Learn to be a Landscape Professional
This course is hands on and relevant to the needs of today's world; and for the right candidate, will lay an outstanding foundation for a professional career in landscaping.
Garden Design is both an art and a science. Being a good garden designer requires several things (as follows), and this course focuses strongly on just that.
An understanding of horticulture and how the component parts of nature fit and interact together.
Familiarity with a wide range of garden components (eg. Knowledge of thousands of different plants, different building materials features etc). The more components you know intimately; the more you can select from an use to compose a garden.
Knowledge of artistic and design principles and ways of using them to achieve a pre conceived goals
Knowledge of a wide range of garden styles, in different countries and throughout history.
Contrary to popular opinion, a garden designer does not need to be good at drawing (though some are); or an expert at computer graphics. Producing a plan is only important in it's capacity to instruct a landscape builder. Once the garden has been constructed; the important thing is the finished product -not the drawings it was built from. Some of the best garden designers produce rather messy drawings; and others who produce very attractive drawings, sometimes don't produce anywhere near as attractive gardens.
2100 hours (commonly 2 to 3 years full time study or equivalent at your own pace)
This course is made of 21 modules -19 compulsory modules, plus two elective modules.
Module 1. Landscaping I
The ten lessons are as follows:
1. Basic Design Procedure A. - collecting pre-planning information, landscape elements, principles, etc.
2. History of Gardening ... garden styles and themes, famous designers, garden influences.
3. Draughting & Contracting - drawing techniques, specifications, details.
4. Basic Landscape Construction - timber, steps, retainer walls, pathways, play structures, etc.
5. Surfacings - concrete, asphalt, gravels, mulches, grasses, gradients, etc.
6. Furnishings & Features - chairs, statues, figurines, birdbaths, skateboards, safety, etc.
7. Park Design A - good/bad park design characteristics, recreational landscaping.
8. Home Garden design - good/bad garden design characteristics.
9. Design Procedure B - development of concept plans and detailed planting plans.
10. Park Design B - development of park design, fun & fitness trails.
Module 2. Horticulture I
There are twelve lessons in this course, as follows:
1. Plant Identification: Naming plants; distinguishing the taxonomic divisions of plants including family, genus, species and variety or hybrid; identifying the different parts of a flower; distinguishing the morphological characteristics of leaves.
2. Planting: Planting methods used for different types of plants including annuals, perennials, evergreen and deciduous plants; influence of environmental factors on planting techniques.
3. Soils: Classifying soils; sampling and testing soils; chemical and physical properties of soils; soil improvement techniques; composting; potting mixes.
4. Nutrition: Major and micro elements necessary for plant growth; nutrient deficiencies and toxicities; fertilisers.
5. Water Management: Irrigation systems - characteristics, advantages and disadvantages; drainage systems; waterwise gardening.
6. Pruning: Pruning techniques; importance of pruning to growth, flowering and fruiting; pruning tools.
7. Weeds: Identifying common weeds; characteristics of weeds; control techniques; herbicides.
8. Pests and Diseases: Identifying common insect and disease problems; control methods; Integrated Pest Management; pesticides; hygiene procedures; chemical safety.
9. Landscaping: Stages of landscaping; design procedures; collating pre-planning information; preparing plans; selecting plants for specified sites.
10. Propagation: Asexual and sexual propagation; taking cuttings; sowing seeds; aftercare of propagated plants.
11. Lawns: Turf grass varieties; laying a new lawn; cultural techniques including watering, fertilizing, topdressing, aerating, pest and disease control.
12. Arboriculture: Tree management techniques including pruning, removal and tree surgery; identifying tree problems.
Module 3. Landscaping II
There are twelve lessons in this subject as follows:
1. The Garden Environment
2. Landscape Materials
3. Using Bulbs and Annuals
4. Landscaping with Trees
5. Ground Cover Plants
6. Walls and Fences
7. Paths and Paving
8. Treatment of Slopes and Other Problem Areas
9. Garden Features
10. Designing for Low Maintenance
11. Development of a Landscape Plan
12. Management of Landscape Projects.
Module 4. Landscaping III (Landscape Styles)
There are 10 lessons in this module as follows:
1.Creating the Mood
5.Middle Eastern and Spanish Style
Module 5. Plant Establishment and Selection
There are ten lessons as follows:
3.Windbreaks, hedges and screens
4.Alpine and water plants
5.Annual and herbaceous plants
8.Pest and disease control
Module 6. Landscape Construction
There are ten lessons as follows:
1.Tools and Machinery
2.Landscape Plans and Setting out a Construction Site
3.Drainage in Landscape Construction
5.Surfaces, Paths, Paving and Turf
6.Construction of Garden Structures I
7.Construction of Garden Structures II
9.Establishing Hedges and Other Plants
10.Workplace Safety and Management of Landscape Construction Work
Module 7. Horticulture II
There are ten lessons in this course plus one Special Assignment (see later for details). The content of each of the ten lessons is outlined below:
1. The Groups of Plants ‑ setting a framework for the whole subject.
2. Use of Plants ‑ plant selection, soils.
3. Australian Native Plants
4. Exotic Ornamental Plants
5. Indoor & Tropical Plants
6. Bedding Plants
8. Fruits, Nuts & Berries
10. Alternative Growing Techniques
Module 8. Horticulture & Research I
The course contains seven lessons:
1. Determining Research Needs
2. Searching for Information
3. Research Methods
4. Using Statistics
5. Conducting Statistical Research
6. Research Reports
7. Reporting on a Research Project
Module 9. Water Gardening
There are eight lessons as follows:
1. Introduction: Scope & Nature of water features, water quality, plants & animals in water, etc.
3. Equipment: Pumps, Lights, Filters etc.
4. Ponds, watercourses, bog gardens, dams –Design & Aftercare.
5. Spas and Swimming Pools –Design & After care
6. Water Features –Indoor & Outdoor –Fountains, Waterfalls, Fish tanks, ponds etc
7. Water Plants
8. Aquatic Animals
Module 10. Playground Design
There are eight lessons in this unit as follows:
1. Overview of Parks & Playgrounds
2. Playground Philosophy
3. Preparing a Concept Plan
5. Park & Playground Structures and Materials
6. Local and Neighbourhood Parks
7. Community Participation In Park Development
8. Special Assignment.
Module 11. Planning Layout and Construction of Ornamental Gardens
There are ten lessons in this unit as follows:
1. Site Appraisal, Interpretation and Risk Assessment
2. Preparing Site Plans and Specifications
3. Influence of Site Characteristics
4. The Use of Hard Landscape Features
5. Setting out a Site to Scale Plans and Drawings
6. Soil Handling and Storage
7. Land Drainage Systems
8. Ground Preparation Techniques
9. Construction of Paths and Patios
10. Construction of Steps, Ramps, Dwarf Walls and Fences
Module 12. Cottage Garden Design
There are eight lessons as follows:
1. Introduction To Cottage Gardens
2. History Of Cottage Gardens
3. Design Techniques and Drawing Plans
4. Plants For Cottage Gardens
5. Planting Design In Cottage Gardens
6. Landscape Features and Components
7. Cottage Gardens Today
8. Special Assignment - Design Of A Complete Garden.
Module 13. Permaculture Systems
The course is divided into eight lessons as follows:
1. Permaculture Principles
2. Natural Systems
3. Zone & Sector Planning
4. Permaculture Techniques
5. Animals in Permaculture
6. Plants in Permaculture
7. Appropriate Technologies
8. Preparing a Permaculture Plan
Module 14. Horticultural Management
There are ten lessons in this course as follows:
1. Horticultural Business Structures
2. Management Theories and Procedures
3. Horticulture & The Law
5. Financial Management
6. Staff Management
7. Improving Plant Varieties
8. Productivity and Risk
9. Managing Physical Resources
10. Developing an Horticultural Business Plan
Module 15. Natural Garden Design
There are 8 lessons in this course as follows:
1. Introduction to Natural Gardens.
2. History of Natural Gardens
3. Developing Concept Plans
4. Plants for Natural Gardens
5. Planting Design in Natural Gardens
6. Natural Garden Features
7. Natural Gardens Today
8. Bringing It All Together.
Module 16. Project Management
There are nine lessons as follows:
5.Project Completion & Evaluation
6.Technical Project Management Skills
8.Improving Key Personnel Skills
Module 17. Restoring Established Ornamental Gardens
There are 8 lessons in this module as follows:
1.Landscape History & Design Styles
2.Surveying the Site
3.Assessment of Plantings and Features
4.Selecting Components for Retention
5.Work Programming and Risk Management
7.Hard Landscape Feature Restoration
8.Planting Restoration and Maintenance
Module 18. Horticulture & Research II
There are 7 lessons in this module as follows:
1. Identifying research issues and determining research priorities.
2. Acquisition of technical information
3. Specialised research techniques
4. Research planning and designing
6. Conducting research
7. Writing reports
Module 19. Workshop I
This course uses PBL (problem-based learning) study projects to develop a "real world" relevance in your overall learning experience
There are 3 lessons in this module as follows:
1. Workplace Tools, Equipment and Materials: Identifying and describing the operation of tools and equipment used in the workplace; routine maintenance of tools and equipment; identifying and comparing materials used in the workplace; using different materials to perform workplace tasks.
2. Workplace Skills: Determining key practical skills in the workplace; identifying and comparing commonly-performed workplace tasks; determining acceptable standards for workplace tasks; implementing techniques for improving workplace efficiency.
3. Workplace Safety: Identifying health and safety risks in the workplace; complying with industry OH&S standards; developing safety guidelines for handling dangerous items
Modules 20 and 21. Electives
plus two relevant electives from horticulture or another area of study of value to people working in landscaping.
For example … Advanced Permaculture; Irrigation – gardens; Trees for Rehabilitation; Horticultural Marketing; Plant Ecology; Conifers; Roses; Perennials; Australian Natives I; Tropical Plants; Photoshop; Starting a Small Business.
What some of our students have said about studying with ACS:
M. Tanzi I am glad I did the course and wish to do another one.
B. Clarke I think ACS provides a wonderful service.
M. Khaovong Studying with ACS was a wonderful experience. I have learnt a lot and will take a new course soon.
D. Kenyon I thoroughly enjoyed the course and found ACS to be wonderful in all aspects.
Working in Landscaping
Graduates from this diploma may work in either landscape design, landscape management, construction/contracting or project development; or perhaps a related situation consulting, teaching or writing about landscapes.
This is a huge industry, with a great diversity of opportunities.
Garden Design is just one unique aspect of a profession that blends science with art.
Landscape designing a garden involves:
- Meeting with clients to determine their needs and desires.
- Surveying a site, and creating a base plan (drawing)
- Determining potentials and limitations (What is and is not feasible)
- Systematically working through a logical design process, to develop, step by step, a concept that is physically achievable, as well as being functional and aesthetically appropriate.
The amount of work available in garden design has increased in recent decades, particularly in more affluent parts of the developed world. In situations where both husband and wife work, and money is relatively available, all home services including garden design have become growth industries.
Some landscapers both design and build the landscape. Some may even design, build and continue to manage the landscape after construction.
Others may be garden designers work full time doing nothing but garden design; or project managers who after building each garden, move on to a new project.
Some combine garden design with another job, such as garden consultancy, garden writing or growingt plants in a nursery (which are used on their projects).
Garden centres sometimes offer a garden design service to entice people to buy plants from them. They may employ, or do a deal with a designer; or the owner or staff may even go and learn design themselves.
Most landscape designers are self employed. Some other employment opportunities for landscape designers include being employed by places such as:
Consultants may charge anything from low to extremely high rates for their design work. A garden design for a 500 to 1000 sq. metre property (home) may cost as much as a person’s weekly wage; or much more if designed by a well known and prestigious designer. The ability to command high fees will depend upon reputation and that will only develop over time, and if you are able to develop a unique and popular flair to your work.
Horticultural businesses (eg. garden centres; landscape contractors).
Planning or design firms (eg. Architects, engineers, Town planners)
Developers or construction companies
Designers who are able to obtain employment (part time or full time) with others should be able to earn a professional level salary.
Advancement in this industry is most dependent upon reputation. If your work becomes famous, you will also, and your ability to charge more will increase. In some places, a good way of advancing your career as a designer is to create display gardens in a major garden show. Designers who win medals at Chelsea Flower Show (London) or MIFGIS (Melbourne) for instance, will find it easier to get work; and often be able to command higher fees.
Frequently Asked Questions
Question: How can I learn the Practical Side of Landscaping?
Answer: The question of practicals is a complex one....There are literally hundreds of different things we do throughout a course such as this.
The diploma in landscaping is an excellent course, and it can be done anywhere -you do not need to attend practicals or workshops in any particular place at any particular time....BUT ....there is a lot of work that goes well beyond just theory; and the way in which that is tackled can be extremely diverse, and different for every student.
Here are just a few examples:
1. There are a lot of tasks that involve vesting gardens or sites to be landscaped; and observing, conducting surveys , photographing or otherwise recording what is observed, undertaking an analysis etc.
-Some of these tasks may involve using improvised survey equipment (if you do not have more sophisticated equipment, ewe can show you how to improvise).
-Some may involve doing an analysis of soil
-Some might involve planting something or growing something.
2. Some tasks involve networking with industry -making contact with and interacting with people who work in landscaping or associated support industries
3. Some tasks involve pbl projects (a system that has been tried and proven not only by ourselves but by many highly reputable international universities (see http://www.acs.edu.au/enrolment/problem-based-learning/default.aspx ) For instance.....this has been shown to work just as well in providing practical learning, in medical degrees in the USA, as running actual laboratory classes.
4. Research projects -You need to visit, observe, interpret things in places like landscape material supply yards, soil supply companies, machinery & tool suppliers, etc.
5. Plant Collections -This is a tried and proven way of learning plant knowledge....we have adapted it for distance ed. and used it for 30 years....feedback from graduates and employers has been overwhelmingly positive. It works!
I find that the question of "practical" learning is always one that people feel cannot be achieved through correspondence; and I understand that apprehension; but we have been grappling with that problem and contriving solutions for 30 years. Over those 30 years, we have been given more and more tools (eg. video, internet, fax) that make our job easier. Over the same period, funding for practicals in government colleges has become tighter and tighter; and today, with huge funding pressures, much of the hands on instruction that used to be part of face to face courses, is not as practical as what you get from our correspondence courses.
Question: Do I need to Travel much to do practicals?
The answer really varies greatly from one student to the next. It can depend very much upon what you choose to do, where you live and what is going on in your locality at the time you come to do an assignment.
If a student has difficulty doing something, they can liaise with a tutor and always find an achievable solution.... sometimes for instance, if you need to visit a garden and you are living in the north of Sweden, trying to do the assignment in the middle of winter -the tutor might direct you to do a "virtual visit" on the internet. If you cannot visit an ideal site to conduct a physical survey, we may need to explore and find a site closer to home that achieves the purpose, but is more achievable for you.
When issues arise that are a problem, our approach to finding solutions is very much on a case by case basis. This approach has worked for 30 plus years, and our students do learn well because we charge a level of fees, and have an infrastructure that allows us to take time to do this if necessary.
For the majority of students though, the assignments and set tasks are written in a way that gives them sufficient flexibility that our intervention is not needed.
You need to understand that every student is doing a different mix of assignments -We may have 50 people doing this course, but it's rare for more than 2 or 3 to be living within several hundred miles of each other.... as a consequence, the assignments are presented in a way that gives the student a framework....and beyond that they are making choices themselves about where they travel to.