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Demonstrate knowledge of the history and traditions of landscaping
Level
3
Credits
6
Purpose
This unit standard is for people working, or intending to work, in landscaping.
People credited with this unit standard are able to identify: the major
characteristics of pre-17th century influences on landscapes; the major
characteristics of landscape influences from 17th to 20th century; the major
characteristics of 20th century influences on landscape; and the
characteristics of themes used in contemporary New Zealand gardens.
Subfield
Horticulture
Domain
Landscape
Status
Registered
Status date
25 September 2006
Date version published
25 September 2006
Planned review date
31 December 2011
Entry information
Open.
Accreditation
Evaluation of documentation and visit by NZQA, industry
and teaching professional in the same field from another
provider.
Standard setting body (SSB)
Primary Industry Training Organisation
Accreditation and Moderation Action Plan (AMAP) reference
0032
This AMAP can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Special notes
Major characteristics are those characteristics largely responsible for distinguishing an
item from another similar item.
 New Zealand Qualifications Authority 2016
1026 version 5
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Elements and performance criteria
Element 1
Identify the major characteristics of pre-17th century influences on landscapes.
Performance criteria
1.1
Influences of the Neolithic to Bronze Age period are identified in terms of major
characteristics of this period.
1.2
Influences of the Iron Age on the landscapes of Western Asia, Egypt, Greece,
and the Roman Empire are identified in terms of their major characteristics.
1.3
Influences of the Middle Ages including the Mannerism and Baroque periods
are identified in terms of the major characteristics of each.
Element 2
Identify the major characteristics of landscape influences from 17th to 20th century.
Performance criteria
2.1
17th century European influences are identified in terms of their major
characteristics.
2.2
Western Classicism, The Chinese School, and The English School influences of
the 18th century are identified in terms of the major characteristics of each.
2.3
19th century influences from Mainland Europe, British Isles, and United States
of America are identified in terms of the major characteristics of each.
Element 3
Identify the major characteristics of 20th century influences on the landscape.
Performance criteria
3.1
Early 20th century influences from Europe and the Americas are identified in
terms of the major characteristics of each.
3.2
Late 20th century influences from Eastern and Western hemispheres are
identified in terms of the major characteristics of each.
 New Zealand Qualifications Authority 2016
1026 version 5
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Element 4
Identify the characteristics of themes used in contemporary New Zealand gardens.
Performance criteria
4.1
Theme landscaping is explained in terms of the general concepts.
Range
4.2
plant types, features, layout, traditions.
Commonly used landscape themes are identified and described in terms of the
characteristics of habitat and style.
Range
five of the following habitats – coastal, alpine, prairie, woodland,
desert, wetland, sub-tropical;
five of the following styles – native, formal English, cottage garden,
oriental, lawn and shrubbery, rockery, architectural, low
maintenance.
Please note
Providers must be accredited by the Qualifications Authority, or an inter-institutional body
with delegated authority for quality assurance, before they can report credits from
assessment against unit standards or deliver courses of study leading to that assessment.
Industry Training Organisations must be accredited by the Qualifications Authority before
they can register credits from assessment against unit standards.
Accredited providers and Industry Training Organisations assessing against unit standards
must engage with the moderation system that applies to those standards.
Accreditation requirements and an outline of the moderation system that applies to this
standard are outlined in the Accreditation and Moderation Action Plan (AMAP). The
AMAP also includes useful information about special requirements for organisations
wishing to develop education and training programmes, such as minimum qualifications for
tutors and assessors, and special resource requirements.
Comments on this unit standard
Please contact the Primary Industry Training Organisation www.primaryito.ac.nz if you
wish to suggest changes to the content of this unit standard.
 New Zealand Qualifications Authority 2016