CDETB

Programme Module for

Establishing Trees and Shrubs

leading to
Level 4 FETAC
Establishing Trees and Shrubs
4N0666

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Introduction
This programme module may be delivered as a standalone module leading to certification in a FETAC
minor award. It may also be delivered as part of an overall validated programme leading to a Level 4
FETAC Certificate.
The teacher/tutor should familiarise themselves with the information contained in CDETB
programme descriptor for the relevant validated programme prior to delivering this programme
module.
The programme module is structured as follows:
1. Title of Programme Module
2. FETAC Component Title and Code
3. Duration in hours
4. Credit Value of FETAC Component
5. Status
6. Special Requirements
7. Aim of the Programme Module
8. Objectives of the Programme Module
9. Learning Outcomes
10. Indicative Content
11. Assessment
a. Assessment Technique(s)
b. Mapping of Learning Outcomes to Assessment Technique(s)
c. Guidelines for Assessment Activities
12. Grading
13. Learner Marking Sheet(s), including Assessment Criteria
Integrated Delivery and Assessment
The teacher/tutor is encouraged to integrate the delivery of content where an overlap between
content of this programme module and one or more other programme modules is identified. This
programme module will facilitate the learner to develop language, literacy and numeracy skills
relevant to the themes and content of the module.
Likewise the teacher/tutor is encouraged to integrate assessment where there is an opportunity to
facilitate a learner to produce one piece of assessment evidence which demonstrates the learning
outcomes from more than one programme module. The integration of the delivery and assessment
of level 4 Communications and level 4 Mathematics modules with that of other level 4 modules is
specifically encouraged.
Structured communication and teamwork is encouraged between the teacher/tutor delivering this
programme module and the language, literacy, numeracy and learning support teacher/tutor, as
appropriate, to facilitate the learner in completing the programme module and achieving
certification in the award.

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Indicative Content
The indicative content in Section 10 does not cover all teaching possibilities. The teacher/tutor is
encouraged to be creative in devising and implementing other approaches, as appropriate. The use
of examples is there to provide suggestions. The teacher/tutor is free to use other examples, as
appropriate. The indicative content ensures all learning outcomes are addressed but it may not
follow the same sequence as that in which the learning outcomes are listed in Section 9. It is the
teachers/tutors responsibility to ensure that all learning outcomes are included in the delivery of
this programme module.

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1. Title of Programme Module
Establishing Trees and Shrubs
2. Component Name and Code
Establishing Trees and Shrubs 4N0666
3. Duration in Hours
100 hours (typical learner effort, to include both directed and self directed learning)
4. Credit Value
10 Credits
5. Status
This programme module may be compulsory or optional within the context of the validated
programme. Please refer to the relevant programme descriptor, Section 9 Programme Structure
6. Special Requirements
None
7. Aim of the Programme Module
This programme module aims to provide the learner with the knowledge, skill and competence to
plant, grow, maintain and establish trees and shrubs in a range of situations under supervision
8. Objectives of the Programme Module

To create an awareness of correct tree and shrub selection for their appropriate locations.

To provide knowledge to participants on soil suitability for plant establishment.

To develop an understanding of appropriate plants for use with different soil types.

To facilitate the learner in correct tree/shrub planting techniques

To enable participants to observe correct safety procedures when using relevant equipment.

To create an awareness of the correct maintenance and protection needs of trees and
shrubs

To develop an awareness of the central role of tress and woodlands, in increasing

biodiversity, water regulation, storing carbon and reducing global warming.

To assist the learner to develop the language, literacy and numeracy skills related to trees
and shrubs through the medium of the module themes and content

To enable the learner to take responsibility for his/her own learning.

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9. Learning Outcomes of Level 4 FETAC Establishing Trees and Shrubs 4N0666
The learner will be able to:
1. State the major factors affecting soil suitability for plant establishment to include soil
composition, nutrient availability, water holding capacity, drainage, organic matter content
and compaction.

2. Single-dig a planting area to a consistent cultivation depth

3. Prepare a given area for planting trees and shrubs using appropriate soil preparation
techniques

4. Apply compost, manure and fertiliser to a stated rate

5. Plant standard and half-standard bare-rooted and containerised trees, including staking,
raking off and mulching to ensure neat finish

6. Plant shrubs to include both bare-rooted and containerised to form hedges and climbers

7. Train plants to include tying to supports, pinching out growing point, dis-budding, dead
heading, adjusting trees ties and pruning

8. Water plants using a range of methods

9. Identify common problems associated with trees and shrubs to include assessing plant
quality before planting, pests and diseases

10. Protect newly planted trees or shrubs from frost with plastic screening, fleece covering and
wind protection screen
11. Use a range of the following to control weeds:
- hand-weeding
- cultivation
- mulching
- chemical application
12. Operate within appropriate safety procedures to create and maintain a safe working
environment including safety standards regarding lifting, carrying and handling plants, tools
and equipment.

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10. Indicative Content
This section provides suggestions for programme content but is not intended to be prescriptive. The
programme module can be delivered through classroom based learning activities, practical
situations, group discussions, one-to-one tutorials, field trips, case studies, role play and other
suitable activities, as appropriate.
Section 1: Planning
Facilitate the learner to understand the site and establishment requirements of trees and shrubs

Identify a range of common trees and shrubs and their basic planting requirements. Where
possible the learner should be facilitated to identify trees and shrubs in all seasons. The
learner should be facilitated to recognise a wide range of trees and shrubs in their growth
and dormant stages and in a variety of specific settings, (e.g., private gardens, public
parks/gardens, woodlands, streets, etc.) The learner should be familiar with the main
biological features that aid plant identification and which may vary from season to season,
such as:
o Leaf type, bud, flower type, fruit, root system, etc., at varying stages of their growth.
o Growth habit, shape, final size, growth rate, etc.

Exemplify the importance of assessing the site to determine its suitability for planting.
Assessment could include visual analysis of the site and the soil, carrying out basic soil tests
to determine soil type, digging a pit to establish war holding capacity, drainage, organic
matter content and compaction.

Exemplify the importance of considering the functionality, appropriateness and long term
effects of planning at a particular site. This could involve developing a plant selection
checklist based on site and soil considerations, to include; which plants are chosen, why they
are being chosen, what practical and aesthetic effects the planting will achieve taking into
consideration site and soil factors, what are the ecological implications, and so on. The
learner should be aware of the advantages and disadvantages of planting native and nonnative species, and locally grown or imported plants.

Facilitate the learner to identify common problems associated with trees and shrubs to
include assessing plant quality before planting, pests and diseases.

Facilitate the learner to identify a range of potential trees and shrubs to plant at various
locations (e.g., roadside, around house or farm in hedgerows, an urban garden, along
streams, in field corners, as a shelter belt, etc.) The learner should understand and identity
the key factors to be taken into consideration when selecting the trees and shrubs. It may be
helpful for the learner to see examples of successful and unsuccessful planting
combinations.

Facilitate the learner to understand the difference between bare rooted and containerised
plants, whips, transplants, standards and half standards. It is important that the learner
understands the advantages and disadvantages of bare root and containerised and standard
and half standards plants from a cost, growth rate and seasonality perspective.

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Section 2: Preparation
Facilitate the learner to select appropriate trees and shrubs for planting

Exemplify the importance of selecting good quality plants to ensure successful

establishment. The learner should know that good quality plants will withstand transplanting
shock and difficult post-planting conditions ensuring increased survival rates, faster early
growth and reduced establishment costs. Use of poor quality plants will result in low survival
and reduced height growth in initial years.

Exemplify how to assess plant quality when selecting individual trees and shrubs. The learner
should know to check for broken leaders, pot bound or water logged roots, needle or leaf
discolouration, damage or diseased bark and so on. In addition to assessing the quality of
trees/shrubs prior to purchase/selection, the learner should understand the correct care
procedures for the trees/shrubs in both the transporting and pre-planting stages.

Facilitate the learner to prepare the site for planning trees and shrubs using appropriate soil
preparation techniques

Exemplify how to prepare a given area for planting. The learner should know how to
undertake site clearance and preparation work. The learner should be aware of different
stages of ground preparation techniques prior to planting, for example:
o clear the site from weeds and debris
o dig the soil by hand or using a rotavator
o add soil conditioner such as garden compost or composted manure if necessary
o determine the size of the planting pit.

Facilitate the learner to understand the appropriate planting method and working
techniques for the chosen plant type.

Facilitate the learner to single dig planting area to a consistent cultivation depth

Facilitate the learner to plant a range of the following - bare-root transplants, whips, half
standards and standards

The learner must work to the planting specifications laid down by the tutor. It is essential
that the learner ensures the health and safety of self and others at all stages of the planting
process. It will be helpful for learners to visit nurseries or other sites to observe the planting
of trees and shrubs that they may not have an opportunity to plant in order to develop their
awareness of and contextualise a variety of accepted work practices and procedures.

Facilitate the learner to plant a range of the following - containerised woody plants to form
hedges and climbers

The learner must work to the planting specifications laid down by the tutor. It is essential
that the learner ensures the health and safety of self and others at all stages of the planting
process. It will be helpful for learners to visit nurseries or other sites to observe the planting
of trees and shrubs that they may not have an opportunity to plant in order to develop their
awareness of and contextualise a variety of accepted work practices and procedures.

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Section 3: Aftercare
Facilitate the learner to understand and apply the immediate aftercare requirements of a range of
trees and shrubs

Facilitate the learner to rake off and mulch the planting area to ensure neat finish.

Facilitate the learner to apply compost, manure and fertiliser to a stated rate.

Facilitate the learner to water in the plant appropriately.

Facilitate the learner to understand the use of tree supports and the advantages and
disadvantages of various types of supports. The learner should be able to determine if
staking is required (dependent on tree size, location, etc.,) and select the most appropriate
form of staking.

Facilitate the learner to understand and apply long term aftercare of trees and shrubs

It is important that the learner understands the long-term aftercare requirements of the
plants, particularly in terms of watering, nutrition, pruning, adjusting supports, and weed,
pest and disease inspection. The learner should understand the importance of protecting
their plantings from adverse weather conditions (see below.)

Facilitate the learner to train plants to include tying to supports, pinching out growing
points, dis-budding, dead heading, adjusting trees ties and formative pruning.

Facilitate the learner to control grass and weeds around newly planted tress/shrubs. The
learner should understand the importance of competition management and be familiar with
a range of techniques;
o hand weeding,
o cultivation,
o mulching,
o chemical application.

Facilitate the learner to be aware of the necessity to protect plants from damage by animals
using appropriate guards/fencing for cattle, hare, deer, etc.

Facilitate the learner to protect newly planted trees or shrubs from frost and wind with
plastic screening, fleece covering and wind protection screening as appropriate.

Facilitate the learner to water plants using a range of methods. The learner should be aware
of the necessity to water trees and shrubs in their formative years and understand the most
appropriate watering or irrigation system for a range of plants and situations.

Facilitate the learner, where possible, to visit a range of nurseries or similar to review
various aftercare requirements, methods and techniques in operation.

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Section 4: Health and Safety
Facilitate the learner to operate within appropriate safety procedures to create and maintain a
safe working environment including safety standards regarding lifting, carrying and handling
plants, tools and equipment

Explore with the learner appropriate health, safety and personal hygiene procedures, in
particular:
o

Identify with the learner basic health and safety guidelines for working in a horticultural
environment; (e.g., sun protection, ready access to first aid equipment, proper storage
of tools, etc.) The learner should be able to identify common hazards and causes of
accidents and describe strategies to prevent them or minimise the danger. The learner
should be able to describe basic first aid and emergency procedures in the event of
accidents and be familiar with correct manual handling procedures. The learner should
be able to observe relevant safe working practices as outlined in the Safety, Health and
Welfare at Work Act, 2005.

Exemplify with the learner how to use tools and equipment safely and appropriately.
The learner should be able to handle and store tool, materials, equipment and
machinery in a safe and appropriate manner. The learner should understand the
importance of recognising common hazard signs and labels on tools and products and
correctly identify and follow instructions on containers, materials, equipment, etc. In
addition, the learner should be aware of the correct use of personal protection
equipment and clothing and know when and why it may be necessary to wear personal
protective clothing and equipment (e.g., goggles, face masks, reinforced footwear, etc.)

Identify with the learner the potential for certain plant material to be poisonous or an
irritant, and identify the necessity to follow correct procedures when handling and
selecting such plants. Similarly, identify with the learner the necessity to follow correct
procedures when using and storing garden chemicals and disposing of them and their
containers. The learner should be aware of common potential physical, chemical and
biological hazards to humans, animals and the environment. The learner should
understand the importance of washing their hands carefully with soap and following
other basic hygienic procedures and practices relevant to a horticultural environment.

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11. Assessment
11a.

Assessment Techniques

Skills Demonstration
Examination

80%
20%

11b. Mapping of Learning Outcomes to Assessment Techniques

In order to ensure that the learner is facilitated to demonstrate the achievement of all learning
outcomes from the component specification; each learning outcome is mapped to an assessment
technique(s). This mapping should not restrict an assessor from taking an integrated approach to
assessment.
Learning Outcome
Assessment Technique
1. State the major factors affecting soil suitability for plant
Skills Demonstration
establishment to include soil composition, nutrient availability,
& Examination
water holding capacity, organic matter content and compaction.
2. Single-dig a planting area to a consistent cultivation depth.
Skills Demonstration
3. Prepare a given area for planting trees and shrubs using
appropriate soil preparation techniques

Skills Demonstration

4. Apply compost, manure and fertiliser to a stated rate

Skills Demonstration

5. Plant standard and half-standard bare-rooted and containerised

trees, including staking, raking off and mulching to ensure neat
finish

Skills Demonstration

6. Plant shrubs to include both bare-rooted and containerised to form

hedges and climbers

Skills Demonstration

7. Train plants to include tying to supports, pinching out growing

point, dis-budding, dead heading, adjusting trees ties and pruning

Skills Demonstration

8. Water plants using a range of methods

Skills Demonstration

9. Identify common problems associated with trees and shrubs to

include assessing plant quality before planting, pests and diseases

Examination

10. Protect newly planted trees or shrubs from frost with plastic
screening, fleece covering and wind protection screen

Skills Demonstration

11. Use a range of the following to control weeds:

- hand-weeding
- cultivation
- mulching
- chemical application
12. Operate within appropriate safety procedures to create and
maintain a safe working environment including safety standards
regarding lifting, carrying and handling plants, tools and equipment.

Skills Demonstration

Skills Demonstration

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11c.
Guidelines for Assessment Activities
The assessor is required to devise assessment briefs and marking schemes/examination papers,
marking schemes and outline solutions for the Skills Demonstrations and Examination. In devising
the assessment briefs/examination paper, care should be taken to ensure that the learner is given
the opportunity to show evidence of achievement of ALL the learning outcomes. Assessment briefs
may be designed to allow the learner to make use of a wide range of media in presenting
assessment evidence, as appropriate. Quality assured procedures must be in place to ensure the
reliability of learner evidence.
Skills Demonstration
80%
The learner will complete 3 Skills Demonstrations at appropriate intervals during the course of
the programme taking into consideration seasonal factors. Evidence must be recorded in a
LOGBOOK/LEARNING JOURNAL.
The learner must maintain a Log Book evidencing each of the following Skills Demonstration.
Evidence must be signed by the tutor as appropriate and include photographic/video/digital
evidence where possible.
Skills Demonstration 1 Preparation for Planting
The learner will prepare a given area for the planting of trees and shrubs and

Demonstrate understanding of the site and establishment requirements of the plants

Single dig the planting pit to a consistent and appropriate depth
Prepare the planting pit as necessary (i.e., remove debris, improve drainage and/or soil
composition, etc.)
Select suitable and healthy plants for planting
Prepare plants for planting (i.e., remove damage material, pinch out growth as necessary,
etc.)
Skills Demonstration 2 - Planting

The learner will plant a range of barerooted and containerised woody plants and:

Remove plants from containers (if appropriate) minimising damage to plants, tease out
roots, etc.
Position plant appropriately and to correct depth
Provide support to meet the plant/site requirements
Backfill and firm in soil as appropriate
Provide immediate aftercare (i.e., water in as appropriate, secure ties, label, etc.)
Skills Demonstration 3 Aftercare & Maintenance

The learner will carry out the correct aftercare and maintenance techniques appropriate to
the tree/shrub planted and

Describe and apply appropriate aftercare and maintenance, to include

o Meeting water and nutrition needs
o Monitoring and controlling pest and diseases
o Monitoring and controlling competition from other plants
o Providing protection from adverse weather
o Training, securing and pruning as appropriate
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It is essential that the learner demonstrates appropriate health and safety considerations at each
stage of the Skills Demonstrations, ensuring in particular that:

The correct tools and equipment were selected and used safely throughout
The health, safety and welfare of self and others was maintained at all times

All instructions for the learner should be clearly outlined in an assessment brief.

Examination

20%

The learner will undertake an examination of 1 hour duration and consisting of ten questions
(2% per question)
The examination will consist of ten questions. 2 marks per questions.
The internal assessor will devise a theory based examination that will assess the learners ability
to recall and apply theory and understanding in a set period of time and under restricted
conditions.
The examination will test Learning Outcomes 1 and 9. Additional knowledge underpinning the
Skills Demonstration may be tested also.

All instructions for the learner must be clearly outlined in the examination paper

12. Grading
Distinction:
Merit:
Pass:
Unsuccessful:

80% - 100%
65% - 79%
50% - 64%
0% - 49%

At levels 4, 5 and 6 major and minor awards will be graded. The grade achieved for the major award
will be determined by the grades achieved in the minor awards.

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CDETB

Establishing Trees and

Shrubs 4N0666

Learner Marking Sheet

Skills Demonstration 1
25%

Learners Name: ________________________________

Learners PPSN: ________________

Assessment Criteria

Maximum
Mark

Demonstrate understanding of the site and establishment requirements of

the selected plants

Single dig the planting pit to a consistent and appropriate depth

Prepare the site for planting (e.g., provide appropriate soil amendments such
as compost, manure, etc.)

Select and prepare suitable plants for planting

Follow correct health and safety procedures

Total Mark

Learner
Mark

25

This is to state that the evidence presented in the attached portfolio is complete and is the work of
the named learner.

Assessors Signature:

_________________________

Date: ___________________

External Authenticators Signature:

_________________________

Date: ___________________

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CDETB

Establishing Trees and

Shrubs 4N0666

Learner Marking Sheet

Skills Demonstration 2
25%

Learners Name: ________________________________

Learners PPSN: ________________

Assessment Criteria

Maximum
Mark

Demonstrate understanding of appropriate planting technique for the type of

plant being planted (bare-rooted, container, etc.)

Plant a range of woody plants (e.g., trees, half-standards, whips, etc.)

10

Provide appropriate immediate aftercare (staking, mulching, etc.)

Follow correct health and safety procedures

Total Mark

Learner
Mark

25

This is to state that the evidence presented in the attached portfolio is complete and is the work of
the named learner.

Assessors Signature:

_________________________

Date: ___________________

External Authenticators Signature:

_________________________

Date: ___________________

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CDETB

Establishing Trees and

Shrubs 4N0666

Learner Marking Sheet

Skills Demonstration 3
30%

Learners Name: ________________________________

Learners PPSN: ________________

Assessment Criteria

Maximum
Mark

Demonstrate understanding of the long-term aftercare requirements of the

selected plants

Provide appropriate methods of protecting and supporting trees (e.g., check

ties, tree guards, provide protection from frost, etc.)

Water plants using a range of methods

Control grass and weeds around newly planted trees/shrubs

Provide formative pruning and training where necessary

Follow correct health and safety procedures

Total Mark

Learner
Mark

30

This is to state that the evidence presented in the attached portfolio is complete and is the work of
the named learner.
Assessors Signature:

_________________________

Date: ___________________

External Authenticators Signature:

_________________________

Date: ___________________

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CDETB

Establishing Trees and

Shrubs 4N0666

Learner Marking Sheet

Examination
20%

Learners Name: ________________________________

Learners PPSN: ________________

Assessment Criteria

Maximum
Mark

Learner
Mark

Examination Questions
10 short answer questions, answer all (2 marks each)
(Indicate questions answered)

Question 1 __________

Question 2 __________

Question 3 __________

Question 4 __________
2

Question 5 __________
2

Question 6 __________
Question 7 __________

Question 8 __________

2
2

Question 9 __________

Question 10 __________

Total Mark

20

This is to state that the evidence presented in the attached portfolio is complete and is the work of
the named learner.
Assessors Signature:

_________________________

Date: ___________________

External Authenticators Signature:

_________________________

Date: ___________________
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