19928 version 2
28-Jun-16
1 of 3
VITICULTURE
Demonstrate knowledge of grapevine
biology and physiology
level:
5
credit:
10
planned review date:
June 2008
sub-field:
Horticulture
purpose:
This unit standard is for people working in the viticulture
industry. People credited with this unit standard are able to
demonstrate knowledge of grapevine physiological
processes, environmental influences, growth and production
cycle manipulation in the planting, cultivation and care of
wine grapes.
entry information:
Open.
accreditation option:
Evaluation of documentation and visit by NZQA, industry and
teaching professional in the same field from another
provider.
moderation option:
A centrally established and directed national moderation
system has been set up by the Primary Industry Training
Organisation.
special notes:
None.
Elements and Performance Criteria
element 1
Structure, functions and processes of a grapevine are described.
performance criteria
1.1
The structure and function of the vegetative grapevine are described.
Range:
shoot system, root system, leaves, buds.
 New Zealand Qualifications Authority 2016
19928 version 2
28-Jun-16
2 of 3
VITICULTURE
Demonstrate knowledge of grapevine
biology and physiology
1.2
The structure and function of the grapevine flower and berry are described.
Range:
1.3
The growth processes of a grapevine are described.
Range:
1.4
inflorescence, berry, bud.
bud initiation, pollination, fertilisation, berry development,
photosynthesis, respiration, translocation.
The annual growth cycle of the grapevine is described.
Range:
bud dormancy, bud initiation, bud break, shoot and leaf growth,
root growth, flowering, fruit set, berry growth, leaf fall.
element 2
Explain the factors which influence the growth processes in grapevines.
performance criteria
2.1
Internal plant processes are described in terms of how they affect grape growth.
Range:
2.2
photosynthesis, respiration, transpiration, translocation and
carbohydrate accumulation, nutrient uptake, berry development.
The environmental influences, which impact on the internal processes of the
grapevine are described.
Range:
temperature, water, humidity, light, shade, nutrition, wind.
element 3
Demonstrate knowledge of plant physiology in the manipulation of grapevine growth or
production cycles.
performance criteria
3.1
Identification of perceived change in growth or production cycle provides basis
for determining manipulation requirements.
Range:
early maturity, late maturity, improved yield, improved quality,
grapevine balance.
 New Zealand Qualifications Authority 2016
19928 version 2
28-Jun-16
3 of 3
VITICULTURE
Demonstrate knowledge of grapevine
biology and physiology
3.2
Internal plant processes are described in terms of how they can be manipulated
to achieve the desired results.
3.3
Planning determines which influences will be altered and by what amount to
manipulate each growth process to meet the desired result.
3.4
Practical methods used to meet the desired result are described.
Range:
rootstocks, cultivars, site selection, row orientation and spacing
canopy manipulation, soil management, pest and disease control,
irrigation, frost control, weed control and shelter.
Comments on this unit standard
Please contact Primary Industry Training Organisation http://www.primaryito.ac.nz if you
wish to suggest changes to the content of this unit standard.
Please Note
Providers must be accredited by the Qualifications Authority or a delegated interinstitutional body before they can register 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 providers wishing to
develop education and training programmes, such as minimum qualifications for tutors and
assessors, and special resource requirements.
This unit standard is covered by AMAP 0032 which can be accessed at
http://www.nzqa.govt.nz/site/framework/search.html.
 New Zealand Qualifications Authority 2016