-1–
General Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Apply Water to Landscaped Areas
Design Document
Issue Date June 2006 Version 2
-2–
General Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Apply Water to Landscaped Areas
Design Document
PROGRAM PURPOSE
This Unit Standard forms part of the General Certificate in Ornamental Horticultural, NQF Level 1 and is aligned with the
Unit Standard : Apply water to landscaped areas, worth 3 credits.
The purpose of the unit standard is to equip learners with the skills and knowledge necessary to :
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Apply the optimum amount of water to various plants to ensure healthy growth and development.
Select the most suitable watering equipment to water various plantings.
Select the appropriate frequency of watering to suit prevailing conditions.
Demonstrate the correct methods of watering to prevent run-off and wastage.
Utilise knowledge of good watering practices for the propagation and care of plants.
These skills and knowledge will form the basis of the learning and help learners to meet the specific outcomes and
assessment criteria, as outlined by the Unit Standard.
UNIT STANDARD PRE-REQUISITES
Demonstrate knowledge of communication and Numeracy at Abet Level 3.
Issue Date June 2006 Version 2
-3–
General Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Apply Water to Landscaped Areas
Design Document
Unit Standard : 119702
Unit Standard Title :
NQF Level :
Credits :
Purpose :
Apply water to landscaped areas
1
3
This unit standard is for people employed within the Ornamental Horticulture and
landscaping industry that need to apply water to landscaped areas
Learning assumed to Demonstrate knowledge of communication and Numeracy at Abet Level 3.
be in place
Issue Date June 2006 Version 2
-4–
General Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Apply Water to Landscaped Areas
Design Document
Practical Competence
(Specific Outcomes)
Foundational Competence
(Knowledge)
Reflective Competence
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
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1.
Select the most appropriate time

of day, or conditions to conduct
watering.
Describe the climatic factors that
negatively affect watering efficiency
are described.
Explain the consequences of
watering in windy conditions.
Explain the effects of conducting
watering at the hottest time of the
day.
Describe the ideal time and climatic
conditions for watering.
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


Range:
The range includes but is not limited to:
high evaporation rate, low evaporation
rate – still air, coolest time of the day,
dew point wind, hottest time of the day.
Issue Date June 2006 Version 2

Identify and solve problems in which
responses display that responsible
decisions using critical and creative
thinking have been made.
Work effectively with others as a member
of a team, group, organisation or
community.
Collect, analyze, organise and critically
evaluate information.
Communicate effectively using visual,
mathematical and/or language skills in the
modes of oral and/or written presentations.
Use science and technology effectively
and critically showing responsibility
towards the environment and health of
others.
Demonstrate an understanding of the
world as a set of related systems by
recognizing that problem-solving contexts
do not exist in isolation.
-5–
General Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Apply Water to Landscaped Areas
Design Document
Practical Competence
(Specific Outcomes)
2.
Select and demonstrate the use
of watering equipment to
affect an application rate that
suits various soil conditions.




Demonstrate the various hose
and spray nozzles and their
adjustments.
Demonstrate examples of hose
end cone sprinklers, their
application rates and uses.
Demonstrate examples of hose
end rotary sprinklers, their
application rates and uses.
Demonstrate the correct rate of
application of water to suit
various soil types.
Issue Date June 2006 Version 2
Foundational Competence
(Knowledge)
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

Describe the infiltration rates of
various soil types.
Explain the necessity to apply water
at or below the infiltration rate.
Explain the effect that slopes and
compaction have on the infiltration
rate of soils.
Range :
The range includes but is not limited to:
hose end nozzles, watering can nozzles
and spouts, cone sprinklers, rotary
sprinklers, infiltration rate of soils,
prevent water wastage, puddling, runoff, slopes, degree of compaction.
Reflective Competence






Identify and solve problems in which
responses display that responsible
decisions using critical and creative
thinking have been made.
Work effectively with others as a member
of a team, group, organisation or
community.
Organise and mange oneself and one’s
activities responsibly and effectively.
Collect, analyze, organise and critically
evaluate information.
Communicate effectively using visual,
mathematical and/or language skills in the
modes of oral and/or written presentations.
Demonstrate an understanding of the
world as a set of related systems by
recognizing that problem-solving contexts
do not exist in isolation.
-6–
General Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Apply Water to Landscaped Areas
Design Document
Practical Competence
(Specific Outcomes)
Foundational Competence
(Knowledge)
Reflective Competence
3.
Show an understanding of the
seasonal water requirements of
plants.



Explain the relationship that the
various seasons have on the water
requirements of plants.
 Describe the necessity of modifying
the frequency and length of watering
times to cope with seasonal changes
in evapotranspiration rates.
 Explain the need to reduce the
watering of deciduous plants in their
dormancy period.
 Modify the frequency and quality of
watering to suit the
evapotranspiration and rainfall.
Outcome range – ratio of climatic
variation – rainfall received, scheduled
watering frequency, schedules timing of
water application, testing of the soil
Issue Date June 2006 Version 2




Identify and solve problems in which
responses display that responsible
decisions using critical and creative
thinking have been made.
Work effectively with others as a member
of a team, group, organisation or
community.
Organise and manage oneself and one’s
activities responsibly and effectively.
Communicate effectively using visual,
mathematical and/or language skills in the
modes of oral and/or written presentations.
Use science and technology effectively
and critically, showing responsibility
towards the environment and health of
others.
Demonstrate an understanding of the
world as a set of related systems by
recognizing that problem-solving contexts
do not exist in isolation.
-7–
General Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Apply Water to Landscaped Areas
Design Document
Practical Competence
(Specific Outcomes)
Foundational Competence
(Knowledge)
Reflective Competence
water content.
Range:
The range includes but is not limited to:
summer, spring, autumn and winter
water plant usage, dormant periods,
deciduous shrubs and trees.
4.
Modify the frequency and
quantity of watering to suit the
evapotranspiration and rainfall.


Demonstrate the use of a
rain gauge and the reading
of received rainfall.
Demonstrate the
procedures for the manual
testing of the soil water
content.




Explain the importance of
increasing the watering timing,
relative to an increase in E.T.
Explain the modification of the
frequency of watering, to suit
varying climatic conditions.
Describe the adjustment of
watering times, in response to
rainfall received.
Explain the importance of regular
testing of the soil water content.
Range:
Issue Date June 2006 Version 2




Work effectively with others as a member
of a team, group, organisation or
community.
Collect, analyze, organise and critically
evaluate information.
Communicate effectively using visual,
mathematical and/or language skills in the
modes of oral and/or written presentations.
Use science and technology effectively
and critically showing responsibility
towards the environment and health of
others.
-8–
General Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Apply Water to Landscaped Areas
Design Document
Practical Competence
(Specific Outcomes)
Foundational Competence
(Knowledge)
The range includes but is not limited to:
ratio of climatic variation – rainfall
received, schedules watering frequency,
schedules timing of water application,
testing of the soil water content.
Issue Date June 2006 Version 2
Reflective Competence
-9–
General Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Apply Water to Landscaped Areas
Design Document
S/O
A/C
Evidence Required


1
1–4


Sources of Evidence
Describe the climatic factors that
negatively affect watering
efficiency.
Explain the consequences of
Evaporation rate – still air, coolest
watering in windy conditions.
time of the day, dew point wind,
Explain the effects of conducting
hottest time of the day.
watering at the hottest time of the
day.
Describe the ideal time and
climatic conditions for watering.
Issue Date June 2006 Version 2
Assessment
Method
Knowledge
questionnaire
Bloom Level
Blooms
Cognitive
Domain:
Comprehension
level
- 10 –
General Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Apply Water to Landscaped Areas
Design Document
S/O
A/C
Evidence Required




2
1–7



Describe the infiltration rates of
various soil types.
Explain the necessity of apply
water at or below the infiltration
rate.
Explain the effect that slopes and
compaction have on the
infiltration rate of soils.
Demonstrate the various hose
and spray nozzles and their
adjustments.
Demonstrate examples of hose
end cone sprinklers, their
application rates and uses.
Demonstrate examples of hose
end rotary sprinklers, their
application rates and uses.
Demonstrate the correct rate of
application of water to suit
various soil types.
Issue Date June 2006 Version 2
Sources of Evidence
Various hose end and spray
nozzles
Watering can nozzles and spouts
Hose end cone sprinklers
Hose end rotary sprinklers
Various soil types
Slopes
Workplace procedures
Assessment
Method
Activity
Apply the correct
rate of water to
suit various soil
types using hose
end spry nozzles,
hose end cone
sprinklers, hose
end rotary
sprinklers.
Knowledge
questionnaire
Bloom Level
Blooms
Cognitive
Domain –
Application
level
- 11 –
General Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Apply Water to Landscaped Areas
Design Document
S/O
A/C
Evidence Required


3
1–4


Explain the relationship that the
various seasons have on the
water requirements of plants.
Describe the necessity of
modifying the frequency and
length of watering times to cope
with seasonal changes in
evapotranspiration rates.
Explain the need to reduce the
watering of deciduous plants in
their dormancy period.
Modify the frequency and
quantity of watering to suit the
evapotranspiration and rainfall..
Issue Date June 2006 Version 2
Sources of Evidence
Plant water usage
Deciduous shrubs and trees
Water frequency schedule
Water application timing schedule
Testing of the soil water content
Workplace procedures.
Assessment
Method
Knowledge
questionnaire
Bloom Level
Blooms
Cognitive
Domain –
comprehension
level
- 12 –
General Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Apply Water to Landscaped Areas
Design Document
S/O
A/C
Evidence Required



4
1–6



Explain the importance of
increasing the watering timing,
relative to an increase in E.T.
Explain the modification of the
frequency of watering to suit
varying climatic conditions.
Demonstrate the use of a rain
gauge and the reading of
received rainfall.
Describe the adjustment of
watering times, in response to
rainfall received.
Explain the importance of regular
testing of the soil water content.
Demonstrate the procedures for
the manual testing of the soil
water content.
Issue Date June 2006 Version 2
Sources of Evidence
Water frequency schedule.
Water application timing
schedule.
Rain gauge.
Workplace procedures.
Assessment
Method
Bloom Level
Activity –
Manually test the
soil water content.
Knowledge
questionnaire
Blooms
Cognitive
Domain –
Application level
- 13 –
General Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Apply Water to Landscaped Areas
Design Document
TARGET AUDIENCE PROFILE
LEARNER CHARACTERISTICS
Learner Demographic Factors
 300 Learnerships country wide
 Age 18 – 60
 Average time on the job 1 to 20 years
 Majority male
 Predominantly black depending on geographical location
 Geographically spread throughout SA
 Generally will have low educational levels ranging from Grade 6 to Grade 9
 Staff may travel far to get to work or to training provider
 Language – several language preferences
 Low staff turnover
Industry Demographic Factors
 Peak season in the industry runs from August to December – this hampers training efforts during such time
 Many contract workers especially over peak season and weekend work is common throughout the industry
 Labour intensive work – low mechanization in industry
 Most work done on-site – very little done off-site
 Seasonal changes have a major impact on business and labour requirements
 Lack of SME in diverse languages
Issue Date June 2006 Version 2
- 14 –
General Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Apply Water to Landscaped Areas
Design Document
LEARNER CHARACTERISTICS
Motivation
 High motivation for learning to advance in job and remuneration
 Learning barriers: Lack of formal education and facing the unknown
 Little experience in formal education
 Low levels in self-confidence can by expected during the learning
Subject Knowledge and Skills
 Practical competence learning acquired on the job.
 Lack foundational and reflective competence
Learning Factors
 Learning happens on the job – Sit by Nelly
 Will be keen to learn if learning is relevant and results in meaningful work or qualification achievements
 Preference for learning that is practical
 Preference for learning that is interactive – using all senses
 Preference for learning in small, intact work groups
Resources/Time Scale
 Limited resources if someone off on training misses daily targets – no backup available to fill in gaps
 Distance from home to training to work impact on work and learning
 Access to subject matter experts is limited in the learners’ workplace to their sector specialisation.
 Long hours of work.
 Training needs to take place preferably between February to July
 Training needs to take place preferably on Mondays, Tuesdays or Wednesday
Issue Date June 2006 Version 2
- 15 –
General Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Apply Water to Landscaped Areas
Design Document
TRAINING & OTHER STRATEGIES
TRAINING CONTENT
 National Certificate in Ornamental Horticulture – 17 Core Unit standards
 National Certificate in Ornamental Horticulture – propagation and retail Elective Unit Standards
TRAINING ACTIVITIES/METHODS/DELIVERY
 Address learning barriers at the beginning of training to overcome the lack of formal education and facing the unknown
Manage trainee ‘state’ to draw on the curiosity, anticipation, suspense, confidence building, delight and exploration in order to
ready trainees for learning. Build trust, enthusiasm and excitement for the learning.
 Training must cater for all learning styles and types. Planned format variety to stimulate all five of the learners senses i.e.
sight, sound smells, taste and touch and to appeal to the Visual, Auditory and Kinesthetic learning styles identified by NLP
 Avoid age specific activities in order to appeal to wider target audience
 Use easy to understand and basic English in training and assessment. ( English is the language for the delivery of learning)
 Avoid using written assignments and tests, substitute with oral questioning and verbal discussion as required.
 Make training relevant in the introductions to lessons – allowing the learner to contextualise learning
 Participant-centered activities to actively involve learners in the learning process. The activities need to be comprehensive,
practical and experiential in nature with great emphasis on the process, which integrates foundational, practical and reflective
competence.
 Training must be relevant, realistic and practical. Use workplace examples and context. Activities need to be based on “real
work” where learners work with real workplace scenarios and case studies.
 Some unit standards may seem irrelevant with no perceived benefit due to the diversity of careers within the industry
Issue Date June 2006 Version 2
- 16 –
General Certificate in Ornamental Horticulture Learnership at Level 1
Unit Standard Title : Apply Water to Landscaped Areas
Design Document
 Move from practical competence to foundational competence and then into reflective competence.
 Provide activities to help the learner relate their learning to their own past experiences and personal interests.
 Include activities that build learner confidence.
 Provide lots of learner support.
 Provide tools that help the learner to plan and manager their own learning.
 Avoid using written assignment
 Learners used to low mechanization so training practicals need to be basic and manual, avoid using high tech gadgets.
TRAINING IMPLEMENTATION/MANAGEMENT
 Training must take place in a classroom to ensure a focused learning experience
 The facilities, logistics and administration ( venue, room layout, training materials, accommodation, meals, etc) must
enhance the learning experience
 Set training time lines.
WORK ENVIRONMENT/SYSTEMS/PERFORMANCE/BUSINESS ISSUES
 Communicate learning to the learner’s management to gain support and assistance for the learner.
Issue Date June 2006 Version 2