HORT318 – Tree maintenance (Climbing)
Module code
HORT318
Module title
Tree maintenance (Climbing)
Prescription
The aim of this module is to develop student's ability to develop and apply the skills and knowledge to undertake tree maintenance that requires climbing.
Programmes
- SX1704
NZQA Level
Level 3
NZQA Credits
20
Delivery method
- Web-Supported
Learning hours
- Total learning hours
- 200
Resources required
- Learning Outcomes
- Work individually or as part of a team to secure a site for arboriculture work, support aerial crew members, and carry out general ground duties.
Identify, and understand how to use lines and other climbing equipment, including knots and lines for aerial arboriculture work.
Work individually or as part of a team to identify and check the equipment required for climbing and the suitability of conditions, and inspect a tree and site for hazards.
Climb a tree using a ladder, climbing lines and harness.
Undertake a one person aerial rescue. - Content
- -Secure sites for arboriculture work.
-Aerial crew members support.
-General ground duties.
-Lines and other climbing equipment.
-Knots and lines for aerial arboriculture work.
-Hazard identification and control.
-Identification and checking of equipment required for tree climbing.
-Assessment and selection of an appropriate tree climbing method.
-Hazard inspection of tree and site.
-Climbing trees using a ladder.
-Climbing trees using climbing lines and harness.
-One person aerial rescues in an arboriculture situation.
-Aerial tree pruning.
-Communication and Teamwork. - Teaching and Learning Strategy
- Theoretical face-to-face and online sessions including workbooks, lectures, workshops, group practical activities, discussion, independent learning, and assignments centred on project based learning.
- Assessment Criteria
- Portfolio of Evidence100
Assessment in this module is competency based. Students must attain the required standard in all assessments and carry out all tasks in a safe manner and to industry standard to pass the module.
