Skills for Work:
Rural Skills
Intermediate 1
Estate Maintenance
Support Material
August 2006
Scottish Further Education Unit
Rural Skills: Estate Maintenance: An Introduction (Intermediate 1)
Acknowledgements
SFEU is grateful to the subject specialists in Scotland’s Colleges and other
agencies and industry bodies who have been involved in the writing of this and
other support materials in the Skills for Work series.
We are particularly grateful to Lantra for their help and advice in producing this
pack and for their permission to use material from Estate Maintenance: an
Introduction, produced 2005 to support the Scottish Progression Award in Rural
Skills.
SFEU is also grateful for the contribution of the Scottish Qualifications Authority in
the compilation of these materials, specifically for its permission to reproduce
extracts from Course and Unit Specifications and the Skills for Work Rationale.
We are also grateful to:
Crowood Press for permission to reproduce the illustrations in this pack from:
A Guide to Dry Stone Walling
Author: Andy Radford
ISBN No: 1-86126-4445
Publisher: The Crowood Press Ltd, Ramsbury, Marlborough, Wiltshire,
SN8 2HR
Website: www.crowood.com
Mitchell Beazley Publications for permission to reproduce the illustration in this
pack from:
RHS Encyclopedia of Practical Gardening
(Lawns, Ground Cover and Weed Control)
Author: David Pycraft
ISBN No:
Publisher: Mitchell Beazley, 2-4 Heron Quays, London E14 4JP
Website: www.mitchell-beazley.co.uk
The Random House Group (Expert Books) for permission to reproduce the
illustration in this pack from:
The Garden DIY Expert
Author: Dr D G Hessayon
ISBN No:
Publisher: Random House Group Ltd, 20 Vauxhall Bridge Road, London
SW1V 2SA
Website: www.randomhouse.co.uk
• Scottish Further Education Unit and Lantra, 2006
Scottish Further Education Unit
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Rural Skills: Estate Maintenance: An Introduction (Intermediate 1)
Rural Skills: Estate Maintenance: An Introduction,
Intermediate 1
DX0A 10
Introduction
These notes are provided to support teachers and lecturers presenting the
Scottish Qualifications Authority Unit DX0A 10 Rural Skills: Estate Maintenance:
An Introduction. Copyright for this pack is held jointly by the Scottish Further
Education Unit (SFEU) and Lantra. However, teachers and lecturers have
permission to use the pack and reproduce items from the pack provided that this
is to support teaching and learning processes and that no profit is made from such
use. If reproduced in part, the source should be acknowledged.
Enquiries relating to this Support Pack or issues relating to copyright should be
addressed to:
Marketing Officer - Communications
The Scottish Further Education Unit
Argyll Court
Castle Business Park
Stirling
FK9 4TY
Website: www.sfeu.ac.uk
Further information regarding this Unit including Unit Specification, National
Assessment Bank materials, Centre Approval and certification can be obtained
from:
The Scottish Qualifications Authority
Optima Building
58 Robertson Street
Glasgow
G2 8DQ
Website: www.sqa.org.uk
Scottish Further Education Unit
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Rural Skills: Estate Maintenance: An Introduction (Intermediate 1)
In Scotland, Lantra represents the interests of over 24,000 businesses which
employ approximately 108,500 employees and a further 40,000 volunteers and
30,000 casual workers. Lantra’s aim is to raise the level of skills, knowledge and
enterprise of everyone working in our industries, to improve the productive and
economic growth of the sector. The Scottish Team work with governments, trade
associations, funding bodies, training and education providers and other key
strategic partners to drive forward Scotland's skills and business development
agenda.
Lantra
Newlands
Scone
Perth
PH2 6NL
Website: www.lantra.co.uk
Whilst every effort has been made to ensure the accuracy of this Support Pack,
teachers and lecturers should satisfy themselves that the information passed to
candidates is accurate and in accordance with the current SQA arrangements
documents. SFEU will accept no responsibility for any consequences deriving
either directly or indirectly from the use of this Pack.
Scottish Further Education Unit
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Rural Skills: Estate Maintenance: An Introduction (Intermediate 1)
Contents
Reference Section
7
What are Skills for Work Courses all about?
8
The Course in Rural Skills (Intermediate 1)
11
Unit Outcomes, PCs and Evidence Requirements
13
Employability Skills Profile
15
Tutor Support Section
16
How to use this pack
17
Guidance on Delivery of Estate Maintenance: An Introduction
19
Signposting of Employability Skills
20
Generating Evidence and Assessment Opportunities for Employability Skills 23
Resources
25
Suggested Learning Programme
26
Learning and Teaching with Under 16s
28
Skills for Work Workshops
31
Student Support Section
32
Welcome to Estate Maintenance
33
Health and Safety Matters
35
Tools and Equipment Used in Estate Maintenance
37
Practical Tasks
48
Fence Construction
50
Post and Netting
53
Gates
56
Tidying up the Work Site
58
Walls and Hard Surfaces
60
Plumbing and Drainage
66
Soft Landscaping
69
Maintenance Operations
70
Self-assessment
77
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Rural Skills: Estate Maintenance: An Introduction (Intermediate 1)
Reference Section
Scottish Further Education Unit
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Rural Skills: Estate Maintenance: An Introduction (Intermediate 1)
What are Skills for Work Courses all about?
Skills for Work Courses are designed to help candidates to develop:
 skills and knowledge in a broad vocational area
 Core Skills
 an understanding of the workplace
 positive attitudes to learning
 skills and attitudes for employability
A key feature of these Courses is the emphasis on experiential learning. This
means learning through practical experience and learning by reflecting on
experience.
Learning through practical experience
Teaching/learning programmes should include some or all of the following:
 learning in real or simulated workplace settings
 learning through role play activities in vocational contexts
 carrying out case study work
 planning and carrying out practical tasks and assignments
Learning through reflecting at all stages of the experience
Teaching/learning programmes should include some or all of the following:
 preparing and planning for the experience
 taking stock throughout the experience
 reviewing and adapting as necessary
 reflecting after the activity has been completed
 evaluating, self-assessing and identifying learning points
The Skills for Work Courses are also designed to provide candidates with
opportunities for developing Core Skills and enhancing skills and attitudes for
employability.
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Rural Skills: Estate Maintenance: An Introduction (Intermediate 1)
Core Skills
The five Core Skills are:
 Communication
 Numeracy
 Information Technology
 Problem Solving
 Working with Others
Employability
The skills and attitudes for employability, including self-employment, are outlined
below:
 generic skills/attitudes valued by employers
 understanding of the workplace and the employee’s responsibilities, for
example time-keeping, appearance, customer care
 self-evaluation skills
 positive attitude to learning
 flexible approaches to solving problems
 adaptability and positive attitude to change
 confidence to set goals, reflect and learn from experience
 specific vocational skills/knowledge

Course Specifications highlight the links to National Occupational
Standards in the vocational area and identify progression opportunities
Opportunities for developing these skills and attitudes are highlighted in each of
the Course and Unit Specifications. These opportunities include giving young
people direct access to workplace experiences or, through partnership
arrangements, providing different learning environments and experiences which
simulate aspects of the workplace. These experiences might include visits,
visiting speakers, role play and other practical activities.
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Rural Skills: Estate Maintenance: An Introduction (Intermediate 1)
A Curriculum for Excellence (Scottish Executive 2004) identifies aspirations for
every young person. These are that they should become:
 successful learners
 confident individuals
 responsible citizens
 effective contributors
The learning environments, the focus on experiential learning and the
opportunities to develop employability and Core Skills in these Courses contribute
to meeting these aspirations.
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Rural Skills: Estate Maintenance: An Introduction (Intermediate 1)
The Course in Rural Skills (Intermediate 1)
Course Rationale
The land-based sector is very diverse and includes a wide number of disciplines
that share a common element of being active, practical and mainly based
outdoors. The major disciplines that are recognised as land-based by the sector
skills council for the area include the following: agricultural crops; fencing
industries; land-based engineering industries; production horticulture industries;
tree and timber related industries; environmental conservation industries;
landscaping industries; agricultural livestock; animal care industries; aquaculture;
equine industries; farriery; fisheries management; game and wildlife management
and veterinary industries.
There is a very wide range of land-based businesses in Scotland with a great
variety of job roles. Changes in rural land use, including the decline and change of
traditional agriculture, have created a knowledge gap. Research has indicated that
fewer people are likely to contribute to the rural economy and its development
unless more individuals are introduced to the possible opportunities in land-based
industries in the UK.
This Rural Skills Course has been designed to provide a broad basis for
progression into further education and training in the land-based sector. It allows
candidates to begin to develop some of the basic practical skills necessary to
work in most of these disciplines as well as an opportunity to explore the very
diverse employment prospects that exist.
The primary target group for the course is school candidates in S3 and S4. It is
anticipated that, for this group of candidates, the course will rely on and build on
existing partnerships between schools and further education colleges delivering
specialisms in land-based industries. It may also be delivered in conjunction with
training providers or employers specialising in the land-based industries. These
partnerships will enable the course to be delivered in a variety of appropriate
learning environments with access to relevant teaching expertise.
The course has been designed with a common core that allows candidates to
develop an insight into the numerous opportunities of the land-based industries
and to develop the basic common skills of the sector. It also allows candidates to
choose a route that is related to either animals or plants where they can develop
specific basic practical skills in that general category.
The general aims of the course are to:
 widen participation in vocationally-related learning for 14–16 year olds
 allow candidates to experience vocationally-related learning
 provide candidates with a broad introduction to the land-based sector
Scottish Further Education Unit
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Rural Skills: Estate Maintenance: An Introduction (Intermediate 1)
 encourage candidates to develop a good work ethic including reliability,
flexibility and a positive attitude to work
 provide opportunities to develop Core Skills in a realistic context
 encourage candidates to take charge of their own learning and development
 provide a range of teaching, learning and assessment styles to motivate
candidates to achieve their full potential
 facilitate progression to further education and/or training
The specific aims of this course are to:
 introduce candidates to the various disciplines of the land-based sector
 allow candidates to develop a basic knowledge of a selection of land-based
industries and related job roles
 allow candidates to experience an outdoor working environment
 allow candidates to develop an understanding of the very flexible requirements
of the individual who works with plants and/or animals
 allow candidates to develop an awareness of health and safety issues that are
integral to a career in a land-based industry
 allow candidates to develop the technical knowledge, skills and understanding
of some of the commonly used practical skills associated with land-based
industries at this level
 introduce candidates to the technical knowledge, skills and understanding of
some specific practical skills associated with a selection of land-based
industries at this level
 prepare candidates for more focused further learning opportunities, study and
training for employment in land-based industries
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Rural Skills: Estate Maintenance: An Introduction (Intermediate 1)
Unit Outcomes, PCs and Evidence Requirements
National Unit Specification: statement of standards
Unit: Estate Maintenance: An Introduction (Intermediate 1)
Acceptable performance in this Unit will be the satisfactory achievement of the
standards set out in this part of the Unit specification. All sections of the
statement of standards are mandatory and cannot be altered without reference to
the Scottish Qualifications Authority.
Outcome 1
Use tools and equipment commonly used in estate maintenance.
Performance Criteria
a) Correct identification of tools and equipment.
b) Correct description of the common use of the tools and equipment in estate,
including the requirement for PPE.
c) Basic handling of tools and operation of equipment.
Evidence Requirements
Written and/or oral evidence that satisfies performance criteria a) and b).
Satisfactory achievement of performance criteria on c) will be based on the
candidate satisfying the requirements of the performance evidence checklist.
The tools and equipment chosen for this outcome will normally be selected from
those required to carry out the tasks in Outcome 2. A minimum of 10 items of tools
and equipment should be chosen.
Outcome 2
Carry out a range of estate maintenance tasks.
Performance Criteria
a) Correct selection of tools and equipment for the given task is correct.
b) The tasks are carried out appropriately and in accordance with safe working
practices.
c) Tools and equipment are cleaned and stored correctly.
d) The tasks are completed within a reasonable time and to a satisfactory
standard.
Scottish Further Education Unit
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Rural Skills: Estate Maintenance: An Introduction (Intermediate 1)
Evidence Requirements for this Unit
Satisfactory achievement of this outcome will be based on the candidate satisfying
the requirements of the performance evidence checklist.
Candidates must undertake a minimum of four estate maintenance tasks, one
from each of the following groups:
Fence and Wooden Structures
 replace broken stob
 retensioning of fence wire
 repair to gate
 repair to fence
Walls and Hard Surfaces
 repair to estate pathways
 repair to a section of dyke
 painting/whitewashing of estate buildings
 repair to path edgings
Plumbing/Drainage
 replace a tap or valve seal
 carry out repair to a plastic or alkathane pipe
 clean and/or repair a field drain outlet
 refit a water trough/tank ball-cock
Soft Landscaping
 carry out the maintenance of a lawn
 tie and stake a tree
 plant a container or bare root shrub
 prune an area of shrubs
NB
Centres must refer to the full Unit Specification for detailed
information related to this Unit.
Scottish Further Education Unit
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Scottish Further Education Unit
=B
=C
=D
=E
=F
=G
Estate Maintenance: An Introduction
Employability Skills for land based industries
Animal Husbandry: An Introduction
Animal Handling: An Introduction
Crop Production: An Introduction
Soft Landscaping: An Introduction
Employability skill/attitude
acceptable time keeping and attendance
understanding roles and responsibilities in the workplace
planning and preparing for work
working co-operatively with others
awareness of efficient resource use
ability to follow instructions
health and safety awareness
self review and evaluation
positive attitude to learning
G = Assessor checklists and candidate log sheets of practical tasks undertaken
Assessment evidence:
A = Portfolio containing candidate planning and review sheets and assessor checklists
B = Assessor checklists of practical tasks undertaken
C = Candidate/assessor review sheets, risk examination log
D = Assessor checklists and candidate log sheets of practical tasks undertaken
E = Assessor checklists and candidate log sheets of practical tasks undertaken
F = Assessor checklists and candidate log sheets of practical tasks undertaken









C
A
A, C
A, C, D, E, F, G
C
A,B,C, D, E, F, G
B, C, D, E, F, G
A, C
C
Evidence
In addition to the specific, vocational skills developed and assessed in this Course, employability skills are addressed as
detailed below:
=A
Land Based Industries: An Introduction
Employability Skills Profile: Rural Skills (Intermediate 1)
Rural Skills: Estate Maintenance: An Introduction (Intermediate 1)
Employability Skills Profile
15
Rural Skills: Estate Maintenance: An Introduction (Intermediate 1)
Tutor Support Section
Scottish Further Education Unit
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Rural Skills: Estate Maintenance: An Introduction (Intermediate 1)
How to use this pack
This pack comes in two sections.
In the first section advice is given to tutors on the following:
 general Guidance on delivery specifically in the context of estate maintenance
 signposting of Employability Skills as they occur within the Unit
 guidance on Integrating the Employability Skills for Land-based Industries Unit
as well as generic employability skills, qualities and attitudes throughout the
Unit
 advice on where it would be appropriate to collect evidence for the assessment
of employability skills
 resource requirements in terms of physical resources and recommended texts
or supplementary resources
 a suggested learning programme
 guidance on Learning and Teaching with under 16s
In the second section, student support notes are provided which include the
following:
 a general introduction to the content and format of the Unit
 materials relating to the knowledge, understanding and practical skills of the
Unit
 some interactive student activities accompanied by exemplar answers for
student referral or tutor use following activity
 some self evaluation/reflection tasks following activities as appropriate
 a self-assessment area for students to test their own knowledge and
understanding (for use when student is familiar with both all of the practical and
knowledge aspects of the Unit
 a glossary of topic specific terminology for student referral
Scottish Further Education Unit
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Rural Skills: Estate Maintenance: An Introduction (Intermediate 1)
Tutors should note that this is not designed as a complete teaching pack.
The student notes are intended to support the teaching process, give
guidance as to the level of knowledge and understanding that is expected
and give the student opportunity to reinforce and self-review what they have
learnt. They are not designed to be a substitute for practical activity but are
a useful adjunct to it. Use of the materials and activities is not mandatory
but they will provide centres with a flexible set of materials which can be
selected, adapted and used in an order that best suits their situation. Tutors
are encouraged to use the materials creatively in ways which will engage
the younger student.
You may wish to place the student notes on your own Intranet by downloading this
pack from the Skills for Work section of the SFEU website www.sfeu.ac.uk.
If printing out the student notes, please note that the photographs should be
in colour (e.g. to help with identification).
The use of textbooks is only appropriate as an introduction to estate maintenance.
Activities are identified with the
Scottish Further Education Unit
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Rural Skills: Estate Maintenance: An Introduction (Intermediate 1)
Guidance on Delivery of Estate Maintenance: An Introduction
It is important that the majority of learning activity takes place using ‘real’ tasks
either in a work setting or simulated setting. Partnerships with land-based
colleges, training providers or employers are likely to provide the most appropriate
settings. Students should experience a range of work sites and experience
outdoor working conditions (terrain, ground conditions and ambient temperatures).
They should gain an understanding of how to carry out a range of estate
maintenance tasks. It is important that the learner should have access to a range
of surfaces and structures and access to an area suitable for growing plants
outdoors.
It is important that the deployment of appropriate learning environments is
preceded by a valid risk assessment by the Centre, particularly identifying
any personal protective equipment (PPE) that the learner may require and
any regulations applying to work with materials or equipment. Students must
be supplied with correctly fitting PPE prior to the undertaking of any of the
practical activity.
Centres delivering this learning programme in the context of estate maintenance
should pay particular attention to the risk assessment of sizes of student groups in
relation to the number of supervisors available. A maximum group size of 8 - 10
students per supervisor is recommended.
In relation to Outcome 1 of the Unit:
Students should be able to identify a range of tools and pieces of equipment. They
should be able to provide a brief description of the tool or piece of equipment,
what it is used for and know what personal protective equipment to wear. This
could be achieved through a practical session(s) demonstrating a range of tools
and equipment and their use. It is important that learners have basic handling
skills of tools and equipment prior to carrying out tasks in Outcome 2.
In relation to Outcome 2 of the Unit:
This Outcome should be delivered in the context of practical tasks under constant
supervision. Where possible these should be ‘real life’ tasks and not simulations.
Students should be made familiar with the tools and equipment that they are going
to use in practice. As most of this unit will be delivered outdoors it would be
advisable to have a contingency plan in relation to inclement weather conditions. It
should also be noted that seasonality may affect specific parts of the soft
landscaping task.
It would be useful for both Outcomes to have some classroom theoretical and
interactive input prior to undertaking the practical activities. This could be in
relation to planning an activity, costing an activity or sourcing materials. However,
it is important to stress the level of this award and it is not appropriate to examine
any of these aspects in detail. Classroom activity should be as interactive as
possible and the activities in the learner support notes may be useful adjuncts to
the experiential learning process.
Scottish Further Education Unit
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Rural Skills: Estate Maintenance: An Introduction (Intermediate 1)
Employability Skills
2, 3, 4,
5, 6
Signposting of Employability Skills
in Estate Maintenance: An Introduction
Throughout the unit students will have the opportunity to develop the following
employability skills. Where opportunities arise to integrate and embed these
through the activities suggested in this pack, they are highlighted with a numbered
flag as shown above. The numbers corresponding to each employability skill are:
1
Timekeeping and
attendance
4
Working
cooperatively with
others
7
Health and safety
awareness
2
Understanding
roles and
responsibilities in
the workplace
5
Awareness of
efficient resource
use
8
Review and self
evaluation
3
Planning and
preparing for work
6
Following
Instructions
9
Positive attitude to
learning
There are opportunities in the Unit to develop all the skills identified particularly if
learning activity encompasses recommendations above.
Integrating the Content of the Employability Skills Unit
and other generic employability skills
It is important to adopt an approach of emphasising not only the vocational skills
development but also the development of employability skills and attitudes in this
Unit. This could be done by:
 setting particular start times for practical activities
 monitoring the students’ ability to follow instructions
 setting incremental targets for students in terms of mock deadlines for given
practical activities (once they have developed reasonable competence)
 monitoring the preparation and planning of the students for practical activities
 setting students a task as a group and allowing them to be responsible for the
allocation of subsets of tasks to encourage team working
 encouraging students to reflect on their own and group performance regularly
 monitoring the safety awareness of the learners when carrying out tasks
Scottish Further Education Unit
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Rural Skills: Estate Maintenance: An Introduction (Intermediate 1)
In relation to Estate Maintenance: An Introduction, the following examples of
learning activity may be appropriate. (Note that some of these activities require
the student to have developed some familiarity with the vocational task and the
work setting):
1
1&2
 Set a time target on a task that they have practised such as
planting out a range of shrubs.
 Set a specific time when students are to be prepared for a given
work task, wearing the appropriate PPE and armed with the
appropriate tools or aids.
2, 3, 4,
5, 6
 Instruct a group of students on an overall activity such as
concreting and allow the group to delegate activities amongst
themselves.
7
 Students could discuss the hazards for the tasks that they are
about to undertake and how they can be minimised.
8&9
 Students could be encouraged to participate in self and peer
review and evaluation of tasks undertaken.
Scottish Further Education Unit
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Rural Skills: Estate Maintenance: An Introduction (Intermediate 1)
As much of the activity in this course is practical, group-related and hands-on, it
fits well with this simple review model.
Scottish Further Education Unit
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Rural Skills: Estate Maintenance: An Introduction (Intermediate 1)
Generating Evidence and Assessment Opportunities for
Employability Skills
In addition to developing the student’s employability skills throughout the delivery
of the Unit, there are specific opportunities to generate evidence for assessment
of employability skills. You should refer to the employability skills profile in the
reference section at the front of this pack to familiarise yourself with these skills.
You should also familiarise yourself with the National Assessment Bank (NAB)
material for the Employability Unit.
There are particular opportunities to complete the review sheets of the
Employability Skills for Land-based Industries Unit (Outcomes 1 and 2) when
carrying out tasks related to Outcome 1 and 2 of this Unit (Use tools and
equipment whilst carrying out a range of estate maintenance tasks). Please note
that it would be easier for the activity to relate to all of the self-assessment areas
for ease of administration. If course teams choose to adopt this method of
assessment they should consider the following:
 Design the activity in a manner that will make it clear to the students that they
have been given the opportunity to demonstrate all of the employability skills
by beginning with a short briefing.
 Pay particular attention to the inclusion of awareness of efficient use of
resources: choose an activity where the student has to, for example, paint a
building or plant a tree.
Example
“Today we are going to work in small groups and plant trees. You must:
 form small groups
 decide what tools are required
 decide who is doing what between yourselves
 carry out your part of the activity
 tidy up after yourselves
 report back to [the tutor] when completed
 return to [the classroom] and complete section 1 of the review sheet and bring
it to [the tutor] for their section to be completed
You’ll be assisted with tasks when required and you can ask for help whenever
you need it.”
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Rural Skills: Estate Maintenance: An Introduction (Intermediate 1)
Students should be briefed, prior to commencement of a planned task, that they
will be assessed on the main employability skills identified in the review sheet
which are:
 acceptable time keeping and attendance
 understanding roles and responsibilities in the workplace
 planning and preparing for work
 working co-operatively with others
 awareness of efficient resource use
 following instructions
 working safely
 review and self evaluation
 positive attitude to learning
The students can then be briefed on the second section of the review sheet
(strengths, weaknesses and action plan). They should then be asked to complete
this prior to the next session planned with the tutor.
Almost all of the practical activities involved in the delivery of this Unit give the
student the opportunity to complete the assessment of Outcome 3 of the
Employability for Land-based Industries Unit.
Carrying out simple risk assessment prior to practical activities is an excellent way
to raise student safety awareness of tasks that they are about to undertake as
suggested above and could become a regular feature of the delivery of all
practical activity in this Unit. This would make the formal assessment activity
familiar to the student, allowing several opportunities to complete the pro-forma
assessment for Outcome 3 of the Employability Unit.
Scottish Further Education Unit
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Rural Skills: Estate Maintenance: An Introduction (Intermediate 1)
Resources
Resource Requirements for Estate Maintenance: An Introduction
Physical Resources:
 classroom or workroom facilities to deliver theory aspects of the course: should
include presentation facility, whiteboard or flipcharts
 access to a site or sites where a range of hard and soft landscaping tasks can
be carried out either in a work setting or simulated work setting. This should
ideally be on a farm, estate or land-based college.
Personal Protective Clothing and Equipment (PPE):
Centres should provide PPE for all students as deemed necessary in accordance
with risk assessment of tasks to be undertaken. This is likely to include the
following items:
 Wellingtons or boots (both ideally steel toe-capped)
 boiler suit
 waterproof jacket and leggings
 gloves
 goggles
Recommended Supplementary Learning Resources
The following textbooks also give some good basic information:
RHS Encyclopedia of Gardening, ed. Christopher
Brickell (ISBN 0751308625)
Gardening Techniques, Alan Titchmarsh, Mitchell
Beazley (1985) (ISBN 0855332921)
A Guide to Stock Fencing, Andy Radford, The
Crowood Press (ISBN 1-86126-541-7)
Fencing: A Practical Handbook, BCTV Enterprises
Ltd (ISBN 094675229)
The Garden DIY Expert, Dr D.G.Hessayon, Expert
Books (ISBN 0-903505-37-1)
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Rural Skills: Estate Maintenance: An Introduction (Intermediate 1)
Suggested Learning Programme
for Estate Maintenance: An Introduction
Chunks of learning activity are suggested for this Unit. The order, grouping and
timing of these sessions are at the discretion of individual centres and will depend
on factors such as timetabling, class size etc. Classroom activities may be best
grouped together and carried out before the practical activity. However, the
emphasis is on practical experiential learning and not on didactic delivery of
information and most of the allocated time should be dedicated to practical
demonstration of correct practice with the students’ involvement in assisting with
practical tasks.
All practical activities should be preceded by an inspection
of students to ensure the correct fitting of PPE.
The following chunks may be appropriate:
 Introduction to the use and identification of tools and equipment: a workshop
presentation
 Demonstration on how each tool and piece of equipment should be used
 Fencing practices and principles: a classroom session
 Safety induction for working on practical tasks in a range of estate tasks
 Practical demonstration on carrying out repairs to a section of fencing
 Practical session on laying paving slabs
 Practical session on laying kerb stones
 Practical session on painting or applying preservatives
 Practical repair to a section of dyke
 Practical session carrying out repairs to water supply
 Classroom session providing overview of lawn maintenance throughout the
year
 Practical session carrying out maintenance on a lawn
 Classroom session examining plant types, support mechanisms and planting
techniques
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 Practical session planting a range of trees
 Practical session pruning a range of trees and shrubs
 Set practical session for groups to plant trees given a generous timeframe
 Group/peer review of performance of planting trees
 Set practical session for groups to plant trees given a slightly tighter timeframe
 Group/peer review of performance planting trees including discussion of how
resources could be used efficiently
 Repeat above practicals to ensure competence
 Summative assessment session for each Outcome when candidate ready for
assessment.
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Learning and Teaching with Under 16s
Scotland’s Colleges have made significant progress in meeting the needs of
young learners. Our knowledge of the learning process has increased significantly
and provides a range of strategies and approaches which gives us a clear steer
on how lecturers can add to their skill repertoire. Lecturers can, and do, provide a
stable learning environment where young students develop a sense of selfrespect, learn from appropriate role models and see an opportunity to progress.
There are basic enabling skills for practical application which can further develop
the learning process for this group of students. So what are the characteristics of
effective learning and teaching which will help to engage young learners?
Ten ways to improve the learning process for Under 16s
(This list is not exhaustive!)
1. Activate prior knowledge and learning – ascertain what the learner knows
already and teach accordingly. Young people do have life experience but it is
more limited than adult learners and they may not always be aware of how it
will assist them in their current learning.
Tips - Question and answer; Quick Quiz; Quick diagnostic assessment on
computer; present key words from the course or unit and see how many they
recognise or know something about.
2. Tune learners into the Big Picture – the lecturer knows the curriculum inside
out and why each lesson follows a sequence, however the young learner does
not have this information and is re-assured by being given the Big Picture.
Tips – Mind map or concept map; use visuals, for example wall displays of
diagrams, photographs, flow charts; explain the learning outcomes in language
they will understand; We Are Learning Today (WALT) targets and What I‘m
Looking For (WILF) targets; give clear and visible success criteria for tasks.
3. Use Advance Organisers – these are lists of the key concept words that are
part of the course or unit.
Tip – Highlight on any text the concept words that you will be using; make a
visible list and put it on display – concept words can be struck off or referred to
as they occur (NB this helps with spelling and independent learning as they do
not have to keep checking meaning); highlight essential learning and action
points.
4. Vary the teaching approaches. The two main approaches are instructing
and demonstrating, however try to provide opportunities to facilitate learning.
Tips – Ask students what they know now that they did not know before, or
what they can do now they could not do before, at appropriate points in the
lesson or teaching block; ensure there are problem solving activities that can
be done individually or in groups; ask students to demonstrate what they have
learned; use a range of question and answer techniques that allow
participation and dialogue, eg. provide hints and cues so that they can arrive at
answers themselves.
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5. Preview and review of learning. This helps to embed previous learning and
listening skills and provides another opportunity to elicit learner understanding.
Consolidates and reinforces learning.
Tips – At the beginning of each lesson, or session, review previous learning
and preview what is coming up; at the end of each lesson or session, review
what has taken place and what will be focussed on next time – these can both
be done through question and answer, quizzes and mind mapping activities.
6. Language in the learning environment. Do not assume that the language
which is used in the learning environment is always understood by young
learners, some words may be familiar but do not have the same meaning when
used vocationally.
Tips - At appropriate points ask students what words mean; explore the
various meanings of words to find out if they may have come across this
language in another context; by looking at the structure and meaning of words
there is an opportunity for dialogue about learning and to build vocabulary.
7. Giving instructions in the learning environment. This is one of the most
difficult tasks a lecturer has to do whatever the curriculum area. With young
learners this may have to be repeated several times.
Tips – Ask a student to repeat back what you have asked them to do before
beginning a task; ask them to explain the task to one of their peers; use the
KISS principle – Keep It Short and Simple so that they can absorb and process
the information.
8. Effective feedback. Feedback is very important for the learner to assess their
progress and to see how and what they can improve. Provide opportunities to
engage in dialogue about the learning function of assessment – provide details
of the learner’s strengths and development needs either in written or spoken
form. With younger learners identifying one or two areas for development is
sufficient along with acknowledgement of what has been done well.
Essentially, learners are helped by being given a specific explanation of how
work can be improved. You can also use summarise assessment formatively,
ie. as an opportunity to identify strengths, development needs and how to
improve.
Tips – Ask students themselves to identify their own strengths and
development needs – self evaluation; peer evaluation of work can be
successful once they have been taught how to do it; the lecturer can produce a
piece of work and ask students to assess it anonymously; have a discussion
about the success criteria for the task and ensure the students are clear about
them; allow learners to set criteria for success and then measure their
achievements against these.
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9. Managing the learning behaviour. Under 16s are coming into Scotland’s
Colleges and training establishments from largely structured and routine-driven
environments in schools and early feedback from those undertaking Skills for
Work courses indicates that they very much enjoy the different learning
environment that colleges and other training providers offer. Remember
though that these are still young learners. They will still expect lecturers to
provide structure and routine and will perform best in a calm orderly learning
environment. Young students will respond to firm, fair and consistent
management. Such routines have to be established quickly and constantly
reinforced.
Tips – Health and safety is non-negotiable and consequences of noncompliance with the regulations should be made clear and adhered to at all
times; set out your expectations from day one and provide a consistent
message; have clear beginnings, middles and endings for each session; be a
positive role model for your students, i.e. be there before they are and manage
the learners with respect; always deliver what you promise; build up good
relationships and get to know the learners, make the curriculum interesting and
stress the relevance of the learning; set up a positive behaviour management
system. By following these guidelines you will build up two-way respect, which,
while sometimes challenging to achieve, can be very powerful and work to
everyone’s benefit.
10. Care and welfare issues. School/college partnerships mean increasing
numbers of young learners in college. Lecturers have to be aware of their
professional responsibilities and mindful of young people’s rights. However
lecturers have rights too, in terms of feeling safe and secure in working with
young people and there are basic steps staff can take to minimise risks. It is
essential that colleges ensure that lecturers have a working knowledge of the
Child Protection policies (local authority and college documentation) and to
follow procedures and policies diligently. School/College Liaison Officers will
be familiar with these documents and can provide support and advice. There
are also training sessions on Child Protection available from SFEU (see
below).
Tips – Avoid one-to-one situations with young students in a closed area; do not
do or say anything that could be misinterpreted; if the opportunity arises, do
some observation in schools to see and discuss how teachers use the
guidelines for their own protection as well as the young person’s.
Most young people are a delight to work with and they will positively enjoy the
experience of learning in college. However, there will inevitably be some who are
disengaged, disaffected and who have not yet had an opportunity to experience
success. ‘Skills for Work’ is a unique educational initiative that young people can
be motivated to buy into - you as the lecturer are key to the success of these
programmes.
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Skills for Work Workshops
To take this 10 point plan forward and to add to it, you can attend one of SFEU’s
‘Get Skilled Up’ half day workshops for lecturers delivering Skills for Work
Courses, when we explore further the learning process and look at a range of
specific teaching and learning techniques to use with the under 16 age group. To
find out when the next event is visit our website www.sfeu.ac.uk or contact the
Learning Process team at SFEU on 01786 892000.
Child Protection Workshops
These are run on a regular basis by staff at SFEU in Stirling and also in colleges.
For more information on these workshops please contact members of the Access
and Inclusion team at www.sfeu.ac.uk or contact the team at SFEU on 01786
892000.
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Student Support Section
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Welcome to Estate Maintenance
The unit that you are about to undertake consists of two Outcomes that will give
you an insight into basic Estate Maintenance skills.
In this unit you will learn how to:
 Select, use and maintain a range of tools and equipment that are commonly
used in estate maintenance.
 Complete a range of practical activities including fencing, soft landscaping,
hard landscaping and plumbing or drainage.
The notes that you’ll be given as you progress through the course help you with
the background knowledge for the skills that you’ll learn whilst on this course.
This is a practical course in which you’ll be assessed mainly on your practical and
employability skills. The notes and exercises you’re given are to help you to
understand the important aspects of estate maintenance and to support your
practical studies.
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If you find yourself wanting to learn more about estate maintenance, you’ll find
several web links and book references that you can look at. You can also go to
the following web links, which may help you to find out how to take your interest
further:
British Trust Conservation Volunteers
http://www2.btcv.org.uk
Health and Safety Executive
http://www.hse.gov.doc.uk
Scottish Association Young Farmers Clubs
http://www.sayf.org.uk
Department for the Environment, Food and Rural Affairs (Defra)
http://www.defra.gov.uk
However, your tutors are there to support and help you. If you want to find out
more - just ask!
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Health and Safety Matters
Health and safety is an important part of everyday life whether at
home or work in order to protect individuals and work
colleagues.
It’s important in this course that, during all activities, you recognise the limits of
your abilities and that you ask for help or advice whenever you need it – we don’t
expect you to be Superman or Superwoman!
This unit will mainly be based outdoors and there are a number of Health and
Safety codes of practice and guidelines that you need to stick to during any
practical sessions.
1. Always wear and make use of the appropriate Personal Protective Equipment
(PPE).
2. Always keep your work area tidy and free from obstructions.
3. Act responsibly and don’t ‘fool around’.
4. Make sure that you fully understand the task that you are about to undertake
before you start it. If you are unsure about any part of it……………Ask!
5. Check tools and equipment before you use them to make sure that they are in
good working order.
6. When you have completed a task always remember to tidy up the work site
and store all tools and equipment in their appropriate storage areas.
Remember to leave the work area the way that you would like to find it!!!
7. Always identify potential hazards and risks before starting a job. This is called
Risk Assessment.
8. It is important that safe lifting and handling techniques are used.
Remember - you need to pay attention and take
responsibility for your own safety and the safety of the
people working around you.
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A range of Health and Safety legislation applies to the type of work you will be
doing. The table below summarises some of the most important legislation.
You don’t have to learn all the Acts and Regulations in this unit, but you should be
aware of the key points – especially as they point out what you must do in the
workplace.
Legislation
Health and Safety at Work Act
1974
Key Points
Employers have a duty to ensure, so far as is
reasonably practicable, the health, safety and
welfare of employees and any other people who
may be affected by what they do.
Employees have a duty to comply with
employer’s health and safety requirements.
They must work safely without putting
themselves or other people at risk.
Management of Health and Safety Employers must assess the risks involved at
at Work Regulations 1992
work and take measures to minimise these.
Employees must co-operate with employers in
all aspects of health and safety.
The Personal Protective
Equipment (PPE) at Work
Regulations
Where risks to health and safety cannot be
adequately controlled by other means, suitable
PPE must be provided.
Employees must use the PPE provided for the
task.
Control of Substances Hazardous
to Health Regulations 1999
(COSHH)
Employers must assess and control the risks
from hazardous substances.
The Provision and Use of Work
Equipment Regulations 1998
(PUWER)
All equipment used at work must be suitable for
the task, properly maintained, with dangerous
parts safeguarded. People using the equipment
must be adequately instructed.
The Manual Handling Regulations If manual handling operations cannot be
1992
avoided, steps must be taken to reduce the risk
of injury.
The Health and Safety (First Aid)
Regulations
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Tools and Equipment Used in Estate Maintenance
These tools and equipment are routinely used in estate maintenance.
The ones shown are those that you are most likely to be involved with
when undertaking practical tasks in this unit.
3&7
Claw hammer
 A claw hammer is used to drive in and
remove nails from timber.
 It can also be used for pulling timbers apart
e.g. cross rails on fencing posts.
 The flat face is used for hammering nails
into timber and the second face with two
claws with a ‘V’ shaped slot in the centre is
used for removing nails.
Spirit Level
 A spirit level is a glass tube filled with a
coloured spirit (used instead of water to
prevent it from freezing in cold weather).
 It looks like a short plank of wood and often
has a wide body to make sure that it is
stable (i.e. won’t fall over) and that the
surface is being measured correctly.
 It is used to indicate how level or straight a
surface is e.g. paving slabs or fencing
posts.
 It’s commonly used in fencing and
construction projects.
Saw
 Saws are used for cutting wood.
 Saws are commonly used for cutting
fencing posts and cross-rails.
 To minimise the risk of cutting
yourself the item being cut
should, where possible, be
secured in a vice.
 You should always hold the saw firmly by
the handle and ensure that your fingers are
well away from the blade.
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Fencing pliers
 Fencing pliers are a multi-purpose tool that
can: cut, hammer and withdraw staples.
 Pliers are useful on mild steel wire, but not
strong enough to cut high tensile wire.
Pinch bar
 A pinch bar is a long steel bar with one
end that is pointed and the other that has a
chisel end.
 The pointed end is used to make ‘pilot’
holes for posts and strainers.
 The chisel end is used to move large
stones and boulders.
 It is approximately one metre long,
operated using both hands and relies on its
own weight to penetrate the soil.
Adjustable wrench
 Wrenches are available in various shapes
and sizes.
 They are used for gripping, tightening,
turning and loosening items such as nuts,
bolts and pipe fittings.
 They are commonly used on nuts and bolts
that have flat, parallel surfaces e.g.
hexagonal nuts.
 Wrenches have a permanent jaw and a
movable jaw.
 The size of the head is adjusted by turning
the knurl.
Water trough valve with
floating ball (Ball cock)
 The ball is attached to the lever on the
valve.
 The ball floats on the water and closes the
valve when the trough fills up and opens
the valve when water is used.
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Pipe
wrench
 Pipe wrenches are used in plumbing for
gripping round (cylindrical) items.
Water pipe coupler
 A water pipe coupler is used for joining
lengths of alcathene pipes.
Paint brushes
 Paint brushes come in a variety of types
and sizes ranging from 12mm to 150mm.
Paint brushes
 This large paint brush is used for applying
emulsion or whitewash.
Wire brush
 A wire brush tool is used for removing rust
and general metal cleaning.
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Scrapers
 Scrapers are used for removing flaking
paint before re-painting.
Hack saw
 A hack saw is used for sawing through
steel and copper and alkathene pipes.
Wire cutters
 Wire cutters are used for cutting various
types of wire e.g. rylock, plain or barbed.
 They have two strong, sharp jaws at the
end of long handles that provide leverage
to make wire cutting easier.
Wire dispenser
 A wire dispenser or Spinning Jenny is used
to roll out wire without causing kinks.
 The dispenser is situated at one end of the
fence and rolled out along the fence to the
distant strainer.
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Mell
 A mell is used to manually drive posts into
the ground after preliminary holes have
been formed using a pinch bar.
 It is usually 6-7kg in weight and is double
sided.
 Fibreglass shafts are recommended for
safety.
 Some strength and expertise is needed to
use a mell effectively, and it should be
swung so that the head hits the post
squarely on the top.
 It is important that the mell is not used on
hard materials such as stone or concrete
as this will damage the head.
Post Driver
 A post driver or ‘drivall’ is a long metal tube
with a handle on either side.
 The metal tube slips over the post.
 The post driver should only be lifted by a
small amount, and dropped down with a
regular, easy movement.
 This tool is very heavy and can be operated
by 1 or 2 people.
 It has the advantage over the mell in that it
does not damage the post top.
A safety helmet must be worn by
anyone using a post driver.
Shuv-holer
 A shuv-holer is a large implement,
consisting of two pointed and long-handled
spades hinged together.
 It is used for digging out holes for strainers
when the holes are getting deep.
 Shuv-holers are used after the soil has
been loosened by a spade, shovel or pinch
bar.
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Nails
Below is a selection of the many nails that are
available.
 Round wire nail – This is used for general
work. The round wire nail is best suited for
thicker sections of timber.
 Lost head nail – This is ideal if it is
necessary to hide the head of the nail as a
punch can be used to hammer the head
beneath the surface level.
 Staple – This is used to fasten fencing wire
onto posts and strainers. They are
hammered in using a claw hammer or
fencing pliers. Staples are available in a
range of sizes.
Measuring tape
 5 metre retractable tape. This is used for
measuring the length of materials such as
timber and pipes.
 50 metre wind up tape. This is used for
measuring long distances such as fence
lines.
Wrecking bar
 Wrecking bars are used for dismantling
fencing and timber structures.
 They are manufactured from steel with one
end chisel shaped and the other end
shaped like a swan’s neck ending in a ‘V’
for drawing out nails.
Fencing wire
 Barbed wire is frequently used as the top
wire on farm fences to stop cattle damaging
the fence.
 Galvanised wire is wire that has been
coated with a layer of zinc to stop it rusting.
It can last up to fifteen times longer than
steel wire.
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Barbed wire is unpleasant to handle,
even when new and gloves and goggles
should be worn at all times when working with
it.
 Stock fencing, sometimes known as
‘Rylock’ fencing comes on a roll and is
made up of vertical and horizontal wires
hinged at the joints.
 Stock fencing is commonly used for sheep
fencing.
Monkey Strainers
 This tool is fixed to the wire and pulls the
wire from both ends or it can be fixed to a
single post and pulled from one end.
 If used correctly it can result in highly
tensioned wires.
Tensioners
 A ‘radisseur’ or butterfly tensioner is
used to tighten fencing wire. It consists of a
rotating barrel that is turned using a
spanner to increase the tension.
 A gripple tensioner is a metal block with 2
holes that the wire slides through and is
then kept in place by a spring loaded
locking mechanism. The wire is tensioned
by using ‘gripple’ pliers that hold the gripple
in place and then tension the wire by
pulling the wire through. This allows the
wire to be retensioned over time. They can
be reused by cutting the wire and pulling
the end of the wire through.
 Twist link connectors are used for joining
wires together and for fastening off a wire
at straining posts.
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Strainer
 A strainer is a heavy-duty fence post that
is positioned at either end of a fencing run.
 Strainers are also used at regular intervals
along the fence line (approx. every 25
metres) to provide strength and stability.
 Strainers are normally inserted into the
ground to a depth of 900mm and are
strengthened by a strut post positioned at a
45 angle.
strut
Strainer
 It’s important to brace the strainer against
pressure by supporting it with large stones
at the top and bottom of the hole.
Axe
 The axe is used for trimming and shaping
wood.
 Larger axes can be used for felling trees
and splitting firewood.
Pick axe
 A pick axe is used for loosening hard
ground, such as damaged concrete, prior to
repair.
 It has two ends, so that it can be used for
different jobs; one is pointed and the other
is chiselled.
 The metal head is attached to a wooden
shaft that is approx. one metre long.
Concrete mixer
 Concrete mixers can be electric driven or
powered by tractor power take off (PTO) or
petrol.
 Using a concrete mixer saves a lot of time
and is a lot easier that mixing the
ingredients by hand.
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Builder’s Trowel
 A builder’s trowel is used for laying mortar
when brick laying.
Float
 A float is used for producing a smooth finish
when laying concrete.
 It is important to wash, dry and oil the float
when a job has been completed to stop it
from rusting.
Shovel
 A multi-purpose tool, normally with a
square mouth used for moving bulky
materials such as sand, gravel and soil. It
has raised sides to prevent materials sliding
off easily.
 Shovels can have round mouths or square
mouths.
 Round mouthed shovels are used for
removing soil in stony ground.
Spade
 A tool that is used for digging and
trenching, the spade is also used for
skimming weed growth off the soil before
cultivation begins.
 The spade is also useful for planting trees
and shrubs.
Garden fork
 Forks are used for breaking up lumps of
soil, digging rough - dug soil and for lightly
cultivating well – worked ground before
seed sowing and planting.
 Larger pointed forks can be used for
moving manure.
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Rake
 Rakes are used for levelling soil that has
previously been broken down with a fork.
 Rakes are also very useful for raking up
debris such as leaves, branches and
rubbish.
Shears
 There are two main types of shears: edging shears and hedge shears.
 Edging shears are used for trimming grass
edges on lawns.
 Hedge shears are mainly used for cutting
back hedges and non-woody shoots.
Secateurs
 Secateurs are used for removing thin
branches from trees and shrubs.
 It’s important that you avoid trying to cut
branches which are too thick or the
secateurs will be damaged.
 Tip: If the branch is thicker than a pencil
use loppers instead of secateurs.
Loppers
 Loppers are pruners with long handles and
are used for removing stems 1 – 2 cm in
diameter.
Pruning saw
 A pruning saw is used on large branches
where loppers or secateurs are inadequate.
 It usually has a narrow, curved blade that is
easily worked between branches on a tree.
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Pressure Washer
 A pressure washer applies water to
surfaces under high pressure.
 It is often used for cleaning hard surfaces
such as paving slabs and is also used for
cleaning machinery.
Mower
 A mower is a machine that is used for
cutting grass.
 The most common mower is a rotary
mower that is used to give a basic cut.
 Rotary mowers are petrol or electric and
some models are fitted with grass-boxes.
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Practical Tasks
This section explains the tasks you’ll be doing in the unit.
You will be working within each of the following areas:
Within the ‘fence and wooden structures area’ you’ll be involved with at least
one of:
 Replacing a broken stob
 Retensioning fence wire
 Repairing a gate
 Repairing a fence
Within the ‘walls and hard surfaces area’ you’ll be involved with at least one of:
 Repairing estate pathways
 Repairing a section of a dyke
 Painting/whitewashing estate buildings
 Repairing path edgings
Within the ‘plumbing/drainage area’ you’ll be involved with at least one of:
 Replacing a tap or valve seal
 Repairing plastic or alkathene pipe
 Cleaning and/or repairing a field drain outlet
 Refitting a water trough/tank ball-cock
Within the ‘soft landscaping area’ you’ll be involved with at least one of:
 Carrying out the maintenance of a lawn
 Tying and staking a tree
 Plant a container or bare root shrub
 Pruning an area of shrubs.
Your instructor will show you the tools and equipment used for these jobs and will
demonstrate the correct use of them for the task in hand.
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You’ll be given the opportunity to practise using the tools and equipment and will
be given guidance throughout.
You will also be told about the Personal Protective Equipment (PPE)
appropriate for the task.
You may complete a worksheet as a record of the tasks that you carry out.
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Fence Construction
Fencing is a specialist task that will only be mastered with practice
and experience.
The aim of this section is to introduce the main fence types and how
they are constructed.
The first thing to do before any work is undertaken is to plan the operation.
Believe it or not this is the most important stage!!
This is important so that the job can be done as quickly and efficiently as possible
with the minimum waste produced.
Planning a fence around the perimeter of a field
It’s a good idea to draw a plan a highlighting any areas that need repairing.
This allows fencing materials to be estimated.
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When building a fence the most important thing to look at is the position of the
strainers.
Strainers should be used when:
 the fence changes direction
 there is a change in the height of land
 the run of fencing is too long to be adequately supported (approx. every 50
metres).
At the planning stage it’s also important to think about the positioning of gates and
access points. Gates should always open into the field.
Gates and access points should be away from:
 low lying and badly drained land
 sloping ground
 points with poor visibility
After completing the initial plan, the required amounts of wire, netting, staples,
posts, struts, strainers and any tools required can be worked out.
General points to consider are also:
 What the purpose of the fence is (livestock, rabbit, deer, boundary etc.)
………………………………………………………………………………………………
 What its life span will be and the conditions it will be subjected to (drifting
snow, hedge protection, etc.)
………………………………………………………………………………………………
 Can existing fencing materials be reused on the fence?
………………………………………………………………………………………………
 Do I have the correct skills and equipment?
………………………………………………………………………….
You should also use PPE appropriate to the task.
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Straining posts are used to keep the fencing wire tight and secure. They are very
large posts and are positioned at the start and end of the fence.
The intermediate posts are much smaller and thinner and are spaced according
to the type of fence.
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Post and Netting
100mm
100mm
800mm
50mm
1.05m
1.8m to 2.7m
 Livestock fencing is constructed from mild steel wire and is tensioned using
radisseurs.
 There are 3 strands of mild steel wire, and there may be barbed wire as the top
wire.
 The post size is usually 1.7m in length and either round or square.
 The straining posts can be up to 150m apart.
 Mild steel loses tension over time and has to be re-tensioned periodically.
 The strainer posts used are typically 2.1m in length.
 Struts to support the strainers are 2.1m in length.
 40mm staples are used to secure the wire to the posts.
 The stock netting is attached by 40mm staples.
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Safety
7
Barbed wire
 Barbed wire is generally used on all fences round fields where
livestock are kept.
 When handling barbed wire gloves and goggles should be worn at all times.
 When handling barbed wire it is important that the end of the wire is folded
over to reduce the risk of injury. (see picture below)
Before folding
After folding
Strainer posts
 The strainer is the most important part of a fence as it takes the strain (pulling
force of the wire or netting) and so it must be secure.
 Strainer posts vary in size and are generally 2.1m in length and 175mm in
diameter. They can be pointed or flat bottomed.
 Pointed strainers are for driving into the ground and the point is to aid easy
access into the ground.
 Flat bottomed strainers are designed to be put into existing holes that have
been previously dug with a shuv-holer.
 Strainers are supported by a strut that will take the strain and prevent the
strainer from being pulled over.
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A flat bottomed strainer
Strainer
This strainer has been put into a
pre-dug hole.
Strut
Support points
It is important to place large
stones to balance the pressure
being exerted by the fence. These
are called the heel stone and the
breast stone.
The strut is there to support the
strainer.
When putting up fences it is important to allow for easy re-tensioning of wires.
Re-tensioning can be done by using:
 radisseurs (butterflies)
 gripples
 twist link connectors.
When wires run around posts a staple under the
wire prevents it cutting into the wood and losing
tension.
Staples are put in at a slight angle to prevent
splitting the wood. As the grain of the wood runs
along the length of the post, angling it will
reduce this.
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Gates
Gates are a means of allowing access to fields and should be able to be opened
easily. This is particularly important where you need to get into fields to look at or
feed livestock regularly.
There are 2 ways of hanging gates as follows:
Gate behind the post
gate hung behind posts with field on this side of gate
 This allows the gate to open back to the fence.
 Keeps the gate fittings away from any traffic using the gate.
 Prevents the gate being pushed open by livestock.
Gate between the posts
gate hung between posts with field on this side of gate
 Allows the gate to open both ways
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Gates should always be attached to a straining post.
The gate below shows the main supporting parts of a gate, highlighted in the
darker colour.
The cross member (the bar running in a diagonal line) should start at the bottom
of the gate and run to the top section of the bar away from the hinges.
This supports the weight of the top rail and prevents it from sagging
Where gates are hung, the strainer should be separate from the one which is used
to tension the wire or netting. The diagram below shows how the gap is plugged
by the use of wooden planks and a central post. The planks overlap the gate
strainer and are towards the inside of the strainer so that animal pressure does
not push it into the field. The planks are nailed into the fence strainer and the
middle post but not to the gate strainer.
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Tidying up the Work Site
Once a job is completed it is important to leave the site tidy and safe.
Tools
Tools should be washed, oiled and stored in a secure, dry store. This will stop
them from rusting. Tools should be checked for signs of damage and any urgent
repairs should be carried out before the tool is used again.
Any waste will need to be disposed of safely. This will include
 Wood off-cuts and old posts and materials
 Wire and netting (new and used)
 Vegetation removed from the site in preparation for line of fence, including
overhanging branches
 Excess paint and preservatives
These should be removed from the site and disposed of in a safe manner.
If possible, recycle any materials that can be used again.
It is important to remove all wire from fields as it may harm livestock.
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Fence and wooden structures
8
Activity Sheet
Tick the job that you did:
Replace a broken stob
Retensioning of fence wire
Repair a gate
Repair a fence
Why was it necessary to do this job?
List the tools and equipment needed to do the job:
Describe the steps involved with doing the job:
What items of Personal Protective Equipment were needed when doing the job?
Why were these items necessary?
When the job was completed, what was done in terms of clearing up and care of
tools and equipment?
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Walls and Hard Surfaces
Concreting
Concrete is a mixture of cement, sand (fine aggregate), small stone or
gravel (coarse aggregate) and water. It has many applications, from fence posts
to foundations for buildings and paths.
 The ratios of the cement, sand and gravel vary according to the strength of the
concrete required.
 The stronger the concrete needed, the more cement will be needed.
 A typical mix would be 1 part cement: 2 parts sand: 6 parts gravel. The
ingredients should be measured by volume e.g. by the bucketful so consistent
mixtures can be made. The minimum amount of water should be added so that
the concrete will stand up in a cone-shape.
When repairing edges to concrete pathways, shuttering will be necessary to hold
the newly laid concrete in place until it has hardened.
Diagram showing how to lay concrete
Step 6. Tip the concrete
into the formwork
Step 7. Level the
concrete
Step 3. Create the
formwork
Step 5. Put in
expansion joints
Step 8. Continue
until the formwork
is filled
Step 4. Add a layer of
hardcore
Step 1. Dig the
trench
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Diagram showing how to lay concrete (contd)
Step 9. Select the finished
look
Step 11. Finish the job
Step 10. Leave the concrete to
cure
Diagrams from: The Garden DIY Expert by Dr D G Hessayon, Published by
Expert Books. Reprinted by permission of The Random House Group Ltd.
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Maintaining or repairing a section of a dyke
This is a well built wall. The
joins have
been bridged
and the large
stones have
been used for
the
foundations.
A typical drystane dyke (approx 138cm high x 65cm wide)
Source: A Guide to Dry Stone Walling, Andy Radford, Crowood Press
Building a dyke is an extremely skillful task. A well built dyke will last for many
years with the minimum of maintenance and give valuable shelter to animals.
However dykes do need maintenance and you may be involved with this. Coping
stones can be knocked out by cattle and sheep. The loss of these coping stones
can cause severe damage in a short time.
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Source: A Guide to Dry Stone Walling, Andy Radford, Crowood Press
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Painting/Whitewashing a Wall
The commonest types of paint are water-based paints (emulsion) and oil-based
paints e.g. primer, undercoat and top coat.
 Emulsion paints are used mainly for internal decoration.
 Oil-based paints are used for mainly internal and external woodwork.
 Oil-based paints serve as preservatives as well as having a decorative
purpose.
Preparation is the secret of success in painting.
When re-painting previously decorated woodwork, flaking paint must be removed
and all surfaces must be thoroughly clean and dry before painting.
Bare wood should be treated with an oil-based primer, followed by an undercoat
and a top coat.
Some paints can be used without the use of an undercoat.
Whitewash is a white fluid commonly used as an inexpensive, temporary coating
for walls, fences, calving boxes, stables etc.
It varies in composition, being generally a mixture of quicklime, water, flour, glue
and whiting.
Surfaces need to be cleaned before whitewashing using a pressure washer and
the whitewash is generally applied using a wide paintbrush.
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Walls and Hard Surfaces
8
Activity Sheet
Tick the job that you did:
Repair to estate pathways
Repair to a section of a dyke
Painting/whitewashing a building
Repair to path edges
Why was it necessary to do this job?
List the tools and equipment needed to do the job:
Describe the steps involved with doing the job:
What items of Personal Protective Equipment were needed when doing the job?
Why were these items necessary?
When the job was completed, what was done in terms of clearing up and care of
tools and equipment?
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Plumbing and Drainage
Servicing plumbing installations is to do with problems such as a
dripping tap. This involves turning off the water, selecting the correct
tools for the type of tap and the problem concerned, replacing the
tap/valve seal, replacing the tap, turning the water on again and
checking the effectiveness of the repair.
Lagging exposed water pipes is essential to avoid water freezing in the pipes
over winter.
Figure 1
Exposed water pipe and tap
Field drains need to be well maintained. The outlets of these could be into a
watercourse. If the outlet is protected by stones, these may fall in and need to be
built up again.
Figure 2
Field drain outlet into a watercourse
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Figure 3
Cross-section of a field drain
and diagram of herringbone drainage system
Reproduced with kind permission for educational use only from Mitchell Beazley
Publications from the RHS Encyclopedia of Practical Gardening (Lawns, Ground
Cover and Weed Control) by David Pycraft page 11.
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Plumbing and Drainage
8
Activity Sheet
Tick the job that you did:
Replace a tap or valve seal
Repair plastic or alkathene pipe
Clean and/or repair field drain outlet
Refit a water trough/tank ball-cock
Why was it necessary to do this job?
List the tools and equipment needed to do the job:
Describe the steps involved with doing the job:
What items of Personal Protective Equipment were needed when doing the job?
Why were these items necessary?
When the job was completed, what was done in terms of clearing up and care of
tools and equipment?
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Soft Landscaping
Maintenance of a lawn
There are maintenance operations that can be carried out on a lawn
during every month of the year. It is very important that they are carried out when
the soil and weather conditions are most suitable for carrying out the operation.
The table below shows a month by month guide to lawn maintenance:
Turfing
Feeding/
Weed
Control
January


February

March

Sowing
seed

May


June


July


August




September


October

November

December

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Scarification
Aeration
Top
Dressing


April

Mowing




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Maintenance Operations
Applying a fertiliser / weedkiller / mosskiller / topdressing
Feeding lawns with fertilisers makes the grass hard wearing and maintains its
rich green colour.
Weed killers are applied between spring and late summer and are used to control
weeds that compete with the grass.
Moss killer is normally applied in autumn and is used to control moss that thrives
under damp, moist conditions.
A top-dressing is applied to level off hollows in a lawn and also can be used to
improve the existing soil. Top-dressing is ideally carried out in autumn in
conjunction with scarification and spiking.
Top dressing
Using a distributor
Figure 4
By hand
Methods of applying top dressing
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Aeration
Aeration is the process of spiking a lawn to allow air into the soil. It helps the
plant’s root system and improves the drainage of the soil.
It is normally carried out in autumn using a hollow-tine fork or a machine.
Aeration
Using a tining fork Using a garden fork
Figure 5
Methods of aerating a lawn
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Mowing a lawn
Mowing is carried out to keep the grass short enough to be neat and attractive.
It is normally carried out on a regular basis between April and September. The two
most common types of mowers are rotary mowers and cylinder mowers.
 Cylinder mowers are used to cut fine lawns.
 Rotary mowers are used on general purpose lawns.
It is very important to switch the engine off every time the grass box is emptied.
Figure 6
Cylinder Mower
Figure 7
Ride-on Rotary Mower
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Scarification
Scarification is the removal of dead grass and moss from the surface of the turf.
It is normally carried out in autumn by hand using a springbok rake or by using a
machine.
Figure 8
Rake for scarification
Other lawn tasks include rolling and re-seeding damaged areas.
(For further reading see the:
RHS Encyclopaedia of Practical Gardening: Lawns, Ground Cover and Weed
Control)
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Tying and staking a tree
 Trees are staked when they are planted, to provide support until they become
established.
 Trees are normally staked on the opposite side from where the prevailing wind
blows.
 The most common method of staking is short staking where a tree is supported
with a post that is no more than a third of the height of the tree. This lets the
tree move, while allowing its roots to be strengthened.
 The tree is attached to the stake using a tree tie. The tree stake is removed
once the tree has become established, which is usually a year.
 Another form of tree staking, double staking and crossbar, is used on
evergreens and larger trees.
Figure 9
Short staking on a newly planted tree
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Planting shrubs
 Shrubs are generally either container grown or bare rooted.
 Container grown shrubs can be planted at any time of year.
 Bare rooted shrubs must be planted during winter and early spring.
 The soil should be forked over and if possible an application of manure should
be applied to the soil.
 It is important that all shrubs are planted at the same depth as they were
previously growing, either in a pot or in the ground. This point on the plant is
called the ‘nursery mark’.
 Once they are planted, fertiliser should be added at the appropriate rate and
the plants well watered in.
 It’s a good idea to apply a mulch immediately after planting as this helps to
stop the plant drying out and helps suppress weed growth.
Pruning shrubs
Your tutor will demonstrate how to do this but here are some important points to
remember:
 Always cut back to a bud
 Always remove dead, diseased and dying wood
 Always prune to an outward facing bud
Figure 10
Secateurs used for pruning
 Always prune at the correct time of year
(consult RHS Encycylopaedia of Practical Gardening: Pruning)
 Always make a clean cut making sure that you do not tear the stem
 Remove all prunings from the worksite on completing the task. Prunings should
be burnt or chipped.
 After pruning, the area should be lightly forked to remove footprints
Always make sure that you wear goggles and gloves when you are
pruning shrubs.
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Soft Landscaping
Activity Sheet
Tick the job that you did:
Carry out maintenance of a lawn
Tie and stake a tree
Plant a container or bare root shrub
Prune an area of shrubs
Why was it necessary to do this job?
List the tools and equipment needed to do the job:
Describe the steps involved with doing the job:
What items of Personal Protective Equipment were needed when doing the job?
Why were these items necessary?
When the job was completed, what was done in terms of clearing up and care of
tools and equipment?
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8
Self-assessment
Now that you have had a chance to practise the various skills and found out more
about estate maintenance, you can have a go at answering the following
questions:
Tick the correct box.
1. An ideal month for cutting grass is:
a) January
b) November
c) June
d) February
2. Bare rooted trees should be planted in:
a) July
b) September
c) May
d) December
3. Which of the following is not used for increasing the tension on fencing
wire?
a) radisseur
b) twist link connector
c) gripple
d) shuv-holer
4. When repairing a fence which of the following is a potential hazard?
a) wire springing back into your eye
b) hitting your finger with a hammer
c) hitting your head with a post knocker
d) all of the above
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5. Which of the following should be carried out first when repairing a
leaking tap?
a) turn off the water
b) cut through the pipe
c) loosen the bolt
d) turn the water full on
6. Which of the following would be suitable for making a concrete path?
a) 2 parts cement: 1 part sand: 2 parts gravel
b) 1 part cement: 2 parts sand: 6 parts gravel
c) 3 parts cement: 3 parts sand: 3 parts gravel
d) 1 part cement: 6 parts sand: 6 parts gravel
7. Which of the following ground conditions are unsuitable for carrying
out fencing?
a) frozen ground
b) snow lying on ground
c) flooded ground
d) all of the above
8. During which of the following weather conditions should paint not be
applied to buildings?
a) sunshine
b) frost
c) cloudy
d) windy
9. Why do we apply fertiliser when we plant shrubs?
a) to control weeds
b) to provide food to the plant
c) to control any pests and diseases
d) to prepare the plant for pruning
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10. Which of the following is true?
a) Container plants can be planted out any month of the year.
b) Container plants should be planted out in December
c) Container plants should be planted out in May
d) Container plants should be planted out in July
How did you get on?
Check your answers with your tutor.
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Answers
All the answers are available in the grid below.
A
B
1
C

2



3
4
5

6

7

8


9
10
D

1.
c) June
2.
d) December
3.
d) shuv-holer
4.
d) all of the above
5.
a) turn off the water
6.
b) 1 part cement: 2 parts sand: 6 parts gravel
7.
a) all of the above
8.
b) frost
9.
b) to provide food to the plant
10.
a) Container plants can be planted out any month of the year
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