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Edexcel Diplomas
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Contents
Introduction
Structure and aims of Principal Learning in Environmental
and Land-based Studies
The Edexcel Diplomas in Environmental and Land-based Studies:
Principal Learning
The structure of the Edexcel Level 1 Principal Learning in Environmental
and Land-based Studies
The structure of the Edexcel Level 2 Principal Learning in Environmental
and Land-based Studies
Further information
Useful publications
Level 2
Unit 1: Environmental Influences upon Ecosystems and Production Zones
129
Unit 2: Working in Environmental and Land-based Organisations
Unit 3: Plant Nutrition, Growth and Breeding
Unit 4: Animal Nutrition, Growth and Breeding
Unit 5: Plants and Animals and their Role in Society
Unit 6: The Importance of a Sustainable Environment to Society
Unit 7: Environmental Monitoring
Unit 8: Sources and Uses of Energy
127
List of annexes
Annexe A: Internal Assessment of Principal Learning Units: Controls for
Task Setting, Task Taking and Task Marking
309
Introduction
This publication supports delivery of the Edexcel Level 1 and Level 2 Principal Learning in
Environmental and Land-based Studies. It must be read in conjunction with relevant sections of
the published specification (Publications code DP020767, available to order from
www.edexcel.com).
All Edexcel Level 1, Level 2 and Level 3 Principal Learning units contain sections relating to
guidance for delivering and assessing each unit.
Each unit identifies the guided learning hours (GLH) required for delivery and assessment.
Centres should allocate this amount of time within the timetable for its delivery and assessment.
Edexcel has identified within each internally assessed unit the GLH that will probably be
required to meet the assessment requirements of the unit. This may, for example, include time
spent in experiential learning, practising skills, research activities and undertaking summative
assessment activities. (See sections relating to Internal assessment and Programme design and
delivery in the generic introductory part of the Specification document.)
The tutor support materials in this publication are designed to supplement the guidance given in
the units. For each unit there will be an exemplar assignment that covers the whole unit and
relevant centre guidance for the adaptation of exemplar assignments and for co-teaching
opportunities where they may exist.
This document also contains exemplar schemes of work for each unit.
These tutor support materials are not prescriptive however Edexcel recommends that centres use
these, either in their current form or adapted within the scope of the guidelines given.
Tutors may feel that the unit can be delivered and assessed more effectively in a different way.
This may be because of the way the qualification is organised within their centre or after taking
into consideration their learners and their learning styles and prior learning.
For centres wishing to devise their own assignments for internally assessed units Annexe A:
Internal Assessment of Principal Learning Units: Controls for Task Setting, Task Taking and
Task Marking contains the procedures centres must follow to ensure that these are developed
and managed correctly.
core themes such as how we use the environment, for example farming, towns, leisure
how to safely work with plants and animals, for example care and handling
sustainability and how impacts on the environment can be reduced, for example recycling.
The Edexcel Level 2 Principal Learning in Environmental and Land-based Studies aims to give
learners knowledge and understanding of:
concepts such as energy use, biodiversity and the role of government, economy and society
in sustainability.
Title
GLH Assessment
30
External
60
Internal
30
Internal
60
Internal
60
Internal
Tutor support Edexcel Diplomas Levels 1-2 in Environmental and Land-based Studies Principal Learning
Issue 1 August 2009 Edexcel Limited 2009
Title
GLH Assessment
60
Internal
60
Internal
60
Internal
60
Internal
60
External
60
Internal
Environmental Monitoring
30
Internal
30
Internal
Tutor support Edexcel Diplomas Levels 1-2 in Environmental and Land-based Studies Principal Learning
Issue 1 August 2009 Edexcel Limited 2009
Further information
For further information please call Customer Services on 0844 576 0028 (calls may be recorded
for training purposes) or visit our website at www.edexcel.com.
Useful publications
Further copies of this document and related publications can be obtained from:
Edexcel Publications
Adamsway
Mansfield
Nottinghamshire NG18 4FN
Telephone: 01623 467 467
Fax:
01623 450 481
Email:
publications@linney.com
Related information and publications include:
Operating Rules for Component and Diploma Awarding Bodies (QCA, 2007)
the ASL catalogue on the National Database of Accredited Qualifications (NDAQ) website:
www.ndaq.org.uk
the current Joint Council for Qualifications instructions for controlled assessment relevant
to Principal Learning Qualifications available from the JCQ website: www.jcq.org.uk
the latest news on the Diploma from QCA available on their website:
www.qca.org.uk/diploma
NB: Most of our publications are priced. There is also a charge for postage and packing. Please
check the cost when you order.
Tutor support Edexcel Diplomas Levels 1-2 in Environmental and Land-based Studies Principal Learning
Issue 1 August 2009 Edexcel Limited 2009
GCSE
GCE
Tutor support Edexcel Diplomas Levels 1-2 in Environmental and Land-based Studies Principal Learning
Issue 1 August 2009 Edexcel Limited 2009
Tutor support Edexcel Diplomas Levels 1-2 in Environmental and Land-based Studies Principal Learning
Issue 1 August 2009 Edexcel Limited 2009
Level 1
Tutor support Edexcel Diplomas Levels 1-2 in Environmental and Land-based Studies Principal Learning
Issue 1 August 2009 Edexcel Limited 2009
Tutor support Edexcel Diplomas Levels 1-2 in Environmental and Land-based Studies Principal Learning
Issue 1 August 2009 Edexcel Limited 2009
Learning outcomes
On completing this unit, a learner should:
LO.1
LO.2
LO.3
LO.4
LO.5
LO.6
LO.7
Co-learning opportunities
This unit links directly to all other units in the Foundation Diploma Environmental and Landbased Studies Principal Learning. The assessment links are as follows:
practical plant and animal identification skills are assessed in Level 1 Unit 2: Environmental
and Land-based Production Systems and Services
practical soil testing and identification skills are assessed in Level 1 Unit 4: Working with
Plants and Animals
practical weather observation skills are assessed in Level 1 Unit 5: Impacts on the
Environment.
Learners must have completed soil tests and site surveys as itemised in the unit before
attempting assessment of this unit.
10
Content
Possible activities
Resources
Whole-class teaching
PowerPoint
Internet access
Types of habitats:
common terrestrial
habitats
common freshwater
aquatic habitats
common saltwater
habitats.
Features of habitats:
Group work
Visit
Whole-class introduction
Textbooks
Maps
Drawing
materials
OHPs
Scheme of
work
Visit to a
suitable site
providing as
many
examples of
local habitat
as possible
Suitable field
guides/keys
Identify the
main plant and
animal species
found within
the habitats
using a key
Record plant
and animal
species
Collect soil
samples for
LO4
11
Content
Possible activities
Resources
Whole-class teaching
PowerPoint
OHPs
Soil
Individual/group work
Whole-class teaching
Weather
Internet access
Examples of
soil types
Defra Cross
compliance
guidance for
soil
management
Laboratory
equipment, eg
measuring
cylinders, test
tubes, etc
Method of
measuring soil
pH
Scheme of
work
Examples of
different soil
types
PowerPoint
Internet access
Defra Cross
compliance
guidance for
soil management
Whole-class teaching
12
Textbooks
Content
Possible activities
Resources
waterlogged conditions.
13
Content
Possible activities
Whole-class teaching
Examples of
surveys, GIS,
mapping
software eg
MAGIC,
specialist
equipment, eg
GPS, transects,
quadrats
Soil tests
Whole-class teaching
Soil testing
equipment
Weather measurements
Visit to an automated
weather station (if one is
easily accessible) to
demonstrate industry
standard recording
apparatus
14
Resources
PowerPoint
OHPs
Text books
Visit to a soil
testing lab or
visiting
speaker
explaining
how and why
soil is analysed
Internet access
Content
5 contd
Possible activities
Resources
Stevensons
Screen and
suitable
meteorological
equipment
LO6 Understand
suitable habitats for
plants and animals
LO7 Understand why
environmental surveys
are carried out
In pairs
Examination.
Individual activity
Set by Edexcel
Sitting exam.
Discussion
with
professional
about uses of
environmental
monitoring
Invigilated
facilities.
1 hour
Specialist resources
It is a requirement of this unit that learners have access to a variety of habitats to study.
Some basic environmental equipment will be required such as identification keys, soil pH test
kits and litmus paper, soil nutrient test kits, weather recording equipment such as an
anemometer, a rain gauge (although a very simple one can be constructed by learners and form
part of their assessment), a sunlight recorder, and thermometers capable of recording the
minimum and maximum air and soil temperatures.
Simple keys of common plant and animal species will be required.
15
Reference material
The Field Studies Council has a wide selection of good quality species identification keys to UK
species and relevant books and teaching materials.
General books
Freeland P Habitats and the Environment (Hodder & Stoughton, 1992) ISBN 034053267X
Holden P and Cleeves T RSPB Handbook of British Birds, 2nd Edition (Christopher Helm
Publishers, 2006) ISBN 9780713675603
Johnson O Collins Tree Guide: The Most Complete Field Guide to the Trees of Britain and
Europe (Collins, 2006) ISBN 9780007207718
Reynolds R Philip's Guide to Weather: A Practical Guide to Observing, Measuring and
Understanding the Weather (Philip's, 2004) ISBN 0540087041
Russell T The Illustrated Encyclopaedia of Trees of Britain and Europe (Lorenz Books, 2006)
ISBN 10754815706
Steckel Pedersen T Soil Science (Reading Essentials in Science: Down to Earth!) (Perfection
Learning, 2005) ISBN 0756946336
Sterry P Collins Complete Guide to British Wildlife: A Photographic Guide to Every Common
Species (Complete British Guides) (Collins, 2008) ISBN 0007236832
Sutherland W Ecological Census Techniques (Cambridge University Press, 2006)
ISBN 0521606365
Sustainability books
Baldwin C J (Ed) Sustainability in the Food Industry (Wiley-Blackwell, 2009)
ISBN 0813808464
Fowler C W Systemic Management: Sustainable Human Interactions with Ecosystems and the
Biosphere (Oxford University Press, 2009) ISBN 0199540969
Girard L F and Nijkamp P (Eds) Cultural Tourism and Sustainable Local Development
(Ashgate, 2009) ISBN 075467391X
Jenks M and Jones C (Eds) Dimensions of the Sustainable City (Springer, 2009)
ISBN 1402086458
Lechner F J Globalization: The Making of World Society (Wiley-Blackwell, 2009)
ISBN 1405169060
MacKay D J C Sustainable Energy Without the Hot Air (UIT, 2008) ISBN 0954452933
Scott J Environmental Protection: European Law and Governance (Oxford University Press,
2009) ISBN 0199565171
Soetaert W and Vandamme (Eds) Biofuels (Wiley-Blackwell, 2009) ISBN 047002674X
Qualifications and Curriculum Authority Sustainable development in action A curriculum
planning guide for schools (Qualifications and Curriculum Authority, 2009)
ISBN 9781847219053
16
Websites
www.adas.co.uk
www.bbc.co.uk/nature
BBC nature
www.bbc.co.uk/gardening
www.btcv.org.uk
www.businesslink.gov.uk
www.cla.org.uk
www.constructionskills.net
www.countryside-jobs.co.uk
www.dea.org.uk
www.defra.gov.uk
www.direct.gov.uk
www.euskills.co.uk
www.environment-agency.gov.uk
www.face-online.org.uk
www.farmwildlife.info
www.field-studies-council.org
www.forestry.gov.uk
Forestry Commission
www.globaldimension.org.uk
17
www.hse.gov.uk
www.igd.com
www.improveltd.com
www.landex.org.uk
www.lantra.co.uk
www.lbcnc.org.uk
www.leafuk.org
www.metoffice.gov.uk/climate/uk
www.naturalengland.org.uk
www.randa.org
www.rspb.org.uk
www.se-ed.org.uk
www.sd-commission.org.uk
www.skillsactive.com
www.soilassociation.org
www.stockwatchgame.org
www.teachers.gov.uk/growingschools
www.teachernet.gov.uk/sustainable schools
www.wildlifetrust.org
Video
On course for sustainability The R & A, see
www.bestcourseforgolf.org/video/OC4Sen.wmv.html
18
19
Have you ever wondered where your breakfast cereal or the meat
in your burger comes from?
In this unit learners will discover how the environmental and
land-based industry uses plants and animals to produce these and
many other products and services that we use in our daily lives.
For example how building firms, water companies, wildlife
conservation agencies and outdoor sports grounds provide us
with services and products that we need.
The applied purpose of this unit is to survey environments and
recommend how they can be used by environmental and landbased businesses.
Learners will find out about the ways in which goods are
produced and services are run, and how this can affect the
environment, plants and animals. They will also learn how to
carry out surveys of the plants and animals on a site, and how
this is put into practice in work situations.
After studying this unit learners will understand how different
uses of land lead to the production of a wide range of goods and
services that benefit society. They should be able to survey
environments and recommend how they can be used by
environmental and land-based businesses. This should point the
way to a number of possible careers in environmental and landbased industries including working in food production, game and
nature reserves and leisure resorts.
Learning outcomes
On completing this unit, a learner should:
LO.1
Know the role of plants and animals in food chains, society and the environment
LO.2
Know how land, plants and animals are used to produce products and services
LO.3
LO.4
20
identification of plants and animals present and their wider role in the food chain, society
and the environment
how land, plants and animals are used to produce products and services
the features and benefits of natural and managed land uses and reasons for their location
Co-learning opportunities
This unit can help learners when studying some of the other units in this qualification, for
example:
Level 1 Unit 4: Working with Plants and Animals as learners investigate how plants and animals
are used in a range of production systems and services.
Level 1 Unit 5: Impacts on the Environment as learners explore the impact land, plant and
animal uses can have on the natural environment.
This unit has assessment links with:
Level 1 Unit 1: The Natural Environment as learners explore how the use of land, plants and
animals influences the natural environment. (NB: practical plant and animal identification skills
from Unit 1 are assessed here in Unit 2.)
21
Content
Possible activities
Whole-class teaching
Resources
Unit guidance
documentation
Whiteboard/
flip charts
Food chain
posters
Weblinks
Content
1 contd
Possible activities
Resources
Flip
charts/posters
Contrast animals in
production to main types of
wild animals within natural
and semi natural habitats.
Field
visit/work
related
scenario
23
Content
Possible activities
Whole-class teaching
24
Resources
Unit guidance
documentation
Whiteboard/
Flip charts
Interviews
with
experts/field
visits/work
experience
opportunity
Poster
resources/flip
charts
Content
Possible activities
Resources
uses.
25
Content
Possible activities
Whole-class teaching
Unit guidance
documentation
26
Resources
Whiteboard/
flip charts
Scenarios
Access to local
experts
working in
particular
aspects of
commercial
land use
Content
Possible activities
Whole-class teaching
Whiteboard/
flip chart
Practical activities
Resources
Field site
where learners
can carry out
survey work
27
Content
Possible activities
Resources
4 contd
Survey
equipment and
apparatus (rain
gauges,
Stevensons
screen,
anemometer,
thermometers,
botanical keys,
etc)
Mapping
software,
Geographical
Information
Systems (GIS),
maps, plans,
digital
photographs,
electronic
animal and
plant
identification
keys, etc
28
Content
Possible activities
Resources
Unit Assignment
Whole-class teaching
Assignment
Brief
Group work
Individual activity
Reference material
General books
Freeland P Habitats and the Environment (Hodder & Stoughton, 1992) ISBN 034053267X
Holden P and Cleeves T RSPB Handbook of British Birds (Christopher Helm Publishers Ltd,
2006) ISBN 0713675608
Johnson, O Collins Tree Guide: the Most Complete Field Guide to the Trees of Britain and
Europe, (Collins, 2006) ISBN 978 0007207718
Russell T The Illustrated Encyclopaedia of Trees of Britain and Europe (Lorenz Books, 2006)
ISBN 0754815706
Sterry P Collins Complete Guide to British Wildlife: A Photographic Guide to Every Common
Species (Complete British Guides) (Collins, 2008) ISBN 0007236832
Soffe R The Countryside Notebook (Wiley-Blackwell, 2005) ISBN 140511231X
Waugh D Geography: An Integrated Approach Third Edition (Nelson Thornes, 2000)
ISBN 017444706X
Sustainability books
Baldwin C J (Ed) Sustainability in the Food Industry (Wiley-Blackwell, 2009)
ISBN 0813808464
Fowler C W Systemic Management: Sustainable Human Interactions with Ecosystems and the
Biosphere (Oxford University Press, 2009) ISBN 0199540969
Girard L F and Nijkamp P (Editors) Cultural Tourism and Sustainable Local Development
(Ashgate, 2009) ISBN 075467391X
Jenks M and Jones C (Eds) Dimensions of the Sustainable City (Springer, 2009)
ISBN 1402086458
29
www.businesslink.gov.uk
www.cla.org.uk
www.dea.org.uk
www.direct.gov.uk
www.farmwildlife.info
www.forestry.gov.uk
Forestry Commission
www.globaldimension.org.uk
www.leafuk.org
www.metoffice.gov.uk
www.naturalengland.org.uk
Natural England
www.randa.org
www.sd-commission.org.uk
www.se-ed.org.uk
www.stockwatchgame.org
www.teachernet.gov.uk/sustainable schools
30
Other websites
www.constructionskills.net
www.dardni.gov.uk
www.defra.gov.uk
www.euskills.co.uk
www.environment-agency.gov.uk
www.face-online.org.uk
www.field-studies-council.org
www.hgca.com
www.hse.gov.uk
www.improveltd.com
www.landex.org.uk
www.lantra.co.uk
www.lbcnc.org.uk
www.skillsactive.com
Video
On course for sustainability The R & A, see
www.bestcourseforgolf.org/video/OC4Sen.wmv.html
31
Advice to tutors
Marking grid
Evidence structure.
32
The purpose of the survey is make recommendations for the use of the two areas surveyed.
Learners must be allocated to teams to work on initial planning. Planning the survey is a group
activity, carrying out the survey and other assessment activities must be completed individually.
The suggested number of guided learning hours (GLH) required to complete the assessment
activities should not exceed 15.
Tutors should follow information given in the unit and in the overarching document (Annexe E
of the specification) relating to task setting, task taking and task marking.
Section 2 How you will be assessed
The assignment is based upon you working in a team to plan a survey of an environment. You
will use your survey to recommend environmental uses by an environmental and land-based
enterprise.
Your survey should include the following sections:
identification of plants and animals present and their wider role in the food chain, society
and the environment
how land, plants and animals are used to produce products and services
the features and benefits of natural and managed land uses and reasons for their location
Assessment
The evidence requirements are shown in the marking grids. These will be used by your tutor
when marking your completed work. Your tutor will decide which mark band should be applied
to your work for each area of assessment focus. This will be on the principle of best fit and, for
example, work may be classified as mark band 2 despite aspects of the work falling into mark
band 1 and other areas of the work falling into mark band 3.
To improve your marks and move across the mark bands from band 1 to band 3 your work will
have to generally increase in depth and complexity with more description, reasoning and
justification as you move across the mark bands.
Section 3 Example of learner assignment brief
Environmental and Land-based Studies Diploma Principal Learning
Level 1: Unit 2 Environmental and Land-based Production, Systems and Services
Assignment title: Survey work for two different and contrasting Land-based activities or
production systems.
Advice to learners
When producing work for this unit you should:
plan your work and agree appropriate timescales with your tutor
Your tutor will divide the class into groups to undertake the planning element. All other work
relating to this assignment must be that of the individual and not undertaken in groups.
You will be required to present your conclusions to staff from the company.
33
Health and safety considerations must be covered by your tutor with you before you start any
practical work. This MUST include risk assessment and the provision of appropriate personal
protective equipment (PPE).
Introduction
The ability to understand how the ecology of a land-based system works is essential to the
success of most environmental and land-based enterprises.
The collection, interpretation and communication of data and recommendations drawn from
findings are central to decision making and to the subsequent management of environmental and
land-based enterprises.
This assignment is the culmination of the work we have been doing for this unit.
We have already had staff from Countywide Ecology Services (CES) and from Borough
Building Services (BBS) visit us to talk about their work, their objectives and the methods they
use.
This assignment will require us to visit the survey areas and to survey parts of them before using
the data you have collected to draw appropriate conclusions to help them with their decision
making.
Scenario
This is a real situation.
Countywide Ecology Services (CES) have been employed on behalf of Borough Building
Services (BBS) to carry out an ecological survey on two areas of land they have recently
bought. BBS have, in the past, had problems with obtaining planning permission from the local
council for some of their projects. In several cases, the lack of suitable ecological surveys has
meant that the permission has been denied, and this has cost them time and money. This time,
they want to ensure they get planning permission at the first opportunity.
BBS are open minded about the type of developments they build. Their managing director has
recently been invited to be a trustee of the local wildlife trust so the company would like to
focus it on some sort of environmental or land-based use. BBS are happy for CES to
recommend to them what type of developments they build, based on what is found in the
survey.
Firstly, BBS need to know what is present on the sites, so you will need to carry out surveys to
find out what plants and animals live their. You will need to record what you have found and
make a report to BBS on what you find.
BBS are also interested in what human hazards there are to the plants and animals in these
areas, such as roads, pollution, and visitor pressure so these will also need to be included in the
report
BBS would like to know the importance of the various plants and animals you find, such as how
they fit into food chains, how they are important to society and the environment, so this should
also be in the report.
They also want a general overview in the report about how land, plants and animals are used to
make products or services.
BBS would also like you to describe the features and benefits of managed land and natural land
and why they are found in certain locations.
Finally, BBS want a recommendation from you on what you feel to be the most appropriate use
for the areas you have surveyed.
Task 1
34
In order to understand how the ecology of the system works you will visit the sites twice with
the class. These will be half day visits so you will be expected to bring all-weather clothing and
enough food and drink for the day.
35
Your tutor will divide the class into groups. Once this has been done you will be given time to
prepare and agree a plan of action (with timescales and resource requirements) with your
colleagues and tutor.
Teams will need to produce plans which show:
details of the materials, tools, and equipment that will be required and
Once the plans have been agreed by your tutor learners can carry out their surveys using the
plans for each of the two areas.
You must:
Task 2
You are required to produce evidence which covers the requirements listed in the scenario
above.
Your evidence will include information that:
identifies the roles of plants and animals in a) the food chain, b) society and c) the
environment
identifies the potential hazards to plants and animals from human impact
describes how land, plants and animals are used to produce products and services
explains the key features and benefits of natural and human-influenced land use
explains the reasons for the location of natural and managed land uses.
You will be expected to provide this evidence in a format that can be presented to the
companies.
Task 3
You will be required to communicate your evidence to your peers, tutor and to company staff.
You should concentrate on providing a recommendation from you on what you feel to be the
most appropriate use for the areas you have surveyed.
36
37
Mark Band 1
Mark Band 2
Mark Band 3
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.1.1
Know the role of
plants and
animals in food
chains, society and
the environment
LO.1.2
Know the role of
plants and
animals in food
chains, society and
the environment
LO.2.1
Know how land,
plants and
animals are used
to produce
products and
services
38
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
(0-3)
(4-6)
(7-8)
(0-3)
(4-6)
(7-8)
(0-4)
(5-7)
(8-10)
Maximum marks
available
LO.3.1
Understand why
land is used for
particular
purposes
LO.3.2
Understand why
land is used for
particular
purposes
LO.4.4
Be able to survey
an environment to
recommend land
use
10
Total marks for Grid A 47
39
Marking grid B
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
(0-3)
(4-6)
(7-8)
(0-4)
(5-7)
(8-10)
(0-4)
(5-7)
(8-10)
LO.4.1
Be able to survey
an environment to
recommend land
use
LO.4.2
Be able to survey
an environment to
recommend land
use
10
LO.4.3
Be able to survey
an environment to
recommend land
use
10
Total marks for Grid B 28
Total marks 75
40
Marking grid
Activity/section
Evidence
LO4
Planning a survey
Observation records/witness
statements (AC4.1)
LO1
Written/recorded evidence,
possibly including diagrams,
maps, graphs or charts etc
(AC1.1, AC1.2)
LO2
Written/recorded evidence,
possibly including diagrams,
maps, annotated photographs etc
(AC2.1)
LO3
Written/recorded evidence,
possibly including diagrams,
annotated photographs etc
(AC3.1, AC3.2)
LO4
A&B
Surveying,
collaboration and
presentation
Observation records/witness
statements (AC4.2, AC 4.3,
AC4.4)
41
Learning outcomes
On completing this unit, a learner should:
LO.1
LO.2
LO.3
LO.4
42
list key jobs in the environmental and land-based sector and what they involve, relevant
personal skills, training and qualifications
match your own personal skills up to the personal skills for a chosen job role
complete a log of activities carried out including the tools and equipment used
Co-learning opportunities
This unit can help learners when studying some of the other units in this qualification, for
example:
Level 1 Unit 1: The Natural Environment you will learn about habitats, climate and species
which will help you when you develop working skills in the environmental and land-based
sector.
Level 1 Unit 2: Environmental and Land-based Production Systems and Services you will
explore jobs associated with production systems and services.
Level 1 Unit 4: Working with Plants and Animals you will learn to work safely with plants and
animals.
Level 1 Unit 5: Impacts on the Environment you will learn how to work safely in different
environments.
43
Content
Possible activities
Resources
Whole-class teaching
Smart/white
board
PowerPoint,
OHP
Individual activity
44
Access to
internet for
learners to
research job
roles
Descriptions of
types of jobs
available
Lists of
advantages and
disadvantages
of each job type
Scheme of work
Content
Possible activities
Resources
Whole-class teaching
Smart/white
board
PowerPoint,
OHP
Investigating what
particular jobs involve in
the environmental and landbased sector
In pairs
Access to
internet
Descriptions of
jobs learners
will use, or
directed access
to websites for
learners to find
these
themselves
Survey/
questionnaire
blanks/drafts
Scheme of work
45
Content
Possible activities
Resources
Whole-class teaching
Smart/white
board
PowerPoint,
OHP
Investigating the
personal skills required
to carry out jobs in the
environmental and landbased sector.
Identifying relevant
training and
qualifications for key
jobs in the
environmental and landbased sector
Investigating the
difference between
training and
qualifications
Group activity
Access to
internet
Personal skill
descriptions
Scenario
descriptions for
training or
qualification
activity
Job descriptions
used or
produced in
week 2
Scheme of work
Content
Possible activities
Resources
points.
47
Content
Possible activities
Resources
Whole-class teaching
Smart/white
board
PowerPoint,
OHP
Examining hazards in
the workplace.
Identifying and
describing common
hazards. The use of risk
assessments to minimise
the chances of them
occurring
This whole area of
health and safety will
benefit from as much
real contact with
industry as possible
observation of processes
and safeguards etc can
be incorporated into a
visit at any time.
Group activities
Access to
internet
HSE or other
safety videos
Video of an
ELB industry in
action or case
study material
describing it
Risk assessment
pro formas
Information that
learners have
gathered about
their chosen
industry
Individual activities
48
Content
Possible activities
Resources
Whole-class teaching
Smart/white
board
PowerPoint,
OHP
Examining the
responsibilities of
employers and employee
to minimise hazards and
risks. Describing ways in
which this can be done.
Examining their
responsibilities to the
environment
Group activity
Visiting speaker
perhaps meat inspector
could focus on food
safety or a more general
safety/union rep could
focus on general safety.
Access to
internet
HSE poster
health and
Safety what
you should
know
Basics of food
safety act and
HASAWA listed
Research from
earlier sessions
on
responsibilities/
roles in specific
jobs
Hazard
information
from previous
session
Scheme of work
49
Content
Possible activities
Resources
Individual activities
50
Content
Possible activities
Resources
Whole-class teaching
Smart/white
board
PowerPoint,
OHP
Instructions for
following an
activity
Their research
on their chosen
industry
Pro formas for
work logs
A suitable discussion on
attendance and punctuality may
be possible from their own
behaviour, showing how it affects
quality of work.
Access to
internet
Individual activities
51
Content
Possible activities
Resources
Group activity
52
Content
Possible activities
Resources
Smart/white
board
PowerPoint,
OHP
Scheme of work
Whole-class teaching
Explanation of importance of
maintenance methods.
53
Content
Possible activities
Resources
Transport.
Selection
Use
Maintenance
Appropriate
contacts via
consortium
members
54
Content
Possible activities
Resources
Smart/white
board
PowerPoint,
OHP
Work
completed by
learners for
LO.1 on job
roles
Examples of
person
specifications
from actual
applications
Group work
Individual activities
Access to job
descriptions for
learners
selected roles
Personal skills
lists/reference
sheets
Access to
internet
Scheme of work
55
Content
Possible activities
9 contd
Resources
Smart/white
board
PowerPoint,
OHP
Pro forma for
collating their
personal details
Selection of
different styles
of application
form
Examples of
good and bad
presentation (in
slide form)
Completion of an application
form in stages with a central
example. Guidance can be given
on what content belongs in each
section many of the terms may
not be familiar to learners.
Individual activities
56
Completion of an actual
application form as finished
product.
Content
10 contd
Possible activities
Resources
Group activity
Assignment
Whole-class teaching
Assignment
Brief
Individual work
Assignment work.
57
Jenks M and Jones C (Eds) Dimensions of the Sustainable City (Springer, 2009)
ISBN 1402086458
Lechner F J Globalization: The Making of World Society (Wiley-Blackwell, 2009)
ISBN 1405169060
MacKay D J C Sustainable Energy Without the Hot Air (UIT, 2008) ISBN 0954452933
Scott J Environmental Protection: European Law and Governance (Oxford University Press,
2009) ISBN 0199565171
Soetaert W and Vandamme (Eds) Biofuels (Wiley-Blackwell, 2009) ISBN 047002674X
Qualifications and Curriculum Authority Sustainable development in action A curriculum
planning guide for schools (Qualifications and Curriculum Authority, 2009)
ISBN 9781847219053
Websites
www.btcv.org.uk
www.businesslink.gov.uk
www.cla.org.uk
www.constructionskills.net
www.countryside-jobs.co.uk
www.dea.org.uk
www.defra.gov.uk
www.direct.gov.uk
www.euskills.co.uk
www.environment-agency.gov.uk
www.face-online.org.uk
www.farmwildlife.info
www.field-studies-council.org
www.forestry.gov.uk
Forestry Commission
www.globaldimension.org.uk
www.hse.gov.uk
58
www.improveltd.com
www.landex.org.uk
www.lantra.co.uk
www.lbcnc.org.uk
www.leafuk.org
www.metoffice.gov.uk
Met Office
www.naturalengland.org.uk
Natural England
www.nfuonline.com
www.randa.org
www.sd-commission.org.uk
www.se-ed.org.uk
www.skillsactive.com
www.stockwatchgame.org
www.teachernet.gov.uk/sustainable schools
Videos
On course for sustainability The R & A, see
www.bestcourseforgolf.org/video/OC4Sen.wmv.html
59
Advice to tutors
Marking grid
Evidence structure.
Learners must then complete an application form for one job role. They must be provided with a
blank application form which asks them to match their skills to the position. They are not
expected to write application letters.
Work activity from another unit eg Unit 4: Working with Plants and Animals, should be used to
provide evidence for safe working and completion of the log of activities.
The suggested number of guided learning hours (GLH) required to complete the assessment
activities should not exceed 4.
Tutors should follow information given in the unit and in the overarching document (Annexe E
of the specification) relating to task setting, task taking and task marking.
Section 2 How you will be assessed
The assignment is based upon you assessing the requirements of job roles, completing a job
application and working safely to achieve specified business objectives.
You need to:
list of key jobs in the environmental and land-based sector and what they involve, relevant
personal skills, training and qualifications
match your own personal skills up to the personal skills for a chosen job role
complete a log of activities carried out including the tools and equipment used
Assessment
The evidence requirements are shown in the marking grids. These will be used by your tutor
when marking your completed work. Your tutor will decide which mark band should be applied
to your work for each area of assessment focus. This will be on the principle of best fit and, for
example, work may be classified as mark band 2 despite aspects of the work falling into mark
band 1 and other areas of the work falling into mark band 3.
To improve your marks and move across the mark bands from band 1 to band 3 your work will
have to generally increase in depth and complexity with more description, reasoning and
justification as you move across the mark bands.
Section 3 Example of learner assignment brief
Environmental and Land-based Studies Diploma Principal Learning
Level 1: Unit 3 Introduction to Working in the Environmental and Land-based Sector
Assignment title: Finding an employment role and working safely
Advice to learners
When producing work for this unit you should:
plan your work and agree appropriate timescales with your tutor
Health and safety considerations must be covered by your tutor with you before you start any
practical work. This MUST include risk assessment and the provision of appropriate personal
protective equipment (PPE).
61
Introduction
The ability to get a job and work safely once you have got one are two essential parts of life.
This assignment is the culmination of the work we have been doing for this unit.
We have already had staff from various environmental and land-based businesses talk about
their work, the requirements of the jobs in their businesses and the qualifications needed to do
it.
This assignment will require you to look at the requirements of environmental and land-based
job roles before using the data you have collected to draw appropriate conclusions about them
and your suitability to do the job and for you to work safely whilst working in an appropriate
job role.
Scenario
There is likely to be a lot of competition for jobs within the environmental and land-based
industries because jobs can be hard to come by as they are a popular choice for a lot of people.
After all, who would not like to work outdoors doing something they enjoy? Therefore, you
need to be able to wow the people who will be looking at the application forms with your ability
and skills to do the job they are advertising.
Searching and applying for jobs is hard work, but by using a methodical approach you can save
yourself time and effort and make your hunt much more successful.
The first step is to find different jobs that you would like to do and work out what the employer
is looking for in a potential employee. For example, do they need someone with particular
practical skills; are they looking for a certain qualification or do they need to have had special
training? You will need to get hold of the job description, and if they have one, a person
specification.
The first document tells you what the job involves, the second tells you what sort of skills,
experience and knowledge they want the person to have. The next step is to work out what your
own skills and experience are. Then look at the jobs you have found and work out which are the
most suitable ones for you dont just apply for the ones that pay the highest salary!
Your work experience and/or the practical work that you will have done throughout the unit and
course will have focused on your ability to work safely. Employers will find the ability to work
safely a valuable asset so you should mention this in the next stage, the job application.
This is the key document that will decide whether the employer asks you to an interview. Rush
this or get it wrong and you will either not get an interview or you may find the interview rather
uncomfortable!
Take your time to complete the application form fully and neatly. If your spelling is not very
good, ask someone to help you check it. If you have poor handwriting, you may be able to word
process the application and send it electronically. Remember, you have to get the interview to
get offered a job, so make the application as good as it can be.
Task 1
This task is designed to enable you to select the job most suitable for you in the environmental
and land-based sector and then to prepare you to apply for that job.
You will carry out research into the range of jobs available, the training, qualifications and the
skills required for them. You will then assess your own personal and workplace skills before
completing an application for the job to show how they match.
In order to do this you will need to carry out the following tasks:
62
research the environmental and land-based industry sector as a whole to identify key job
roles
research the environmental and land-based industry sector as a whole to identify the
relevant training opportunities and qualifications available
select a job role in the environmental and land-based industry sector that you think you
would like to do and to identify the personal skills required to carry out the job successfully
identify your own personal skills and show how they match the skills required for that job
You will work on your own for this assessment. Study the information given to you by your
tutor and gained in other units and in you independent research. Ensure that you complete all the
different stages of the assessment.
What you need to submit
You must include the following.
an outline of the job titles and key roles of a wide range of jobs in the environmental and
land-based sector.
an outline of the range of training and qualifications that are available to prepare employees
and future employees to work in the environmental and land-based sector.
an outline of the personal skills needed for one specific job in the environmental and landbased sector.
a review of your own skills that matches them to the personal skills required for a chosen
job role in the environmental and land-based sector.
It is important that the work you hand in is arranged so that you and your tutor can track this
against the requirements of the unit. You should work with your tutor to compile and order the
work into a logical sequence for ease of reading and understanding. You should provide a title
page with the assignment title and your name. Pages should be numbered.
Task 2
This task is based on your actual knowledge and carrying out of good working practices in the
environmental and land-based sector. You will be assessed on your understanding of how these
working practices are applied in the workplace and your ability to carry them out in the
workplace.
The gathering of evidence for this task will probably take place during your work placement
and/or practical work during the delivery of the course. You will carry out research on the
management of tools and equipment and aspects of safety in your workplace.
In order to do this you will need to carry out the following tasks.
research the ways in which tools and equipments are stored, transported and maintained in
your chosen workplace.
research hazards and risks in your workplace and the steps that are taken to minimise them.
research the health and safety duties and obligations that employers and employees have to
themselves, other workers and customers in your workplace.
a description of how tools and equipment are stored, transported and maintained in one
place of work in one industry in the environmental and land-based sector.
a description of the hazards and risks in one place of work and the ways to avoid them.
63
64
an outline of the health and safety duties and obligations for one particular place of work.
It is important that the work you hand in is arranged so that you and your tutor can track this
against the requirements of the unit. You should work with your tutor to compile and order the
work into a logical sequence for ease of reading and understanding. You should provide a title
page with the assignment title and your name. Pages should be numbered.
Section 4 Advice to assessors
The learners will be expected to plan their work relating to this assignment in order to meet the
centre submission deadline for the completed work.
The tutor should follow the information given in the unit and in Annexe E of the specification
relating to task setting, task taking and task marking.
Tutors should provide learners with an introductory list of resources, including websites, that
they can use to carry out the preliminary work for this assignment.
For Task 1
There is a variety of ways in which the final evidence could be presented for this task. Any
evidence presented in a non-verbal way should be accompanied by a tutor or employer witness
statement, together with a written summary or recording of what was said.
For Task 2
Learners will be expected to approach practical work in a responsible and professional manner,
taking care to record any relevant data and store it appropriately.
There is a variety of ways in which the final evidence could be presented. Any evidence
presented in a non-verbal way should be accompanied by a tutor or employer witness statement,
together with a written summary or recording of what was said.
65
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
LO.1.1
Know about
environmental
and land-based
jobs
LO.1.2
Know about
environmental
and land-based
jobs
LO.1.3
Know about
environmental
and land-based
jobs
66
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
(0-4)
(5-7)
(8-10)
(0-3)
(4-5)
(6-8)
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.2.1
Be able to
complete an
environmental
and land-based
job application
10
LO.2.2
Be able to
complete an
environmental
and land-based
job application
LO.3.1
Know safe
working practices
in the
environmental
and land-based
sector
67
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.3.2
Know safe
working practices
in the
environmental
and land-based
sector
LO.3.3
Know safe
working practices
in the
environmental
and land-based
sector
LO.4.2
Be able to work
safely
7
Total marks for Grid A 67
68
Marking grid B
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
(0-3)
(4-6)
(7-8)
LO.4.1
Be able to work
safely
8
Total marks for Grid B 8
Total marks 75
69
Marking grid
Activity/section
Evidence
LO.2
Written/recorded
evidence and
completed job
application form
(AC2.1, AC 2.2)
LO.1
Knowledge of job
types/roles
Written/recorded
evidence (AC1.1,
AC1.2, AC1.3)
LO.4
A&B
Learner observation
record.
Written/recorded
evidence
LO.3
Knowledge of safe
working practices
Written/recorded
evidence (AC3.1,
AC3.2, AC3.3)
70
71
Do you have a pet animal at home? Have you ever grown a plant
or looked after one? Plants and animals are everywhere. They
have working roles in many different areas such as agriculture,
food production, leisure and recreation, medicine and
companionship. For example cows, pigs and chickens are used to
supply meat and other foods such as milk or eggs, while beans
and corn are grown to give us food ingredients or even fuel.
If you work in the food industries you will need to know where
food comes from. If you work outdoors you could be involved in
looking after an area of plant life such as a park or a field. It is
important when working with plants and animals to know the
best ways to grow them and care for them.
The applied purpose of this unit is to grow plants and care for
animals to meet specified objectives.
This unit introduces learners to animal and plant care and
welfare. They will learn how to handle animals and plants safely,
and meet their environmental needs and basic requirements to
grow strong and healthy. They will also learn how to identify
whether an animals behaviour is normal or abnormal and signs
of good and ill plant health. This will help learners to understand
how growing plants and caring for animals can meet the needs
of, for example, a business. By reviewing their work with plants
and animals learners will be able to link all aspects of this unit
together to make recommendations for improving their work in
the future.
After studying this unit learners will be able to understand how
objectives are met by growing plants and caring for animals, for
a specific purpose. This can then be applied to make, for
example, a business more successful, whether it is farming to
produce milk or growing plants for biofuels.
Learning outcomes
On completing this unit, a learner should:
LO.1
LO.2
LO.3
Be able to work with plants and animals in a work related environment to meet specified
objectives
72
identify wild and cultivated plants and wild and domesticated animals
plan and carry out plant and animal care, including soil testing and safe tool and equipment
use, meeting specified objectives/goals
report on their basic needs, ongoing health and the environmental conditions they need to
grow and breed
review the plant and animal care you have carried out.
Co-learning opportunities
This unit links with other units being studied, for example:
Level 1 Unit 2: Environmental and Land-based Production, Systems and Services learners will
investigate how plants and animals are used in production systems and services.
This unit has assessment links as follows:
Level 1 Unit 1: The Natural Environment learners will learn about plants and animals that live
in the natural environment (NB: practical soil testing and identification skills from Unit 1 are
assessed here in Unit 4).
73
Content
Possible activities
Resources
Smart/
Interactive
whiteboard/
PowerPoint or
OHP
Identify level of
understanding of uses of
plants and animals in
society
Identify a range of
common plants and
animals
Group activity
Provide
learners with
worksheets or
access to the
internet
www.
ukagriculture.
com
Individual activity
74
Content
Possible activities
Resources
Internet access
Individual activity
www.
ukagriculture.
com
Agricultural
Notebook
Halley and
Soffe
Internet access
www.hgca.
org.uk
Group activity
Individual activity
75
Content
Possible activities
Resources
www.
ukagriculture.
com
Group activity
Access to the
internet, books
on plant and
vegetable
growing
Crop
husbandry
Lockhart and
Wiseman
Group activity
76
Content
5 contd
Possible activities
Group activity
Resources
Data recording
sheets, weigh
scales,
appropriate
PPE gloves,
overalls
Blank risk
assessment
template
Possible guest
speaker from
HSE on
assessing risk
and zoonoses
Individual activity
Visit the
practical
monitoring
site.
Greenhouse,
farm, garden
centre, nursery
77
Content
7 contd
Possible activities
Resources
Group activity
Blank risk
assessment
Individual activity
Visit the
animal
monitoring
site, farm, pet
sanctuary,
animal care
centre
It is envisaged
a farmer/vet be
used for this
demonstration
and teaching
of correct
animal
handling
techniques
Paired activity
78
Content
Possible activities
Resources
It is envisaged
that this could
take place at a
garden
centre/plant
nursery with
industry
experts to
advise
Individual activity
79
Content
Possible activities
Resources
10
Classroom
session
internet access,
A3 poster
paper pens
Individual activity
11
80
Classroom
based with
access to the
internet or
appropriate
range of
garden
plant/crop
husbandry
books
A3 poster
paper,
coloured pens
Content
11 contd
Possible activities
Individual activity
12
Resources
Data recording
sheets,
weighing
scales,
thermometers,
appropriate
PPE, gloves,
overalls
Paired activity
13
Data recording
sheets,
appropriate
PPE, gloves,
overalls
81
Content
13 contd
Possible activities
Resources
Paired activity
Soil testing
kits
14
Data recording
sheets,
weighing
scales,
appropriate
PPE, gloves,
overalls
Bedding
materials
Paired activity
82
Content
Possible activities
Resources
15
Practical
activity
Mature plants
from which to
take cuttings.
Likely to be at
garden centre
or nursery with
industry staff
to teach the
skills element
16
Individual activity
Practical
activity at the
animal site
Scoring chart
where learners
grade the
environment
on a 1-5 scale
(1 = excellent)
against the
Five Freedoms
83
Content
Possible activities
Resources
17
Classroom
based
Internet access
www.defra.
org.uk
www.
ukagriculture.
com
Poster
materials
Individual/paired activity
84
Content
Possible activities
Resources
18
Classroom
based
HGCA
website,
Group activity
www.
ukagriculture.
com
Internet access
Poster
materials
Individual/paired activity
19
Practical
activity
Recording
sheets, PPE
Paired activity
85
Content
Possible activities
Resources
20
Practical
activity at the
animal site
Paired activity
Correct PPE
and recording
sheets
Classroom
based
Internet access
HGCA
website,
www.
ukagriculture.
com
Poster
materials
Individual/paired activity
86
Content
Possible activities
Resources
22
Classroom
based
Internet access
www.defra.
gov.uk
Group activity
Individual/paired activity
23
www.
ukagriculture.
com
Poster
materials
Practical
activity
Recording
sheets and PPE
Paired activity
87
Content
23 contd
Possible activities
Group activity (in class)
24
25
Resources
Practical
activity at the
animal site
Paired activity
Recording
sheets and PPE
Self evaluation
sheets, access
to Excel for
creation of
graphs and
charts of the
results
Individual activity
26
88
Self evaluation
sheets, access
to Excel for
creation of
graphs and
charts of the
results
Content
26 contd
Possible activities
Individual activity
27
Resources
Internet access
and relevant
codes of
practice and
Legislation
Group activity
Individual activity
89
Content
Possible activities
Resources
28
Access to
internet/
relevant books
which refer to
wild animal
and plant
monitoring
Complementary session to
use learning and relate to
wild animals/plants
Individual activity
Specialist resources
Access to a range of wild and domesticated animals and wild and cultivated plants.
Reference material
General books
Agar S Small Animal Nutrition (Butterworth-Heinemann, 2001) ISBN 075064575X
Alderton D The Ultimate Encyclopaedia of Small Pets and Pet Care (Southwater, 2005)
ISBN 1844761681
Alderton D, Edwards A, Larkin P and Stockman M The Complete Book of Pets and Pet Care:
The Essential Family Reference Guide to Pet Breeds and Pet Care (Lorenz Books, 2006)
ISBN 0754816613
Berg L, Solomon E and Martin D Biology (Thomson Learning, 2004) ISBN 0534392474
Campbell K L, Campbell J R and Corbin J E Companion Animals: Their Biology, Care,
Health, and Management (Prentice Hall, 2004) ISBN 0131136100
Dawson P A Handbook for Horticultural Students (Dawson, 2006) ISBN 0952591111
Klober K Storey's Guide to Raising Pigs (Storey Books, December 2000) ISBN 1580173268
Masters J and Martin C BVNA Pre-veterinary Nursing Textbook (Butterworth-Heinemann,
2001) ISBN 0750646942
90
Miracle Gro, Encyclopaedia of Plant Care: The Comprehensive Guide to Growing More Than
3,300 Plants for Your Garden and Home (Meredith Books, 2005) ISBN 0696220083
Pitcher T J and Hollingworth C Recreational Fisheries: Ecological, Economic and Social
Evaluation (Blackwell, 2002) ISBN 0632063912
Smith Thomas H Storeys Guide to Raising Beef Cattle (Storey Books, 2000)
ISBN 1580173276
Spence I RHS Garden Plants and Flowers (Dorling Kindersley, 2003) ISBN 0751338699
Upton J and Soden D An Introduction to Keeping Sheep (Farming Books and Videos, 2002)
ISBN 1904871224
Warren D Small Animal Care and Management, 2nd Edition (Thompson Learning, 2000)
ISBN 0766814246
Warren P British Native Trees: Their Past and Present Uses (Wildeye, 2006)
ISBN 0954189957
Sustainability books
Baldwin C J (Ed) Sustainability in the Food Industry (Wiley-Blackwell, 2009)
ISBN 0813808464
Fowler C W Systemic Management: Sustainable Human Interactions with Ecosystems and the
Biosphere (Oxford University Press, 2009) ISBN 0199540969
Girard L F and Nijkamp P (Eds) Cultural Tourism and Sustainable Local Development
(Ashgate, 2009) ISBN 075467391X
Jenks M and Jones C (Eds) Dimensions of the Sustainable City (Springer, 2009)
ISBN 1402086458
Lechner F J Globalization: The Making of World Society (Wiley-Blackwell, 2009)
ISBN 1405169060
MacKay D J C Sustainable Energy Without the Hot Air (UIT, 2008) ISBN 0954452933
Qualifications and Curriculum Authority Sustainable development in action A curriculum
planning guide for schools (Qualifications and Curriculum Authority, 2009)
Scott J Environmental Protection: European Law and Governance (Oxford University Press,
2009) ISBN 0199565171
Soetaert W and Vandamme (Eds) Biofuels (Wiley-Blackwell, 2009) ISBN 047002674X
Websites
www.adas.co.uk
www.btcv.org.uk
www.businesslink.gov.uk
www.ciwem.org
www.cla.org.uk
www.constructionskills.net
www.countryside-jobs.co.uk
91
www.dea.org.uk
www.defra.gov.uk
www.direct.gov.uk
www.environment-agency.gov.uk
www.euskills.co.uk
www.face-online.org.uk
www.farmwildlife.info
www.field-studies-council.org
www.forestry.gov.uk
Forestry Commission
www.globaldimension.org.uk
www.hse.gov.uk
www.ifm.org.uk
www.igd.com
www.improveltd.com
www.landex.org.uk
www.lantra.co.uk
www.lbcnc.org.uk
www.leafuk.org
www.naturalengland.org.uk
Natural England
www.randa.org
www.rspca.org.uk
www.se-ed.org.uk
www.skillsactive.com
92
www.teachernet.gov.uk/sustainable
schools
www.ufaw.org.uk
Videos
On course for sustainability The R & A, see
www.bestcourseforgolf.org/video/OC4Sen.wmv.html
93
Advice to tutors
Marking grid
Evidence structure.
94
list wild and cultivated plants and wild and domesticated animals
plan and carry out plant and animal care, including soil testing and safe tool and equipment
use, to meet specified objectives
report on their basic needs, ongoing health and the environmental conditions they need to
grow and breed
review the plant and animal care you carried out and make recommendations for improving
the work processes you have used.
95
Assessment
The evidence requirements are shown in the marking grids. These will be used by your tutor
when marking your completed work. Your tutor will decide which mark band should be applied
to your work for each area of assessment focus. This will be on the principle of best fit and, for
example, work may be classified as mark band 2 despite aspects of the work falling into mark
band 1 and other areas of the work falling into mark band 3.
To improve your marks and move across the mark bands from band 1 to band 3 your work will
have to generally increase in depth and complexity with more description, reasoning and
justification as you move across the mark bands.
Section 3 Example of learner assignment brief
Environmental and Land-based Studies Diploma Principal Learning
Level 1: Unit 4 Working with Plants and Animals
Assignment title: Working with plants and animals
Advice to learners
When producing work for this unit you should:
plan your work and agree appropriate timescales with your tutor
Your tutor will identify and agree with you the plants and animals and the specified objectives
that you will work with.
You will be required to work individually when you are working with plants but in teams of two
or more when working with animals. All other parts of the assessment must be produced
individually.
Your tutor will divide the class into groups to undertake the working with animals element of
the assignment.
You will be required to present your report in a format that could be given to staff from the farm
and from the Diploma consortium.
Animal welfare and health and safety considerations must be covered by your tutor with you
before you start any practical work. This MUST include risk assessment for all types of work
and the provision of appropriate personal protective equipment (PPE).
Introduction
The ability to grow plants and care for animals is essential to many land-based organisations,
jobs and to those working in the sector. These skills can be applied to a variety of situations,
business or other (for example voluntary or charitable) to meet specific objectives.
We have already had staff from Doras Farm visit us to talk about their work, the objectives for
the farm and the methods they use.
This assignment will require us to visit the farm on a number of occasions and to work with
plants and animals there, finally drawing appropriate recommendations for ways of improving
the way that the work was carried out.
As you know this is a real situation. It is essential that you do nothing that will endanger others,
the animals on the farm or anything that could affect the farms business.
96
Scenario
Doras Farm is a small free-range organic pork, poultry and crop producer that specialises in
high welfare standards. It has a mixture of outdoor and indoor production units.
The business sells pork, poultry and crops locally and to domestic customers around the UK
using a web-based sales outlet.
It has expanded recently and is now introducing rare breed pigs to its line of products.
The business needs you to assist in the care of some new rare breed pig and poultry stock and
also assist in the growth of some new organic crop lines.
This will require you to help
maintain and care for the animals and ensure their health and welfare
and
These activities must be carried out in line with the businesss animal welfare and production
timeline commitments to ensure their reputation for reliability and quality on which their sales
depend.
In order to achieve this you will complete three different activities. All of these must be
completed and they are explained in the following sections.
Activity 1 Plants
To do any work of this type you should have an appropriate plan of action. This must include
the resources that you will need and a timeline for when the activities should take place.
Your plan should include relevant:
tools such as hoe, dibber, spade, sieve, trowel, secateurs and calendar
equipment such as seed trays, pots, canes, thermometer, soil testing equipment and personal
protective equipment
materials such as seeds, growing media, rooting hormone, fertilisers and plant feeds.
When you visit the farm for our practical days you must check that you have access to the tools,
equipment and materials that you need to work with plants.
Establishing organic seedlings and cuttings
In order to work properly with plants it is essential that you can identify the plants that you are
trying to grow from others that may be on the site. You dont want to remove the plants that you
are trying to grow thinking they are weed species.
You have been asked to grow 50 geraniums from cuttings and 50 lettuces from seed.
Your first activity is to identify a range of common cultivated and wild plants found on the farm
so you can tell the differences between the species you are growing and the other common
plants to be found in the locality.
97
You should NOT pick and press these flowers. Annotated drawings or photographs should
be produced.
Having done this you should establish the plant seeds and establish cuttings in appropriate
conditions and in the appropriate place.
Growing on established plants
Between our visits the farms staff will keep an eye on your plants. However you must show
that you can demonstrate skills that relate to appropriate plant growth and care.
This must include:
watering
feeding
health management, including the identification of signs of health and ill-health in your
plants and the completion of appropriate records
In order to produce this evidence you will be required to do the following which all relate to
what plants need in order to grow to a size and quality that the farm can sell:
describe the water, food, and protection needs of the plants you have worked with
describe the environmental conditions needed to breed and grow the plants you have
worked with.
Activity 2 Animals
Your second activity is to care for two species of animal.
Doras Farm has pigs and poultry and you will be asked to care for groups of these. The farm
will identify the animals and objectives for you on our next visit, you will have to ensure that
they are maintained and cared for appropriately to meet the farms standards.
Just as with the plants, to do any work of this type you need an appropriate plan of action. This
must also include the resources that you will need and a timeline for when the activities should
take place.
When you visit the farm for our practical days you must check that you have access to the tools,
equipment and materials that you need to work with your animals.
98
equipment such as feeders, water trough/drinker, personal protective equipment and heating
equipment
In order to work properly with animals it is essential that you can identify them from others that
may be on the site. Legislation covers many aspects of the life of the farmer and it is therefore
essential that they can identify the different animals that they may come into contact with on a
daily basis, for example those that may be pests or predators of the stock that is being reared.
You should use simple identification keys to do this work.
You must identify:
watering
feeding
handling
correct environmental conditions, for example shade, space, wallows, shelters, enrichment
and grouping
health management, including the identification of signs of health and ill-health in your
animals and the completion of appropriate records
You will be required to do the following which all relate to what animals need in order to grow
to a size and quality that the farm can sell:
describe the water, food, handling and housing needs of the animals you have worked with
describe the environmental conditions needed to breed and grow the animals you have
worked with.
Activity 3 Review
Your third activity is to review the plant and animal care that you carried out and make
appropriate recommendations for the future.
Stage 1
Review the plant care
You now need to review the plant care that you carried out and the feedback that you received.
99
how well you achieved the objectives that were set for you
if the plants needed any non-routine care activities and if they did why they needed it
how you dealt with any problems and how these could be prevented or taken care of in the
future.
Make recommendations for the future on how you could improve your care of plants.
Stage 2
Review the animal care
You now need to review the animal care that you carried out and the feedback that you received.
During this activity you should consider:
how well you achieved the objectives that were set for you
if the animals needed any non-routine care activities and if they did why they needed it
how you dealt with any problems and how these could be prevented or taken care of in the
future.
Make recommendations for the future on how you could improve your care of animals.
100
Mark Band 1
Mark Band 2
Mark Band 3
(0-3)
(4-5)
(6-8)
(0-3)
(4-6)
(7-8)
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.1.1
Understand basic
plant and animal
requirements
LO.1.2
Understand basic
plant and animal
requirements
LO.2.1
Know care and
welfare needs of
plants and
animals
101
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
LO.2.2
Know care and
welfare needs of
plants and
animals
LO.2.3
Know care and
welfare needs of
plants and
animals
LO.2.4
Know care and
welfare needs of
plants and
animals
102
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
(0-4)
(5-7)
(8-10)
(0-3)
(4-5)
(6-8)
Maximum marks
available
LO.3.1
Be able to work
with plants and
animals in a work
related
environment to
meet specified
objectives
10
LO.4.1
Be able to review
working with
plants and
animals
8
Total marks for grid A 62
103
Marking grid B
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
(0-4)
(5-7)
(8-10)
(0-4)
(5-7)
(8-10)
LO.3.2
Be able to work
with plants and
animals in a work
related
environment to
meet specified
objectives
10
LO.3.3
Be able to work
with plants and
animals in a work
related
environment to
meet specified
objectives
104
10
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
(0-3)
(4-6)
(7-8)
LO.3.4
Be able to work
with plants and
animals in a work
related
environment to
meet specified
objectives
8
Total marks for grid B 28
Total marks
90
105
Marking grid
Activity/section
Evidence
LO.3
LO.3
Practical care of
plants and animals
LO.2
Knowledge of plant
and animal care and
welfare needs
LO.1
Understanding of
basic plant and
animal requirements
LO.3
Review of practical
care of plants and
animals
106
107
Learning outcomes
On completing this unit, a learner should:
LO.1
LO.2
LO.3
LO.4
108
the importance of sustainable habitat use including renewable energy sources and waste
management examples
Co-learning opportunities
This unit will help learners to understand other units they are studying, for example:
Level 1 Unit 1: The Natural Environment they will learn about the impacts humans have on the
natural environment (note: practical weather measurement skills from Unit 1 are assessed here
in Unit 5).
Level 1 Unit 2: Environmental and Land-Based Production, Systems and Services they will
explore how environmental and land-based systems and services affect the environment.
109
Content
Possible activities
Resources
Whole-class teaching
Smartboard/
PowerPoint/OHP
A buzz group of
names/types of different
habitats/environments,
encouraging learners to
think globally.
110
Photos/videos of
different habitats and
their features
Phase 1 survey
handbook or example
of a habitat survey
Blank maps of the
survey area at
sufficient scale, eg
1:10,000 either paper
based or on PDA or
laptops running GIS
programme
Content
Possible activities
Resources
Whole-class teaching
Smartboard/
PowerPoint/OHP
A buzzgroup of different
uses to which land is put,
both in the UK and
globally.
Photos/videos of
different land uses
both in UK and
globally as prompts
Maps showing
different land uses
Internet access for
research into services
and products
Blank maps of the
survey area at
sufficient scale, eg
1:10,000 either paper
based or on PDA or
laptops running GIS
programme
111
Content
Possible activities
Resources
Whole-class teaching
Smartboard/
PowerPoint/OHP
112
Photos/videos of
different pollution
types/sources
Internet access to
research pollution
sources
Case studies of
infamous pollution
incidents, eg Bhopal,
Camel River, Torrey
Canyon/Amoco
Cadiz/Exxon Valdez,
Chernobyl
photos/videos
available via
YouTube
Questionnaire/list of
questions for visiting
speaker
Whole-class teaching
Smartboard/
Introduce concept of
environmental impact.
PowerPoint/OHP
A buzzgroup of human
effects/impacts on the
environment.
Information/resource
s on environmental
impacts, eg
pictures/video of
disasters as a result
of human activity, eg
Aberfan, the Great
Smog, flooding, eg
Lynmouth 1952,
Boscastle 2004
Content
Possible activities
Resources
4 contd
Alternatively a speaker
could be invited to give
examples of how impacts
may be reduced, eg a local
planning officer.
Whole-class teaching
Smartboard/
PowerPoint/OHP
Illegal/antisocial activities
A buzzgroup of types of
antisocial activity.
Identify difference
between antisocial and
illegal activities.
Survey of an area to
identify illegal/antisocial
activities recorded on
video or photo.
Whole-class teaching
Smartboard/
PowerPoint/OHP
Global environmental
impacts.
113
Content
Possible activities
Resources
6 contd
Questionnaire for
speaker
Whole-class teaching
Smartboard/
PowerPoint/OHP
Introduce definition of
sustainability and its
importance.
A buzzgroup of ways in
which we are being
unsustainable.
Learners to study, in
groups, one solution for
sustainable living (one
solution per group).
Learners to present
findings and a star rating
agreed on for the ease with
which it could be
incorporated into their
lives and allocated to each
solution studied.
Case studies of
sustainable living
ideas, eg bags for
life, farmers
markets/food mile
reduction schemes.
Locally-used
examples are
preferable
Internet access for
research
Content
Possible activities
Resources
learning objectives
115
Content
Possible activities
Resources
Whole-class teaching
Smartboard/
PowerPoint/OHP
Introduce different
designations used to allow
access or protect
environment.
A buzzgroup of types of
waste generated by
individuals/businesses.
Content
Possible activities
Resources
learning objectives
117
Content
Possible activities
Resources
Whole-class teaching
Smartboard/
PowerPoint/OHP
Renewable energy.
A visiting speaker could be
invited from a company
seeking to install renewable
energy technology in the
local area. A visit to a local
example of a renewable
energy would be a useful
feature.
Introduce importance of
renewable energy.
YouTube search
exploding wind
turbine
118
Content
Possible activities
Resources
10
Whole-class teaching
Smartboard/
PowerPoint/OHP
Energy audit
A buzzgroup of different
energy sources used in
homes and businesses.
11
Access to suitable
computer application
on which to prepare
graphs
Example of an
energy audit
Smartboard/
PowerPoint/OHP
A buzzgroup of problems
associated with energy
provision, eg exhaustion of
conventional supplies,
cyclical nature of some
renewable energy types.
Introduce concept of
energy efficiency.
Whole-class teaching
Energy audit
A talk by a visiting speaker,
eg energy efficiency officer
or representative of a power
company could talk about
measures to reduce energy
use.
Internet access to
research energy
saving ideas
Internet access to
identify possible cost
savings, eg USwitch
website
119
Content
11 contd
Possible activities
Resources
Discuss energy-saving
measures and produce a
fact file/poster for other
learners to show how they
could save energy in their
home.
Whole-class teaching
Smartboard/
PowerPoint/OHP
Weather observations
Produce graphs/charts to
present weather
observation data.
120
Weather observations
for UK and globally,
eg from internet and
newspapers
Weather observation
equipment
PC application on
which to log data
either via PDA,
laptop or similar
Access to weather
records to compare
data
Content
Possible activities
Resources
13
Whole-class teaching
Smartboard/
PowerPoint/OHP
Weather observations
Weather observation
equipment
PC application on
which to log data
either via PDA,
laptop or similar
Assignment
Whole-class teaching
Assignment brief
Individual work
Assignment work.
Specialist resources
Sufficient specialist tools and Personal Protective Equipment (PPE) should be supplied to allow
learners to carry out the waste management, habitat improvement and habitat survey tasks
required safely.
Reference material
Sustainability books
Baldwin C J (Ed) Sustainability in the Food Industry (Wiley-Blackwell, 2009)
ISBN 0813808464
Fowler C W Systemic Management: Sustainable Human Interactions with Ecosystems and the
Biosphere (Oxford University Press Oxford, 2009) ISBN 0199540969
Girard L F and Nijkamp P (Eds) Cultural Tourism and Sustainable Local Development
(Ashgate, 2009) ISBN 075467391X
Jenks M and Jones C (Eds) Dimensions of the Sustainable City (Springer, 2009)
ISBN 1402086458
Lechner F J Globalization: The Making of World Society (Wiley-Blackwell, 2009)
ISBN 1405169060
MacKay D J C Sustainable Energy Without the Hot Air (UIT, 2008) ISBN 0954452933
Qualifications and Curriculum Authority Sustainable development in action A curriculum
planning guide for schools (Qualifications and Curriculum Authority, 2009)
ISBN 9781847219053
Tutor support Edexcel Diplomas Levels 1-2 in Principal Learning
Edexcel Limited 2009
121
Scott J Environmental Protection: European Law and Governance (Oxford University Press,
2009) ISBN 0199565171
Soetaert W and Vandamme (Eds) Biofuels (Wiley-Blackwell, 2009) ISBN 047002674X
Sustainability websites
www.adas.co.uk
www.businesslink.gov.uk
www.cla.org.uk
www.dea.org.uk
www.direct.gov.uk
www.farmwildlife.info
www.forestry.gov.uk
Forestry Commission
www.globaldimension.org.uk
www.leafuk.org
www.metoffice.gov.uk
www.naturalengland.org.uk
Natural England
www.randa.org
www.sd-commission.org.uk
www.se-ed.org.uk
www.stockwatchgame.org
www.teachernet.gov.uk/sustainable schools
122
Other websites
www.btcv.org.uk
www.carbontrust.co.uk
Carbon Trust
www.ciwm.co.uk
www.constructionskills.net
www.defra.gov.uk
www.defra.gov.uk/sustainable/government/
www.euskills.co.uk
www.environment-agency.gov.uk
www.face-online.org.uk
www.field-studies-council.org
www.hse.gov.uk
www.improveltd.com
www.landex.org.uk
www.lantra.co.uk
www.lbcnc.org.uk
www.skillsactive.com
Videos
On course for sustainability The R & A, see
www.bestcourseforgolf.org/video/OC4Sen.wmv.html
123
Advice to tutors
Marking grid
Evidence structure.
124
refer to a minimum of one example each of sustainable land and aquatic habitat uses
identify a minimum of two pollution types, their sources and the impacts of each
refer to at least one piece of legislation and one other method such as a code of practice.
The suggested number of guided learning hours (GLH) required to complete the assessment
activities should not exceed 15.
Tutors should follow information given in the unit and in the overarching document (Annexe E
of the specification) relating to task setting, task taking and task marking.
Section 2 How you will be assessed
The assignment is based upon you assessing the use of land by a given environmental and landbased enterprise and proposing sustainability improvements.
Your survey should include the following sections:
the importance of sustainable habitat use including renewable energy sources and waste
management examples
Assessment
The evidence requirements are shown in the marking grids. These will be used by your tutor
when marking your completed work. Your tutor will decide which mark band should be applied
to your work for each area of assessment focus. This will be on the principle of best fit and, for
example, work may be classified as mark band 2 despite aspects of the work falling into mark
band 1 and other areas of the work falling into mark band 3.
To improve your marks and move across the mark bands from band 1 to band 3 your work will
have to generally increase in depth and complexity with more description, reasoning and
justification as you move across the mark bands.
125
plan your work and agree appropriate timescales with your tutor
Your tutor will divide the class into groups to undertake part of the required tasks.
In tasks 1 and 4 you will work on your own. In tasks 2 and 3 you will work with the other
members of your group and with your tutor. Study the information given to you by your tutor
and gained in other units and in your independent research. Ensure that you complete all the
different tasks of the assessment.
You should make sure that the evidence you provide shows what individual role you played in
gathering the data.
You will be required to present your conclusions to staff from the Tar Pits Waste & Recycling
Centre Ltd and from the Diploma consortium.
Health and safety considerations must be covered by your tutor with you before you start any
practical work. This MUST include risk assessment and the provision of appropriate personal
protective equipment (PPE).
Introduction
The ability to assess the human impact on land use is important in deciding how the land should
be managed sustainably.
The collection, interpretation and communication of data and recommendations drawn from
findings is central to decision making and to the subsequent sustainable management of land.
This assignment is the culmination of the work we have been doing for this unit.
We have already had staff from Tar Pits Waste & Recycling Centre Limited visit us to talk about
their work, the objectives for the company and the methods they use.
This assignment will require us to visit site and to survey parts of it before using the data you
have collected to draw appropriate conclusions to help them with their decision making.
Scenario
Tar Pits Waste & Recycling Centre Ltd (TPWRC) Expansion Survey
Tar Pits Waste & Recycling Centre Ltd is a large recycling company based in an industrial estate
on the edge of town.
They provide services to the local authority, industry and wider community by disposing of
common waste such as glass and paper but they are keen to expand to the disposal of industrial
and chemical waste and see opportunities to grow their company.
They have tried to expand in the past but have met opposition from a very vocal local group of
residents who mounted a highly organised campaign to resist planning permission.
This year TPWRC have asked us to help them to prepare a report which can be used to show
local residents and the planning authorities that they are a useful company with the interests of
the environment and the community at their heart.
126
Task 1
Evidence
One of the key products of this work is a report that can be used to help inform the planning
authorities and local residents of reasons to support the planning application. This will require
you to collect some measurements and conduct a survey.
You will need to:
carry out basic weather monitoring, including rainfall, minimum and maximum air
temperatures, wind speed/direction, cloud cover and sunlight
identify how people use the environment surrounding the Tar Pits Waste & Recycling
Centre, including land and aquatic environments
safely use monitoring equipment to audit energy use in a simple area within the study area.
Task 2
Global factors
In this section you will need to show that the owners and management of Tar Pits Waste &
Recycling Centre understand how humans are causing effects that are changing the world
around us and which may be harming the ability of the earth to support us.
This will involve you in examining how different environments are used and what impacts can
be caused, including pollution.
You will need to:
identify how climate change may impact on the environmental and land-based sector.
Task 3
Local factors
In this section you will need to show that the owners and management of Tar Pits Waste &
Recycling Centre understand the local area and the concerns of local residents who might
oppose their expansion.
You will need to:
describe the importance of the sustainable use of land and water, including waste
management and renewable energy and giving local examples.
Task 4
Evaluations and Suggestions
This section will give you the opportunity to report to the owners and management of Tar Pits
Waste & Recycling Centre your thoughts.
You will need to demonstrate an awareness of how the sector may be affected by:
climate change
evaluate your experiences monitoring energy use and weather and suggest energy efficiency
ideas.
127
a minimum of one example of sustainable land use and 1 sustainable aquatic land use,
including local and global examples
a minimum of two common pollution types, their sources and the impacts of each, including
local and global examples
a minimum of two examples of how waste is managed and/or recycled in your local area
a minimum of two human impacts and an outline of how these impacts could be minimised,
including local and global examples
refer to at least one piece of legislation and one other method such as a code of practice.
128
Mark Band 1
Mark Band 2
Mark Band 3
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.1.1
Know the impact
of people, climate
and pollution on
the environment
LO.1.2
Know the impact
of people, climate
and pollution on
the environment
LO.1.3
Know the impact
of people, climate
and pollution on
the environment
129
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.2.1
Know sustainable
uses of the
environment
LO.2.2
Know sustainable
uses of the
environment
LO.2.3
Know sustainable
uses of the
environment
LO.2.4
Know sustainable
uses of the
environment
130
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
(0-3)
(4-6)
(7-8)
(0-3)
(4-5)
(6-8)
(0-3)
(4-5)
(6-8)
Maximum marks
available
LO.3.1
Understand how
the environment is
regulated
LO.4.2
Be able to survey
peoples use of
environments
LO.4.3
Be able to survey
peoples use of
environments
8
Total marks for Grid A 73
131
Marking grid B
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
(0-3)
(4-6)
(7-9)
(0-3)
(4-6)
(7-8)
LO.4.1
Be able to survey
peoples use of
environments
LO.4.4
Be able to survey
peoples use of
environments
8
Total marks for Grid B 17
Total marks 90
132
Marking
grid
Activity/section
Evidence
LO.4
A and B
LO.1
Environmental uses
and impacts
LO.2
Sustainable uses of
the environment
LO.3
133
Level 2
134
135
Learning outcomes
On completing this unit, a learner should:
LO.1
LO.2
LO.3
136
key habitat features including physical features, level of biodiversity, energy flows, nutrient
cycling, succession and species interactions
You will need to use reasoned arguments and evidence in the presentation of your findings.
Co-learning opportunities
This unit has strong links with Level 2 Unit 7: Environmental Monitoring as learners investigate
and monitor plant and animal species. It is recommended that delivery and assessment of this
unit is combined where relevant with that of Unit 7. Learners could use the same sites to survey
and monitor environments. This unit will also help learners to understand other units for
example:
Level 2 Unit 2: Working in Environmental and Land-based Organisations as learners study the
influence of the environment on environmental and land-based industries
Level 2 Unit 3: Plant Nutrition, Growth and Breeding and Level 2 Unit 4: Animal Nutrition,
Growth and Breeding as they explore species interaction and biodiversity.
137
Content
Possible activities
Resources
Whole-class teaching
Risk
assessments.
Succession: principle of
succession in aquatic and
terrestrial habitats.
Adaptation: types of
adaptation of species to suit
their environment; reasons
for adaptation.
Interdependency and
interaction of species:
definition of species,
biodiversity, competition,
mutualism, population,
community, predation and
parasitism; importance of
biodiversity; examples of
species interdependence
and interactions.
Working in pairs
Energy flows:
photosynthesis (role in
energy flows); food chains;
food webs; impacts of
population fluctuations on
communities; role of
decomposers.
138
Whiteboard/
Flip charts.
Resources for
learners to use
for poster
production of
other forms of
display such
as PowerPoint
etc.
Local access
to pond/pond
management
plan.
Keys.
Pond dipping
equipment.
Content
Possible activities
Resources
Whole-class teaching
Risk
assessments.
Topography: main UK
landforms (glacial and
fluvial landforms, mountain
ranges); impacts of
weathering and erosion;
influence on plants, animals
and the location of landbased organisations, eg
grapes produced on south
facing slopes; soils
(components of soils, soil
formation processes, main
UK soil types, limitations
on species by soil type,
importance of soil texture,
pH and nutrient status);
impacts on sustainable
development.
Climate: seasonal
variations; microclimates;
maritime and continental
climates; influence on
plants and animals eg
coarse fish farming
requiring warm water;
influence on location of
land-based organisations;
impact of climate change on
ecosystems; impacts on
sustainable development.
Small groups
Whiteboard/
Flip charts.
A field visit to
a suitable site
and/or clear
topographical
maps and
associated
data to support
learners in
developing
understanding
of the physical
factors that
influence
environments.
Local
producer
contact list.
139
Content
Possible activities
Resources
Whole-class teaching
Risk
assessments.
UK habitats: range of
common habitat types to
include woodland,
grassland, heath , upland,
streams, coastal, urban and
estuarine; identification of
key habitat features;
common plant and animal
species associated with
each habitat type
Species identification:
plants (wild, cultivated);
animals (wild,
domesticated); use of
dichotomous keys;
identification of a range of
woody and herbaceous
plant species and animal
species within given
habitats; faunal
identification by signs and
tracks
Practical fieldwork
140
White
board/Flip
charts.
Resources for
students to use
for poster
production.
Other forms of
display such
as power point
etc.
Dichotomous
keys.
Animal track
and sign field
guides.
Soil testing
equipment.
Content
Possible activities
Resources
3 contd
Investigation techniques:
methods; planning;
researching; monitoring;
reporting; conclusion;
evaluation; safe working
practices.
Weather station.
Vocational
placements/
employer
links for
practical
activities/
project work.
Assignment
Specialist resources
It is a requirement of this unit that learners are able to access a variety of habitats (whether
natural or manmade) which they can study. Some basic environmental equipment will be
required, such as pH and N-P-K soil test kits, weather recording equipment such as an
anemometer, a rain gauge (although a very simple one can be constructed by learners and form
part of their assessment), a sunlight recorder and thermometers capable of recording the
minimum and maximum temperatures that were registered.
Water quality testing can be carried out by the use of simple chemical test strips and by biotic
water sampling which will require pond nets, white trays and handlenses.
Reference material
Field Studies Council a wide selection of good quality keys to UK species.
General books
Boersema J J and Reijnders L (Eds) Principles of Environmental Sciences (Springer, 2008)
ISBN 1402091575
Clegg C J and Mackean D G Advanced Biology: Study Guide (Hodder Murray, 1996)
ISBN 071955358X
141
www.bbc.co.uk/gardening
BBC gardening
www.btcv.org.uk
www.businesslink.gov.uk
www.cla.org.uk
www.constructionskills.net
www.countryside-jobs.co.uk
www.dea.org.uk
142
www.defra.gov.uk
www.direct.gov.uk
www.environment-agency.gov.uk
Environment Agency
www.euskills.co.uk
www.face-online.org.uk
www.farmwildlife.info
www.field-studies-council.org
www.forestry.gov.uk
Forestry Commission
www.globaldimension.org.uk
www.hse.gov.uk
www.igd.com
www.improveltd.com
www.landex.org.uk
www.lantra.co.uk
www.lbcnc.org.uk
www.leafuk.org
www.metoffice.gov.uk
www.naturalengland.org.uk
Natural England
www.nfuonline.com
www.randa.org
The R & A
www.rhs.org.uk
www.sd-commission.org.uk
www.se-ed.org.uk
www.skillsactive.com
www.stockwatchgame.org
www.teachernet.gov.uk/sustainable schools
www.wildlifetrust.org
Wildlife Trust
Video
On course for sustainability The R & A, see
www.bestcourseforgolf.org/video/OC4Sen.wmv.html
143
Advice to tutors
Marking grid
Evidence structure.
144
key habitat features, including physical features, level of biodiversity, energy flows, nutrient
cycling, succession and species interactions
You will need to use reasoned arguments and evidence in the presentation of your findings.
Assessment
The evidence requirements are shown in the marking grids. These will be used by your tutor
when marking your completed work. Your tutor will decide which mark band should be applied
to your work for each area of assessment focus. This will be on the principle of best fit and, for
example, work may be classified as mark band 2 despite aspects of the work falling into mark
band 1 and other areas of the work falling into mark band 3.
To improve your marks and move across the mark bands from band 1 to band 3 your work will
have to generally increase in depth and complexity with more description, reasoning and
justification as you move across the mark bands.
145
plan your work and agree appropriate timescales with your tutor
Your tutor will divide the class into groups to undertake the planning element and the fieldwork.
Data relating to the weather must be recorded by each individual. Other data may be recorded as
a group or by each individual. All other work relating to this assignment must be that of the
individual and must not undertaken in groups.
You will be required to present your conclusions to staff from the Park and from the Diploma
consortium.
Your tutor must cover Health and safety considerations with you before you start any practical
work. This MUST include risk assessment and the provision of appropriate personal protective
equipment (PPE).
Introduction
The ability to understand how the ecology of a land-based system works is essential to the
success of most environmental and land-based enterprises.
The collection, interpretation and communication of data and recommendations drawn from
findings is central to decision making and to the subsequent management of ecosystems and of
environmental and land-based enterprises.
This assignment is the culmination of the work we have been doing for this unit.
We have already had staff from the Sustainable Country Park visit us to talk about their work,
the objectives for the park and the methods they use.
This assignment will require us to visit the Park and to survey parts of it before using the data
you have collected to draw appropriate conclusions to help them with their decision making.
Scenario
This is a real situation. The Park has been identified by the local authority as the site for their
new land-based horticultural training unit for disadvantaged learners and learners with
disabilities.
It is their intention to build a 30 metre x 15 metre x 4 metre horticultural glasshouse next to an
area (50 metres by 40 metres) to be used for growing-on some of the plants produced in the
glasshouse.
They wish to use existing topsoil for the growing media in both the glasshouse and the outdoor
growing areas.
Currently they wish to grow a range of foods in the greenhouse which will be transplanted into
the outdoor growing area. Tomatoes, courgettes, lettuces, cabbages and maize have been
considered. They also wish to grow some more delicate plants and keep them in the glasshouse.
Peppers, melons and cucumbers have been discussed.
Planning permission is not expected to be a problem, nor is funding for the project. Staffing of
the facility will be covered by the local authority parks and education departments.
146
The project will require suitable access, parking, services (electricity, gas, water and drainage)
and security. Toilet facilities will also be required. You do NOT need to consider these within
your assignment.
The Park is large, covering some 182 hectares (ha) [450 acres]. We will be working on the
northern edge of the Park, in a site that covers approximately 12 ha. (See Map 1.)
Fortunately part of the management plan for this area of woodland is to clear the existing trees
and to use them for timber production in a sustainable context.
The Park staff have been asked to make a choice regarding the siting of the unit. They can
position it adjacent to either the east or west of the proposed car park.
You have been asked to produce detailed ecological information regarding these two sites and to
make a recommendation to the Park as to which site should be developed.
You will be given equipment to identify and record ecological data and identification keys that
will cover the sites flora and fauna. This equipment will include portable weather stations that
will provide weather data over the period between our visits.
You should use a variety of sources of information to help you with your assignment. You may
use information from newspapers, magazines, reference books, websites etc, however you
should always reference where the information has come from in your bibliography.
147
Task 1
To understand how the ecology of the system works you will visit the site twice with the class.
These will be fullday visits so you will be expected to bring all weather clothing and enough
food and drink for the day.
Your tutor will divide the class into groups. When this has been done you will be given time to
prepare and agree a plan of action (with timescales and resource requirements) with your
colleagues and tutor.
You must collect data and information on:
identification of the key plant and animals that live in the habitats
environmental measurements:
weather (rainfall, minimum and maximum soil and air temperatures, wind speed and
direction, sunlight)*
water measurements (relevant chemical, physical and biotic sampling). This will be
from the water supply already in existence at the site.
*Remember that you will be required to record the weather data you use yourself but you can
use other data collected by your group.
Task 2
You are required to produce evidence which explains how the topography, climate and weather
will influence the proposed developments.
You will be expected to:
analyse how the land use and ecosystems have been influenced by the topography, soils and
climate using reasoned arguments and evidence
Task 3
To support the given land-use decision you will provide information to include:
photographs or drawings of recorded plants and animals which are annotated to show their
identifying features
You must not remove wild plants or animals from their natural habitats.
Finally, you will also be required to provide a description of the biodiversity and succession in
the habitats you have studied.
Task 4
Add to your evidence the individually recorded environmental data measurements, including
soil types.
Present them using appropriate methods, for example graphs and tables, and interpret the results
by drawing appropriate conclusions as to the habitats biodiversity.
148
Task 5
Produce evidence to describe how one of the nutrient cycles occurs within the habitat. This
should be pictorial and show clearly where the nutrients are stored and converted.
You should also present a complex food web for one of the habitats and show how energy
moves throughout this habitat.
Task 6
You will be required to communicate your evidence to your peers, your tutor and to Park staff.
You should concentrate on answering two questions:
1
Which of the two sites is better suited to the development and why?
Will it be possible to use the existing soils for the growing media?
149
For Task 3
Learners should present evidence which interprets the data and information collected for Tasks
1 and 2. The evidence should include maps of the habitat and the recorded plant and animal
species found. Learners must also outline the principles of biodiversity and succession.
For Task 4
All of the environmental data collected should then be presented appropriately and interpreted
using the knowledge they have gained from the first three tasks. The sites biodiversity and
succession should be considered.
For Task 5
Learners must consider how nutrients cycle and how energy flows throughout one of the
habitats. They will be expected to research the different species found in the habitat and can
then use this information to assist the completion of a food chain for this assessment.
For Task 6
Learners must finally communicate their evidence and conclusions in appropriate forms for
different audiences. Tutors should indicate at least two types of audience for each learner.
Websites
www.bbc.co.uk/gardening
BBC gardening
www.bbc.co.uk/nature
BBC nature
www.constructionskills.net
www.defra.gov.uk
www.environment-agency.gov.uk
www.euskills.co.uk
www.face-online.org.uk
www.field-studies-council.org
www.improveltd.com
www.landex.org.uk
www.lantra.co.uk
www.lbcnc.org.uk
www.metoffice.gov.uk/climate/uk
Met Office
www.naturalengland.org.uk
www.skillsactive.com
www.wildlifetrust.org
Wildlife Trust
150
Mark Band 1
Mark Band 2
Mark Band 3
LO.1.1
(0-4)
(5-7)
(8-10)
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
Know
fundamental
principles of
ecology
LO.1.2
Know
fundamental
principles of
ecology
LO.2.1
Understand how
physical factors
influence natural
and managed
environments
Maximum marks
available
10
151
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
LO.2.2
(0-3)
(4-5)
(6-7)
(0-4)
(5-7)
(8-10)
(0-4)
(5-7)
(8-10)
Communicates conclusions in
relevant ways for different
audiences
Communicates appropriate
conclusions in relevant ways for
different audiences
(0-3)
(4-5)
(6-7)
Understand how
physical factors
influence natural
and managed
environments
LO.3.1
Be able to survey
habitats to
support decision
making
LO.3.3
Be able to survey
habitats to
support decision
making
LO.3.4
Be able to survey
habitats to
support decision
making
Maximum marks
available
10
10
7
Total marks for Grid A 58
152
Marking grid B
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
LO.3.2
(0-4)
(5-7)
(8-10)
(0-3)
(4-5)
(6-7)
Be able to survey
habitats to support
decision making
LO.3.5
Be able to survey
habitats to support
decision making
Maximum marks
available
10
7
Total marks 17
Total marks for Grid A + B 75
153
Learning
outcome
Marking
grid
Activity/section
Evidence
LO.3
Planning fieldwork
and research
LO.3
Carrying out
fieldwork and
research
LO.3
Processing results
LOs.1, 2, 3
Presenting
appropriate
conclusions to
support decision
making
LO.3
Review
154
155
Learning outcomes
On completing this unit, a learner should:
LO.1
LO.2
LO.3
LO.4
156
You must decide what personal and workplace skills you already have for an environmental and
land-based job role of your choice. You need to complete a job application for the job role in
question based on the skills you have.
b
You need to research duties of care relevant to the environmental and land-based sector and
explain employer and employee health and safety responsibilities in the workplace. You must
also investigate other legal and ethical obligations of employers to employees and consumers in
general.
c
You need to investigate the product(s) and/or service (s) offered by a specific environmental and
land-based business. You need to describe the changing nature of this product(s) and/or
service(s) over the last 10 years. You need to identify industries that make up the environmental
and land-based sector and investigate key job roles, training and qualifications available in the
sector.
Co-learning opportunities
This unit will help learners to understand other units they are studying, for example:
Level 2 Unit 1: Environmental Influences upon Ecosystems and Production Zones as learners
explore environmental industries
Level 2 Unit 3: Plant Nutrition, Growth and Breeding as and when learners work with plants
Level 2 Unit 4: Animal Nutrition, Growth and Breeding as and when learners work with animals
Level 2 Unit 5: Plant and Animal Roles in Society as and when learners work with plants and
animals.
157
Content
Possible activities
Resources
LO1 Know
environmental and landbased industries, products
and services
Whole-class teaching
Smart/
whiteboard
PowerPoint,
OHP
Access to
internet
National/local
newspapers,
specialist
magazines/
publications in
areas such as
conservation,
agriculture etc.
Individual work
Survey pro
forma or
guidelines for
learners
producing these
to match
requirements
Access to
secondary data
sources local
directories etc
Content
Possible activities
Resources
LO1 Know
environmental and landbased industries, products
and services
Whole-class teaching
Smart/
whiteboard
PowerPoint,
OHP
Individual work
Video/BBCi
player link
Internet link for
research
Record sheet for
recording own
use of services/
products
National/local
newspapers,
specialist
magazines/
publications in
areas such as
conservation,
agriculture etc.
In time a library
of media reports
of changes can
be built up for
learners to use
to provide a
ready source of
up-to-date
material
159
Content
Possible activities
2 contd
Resources
LO1 Know
environmental and landbased industries, products
and services
Can identify and describe
key job roles in the
environmental and landbased sector. Will include a
selection of jobs at different
levels of responsibility
linked to the key skills
required to undertake these
roles. The job roles studied
should be chosen from a
variety of sectors.
Describe key qualifications,
training and lifelong
learning opportunities
May invite visiting speaker
to talk/answer questions
about job roles in their
particular industry.
May invite speaker from a
relevant college or training
specialist from the industry
160
Whole-class teaching
Smart/
whiteboard
PowerPoint,
OHP
Flip chart
Individual activities
Content
3 contd
Possible activities
Resources
Industry visit
Whole-class teaching
Transport
Appropriate
contacts via
consortium
members
Prepared survey
sheets
161
Content
Possible activities
Resources
Whole-class teaching
Work completed
by learners for
LO.1 and
industry visit
Examples of
person
specifications
from actual
applications
Group work
Access to job
descriptions for
learners
selected roles
Individual activities
162
Personal skills
lists/reference
sheets
Scheme of work
Content
5 contd
Possible activities
Resources
Whole-class teaching
Individual activities
Individual
computer access
Access to
internet
Local, national
newspapers and
journals. Sample
job adverts from
jobcentre.
Typical CV,
covering letter
formats in
electronic form
Application
forms, person
specs and job
descriptions for
selected jobs
Scheme of work
163
Content
Possible activities
Whole-class teaching
Resources
Smart/
whiteboard
PowerPoint,
OHP
Individual activities
Typical CV,
covering letter
formats in
electronic form
Application
forms, person
specs and job
descriptions for
selected jobs
Industry
representative to
conduct
interviews
Scheme of work
164
Whole-class teaching
Smart/
whiteboard
PowerPoint,
OHP
Flip chart
Media items
incorporating
principles
Industry
examples
Scheme of work
Content
Possible activities
8 contd
Resources
Individual activities
165
Content
Possible activities
Resources
Whole-class teaching
Smart/white
board
PowerPoint,
OHP
Group work
Risk assessment
pro formas
News media
access or library
of articles built
up
Health and
Safety videos
HSE health and
safety leaflets,
video clips from
specific sectors
of industry
Scheme of work
Individual work
166
Content
Possible activities
Resources
10
Whole-class teaching
Smart/white
board
PowerPoint,
OHP
Understand the
environmental, social and
ethical obligations of
employers to consumers.
The various obligations that
employers have towards
their workforce those that
have to be in force before a
new member of staff starts,
such as pay, work
conditions etc and those
that are involved with them
on an ongoing basis, such
as disciplinary and
grievance procedures.
An organisations
relationship with its
customers and its
obligations to them.
Group work
Flip chart
Sample
documents from
an organisation
to demonstrate
contracts,
grievance and
disciplinary
procedures,
references.
Possible
scenarios for
customer service
role plays
Internet/file
access to
products/
services of
selected
organisations.
Mission
statements,
advertising
material from
selected
organisations
167
Content
10 contd
11
Selection of tools,
materials,
equipment/machinery.
Possible activities
Resources
168
Content
11 contd
Possible activities
Resources
12
Selection
Use
Maintenance.
Appropriate
contacts via
consortium
members
Transport.
169
Content
12 contd
Possible activities
Resources
13
14
Assignment
Transport.
Appropriate
contacts via
consortium
members
Whole-class teaching
Assignment
Brief
Individual work
Smart/
whiteboard
PowerPoint,
OHP
Assignment work.
Specialist resources
There must be a relevant organisation/business available in which learners can undertake work
experience. Learners must be able to gain the necessary practical experience required to meet
learning outcome 4, either in the work experience placement, in the centre, or through another
provider.
First-aid facilities and appropriately trained staff are essential where practical activities are
undertaken. For work placements away from the centre, staff time must be made available as
per individual college policies relating to organising and visiting work placements.
170
Reference material
Best Farming Practice (Environment Agency, 2008)
Health and Safety publications
Health and Safety Executive Management of Health and Safety at Work (HSE Books, 2000)
ISBN 9780717624881
Health and Safety Executive Manual Handling Operations Regulations 1992: Guidance on
Regulations (HSE Books, 2004) ISBN 9780717628230
Health and Safety Executive Safe Use of Lifting Equipment: Lifting Operations and Lifting
Equipment Regulations 1998: Approved Code of Practice and Guidance (HSE Books, 1998)
ISBN 9780717616282
Health and Safety Executive Work with Display Screen Equipment: Health and Safety
(Display Screen Equipment) Regulations: Guidance on Regulations (HSE Books, 2003)
ISBN 9780717625826
Textbooks
Carysforth C and Neild M GCSE Applied Business For Edexcel (Heinemann, 2002)
ISBN 9780435447205
Corfield R Preparing the Perfect Job Application: Application Forms and Letters Made Easy,
4th Edition (Kogan Page, 2007) ISBN 9780749450229
Hughes P Introduction to Health and Safety at Work: The Handbook for the NEBOSH
National General Certificate (Butterworth-Heinemann, 2004) ISBN 9780750657303
Pace J Professional Development Series Book 3, The Workplace: Personal Skills for Success
(Career Education, 2005) ISBN 9780078298301
Ridley J Health and Safety in Brief, 4th Edition (Butterworth-Heinemann, 2008)
ISBN 9780750686396
Soffe R (editor) The Agricultural Notebook, 20th Edition (Wiley-Blackwell, 2003)
ISBN 9780632058297
Soffe R (editor) The Countryside Notebook (Wiley-Blackwell, 2005) ISBN 140511231X
Sustainability books
Baldwin C J (Ed) Sustainability in the Food Industry (Wiley-Blackwell, 2009)
ISBN 0813808464
Fowler C W Systemic Management: Sustainable Human Interactions with Ecosystems and the
Biosphere (Oxford University Press, 2009) ISBN 0199540969
Girard L F and Nijkamp P (Eds) Cultural Tourism and Sustainable Local Development
(Ashgate, 2009) ISBN 075467391X
Jenks M and Jones C (Eds) Dimensions of the Sustainable City (Springer, 2009)
ISBN 1402086458
Lechner F J Globalization: The Making of World Society (Wiley-Blackwell, 2009)
ISBN 1405169060
MacKay D J C Sustainable Energy Without the Hot Air (UIT, 2008) ISBN 0954452933
Qualifications and Curriculum Authority Sustainable development in action A curriculum
planning guide for schools (Qualifications and Curriculum Authority, 2009)
ISBN 9781847219053
171
Scott J Environmental Protection: European Law and Governance (Oxford University Press,
2009) ISBN 0199565171
Soetaert W and Vandamme (Eds) Biofuels (Wiley-Blackwell, 2009) ISBN 047002674X
Sustainability websites
www.adas.co.uk
www.businesslink.gov.uk
www.cla.org.uk
www.dea.org.uk
www.direct.gov.uk
www.farmwildlife.info
www.forestry.gov.uk
Forestry Commission
www.globaldimension.org.uk
www.leafuk.org
www.metoffice.gov.uk
www.naturalengland.org.uk
Natural England
www.randa.org
www.sd-commission.org.uk
www.se-ed.org.uk
www.stockwatchgame.org
www.teachernet.gov.uk/sustainable schools
Other websites
www.btcv.org.uk
www.constructionskills.net
www.countryside-jobs.co.uk
172
www.defra.gov.uk
www.environment-agency.gov.uk
www.euskills.co.uk
www.face-online.org.uk
www.field-studies-council.org
www.hse.gov.uk
www.improveltd.com
www.landex.org.uk
www.lantra.co.uk
www.lbcnc.org.uk
www.naturenet.net
www.skillsactive.com
Video
On course for sustainability The R & A, see
www.bestcourseforgolf.org/video/OC4Sen.wmv.html
173
Advice to tutors
Marking grid
Evidence structure.
174
The tutor can assist learners in finding a suitable job role to apply for.
Learners must select one job role from the environmental and/or land-based sector or associated
industry for their personal skills audit. They must complete a letter of application, Curriculum
Vitae and job application form for the job role of their choice.
The suggested number of guided learning hours (GLH) required to complete the assessment
activities should not exceed 14.
Tutors should follow information given in the unit and in the overarching document (Annexe E
of the specification) relating to task setting, task taking and task marking.
Section 2 How you will be assessed
The assignment is based on working safely to achieve given business objectives and assessing
your suitability for a job role through the completion of a job application.
You need to carry out work in an environmental and/or land-based working environment. You
must work safely, assessing risks and reviewing your progress as you go. You must safely
manage the use of tools, materials, equipment and/or machinery in the workplace as required.
You need to investigate:
a
You must decide what personal and workplace skills you already have for an environmental and
land-based job role of your choice. You need to complete a job application for the job role in
question based on the skills you have.
b
You need to research duties of care relevant to the environmental and land-based sector and
explain employer and employee health and safety responsibilities in the workplace. You must
also investigate other legal and ethical obligations of employers to employees and consumers in
general.
c
You need to investigate the product(s) and/or service (s) offered by a specific environmental and
land-based business. You need to describe the changing nature of this product(s) and/or
service(s) over the last 10 years. You need to identify industries that make up the environmental
and land-based sector and investigate key job roles, training and qualifications available in the
sector.
Assessment
The evidence requirements are shown in the marking grids. These will be used by your tutor
when marking your completed work. Your tutor will decide which mark band should be applied
to your work for each area of assessment focus. This will be on the principle of best fit and, for
example, work may be classified as mark band 2 despite aspects of the work falling into mark
band 1 and other areas of the work falling into mark band 3.
To improve your marks and move across the mark bands from band 1 to band 3 your work will
have to generally increase in depth and complexity with more description, reasoning and
justification as you move across the mark bands.
175
plan your work and agree appropriate timescales with your tutor
Health and safety considerations must be covered by your tutor with you before you start any
practical work. This MUST include risk assessment and the provision of appropriate personal
protective equipment (PPE).
Introduction
The ability to get a job and work safely once you have got one are two essential parts of life.
This assignment is the culmination of the work we have been doing for this unit.
We have already had staff from the local land-based college and various environmental and
land-based businesses talk about their work, the requirements of the jobs in their businesses and
the qualifications needed to do them.
This assignment will require you to look at the requirements of environmental and land-based
job roles before using the data you have collected to draw appropriate conclusions about them
and your suitability to do the job and for you to work safely whilst working in an appropriate
job role.
Scenario
Jobs can be difficult to get in the environmental and land-based industries. Working with plants
and animals, often in the outdoors and in rural settings attracts many people.
Therefore, you need to be able to impress employers who will be looking at completed
application forms and short listing applicants with your ability and skills to do the job they are
advertising.
Searching and applying for jobs can be hard work, but by applying a methodical approach you
can save yourself time and effort and make your search much more rewarding.
The first step is to find different jobs which you would like to do and work out what the
employer is looking for in a potential employee. For example, do they need someone with
particular practical skills, are they looking for a certain qualification or do they need to have had
special training?
Job description and person specifications help provide some of the answers but arent always
available. The first document tells you what the job involves, the second tells you what sort of
skills, experience and knowledge they want the person to have.
The next step is to work out what your own skills and experience are. Then look at the jobs you
have found and work out which are the most suitable ones for you to apply for.
Your work experience and/or the practical work that you will have done throughout the unit and
course will have focused on your ability to work safely. You and your potential employer(s)
should find the ability to work safely a valuable asset so you should mention this in the next
stage, the job application.
176
The job application is the key document that will decide whether the employer asks you to an
interview. Rush this or get it wrong and you may not get an interview.
Take your time to complete the application form fully and neatly. If your spelling is not very
good, ask someone to help you check it. If you have poor handwriting, you may be able to word
process the application and send it electronically. Remember, you have to get the interview to
get offered a job, so make the application as good as it can be but you must tell the truth in it!
Task 1
This task is designed to enable you to select and focus on a job suitable to you in the
environmental and land-based sector and then to prepare an application for that job.
You will carry out research into the range of jobs available and the skills required for them and
assess your own personal and workplace skills.
You will then complete an application for the job to show how they match.
To do this you will need to carry out the following:
research the environmental and land-based sector as a whole to identify the range of
industries and job roles available
investigate the qualifications, training and lifelong learning opportunities that are available
on one environmental and land-based sector, for example equine
select a chosen business and identify the products and/or services that it offers, showing
how they have changed over the last 10 years
select a job role within that industry and identify the personal and workplace skills required
to carry out the job successfully
complete an application that highlights why your personal and workplace skills make you
suitable for that job. You will present this in two different formats:
an application form (your tutor will provide a blank form for you to complete).
an identification of the main and associated industries in the environmental and land-based
sector
a description of the ways in which the products and/or services of one business in the
environmental and land-based sector have changed over the last 10 years
an assessment of your own personal and workplace skills required for a job
for one job within this industry you must produce a completed application form, CV and
covering letter, ensuring that they present your own skills in relation to that job.
177
Task 2
This task is based on your actual knowledge and demonstration of good working practices in the
environmental and land-based sector.
The assessment evidence will be produced during and after a work placement and/or during
other practical work activities. In this you will carry out some of the usual functions of an
employee in the industry and will be assessed on your ability to operate as a safe, effective
employee.
During this time you will need to:
demonstrate that you can work safely and effectively in an environmental and/or land-based
industry
demonstrate that you can safely select, use, transport, store and maintain tools, equipment
and/or machinery
assess risks and continuously review working, acting on these reviews to improve future
performance
produce a report or presentation that shows that you understand the duties of care, employer
and employee health and safety responsibilities and legal and ethical obligations of
employers in one environmental and land-based industry.
You will need to keep an ongoing log or diary of your work during your work placement as part
of the final record of your work and evidence of meeting the assessment requirements for this
unit. Study the information given to you by your tutor and gained in your independent research.
What you need to submit
A report or presentation on health and safety in one environmental and land-based sector
industry in which you have been working. This should include:
a discussion of the duties of care towards environment, plants, animals and other people
A learner observation record from your employer and/or tutor, commenting on your
performance when selecting, transporting, storing, using and maintaining tools, equipment
and/or machinery during your work placement
You should use feedback from your tutor or employer and your own opinions to carry out the
review. As with other parts of the assessment, there is a variety of ways in which the final
evidence could be presented. Any evidence presented in a non-verbal way should be
accompanied by a tutor or employer witness statement, together with a written summary or
recording of what was said.
178
179
Mark Band 1
Mark Band 2
Mark Band 3
(0-3)
(4-5)
(6-7)
(0-2)
(3-4)
(5-7)
(0-2)
(3-4)
(5-7)
Maximum marks
available
LO.1.1
Know environmental
and land-based
industries, products
and services
LO.1.2, 1.3
Know environmental
and land-based
industries, products
and services
LO.1.4
Know environmental
and land-based
industries, products
and services
180
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
(0-3)
(4-6)
(7-8)
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.2.1, 2.2
Be able to
complete job
applications
LO.3.1
Understand safe
and legal working
in environmental
and land-based
industries
LO.3.2
Understand safe
and legal working
in environmental
and land-based
industries
181
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.3.3
Understand safe
and legal working
in environmental
and land-based
industries
LO.4.1
Be able to work
safely, effectively
and efficiently
7
Total marks for Grid A 57
182
Marking grid B
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
(0-4)
(5-7)
(8-9)
(0-4)
(5-7)
(8-9)
LO.4.2
Be able to work
safely, effectively
and efficiently
LO.4.3
Be able to work
safely, effectively
and efficiently
9
Total marks for Grid B 18
Total marks 75
183
Marking
grid
Activity/section
Evidence
LO.2
Job application
preparation
LO.1
Sector overview
LO.4
LO.3
184
185
Learning outcomes
On completing this unit, a learner should:
LO.1
LO.2
LO.3
LO.4
186
You must propagate plants from seeds and cuttings, grow these on and care for them adapting
your ideas where necessary. You need to manage any risks and keep a diary of your work. You
must include information on relevant legislation and codes of practice that govern the
movement and handling of plants.
Finally, you need to evaluate natural and human factors that promote and restrict the
establishment, growth and distribution of plants including identification of techniques used in
plant breeding, genetic manipulation of crop plants and the process of photosynthesis.
Co-learning opportunities
This unit will help learners to understand the other units they are studying, for example:
Level 2 Unit 1: Environmental Influences Upon Ecosystems and Production Zones as learners
link plant growth to wider natural and human systems
Level 2 Unit 2: Working in Environmental and Land-based Organisations as learners carry out
plant growth work
Level 2 Unit 5: Plant and Animal Roles in Society as learners discover how plants are used in
society;
Level 2 Unit 6: The Importance of a Sustainable Environment to Society as learners consider the
effects of plant uses and breeding.
187
Content
Possible activities
Resources
LO1 Understand
plant establishment
and growth
Whole-class teaching
Smart/
whiteboard,
PowerPoint, OHP.
General introduction to a
range of plants. Plant
growth cycles.
Access to internet
DVD of plant
lifecycles
Individual work
Group work
188
Investigate succession in an
ecosystem. Each group is
allocated an ecosystem to
research and identify succession.
This research could be feedback
to make a group poster.
Content
Possible activities
Resources
LO1 Understand
Plant establishment
and growth
Whole-class teaching
Transport
Suitable contacts
in local authority
Parks
Department,
National Trust,
Woodland Trust
LO1 Understand
Plant Establishment
and Growth
Plant requirements
Photosynthesis
Whole-class teaching
Practical Activity
Group work
Whole-class teaching
Presentation on commercial
fertilisers and their effect on soil
nutrition.
Group work
Plants in
containers.
Suitable safe
location to set up
plants for
experiment with
appropriate light
levels to ensure
plant is actively
growing and
facilities to
water/drought/
appropriate water
levels are
maintained.
Plants in
containers
suitable location
to set plants in
light and dark.
A suitable plot of
ground outdoors
with workable
soil which is level
and free from
weeds and litter.
Or, containers/
pots and
composts.
189
Content
3 contd
Possible activities
Resources
Whole-class teaching
Presentation on Photosynthesis
word equations.
Group work
Whole-class teaching
Worksheet to be
given out for next
weeks visit to
allow background
research.
Paired activity
190
Contacts within
industry to
identify a suitable
speaker who can
cover Q&A in
relation to
methods of plant
breeding and
selection.
Seed catalogues.
Seeds suitable for
local conditions
and growing
facilities
available. Seed
trays, composts,
labels, sieve and
water. Specialised
growing facility
may be required if
sowing in the
winter or early
spring, eg
glasshouse,
propagation unit,
polytunnel or cold
frame.
Content
Possible activities
Resources
Whole-class teaching
Transport.
Group activity
Whole-class teaching
Post harvesting.
Risk assessment
for visit site
checked as
suitable for all
learners to have
access and safety.
Worksheet.
If a visit cannot
be facilitated then
suitable DVD
materials should
be used to cover
the same
worksheet.
Internet research
facilities.
Individual work
191
Content
Possible activities
Resources
Whole-class teaching
Containers,
suitable compost
to meet the needs
of the crop being
grown, water and
protected area for
growing on.
Legislation
Be able to grow plants
from seed to maturity
Practical activity
Whole-class teaching.
Paired activity
192
Seed catalogues,
Seeds suitable for
local conditions
and growing
facilities
available. Seed
trays, composts,
labels, sieve and
water. Specialised
growing facility
may be required if
sowing in the
winter or early
spring. For
example,
glasshouse,
propagation unit,
polytunnel or cold
frame.
Content
Possible activities
Resources
LO3 Be able to
manage common plant
pests, diseases and
disorders
Whole-class teaching
Plants with
genetic disorders
or colour
photographs of
plants with
genetic disorders.
Identification of symptoms, eg
magnesium, potassium or iron.
Practical activity
10
Whole-class teaching
Practical activity
193
Content
Possible activities
Resources
11
Practical activity
Containers,
suitable compost
to meet the needs
of the crop being
grown, water and
protected are for
growing on.
12
LO3 Be able to
manage common plant
pests, diseases and
disorders
Plant pests and their
management.
Plant diseases and their
management.
Whole-class teaching
Fertilisers, water
as required.
A range of pests
and diseases
relevant to local
plants.
Individual work
Whole-class teaching
Paired work
194
Content
Possible activities
Resources
13
Practical activity
Mother plants to
supply cuttings,
secateurs, plastic
bags, labels,
containers,
compost and
protected
environment to
facilitate cuttings
to root.
14
Assignment
Whole-class teaching
Assignment brief
Individual activity
15
Assignment
Assignment work.
Whole-class teaching
Assignment brief
Individual activity
Assignment work.
Specialist resources
Access to a glasshouse propagation facility or horticultural/farm unit is necessary to enable
learners to carry out the practical activities required to meet LO4.
This could be achieved in the work experience placement, in the centre or through another
provider. First aid facilities and appropriately trained staff are essential where practical activities
are undertaken.
195
Reference material
General books
Adams C R, Bamford K M and Early M P Principles of Horticulture, 5th Edition
(Butterworth-Heinemann, 2008) ISBN 9780750686945
Allaby M Basics of Environmental Science, 2nd Edition (Routledge, 2000)
ISBN 9780415211765
Archer J Crop Nutrition and Fertilizer Use, 2nd Revised Edition (Farming Press Books and
Videos, 1988) ISBN 9780852361757
Buczacki S and Harris K Pests, Diseases and Disorders of Garden Plants (Collins, 2005)
ISBN 9780007196821
Byrne K Bath Advanced Science: Environmental Science, Second Edition (Nelson Thornes,
2001) ISBN 9780174483052
Pears P HDRA Encyclopaedia of Organic Gardening: The Complete Guide to Natural and
Chemical-free Gardening (Dorling Kindersley Publishers, 2005) ISBN 9781405308915
Codes of practice
Code of Practice for Suppliers of Pesticides to Agriculture, Horticulture and Fishing (Defra,
1998)
Code of Practice to Prevent the Spread of Non-indigenous Flatworms (Defra, 2006)
Codes of Practice for Using Plant Protection Products (Defra, 2006)
Sustainability books
Baldwin C J (Ed) Sustainability in the Food Industry (Wiley-Blackwell, 2009)
ISBN 0813808464
Fowler C W Systemic Management: Sustainable Human Interactions with Ecosystems and the
Biosphere (Oxford University Press, 2009) ISBN 0199540969
Girard L F and Nijkamp P (Eds) Cultural Tourism and Sustainable Local Development
(Ashgate, 2009) ISBN 075467391X
Jenks M and Jones C (Eds) Dimensions of the Sustainable City (Springer, 2009)
ISBN 1402086458
Lechner F J Globalization: The Making of World Society (Wiley-Blackwell, 2009)
ISBN 1405169060
MacKay D J C Sustainable Energy Without the Hot Air (UIT, 2008) ISBN 0954452933
Qualifications and Curriculum Authority Sustainable development in action A curriculum
planning guide for schools (Qualifications and Curriculum Authority, 2009)
ISBN 9781847219053
Scott J Environmental Protection: European Law and Governance (Oxford University Press,
2009) ISBN 0199565171
Soetaert W and Vandamme (Eds) Biofuels (Wiley-Blackwell, 2009) ISBN 047002674X
196
Sustainability websites
www.adas.co.uk
www.businesslink.gov.uk
www.cla.org.uk
www.dea.org.uk
www.direct.gov.uk
www.farmwildlife.info
www.forestry.gov.uk
Forestry Commission
www.globaldimension.org.uk
www.leafuk.org
www.metoffice.gov.uk
www.naturalengland.org.uk
Natural England
www.randa.org
www.sd-commission.org.uk
www.se-ed.org.uk
www.stockwatchgame.org
www.teachernet.gov.uk/sustainable schools
197
Other websites
www.bbc.co.uk/gardening
BBC gardening
www.constructionskills.net
www.defra.gov.uk
www.environment-agency.gov.uk
www.euskills.co.uk
www.face-online.org.uk
www.field-studies-council.org
www.gardenorganic.org.uk
Organic Gardening
www.hse.gov.uk
www.improveltd.com
www.landex.org.uk
www.lantra.co.uk
www.lbcnc.org.uk
www.pesticides.gov.uk
www.rhs.org.uk
www.skillsactive.com
Videos
On course for sustainability The R & A, see
www.bestcourseforgolf.org/video/OC4Sen.wmv.html
198
Advice to tutors
Marking grid
Evidence structure.
199
Learners must undertake all assessment activities individually, including the recording of data.
During practical activities learners need to keep a diary of activities. This is essential to ensure
accurate records of plant production and for assessment.
The suggested number of guided learning hours (GLH) required to complete the assessment
activities should not exceed 16.
Tutors should follow information given in the unit and in the overarching document (Annexe E
of the specification) relating to task setting, task taking and task marking.
Section 2 How you will be assessed
The assignment is based upon you planning and managing the propagation and growth of plants
to meet given objectives.
You need to plan plant growth and investigate the following:
You must propagate plants from seeds and cuttings, grow these on and care for them adapting
your ideas where necessary.
You need to manage any risks and keep a diary of your work. You must include information on
relevant legislation and codes of practices that govern the movement and handling of plants.
Finally, you need to evaluate natural and human factors that promote and restrict the
establishment, growth and distribution of plants including identification of techniques used in
plant breeding, genetic manipulation of crop plants and the process of photosynthesis.
Assessment
The evidence requirements are shown in the marking grids. These will be used by your tutor
when marking your completed work. Your tutor will decide which mark band should be applied
to your work for each area of assessment focus. This will be on the principle of best fit and, for
example, work may be classified as mark band 2 despite aspects of the work falling into mark
band 1 and other areas of the work falling into mark band 3.
To improve your marks and move across the mark bands from band 1 to band 3 your work will
have to generally increase in depth and complexity with more description, reasoning and
justification as you move across the mark bands.
Section 3 Example of learner assignment brief
Environmental and Land-based Studies Diploma Principal Learning
Level 2: Unit 3 Plant Nutrition, Growth and Breeding
Assignment title: Plant Nutrition, Growth and Breeding
Advice to learners
When producing work for this unit you should:
plan your work and agree appropriate timescales with your tutor
All work relating to this assignment must be that of the individual and not undertaken in groups.
200
Health and safety considerations must be covered by your tutor with you before you start any
practical work. This MUST include risk assessment and the provision of appropriate personal
protective equipment (PPE).
Introduction
The ability to understand how to grow and care for plants is important in many environmental
and land-based jobs and also in our private lives.
The collection, interpretation and communication of data and recommendations drawn from
findings is central to decision making and to the subsequent management of plants.
This assignment is the culmination of the work we have been doing for this unit.
We have already had staff from PFN Nurseries visit us to talk about their work, the objectives
for the company and the methods they use.
This assignment will require us to visit the nursery and the horticultural show, recording
information as you go.
Scenario
The Anyshire County Show
PFN Nurseries has decided to exhibit at a local horticultural show to advertise the range of stock
and services they provide. The show attracts many visitors which makes it a good opportunity to
promote the business and the quality and expertise it offers. They have asked your class to help
them and you will be in charge of plant preparation for the show.
You will have to plan, propagate, grow on, evaluate and review your working with plants for
this purpose.
You will attend the horticultural show and may be expected to explain your work to the public
and possibly to the shows judges. You will need a record of your work in the form of a diary.
This assessment is based on you preparing for and propagating plants, ensuring their needs are
met throughout their life cycle. You will record what you have done in your diary and should
include photographs of your work as it progresses. You must propagate two different plants
from both seed and cuttings, for example flower/vegetable and soft wood/semi-ripe.
Task 1
Plan
The Anyshire County Show is some months away but you will need to use this time carefully to
plan this out and make sure your plants have everything they need. You will also need to be
aware of the potential risks that could arise.
You will need to:
explain the nutritional and water requirements of the plants you are intending to grow and
devise a watering and feeding plan
devise a Problem Solvers Guide to identify and control common plant pests, diseases and
disorders that could affect your plants. Include drawings, ornamental pictures etc
sowing seeds
taking cuttings.
201
Task 2
Propagation (Your Diary)
The nursery is keen to show off not only the quality of the plants, but also the expertise of the
staff. The visitors are also likely to want to talk to you about hints, tips and ideas for their own
plants and gardens.
To save time on the day it is helpful to have a step-by-step diary that visitors can flick through.
You can use to show the things you did and how they have resulted in the plants you are
showing.
You will need to:
produce a step-by-step guide of how you have taken cuttings and sown seeds. Add
photographs of your seedlings and plants.
Task 3
Grown On (Your Diary)
Remember that the main thing to do is to grow some excellent plants and that the records you
keep will inform you in the future. In particular, the management of pests, diseases and
disorders will be a crucial skill to develop and will be particularly valuable to pass on to visitors
at the show.
You will need to:
keep records and notes on how you have grown on, planted out and cared for your plants
including management of any pests, diseases and disorders
include a learner observation record from your tutor or employer commenting on your
performance when propagating plants from seeds and cuttings against the assessment
criteria for learning outcomes 3 and 4.
Task 4
Know the Law
The Anyshire Show will also be a window onto the complete horticultural community and that
could mean that the legal aspects of the industry and PFN Nurseries could be scrutinised. You
will need to be aware of any legal issues that could arise and be fully compliant with any that
may apply.
You will need to:
describe how relevant legislation and codes of practice affect how you move and handle
plants.
Task 5
Evaluation and review
PFN Nurseries are keen to consider going to the Anyshire County Show every year, particularly
if the advertising works and sales go up as a result.
As one of the key contributors it will be your job to learn from the experience and improve the
process for any forthcoming shows and opportunities that may arise in the future. This may be
as simple as reviewing the process of plant propagation but could also mean thinking through
how the plants were transported or how people handled them.
You will need to:
evaluate natural and human factors that promote and restrict the establishment, growth and
distribution of plants
review how you have managed the process from propagation to growing on the plants.
202
You will work on your own for this assessment. Study the information given to you by your
tutor and gained in other units and in your independent research that could include discussion
with co-workers while you complete your work experience.
What you need to submit
You must include the following:
an action plan to identify and control the common pests, diseases and disorders that could
affect your plants
two risk assessments for each of the practical activities you carried out:
sowing seeds
taking cuttings
your plant diary, which gives a step-by-step account of all of the activities that you have
carried out to nurture and grow your plants
a witness statement from your tutor or employer commenting on your performance when
propagating plants from seeds and cuttings against the assessment criteria for learning
outcomes 3 and 4
a list of legislation and codes of practice that will impact the movement and handling of
plants
a description of how legislation and codes of practice affects how you grow and handle your
plants
an evaluation of natural and human factors that promote and restrict the establishment,
growth and distribution of plants
You should use feedback from your tutor or the nursery and your own opinions to carry out the
review.
There is a variety of ways in which the final evidence can be presented. Any evidence presented
verbally ie through discussion, should be accompanied by a tutor or employer witness
statement, together with a written summary recording what was said. It is important that the
work you hand in is arranged so that you and your tutor can track it against the requirements of
the unit.
Section 4 Advice to assessors
The learners will be expected to plan their work relating to this assignment in order to meet the
centre submission deadline for the completed work.
The tutor should follow the information given in the unit and in Annexe E of the specification
relating to task setting, task taking and task marking.
The tutor should meet the learners to discuss their proposed schedule and to ensure that the
schedule includes regular review meetings. The tutor will review progress and discuss the
content of the work providing feedback to learners in order for them to reflect on their work and
provide any additional work to improve the content.
This assignment needs to be carefully planned to ensure that learners can achieve the best
possible outcomes. It is advisable to plan the unit delivery and assessment together as most
propagation techniques are dependant on the seasons and are weather dependant.
Learners can be given the opportunity of choosing which plants they propagate for the
assessments. These could be from a short list provided by the tutor.
Tutor support Edexcel Diplomas Levels 1-2 in Principal Learning
Edexcel Limited 2009
203
The health and safety aspects of the unit will be assessed throughout all of the practical
activities documented in the tutor/employer observation sheet and in the risk assessment
completed by learners. Tutors could design an appropriate risk assessment pro forma to
standardise health and safety monitoring.
The compiling of the assignment in tasks should be seen as a holistic piece of work.
Choice of plants to be propagated
Learners may have a choice as to the plants they propagate. This will allow them to have an
active role in their own assessment process. Learners choices need to be realistic and may be
from a short list devised by the tutor to ensure that specific plant growth requirements can be
met throughout the duration of the growing cycle. However, if the assessment of the practical
activities takes place in a work placement, the choice of plants may be guided by the
employer/placement provider.
During the review of how the plants have developed and how they were managed, learners will
have the opportunity to compare their plants performance against their peers and discuss
positive and negative outcomes.
Glasshouse/Horticultural/Farm Units
Where centres have established a glasshouse facility or horticultural/farm units, it may be
suitable to carry out this assessment whilst learners work in the unit.
Tutors should provide learners with an introductory list of resources, including websites, that
they can use to carry out the preliminary work for this assignment.
Learners will be expected to approach fieldwork in a responsible and professional manner,
taking care to record data and store it appropriately.
204
Mark Band 1
Mark Band 2
Mark Band 3
(0-3)
(4-5)
(6-8)
(0-3)
(4-6)
(7-8)
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.1.1
Understand plant
establishment and
growth
LO.1.2
Understand plant
establishment and
growth
LO.2.1
Know the methods
used in plant
production
205
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
(0-3)
(4-5)
(6-7)
(0-4)
(5-7)
(8-10)
(0-4)
(5-7)
(8-10)
(0-4)
(5-7)
(8-10)
LO.2.2
Know the methods
used in plant
production
LO.3.1
Be able to manage
common plant
pests, diseases and
disorders
10
LO.4.1
Be able to grow
plants from seed
and cuttings to
maturity
10
LO.4.3
Be able to grow
plants from seed
and cuttings to
maturity
10
Total marks for Grid A 60
206
Marking grid B
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
(0-6)
(7-11)
(12-15)
LO.4.2
Be able to grow
plants from seed
and cuttings to
maturity
15
Total marks for Grid B 15
Total marks 75
207
Marking grid
Activity/section
Evidence
LO.4
Learner observation
statement, work diary
AC4.1, 4.2
LO.3
Learner observation
statement, work diary
AC3.1
LO.4
Plant production
records
Written/recorded
evidence AC 4.3
LO.1
Evaluation
Written/recorded
evidence AC1.1, 1.2
LO.1
Written/recorded
evidence, including
diagrams, annotated
photographs etc
where necessary
LO.2
Legislation and
techniques
Written/recorded
evidence, including
diagrams, annotated
photographs etc
where necessary
ACs 2.1 and 2.2
208
209
Learning outcomes
On completing this unit, a learner should:
LO.1
LO.2
LO.3
210
feeding behaviour and nutritional requirements of your chosen animals and how they vary
with breed, life stage and environment
a description of how commercial and domestic animal feeds can address the nutritional
requirements of your chosen animals and of how a given commercial organisation manages
the feeding process.
a discussion of animal breeding programmes including the use of genetics and selection
current legislation and codes of practice relating to animal nutrition, growth and breeding.
Carry out one animal care programme meeting commercial and/or non-commercial objectives.
This must include:
health checks including recognition of common signs of animal health and symptoms of ill
health discussing any issues of concern over the health of your animals and seek resolution
to these where needed
review of care carried out using any feedback received positively and making
recommendations for improvement to inform future progress.
Co-learning opportunities
This unit links to other units such as:
Level 2 Unit 1: Environmental Influences upon Ecosystems and Production Zones as learners
link animals to their natural habitats
Level 2 Unit 2: Working in Environmental and Land-based Organisations as learners consider
those job roles that relate to animal care and welfare
Level 2 Unit 5: Plants and Animals and Their Role in Society as learners research the ways in
which animals are used in society
Level 2 Unit 6: The Importance of a Sustainable Environment to Society as learners consider the
importance of sustainable animal-based uses and practices.
211
Content
Possible activities
Whole-class teaching
2 hours
Animal Care
Introduction to unit,
what constitutes animal
care? Why care?
Range of animals
Wild, domesticated,
monogastric, ruminant,
herbivore, omnivore,
carnivore, companion
animals, production
animals
Resources
Unit handbook
Paired work
Whole-class teaching
Group work
212
Post-it notes
Smart
whiteboard,
PowerPoint,
OHP
Animal picture
cards
Gapped
handouts to
record
information
collated
Content
1 contd
Possible activities
Resources
Whole-class teaching
Smart
whiteboard,
PowerPoint,
OHP
Paired work
Whole-class teaching
2
2 hours
Whole-class teaching
Introduce session objectives.
Personal protective
equipment, COSHH,
hazards and risks,
responsibilities and
reporting, personal hygiene,
timekeeping
Six work
stations
supplied with a
feed item, ie
hay, locusts,
silage, dried
dog food, pig
nuts
Smart
whiteboard,
PowerPoint,
OHP
Items of PPE
commonly used
Post-it notes
Video or
weblink and
basic risk
assessment
sheets
Individual work
Written, video
or oral scenario
and tick list for
completion
Whole-class teaching
213
Content
Possible activities
Resources
session.
214
Content
Possible activities
Resources
Whole-class teaching
Smart
whiteboard,
PowerPoint,
OHP, video,
photos,
weblinks or live
animals to
observe (only)
the behaviours.
2 hours
Monitoring animal
behaviour
Signs of ill health, normal
and abnormal behaviour.
Individual work
Care needs
Monitoring and observing,
planning and maintaining
care programmes, recordkeeping, reporting,
prescribing care.
Whole-class teaching
Paired work
Whole-class teaching
4
2 hours
Animal welfare
Whole-class teaching
Legislation, codes of
practice, Five Freedoms
Gapped handout
on behaviours
Completed
animal records
from farms,
animal units,
etc.
Learners give
an animal or
allow them to
choose one to
start to
prescribe a care
programme.
Provide
structured
guidance on the
steps required
and the
information
needed.
Smart
whiteboard,
PowerPoint,
OHP
www.defra.gov.
uk/animalh/
welfare/act/
index.htm
Information
sheets to steer
the learner.
215
Content
Possible activities
Resources
4 contd
Paired work
Learners will
need to register.
Smart
whiteboard,
PowerPoint,
OHP.
Whole-class teaching
216
Content
Possible activities
Whole-class activity
As
required
6
2 hours
Transport
Appropriate
place to visit
contact via
consortium
members or
support
framework, ie
Lantra, CWF
Directed
worksheets
Whole-class teaching
Paired work
Whole-class teaching
Smart
whiteboard,
PowerPoint,
OHP
Workstations
set up with a
range of
commercial
feedstuff
displayed along
with all
packaging
Smart
whiteboard,
PowerPoint,
OHP
Resources
217
Content
Possible activities
Resources
218
Content
Possible activities
Whole-class teaching
2 hours
Environmental
considerations, survival,
production, impact on the
environment
Resources
Smart
whiteboard,
PowerPoint,
OHP
Small-group activity
Animal picture
cards
Internet access
and/or books
Whole-class teaching
219
Content
Possible activities
Resources
Whole-class teaching
Smart
whiteboard,
PowerPoint,
OHP
2 hours
Individual activity
Whole-class teaching
Provide a range
of feed records
for learners to
look at
Provide six
information
sheets detailing
an animal, its
lifestage, use,
feeding
behaviour,
environments,
etc this could be
delivered
through visiting
an animal unit
to look at some
animal records
and to use live
information
Smart
whiteboard,
PowerPoint,
OHP
220
Content
Possible activities
Resources
Industrial visit
commercial farm
Whole-class activity
Transport
Appropriate
place to visit
contact via
consortium
members or
support
framework, ie
Lantra, CWF.
2 hours
10
2 hours
Directed
worksheets
Whole-class teaching
Genetics
Individual activity
Chromosomes, genes,
DNA, alleles, meiosis and
mitosis
Smart
whiteboard,
PowerPoint,
OHP
Whole-class teaching
Glossary
Smart
whiteboard,
PowerPoint,
OHP
221
Content
Possible activities
Resources
11
Breeding programmes
Whole-class teaching
2 hours
Smart
whiteboard,
PowerPoint,
OHP
Individual activity
Whole-class teaching
www.thekennel
club.org.uk/
item/327
Glossary
Smart
whiteboard,
PowerPoint,
OHP
Small-group activity
Whole-class teaching
222
Animal cards
Smart
whiteboard,
PowerPoint,
OHP
Content
Possible activities
Resources
12
Whole-class teaching
Smart
whiteboard,
PowerPoint,
OHP
2 hours
A selection of
handling
equipment to
demonstrate
with
PPE
Examples of
completed care
records
Individual activity
Whole-class teaching
ILP
Task sheet
Smart
whiteboard,
PowerPoint,
OHP
223
Content
Possible activities
Resources
13
REPEATED for
10 WEEKS
Whole-class teaching
Smart
whiteboard,
PowerPoint,
OHP
3 hours
LO3 Be able to care for
animals
PPE
Handling
equipment
Individual activity
Feedstuff for
animals
Care equipment
Worksheets or
log to complete
Animal records
Paired activity
Whole-class teaching
224
Peer review
checklist
Smart
whiteboard,
PowerPoint,
OHP
Content
Possible activities
Resources
14
Assignment
Whole-class teaching
Assignment
brief
3 hours
Individual activity
Assignment work.
15
Assignment
Whole-class teaching
3 hours
Individual activity
Assignment work.
Assignment
brief
Task sheets and
animal records
PPE
Handling
equipment
Feedstuff for
animals
Care equipment
Worksheets or
log to complete
animal records
Peer review
checklist
Specialist resources
Access to a live animal environment is essential for the successful completion of this unit.
Learners should have the choice of at least one wild animal and one domestic animal. Learners
should also be exposed to animals kept for production and in different environments for the
most meaningful learning experience.
Appropriate large and small commercial equipment must be available including handling,
restraint and transportation equipment. Learners should have access to all appropriate PPE and
hygiene facilities.
225
A well stocked library or learning resource centre is essential to underpin the research aspects of
prescribing a care programme and therefore sources of information need to be genuine, up-todate and objective.
Reference material
General books
Agar S Small Animal Nutrition (Butterworth-Heinemann, 2001) ISBN 9780750645751
Berg L, Solomon E and Martin D Biology (Cengage Learning, 2004) ISBN 9780534392475
Burger I The Waltham Book of Companion Animal Nutrition (ButterworthHeinemann, 1993)
ISBN 9780080408439
Case L, Carey D, Hirakawa D and Daristotle L Canine and Feline Nutrition: A Resource for
Companion Animal Professionals (Mosby, 2000) ISBN 9780323004435
Cuddeford D Equine Nutrition (The Crowood Press, 2003) ISBN 9781861265654
Dallas S Animal Biology and Care, 2nd Edition (Wiley-Blackwell, 2002)
ISBN 9781405137959
Fleig D The Technique of Breeding Better Dogs (Ringpress Books, 1995)
ISBN 9781860540554
Jackson F Dog Breeding: The Theory and The Practice (The Crowood Press, 2000)
ISBN 9781861263285
Masters J and Bowden C (editors) BVNA Pre-Veterinary Nursing Textbook (ButterworthHeinemann, 2001) ISBN 9780750646949
Pond W, Church D, Pond K and Schoknecht P Basic Animal Nutrition and Feeding, Fifth
Edition (John Wiley and Sons, 2005) ISBN 9780471658931
Rice D The Complete Book of Cat Breeding (Barrons Educational Series, 2000)
ISBN 9780812097641
Straughan R Ethics, Morality and Animal Biotechnology (Biotechnology and Biological
Sciences Research Council, 1999) ISBN 0708406151
Warren D Small Animal Care and Management, 2nd Edition (Thomson Learning, 2001)
ISBN 9780766814240
Wortinger A Nutrition for Veterinary Technicians and Nurses (Wiley-Blackwell, 2007)
ISBN 9780813829135
Sustainability books
Baldwin C J (Ed) Sustainability in the Food Industry (Wiley-Blackwell, 2009)
ISBN 0813808464
Fowler C W Systemic Management: Sustainable Human Interactions with Ecosystems and the
Biosphere (Oxford University Press, 2009) ISBN 0199540969
Girard L F and Nijkamp P (Eds) Cultural Tourism and Sustainable Local Development
(Ashgate, 2009) ISBN 075467391X
Jenks M and Jones C (Eds) Dimensions of the Sustainable City (Springer, 2009)
ISBN 1402086458
Lechner F J Globalization: The Making of World Society (Wiley-Blackwell, 2009)
ISBN 1405169060
MacKay D J C Sustainable Energy Without the Hot Air (UIT, 2008) ISBN 0954452933
226
www.businesslink.gov.uk
www.cla.org.uk
www.dea.org.uk
www.direct.gov.uk
www.farmwildlife.info
www.forestry.gov.uk
Forestry Commission
www.globaldimension.org.uk
www.leafuk.org
www.metoffice.gov.uk
www.naturalengland.org.uk
Natural England
www.randa.org
www.sd-commission.org.uk
www.se-ed.org.uk
www.stockwatchgame.org
www.teachernet.gov.uk/sustainable schools
227
Other websites
www.baileyshorsefeeds.co.uk
www.constructionskills.net
www.defra.gov.uk
www.environment-agency.gov.uk
www.euskills.co.uk
www.face-online.org.uk
www.field-studies-council.org
www.hillspet.com
www.hse.gov.uk
www.iams.co.uk
IAMS nutritionist
www.improveltd.com
www.landex.org.uk
www.lantra.co.uk
www.lbcnc.org.uk
www.ornamentalfish.org
Ornamental fish
www.rspca.org.uk
www.skillsactive.com
www.ufaw.org.uk
www.waltham.com
Pet nutritionist
Videos
On course for sustainability The R & A, see
www.bestcourseforgolf.org/video/OC4Sen.wmv.html
228
Advice to tutors
Marking grid
Evidence structure.
229
Learners must recognise common signs of health and symptoms of ill health. Where possible
this should be done using the animals cared for, but it is also likely to involve the use of high
quality image or case-study material to cover the range of common signs.
Risk assessments must be carried out before any practical activities take place and learners must
be supervised at all times. Appropriate personal protective equipment and handling equipment
must be provided and must be in good working order.
Learners must show they can recognise the signs of good and ill health. This could be evidenced
through a question and answer session with the tutor and/or by using pictures of unhealthy
animals.
The suggested number of guided learning hours (GLH) required to complete the assessment
activities should not exceed 12.
Tutors should follow information given in the unit and in the overarching document (Annexe E
of the specification) relating to task setting, task taking and task marking.
Section 2 How you will be assessed
The assignment is based on you planning and using animal care programmes to meet given
objectives. You need to:
Produce animal care programmes for one species of wild animal and one species of
domesticated animal. Your programmes must include:
feeding behaviour and nutritional requirements of your chosen animals and how they vary
with breed, life stage and environment
a description of how commercial and domestic animal feeds can address the nutritional
requirements of your chosen animals and of how a given commercial organisation manages
the feeding process.
a discussion of animal breeding programmes including the use of genetics and selection
current legislation and codes of practice relating to animal nutrition, growth and breeding.
Carry out one animal care programme meeting commercial and/or non-commercial objectives.
This must include:
health checks including recognition of common signs of animal health and symptoms of illhealth discussing any issues of concern over the health of your animals and seek resolution
to these where needed
review of care carried out using any feedback received positively and make
recommendations for improvement to inform future progress.
230
Assessment
The evidence requirements are shown in the marking grids. These will be used by your tutor
when marking your completed work. Your tutor will decide which mark band should be applied
to your work for each area of assessment focus. This will be on the principle of best fit and, for
example, work may be classified as mark band 2 despite aspects of the work falling into mark
band 1 and other areas of the work falling into mark band 3.
To improve your marks and move across the mark bands from band 1 to band 3 your work will
have to generally increase in depth and complexity with more description, reasoning and
justification as you move across the mark bands.
Section 3 Example of learner assignment brief
Environmental and Land-based Studies Diploma Principal Learning
Level 2: Unit 4 Animal Nutrition, Growth and Breeding
Assignment title: Caring for animals
Advice to learners
When producing work for this unit you should:
plan your work and agree appropriate timescales with your tutor
All work relating to this assignment must be that of the individual and not undertaken in groups.
Health and safety considerations must be covered by your tutor with you before you start any
practical work. This MUST include risk assessment and the provision of appropriate personal
protective equipment (PPE).
Introduction
The ability to correctly care for animals is an essential part of many environmental and landbased jobs. Learners will develop and implement animal care programmes to meet commercial
and non-commercial objectives.
The collection, interpretation and communication of data and recommendations drawn from
findings is central to decision making and to the subsequent management of animals.
This assignment is the culmination of the work we have been doing for this unit.
We have already had staff from the animal shelter visit us to talk about their work, the
objectives for the organisation and the methods they use.
This assignment will require us to visit the animal shelter, recording information as you go.
Scenario
The local animal shelter, where abandoned and abused domestic animals are fostered before rehoming, employs a Volunteer Support and Training Officer.
In recent months the shelter has also been asked to care for orphaned and injured wildlife that
have been brought in by members of the public and local vets. These animals need to recuperate
before being released back into the wild.
It is important that during the recuperation period their natural behaviour is not affected and that
their diet and care mirrors their needs in the wild.
The shelter is currently home to two red fox cubs, an injured badger, a herring gull with a
broken wing, two hedgehogs and a roe deer.
231
The animal shelter is mainly staffed by volunteers, and although they are very caring they rarely
have any formal training or qualifications in animal care before they start.
The manager is keen for you to update the folder of animal care plans which will allow the
volunteers to understand the needs of all the animals that they may come into contact with
during their time at the shelter. This will help to ensure that the welfare needs of all the animals
are taken care of whatever the qualifications of the person caring for them.
The animal shelter manager is concerned that the current animal care plans are not sufficiently
detailed as they do not include any information about the needs of different breeds and/or
species, ages and life stages of the animals in question. There are also no care plans for wildlife
species anywhere in the file. He has asked you to start by writing a new care programme for one
domestic species and for one wild animal currently homed at the centre.
This assessment is based on you producing animal care programmes for two different animals.
You will carry out one of your care programmes for one chosen species of animal. You will
record the animal care carried out in a log and can include colour photographs of the activities
that you have completed and your progress as you care for animals.
Task 1
Plan
Devise watering and feeding regimes that describe the feeding behaviour and needs of one
wild and one domesticated species of animal and how they vary with breed, life stage and
environment
Describe how commercial and domestic animal feeds could address the nutritional
requirements of these animals and how a specific organisation manages the animal feeding
process
Task 2
Animal Care (Your Log)
Carry out one of your animal care programmes for one species of animal including feeding
and nutritional records, handling and transportation (where relevant) and health checks
Feed, handle, transport (where relevant) and health check your chosen animals.
Task 3
Know the laws, issues and ethics relevant to animal care
Review relevant legislation and codes of practice that affect animal nutrition, growth and
breeding
Discuss animal breeding programmes including the use of genetics and selection.
Task 4
Evaluation and review
Review the animal care you have carried out using feedback from others.
You will work on your own for this assessment. Study the information given to you by your
tutor and gained in other units and in your independent research which could include discussion
with co-workers while you complete your work experience.
232
two risk assessments for each of the animal feeding and handling activities you carried out
your animal care log evidencing a minimum of 30 hours of practical animal care, which
gives a step-by-step account of all of the activities that you have carried out to protect and
maintain your selected animals
a witness statement or other authenticated media evidence from your tutor or employer
commenting on your performance when feeding, handling, transporting and health checking
animals
a review of how legislation and codes of practice affect animal nutrition, growth and
breeding
an discussion of animal breeding programmes and the use of genetic and selection
a review of how you managed the animal care process and how you adapted your work in
the light of feedback received.
There is a variety of ways in which the final evidence can be presented. Any evidence presented
verbally, ie through discussion, should be accompanied by a tutor or employer witness
statement, together with a written summary recording what was said. It is important that the
work you hand in is arranged so that you and your tutor can track it against the requirements of
the unit.
Section 4 Advice to assessors
The learners will be expected to plan their work relating to this assignment in order to meet the
centre submission deadline for the completed work.
The tutor should follow the information given in the unit and in Annexe E of the specification
relating to task setting, task taking and task marking.
The tutor should meet the learners to discuss their proposed schedule and to ensure that the
schedule includes regular review meetings. The tutor will review progress and discuss the
content of the work providing feedback to learners in order for them to reflect on their work and
provide any additional work to improve the content.
For the unit to be successful and meaningful, centres will need to spend sufficient time planning
and managing the practical aspect well in advance of it taking place. Learners are required to
care for a domestic or a wild animal and provision of an appropriate example should be made
available as should access to its nutritional and care requirements.
Learners need to be given the opportunity of choosing the animals they provide care for where a
choice is available.
The safety and hygiene aspects of the unit will be assessed wholly by observation of learners
complying and working within the requirements of an animal environment. The welfare
considerations will also be assessed during observation and during review of own performance.
In reviewing the animal care provided, learners need to reflect on the quality of the care they
have given, considering the time it has taken and the interruption that the animal may have
incurred during care giving time. Observations from the tutor, employer, supervisor or peer will
assist in this.
233
Learners will need to negotiate their chosen animal with their tutor prior to assessment so that
tutors can be assured that learners will have given appropriate thought as to what is required of
them to be successful.
Choice of animals
Learners may, wherever possible, care for a domestic or wild species of animal of their choice
and where it is deemed responsible. This will allow learners to have an active role in their
assessment.
Learners choices must be realistic and must not compromise their safety. Appropriate
supervision is required at all times while caring for animals.
Tutors should provide learners with an introductory list of resources, including websites, that
they can use to carry out the preliminary work for this assignment.
234
Mark Band 1
Mark Band 2
Mark Band 3
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.1.1
Know about the
lifelong
nutritional
requirements of
animals
LO.1.2
Know about the
lifelong
nutritional
requirements of
animals
235
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
(0-3)
(4-6)
(7-8)
(0-3)
(4-5)
(6-7)
LO.1.3
Know about the
lifelong
nutritional
requirements of
animals
LO.2.1
Understand the
responsibilities of
animal owners
LO.2.2
Understand the
responsibilities of
animal owners
LO.2.3
Understand the
responsibilities of
animal owners
236
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
(0-3)
(4-5)
(6-8)
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.3.1
Be able to care for
animals
LO.3.3
Be able to care for
animals
LO.3.6
Be able to care for
animals
7
Total marks for Grid A 65
237
Marking grid B
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
(0-3)
(4-6)
(7-8)
(0-3)
(4-5)
(6-8)
(0-3)
(4-6)
(7-9)
LO.3.2
Be able to care for
animals
LO.3.4
Be able to care for
animals
LO.3.5
Be able to care for
animals
9
Total marks for Grid B 25
Total marks 90
238
Marking
grid
Activity/section
Evidence
LO.3
Review of animal
care
LO.3
LO.1
Feeding
requirements, animal
feeds and their
management
LO.2
Animal owner
responsibilities
239
Have you ever considered where your food originates? Do you ever
wonder what the effects of using different plants and animals might
have on our environment?
Plants and animals are an integral part of our daily lives and the
environmental and the land-based sector. They are used in a wide
range of environmental and land-based industries, in food production,
for example, and for our leisure, recreation and companionship.
The applied purpose of this unit is to enable learners to understand
the environmental, social and economic impact of plants and animals
in order to recommend how they can be used responsibly by
environmental and land-based enterprises.
In this unit learners will examine the characteristics of different
plants and animals and how these influence the way each is used in
society. They will also explore the value of associations between
plants, animals and humans.
Learners will study how they all interact and the effect of these
interactions on land use.
Learning outcomes
On completing this unit, a learner should:
LO.1
LO.2
LO.3
LO.4
Co-learning opportunities
This unit will help learners to understand other units they are studying, for example:
Level 2 Unit 1: Environmental Influences upon Ecosystems and Production Zones learners will
learn how plants and animals are used in production and other fields
Level 2 Unit 2: Working in Environmental and Land-based Organisations learners will explore
how we use plants and animals in our working lives
Level 2 Unit 3: Plant Nutrition, Growth and Breeding as learners link plants to wider societal
uses.
The assessment for this unit can be linked with the assessment of practical commercial and/or
recreational land use measurements for Level 2 Unit 6: The Importance of a Sustainable
Environment to Society.
240
Content
Possible activities
Whole-class teaching
Identification of plants:
classification of green plants;
use of simple dichotomous
keys
Range of plants and trees:
selection of species and
varieties and how their
characteristics make them
suitable for use in sectors
identified above (adaptation
to environment, cultivation,
artificial selection, inherited
genetic traits)
Plant and tree uses:
importance of photosynthesis
in ecosystems;
roles of plants in different
sectors (commercial
production, animal fodder,
sports turf, tourism,
recreation, ornamentals,
aesthetic landscaping, energy
production, materials,
forestry [including
coppicing], research and
medicine, floristry, parks and
gardens); proportion and
contribution of plants used in
each sector (including social
and economic importance);
wild plants (weeds and pest
species); plant quality and
yield requirements from
different production systems
used for human food
In pairs
Whiteboard/flip
charts.
Dichotomous
keys
In groups
Resources
Visiting
speakers such as
an arable farmer
241
Content
Possible activities
Resources
242
Content
Possible activities
Whole-class teaching
Identification of animals:
classification of animals; use
of basic keys
Range of animals: selection
of species types and breeds
and how their characteristics
make them suitable for use in
environmental and landbased sectors (adaptation to
environment, artificial
selection, inherited genetic
traits, learned behaviour,
temperament)
Animal uses: examples and
roles of animals in different
sectors including commercial
production, sports, tourism,
recreation, working animals
(horses, dogs),
companionship, wildlife
conservation, research and
medicine, zoos; proportion
and contribution of animals
used in each sector (including
social and economic
importance); wild animals
(hunted and pest species);
quality and yield of animals
from different production
systems used for human food
Resources
Whiteboard/flip
charts.
243
Content
Possible activities
Whole-class teaching
Human influences:
domestication of animals and
cultivation of plants
(agriculture, companion
animals, wildlife
conservation, forestry, built
environment, tourism,
recreation, effect of
industrialisation on wild plant
and animal populations);
business, cultural and ethical
responsibilities in plant and
animal management (wildlife
managers, conservation
managers, growers,
breeders); processes for the
humane slaughter of animals
for human consumption.
244
Resources
Whiteboard/flip
charts.
Guest speaker
for instance a
wildlife warden
to discuss how
they assess
plant, animal
and human
interactions
Content
Possible activities
Resources
Whole-class teaching
Whiteboard/flip
charts.
Supervised fieldwork
Guest speaker
eg a local
authority officer
to demonstrate
the
environmental
monitoring
techniques used.
Quadrats; field
tape measures;
automatic data
recording
systems; soil
sampling kits;
temperature and
rainfall aspect
and wind
measuring
equipment or
data.
Examination.
Individual activity
Set by Edexcel
Sitting exam.
Invigilated
facilities.
1 hour
245
Reference material
Best Farming Practices (Environmental Agency, 2008)
General books
Bailey M and Hirst K Collins Advanced Modular Sciences: Biology A2, 2nd Edition (Collins,
2001) ISBN 9780003277524
Jackson T The World Encyclopaedia of Animals (Lorenz Books, 2004) ISBN 9780754813477
Sutherland W J (ed) Ecological Census Techniques: A Handbook (Cambridge University
Press, 2006) ISBN 9780521606363
Van Wyk B Medicinal Plants of the World: An Illustrated Scientific Guide to Important
Medicinal Plants and their Uses (Timber Press, 2004) ISBN 9780881926026
Vaughan J G and Geissler C The New Oxford Book of Food Plants (Oxford University Press,
1997) ISBN 9780198548256
Warren P British Native Trees: Their Past and Present Uses (Wildeye, 2006)
ISBN 9780954189952
Sustainability books
Baldwin C J (Ed) Sustainability in the Food Industry (Wiley-Blackwell, 2009)
ISBN 0813808464
Fowler C W Systemic Management: Sustainable Human Interactions with Ecosystems and the
Biosphere (Oxford University Press, 2009) ISBN 0199540969
Girard L F and Nijkamp P (Edi) Cultural Tourism and Sustainable Local Development
(Ashgate, 2009) ISBN 075467391X
Jenks M and Jones C (Editors) Dimensions of the Sustainable City (Springer, 2009)
ISBN 1402086458
Lechner F J Globalization: The Making of World Society (Wiley-Blackwell, 2009)
ISBN 1405169060
MacKay D J C Sustainable Energy Without the Hot Air (UIT, 2008) ISBN 0954452933
Qualifications and Curriculum Authority Sustainable development in action A curriculum
planning guide for schools (Qualifications and Curriculum Authority, 2009)
ISBN 9781847219053
Scott J Environmental Protection: European Law and Governance (Oxford University Press,
2009) ISBN 0199565171
Soetaert W and Vandamme (Eds) Biofuels (Wiley-Blackwell, 2009) ISBN 047002674X
Sustainability websites
www.adas.co.uk
www.businesslink.gov.uk
www.cla.org.uk
246
www.dea.org.uk
www.direct.gov.uk
www.farmwildlife.info
www.forestry.gov.uk
Forestry Commission
www.globaldimension.org.uk
www.leafuk.org
www.metoffice.gov.uk
www.naturalengland.org.uk
Natural England
www.randa.org
www.sd-commission.org.uk
www.se-ed.org.uk
www.stockwatchgame.org
www.teachernet.gov.uk/sustainable schools
Websites
www.constructionskills.net
www.countryside-jobs.co.uk
www.dog-names.org.uk
www.euskills.co.uk
www.field-studies-council.org
www.hse.gov.uk
www.igd.com
www.improveltd.com
www.landex.org.uk
www.lantra.co.uk
www.lbcnc.org.uk
247
www.pfma.org.uk
www.poultryclub.org/home.htm
www.rhs.org.uk
www.ruralindex.net/livestock.html
www.sac.ac.uk
www.skillsactive.com
Videos
On course for sustainability The R & A, see
www.bestcourseforgolf.org/video/OC4Sen.wmv.html
248
249
250
Learning outcomes
On completing this unit, a learner should:
LO.1
LO.2
LO.3
251
Co-learning opportunities
This unit links directly to all other units in the Higher Diploma in Environmental and Landbased Studies Principal Learning. Examples of links are:
Level 2 Unit 5: Plants and Animals and Their Role in Society as learners investigate plants and
animals as a resource (NB: practical environmental impact techniques from Unit 5 are assessed
here in Unit 6).
Learning outcome 3 links well with Level 2 Unit 7: Environmental Monitoring. Learners could
use the monitoring skills they develop in Unit 7 when considering environmental protection and
appropriate measurement techniques.
252
Content
Possible activities
Resources
Whole-class teaching
Smart/
whiteboard
PowerPoint,
OHP
Local/small-scale case
study of sustainability in
action could provide
useful way of giving the
unit immediate relevance
to learners.
Visiting speaker could
be used in either session.
Internet access
for research of
food carbon
footprints, etc
Case studies of
pollution/
waste
problems in
the
environment,
eg Camel
River
Food labels
with
country/area of
origin
Food
packaging
from everyday
foodstuffs
(could be
collected by
learners)
Act 0n C02
adverts
Scheme of
work
253
Content
1 contd
Possible activities
Resources
Whole-class teaching
254
Smart/
whiteboard
PowerPoint,
OHP
Internet access
Questionnaires
for visiting
speaker
Specialist
magazines
such as car
magazines etc
Scheme of
work
Content
2 contd
Possible activities
Resources
Whole-class teaching
Local articles/
planning dept
information on
developments
in the near
future
Leaflets/
websites of
NGOs
Internet access
or downloaded
copies of
Defra films on
sustainability
Smart/
whiteboard
PowerPoint,
OHP
Case studies of
managing
forest/National
park
255
Content
3 contd
Possible activities
Resources
Scheme of
work
256
Whole-class teaching
Smart/
whiteboard
PowerPoint,
OHP
Outlines of
key
requirements
for all
legislation
chosen to
study
Internet access
to research
national
projects
News stories
as case in
hard/electronic
copy for
pollution
studies
Content
4 contd
Possible activities
Resources
Scheme of
work
257
Content
Possible activities
Resources
LO2 Understand
factors that affect the
environment
Whole-class teaching
Smart/
whiteboard
PowerPoint,
OHP
258
Fieldwork
equipment to
include GPS
and perhaps
PDAs for
recording of
data or
connection to
laptop
Maps for
plotting data
and mapping
topography
Use of Google
Earth for map
comparison or
logging data
points
Access to
internet for
research of
coastal erosion
studies and use
of peat
Maps of
patterns of
rain/
temperatures,
etc and maps
of land use for
UK
Content
5 contd
Possible activities
Resources
Scheme of
work
LO2 Understand
factors that affect the
environment
Explaining the social
and economic factors
that affect use and
management of land and
water resources
Whole-class teaching
Individual activities
Smart/
whiteboard
PowerPoint,
OHP
Internet access
Case study
material for
chosen case
studies
May be
possible to use
simulated
development
software/
games eg
Sims, to
show/use
processes at
work
Scheme of
work
259
Content
Possible activities
Resources
Content
Possible activities
Resources
Whole-class teaching
Smart/
whiteboard
PowerPoint,
OHP
Manage discussion on
similarities/differences in resource
types.
Case study
material
Scheme of
work
Group activities
Internet access
261
Content
Possible activities
Resources
presentations.
262
Content
7 contd
Possible activities
Resources
Whole-class teaching
Transport
Appropriate
contacts via
consortium
members
Prepared
survey sheets
263
Content
Possible activities
Resources
Whole-class teaching
Smart/
whiteboard
PowerPoint,
OHP
264
Case studies of
poorly and
well managed
resources
Outline of a
potential/
theoretical new
development
Outline impact
summary
tables
Pro formas/PC
notebooks/
GPS
equipment for
recording site
observations
Scheme of
work
Content
9 contd
Possible activities
Resources
Whole-class teaching
Group activities
Smart/
whiteboard
PowerPoint,
OHP
Descriptions of
methods of
environmental
protection
Case study of a
development
requiring
impact
environmental
protection.
Learners
impact
research from
last session
265
Content
10 contd
Possible activities
Resources
Monitoring
equipment
actual
equipment will
depend on the
nature of the
study and
environment.
They should as
far as possible
be the
techniques
described in
Unit 7
Individual activities
Scheme of
work
Whole-class teaching
266
Smart/whitebo
ard
PowerPoint,
OHP
Internet access
Data from
local study
being carried
out in previous
sessions
IT equipment
for production
of advertising
material
Scheme of
work
Content
11 contd
Possible activities
Resources
Assignment
Assignment work.
Assignment
brief
Smart/
whiteboard
PowerPoint,
OHP
Reference material
Best Farming Practices (Environmental Agency, 2008)
General Books
Blackburn W R The Sustainability Handbook: The Complete Management Guide to Achieving
Social, Economic and Environmental Responsibility (Environmental Law Institute, 2007)
ISBN 9781585761029
Botkin D B and Keller E A Environmental Science, Student Review Guide: Earth as a Living
Planet (John Wiley and Sons, 2004) ISBN 9780471662907
Byrne K Bath Advanced Science - Environmental Science, second edition (Nelson Thornes,
2001) ISBN 9780174483052
Evans R L Fueling our Future: An Introduction to Sustainable Energy (Cambridge University
Press, 2007) ISBN 9780521684484630
Horn G Living Green: A Practical Guide to Simple Sustainability (Freedom Press, 2006)
ISBN 9781893910478
Jeffries M Biodiversity and Conservation (Routledge, 2006) ISBN 9780415343008
ORiordan T and Stoll-Kleemann S Biodiversity, Sustainability and Human Communities:
Protecting Beyond the Protected (Cambridge University Press, 2002) ISBN 9780521890526
Rough Guides The Rough Guide to Climate Change (Rough Guides, 2006)
ISBN 9781843537113
267
Rough Guides The Rough Guide to Shopping with a Conscience (Rough Guides, 2007)
ISBN 9781843537243
Wheeler S Planning for Sustainability: Creating Livable, Equitable and Ecological
Communities (Routledge, 2004) ISBN 9780415322867
Sustainability books
Baldwin C J (Ed) Sustainability in the Food Industry (Wiley-Blackwell, 2009)
ISBN 0813808464
Fowler C W Systemic Management: Sustainable Human Interactions with Ecosystems and the
Biosphere (Oxford University Press, 2009) ISBN 0199540969
Girard L F and Nijkamp P (Eds) Cultural Tourism and Sustainable Local Development
(Ashgate, 2009) ISBN 075467391X
Jenks M and Jones C (Eds) Dimensions of the Sustainable City (Springer, 2009)
ISBN 1402086458
Lechner F J Globalization: The Making of World Society (Wiley-Blackwell, 2009)
ISBN 1405169060
MacKay D J C Sustainable Energy Without the Hot Air (UIT, 2008) ISBN 0954452933
Qualifications and Curriculum Authority Sustainable development in action A curriculum
planning guide for schools (Qualifications and Curriculum Authority, 2009)
ISBN 9781847219053
Scott J Environmental Protection: European Law and Governance (Oxford University Press,
2009) ISBN 0199565171
Soetaert W and Vandamme (Eds) Biofuels (Wiley-Blackwell, 2009) ISBN 047002674X
Sustainability websites
www.adas.co.uk
www.businesslink.gov.uk
www.cla.org.uk
www.dea.org.uk
www.direct.gov.uk
www.farmwildlife.info
www.forestry.gov.uk
Forestry Commission
www.globaldimension.org.uk
www.leafuk.org
www.metoffice.gov.uk
268
www.naturalengland.org.uk
Natural England
www.randa.org
www.sd-commission.org.uk
www.se-ed.org.uk
www.stockwatchgame.org
www.teachernet.gov.uk/sustainable schools
Other websites
www.aber.ac.uk/ensus/index.shtml
Environmental sustainability
www.constructionskills.net
www.defra.gov.uk
www.euskills.co.uk
www.face-online.org.uk
www.field-studies-council.org
www.hse.gov.uk
www.improveltd.com
www.landex.org.uk
www.lantra.co.uk
www.lbcnc.org.uk
www.netregs.gov.uk/netregs/legislation
Environmental legislation
www.skillsactive.com
Videos
On course for sustainability The R & A, see
www.bestcourseforgolf.org/video/OC4Sen.wmv.html
269
Advice to tutors
Marking grid
Evidence structure.
270
Habitat change is often a slow process and monitoring a real environment may not be feasible.
In this case, learners could visit a habitat that is about to be subjected to change through human
intervention, for example a new building site where learners could identify what flora and fauna
currently inhabit the area, and make reasoned judgments on the likely effects of the
development.
Examples of areas suitable for learning outcome 3 include:
farming, for example the destruction of habitats for bird and animal species by, for instance,
ploughing, hedge removal, crop spraying
recreation, for example effect of mountain biking in forests; and game shooting.
It would be difficult to accurately assess a large group of learners based on the same habitat,
therefore it is recommended that learners are given a variety of habitats/species/ecosystems to
choose from and work in small groups to visit, monitor and record.
For learning outcome 3 learners also need to look at and research the involvement of
communities in environmental protection projects. They could use the habitat they have visited
to make a case for community involvement or, if that is not appropriate, use a case study.
All evidence handed in must be the work of individual learners.
The suggested number of guided learning hours (GLH) required to complete the assessment
activities should not exceed 18.
Tutors should follow information given in the unit and in the overarching document (Annexe E
of the specification) relating to task setting, task taking and task marking.
Section 2 How you will be assessed
The assignment is based upon you using appropriate techniques to measure environmental
impacts caused by commercial or recreation land use, focused on a specific habitat, species or
ecosystem. Using your findings you must develop and organise a protection strategy which will
improve the sustainability of your chosen habitat, species or ecosystem including:
review of the progress of the protection strategy and action on any outcomes.
You must provide evidence of the above activity and as part of this you must also show:
the approach of relevant key stakeholders to environmental sustainability for your chosen
habitat, species or ecosystem
key legislation that protects the environment, its aims and consequences.
In considering wider issues related to environmental protection, you must also discuss:
environmental, economic and social factors that affect the way in which communities and
business use and manage water and land
how sustainable and management of resources can support economic stability and
environmental sustainability.
271
Assessment
The evidence requirements are shown in the marking grids. These will be used by your tutor
when marking your completed work. Your tutor will decide which mark band should be applied
to your work for each area of assessment focus. This will be on the principle of best fit and, for
example, work may be classified as mark band 2 despite aspects of the work falling into mark
band 1 and other areas of the work falling into mark band 3.
To improve your marks and move across the mark bands from band 1 to band 3 your work will
have to generally increase in depth and complexity with more description, reasoning and
justification as you move across the mark bands.
Section 3 Example of learner assignment brief
Environmental and Land-based Studies Diploma Principal Learning
Level 2: Unit 6 The Importance of a Sustainable Environment to Society
Assignment title: Working towards a sustainable environment
Advice to learners
When producing work for this unit you should:
plan your work and agree appropriate timescales with your tutor
Your tutor will divide the class into groups to undertake the fieldwork.
You will be required to present your conclusions to staff from the local council.
Health and safety considerations must be covered by your tutor with you before you start any
practical work. This MUST include risk assessment and the provision of appropriate personal
protective equipment (PPE).
Introduction
The ability to understand how important sustainability is to society is essential to all land-based
organisations and their staff. The collection and interpretation of data is central to this process
and in being able to communicate the issues to stakeholders. Learners will develop a protection
strategy to ensure sustainable land use.
This assignment is the culmination of the work we have been doing for this unit.
We have already had staff from the local council visit us to talk about their work, their
objectives and the methods they use.
This assignment will require us to visit the site of the proposed new healthcare facility and to
survey parts of it before using the data you have collected to draw appropriate conclusions to
help them with their decision making.
Scenario
The local council have asked you to produce a presentation to allow councillors to explore the
issues around a planning application that they have just received.
Hillover Construction Ltd are proposing to develop a new primary health care facility in your
local area. Your presentation will allow the councillors to discuss the issues which are relevant
to sustainability. It is likely that this planning application will go to a public inquiry and this will
mean that some aspects of the development may change.
272
Hillover Construction Ltd propose a single-storey building with enough space for range of
different care functions. These will include a GP surgery, a pharmacy, a small dental surgery,
health visiting services and opticians. In addition there will be toilets, a small crche and a
waiting room.
The local community is excited by the idea of being able to access all their health care services
in one place, and Hillover Construction Ltd have promised that the building will conform to the
highest energy efficiency standards and will provide disabled parking and parking for 50 cars.
There are clearly many social advantages from this proposal but the site that Hillover
Construction Ltd propose to use has a colony of great crested newts and is designated as a Site
of Special Scientific Interest (SSSI) as a result.
The land is in an Area of Outstanding Natural Beauty (AONB) and is an important recreational
and educational facility for the surrounding area. It is currently used by the scouts, the village
cricket team, ornithologists and with the BTEC countryside management learners from the local
college. Local teenagers meet there before going into the town and parents with children meet in
the area to chat and to let their children play in a safe area.
The area has several old willow trees, some dewponds and a river, which crosses the proposed
development site. The river is currently used for water abstraction (for drinking water), for trout
fishing, and for kayaking in the winter.
In your presentation you will need to consider:
the impacts of such a development on the land, air and water resources
suggestions as to how the impact on the environment can be minimised if the development
were to go ahead
Task 1
Working towards a sustainable environment
For the first part of the assessment you will need to:
identify all the key stakeholders in the project and explain their role/concern
research the ways in which human and physical factors operate to affect the way land and
water resources are used and managed
show that you understand how sustainable management of resources can support economic
stability and environmental sustainability
explore the meaning and value of sustainability, using examples at local, national and
international levels to illustrate this
investigate a range of stakeholders and show how they have different approaches to
sustainability
study at least three pieces of legislation to show their aims and consequences in encouraging
environmental sustainability.
You will work on your own for this part of the assessment. Study the information given to you
by your tutor and gained in other units and in your independent research. Ensure that you
complete all the different stages of this part of the assessment.
273
The second part of the assessment will be based on a study of part of your local environment.
With the guidance of your tutor you will need to select a habitat or ecosystem which may be
affected by proposed changes to the human environment. You will need to:
research the possible ways in which the environment may be affected and produce an
environmental impact assessment
use a range of appropriate techniques that can measure the actual or potential impacts of the
development
demonstrate that you understand how to review the progress of such a scheme and are able
to act upon feedback from it, adapting your ideas to suit the progress of the development
demonstrate how you would persuade the community to become involved in your
environmental protection strategy for this habitat/ecosystem.
For this part of the assessment you may work on your own or as part of a group. If it is as part
of a group you should ensure that your evidence demonstrates the role that you play clearly
separate from other members of the group. For example, that you are capable of carrying out the
techniques for impact assessment, even if the results are used by the group as a whole.
Ensure that you complete all the different stages of this part of the assessment.
What you need to submit
You must include the following:
a description of the key aims and consequences of legislation that protect the environment
an explanation of environmental, social and economic factors that affect the way in which
communities and businesses manage land and water resources
a description of the meaning and value of sustainability. Examples from all levels should be
used to illustrate your description
an argument that presents the case for community involvement in environmental protection
for this development
a review of your chosen environmental protection measures, showing the ability to act on
outcomes.
The tutor should meet the learners to discuss their proposed schedule and to ensure that the
schedule includes regular review meetings. The tutor will review progress and discuss the
content of the work providing feedback to learners in order for them to reflect on their work and
provide any additional work to improve the content.
Tutors should provide learners with an introductory list of resources, including websites, that
they can use to carry out the preliminary work for this assignment.
It is important that this assessment is seen as being one holistic piece of work, with the first part
enabling learners to understand the macro and micro level influences that are at work in any
project that is concerned with environmental protection. This should be reinforced to learners as
they consider their strategies in the second part.
In a few cases it may be possible to carry out the second part on a development that is ongoing
in the local area, and thus have the chance in real time to review and adapt strategies. Even then,
the practicalities of learners being able to substantially affect a commercial development are
small. With this in mind, much of the work, although based upon a real situation, may have to
be based on potential impacts and possible strategies. For learners to be able to demonstrate
reviewing and adapting policies it may be necessary for the tutor to make alterations to the
scenario after learners have set out their strategies.
It is likely that the practical tasks will be carried out as a group. In this case, tutors should
ensure that learners work shows how each individual has contributed to a group effort, for
example in data collection. Constraints of time and resources may mean that data is shared, but
where some techniques have not been used by all learners, this should be clear. If discussions on
possible strategies take place, then the tutor should be able to provide witness testimonies to
differentiate between learners who contribute positively and those who are mainly passive.
Evidence for practical tasks in particular may take a number of forms. It would be appropriate,
for example, for the review and adapt task to be recorded in the form of a diary/log. This will
encourage learners to justify their views as they make each decision and so provide a better
review than one which is end loaded.
Learners will be expected to approach fieldwork in a responsible and professional manner,
taking care to record data and store it appropriately.
275
Mark Band 1
Mark Band 2
Mark Band 3
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.1.1
Know the
importance of
sustainability
LO.1.2
Know the
importance of
sustainability
LO.1.3
Know the
importance of
sustainability
276
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
(0-3)
(4-6)
(7-9)
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.2.1
Understand
factors that affect
the environment
LO.2.2
Understand
factors that affect
the environment
LO.3.2
Be able to develop
environmental
protection
strategies
LO.3.3
Be able to develop
environmental
protection
strategies
7
Total marks for Grid A 51
277
Marking grid B
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
(0-3)
(4-6)
(7-8)
(0-3)
(4-6)
(7-9)
(0-3)
(4-5)
(6-7)
LO.3.1
Be able to develop
environmental
protection
strategies
LO.3.1
Be able to develop
environmental
protection
strategies
LO.3.4
Be able to develop
environmental
protection
strategies
7
Total marks for Grid B 24
Total marks
278
75
Marking
grid
Activity/section
Evidence
LO.3
Researching and
presenting protection
against environmental
impacts
LO.3
Protection against
environmental
impacts
LO.1
Meaning of
sustainability and key
stakeholders/legislati
on
LO 2
279
Learning outcomes
On completing this unit, a learner should:
LO.1
LO.2
LO.3
280
Carry out your monitoring project using fieldwork demonstrating correct use of methods,
techniques and tools and recommending improvements to inform your progress.
Present your findings in an environmental report which should include the elements above as
well as:
a habitat profile
appropriate conclusions drawn from the project and recommendations for improvement.
reasons for monitoring habitats, species, waste and pollution including discussion of ways
in which monitoring data is used in environmental schemes and an analysis of the role of
organisations and agencies involved.
Co-learning opportunities
This unit will also help learners to understand other units they are studying, for example:
Level 2 Unit 1: Environmental Influences upon Ecosystems and Production Zones as learners
develop environmental monitoring skills.
Level 2 Unit 6: The Importance of a Sustainable Environment to Society as learners develop
understanding of how monitoring can be used to benefit the environment.
It is particularly closely linked to Level 2 Unit 1: Environmental Influences upon Ecosystems
and Production Zones as the methods used to collect environmental monitoring data are the
same as those used to survey habitats. It is recommended that delivery and assessment of this
unit is combined where relevant with that of Unit 1. Learners could use the same sites to survey
and monitor environments.
281
Content
Possible activities
1-hour class
Whole-class teaching
Handout
Assessment
282
Resources
PowerPoint or
OHP
presentation
Code of
practice for
laboratory and
fieldwork
Content
Possible activities
1 hour-class
Whole-class teaching
Definition of pollution.
Resources
Handout
Group work
Flipcharts
Whole-class teaching
Handout/
Eutrophication.
PowerPoint
presentation
1 hour-class
Whole-class teaching
UK designations.
Volunteer monitoring
programmes, ie British Mammal
Society, BTO.
Designations to protect
habitats and species
Organisations
PowerPoint
Case studies
with question
sheets
Industrial visit
Whole-class activity
Transport
Contact with
suitable land
manager
willing to
discuss
management
of designated
site
Handouts
283
Content
Possible activities
Resources
monitoring programme.
284
Content
Possible activities
1 hour class
Whole-class teaching
LO2 Be able to
undertake environmental
monitoring
Scientific method
Project planning
Methods of reporting and
presenting data
Use of monitoring data
6
6-hour class
Biotic testing
Travel to site.
Group work
Whole-class teaching
Chemical testing
Group work
PowerPoint
presentation
Flipcharts
Whole-class teaching
Water Sampling
Fieldwork to undertake
sampling
Resources
Code of
conduct
PowerPoint/
OHP
presentation
Equipment
Transport
Maps, white
trays, hand
lenses, ID
sheets, biotic
sampling
recording
sheets
Secchi disk,
thermometers,
test strips or
water quality
test kit,
recording
sheets, digital
camera
285
Content
Possible activities
Resources
6 contd
Whole-class teaching
Learner
observation
sheets
3 hour class
Whole-class teaching
Codes of
conduct
PowerPoint.
OHP
presentation
Travel to site.
Group work
6-hour class
Whole-class teaching
Presentation on UK mammal
species and methods of
identification.
286
Transport
Map for
learners to
annotate,
Handlenses,
digital
cameras, ID
cards,
recording
sheets.
Learner
observation
sheets
Whole-class teaching
Mammal Surveying
Fieldwork to Undertake
Surveying (ideally
woodland)
Lichen ID
charts
Codes of
conduct
PowerPoint/
OHP
Presentation
Content
Possible activities
Resources
287
Content
Possible activities
8 contd
Resources
Individual work
Whole-class activity
Group work
Transport
Maps or
hazard tape
Plaster of
Paris kits,
latex gloves,
specimen
bags, hand
lenses.
Tracks and
signs handout
Return to classroom.
Maps to
annotate and
recording
sheets, digital
cameras
Whole class
288
Learner
observation
sheets
Whole-class activity
Longworth
traps, bedding,
fruit, porridge,
pet food
Discussion of monitoring
techniques used and results,
analyse data.
Plastic crate to
empty
triggered traps
into thick
gloves, ID
sheet,
recording
Content
Possible activities
Resources
sheets
289
Content
Possible activities
3-hour class
Whole-class activity
Resources
Presentation on importance of
flora surveys, common species
and methods of identification.
Travel to site.
Codes of
conduct
PowerPoint/
OHP
presentation
Quadrats
Transport
Group work
Whole group
Quadrats,
Maps, flora ID
books,
recording
sheets, digital
camera
Learner
observation
sheets
10
2-hour class
Whole-class activity
Bird Surveying
Guest Speaker
Contact with
BTO ringer
Whole class
2 hours
290
Content
Possible activities
11
3 hour class
Whole-class activity
Invertebrate Surveying
Presentation on invertebrate
surveying, explain moth traps and
butterfly transects, discuss
difficulties of identification with
enormous diversity of
invertebrates.
Travel to site.
Fieldwork
Resources
PowerPoint or
OHP
presentation
Group work
Transport
Risk
assessments
Trowels, jars
Sweep nets,
pooters, hand
lenses,
identification
sheets,
recording
sheets
Learner
observation
sheets
291
Content
Possible activities
12
3 hour class
Whole-class activity
Resources
Assignment
Individual work
Assignment work.
Assignment
brief
Recording
sheets, maps,
digital
pictures,
Tutors
completed
learner
observation
sheets for
inclusion in
portfolios
Specialist resources
Some environmental measuring equipment will be required such as pH and N-P-K soil test kits.
Water quality testing can be carried out by the use of simple chemical test strips and by biotic
water sampling which will require pond nets, white trays and hand-lenses.
Air quality can be tested effectively by using lichens as indicator species; this method requires
no specialist equipment. The British Lichen Society produces very good quality keys and
information booklets on how to carry out lichen air quality surveys. Air particulate collection
can easily be achieved using microscope slides covered in agar jelly or another suitable
substance. Access to microscopes will be required for comparison of particulate slides.
Mammal surveying could be done using Longworth traps or by identifying tracks and feeding
signs. Invertebrate surveying can be done using pitfall traps which can simply be paper cups
dug into the ground but equipment such as sweep nets, pooters and specimen pots will all be
useful for more extensive surveys.
Bird transects require some level of identification skills, whether by sight or by bird-song. The
RSPB produce CDs of native bird song.
In the case of mammal, bird and invertebrate surveying identification books and keys are likely
to be needed.
292
Reference material
Codes of Practice for Air, Soil and Water published by Defra.
Field Studies Council has a wide selection of good quality keys to UK species.
General books
Boersema J J and Reijnders L (eds) Principles of Environmental Sciences (Springer, 2008)
ISBN 9781402091575
Chinery M Collins Pocket Guide: Insects of Britain and Western Europe (Collins, 1993)
ISBN 9780002191371
Clegg C J and Mackean D G Advanced Biology: Principles and Applications (Hodder Murray,
1996) ISBN 9780719553585
Furniss P and Lane A Practical Conservation: Water and Wetlands (Hodder Arnold, 1992)
ISBN 9780340533680
Greenhalgh M and Ovenden D Collins Pocket Guide: Freshwater Life: Britain and Northern
Europe (Collins, 2007) ISBN 9780007177776
Holmes D and Warn S Fieldwork Investigations A Self Study Guide (Hodder & Stoughton,
2003) ISBN 9780340679692
Keith L H Environmental Sampling and Analysis: A Practical Guide (CRC Press, 1991)
ISBN 9780873713818
Phillips R Grasses, Ferns, Mosses and Lichens of Great Britain and Ireland (Pan Books,
1980) ISBN 9780330259590
Sutherland W Ecological Census Techniques: A Handbook, second edition (Cambridge
University Press, 2006) ISBN 9780521606363
Townsend C R, Begon M and Harper J L Essentials of Ecology, Third Edition (WileyBlackwell, 2008) ISBN 9781405156585
Williams G Techniques and Fieldwork in Ecology (Collins, 1991) ISBN 9780003222463
Sustainability books
Baldwin C J (Ed) Sustainability in the Food Industry (Wiley-Blackwell, 2009)
ISBN 0813808464
Fowler C W Systemic Management: Sustainable Human Interactions with Ecosystems and the
Biosphere (Oxford University Press, 2009) ISBN 0199540969
Girard L F and Nijkamp P (Eds) Cultural Tourism and Sustainable Local Development
(Ashgate, 2009) ISBN 075467391X
Jenks M and Jones C (Eds) Dimensions of the Sustainable City (Springer, 2009)
ISBN 1402086458
Lechner F J Globalization: The Making of World Society (Wiley-Blackwell, 2009)
ISBN 1405169060
MacKay D J C Sustainable Energy Without the Hot Air (UIT, 2008) ISBN 0954452933
Qualifications and Curriculum Authority Sustainable development in action A curriculum
planning guide for schools (Qualifications and Curriculum Authority, 2009)
ISBN 9781847219053
Scott J Environmental Protection: European Law and Governance (Oxford University Press,
2009) ISBN 0199565171
Soetaert W and Vandamme (Eds) Biofuels (Wiley-Blackwell, 2009) ISBN 047002674X
293
Sustainability websites
www.adas.co.uk
www.businesslink.gov.uk
www.cla.org.uk
www.dea.org.uk
www.direct.gov.uk
www.farmwildlife.info
www.forestry.gov.uk
Forestry Commission
www.globaldimension.org.uk
www.leafuk.org
www.metoffice.gov.uk
www.naturalengland.org.uk
Natural England
www.randa.org
www.sd-commission.org.uk
www.se-ed.org.uk
www.stockwatchgame.org
www.teachernet.gov.uk/sustainable schools
294
Other websites
www.abdn.ac.uk/mammal
www.bto.org
www.constructionskills.net
www.defra.gov.uk
www.euskills.co.uk
www.environment-agency.gov.uk
www.face-online.org.uk
www.field-studies-council.org
www.hse.gov.uk
www.improveltd.com
www.landex.org.uk
www.lantra.co.uk
www.lbcnc.org.uk
www.skillsactive.com
Videos
On course for sustainability The R & A, see
www.bestcourseforgolf.org/video/OC4Sen.wmv.html
295
Advice to tutors
Marking grid
Evidence structure.
296
Carry out your monitoring project using fieldwork demonstrating correct use of methods,
techniques and tools and recommending improvements to inform your progress.
297
Present your findings in an environmental report which should include the elements above as
well as:
a habitat profile
reasons for monitoring habitats, species, waste and pollution including discussion of ways
in which monitoring data is used in environmental schemes and an analysis of the role of
organisations and agencies involved.
Assessment
The evidence requirements are shown in the marking grids. These will be used by your tutor
when marking your completed work. Your tutor will decide which mark band should be applied
to your work for each area of assessment focus. This will be on the principle of best fit and, for
example, work may be classified as mark band 2 despite aspects of the work falling into mark
band 1 and other areas of the work falling into mark band 3.
To improve your marks and move across the mark bands from band 1 to band 3 your work will
have to generally increase in depth and complexity with more description, reasoning and
justification as you move across the mark bands.
Section 3 Example of learner assignment brief
Environmental and Land-based Studies Diploma Principal Learning
Level 2: Unit 7 Environmental Monitoring
Assignment title: Habitat surveys and decision making
Advice to learners
When producing work for this unit you should:
plan your work and agree appropriate timescales with your tutor
Your tutor will divide the class into groups to undertake the planning element and the fieldwork.
Data must be recorded by each individual. All other work relating to this assignment must be
that of the individual and not undertaken in groups.
You will be required to present your conclusions to staff from Hallfood.
Health and safety considerations must be covered by your tutor with you before you start any
practical work. This MUST include risk assessment and the provision of appropriate personal
protective equipment (PPE).
Introduction
The ability to undertake and use environmental monitoring data is becoming increasingly
important to our society. In particular those employed within the environmental and land-based
industries are at the forefront of these activities, relying on their ability to identify, monitor,
record and analyse data to inform decisions.
298
The collection, interpretation and communication of data and recommendations drawn from
findings is central to decision making and to the subsequent management of ecosystems and of
environmental and land-based enterprises.
This assignment is the culmination of the work we have been doing for this unit.
We have already had staff from the Hallfood and Greensco visit us to talk about their work, their
objectives and the methods they use.
This assignment will require us to visit the river and to survey parts of it before using the data
you have collected to draw appropriate conclusions to help them with their decision making.
Scenario
Hallfood is a small food-processing industry located on the banks of the local river. Its
manufacturing process uses water for cooling as well as in the process itself, releasing a very
low level of harmless waste into the river.
The enterprise has been in operation for about a year but has become increasingly concerned
about negative publicity in the local press.
Most of this has been created by a local green group, who are claiming that Hallfoods
activities are damaging to the environment, the river in particular. They are saying that the
increase in algae and number of dead fish and smaller organisms found in the river is a result of
Hallfoods heat and waste production.
The Environment Agency has confirmed that the plants waste emissions are within the current
consent conditions.
Hallfoods management thinks that the environmental damage is being caused by a poorly
maintained, larger industrial unit further upstream.
Greensco, a business that provides environmental guidance services for small- and mediumsized enterprises, have been asked by Hallfoods to carry out an independent assessment of the
river in order to provide them with evidence to challenge the allegations of pollution.
Greesco have asked you to help them do this work.
In the longer term Hallfood would also like to improve the river environment and has asked
Greensco to suggest ways in which they could do this.
Greensco have decided that the project will be carried out in four tasks.
Task 1
Planning
Your first task is to make an initial visit to the area in order to establish the characteristics of the
areas that will need to be monitored.
You will hold a team meeting and in discussion with them you will complete the following five
activities:
1
Determine the exact location of the sites at which monitoring will take place, including sites
both upstream and downstream of Hallfoods factory.
Set out the timetable for the monitoring process, including a recommendation of the length
of time over which it should operate and the time schedule for each monitoring activity to
follow.
299
Decide the methods to be used for monitoring will have to be determined. Your discussions
should determine the best methods that might be used to:
produce habitat profiles for the river both upstream and downstream of Hallfoods
enterprise
provide an accurate picture of the health and population size of the fish and other
organisms in the water.
4
Determine the resource requirements. Greenscos resources department wish to know what
materials will be required at which times so you will need to decide the period over which
each method is to be used, or the exact dates on which they will be required.
the sites at which each of the monitoring activities will take place, taking into
particular account the variety of weather, and hence river, conditions that might be
expected over the course of the monitoring process.
Task 2
Active monitoring
During the monitoring period you will be required to oversee the monitoring activities. Your
role will include:
demonstrating to your team how to use and record data from each of the items of equipment
used
ensure that steps are taken to ensure consistent recording of results and to ensure safety of
staff at all times.
Task 3
Data analysis
During and after the monitoring period you will then be required to interpret the data collected.
This will require you to:
use the data on habitats to produce habitat profiles for sites upstream and downstream of
Hallfoods enterprise
use the data from the ongoing monitoring to determine whether temperature and/or
chemical levels are within the official guidelines
use the data from the ongoing monitoring to determine whether temperature and/or
chemical levels are different upstream and downstream of Hallfoods enterprise.
Task 4
Reporting
You will then use this information to provide a report for your clients. So that they can then use
this as an independent assessment you should include:
an explanation of the reasons why you undertook this study, including the concerns of all
interested parties
300
a discussion of how the information you have collected will inform the conclusions
achieved
301
your analysis of the data you have collected to include reasoned conclusions as to the actual
effects of Hallfoods operations on the river
This assessment is based on you demonstrating that you can carry out effective environmental
monitoring in the field in a safe and controlled manner.
You will carry out a range of monitoring techniques during the duration of this assignment and
you will, in agreement with your tutor, choose one set of monitoring results to present as your
assessment project.
You will be able to explain the need for monitoring, the organisations involved in such projects
and how the resultant data is utilised.
You will need to:
correctly identify and use the equipment needed to carry out your project
You will work in groups during fieldwork, however, assessment work must be individual and
you must demonstrate that you carried out every aspect of the project.
Study the information given to you by your tutor and gained in other units and in your
independent research. Ensure that you complete all the different stages of the assessment.
What you need to submit
You must include the following:
An introduction describing:
the methods involved in monitoring water, air, soil, mammal and birds
A project plan which details the monitoring project you have chosen, a timetable of the work to
be carried out and the equipment that you will require.
A risk assessment for the monitoring work that you are carrying out.
A profile for the habitat where your monitoring work will be undertaken to include:
annotated maps
photographs
a detailed description.
Learner observation records and photographic evidence compiled by your tutor as evidence that
you correctly used monitoring methods to achieve results and that you anticipated and managed
risks effectively whilst in the field.
A presentation of data collected with interpretation of results and detailing any improvements
that you would make if you were to undertake this monitoring method again.
A written report drawing conclusions from the data that you have collected.
302
303
Mark Band 1
Mark Band 2
Mark Band 3
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.1.1
Understand the
need for
environmental
monitoring
LO.1.2
Understand the
need for
environmental
monitoring
LO.1.3
Understand the
need for
environmental
monitoring
304
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
(0-3)
(4-6)
(7-8)
(0-3)
(4-5)
(6-8)
(0-3)
(4-5)
(6-7)
Maximum marks
available
LO.2.1
Be able to
undertake
environmental
monitoring
LO.2.4
Be able to
undertake
environmental
monitoring
LO.3.1
Be able to use
environmental
monitoring data
305
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
(0-2)
(3-4)
(5-6)
(0-3)
(4-6)
(7-8)
Maximum marks
available
LO.3.2
Be able to use
environmental
monitoring data
LO.3.3
Be able to use
environmental
monitoring data
8
Total marks for Grid A 58
306
Marking grid B
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum marks
available
(0-3)
(4-5)
(6-8)
(0-3)
(4-6)
(7-9)
LO.2.2
Be able to
undertake
environmental
monitoring
LO.2.3
Be able to
undertake
environmental
monitoring
9
Total marks for Grid B 17
Total marks 75
307
Learning
outcome
Marking
grid
Activity/section
Evidence
LO.2
LO.2
LO.3
Practical
environmental
monitoring
LO 1
Environmental
monitoring need, use
in schemes and
organisations
involved
308
309
Do you ever think about where our energy comes from? Have
you heard about extreme energy supply events such as high oil
prices or restricted gas supply?
This unit looks at traditional and new sources of renewable and
non-renewable energy, how they are used and managed in
environmental and land-based industries, and how more energy
efficiency can be achieved.
Energy production, use and development can play an important
part in all environmental and land-based businesses. Many are
involved in the production of energy; all are affected by the
requirement to use energy efficiently and the need to reduce the
effects of pollution derived from energy production.
The applied purpose of this unit is to enable learners to undertake
energy audits to recommend energy efficiency improvements.
Learners will explore different energy sources and uses;
investigating them and some of the issues around them.
Learners will also explore the benefits and costs of different
energy sources and ways in which energy use can be minimised
or made more efficient. Finally, learners will learn how to carry
out an energy audit and how it can be used to advise others about
their energy use.
Learning outcomes
On completing this unit, a learner should:
LO.1
LO.2
LO.3
Co-learning opportunities
This unit will help learners to understand the other units they are studying, for example:
Level 2 Unit 6: The Importance of the Sustainable Environment to Society as learners consider
sustainable energy sources; and
Level 2 Unit 7: Environmental Monitoring as learners measure and record energy usage and
consider the environmental effects of energy use.
310
Content
Possible activities
Whole-class teaching
Non-renewable sources of
energy.
Renewable sources of
energy.
Energy supply:
Energy use.
Resources
Unit guidance
documentation
Whiteboard/flip
charts
Visiting
speakers such
as an electrician
or a bio-fuels
farmer, etc
Site visit and
discussion with
building project
manager or
classroom based
around realistic
scenario/case
study
311
Content
Possible activities
Resources
processing/distribution.
312
Content
Possible activities
Resources
Practical/scenario-based activity
Site visit/meeting
with building
project manager
with work
activities built up
around real data
from case study
Energy efficiency
LO3 Be able to
recommend energy
efficiency
improvements based on
auditing carried out
Energy audit
Assignment
Review findings.
Whole-class teaching
Assignment brief
This is a practical
assignment
requiring learners
to work together
to plan an energy
audit and carry it
out; then to
interpret the
results and make
recommendations.
They will also
need to prepare a
report
individually on
the sources of
energy and their
uses.
Group work
Individual activity
Assignment/report work.
313
Specialist resources
When delivering this unit, centres need to ensure that the learner has access to the necessary
resource material. Learners will require access to specialist equipment for taking energy use
readings.
Reference material
Bruges J The Big Earth Book: Ideas and Solutions for a Planet in Crisis (Alastair Sawdays,
2007) ISBN 9781901970876
Digby R et al Its a World Thing: Students Book (Oxford University Press, 2001)
ISBN 9780199134281
Evans R L Fueling our Future: An Introduction to Sustainable Energy (Cambridge University
Press, 2007) ISBN 9780521684484
Goudie A The Human Impact on the Natural Environment: Past, Present and Future, 6th
Edition (Wiley-Blackwell, 2005) ISBN 9781405127042
Jackson A Environmental Science: The Natural Environment and Human Impacts (Prentice
Hall, 2000) ISBN 9780582414457
Sustainability books
Baldwin C J (Ed) Sustainability in the Food Industry (Wiley-Blackwell, 2009)
ISBN 0813808464
Fowler C W Systemic Management: Sustainable Human Interactions with Ecosystems and the
Biosphere (Oxford University Press, 2009) ISBN 0199540969
Girard L F and Nijkamp P (Eds) Cultural Tourism and Sustainable Local Development
(Ashgate, 2009) ISBN 075467391X
Jenks M and Jones C (Eds) Dimensions of the Sustainable City (Springer, 2009)
ISBN 1402086458
Lechner F J Globalization: The Making of World Society (Wiley-Blackwell, 2009)
ISBN 1405169060
MacKay D J C Sustainable Energy Without the Hot Air (UIT, 2008) ISBN 0954452933
Qualifications and Curriculum Authority Sustainable development in action A curriculum
planning guide for schools (Qualifications and Curriculum Authority, 2009)
ISBN 9781847219053
Scott J Environmental Protection: European Law and Governance (Oxford University Press,
2009) ISBN 0199565171
Soetaert W and Vandamme (Eds) Biofuels (Wiley-Blackwell, 2009) ISBN 047002674X
314
Sustainability websites
www.adas.co.uk
www.businesslink.gov.uk
www.cla.org.uk
www.dea.org.uk
www.direct.gov.uk
www.farmwildlife.info
www.forestry.gov.uk
Forestry Commission
www.globaldimension.org.uk
www.leafuk.org
www.metoffice.gov.uk
www.naturalengland.org.uk
Natural England
www.randa.org
www.sd-commission.org.uk
www.se-ed.org.uk
www.stockwatchgame.org
www.teachernet.gov.uk/sustainable schools
315
Other websites
www.carbontrust.co.uk
Carbon Trust
www.constructionskills.net
www.defra.gov.uk
www.euskills.co.uk
www.environment-agency.gov.uk
www.face-online.org.uk
www.field-studies-council.org
www.hse.gov.uk
www.improveltd.com
www.landex.org.uk
www.lantra.co.uk
www.lbcnc.org.uk
www.skillsactive.com
Videos
On course for sustainability The R & A, see
www.bestcourseforgolf.org/video/OC4Sen.wmv.html
316
Advice to tutors
Marking grid
Evidence structure.
317
Tutors should follow information given in the unit and in the overarching document (Annexe E
of the specification) relating to task setting, task taking and task marking.
Section 2 How you will be assessed
The assignment is based upon you undertaking an energy audit and recommending energy
efficiencies.
You need to carry out an energy audit for an environmental or land-based building or process.
This must include:
planning
recommendations for appropriate energy efficiencies based on the results of the energy audit
including discussion of any environmental, economic and social advantages of the
recommended energy efficiencies.
You will produce a report on energy sources and uses. This must include:
Assessment
The evidence requirements are shown in the marking grids. These will be used by your tutor
when marking your completed work. Your tutor will decide which mark band should be applied
to your work for each area of assessment focus. This will be on the principle of best fit and, for
example, work may be classified as mark band 2 despite aspects of the work falling into mark
band 1 and other areas of the work falling into mark band 3.
To improve your marks and move across the mark bands from band 1 to band 3 your work will
have to generally increase in depth and complexity with more description, reasoning and
justification as you move across the mark bands.
318
plan your work and agree appropriate timescales with your tutor
Your tutor will divide the class into groups to undertake the planning element and the fieldwork.
All other work relating to this assignment must be that of the individual and not undertaken in
groups.
You will be required to present your conclusions to staff from Furrow Farm.
Health and safety considerations must be covered by your tutor with you before you start any
practical work. This MUST include risk assessment and the provision of appropriate personal
protective equipment (PPE).
Introduction
The ability to monitor and manage energy use is becoming increasingly important in many
aspects of life, not least in the environmental and land-based businesses.
The collection, interpretation and communication of data and recommendations drawn from
findings is central to decision making and to the subsequent management of environmental and
land-based enterprises.
This assignment is the culmination of the work we have been doing for this unit.
We have already had staff from the Furrow Farm visit us to talk about their work, the objectives
for the farm and the methods they use.
This assignment will require us to visit the farm and to survey parts of it before using the data
you have collected to draw appropriate conclusions to help them with their decision making.
Scenario
Furrow Farms Efficiency Drive
The owners of Furrow Farm have identified that they need to make efficiency savings to
maintain their competitive edge and to ensure they are not wasting money as plans for
expansion are developed. One area where they feel there are savings to be made is on the energy
consumption used on and around the site.
They have asked us to help them in making their decision.
You and a small group of colleagues are asked to complete an energy audit of the farm and
present some recommendations and ideas for efficient energy use. You will have to produce a
report so that the owners can discuss the proposals with the bank and suppliers at a later date.
319
Task 1
Plan and working with others
Furrow Farm is a large place with lots of different types of energy consumption and
circumstances.
Work in small groups of three or four to plan an energy audit, and collect data. You will have to
split up to look at different aspects and then report back. This process will be observed by the
assessor who will keep a learner observation record, identifying how safely and effectively the
audit was undertaken.
Task 2
Recording Results
You will concentrate on one aspect of Furrow Farms energy use so you must work individually
to record results.
You should note energy uses with the aid of diagrams/annotated photographs and notes so that
you have information to make recommendations.
Task 3
Making recommendations
Once you have completed the observations/measurements you will need to explain your
findings and make recommendations on energy efficiency.
Work individually to explain in detail environmental, economic and social advantages of energy
efficiency improvements.
Task 4
Reporting
The farms owners will need to take the recommendations you and your colleagues have
produced and use them with external parties such as banks, suppliers and providers.
Produce a report that describes renewable and non-renewable sources of energy noting their
methods of supply and uses. This information can be enhanced through the inclusion of
diagrams, annotations and photographs.
You should also include information on reasons for and against development of renewable
energy sources.
What you need to submit
You will work as part of a group for some of this assessment and then present your findings
individually. Study the information given to you by your tutor and gained in other units and in
your independent research. Ensure that you complete all the different stages of the assessment.
You must include the following:
Your assessor will also include observation notes on how safely and effectively the audit was
undertaken.
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321
Mark Band 1
Mark Band 2
Mark Band 3
(0-2)
(3-4)
(5-7)
(0-3)
(4-5)
(6-7)
(0-3)
(4-5)
(6-7)
(0-3)
(4-6)
(7-8)
Maximum marks
available
LO.1.1
Know sources of
energy
LO.1.2
Know sources of
energy
LO.1.3
Know sources of
energy
LO.2.1
Understand the
importance of
using energy
efficiently
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Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
(0-4)
(5-7)
(8-10)
(0-4)
(5-7)
(8-10)
(0-4)
(5-7)
(8-10)
Maximum marks
available
LO.2.2
Understand the
importance of
using energy
efficiently
10
LO.3.1, 3.3
Be able to
recommend
energy efficiency
improvements
based on auditing
carried out
10
LO.3.5
Be able to
recommend
energy efficiency
improvements
based on auditing
carried out
10
Total marks for Grid A 59
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Marking grid B
Assessment
focus
Mark Band 1
Mark Band 2
Mark Band 3
Maximum
marks available
(0-7)
(8-12)
(13-16)
16
Total marks for Grid B 16
Total marks 75
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List of annexes
Annexe A: Internal Assessment of Principal Learning Units: Controls for
Task Setting, Task Taking and Task Marking
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326
Section 1: Introduction
It is a requirement of the Criteria for accreditation of Diploma qualifications at levels 1, 2
and 3 that:
Internal assessment [of Principal Learning] must normally be supervised and
conducted under controlled conditions to ensure reliability and fairness.
Further guidance from the Qualifications and Curriculum Authority has identified three stages
of assessment for which control must be specified:
Task setting
Task marking.
Further to the areas specified above, this annexe in collaboration with the individual
specifications also sets the parameters for:
This annexe details the controls that normally apply to all Edexcel Principal Learning internally
assessed units. However tutors and assessors must also apply any specific controls or additional
requirements that may be identified within the Assessment information for assessors section in
individual units.
There are three levels of control that can apply to each stage.
High control
Medium control
Limited control
It is the responsibility of the consortium to ensure that internal controlled assessment for
Principal Learning is conducted and marked in accordance with the requirements specified by
Edexcel and conducted in line with the JCQ Instructions for controlled assessment.
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Aspect
Level 1
Level 2
Level 3
Task setting
Limited
Limited
Limited
Time
Limited
Limited
Limited
Resources
Limited
Limited
Limited
Supervision
Medium
Medium
Medium
Collaboration
Limited
Limited
Limited
Marking
Medium
Medium
Medium
Task setting
Limited control
Edexcel will publish, as part of its tutor support materials, at least one model assignment for
each internally assessed unit. It is recommended that these model assignments are used in the
assessment of each unit. However in order that these assignments can best meet learner interests
and local needs they will include guidance for tutors and assessors to show the ways in which
they may be adapted and contextualised. If the tutor decides to either adapt or write their own
assignments then each assignment must meet the following conditions:
each internally assessed unit must be assessed through a single coherent assignment which
addresses the overall theme of the unit to emphasise how the different learning outcomes all
relate to each other. Each assignment may be broken down into a series of related tasks
across all tasks, assignments must address all learning outcomes and assessment criteria,
and must give access to the full range of marks
the evidence produced must conform to the requirements published in the How you will be
Assessed section of the relevant unit specification
in some units the marking grid is divided into parts A and B. All tasks which will be marked
against the A grid must generate learner evidence that can be re-assessed at a later stage
during internal standardisation activity or external moderation
where tutors decide to set their own assignments, another person, who understands the
requirements of the specification, must check that each new assignment is appropriate for
the line of learning and the level, and also that a new assignment will allow candidates full
access to the marking criteria. This is especially important when a new tutor/assessor is
required to produce assignments. Suitable people may include a Domain or Lead Assessor.
This review process must be documented and the evidence of the review must be made
available for the external moderator if requested
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If not specified within the unit, it is to be assumed that tasks or the whole assignment will
normally be attempted at the end of the learning process.
Time Limited control
Each unit has a time for assessment allocated. This is defined as the time to be spent generating
evidence for assessment, and covers all tasks and/or aspects of the assessment which carry
marks in the unit marking grid. Activities to support the assessment such as setting up
equipment or researching data are not included in the time allowance if they do not carry marks.
While it is not a requirement that this time should be observed to the minute for internal
assessments, it should be taken as strong guidance and variance should not normally be by more
than plus or minus 10%. Learners given significantly less time may well be disadvantaged in
relation to the quality and breadth of work they can produce, while those given significantly
more may well be disadvantaged by an excess of time spent on assessment rather than learning.
If a learner has special requirements which may require more significant deviation from the
stated assessment time, further guidance is available in the JCQ instructions.
Resources Limited control
Unless otherwise stated in the individual unit specification, learners are entitled to have full
access to all resources seen fit for purpose by the centre tutor/assessor. Any specific resources
(eg equipment, published material) required or prohibited for assessment will be detailed in the
individual unit.
Supervision Medium control
Learners must normally be supervised by the centre tutor/assessor whilst producing evidence for
the summative assessment activity, unless otherwise stated in the individual unit specification.
Supervision is defined as normal classroom/workshop/studio working conditions, with the
tutor/assessor being present in the same room whilst the summative assessment evidence is
produced by the learner, but not requiring examination conditions.
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because it is not possible to directly supervise the activity that is required to produce
summative assessment evidence, eg researching data, then the tutor/assessor must
authenticate the learner work following the process identified in the section headed
Authentication; or
because the most suitable environment for producing the evidence means the tutor/assessor
cannot be present, eg work experience, the tutor/assessor must ensure an appropriate person
supervises the evidence production. All such evidence must be authenticated (see
Authentication below) and, where this covers performance evidence, a signed learner
observation record must be completed with enough reliable information to allow the tutor to
accurately assess the evidence (see 3.4 Task marking below).
It is not permissible for summative assessment evidence to be produced in the learners home
environment, without the direct supervision of their assessor.
Due to the nature of producing an artefact, its production as part of the summative assessment
will often be dictated by the availability of materials, equipment etc, therefore it may well be
produced outside of the centre. However, the assessor must be confident that the work is that of
the learner. In order to be confident, Edexcel requires one of the following situations to apply:
the work is carried out under the direct supervision of the teaching centre assessor. This is
the most desirable option
the learner demonstrates to the teaching centre assessor equivalent levels of skill in each of
the processes included in the production of the final artefact. Ideally this would be in the
course of the regular teaching/learning programme, but exceptionally, if the assessor feels a
skill has been assessed at a level beyond expectations, the assessor may require the learner
to repeat that skill before authenticating the work.
If the artefact can only be produced remotely, for example during work experience, the assessor
must have enough reliable information to allow them to both accurately assess the outcome and
have a signed learner observation record from an appropriate person who directly observed the
learner producing the artefact. An appropriate person is defined as someone with a supervisory
role within the workplace (or equivalent), and who has the required skills. This person must not
be a family member, and must record and supply the required information for the assessor.
Collaboration (Group work) Limited control
Some units may require learners to work as part of a group. In other units, unless it is
specifically forbidden, tutors may choose to have learners working collaboratively. When
producing assignments which require or allow learners to work in groups, tasks must be written
to allow each group member to fully meet the requirements of the assessment criteria.
Learners must not have their assessment opportunities reduced by the poor performance of other
group members. Where this becomes apparent the tutor or assessor should intervene, or provide
suitable alternative activities which do not greatly add to the learners workloads.
Group tasks should not rely on the performance of individual members of the group to allow
other group members to meet all of the assessment criteria.
It is important that each learner is assessed on their individual contribution to the achievements
of the group. Where several individuals contribute to a single piece of work, individual
contributions must be clearly shown on the work to enable external moderation to take place.
This can be indicated by learners or through the tutors annotations.
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Assistance The learner has to be guided and advised to make progress, and responds to
ideas suggested. The tutor/assessor needs to direct significant aspects of the work.
Limited assistance The learner suggests ideas for themselves, but makes use of guidance
and advice from the tutor/assessor to make progress. The tutor/assessor assists in some
aspects of the work, but generally does not direct it.
It is expected that all learners should develop as independent learners, but this does not mean
that they should not be given any support in order to be able to research, write up and complete
their reports. The hallmark of the independent learner, whatever the level, is knowing when and
whom to ask for support in helping to carry the work forward.
All learners must be fully and equally briefed at the start of any task or assignment about the
requirements of that task, including how they will be marked. They should be given the
opportunity to ask any questions in order to clarify the requirements.
Once the assignment is under way, the tutor should respond to questions and requests for advice,
but should normally refrain from intervening unasked. Responses can advise the learner on such
matters as further sources of information, and can point out where further work is needed, but
must always stop short of actually stating what to write.
In some units the amount of support and guidance a learner may receive in the course of
carrying out the task or assignment is specified. This occurs, for example, when differentiation
between mark bands is achieved in part by the support the learner needs to complete a practical
task safely.
Tutors or assessors must always intervene where matters of health and safety are concerned.
When this happens, the assessor should make a judgement about the appropriate marks that can
be applied to the learners work in the light of the intervention, and attach to the work a record
of the intervention and justification for the marks awarded.
3.3
Please refer to the latest edition of the Joint Council for Qualifications instructions for
controlled assessment relevant to Principal Learning qualifications.
In addition to the requirements published by JCQ, Edexcel acknowledges that there may be
occasions when a learner needs to retake a task or assignment. This is acceptable at the
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discretion of the tutor, but the assignment should normally be set in a different context so that
the learner is not repeating exactly the same tasks which they have had the chance to practise
beforehand. Individual units will have further guidance where appropriate.
The involvement of parents/carers
Please refer to the latest edition of the Joint Council for Qualifications instructions for
controlled assessment relevant to Principal Learning qualifications.
Malpractice
Please refer to the latest edition of the Joint Council for Qualifications instructions for
controlled assessment relevant to Principal Learning qualifications.
Authentication
Please refer to the latest edition of the Joint Council for Qualifications instructions for
controlled assessment relevant to Principal Learning qualifications.
In order to meet the requirements published by JCQ, these additional conditions should be
observed:
Where learners are required to gather information and resources, tutors or assessors should take
the opportunity to discuss authentication and plagiarism at the outset.
Where learner observation records and practical activity logs are required Edexcel will provide
exemplar pro formas. Centres may choose to develop their own documentation, but they must
record at least the information contained within the exemplar pro formas.
Once the assignment has been completed the assessor may need to interview or test the learner
on their understanding of the information and/or the resources that they have identified and
used. This may be necessary if, for example:
the unit marking grid carries marks for information and/or resource gathering.
It will be up to the centre assessor to decide on the appropriate format, although the activity
should be of a closed book nature.
If the assessor decides to interview the learner, the assessor is required to question the learner
regarding their information or resources until the assessor is sufficiently satisfied with the
authentication. Whilst the interview is in progress the learner should not have access to the
information or resources unless the individual unit specifies otherwise. It can be either a group
or individual interview.
If the assessor decides to test the learner, the assessor is required to follow the usual testing
format, with learners working in silence, and placed in a manner so that they do not see other
learners responses. The questions are at the discretion of the assessor, as is the length and
timing of the test. Learners are not permitted to view the questions prior to the test and should
not have access to their work during the test unless the individual unit specifies otherwise.
The documented outcome could be either notes following an interview with one or a group of
learners and signed by the assessor, or marked test papers.
Where assessment is supervised by someone other than the tutor, additional confirmation is
required from the person who has supervised the assessment.
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3.4
Marking
Edexcel requires all consortium assessors to use only Edexcel authorized documentation in the
assessment of its Principal Learning internal assessed units. All Edexcel Principal Learning
internal assessed unit specifications have mark descriptors, and these must be used when
assessing learner work. Consortium assessors must not try to re-interpret the mark descriptors,
or use any other unauthorised publication which aims to do so.
If written evidence and artefacts are completed under the supervision of someone else (see
Supervision above), this person may comment upon what is produced, but only the tutor can
allocate marks.
Where performance evidence is observed by someone other than the tutor, this person must
record their comments on the learner observation record. It is then the responsibility of the tutor
to judge this evidence and allocate marks.
Standardisation
Please refer to the latest edition of the Joint Council for Qualifications instructions for
controlled assessment relevant to Principal Learning qualifications.
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