Introduction 3. Course Delivery 4. Examination 4. Modules 1. Crop Production Weeds Pests Diseases Soil and Crop Nutrition 9

Size: px

Start display at page:

Download "Introduction 3. Course Delivery 4. Examination 4. Modules 1. Crop Production Weeds Pests Diseases Soil and Crop Nutrition 9"

William Henderson
5 years ago
Views:

CONTENTS Page General Information Introduction 3 Course Delivery 4 Examination 4 Foundation Award in Agronomy (Agriculture) Syllabus Foundation Award in Agronomy (Vegetables) Syllabus Modules 1.

1 CONTENTS Page General Information Introduction 3 Course Delivery 4 Examination 4 Foundation Award in Agronomy (Agriculture) Syllabus Foundation Award in Agronomy (Vegetables) Syllabus Modules 1. Crop Production 5 2. Weeds 6 3. Pests 7 4. Diseases 8 5. Soil and Crop Nutrition 9 6. Plant Protection Chemicals and Fertiliser Products Protecting People, Animals and the Environment Application of Plant Protection Products and Fertilisers 12 Sample multi-choice questions for the Foundation Award in Agronomy Examination 13 BASIS Approved Trainers 15 1

3 BASIS FOUNDATION AWARD IN AGRONOMY (AGRICULTURE) AND BASIS FOUNDATION AWARD IN AGRONOMY (VEGETABLES) SYLLABUS AND INFORMATION BOOKLET Introduction The course is a sound introduction to agronomy, integrated crop protection and crop nutrition. For some delegates with limited crop experience and knowledge it serves as a preliminary course for the BASIS Certificate in Crop Protection (Agriculture or Vegetables) Course. For others, who have a role which will not involve giving agronomy and crop protection advice, it is a standalone course providing them with a level of understanding and knowledge appropriate for their work. This is a diverse group including some farm staff, quality assurance officers, machinery manufacturer personnel and others. The qualification, awarded to those successful in the examination, would be of particular value to those for whom this may be an end point in agronomy training. It would also serve to encourage those considering progression to other courses such as the BASIS Certificate in Crop Protection and FACTS. Whistle Blowing Policy BASIS Registration Ltd is committed to the highest standards of openness and accountability. Therefore, we expect employees, candidates and others who work with BASIS who have serious concerns about any aspect of our work voice those concerns. To this effect BASIS has a whistle Blowing Policy. This procedure is designed to allow concerns of a public interest kind within BASIS to be raised, investigated and where appropriate, acted upon. Complaints may be any member of staff, candidates or those contracted to provide services to BASIS. To view the full Whistle Blowing Policy go to: Dyslexia Policy BASIS Registration Ltd allows students diagnosed with Dyslexia to request special examination arrangements. Proof of dyslexia is required a minimum of 4 weeks before the exam date so that BASIS can provide special examination arrangements if required. For a full copy of our Dyslexia Policy please go to: 3

4 Course Delivery The course duration is between four and six days which are ideally spread over the calendar year so that farm crops can be seen at different stages. Participatory training techniques are to be used throughout. Examination The examination is a written paper consisting of 40 multiple choice questions (40% of the total marks) and three structured short-answer questions (60% of the total marks) with a time allowance of 90 minutes. A minimum of 70% is required to pass. On passing the examination candidates will be added to the BASIS Professional Register as Associate members. To retain their membership they will be required to ensure that their annual CPD Requirement and Membership Fees are kept up to date. 4

5 SYLLABUS CONTENT MODULE 1 - CROP PRODUCTION For each of the major UK crops (Agriculture option; Cereals, Oilseed Rape, Peas & Beans, Potatoes, Sugar Beet and Grassland), (Vegetables option; Brassicas, Alliums, Umbellifers, Potatoes, and Outdoor Salads) the following apply; 1.1 Competence Develop an ability to recognise the major crops and to outline the crop cycles, production systems and end market requirements 1.2 Performance Criteria Candidates must be able to: Recognise the major crops and outline their life-cycles Demonstrate knowledge of end uses and key market requirements Appreciate the factors involved in successful crop establishment, management and harvesting. 1.3 Essential Knowledge & Skills Candidates must have the ability to: Identify the crops State typical planting/sowing and harvesting dates for the different crops List end uses / markets and demonstrate an appreciation of customer requirements Outline key factors in successful crop establishment State key decisions and operations necessary for good crop management Describe the important criteria for successful harvesting of the crops State typical crop yields 5

6 MODULE 2 - WEEDS 2.1 Competence Ability to recognise the most important grass and broad-leaved species and have a basic understanding of the biology, importance and integrated control of weeds. 2.2 Performance criteria Candidates must be able to: Identify some major weeds of crops Develop an understanding of weed biology Explain the reasons for weed control Outline the components of integrated weed control 2.3 Essential Knowledge & Skills Candidates must have the ability to: Use keys and books to identify major weeds of crops Explain key aspects of weed biology relevant to their importance, spread and control State the problems caused by weeds Communicate the importance of an integrated approach to weed control with reference to particular control techniques 6

7 MODULE 3 - PESTS 3.1 Competence Ability to recognise the main pest and beneficial animal types and have a basic understanding of the biology, importance and integrated control of pests. 3.2 Performance criteria Candidates must be able to: Identify some major pests of crops and also beneficial species. Develop an understanding of pest biology Explain the reasons for pest control Outline the components of integrated pest control 3.3 Essential Knowledge & Skills Candidates must have the ability to: Use keys and/or books to identify major pests of crops Explain key aspects of pest biology relevant to their importance, spread and control State the problems caused by pests Communicate the importance of an integrated approach to pest control with reference to particular control techniques 7

8 MODULE 4 - DISEASES 4.1 Competence Ability to recognise the main types of crop diseases and have a basic understanding of the biology, importance and integrated control of plant pathogens. 4.2 Performance criteria Candidates must be able to: Identify some major diseases of crops. Develop a basic understanding of the types of organisms which cause plant diseases and their biology. Explain the reasons for disease control Outline the components of integrated disease control 4.3 Essential Knowledge & Skills Candidates must have the ability to: Use keys and/or books to identify major diseases of crops Explain key aspects of pathogen biology relevant to disease importance, spread and control State the problems caused by plant diseases Communicate the importance of an integrated approach to disease control with reference to particular control techniques 8

9 MODULE 5 SOIL AND CROP NUTRITION 5.1 Competence Ability to recognise the main soil types and have a basic understanding of soil texture, soil structure, ph and plant nutrition. 5.2 Performance criteria Candidates must be able to: Identify sandy, silt, and clay soil types Develop a basic understanding of the importance of soil types and of soil structure in crop production Outline a sound approach to crop nutrition decisions Explain what is meant by ph and the role of liming Understand what is meant by essential plant elements/nutrients 5.3 Essential Knowledge & Skills Candidates must have the ability to: Recognise sandy, silt, and clay soil textures Understand what is meant by soil texture and by soil structure Explain key aspects of soil management relevant to crop production and environmental protection Outline the role and recognise the deficiency symptoms of some crop nutrients Communicate an understanding of soil ph and soil Indices and their importance to crop production State key sources of information and advice on crop nutrition 9

10 MODULE 6 PLANT PROTECTION CHEMICALS AND FERTILISER PRODUCTS 6.1 Competence Ability to explain the way in which plant protection and fertiliser products are categorised, and to demonstrate some understanding of the practical importance of the chemical and physical properties of products. 6.2 Performance criteria Candidates must be able to: Demonstrate some understanding of key terms used to describe plant protection and fertiliser products Demonstrate a basic understanding of the importance of the mode of action of a plant protection product Develop a basic understanding of the importance of the chemical form of a plant nutrient Explain what is meant by resistance to pesticides and demonstrate an appreciation of antiresistance strategy Demonstrate some understanding of the importance of the formulation of plant protection and fertiliser products Understand what is meant by an adjuvant 6.3 Essential Knowledge & Skills Candidates must have the ability to: Recognise the practical importance of product formulation types Understand the importance of nutrients being in different chemical forms Explain of the meaning of some basic terms used to categorise plant protection and fertiliser products. For example, residual, systemic, selective, blend Communicate an understanding of why adjuvants are used State key sources of information and advice on plant protection and nutrient products 10

11 MODULE 7 - PROTECTING PEOPLE, ANIMALS AND THE ENVIRONMENT 7.1 Competence Ability to explain the best practices employed by operators, farmers, advisers and product manufacturers to keep people, animals and the environment safe. 7.2 Performance criteria Candidates must be able to: Outline the framework of pesticide legislation applicable in the UK Outline the framework of legislation relevant to fertiliser use Demonstrate an understanding of the role of the codes of practice Explain the importance of the plant protection product label State the main criteria for best practice in the storage of plant protection products on farms State the main criteria for best practice in the storage of fertilisers on farms Explain how consumers and bystanders are protected from harm Outline how accidental poisoning of wildlife is avoided and also how illegal poisoning is addressed Understand what is meant by a COSHH assessment 7.3 Essential Knowledge & Skills Candidates must have the ability to: Communicate the aims of the Authorisation Directive and of FEPA Outline the purpose of the Water Framework Directive Give examples of how legislation and codes of practice contribute to protection of people and the environment Demonstrate an understanding of the information on a plant protection product label Identify appropriate conditions for pesticide and for fertiliser storage on farm State key sources of information and advice on legislative issues 11

12 MODULE 8 - APPLICATION OF PLANT PROTECTION PRODUCTS AND FERTILISERS 8.1 Competence Ability to state the key issues in effective and responsible use of plant protection products and fertilisers. 8.2 Performance criteria Candidates must be able to: Explain the basic requirements sought in fertiliser and pesticide application machinery and their effective use. Demonstrate a basic understanding of the importance of spray quality and water volume Develop a basic understanding of the different types of fertiliser application machinery Explain what can cause pesticides and fertilisers to get beyond the intended area of application Outline best practice for disposal of wastes 8.3 Essential Knowledge & Skills Candidates must have the ability to: Communicate key factors to assess before application of pesticides and fertilisers Outline how application machinery can be tested for rate and evenness of spreading Give examples of how drift can be avoided Demonstrate an understanding of what should be achieved when applying fertiliser and plant protection products State key sources of information and advice on application and disposal. 12

13 SAMPLE MULTI-CHOICE QUESTIONS FOR THE FOUNDATION AWARD IN AGRONOMY EXAMINATION The following sample questions give a guideline of the type and presentation of questions candidates will have to answer when taking the Foundation Award in Agronomy examination. They are purely intended as a guide as it is not possible to publish old examination papers since, once these have been published, questions cannot be used again. Multiple Choice - Sample Questions 1. A ph of 8.0 is which of the following? a) Acidic b) Alkaline* c) Neutral d) Saline 2. Violet root rot is a disease found in which crop? a) Wheat b) Sugar beet* c) Peas d) Linseed 3. Which nutrient aside from Nitrogen is causing concerns in ground water? a) Magnesium b) Sulphur c) Phosphorus* d) Potassium 4. Which of the following diseases is found in Barley? a) Septoria tritici b) Cercospora leaf spot c) Club root d) Net blotch* 5. The wireworm is the larvae of which insect? a) Click Beetle* b) Crane Fly c) Keeled slug d) Vine weevil 13

14 6. The definition of a headland: a) The grass border which surrounds an arable field b) The area between a watercourse and the edge of an arable field c) The area between the edge of a crop and the first tractor tramline* d) None of the above 7. A typical yield of a winter oilseed rape crop is: a) 1 t/ha b) 15 t/ha c) 25 t/ha d) 3.5 t/ha* 8) What does FLN refer to when thinking about potatoes? a) Free Living Nutrients b) Field Living Nematodes c) Free Living Nematodes* d) Farm Loading Nematodes 9) In which of the following situations is take-all most like to be a problem? a) Wheat following potatoes b) Wheat following wheat* c) Wheat following field beans d) Wheat following sugar beat 10) Which of the following is a cultural control measure for the prevention of slugs? a) Consolidated seedbed b) Increased seed rate c) Burying trash from previous crop d) All of the above* Short Answer Sample Question 1) Describe 3 ways in which soil type and structure can influence a crop (positives and / or negatives) 2) Give 2 reasons why soil ph index is important for crop production 3) Name 3 macronutrients and give at least one reason why they are important for crops development 4) Name 2 micronutrients and describe their role in crops development 14

15 BASIS APPROVED TRAINERS The following Colleges, Trainers and Training Providers are successfully running Foundation Award in Agronomy examinations and have been accepted as BASIS Approved Trainers for Foundation. Boston & North Wash Training Group Kiln House West Fen Stickney BOSTON Lincolnshire PE22 8BH Contact: Margaret Dawson Tel: Trainer: Simon Goodger Web: Chelmsford & West Essex Training Group Contact: Debbie Wedge 2 Salisbury Cottages Tel: Maldon Road debbiewedge@aol.com Hatfield Peverel Trainer: Debbie Wedge CHELMSFORD Web: Essex CM3 2HS Duchy College Contact: Sue Vanstone Stoke Climsland Tel: CALLINGTON rbs@duchy.ac.uk Cornwall Trainer: Alex Stephens PL17 8PB Web: Easton & Otley College Contact: James Trounce Easton Campus Tel: Easton james.trounce@eastonotley.ac.uk NORWICH Trainer: James Trounce Norfolk Web: NR9 5DX Harper Adams University Contact: Lisa Plant Edgmond Tel NEWPORT lchapman@harper-adams.ac.uk Shropshire Trainer: Andrew Watson TF10 8NB Web: James Christian-Ilett Contact: James Christian-Ilett 8 Painshall Close Tel: Welton christian.ilett@btinternet.com LINCOLN Trainer: James Christian-Ilett Lincolnshire LN2 3NU 15

16 Landbased Training Contact: Linda Bower Garth Cottage Tel: Wintringham MALTON Trainer: Debbie Wedge North Yorkshire Web: YO17 8HX Mid Kent Training Contact: Dianne Quested Suite 1, The Stables, Court Lodge Farm Tel/Fax: Hinxhill ASHFORD Trainer: Debbie Wedge Kent Web: TN25 5NR SRUC Contact: Moyra Farquhar Kings Building Tel: West Mains Road EDINBURGH Trainer: Martin Richards Midlothian Web: EH9 3JG The Training Association (East) Contact: Jayne Parsey High Cottage Tel: St Andrews Lane Congham Trainer: Marion Self KINGS LYNN Web: Norfolk PE32 1DS The Training Association (West) Contact: Jo Bruce Northfield Tel: The Row Wereham Trainer: Simon Goodger KINGS LYNN Web: Norfolk PE33 9AY University of Lincoln Short Course Unit Riseholme Park LINCOLN Lincolnshire LN2 2LG Contact: Simon Goodger Tel: Trainer: Simon Goodger Web: courses/ 16

17 The following Colleges, Trainers and Training Organisations have expressed an interest in running some, or all, of the training modules and / or the Foundation Award in Agronomy examination. Coleg Sir Gar Contact: David Davies Graig Campus Tel: Sandy Road david.davies@colegsirgar.ac.uk LLANELLI Trainer: David Davies Carmarthenshire Web: SA15 4DN DJL Agronomics Contact: Jim Lewis Highgrove House Tel: Cassbrook Drive djlagronomics@gmail.com Fulstow Trainer: Dr Jim Lewis LOUTH Web: LN11 0XR Hartpury College Contact: Patrick Tandy Hartpury Tel: Gloucester Patrick.tandy@hartpury.ac.uk Gloucestershire Trainer: Patrick Tandy GL19 3BE Web: Moulton College Contact: Lesley Turner West Street Tel: Moulton Lesley.turner@moulton.ac.uk NORTHAMPTON Trainer: Chris Tolley Northamptonshire Web: NN3 7RR 16 April

Introduction 3. Whistle Blowing Policy 3. Dyslexia Policy 3. Course Delivery 4. Examination 4

Introduction 3. Whistle Blowing Policy 3. Dyslexia Policy 3. Course Delivery 4. Examination 4 CONTENTS Page General Information Introduction 3 Whistle Blowing Policy 3 Dyslexia Policy 3 Course Delivery 4 Examination 4 Foundation Award in Agronomy (Grassland & Forage Crops) Syllabus Modules 1. Growth