study guide for agricultural learners and researchers

COURSE
Vocational Preparation & Guidance
English & Communications
Mathematical Applications
Social Education
Active Leisure Studies
Childcare/Community Care
Graphics & Construction Studies
Craft & Design
Engineering
Hair & Beauty
Hotel Catering & Tourism
Information & Communication Technology
Office Administration & Customer Care
Technology
Gaeilge
Arts - Visual-Drama-Music & Dance
Introduction to Information & Communications Technology
Leisure & Recreation
Modern Language
Religious Education
Science
Sign Language
Buildings
Chemicals
Design
Enterprise
Environment
Food/Nutrition
Forestry
Growing
media/Soil
Health
Marketing
Measurements
Plant
Propagation
Safety
Temperature
Weather
&
Climate
AGRICULTURE/
HORTICULTURE
T O P I C S I N C O M M O N

VOCATIONAL EDUCATION
AGRICULTURE, HORTICULTURE
LEAVING CERTIFICATE APPLIED

CONTENTS
INTRODUCTION 4
Rationale 4
Number and Sequence of Modules 6
Description of Modules 7
General Recommendations 8
MODULE 1
BASIC HORTICULTURE 9
Purpose 10
Prerequisites 10
Aims 11
Units 11
Unit 1: Plant Physiology and growing media 14
Unit 2: Propagation methods 15
Unit 3: Soil formation, composition and fertility 16
Unit 4: Garden Tools and equipment 17
Resources 18
Key Assignments 19
MODULE 2
GARDEN DESIGN 21
Purpose 22
Prerequisites 22
Aims 22
Units 22
Unit 1: Gardens and their uses 25
Unit 2: Garden design 26
Unit 3: Plants and their uses 27
Unit 4: Lawns 28
Resources 29
Key Assignments 30
1

MODULE 3
FLORISTRY, FRUIT AND VEGETABLES 31
Purpose 32
Prerequisites 32
Aims 33
Units 33
Unit 1: Production methods 36
Unit 2: Harvesting, transport and retailing 37
Unit 3: Healthy practices, pests and diseases 38
Unit 4: Flowers or Fruit or Vegetables 39
Resources 41
Key Assignments 42
MODULE 4
FORESTRY 43
Purpose 44
Prerequisites 44
Aims 45
Units 45
Unit 1: The forestry industry in Ireland 48
Unit 2: Common forestry trees and their biology 49
Unit 3: Climate, site selection and multiple land use 51
Resources 54
Key Assignments 56
MODULE 5
GRASS 57
Purpose 58
Prerequisites 58
Aims 59
Units 59
Unit 1: Grass 63
Unit 2: Grassland Plants, management and renovation 65
Unit 3: Grass Conservation 66
Resources 68
Key Assignments 69
2

MODULE 6
MILK AND MEAT PRODUCTION 71
Purpose 72
Prerequisites 72
Aims 73
Units 73
Unit 1: The Milk/Meat Animal, its Feeding and Housing 76
Unit 2: Production of Replacement Stock 77
Unit 3: Health, Environment and Safety 79
Resources 81
Key Assignments 82
3

INTRODUCTION
Agriculture, Horticulture is an option within the Vocational Education
element of the Leaving Certificate Applied. The course is designed to
introduce students to the knowledge and basic skills which apply to
the efficient and productive use of natural resources. It is envisaged
that students will select those areas of study which are relevant to
their interests, the local economy and the potential employment
opportunities therein.
The course is practical in nature with an emphasis on the out-of-school
environment as an important learning resource. The course will
contribute to the social and personal development of the individual
through the use of a broad range of teaching methodologies.
Consequent to this, opportunities for linking with and relating to other
elements of the Leaving Certificate Applied should be availed of with
the student task playing an important part in any such integration.
A key feature of the course is the range and diversity of modules
available. This diversity of provision will allow for the promotion of
student creativity, enterprise and innovation and the achievement of
the highest possible standards of student performance, while also
reflecting the differing needs of students. The design of the course
allows for the investigation of areas of study from a general or
community based perspective.
In developing the Agriculture, Horticulture course, gender equity,
enterprise and available resources have been recognised as key features
in determining learning outcomes and the design of learning
experiences. It is envisaged that all students will develop basic skills
and acquire a level of knowledge that will increase their awareness of
the potential for employment and business opportunities or further
study and training, relevant to the areas of study they have chosen.
4
RATIONALE

This course aims to introduce students to the study of Agriculture and
Horticulture, their allied industries and related leisure, training and
career opportunities. Students are helped to develop an understanding
and appreciation of the natural environment and of humankind's
relationship to it. They are facilitated in developing an interest in
and understanding of the uses of natural resources, agricultural and
horticultural processes and their effects on the local environment
and community.
Students will:
• acquire basic skills associated with agricultural/horticultural
processes
• gain the necessary knowledge to understand the purpose
and function of biological systems, develop an understanding
of the nutritional needs of plants and animals and how they
interact, and acquire the necessary knowledge to appreciate the
role of micro-organisms in biological and environmental processes
• investigate industries involved in the exploitation of natural
resources relevant to the area of study at a local or national level
• be competent and committed to the implementation of good
health and safety practices
• develop an ability to investigate and report on chosen aspects
of Agriculture and Horticulture
• demonstrate an appreciation and awareness of the knowledge and
skills related to their chosen area of study
• observe and experience actual work practices relating
to chosen aspects of the course
• investigate career, training and further education opportunities
associated with each module they chose and identify any local
or state aid/assistance available for related enterprises.
5

6
Over the two year period 4 modules will be taken, each of at least 30
hours duration. Common themes such as Environmental/Biological
processes, Health and Safety, Pollution and non-chemical methods
of control of pests/diseases will be explored within the individual
modules. Six modules have been developed and they fall into two
broad groupings: Horticulture and Agriculture. Students may chose
modules across these broad groups. The modules in Horticulture may
be seen as being complementary to some of the modules in
Agriculture. However they do not form a prerequisite for any of these
modules. Each module is a separate entity from which students will
acquire a broad understanding of the area of study and develop skills
that should be useful and relevant in other areas of life.
NUMBER AND SEQUENCE OF MODULES
Horticulture
Module 1: Basic Horticulture
Module 2: Garden Design
Module 3: Floristry, Fruit and Vegetables.
Agriculture
Module 4: Forestry
Module 5: Grass
Module 6: Milk and Meat Production.

HORTICULTURE
MODULE 1
Basic Horticulture
The key elements are: plant physiology and growing media,
propagation methods, soil formation, composition and fertility,
garden tools and equipment.
MODULE 2
Garden Design
The key elements are: gardens and their uses, garden design,
plants and their uses, lawns.
MODULE 3
Floristry, Fruit and Vegetables
The key elements are: production methods, harvesting,
transport and retailing, healthy practices, pests and diseases.
flowers, fruit and vegetables.
AGRICULTURE
MODULE 1
Forestry
The key elements are: industry overview, forestry trees and their
biology, climate, site selection and multiple land use.
MODULE 2
Grass
The key elements are: biology of grasses, grassland plants, management
and renovation, grass conservation.
MODULE 3
Milk and Meat Production
The key elements are: the animal, its feeding and housing,
production of replacement stock, health, environment and safety.
7
DESCRIPTION OF MODULES

In order to ensure that students achieve high standards within the
course, active learning should be a major component of the teaching
methodology adopted i.e. students will be actively involved in learning
in a variety of ways; group work, research and discovery, discussion,
learning centres, role-play, visitor, surveys, media use etc. The use of
the out-of-school environment is particularly important, whether
through work experience, small group or class visits, or the assistance
of specialists in the acquiring of skills.
The learning strategies will at all times facilitate the development of the
student's responsibility, self confidence, interpersonal skills, decision
making skills and initiative.
Adequate thinking-through of an issue is essential so that the student
can be given direction and support in the structuring of research
without being directed to specific conclusions.
The learning strategies are student-centred and as such take account
of the problems encountered by the student who experiences
learning difficulties.
The teacher should encourage students to view the modules in their
broadest sense and to discover how the knowledge they have gained
and skills they have developed can be transferred to other aspects of
everyday living.
It is important that students experience, and gain a proper
understanding of, safe working practices when handling
equipment, chemicals and other materials in an
agricultural/horticultural environment.
8
GENERAL RECOMMENDATIONS

9
MODULE 1
BASIC HORTICULTURE

MODULE 1:
BASIC HORTICULTURE
This module in basic horticulture is part of the Vocational
Educational element of the Leaving Certificate Applied
Programme. It is a specialist Module that will enable students
to acquire a basic knowledge of propagation techniques,
plant physiology and the range of growing media and
equipment available for propagation.
None.
PREREQUISITES
PURPOSE
10
AGRICULTURE, HORTICULTURE • BASIC HORTICULTURE

This module aims:
• to introduce the student to plants as living things with basic needs
and sophisticated structures for servicing their life functions
• to give students an understanding of the natural and artificial
methods of increasing plant numbers
• to provide an opportunity to investigate the factors that affect plant
growth and reproduction
• to give students a basic knowledge of the tools and equipment used
to improve plant growth and reproduction
• to encourage students to pursue additional topics of interest
in basic Horticulture.
Unit 1: Plant Physiology and growing media
Unit 2: Propagation methods
Unit 3: Soil formation, composition and fertility
Unit 4: Garden Tools and equipment
UNITS
AIMS
11

The specific learning outcomes prescribed in this module form
the basis for an introductory course on basic horticulture. It is
envisaged that schools will draw on a wide variety of available
resources and outside experts for the completion of the module.
In addition to the exercises described in this module the teacher
may select other materials and exercises.
For example:
• Identify common herbs and their uses in cooking,
cosmetics and medicine.
• Grow an herb using a suitable propagation
and cultural technique.
• Draw up a record of techniques used, and maintenance
carried out during the growing process.
While the units will form the basis for any exam-based
assessment, additional activities related to the module entered
into by students would be acceptable for meeting the
requirements of other means of assessment such as the task
or practical performance test.
A student-centred activity-based teaching approach should be
adopted throughout. Wherever possible theoretical and practical
work should be combined. Long theory sessions should be
avoided. Use should be made of the following techniques:
brainstorming, individual and/or group research, structured group
work, case studies, career guidance resources, use of library,
learning centres, activities in real or simulated situations.
A visitor exercise may be used for technical input or for
careers-related information.
12

13
Many of the desired learning outcomes are related to problem-
solving exercises that facilitate active learning on the part of the
student. It is necessary that the teacher provides guidance and
suggestions on the exercises undertaken.
It is also necessary to take every opportunity to encourage the
student to utilise his/her existing skills and to develop a wider
range of skills, e.g. communication and interpersonal interaction,
investigation, planning, negotiating, observation and evaluation.
It is on the basis of the desired learning outcomes that evidence
for the terminal assessment is generated and hence, the learning
outcomes should provide the focus for record keeping exercises.
Teachers and students should draw up a student log book
comprising pro-forma activity and record sheets to provide
students with a clear focus for their research and other activities
and to record their findings.
Students should be encouraged to work in small groups and to
repeat their efforts to solve the problem in question until the
exercise is successful. When correcting a students work the
teacher must first indicate to the student those areas that show
effort and improvement. It is essential that student corrections
are acknowledged and reinforced.

The teacher should use appropriate
resources, especially actual plant
material, for the investigations
described. Junior Certificate textbooks
outline experiments that could be
carried out on water movement and
photosynthesis. Growing media should
be made available for the student such
as seed potting compost, Moss peat,
Pearlite, Vermiculite and fine sand.
The Rapitest kit could be used
(available at most garden shops).
If time is available planting seeds and
monitoring their progress could test
various growing media. Students should
start a dictionary of horticultural terms
and give time to accurate filing and
presentation of their work.
14
AGRICULTURE, HORTICULTURE • BASIC HORTICULTURE • PLANT PHYSIOLOGY AND GROWING MEDIA
The student will be able to:
1. identify the main parts of the plant
and their functions
2. investigate Photosynthesis by carrying
out a suitable scientific test
3. identify the function and use
of fertilizers
4. identify a range of growing media
in use today
5. investigate four different
growing media
6. assemble a growing medium specifically
used for the growing of seeds
7. evaluate the various methods of
making garden compost from garden
and household waste.
LEARNING OUTCOMES TEACHER GUIDELINES
Unit 1: Plant Physiology and Growing media

15
The following materials need to be
assembled in advance:
Seed trays, 4 and 8 pots, watering
trays, seed and potting compost,
cheshunt compound, secateurs,
seeds and mother stock.
Rooting powders are potentially very
dangerous and should only be used
following strict safety rules – gloves
and mask are essential.
For demonstration purposes a
placebo such as starch could be used
by the students.
Students can also bring in their own
plant material from which cuttings can
be taken. The plant material should be
stored in a sealed plastic bag and put
into the bottom of a fridge or another
cool place.
AGRICULTURE, HORTICULTURE • BASIC HORTICULTURE • PROPAGATION METHODS
1. outline three methods used to
overcome dormancy
2. demonstrate the general
requirements for seed germination
3. select an appropriate sowing technique
suitable for a chosen seed type
4. test a chosen seed for % germination
5. care for seedlings using
appropriate techniques
6. name two artificial methods
of plant propagation
7. list three plants from which
cuttings can be taken
8. propagate a named cutting
9. list the safety precautions to be
taken when using rooting powders
10. pot up and care for a rooted cutting
11. suggest how two plant structures
could be used as a natural method
of propagation.
Unit 2: Propagation methods

Leaving Certificate Biology, Agricultural
Science or Geography textbooks provide
most of the information required here.
Use of the schools science laboratory
would be ideal here but not essential.
A visit from an I.O.F.G.A. member
would be useful to discuss the organic
approach to soil health.
A geological map and a map of land
use in Ireland for comparison would
also be useful.
16
AGRICULTURE, HORTICULTURE • BASIC HORTICULTURE • SOIL FORMATION, COMPOSITION AND FERTILITY
1. state the role of weathering agents in
the formation of soil
2. list the living and non-living
parts of soil
3. state the characteristics of a fertile soil
4. name four activities associated with
good soil management and
demonstrate any one of these
5. identify the major Irish soil types and
the types of plants they support
6. carry out one scientific investigation
related to soil.
Unit 3: Soil formation, composition and fertility

17
This unit can be carried out as an
investigation with written reports and
presentations as follow up exercises.
All students should demonstrate
proficiency in the cleaning and storage
of one garden tool. Advice can be
sought from local experts.
N.B. Students should never operate
motor or electrical tools.
AGRICULTURE, HORTICULTURE • BASIC HORTICULTURE • GARDEN TOOLS AND EQUIPMENT
1. compile a list of everyday garden tools
2. demonstrate the safe use of two
garden tools
3. demonstrate the cleaning and storing
of one garden tool
4. identify one motor/electric tool
5. design a poster highlighting the safe
use and storage of a motor/electric tool
6. draw up a chart on the maintenance
of one garden tool.
Unit 4: Garden tools and equipment

18
A huge selection of gardening books is available
to support this module.
RHS Encyclopedia of Gardening by C. Brickell. 1992.
IOFGA (organic gardening), 56 Blessington Street, Dublin 7.
The Geological Survey of Ireland, Haddington Road,
Ballsbridge, Dublin 4.
The Golden Pages.
Access to the Internet.
The local library.
Clipboards and pens.
Digital camera or instamatic camera.
Tape recorder with batteries and built in microphone.
RESOURCES

19
I propagated a plant
I properly cleaned and stored a tool
I carried out a test on soil
I completed a report on a visit to a garden centre.
CHECKLIST
KEY ASSIGNMENTS
MODULE 1: BASIC HORTICULTURE

21
MODULE 2
GARDEN DESIGN

22
AGRICULTURE, HORTICULTURE • GARDEN DESIGN
MODULE 2:
GARDEN DESIGN
This module in garden design is part of the Vocational Education
element of the Leaving Certificate Applied Programme.
It is a specialist module that will enable the students to
acquire a basic knowledge of skills in the design,
construction and maintenance of gardens.
None.
The module aims:
• to introduce students to the concept of garden design
• to encourage students to investigate aspects of garden design
and relate them to a garden plan
• to familiarise the student with the basic maintenance
of a garden area.
Unit 1: Gardens and their uses
Unit 2: Garden design
Unit 3: Plants and their uses
Unit 4: Lawns
UNITS
AIMS
PREREQUISITES
PURPOSE

the basis for an introductory course on garden design and its
importance in Irish horticulture. It is envisaged that schools will
draw on a wide variety of available resources and outside experts
for the completion of the module.
could select other materials and exercises, which are deemed
to be beneficial to and suitable for the student.
Areas that might be suitable are as follows:
• Identify a variety of features that would be included in a
garden for the physically challenged.
• Assemble a list of features to be included in
a garden for children.
• Compile a list of games that can be included when
planning design features.
• Select a number of features that could be used to encourage
the presence of wildlife in a garden.
• Describe the key features of a low maintenance garden.
requirements of other means of assessment such as the task
or practical performance test.
avoided. Use should be made of the following techniques:
brainstorming, individual and/or group research, structured group
work, case studies, career guidance resources, use of library,
activities in real or simulated situations. The visitor exercise may
be used for technical input or for careers related information.
23

student. It is necessary that the teacher provide guidance and
suggestions on the exercises that the students undertake.
student to utilise his/her existing skills and to develop a yet wider
comprising pro-forma activity and record sheets to provide
exercise is successful. When correcting students work the teacher
must first indicate to the student those areas that show effort
and improvement. It is essential that student corrections are
acknowledged and reinforced.
24

Brainstorming uses of gardens from the
familiar to the more imaginative is
useful as an introduction.
A selection of garden design/gardening
books, magazines and photographs
should be available to the students
to aid their research.
A visit to one or a number of planned
garden developments would probably
be of benefit sooner rather than later
in the course of this module.
Having identified their own preferred
style and absorbed the main
components of good design students
will be in a position to assess actual
gardens critically.
25
AGRICULTURE, HORTICULTURE • GARDEN DESIGN • GARDENS AND THEIR USES
1. list the uses to which gardens
can be put
2. compare an actual garden with his
or her ideal garden as observed in
resource materials
3. state the main features that
contribute to good design
4. identify different garden styles
5. select structures that can be used
when creating a garden.
Unit 1: Gardens and their uses

26
AGRICULTURE, HORTICULTURE • GARDEN DESIGN • A GARDEN DESIGN
A visitor from the garden
design/landscaping industry would be
useful to stimulate discussion, further
research, and encourage students to
explore ideas for implementation into
their own plans.
Large sheets of paper, graph paper,
rulers, scissors and coloured sheets
should be available to the students.
Students should be encouraged to
investigate a wide range of solutions to
their chosen theme from resource
materials and horticultural suppliers.
A display of finished work with a short
presentation of work done would be
ideal. The presentation should include
information gathered, problems
encountered, strategies used for
overcoming these problems and a simple
evaluation.
A landscape design CD-Rom may be
useful in this section.
1. draw up requirements for a garden
plan on a chosen theme
2. sketch an outline plan
3. select suitable flowers, trees
and shrubs for the garden
4. locate flower beds, trees and
shrubs on the plan
5. name four hard landscape features that
could be used in the plan
6. research the availability of the four
named hard landscape features
7. select one special feature for
the plan and state how it would be
placed in the garden.
Unit 2: A garden design

27
AGRICULTURE, HORTICULTURE • GARDEN DESIGN • PLANTS AND THEIR USES
This unit is mainly practical.
The following materials should be
assembled in advance:
seed trays, seed and potting compost,
watering trays, chesthunt compound,
large clear plastic bags, small blunt sticks,
labels, permanent markers, 4 and 6
pots, a selection of seeds and bulbs, trees
and shrubs, planters, trowels, spades,
shovels, forks and tree stakes.
A selection of gardening books,
magazines and photographs should
be available to the students to aid
their research.
Learning centres followed by practical
activities, student research and student
demonstration would be beneficial to
the student though these are more time
consuming than teacher demonstrations.
1. name four different flowers
2. demonstrate the propagation of
two flowers from seeds
3. demonstrate the planting of two bulbs
4. investigate the effect that can be
created with flowers within a garden
5. list four shrubs that can be used
in a garden
6. state the uses to which shrubs
can be put in a garden
7. plant a small shrub bed or planter
8. name four trees and give the use
of each one in the garden
9. correctly plant a tree.
Unit 3 Plants and their uses

28
AGRICULTURE, HORTICULTURE • GARDEN DESIGN • LAWNS
This unit offers an opportunity
for students to research their own
information either from learning
centres, research materials or
interviews with local experts in the
horticultural business.
If deemed feasible students could engage
in further practical activities related to
lawns and their maintenance e.g. lay a
section of lawn either in trays or on a
suitable section of school grounds.
1. state the uses to which lawns
can be put
2. name three varieties of seed suitable
for growing lawns
3. explain where each of the different
lawn seed mixes is used
4. state the jobs involved in preparing
soil for a lawn
5. name four common problems
associated with lawns and demonstrate
how any one of them can be solved.
6. draw up a seasonal maintenance
chart for a lawn.
Unit 4: Lawns

29
A huge selection of garden design books is available
to support this module
The DK Pocket Encyclopedia of Garden Planning by J. Brook
The Garden Source book: The essential guide to planning
and planting by T. Smart
Garden Style by G.Daly
Step by Step Ponds, Pools and Rockeries by P. Swift and J. Szymanowski
The Garden D.I.Y. Expert by Dr. D. G. Hessayon
The Lawn Expert, by Dr. D. G. Hessayon
Landscape Design 3D, CD ROM, Expert Software
Other resources include the following:
The Golden Pages
Clipboards and pens
A digital camera or an instamatic camera
A tape recorder with batteries and built in microphone
White sheets of paper
Graph paper
Access to a phone/mobile phone
Access to the Internet
National Garden Exhibition Centre, Kilquade, Co. Wicklow.
Tel: 01-2819890 Fax: 01-2810359.
RESOURCES

30
I drew an outline plan of a garden
I correctly treated a damaged area of lawn
I participated in the planting of a flower or tree or shrub
I completed a report on a visit to a planned
garden development.
CHECKLIST
KEY ASSIGNMENTS
MODULE 2: GARDEN DESIGN

31
MODULE 3
FLORISTRY, FRUIT AND VEGETABLES

32
AGRICULTURE, HORTICULTURE • FLORISTRY, FRUIT AND VEGETABLES
MODULE 3:
FLORISTRY, FRUIT
AND VEGETABLES
This module in floristry, fruit and vegetables is part of the
Vocational Education element of the Leaving Certificate Applied
Programme. It is a specialist module which will enable the
students to acquire a basic knowledge of the floristry, fruit
or vegetable industry from production to retailing and
increase their awareness of the potential these areas hold
for development and employment.
None.
PREREQUISITES
PURPOSE

33
This module aims:
• to provide students with an opportunity to focus on one
of the three areas in the module and investigate the process
of producing, harvesting, storage, marketing and retailing
• to allow students to become familiar with healthy practices
when dealing with commercial units and the practical
problems encountered with pests and diseases
• to give students scope to explore the uses of flowers,
fruits or vegetables.
Unit 1: Production methods
Unit 2: Harvesting, transport and retailing
Unit 3: Healthy practices, pests and diseases
Unit 4: Flowers or Fruit or Vegetables
UNITS
AIMS

the basis for an introductory course on floristry, fruit vegetables
and their importance in Irish horticulture. It is envisaged that
schools will draw on a wide variety of available resources and
outside experts for the completion of the module.
should select other materials and exercises, which are deemed to
be beneficial to and suitable for the student.
requirements of other means of assessment such as the task or
practical performance test.
avoided. Use could be made of the following techniques:
Brainstorming, individual and/or group research, structured
group work, case studies, careers-teacher input, use of library,
be used for technical input or for careers related information.
student. It is necessary that the teacher provide guidance and
suggestions on the exercises that the students undertake.
34

35
student to utilise his/her existing skills and to develop a wider
comprising pro forma activity and record sheets to provide
exercise is successful. When correcting students’ work the
teacher must first indicate to the student those areas that show
effort and improvement. It is essential that student corrections
are acknowledged and reinforced.

36
AGRICULTURE, HORTICULTURE • FLORISTRY, FRUIT AND VEGETABLES • PRODUCTION METHODS
Practical investigation is the best
approach to this unit. This is achieved
through visits, interviews, and
questionnaires with follow up exercises
of record keeping, displays, recordings
and presentation.
Careful preparation of the student
for these types of activities is essential.
Preparation should include co-operation
with the English and Communication
module on letter writing and telephone
skills using role plays where appropriate.
In the case of either a flower or a fruit or a
vegetable the student will be able to:
1. name two types
2. state the conditions suitable for growth
3. select the ideal soil conditions for
healthy growth
4. devise methods for extending the
growing season
5. design a set of instructions for
the care of a crop
6. list three differences between a large
scale and a small-scale production unit
7. name the State bodies and other
groups involved in the development
of this industry.
Unit 1: Production methods

37
AGRICULTURE, HORTICULTURE • FLORISTRY, FRUIT AND VEGETABLES • HARVESTING, TRANSPORT AND RETAILING
and presentation.
Careful preparation of the student for
these types of activities is essential.
with the English and Communication
In the case of either a flower or a fruit
or a vegetable the student will be able to:
1. state the most suitable time for
harvesting one commercially
grown crop
2. list three criteria used in the selection
of the best products
3. select the best method of harvesting a
commercially grown crop
4. identify a grading system used to
classify the quality of a commercially
grown crop
5. comment on the working of a large
marketing centre
6. list the special requirements and
methods used in transporting the
named crop
7. comment on the organisation of a
retailing outlet.
Unit 2: Harvesting, Transport and Retailing

38
AGRICULTURE, HORTICULTURE • FLORISTRY, FRUIT AND VEGETABLES • HEALTHY PRACTICES, PESTS AND DISEASES
and presentation.
Careful preparation of the student for
these types of activities is essential.
with the English and Communications
In the case of flowers, fruit or vegetables
the student will be able to:
1. draw up a list of jobs to be done
to keep a commercially grown
crop healthy
2. name one pest that could damage
the crop and state a symptom
caused by the pest
3. give one traditional and one organic
method of controlling the pest
4. name one disease that could damage
the crop and state the symptoms
of the disease
5. give one chemical and one
non-chemical method of treating
the disease.
Unit 3: Healthy practices, pests and diseases

39
AGRICULTURE, HORTICULTURE • FLORISTRY, FRUIT AND VEGETABLES • FLOWERS/FRUIT/VEGETABLES
This unit has two main elements –
research and practical activities.
Information is best collected from
experts involved in the industry.
However, students can do their own
initial research by investigating suitable
resources such as books, videos and
learning centres.
A visitor such as a florist, dietitian or
chef could be useful.
FLOWERS
1. select suitable flowers and foliage for
specific uses and effects
2. carry out simple maintenance
techniques that prolong the life
of cut flowers
3. list the basic tools and equipment used
in floristry
4. discuss the Art of Composition relating
to colour, texture, form and scent
5. select the flowers and foliage available
during the different seasons
6. create a composition based on a
chosen theme
7. cost the composition and compare it
with a similar composition from a
flower shop.
OR
FRUIT
1. state the nutritional value of fruit
in our diet
2. name two Irish fruits and two exotic
fruits and say where each is produced
3. name three ways in which fruit can
be used in the daily diet
Unit 4: Flowers/Fruit/Vegetables

40
AGRICULTURE, HORTICULTURE • FLORISTRY, FRUIT AND VEGETABLES • FLOWERS/FRUIT/VEGETABLES
4. make a poster that promotes fruit as a
healthy option in our diet
5. outline the role of fruit consumption
in the prevention of disease.
OR
VEGETABLES
1. state the nutritional value of
vegetables in our diet
2. name two Irish vegetables and two
exotic vegetables and say where each
are produced
3. name three ways in which vegetables
can be used in the daily diet
4. make a poster that promotes
vegetables as a healthy option
in our diet
5. outline the role of vegetable
consumption in the prevention
of disease.
Unit 4: Flowers/Fruit/Vegetables (Continued)

41
The Fruit Expert by Dr. D.G. Hessayon
The Vegetable Expert by DR. D. G.Hessayon
DK Pocket Encyclopedia on flower arranging.
Malcolm Hiller has a range of books on flowers including The Little
Scented Library with many projects to choose from.
The Irish Flower Council
Teagasc – contact your local branch
The Department of Agriculture Food and Forestry – the food division.
An Bord Bia – Clanwilliam Court, Lower Mount Street, Dublin 2.
Phone: (01) 6685155 Fax: (01) 6687521.
The Fresh Fruit and Vegetable Centre, 22 Merrion Sq, Dublin 2.
Phone: (01) 6614105 Fax: (01) 6614106.
An Bord Glas – the horticultural development board 8-11 Lower
Baggot St., Dublin 2. Phone: (01) 6763567 Fax: (01) 6767347.
RESOURCES

42
I recorded an interview carried out in relation to the
methods used in one area of production.
I designed a chart in relation to one chemical or
non-chemical method of control of a pest or a disease
I carried out a survey on some aspect of
marketing or retailing
I carried out a practical activity based on the production
of flowers or fruit or vegetables.
CHECKLIST
KEY ASSIGNMENTS
MODULE 3: FLORISTRY, FRUIT AND VEGETABLES

43
MODULE 4
FORESTRY

44
AGRICULTURE, HORTICULTURE • FORESTRY
MODULE 4:
FORESTRY
This module in forestry is part of the Vocational Education
element of the Leaving Certificate Applied Programme. It is a
specialist Module which will enable the student to acquire a
basic knowledge of the biology of trees, the Forestry Industry,
and its present and potential impact on local communities
and the environment.
None.
PREREQUISITES
PURPOSE

This module aims to:
• convey the significance of the forestry industry in Ireland
• develop an understanding of the effect of climate and weather
on forestry activities
• enable students to identify common forestry trees
• provide students with the skills to propagate a tree seed
• develop the students awareness of the end products
of the forestry industry
• investigate the basic skills and techniques required for
employment in the industry, and the career
opportunities therein
• develop the students awareness of the present and potential
impact of forestry on the environment
• help students acquire a basic knowledge of tree biology.
Unit 1: The forestry industry in Ireland
Unit 2: Common forestry trees and their biology
Unit 3: Climate, site selection and multiple land use.
UNITS
AIMS
45

The specific learning outcomes prescribed in this Module form
the basis of an introductory course on forestry in Ireland and the
biology of trees. It is envisaged that teachers will draw on the
wide range of available resources and outside experts.
In addition to the exercises described in the Module teachers
should select other material and exercises, which are deemed to
be beneficial to, and suitable for the students.
For example:
• Investigate the potential for a small-scale forestry
related enterprise;
• Investigate in more detail the production,
harvesting and processing of timber.
• The planting and care of trees
• Develop a small-scale arboretum
While the units will form the basis for exam-based assessment,
additional activities related to the module entered into by
students would be acceptable for meeting the requirements
of other means of assessment such as the task or practical
performance test.
46

47
A student centred, activity based approach should be adopted
throughout. Long theory sessions should be avoided through
the combination of practical and theory, and the use of
techniques such as brainstorming, individual and/or group
research, structured group work, presentations by students,
role-play, visitors, or appropriate out of school activities.
It is necessary that the teacher provide guidance and suggestions
on the exercises which students undertake. It is important that
teachers use every opportunity to develop students’ specific skills
as related to the module, and a wider range of skills such as
communication and interpersonal investigation, planning,
observation and evaluation skills.
Teachers and students should design pro-forma activity, recording
and evaluation sheets, so as to provide students with a clear and
uniform focus for recording research and other activities, and
provide ongoing motivation through positive evaluation.
The resources listed will provide the teacher with all the
information necessary to deal with this Module.
The help of locally based experts is also of obvious benefit.
The 'Project Forest' pack available from the Tree Council
of Ireland is an excellent interactive resource. Its possibilities
go well beyond this module.

48
AGRICULTURE, HORTICULTURE • FORESTRY • THE FORESTRY INDUSTRY IN IRELAND
This unit could easily lend itself to a
very traditional approach and so the
challenge to the teacher is to devise as
many practical activities as possible
for the students. Rather than teachers
presenting the material, students should
be encouraged to find the information
through Learning Centres, The Internet,
Video and other carefully chosen
literature culminating in a presentation
of their findings to the rest of their
peers. Teachers should assist in the
drafting of presentations. The source
of all relevant information is the
Forestry Service. A standard tourist
map should be sufficient for identifying
major areas of forestry.
Safe practices in forestry are best
covered using a specialist visitor.
A safety statement, as required under
legislation, and as prepared by the
appropriate authorities, would also be
useful. The above should also be backed
up by a visit to a forestry site.
The student should be able to:
1. list the major forestry products
and their uses
2. use a map to identify major areas of
forestry in Ireland
3. summarise the role of the Forestry
Service and Coillte
4. prepare a report on the main uses of
Irish forestry products
5. list common injuries in forestry work
6. recognise possible hazardous situations
7. be aware of the importance of
safe practice
8. be aware of the importance of training
and protective clothing
9. devise a list of general safety
precautions.
Unit 1: The forestry industry in Ireland

49
AGRICULTURE, HORTICULTURE • FORESTRY • COMMON FORESTRY TREES AND THEIR BIOLOGY
Common forestry species include
the following:
Ash, Beech, Oak, Sycamore, Douglas Fir,
Grand Fir, Noble Fir, Hybrid Larch,
Japanese Larch, Lodgepole Pine, Scots
Pine, Norway Spruce, Sitka Spruce,
Western Hemlock, Western Red Cedar.
These can be identified with illustrated
books and keys such as the Collins Gem
Guide to Trees.
Students should make a clearly labelled
collection of leaves and twigs from
species selected.
This is a largely practical unit, and seeds
can be collected locally at appropriate
times, or purchased through
Seed Merchants.
Breaking dormancy may involve
scarifying (nicking or soaking), or
stratification (pit, pot in the ground, or
plastic bag in the fridge), and varies
from species to species.
1. recognise 8 (4 deciduous, 4 evergreen)
common commercial species, using
either leaves, buds, twigs, bark, fruit,
flowers or form
2. acquire a basic knowledge of the
principal features of plants and their
functions, i.e. root, stem, leaves,
flowers and fruit
3. calculate the age of a tree using
a cross section
4. identify seeds from trees grown
locally, and harvest them at the
appropriate time
5. treat seeds to overcome dormancy
if necessary
Unit 2: Common forestry trees and their biology

50
AGRICULTURE, HORTICULTURE • FORESTRY • COMMON FORESTRY TREES AND THEIR BIOLOGY
Seeds from the following trees may be
prepared and planted: Oak, Horse
Chestnut, Ash, Sycamore, Beech, Sitka
Spruce, Lodgepole Pine, Holly, Sweet
Chestnut, Douglas Fir.
The structure of the winter twig could
be set as one of a number of tasks
associated with a 'Learning Centre'
specifically designed for this module.
The aid of the teacher of Mathematical
Applications could be employed here
if a solution based on formulae is
considered. Otherwise a length of twine,
a straight stick and a measuring tape
could be used, (Standing well back from
a tree hold a stick at arm length and line
up with the height of the tree. Rotate
the stick through 90 degrees until it is
parallel with the ground and mark the
position of the tree top. Now measure
from the actual base of the tree to this
position for a rough estimation of the
height of the tree). Brainstorming of
students would throw up some
interesting proposals for discussion.
6. propagate a tree from seed
7. identify the parts of a winter twig from
a deciduous tree e.g. Ash
8. devise a method to measure the girth
and height of a selected tree.
Unit 2: Common forestry trees and their biology (Continued)

A good source of information on
instruments and their use is the Earth
Science option in standard Junior
Certificate science texts.
Students could compare the daily
temperatures and rainfall with that of
other nations, e.g. Scandinavian
countries. Relevant information can
also be obtained from the Meteorological
Office in Dublin.
Specific information in relation to land
use and site requirements is best got
from a visit or visitor. The students’ own
observations in relation to where
forestry is located and the type of tree
planted in these locations should be
elicited from them. Individual/groups
of students could be assigned specific
questions to which they must find an
answer and communicate it to the
whole group using any means they
so wish, i.e. verbal, or visual.
A similar approach is useful when
dealing with the environmental
implications of forestry.
1. take instrument readings from a simple
weather station, i.e., max. and min.
thermometer, wet and dry bulb
thermometer, rain gauge
2. be aware of the effects of climate,
weather on Ireland’s suitability as a
timber producer
3. be aware of the effect of wind on
species selection
4. list the site requirements for a common
deciduous and coniferous forest species
51
AGRICULTURE, HORTICULTURE • FORESTRY • CLIMATE, SITE SELECTION AND MULTIPLE LAND USE
Unit 3: Climate, site selection and multiple land use

52
There is considerable conflict from time
to time over planned forestry
development. Relevant sources of
information are: An Taisce, The Irish
Farmers’ Association (I.F.A.), The
Association for Adventure Sports
(AFAS), and The Federation of
Mountaineering Clubs of Ireland
(F.M.C.I.) and other relevant
organisations. Students could investigate
this issue and present the opposing
positions. 'Project Forest' and the
'Forestry Pack', which should be in all
schools (2 videos) deal with this issue.
A local 'An Taisce' person would be a
useful source of information. ’Friends of
the Irish environment’ have a detailed web
site with many useful links.
Many of the organisations mentioned
above are also relevant sources of
information on the environmental
implications of forestry, as are local
and national fishery organisations
and the E.S.B.
The ecology section in Leaving
Certificate Texts can be a useful source
of information and provide simple
pollution tests.
5. explain the potential for conflict in
competing land use, and suggest ways
of integrating agricultural, leisure
and forestry needs
6. compile a report on the potential
leisure uses of various forest types in
the local area
7. explain how forestry will affect
the environment in respect of
habitats, landscapes, areas of
scientific interest, archaeological sites,
fisheries and wildlife
Unit 3: Climate, site selection and multiple land use (Continued)

53
Unit 3: Climate, site selection and multiple land use (Continued)
8. suggest ways in which the impact of
forestry on people, animals and the
environment can be minimised.
Advantages of forestry include: increase
in precipitation, non-polluting land use,
prevention of erosion, decrease in silting
up of rivers. Disadvantages are: more
water absorbed, so less available to
rivers, acidity of run-off may be
increased on certain soils. Other issues
relating to forestry are: access to
mountains restricted, changing of
habitats, use of pesticides and chemicals,
recreational use of forests.
TEACHER GUIDELINES
LEARNING OUTCOMES

54
The Tree and Shrub Expert by Dr. D.J. Hessayon, 1983.
Tree Projects for Schools, An Foras Forbatha
RHS Encyclopedia of Gardening, by C. Brickell, 1992.
Trees for Small Gardens by The Royal Horticultural Society.
Project Forest, Tree Council of Ireland
Thompson Morgan. Seed Catalogue.
Forests a Resource for All, Department of Agriculture,
Food and Forestry (2 videos and notes), 1994
Enfo Videos and Information Leaflets, ENFO
ORGANISATIONS
Forestry Service, Leeson Lane, Dublin 2 01 6766363
Coillte Teoranta, Leeson Lane, Dublin 2 01 6615666
Teagasc, 19 Sandymount Ave. Ballsbridge, Dublin 4 01 688188
Crann, Aughavas, via Cavan, Co. Leitrim
Irish Timber Growers Assoc., Knockranny, Kilmacanogue,
Co. Wicklow 01 28633681
Society of Irish Foresters, C/O Royal Dublin Society, Ballsbridge, Dublin 4
Tree Council of Ireland, 33 Botanic Rd., Glasnevin, Dublin 9
Irish Timber Council, 7 Mount Crescent St., Dublin 2
Wildlife Service, Office of Public Works, 51 St. Stephen’s Green, Dublin
2
An Taisce, The National Trust for Ireland,
Tailors Hall, Back Lane, Dublin 8.
ENFO - The Environmental Information Service,
17 St. Andrews St., Dublin 2
E.S.B., Lr. Fitzwilliam St., Dublin 2
Earthwatch, Harbour View, Bantry, Co. Cork
Regional Fisheries Boards.
RESOURCES

55
Greenpeace, 44 Upper Mount St., Dublin 2
Wood as a Fuel Programme, ETSU, B149, Harwell, Oxon, OX11 ORA.
Central Fisheries Board, Glasnevin, Dublin.
USEFUL WEB SITES:
The Central Forest Scotland:
A well designed site of this forest area it has some useful
information and links.
http://www.csct.co.uk/index.htm
Trees of Time and Place:
Nicely done, simple instructions on rearing trees from seeds, from
collecting to treating to planting, facility to ask questions and search for
further information.
http://www.totap.org.uk/tree.html
Forests Forever:
Good site with useful resources, quiz's, puzzles, projects,
teacher resources.
http://www.forestsforever.org.uk/
Colorado State Forest Service:
Some useful information on this U.S.A. based site.
http://www.colostate.edu/Depts/CSFS/csfsnur.html
Dept. of Agriculture and Food:
Some information on Forestry available from this site.
http://www.irlgov.ie/daff/
Central Statistics Office:
Raw statistics on forestry, includes a search facility.
http://www.cso.ie
Coillte:
Ok site for information on Coillte, slow to load.
http://www.coillte.ie
It should be noted that some of these sites may lapse in time but
browsing the web will lead one to numerous similar sites.

56
I prepared and planted a tree seed
I collected and named the leaves, twigs and fruit
of two deciduous and two coniferous trees
I visited a forestry related enterprise
I completed a report on one aspect of the
Irish Forestry Industry.
CHECKLIST
KEY ASSIGNMENTS
MODULE 4: FORESTRY

57
MODULE 5
GRASS

MODULE 5:
GRASS
This module on Grass is part of the Vocational Education element
of Leaving Certificate Applied programme. It is a specialist
module, which will enable the student to acquire basic
knowledge and skills in relation to grass, its management
and conservation. The module relates wholly to the
agricultural aspect of the course.
None.
PREREQUISITES
PURPOSE
58
AGRICULTURE, HORTICULTURE • GRASS

59
• develop the students’ awareness of the importance of grass
in Irish agriculture
• acquire basic skills and knowledge in grassland management
and the conservation of grass
• develop the students’ awareness of the methods employed in
the harvesting and conservation of grass
• outline the biology of grasses
• investigate the variation in sward composition as a
result of soil type and pH
• develop the students’ awareness of the present and potential
impact of grassland management and conservation on
the environment
• encourage safe working procedures.
Unit 1: Grass
Unit 2: Grassland Plants, management and renovation
Unit 3: Grass Conservation
UNITS
AIMS

the basis for an introductory course on grass and its importance
in Irish agriculture. It is envisaged that schools will draw on a
wide variety of available resources and outside experts for the
completion of the module.
should select other material and exercises, which are deemed to
be beneficial to and suitable for the student. Areas, which might
be suitable, are as follows:
• The biology of grass flowers.
• Identification of common grasses.
• Dry matter and dry matter digestibility.
• Grass mixtures and their uses.
• Criteria for sward quality and productivity.
• Reseeding of grassland.
• Animal requirements.
While the units will form the basis for exam-based assessment,
additional activities related to the module entered into by
students would be acceptable for meeting the requirements
of other means of assessment such as the task or practical
performance test.
60

A student-centred, activity-based teaching approach should be
avoided. Use could be made of the following techniques:
brainstorming, individual and/or group research, structured
group work, case studies, careers-teacher input, use of library,
be used for technical input or for careers-related information.
solving exercises which facilitate active learning on the part of
the student. It is necessary that the teacher provide guidance and
suggestions on the exercises, which the students undertake.
student to utilise his/her existing skills, and to develop a wider
for the terminal assessment is generated, and hence the learning
comprising pro forma activity and record sheets to provide
students with a clear focus for their research and other activities,
exercise is successful.
61

The resources listed at the end of the module will provide the
teacher with all the information necessary to deal with this
module. The help of locally available experts is also of obvious
benefit.
Teachers are not bound to follow units in any particular
order. However the safety aspects of working with chemicals
and equipment cannot be overlooked and should serve as an
introductory lesson to the module.
Teachers should liaise with the maths department in the area of
calculations. A Glossary of new terms would be a useful way by
which students could record new words and their meaning.
The organic aspect of plant production and pest/weed control
should be seriously looked at as an alternative. Information
can be obtained from IOFGA (details in Resource section).
The green keeper attached to a golf course would be a useful
person for students to visit or use as a visitor to talk about
weed and pest control.
62

63
AGRICULTURE, HORTICULTURE • GRASS • GRASS
A brief walk in the school grounds
should be sufficient for students to
discover that there are different types
of grasses.
They should be encouraged to collect
a sample of grass and return to
the classroom to study it and sketch
its appearance.
Students should use reference materials
or a 'Learning Centre' to identify the
main parts of the grass plant, i.e.,
adventitious roots, stem, leaf (sheath,
blade), and flower (inflorescence or
spike/spikelet). The terms in brackets
may be useful in identifying grasses,
though species such as ryegrass or
annual meadow grass are very common
and easily recognised by their flower.
Small samples of individual species,
(course/fine) could be sown on cotton
wool in beakers to observe some of the
physical differences.
Samples of seed mixtures sown in seed
trays would be useful for further
experimentation and observation during
the module.
The student will
1. investigate the significance of grassland
in Irish agriculture
2. collect and identify one variety of grass,
e.g. ryegrass
3. identify the main parts of the grass
plant, i.e. root, stem, leaf and flower
4. sow some grass seed in trays
Unit 1: Grass

64
AGRICULTURE, HORTICULTURE • GRASS • GRASS
A study of this unit is best carried out
by students selecting two contrasting
grassland sites and comparing them
visually by estimating the amount of
grass, clover, weeds, the leafiness/
density of the grass and the rate of
growth of the grass (vigour). Further
comparisons include the physical
features of the sites such as drainage,
soil type/composition and soil pH.
A simple fractionation of soil samples,
pH test and % water test would
suffice for comparison purposes.
A brainstorming session drawing
on student's own knowledge and
experience should be sufficient to
establish that grass growth is greater in
Ireland than many other countries and
that growth is greatest in the late spring
and summer.
5. be aware of the effect of soil type and
soil pH on plant type and growth
6. explain the effect of climate in its
broadest sense on grass growth
7. be aware of the importance of the
seasonal variation in grass growth
8. investigate the role of clover
in grassland.
Unit 1: Grass (Continued)

65
AGRICULTURE, HORTICULTURE • GRASS • GRASSLAND PLANTS, MANAGEMENT AND RENOVATION
Unit 2: Grassland plants, management and renovation
The student will
1. list four species of grass commonly
used in agriculture
2. outline the characteristics of two
of the species selected
3. collect and identify three different
plants other than grass found
in grasslands
4. identify two poisonous plants
commonly found in grassland
5. investigate weed control on a sample
area of grassland
6. be aware of the effect of topping on
a sample area of grassland
7. demonstrate the effect of two
different fertilisers on grass growth
8. outline a method used to
drain grassland.
Students should first be introduced to
the differences, based on observation,
between different grasses and
encouraged to bring in a number of
samples of different looking grasses.
Clovers are important for their ability to
fix nitrogen from the air, their higher
protein content, palatability, and rich
mineral content.
Grass mixtures generally contain a
mixture of grass species, but also clovers.
Species of grassland plants poisonous
to some animals include ragwort,
bracken, yew, laurel, horsetails,
hemlock, foxglove, rhododendron,
deadly nightshade, and buttercup.
The use of test areas marked out on a
school lawn would suffice for the
investigation of good grassland
management practices.
Good management practices include
fertilising for N, P K, topping,
and weed control.
The test areas can be used to
contrast the use/non-use of these
management practices.

66
AGRICULTURE, HORTICULTURE • GRASS • GRASS CONSERVATION
Unit 3: Grass conservation
The student will
1. investigate the chemical/biological basis
for the conservation of grass
2. prepare a sample of laboratory
hay or silage
3. compare the feeding value of
both hay and silage
4. investigate the consequences of poor
storage of hay or silage
The biological/chemical basis of
preservation should involve no more
than an introduction to the term
fermentation, and the inability of rotting
bacteria/fungi to live in
acid/anaerobic/dry conditions.
A simple demonstration involving dried,
moist and acid soaked bread would
serve to illustrate this point.
Poor storage involves the failure to
comply with the above conditions.
Poor storage of hay relates to proper
protection from the elements, stacking
and quality of the initial product. For
silage, proper compaction and sealing
are crucial. The use of additives could be
looked at here. Practical tests could be
designed by students to investigate some
of the effects of improper storage.

67
AGRICULTURE, HORTICULTURE • GRASS • GRASS CONSERVATION
Unit 3: Grass conservation (Continued)
5. determine the environmental
implications of silage production and
how they can be minimised
6. identify two machines involved in
the production of hay or silage
7. describe the processes involved in the
making and storage of hay or silage
8. devise a list of general safety
precautions to be used in the operation
of farm machinery.
Environmental implications include
intensive farming, decline of the
corncrake given the switch from hay to
silage, leaking of nitrate fertilisers into
rivers causing algae and weed blooms,
the problem of silage effluent and its
escape into rivers.
This aspect of the module can be tackled
using an appropriately designed learning
centre, brainstorming students on their
own knowledge, visits to farms etc.
using questionnaires, research by
students followed by a presentation of
their findings, production of charts
practical investigations etc.

Junior Certificate Science Texts
Leaving Certificate Agricultural Science Texts
Grasses by C.E. Hubbard, Penguin.
Teagasc Leaflets.
RESOURCES
68

69
I sowed a sample of grass seed
I displayed a chart on an aspect of grass production
and conservation
I produced a sample of laboratory hay or silage
I compiled a report on a visit to an enterprise involved
in grassland management (e.g. farm, parkland,
golf course or sports ground).
CHECKLIST
KEY ASSIGNMENTS
MODULE 5: GRASS

71
MODULE 6
MILK AND MEAT PRODUCTION

MODULE 6:
MILK AND MEAT PRODUCTION
This module on milk and meat is part of the Vocational
Education element of the Leaving Certificate Applied programme.
It is a specialist module, which will enable the student to acquire
basic knowledge and skills in the management and production
of milk and meat animals. The term meat is used in its broadest
sense so as to encompass all meat animals i.e. cattle, sheep,
pigs, and deer. Milk production is not necessarily confined
to that of the cow.
None.
PREREQUISITES
PURPOSE
72
AGRICULTURE, HORTICULTURE • MILK AND MEAT PRODUCTION

73
• develop the students’ awareness of the characteristics of the
milk or meat animal
• enable the students to identify the factors involved in the
feeding, management and housing of the animal
• investigate the production of replacement stock
• investigate the impact of milk or meat production
on the environment
• develop safety and hygiene practices in the production
of milk or meat
• develop the students’ awareness of the causes, symptoms,
treatment and preventative measures for diseases of milk
or meat animals.
Unit 1: The Milk/Meat Animal its Feeding and Housing
Unit 2: Production of Replacement Stock
Unit 3: Health, Environment and Safety
UNITS
AIMS

The specific learning outcomes prescribed in this Module
form the basis of an introductory course on the management
and production of milk/meat animals. It is envisaged that
teachers will draw on the wide range of available resources
and outside experts.
should select additional material and exercises, which are
deemed to be beneficial to, and suitable for the students.
Areas which might be suitable are as follows;
• Investigate the equipment used on milk farms,
its maintenance and hygiene.
• Visit a mart and observe and record the process of transporting
and selling of animals.
• Carry out a study of the preparation of milk and meat for sale
in the 'raw' state or as a processed product.
requirements of other means of assessment such as the task or
practical performance test.
It is envisaged that teachers will draw on the wide range of
available resources and outside experts.
74

75
A student centred, activity based approach should be adopted
throughout. Long theory sessions should be avoided through
the combination of practice and theory, and the use of
techniques such as brainstorming, individual and/or group
research, structured group work, presentations by students, role
play, visitor, farm visits, farm profiles and appropriate out of
school activities. It is necessary that the teacher initially provide
guidance and suggestions on the exercises which students
undertake. It is important that teachers use every opportunity to
develop students’ specific skills and a wider range of skills such as
communication and interpersonal, investigation, planning,
observation and evaluation skills.
Teachers and students should design pro-forma activity, recording
and evaluation sheets, so as to provide students with a clear and
uniform focus for recording research and other activities, and
provide ongoing motivation through positive evaluation.
The resources listed on page 81 will provide the Teacher with
all the information necessary to deal with this module. The help
of locally based experts is also of obvious benefit. The principal
resources are farms in the locality, which demonstrate the
various activities in this module.

76
AGRICULTURE, HORTICULTURE • MILK AND MEAT PRODUCTION • THE MILK/MEAT ANIMAL, ITS FEEDING AND HOUSING
Unit 1: The Milk/Meat animal, its Feeding and Housing
The student will:
1. visit a farm and identify the
characteristics of one milk
or meat breed
2. be aware of the role of the animal in
the local economy
3. know the meaning of a
dual-purpose animal
4. outline the feeding requirements from
birth of a selected milk/meat animal
5. be aware of the significance of the
calving period for milk or meat
production
6. describe the feeding and housing
systems used on one milk or meat farm
7. investigate the correct preparation,
storage and disposal of feedstuffs
8. indicate how good environmental
conditions are provided for in farm
buildings.
The approach to this unit should be as
practical as possible. Students should
research the chosen animal's basic
characteristics by accessing the local
library, Agricultural Science books,
visiting a local vet, Teagasc official or
farmer. A suitable end product is a
wall chart of about A3 size.
A 'Learning Centre' could be
constructed to cover this and other
aspects of the module.
Students could brainstorm the
ingredients of a healthy diet and apply
this to the animal they are studying.
From this they can go on to investigate
the dietary needs of animals at varying
times of the year and while pregnant,
about to give birth and after birth has
taken place.
This can then be followed by a visit
to a farm or farms where a carefully
constructed questionnaire is used to
cover other areas within the unit i.e.
feeding systems, housing design etc.
The students could draw rough sketches
of the housing and farm layout and
bring their findings to a construction
studies teacher to discuss their findings.
If a number of farms have been
visited then an ideal structure might
be identified.

77
AGRICULTURE, HORTICULTURE • MILK AND MEAT PRODUCTION • PRODUCTION OF REPLACEMENT STOCK
Unit 2: Production of replacement stock
The student will
1. visit a milk/meat farm and discuss the
methods used to impregnate animals
2. be aware of the importance of
selective breeding in producing
replacement stock
Information obtained from animal
breeding societies could be used to
prepare the students for a visit to a
milk/meat farm. A visit to an
A.I. station or from an individual
involved in A.I. could address some of
the issues that may arise here. For these
visits students should compile a
questionnaire, or list of questions, on
the methods of breeding animals,
including the obtaining and storing of
semen, insemination, timing of
breeding, signs/symptoms etc.
The term pedigree can be introduced
initially in relation to domestic pets if
desired then related to the farming
situation. Questions on the desirable
age and weight for breeding of the
animal can be discussed.

78
AGRICULTURE, HORTICULTURE • MILK AND MEAT PRODUCTION • PRODUCTION OF REPLACEMENT STOCK
Unit 2: Production of replacement stock (Continued)
3. name a symptom indicating that the
animal is in heat/oestrus
4. be aware of the care necessary for
a pregnant animal
5. investigate the procedures to be
carried out prior to birth
6. outline the procedures to be carried
out in caring for the offspring
immediately after birth
7. list the conditions necessary for
good health and proper housing
of young animals
8. outline the role of public bodies in
relation to breeding at a local and
national level.
A follow up visit to a farm could be used
to discuss the details of calving e.g. signs
of calving, calving equipment used
during and after calving, the feeding of
the young animal for the first weeks of
life. The importance of colostrum, milk
replacer and hay or other important
foods could be investigated at this point
also. Establish the reasons for the
mortality of young animals and compile
a chart on their proper care. Draw a
diagram of a calf house and the
measurement of basic environmental
factors e.g. temperature could be
considered. Leaving Certificate
Agricultural Science books and
Department of Agriculture and Food
publications provide sources of
information for this section. Visits or a
visitor to the classroom (well prepared)
is a much more stimulating method
to employ.

79
AGRICULTURE, HORTICULTURE • MILK AND MEAT PRODUCTION • HEALTH, ENVIRONMENT AND SAFETY
Unit 3: Health, Environment and Safety
The student will:
1. list the measures taken in farm building
design to protect the environment
Sources of pollution could be listed as a
result of a 'brain storming' session of
students. Students should be encouraged
at the onset of the module to write to
various environmental groups, the
Department of Agriculture and Food
and other farm related organisations
to compile information on farms and
pollution. Groups of students could be
asked to make a presentation of their
findings to the class as a whole. These
can then be discussed in terms of the
methods that could be employed to
prevent or contain sources of pollution
culminating in a visit to a farm to
observe same.

80
AGRICULTURE, HORTICULTURE • MILK AND MEAT PRODUCTION • HEALTH, ENVIRONMENT AND SAFETY
Unit 3: Health, Environment and Safety (Continued)
2. observe systems for the collection,
storage and disposal of wastes
3. outline the legal, environmental
and health implications associated
with the disposal of dead animals
and animal offal
4. be aware of the human health factors
in the care and treatment of animals
5. identify a notifiable disease associated
with the animal
6. be aware of the role of public bodies in
relation to pollution, disease control,
disposal of wastes and the enforcement
of the appropriate legislation
7. know the cause, a symptom, method of
transmission, treatment and prevention
of any one disease/parasite that may
affect the animal
8. outline the safety measures to be taken
to ensure the prevention of accidents
on a farm you have visited.
A visitor to the class would probably be
the best way to tackle the issue of
disposal of animal wastes, disease and
the health implications for humans.
All aspects of safety in terms of power
lines, power points, floor surface,
slurry tanks etc. should be discussed.
Charts could be used to compare the
ideal in relation to pollution
control/waste disposal and what
students may find on their visits.

81
Farm Animals Collins Gem series, Harper Collins 1983.
The Principles of Dairy Farming, (or other titles for beef, sheep, pigs),
by Ken Slater, Farming Press, 1991.
Modern Deer Farm Management by Yerex Spiers, GP Books, 1990.
Indoor Beef Production by Hardy Meadowcroft, Farming Press, 1990.
A Cool Eye Towards Animal Welfare, Eden, Blackwell Science,
1994. John Webster.
RESOURCES

82
I have completed a report on a visit
related to this module
I produced a design layout for a
pollution free farm
I produced a chart on the proper care and
housing of an animal
I gave a brief illustrated talk on one aspect
of the module.
CHECKLIST
KEY ASSIGNMENTS
MODULE 6: MILK AND MEAT PRODUCTION

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