R3114 UNDERSTANDING A RANGE OF SPECIALIST ELEMENTS IN THE ESTABLISHMENT OF GARDEN & URBAN PLANTINGS

Transcription

1 INCLUDING EXAMINERS COMMENTS R3114 UNDERSTANDING A RANGE OF SPECIALIST ELEMENTS IN THE ESTABLISHMENT OF GARDEN & URBAN PLANTINGS Level 3 Thursday 8 February :35 16:40 Written Examination Candidate Number: Candidate Name: Centre Number/Name:.. IMPORTANT Please read carefully before commencing: i) The duration of this paper is 65 minutes; ii) iii) iv) ALL questions should be attempted; EACH question carries 10 marks; Write your answers legibly in the spaces provided. It is NOT necessary that all lined space is used in answering the questions; v) Use METRIC measurements only; vi) vii) viii) Use black or blue ink only. Pencil may be used for drawing purposes only; Where plant names are required, they should include genus, species and where appropriate, cultivar; Where a question requires a specific number of answers; only the first answers given that meet the question requirement will be accepted, regardless of the number of answers offered; ix) Please note, when the word distinct is used within a question, it means that the items have different characteristics or features. Ofqual Unit Code J/507/5866 Please turn over/..

2 ANSWER ALL QUESTIONS Q1 Describe TWO distinct methods of harvesting and re-cycling rainwater in a garden. 4 State the benefits and limitations of using grey water in the garden, by completing the table below: 6 Benefits Limitations Total Mark Please see over/.. 2

3 Q2 Describe THREE benefits of growing plants in containers for display. 6 Please turn over/.. 3

4 Describe ONE suitable irrigation system for a container display. Please see over/.. 4 Total Mark 4

5 Q3 Produce a sequence of work for the planting of an amenity bedding scheme to a given design. 7.. Please turn over/.. 5

6 State THREE characteristics of plants suitable for an amenity bedding scheme. Please see.over/.. 3 Total Mark 6

7 Q4 Identify TWO management issues for EACH of the following in a community garden: i) pest and disease control; ii) litter. 2 2 Please turn over/ 7

8 State THREE suitable methods of control for EACH of the following in a community garden: i) pests and diseases; ii) litter. Please see over/ Total Mark 8

9 Q5 Describe the difference in appearance between a fruiting bud and a leaf bud. Describe, with the aid of diagram(s), the maintenance pruning of a step over apple tree. 2 8 Please turn over/.. 9

10 Q6 State SIX factors that determine the selection of suitable plants for a wild flower meadow Please turn over/..

11 Describe TWO NAMED plants suitable for a wild flower meadow. ******* 4 Total Mark 11

12 These questions are the property of the Royal Horticultural Society. They must not be reproduced or sold. The Royal Horticultural Society, Wisley, Woking, Surrey GU23 6QB. Charity Registration Number: /SC

13 R3114 UNDERSTANDING A RANGE OF SPECIALIST ELEMENTS IN THE ESTABLISHMENT OF GARDEN & URBAN PLANTINGS Level 3 Thursday 9 February 2018 Candidates Registered 37 Total Candidates Passed 90% Candidates Entered 29 Passed with Commendation 54% Candidates Absent/Withdrawn 8 Passed 36% Candidates Deferred 0 Failed 11% Senior Examiner s Comments On the whole this paper was well answered with the majority of candidates attempting and completing all the questions. The following guidelines should be of help to future candidates. 1. Where named plant examples are asked for, full botanical names (genus and species) are required to achieve full marks. Common names will not be given a mark. 2. Use the command statements e.g. list or name (single words only), state (a few sentences), describe or explain (a fuller answer) together with the mark allocation, to judge the depth of the answer. Half marks are often allocated where the basic information given is correct but needs further qualification to gain the full mark. 3. Where a number of answers are specified in the question, the examiner will not select correct answers from a list e.g. if the question states State TWO plant names, only the first two names given will be marked. 4. Labels on diagrams should be correctly positioned to avoid ambiguity and diagrams should be clearly drawn and annotated. No marks will be awarded for artistic merit. 5. Candidates should use unambiguous plant examples as reference sources from, for example, the RHS Find a Plant Service available on the RHS Website. 13

14 ANSWER ALL QUESTIONS Q1 Describe TWO distinct methods of harvesting and re-cycling rainwater in a garden. 4 Q1 State the benefits and limitations of using grey water in the garden, by completing the table below: 6 Benefits Limitations The majority of candidates were able to answer the first part of the question with downpipes and water butts being a popular choice. However, very few wrote about the re-cycling of the water and its use in the garden thereby losing marks. Good answers included method of collection/storage such as water butts with diverters connected to downpipes off roofs or in underground tanks, runoff from patios or ponds, rain gardens. Good answers also included how this water was distributed/applied. Other answers awarded marks included a collection method with pumps to seepage hose or other distribution system. Some candidates answers did not address all parts of the question as they either omitted the collection method or storage/distribution method. Marks were awarded for french drains if diverted to a sump/tank via pipes but answers describing drainage systems were not acceptable as they are means of disposal not collection of water. Some candidates confused recycling with conservation of water or described green roof gardening, which is not designed for harvesting water, and therefore did not gain marks. Benefits and limitations of grey water were well understood and most candidates scored highly in this half of the question. Good answers were given for the benefits of grey water including saving water, saving money on metered water, not being affected by hose pipe bans. Other answers gained marks if relevant including reducing burden on the sewage system. Unfortunately some candidates misread the question and reviewed rainwater instead of grey water. Limitations of using grey water included, may contain harmful chemicals (variations on this were accepted), cannot be stored, not to be used on edibles due to possible pathogens, difficult to distribute including may need pumps or specialised equipment, may require filtration. 14

15 Q2 Describe THREE benefits of growing plants in containers for display. 6 Describe ONE suitable irrigation system for a container display. 4 Q2 Well answered by most candidates with the most popular benefits for container display being the ability to use a specific growing medium to suit the plant enabling a wider range of plants to be grown, such as ericaceous plants, where soil is not suitable; moving pots around the garden to vary the display and also to move tender plants undercover in winter; and use in hard-landscaped areas with no garden soil. A wide range of acceptable answers were given, with descriptions, including: needing less space e.g. on balconies and tops of walls, being able to target irrigation, and giving some control of soil bourne diseases. Answers relating to design were also accepted including provision of unity via container style, colour etc., also grouping and being interchangeable with planting or positioning, and use of trailing plants etc. Other good answers included those allowing easier gardening for people with disabilities. The majority of candidates opted to write about an automatic drip feed system accompanied by relevant diagrams. Good answers included a named system such as a self-watering system, drip, seepage etc. and included a description of the source of water, when and how applied and how it was controlled. Accepted answers included mains water or water reservoir with timer, pumps, or containers with an inbuilt water reservoir with wicks, or containing Leca. Diagrams, if used to describe the irrigation system, should be clear and labelled/annotated to convey information, which was often not the case. Candidates lost marks for poor descriptions or for describing systems which were not practical or unsuitable for containers. 15

16 Q3 Produce a sequence of work for the planting of an amenity bedding scheme to a given design. 7 State THREE characteristics of plants suitable for an amenity bedding scheme. 3 Q3 Whilst most candidates were able to write a comprehensive sequence of work for the planting of an amenity bedding scheme, most wasted time initially by writing about the removal of the previous bedding scheme and soil preparation neither of which were required. Answers were expected to be in sequence proceeding from marking out from the given design, spacing and positioning plants was also accepted, and the system of planting, either planting from the centre outwards, planting in sections, or planting dot plants first followed by groundwork and edging, or other logical method. Other answers accepted included planting depth, teasing roots, firming in, watering in and/or watering prior to planting, use of boards and/or pricking over footmarks, pinching out leggy plants, and if spring bulbs used, these to be planted after other plants. No marks were awarded for points pertaining to ground preparation and pre-planting or post planting aftercare/maintenance, which the question did not ask for. This was generally well answered with long flowering period, colour and site tolerance amongst the most popular answers. Answers gaining marks included pest and disease resistance, robust, uniformity e.g. use of F1 plants, long flowering period, colourful flowers or foliage for impact, suited to use in the design e.g. for dot plant etc., appropriate height, evergreen if winter bedding, and requiring less maintenance. 16

17 Q4 Identify TWO management issues for EACH of the following in a community garden: i) pest and disease control; ii) litter. 2 2 State THREE suitable methods of control for EACH of the following in a community garden: i) pests and diseases; ii) litter. 3 3 Q4 i) ii) i) ii) This was less well answered with candidates misinterpreting the question and specifically management issues. Very often the answers given to part were relevant to part of the question. Sections on pest and disease control were answered better than sections on litter. Marks were not awarded where the same answers to parts and were repeated without distinction. Good answers in relation to management issues for pest and disease control included agreed policies for users, specific reference to health and safety or risks related to users, the need for appropriate training and education in relation to application, storage and disposal of chemicals etc., consideration of chemical - free measures and budgetary issues. There were a range of variations on the above which were acceptable. Acceptable answers included various prevention policies, considerations of types of litter and identification of risks from sharps, dog mess etc., and disposal policies, frequency, time and organisation for litter collection, This part of the question was better understood than part ( with most candidates able to write about three methods of control for both pests and diseases and litter. A good range of answers included: use of resistant cultivars and certified stock, inspection and quarantine of donated plants, regular inspection and observation, good hygiene around the garden including cleaning tools/equipment and removing garden waste, physical barriers against pests and diseases (various), cultural controls, crop rotation, companion planting. Variations of these and other methods were accepted. Good answers included three of the following: provision of sufficient bins, strategically placed bins, targeted recycling and appropriate bins, organised community litter picks, provision of PPE and equipment, shaming offenders, signage and education, community pride, liaison with local councils. Other valid answers were also accepted. No marks were awarded for fining offenders as this is not enforceable unless via a local authority. 17

18 Q5 Describe the difference in appearance between a fruiting bud and a leaf bud. 2 Describe, with the aid of diagram(s), the maintenance pruning of a step over apple tree. 8 Q5 The majority of candidates answered this part well with clear diagrams of small pointed leaf buds and rounded fat fruit buds. Expected answers included description of difference in size/shape of buds; diagram(s) clearly showing these differences were also acceptable. Answers stating colour differences are arbitrary and too variable for different cultivars and were not acceptable. Stating location differences and fruit buds are spurs was also not acceptable unless explained in context. Most candidates used clear labelled diagrams to illustrate their answer accompanied by descriptions of maintenance pruning of step-over apple trees. There was occasional confusion over the timing and the number of buds left but in general this question was answered well. Relevant diagrams of maintenance pruning were expected but not acceptable if they related to formative pruning only, or were incorrectly labelled. Many candidates did not identify the seasonal timing of pruning e.g. summer/winter etc. No marks were awarded for descriptions of formative pruning or details on planting and setting up supports. Good answers gave tasks in sequence and gave details of pruning laterals, sub laterals, extension growth and identifying number of buds left as appropriate. Marks were also gained for information including angle of cut, removal of suckers/epicormic growth, removing diseased, dead and damaged material, also pruning crossing/misshaped/misplaced shoots, and removal or cutting back of underside growth and water shoots. 18

19 Q6 State SIX factors that determine the selection of suitable plants for a wild flower meadow. 6 Describe TWO NAMED plants suitable for a wild flower meadow. 4 Q6 This was well answered by the majority of candidates who wrote about the characteristics of plants selected for wild flower meadows. However, some misinterpreted the question listing factors about the site conditions rather than the plants. Good answers included: suitability for low fertility soils, suitability for the site conditions, preferably native, non-invasive/dominant, annual or perennial, preferred season, suitable for annual mowing, attractive to wildlife pollinators or birds, hardy, self-seeding/spreading. Other acceptable answers included: hemi - parasitic e.g. Rhinanthus minor (yellow rattle) to control grass growth, low maintenance, drought resistant, provenance locally sourced. Other similar points were accepted. This was well answered by the majority of candidates who wrote about the characteristics of plants selected for wild flower meadows. However, some misinterpreted the question listing factors about the site conditions rather than the plants. Good answers included: suitability for low fertility soils, suitability for the site conditions, preferably native, non-invasive/dominant, annual or perennial, preferred season, suitable for annual mowing, attractive to wildlife pollinators or birds, hardy, self-seeding/spreading. Other acceptable answers included: hemi - parasitic e.g. Rhinanthus minor (yellow rattle) to control grass growth, low maintenance, drought resistant, provenance locally sourced. Other similar points were accepted. 19