-topics.htm








risks identified developed to minimise the risks identified

topics.htm

- Evaluate the risks that have been specified and put in appropriate control measures

9 For a workplace accident, complete an entry on an incident report using the intranet system.

- Understand how to create an entry on the intranet for an incident using the electronic incident reporting system

- http://intranet/intranet/essentials/ resources_legal_risk/bid-incidentssystem.htm

- https://issapps01.nt.ad.local/ incidents/home.htm

- Know how to complete an entry on an incident report using the electronic incident reporting system

- http://intranet/intranet/essentials/ resources_legal_risk/bid-incidentssystem.htm


- Work with the person that is designated to put together incident reports and complete an incident entry using the electronic incident reporting system

- http://intranet/intranet/ essentials/resources_legal_risk/bid-incidentssystem.htm


- Consider submitted accident reports for the property; identifying any recurring trends and discuss with the member of staff that is responsible for incident investigation, procedures that could be put in place to prevent the occurrence of similar incidents.

10 Understand basic security measures at the property

- List the main points you need to observe in relation to personal and property security

- State how to respond if there is a security problem

- List the security risk assessments in place at your property

- Explain how your property manages lone working

- Describe the eight guiding

- List the security risk assessments in place at your property and explain their implications for maintaining property security

- Explain the duties of property

Page no. 15

https://issapps01.nt.ad.local/incidents/home.htm


http://intranet/intranet/essentials/resources_legal_risk/bid-incidentssystem.htm











principles of the Data Protection Act 2005

- State how to respond if there is a security problem

staff towards the security of the property

- Explain how your property manages lone working

- Describe the procedures for dealing with security risks and emergencies

- Describe how access to the property needs to be controlled to meet health, safety and security requirements

- Explain the use of the Property Security Checklist

- Describe the eight guiding principles of the Data Protection Act 2005

Page no. 16

Understanding food strategy

Unit summary: - This unit in the Heritage Skills Passport will help you understand the National Trust food strategy and help you understand the National Trust’s approach to local food sourcing. At the end of this unit you will know how the food strategy is being implemented at your property; understand how a strong food message affects the visitor experience and be able to support your team with the implementation of the ‘going local’ and ‘grown by us’ strategies- you may even plan a dish using local ingredients.



11 Understand the implications of the National Trust food strategy

- State the main points of the NT food strategy

- Identify examples of the food strategy being implemented at the property

- Describe how a strong food message affects the visitor experience

- Explain the aims of the NT food strategy

- Explain how the food strategy is implemented at the property


- Explain how a strong food message can affect financial performance

- Explain the aims of the NT food strategy

- Explain how the food strategy is implemented at the property


- Explain how a strong food message can affect financial performance

- Explain how the NT food strategy affects what you do in your work role.

- Describe further opportunities your property could pursue to implement the NT food strategy more fully and set out a proposal showing

- Identify the nature, aims and objectives of the 2 of the

Page no. 17

activities that you propose

- Establish the processes that would be required to deliver each of these activities and the resources and budget required

- Communicate the plan to your line manager and record their response

12 Understand the National Trust’s approach to local food sourcing

- State the National Trust’s policy for sourcing local food

- Identify ingredients that are obtained locally

- Plan a dish using local ingredients

- Describe the National Trust’s ‘going local’ and ‘grown by us’ strategies

- Identify food suppliers local to the property that are used by the catering outlet

- Identify local ingredients and use them to plan a selection of dishes

- Explain how procurement managers balance local sourcing with cost

- Describe the National Trust’s ‘going local’ and ‘grown by us’ strategies

- Identify food suppliers local to the property that are used by the catering outlet

- Identify local ingredients and use them to plan a selection of dishes

- Explain how procurement managers balance local sourcing with cost

- Write a report on how your garden on your estate could supply food to the catering outlet on site; the processes and resources that would need to happen to make this materialize; the relationships that would need to be built up and the budget implications.

Page no. 18

Marketing and promotion

Unit summary: - This unit of the Passport is all about using our brand standards to market and promote our visitor services and experiences. You will learn how to create a marketing strategy and create fantastic marketing materials to reach our market segments and to increase our visitor numbers.



13 Produce signage and promotional material conforming with NT Brand Standards

- State the main requirements of the NT Brand Standards

- Identify a visitor segment for which to produce a poster

- Use the Marketing Toolkit to produce a poster complying with NT brand standards

- Explain why all written communication on the property should conform to NT Brand Standards, including colour and font

- Review signs and written communications on the property against the brand standards

- Explain what sort of images appeal to which visitor segments

- Use the Marketing Toolkit to produce posters for each of the top three visitor segments for the property, complying with NT brand standards

- Use appropriate tone and voice for written communication

- Use the NT pantone palette and coloured versions of the Oakleaf logo

- Identify where signs and promotional material are needed and the messages that they need to convey

- Explain the importance and use of the Brand Standards and Marketing Toolkit to produce consistent designs that conform to NT house style

- Explain how to use different images, designs, tone and voice to appeal to different visitor segments

- Produce signage and promotional materials designed to appeal to different visitor segments

- Ensure that signage and promotional material complies with brandstandards and is appropriate for audience, purpose and location

Page no. 19

- Review the reaction of visitors to signs and promotional materials

14 Understand and use National Trust guidelines for social media and on-line marketing

- Explain the key points in the social media guidelines

- Describe the NT branding guidelines for social media

- List the key points to take into account when representing the NT via social media

- Create social media content on one social media platform that fits in with NT brand guidelines eg blog, twitter or facebook that links to your area of work

- Explain the aims of the NT social media and branding guidelines

- Explain the implications of the guidelines for creating social media content for your area of work

- Create content on 2 different social media platforms that reflects NT brand guidelines eg blog, twitter or facebook that encourages repeat visits through the seasons

Membership and fundraising

Unit summary: - This section of the VE skills passport is about the skills, processes and legal responsibilities that need to be followed when gaining new membership and running a raffle. It is about understanding our visitors and effectively engaging with them so that they become interested in becoming and remaining a member.



15 Enrol new members - State why it is important for the NT to attract new members

- List the NT membership categories

- Explain the importance of membership to the NT

- Describe the NT membership

- Explain the importance of membership to the NT

- Describe the NT membership

Page no. 20

- State the benefits of membership to a prospective member

- Complete a new member enrolment form accurately

categories

- Explain the benefits of membership to a prospective member


categories

- Explain the benefits of membership to a prospective member

- Explain the role of the Royal Oak Foundation

- Explain the benefits of Gift Aid


- Enrol a new member

Living up to the customer service promise

Our ‘Service Promise’ describes what great customer service is across the Trust and it summed up as ‘exceptional service, every time, for everyone’. Take a look at our Service Promise and use it throughout this module; it describes our specific standards and is focussed around our four values

Unit summary: - This section is associated with the ‘Inspire People’ standards on our Service Promise: ‘I am warm, friendly and helpful’ and ‘I bring fun and energy and I encourage your involvement’. See the ‘Inspire People’ Service Promise exercise on the intranet to learn more.

This section is also associated with the ‘Think Long Term’ standards on our Service Promise: ‘I listen to understand your needs’ and ‘I help you enjoy your day, your way’. See the ‘Think Long Term’ Service Promise exercise on the intranet to learn more.



16 Understand and explainthe customer service

- Describe the National Trust service promise

- Explain the key features of the National Trust service offer, vision

Page no. 21

promise- Identify how you can help

communicate the service promise to customers

- Describe how you can ensure that your customer believes that the promise is being delivered

- List the procedures and regulations we follow to support the service promise

- Use phrases that reinforce the service promise

and service promise

- Identify the role you can play to ensure that your customer believes that the service offer, vision and promise is being delivered

- Explain the procedures and regulations we follow to support the service offer, vision and promise

- Devise and use phrases that reinforce the service offer, vision and promise

- Identify moments and actions in providing customer service that are particularly relevant to your customer’s experience of the promise being delivered

17 Produce customersatisfaction by deliveringthe customer servicepromise

- Ensure that your appearance and behaviour supports our service offer, vision and promise

- Act in a way that supports the service offer, vision and promise

- Ensure that your appearance and behaviour supports our service offer, vision and promise

- Act in a way that supports the service offer, vision and promise

- Observe or listen to the customer closely to identify opportunities to reinforce their understanding of the service offer, vision and promise

- Provide customer service in a way that meets your customer’s expectations and understanding of the service offer, vision and promise

- Demonstrate how to promote

Page no. 22

open communication through your body language and general approach

18 Treat your customer as an individual

- Greet and deal with your customer in a way that respects them as an individual

- Be able to adapt customer service to recognise the different needs and expectations of different customers

- Communicate with your customer in a friendly and open way

- Observe and listen to your customer and respond appropriately

- Observe verbal and non-verbal clues that provide information about your customer’s expectations and needs

- Use your customer’s name when it is known and appropriate

- Build a ‘one to one’ relationship with your customer by making them feel valued and respected

- Observe and listen to your customer carefully for signs that will guide how you personalise the service

- Let your customer know that you understand and that you are there to help

- Identify customers with particular needs who would especially appreciate personal service

- Question your customer to ensure that the impressions you are forming about their expectations and wishes are based on sound evidence

- Use the customer’s response to adjust your interpretation of his or her expectations and wishes

- Balance the time you take when giving individual attention to one customer with the needs and expectations of other customers

- Use your customer’s name when it is known and appropriate

- Build a ‘one to one’ relationship with your customer by making them feel valued and respected

19 Communicate information to - Promptly find information that will - Promptly find information that will

Page no. 23

customers help your customer

- Give your customer information they need about the services or products offered by your organisation

- Check whether they fully understand the information

- Explain clearly to your customers any reasons why their expectations cannot be met

- Seek assistance from colleagues where needed

help your customer

- Give your customer information they need about the services or products offered by your organisation

- Recognise information that your customer might find complicated, help to keep it simple and check whether they fully understand

- Explain clearly to your customers any reasons why their expectations cannot be met

Page no. 24

20 Recognise and respond to customer problems

- Recognise when something is a problem from the customer’s point of view

- Respond to complaints in a calm and professional way

- Clarify what the problem is and, if necessary, what the customer’s expectation of the product or service was

- Assess your ability to deal with the problem and take details of the customer and the problem if you are unable to resolve it immediately

- Where necessary pass the problem on to a relevant colleague with the appropriate information

- Keep the customer informed about what is happening

Championing customer service

Unit summary: - The development programme rolled out to introduce the Service Promise is called Service Leadership. It is for General Managers and their direct report and is a programme that helps the senior team lead a customer service culture. The exercises are then used by that team to share the important service messages, working with their team to understand exactly what this means to them. Service Leadership is deliberately focussed on the leadership team and we know the important of championing service from the top if we are truly to become an organisation with a strong service culture. If you manage people, staff or volunteers, then you need to think through how you will lead the service culture too. This module will help define that for you.

Page no. 25



21 Understand and explainthe customer servicepromise

- Explain the key features of the National Trust service offer, vision and service promise

- Identify the role you can play to ensure that your customer believes that the service offer, vision and promise is being delivered

- Explain the procedures and regulations we follow to support the service offer, vision and promise

- Devise and use phrases that reinforce the service offer, vision and promise

- Identify moments and actions in providing customer service that are particularly relevant to your customer’s experience of the promise being delivered

- Share ideas with colleagues about how particular words and approaches help to support the service offer, vision and promise

22 Promote the importance and benefits of customer service

- Explain the role of customer service within the Trust’s strategic and business plans

- Monitor developments in your

Page no. 26

organisation in order to identify those important to customer service

- Analyse the implications of new developments for customer service

- Question and challenge developments from the customer’s standpoint

- Use your influence to ensure that developments improve customer service

23 Know how to champion customer service - Explain the importance of

empathising with customers and how to represent their viewpoint in a constructive way

- Explain how to identify when colleagues need advice and information on customer service issues

- Explain how to use different types of research to support your advice and information on customer service

- Explain how to give advice and information in practice

- Explain how to monitor the effect of your advice and information

Page no. 27

Telling the story of a property

Unit summary: - This is about understanding the best methods and techniques you can use to tell the story of your place to the different audiences that visit in order to bring your property to life.



24 Research the story of the property informed by spirit of place

- Talk to some visitors to find out what aspects of your estates story they are fascinated in.

- Look up information on the estate using NT publications and the intranet

- Make notes on the story of the estate to help you convey it to visitors

- Find an evaluative method to gather visitor feedback and comments on the stories that inspire them about your estate.

- Research the estate’s story from documents, the intranet and other members of staff

- Link the story of the ‘outdoors’ with that of the ‘indoors’ if relevant

- Find an evaluative method to gather visitor feedback from two different visitor segments on the stories that inspire them.

- Research the property’s story from internal and external documents, the intranet and internet, and other members of staff including the gardens, parklands and wider estate

- Use original documents to research an aspect of the estate

- Relate the story of the estate to wider GB and world history and developments as relevant

- Explore what aspects of the story are relevant to people’s lives today

Page no. 28

- Explore what aspects of the estates history may feel relevant to people underrepresented in the English heritage audience.

25 Talk about the story of the property and bring it to life

- Tell the story of the property, or a specific aspect of it, to a visitor

- Relate an aspect of the gardens, parklands or landscape to the story of the property as a whole

- Answer questions on the estate, if needed stating where the visitor can find out more

- Talk confidently about the story of the property to a specific visitor segment

- Explain the history of the property up to the present day

- Adapt the story and presentation techniques to the audience in order to maintain their interest

- Identify and use suitable interpretation techniques to give life to the story

- Answer questions on the property, if needed stating where the visitor can find out more

- Identify themes, storylines and illustrations to use in explaining the estate’s story property to a specific visitor segment

- Create relevant visual aids to help explain the story of the property

- Explain the history of the estate up to the present day, linking it to key events and developments in the relevant periods

- Adapt the story and presentation techniques to the audience in order to maintain their interest

- Identify and use suitable interpretation techniques to give life to the story

- Point visitors to additional sources of information on the property

Page no. 29

Garden interpretation and engagement

Unit summary: Demonstrate an understanding of the variety and importance of interpretation and visitor engagement on the property. Have an awareness of the National Trust Brand and the ability to contribute to garden interpretation or an engagement activity


LearningOutcome

AC level 1 AC level 2 AC level 3

26 Understand the use of interpretation and engagement in the outdoors

- Discuss your properties spirit of place with your line manager or research what informs spirit of place with your VE manager.

- Interpret your properties spirit of place with a simple mood board.

- Provide a list of the current interpretation and engagement opportunities on the property that relate to the garden/outdoors/countryside/ parkland.

- This should include guided walks, guide books, signage etc

- Read and discuss with your Managing Historic Gardens Manager the principles behind ‘Everything Speaks’ and how it informs the visitor offer for different visitor segments. Describe what your garden and wider property is

- Research your properties spirit of place or research what informs spirit of place. (Look at the intranet page and case studies).

- Interpret your properties spirit of place with a mood board.

- Read and discuss with your Managing Historic Gardens Manager the principles behind ‘Everything Speaks’ and how the principles inform the visitor offer for different visitor segments.

- Describe three things that you could do in your role to help deliver the seven principles of interpretation as stated in ‘Everything speaks’.

- Discuss your ideas with your Line Manager and then determine the

- Research your properties spirit of place or research what informs spirit of place and how it is applied. (Look at the intranet page and case studies).

- If your property has not already applied spirit of place, research your audiences’ response to Spirit of Place. Use guidelines and recommendations on intranet to carry this out.

- Interpret your properties spirit of place with 2 or 3 mood boards, each of which apply to a different area of the property eg catering; shop; outside interpretation.

- Read and discuss with your Visitor Experience Manager the principles behind ‘Everything

Page no. 30

doing to achieve its aims.

- Read the Outdoors and Nature brochurehttp://intranet/intranet/outdoors_and_nature_brochure_2013.pdf

- Read the outdoors booklet http://intranet/intranet/outdoor_programme_booklet.pdf

- State the main objectives of the Getting outdoors and closer to nature agenda

- State the programmes that are being delivered nationally to deliver the Getting Outdoors and Closer to Nature agenda

- Describe the activities that are happening on your local estate to deliver the Getting Outdoors and Closer to Nature agenda

aims, objectives and processes to deliver one of these ideas and effectively deliver it.

- Read the Outdoors and Nature brochurehttp://intranet/intranet/outdoors_and_nature_brochure_2013.pdf



- State the programmes that are being delivered nationally to achieve the objectives of the Getting Outdoors and Closer to Nature agenda

- Describe the activities that are happening in your local garden to deliver the Getting Outdoors and Closer to Nature agenda

- Provide a basic report detailing all of the current interpretation and engagement opportunities in your local garden and describe how they relate to ‘everything speaks’ and the ‘Getting outdoors and closer to nature agenda’ and property ‘Spirit of Place’. This should include guided walks, guide

Speaks’ and the seven principles of interpretation.

- Give examples of things that you could do in your role to help deliver each the seven principles of interpretation as stated in ‘Everything speaks’.

- Discuss your ideas with your Line Manager and decide onthree activities that you can deliver that fit into three of the interpretation principles.

- Identify the nature, aims and objectives of the activity

- Identify the timing and location of the activity

- Establish a budget for the activity if required

- Identify resources required for the activity

- Identify and agree roles and responsibilities of staff involved in the activity

- Communicate the plan clearly with all relevant parties

- Effectively deliver each of the activities

- Read the Outdoors and Nature brochure

Page no. 31

http://intranet/intranet/outdoor_programme_booklet.pdf


http://intranet/intranet/outdoors_and_nature_brochure_2013.pdf








books, signage etc http://intranet/intranet/outdoors_and_nature_brochure_2013.pdf



- State the programmes that are being delivered nationally to achieve the objectives of the Getting Outdoors and Closer to Nature agenda

- Describe the activities that are happening on your local estate to deliver the Getting Outdoors and Closer to Nature agenda

- Deliver an activity that delivers the aims of the ‘Getting Outdoors and Closer to Nature agenda.

- Identify the nature, aims and objectives of the activity

- Identify the timing and location of the activity

- Identify resources required for the activity

Page no. 32






- Identify and agree roles and responsibilities of staff involved in the activity

- Communicate the plan clearly with all relevant parties

- Effectively deliver the activity

- Effectively evaluate the activity

- Discuss how it effectively delivered the ‘Getting Outdoors and Closer to Nature’ agenda

- Use ‘everything speaks- the seven principles’ to review the current interpretation at the property and identify strengths and weakness of present interpretation. Suggest. Opportunities for further development.

- This should include guided walks, guide books, signage, and digital interpretation. etc

- Understand the implication of opening a historic parkland to the public and the impact of periods of high visitor numbers on the landscape

27 Create outdoor trails - State where trails are likely to be appropriate to use

- State the main points needing to

- Explain the advantages and disadvantages of trails and when they are likely to be appropriate to use

- Explain the advantages and disadvantages of trails and when they are likely to be appropriate to use

Page no. 33

be considered when setting up a trail

- Plan a trail for a given group of users

- List the main points to be included in the trail leaflet

- List any points that users need to know about in terms of hazards, difficulty, or the need for particular clothing or footwear

- Describe what makes a successful, safe and enjoyable trail

- Assess the need for a trail and identify the audience(s) it will be appropriate for

- Plan the trail taking account of the identified audience

- Carry out a risk assessment for the trail

- Produce a trail leaflet, web page and poster following NT design guidelines

- Ensure visitors considering following the trail are clear about the level of difficulty and any hazards or need for particular footwear or clothing

- Assess the success of the trail and make any necessary changes.

- Explain the factors and issues to be considered when planning a trail for different audiences

- Assess the need for new trails and identify the audiences that they can be designed to accommodate

- Plan a trail suitable for identified audiences

- Carry out a risk assessment for the trail

- Produce a trail leaflet, web page and poster following NT design guidelines

- Ensure visitors considering following the trail are clear about the level of difficulty and any hazards or need for particular footwear or clothing

- Evaluate the success of the trail and make any necessary changes

Page no. 34

28 Develop programming opportunities to engage visitors with your area of work

- Choose an activity that you are doing in your daily work that would be of interest to visitors

- Plan how you are going to deliver this activity in a way that engages visitors

- Create a plan to show how you are going to promote the work that will be of interest to visitors

- Promote the activity that you are to deliver according to NT brand standards

- Deliver the activity- Describe how you felt the activity

went and any improvements you would make for next time.


- Plan how you are going to deliver this activity in a way that engages visitors

- Plan how you are going to promote the work and make it interesting to visitors

- Promote the activity that you are to deliver

- Deliver the activity

- Develop ways of gathering visitor feedback

- Suggest ways to improve the activity if you were to do it again.


- Decide how you are going to promote the work and make it interesting to specific visitor segments

- Promote an activity that you are to deliver to a specific visitor segment

- Deliver the activity

- Develop ways of gathering visitor feedback

- Suggest ways to improve the activity if you were to do it again.

- Suggest ways that you would do the same activity but with different visitor segments

- After evaluation, work with property colleagues to develop and deliver further programming opportunities across the estate

Page no. 35

Supporting guided tours

Unit summary: - This is about learning about the best methods and techniques you can use to plan and administer and ultimately carry out a guided tour. You will find out how to plan, run and evaluate a guided tour to tell the story of your place to some of the different audiences that visit.



29 Understand the principles of presenting commentaries for guided tours

- State why it is important to maintain good customer relations before, during and after a tour

- List the points that should be included when briefing tour participants

- State why it is important to maintain good time management on tours

- Identify the procedures for dealing with accidents or emergencies

- Explain why it is important to brief participants fully on safety, as relevant to the venue

- Explain why sensitivity and rapport with customers is important to effective communication

- Describe the characteristics and needs of different types of client groups in relation to a tour and how you would deal with them including difficult situations

- Explain the importance of encouraging and dealing with questions from the group, and how you will do this

- Explain the importance of good time management when leading groups

- Explain the importance of repeating questions to ensure that the whole group has heard

- Explain the importance of personal appearance when presenting tour

Page no. 36

commentaries.

- Describe why, when and how presentation equipment is used

- Describe how to respond to and use customer feedback

- Explain techniques for gaining and retaining the attention of tour groups

30 Support your VE manager to plan a guided tour.

- Do some front ended evaluation to find out what visitors are interested in

- Determine the visitor segment that you are targeting for your tour.

- Decide on the objectives, stories and subject matter for your guided tour.

- With your VE manager plan the tour to meet the identified objectives, identifying the route, sequence, timings and any safety issues

- Create a framework for the tour with a clear start, middle and end.

- Give accurate information on route and timings before, during and at the conclusion of the tour

Page no. 37

31 Support a tour leader to deliver a guided tour to a specific visitor segment and identify your role within this

- Identify the tour route, sequence and timings

- Explain the tour route and expected time to participants

- Explain any safety requirements to participants

- Make sure that participants are not having difficulties with the tour or causing problems for others

- Identify actions that you may need to take in case of an accident or emergency, and where to get help

- Support the tour leader to answer visitor questions and comments.

- Help the tour leader deliver he planned itinerary of the tour.

- Present appropriate and accurate information.

- Use the framework planned within the time allowed

- Help identify suitable presentation aids and use them effectively and safely

- For your part use the voice and non-verbal communication to achieve clarity and audibility and to maintain the interest of group members

- Support the tour leader to answer visitor questions and comments.

Conducting guided tours

Unit summary: - This is about using the best methods and techniques you can use to carry out and lead a guided tour. You will find out how to plan, lead and evaluate a guided tour to ultimately tell the story of your place to some of the different audiences that visit.



32 Understand the principals involved in leading guided tours

- Explain how to plan tours so that they can be adapted to the needs of different groups and where appropriate weather conditions

Page no. 38

- Explain the importance of maintaining good customer relations and goodwill

- Explain the importance of giving accurate information on route and timings before, during and at the conclusion of the tour

- Explain why it is important to brief participants fully on safety, welfare, local customs, environmental, religious and regulatory requirements as relevant to the venue

- Explain the importance of good time management when leading groups

- Describe the likely causes of disruptions and their consequences to the group and others

33 Lead guided tours - Identify the themes, narrative threads and objectives for the tour

- Plan the tour to meet the identified objectives, identifying the route, sequence, timings and any safety issues

- Ensure that participants have an accurate and clear awareness of the intended route and timings prior to

Page no. 39

starting the tour- Explain the health and

safety procedures applicable to the tour venue

- Follow the planned itinerary of the tour, making variations only where appropriate to respond to group needs or unexpected conditions

- Assess and minimise any potential risks to participants

- Ensure that the format, content and style of presentation is appropriate to the tour participants, adapting pace and delivery if required

- Identify the procedures for dealing with problems and emergencies

Engaging with visitors

Unit summary: - This is about understanding the audience, listening to visitors, interpreting feedback, acting on surveys and dealing with diversity.



34 Understand and use visitor segmentation

- State why it is important for properties to understand their visitors

- Explain why it is important for properties to understand their visitors

- Explain how the property can find out about and understand its visitors

Page no. 40

- List the seven NT visitor segments

- State how visitor segmentation is used at the property

- Describe how an activity is tailored to a particular visitor segment or segments

- Describe the main characteristics of the seven NT visitor segments

- Explain how visitor segmentation is used at the property

- Identify the top three segments for the property and describe the events and activities provided for each

- Develop or deliver 2 activities or materials to meet the needs of 2 identified visitor segments

- Evaluate an event or activity to identify how well it meets the needs of a specific segment

- Demonstrate an awareness of the segment visitor guidance and how it relates to the outdoors

- Describe the main characteristics of the seven NT visitor segments

- Explain how visitor segmentation is used at the property

- Develop 3 activities or materials to meet the needs of 3 identified visitor segments

- Evaluate the events and activities provided at the property in terms of how well they meet the needs of the target segments

- Assess the balance of events and activities at the property in terms of how they map to visitor segments

- Demonstrate an awareness of the segment visitor guidance and how it relates to the outdoors and how it informs future activities and opportunities

35 Identify and improve opportunities to engage with visitors

- Assess the touch points and where appropriate identify how they could be improved

- Assess the touch points and where appropriate identify how they could be improved

- Improve the visitor experience at a touch point on your property

Page no. 41

36 Encourage repeat visits (the ‘informed goodbye’)

- Explain how to encourage visitors to return to the property

- Create a blackboard message to encourage visitors leaving the property to come back

- Identify how your property currently says goodbye to visitors


- Create a blackboard message to encourage visitors leaving the property to come back

- Identify three interactive ways to engage with visitors as they leave the property to encourage them to come back

- Review how your property currently says goodbye to visitors and identify how this can be improved


- Create messages to encourage visitors leaving the property to come back

- Identify strategies for engaging with visitors as they leave the property to encourage them to come back

- Review how your property currently says goodbye to visitors and identify how this can be improved

Working with volunteers

Unit summary: - The National Trust strategy is ambitious. To meet that, we’ll need to think about what we want to achieve at our places and how the skills and talents of new and existing volunteers could help enhance the visitor experience, connect us to local communities and extend our resources.As we ‘go local’, this section of the Passport helps you understand that Volunteering comes in all shapes and sizes and that everyone’s volunteer journey is different. It enables you to learn how to make the most of the range of skills and energy that volunteers offer.You will learn how to manage Volunteers well and enable them to help connect us to our local communities, reach out to audiences and bring new skills and talents to help us achieve more. In return you will learn how to help Volunteers achieve their own goals and aspirations whatever they may be.Our ‘Service Promise’ and ‘Values & Behaviours’ will also underpin everything we do need to do when effectively working with our communities and volunteers.



Page no. 42

37 Understand the Volunteer Journey - Describe the key aspects of the

Volunteer Journey

- Identify how your property currently recruits volunteers

- Identify who manages volunteers on your property

- Describe each step of the National Trust's Volunteer Journey

- Describe how the volunteer journey is applied at the property

- Explain the different motivations for volunteering and the benefits of working with volunteers to the individual volunteers and the organisation

- State the legal differences between a volunteer and a paid member of staff

- Describe each step of the National Trust's Volunteer Journey

- Describe how the volunteer journey is applied at the property

- Explain the different motivations for volunteering and the benefits of working with volunteers to the individual volunteers and the organisation

- State the legal differences between a volunteer and a paid member of staff

38 Welcome new volunteers - Give a new volunteer a tour of your property

- Find out the motivations of some new volunteers

- Introduce a new volunteer to ‘My volunteering,’ enabling them to understand what it is and how it can support them.

- Describe how volunteer records are kept at the property

- Induct a new volunteer into working at the property

- Introduce a new volunteer to ‘My volunteering,’ enabling them to understand what it is and how it can support them.

- Describe how volunteer records are kept at the property

39 Work with Volunteers - Ask volunteers for the feedback about their volunteering experience

- List some of the reasons people volunteer

- List some of the reasons the Trust involves volunteers

- Describe what you need to know, do and demonstrate in order to work with volunteers effectively

- Plan work for a volunteer to assist you with a task

- Provide volunteers with clear instructions on completing the task

- Ensure that volunteers have the

- Describe what you need to know, do and demonstrate in order to manage volunteers effectively

- Plan work for an individual volunteer or group of volunteers taking into account their needs and those of the property

- Provide volunteers with clear

Page no. 43

information, materials and knowledge needed to complete the task

- Provide supervision and guidance as needed to help the volunteer complete the task

- Ensure that volunteers you work with feel their work is recognised and valued

instructions on completing tasks

- Ensure that volunteers have the information, materials and training to complete assigned tasks and understand the standard of work expected

- Assess the level of supervision a volunteer needs to complete tasks on an ongoing basis, ensuring that supervision is provided at the right level as the volunteer develops

- Assess the work of volunteers against their role profiles and provide constructive feedback and praise where appropriate.

- Ensure that volunteers you work with feel their work is recognised and valued

Project management

Managing projectsUnit summary:- All good projects depend on teamwork and the National Trust Project Management Framework places great importance on the roles of the Sponsor, Client and Project Manager. Clients may set out with very clear ideas of what they want, but it will only be by listening to and drawing on the many talented and knowledgeable people in the Trust that we will deliver great projects. In this unit you will therefore learn how to use the National Trust Project Management framework.

Page no. 44



40 Understand the principles and processes used in project management

- Talk to your Line Manager and find out what the roles are of a project manager, Client, Sponsor and Mentor

- Talk to your Line Manager and find out what the following are and how you would use the following in a small project.

o Client brief

o Business case and simple budget

o Project Management plan with GANTT chart

- Describe the roles and responsibilities of a project manager, Client, Sponsor and Mentor

- Describe the use of basic project management tools in a small project

o Client brief

o Business case and simple budget

o Project Management plan with GANTT chart

- Use the checklists provided as part of the project management toolkit

- Describe the roles and responsibilities of a project manager, Client, Sponsor, Mentor and Project board

- Explain the principles, processes, tools and techniques of the NT project management framework

- Explain the governance process attached to the project management framework

- Use the checklists provided as part of the project management toolkit

41 Agree the scopeand objectives of aproject

- Agree the scope of a short project by obtaining a client brief

- Agree objectives for the project with your client

- Create a business case for a small project following NT project management framework guidelines with your line manager; sponsor, client or mentor

- Obtain gateway 1 approval

- Agree the scope of a small project by obtaining a client brief

- Agree SMART (Specific, Measurable, Achievable, Realistic, and Time-bound) objectives for the project

- Create a business case for a small project following NT project management framework guidelines


- Negotiate the scope of a project with its sponsor(s) and stakeholders according to the guidelines in the NT project management framework

- Obtain a Client brief

- Agree SMART (Specific, Measurable, Achievable, Realistic, and Time-bound) objectives for the project

- Create a business case for a small project following NT project management framework

Page no. 45

guidelines


42 Develop a project plan - Identify the resources and timescale available for the project with your line manager; client or mentor

- Create a project management plan for a small project your line manager; sponsor, client or mentor

- Agree the project plan with your manager or sponsor

- Identify the resources and timescale available for the project

- Create a project management plan for a small project

- Agree the project plan with your manager or sponsor and obtain gateway 2 approval

- Identify potential risks to the project

- Identify how you will evaluate the project on completion

- Identify the budget and timescales for the project

- Negotiate the project plan in consultation with stakeholders

- Create a project plan for a small project

- Identify potential risks and contingencies in the project using the risk log in the National Trust project management tracker

- Establish criteria and processes for evaluating the project on completion


43 Implement aproject plan

- Implement the project to achieve the required objectives following your Project Plan with support from your line manager; sponsor, client or mentor

- Identify and gain access to the resources and assistance you need to implement the project

- Brief others on what is expected from them for the project

- Provide support to others working on the project

- Implement the project to achieve the required objectives following your Project Management Plan

- Allocate roles and responsibilities to project team members.

- Provide resources identified in the project plan

- Brief project team members on the project plan and their roles and responsibilities.

- Provide support to project team members.

Page no. 46

- Understand the highlight report and the project tracker and how it could be used to monitor a small project

- Implement a project plan using project management tools and techniques.

- For changes to the project plan obtain approval from your client and sponsor

- Apply a range of project management tools and techniques to monitor, control and review progress.

44 Manage a project to its conclusion.

- Agree with your client and sponsor that the project has finished, has been a successful and what you and the estate could learn for the future

- Bring the project to a close with agreement on the processes from the client and the sponsor.

- Create an evaluation with the client and sponsor using the end of project review found on the intranet

- Bring the project to a close with the use of the handover agreement document

- Create an evaluation with the client and sponsor using the end of project review found on the intranet

Page no. 47

Managing Historic Gardens

Page no. 48

Awareness of historic garden design, history and styles

Unit summary: You will research and learn the history of your garden. You will find out how people and plants influenced your garden through different periods in history.



45 Understand the historical context of the design of a historical garden.

- Understand the major influences and timelines in the development of historic designed gardens as a living art form

- List the key historical features of an historical garden.

- Name a person who may have had a major influence on the development and design of this historical garden.

- Describe the influence that they had. Use photographs to describe.

- Understand the significance of planting a specific tree or plant in a specific location that is consistent with the historic of the garden.

- Understand the key elements of your particular garden, and its significance at the national level.

- Outline the key historical features of your historical garden.

- Provide photographic evidence of each feature and briefly explain their historical significance to the historical garden

- Name the people who may have had a major influence on the development or design of your historical garden and describe the influence that they had.

- Understand the significance of planting a specific tree or plant in a specific location that is consistent with the history of the garden.

- Become familiar with the key design philosophies of three major designers and visit the gardens where they have had a major influence.

- Write a brief report explaining the historical developments of a historical garden , noting

Key historical features, The people and their

successive influence on the development / design of the garden.

- Understand the significance of planting a specific tree or plant in a specific location that is consistent with the historic designed landscape of the garden.

- Understand the significance of the management of a historic garden and why this is different to the management of a non-historic garden

Page no. 49

The use and maintenance of powered machinery and hand tools in horticulture

Unit summary: Demonstrate the ability to select and correctly use appropriate machinery and tools for horticulture tasks. This unit will include tool and machinery maintenance. It will include the use of mowers, hedge trimmers, brush cutters and hand tools.



46 Understands the Health and Safety requirements for using machinery, tools and vehicles in the countryside

(This can be done in conjunction with the learning outcome on creating risk assessments in the operational risk unit).

- Describe the risks and Health and Safety issues for working with simpler equipmente.g. Use of long handled tree loppers

- By carrying out a practical assessment, demonstrate safe working practices (following risk assessment guidelines) when working with one piece of equipment or tool and one piece of machinery for example:

i. A strimmer;ii. Long handled tree loppers

- Write risk assessments, with the help of mentor as necessary, for working with the following equipment:

i. Use of a hedge trimmerii. Use of a strimmer

- By carrying out a practical assessment demonstrate safe working practices (following risk assessment guidelines) when working with two pieces of machinery for example:

i. A strimmerii. Hedge trimmer

- Independently write risk assessments for working with the following equipment:

i. Use of a strimmerii. A utility or 4x4 vehicle

- By carrying out a practical assessment demonstrate safe working practices (following risk assessment guidelines) when working with:

i. A strimmerA utility or 4x4 vehicle (an alternative piece of equipment can be used if the trainee does not have an appropriate licence)

47 Demonstrate competency to use specific machinery, tools or vehicles

- With a mentor choose tools for a specified job

- Show competence in using simpler tools and machinery following instructions and working safely

- Wear the correct clothing and personal protective equipment

- Select the correct tools, equipment or machinery for a specified task and state why you have chosen them.

- Show competencies in using the equipment and machinery with assistance as necessary

- Select three different tasks which demonstrate the use of a variety of machinery, tools or vehicles

- Identify the most appropriate land-based tools, vehicles or machinery, (including attachments if required), in

Page no. 50

- Keep the site clear of any unnecessary obstacles and waste material

- Protect the health and safety of yourself, other workers and the public throughout operations

- Work in ways which do not damage the environment

- Carry out your work in line with relevant organisational requirements as described by your mentor

- Ensure all tools and machinery are stored safely and securely after use and in a suitable condition for future use

- Select and use the correct clothing and personal protective equipment

- Prepare the equipment or machinery by carrying out pre-start checks and activities before use in accordance with specifications

- Use equipment or machinery in accordance with specifications and regulatory requirements

- Identify the need for advice and assistance and take the appropriate action

- Prevent the leakage of hazardous chemicals and substances and deal with waste safely and correctly in accordance with legislation

- Check equipment or machinery after use and leave in a suitable condition for future use

- Store equipment or machinery safely and securely

- Carry out all work in accordance with relevant environmental and health and safety legislation, risk assessment requirements, codes of practice and company policies

accordance with specifications for each task

- Consider weather, ground conditions and terrain when making selections for field operations

- Consider distance, weather and road type when making selections for transportation operations

- Show competence in using the equipment, machinery or vehicles and ensure operational requirements are being met

- Assess the risks associated with the required activities

- Ensure machinery meets all relevant legislative requirements,

- Ensure machinery is prepared in accordance with specifications

- Ensure machinery is properly maintained

- Ensure operations are carried out efficiently and key efficiency factors are monitored and take action to improve when necessary

- Ensure all machinery is stored

Page no. 51

safely and securely after use and in a suitable condition for future use

Soil analysis; cultivation and preparation.

Unit summary: :- Learn how to tell the difference between different types of soil; cultivate and prepare soil for a variety of uses including single digging.



48 Determine the soil texture of soil samples, giving reasons for yourdecisions

- State the reason for carrying out a soil test

- Collect a soil sample

- Prepare the sample for testing

- Carry out a soil texture test using feel

- Use a soil texture chart

- Be able to tell the difference between a clay, loam and sandy soil

- Give reasons for your answers

- Suggest a plant that would live in each of these soils.

- State the reason for carrying out a soil test

- Determine the soil texture of three soil samples that you have collected

- Prepare each sample for testing

- Carry out a soil texture test using feel

- Use a soil texture chart

- Be able to tell the difference between a clay, loam and sandy soil

- Give reasons for your answers

- Suggest a plant that would live in each of these soils.

- Obtain a geological map of your historical landscape

- Mark on it different habitat areas

- Collect soil samples from different areas on your maps using the ADAS method

- Explain why soil texture sampling is carried out

- Determine the soil texture of the soil samples by separating the particle sizes using laboratory equipment

- Determine the soil type using appropriate soil texture charts

- Clean up the work area

Page no. 52

- Suggest a plant that should be grown in each soil type found

- Explain the relationship between the habitat and the soil texture if appropriate

49 Collect a soil sample and make a pH determination of a soil extract by colorimetric method

- Preform a pH test using an industrial standard soil pH testing kit

- Differentiate the pH of 3 different soil samples

- Collect for a pH determination a representative soil sample from three areas of land indicated

- Following the instructions accompanying the industrial standard soil-testing kit provided, make a colorimetric determination of the pH of each of the three soil samples

- Make a note of these determinations and report them to the assessor.

- Suggest a plant that could be grown in each soil pH determined

- Obtain a geological map of your property and mark on it different habitat areas

- Collect soil samples from three different areas on your maps using ADAS methods

- Explain why a pH determination of soil needs to be carried out

- Carry out a pH determination test using an industrial standard soil pH kit on the three different soils

- Specify a method to increase the pH of these soils

- Specify a method to lower the pH of these soils

- Preform calculations to estimate the amount of material to change the pH of an area of land

- Suggest a plant that should be grown in each soil pH (make it relevant to the habitat type)

Page no. 53

50 Demonstrate the ability to single dig by single digging a specified plot and applying manure or compost at correct application rate.

- Safely load bulky organic material into a wheel barrow for transport

- Safely transport bulky organic material in a wheel barrow

- Spread organic material evenly over the ground

- Demonstrate single digging using a spade

- First trench excavated to the depth of 250mm, approximately, and to a width of 400mm, and the soil deposited in a suitable place adjacent to the final trench

- Manure or compost spread evenly in the trench

- Spade inserted to its full depth and in a near vertical position

- Suitable sized spits of soil lifted and inverted

- Area dug Without 'losing' or

'gaining' the trench Burying all trash and

manure or compost as work proceeds

Achieving an approximately level finish

leaving a 'rough' finish for over-wintering

- Final trench filled with the soil from the first trench

- Adjacent path or grass area cleared of spillage

- Supervise a volunteer group to single dig a specified plot and apply manure or compost at correct application rate

- Create a risk assessment

- Provide clear instructions

- First trench excavated to the depth of 250mm, approximately, and to a width of 400mm, and the soil deposited in a suitable place adjacent to the final trench

- Manure or compost spread evenly in the trench

- Spade inserted to its full depth and in a near vertical position

- Suitable sized spits of soil lifted and inverted

- Area dug without 'losing' or

'gaining' the trench burying all trash

and manure or compost as work proceeds

achieving an approximately level finish

leaving a 'rough' finish for over-wintering

Page no. 54

- Final trench filled with the soil from the first trench

- Adjacent path or grass area cleared of spillage

51 Prepare an area of land for sowing or planting.

- Be able to select the correct tools for digging the soil

o Garden Forko Digging Spadeo Muck forko Garden rakeo Wheelbarrow

- Be able to clear a site by removing woody material, weeds and stones and other unwanted debris

- Position debris for disposal

- Know how to dispose of organic, non-organic and hazardous materials.

- Demonstrate simple digging using a spade

- Demonstrate forking

- Demonstrate raking

- Demonstrate soil consolidation, levelling and tilth production for planting seeds by broadcast or in drills

- Plot marked out with taut lines.

- Clods of soil broken down with a garden fork or hand-held cultivator

- Soil harrowed with the rake and large debris removed

- Soil consolidated evenly with the feet

- Soil surface raked again; leaving a smooth surface with an even tilth.

- Area of the plot measured

- Fertiliser weighed and applied evenly at the rate specified to the whole area

- Fertiliser lightly raked in on half the area

- Area around plot cleaned and stones removed

- Assess the risks associated with the site and the proposed works

- Carry out an environmental assessment of the site before starting work

- Plan the clearance and preparation of the site in accordance with specifications or the management conservation plan and the condition of the site

- Ensure that the working methods for site clearance and preparation are established and clearly communicated

- Identify and establish the availability of resources required for site clearance and preparation

- Confirm that equipment and materials are fit for purpose

- Establish measures for the recycling or disposal of waste in accordance with legal and organisational requirements

Page no. 55

- Establish measures to maintain suitable levels of hygiene and biosecurity

- Ensure that working methods and processes are suitable to the site and that resources are used effectively and efficiently

- Oversee site clearance and preparation in accordance with specifications and maintain the quality of work

- Preform calculations to estimate the fertilizer requirements of the area

- Correctly diagnose nutrient deficiencies from pictures and samples taken from the site previously.

- Specify materials to correct deficiencies and calculate appropriate quantities

- Apply materials at the rate specified to the whole area

- Confirm that the site is in a condition ready for planting operations to begin

- Ensure appropriate records are completed as required by relevant legislation and the organisation

Page no. 56

- Ensure that environmental and health and safety policies and risk assessment requirements are put into practice

Planting of trees, shrubs, herbaceous perennials; bedding, containers and bulbs

Unit summary: Learn how to plant and stake a variety of trees; plant and train climbing plants; plant bedding, herbaceous perennials and bulbs for successional display; plant containers for decorative display and find out how to sow hardy annuals.



52 Understand the historical context of part of a historical garden; determine its story; how it helps determine the spirit of place for the property and how plants in that garden fit into the story.

- Select an area of a historical garden.

- Research the story of that part of the garden

- Determine how three plants in that part of the garden- tree, shrub or plant- fit into the story.



- Determine the periods that have influenced this part of the garden

- Describe three plants that have historical significance in that part of the garden- tree, shrub or plant- and describe that historical significance.

- Determine the management that is carried out to maintain these plants

- Determine how the story of this part of the garden fits into the spirit



- Determine the periods that have influenced this part of the garden

- Determine the designers or key people that have influenced this part of the garden

- Determine the historical significance of a selection of plants in that part of the garden- tree, shrub or plant- and describe that historical significance and how they fit

Page no. 57

of place statement for the property into the story.

- Determine the care plan for each of those plants to ensure their safe keeping within the garden

- Select three areas of the garden and describe how the plants present fit into the spirit of place

- Choose extra plants that could be added to the garden to enhance the story and spirit of place

53 Understand the value of trees in a garden setting from design/aesthetic, economical, ecological and historical points of view

- Research how trees are used in historic gardens and parkland and write a written, photographic or pictorial report. In the report identify at least three trees. and show how each tree can be shown to have one of the following uses:

Economical (e.g. the production of timber or fruit),

Provide shelter Frame or hide views, Conservation/habitat trees, Key features, Boundary demarcation, Design and aesthetics Historical significance

At least one tree should have historical significance.

(The line manager or mentor can

- Research how trees are used in historic gardens and parkland and write a written, photographic or pictorial report. In the report identify at least four trees and show how each tree can be shown to have one of the following uses:


Provide shelter Frame or hide views, Conservation/habitat trees, Key landscape features, Boundary demarcation, Landscape design and

aesthetics Historical significance

At least one tree should have historical significance.

- Explain why a certain tree is fit for

- Describe the landscape use of 5 different tree species in an example of a historic garden or parkland

- Research how trees are used in historic gardens and parkland and write a written, photographic or pictorial report. In the report identify at least one tree for each of the functions set out below:


Provide shelter Frame or hide views, Conservation/habitat

trees, Key landscape

features, Boundary demarcation,

Page no. 58

assist with selection if required). purpose. Landscape design and aesthetics

Historical significance

- At least one tree should have historical significance.(If the property cannot provide examples to cover all areas then examples may be taken from other properties).

- In the report give brief reasons why each tree is used in this way.

54 Understand and explain the importance of “right plant, right place”.

- Discuss with your manager an appropriate location to plant a tree, shrub or plant in a historical garden

- Discuss an appropriate species for the chosen location and explain the decision

- Discuss an appropriate size of tree, shrub or plant for planting and explain your decision

- Agree with your manager an appropriate location to plant a tree / trees within the context of your historic garden

- Decide on an appropriate species for the chosen location and explain why it is appropriate to the historic context of your garden or park

- Decide on the appropriate size of tree for planting and explain why it is appropriate to the historic context of your garden or park

- Agree with your manager an appropriate location to plant a shrub within the context of your historic garden or park


- Agree with your manager an appropriate location to plant a group of trees within the historic context of your historic parkland and give reasons for your decision


- Decide on the appropriate size of your group of trees for planting and the size of each tree and explain why it is appropriate to the historic con Agree with your manager an appropriate location to plant a shrub within the context of your historic garden or park

Page no. 59

- Decide on the appropriate size of shrub for planting and explain why it is appropriate to the historic context of your garden or park

- Agree with your manager an appropriate location to plant a herbaceous plant within the context of your historic garden or parkland


- Decide on the appropriate size of herbaceous plant for planting and explain why it is appropriate to the historic context of your garden or park


- Decide on the appropriate size of shrub for planting and explain why it is appropriate to the historic context of your garden or park

- Agree with your manager an appropriate location to plant a herbaceous plant within the context of your historic garden or parkland


- Decide on the appropriate size of herbaceous plant for planting and explain why it is appropriate to the historic context of your garden or parktext of your garden or park

55 Plant and stake a bare-root standard tree

- Read the appropriate risk assessment

- Select the correct tools for planting a bare-root standard tree

- Read the risk assessment and identify any risks and health and safety implications for the wider public involvement when the bare-root standard tree planting is

- When undertaking a tree planting exercise take into account the site conditions, historical context (including archaeology if appropriate)

Page no. 60

- Clear planting site by removing woody material, weeds and stones and other unwanted debris

- Discuss how to dispose of organic, non-organic and hazardous materials.



- Prepare planting pit as directed

- Replace soil and incorporate organic matter and fertiliser as directed

- Plant bare-root standard tree

- Stake tree as directed according to site needs

- Leave site in tidy condition and ready for inspection

- Wash and clean tools and put them away

taking place- Select the correct tools for planting

a bare-root standard tree

- Clear planting site by removing woody material, weeds and stones and other unwanted debris

- Know how to dispose of organic, non-organic and hazardous materials.



- Prepare planting pit as directed

- Replace soil and incorporate organic matter and fertiliser as directed

- Inspect the tree for any signs of damaged limbs or roots.

- Prune as appropriate

- Plant tree

- Stake tree as directed according to site needs

- Add appropriate protection for the tree

- Record the final planting site and label the tree as required

- Leave site in tidy condition and

and conservation plan where it exists

- Identify any risks and health and safety implications for the wider public involvement when the tree planting is taking place

- Create a risk assessment for planting and staking a group of bare root standard trees with a group of volunteers.

- Mark out where the trees are to be planted

- Instruct general site clearance to remove woody material, weeds and stones and other unwanted debris

- Select appropriate tools and equipment to plant a group of bare rooted trees in a historic context with a group of volunteers

- Adequately brief a group of volunteers on a tree planting exercise including health and safety and use of equipment.

- Supervise the volunteers to correctly plant a group of trees in a historic garden or parkland

- Select and supervise the adding of tree stakes and any required tree protection

Page no. 61

ready for inspection

- Wash and clean tools and put them away

- Explain the choice and method of stake and tree protection.

- Appropriately label trees and record tree species, number and location according to National Trust guidelines and record and document the plantings in line with National Trust standards e.g. Digiterra mapping including location, source, value, correct nomenclature

- Create a management plan for the group of trees to protect the identified value and viability of the trees

- Design and implement a watering regime for the trees

- Maintain the health and safety of yourself and others at all times in accordance with current legislation

- Ensure the site is left finished to allow safe public access

- Report any deficiencies or problems to supervisor to ensure that the trees successfully establish – particularly note pest and disease problems and suggest remedial action to be taken and why.

Page no. 62

56 Plant and train a climbing plant - Find out the reasons why the plant you are being asked to plant is being planted in this location and why it is relevant to plant it in this historical garden.

- Under supervision plant and train a climbing plant.

- In situation where trellis is not been used, screw in vine eyes and attach wire

- Dig hole to appropriate depth

- Break up the floor of the hole to ensure any pan is broken

- Correctly position plant at least 300mm from the wall

- Angle the plant towards the wire support,

- Backfill the hole ensuring the backfill is friable and infiltrated uniformly

- Ensure the upper surface of the container compost is no more than 25mm below the surrounding soil surface

- Dig the sides of the hole in and correctly firm the soil

- Insert the cane and fasten to the wire

- Choose a climbing plant to plant in a specific location in a historic garden or landscape

- Describe why this is a suitable plant for this location; aspect and environmental conditions

- Describe its historical context and why it is relevant to plant it today

- In a situation where trellis is not been used, screw vine eyes in so that wire is at least 25mm from the wall or fence

- Correctly thread and fix wire to vine eyes so that it is taut and fastened.

- Dig hole to its appropriate depth

- Break up the floor of the hole to ensure any pan is broken

- Correctly position plant at least 300mm from the wall

- Angle the plant towards the wire support,

- Backfill the hole ensuring the backfill is friable and infiltrated uniformly

- Ensure the upper surface of the container compost is no more than 25mm below the surrounding soil

- Choose 3 relevant plants to plant on three walls with different aspects and environmental conditions

- Describe the historic context of the plants and their relevance today.

- Choose appropriate methods to support each plant.

- Erect the appropriate support for each

- Describe and demonstrate how each plant should be correctly planted taking into account

Depth of hole Appropriate

preparation of soil Position of plant Support Tying up Pruning Aftercare

Page no. 63

- Tie the plant to the cane and wire

- Prune back damaged shoots

- Tidy the site

surface- Dig the sides of the hole in and

correctly firm the soil

- Insert the cane and fasten to the wire

- Tie the plant to the cane and wire

- Prune back damaged shoots

- Tidy the site

- Describe the aftercare for the plant

57 Demonstrate planting successional bedding

- Study a plan created for a successional border and discuss with your mentor the choice of the plants; why each plant has been chosen; the conditions each plant prefers; the visual affect they will achieve at different times; the historical context of the design and how it relates to spirit of place

- Assist with the planting of the successional border- Dig over the flower bed- Prepare soil for planting- Prepare plants for planting by:

checking for moisture content and watering if necessary

removing from container, teasing apart, where necessary

- Help position the plants where they

- Create a mood board for a potential border in a specific location and describe why it is relevant to its historical location and the spirit of place

- Discuss the mood board with key stakeholders

- Create a plan for a small and simple successional border in this location. Describe the plants you will use; why you have chosen them; the visual affect they will achieve at different times; the historical context of the design and how it relates to spirit of place

- Shape the surface of the plot to that of the flower bed in your design

- Order the plants and check the condition of the plants when they

- Create a number of mood boards for a potential successional border in a specific location

- Discuss the mood boards with the key stakeholders and collaboratively choose the one that is relevant to its historical location and the spirit of place for the garden

- Create a plan for this successional border demonstrating the plants you will use; why they are relevant for the environmental conditions; why you have chosen them; the arrangement of the plants in context to each other and the visual affect they will achieve at different times

- Describe the historic context of

Page no. 64

were to be planted according to the plan

- Use a trowel to make holes to the correct size and depth to accommodate the root system comfortably

- Plant plants, backfill, firm, and leave erect

- Tidy soil around each plant while working

- Water plants in

- Shape the edge of the bed and leave the plot tidy

arrive

- Prepare the plants for planting by: checking for moisture

content and watering if necessary

removing from container, teasing apart, where necessary

grading, trimming and pinching, if needed

- Position the plants according to the plan

- Use a trowel to make holes to the correct size

- Plant plants, backfill, firm, and leave erect

- Tidy soil around each plant while working

- Water plants in

- Shape the edge of the bed and leave the plot tidy

the design and how it relates to spirit of place

- Create specifications for the plan including the quality and preparation of the plant material; positioning of the plants within the growing medium and work methods;

- Create a budget for the planting scheme and source the funding

- Use a simple income and expenditure sheet to show how you have kept within budget

- Choose suitable plant material for the border and source it

- Assess the risks associated with the site and the required activity


- Confirm conditions for planting are optimum

- Ensure the necessary working methods for planting are established and clearly communicated to the relevant work party

- Ensure that planting takes place at the appropriate time to optimise plant growth and

Page no. 65

development

- Identify and establish the availability of resources required for planting



- Ensure the quality of the plant material and work methods meets specifications

- Ensure the plant material is prepared according to specifications

- Ensure plants are positioned within the growing medium according to specifications

- Ensure plant material is handled in a manner which optimises establishment, growth and development, and prevents damage

- Ensure the integrity of the site is maintained

- Assess the need to apply plant protection

Page no. 66


- Demonstrate your responsibilities under current environmental and health and safety legislation, codes of practice and company policies

58 Demonstrate planting of flower bulbs for spring display in a historic garden

- Talk to your line manager about a planting plan for an area of ground in a historical garden for the planting of flower bulbs for spring display; understand the historical and present day reasons for the choice of plants and the ultimate visual impact

- Assist with the planting of bulbs for spring display in a historic garden

- Prepare the soil as instructed

- Ensure the bulbs are disease free

- Help to lay the bulbs out in their correct positions and at their correct spacing

- Ensure the holes for receiving the bulbs are excavated to the correct depth as shown

- Ensure the bulbs are planted at the correct depth leaving six uncovered for inspection.

- Understand a planting plan for an area of ground in a historical garden for the planting of flower bulbs for spring display; understand the historical and present day reasons for the choice of plants and the ultimate successional visual impact

- Plant bulbs according to the plan at the correct time of year

- Firm the soil and rake to a smooth surface on a flower bed or evenly consolidate compost in a container achieving a smooth surface


- Set bulbs at their correct spacing



- Create a planting plan for an area of ground in a historical garden showing your design for the planting of flower bulbs for spring display taking into account the historical context and the present use of the garden

Consider which bulbs are suitable for the environmental conditions

Consider suitable plants for different parts of the site

Describe how the varieties chosen relate to the historic context of the place. Consider the visual

impact Ensure a

successional display

- Create a budget for the project

- Use an income and expenditure sheet to show you have kept

Page no. 67

- If appropriate at the end of the flowering season remove all bulbs and store appropriately for next year’s use or dispose of as appropriate


within budget

- At the correct time of year source the bulbs and ensure they are in good condition and disease free

- Supervise the preparation of the ground for the bulbs

- Organize the planting of the bulbs

- Soil firmed and raked to a smooth surface on a flower bed or compost evenly consolidated and smooth surface achieved in a container

- Bulbs set at correct spacing

- Holes for receiving bulbs excavated to the correct depth

- Bulbs planted at correct depth leaving six uncovered for inspection.


59 Demonstrate planting flower bulbs for naturalisation in grass

- Understand the historical and present day reasons for the choice of plants and the ultimate successional visual impact

- Assist with the planting of flower

- Understand a spring bulb planting plan for an area of grass in a historical garden; understand the historical and present day reasons for the choice of plants and the ultimate successional visual impact

- Create a planting plan for planting flower bulbs for naturalisation in grass

Consider the historical context

Consider

Page no. 68

bulbs for naturalisation in grass

- Help to distribute the bulbs on the ground ready for planting



- Distribute the bulbs to random points within the area allocated at the correct time of year

- Dig a hole to a suitable depth with the planting tool at the point where each bulb has fallen




environmental conditions

Consider suitable plants for different parts of the site

Consider the visual impact

Ensure a successional display


- Use an income and expenditure sheet to show you have kept within budget

- At the correct time of year source the bulbs and ensure they are in good condition

- Supervise the preparation of the ground for the bulbs

- Organize the planting of the bulbs

Bulbs distributed to random points within the area allocated

Hole made to a suitable depth with the planting tool at the point where each bulb has fallen

Bulbs inserted into the hole correctly and covered, FIVE left uncovered for inspection

60 Prepare and plant for display a - Assist with the preparation and - Create a plan for a simple - Create a plan for a decorative

Page no. 69

decorative container for a historic garden

planting of a decorative container for a historic garden

Understand how the selection of container fits in with the history of the site

Correctly prepared and clean the container ready for use.

Add drainage material to suitable depth

Place layer of compost on top of the drainage material

Select suitable plants Handle plants without

damage Plant to ensure

balance/spacing of plant material

Firm compost Leave an adequate

watering space below the rim

An aesthetically pleasing result is achieved

decorative container display in a selected location

- Choose appropriate containers and plants for the historic context of the spirit of place and describe why this is a suitable choice

- Demonstrate how the planned shape is balanced for the location and why you are choosing specific plants for different parts of the display

- Demonstrate how your choice of plants is suitable for the environmental conditions

- Describe your planned visual impact and successional display

- At the correct time of year source the plants and ensure they are in good condition

- Source containers that relate to the plan and prepare them correctly

- Put in the specified drainage material and planting medium

- Select suitable plants and plant the plants according to the spacing’s in the plan, handling the plants without damage

- Firm the compost

- Leave an adequate watering

container display in a selected location

- Choose appropriate containers and plants for the historic context of the spirit of place and explain your choice

- Demonstrate how the planned shape is balanced for the location and why you are choosing specific plants for different parts of the display

- Demonstrate how your choice of plants is suitable for the environmental conditions

- Describe your planned visual impact and successional display


- Use an income and expenditure sheet to show how you have kept within budget

- At the correct time of year source the plants and ensure they are in good condition

- Source containers that relate to the plan

- Choose appropriate planting medium

- Supervise the preparation of the containers for planting

Page no. 70

space is left below the rim

- Achieve an aesthetically pleasing result

- Plan and carry out aftercare

- Supervise the positioning of the containers for planting

- Supervise the planting of the plants

Drainage material to suitable depth

Suitable plants selected

Layer of compost placed on top of the drainage material

Plants handled without damage

Planted to ensure balance/spacing of plant material

Compost is firmed An adequate watering

space is left below the rim

An aesthetically pleasing result achieved

- Plan and supervise aftercare

61 Sow a hardy annual border if relevant to the spirit of place or sow hardy annuals in a container

- Study a plan created for a hardy annual border (or container) and discuss the choice of the plants; why each plant has been chosen; the conditions each plant prefers; the visual affect they will achieve; the historical context of the design and how it relates to spirit of place

- Create a mood board for a potential hardy annual border (or container) in a specific location and describe why it is relevant to its historical location and the spirit of place

- Discuss the mood board with key stakeholders

- Create a number of mood boards for a potential hardy annual border(or container) in a specific location

- Discuss the mood boards with the key stakeholders and collaboratively choose the one that is relevant to its historical

Page no. 71

- Assist with the sowing of a hardy annual border (or container)

- Obtain the necessary tools, materials and any personal protective equipment for the job

- Use the tools, materials and any personal protective equipment safely and correctly

- Carry out any necessary preparation of the planting medium according to instructions

- Transport the plants as instructed

- Keep the plants in a suitable condition before planting

- Carry out planting as instructed

- Position the plants correctly and according to instructions

- Maintain the health and safety of yourself and others at all times

- Report any problems as soon as possible

- Maintain tools and equipment in a clean and serviceable condition

- Store tools, materials and equipment properly after use

- Create a plan for a small and simple hardy annual border (or container) in this location. Describe the plants you will use; why you have chosen them; the visual affect they will achieve; the historical context of the design and how it relates to spirit of place

- Sow a hardy annual border (or container) according to the plan

- Get the necessary tools, materials and any personal protective equipment for the job

- Use the tools, materials and any personal protective equipment safely and correctly

- Carry out any necessary preparation of the planting medium according to instructions

- Transport the plants as instructed

- Keep the plants in a suitable condition before planting

- Carry out planting as instructed

- Position the plants correctly and according to instructions


- Report any problems as soon as possible

location and the spirit of place for the garden

- Create a plan for this hardy annual border (or container) demonstrating the plants you will use; why they are relevant for the environmental conditions; why you have chosen them; the arrangement of the plants in context to each other and the visual affect they will achieve

- Describe the historic context of the design and how it relates to spirit of place

- Discuss how your choice of plants fits in with the NT’s greener gardening concepts

- Create specifications for the plan including the quality and preparation of the plant material; positioning of the plants within the growing medium and work methods;

- Create a budget for the planting scheme and source the funding

- Create an income and expenditure sheet to show how you have kept within the budget

- Choose suitable plant material for the border(or container) and source it at the correct time of

Page no. 72

- Maintain tools and equipment in a clean and serviceable condition

- Store tools, materials and equipment properly after use

- Describe and carry out the aftercare of the border until the plants are established

year




- Ensure the necessary working methods for planting are established and clearly communicated to the working party

- Ensure that planting takes place at the appropriate time to optimise plant growth and development


- Recycling or disposal of waste in accordance with legal and organisational requirements



Page no. 73







- Demonstrate your responsibilities under current environmental and health and safety legislation, codes of practice and company policies

- Describe and supervise the aftercare of the border until the plants are established

Greenhouse work: Seed sowing and aftercare of bedding plants and vegetable seedlings

Page no. 74

Unit summary: Learn how to sow seeds in seed trays; sow seeds in drills and prick out seedlings.



62 Understand the reasons why the historical garden has a greenhouse or nursery

- Understand why the historical garden has a greenhouse or nursery. Is it for

Historical reasons Conservation Managing the plant

collection Creating plant material to

enhance the spirit of place Economic reasons- saving

money or earning income

- If the greenhouse or nursery has a historical significance, describe that significance and how it fits into the spirit of the place.

- Research why the historical garden has a greenhouse or nursery. Is it for






- Research why the historical garden has a greenhouse or nursery. Is it for


collection Creating plant material

to enhance the spirit of place

Economic reasons saving money or earning income


- If the greenhouse or nursery is present for other reasons describe their local, regional and national significance if appropriate

63 Understand the reasons why the National Trust propagates plant material in a historic garden

- Describe three plants being propagated in your historic greenhouse or nursery and give reasons why they are being propagated.

- Describe three different types of plant being propagated in your historic greenhouse or nursery and give reasons why they are being propagated.

- Describe a selection of different types of plant being propagated in your historic greenhouse or nursery and give reasons why

Page no. 75





- Describe the significance of each of these plants being propagated within the historic greenhouse or nursery

- Using three examples describe why the origin of the plants coming into the garden is important and why we cannot just go out and buy a dahlia





- Research the significance of each of these plants being propagated within the greenhouse or nursery

- Using three examples describe why the provenance of the plants coming into the historic garden is important

they are being propagated. Historical reasons Conservation Managing the plant

collection Creating plant material

to enhance the spirit of place

Economic reasons- saving money or earning income

- Research the significance of each of the plants being propagated within the greenhouse or nursery

- Describe why the provenance of plants coming into a historic garden is important

- Research the objectives for plant conservation within the National Trust

- Describe how the historic garden is propagating plants that are historically significant or important to its spirit of place

- Research how the whole Trust or how specific properties are propagating and conserving plants that have a high historical significance.

64 Sow a seed tray with large seeds which are best space-sown (e.g. Tagetes)

- Trays overfilled correctly, and tapped to consolidate

- Ensure tools and equipment are clean

- Maintain equipment in a safe, clean and effective condition

Page no. 76

- Trays struck off with a straight edge and firmed with a presser

- Larger seed scattered evenly at an appropriate density, and covered with compost to a uniform appropriate depth

- Containers labelled with the name of the seed and the date

- Chose an appropriate growing medium and describe how this links to the environmental standards for gardens or parks

- Follow instructions and appropriately position the seeds within the growing medium in accordance with production requirements

- Handle plant material in a manner which optimises growth and development, and minimises damage

- Assess the need to apply protection

- Ensure seeds are provided with appropriate moisture

- Ensure records of planting are accurate, legible and complete

throughout

- Ensure the growing medium is in a suitable condition for planting and links to the environmental standards for gardens or parks

- Ensure the preparation of the plant material meetsproduction requirements

- Appropriately position the seeds within the growing medium in accordance with production requirements





Page no. 77

65 Sow a seed tray with seeds with specified rates of sowing (e.g.Petunia)

- Trays overfilled correctly, and tapped to consolidate

- Trays struck off with a straight edge and firmed with a presser

- Fine seed scattered evenly at an appropriate density, and left uncovered

- Containers labelled with the name of the seed and the date








- Maintain equipment in a safe, clean and effective condition throughout


- Ensure the preparation of the plant material meets production requirements






Page no. 78

66 Sowing seeds singly in containers or spaced in seed trays (e.g. lettuce, tomato and marrow)

- Trays filled by overfilling with compost, settling as necessary to give a correct level below the rim and uniform firmness

- Pots filled to within about 18mm of the top of the pot and lightly firmed

- Seed sown appropriately (positioning and density)

- Seed covered to an appropriate uniform depth

- Containers labelled with the date and the name of the seeds
















Page no. 79

67 Prick out seedlings - Containers prepared to the right degree of firmness leaving a level surface with sufficient space for watering

- Healthy, undamaged seedlings of an even grade selected

- Seedlings grasped by their cotyledons with finger and thumb

- Seedlings separated with care in order to prevent damage

- Hole dibbed and seedlings inserted into hole

- Compost lightly firmed with the dibber and the first finger

- To leave the cotyledons close to the surface of the compost

- Seedlings evenly and accurately spaced-out in a tray at suitable distances or positioned centrally in the pot

- Each tray/module tray/pot labelled with the name of the plant and the date

- Ensure equipment is clean

- Select an appropriate container for the seedlings

- Ensure seedlings are pricked out using a suitable method

- Ensure plant material is handled in a manner which optimises growth and development, and minimises damage

- Apply protection if needed

- Ensure seedlings are provided with appropriate moisture

- Ensure records are accurate, legible and complete

- Dispose of waste safely and correctly

- Ensure equipment is maintained in a safe and effective condition throughout

- Select an appropriate container for the seedlings

- Ensure seedlings are pricked out using a suitable method

- Ensure plant material is handled in a manner which optimises growth and development, and minimises damage


- Ensure seedlings are provided with appropriate moisture

- Ensure records are accurate, legible and complete

- Ensure working methods promote health and safety and are consistent with relevant legislation and codes of practice

- Dispose of waste safely and correctly in accordance with legislative and organisational requirements

Page no. 80

68 Sow seeds in short drills - Position of drills marked with canes or pegs

- Straight-edged board placed in position across the bed atRight-angles to the base-line.

- A drill of suitable depth drawn across the bed by standing on the board and using a hoe or stick against the edge of the board.

- Seed sown evenly in the drills.

- Back filled the drills, covering the seed and levelling witha rake pulled only in the same direction of the drills.

- Left one drill uncovered for inspection.

- Drills labelled.

- Area left tidy.
















Page no. 81

69 Be able to explain the precautions that are required to maintain plant health and to prevent diseases

- List 3 ways in which plant health can be affected by environmental conditions in a green house

- List 3 ways in which pests or diseases can affect plants growing in a green house

- List 3 things that can be done in a greenhouse to maintain plant health

- List 3 things that can be done in a greenhouse to prevent pests or diseases

- List 5 ways in which plant health can be affected by environmental conditions in a green house

- List 5 ways in which pests or diseases can affect plants growing in a green house

- List 5 things that can be done in a greenhouse to maintain plant health

- List 5 things that can be done in a greenhouse to prevent pests or diseases

- Write a 4 page reasoned and illustrated report on

- Ways in which plant health can be affected by environmental conditions in a green house

- Ways in which pests or diseases can affect plants growing in a green house

- Things that can be done in a greenhouse to maintain plant health

- Things that can be done in a greenhouse to prevent pests or diseases

- Biosecurity in a green house

Propagation of softwood and semi ripe cuttings.

Unit summary: Learn how to create new plant material through propagating plants from softwood stem cuttings; semi-ripe cuttings from conifers and broadleaved shrubs; leaf lamina, leaf petiole, root and hardwood cuttings.



70 Prepare, plant, water and label terminal softwood stem cuttings,

- Inspect tools for cleanliness and condition

- Carry out all work in accordance with instructions

- Prepare tools and potting shed for the operation to be carried out

Page no. 82

- Read through relevant risk assessments

- Look at some prepared examples and then prepare 10 cuttings from the material provided

- Notice taken of – the correct length reducing the leaf area as

per the examples

- Cut cleanly below a node (or between nodes, if appropriate)

- Remove flower buds

- Apply rooting hormone as demonstrated.

- Explain the selection of different rooting mediums and pots

- Insert cuttings into the rooting medium at correct spacing and depth as demonstrated

- Water cuttings in

- Label container correctly with name and date

- Transfer finished cuttings to correct propagation facilities as directed.

- Prepare, use and maintain equipment in a safe, clean and effective condition throughout

- Use the required growing medium in accordance with instructions

- Prepare and treat propagation material in accordance with instructions

- Handle plant material in a manner that minimises damage and wastage and optimises growth

- Position propagation material in the growing medium in accordance with instructions

- label propagation material in accordance with instructions

- Provide propagation material with a suitable growing environment in accordance with instructions

- Complete activities to sustain and promote plant development after propagation and in accordance with instructions

- Maintain suitable levels of hygiene and biosecurity

- Deal with waste safely and correctly in accordance with instructions

- Complete records as appropriate

- Write a relevant risk assessment for the task that is to be carried out

- Using a propagation programme select the plants to be propagated taking into account, timing, method, space available, time resource and the final use and time of the plants being propagated

- Prepare enough material to ensure the correct number of finished plants can be achieved, taking into account natural losses etc.

- Instruct and explain to others methods, material, techniques to achieve a high success rate and complete task.

- Supervise work to ensure good practice and high standards

- Understand and explain the selection of different rooting mediums and pots, when this stage of the operation needs to be carried out

- Ensure that the cuttings are inserted into the rooting medium at the correct spacing and depth

- Ensure aftercare is carried out

Page no. 83

- Carry out all work in accordance with relevant risk assessment requirements

e.g. watering, labelled

- Supervise to ensure that the finished cuttings are transferred to the correct propagation facilities as soon as possible.

- Explain the threats to young cuttings (including pests and diseases) and explain the methods used to ensure a good success rate

71 Prepare and propagate semi-ripe cuttings from conifers



- Prepare 10 cuttings from the material provided as shown on the prepared examples


per the examples

- Cut cleanly below a growth point (or between if appropriate) as demonstrated



- Insert cuttings into the rooting







- label propagation material in accordance with instructions

- Provide propagation material with a suitable growing environment in





- Instruct and explain to others methods, material, techniques to achieve a high success rate and complete task. As part of this process talk through the

Page no. 84

medium at correct spacing and depth as demonstrated

- Water cuttings in

- Correctly label container with name and date


accordance with instructions






benefits and additional methods used for Heal Cuttings.



- Ensure that the cuttings are inserted into the rooting medium at the correct spacing and depth demonstrated

- Ensure aftercare is carried out e.g. watering, labelled



72 Prepare and propagate semi-ripe cuttings of broadleaved shrubs



- Look at some prepared examples and then prepare 10 cuttings from

- 10 semi-ripe cuttings of broadleaved shrubs selected

- Correct material selected that is free from visible

pathogens from wood of the current

season's growth



Page no. 85

the material provided


per the examples

- Cut cleanly below a node (or between nodes, if appropriate)

- Remove flower buds




- Water cuttings in

- Label container correctly with name and date


not too lignified or too soft at base

- All cuts made cleanly (tip-cuttings) and sufficient leaves removed to enable insertion

- Main stem (heeled-cuttings) torn, removing unwanted tails with the knife

- Cuttings inserted in containers at correct spacing and depth

- Cuttings watered in

- Containers correctly labelled








- Prepare enough material to ensure the correct number of finished plants can be achieved, taking into account natural losses etc…

- Instruct and explain to others methods, material, techniques to achieve a high success rate and complete task. As part of this process talk through the benefits and additional methods used for Heal Cuttings.





Page no. 86

- Label propagation material in accordance with instructions









73 Prepare and propagate leaf lamina and leaf petiole cuttings



- Look at some completed examples and then prepare 5 leaf petiole and 5 leaf section cuttings from the material provided as explained

- Take note ofLeaf section

- Prepare and propagate 5 leaf lamina and 5 leaf petiole cuttings

Leaf section

- Healthy leaves of correct age selected and detached cleanly from the stock

- Leaves cut across the venation, into sections

- Sections inserted vertically with the proximal end inserted in the



- Using a propagation programme select the plants to be propagated taking into account, timing, method, space available, time resource and

Page no. 87

- Leaves cut across the venation, into sections

- Sections inserted vertically with the proximal end inserted in the compostLeaf petiole

- Cuttings inserted vertically in compost with efficient use of space


- Water cuttings in Label the container correctly with name and date

- Transfer finished cuttings to correct propagation facilities as directed

compost

- Cuttings watered

- Container correctly labelled Leaf petiole

- Healthy leaves of correct age selected and detached cleanly from the stock

- Cuttings inserted vertically in compost with efficient use of space

- Cuttings watered

- Container correctly labelled






- Position propagation material in the growing medium inaccordance with instructions

the final use and time of the plants being propagated





- Ensure that the cuttings are inserted into the rooting medium at the correct spacing and depth



- Explain the threats to young cuttings (including pests and diseases) and explain the

Page no. 88






- Complete records as appropriate- Carry out all work in accordance

with relevant risk assessment requirements

methods used to ensure a good success rate

74 Prepare and propagate root cuttings



- 10 cuttings prepared from the material provided as shown on the prepared examples

- Notice taken of – the correct length the top-cut made square

across the root and the bottom cut sloped to

- 10 root cuttings selected

- Roots between 6-12mm diameters selected, if appropriate

- Selected roots cut into lengths of between 40-50mm

- The top-cut made square across the root and the bottom cut sloped to indicate polarity

- Cuttings inserted vertically into pots so that the tops are level with the surface,




Page no. 89

indicate polarity


- Cuttings inserted into the rooting medium at correct spacing and depth as demonstrated

- Containers covered with a layer of grit to correct depth

- Cuttings watered in

- Container correctly labelled with name and date

- Finished cuttings transferred to correct propagation facilities as directed.

or laid horizontally, if appropriate.- Containers covered with a 6mm

layer of grit

- Containers labelled correctly


















Page no. 90





75 Prepare and propagate 10 hard wood cuttings



- Look at prepared examples and prepare10 cuttings from the material provided Take note of the correct length

- Cut cleanly below node and above bud at base and top as demonstrated



- Water in cuttings

- Correctly label container with

- 10 hard wood cuttings selected

- Suitable ripe / mature shoots, one season's growth, selected

- Cuts made just below node and above bud at base and top

- Cuts made cleanly

- Final cutting between 175mm and 250mm in length

- Trench notched into soil

- Gritty sand spread up to 25mm in depth in notch

- Cuttings inserted between 100mm to 250mm apart

- At least half of each cutting below ground

- Soil well firmed around cuttings




- Prepare enough material to ensure the correct number of finished plants can be achieved, taking into account natural losses etc

- Instruct and explain to others methods, material, techniques to achieve a high success rate

Page no. 91

name and date


- Top of soil raked to prevent solid crust











and complete task.







Page no. 92




Propagation of other plant material

Unit summary: Learn how to propagate plants, by dividing tubers; rhizomes; bulbs and corms and replanting them.

LO number


76 Divide root tubers e.g. Dahlias into the maximum number of portions each one being suitable for growing on (where relevant to the property).

- Keep equipment clean, make sure it is in good condition and use safely

- Assist with collecting material for the vegetative propagation of plants

- Store as shown

- Identify plants suitable for propagation

- Handle plant material in a way that minimizes waste and damage

- Divide root tubers under




- Divide root tubers

- Cut base of stem with root tubers attached, into the maximum possible number of portions without waste ensuring each division has a portion of stem

- Determine the source of the propagation material and the method of collection to ensure that it fits the needs of the method of propagation and the plant species

- Plan the timing of the collection of propagation material to maximize the success of the procedure and to fit in with the production programme for the garden

- Appropriately choose plants from which material is to be collected to maximize success

Page no. 93

supervision Base of stem with root

tubers attached, cut into the maximum possible number of portions without waste

Each division consisted of portion of stem base,

Showing buds or shoots, and root tuber(s)

Dust all cut surfaces with appropriate fungicide

Bench cleared and rubbish removed

base,

- Dust all cut surfaces with appropriate fungicide

- Bench cleared and rubbish removed





- Handle material on collection in a way which minimizes damage and wastage

- Store collected material appropriately

- Handle plant material when using the appropriate propagation method, in a manner which minimizes damage and wastage and maximizes growth

- Select and use an appropriate propagation method

- Prepare and treat propagation materials appropriately

- Clearly and accurately record information

77 Divide stem tubers e.g. potatoes into the maximum number of portions each one being suitable for growing on





- Divide stem tubers under supervision



- Divide stem tubers


- Store appropriately

- Replant at appropriate time of



- Appropriately choose tubers to maximize success

Page no. 94

Dig up stem tubers Divide Store appropriately Replant at appropriate

time of year.


year.











- Replant at appropriate time of year.









Page no. 95



78 Divide rhizomes e.g. irises into the maximum number of portions each one being suitable for growing on



- Store as shown



- Divide rhizomes under supervision Cut away each fan of

leaves from the clump, using a sharp knife. Each fan should have a portion of young rhizome

Select the largest fans with the healthiest rhizomes for replanting

Discard smaller fans and old, withered looking rhizomes

Shorten the leaves above the rhizome and trim the roots to shorten them

Dig a hole, large enough




Cut away each fan of leaves from the clump, using a sharp knife. Each fan should have a portion of young rhizome

Select the largest fans with the healthiest rhizomes for replanting

Discard smaller fans and old, withered looking rhizomes

Shorten the leaves above the rhizome and trim the roots to shorten them

Dig a hole, large enough for the rhizome and roots

Plant the rhizome at an appropriate depth.

Work the soil back between the roots

- Handle plant material in a manner







- Select and use an appropriate

Page no. 96

for the rhizome and roots Plant the rhizome at an

appropriate depth. Work the soil back

between the roots


that minimises damage and wastage and optimises growth

- Label propagation material



- Deal with waste safely and correctly in accordance with instructions complete records as appropriate


propagation method



79 Divide bulbs into the maximum number of portions each one being suitable for growing on



- Store as shown






Detach offsets and pot up

Replant larger, hardy offsets in the ground immediately.

Grow on small or



- Appropriately choose plants from which material is to be

Page no. 97

- Divide bulbs under supervision Detach offsets and pot up Replant larger, hardy

offsets in the ground immediately.

Grow on small or tender offsets by planting them in pots and caring for them until they have reached a larger size, ready to be planted out.

To encourage offset production, shallow-plant a stock bulb, or notch the basal plate of the stock bulb to promote offset formation


tender offsets by planting them in pots and caring for them until they have reached a larger size, ready to be planted out.

To encourage offset production, shallow-plant a stock bulb, or notch the basal plate of the stock bulb to promote offset formation







- Deal with waste safely and correctly in accordance with

collected to maximize success







Page no. 98

instructions



80 Divide corms into the maximum number of portions each one being suitable for growing on





- Divide corms under supervision Dig up corms and divide

into sections. Replant divided corms,

planting just below the soil level.






Dig up corms and divide into sections.

Replant divided corms, planting just below the soil level.




- Label propagation material in







Page no. 99

accordance with instructions










Complete flower border care throughout the year

Unit summary: Learn how to care for a flower border through the year. This will include sowing seeds; planting successional bedding; staking and tying plants and lifting and dividing perennials. You will also learn to identify the plants in the border.

Page no. 100

LO number


81 - Stake and tie1. using brushwood, as

appropriate, a kind of herbaceous plant at the correct size for staking –e.g. Delphinium,

2. using single cane or stakes, as appropriate, a kind of herbaceous plant at the correct size for staking – e.g. Helenium,

3. using multiple canes or stakes, as appropriate, a kind of herbaceous plants at the correct size for staking – e.g a group of lilies

- Read relevant risk assessments

- Demonstrate three different types of staking choosing the correct staking material for the plant and the historical context of the location after discussions with your mentor.

- Trim the support material as directed.

- Support the plant by inserting in the correct position the support material, without causing unnecessary damage to roots

- Attach individual stems to the support material correctly as directed.

- Complete the task to a satisfactory standard as directed.

- After completion of work, remove footmarks, hoe off weeds and leave the area tidy

- Read relevant risk assessments

- Demonstrate three different types of staking choosing the correct staking material for the plant and the historical context of the location.

- Trim the support material.

- Support the plant by inserting in the correct position the support material, without causing unnecessary damage to roots

- Attach individual stems to the support material correctly as directed.

- Complete the task to a satisfactory standard.

- After completion of work, remove footmarks, hoe off weeds and leave the area tidy

- Write a relevant risk assessment for this task

- Demonstrate three different types of staking choosing the correct staking material for the plant and the historical context of the location.

- Explain your choice of staking material.

- Demonstrate the correct choice and use of tools for the task.

- Demonstrate how to trim the support material.

- Demonstrate how to support the plant by inserting in the correct position the support material, without causing unnecessary damage to roots

- Demonstrate the correct methods for attaching individual stems to the support material correctly.

- Demonstrate how to complete the task to a satisfactory standard.

- After completion of work, remove footmarks, hoe off

Page no. 101

weeds and leave the area tidy

- Supervise the work to a satisfactory standard

- Explain the benefits of this operation and the optimum timings for staking each plant type chosen.

82 Lift and divide herbaceous perennials

- Read relevant risk assessments for this task

- Selects the tools needed for this task,

- As directed cut back and tidy away unwanted old growth

- Lift the plants identified in the manner shown

- As demonstrated carry out the division

- As shown prepare the ground for replanting and plant back the division

- Leave the site tidy, clean the tools

- As directed ensure spare divisions are not wasted

- Show an understanding of why you would lift and divide herbaceous perennials







- Complete activities to sustain and promote plant development after

- Carry out a risk assessment for this task

- Examine the border and identify the areas needing attention and work to be done.

- Consult with the garden conservation plan to ensure that work carried out is in order with the long term aims of the garden.

- Supervise the clearance of old material and prepare the plants to be lifted

- Demonstrate the lifting, splitting/division, soil preparation and replanting of the plants in hand

- Supervise the preceding process to ensure that the operation is carried out in the correct manner

- Ensure that any spare material is lined out or potted up

Page no. 102

propagation and in accordance with instructions





- Tidy the site and ensure it is clean and tidy

- Record all of the plants according to NT standards

- Carryout any remedial work to ensure that the plants establish properly

83 Identify 10 hardy annuals, bedding or herbaceous perennials

- Using books and other information available note the different characteristics of the plants selected for you to observe.

- Use an appropriate guide to help you identify 7 out of 10 herbaceous plants. Use common names. Appropriately record details to support species identification e.g. photograph, notes, measurements

- Select and use equipment and resources and apply identification skills to identify 7 out of 10 hardy annuals, bedding or herbaceous perennials. Use common and scientific names and record relevant details to help confirm species identification, collecting photographs, specimens or samples where appropriate

- Apply conventions for naming species correctly

- Identify factors that might influence the reliability and accuracy of correct species identification

- Recognise the limits of your own expertise and seek advice or validation where necessary

- Select and use equipment and resources for the identification of 25 hardy annuals, bedding or herbaceous perennials (include genus, species and cultivar); record relevant details to help confirm species identification, collecting photographs, specimens or samples where appropriate

- Apply conventions for naming species correctly

- Identify factors that might influence the reliability and accuracy of correct species identification

- Recognise the limits of your own expertise and seek advice or validation where necessary

Page no. 103

Weed, Pest, Disease and Disorder identification and control

Unit summary: You will learn how to identify weeds, pests, disorders and diseases that affect plants across a variety of sites. LO number


84 Identify five weed seedlings - Identify 5 weed seedlings growing in the area indicated using the concise pictorial leaflet provided.

- With the help of the mentor discuss how to remove the weeds in an appropriate manner to avoid their reoccurrence.

- Remove the weeds in an appropriate manner to avoid their reoccurrence.

- Select and use equipment and resources and apply identification skills to identify 5 weed seedlings growing in the area indicated.


- Select and use equipment and resources for the identification of a range of weed seedlings by botanical name and describe their characteristics and cultural and chemical methods of control.

- Identify weed seedlings growing in each of three different habitat areas

- Describe the direct effect on the habitat if the weeds are allowed to persist.


- Describe the main features of seed morphology and physiology that contribute to the dissemination and successful establishment of weed species

Page no. 104

85 Identify at least three pests or examples of pest damage

- Identify 3 pests correctly in the area of garden/selection of plants indicated using the concise pictorial leaflet provided.

- Identify 3 pests correctly in the area of garden/selection of plants indicated using the identification books provided.

- Identify 5 pests correctly in the area of garden/selection of plants indicated using the identification books provided.

- Describe their characteristics, methods of prevention and cultural, chemical and biological control.

86 Identify two plant disorders - Identify 2 disorders correctly in the area of garden/selection of plants indicated using the concise pictorial leaflet provided.

- Identify 2 disorders correctly in the area of garden/selection of plants indicated using the identification books provided.

- Identify 3 disorders correctly in three different areas of garden/selection of plants indicated using the identification books provided

- Describe their characteristics.

- Describe methods of prevention

- Describe how to prevent the disorder

- Describe appropriate methods of treatment.

87 Identify two beneficial predatory insects or other beneficial organisms

- Identify 2 organisms correctly in the area of garden/samples indicated using the concise pictorial leaflet provided.

- Identify 2 organisms correctly in the area of garden/samples indicated using the identification books provided.

- Explain why they are beneficial

- Identify 5 organisms correctly in the area of garden/samples indicated using the identification books provided.

- Describe the beneficial effects of each organism.

- Describe how you would use it in the garden practically.

Page no. 105

88 Identify two plant diseases - Identify 2 plant diseases correctly in the area of garden/selection of plants indicated using the concise pictorial leaflet provided.

- Identify 2 plant diseases correctly in the area of garden/selection of plants indicated using the identification books provided.

- Identify 5 diseases correctly in the area of garden/selection of plants indicated using the identification books provided.

- Describe their characteristics and the effect on the plant.

- Describe how to prevent and control the plant diseases by cultural, chemical and biological means.

- Explain the meaning of biosecurity and its importance in preventing the spreading of diseases to established horticultural areas

89 Identify in theory five notifiable diseases and know the procedures to follow if there was an outbreak. (Level 2and 3 only).

- Explain what a notifiable disease is.

- Understand what to do if there is an outbreak

- Describe 5 notifiable diseases correctly in theory and know how to recognise them.

- Explain the procedures to follow if there is an outbreak.

- Describe 5 notifiable diseases correctly in theory and know how to recognise them.

- Describe their characteristics and the effect on the plant.

- Explain the procedures to follow if there is an outbreak.

Prevention of weeds and complete weed control by hand, chemical and mechanical means.

Unit summary:- (to include annuals and perennials). You will learn how to prevent weeds and how to remove weeds from the border by hand; hoe; through chemical application or by mulching.

Page no. 106

Please note this unit can only be taken if the property is willing to pay for a NTPC certificate in spraying or if the trainee is supervised by a member of staff with the certificate.

LO number


90 Weed a plot by hand selecting out the appropriate plants.

- Under supervision weed an area of land 2metres by 2 metres removing all appropriate plants


- Avoid all damage to crops or garden plants

- Leave the area clean and tidy

- Identify two different areas of major weed problems in an area of garden plants and demonstrate an appropriate hand weeding method to remove the plants from each area and prevent their reoccurrence.

- Ensure retained plants are handled in a manner which prevents damage



- Ensure appropriate records are completed if required

- Ensure that risk assessment requirements are put into practice

- Identify three different areas of major weed problems in an area of garden plants and demonstrate an appropriate hand weeding method to remove the plants from each area and prevent their reoccurrence.

- Ensure retained plants are handled in a manner which prevents damage




- Ensure that risk assessment requirements are put into practice

- In the period after weeding evaluate the effectiveness of the action that you took

Page no. 107

91 - Demonstrate weed control or prevention using each of the following methods Mulch Manure Gravel Weed control fabric Compost Mushroom

From the garden council

- Demonstrate the correct use each of the following methods of preventing or controlling weeds

Mulch Manure Gravel Weed control fabric Compost Mushroom

From the garden Council

- Under supervision Ensure the ground is

weed free before applying covering

Apply covering evenly and to appropriate depth

Ensure covering is not covering crowns and stems of plants in bed/border

Gather all waste and remove and leave the site clean and tidy

Use the tools, materials and personal protective equipment safely and correctly

Maintain the health and safety of yourself and others at all times

Maintain hygiene according to instructions

Clean the tools and equipment after use

Store the tools, materials and personal protective equipment properly

- Choose an appropriate method of weed control or prevention for a variety of different weed types demonstrating the appropriate use of each of the following



- Explain your choice of method in each case taking into account a basic understanding of weed biology

- Demonstrate the correct use of each of these methods

- Evaluate the success of each procedure

- Ensure the ground is weed free before applying mulch

- Gather all waste and remove and leave the site clean and tidy

- Use the tools, materials and personal protective equipment safely and correctly


- Maintain hygiene according to

- Know how to recognise major weed species associated with particular cropping practices and soil types accurately

- Choose an appropriate method of weed control or prevention demonstrating the appropriate use of each of the following



- Explain your choice of method in each case taking into account the main features of seed morphology and physiology that contribute to the dissemination and successful establishment of weed species


- Evaluate each method of weed prevention and control

- Use the correct methods to maintain the health of plants


Page no. 108

instructions

- Clean the tools and equipment after use

- Store the tools, materials and personal protective equipment properly


- Maintain hygiene according to instructions



92 - Demonstrate your understanding of how to prevent weeds in a border by

Using ground cover planting

Creating sterile seed beds

- Demonstrate the correct use of the following methods of preventing or controlling weeds

Using ground cover planting


- Choose an appropriate method of weed control or prevention for a variety of different weed types demonstrating the appropriate use of each of the following

using ground cover planting

Creating sterile seed beds- Explain your choice of method in

each case taking into account a basic understanding of weed biology


- Evaluate the success of each procedure

- Know how to recognise major weed species associated with particular cropping practices and soil types accurately

- Choose an appropriate method of weed control or prevention demonstrating the appropriate use of each of the following

using ground cover planting


- Explain your choice of method in each case taking into account the main features of seed morphology and physiology that contribute to the dissemination and successful establishment of weed species


Page no. 109

- Evaluate each method of weed prevention and control

93 Understand the importance of preventing weeds before they occur

- Understand the processes that can be followed to prevent weeds being spread within a historic garden


- Demonstrate three tasks that you can undertake to prevent weeds from being spread within a historic garden

- Understand the causes of weed infestation in crops and the vital importance of clean seeds


- Demonstrate three tasks that you can undertake to prevent weeds from being spread within a historic garden

94 Apply an area (or specified number of plants) with a liquid spray pesticide or herbicide

- Select the correct professional knapsack sprayer

- Select the appropriate chemical from the National Trust approved list

- Calibrate the sprayer

- Understand the correct mixtures and volumes for the knapsack sprayer

- Measure and mix a liquid spray chemical according to manufacturers' instructions.

- Decide when and where to spray and explain the decisions

- Use the correct spraying technique

- Carry out your work in line with relevant risk assessment

- Select the correct professional knapsack sprayer

- Select the appropriate chemical from the National Trust approved list

- Understand the correct mixtures and volumes for the knapsack sprayer

- Determine the correct timing for carrying out the spraying and explain your reasons

- Calibrate the sprayer

- Understand the correct

Page no. 110

and equipment according to the site management plan, organisational requirements and manufacturer’s instructions

- Dispose of surplus spray correctly

- Correctly follow instructions to wash out and clean sprayer

- Carry out your work in line with relevant risk assessment

- Handle spray according to COOSH guidelines

- Store chemicals appropriately

- Protect the health and safety of yourself, other workers and the public throughout operations

- Use tools and equipment correctly and maintain them in a safe condition throughout



mixtures and volumes for the knapsack sprayer

- Measure and mix a liquid spray chemical according to manufacturers' instructions.

- Use the correct concentration of liquid spray

- Select vegetation to spray according to the site management plan and any prevailing constraints

- Use the correct spraying technique and equipment according to the site management plan and organisational requirements

- Demonstrate the safe disposal of surplus spray materials

- Demonstrate safe cleaning of the sprayer after applying liquid spray chemical.

- Handle spray according to COOSH guidelines

- Store chemicals appropriately

- Protect the health and safety of yourself, other workers and the public throughout operations by recognising any hazards and reducing any associated risks to an acceptable level

- Correctly follow instructions and

Page no. 111

use tools and equipment correctly and maintain them in a safe condition throughout




- Work in ways which do not adversely affect the environment

- Take the appropriate action to remedy any incidental damage which occurs during the management of vegetation

95 Demonstrate the removal of annual weeds by hoe.

- Under supervision

- Use the Dutch hoe correctly whilst moving in a backwards direction

- OR use the draw hoe correctly whilst moving in a forwards direction

- Shear all weeds at a point just below the soil-surface avoiding all damage to crops or garden plants

- Ensure tools are serviceable sharp and clean

- Use the Dutch hoe correctly whilst moving in a backwards direction

- OR use the draw hoe correctly whilst moving in a forwards direction

- Shear all weeds at a point just below the soil-surface avoiding all damage to crops or garden plants

- Ensure tools are serviceable sharp and clean

- Brief and supervise a small group to remove annual weeds by hoe.

- Ensure:- Use the Dutch hoe correctly

whilst moving in a backwards directionOR use the draw hoe correctly whilst moving in a forwards direction

Shear all weeds at a point just below the soil-surface avoiding all damage to crops or garden plants

Page no. 112

- Ensure correct method of disposal of pernicious weeds

Page no. 113

Pruning of trees and shrubs

Unit summary: You will learn different techniques to prune plants and you will find out when each should be pruned. You will prune shrubs that flower at different times of year; roses; different varieties of hedge and climbing plants.



96 Understand the principal objectives and purposes of planted areas in historic gardens and how these affect their maintenance and pruning

- Your mentor will select three shrubs or trees in a historic garden. List the plant common and scientific names and describe the area in which they are located in terms of the historical significance to the property

- Explain the significance of these plants in relation to the garden, historically and aesthetically.

- Using the historic gardens conservation management plan identify how these three shrubs or trees should be pruned.

- Describe how the historic context and spirit of place determine the pruning methods for these plants

- Using the conservation management plan for the historic garden, describe the objectives and purposes of the recommended pruning requirements for three selected shrubs or trees

97 Prune a shrub that flowers on the previous season’s growth

- Read any risk assessment associated with task.

- Ensure tools to be used are serviceable, sharp and clean.

- With mentor, decide what your objective is (i.e. disease control, formative etc.)



- With mentor, decide what your objective is (i.e. disease control,

- Consult the conservation management plan to determine the objectives and processes for specific planting areas

- Survey the site prior to undertaking operations

Page no. 114

- Learn to identify new growth, one year old growth, and older growth.

- Ensure that any work carried out will be at the correct time of year to suit the species.

- Under supervision carry out the following:

- All dead, diseased and weakly growth removed right back to its point of origin

- All cuts made cleanly and back to strong and healthy buds

- As much two-year old wood as possible removed without sacrificing too much one-year old wood

- Older wood removed to base, where possible

- Remaining branches left evenly spaced so that shrub looks balanced

- All pruning waste gathered and removed and site left tidy

formative etc.)



- Remove all dead, diseased and weak growth right back to its point of origin

- Make all cuts cleanly and back to strong and healthy buds

- Remove as much two-year old wood as possible without sacrificing too much one-year old wood

- Remove older wood to base, where possible

- Leave the remaining branches evenly spaced so that shrub looks balanced

- Gather all pruning waste and remove and leave the site tidy

- Decide how much work you can safely do to maintain formal aspects of planting scheme.

- Consider whether you need to stagger the pruning regime over more than one season.

- Prune the trees in accordance with conservation management plan

- Brief and supervise a small team to undertake the task.

- Ensure they use appropriate Personal Protective Equipment and tools

- Ensure they maintain and safeguard their own health and safety and that of those affected by the work in accordance with relevant legislation and the risk assessment

98 Prune a shrub that flowers on the current season’s growth or is coppiced for winter stem effect






Page no. 115


- Learn to identify new growth, one year old growth, older growth.


- Learn the difference between coppicing and pollarding.

- Under supervision: All dead, diseased and

weakly growth removed right back to its point of origin

All cuts made cleanly and back to strong and healthy buds

As much two-year old wood as possible removed without sacrificing too much one-year old wood

Older wood removed to base, where possible

Remaining branches left evenly spaced so that shrub looks balanced

- All pruning waste gathered and removed and site left tidy:


- Learn to identify new growth, one year old growth, older growth.


- Learn the difference between coppicing and pollarding.

- Remove all dead, diseased and weak growth back to its point of origin


- For those that are pollarded (e.g., Buddleia davidii). Remove all one-year old wood to near its point of origin so that only basal buds leftOR

- For those that are coppiced e.g. Spiraea japonica, Salix species and Cornus alba cultivars grown to provide coloured stems cut back ALL one-year old wood to the stool at near soil level

- Gather all pruning waste and remove and leave the site tidy



- Consider whether you need to stagger the pruning regime over more than one season. Brief and supervise a small team to prune a shrub that flowers on the current season’s growth or is coppiced for winter stem effect

- Prune the trees in accordance with conservation management plan

- Brief and supervise a small team to undertake the task.



Page no. 116

99 Prune a bush rose - Read any risk assessment associated with task.





- Under supervision: All dead, diseased and

weak growth removed back to its point of origin

All cuts made cleanly and back to strong and healthy buds

Healthy and vigorous shoots pruned appropriate to plant concerned, vigour of shoots and required result

- Any suckers removed arising from the root stock

- Gather all pruning waste and remove and leave site tidy








- Prune healthy and vigorous shoots appropriate to plant concerned, vigour of shoots and required result

- Remove any suckers arising from the root stock

- Gather all pruning waste remove and leave the site tidy





- Prune the roses in accordance with conservation management plan

- Brief and supervise a small team to prune a bush rose.



Page no. 117

100 Prune a climbing rose - Read any risk assessment associated with task.





- Under supervision:


- Cleanly make all cuts back to strong and healthy buds

- Release plant from its support-system

- Remove completely old branches, which could be replaced by one-year old ones, to the point where the replacement branch arises

- shorten all one-year old shoots

- Where there was a dearth of strong replacement shoots, ’nick’ old shoots ' above a bud in an







- Cleanly make all cuts back to strong and healthy buds


- Remove completely old branches, which could be replaced by one-year old ones, to the point where the replacement branch arises

- shorten all one-year old shoots

- Where there was a dearth of strong replacement shoots, ’nick’ old shoots ' above a bud in an attempt to make the bud 'break' in the following growing season


- Consider whether you need to stagger the pruning regime over more than one season

- Brief and supervise a small team to prune a climbing rose

- All dead, diseased and weak growth removed back to its point of origin

- All cuts made cleanly and back to strong and healthy buds

- Plant released from its support-system

- Old branches, which could be replaced by one-year old ones,removed completely to the point where the replacement branch arises

- All one-year old shoots shortened

- Where there was a dearth of strong replacement shoots, old shoots 'nicked' above a bud in an attempt to make the bud 'break' in the following growing season

- All the branches tied in to the support system so that they are evenly spaced

Page no. 118

attempt to make the bud 'break' in the following growing season

- Tie all the branches in to the support system so that they are evenly spaced



- Tie all the branches in to the support system so that they are evenly spaced



- Any suckers removed arising from the root stock

- All pruning waste gathered and removed and site left tidy

101 Prune a rambler rose - Read any risk assessment associated with task.





- Under supervision: Remove all dead,

diseased and weak growth back to its point of origin

Make all cuts cleanly and back to strong and healthy buds

release plant from its support-system












- Prune the roses in accordance with conservation management plan

- Brief and supervise a small team to prune a bush rose.


- Ensure they maintain and safeguard their own health and safety and that of those affected by the work in

Page no. 119

Remove all shoots two years or more of age to the stool

Tie in all the one-year old shoots

spur back any laterals which may, exceptionally, have arisen on the normal one year old shoots to one or two buds


- Remove all shoots two years or more of age to the stool

- Tie in all the one-year old shoots

- Spur back any laterals which may, exceptionally, have arisen on the normal one year old shoots to one or two buds


accordance with relevant legislation and the risk assessment

102 Trim a hedge using shears - Read any risk assessment associated with task.


- Ensure that you have chosen the correct time of year for trimming the particular species

- Under supervision: Trim a 3 metre hedge Check the condition of the

hedge and take appropriate action

- Prepare template by trimming hedge to required shape and height at one end as a guide

- Trim hedge to smooth surface by workingbackwards from the template.

- Fix a taut line at the stated height




- Trim a 3 metre hedge

- Check the condition of the hedge and take appropriate action

- Prepare template by trimming hedge to required shape and height at one end as a guide

- Trim hedge to smooth surface by working backwards from the template

- Fix a taut line at the stated height along the top of the hedge

- Brief and supervise a small team to trim a hedge using shears

- Ensure Trim a 3 metre hedge Check the condition of

the hedge and take appropriate action

Prepare template by trimming hedge to required shape and height at one end as a guide

Trim hedge to smooth surface by working backwards from the template

- Fix a taut line at the stated height along the top of the hedge

- Trim the top of hedge to smooth finish along the line

Page no. 120

along the top of the hedge


- Gather all pruning waste and remove and leave site tidy:




103 - Demonstrate the safe use of hedge trimmers

electrically-powered trimmer

fuel powered hedge trimmer

- Demonstrate the safe use of both hedge trimmers




- With a mentor check the condition of hedge trimmer to ensure fit for purpose.

- Ensure tools to be used are serviceable, refuelled as appropriate (or Cable secured to provide freedom for working and safety), sharp and clean.

- Wear suitable PPE.

- Ensure site secured.


- Learn the function of each control on the trimmer

- Demonstrate the safe use of hedge trimmers




- Check the condition of hedge trimmer to ensure fit for purpose.

- Ensure tools to be used are serviceable, refuelled as appropriate (or Cable secured to provide freedom for working and safety), sharp and clean.

- Wear suitable PPE.

- Ensure site secured.


- Describe the function of each control on the trimmer

- Take the appropriate precautions

- Demonstrate the safe use of hedge trimmers



- Select the correct item of equipment and machinery for the planned task

- Make sure that the equipment and machinery is safe and in good working order and well maintained

- Select and use the correct personal protective clothing and equipment (PPE)

- Set up and use the equipment and machinery to trim a 4m hedge in accordance with the manufacturer's instructions and legal regulatory requirements

- Ensure the safety of yourself and other people while operating the equipment and machinery

Page no. 121

- Take the appropriate precautions to protect the public, animals and the operator including signs, exclusion zones and high visibility clothing.

- Under supervision: Test-start the machine.

according to manufacturer’s instructions

trim a 4m length of hedge to required shape and height with a smooth surface

use the correct and safe techniques as advised

- Switch-off trimmer after use

- Refuel machine if appropriate

- Clear site of obstructions

- Clean up site and leave tidy

- Fit Blade guard to hand held trimmer when not in use

- Transport hedge trimmer back safely to store.

to protect the public, animals and the operator including signs, exclusion zones and high visibility clothing.

- Test-start the machine. according to manufacturer’s instructions

- Trim a 4m length of hedge to required shape and height with a smooth surface using correct and safe techniques

- Switch-off trimmer after use

- Refuel machine if appropriate

- Clear site of obstructions

- Clean up site and leave tidy

- Fit Blade guard to hand held trimmer when not in use

- Transport hedge trimmer back safely to store.

- Identify any problems with the equipment and machinery and take the correct action

- clean and store the equipment correctly after use

- maintain equipment and machinery in accordance with manufacturer’s instructions, standard procedure and legislation

- Maintain health and safety in accordance with relevant legislation and codes of practice

- Minimise the escape of substances and dispose of waste in a safe manner and place

- Identify the need for advice and assistance and refer this matter to the appropriate member of staff

Page no. 122

Vegetable production

Unit summary: You will learn how to sow vegetable seeds and plant out vegetable seedlings; how to stake and how to protect them so that we can produce vegetables that help the National Trust put over their Appetite for Change policy- producing and preparing food in the 21st century.



104 Understand historic techniques in relation to food production; associated heritage varieties and period styles of planting.

- Find out about five different types of heritage vegetable

- Draw a picture of each illustrating their characteristics compared with the present day equivalent

- Find out how each was cultivated and state how this varies or is similar to present day cultivation of that vegetable.

- Find out how the vegetable was changed to the present day form.

- Research and describe the styles of vegetable growing from three different historic time periods

- Research historic techniques in relation to food production; associated heritage varieties and period styles of planting.

- Demonstrate your understanding by producing a basic interpretation material for the public describing historic techniques in relation to food production; associated heritage varieties and period styles of planting.

- Research historic techniques in relation to food production; associated heritage varieties and period styles of planting.

- Demonstrate your understanding by giving a presentation to a group of volunteers, so that they can bring the subject to life for visitors.

105 Understand the historical significance of the vegetable garden and how it relates to the property story and spirit of place

- Describe the historical story of the garden and how this relates to the story of the property and the spirit of place

- Describe to what extent the layout of the vegetable garden is determined by the historical story

- Describe the historical significance of the vegetable garden and how it relates to the property story and spirit of place

- Describe how the layout fits into the historical significance and spirit of place

- Describe the historical significance of the vegetable garden and how it relates to the property story and spirit of place

- Describe how the layout today fits into the historical

Page no. 123

and how much of the layout relates to the use today

- Understand the vegetable selection today and how this relates to the historical story and the spirit of place and how much of it relates to the use of the vegetable garden today

- Describe the heritage varieties used today. Do they relate to a specific period, how do they fit into the story and why they are the heritage varieties selected

- Describe how the layout is determined by the contemporary use of the garden today

- Understand the vegetable selection today and how this relates to the historical significance, the spirit of place and the contemporary use

- Describe the heritage varieties used today. Do they relate to a specific period, how do they fit into the story and why they are the heritage varieties selected

- Research other varieties of vegetable that were historically used in the garden if the archive material is available

- Understand how the vegetable garden is used today and how this determines the vegetable varieties used.

significance and spirit of place

- Describe how the layout is determined by the contemporary use of the garden today

- Understand the vegetable selection today and how this relates to the historical significance, the spirit of place and the contemporary use

- Describe the heritage vegetable varieties used today. Do they relate to a specific period, how do they fit into the story and why they are the heritage varieties selected

- Research other varieties of vegetable that were historically used in the garden if the archive material is available

- Understand how the vegetable garden is used today and how this determines the vegetable varieties used.

106 Create a plan for the setting up of a vegetable garden

- Understanding the spirit of place and the historical context of the garden create a plan for a vegetable garden showing the location of proposed borders/ areas and the reasons for choices made

- In the plan show an

Page no. 124

understanding of soil type and its effect on border treatment and management

- In the plan show an understanding of soil pH and its effect on border treatment and management

- In the plan show an understanding of water and its effect on border treatment and management

- In the plan show an understanding of other environmental conditions and its effect on border treatment and management

- Create a programme of works to create the vegetable garden

- Create a planting programme for the garden showing an understanding of soil type, pH, environmental conditions, nutrient availability and rotation

- Create a programme of work for on-going management of the vegetable garden showing

- An understanding of soil type, pH, environmental conditions, nutrient availability, rotation and the strategy and requirements of the property

107 Create a plan for the on-going - Create a programme of work

Page no. 125

management of a vegetable garden

for the on-going management of an existing vegetable garden showing an understanding of soil type, pH, environmental conditions, nutrient availability, rotation and the strategy of the property and how to maximize the success of the operation.

108 Manage a programme of work to maximize the success of an existing vegetable garden that demonstrates the spirit of place of the historic property

- Follow a programme of work to manage a vegetable garden demonstrating the spirit of place

- Manage the staff and volunteers to execute and complete the plan

- Calculate and collect the required quantities of seed, growing medium and other materials

- Prepare the growing medium in accordance with the requirements of the plan

109 Sow one row of small seeds by hand in drills at an appropriate density.

- Help position the end of each row marked accurately with pegs provided

- Help with the setting of a taut-line, which is touching the pegs, at each end of the row on the work-side and at right angles to the base-line

- Water as instructed

- Prepare the growing medium in accordance with instructions

- Check, store and handle seeds in a way that maximizes viability

- Sow seeds evenly, accurately and at the correct depth and density for the species

- Provide immediate aftercare to encourage immediate germination

- Prepare the growing medium in accordance with the conservation management plan



- Provide immediate aftercare to

Page no. 126

- Under supervision draw the drills evenly at the correct depth and width, in relation to the size of the seed tight to the line

- Sow seed accurately and evenly following instructions

- Help back fill the drills covering the seed

- Level with the rake pulled ONLY in the same direction as the drill

- Area left tidy

- Identify problems with germination and be able to take immediate appropriate action

- Remove and hygienically dispose of unwanted seedlings

- Accurately identify the best seeds for the next part of the production process

- Provide suitable post propagation aftercare conditions

- Ensure the following records are completed accurately

Propagation activities Success rate

- Ensure the equipment used for the propagation is prepared, used and maintained in a suitable and effective condition

encourage immediate germination






Propagation activities

Success rate


110 Sow one row of large seeds by hand in drills at an appropriate density.

- Help position the end of each row marked accurately with pegs provided

- Help with the setting of a taut-line, which is touching the pegs, at each end of the row on the work-side and at right angles to the base-line

- Water as instructed




- Provide immediate aftercare to

- Prepare the growing medium in accordance with the management plan



Page no. 127

- Under supervision draw the drills evenly at the correct depth and width, in relation to the size of the seed tight to the line

- Sow seed accurately and evenly following instructions

- Help back fill the drills covering the seed

- Level with the rake pulled ONLY in the same direction as the drill

- Area left tidy

encourage immediate germination





- Ensure the following written records are completed accurately








Propagation activities

Success rate


111 Planting two rows of crops by hand

- Assist with marking the ends of the row marked with pegs or canes

- Assist in setting a taut-line touching each of these pegs on the work-side

- Assist with setting a line parallel to the end of the plot and at right





- Ensure the growing medium is in a suitable condition for planting

- Ensure the preparation of the

Page no. 128

angles to the base line on each side of the planting area

- Assist with grading the plants

- Assist with planting the plants using a trowel, dibber or spade as appropriate

on the work-side of the line

at the correct spacing in holes wide enough and

deep enough to accommodate the roots

at the correct depth with the roots adequately

firmed ensuring, where

appropriate, that plants were upright

- Tools retrieved and site left tidy





- Provide suitable post

- Propagation aftercare conditions

- Ensure the following written records are completed accurately


plant material meets production requirements

- Appropriately position the crop within the growing medium in accordance with production requirements



- Ensure crops are provided with appropriate moisture


112 Prepare a 4m trench suitable for raspberries, hedging plants, or runner beans

- Assist with setting a taut line

- Assist with digging a trench to a suitable depth and width

- Assist with applying compost evenly incorporated into the trench bottom


- Set a taut line

- Dig trench to a suitable depth and width

- Evenly apply compost and incorporate into trench bottom

- Place plants as directed

- Refill trench using extracted soil

- Correctly distribute fertiliser into



- Ensure the necessary working methods for planting are established and clearly communicated

- Ensure that planting takes

Page no. 129

- Place the plants as directed

- Help refill the trench using extracted soil

- Help put in the correct distribution of fertiliser into refill soil

refill soil place at the appropriate time to optimise plant growth and development










Page no. 130


- Ensure you meet your responsibilities under current environmental and health and safety legislation, codes of practice and company policies

113 Stake runner bean plants in the row

- Under direction remove the weeds from the row

- Under direction insert the canes in the soil at even and suitable spacing along the row

Vertical canes tied to horizontal cane at height of 2m

OR Wigwams produced

- Ensure a rigid structure is achieved

- Plant the plants at the appropriate time to optimise plant growth and development

- Site left tidy and free from footmarks.

- Remove the weeds from the row

- Insert the canes in the soil at even and suitable spacing along the row

- Tie vertical canes to horizontal cane at height of 2m

OR Produce wigwams

- Ensure a rigid structure is achieved

- Plant the plants at the appropriate time to optimise plant growth and development

- Site left tidy and free from footmarks.







- Establish measures to maintain

Page no. 131

suitable levels of hygiene and biosecurity









Page no. 132

114 Erect a continuous polythene cloche approximately 5 metres in length

- Help set taut lines as a guide for metal hoops

- Assist with setting the hoops out at the correct spacing and ensuring they are pushed into the ground to correct depth

- Help provide double hoops at both ends for added strength

- Help anchor the ends of the polythene sheet securely either by burying or tying to posts

- Help stretch the sheet taut across prepared hoops

- Help fasten the string(s) and ensure the polythene is tensioned

- Set taut lines as guide for metal hoops

- Set out hoops at the correct spacing and push into the ground to correct depth

- Provide double hoops d at both ends for added strength

- Securely anchored ends of polythene sheet either by burying or tying to posts

- Stretch sheet taut across prepared hoops

- Fastened string(s) and tension polythene


- Survey the site prior to undertaking operations and create a plan of works

- Ensure the necessary working methods are established and clearly communicated

- Identify and establish the availability of resources required



- Ensure the quality of the work methods meets specifications



- Ensure you meet your responsibilities under current environmental and health and

Page no. 133

safety legislation, codes of practice and company policies

115 Know how to harvest a variety of vegetables

- Assist with harvesting and collecting five different vegetable types.

- Use equipment in a safe, clean and effective way throughout

- Handle the harvested crop in a way which maintains quality and minimises damage to the crop

- Maintain suitable levels of hygiene during harvesting

- Complete harvesting in line with instructions

- Dispose of waste safely as directed

- Leave the collection site tidy.

- Demonstrate appropriate techniques for harvesting and collecting five different vegetable types.


- Where problems arise during harvesting take the appropriate action


- Maintain suitable levels of hygiene and biosecurity during harvesting complete harvesting in line with specifications

- Dispose of waste safely and correctly in accordance with specifications


- Leave the collection site tidy.


- Where problems arise during harvesting take the appropriate action


- Maintain suitable levels of hygiene and biosecurity during harvesting complete harvesting in line with specifications

- Dispose of waste safely and correctly in accordance with specifications


- Complete records in line with specifications

Page no. 134

Page no. 135

Fruit production

Unit summary:- Learn how to plant, stake and prune fruit plants to maximize production of soft fruits and to help the National Trust put over their Appetite for Change policy- producing and preparing food in the 21st century.



116 Understand the historical significance of the fruit orchard or area and how it relates to the property story and spirit of place

- Identify an orchard or fruit area and describe how this area relates to the history and story of the historic garden

- Understand what a heritage variety is and why the property might use these instead of modern varieties

- Identify three heritage varieties of fruit grown in the historic garden

- Identify how the fruit was used historically at the property

-

- Describe the historical significance of the orchard or fruit area and how it relates to the property story and spirit of place

- Identify three heritage varieties of fruit grown in a historic garden

- Describe the significance of the above mentioned heritage varieties. Do they relate to a specific period and how do they fit into the historic gardens story. Research other varieties of fruit that were historically used in the garden if the archive material is available

- Explain how the fruit would have been used by the property historically.

- Understand how the orchard or fruit area is used today and how this determines the fruit varieties used.

- Describe the historical significance of the orchard or fruit area and how it relates to the property story and spirit of place

- Identify four heritage varieties of fruit grown in a historic garden and explain how this selection relates to the historical significance of the property,

- Research and suggest three other heritage variety fruit bushes or trees that would be suitable additions to the property. explain the reasons for your selection

- Understand how the fruit grown would have been used historically at the property

- Understand how the orchard or fruit area is used today

- Demonstrate an understanding of

Page no. 136

the advantages and the disadvantages of using heritage fruit as opposed to modern commercial varieties

- Explain how the story and the significance of the fruit area or orchard is explained to visitors

117 Plant and stake a young heritage variety fruit tree

- Following instructions, a hole is dug which is

greater in diameter than the spread of the root-system

deep enough to allow the tree to be planted to its proper depth

- The floor of the pit is broken up

- Examine the tree and prune the damage roots back under supervision

- Assist with holding the tree in position to determine position of stake

- Lay the tree aside and drive in the stake as instructed

- Hold the tree upright and

- progressively backfill the hole

- Add rabbit guard if required

- Tree tie secured

- Show an understanding of the variety of tree selected and the significance of the root stock

- Hole dug which was greater in diameter than

the spread of the root-system

deep enough to allow the tree to be planted to its proper depth

- Floor of the pit broken up to a depth of about 150mm and any pan broken

- Tree examined and damaged roots or branches pruned back

- Tree held in position to determine position of stake

- Tree laid aside and stake driven in

- Tree held upright and the hole progressively backfilled

ensuring that the backfill is properly friable

Settling soil around the roots and firming with the








Page no. 137

- Erect tree guard if required- Tidy the soil-surface and retrieve

tools and equipment

- Help apply mulch

- Water in the tree

feet, but not de-structuring the soil

ensuring that the point of origin of the topmost root at least 50mm below the soil surface

ensuring that the graft-union was at least 150mm above the soil level

ensuring that the walls of the pit were dug into the backfill

- Add rabbit guard if required

- Tree tie secured

- Tidied the soil-surface and retrieved tools and equipment

- Applied mulch

- Erect tree guard if required

- Water in the tree

- Label the tree and record the planting location, number and variety as required

- Ensure the quality of the plant material and work methods meets standards set by the mentor

- Ensure the plant material is prepared according to instructions







Page no. 138

118 Propagate and plant strawberry runners

- Assist with planting strawberries

- The plants are watered appropriately

- Organic matter is incorporated into the soil or put on the surface

- The plants are at the correct depth

- The plants are at the correct spacing

- The second row is staggered with the first

- The plants are firmed in

- The row is labelled

- The site is left tidy

- Collect material for the vegetative propagation of strawberry plants

- Store as shown



- Divide runners

- Strawberry runners suitably planted and propagated

- Plants checked and watered if required

- Plants prepared for planting out

- Organic matter incorporated into the surface or mixed into planting mixture

- Roots of bare-root plants spread out over a mound, if applicable

- Plants planted at correct height, at soil

level at correct spacing second row staggered with

the first firmed in adequately Row tidied Plants watered in Row labelled

- Explain the rationale for the selection of the strawberry variety









- Ensure the plant material is prepared according to

Page no. 139

specifications





- Carry out appropriate after care



119 Prune an established fruit tree - Show a basic understanding of why a fruit tree is pruned

- Chose appropriate tools,

- Assist with the pruning of an established fruit tree Help remove all dead, diseased and damaged

- Show an understanding of when and why a fruit tree is pruned

- All dead, diseased and damaged wood removed

- Any branches which upset the visual balance and density

- Organized a group of volunteers to prune an established fruit tree

- Chose appropriate tools, materials, equipment and PPE

- Defined the hazards associated with the task and took

Page no. 140

wood

- Ensured the site was left clear and equipment and materials were cleaned and stored appropriately

- Cleared away pruning waste and left site tidy

of the tree removed

- All saw-cuts made without tearing

- One branch systematically pruned by

tipping the leader, or replacing it with another shoot

removing low-hanging, crossing and unwanted laterals

leaving an equal balance between one-year, two year and three-year laterals

thinning any congested spurs if appropriate

- Proceeded to the next branch and repeated the process if requested

- Cleared away pruning waste and left site tidy

appropriate action including working from height.

- Clearly described the task to the volunteers, including the steps to be taken to prune each branch, to prune the whole tree and to create the correct visual balance and density

- Supervised the volunteers to carry out the task effectively


120 Prune an established cordon or espalier apple or pear

- Show a basic understanding of why anestablished cordon or espalier apple or pear is pruned

- Choose appropriate tools,

- Assist with pruning an established cordon or espalier apple or pear

- Help remove all dead, diseased and damaged wood

- Ensure the site is left clear and

- Explain why selected trees are grown and trained in cordon or espalier form in relation to a historic garden

- All dead, diseased and damaged wood removed

- Any branches which upset the balance of the tree removed

- All saw-cuts made without tearing

- One cordon or one leg of an

- Organized a group of volunteers to prune a row of established cordon or espalier apple or pear


- Defined the hazards associated with the task and took appropriate action including working from height.

- Clearly described the task to the volunteers, including the steps to

Page no. 141

equipment and materials are cleaned and stored appropriately

- Site left tidy and free from prunings

espalier systematically pruned by reducing the leader by half reducing laterals arising

directly from the leading branch to 50mm

orevery 300mm of the previous season's growth

reducing sub-laterals arising from existing laterals to 25mm for every 300mm growth, unless 4 flower buds have formed at their base

reducing growth to 4 flower buds, if 4 flower buds

have formed at base of laterals or sub-laterals

- Site left tidy and free from pruning waste

be taken to prune each branch, to prune the whole tree and to create the correct visual balance and density



121 Prune a gooseberry bush - Show a basic understanding of why a gooseberry bush is pruned


- Assist with pruning a gooseberry bush


- Ensure the site is left clear and equipment and materials are cleaned and stored appropriately

- All thin, low lying branches and un-ripened and diseased wood removed, leaving a clear leg

- Cuts made cleanly back to healthy buds

- Dropping branches removed to an upward facing bud to keep all growth above the leg

- All suckers removed

- Establishes branches spur-pruned to ¾ buds

- Leaders tipped back to suitable

- Organized a group of volunteers to prune a group of gooseberry bushes


- Defined the hazards associated with the task and took appropriate action.

- Clearly described the task to the volunteers, including the steps to be taken to prune each bush

All thin, low lying branches and un-ripened and diseased wood

Page no. 142

buds

- New leaders, which may be useful as replacements pruned correctly

- Sufficient wood removed to ensure appropriate air circulation and fruiting potential

- Pruning waste cleared away and site left tidy

removed, leaving a clear leg

Cuts made cleanly back to healthy buds

Dropping branches removed to an upward facing bud to keep all growth above the leg

All suckers removed Establishes branches

spur-pruned to ¾ buds Leaders tipped back to

suitable buds New leaders, which may

be useful as replacements pruned correctly

Sufficient wood removed to ensure appropriate air circulation and fruiting potential



122 Prune a blackcurrant bush - Show a basic understanding of why a blackberry bush is pruned


- Assist with pruning a blackberry bush


- All thin, low lying branches and un-ripened and diseased wood removed

- Cuts made cleanly back to healthy buds

- As much wood that has fruited as is possible is removed, without sacrificing too much growth of the

- Organized a group of volunteers to prune a group of blackcurrant bushes


- Defined the hazards associated with the task and took appropriate action.

Page no. 143

- Ensure the site is left clear and equipment and materials are cleaned and stored appropriately

current season

- Where possible, branches removed to ground level to encourage suckering in thefollowing year

- Approximately 1/3 of the bush removed in total

- Pruning waste cleared away and site left tidy


All thin, low lying branches and un-ripened and diseased wood removed

Cuts made cleanly back to healthy buds

As much wood that has fruited as is possible is removed, without sacrificing too much growth of the current season

Where possible, branches removed to ground level to encourage suckering in the

following year Approximately 1/3 of the

bush removed in total



123 Prune established cane fruits - Assisted to prune established cane fruits

- Helped release all the 'fruited' cane from the support system

- All 'fruited' cane taken back to

- All the 'fruited' cane released from the support system

- All 'fruited' cane taken back to healthy buds or removed completely, as appropriate

- Organized a group of volunteers to prune established cane fruits


- Defined the hazards associated

Page no. 144

healthy buds or removed completely, as appropriate and as shown

- Either fruited raspberry canes removed to soil level or fruitedloganberry canes removed to the stool as shown

- Weak and surplus canes removed as shown

- Approximately one third of the bush in total removed (loganberries)

- Pruning waste cleared away and site tidy

- Helped secure canes to support using string

- Either fruited raspberry canes removed to soil level or fruited

loganberry canes removed to the stool

- Weak and surplus canes removed

- Approximately one third of the bush in total removed (loganberries)

- Pruning waste cleared away and site tidy

- Canes secured to support using string

with the task and took appropriate action.


All the 'fruited' cane released from the support system

All 'fruited' cane taken back to healthy buds or removed completely, as appropriate

Either fruited raspberry canes removed to soil level or fruitedloganberry canes removed to the stool

Weak and surplus canes removed

Approximately one third of the bush in total removed (loganberries)

Canes secured to support using string



Basic grass/turf care

Unit summary:- Learn how to establish and look after lawns to enable them to become the perfect backdrop to a historic property. You will find out about basic lawn care including mowing, aeration, scarification, patching, re-seeding, and top dressing.

Learnin Learning outcome AC level 1 AC level 2 AC level 3

Page no. 145

g outcome number.

124 Understand the historic context of the areas of grass/turf in a historic garden and understand how they fit into ‘Everything speaks’ and the spirit of place; how they relate to the conservation management plan and how each area of grass/turf is managed to maintain its historical integrity or contemporary use

- Describe three different areas of grass/turf at the property

- Describe how they would have looked during different historic periods in the story of your historic garden and property

- Describe how each areas of grass/turf is managed today and describe how this relates to its history and present day use

- Describe three significant areas of grass/turf at the property

- Describe how they would have looked and been managed during different historic periods in the story of your historic garden and property

- Describe how the conservation management plan describes these significant areas of grass/turf and the management it suggests to retain their historic integrity

- Describe how these areas of grass/turf are important to ‘Everything speaks’ and the spirit of place

- Describe how each areas of grass/turf is managed today (can come from conservation management plan) and describe how this relates to its history and present day use

- Describe three significant areas of grass/turf at the property which demonstrate a variety of uses.

- Research how they would have looked and have been managed during different historic periods in the story of your historic garden and property

- Describe how the conservation management plan describes these significant areas of grass/turf and the management it suggests to retain their historic integrity

- Describe how these areas of grass/turf are important to ‘Everything speaks’ and the spirit of place and recommend any changes if relevant

- Describe how each areas of grass/turf is managed today (can come from conservation management plan) and describe how this relates to its history and present day use

125 Understand the historic gardens annual lawn management plan

- Draft a simple 12 month programme for the management and maintenance of a specified lawn in a historic garden

- Produce a programme of works for the annual maintenance of a specified lawn at the historic property

126 Establish an area of grass from turf - Wear suitable PPE - Mark out the site accurately before - Mark out sites accurately before

Page no. 146

- Select appropriate tools

- Prepare ground by forking, treading and raking to get levels.

- Check turf is in a suitable condition for use

- Transport and lift turves safely

- Demonstrate correct way of laying turf.

beginning operations

- Prepare ground by forking, treading and raking to get levels.

- Calculate the amount and type of turf required for the area

- Check the health of plant material on receipt and reject unacceptable material

- Use handling and establishment methods which maximise the health, vigour and physical condition of the sward

1st row laid gently, without stretching

Boards used to stand on for the second row

2nd row butt jointed to 1st row, without stretching or gaps

Turf laid in stretcher bond No very small pieces

positioned at the edge of the plot

Level surface maintained Top dressing brushed into

the cracks

- Provide protection which is appropriate and effective

- Leave the site in a tidy and undamaged condition following operations

- Maintain equipment in a safe and

beginning operations

- Select plant material appropriate to intended purpose

- Check the specification and health of plant material on receipt and reject unacceptable material


1st row laid gently, without stretching

Boards used to stand on for the second row

2nd row butt jointed to 1st row, without stretching or gaps

Turf laid in stretcher bond

No very small pieces positioned at the edge of the plot

Level surface maintained Practise laying turf on

slopes and cut to curves in the lawn.

Top dressing brushed into the cracks



Page no. 147

effective condition throughout

- Minimise waste and adverse environmental impact throughout

- Monitor the new lawn area until established. This may require the use of irrigation and the need to exclude footfall

- Maintain equipment in a safe and effective condition throughout


- Deal with problems efficiently, effectively and safely should any occur

127 Sow an area with fine quality grass seed.

- Select appropriate tools

- Assist with preparing the ground by forking, treading and raking to get level.

- Assist with calculating the area of ground to be sown

- Assist with weighing out seed for the area

- Divide the seed into two halves

- Assist with spreading out the seed at the appropriate density as shown

- Cover the seed by lightly raking

- Calculate the area of ground to be sown

- Prepare ground by

- Forking, treading and

- Raking to get levels

- Calculate the amount of grass seed required

- Sow at appropriate density

- One half quantity of seed sown in one direction across the plot; the other half in opposite direction

- Cover the seed by lightly raking

- Mark out sites accurately before beginning operations

- Prepare ground byforking, treading andraking to get levels

- Calculate the area of ground to be sown

- Research appropriate seed mixes and define desired mix. Selection should be informed by the aspect, soil type, and the requirements of the lawn

- Weigh out seed for the area

- Check the specification and health of seed material on receipt and reject unacceptable material



Page no. 148


- Maintain equipment in a safe and effective condition throughout


- Deal with problems efficiently, effectively and safely should any occur

128 Trim, an area of lawn with edging shears.

- Assist with trimming 10m of lawn edge with edging shears

- Clippings and debris cleared up

- Select a suitable pair of edging shears and ensure that they are sharp and well maintained

- Trim about 10m of lawn edge at a reasonable speed with edging shears

- Clippings and debris cleared up

- Ensure that the edging shears are appropriately cleaned and oiled before returning them to the tool store

- Determine the lawn edges to be trimmed in a garden area

- Select a suitable pair of edging shears and ensure that they are sharp and well maintained

- Create a risk assessment or refer to the present risk assessment for the task

- Instruct a colleague on the correct method to trim the lawns ensuring that they are familiar with any H&S requirements

- Supervise the trimming of the lawn edges with edging shears

- Clear up clippings and debris

- Ensure that the edging shears are appropriately cleaned and oiled before returning them to the

Page no. 149

tool store

139 Re-cut the trimmed edge of a lawn with a half-moon edging iron.

- Assist with re-cutting a lawn edge with half-moon edging iron

- All debris removed

- Select an appropriate half-moon edger ensuring that the cutting edge is sufficiently sharp

- About 5m of lawn edge re-cut with half-moon edging iron using a taut line to leave a clean edge


- Select an appropriate half-moon edger ensuring that the cutting edge is sufficiently sharp

- About 5m of lawn edge re-cut with half-moon edging iron using a taut line to leave a clean edge

- Practise cutting turf with curves using garden hose pegged down to shape


130 Mechanically scarify an area of grass/ turf and leave thesite tidy.

- Find out how to check the depth setting and how to adjust if necessary with help.

- Assist with pre-start checks and starting the machine.

- Under supervision mechanically scarify an area of grass/ turf

- Stop the machine as directed and park off site of work

- All debris collected and disposed of safely and efficiently.

- Understand the rationale for scarifying an area of grass/ turf

- Depth setting checked, reported and adjusted if necessary

- Pre-start checks carried out and machine started.

- Scarifying operation checked

- Scarifying completed and correct standard of work obtained

- Machine stopped and parked off site of work

- All debris collected and disposed of safely and efficiently.

- All work carried out safely throughout

- Explain the benefits of scarifying a lawn and how the process would fit in to an annual lawn management plan

- Depth setting checked, reported and adjusted if necessary

- Pre-start checks carried out and machine started.

- Scarifying operation checked

- Scarifying completed and correct standard of work obtained

- Machine stopped and parked off site of work

- All debris collected and disposed of safely and efficiently

- Clean machine before putting

Page no. 150

away.

- All work carried out safely throughout

131 Application of bulky top-dressing to an area of grass at a specified rate.

- Mixture spread evenly over a 10m2 area of grass under supervision

- Top-dressing worked in using the lute, drag mat or brush with help

- Site left tidy and grass surface in good condition

- Demonstrate an understanding of what a top dressing is and the benefits that it will bring to the lawn

- Ensure that the selected top dressing is complaint with National Trust guidance and instruction

- Mixture spread evenly over a 10m2 area of grass

- Top-dressing worked in using the lute, drag mat or brush

- Even result achieved, leaving site tidy and grass surface in good condition

- Research different top dressings and select the best one for the conditions giving reasons.

- Ensure that the selected top dressing is complaint with National Trust guidance and instruction

- Calculate the quantity required for a specific area

- Spread mixture evenly over a 10m2 area of grass

- Top-dressing worked in using the lute, drag mat or brush

- Even result achieved, leaving site tidy and grass surface in good condition

132 Prepare and use an engine-powered pedestrian-operated cylinder mower

- Check ignition switch off and the plug lead removed before making adjustments

- Adjust cylinder / bottom blade clearance

- set cutting height as specified (accepted tolerance ± 2mm)

- Complete a prestart check

- Select the correct equipment or machinery for the work to be carried out. Explain the reasons for your selection


- Prepare the equipment or machinery by carrying out pre-

Page no. 151

- Turf checked and any debris taken off

- Ensure that the correct PPE is worn at all times

- Read the relevant risk assessment and ensure that all safety measures are observed (do areas need to be closed off to the public, signage put out etc.)

- Engine started

- Area of turf mown efficiently to an acceptable finish, mowed right up to the edges.

- Show an understanding of the appropriate method for mowing a lawn (e.g. mow boundary edges first and then stripe lawn in opposite direction to previous cut)

- Machine stopped and grass-box emptied

- Machine cleaned after use

start checks and activities before use in accordance with specifications

- Read the relevant risk assessment and ensure that all safety measures are observed (do areas need to be closed off to the public, signage put out etc.)

- Demonstrate an understanding on the appropriate methods for cutting the lawn


- Identify the need for advice and assistance and take the appropriate action to prevent the leakage of hazardous chemicals and substances and deal with waste safely and correctly in accordance with legislation


- Store equipment or machinery safely and securely carry out all work in accordance with relevant environmental and health and safety legislation, risk assessment requirements, codes

Page no. 152

of practice and company policies

133 Prepare and use an engine-powered pedestrian-operated rotary mower

- Read operating instructions for machine

- Listen to instructions about how to operate the machine

- Switch off ignition and remove the plug lead before checking blades under supervision

- Tilt back mower and discuss the condition of the blades with supervisor

- Assist with setting the cutting height set as specified (accepted tolerance ± 5mm)

- Examine grass area to be mown and remove any debris

- Start machine under supervision

- Cut grass area cut to produce an acceptable finish

- Rake up cut grass or empty grass box

- Stop machine

- Observe Health and safety throughout

- Switch off ignition and remove the plug lead before checking blades

- Tilt back mower and report on condition of the blades

- Cutting height set as specified (accepted tolerance ± 5mm)

- Grass area to be mown examined and any debris removed

- Ensure that appropriate PPE is worn at all times

- Compete a prestart check

- Start Machine

- cut grass area to produce an acceptable finish

- raked up cut grass or empty grass box

- Stop machine stopped

- Clean machine

- Health and safety observed throughout

- Select the correct equipment or machinery for the work to be carried out


- Prepare the equipment or machinery by carrying out pre-start checks and activities before use in accordance with specifications


- Set the cutting blade at an appropriate height for the selected lawn.

- Identify the need for advice and assistance and take the appropriate action

- Prevent the leakage of hazardous chemicals and substances and deal with waste safely and correctly in accordance with legislation


- Store equipment or machinery

Page no. 153

safely and securely- Carry out all work in accordance

with relevant environmental and health and safety legislation, risk assessment requirements, codes of practice and company policies

134 Repair a damaged area of turf - Starting from the centre of the damage, under supervision lift and remove the turf without damaging the surrounding grass

Damaged area marked out and surrounding grass protected

Vertical cuts made with half-moon edging-iron across area

Damaged turves lifted out with lifting-iron

- Assist with preparing the exposed soil to receive the new turf.

Exposed soil loosened and prepared

- Help cut the turf to size

- Assist with preparing and laying the new turves.

New turves laid and consolidated, with correct bond ensuring that levels match adjoining turf

- Top dress as directed, clear away and leave the site clean.

- Starting from the centre of the damage, lift and remove the turf without damaging the surrounding grass.

Damaged area marked out and surrounding grass protected

Vertical cuts made with half-moon edging-iron across area

Damaged turves lifted out with lifting-iron

- Prepare the exposed soil to receive the new turf.

Exposed soil loosened and prepared

- Prepare and lay the new turves. New turves laid and

consolidated, with correct bond ensuring that levels match adjoining turf

- Top dress, clear away and leave the site clean.

Top-dressing applied and worked in

Site cleared and left tidy

- Showed evidence that an appropriate risk assessment had been prepared for the task and had been adhered to.

- Supervise a colleague to lift and remove the turf without damaging theSurrounding grass, giving clear instructions; achieving an appropriate standard and using appropriate methods.

- Supervise the preparation of the exposed soil to receive the new turf to an appropriate standard.

- Supervise the cutting of the turf to size

- Supervise the preparation and the laying of the new turves ensuring that they are consolidated, with correct bond and ensuring that levels match adjoining turf

- Supervise the top dressing,

- Site left clear, tidy and clean.135 Apply granular fertilizer by hand at

a specified rate evenly over an - Plot marked out and measured - Research organic and inorganic

fertilisers and compare

Page no. 154

area of grass - Area of ground calculated

- Half the quantity of fertiliser required measured and placed in a bucket

- Fertiliser in the bucket distributed evenly over the grass in one direction

- Remainder of the fertiliser distributed evenly in the opposite direction

- Fertiliser worked into turf

- Suitable irrigation applied

advantages and disadvantages for specific sites

- Choose appropriate granular fertilizer for a specific site -ensure that the selection is complaint with National trust guide lines and instruction

- Produce a COSHH risk assessment detailing the appropriate storage and handling methods of the selected fertilizer

- Source the fertilizer chosen

- Measure and mark out plot and calculate the area of ground

- Half the quantity of fertiliser required measured and placed in a bucket

- Distribute the fertiliser in the bucket evenly over the grass in one direction

- Distribute the remainder of the fertiliser evenly in the opposite direction

- Work fertiliser into turf- Apply suitable irrigation

136 Calibrate and operate a pedestrian-operated fertiliser distributor over an allocated area of grass.

- Show an understanding of the benefits of using fertilizer on a lawn

- Show an understanding of the

- Research organic and inorganic fertilisers and compare advantages and disadvantages for specific sites

Page no. 155

nutrient content of specified fertilizer

- Set distributor to apply fertiliser at rate specified

- Fill distributor hopper with fertiliser supplied without spillage

- Calibrate distributor by Operating over measured

area, fertiliser collected Comparing weight of

fertiliser collected with the amount requiredand resetting distributor s necessary

Rechecking application rate until correct

- Operate distributor over an area of grass, avoiding under and overlapping and dealing effectively with ends

- Empty, clean and lubricate distributor

- Irrigate area as required

- Choose appropriate granular fertilizer for a specific site

- Ensure that the selected fertilizer is in accordance with NT instructions and guidelines

- Calculate the amount of fertilizer required for a specific area

- Produce a COSHH risk assessment detailing the appropriate storage and handling methods of the selected fertilizer

- Source the fertilizer chosen

- Set distributor to apply fertiliser at rate specified

- Fill distributor hopper with fertiliser supplied without spillage

- Calibrate distributor by Operating over

measured area, fertiliser collected

Comparing weight of fertiliser collected with the amount requiredand resetting distributor as necessary

Rechecking application rate until correct

- Operate distributor over an area of turf, avoiding under and overlapping and dealing effectively with ends

Page no. 156

- Empty, clean and lubricate distributor

- Irrigate area as required

137 Sub-surface aerate an area of grass by hand with a hollow-tined fork or a solid-tined fork

- Describe why we need to aerate an area of grass.

- Work your way across a line that has been set inserting the tines at equal distances apart as shown

- Insert tines to full depth where possible along the line across the plot as shown

- Remove all debris and leave site clean and tidy

- Clean tools

- Show an understanding of why we need to the benefits of turf aeration

- Set line lengthways across the plot

- Insert tines at equal distances and to full depth as directed where possible along the line working across the plot

Bring hollow-tined fork cores to surface where possible

orMove solid tined fork handle slightly to assist ease of working

- Remove all debris and leave the site clean and tidy

- Clean tools

- Describe the benefits of turf aeration

- Compare and contrast the two techniques.

- Set line lengthways across the plot

- Insert tines at equal distances and to full depth as directed where possible along the line working across the plot

Bring hollow-tined fork cores to surface where possible

orMove solid tined fork handle slightly to assist ease of working

- Remove all debris and leave the site clean and tidy

- Clean tools

Garden for wildlife

Unit summary:- Learn about the wildlife at your property; how to encourage wildlife onto our urban and country estates and how to create habitats that increase the diversity on our land, bringing our visitors closer to nature.

Page no. 157



138 Assess the wildlife habitats within a historic garden; understand what has been there historically and what is there today and suggest ways of increasing diversity

- Describe a species of wild life living in a historic garden.

- Name five plants present in the historic garden that are exceptional at attracting a variety or a specific species of wildlife and name the wildlife they attract.

- Determine what it is about the plant that attracts the wildlife

- Describe any projects that have taken place to specifically encourage wildlife into the garden

- Create a species list showing three different species of wild life living in a historic garden.

- Name five plants present in the historic garden that are exceptional at attracting a variety or a specific species of wildlife and name the wildlife they attract. Determine what it is about the plant that attracts the wildlife

- Describe any projects that have taken place to specifically encourage wildlife into the garden and briefly evaluate the success of these projects

- Describe any wildlife that historically lived in the garden if the archive material is available. Suggest whether this wildlife still lives in the garden or if it is now absent. If it is present describe the management that is being carried out to sustain it. If it is absent, suggest the reasons for its disappearance

- Suggest two ways to increase the diversity of wildlife in the historic garden through management processes or the addition of new features

- Use the appropriate resources to create a species list showing the predominant species of wild life living in a historic garden. Describe the ecological relationships and abiotic factors that attract these species.

- Using the conservation management plan describe any projects that have taken place to specifically encourage wildlife into the garden and briefly evaluate the success of these projects

- Draw a plan of the garden and show the main features that attract wildlife; indicate the species each feature attracts and indicate the abiotic and biotic reasons each feature attracts wildlife. Describe the contemporary management that has to be carried out to maintain each feature.

- On the plan indicate any changes that could be carried out to enhance wildlife into the garden.

- For one part of this plan, choose

Page no. 158

an area, and put together a brief project specification to show how you would carry out enhancements to increase wildlife.

- Talk to key stakeholders about your suggestions.

- Describe any wildlife that historically lived in the garden if the archive material is available. Suggest whether this wildlife still lives in the garden or if it is now absent. If it is present describe the management that is being carried out to sustain it. If it is absent, suggest the reasons for its disappearance

-139 Identify wild flowers - Obtain and use various sources of

information to accurately identify and name 3 wild flowers found in a wildflower meadow

- Use plant characteristics to aid identification

- Obtain and use various sources of information to accurately identify and name 7 different wild flowers by common names


- Describe the basic principles of botanical classification and nomenclature

- Obtain and use various sources of information to accurately identify and name 10 wild flowers commonly found in a hay meadow using common and scientific names

- Describe how plant characteristics can aid identification


140 Create wildlife habitats in a historic - Create 3 wildlife habitats in a historic - Create 4 wildlife habitats in a - Supervise the creation of 4 or

Page no. 159

garden for example: Lacewing shelter Sow a wildflower meadow Nest site for bumble bees Nest box for birds Solitary bee home. Bat box Habitat pile for reptiles and

/ or insects Pond Hedgerow corridors Leaf mould pile

garden

- Research relevant information to help plan the creation of the habitats

- Describe the purpose of the habitat creation

- Identify the most appropriate time for the work to be carried out

- Read the relevant risk assessment

- Carry out the habitat creation with assistance from the mentor

- Select the correct tools and materials and use them safely

- Leave the site tidy

historic garden

- Identify and interpret relevant information to help plan habitat creation

- Confirm the purpose, scope and objectives of the habitat creation

- Identify the most appropriate time for the work to be carried out and take account of this in your planning

- Communicate with relevant interested parties regarding the planned work

- Select appropriate habitat creation methods and identify the resources required to achieve the objectives

- Read the relevant risk assessments

- Establish measures for the recycling or disposal of waste and superfluous materials in accordance with relevant organizational requirements

- Develop work plans and specifications for the work in a suitable format

- Carry out habitat work ensuring it is completed in accordance with work plans

more wildlife habitats in a historic garden

- Identify and interpret relevant information to help plan habitat creation

- Confirm the purpose, scope and objectives of the habitat creation

- Recognise the environmental value of the site and take account of this in your planning


- Identify any relevant site restrictions or designations in place and obtain any necessary permissions, consents or licenses


- Select appropriate habitat creation methods and identify the resources required to achieve the objectives

- Ensure a risk assessment is carried out and procedures are in place to protect the health and safety of those undertaking the work and other users of the site

Page no. 160

- Monitor and evaluate the of habitat work to see if it has met the desired outcomes

- Ensure appropriate measures are in place to protect the bio-security of the site

- Establish measures for the recycling or disposal of waste and superfluous materials in accordance with relevant legal and other requirements

- Determine the best methods of transporting equipment, materials and workforce to and from site


- Brief those carrying out the work and provide all necessary details to enable them to complete their job

- Oversee habitat work as it is taking place to ensure it is completed in accordance with work plans and specifications

- Take appropriate action where there are changes to the plan

- Maintain effective communications with those involved in the work

- Ensure appropriate records are maintained and stored as required by relevant legislation and the organisation

Page no. 161

- Ensure all work is carried out in accordance with relevant local, national and European legislation, guidance and codes of practice

- Monitor and evaluate the effectiveness of habitat work in creating desired conditions over appropriate timescales

141 Mow a wildflower or hay meadow - Describe the purpose of the task

- Identify the most appropriate time for the work to be carried out


- Carry out the mowing following instructions

- Understand the importance of raking up the hay into windrows and leaving it to dry/deposit seed

- Understand the importance of removing the hay from the site.

- Select the correct tools and materials and use them safely

- Leave the site tidy

- Understand the management principles of a wildflower or hay meadow

- Use this understanding to help plan the task



- Select appropriate methods and identify the resources required to achieve the objectives

- Understand the importance of raking up the hay into windrows and leaving it to dry/deposit seed

- Understand the importance of removing the hay from the site.

- Read the relevant risk

- Identify and interpret relevant information to help plan mowing

- Using the conservation management plan confirm the purpose, scope and objectives of the mowing


- Recognise the environmental value of the site and take account of this in your planning


- Identify any relevant site restrictions or designations in place and obtain any necessary permissions, consents or licenses

Page no. 162

assessments

- Carry out habitat work ensuring it is completed in accordance with work plans

- Monitor and evaluate habitat work to see if it has met the desired outcomes

- All waste gathered and removed and site left clean and tidy


- Select appropriate methods and identify the resources required to achieve the objectives

- Explain the importance of raking up the hay into windrows and leaving it to dry/deposit seed and give reasons why

- Explain the reasons why it is important to remove the hay from the site.

- Ensure a risk assessment is carried out and procedures are in place to protect the health and safety of those undertaking the work and other users of the site

- Ensure appropriate measures are in place to protect the bio-security of the site

- Establish measures for the recycling or disposal of waste and superfluous materials in accordance with relevant legal and other requirements

- Determine the best methods of transporting equipment, materials and workforce to and from site

- Brief those carrying out the work and provide all necessary details

Page no. 163

to enable them to complete their job

- Oversee habitat work as it is taking place to ensure it is completed in accordance with work plans and specifications

- Take appropriate action where there are changes to the plan

- Maintain effective communications with those involved in the work

- Ensure appropriate records are maintained and stored as required by relevant legislation and the organisation

- Ensure all work is carried out in accordance with relevant local, national and European legislation, guidance and codes of practice

- Monitor and evaluate the effectiveness of habitat work in creating desired conditions over appropriate timescales

Greener gardening

Unit summary:- The National Trust’s statement of Environmental principals recognises that we need to promote the protection of the environment and in particular strive to:-

Prevent avoidable damage caused by human impact on the environment

Page no. 164

Protect the trust’s long term interests from environmental damage Be an exemplar of best practice

As a result of this the Trust has drawn up three levels of environmental standards for gardens and parks.

Bronze level:1. Use energy efficiently.2. Use water efficiently3. Optimise use of rainwater4. Compost garden waste5. Re-use or recycle materials6. Have a full Integrated Pest Management (IPM) programme

Silver level: Use low energy management techniques1. Recycle grey water2. Reduce water demand3. Compost catering waste4. Reduce use of synthetic chemicals

Gold level: 1. Increase use of renewable energy2. Go 100% mains free for garden activities3. Compost 100% of garden and catering waste4. Use no synthetic chemicals under IPM5. Have a climate change adaptation plan (garden and plant collection) in place for future planting6. Link with the wider estate, for example, as a source of bio-fuel and edible crops

Trainees should support their property to achieve the standards at the appropriate level.

Bronze level

Page no. 165



142 Understand and know the reasons for the National Trust’s statement of Environmental principals

- Talk about the National Trust’s statement of Environmental principals with your Mentor and find out what the Trust recognises that we need to do to promote the protection of the environment

- Describe the three levels of environmental standard and state what a property has to do to achieve a standard (see unit summary)

- Find out the standard that your property has reached

- Find out what your property has done to reach this standard

- Research the National Trust’s statement of Environmental principals and state what the Trust recognises that we need to do to promote the protection of the environment

- Describe the three levels of environmental standard and state what a property has to do to achieve a standard

- Understand the standard that your property has reached; describe what your property has done to reach this standard and the benefits and impact it has had

- Describe what your property would need to do to attain the next standard

- Research the National Trust’s statement of Environmental principals and state what the Trust recognises that we need to do to promote the protection of the environment

- Describe the three levels of environmental standard and state what a property has to do to achieve a standard

- Describe the benefits and impacts for a property at each level

- Understand the standard that your property has reached; describe what your property has done to reach this standard and the impact it has had

- Create a scoping document to describe what your property would need to do to attain the next standard

- Create a project plan to demonstrate how one element of this could be developed into a project

143 Create a cold composting area - Understand the biological principles of composting

- Describe 3 ways that you can make

- Research and describe the biological principles of composting

- Describe 3 ways that you can

- Research and describe the biological principles of composting

Page no. 166

compost bins from a variety of materials

- Describe how to manage a cold composting area to maximize the rate and quality of compost production

- Identify materials suitable for composting and those that cannot be composted

- Collect materials for composting from the estate

- Compost the material

- Maintain the compost until it is used

- Apply as a soil conditioner/mulch


make compost bins from a variety of materials

- Describe how to manage a cold composting area to maximize the rate and quality of compost production

- Create a cold composting area


- Collect materials for composting and compost a minimum of 1m3 of garden waste

- Use appropriate methods to explain to members of the public

the difference between compostable and non-compostable materials

The importance of composting

Why the NT is doing it How the visitor can do

composting at home.

- Prepare, check, maintain and use equipment for collecting compostable materials

- Read the appropriate risk assessment and protect your own health and safety and that of other workers and the public

- Maintain the compost until it is used

- Explain the difference between hot and cold composting method and give one advantages and disadvantages for each method

- Describe 3 ways that you can make cold compost bins from a variety of materialsand explain the advantages and disadvantages of each system

- Understand and describe the processes for managing a cold composting area to maximize the rate and quality of compost production

- Create one cold composting area


- Collect materials for composting and compost a minimum of 1m3 of garden waste

- use appropriate methods to explain to members of the public

the difference between compostable and non-compostable materials

The importance of composting

Why the NT is doing it

Page no. 167

- Apply as a soil conditioner/mulch How the visitor can do

composting at home.

- Prepare, check, maintain and use equipment for collecting compostable materials

- Read the appropriate risk assessment and protect your own health and safety and that of other workers and the public, ensuring composting facilities comply with Duty of Care legislation

- Create and implement a work programme to maximize the rate of compost decomposition and maintain the compost until it is used

- Apply as a soil conditioner/mulch

144 Understand what your property is doing to reduce water loss.

- Discuss with your mentor The water issues for your

property How your property is

capturing water for different purposes

What other measures your property is using to reduce water loss.

- Demonstrate you understand the water issues for your

property How your property is

capturing water and the reasons why

What other measures your property is using to reduce water loss.

Research other measures your property could use to reduce water use and capture water and discuss these with your mentor

- Demonstrate you understand The water issues for

your property How your property is

capturing water; the reasons why and the effectiveness of each measure

What other measures your property is using to reduce water loss, giving an indication of their effectiveness.

What other measures

Page no. 168

- Draw a map of your property to show

areas prone to flooding or water management problems,

the main areas of flow and catchment,

sources of run-off (e.g. car park surfaces, roofs).

your property could use to reduce water use and capture water and discuss these with key stakeholders.

- Recognise the basic relationships between rock type, soils, topography and water and draw a map of your property to show

areas prone to flooding or water management problems,

the main areas of flow and catchment,

sources of run-off (e.g. car park surfaces, roofs).

- Using one example put together a proposal for how a field management system could be improved to effectively control drainage imperfections

145 Apply mulch to an established planting to reduce water loss

- Under supervision Ensure the ground is weed

free before applying covering

Apply covering evenly and to appropriate depth

Ensure covering is not covering crowns and stems of plants in bed/border

Gather all waste and remove and leave the site clean and tidy

- Apply mulch to a border to reduce water loss

- Ensure the ground is weed free before applying mulch

- Gather all waste and remove and leave the site clean and tidy


- Demonstrate the correct method to apply mulch to an established planting to reduce water loss

- Evaluate the success of the procedure

- Use the correct methods to maintain the health of plants

- Use the tools, materials and personal protective equipment

Page no. 169

use the tools, materials and personal protective equipment safely and correctly

maintain the health and safety of yourself and others at all times

maintain hygiene according to instructions

clean the tools and equipment after use

store the tools, materials and personal protective equipment properly





safely and correctly





146 Understand electricity readings and suggest things that could be done to save energy.

- Look at the electricity readings taken in the historic garden or property over the previous year. Work with your mentor to work out whether energy consumption has been decreasing or increasing over the year. Which area has the highest consumption?

- Name two things that your department is doing to save energy.

- Discuss ideas for reducing energy use with your mentor

- Demonstrate that you have effectively reduced energy use through three of your own activities

- Look and interpret the electricity readings taken in the historic garden or property over the previous year. What is the annual cost to the property? Which area has the highest consumption?

- Name three things that your department is doing to save energy.

- Name two things that they could also do to reduce energy usage

- Gain a basic understanding of the activities of the historic garden and their impact on energy and carbon consumption

- Research and provide available information on current energy performance and research basic potential improvements to energy use and carbon emissions

- Prepare a basic set of proposed changes to activities, processes, procedures and behaviours that could reduce energy and describe the potential benefits

- Provide indicative costs for one element of your proposal

- Identify the appropriate level and nature of communication

Page no. 170

needed to convey information and recommendations clearly and persuasively to key stakeholders

- Effectively present the information and gather feedback

147 Demonstrate sustainable ways to reduce plant pests

- Under supervision monitor plant health and pest problems in one greenhouse over a three month period.

- Demonstrate sustainable ways of reducing plant pests by removing dead and diseased material when it is seen in an appropriate manner to avoid their reoccurrence

- avoid all damage to crops or garden plants and demonstrate that you are maintaining high standards of hygiene when you are in contact with the plants


- Monitor plant health and pest problems in one greenhouse or area of garden over a three month period.

- Identify two different areas of pest problems in an area of garden or greenhouse plants and demonstrate an appropriate sustainable method to remove the pests from each area and prevent their reoccurrence.

- Avoid all damage to crops or garden plants and demonstrate that you are maintaining high standards of hygiene when you are in contact with the plants




- Ensure that risk assessment

- Monitor plant health and pest problems in one greenhouse or area of garden over a three month period.

- Identify four different areas of pest problems in an area of garden or greenhouse plants. Use these to demonstrate two organic and two non-organic methods to remove the pests and damaged plant material and prevent their reoccurrence.

- Avoid all damage to crops or garden plants and demonstrate that you are maintaining high standards of hygiene when you are in contact with the plants




Page no. 171

requirements are put into practice- Ensure that risk assessment

requirements are put into practice

- In the period after pest removal evaluate the effectiveness of the action that you took

148 Sow a main crop with a companion crop

- Discuss with your mentor why companion crops are used

- Research two examples that can be used in a historic garden and describe the benefits to the crop

- Agree with your mentor the main crop and companion crop to be grown in your historic garden

- With the assistance of your mentor plant the two crops

- Leave the site clean and tidy

- Watch over the two crops for the next two months and watch for whether the companion crop has been effective

- Understand the principles behind companion crops and describe their benefits in the context of a historic garden

- Research three examples that can be used in a historic garden and describe the benefits to the crop


- Research how to plant these crops

- Discuss your plans with your mentor

- Plant the two crops

- Ensure the planting happens at a time to maximize growth and the benefits of the companion crop to the main crop


- Appropriately position the plant

- Understand the principles behind companion crops and describe their benefits in the context of a historic garden

- Research three examples that can be used in a historic garden and describe the benefits to the crop


- Research how to plant these crops

- Discuss your plans with your mentor


- Prepare the site to meet specifications

- Select plant material appropriate to the specifications

Page no. 172

material within the growing medium in accordance with the specifications and using processes to maximize the benefit of the companion crop


- Check the health of plant material before planting, and reject unacceptable specimens

- Ensure the planting happens at a time to maximize growth and the benefits of the companion crop to the main crop


- Appropriately position the plant material within the growing medium in accordance with the specifications and using processes to maximize the benefit of the companion crop

- Maximise the health, vigour and physical condition of plant material through handling and planting methods

- Provide protection and support appropriate to the crop or plant

- Provide crops or plants with appropriate aftercare where required


- Make the site good when your work is finished, and dispose of waste and excess materials

Page no. 173

safely to minimise environmental risk and in accordance with legal requirements

- Ensure equipment is used and maintained in a safe, clean and effective condition throughout

- Create some visitor interpretation to explain companion planting

149 Grow a green manure (i.e. growing particular species such as Trifolium incarnatum) to improve soil fertility and structure, control pests and diseases, suppress weeds and provide a short-term wildlife habitat.

- Discuss with your mentor how green manures work

- Work with your mentor to choose a green manure and a relevant location to plant.

- Plant the green manure with the assistance of your mentor

- At harvest time work with your mentor to manage the crop as appropriate to improve soil fertility and structure, control pests and diseases, suppress weeds and provide a short-term wildlife habitat.

- Research and understand the principles behind a green manure

- In consultation with your manager choose a green manure and a relevant location to plant.

- Plant the green manure appropriately and according to instructions

- At harvest time manage the crop as appropriate to improve soil fertility and structure, control pests and diseases, suppress weeds and provide a short-term wildlife habitat.

- Research and understand the principles behind a green manure

- In consultation with your manager choose a green manure and a relevant location to plant.

- Create a work programme and specifications and agree them with the manager


- Prepare the site to meet specifications



Page no. 174



- Appropriately position the plant material within the growing medium in accordance with the specifications





- Make the site good when your work is finished, and dispose of waste and excess materials safely to minimise environmental risk and in accordance with legal requirements


Page no. 175

- Maintain environmental and health and safety legislation, codes of practice and organisational policy

- At harvest time manage the crop as appropriate to improve soil fertility and structure, control pests and diseases, suppress weeds and provide a short-term wildlife habitat.

150 Plant seasonal crops according to a rotation plan

- Talk about the reasons for rotational planting with your mentor

- Look at the rotational planting plan for your historic garden

- Add to four areas at different stages in the rotation, relevant treatments e.g. compost; lime or other material required in preparation for the crop and ensure the growing medium is in a suitable condition for planting

- Help plan the crops for each part of the rotation

- Plant material as appropriate to the plans


- Ensure the site is left clean and tidy

- Research and explain the principles behind rotational planting

- Look at and understand the rotational planting plan for your historic garden

- Add to four areas at different stages in the rotation, relevant treatments e.g. compost; lime or other material required in preparation for the crop and ensure the growing medium is in a suitable condition for planting

- Help plan the crops for each part of the rotation

- Understand how each plant fits into the rotation and how this correlates to its needs

- Plant material as appropriate to the plans

- Check the health of plant material

- Research and describe the principles behind rotational planting

- Create a planting plan for a rotation, taking into account the objectives of the historic garden. The plan should show the treatments for each area of soil and the successional planting plan. It should also take into consideration the abiotic factors and the historical context of the site.

- Share the plan with key stakeholders and obtain feed back


- Add to four areas at different stages in the rotation, relevant treatments as per the specification and ensure the

Page no. 176

before planting, and reject unacceptable specimens


- Ensure the site is left clean and tidy

growing medium is in a suitable condition for planting




- Appropriately position the plant material within the growing medium in accordance with the specifications





- Make the site good when your work is finished, and dispose of waste and excess materials safely to minimise

Page no. 177

environmental risk and in accordance with legal requirements


Hard Landscaping

Unit summary: In this unit you will develop an awareness and understanding of different practical techniques for the repair, restoration or construction of built features/hard landscaping features. You will become aware of the health and safety, cost and legal implications of completing a hard landscaping projectYou will develop practical skill in hard landscaping

LO number


151 Understand hard landscaping projects that are undertaken in a historic garden.

- Know the types of hard landscaping projects that could be undertaken in a historic parkland or wider landscape

- Understand the types of materials that should be used in 2 different hard landscaping projects in a historic garden and why they are used

- Describe how 2 structures and surfaces are repaired, restored or constructed and what the finished result should look like to be suitable for use in a historic garden

- Describe the types of materials that should be used in 3 different hard landscaping projects in a historic garden and why they are used

- Describe how 4 structures and surfaces are repaired, restored or constructed and what the finished result should look like to be suitable for use in a historic garden

- Recommend types of materials that should be used in the following hard landscaping projects in a historic garden; why they are used and the implications of the long term maintenance of the materials

Install gate posts and a

Page no. 178

gate Erect a fence Basic brick work Traditional stone

walling Install a path Lay hard surfaces

152 Create and manage budgets for a hard landscaping project in a historic garden.

- Select a hard landscaping project from the following hard landscaping projects

Install gate posts and a gate

Erect a fence Basic brick work Traditional stone walling Install a path Lay hard surfaces

- Produce a full costing for the works

- Monitor and record spending during works

- Select two hard landscaping projects from the following hard landscaping projects


Erect a fence Basic brick work Traditional stone


- Produce a full income and expenditure spread sheet for the works

- For one of these projects monitor and record spending during works

- Produce a final income and expenditure sheet for the works once completed.

153 Have an awareness of Health and Safety in a hard landscaping project in a historic garden

- Obtain from the line manager or mentor an appropriate risk assessment for a specified hard landscaping task.

- Show an awareness of and compliance to the risk assessment at all times whilst working on a

- Working with your mentor or line manager complete a risk assessment for a specified hard landscaping project

- When completing practical works for a hard landscaping project implement the requirements of the

- Complete a risk assessment for a specified hard landscaping project

- When completing practical works for a hard landscaping project implement the

Page no. 179

hard landscaping project above risk assessment.

- Complete the following: Put up appropriate notices

and barriers Ensure the appropriate

use of machinery – identify any training needs (done with help of a mentor).

Ensure all machinery is safe to use (done with help of a mentor).

Ensure the safe transport of staff, machinery and materials (include manual handling) (done with help of a mentor).

Ensure that the site is kept tidy and clear from obstructions at all times

Ensure that appropriate PPE is supplied and worn.

requirements of the above risk assessment.

- Complete the following areas: Put up appropriate

notices and barriers Ensure the appropriate

use of machinery – identify any training needs

Ensure all machinery is safe to use

Ensure the safe transport of staff, machinery and materials (include manual handling)

Ensure that the site is kept tidy and clear from obstructions at all times

Ensure that appropriate PPE is supplied and worn.

154 Demonstrate practical hard landscaping skills in a historic garden

- Working with your line manager or mentor successfully complete 1 hard landscaping repair, restoration or construction technique from the list below:



- Carry out all work in accordance with risk assessment requirements

- Successfully complete 2 different hard landscaping repair, restoration or construction techniques from the list below:



- Carry out all work in accordance with relevant environmental and health and safety legislation, risk assessment requirements, codes

- Successfully complete 3 different hard landscaping repair, restoration or construction techniques from the list below:


Erect a fence Basic brick work Traditional stone


Practical assistance may be given by the line manager/mentor. If this is required then the trainee should

Page no. 180

- Use tools, equipment and material that are appropriate for the work and use them safely and effectively

- With the help of a mentor prepare the site prior to operation and repair, restore or construct the structure or surface

- With the help of a mentor carry out work in a manner which prevents damage to the surrounding area and leave the structure or surface in a safe and suitable condition

- With the help of a mentor restore the site to a clean and tidy condition

- Clean and store tools and equipment correctly after use

of practice and organizational policies

- Prepare and use tools, equipment and material that are appropriate for the work safely and effectively

- Prepare the site prior to operation and construct the structure or surface as instructed

- Carry out work in a manner which prevents damage to the surrounding area and leave the structure or surface in a safe and suitable condition

- Restore the site to a clean and tidy condition

- Clean and store tools and equipment correctly after use

- Deal with waste safely and correctly in accordance with instructions report any problems to the correct person as soon as possible

Practical assistance may be given by the line manager/mentor

direct the works

- Assess site conditions to establish their suitability for operations

- Identify suitable access routes for materials prior to commencement of operations

- Install each hard landscaping repair, restoration or construction project safely and according to specifications and requirements for use

- Prepare effective ground footings if relevant

- Protect effectively against weather and use until the structure is in a suitable condition

- Leave the site safe, tidy and suitable for intended use and in an undamaged condition following operations

- maintain effective working relations with relevant people throughout

- keep unnecessary waste and unwanted impact on the environment to a minimum

- Deal with problems effectively, efficiently and safely

Page no. 181

Setting up; installing and maintaining interior plant displays

Unit summary:- This unit is about setting up and installing natural interior plant displays in historical properties. You will learn about the materials that the plants require nutrients; containers; irrigation systems and growing medium. You will learn about planting different types of plants for different spaces, tropical; temperate; shade lovers and sun lovers. You will discover different features that you can use- both water and non-water and about the different environmental conditions that the plants require, adjacent features; light; humidity; air movement and temperature. You will also find out about how to support and tie in according to type of plant and display and how to achieve maximum visual impact. Lastly you will find out about the use of equipment and chemicals and how they must meet the requirements of the law and codes of practice.



155 Know the principles underpinning effective interior plant displays in a historic building

- Understand the story and the historical period of the space into which you are to put the plant display

- Create a portfolio of pictures of interior plant displays in different historical places. Describe why you think each one appeals to you and why it works well in this historical place.

- Understand the spirit of place statement

- Create a portfolio of pictures of interior plant displays that demonstrate :-

A plant display relevant to its historic story and spirit of place

A plant display that is the right size for its position

A plant display that provides relevant impact for visitors

A plant display that contains the right plant materials for the environmental conditions that it is in

A plant display that shows

- Understand the spirit of place statement

- Research and understand the story and the historical period of the space into which you are to put the plant display

- Create a portfolio of a range of pictures showing examples which illustrate your understanding of the following with respect to interior plant displays within a historic building :-

the principles underpinning effective interior plant displays

the principles underpinning effective

Page no. 182

a good balance in shape A plant display that fits the

shape of the space in which it is contained

- Give reasons for each choice of plant display against these categories.

interior plant displays in historical settings

how to select plant materials to help illustrate the historic story and fit in with the spirit of place

how to select appropriate containers and growing mediums for displays in a historical context

how to position features and grouping of plants in a way which is appropriate to them, the historical context; the environment and the intended visual impact

how to ensure support methods are consistent with the display and the health and vigour of the plants

156 Create a plan for an interior plant display in the house demonstrating that you have taken into consideration the conservation issues within the house; the requirements for the display; the environmental conditions and maximizing visual impact.

- Talk to the housekeeping team about their requirements

- Create a plan for a small plant display for everyday use within the house

- Describe where in the house the display will be located

- Give reasons for your choice of

- Establish the requirements for the display by talking to the house and collections team

Understand the story and the historical period of the space into which you are to put the plant display

Establish the conservation issues for the building and the collection that need to be taken into account

- Create a plan for three interior plant displays for a specific event or function within a historical house that fits in with the historical story; spirit of place and theme of the event or function

- Establish the requirements for the display from the housekeeping team and client

Page no. 183

plants and container

- Talk to the house staff about the special measures that you will need to take to protect the building and the collection when you are creating your display.

- Get feedback from the House staff on your ideas

when you are creating your

Establish the environmental conditions for the location.

- Research plants and materials for the display that meet these requirements and create a plan for your interior display

- Show that you know how to position features and grouping of plants in a way which is appropriate to them, the historical story; the environment and the intended visual impact

- Show that you know the different containers and growing mediums that are relevant for the spirit of place

- Show that you understand the relevant legislation and codes of practice covering this area of work

- Show your plan to the house staff and obtain their feedback.

- Interpret those requirements as you create your plan

- Establish the conservation issues for the building and the collection that need to be taken into account when you are creating your display by talking to the housekeeping team.

- Establish the environmental conditions for the location.

- Research plants and materials for the display that meet these requirements

- Show that you know how to position features and grouping of plants in a way which is appropriate to them, the historic story; the environment and the intended visual impact as you create the display

- Show that you know the different containers and growing mediums that fit into the historic story and spirit of place and theme of the function or event

- Show that you understand the relevant legislation and codes of practice covering this area of work

- Show your plan to the house

Page no. 184

staff and client and obtain their feedback.

157 Set up interior plant displays in a historic building showing that you understand how to select plants, containers and materials appropriate to different types of interior displays and historic site

- Follow a plan for the setting up of a small plant display for everyday use within a historical house

- Show that you have taken care of the building and the collection as you plan how to move the containers into the house; how you plan to take in any plant material and how you place protective materials around the plant display to protect the collection, as you create the display and once the display is in position.

- Use tools and equipment safely and efficiently

- Return unused plants and materials to storage

- Clean and securely store tools and equipment


- Follow a plan for setting up an interior plant display in a historic building

- Source the plants and materials required.

- Show that you have taken into consideration the conservation issues for the building and the collection.

- Make sure the plants and materials are in a condition fit for use

- Select tools and equipment that are appropriate to the job

- Handle and transport the plants and materials safely and efficiently showing you understand the conservation issues in the house.

- Handle and transport the plants and materials safely and efficiently showing you can maintain the plants and materials in a condition fit for use


- Prepare the plants and materials according to requirements including maximizing visual impact

- Create three plant displays for an event or function taking into account the theme of the function.

- Obtain planting objectives from the client for the three sites and ensure these are met.

- Source the plants and materials required.

- Show that you have taken into consideration the conservation issues for the building and the collection.

- Make sure the plants and materials are in a condition fit for use

- Select tools and equipment that are appropriate to the job

- Handle and transport the plants and materials safely and efficiently showing you understand the conservation issues in the house.

- Handle and transport the plants and materials safely and efficiently showing you can maintain the plants and materials in a condition fit for use

Page no. 185

- Use support methods that are consistent with the display and the health and vigour of the plants





- Prepare the plants and materials according to requirements including maximizing visual impact

- Use support methods that are consistent with the display and the health and vigour of the plants




158 Look after and maintain interior plant displays including potted plants and cut flower displays.

- Look after two interior plant displays over a period of a month. (Should include at least one potted plant and one cut flower display).

- Water the plant at an appropriate level.

- Feed the plant at an appropriate level as directed.

- Dead head

- Make sure the plant has an appropriate amount of light.

- Turn the plant to ensure even light

- Look after three interior plant displays over a period of a month. (Should include at least one potted plant and one cut flower display).

- Water the plant at an appropriate level.

- Feed the plant at an appropriate level.

- Prune the plant when required.

- Check for disease

- Dead head

- Take overall responsibility for three interior plant displays over a period of a month in three different types of location within the property. (Should include at least one potted plant and one cut flower display and different environmental conditions).

- Supervise the watering of the plants to an appropriate level.

- Supervise the feeding of the plants to an appropriate level.

- Supervise the pruning of the

Page no. 186

distribution - Make sure the plant has an appropriate amount of light.

- Swop the plants around if required to ensure appropriate light levels for all plants.

- Turn the plant to ensure even light distribution

- Make sure ventilation at right level. If it is not take appropriate action.

- Make sure the temperature is at right level. If it is not take appropriate action.

plant when required.

- Check for disease and ensure appropriate action is taken

- Ensure the plants are dead headed

- Make sure the plants have an appropriate amount of light.

- Supervise the swopping around of the plants if required to ensure appropriate light levels for all plants.

- Ensure the plants are turned to ensure even light distribution

- Make sure ventilation at right level. If it is not take appropriate action.

- Make sure the temperature is at right level. If it is not take appropriate action.

Identifying plants and trees

Unit summary:- In this unit you will learn how to identify a selection of different plants at different times of year both by their English and their scientific names.



159 Be able to identify a broad range - Obtain and use various sources of - Obtain and use various sources of - Describe the basic principles of

Page no. 187

of native and non-native parkland trees

information to accurately identify and name a total of 3 different native and non-native trees commonly found in a historic garden.in the summer

- Obtain and use various sources of information to accurately identify and name a total of 3 different native and non-native trees found in a historic garden.in the winter

- Use tree characteristics to aid identification

information to accurately identify and name a total of 5 different trees, (some native and some non-native) commonly found in a historic garden using common and scientific names in the summer

- Obtain and use various sources of information to accurately identify and name a total of 5 different native and non-native trees commonly found in a historic garden using common names and scientific names in the winter


botanical classification and nomenclature

- Obtain and use various sources of information to accurately identify and name 5 native and 5 non-native trees commonly found in a historic garden using common and scientific names in the summer

- Obtain and use various sources of information to accurately identify and name 5 native and 5 non-native trees commonly found in a historic garden using common and scientific names in the winter



- Describe 5 different tree life cycles (age classes)

- Describe the preferred growing conditions of 5 different tree species

160 Identify shrubs by their common and scientific names.


- With support identify seven shrubs

- Obtain and use various sources of information to accurately identify and name a total of 5 different shrubs commonly found in a historic garden using common and scientific names in the summer

- Obtain and use various sources of information to accurately identify and name 10 shrubs commonly found in a historic garden using common and scientific names in the summer

Page no. 188

during the summer

- With support identify seven shrubs in the autumn.

- With support identify seven shrubs in the winter.

- Obtain and use various sources of information to accurately identify and name a total of 5 different shrubs commonly found in a historic garden using common and scientific names in the winter

- Use shrub characteristics to aid identification

- Obtain and use various sources of information to accurately identify and name 5 shrubs commonly found in a historic garden using common and scientific names in the winter


161 Identify herbaceous plants by their common and scientific names.


- Identify seven herbaceous perennials during the summer.

- Identify seven herbaceous in the autumn.

- Obtain and use various sources of information to accurately identify and name:

ten herbaceous plants during the summer. ten herbaceous plants in the autumn.

ten herbaceous plants in the winter.

- For each plant list the ideal planting conditions, required management and key seasonal features

- Obtain and use various sources of information to accurately identify and name:

twenty five herbaceous during the summer. Including Genus, Species, Cultivar and family

twenty five herbaceous in the autumn. Including Genus, Species, Cultivar and family

- For each plant list the ideal planting conditions and aspect, required management and key seasonal features


The National Trust plant database

Page no. 189

Unit summary:- You will learn how to use your plant knowledge to survey a border. You find out how to enter the information that you have collected onto the National Trust plant database.



162 Aware of the importance of plant collections to National Trust Gardens and their historical, botanical and aesthetic significance.

- Record the names of three plants in a border.

- With the help of your mentor enter the correct information onto the NT plant database.

- Print off a list of the plants you have recorded.

- Using your plant knowledge carry out a survey of a border.

- Create a list of the plants present.

- Enter the correct botanical data and other relevant information onto the NT plant database.

- Print off a list of the plants you have recorded.

- Using your plant knowledge carry out a survey of an area of garden.

- Create a list of the plants present.

- Enter the correct botanical data and other relevant information onto the NT plant database.

- Using GPS equipment, plot the position of the plants in the garden.

- Download the GPS data onto the NT plant database.

- Print off a list of the data you have recorded.

Bee keeping

Unit summary:- You will understand the ecology of a bee hive; you will learn how to handle the bees in the hive and understand the principles of good beekeeping. You will also learn how to recognise diseases and the appropriate action to take.

Learning Learning outcome AC level 1 AC level 2 AC level 3

Page no. 190

outcome number.163 Understand the historical and

conservation reasons why bees are kept in a specific historic garden

- Discuss with your mentor the reasons for keeping bee hives within your historic garden

- Find out what the products of the bee hive were used for historically and what they are used for in your historic garden today

- Understand the reasons for keeping bee hives within your historic garden

- Research what the products of the bee hive were used for historically and what they are used for in your historic garden today

- Understand the reasons for keeping bee hives within your historic garden

- Research what the products of the bee hive were used for historically and what they are used for in your historic garden today

164 Understand the concepts behind a bee hive colony

- Describe the different adult bees within the colony and their specific job

- Describe the stages in the life cycle of a bee

- Describe the methods of communication used by bees

- Describe how plants and bees are mutually beneficial to each other

- Describe the main seasonal activities that are carried out on a bee hive

- Understand how and where an apiary should be sited and the factors which should be taken into account e.g. food source, risk to the public

- Describe the different types of hives and components and how they are assembled and used

- Understand the principles which govern the design of hives and frames e.g. the concept of bee space and the main features of their construction


- Understand how to introduce the bees and queen to the hive minimising stress to the bees



- Understand how and where an apiary should be sited and the factors which should be taken into account e.g. food source, risk to the public

- Describe the different types of hives and components and how they are assembled and used

- Understand the principles which govern the design of hives and frames e.g. the concept of bee space and the main features of their construction

- Describe the different species of bees and their characteristics


- Understand how to introduce the bees and queen to the hive

Page no. 191


- Understand the principals involved in feeding honey bees

- Understand the nutritional value of honey to the honey bee colony

- Know how to detect diseases, disorders and pest infestations of honey bees and the potential impact on the bee health, and how these diseases and pests impact on the management of the colony

- Describe the correct procedures to take in the event of an emergency

- Describe the records which need to be maintained

- Describe the main seasonal activities that need to be carried out in a bee hive

minimising stress to the bees


- Describe the anatomy of a bee

- Know how the bee behaviour can help to regulate the environment within the colony


- Describe the make-up of a nucleus and how it can be used


- Understand the principals involved in feeding honey bees

- Understand the nutritional value of honey to the honey bee colony

- Describe the management needed to cope with changes in seasons, geographic localities, weather conditions, the timing of the flowering of forage plants and sources of undesirable nectar

- Know how to detect diseases, disorders and pest infestations of honey bees and the potential

Page no. 192

impact on the bee health, the economic effects and how these diseases and pests impact on the management of the colony

- Describe the correct procedures to take in the event of an emergency

- Describe the records which need to be maintained

- Describe the importance of maintaining effective communication with those involved in or affected by the work

- Describe the importance of maintaining hygiene and bio-security and the methods for achieving this

- Know how to deal with the different types of waste produced by the activity

- Know your responsibilities under relevant environmental and health and safety legislation, animal health and welfare legislation, codes of practice and company policies

- Set out a work programme for a hive for the year showing the main seasonal activities

165 Monitor and maintain a honey - With the help of a mentor - In the presence of a mentor - Identify whether the conditions

Page no. 193

bee hive identify whether the conditions are appropriate for the hive to be opened

use beekeeping equipment and Personal Protective Equipment to open the hive safely

identify the normal appearance of brood comb

identify different types of adult bees within the colony

perform the beekeeping activities at correct times

reassemble the hive according to specification

identify whether the conditions are appropriate for the hive to be opened

use beekeeping equipment and Personal Protective Equipment to open the hive safely

identify the normal appearance of brood comb

identify different types of adult bees within the colony

identify the contents of the cell within a comb

perform the beekeeping activities at correct times and in accordance with organisational procedures

reassemble the hive according to specification

maintain suitable levels of hygiene and bio-security

deal with waste safely maintain records as appropriate carry out all work in accordance

with relevant risk assessment requirements,

are appropriate for the hive to be opened

- Use beekeeping equipment and Personal Protective Equipment to open the hive safely

- Identify the normal appearance of brood comb

- Identify different types of adult bees within the colony

- Identify the contents of the cell within a comb

- Check for the presence of pests, diseases and disorders

- Perform the beekeeping activities at correct times and in accordance with organisational procedures and legislation

- Reassemble the hive according to specification

- Maintain suitable levels of hygiene and bio-security

- Deal with waste safely and correctly in accordance with legislation

- Maintain effective communication with colleagues and others involved in or affected by the work

Page no. 194

- Maintain records as appropriate

- Carry out all work in accordance with relevant environmental, health and safety legislation, animal health and welfare legislation, risk assessment requirements, codes of practice and company policies

Page no. 195

Page no. 196

PERSONAL DEVELOPMENT SKILLS.

Developing personal work-related skills



166 Assess the personal skills that you need to develop

- At the start of your year use the National Trust personal skills section of the Passport to carry out a self-assessment of your personal development skills on a 1 to 5 scale

- Identify the personal skills needed for your work role

- At the start of your year use the National Trust personal skills section of the Passport to carry out a self-assessment of your personal development skills on a 1 to 5 scale

- Identify the personal skills needed for your work role and obtain an assessment of your skills from your manager

- Using the National Trust personal skills section of the Passport, identify the skills needed for your current work role and future aspirations within the organisation

- Assess your level of ability in each of the skill areas you have identified using a 1 to 5 scale and compare this to current and expected needs in your work

- Agree your assessment with your manager and with others in the organisation as relevant

167 Identify personal skills needing to be developed

- Using your skills assessment, identify those personal skills that would benefit from further development

- Using your skills assessment, identify those personal skills that would benefit from further development

- Using your skills assessment, identify those personal skills that you would benefit from developing further

Page no. 197

- Agree the areas to be developed with your manager and buddy

- Agree the areas to be developed with your manager and buddy

- Produce a rationale for developing your skills and agree it with your manager and with others in the organisation as relevant

168 Develop your personal skills - Work with your manager and buddy to produce a realistic plan (including objectives, methods and timescales) to develop the personal skills that you have agreed

- Agree the plan with your manager and buddy

- Take action to develop the skills you have identified in your plan

- Produce a realistic plan (including objectives, methods and timescales) to develop the personal skills that you have agreed

- Agree the plan with your manager and buddy


- Produce a realistic plan (including objectives, methods, resources and timescales) to develop the personal skills that you have agreed

- Agree the time and resources needed to put the plan into action


169 Review your skills development - Following development, obtain a reassessment of your level of ability in each of the skill areas you have identified

- Agree any areas that need further development

- 6 months into your role think about your ambitions beyond the HSP and determine the personal skills you need for a new role

- Following development, reassess your level of ability in each of the skill areas you have identified

- Obtain an assessment of your skills from your manager

- Agree any areas that need further development

- 6 months into your role think about your ambitions beyond the HSP and determine the personal skills you need for a new role using the National Trust personal skills section of the Passport, identify the skills needed for your current and intended work role

- Following development, evaluate your level of ability in each of the skill areas you have identified

- Use feedback from your manager and other colleagues to refine your evaluation

- Identify any areas that will benefit from further development and plan how you will go about doing this

Page no. 198

Documents

€¦ · Web viewDescribe the layout, function and background of your property and its landscape. ... . Read the outdoors booklet . . ... Landscape design and aesthetics. Historical