HORT419 – Climbing
Module code
HORT419
Module title
Climbing
Prescription
The aim of this module is to develop student’s ability to climb a well branched tree.
NZQA Level
Level 4
NZQA Credits
10
Delivery method
- Web-Supported
Learning hours
- Total learning hours
- 100
Resources required
- Learning Outcomes
- Identify and check the equipment required and assess and select an appropriate tree climbing method
Inspect tree and site for hazards
Climb a tree using a ladder
Climb a tree using climbing lines and harness.
Undertake a one person aerial rescue in an arboriculture situation - Content
- -Codes of Practice, Industry standards, workplace practices
-Equipment required; ascending/descending equipment, climbing lines, prussic loop, safety clothing, safety harness, non-catch clothing, ladders, snaps, strops, helmets, ear muffs, visors, tool strops, throwing balls, micro pulley
-Equipment checks
-Alternative climbing method assessment and selection
-Tree and site inspection, potential hazards; root area, trunk, tree crown, road and pedestrian access, utilities, surroundings
-Hazard action plan; elimination, isolation, minimisation
-Ladder type and use situations
-Tree height and branching requirements
-Ladder set up, codes of practice
-Ladder climbing, codes of practice
-Climbing tree types; deciduous, evergreen, conifers
-Climbing line fixing, knot demonstration
-Tree climbing codes of practice
-Aerial rescue system preparation and operation
-Rescue scenarios; electrical, fall, conscious, unconscious, bleeding, non-bleeding - Assessment Criteria
- Assessment in this module is competency-based. In order to pass this module, students must attempt and meet all the requirements of the competency-based assessments including carrying out all tasks in a safe manner and to industry standard.
- 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.
