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AXBOROT TEXNOLOGIYALARI VA KOMMUNIKATSIYALARINI RIVOJLANTIRISH VAZIRLIGI MUSO AL-XORAZMIY NOMIDAGI TOSHKENT AXBOROT TEXNOLOGIYALARI UNIVERSITETI

LABORATORIYA ISHI №1
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Bajardi: Isomiddinova Kumush.
Tekshirdi:Azizova Zarina Indarovna.

TOSHKENT – 2023

Contents
Level 2 Technicals 1
Introduction 1
1 Pearson 2 Technical Diploma in Floristry 2
Purpose 2
Who is the qualification for? 2
What does the qualification cover? 2
What could this qualification lead to? 2
About the floristry sector 2
2 Structure 3
Total Qualification Time (TQT) 3
Qualification structure 3
Qualification and unit content 4
Assessment 4
Language of assessment 5
Grading of the qualification 5
Employer involvement 6
3 Units 7
Understanding your units 7
4 Planning your programme 56

LEVEL 2 TECHNICALS

Level 2 Technical Diploma in Floristry –
Specification – Issue 3 – November 2019 © Pearson Education Limited 2019 1
Level 2 Technicals
Introduction
2 Technicals are intermediate qualifications for post-16 learners who want to specialise
in a specific occupation, occupational area or technical role. They prepare learners for work or an
Apprenticeship by giving them the opportunity to develop sector-specific knowledge, technical and
practical skills, and to apply these skills in work-related environments. The qualifications also
provide progression to Level 3 Tech Level qualifications.
Developed in close conjunction with leading employers, 2 Technicals develop
transferable workplace skills, such as good communication and the ability to work in a team,
which employers have identified as essential for gaining employment in the sector and for
progression once the learner is working.
At the core of these qualifications is the concept of preparing young people for the working world.
Through practical activities and occupationally-fit-for-purpose assessments, learners will gain the
skills and behaviours needed for sustainable employment.
Technicals are designed to be used flexibly, depending on their size and scope:
• as part of a full-time 16–19 study programme, alongside mathematics and English GCSEs
and/or Functional Skills, work placement and enrichment activities
• as the technical qualification within an Apprenticeship or off-the-job training for those
already in work
• as a roll-on, roll-off programme for those entering an Apprenticeship or employment.
These qualifications are not eligible for performance tables in England.
This specification contains the information you need to deliver the Pearson Level 2 Technical
Diploma in Floristry (QN 603/2656/6). The specification signposts you to additional handbooks and policies. It includes all the units for this qualification.
2 TECHNICALS

Pearson 2 Technical Diploma

in Floristry
Purpose
Who is the qualification for?
This qualification is for you if you want to start a career in floristry. It is designed for post-16
students and can be taken as part of a wider study programme. It is an ideal qualification if you
are intending to progress directly to employment in floristry or to a floristry Apprenticeship.
What does the qualification cover?
This qualification has been developed in consultation with employers in the floristry sector. This
means that it will enable you to learn the skills and behaviours that give you the best opportunity
to be successful in applying for work.
All the content in this qualification is mandatory and relates directly to the skills, knowledge and
behaviours expected by employers in the floristry sector. The areas you will cover include:
• identification and care of cut flowers, foliage and plants
• health and safety working practices within the floristry industry
• work experience in the floristry industry
• construction of hand-tied floristry designs
• construction of wired and glued designs
• construction of designs in a medium
• responding to a floristry brief.
You will also cover broader skills in literacy and numeracy, which will help you to progress. You will
develop other transferable technical and practical skills in communication (working with colleagues,
customers and clients), and research and project work, giving you with the opportunity to show
your reflective practice by suggesting alternative approaches to solving a problem.
What could this qualification lead to?
Achieving this qualification will give you an advantage when applying for a job in floristry. The type
of role you will be ready for is junior florist.
This qualification gives you a sound basis to progress further within the floristry sector to a Level 3
qualification such as the Pearson 3 National Diploma in Floristry.
About the floristry sector
Floristry is about designing, creating, retailing and delivering imaginative floral displays. Floristry
is also about the wholesale buying of flowers, sundries and associated products. The industry is
generally made up of small businesses (although many of these are linked) as well as some larger
organisations. There are multiple roles in the floristry industry, which could involve working in a
florist shop, as a supplier or as an event organiser. There are 8400 floristry businesses within the
UK that contribute £1.5 million to the UK economy.
2 TECHNICALS
Pearson 2 Technical Diploma in Floristry –
Specification – Issue 3 – November 2019 © Pearson Education Limited 2019 3
2 Structure
Total Qualification Time (TQT)
For all regulated qualifications, Pearson specifies a total number of hours that it is estimated
learners will require to complete and show achievement for the qualification: this is the Total
Qualification Time (TQT). Within TQT, Pearson identifies the number of Guided Learning Hours
(GLH) that we estimate a centre delivering the qualification might provide. Guided learning means
activities such as lessons, tutorials, online instruction, supervised study and giving feedback on
performance, that directly involve tutors and assessors in teaching, supervising and invigilating
learners.
In addition to guided learning, other required learning directed by tutors or assessors will
include private study, preparation for assessment and undertaking assessment when not
under supervision, such as preparatory reading, revision and independent research.
The Pearson Technical Diploma in Floristry is a qualification that has:
• Total Qualification Time: 480 hours
• Guided Learning: 360 hours.
Centres should take note of these hours in planning their programme but should also use their
professional judgement to determine the provision of guided learning and study time across
the units.
Qualification structure
Learners are required to complete and achieve all mandatory units in the qualification.
Pearson Technical Diploma in Floristry
Unit
number
Unit title GLH Type How assessed
1 Identification and Care of Cut Flowers,
Foliage and Plants
60 Mandatory Internal
2 Health and Safety Working Practices
within the Floristry Industry
30 Mandatory Internal
3 Floristry Work Placement 60 Mandatory Internal
4 Construct Hand-tied Floristry Designs 30 Mandatory Internal
5 Construct Wired and Glued Designs 30 Mandatory Internal
6 Construct Designs in a Medium 60 Mandatory Internal
7 Responding to a Floristry Brief 90 Mandatory Internal Synoptic
This qualification has 100% mandatory content and 25% optional content.
These qualifications are not eligible for performance tables in England.
2 TECHNICALS
Pearson Technical Diploma in Floristry –
Specification – Issue 3 – September 2019 © Pearson Education Limited 2019 4
Qualification and unit content
Pearson has developed the content of this qualification in collaboration with employers and
representatives from relevant professional bodies and further education providers. In this way,
we have ensured that content is up to date and that it includes the knowledge, technical and
practical skills and behaviours required to work in the sector and occupational area.
All units in this qualification are mandatory, which provides a balance of breadth and depth,
ensuring that all learners develop the technical and practical skills required in the occupational
area. Learners are then given the opportunity to develop a range of transferable skills and
attributes expected by employers. It is expected that learners will apply their learning to relevant
employment and sector contexts during delivery, and that they will have opportunities to engage
meaningfully with employers.
have always required applied learning that brings together knowledge and understanding
(the cognitive domain) with practical and technical skills (the psychomotor domain). This is
achieved through learners performing practical, work-related tasks that encourage the development
of appropriate work-related behaviours (the affective domain) and transferable skills. Transferable
skills are those such as communication, teamwork, planning and completing tasks to a high
standard, all of which are valued in the workplace.
Our approach provides rigour and balance and promotes the ability to apply learning immediately
in new contexts.
Some of the units in this specification may contain references to legislation, policies, regulations
and organisations, which may not be applicable in the country you deliver this qualification in
(if teaching outside of England), or which may have gone out of date during the lifespan of the
specification. In these instances, it is possible to substitute such references with ones that are
current and applicable in the country in which you deliver this qualification, subject to confirmation
by your Standards Verifier.
Assessment
Assessment is designed to fit the purpose and objective of the qualification. It includes a range of
assessment types and styles suited to skills and occupationally-based qualifications at this level.
Internal assessment
Units 1, 2, 3, 4, 5, 6 and 7 are assessed through internal assessment. Internal assessment allows
learners to apply technical knowledge and demonstrate mastery of practical and technical skills
through realistic tasks and activities. This style of assessment promotes deep learning through
ensuring the connection between knowledge and practice.
Internal assessment is through assignments that are subject to external standards verification.
We provide suggestions in each unit for setting assignments. This means that you can adapt
materials to your local contexts and assess assignments that provide the valid and rigorous
final assessment for each unit.
You will make grading decisions based on the requirements and supporting guidance given
in the units. Learners must achieve all the internally-assessed units at Pass grade or above to
achieve the qualification. For further information on internal assessment, including resubmissions,
see Section 6 Internal assessment.
LEVEL 2 TECHNICALS
Level 2 Technical Diploma in Floristry –
Specification – Issue 3 – November 2019 © Pearson Education Limited 2019 5
Language of assessment
Assessment of the internally-assessed units for this qualification will be available in English.
All learner work must be in English. A learner taking the qualification may be assessed
in British Sign Language where it is permitted for the purpose of reasonable adjustment.
For information on reasonable adjustments see Section 7 Administrative arrangements.
Grading of the qualification
Achievement in the qualification requires a demonstration of depth of study in each unit, assured
acquisition of the practical skills required for employment in the specific sector and successful
development of transferable skills.
Units are assessed using a grading scale of Distinction, Merit, Pass and Unclassified. All units in the
qualification contribute proportionately to the overall qualification grade.
The qualification is graded using a scale of PP to DD. Please see Section 9 Understanding the
qualification grade for more details.
The relationship between qualification grading scales and unit grades will be subject to regular
review as part of Pearson’s standards monitoring processes on the basis of learner performance
and in consultation with key users of the qualification.
2 TECHNICALS
Pearson Technical Diploma in Floristry –
Specification – Issue 3 – September 2019 © Pearson Education Limited 2019 6
Employer involvement
Employer involvement in the delivery and/or assessment of technical qualifications provides a clear
‘line of sight’ to work, enriches learning, raises the credibility of the qualification in the eyes of
employers, parents and learners, and furthers collaboration between the learning and skills sector
and industry.
You need to ensure that all learners have the opportunity to undertake meaningful activity involving
employers during their course.
Examples of ‘meaningful activity’ include:
• structured work experience or work placements that develop skills and knowledge relevant
to the qualification/industry
• project(s), exercise(s) and/or assessment(s)/examination(s) set with input from industry
practitioner(s)
• units delivered or co-delivered by an industry practitioner(s); this could take the form of
masterclasses or guest lectures
• industry practitioners operating as ‘expert witnesses’ who contribute to the assessment of
a learner’s work of practice, operating within a specified assessment framework; this may
be a specific project(s), exercise(s) or all assessments for a qualification.
Meaningful employer involvement, as defined above, must be with employers from the floristry
sector and should contribute significantly to at least one mandatory unit.
For this qualification, the following unit has specified mandatory requirements for employer
involvement in delivery and/or assessment:
• Unit 3: Floristry Work Placement – the assessment of this unit must take place in a real
work environment. Learners must have a work placement to facilitate this assessment.
Please see the unit for information on the requirements for work placement.
In Unit 2: Health and Safety Working Practices within the Floristry Industry, we have also
provided suggestions on how employers could become involved in delivery and/or assessment
of this qualification.
These are suggestions only and there will be other possibilities at local level. Centres may choose
to use other approaches but must ensure that they meet the requirement for meaningful employer
involvement as defined above. Centres must have an employer involvement plan in place at the
start of the programme. It must detail their approach to employer involvement and how it will
add value to the delivery and assessment of the qualification.
Each centre’s approach to employer involvement will be monitored in two ways. It will be monitored
at centre level as part of the annual quality-management review process and captured as part of
the standards verification process that addresses centre strategy for delivery, assessment and
quality assurance, when we will ask you to show evidence of how employer involvement is provided
for all learners. You will need to show evidence in order to gain reporting clearance for certification.
It will also be monitored at programme level as part of the standards verification process to confirm
that plans for employer involvement meet the requirements of the specification. These approaches
are designed to ensure that additional activities can be scheduled where necessary so that learners
are not disadvantaged, see Section 8 Quality assurance.
3 Units
Understanding your units
The units in this specification set out our expectations of assessment in a way that helps you to
prepare your learners for assessment. The units help you to undertake assessment and quality
assurance effectively.
Each internal unit in the specification is set out in a similar way.
This section explains how the units work. It is important that all tutors, assessors, internal verifiers
and other staff responsible for the programme read and are familiar with the information given in
this section.
Internally-assessed units
Section Explanation
Unit number The number is in a sequence for the qualification.
Unit title This is the formal title of the unit and appears on certificates.
Level All units are at Level 2 on the national framework.
Unit type This says if the unit is mandatory or optional for the qualification.
See Section 2 Qualification structure for details.
Assessment type This says how the unit is assessed – i.e. whether it is internal or
synoptic internal. See Section 2 Qualification structure for details.
GLH Units have a GLH value of 30 or 60. This indicates the numbers of
hours of teaching, directed activity and assessment expected. It also
shows the weighting of the unit in the final qualification grade.
Unit in brief A brief formal statement on the content of the unit that is helpful in
understanding its role in the qualification. You can use this in summary
documents, brochures etc.
Unit introduction This is designed with learners in mind. It indicates why the unit is
important, how learning is structured and how learning might be
applied when progressing to employment or higher education.
Learning aims These help to define the scope, style and depth of learning of the unit.
You can see where learners should be developing and demonstrating
their skills or where they should be actively researching or reviewing.
Unit summary This section helps tutors to see at a glance the main content areas
against the learning aims and the structure of the assessment.
The forms of evidence given are suitable to fulfil the requirements.
Content This section sets out the required teaching content of the unit. Content
is compulsory except when shown as ‘e.g.’. Learners should be asked
to complete summative assessment only after the teaching content for
the unit or learning aim(s) has been covered.
BTEC LEVEL 2 TECHNICALS
Pearson Technical Diploma in Floristry –
Specification – Issue 3 – September 2019 © Pearson Education Limited 2019 8
Section Explanation
Assessment criteria Each learning aim has assessment criteria to explain the
achievement required to obtain Pass, Merit and Distinction
grades.
Essential information for
assessment decisions
This information gives guidance for each learning aim
or assignment of the expectations for Pass, Merit and
Distinction standard. This section contains examples and
essential clarification. It is important that this is used
carefully alongside the assessment criteria.
Assessment activity This section provides information, suggested scenarios and
tasks for summative assessment activities.
Further information for tutors
and assessors
This section gives you information to support the delivery
and assessment of the unit.
Delivery guidance This section offers suggestions of ways of delivering the
unit. It offers ideas on practical activities in a sector context
that can be used to help develop relevant skills and to
encourage progress.
Essential resources Any specific resources that you need to be able to teach
and assess are listed in this section. For information on
support resources see Section 10 Resources and support.
Links to other units This section shows you the main relationships of units to
other units. This can help you to structure your programme
and make the best use of available materials and resources.
Employer involvement This section gives you information on the units that can be
used to involve learners with employers. This information
will help you to identify the kind of involvement that is likely
to be successful.
TECHNICALS
2 Technical Diploma in Floristr

Unit 1: Identification and Care of Cut Flowers,

Foliage and Plants
Level: 2
Unit type: Mandatory
Assessment type: Internal
Guided learning hours: 60
Unit in brief
Learners will develop the skills and knowledge needed to be able to identify and care for cut
flowers, foliage and plants that are commonly used in the floristry industry.
Unit introduction
The growth and use of cut flowers are on the increase in the UK. Florists and flower sellers need to
be able to identify a variety of fresh plant materials and handle them correctly to ensure maximum
lifespan. A good knowledge of a wide range of materials used in the floristry industry is vital, and
the ability to pass on good advice to customers will ensure repeat custom and increase business.
This unit will give you the skills needed for identifying the floral components of flowers, foliage
and plants, stem types, plant anatomy and plant materials. You will look at ways to handle and
condition materials correctly, dependent on variety, and how the optimum environmental conditions
affect varieties of plant materials. Specialist conditioning and storage methods will be investigated
for exotic and more unusual materials. You will look at ways to control and identify pests and
diseases. You will also learn how to identify problems with cut flowers and foliage that occur
during transport.
This unit is designed to support your knowledge of cut flowers, foliage and plants while you learn
about and carry out health and safety practices. The unit will give you the fundamental knowledge
and skills you need to work in the floristry industry as a junior florist.
Learning aims
In this unit you will:
A Explore cut flowers, foliage and plants used in commercial floristry
B Demonstrate receiving, checking and conditioning of cut flowers, foliage and plants
C Demonstrate care and storage routines for cut flowers, foliage and plants.
2 TECHNICALS
UNIT 1: IDENTIFICATION AND CARE OF CUT FLOWERS, FOLIAGE AND PLANTS
Pearson Technical Diploma in Floristry –

Unit summary

Learning aim Key teaching areas Summary of suggested
assessment evidence
A Explore cut flowers,
foliage and plants used in
commercial floristry
A1 Cut flowers and foliage
used in commercial floristry
A2 Common plants used in
commercial floristry
A written, illustrated portfolio
that identifies a range of
flowers, foliage and plants used
in the commercial floristry
industry.
A presentation or photographic
evidence to show the function
of floral components and
plant structure.
B Demonstrate receiving,
checking and conditioning
of cut flowers, foliage
and plants
B1 Receiving and checking
flowers, foliage and plants
B2 Conditioning process
A report on receipting goods
and appropriate linked
paperwork. Report to include
visual discrepancies and the
quality and quantity of goods
received, with reference to
placed orders.
Photographic, video or written
evidence of the conditioning
process.
Observation and witness
statement.
C Demonstrate care and
storage routines for cut
flowers, foliage and plants
C1 Care and storage processes
C2 Pests and disease –
prevention and treatment
A report to include the care
and storage of specific, named
flowers, foliage and plants.
Observation and witness
statement while carrying
out care and storage of
specific goods.
Key teaching areas in this unit include:
Sector skills Knowledge Transferable
skills/behaviours
• Professional attitudes
• Communication skills
• Planning
• Time management
• Risk assessment
• Waste management
• Safe working
• Supply chain
• Aftercare advice for
customers
• Identification and
classification of plant
materials
• Floral culture knowledge
• Working with others
• Communication
• Managing information
• Thinking skills

UNIT 1: IDENTIFICATION AND CARE OF CUT FLOWERS, FOLIAGE AND PLANTS

Technical Diploma in Floristry –
Specification – Issue 3 – November 2019 © Pearson Education Limited 2019 13
Unit content
Knowledge and sector skills
Learning aim A: Explore cut flowers, foliage and plants used in
commercial floristry
A1 Cut flowers and foliage used in commercial floristry
Learners need to identify common commercial cut flowers and foliage, including their classification.
• Classification of cut flowers and foliage:
o genus
o typical cultivar
o common names
o varieties
o stem types, e.g. soft, semi-woody, woody, latex, hollow
o seasonal availability, e.g. all year round, specific periods.
• Identification list of materials:
o soft stem, e.g. Agapanthus praecox, Alstromeria, Anemone, Anthurium andraeanum,
Bouvardia longiflora, Celosia argentea cristata, Freesia, Hyacinthus orientalis,
Iris hollandica, Lathyrus odoratus, Scabiosa caucasica, Triteleia corrina, Tulipa hybrids,
Zantedeschia aethiopica
o soft stem foliage, e.g. Hosta, Philodendron ‘Xanadu’, Xerophyllum
o semi-woody stem, e.g. Aconitum napellus, Allium hybrids, Aster novi-belgii,
Bouvardia longiflora, Campanula pyramidalis, Cymbidium orchid, Dahlia, Dendrobium,
Dianthus caryophyllus, Eremurus stenophyllus, Eryngium planum, Eustoma russellianum,
Gladiolus, Gypsophila paniculata, Helianthus annuus, Heliconia caribaea, Liatris spicata,
Lilium (Asiatic hybrids), Lilium longiflorum, Lilium (oriental hybrids), Limonium sinuatum,
Mathiloa incana, Nerine bowdenill, Ornithogalum thyrsoides, Phlox paniculata, Rosa hybrids,
Sedumspectabile, Solidago hybrids, Trachelium caeruleum, Veronica longifolia
o woody stem, e.g. Chamelaucium uncinatum, Chrysanthemum indicum, Syringa vulgaris
o woody foliage, e.g. Arachnoides adiantiformis, Asparagus setaceus plumosus,
Asparagus umbellatus, Aspidistra elatior, Eucalyptus parvifolia, Eucalyptus cinerea,
Fastia japonica, Galax, Gaultheria shallon, Hedra, Hypericum, Ilex, Myrtus communis,
Pittosporum tobira, Pittosporum tenuifolium, Prunus, Ruscus hypophyllum,
Salix babylonica ‘Tortuosa’, Viburnum tinus
o latex stem, e.g. Bupleurum griffithii, Euphorbia fulgens, Narcissus, Scilla
o hollow stem, e.g. Anigozanthos flavidus, Carthamus tinctorius, Delphinium ajacis,
Gerbera jamesonii, Hippeastrum, Molucella laevis, Ranunculus asiaticus.
• Floral components and their purpose:
o petal – to attract pollinators to the flower, they protect the reproductive parts
of a flower
o sepal – small leaves under the flower that protect the petals when in bud and
fully formed
o stem – peduncle supports the plant and helps the plant to grow
o anther – contains pollen, the male reproductive cell
o filament – holds the anther
o stamen – collective of filament and anther
o ovary – female reproductive organ
o ovule – reproductive cell that will become the seed when fertilised by pollen

A2 Common houseplants used in commercial floristry

Learners need to identify common commercial houseplants, including their classification.
• Classification of plants:
o genus
o typical cultivar
o common names
o varieties.
• Identification list of materials:
o flowering, e.g. Aechmea fasciata, Ananas comosus, Begonia elatior, Calceolaria,
Chrysanthemum indicum, Cyclamen persicum, Euphorbia pulcherrima, Fuchsia,
Hydrangea macrophylla, Impatiens, Kalanchoe blosfeldiana, Pelargonium, Rhododendron
simsii, Saintpaulia ionantha, Sinningia, Spathiphyllum, Stephanotis floribunda
o foliage, e.g. Asparagus sprengeri, Adiantum raddianum, Aspidistra elatior, Asplenium nidus,
Chamaedorea elegans, Chlorophytum comosum, Cissus rhombifolia, Codiaeum variegatum sp,
Dieffenbachia seguine, Fatsia japonica, Ficus benjamina, Ficus pumila, Hedera helix,
Hypoestes sanguinolenta, Maranta leuconeura, Monstera deliciosa, Nephrolepsis exaltata,
Philodendron scandens, Sansevieria trifasciata, Senecio cruentus, Tradescantia fluminensis,
Yucca elephantipes
o berries, e.g. Solanum capsicastrum
o succulents, e.g. Echeveria, Sedum, Aloe vera
o cacti
o bulbs/corns
o orchids, e.g. Cymbidium.
• Functions of botanical plant structures and their purposes:
o photosynthesis – the manufacture of food in green plants; the process involves carbon dioxide
intake from the air and water taken from the roots of the plant to produce sugar with the aid
of light – normally from sunlight
o osmosis – the uptake of water though the plant system
o respiration – the process that occurs after photosynthesis has taken place; using the sugars
produced, combined with oxygen from the air, plants produce energy needed for growth
o transpiration – the loss of water from the plant’s leaves, this is the cooling process of plants
o tropism – the effects of the growth of a plant due to influences such as gravity and light,
water and touch.
TECHNICALS
UNIT 1: IDENTIFICATION AND CARE OF CUT FLOWERS, FOLIAGE AND PLANTS
Pearson Technical Diploma in Floristry –

Learning aim B: Demonstrate receiving, checking and conditioning of cut

flowers, foliage and plants
B1 Receiving and checking flowers, foliage and plants
Learners develop the skills needed to check incoming flowers, foliage and plants to confirm that
they are the correct type and quantity and of acceptable quality.
• Receipt of goods from wholesaler or grower.
• Checking incoming plant materials – correct type and quantity.
• Confirming acceptable quality, e.g. matching invoice/delivery note, free from pest and
diseases, good saleable quality.
• Observe correct handling of materials to maintain and prolong the saleable value.
• Implications of related UK health and safety regulations, e.g. Reporting of Injuries,
Diseases and Dangerous Occurrences Regulations (RIDDOR) 2013 and Control of
Substances Hazardous to Health (COSHH) Regulations 2002, e.g. awareness of
the risk of importing foreign/exotic insects.
• Prioritise material for the conditioning process based on the strength of the flower without
a water source and how urgently the flower is required for an order/customer.
B2 Conditioning process
Learners develop the skills needed to condition and prepare incoming cut flowers to maintain their
saleable value and care requirements. Learners will select and prepare the tools, equipment and
personal protective equipment (PPE) needed to condition flowers and plants safely.
• Why correct/appropriate PPE needs to be used, e.g. to protect the florist.
• PPE, e.g. apron, correct footwear, latex gloves.
• Floristry conditioning equipment:
o scissors
o knives
o secateurs
o flower food.
• Selection and preparation of the correct bucket or vase for materials, e.g. tall and short
buckets and vases to suit stem length.
• Conditioning of cut flowers and foliage correct for stem type and variety:
o use of knives/scissors on a 45-degree angle
o avoid stem blockage
o wiring of weaker flowers, e.g. Gerbera
o keeping some flowers in transportation wrapping for conditioning support, e.g. tulips
o sealing latex stems, e.g. Euphorbia fulgens.
• Quick conditioning process – in peak trading periods.
• Safe working practices during the conditioning process, e.g. using PPE, floor surface kept
clean, mindful of customers in the shop environment.
TECHNICALS
UNIT 1: IDENTIFICATION AND CARE OF CUT FLOWERS, FOLIAGE AND PLANTS
Technical Diploma in Floristry –

Learning aim C: Demonstrate care and storage routines for cut flowers,

foliage and plants
C1 Care and storage processes
Learners need to identify the specific needs of different types of flowers, foliage and plants, and
they need to be able to carry out the correct care and storage processes for them. Learners need to
understand that the proper care and storage of cut flowers, foliage and plants increases profit and
reduces waste products.
• Presentation and merchandising of cut flowers, foliage and plants:
o pricing and labelling products for sale with reference to the Consumer Rights Act 2015
o attractive layout of products, e.g. height order, colour palettes.
• Stock rotation process:
o the process of using older stock first
o profit and waste of stock rotation process
o the benefit of using older stock in commercial designs
o re-cutting stems, e.g. to avoid bent neck
o care of flower to promote blooming
o disposal of unused/unsaleable cut materials
o changing water in buckets and removal of decaying flowers and leaves from stems.
• Correct storage of cut flowers and foliage according to varieties, e.g. exotic, tropical or hardy:
o ethylene gas preventing storage of flowers near decaying fruit or vegetables
o room temperature, e.g. Chrysanthemum, Cymbidium
o fridge, e.g. Rosa
o bagged/misted, e.g. Galax, Arachnoides adiantiformis
o specialist aftercare, e.g. reviving orchids in lukewarm water
o renewing water vessels for flowers and foliage.
• Correct storage of plants according to varieties, e.g. exotic, tropical or hardy:
o storage processes, including appropriate temperature, sunlight requirement
o water and feeding levels
o grooming – removal of decaying materials
o plant maintenance – pest and disease prevention and control.
C2 Pests and disease – prevention and treatment
Learners will need to identify the different pests and diseases that infest flowers, foliage and plants,
and be able to prevent and treat them.
• Identification of pests and disease:
o aphids
o red spider mite
o vine weevil
o scale
o rust
o detritus.
• Procedures to prevent and treat pests, diseases and disorders:
o wiping
o spraying
o use of insecticides/pesticides in compliance with Control of Substances Hazardous to Health
(COSHH) Regulations 2002
o storage of flowers in correct environmental conditions, e.g. tropical/room temperature,
cold and misted.

UNIT 1: IDENTIFICATION AND CARE OF CUT FLOWERS, FOLIAGE AND PLANTS

Transferable skills/behaviours
Working with others
• Ensuring that the flowers, foliage and plants in the shop are cared for and
stored appropriately.
Communication
• Communicating with colleagues and suppliers when receiving and checking flowers,
foliage and plants, ensuring they are the correct type, quality and quantity.
Managing information
• Being able to identify common commercial cut flowers, foliage and plants, and their
different classifications.
Thinking skills
• Being able to correctly identify the needs of all plant materials and how to condition
correctly to ensure maximum lifespan, storage of the product and aftercare.
Assessment criteria
Pass Merit Distinction
Learning aim A: Explore cut flowers, foliage and plants used in commercial floristry
A.P1 Identify common
commercial cut flowers,
foliage and plants stating
common name, genus,
typical cultivar and
varieties.
A.M1Describe in detail the
purpose of floral
components and
functions of plant
structure for commercial
cut flowers, foliage and
plants.
A.D1 Analyse the purpose of
floral components and
functions of plant
structure for commercial
cut flowers, foliage and
plants.
A.P2 Describe the correct
purpose of floral
components and the
function of plant
structure.
Learning aim B: Demonstrate receiving, checking and conditioning of cut flowers,
foliage and plants
B.P3 Receive and check
flowers, foliage and
plants safely and without
damage, using correct
PPE and tools.
B.M2Competently and safely
receive, check, condition
and prepare a variety of
cut flowers, foliage
and plants.
B.D2 Confidently and safely
receive, check, condition
and prepare a variety of
cut flowers, foliage and
plants, justifying the
processes and
techniques used. B.P4 Carry out the appropriate
conditioning process,
using correct PPE and
tools, observing safe
working practice.
Learning aim C: Demonstrate care and storage routines for cut flowers, foliage
and plants
C.P5 Identify common pests
and diseases that affect
plants and their
prevention and
treatment.
C.M3 Competently carry out
care and storage of cut
flowers, foliage and
plants following
appropriate stock rotation
processes, preventing
and treating pests and
disease.
C.D3 Confidently carry out
care and storage of cut
flowers, foliage and
plants following effective
stock rotation processes
and the prevention and
treatment of pests and
disease, justifying the
processes and techniques
used to increase profit
and reduce waste
products.
C.P6 Carry out basic care and
storage of cut flowers,
foliage and plants.

Assessment evidence must be produced independently and should include written reports together

with photographic or video evidence. The evidence given must show that learners have confidence
in working in the floristry industry, an ability to work in a team, and that they understand and can
demonstrate working effectively and productively to achieve the tasks given.
Health and safety standards must be met. They are paramount to the welfare of staff, customers
and learners.
Learning aim A
For distinction standard, learners will:
• identify 40 cut flowers, 20 foliage and 25 plants
• produce an illustrated portfolio to demonstrate their knowledge of genus, cultivar, common
name and stem type for flowers and foliage, and the availability of product for each of the
flowers, foliage and plants they have identified
• produce a report to show their knowledge and understanding of the function of plant and
flower components; they will
o dissect a flower and be able to identify all seven floral components of flowers and the purpose
of each component
o identify the typical structure of a plant with a detailed explanation of the purpose of all five
processes in a plant life cycle
• produce a report to a high standard that includes annotated diagrams
• use correct terminology throughout.
For merit standard, learners will:
• identify 30 cut flowers, 15 foliage and 20 plants
• produce an illustrated portfolio to demonstrate their knowledge of genus, cultivar, common
name and stem type for flowers and foliage, and the availability of product for each of the
flowers, foliage and plants they have identified
• produce a report to show their knowledge and understanding of the function of plant and
flower components; they will
o dissect a flower and be able to identify at least four of the floral components of flowers
and their purpose
o identify the typical structure of a plant with a summary of the purpose of at least four
processes in a plant life cycle
• produce a report to a satisfactory standard that includes annotated diagrams
• use mostly correct terminology.
For pass standard, learners will:
• identify 15 cut flowers, 10 foliage and 15 plants
• produce an illustrated portfolio to demonstrate their knowledge of genus, cultivar, common
name and stem type for flowers and foliage for each of the flowers, foliage and plants they
have identified
• produce a report to show their knowledge and understanding of the function of plant and
flower components; they will:
o dissect a flower and be able to identify at least three floral components and their purpose
o identify the typical structure of a plant, listing the purpose of at least two processes in a
plant life cycle
• produce a report to a suitable standard that includes annotated diagrams
• use the correct terminology appropriately.
Learning aim B
For distinction standard, learners will:
• confidently carry out the process of receiving and checking flowers, foliage and plants for
quality and quantity against invoice/delivery notes
• ensure that the goods are free from pests and disease and be aware of appropriate
legislation that affects exotic/foreign insects
• be able to identify vulnerable flowers and prioritise for the conditioning process,
based on the life expectancy of each cut flower and foliage
• independently and confidently carry out the conditioning process, showing how to
condition and handle all stem types to ensure they prolong the cut-flower and foliage life,
e.g. wiring of weaker flowers, ensuring latex stems are sealed
• select and use correct and appropriate PPE and conditioning equipment safely
• work to a commercial, viable timescale in relation to the quantity of product received
• produce an evaluative report of their performance that shows their awareness of the
legislation that affects exotic/foreign insects, the conditioning of goods in relation to
customer requirements, and safe working practice during the conditioning process
• include a witness statement and visual evidence to support their evaluative report.
For merit standard, learners will:
• competently carry out the process of receiving and checking flowers, foliage and plants for
quality and quantity against invoice/delivery notes, ensuring that the goods are free from
pests and disease
• be able to identify vulnerable flowers and prioritise for the conditioning process based on
the life expectancy of each cut flower and foliage
• competently carry out the conditioning process, showing how to condition and handle all
stem types to ensure they prolong the cut flower and foliage life, e.g. wiring of weaker
flowers, ensuring latex stems are sealed
• select and use correct and appropriate PPE and conditioning equipment safely
• work to within an hour of the commercial, viable timescale in relation to the quantity of
product received
• produce a report summarising their performance that shows their awareness of the
conditioning of goods in relation to customer requirements and safe working practice
during the conditioning process
• include a witness statement and visual evidence to support their report
For pass standard, learners will:
• carry out the process of receiving and checking flowers, foliage and plants for quantity
against invoice/delivery notes
• be able to identify the quality of flowers with some prompting (questions from tutor),
e.g. pests and disease
• carry out the conditioning process, showing how to condition and handle all stem types to
ensure they prolong the cut-flower and foliage life, e.g. wiring of weaker flowers, ensuring
latex stems are sealed
• use correct and appropriate PPE and conditioning equipment safely
• work to within a maximum of two hours of the commercial viable timescale in relation to
the quantity of product received
• produce a report that identifies the key elements of their performance and which shows
some awareness of customer requirements, e.g. during peak trading occasions such as
Valentine’s Day
• identify safe working practice during the conditioning process
• include a witness statement and visual evidence to support their report.
Learning aim C
For distinction standard, learners will:
• confidently demonstrate how to store fresh materials according to environmental and
humidity requirements
• show how to present fresh products in a pleasing and customer-friendly manner,
using the correct pricing and labelling techniques
• demonstrate the stock rotation process within a commercial, viable timescale in relation to
the quantity of product received
• produce an evaluative report of their performance that explains the decisions
(justifications) made regarding stock rotation and pest and disease prevention,
e.g. the effects of profit, customer satisfaction and waste on the business
• show their knowledge and understanding of the correct storage and care of cut flowers
and foliage according to varieties, e.g. exotic, tropical or hardy
• identify the six common pests and diseases associated with plants, with clear details on
how to prevent and control them
• include an explanation of the use of insecticides and pesticides in compliance with the
Control of Substances Hazardous to Health (COSHH) Regulations 2002.
For merit standard, learners will:
• competently demonstrate how to store fresh materials according to environmental and
humidity requirements
• show with support how to present fresh products in a pleasing and customer-friendly
manner, using the correct pricing and labelling techniques
• demonstrate the stock rotation process within one hour of a commercial, viable timescale
in relation to the quantity of product received
• produce a report summarising their performance that outlines the decisions made
regarding stock rotation, e.g. the effects of profit and waste on the business
• show their knowledge and understanding of the correct storage and care of cut flowers and
foliage according to varieties, e.g. exotic, tropical or hardy
• identify four common pests and diseases associated with plants and how to prevent and
control them.
For pass standard, learners will:
• demonstrate how to store fresh materials according to environmental and
humidity requirements
• demonstrate the stock rotation process within two hours of a commercial, viable timescale
in relation to the quantity of product received
• produce a report that identifies the key elements of stock rotation, e.g. effects on profits
and waste
• state in a customer-friendly manner why fresh products should be present
• state why storage and care of cut flowers and foliage is necessary according to varieties,
e.g. exotic, tropical or hardy
• identify at least three common pests and diseases associated with plants.
The summative assessment activity takes place after learners have completed their formative
development. The activity should be practical, be set in a realistic scenario and draw on learning
from the unit, including the transferable skills. You will need to give learners a set period of time
and number of hours in which to complete the activity. Section 6 gives information on setting
assignments and there is further information on our website.
A suggested structure for summative assessment is shown in the Unit summary section, along with
suitable forms of evidence. This is for illustrative purposes only and can therefore be adapted to
meet local needs or to assess across units where suitable opportunities exist. The information in the
Links to other units section will be helpful in identifying opportunities for assessment across units.
The following scenario could be used to produce the required evidence for this unit. Centres are
free to use comparable scenarios or other forms of evidence provided that they meet the
assessment requirements of the unit.
Suggested scenario
A large flower and plant wholesaler has asked you to create a presentation on how to care for
cut flowers, foliage and plants. The presentation will be given at the next wholesaler open day.
Attendees will include local floristry businesses, college students and event specialists.
You will need to create a portfolio of cut flowers, foliage and plants, showing information on
each. You should include the common name, the botanical name, stem type (where applicable),
availability, conditioning process and information on storage to ensure the best conditions for the
fresh materials.
You should also include identification of pests and diseases, and evidence of conditioning and
care for cut flowers, plants and foliage through images or videos, showing good conditioning
and maintenance practices.
This could take the form of a PowerPoint® presentation, a test on identification, a video or a
portfolio guidebook.
If a retake is necessary, an alternative example must be used. The following is an
example of a retake assessment activity.
You have been asked by your tutor to prepare a handbook that shows how to care for cut flowers,
foliage and plants, to be used in the floristry shop.
The handbook will identify cut flowers, foliage and plants (can include images and photographs)
and show information on the different cut flowers, foliage and plants, including common names,
botanical names, stem type and availability. The handbook will also include the common pests
and diseases and the steps to follow when receiving goods, and how to condition and care for
the flowers, foliage and plants.
Delivery guidance
The following are examples of practical activities and workshops that tutors could use when
developing sector and transferable skills in the delivery of this unit. Wherever possible, practical
activities should be used to help learners develop both personal and sector skills in preparation for
the final assessment. These suggestions are not intended as a definitive guide to cover the full GLH
of the unit.
Introduction to unit
Tutor-led discussion on the reasons we use botanical names in the floristry industry.
Learners could study a video tour of Dutch flower markets or tutors could invite a guest speaker
from a wholesale company to discuss varieties, stem lengths, availability and quality control.
Suggested time: about 3 hours.
Activity: Identify cut flowers and foliage
Tutor-led discussions showing the range of cut flowers and foliage, including full classification
of each of the flowers and foliage – genus, cultivar, common names, varieties, stem types and
seasonal availability.
Tutor-led demonstration and group discussion on dissecting a flower and identifying the floral
components, and a discussion about the purpose of each component.
May include flash cards, practice tests, PowerPoint® presentation, mood boards, IT quizzes such
as Kahoot or matching activities.
Suggested time: about 8 hours.
Activity: Identify houseplants
Tutor-led discussions showing the range of plants, including full classification of different plants –
genus, cultivar, common names and varieties.
Tutor-led demonstration and group discussion on identifying the structure of a plant and
discussion about the functions and purpose of plant structures.
May include flash cards, practice tests, PowerPoint® presentation, mood boards, IT quizzes such
as Kahoot or matching activities.
Suggested time: about 6 hours.
Activity: Receiving and checking products
Discussion to follow how learners would carry out the process of receiving and checking products,
why it needs to take place, and the range of linked paperwork, such as delivery notes and orders,
that aids the process.
Learners would be able to use their weekly practical activities for evidence of the above tasks such
as receiving and checking the flowers for the group. They would also generate visual and practical
evidence if recorded by photos or video.
Suggested time: about 3 hours.
BTEC LEVEL 2 TECHNICALS
UNIT 1: IDENTIFICATION AND CARE OF CUT FLOWERS, FOLIAGE AND PLANTS
Activity: The conditioning process of cut flowers and foliage
Workshop on how to identify each material (linked to the identification section of this unit),
and how to correctly condition each material according to its specific requirements to ensure
maximum lifespan.
Evidence for this activity could include witness statements and photographics to show learners
carrying out the process.
Suggested time: about 4 hours.
Activity: Care, storage and presentation of product
Discussion topics can be linked to work-placement activities. Topics may cover the ways to care
for different types of flower, foliage and plants, depending on their needs such as temperature
and environmental conditions.
Suggestions on how to display product in an appealing manner and how to inform customers on
trends and colour combinations, and which types of material work best together. Discussion about
colour harmonies, scent and flower sizes.
Suggested time: about 5 hours.
Activity: Identify pests and diseases in houseplants
Tutor-led discussion including discussion of examples of pests and diseases, using real-life
examples where possible. Revision may take the form of a PowerPoint® presentation,
matching activities or flash cards.
Suggested time: about 6 hours.
For this unit, learners will need access to textbooks that cover the identification, selection and
caring of flowers and plants.
Links to other units
This unit draws on the knowledge and skills taught in:
• Unit 2: Health and Safety Working Practices within the Floristry Industry
• Unit 3: Floristry Work Placement
• Unit 4: Construct Hand-tied Floristry Designs
• Unit 5: Construct Wired and Glued Designs
• Unit 6: Construct Designs in a Medium
• Unit 7: Responding to a Floristry Brief.
Employer involvement
This unit would benefit from employer involvement in the form of:
• designs or ideas for the unit assignment, case study and project materials
• work experience
• guest speakers from the floristry industry, for example florists, wholesalers, growers.
within the Floristry Industry
Level: 2
Unit type: Mandatory
Assessment type: Internal
Guided learning hours: 30
Unit in brief
Learners will develop the knowledge and understanding of health and safety practices required for
safe working in the floristry industry.
Unit introduction
To ensure that commercial premises, workshops and flower shops work effectively and safely to
prevent litigation, loss of work, business or injuries, safe working for both staff and customers
is vital.
When working in the floristry industry, you will need to be aware of health and safety requirements,
and ensure that health and safety standards are complied with. In this unit, you will explore the
roles and responsibilities, with regard to health and safety, of employers and employees in the
floristry industry. You will be able to identify risks and associated hazards, and the safety measures
put in place to limit and eliminate them. You will gain knowledge of relevant laws and legislation
that apply to the floristry industry and develop an awareness of the health and safety requirements
needed for all who work in the industry. You will produce appropriate risk assessments for common
practical floristry tasks.
This unit is particularly important in all areas of floor shop- and workshop-based practical work for
the floristry industry.
Learning aims
In this unit you will:
A Understand the roles and responsibilities for safe working in the floristry workplace
B Explore health and safety requirements within the floristry industry
C Demonstrate safe working practices in the workplace.

Learning aim Key teaching areas Summary of suggested

assessment evidence
A Understand the roles and
responsibilities for safe
working in the floristry
workplace
A1 Roles and responsibilities
A2 Health and safety legislation
and regulations
A3 Sustainability and waste
managements
Photographic/video evidence of
learners engaging in health and
safety roles, and recycling
opportunities – supported by
observation records – linked
with work experience unit.
A report on legislation and the
supply chain.
Carry out a risk assessment.
B Explore health and safety
requirements within the
floristry industry
B1 Identify hazards and risk
in the floristry industry
B2 Identify safety control
measures
C Demonstrate safe working
practices in the workplace
C1 Carry out risk assessment
C2 Working safely in
work areas
Key teaching areas in this unit include:
Sector skills Knowledge Transferable
skills/behaviours
• Professional attitudes
• Safe working
• Health and safety standards
• Working within codes of
practice
• Self-management and
development
• Thinking skills/adaptability
• Working with others
Knowledge and sector skills
Learning aim A: Understand the roles and responsibilities for safe
working in the floristry workplace
A1 Roles and responsibilities
Learners will develop an understanding of the different roles and responsibilities relating to health
and safety within the floristry industry and make connections between the roles.
• Employers, such as a senior florist shop owner:
o ensure that training is undertaken on health and safety practices and procedures in the
flower shop
o oversee any tasks to ensure working safely
o are responsible for off-site working for all staff members and that correct risk assessments
are completed, e.g. working at height, lone working, safety of customers.
• Employees, such as a junior florist:
o understand the training provided
o implement training provided
o prevent accidents and minimise risks in the workplace
o apply good housekeeping standards, e.g. sweeping floors, mopping up water,
carrying loads safely.
A2 Health and safety legislation and regulations
Learners will develop an understanding of relevant UK legislation and regulations that cover
the responsibilities of those working in the floristry industry, and of how they govern health
and safety practices.
• Relevant legislation and regulations:
o Control of Substances Hazardous to Health (COSHH) Regulations 2002
o Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) 2013
o Health and Safety at Work etc. Act 1974
o Working Time Directive 2003
o Employment Act 2008
o National Minimum Wage
o Equality Act 2010
o public liability insurance
o Consumer Rights Act 2015 – including product labelling.
A3 Sustainability and waste management
• Sustainability:
o awareness of ethically sourced fresh materials, flower and foliage
o floral culture supply chain – from field to shop, carbon footprint, international and ethical
trading regulations and import of goods
o UK-grown flowers and foliage – sourced and seasonal availability
o current UK legislation on crop spraying and protection – health and safety implications.
• Waste management:
o water management, e.g. commercial growers and wholesalers recycling water in growing
and commercial processes, unused water used to water plants
o disposing and managing of commercial waste, e.g. separating waste into cardboard and
plant materials
o recycling waste material, e.g. cardboard, cellophane, plant materials and general
commercial waste
o composting opportunities for waste plant materials
o implications of health and safety, and disposing of materials incorrectly
o manual handling
o employers’ responsibilities to staff welfare and customers.
Learning aim B: Explore health and safety requirements within the
floristry industry
Learners will be able to recognise the hazards and risks that occur in the floristry industry and the
control measures required to ensure safe working.
B1 Identify hazards and risks in the floristry industry
• Poisonous and hazardous materials:
o identification and handling of poisonous and irritant plant material, e.g. bulb flowers
(Tulipa, Narcissi, Hyacinthus), foliage (Eucalyptus, Grevillea), Pinaceae family, Aconitum
(monkshood), Chrysanthemum.
• Use of hazardous chemicals in the floristry industry, e.g. flower food – powder,
liquid and pump dispenser, bleach/bucket cleaner, leaf shine, cold glue.
• Floristry shop floor and workshop, e.g. clothing, behaviour, slips, trips, floors,
use of tools, equipment.
B2 Identify safety control measures
• Training and supervision, e.g. induction.
• PPE, e.g. aprons, correct footwear, gloves – latex and heavy duty.
• Tools and equipment – safe use, cleaning maintenance and storage.
• Electricity, e.g. portable appliance testing (PAT).
• First aid – location and upkeep.
• Manual handling, e.g. safe working loads, correct lifting.
• Notices and labelling, e.g. hazardous materials and mandatory protection
(masks when working with chemicals).
• Working at heights, e.g. ladders.

Learning aim C: Demonstrate safe working practices in the workplace

C1 Carry out risk assessment
Learners will identify hazards and risks, and carry out an appropriate risk assessment to support
safe working floristry practices.
• Identify hazards, risks and controls for floristry processes and equipment.
• Risk assessments: method of measuring the effectiveness of control measures for hazards
and risks, and minimising the risk.
C2 Working safely in work areas
Learners will apply safe working practices when carrying out practical activities, such as
conditioning cut flower and foliage, and preparing and constructing floral orders.
• Working safely:
o risk assessments – use completed risk assessments to inform daily activities/tasks completed
in a flower shop and off-site working
o use of appropriate PPE
o use of appropriate safe-working practices when completing, receiving and conditioning flower,
foliage and plants, when completing daily customer orders and requirements, when working in
a retail flower shop, housekeeping and working off site
o safe use, maintenance and storage of floristry tools and materials
o following emergency procedures where appropriate, e.g. demonstrate awareness of fire drill,
theft or first-aid emergency
o appropriate behaviours, e.g. take part in work induction and training; demonstrate awareness
of personal safety and the safety of others, effective and appropriate communication with
work colleagues, other professionals and the public.
Transferable skills/behaviours
Self-management and development
• Taking responsibility for own actions and understanding the outcomes, being responsible
and able to develop awareness and support the team with health and safety issues.
Thinking skills/adaptability
• Understanding the importance of safe working for learners and others (both staff and
customers), recognising when dangerous situations arise and how to deal with them
and respond correctly to ensure that all parties are safe. This may heighten during peak
trading periods and more care and attention may be required owing to workload and
customer demand.
Working with others
• Ensuring that health, safety and good working practices are observed and maintained on
the premises/in flower shop.
Assessment criteria
Pass Merit Distinction
Learning aim A: Understand the roles and responsibilities for safe working in the
floristry workplace
A.P1 Identify employer and
employee roles and
responsibilities, with
reference to health and
safety requirements.
A.M1 Describe employer and
employee roles and
responsibilities, with
reference to current
health and safety
legislation and
regulations.
A.D1 Analyse employer and
employee roles and
responsibilities, with
reference to health and
safety legislation and
regulation, justifying
outcomes and
consequences.
A.P2 Identify relevant health
and safety legislation
and regulations related
to the floristry industry.
Learning aim B: Explore health and safety requirements within the
floristry industry
B.P3 Identify the hazards and
associated risks that can
occur when carrying out
floristry working
practices.
B.M2 Describe the
effectiveness of safety
measures put in place to
control risks and hazards
in the floristry industry.
B.D2 Analyse the effectiveness
of safety measures put in
place to control risks and
hazards, justifying how
they are needed to
ensure safe working in
B.P4 Identify the safety the floristry industry.
measures that are
needed to control risks
and hazards in the
floristry industry.
Learning aim C: Demonstrate safe working practices in the workplace
C.P5 Produce a basic risk
assessment for a
practical activity, to
ensure safe floristry
working practices.
C.M3 Produce a detailed risk
assessment when
carrying out practical
activities, to ensure
safe floristry working
practices.
C.D3 Produce a
comprehensive risk
assessment when
carrying out practical
activities, ensuring safe
and effective floristry
C.P6 Carry out safe-working working practices.
practices with reference
to a specific
practical activity.
Essential information for assessment decisions
Learners’ assessment evidence is to be produced independently by each learner. Learners to
produce written reports as evidence, together with authenticated photographic or video evidence.
The evidence gained must show that in working in the floristry industry they have the ability to
work in a team, understand and demonstrate how to deal with customer needs, and that they
work effectively and productively in order to achieve customer orders in appropriate timescales.
Health and safety standards are always maintained and are paramount to the welfare of staff,
customers and learners.
Learning aim A
For distinction standard, learners will:
• present comprehensive information on the employer and employee roles and
responsibilities, with reference to health and safety legislation and regulations
• provide justification as to why legislation and regulations must be adhered to at all times
within the floristry industry
• describe in detail the responsibilities of employers and employees and how they must
ensure that health and safety is observed and adhered to in the workplace, for example
the responsibilities of a senior florist in ensuring that health and safety training and
awareness, such as general housekeeping, incident reporting and safe use of tools
and equipment and hazardous materials, is provided
• produce a report to a high standard, using correct terminology.
Witness statements may be used as additional evidence from the workplace.
For merit standard, learners will:
• present information on the employer and employee roles and responsibilities,
with reference to health and safety legislation and regulations
• describe why legislation and regulations need to be adhered to at all times in the
floristry industry
• provide details on how to ensure employers and employees maintain safe working
practices in the floristry industry, for example use of PPE and incident reporting
• produce a report to a satisfactory standard using correct terminology.
Witness statements may be used as additional evidence from the workplace.
For pass standard, learners will:
• provide a brief description of the employer and employee roles and responsibilities,
with reference to health and safety legislation and regulations
• outline why health and safety legislation and regulations need to be adhered to in the
floristry industry, with reference to examples
• provide examples of how employers and employees maintain safe working practices,
for example induction and use of PPE
• produce a report with appropriate use of the correct terminology.
Witness statements may be used as additional evidence from the workplace.
Learning aim B
For distinction standard, learners will:
• present comprehensive information describing the risks and hazards that can occur in the
floristry industry and the associated safety measures that need to be put in place to avoid
accidents and injuries
• compare and contrast the different types of safety measures put in place to control risk
and hazards, such as training and supervision, manual handing, safe use of tools and
equipment and how and why they have been used in the floristry industry
• present work to a high standard using correct terminology and well-selected examples.
For merit standard, learners will:
• describe in detail the risks and hazards that can occur in the floristry industry and the
safety measures that need to be put in place to control and avoid them
• describe the effectiveness of selected safety measures, with use of examples
• present work to a satisfactory standard using relevant examples.
For pass standard, learners will:
• describe hazards and associated risks, with reference to examples
• describe appropriate safety measures used for limiting and eliminating the risk and the
associated hazards that can occur in the floristry industry
• present work, with reference to examples.
Learning aim C
For distinction standard, learners will:
• produce a risk assessment(s) for specific practical activities from a minimum of two of the
following types:
o receiving and conditioning of flowers, foliage and plants
o planning and constructing floral arrangements
o working in a flower shop, daily housekeeping
• provide a detailed description of the risk and associated hazards for the selected practical
activities, the control measures put in place and the effectiveness of the control measures,
justifying choice
• produce a risk assessment completed to the relevant industry standard, using correct
terminology throughout.
For merit standard, learners will:
• produce a risk assessment(s) for specific practical activities such as receiving and
conditioning of flowers, foliage and plants, planning and constructing floral arrangements,
working in a flower shop, daily housekeeping
• describe risk and associated hazard for the selected practical activity/activities
• produce a risk assessment completed to appropriate standard, using correct terminology.
For pass standard, learners will:
• produce a risk assessment for a specific practical activity, for example receiving
and conditioning of flowers, foliage and plants, working in a flower shop,
daily housekeeping tasks
• be observed on a minimum of three separate occasions applying safe working practices,
for example safe use and storage of tools and equipment, good daily housekeeping
• produce a risk assessment, using correct terminology.
BTEC LEVEL 2 TECHNICALS
UNIT 2: HEALTH AND SAFETY WORKING PRACTICES WITHIN THE FLORISTRY INDUSTRY
Pearson BTEC Level 2 Technical Diploma in Floristry –
Specification – Issue 3 – September 2019 © Pearson Education Limited 2019 36
Assessment activity
The summative assessment activity takes place after learners have completed their formative
development. The activity should be practical, be set in a realistic scenario and draw on learning
from the unit, including the transferable skills. You will need to give learners a set period of time
and number of hours in which to complete the activity. Section 6 gives information on setting
assignments and there is further information on our website.
A suggested structure for summative assessment is shown in the Unit summary section, along with
suitable forms of evidence. This is for illustrative purposes only and can therefore be adapted to
meet local needs or to assess across units where suitable opportunities exist. The information in the
Links to other units section will be helpful in identifying opportunities for assessment across units.
The following scenario could be used to produce the required evidence for this unit. Centres are
free to use comparable scenarios or other forms of evidence provided that they meet the
assessment requirements of the unit.
Suggested scenario
You are working as a senior florist in a local flower shop and have been given the opportunity to
update the staff training programme on safe working practices. This training is given as part of
an induction to members of staff who join the team.
The training programme will include:
• a factsheet on the responsibilities of each team member working in the flower shop, to
ensure that health and safety is applied and followed
• a presentation for the staff, informing them of the following legislation and regulations
relating to floristry:
o current UK legislation applicable to the floristry industry
o a risk assessment of routine tasks and risks in a flower shop
o personal protective equipment used in the flower shop.
The presentation can include images and videos to support the assessment, a number of factsheets
or a report. Any images used should show learners carrying out a task. Witness statements,
linked to the work placement, may also be used as evidence.
If a retake is necessary, an alternative example must be used. The following is an
example of a retake assessment activity.
A local college has asked been approached by the Health and Safety Executive (HSE) to create a
short video on safe working practices in a flower shop. The video should include details of the roles
and responsibilities of employers and employees in ensuring that health and safety is adhered to,
and how each team member is responsible for safe working practices.
The presentation should include details on personal protective equipment and current laws,
and include risk assessments for practical activities carried out in the floristry industry.
The evidence may take the form of a presentation to include images and videos to support the
assessment, a number of factsheets or a report. Any images used should show learners carrying
out a task. Witness statements, linked to the work placement, may also be used as evidence.
Further information for tutors and assessors
Delivery guidance
The following are examples of practical activities and workshops that tutors could use when
developing sector and transferable skills in the delivery of this unit. Wherever possible, practical
activities should be used to help learners develop both personal and sector skills in preparation for
the final assessment. These suggestions are not intended as a definitive guide to cover the full GLH
of the unit.
Introduction to unit
Tutor-led discussion on the floristry industry.
Health and safety in floristry.
The roles and responsibilities of employers and employees in ensuring health and safety working
practices are observed, and the legislation and regulations are adhered to.
Guest speaker – either a visit from a florist or a trip to a local floral wholesaler.
Suggested time: about 3 hours.
Activity: Legislation and regulations
Learners to research several pieces of legislation and regulations that relate to the floristry
industry – report back to group.
Tutor-led discussion on why the legislation and regulations should be adhered to, and the
consequences of not adhering to them.
Suggested time: about 8 hours.
Activity: PPE and floristry tools
Learner-led activity on naming tools and equipment and uses.
Discussion on PPE and what should be worn in a flower shop and why.
Suggested time: about 4 hours.
Activity: Poisonous and hazardous materials
Tutor-led discussion on the dangers of hazardous materials.
Identification of poisonous or irritant plant materials.
Identification of the safety control measures and requirements.
If available, a guest speaker, tutor or specialist from a horticultural centre to talk about the safety
measures put in place to ensure safe working.
Suggested time: about 8 hours.
Activity: Safe working practices
How to complete a risk assessment.
Learners to carry out risk assessments during a practical session.
How to document best practice of working safely in a flower shop, for example staff procedures.
Suggested time: about 7 hours.
For this unit, learners will need access to:
• health and safety PPE
• floristry floor shop and work areas.
Links to other units
This unit draws on the knowledge and skills taught in:
• Unit 1: Identification and Care of Cut Flowers, Foliage and Plants
• Unit 3: Floristry Work Placement
• Unit 4: Construct Hand-Tied Floristry Designs
• Unit 5: Construct Wired and Glued Designs
• Unit 6: Construct Designs in a Medium
• Unit 7: Responding to a Floristry Brief.
Health and safety working practicals are allied to all units in the course structure.
To demonstrate the underpinning knowledge learned and demonstrated, this unit should be taught
alongside each practical unit.
Employer involvement
This unit would benefit from employer involvement in the form of:
• guest speakers from the floristry industry, for example florists, wholesalers, growers
• work experience in the industry
• support from local business staff as mentors.
Unit 3: Floristry Work Placement
Level: 2
Unit type: Mandatory
Assessment type: Internal
Guided learning hours: 60
Unit in brief
Learners will develop the skills and behaviours needed to work successfully in the floristry industry.
Unit introduction
Do you think you can work well in the floristry industry? In this unit, you will learn new skills and
gain hands-on industry skills. Work placement gives a unique insight into working life and can help
you to work out what you might want to do in the floristry industry. Completing the unit also means
that you will be able to add new skills, such as communication and teamwork, to your CV.
In this unit, you will develop and apply the skills needed to perform confidently and to a high
standard in a working environment. You will look for and take part in a work placement that
appeals to you. Talking to, listening to and watching people who work in the industry is the
best way of learning about the work involved and what is required of an employee.
This unit will give you the fundamental work skills you need to apply for and gain employment as a
florist. The unit includes 75 hours of real-life work experience.
Learning aims
In this unit you will:
A Investigate and apply for a floristry work placement
B Demonstrate work skills and practices in the floristry industry
C Review own floristry work placement.
Unit summary
Learning aim Key teaching areas Summary of suggested
assessment evidence
A Investigate and apply for a
floristry work placement
A1 Investigating a work
placement
A2 Applying for a work
placement
A portfolio of work-related
research and completed
application documents
evidenced by observation
records or video evidence.
B Demonstrate work skills
and practices in the
floristry industry
B1 Professional behaviours
B2 Communication skills
B3 Safe working
A work placement report
supported by:
• observation records/
witness statements
• video and/or photographic
evidence of all practical
activities
• reported evidence of
appropriate work skills
and hours.
Written evidence of review:
review, reflection and areas
for improvement.
C Review own floristry
work placement
C1 Review of work placement
C2 Self-development and areas
for improvement
Key teaching areas in this unit include:
Sector skills Knowledge Transferable
skills/behaviours
• Job searching
• Work research/application
processes
• Workplace behaviour/
techniques
• Work skills
• Effective teamwork
• Effective communication
• Self-development
• Communication
• Problem solving
• Self-management and
development
• Thinking skills/adaptability
• Working with others

Unit content

Knowledge and sector skills
Learning aim A: Investigate and apply for a floristry work placement
A1 Investigating a work placement
• Work search resources, e.g. sector magazines, newspapers, internet job sites,
social media, local advertisements.
• Documents:
o job advertisement
o job/role description
o essential and desirable personal requirements
o using these documents in an appropriate way.
• Identifying the skills required to work in the sector, e.g. interpersonal skills,
communication, technical knowledge, practical skills.
A2 Applying for a work placement
• Different methods of applying, e.g. application forms, CVs, covering letters,
online applications, telephone enquiries, applying in person.
• How and where to find work application information, e.g. from human resources (HR)
departments, company/organisation websites, job websites, local and national information
sources, media, employment agencies.
• Job research: paying attention to all details of the job application so that nothing relevant
is left out; ordering different types of information in a logical manner in the application
document; checking whether or not to include supporting documents, e.g. work permits,
certificates, personal identification; using personal statements to create a positive
impression of skills and interests.
Learning aim B: Demonstrate work skills and practices in the
floristry industry
B1 Professional behaviours
• Working environment skills: appropriate attendance, appropriate personal presentation,
positive attitude (appropriate demeanour, use of own initiative).
• Time management, including arriving at work on time, completing tasks in allocated time,
e.g. making a floral design within a realistic timing.
• Administrative skills, e.g. maintaining records, taking orders, using email/phone, using
workplace documents, using electronic equipment, handling payment, using relay services.
• Problem solving, e.g. finding alternative solutions to problems, adapting designs to meet
customers’ needs.
• Working with others, e.g. team briefing, completing floral orders, taking orders and
passing on to work colleagues.
• Appreciation of others’ needs and points of view, respecting equality laws/social diversity
in the workplace.
B2 Communication skills
• Interpersonal skills, including appropriate speaking and listening skills.
• Use of appropriate and professional language.
• Use of initiative/asking for advice if unsure.
• Ability to receive and follow instructions.
• Interacting with visitors and staff appropriately.
• Communicating tasks completed, e.g. customer feedback, communicating designs
with customers.
B3 Safe working
• Safe working following protocols, following other work placement policies and procedures.
• Working within legal/good practice frameworks, e.g. Health and Safety at Work etc.
Act 1974, Control of Substances Hazardous to Health (COSHH) Regulations 2002 etc.
• Use of personal protective equipment (PPE).
• Safe handling procedures.
• Safe working with tools and equipment.
• Risk assessment.
Learning aim C: Review own floristry work placement
C1 Review of work placement
• SWOT (strengths, weaknesses, opportunities and threats) relating to work placement.
• Identifying what went well and what did not go so well, including time taken to complete
tasks, interaction with supervisors/managers, how well tasks were completed.
• Using feedback from employers when evaluating performance.
C2 Self-development and areas for improvement
• Self-development:
o identifying own training and development needs, e.g. skills audit
o meeting/discussion with supervisor
o review and reflection.
• Areas for improvement: based on own reflection, assessment (and feedback from others,
if appropriate), e.g. get feedback and suggestions from all team members before deciding
on a solution to a problem in the team task.
Transferable skills/behaviours
Communication
• Verbal, written and face-to-face communication with colleagues and tutors.
• Applying for placements in appropriate formats.
• Reviewing own performance.
• Reading feedback from employers.
• Speaking to customers/clients.
Problem solving
• Solving customers’ problems.
• Carrying out practical tasks.
• Identifying and choosing the right equipment
Self-management and development
• Reviewing own performance after a placement.
• Identify areas for improvement.
• Create personal action plans for development.
Thinking skills/adaptability
• How to tackle job advertisements.
• Using information and relating own skills.
• Identifying own skills and areas for improvement.
Working with others
• Working with individuals or teams while on work placement.
Assessment criteria
Pass Merit Distinction
Learning aim A: Investigate and apply for a floristry work placement
A.P1 Demonstrate appropriate
investigation for a
work placement. A.M1Demonstrate effective
use of search and
application documents
for a work placement.
A.D1 Justify work placement
search and application
activities carried out,
recommending
improvements.
A.P2 Use appropriate
application skills for
a work placement.
Learning aim B: Demonstrate work skills and practices in the floristry industry
B.P3 Demonstrate adequate
use of communication
skills and practices during
work placement.
B.M2Demonstrate appropriate
use of communication
skills and practices,
working effectively
with others during the
work placement.
B.D2 Demonstrate competent
use of floristry skills and
practices, working
confidently with others
to achieve effective
outcomes during the
work placement.
B.P4 Demonstrate adequate
behaviours during a
floristry work placement.
Learning aim C: Review own floristry work placement
C.P5 Describe own tasks and
activities carried out
during own work
placement.
C.M3 Describe own
performance during tasks
and activities carried out,
using relevant examples
to demonstrate strengths
and areas for
improvement.
C.D3 Explain own performance,
using examples to
identify strengths, areas
for improvement and
appropriate training and
self-development needs
in response to feedback
from others
Essential information for assessment decisions
To provide evidence for assessment and to achieve this unit, learners are required to complete
75 hours of work placement. The work placement must be with an employer, i.e. in an external
setting and could be with more than one provider if necessary.
Learning aim A
For distinction standard, learners will:
• show understanding of their own limitations during a work application process, and of how
their work application skills could be improved moving forward
• give evidence of their suitability for the work placement in question.
For merit standard, learners will:
• use relevant skills to provide an appropriate and developed CV and letter of application for
a suitable work placement.
For pass standard, learners will:
• use work-searching skills to locate two appropriate work advertisements and
job descriptions
• use work-searching skills to find one potential floristry work placement
• use skills to apply for a relevant work placement
• provide a CV and completed application form for a work placement
• demonstrate acceptable use of spelling, grammar and punctuation.
Learning aims B and C
It is a requirement that all learners complete 75 hours of valid work placement in an external
setting. This must be in addition to the 60 guided learning hours required for the delivery of this
unit. Work placement need not be limited to one provider, however work placement in floristry
working environments run by, and/or on the site of, the centre are not appropriate. Suggested
evidence records for the work placement can be found on the Pearson website.
For distinction standard, learners will:
• give evidence of consistently appropriate personal presentation and a positive attitude
during work placement
• give evidence of excellent time management and problem-solving skills
• need little, if any, intervention by supervisor(s)
• work effectively with others in the work placement and have a full appreciation of others
and other points of view demonstrated
• consistently demonstrate effective safe working
• show a clear awareness of strengths and areas for improvement and development with
reference to examples of working practice and behaviour
• show a clear understanding of how feedback from others can shape self-development
needs constructively.
For merit standard, learners will:
• give evidence of appropriate personal presentation and a positive attitude during
work placement
• give evidence of appropriate time management and problem-solving skills
• need some intervention by supervisor(s)
• work appropriately with others in the work placement and have some appreciation of
others and other points of view demonstrated
• demonstrate effective safe working
• show an awareness of strengths and areas for improvement with reference to examples of
working practice and behaviour
• provide reflective information on how they could benefit from training and development,
justified in relation to their own career aspirations, using feedback from others.
For pass standard, learners will:
• evidence adequate use of professional behaviours, communication skills and safe working
skills as listed in the unit content
• need a lot of intervention from their supervisor(s)
• give information on the tasks and work activities they carried out, their strengths,
areas for improvement and how they worked in respect of legal rights and responsibilities,
as detailed in the unit content
• include evidence of their interpersonal and communication skills, and time-management
and teamwork skills.
Assessment activity
The summative assessment activity takes place after learners have completed their formative
development. The activity should be practical, be set in a realistic scenario and draw on learning
from the unit, including the transferable skills. You will need to give learners a set period of time
and number of hours in which to complete the activity. Section 6 gives information on setting
assignments and there is further information on our website.
A suggested structure for summative assessment is shown in the Unit summary section, along with
suitable forms of evidence. This is for illustrative purposes only and can therefore be adapted to
meet local needs or to assess across units where suitable opportunities exist. The information in the
Links to other units section will be helpful in identifying opportunities for assessment across units.
Learners should look for a work placement in a working environment appropriate to the floristry
industry and investigate the steps involved in applying for a placement. Once on a work placement,
each learner will show that they have the appropriate skills and behaviours that an employer would
expect. When the placement is completed, learners will review their experience and consider
appropriate training and development they could take advantage of. Learners need to take
account of feedback received from others, for example workplace supervisors and tutors
Further information for tutors and assessors
Delivery guidance
The following are examples of practical activities and workshops that tutors could use when
developing sector and transferable skills in the delivery of this unit. Wherever possible, practical
activities should be used to help learners develop both personal and sector skills in preparation for
the final assessment. These suggestions are not intended as a definitive guide to cover the full GLH
of the unit.
Introduction to unit
Poster making; work skills and behaviours for employment in the floristry industry.
Suggested time: about 4 hours.
Activity: Small-group work/teamwork on scenario-based projects, searching for and applying for
jobs of interest in the floristry industry.
Suggested time: about 8 hours.
Activity: Holding group meetings to develop communication and teamworking skills,
scenario based such as recruitment in a sector business.
Suggested time: about 4 hours.
Activity: Role play developing other working skills and behaviours in varying scenarios.
Suggested time: about 3 hours.
Activity: Work placement review of own performance.
Suggested time: about 4 hours.
Essential resources
For this unit, learners must have access to:
• a suitable site(s) for work placement
• appropriate transport to suitable sites
• first-aid facilities and appropriately trained staff (wherever practical activities are
carried out).
Links to other units
This unit has strong links to:
• Unit 1: Identification and Care of Cut Flowers, Foliage and Plants
• Unit 2: Health and Safety Working Practices within the Floristry Industry
• Unit 4: Construct Hand-tied Floristry Designs
• Unit 5: Construct Wired and Glued Designs
• Unit 6: Construct Designs in a Medium
• Unit 7: Responding to a Floristry Brief.
Employer involvement
This unit would benefit from employer involvement in the form of:
• fit-for-purpose work placements
• guest speakers
• own business materials as exemplars, for example use of workplace literature and
information sources.
Unit 4: Construct Hand-tied Floristry Designs
Level: 2
Unit type: Mandatory
Assessment type: Internal
Guided learning hours: 30
Unit in brief
Learners explore and develop the knowledge and skills needed to construct a range of hand-tied
designs, suitable for everyday occasions, special dates and events.
Unit introduction
Are you considering a career as a florist? This unit will provide you with the skills and techniques
you need to be a junior florist. As a junior florist, you will need the right knowledge and skills to be
able to suggest and make suitable, appropriate and interesting designs to meet customer needs.
When planning these designs, you need to listen actively to your customers and colleagues so that
the hand-tied designs for special events, occasions or sympathy tributes are perfect and match the
order requirements.
In this unit, you will plan, prepare, construct and review hand-tied designs. There is a set list of
designs that you will practise before the end practical activity. This unit focuses on applying
elements and principles of design and on developing the skills to ensure that designs are
harmonious. The unit includes teamwork where you will work effectively with colleagues to ensure
that you have met customer requirements and that you have used planning, communication and
problem-solving skills.
The skills and knowledge you develop in this unit will help you to progress to employment as a
professional florist such as junior florist, senior florist, freelance florist, self-employed florist,
hotel florist or cruise-ship florist.
Learning aims
In this unit you will:
A Explore hand-tied floral designs for different purposes and occasions
B Plan and prepare tools and materials to construct hand-tied floral designs
C Create hand-tied floral arrangements for different purposes and occasions.
Unit summary
Learning aim Key teaching areas Summary of suggested
assessment evidence
A Explore hand-tied floral
designs for different
purposes and occasions
A1 Types of hand-tied designs
A2 Uses and purposes
Photographic and written
evidence of different hand-tied
types and their uses (purpose).
Photographic and written
evidence of designs
constructed, with written
evidence of the planning
(sketch and costing) and a
reflective account of the
preparing and selecting of
materials, tools and techniques.
Reflective account of the
professional finishing
and timing.
Observation.
B Plan and prepare tools
and materials to construct
hand-tied floral designs
B1 Planning and preparing
B2 Hand-tied techniques
B3 Tools and materials
C Create hand-tied floral
arrangements for different
purposes and occasions
C1 Elements and principles
of design
C2 Health and safety
C3 Finishing and timing
Key teaching areas in this unit include:
Sector skills Knowledge Transferable
skills/behaviours
• Planning
• Preparing
• Selecting
• Floristry skills
• Professional behaviour
• Costing
• Design types
• Health and safety
• Communication and
managing information
• Self-management and
development
• Thinking skills/adaptability
• Working with others

Unit content

Knowledge and sector skills
Learning aim A: Explore hand-tied floral designs for different purposes
and occasions
Learners will develop an understanding of the different types of modern and traditional styles of
hand-tied floral designs, and the occasions they are used for. They will also explore the purpose for
each floral design, as well as the peak periods they would be created for, such as Valentine’s Day,
Christmas, Mother’s Day and Father’s Day.
A1 Types of hand-tied designs
• Cone wrap, e.g. single flower and multiple flowers.
• Impulse sale without an aqua pack bottom.
• Hostess bouquet with an aqua pack bottom.
• Natural loose posy.
• Compact/grouped posy.
• Gift bouquet (flat packed).
• Funeral sheaf.
• Hand-tied design in a container.
• Hand-tied design using a collar.
A2 Uses and purposes
• General gift, e.g. birthday, anniversary, new baby, Mother’s Day, Valentine’s Day.
• Sympathy bouquet.
• Weddings, e.g. brides or bridesmaids.
• Thank you, surprise and good luck bouquets.
• Presentation bouquets for dignitaries, retirement and leaving parties, royalty, on stage and
for award winners at events and competitions.
Learning aim B: Plan and prepare tools and materials to construct
hand-tied floral designs
B1 Planning and preparing
Learners will develop an understanding of the planning and preparation, such as sketching, needed
when creating a hand-tied design, and the techniques, tools and materials needed to construct it.
• Sketching of design: application of elements and principles, annotation and flower names,
seasonal availability of flowers.
• Costing – using a material and sundries price list to:
o cost up to gain an end price
o cost down from a given design price to determine content
o skill markup – 20% markup.
BTEC LEVEL 2 TECHNICALS
UNIT 4: CONSTRUCT HAND-TIED FLORISTRY DESIGNS
Pearson BTEC Level 2 Technical Diploma in Floristry –
Specification – Issue 3 – September 2019 © Pearson Education Limited 2019 54
• Preparation:
o unpacking and conditioning of floral materials
o prepare work surfaces
o select appropriate tools, materials and sundries
o use handling techniques to minimise damage and prolong the lifespan of the flowers.
• Safe working practice: setting up the work station and tidying up afterwards, with tools
and materials needed.
B2 Hand-tied techniques
Learners will develop the techniques required when constructing different hand-tied designs,
with a focus on the elements and principles of design.
• Lines of materials, e.g. focal line, lines of rhythm of movement.
• Groupings of materials, e.g. texture, repetition.
• Support wiring techniques, e.g. internal and external of fresh-cut flowers,
foliage and accessories.
• Leaf-manipulation techniques of fresh-cut foliage.
B3 Tools and materials
Learners plan, prepare and select the appropriate tools and floral materials suitable for the
different hand-tied techniques and designs.
• Tools:
o floristry scissors
o floristry knife
o secateurs
o stem stripper.
• Materials:
o pot tape
o string
o raffia
o stripped ribbon
o stub and reel wires, e.g. different sizes: 0.28 mm, 0.32 mm, 0.38 mm, 0.46 mm,
0.56 mm, 0.71 mm, 0.90 mm
o stem tape
o accessory/ancillary items, e.g. card, envelope, flower food, care card, card pick,
decorative wires, decorative pins, beads, feathers, ribbon, tulle
o fresh floral material, e.g. flowers, foliage, berries
o artificial floral material, e.g. dry, silk, preserved flowers, foliage, berries
o gift-wrapping products for packaging hand-tied designs that are for gifts,
that require a water-held base or that are for weddings.
Learning aim C: Create hand-tied floral arrangements for different
purposes and occasions
C1 Elements and principles of design
Learners will demonstrate an understanding of the elements and principles of design when creating
hand-tied floral arrangements.
• Elements:
o space
o texture
o form
o colour
o line.
• Principles:
o dominance
o proportion
o harmony
o balance
o contrast
o scale
o rhythm.
C2 Health and safety
• Risk assessment.
• Keeping work area clean and safe.
• Safe handling and maintenance of tools and equipment.
• Health and safety of self and others in the workplace.
C3 Finishing and timing
Learners need to ensure that the finishing and timings are in line with professional standards
and individual employer expectations, and that they are appropriate to the type of design
being constructed.
• Finishing:
o stems are showing correct spiralling or parallel methods
o neat support wiring and taping
o binding point does not travel and is neatly covered
o design binding point and packaging tie point matches
o packaging offers protection to the design
o groomed and well-conditioned.
• Timing:
o designs to be constructed within reasonable/expected timescale
o speed affects profitability.
• Packaging and decorative trims:
o decorative cellophane
o paper
o tissue
o ribbon
o raffia.
Training and support from Pearson
People to talk to
There are lots of people who can support you and give you advice and guidance on delivering
your Pearson BTEC Level 2 Technicals. They include the following.
• Standards Verifiers – they can support you with preparing your assignments, ensuring that
your assessment plan is set up correctly, in preparing learner work and providing quality
assurance through sampling.
• Subject Advisors – available for all sectors. They understand all Pearson qualifications in
their sector and so can answer sector-specific queries on planning, teaching, learning
and assessment.
• Curriculum Development Managers (CDMs) – they are regionally based and have a full
overview of BTEC qualifications and of the support and resources that Pearson provides.
CDMs often run network events.
• Customer Services – the ‘Support for You’ section of our website gives the different ways
in which you can contact us for general queries. For specific queries, our service operators
can direct you to the relevant person or department.
Training and professional development
We provide a range of training and professional development events to support the introduction,
delivery, assessment and administration of the.
These sector-specific events, developed and delivered by specialists, are available both face to face
and online.