INCLUDING EXAMINERS COMMENTS R3112 UNDERSTANDING THE SELECTION AND USE OF LANDSCAPING ELEMENTS IN THEGARDEN Level 3 Thursday 21 June 2018 11:25 12:50 Written Examination Candidate Number: Candidate Name: Centre Number/Name:.. IMPORTANT Please read carefully before commencing: i) The duration of this paper is 85 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) ix) 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; Please note, when the word distinct is used within a question, it means that the items have different characteristics or features. Ofqual Unit Code A/507/5864 Please turn over/..
ANSWER ALL QUESTIONS Q1 Describe FIVE distinct ways in which steps can contribute to the aesthetics of a garden. MARKS 10. 2 Please see over/..
Please turn over/.. Total Mark 3
Q2 a) State TWO advantages of selecting gravel for a garden path. 2 QUESTION 2 CONTINUES ON THE FACING PAGE Please see over/.. 4
b) Describe TWO NAMED plants which will thrive in a free-draining sandy soil, under EACH of the following headings: Plant example 1 Plant example 2 MARKS Plant name 2 1. 1 2. 1 Season of interest 1 Form 1 Height x spread 2 Total Mark Please turn over/.. 5
Q3 a) Describe THREE maintenance tasks for a grass parterre. 6 Please see over/.. 6
b) Describe TWO mowing effects that could be used as alternative design options for a grassed area. 4 Total Mark Please turn over/.. 7
Q4 Describe FIVE characteristics of concrete that make it suitable for garden containers. Please see over/.. MARKS 10 8
.. Total Mark Please turn over/.. 9
Q5 a) b) Identify ONE garden feature that could be planted for sensory impact. Describe THREE NAMED plants EACH with a different sensory impact, by completing the table below: 1.Plant name MARKS 1 9 Sensory impact Season of interest 1. 2. Please see over/.. 10
2.Plant name Sensory impact Season of interest 1. 2. 3.Plant Name Sensory impact Season of interest 1. 2. Total Mark Please turn over/.. 11
Q6 Describe the suitability of glass for TWO distinct hard landscape features, under EACH of the following headings: i) aesthetic; ii) functional; 5 5 i) Hard landscape example 1...... Please see over/.. 12
ii) Hard landscape example 2.... Total Mark Please turn over/.. 13
Q7 a) b) State ONE benefit of using reclaimed materials for hard landscaping in a garden. Describe how THREE NAMED reclaimed hard landscape materials can be used in a garden. MARKS 1 6 Please see over/.. 14
c) State THREE limitations of using reclaimed materials in a garden (excluding cost).... MARKS 3 Total Mark Please turn over/.. 15
Q8 a) Identify SIX pieces of information that could be included in the plant specification section of a planting plan for a mixed border. 6................ Please see over/.. 16
b) Describe how the spacing of plants can be shown on a planting plan................... 4 Total Mark ******* 17
DO NOT USE THIS PAGE 18
DO NOT USE THIS PAGE 19
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: 222879/SC038262 20
R3112 UNDERSTANDING THE SELECTION AND USE OF LANDSCAPING ELEMENTS IN THEGARDEN Level 3 Thursday 21 June 2018 Candidates Registered 46 Total Candidates Passed 100% Candidates Entered 39 Passed with Commendation 71% Candidates Absent/Withdrawn 5 Passed 29% Candidates Deferred 2 Failed 0% 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. 21
Q1 ANSWER ALL QUESTIONS Describe FIVE distinct ways in which steps can contribute to the aesthetics of a garden. MARKS 10 Q1 This question was predominantly well answered with candidates focusing on aesthetics gaining high marks. Many candidates provided detailed descriptions of how steps can contribute to the look of a garden, and those who included named materials and styles scored highly. Some candidates missed out on marks by focusing on functionality rather than aesthetics, such as the need for a landing every 12 steps. Marks were awarded for answers which included a description of the aesthetic impact of steps such as the following: Providing a focal point, for example a flight of steps at the end of a lawn Providing unity/repetition through the materials, e.g. sandstone paving and brick risers used for the steps in a similar combination to a nearby patio. Providing structure/form/architectural interest to the garden, e.g. a semi - circular flight of steps Providing contrast with the surrounding garden, e.g. hard lines of paving edges against soft planting Steps could be of an unusual or ornate style, e.g. layers of old roof tiles as the face of the risers, or incorporate ornamental handrails steps curving out of sight/behind planting to creating illusion of space 22
Q2 a) State TWO advantages of selecting gravel for a garden path. 2 b) Describe TWO NAMED plants which will thrive in a free-draining sandy soil, under EACH of the following headings: Q2 Plant name Plant example 1 Plant example 2 2 1. 1 2. 1 Season of interest 1 Form 1 Height x spread 2 a) Candidates generally answered this part of the question on the advantages of gravel for a garden path well, with many scoring full marks. Some points required comparison, e.g. easy to lay in any shape or cheap needed to be in contrast to e.g. York stone pavers to gain a mark. b) The majority of candidates named drought tolerant plants; limited marks were awarded to those selecting plants that will tolerate but not thrive on a sandy soil, and no marks were given for any candidates suggesting a bog, marginal or other plant that requires constantly damp soil. Most candidates gave detailed descriptions of their plants, though some lost marks for stating their chosen plant s type, e.g. shrub, deciduous, etc. rather than naming its form- upright, weeping, prostrate etc. Some candidates also lost marks through over or underestimating the height and spread of their chosen plant. 23
Q3 a) Describe THREE maintenance tasks for a grass parterre. 6 b) Describe TWO mowing effects that could be used as alternative design options for a grassed area. 4 Q3 a) Candidates were expected to refer to the maintenance of grass on the parterre and not to any other planting that might be present; marks were awarded to turf maintenance tasks only. Many candidates gained high marks by naming and describing three separate maintenance tasks. An example of one task being edging turf to maintain crisp design using half-moon edging iron or edging shears. Some candidates lost marks through lack of specific detail, e.g. mow lawn regularly ; candidates would be expected to name a suitable type of mower and the months during which mowing is generally required, and include this level of detail in their answer. A third task would be to feed and weed the fine turf with appropriate details. b) Most candidates were able to describe two mowing effects that could be used as alternative design options for a grassed area. Full marks were awarded to candidates that were able to name and describe the mowing effect, e.g. allowing grass to grow into a meadow with meandering mown paths through it. Many candidates included mowing stripes into the grassed area and gave a good level of detail as to how stripes can be produced; some candidates included details of how to mow stripes, rather than focusing on the design aspect, and couldn t be awarded marks for that part of their answer. 24
Q4 Describe FIVE characteristics of concrete that make it suitable for garden containers. MARKS 10 Q4 This question was, on the whole, well answered with many candidates scoring full marks where they named a characteristic and detailed how it makes concrete suitable for use for garden containers. Most candidates focused only on concrete s positive attributes for garden containers and scored marks for points such as its potential for different surface finishes, durability, possibility for different sizes and shapes of containers, insulating properties, and heavy weight providing stability for tall plants. The question asked for characteristics that make concrete suitable for garden containers, so candidates including disadvantages such as its weight making it difficult to move couldn t be awarded marks. There was some confusion about concrete s porosity, with some candidates incorrectly stating that it is porous. Concrete is non-porous, unlike terracotta, which contributes to its ability to withstand moisture and freezing without cracking or flaking. Candidates stating that concrete is cheap needed to provide a more expensive comparative material, such as stone, to gain full marks. 25
Q5 a) Identify ONE garden feature that could be planted for sensory impact. 1 b) Describe THREE NAMED plants EACH with a different sensory impact, by completing the table below: 9 1.Plant name Sensory impact Season of interest 1. 2. 2.Plant name Sensory impact Q5 a) Season of interest 1. 2. 3.Plant Name b) Sensory impact Season of interest 1. 2. Most candidates gained a mark for this part of the question, correctly naming a garden feature that could be planted for sensory impact, e.g. shrub border, herb garden etc. Candidates that included features that could not be planted, e.g. water fountain lost marks. Most candidates gained high marks here by naming and describing their chosen plants sensory impact - including naming the sense - and correctly including details of their season of interest and decorative merits. For example, for Lavandula angustifolia Hidcote the sensory impact is from scent from the foliage and flowers, the season of interest is summer for the flowers or all year for its foliage, two decorative merits are silver-grey foliage and deep violet- purple flower spikes. Scent isn t a decorative merit; candidates who included scent as a decorative feature lost marks. 26
Q6 Describe the suitability of glass for TWO distinct hard landscape features, under EACH of the following headings: i) aesthetic; ii) functional; 5 5 Q6 Candidates were awarded marks for naming two glass hard landscape features and describing their aesthetic and functional characteristics. Two distinct features needed to be chosen. Expected answers included glass brick walls, glass chippings as a path material, garden mirrors, glass panels etc. Candidates naming a greenhouse as a hard landscape feature were not awarded marks. Most candidates correctly described glass in relation to their chosen features in relation to aesthetics in terms of its reflective and light transmitting qualities, variety of colour, contemporary feel. The relevant functional qualities included its durability, permeability of glass chippings on a path, its ability to combine with lighting. 27
Q7 a) State ONE benefit of using reclaimed materials for hard landscaping in a garden. 1 b) Describe how THREE NAMED reclaimed hard landscape materials can be used in a garden. 6 c) State THREE limitations of using reclaimed materials in a garden (excluding cost). 3 Q7 a) This part of the question was generally well answered, with most candidates gaining a mark for stating a benefit of using reclaimed materials such as reducing waste going to landfill or having a lower carbon footprint compared to new materials. Fewer candidates chose a benefit such as giving an instant feeling of age, or fitting in with the style and/or feel of a property, although these points were also awarded marks. b) Most candidates scored well here with three distinct materials named and their use described. Reused sleepers as raised beds, Yorkstone/or other pavers reused as a pathway, reclaimed bricks used as a pathway or for walls were the most common answers, but marks were also awarded for the use of shredded tyres, reused hardcore, reused windows in a cold frame etc. Some candidates lost marks for not explaining exactly how the reclaimed hard landscaping material can be used- particularly if reused from a garden situation. For example, full marks couldn t be awarded for the statement Yorkstone paving can be reused in a garden without specifying exactly how it is to be reused. The question asked for three named materials only. Candidates describing more than three materials were marked on the first three answers only. c) Most candidates correctly stated three limitations of reclaimed materials including the potentially limited supply of the reclaimed material, there is no guarantee on the performance of materials, reclaimed sleepers may have tar oozing from them, and materials may be stained or damaged, some reclaimed materials have a limited lifespan, especially wood. 28
Q8 a) Identify SIX pieces of information that could be included in the plant specification section of a planting plan for a mixed border. 6 b) Describe how the spacing of plants can be shown on a planting plan. 4 Q8 a) For the most part candidates didn t show a strong understanding of what a planting specification should include and many lost marks by identifying features such as season of interest, type (e.g. herbaceous perennial, tree, shrub), flower colour etc. which are not necessary on a planting specification. Expected answers were to include botanical name, quantities, container size or bare root, bulb size, propagation method (seed or cuttings), provenance etc. Marks were awarded to features such as height, age, girth etc. in relation to trees only. Candidates needed to be specific about the naming of plants; the full botanical name, genus, species and where appropriate cultivar is required, stating only name of plant is not enough. b) Candidates generally showed a clearer understanding of how the spacing of plants can be shown on a planting plan, with marks awarded to candidates for points such as use of a scale, appropriate symbols, use of a dot or cross for plant centre, plant name included, or outline of planting area with number of plants/densities included. Candidates using a drawing to illustrate their points were awarded marks accordingly. Candidates lost marks where lack of detail was provided, for example describing outlining the planting area and number of plants, but not mentioning scale and reference points in order to fully show the spacing of plants. 29