Diploma PL Environmental Land Based Studies L1-2 TSM (Phase 3)
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Transcript of Diploma PL Environmental Land Based Studies L1-2 TSM (Phase 3)
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Tutor support
To support the Edexcel Level 1 and Level 2
Principal Learning in Environmental and Land-
based Studies to be taught from September
2009
ugust 2009
Edexcel !iplomas
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Edexcel, a Pearson company, is the UK’s largest awarding body, offering academic and
vocational qualifications to more than 2,!!! schools, colleges, employers and other places of
learning in the UK and in over "!! countries worldwide# $ualifications include %&'Es, (' and
( )evels, *+$s, iplomas and our -.E& suite of vocational qualifications from entry level to
-.E& /igher *ational iplomas, recognised by employers and higher education institutions
worldwide#
0e deliver 1# million exam scripts each year, with more than 1!3 of exam papers mar4ed
onscreen annually# (s part of Pearson, Edexcel continues to invest in cutting5edge technology
that has revolutionised the examinations and assessment system# .his includes the ability to
provide detailed performance data to tutors and students which helps to raise attainment#
References to third-party material made in this specification are made in good faith. Edexceldoes not endorse, approve or accept responsibility for the content of materials, which may be
subject to change, or any opinions expressed therein. (Material may include textboos, journals,
maga!ines and other publications and websites."
(uthorised by 6oger -eard
Prepared by 7att %regory
(ll the material in this publication is copyright
8 Edexcel )imited 2!!1
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Contents
IntroductionStructure and aims of Principal Learning in Environmentaland Land-based Studies
The Edexcel Diplomas in Environmental and Land-based Studies:Principal Learning
The structure of the Edexcel Level 1 Principal Learning in Environmentaland Land-based Studies
The structure of the Edexcel Level 2 Principal Learning in Environmental
and Land-based Studies
Further information
seful publications
Professional development and training
Level 1
nit 1: The !atural Environment
nit 2: Environmental and Land-based Production S"stems and Services
1#
nit $: %ntroduction to &or'ing in the Environmental and Land-basedSector
nit (: &or'ing )ith Plants and *nimals
nit +: %mpacts on the Environment
Level 2 127
nit 1: Environmental %nfluences upon Ecos"stems and Production ,ones
12#nit 2: &or'ing in Environmental and Land-based rganisations
nit $: Plant !utrition. /ro)th and 0reeding
nit (: *nimal !utrition. /ro)th and 0reeding
nit +: Plants and *nimals and their ole in Societ"
nit : The %mportance of a Sustainable Environment to Societ"
nit 3: Environmental 4onitoring
nit 5: Sources and ses of Energ"
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List of annees !"#
*nnexe *: %nternal *ssessment of Principal Learning nits: 6ontrols forTas' Setting. Tas' Ta'ing and Tas' 4ar'ing
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Introduction
.his publication supports delivery of the Edexcel )evel " and )evel 2 Principal )earning in
Environmental and )and5based 'tudies# 9t must be read in con:unction with relevant sections of
the published specification ;Publications code P!2!
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Structure and aims of Principal Learning inEnvironmental and Land-based Studies
$he Edecel %iplomas in Environmental and Land-based Studies& PrincipalLearning
.he Edexcel )evel " Principal )earning in Environmental and )and5based 'tudies aims to
introduce learners toA
• core themes such as how we use the environment, for example farming, towns, leisure
• how to safely wor4 with plants and animals, for example care and handling
• sustainability and how impacts on the environment can be reduced, for example recycling#
.he Edexcel )evel 2 Principal )earning in Environmental and )and5based 'tudies aims to give
learners 4nowledge and understanding ofA
• plant and animal growth, breeding and nutrition
• how plants and animals are used in society
• practical environmental monitoring
• concepts such as energy use, biodiversity and the role of government, economy and society
in sustainability#
.he structure of the Principal )earning in Environmental and )and5based 'tudies
$he structure of the Edecel Level 1 Principal Learning in Environmentaland Land-based Studies
(ll units are compulsory#
'nitnumber
$itle (L) *ssessment
" .he *atural Environment ?! External
2 Environmental and )and5based Production, 'ystems and
'ervices
=! 9nternal
? 9ntroduction to 0or4ing in the Environmental and )and5
based 'ector
?! 9nternal
0or4ing with Plants and (nimals =! 9nternal
9mpacts on the Environment =! 9nternal
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B 9ssue " B (ugust 2!!1 8 Edexcel )imited 2!!1
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$he structure of the Edecel Level 2 Principal Learning in Environmentaland Land-based Studies
(ll units are compulsory#
'nit
number
$itle (L) *ssessment
"Environmental 9nfluences Upon Ecosystems and
Production Cones=! 9nternal
2 0or4ing in Environmental and )and5based Drganisations =! 9nternal
? Plant *utrition, %rowth and -reeding =! 9nternal
(nimal *utrition, %rowth and -reeding =! 9nternal
Plants and (nimals and their 6ole in 'ociety =! External
= .he 9mportance of a 'ustainable Environment to 'ociety =! 9nternal
< Environmental 7onitoring ?! 9nternal
'ources and Uses of Energy ?! 9nternal
.utor support B Edexcel iplomas )evels "52 in Environmental and )and5based 'tudies Principal )earning B
9ssue " B (ugust 2!!1 8 Edexcel )imited 2!!1
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Further information
@or further information please call &ustomer 'ervices on ! or visit our website at www#edexcel#com#
'seful publications
@urther copies of this document and related publications can be obtained fromA
Edexcel Publications
(damsway
7ansfield
*ottinghamshire *%" @*
.elephoneA !"=2? =< =<
@axA !"=2? ! "
EmailA publicationsFlinney#com
6elated information and publications includeA
• &ccreditation of $rior earning available on our websiteA www#edexcel#com
• uidance for *entres ffering Edexcel/+E* 012 &ccredited $rogrammes ;Edexcel,
distributed to centres annually>
• perating Rules for *omponent and 3iploma &warding /odies ;$&(, 2!!
• +he 3iploma %tructure and %tandards, 4ersion 5 ;$&(, 2!!
• Regulatory &rrangements for the 1ualification and *redit 2ramewor ;Dfqual,
(ugust 2!!>
•
6hat is a 3iploma7 ;fE' and $&(, 2!!• the (') catalogue on the *ational atabase of (ccredited $ualifications ;*($> websiteA
www#ndaq#org#u4
• the current Goint &ouncil for $ualifications instructions for controlled assessment relevant
to Principal )earning $ualifications available from the G&$ websiteA www#:cq#org#u4
• the current Edexcel publications catalogue and update catalogue
• the latest news on the iploma from $&( available on their websiteA
www#qca#org#u4Hdiploma
• the latest news on Edexcel iplomas available on our websiteA
www#edexcel#comHqualsHdiploma
*-A 7ost of our publications are priced# .here is also a charge for postage and pac4ing# Please
chec4 the cost when you order#
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http://www.edexcel.com/http://www.edexcel.com/http://www.edexcel.com/http://www.accreditedqualifications.org.uk/index.aspxhttp://www.jcq.org.uk/http://www.qca.org.uk/diplomahttp://www.edexcel.com/quals/diploma/Pages/default.aspxhttp://www.edexcel.com/quals/diploma/Pages/default.aspxhttp://www.edexcel.com/http://www.edexcel.com/http://www.accreditedqualifications.org.uk/index.aspxhttp://www.jcq.org.uk/http://www.qca.org.uk/diplomahttp://www.edexcel.com/quals/diploma/Pages/default.aspx
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Level 1
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)E+E) " U *9. "A ./E *(.U6() E *+96D*7E*.
'nit 1& $he +atural Environment
+,F Level 1
Learning hours& !"
*bout this unit 83on9t blow it : good planets are hard to find9 ;.ime magaJine>#
.he natural environment consists of all living and non5living
things that occur naturally on Earth# 9f the natural environment
doesn’t function properly then life won’t either# 9t is therefore
essential that we all understand the natural environment and how
it functions#
0or4ing in land5based and outdoor industries such as farming,
forestry, outdoor recreation, sports, travel and tourism is exciting
and rewarding# 9t may require a lot of wor4ing time to be spent in
the natural environment#
.he applied purpose of this unit is to recommend suitable
habitats for plants and animals# 9n order to be able to do this
learners will learn the 4ey features of habitats in both terrestrial
and aquatic environments, how to identify the animals and plants
that live in them, and how they are affected by the weather and
climate# .hey will loo4 at soils and how they affect the land use
of an area, and will learn how to carry out soil and weathermeasurements#
(fter studying this unit learners will be able to describe the
relationships between plants, animals and habitats, and to explain
how soil and weather patterns affect habitats# .hey can then use
this information to determine how the environment can be used,
for example for production agriculture, production horticulture,
national par4s and recreational grounds#
Learning outcomes
On completing this unit, a learner should:
)D#" Know the 4ey features of common habitats
)D#2 Know how soil and weather affect how land is used
)D#? Know how environmental surveys are carried out
)D# Know methods used to identify common plant and animal species
)D# Understand how plant and animals species interact
)D#= Understand suitable habitats for plants and animals
)D#< Understand why environmental surveys are carried out#
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)o .ou ill be assessed
.his unit will be assessed through an externally set one5hour examination, made up of short
answer and some extended writing questions#
Iou must complete the examination under supervision and will not be able to communicate withanybody except an invigilator#
.he externally set examination will cover all the learning outcomes of the unit#
Co-learning opportunities
.his unit lin4s directly to all other units in the @oundation iploma Environmental and )and5
based 'tudies Principal )earning# .he assessment lin4s are as followsA
• practical plant and animal identification s4ills are assessed in evel ; )nit 5' Environmental
and and-based $roduction %ystems and %ervices
• practical soil testing and identification s4ills are assessed in evel ; )nit
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/utline scheme of or0
.he following is a suggested outline scheme of wor4#
9t should be noted that this scheme of wor4 serves as an outline and does not necessarily
illustrate a full range of employer engagement opportunities and applied contexts available tofacilitate delivery of the unit which will vary depending on local circumstances#
Possible outline scheme of or0
Sessionnumber
Content Possible activities esources
" LO1 – Know the key
features of common
habitats
.ypes of habitatsA
• common terrestrial
habitats
• common freshwater
aquatic habitats
• common saltwater
habitats#
@eatures of habitatsA
• 4ey physical features of
common habitats listed
and the contrasting
features between
different habitats#
0hole5class teaching
• 9ntroduce learners to lowland,
upland, woodland, urban, aquatic
and marine habitats#
%roup wor4
• )earners produce a map
identifying the location of ma:or
habitats in the UK and a second
map to identify the location, 4ey
features and main species found
in important local habitats#
+isit
•
(rrange a visit to important localhabitats, eg foreshores, par4s,
woodlands, ponds#
• 9dentify the main physical
features of common habitats, and
list the contrasting features
between these habitats#
PowerPoint
9nternet access
.extboo4s
7aps
rawing
materials
D/Ps
'cheme of
wor4
+isit to a
suitable site
providing as
many
examples of
local habitat
as possible
2 LO4 – Know methods
used to identify common
plant and animal species
0hole5class introduction
• 9ntroduction to the use of 4eys
%roup andHor individual wor4
• 9dentify the main plant and
animal species found within the
habitats using a 4ey#
• 6ecord plant and animal species
and collect soil samples for )D#
'uitable field
guidesH4eys
9dentify the
main plant andanimal species
found within
the habitats
using a 4ey
6ecord plant
and animal
species
&ollect soil
samples for
)D
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B 8 Edexcel )imited 2!!1
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Possible outline scheme of or0
Sessionnumber
Content Possible activities esources
? LO2 – Know how soiland weather affect how
land is used
'oil
0hole5class teaching• Dutline the main soil types as
defined by structure, eg clay,
sandy, silty, peaty, chal4y, loam#
9ndividualHgroup wor4
• Using examples of the main soil
types, allow learners to determine
the soil type by moistening soil
samples and rubbing between their
fingertips#
• Using examples of contrasting soil
types, eg coarse sand and clay,
allow learners to observe how
much air space there is in the soil
by immersing samples in water
inside a measuring cylinder#
• 7easure the p/ of soil samples,
including any from the habitats
sampled earlier, using either a
probe or indicator#
0hole5class teaching
• 9nvestigate drainage and nutrient
content#
• iscuss the influence of soil type
on plant distribution using
contrasting examples#
• 'uitable examples can be
heathland, sand dunes, golf
courses, production of crops that
are easier to grow on specific soil
types ;for example, potatoes> andassociated animal communities#
• iscuss where plants will need to
be managed to maintain high
levels of nutrients, eg vegetable
production, or low levels of
nutrients, eg conservation
grassland#
PowerPointD/Ps
.extboo4s
9nternet access
Examples of
soil types
efra &ross
compliance B
guidance for
soil
management’
)aboratory
equipment, eg
measuring
cylinders, test
tubes, etc
7ethod of
measuring soil
p/
'cheme of
wor4
Examples of
different soil
types
PowerPoint
9nternet access
efra &ross
compliance B
guidance for
soil manage5
ment’
0eather 0hole5class teaching
• /old a discussion on how the
weather affects habitats, eg
avoiding traffic on the land in
.utor support B Edexcel iplomas )evels "52 in Principal )earning
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Possible outline scheme of or0
Sessionnumber
Content Possible activities esources
waterlogged conditions#
.utor support B Edexcel iplomas )evels "52 in Principal )earning B
B 8 Edexcel )imited 2!!1
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Possible outline scheme of or0
Sessionnumber
Content Possible activities esources
LO – !nderstand howplant and animal species
interact
0hole5class teaching• @actors affecting plant and animal
species growth and distribution,
definition of ecological niche,
definition of herbivores,
carnivores, omnivores, food webs
and lin4s between animal and plant
species#
LO" – Know how
en#ironmental sur#eys
are carried out
9ntroduce learners to any survey
methods not used previously, for
example, mapping software,
%eographical 9nformation 'ystems
;%9'>, maps, plans, digital
photographs, animal and plant
identification 4eys, s4etches, samples,
questionnaires and notes, any other
specialist equipment required#
Examples of
surveys, %9',
mapping
software eg
7(%9&,
specialist
equipment, eg
%P', transects,
quadrats
'oil tests 0hole5class teaching
• iscuss tests for phosphorus,
available potassium and available
nitrogenL equipment requiredL
methods used and simple analysisof results#
• *- 9n industry, testing is usually
carried out by a specialist
laboratory, therefore a visit to a
soil testing lab would be
beneficial#
• &lass discussion of why soil
analysis is beneficial to specific
industries, eg nitrate leaching from
soil after heavy rain#
'oil testing
equipment
+isit to a soil
testing lab or
visiting
spea4er
explaining
how and why
soil is analysed
0eather measurements
+isit to an automated
weather station ;if one is
easily accessible> to
demonstrate industry
standard recording
apparatus
• 6easons for measuring and
recording weather data
• 7ethods of collecting data, eg
continuous automated
measurement, manual
measurement#
PowerPoint
D/Ps
.ext boo4s
9nternet access
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Possible outline scheme of or0
Sessionnumber
Content Possible activities esources
= contd 6ecord simple weather dataA rainfall,minimum and maximum air and soil
temperatures, wind speed and
direction, cloud cover, sunlight ;using
a combination of automated and
manual methods if possible>#
&lass discussion of methods used to
gather weather data and simple
analysis of results#
'tevenson’s'creen and
suitable
meteorological
equipment
= LO$ – !nderstand
suitable habitats for
plants and animals
LO% – !nderstand why
en#ironmental sur#eys
are carried out
9n pairs
•
'imple interpretation of surveyresults in relation to plant and
animal habitats present
&lass discussion of reasons for
environmental surveying and how
data collected can determine suitable
habitats for plants and animals#
iscussion
with
professionalabout uses of
environmental
monitoring
< &'amination(
'et by Edexcel
" hour
9ndividual activity
'itting exam#
9nvigilated
facilities#
Specialist resources
9t is a requirement of this unit that learners have access to a variety of habitats to study#
'ome basic environmental equipment will be required such as identification 4eys, soil p/ test
4its and litmus paper, soil nutrient test 4its, weather recording equipment such as an
anemometer, a rain gauge ;although a very simple one can be constructed by learners and form
part of their assessment>, a sunlight recorder, and thermometers capable of recording the
minimum and maximum air and soil temperatures#
'imple 4eys of common plant and animal species will be required#
.utor support B Edexcel iplomas )evels "52 in Principal )earning B
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eference material
.he @ield 'tudies &ouncil has a wide selection of good quality species identification 4eys to UK
species and relevant boo4s and teaching materials#
)eneral books
@reeland P B >abitats and the Environment ;/odder M 'toughton, "112> 9'-* !?!?2=andboo of /ritish /irds, 5nd Edition ;&hristopher /elm
Publishers, 2!!=> 9'-* 1 9'-* !!!
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+ebsites
www#adas#co#u4 ((' is the UK’s largest independent
provider of environmental consultancy, rural
development services and policy advice
www#bbc#co#u4Hnature --& nature
www#bbc#co#u4Hgardening .he --& gardening website
www#btcv#org#u4 -ritish .rust for &onservation +olunteers
www#businesslin4#gov#u4 -usiness )in4 is a free business advice and
support service, available online and through
local advisers#
www#cla#org#u4 .he &ommunity )and and -usiness
(ssociation is the membership organisation
for owners of land, property and businesses in
rural England and 0ales
www#constructions4ills#net &onstruction'4ills is the 'ector '4ills &ouncil
for construction
www#countryside5:obs#co#u4 &ountryside Gobs 'ervice
www#dea#org#u4 E( is an education charity that promotes
global learning so that children and young
people in the UK have a good understanding
of the wider world#
www#defra#gov#u4 epartment for Environment, @ood and 6ural
(ffairs
www#direct#gov#u4 Dfficial government website for citiJens
www#eus4ills#co#u4 Energy M Utility '4ills
www#environment5agency#gov#u4 .he Environment (gency
www#face5online#org#u4 @arming and &ountryside Education
www#farmwildlife#info &onsortium of environmental organisations
helping farms to help wildlife
www#field5studies5council#org @ield 'tudies &ouncil
www#forestry#gov#u4 @orestry &ommission
www#globaldimension#org#u4 E( website guide to boo4s, films, posters
and web resources which support global,intercultural and environmental understanding
for all age groups and sub:ects
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www#hse#gov#u4 /ealth and 'afety Executive
www#igd#com 9% B .eam dedicated to the development of
the food and grocery industry and committed
to the needs of its consumers
www#improveltd#com 9mprove is the 'ector '4ills &ouncil for foodand drin4 manufacturing industry in the UK
and part of the '4ills for -usiness *etwor4
www#landex#org#u4 )and5based &olleges (spiring .o Excellence
is a member funded association of land5based
colleges
www#lantra#co#u4 )antra is the 'ector '4ills &ouncil for the
environmental and land5based sector
www#lbcnc#org#u4 )and5based &olleges *ational &onsortium
develops resources to support teaching and
learning in the land5based sector www#leafu4#org )in4ing environment and farming
www#metoffice#gov#u4HclimateHu4 7et Dffice B weather and climate forecasts
www#naturalengland#org#u4 *atural England, conservation group
www#randa#org .he 6 M ( B responsibility for the
administration of the rules of golf, the running
of .he Dpen &hampionship and other 4ey
events, and the development of the game in
existing and emerging golfing nations#
www#rspb#org#u4 .he 6oyal 'ociety for the Protection of -irds
www#se5ed#org#u4 'ustainability and Environmental Education
www#sd5commission#org#u4 'ustainable evelopment &ommission
www#s4illsactive#com '4ills(ctive is the 'ector '4ills &ouncil for
active leisure and learning
www#soilassociation#org .he 'oil (ssociation is an environmental
charity promoting sustainable, organic farming
and championing human health#
www#stoc4watchgame#org efra webgame on fish stoc4s
www#teachers#gov#u4Hgrowingschools %overnment website for teachers, developing
the use of the outside classroom
www#teachernet#gov#u4Hsustainable schools .eacher*et B an education website for
teachers and school managers
www#wildlifetrust#org .he 0ildlife .rust is a collection of trusts
across the whole of the UK, the 9sle of 7an
and (lderney wor4ing for an environment rich
in wildlife#
ideo
8n course for sustainability9 B .he 6 M (, see
www#bestcourseforgolf#orgHvideoHD&'en#wmv#html
.utor support B Edexcel iplomas )evels "52 in Principal )earning
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Sample *ssessment aterial
.his unit will be assessed through an externally set one5hour examination, made up of short
answer and some extended writing questions# ( specimen examination paper is available to
view from www#edexcel#com#
.utor support B Edexcel iplomas )evels "52 in Principal )earning B
B 8 Edexcel )imited 2!!1
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)E+E) " U *9. 2A E *+96D*7E*.() (* )(*5-('E P6DU&.9D* 'I'.E7' (* 'E6+9&E'
'nit 2& Environmental and Land-based ProductionS.stems and Services
+,F Level 1
Learning hours& 3"
*bout this unit /ave you ever wondered where your brea4fast cereal or the meatin your burger comes fromQ
9n this unit learners will discover how the environmental and
land5based industry uses plants and animals to produce these and
many other products and services that we use in our daily lives#@or example how building firms, water companies, wildlife
conservation agencies and outdoor sports grounds provide us
with services and products that we need#
.he applied purpose of this unit is to survey environments and
recommend how they can be used by environmental and land5
based businesses#
)earners will find out about the ways in which goods are
produced and services are run, and how this can affect the
environment, plants and animals# .hey will also learn how to
carry out surveys of the plants and animals on a site, and how
this is put into practice in wor4 situations#
(fter studying this unit learners will understand how different
uses of land lead to the production of a wide range of goods and
services that benefit society# .hey should be able to survey
environments and recommend how they can be used by
environmental and land5based businesses# .his should point the
way to a number of possible careers in environmental and land5
based industries including wor4ing in food production, game and
nature reserves and leisure resorts#
Learning outcomesOn completing this unit, a learner should:
)D#" Know the role of plants and animals in food chains, society and the environment
)D#2 Know how land, plants and animals are used to produce products and services
)D#? Understand why land is used for particular purposes
)D# -e able to survey an environment to recommend land use#
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)o .ou ill be assessed
.he assignment is based on you wor4ing in a team to plan a survey of an environment# Iou will
use your survey to recommend environmental uses by an environmental and land5based
enterprise#
Iour survey should include the following sectionsA
• identification of plants and animals present and their wider role in the food chain, society
and the environment
• how land, plants and animals are used to produce products and services
• the features and benefits of natural and managed land uses and reasons for their location
• human haJards to plants and animals
• recommendation of environmental and land5based sector uses for the environment
surveyed#
Co-learning opportunities
.his unit can help learners when studying some of the other units in this qualification, for
exampleA
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/utline scheme of or0
.he following is a suggested outline scheme of wor4#
9t should be noted that this scheme of wor4 serves as an outline and does not necessarily
illustrate a full range of employer engagement opportunities and applied contexts available tofacilitate delivery of the unit which will vary depending on local circumstances#
Possible outline scheme of or0
Sessionnumber
Content Possible activities esources
" LO1 – Know the role of
plants and animals in food
chains, society and the
en#ironment
Plants in the food chainA eg
fruit, vegetables, use in
medicines
Plants in societyA main
cultivated plants within
different land uses ;resultant
products or services, how
these benefit society> eg
agriculture, horticulture,
forestry and arboriculture,
amenity, sports turf
Plants in the environmentA
monocultures, eg stands of
single species woodlandL the
main plants within a natural
;or semi5natural> land use, eg
woodland, unimproved
grassland, wetland#
(nimals in the food chainA eg
food production using cows,
sheep, etc
(nimals in societyA the main
domesticated animals within
a land use and the resultant
products or servicesL how
these benefit society, eg
agricultural, equine, wor4ing
animals, pets, par4land
(nimals in the environmentA
the main wild animals within
a natural ;or semi5natural>
land use, eg woodland,
unimproved grassland,
wetland#
0hole5class teaching
• Explain unit aims and
ob:ectives#
• Explain scheme of wor4 andassessment strategies#
• Explain lin4s with other units
such as units ", and # .he
lin4s for unit " are important
as practical plant and animal
identification s4ills from Unit
" are assessed here in Unit 2#
9t is also where you learn how
the use of land, plants and
animals influences the natural
environment# .he lin4s for
Unit are found as you
investigate how plants and
animals are used in a range of
production systems and
services and in Unit as you
explore how the land, plant
and animal uses can impact
on the natural environment#
• 9ntroduce the concept of food
chains and use group wor4 to
construct food chains showing
the place of plants in the
context of food production
and its consumption#
• 6eview the place of plants in
society B plan investigations
into land uses and production
systems B encourage use of
mind maps in the presentation
of wor4#
Unit guidance
documentation
0hiteboardH
flip charts
@ood chain posters
0eblin4s
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Possible outline scheme of or0
Sessionnumber
Content Possible activities esources
; contd • &ontrast information gathered
in this review with plants inthe environment natural and
semi5natural land uses and
their value to society#
• 6eview food production
systems using animals B lin4
this wor4 to the food chains
already produced#
• &ontrast animals in
production to main types of
wild animals within naturaland semi natural habitats#
@lip
chartsHposters
+alue of plants and animalsA
relative importance in
domesticated, cultivated and
wild situationsL how plants
and animals interactL roles
and trophic levels, eg
ecosystems, habitats, food
chainsL implications for
biodiversity of mono5culture
production
PracticalHscenario based activity
• .hrough pro:ect wor4 within
a given wor4 related scenario
or field situation explore the
value of plants and animals#
Encourage use of mind maps
and other diagrams to show
interactions roles of trophic
levels and encourage
individual conclusions to be
made regarding the
implications for biodiversity
of monoculture production#
@ield
visitHwor4
related
scenario
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Possible outline scheme of or0
Sessionnumber
Content Possible activities esources
2 LO2 – Know how land,
plants and animals are usedto produce products and
ser#ices
ProductsA 4ey production
systems, eg commercial, food
production, food supply
chain, non5profit ma4ing,
extensive, intensive,
mechanised, non5mechanised,
plants only, graJing livestoc4,
indoor livestoc4, mixed land
use, single species;monoculture>, multi species
production systemsL
identification of 4ey features
'ervicesA large5scale land
uses and services, eg farming,
horticulture, forestry,
fisheries, green spaces,
tourism, leisure and
recreation, conservation,
transport, built environment,
retail, recreation, mineralextraction, waste
management, educationalL
local land uses and services,
eg farming, horticulture,
forestry, fisheries, green
spaces, tourism, leisure and
recreation, wildlife
conservation, built
environment, retail,
recreation, mineral
extraction, waste
management, educationalL
4ey featuresL relative
importance of different land
uses#
0hole5class teaching
• Explain unit aims and
ob:ectives#
• Explain scheme of wor4 and
assessment strategies#
• Explain lin4s with other units
such as Units ", and # .he
lin4s for Unit " are important
as practical plant and animal
identification s4ills from Unit
" are assessed here in Unit 2#
9t is also where you learn howthe use of land, plants and
animals influences the natural
environment# .he lin4s for
Unit are found as you
investigate how plants and
animals are used in a range of
production systems and
services and in Unit as you
explore how the land, plant
and animal uses can impact
on the natural environment#
• 'et group wor4 to research
how land plants and animals
are used to produce productsL
arrange interviews with
experts andHor field
visitsHwor4 experience#
ifferent groups may present
findings to rest of the class#
• 'et pro:ect wor4 to review a
large scale land uses and the
services it provides and uses#@indings can be presented in
diagrammatic or poster
format#
• 'et pro:ect wor4 to review
local land uses and services it
provides and uses# @indings
can be presented in
diagrammatic or poster
format#
• 6eview range of class
pro:ects to identify relative
importance of different land
Unit guidance
documentation
0hiteboardH
@lip charts
9nterviews
with
expertsHfield
visitsHwor4
experience
opportunity
Poster
resourcesHflip
charts
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Possible outline scheme of or0
Sessionnumber
Content Possible activities esources
uses#
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Possible outline scheme of or0
Sessionnumber
Content Possible activities esources
? )D? B Understand why land
is used for particular purposes
*aturalHsemi natural land useA
reasons for the location of
natural and semi5natural land
uses, eg remoteness from
centres of population,
topography, soil type,
climateL economic factors, eg
preserved for hunting,
shooting or fishing,
purchased by a charity,government grantsL relevant
current legislation, eg
0ildlife and &ountryside (ct
"1">L designations, eg 'ite
of 'pecial 'cientific 9nterest
;'''9>#
&ommercial land useA reasons
for the location of
commercial land uses, eg
local to a mar4et for produce,
topography, soil type,climateL economic factors eg
relative value of products and
servicesL interactions between
businessesHsectorsHindustries
/aJards to plants and animals
from human activityA eg road
casualties, loss of green
spaces in urban and rural
areas, poaching, extinctions,
introduction of non native
species
0hole5class teaching
• Explain unit aims and
ob:ectives#
• Explain scheme of wor4 and
assessment strategies#
• Explain lin4s with other units
such as Units ", and # .he
lin4s for unit " are important
as practical plant and animal
identification s4ills from Unit
" are assessed here in Unit 2#
9t is also where you learn how
the use of land, plants and
animals influences the natural
environment# .he lin4s for
Unit are found as you
investigate how plants and
animals are used in a range of
production systems and
services and in Unit as you
explore the land, plant and
animal uses can impact on the
natural environment#
• iscuss types of natural and
semi natural land# )ist reasons
for its location# Explore the
features and set group wor4 to
identify uses#
• 9dentify current legislation
that impacts on uses of
naturalHsemi natural lands#
• iscuss types of commercial
land, its location and uses#Use case study scenario or
interview local experts to
demonstrate economic
factors#
• 'mall group wor4 to present
posters to show range of
haJards to named plants and
then named animals from
human activity#
Unit guidance
documentation
0hiteboardH
flip charts
'cenarios
(ccess to local
experts
wor4ing in
particular
aspects of
commercial
land use
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Possible outline scheme of or0
Sessionnumber
Content Possible activities esources
< contd 'urvey and recording
techniquesA use of mappingsoftware and %eographical
9nformation 'ystems ;%9'>,
maps, plans, digital
photographs, electronic
animal and plant
identification 4eys, s4etches,
samples, questionnaires and
notesL equipment requiredL
use of trac4s and signs to
identify presence of animal
species6ecord and store resultsA
recording methods and
formats, industry5standard
recordsL 9&. recording
methods eg statistical
recording hardwareHsoftware,
word processor, spreadsheet,
and database#
0or4ing in a teamA clear
goals, good communication,
collaborative wor4ing,handling differences of
opinion, compromising,
reaching agreements,
fairness, consideration to
others, listeningL ta4ing
responsibility in teams eg
leader, recorder, ideas person#
6ecommend land useA
interpreting and presenting
the resultsL
applicationHdevelopment ofcommunication s4ills eg
presentation of results to
groupL recommending a use
for the environment surveyed
eg monoculture production,
bio diverse habitat
/ealth and safety issuesA
conducting safe surveysL use
of personal protective
equipmentL ris4 assessment#
• 'et practical activities to
enable teams to carry out aland survey using range of
types of measurements, eg
plants and animals, weather
etc# and to use a range of
survey and recording
techniques#
• Ensure teams ris4 assess their
activities prior to starting and
that they have identified
appropriate PPE#
• &arry out the surveys#
• Present data in schematic
form to lin4 findings to the
current identified land uses#
&onsider the value of
maintaining survey records#
'urvey
equipment andapparatus ;rain
gauges,
'tevenson’s
screen,
anemometer,
thermometers,
botanical 4eys,
etc>
7apping
software,
%eographical
9nformation
'ystems ;%9'>,
maps, plans,
digital
photographs,
electronic
animal and plant
identification
4eys, etc
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Possible outline scheme of or0
Sessionnumber
Content Possible activities esources
Unit (ssignment 0hole5class teaching
• -rief learners about what is
required by the assignment#
• Explain the need for their own
wor4 even when carrying out
group activities#
%roup wor4
• Plan surveys of commercial
and natural land#
• 6eview products and services#
9ndividual activity
• &arry out survey on
commercial and natural land#
• 7a4e recommendations for
the use of the areas surveyed#
(ssignment
-rief
eference material
)eneral books
@reeland P B >abitats and the Environment ;/odder M 'toughton, "112> 9'-* !?!?2=andboo of /ritish /irds ;&hristopher /elm Publishers )td,
2!!=> 9'-* !
9'-* ! 9'-* !!!
@owler & 0 B %ystemic Management' %ustainable >uman #nteractions with Ecosystems and the
/iosphere ;Dxford University Press, 2!!1> 9'-* !"11!1=1
%irard ) @ and *i:4amp P ;Editors> B *ultural +ourism and %ustainable ocal 3evelopment
;(shgate, 2!!1> 9'-* !
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)echner @ G B lobali!ation' +he Maing of 6orld %ociety ;0iley5-lac4well, 2!!1>
9'-* "!"=1!=!
7acKay G & B %ustainable Energy : 6ithout the >ot &ir ;U9., 2!!> 9'-* !121??
'cott G B Environmental $rotection' European aw and overnance ;Dxford University Press,
2!!1> 9'-* !"11="
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Other websites
www#constructions4ills#net &onstruction'4ills is the 'ector '4ills
&ouncil for construction
www#dardni#gov#u4 epartment for (griculture and 6ural
evelopment *orthern 9reland
www#defra#gov#u4 epartment for Environment, @ood and
6ural (ffairs
www#eus4ills#co#u4 Energy M Utility '4ills
www#environment5agency#gov#u4 .he Environment (gency
www#face5online#org#u4 @arming and &ountryside Education
www#field5studies5council#org @ield 'tudies &ouncil
www#hgca#com /ome %rown &ereals (uthority − UK
Dnline &ereals 9ndustry 9nteractive 7ap
www#hse#gov#u4 /ealth and 'afety Executive
www#improveltd#com 9mprove is the 'ector '4ills &ouncil for food
and drin4 manufacturing industry in the UK
and part of the '4ills for -usiness *etwor4
www#landex#org#u4 )andex is a member −funded association of
land5based colleges
www#lantra#co#u4 )antra is the 'ector '4ills &ouncil for the
environmental and land5based sector
www#lbcnc#org#u4 )and5based &olleges *ational &onsortium
develops resources to support teaching andlearning in the land5based sector
www#s4illsactive#com '4ills(ctive is the 'ector '4ills &ouncil for
active leisure and learning
ideo
n course for sustainability B .he 6 M (, see
www#bestcourseforgolf#orgHvideoHD&'en#wmv#html
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Sample *ssessment aterial
Introduction
.his sample assessment material gives centres with advice and guidance on the setting and
assessment of learner assignments# .he material is structured in the following wayA
" (dvice to tutors
2 /ow you will be assessed
? Example of a learner assignment brief
7ar4ing grid
Evidence structure#
Sector relevant purpose
.he assignment and practical survey wor4 must be in the context of the environmental and land5 based sector# .he purpose of the survey is to ma4e recommendations for the use of the area
surveyed#
Section 1 4 5*dvice to tutors6
.he requirements for the assessment of iploma internally5assessed units are set down in the
respective units, and tutors are advised to familiarise themselves with these# ( copy of the
assessment requirements for this unit is reproduced in section 2, below#
&'periential learning
.he use of experiential learning techniques is fundamental to the concept of the iploma, and
tutors should maximise the use of do, review, re5do’ opportunities when learners are wor4ingthrough their assignments# )earners will benefit from regular and structured feedbac4#
.ersonal, learning and thinking skills
9n addition to the specific requirements of the unit the tutor should ensure that opportunities are
not missed for the development and enhancement of Personal, )earning and .hin4ing '4ills
;P).'>, which underpin the iploma concept#
)earner assignments for internal assessment should be treated as a vehicle through which these
important generic s4ills can be delivered and reinforced, and in a context that is relevant both to
the sector and to learner level#
/unctional skills
.he performance of the assessment tas4s should also be treated as a vehicle through whichfunctional s4ills can be evaluated and reinforced, in a context that is relevant both to the sector
and to the learner# .he use of formative assessment techniques and mentoring aid learner
development in these important s4ill areas is strongly encouraged#
0he assignment brief and related controls
.he environment surveyed must contain a specific human use of land or production system#
.his assignment contains practical survey wor4 and should be carried out on two sites B one a
natural land useHproduction system and the other a managed land useHproduction system#
.he survey wor4 must be in the context of the environmental and land5based sector and sites
must cover a representative range of activities and services found across the UK land5based
industry#
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.he purpose of the survey is ma4e recommendations for the use of the two areas surveyed#
)earners must be allocated to teams to wor4 on initial planning# Planning the survey is a group
activity, carrying out the survey and other assessment activities must be completed individually#
.he suggested number of guided learning hours ;%)/> required to complete the assessment
activities should not exceed "#
.utors should follow information given in the unit and in the overarching document ;(nnexe E
of the specification> relating to tas4 setting, tas4 ta4ing and tas4 mar4ing#
Section 2 4 5)o .ou ill be assessed6
.he assignment is based upon you wor4ing in a team to plan a survey of an environment# Iou
will use your survey to recommend environmental uses by an environmental and land5based
enterprise#
Iour survey should include the following sectionsA
• identification of plants and animals present and their wider role in the food chain, society
and the environment
• how land, plants and animals are used to produce products and services
• the features and benefits of natural and managed land uses and reasons for their location
• human haJards to plants and animals
• recommendation of environmental and land5based sector uses for the environment
surveyed#
ssessment
.he evidence requirements are shown in the mar4ing grids# .hese will be used by your tutor
when mar4ing your completed wor4# Iour tutor will decide which mar4 band should be applied
to your wor4 for each area of assessment focus# .his will be on the principle of best fit and, forexample, wor4 may be classified as mar4 band 2 despite aspects of the wor4 falling into mar4
band " and other areas of the wor4 falling into mar4 band ?#
.o improve your mar4s and move across the mar4 bands from band " to band ? your wor4 will
have to generally increase in depth and complexity with more description, reasoning and
:ustification as you move across the mar4 bands#
Section ! 4 5Eample of learner assignment brief6
&n#ironmental and Landbased *tudies 3iploma .rincipal Learning
Le#el 1: !nit 2 B Environmental and )and5based Production, 'ystems and 'ervices
ssignment titleA 'urvey wor4 for two different and contrasting )and5based activities or
production systems#
d#ice to learners
0hen producing wor4 for this unit you shouldA
• plan your wor4 and agree appropriate timescales with your tutor
• give periodic updates on your progress to himHher
• demonstrate commitment, initiative and teamwor4 during your wor4#
Iour tutor will divide the class into groups to underta4e the planning element# (ll other wor4
relating to this assignment must be that of the individual and not underta4en in groups#
Iou will be required to present your conclusions to staff from the company#
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9n order to understand how the ecology of the system wor4s you will visit the sites twice with
the class# .hese will be half day visits so you will be expected to bring all5weather clothing and
enough food and drin4 for the day#
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Iour tutor will divide the class into groups# Dnce this has been done you will be given time to
prepare and agree a plan of action ;with timescales and resource requirements> with your
colleagues and tutor#
.eams will need to produce plans which showA
• a list of the processes they will carry out
• an estimate of the approximate time to complete each stage
• details of the materials, tools, and equipment that will be required and
• a list of the health and safety or hygiene requirements#
Dnce the plans have been agreed by your tutor learners can carry out their surveys using the
plans for each of the two areas#
Iou mustA
• identify plants and animals using basic methods
• record and report on plant and animal species present
• recommend uses for the two areas#
0ask 2
Iou are required to produce evidence which covers the requirements listed in the scenario
above#
Iour evidence will include information thatA
• identifies the roles of plants and animals in a> the food chain, b> society and c> the
environment
• identifies the potential haJards to plants and animals from human impact
• describes how land, plants and animals are used to produce products and services
• explains the 4ey features and benefits of natural and human5influenced land use
• explains the reasons for the location of natural and managed land uses#
Iou will be expected to provide this evidence in a format that can be presented to the
companies#
0ask "
Iou will be required to communicate your evidence to your peers, tutor and to company staff#
Iou should concentrate on providing a recommendation from you on what you feel to be the
most appropriate use for the areas you have surveyed#
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Section 8 4 5ar0ing grids6
ar0ing grid *
*ssessmentfocus
ar0 9and 1 ar0 9and 2 ar0 9and ! aimum mar0savailable
LO(1(1
Know the role of
plants and
animals in food
chains, society and
the en#ironment
Dutlines the roles of plants and
animals within the food chain,
society and the environment
Dutlines in detail the roles of plants
and animals within the food chain,
society and the environment
&omprehensively outlines the roles
of plants and animals within the food
chain, society and the environment
;!5?> ;5> ;=5 <
LO(1(2
Know the role of
plants and
animals in food
chains, society and
the en#ironment
(dequately identifies potential
haJards to plants and animals within
a given ecosystem from human
impact
9dentifies in detail potential haJards
to plants and animals within a given
ecosystem from human impact
&omprehensively identifies potential
haJards to plants and animals within
a given ecosystem from human
impact
;!5?> ;5> ;=5 <
LO(2(1
Know how land,plants and
animals are used
to produce
products and
ser#ices
escribes how land, plants andanimals are used to produce productsand services
escribes in detail how land, plantsand animals are used to produce
products and services
.horoughly describes how land, plants and animals are used to produce products and services
;!5?> ;5> ;=5 <
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ar0ing grid 9
*ssessmentfocus
ar0 9and 1 ar0 9and 2 ar0 9and ! aimum mar0savailable
LO(4(1
-e able to sur#ey
an en#ironment to
recommend land
use
7a4es a limited contribution to ateam planning a survey
7a4es an effective contribution to ateam planning a survey
7a4es a decisive contribution to ateam planning a survey
;!5?> ;5=> ;
LO(4(2
-e able to sur#ey
an en#ironment to
recommend land
use
&arries out a survey with frequent
assistance
&arries out a survey with occasional
assistance
&arries out a survey with minimal
assistance
;!5> ;5 ;5"!> "!
LO(4("
-e able to sur#ey
an en#ironment to
recommend land
use
6ecords results accurately some ofthe time
6ecords results accurately a ma:orityof the time
6ecords results accurately most ofthe time
;!5> ;5 ;5"!> "!0otal marks for )rid - 2
0otal marks
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Section 3 4 5Evidence structure6
Learningoutcome
ar0ing grid *ctivit.:section Evidence
)D - Planning a survey Dbservation recordsHwitness
statements ;(&#">
)D" ( Plant and animal roles 0rittenHrecorded evidence,
possibly including diagrams,
maps, graphs or charts etc
;(&"#", (&"#2>
)D2 ( )and, plants and
animals produce,
products and services
0rittenHrecorded evidence,
possibly including diagrams,
maps, annotated photographs etc
;(&2#">
)D? ( 6easons for land uses 0rittenHrecorded evidence,
possibly including diagrams,annotated photographs etc
;(&?#", (&?#2>
)D ( M - 'urveying,
collaboration and
presentation
Dbservation recordsHwitness
statements ;(, (& #?,
(&#>
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)o .ou ill be assessed
.he assignment is based on you assessing the requirements of :ob roles, completing a :ob
application and wor4ing safely to achieve specified business ob:ectives#
Iou need toA• list 4ey :obs in the environmental and land5based sector and what they involve, relevant
personal s4ills, training and qualifications
• match your own personal s4ills up to the personal s4ills for a chosen :ob role
• complete an application for a chosen :ob role#
0hen wor4ing safely you mustA
• complete a log of activities carried out including the tools and equipment used
• outline health and safety duties#
Co-learning opportunities
.his unit can help learners when studying some of the other units in this qualification, for
exampleA
evel ; )nit ;' +he 0atural Environment B you will learn about habitats, climate and species
which will help you when you develop wor4ing s4ills in the environmental and land5based
sector#
evel ; )nit 5' Environmental and and-based $roduction %ystems and %ervices B you will
explore :obs associated with production systems and services#
evel ; )nit
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/utline scheme of or0
.he following is a suggested outline scheme of wor4#
(fter the initial stages learners should be encouraged to ta4e a specific interest in a smaller
number of specific industries# .his will be useful to provide a basis for study of individual :obroles and detailed aspects of health and safety# .hey should be encouraged to build up a fact
file’ of this industry to use the information in a number of these sessions in an applied way#
9t should be noted that this scheme of wor4 serves as an outline and does not necessarily
illustrate a full range of employer engagement opportunities and applied contexts available to
facilitate delivery of the unit which will vary depending on local circumstances#
Possible outline scheme of or0
Sessionnumber
Content Possible activities esources
" LO1 – Know about
en#ironmental and land
based 5obs
9dentifying 4ey :obs
available in the
environmental and land5
based sector# 9ncludes both
the range of :ob types and
grades and differences
between them
0hole5class teaching
• Explain unit aims and ob:ectives#
• Explain scheme of wor4 and
assessment strategies#
• Explain lin4s that learning in )D"
has with )nit 5' Environmental
and land-based production,
systems and services.
•
9dentify the types of :obsavailable# Provide descriptions of
each one and allow learners to
match the type and description#
• escribe the :ob grades and the
basic ways in which they differ#
9ndividual activity
• 9dentify some typical :ob
rolesHtitles at each grade from
industries in the E)- sector# .his
could be a research activity forlearners# Practitioners could direct
them towards those from a
selection of industries of different
scales andHor functions#
• Use generic information on
advantagesHdisadvantages of the
various :ob types for learners to
suggest which might be suitable
or not for the various :ob roles,
hence applying their 4nowledge
of :ob types to the requirementsof the roles#
'martHwhite
board
PowerPoint,
D/P
(ccess to
internet for
learners to
research :ob
roles
escriptions of
types of :obs
available
)ists of
advantages and
disadvantages
of each :ob type
'cheme of wor4
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Possible outline scheme of or0
Sessionnumber
Content Possible activities esources
2 LO1 – Know abouten#ironmental and land
based 5obs
9nvestigating what
particular :obs involve in
the environmental and land5
based sector
( guest spea4er from
industry could be invited to
illustrate 4ey roles in their
sector and answer questions
from learners on this#
*#-# .he selection of
activities given will last
longer than the allotted time
if both suggested spea4ers
are used# 9f the spea4er in
wee4 ? is used, but not this
one, then the wor4 on
personal s4ills can probably
be brought forward to this
session
0hole5class teaching• Explain what a :ob description is
with particular reference to the
functions of :obs#
9n pairs
• @or someHall of the :ob titles
investigated ;or for those in which
learners have a particular interest>
learners should research what
these :obs entail# .o help them
understand the demands theycould try to simply classify them
in various ways BactiveH
sedentary, indoorHoutdoor etc#
• )earners could use the previous
activity as the focus to develop a
questionnaire for a visiting
spea4er from the industry to find
out what :obs in hisHher industry
entailed#
• 6esulting questionnaires could be
used to build up a picture of that
industry in terms of :ob roles at
different levels#
6eview of lesson and reinforce
learning points#
'martHwhite board
PowerPoint,
D/P
(ccess to
internet
escriptions of
:obs learners
will use, or
directed accessto websites for
learners to find
these
themselves
'urveyH
questionnaire
blan4sHdrafts
'cheme of wor4
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Possible outline scheme of or0
Sessionnumber
Content Possible activities esources
points#
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Possible outline scheme of or0
Sessionnumber
Content Possible activities esources
LO" – Know safeworking practices in
the en#ironmental and
landbased sector
Examining haJards in
the wor4place#
9dentifying and
describing common
haJards# .he use of ris4
assessments to minimise
the chances of them
occurring.his whole area of
health and safety will
benefit from as much
real contact with
industry as possible B
observation of processes
and safeguards etc can
be incorporated into a
visit at any time#
0hole5class teaching• Explain the difference between
haJard and ris4#
• 9ntroduce ris4 assessments from the
wor4 that learners carry out in
second group activity#
%roup activities
• Each group to be given ;or find> an
example for a reported haJard in a
wor4place in and environmental or
land5based enterprise# %roup to
identify which part of
/('(0(Hfood legislation relevant
to it ;who is responsible etc># &ould
be shown safety videos as the initial
stimulus for this instead#
• %roup to give a presentation simply
explaining the haJard in terms of
how dangerous it could be, how
li4ely to occur, who it might effect,
how it might be minimised etc# 9n
other words the headings that they
will then use in ris4 assessments#
'martHwhite board
PowerPoint,
D/P
(ccess to
internet
/'E or other
safety videos
+ideo of an
E)- industry in
action or case
study material
describing it
6is4 assessment
pro formas
9nformation that
learners have
gathered about
their chosenindustry
9ndividual activities
• &arry out basic ris4 assessment
either for an activity they ta4e part in
at their centre or for a visit that they
are to underta4e#
• 9dentify the ma:or ris4sHhaJards from
the land5based industry that they are
most interested in or from studymaterialHvideo of an industry in
action#
6eview of lesson and reinforce learning
points#
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Possible outline scheme of or0
Sessionnumber
Content Possible activities esources
LO" – Know safeworking practices in
the en#ironmental and
landbased sector
Examining the
responsibilities of
employers and employee
to minimise haJards and
ris4s# escribing ways in
which this can be done#
Examining their
responsibilities to theenvironment
+isiting spea4er B
perhaps meat inspector
could focus on food
safety or a more general
safetyHunion rep could
focus on general safety#
.he former would lin4 to
second group activity
and the latter to some of
the individual activities
0hole5class teaching• 9ntroduce idea of responsibility of
employers to their employees and
employees to themselves#
• 9ntroduce idea of responsibility of
employers and employees to
customers and the environment#
• 9ntroduce requirements of food
safety legislation#
%roup activity
• 'tudy of the /'E poster could be
starting point for discussion# )evel
of detail etc here will be dependent
upon whether they have had any
wor4 experienceHwor4 visits by this
stage#
• Produce a similar poster related to
the @ood 'afety (ct from
information provided by visiting
spea4erHpractitioner# 9dentify what
training and qualifications might beneeded for employees to achieve the
requirements of this act ;lin4 to
session ?>#
'martHwhite board
PowerPoint,
D/P
(ccess to
internet
/'E poster
health and
'afety B what
you should4now’
-asics of food
safety act and
/('(0( listed
6esearch from
earlier sessions
on
responsibilitiesH
roles in specific :obs
/aJard
information
from previous
session
'cheme of wor4
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Possible outline scheme of or0
Sessionnumber
Content Possible activities esources
= contd 9ndividual activities• @rom a list of the 4ey
requirements of /('(0(,
learners should identify which
ones are the responsibility of the
management and which of the
staff, and which are safeguarding
the staff and which the customers#
• @or their chosen :ob roles studied
in earlier sessions, they should
identify where they would need to
be aware of /('(0( to protect
customers and where their
employers would need to ensure
there are safeguards for them#
.hey could ma4e reference to the
haJards identified in the pervious
session#
• 'tudy a news report ;hard
copyHelectronic> of an
environmental problem from a
land5based industry eg sewage
spills in 2!!< floods# )earners
can identify what measures could
be ta4en to minimise these
impacts in future#
• @or their own chosen industry
;:ob selected or visit made>
identify where waste is produced
and suggest how this could be
reduced#
6eview of lesson and reinforce
learning points#
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Possible outline scheme of or0
Sessionnumber
Content Possible activities esources
= LO" – Know safe workingpractices in the
en#ironmental and land
based sector
9dentifying, and explaining
the need for, responsible
behaviour in the wor4
environment#
0hole5class teaching• 9dentify lin4s from previous
sessions as to why there is a need
for responsibility in the
wor4place, focusing upon the
results of accidents, requirements
of legislation and the need to
protect the environment#
'martHwhite board
PowerPoint,
D/P
9nstructions for
following an
activity
.heir research
on their chosen
industry
Pro formas forwor4 logs
9f an industry visit is being
underta4en at about this
time, then recording of
situations from real life in
which responsibility is
important can form an
integral part of this session#
• ( suitable discussion on
attendance and punctuality may
be possible from their own
behaviour, showing how it affects
quality of wor4#
• ( personal review of wor4 logs
would help learners to develop
good habits#
9ndividual activities• %ive them a list of instructions
that they need to follow for a
land5based or environmental
activity B eg as a lumber:ac4 B
right tools, sharpened, chec4
clothing, chec4 people not around
etc# get them to identify possible
haJards if these are not followed#
• Produce individual wor4 logs for
a day at the centre# .he problem
of annoying other people ;fellow
practitioners> by them filling it in
can be reduced by them
producing a perfect day’ outline
to simply tic4Hcross if they arrive
late etc#, leaving larger concerns B
causing problems etc B to be
written up at a suitable brea4#
(ccess to
internet
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Possible outline scheme of or0
Sessionnumber
Content Possible activities esources
A contd %roup activity• @ind examples within one of their
chosen industries ;or other if not
suitable> where PPE necessary#
Produce short role play to show
how lac4 ofHpoor use of PPE
might be a haJard#
( buJJ group’R of ways in which
they ;or others> show disrespect to
each other, possibly without meaning
to#
6eview of lesson and reinforce
learning points#
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Possible outline scheme of or0
Sessionnumber
Content Possible activities esources
< LO" – Know safe workingpractices in the
en#ironmental and land
based sector
Examining the use,
transportation, storage and
maintenance of tools
9f only one visit is possible
then a visiting spea4er
might give a tools tal4’#
.his might give a chance
for handling of some basictools and examples of how
maintenance is carried out
etc# 7any modern tools that
are produced for consumers
rather than industry produce
their own maintenance
videosHboo4lets and these
could be used within the
theory’ lesson# &onsortia
may also be able to liaise
with their partners toacquire training videos
@or )D#? tools and equipment’ theactual scheme of wor4 will depend on
what access the learners have in terms
of visits to industries for a hands on’
approach to the sub:ect# 9n an ideal
world there should be a chance for
them to loo4 at this topic through a
visit to an organisation and be
involved in a participatoryH
experiential approach#
@or the purposes of layout this
scheme of wor4 is divided into onetheoretical session and one practical,
although much of the theory could be
incorporated into the practical session
if access for both sessions is possible#
.he latter would also allow some of
the wor4 in the previous sessions on
health and safety to be made more
relevant, identifying haJards, need for
PPE, evidence of /('(0( being in
place# 9n this case, these visits could
even be carried out as the first session
covering )D#2#
0hole5class teaching
• Presentation and discussion about
importance of being able to wor4
with tools so that efficiency and
effective wor4ing ta4es place#
• emonstration of how tools are
used correctly emonstration of
methods of transporting and
storing tools to meet overall
ob:ectives of effective and
efficient wor4ing, together with
maintaining a safe wor4ing
environment#
• Explanation of importance of
maintenance methods#
• EmphasiJe lin4s with )D#?
/ealth and safety#
• 6eview of lesson and reinforce
learning points#
'martHwhite board
PowerPoint,
D/P
.ool use video
andHor boo4lets
'cheme of wor4
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Possible outline scheme of or0
Sessionnumber
Content Possible activities esources
LO4 – -e able to worksafely
Examining the use,
transportation, storage and
maintenance of tools
&an also include practical
activities from previous
sessions on health and
safety
9ndustry visit organised as
per possible activities’#
Practical sessions can be organisedaccording to the typeHsiJe of
organisations in which they ta4e
place#
9deally if the group of learners is
mediumHlarge then a round robin
group session could be organised,
dealing with the tools under the
headingsL
• 'election
•
Use
• .ransport and storage
• 7aintenance
.he session would deal with hand
tools that the learners can experience
using#
'election B given a tas4 to complete
and as a team discuss and select tools
appropriately with review of reasons#
Use B the group could then use themunder guidance to produce the desired
result#
.ransport, storage and maintenance of
items to demonstrate the 4ey areas of
health and safety as well as
prolonging tool life#
6eview of lesson and reinforce
learning points#
6esponsible behaviour B session
focusing on behaviour expected whenwor4ing with others in the wor4place#
.ransport#(ppropriate
contacts via
consortium
members
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Possible outline scheme of or0
Sessionnumber
Content Possible activities esources
1 LO2 – -e able to completean en#ironmental and
landbased 5ob application
9dentifying personal s4ills
and comparing them with
the personal s4ills required
for :ob roles in the sector
0hole5class teaching• @rom scheme of wor4 for wee4 ?
learners should be able to
assemble a list of the main s4ills
that are required in the industry#
.his can be carried out as a whole
class activity particularly if they
have dealt with different :ob
roles#
'martHwhite board
PowerPoint,
D/P
0or4
completed by
learners for
)D#" on :ob
roles
Examples of person
specifications
from actual
applications
.he industry visit
underta4enHto be
underta4en could be used as
an opportunity to interview
employersHemployees on
the personal s4ills needed
and how they actually usethem in the course of their
:obs# Each groupHindividual
could focus on one or two
s4ills ;if time for all is not
available> and a
presentation of these made
to the class as a whole#
%roup wor4
• Each group could prepare short
role plays to show how different
personal s4ills might be useful in
the :ob roles studied# Dther
groups could be as4ed to identify
the s4ills being shown#
9ndividual activities
• @rom overall list of personal
s4ills, learners identify which
they consider to be their strengths
B could be by ran4 order or
assigning numerical scale to
them#
• @or each of those they consider as
positives they should be able to
describe an example of how their
behaviourHwor4 has demonstrated
it#
• @or one area in which they are
wea4 they could give an example
of how they have demonstrated it,
together with explanation of how
they should have behavedHacted#
• )earners could loo4 at their
favourite :obs from previous
sessions and consider which arethe most important s4ills for that
role#
(ccess to :ob
descriptions for
learners’
selected roles
Personal s4ills
listsHreference
sheets
(ccess