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R3111

UNDERSTANDING GARDEN SURVEY TECHNIQUES & DESIGN PRINCIPLES

Level 3

Thursday 11 February 2016

09:30 – 10:55

Written Examination Candidate Number:………………………………………………………………………… Candidate Name:…………………………………………………………………………… Centre Number/Name:……………………………………………………………………..

IMPORTANT – Please read carefully before commencing:

i) The duration of this paper is 85 minutes;

ii) ALL questions should be attempted;

iii) EACH question carries 10 marks;

iv) Write your answers legibly in the spaces provided. It is NOT necessary that all lined space is used in answering the questions;

v) Use METRIC measurements only;

vi) Use black or blue ink only. Pencil may be used for drawing purposes only;

vii) Where plant names are required, they should include genus, species and where appropriate, cultivar.

viii) Where a question requires a specific number of answers; only the first

answers given that meet the question requirement will be accepted, regardless of the number of answers offered;

ix) Please note, when the word ‘distinct’ is used within a question, it means that the items have different characteristics or features.

Ofqual Unit Code M/507/5862 Please turn over/…..

Including Examiner Comments

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ANSWER ALL QUESTIONS

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Q1 a) Describe FOUR characteristics of a garden from the Medieval period. ………………………………………………………………………………………..

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State TWO elements of Medieval gardens that are often used in contemporary garden designs. ………………………………………………………………………………………..

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Q2 a)

b)

State FOUR distinct characteristics of the house on a site to be recorded in a site appraisal. ………………………………………………………………………………………..

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Explain the influence of TWO of the characteristics stated in a) on the design process. ………………………………………………………………………………………..

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Q3

Describe how FIVE NAMED design principles can be achieved in a formal garden. ………………………………………………………………………………………..

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Q4

The client has expressed a wish for an environmentally friendly garden.

Prepare FIVE questions to identify the information that would be required in developing the client brief, indicating the environmental relevance of EACH. ………………………………………………………………………………………..

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Q5 a)

b)

In a level survey, state what is meant by:

i) base line; ii) tie line.

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Describe the level surveying of a site using an automatic level.

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Q6 a)

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Explain what is meant by asymmetry in relation to garden design. ………………………………………………………………………………………..

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Describe how asymmetry can be achieved in EACH of the following:

i) a Japanese garden; ii) a Modernist garden.

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Q7

Use a labelled diagram to show how to survey the outline of the pond below

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(Use this page for any notes/workings)

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Q8 a)

b)

State how a north facing aspect affects plant choice.

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Describe a range of uses for a north facing aspect within a garden.

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R3111

UNDERSTANDING GARDEN SURVEY TECHNIQUES & DESIGN PRINCIPLES

Level 3

Thursday 11 February 2016

Candidates Registered 81 Total Candidates Passed 45 65.21%

Candidates Entered 69 85.18% Passed with Commendation 17 24.63% Candidates Absent/Withdrawn 9 11.11% Passed 28 40.58%

Candidates Deferred 3 3.70% Failed 24 34.78% Senior Examiner’s Comments On the whole this paper was well answered with the majority of candidates attempting and completing all the questions. The following guidelines should be of help to future candidates.

1. Where named plant examples are asked for, full botanical names (genus and species) are

required to achieve full marks. Common names will not be given a mark.

2. Use the command statements e.g. list or name (single words only), state (a few sentences),

describe or explain (a fuller answer) together with the mark allocation, to judge the depth of the

answer. Half marks are often allocated where the basic information given is correct but needs

further qualification to gain the full mark.

3. Where a number of answers are specified in the question, the examiner will not select correct

answers from a list e.g. if the question states ‘State’ TWO plant names’, only the first two names

given will be marked.

4. Labels on diagrams should be correctly positioned to avoid ambiguity and diagrams should be

clearly drawn and annotated. No marks will be awarded for artistic merit.

5. Candidates should use unambiguous plant examples as reference sources from, for example, the

RHS Find a Plant Service available on the RHS Website.

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Q1 a)

Describe FOUR characteristics of a garden from the Medieval period

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b) State TWO elements of Medieval gardens that are often used in contemporary garden designs.

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a) The question was looking for descriptions of characteristics of medieval gardens. Marks were awarded for four separate descriptions of components of the medieval design style. Some examples included: An open sunny flowery mead for walking around, with wild native flowers such as poppies, daisies and strawberries. Turf benches, where the ground

is raised to seating height and covered with turf, scented herbs and flowers. The need for food production including herbs for culinary and medicinal use, dovecotes and fish ponds for meat and fish supply, vegetable production in raised beds edged with willow hurdles. The use of fruit trees, cherry, apple, pear, peaches and apricots often planted in quincunx pattern. The inclusion of tunnel arbors for walking in shade, made from trellis and climbing plants. Use of a ‘pavilion’ made of wood either at the centre of a garden or at intersection of paths. Seclusion created by enclosure of the whole garden by high walls or cloisters in large houses and monasteries, or hawthorn hedges and wattle fences in modest gardens.

b) Examples of elements of Medieval design to be found in contemporary gardens, a range

of answers was acceptable including use of trellis as planted screens, raised beds for vegetable growing, use of arbors or pergolas, and the popularity of wild flower plantings.

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Q2 a) State FOUR distinct characteristics of the house on a site to be recorded in a site appraisal.

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b) Explain the influence of TWO of the characteristics stated in a) on the design process.

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a) Candidates had to state characteristics of the house to be recorded during a site appraisal. Candidates did not gain marks for data that is recorded during the site survey, as opposed to the site appraisal, such as the exact dimensions of the house.

b) Candidates were asked to explain the influence of two of the characteristics they had

listed in answer to part a) on the design process. Correct answers included the following range of points. The orientation of the house and the need to note areas of shade and

sun to identify potential microclimates influenced the decision on where to allocate space for different uses such as seating or utility areas, and for appropriate plant selection around the house and on the house walls. The building materials used and their colour, texture and type might influence the choice of materials used in the garden to complement or contrast. It is important to record the style of architecture of the house to achieve unity between the garden and the house so that proportions, shapes and detailing can be replicated in the garden design. Is the house single storey or two storeys? This has impact on the amount of shade cast in different areas of the garden around the house, and the amount of vertical growing space available, which will affect plant choice at the design stage. The location of principal rooms will influence the garden layout and content, such as planning a herb garden close to kitchen, screening unwanted views from main rooms and replacing with attractive, and colourful, year round visual interest. The best marks were given where candidates gave full explanations, or those well illustrated by an example.

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Q3 Describe how FIVE NAMED design principles can be achieved in a formal garden.

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Candidates were credited for the selection of any five distinct, recognised garden design principles that can apply to the design of a formal garden. Examples of answers for relevant principles included: Balance or symmetry: a mirror image of elements either side of a central axis such as identical geometric borders either side of a straight path. Unity or harmony: use of a limited range of materials or features such as hedging, paving, or specific plants or a theme through the whole garden, such as using the same shape clipped yew hedges for boundaries and internal divisions. Proportion and scale: the relationship in size and mass between different elements in the garden (vertical and horizontal). An example would be the

proportions of a terrace and ornamental pond can reflect the relative dimensions of bay windows in a Victorian garden. Focal point: a dominant feature which draws the eye can be very important in a formal design, such as a classical statue in the centre of a parterre where paths cross. Form: Any three dimensional mass, usually geometric, which could add interest or lend structure to a formal design. An example could be the use of spherical motifs in topiary and a formal stone balustrade. Marks were reduced if the answer did not relate the named principle to formal design, or for limited descriptions. Likewise, marks could not be credited for lists of features typically found in formal gardens, unless describing a named principle.

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Q4 The client has expressed a wish for an environmentally friendly garden. Prepare FIVE questions to identify the information that would be required in developing the client brief, indicating the environmental relevance of EACH.

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Candidates were required to prepare five questions that the designer would put to the client about their needs for an environmentally friendly design. Correct answers related to client preferences rather than to any site observations. Examples of appropriate questions were: Will the client want to include any of the following? An area for drying clothes which reduces the need for electricity. An area for compost bins or wormery to recycle kitchen and garden waste and reduce the need for waste collection. A shed or glass house with solar panels incorporated for energy saving. Water harvesting facilities to reduce consumption of mains water. Wild flowers or an

insect friendly plant selection, or a wildlife pond to provide habitats and food sources for insects, birds and pond life. Or would the client choose not to have a conventional lawn to reduce chemical inputs such as pesticides and fuel for mowing? The best marks were given for answers that showed a clear link between the prepared question and an environmental benefit.

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Q5 a) In a level survey, state what is meant by:

i) base line; ii) tie line.

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b) Describe the level surveying of a site using an automatic level.

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wall. A tie line is a survey line that connects a point to other survey lines.

b) Candidates who carefully described a logical sequence of steps in carrying out a level survey were awarded the best marks. The stages of a level survey include the initial set up of the level on a tripod so that area to be levelled can be viewed, correct establishment of a bench mark or temporary bench mark, use of the graduated staff in reading off levels, the recording of a range of levels including backsight, intermediate sight and foresight, the importance of the change point, and the calculation of rise and fall. Answers with insufficient description of the method received reduced marks.

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Q6 a) Explain what is meant by asymmetry in relation to garden design.

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b) Describe how asymmetry can be achieved in EACH of the following:

i) a Japanese garden;(4) ii) a Modernist garden.

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a) Asymmetry relates to a lack of symmetry in the ground plan, or to elements that are different on either side of a real or imaginary axis. Asymmetry can result in a balanced design where masses can balance voids.

b) This part of the question was looking for practical examples of asymmetry in design.

Marks were credited for any answers that included a valid description of asymmetrical elements in the specified style.

i) For a Japanese garden asymmetry can be achieved by using a large vertically

standing rock on one side of the garden countered by a void on the other of raked gravel, a winding sinuous pathway to one side of garden balanced by an irregular shaped pool or by cloud pruning shrubs into an asymmetrical shape. Other examples could be features such as rocks arranged in groups of odd numbers, and using a large conifer on one side and low natural planting of dwarf Acers on the other.

ii) In a Modernist garden asymmetry can be achieved with irregularly spaced

geometric beds throughout the garden with no central axis, use of the triangle for flower bed, water feature or lawn shape, or alternatively use of sinuous shapes for pools or beds. Asymmetry can also be achieved by positioning of modernist sculpture to one side of garden, or by using blocks of strong colour either from plants or painted concrete positioned asymmetrically balanced by a vertical water feature on the opposite side.

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MARKS

Q7 Use a labelled diagram to show how to survey the outline of the pond below:

10

This question required a diagrammatic answer, although written points were credited where they further explained the drawing. To survey an irregularly shaped pond, it would be necessary to establish survey lines on all sides, ideally a triangular arrangement of three baselines to allow easy and accurate measurements on all sides. A four-sided arrangement was also accepted. Offset measurements are taken at right angles from the baselines to the pond edges. Marks were given for stating the dimensions that need to be recorded, including the intervals between offsets, and use of running measurements. No marks were credited for baselines drawn through the middle of the pond, but marks could still be given for demonstrating correct use of offsets.

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MARKS

Q8 a) State how a north facing aspect affects plant choice. 4

b) Describe a range of uses for a north facing aspect within a garden.

6

a) A north facing site will present limitations regarding the choice of plants in the design of soft landscaping elements in the garden, due to the reduced amount of direct sunlight compared to other aspects. This impacts on the site and plant establishment and growth in several ways. There will be reduced sunlight intensity on north-facing slopes and reduced sunlight hours especially in winter months, also low soil temperatures, with the soil remaining colder for a longer period of the year. The soil will also contain potentially high moisture levels and remain wet for a longer period.

b) This part of the question was asking for a description of a range of uses for a north facing location; ideally candidates described both hard and soft landscaping solutions. Some suitable examples of potential uses are shade tolerant planting or woodland planting, or planting schemes using white flowers or variegated foliage, and location of statuary or sculpture. In a hot garden the north facing aspect could be used for a cool, shady seating area. Other hard landscaping solutions are as sites for utility areas such as recycling bins, tool storage, compost bins. Alternatively it could be used for parking or a garage. Limited marks were available for listing suitable shade loving plants, as the question asked for a range of uses.

©These questions are the property of the Royal Horticultural Society.

They must not be reproduced or sold.

The Royal Horticultural Society, Wisley, Woking, Surrey GU23 6QB. Charity Registration Number: 222879/SC038262

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