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AUSTRALIAN NATIVES II BHT225

Course CodeBHT225
Fee CodeS2
Duration (approx)100 hours
QualificationStatement of Attainment

Develop your ability to identify, select, cultivate and explain commercial applications for appropriate varieties of low growing Australian native flowering plants in a variety of situations.

CONTENT

There are 8 lessons as outlined below:‑ 

 

1.  Introduction

  • Scope and Nature
  • Review of the system of plant identification
  • Resources, sources for further information contacts (ie: nurseries, seed, clubs, etc.)

2.  Growing Conditions

  • Plant Relationships
  • Understanding Environmental Zones across Australia
  • Soils; composition, colloids, peds, texture, chemical properties, pH and nutrient availability
  • Improving Soils
  • Natives on Low Fertility Soils
  • Diagnosis of Nutritional Problems
  • Inspecting Plants and diagnosing health issues
  • Preventing Problems
  • Pests and Diseases on Natives
  • Planting, staking, mulching, watering
  • Planting; different tequniques for plant establishment
  • Pruning Australian Native Plants
  • Water Management -review
  • Propagation Technique -review

3.  The Heaths and Similar Plants

  • Scope and Nature of Heaths
  • Heath habitats
  • Epacridaceae; the Epacris Family
  • Proteaceae, Myrtaceae, Thymeleaceae, Dilleniaceae
  • Glossary of botanical terms used to describe plants
  • Introductory Plant Morphology
  • Review of plant genera and many of their species:
  • Grevillea
  • Hakea
  • Hibbertia
  • Hypocalymma
  • Isopogon
  • Leptospermum
  • Melaleuca
  • Micromyrtus
  • Pimelia
  • Richea
  • Telopea
  • Thryptomene
  • Verticordia
  • Acronidium

4.  The Daisy Family

  • Characteristics of Asteraceae
  • Floral Structure of Asteraceae
  • Review of culture and distinguishing characteristics of various Asteraceae genera, including:
  • Heichrysum and Bracteantha
  • Helipterum
  • Olearia
  • Orthronathus
  • Rhodanthe

5.  The Legumes

  • Common characteristics of all legumes
  • Distinguishing Fabaceae, Caesalpinacea and Mimosaceae
  • Acacia
  • Albizzia
  • Eutaxia
  • Goodia
  • Hardenbergia
  • Hovea
  • Indigofera
  • Kennedya
  • Pultenea

6.  Other common groups

  • Alogyne
  • Bauera
  • Burseria
  • Clematis
  • Correa
  • Crowea
  • Dampiera
  • Hibbertia
  • Hibiscus
  • Lobelia
  • Leschenaultia
  • Pandorea
  • Pittosporum
  • Pratia
  • Prostanthera
  • Rhagodia
  • Sollya
  • Viola
  • Westringia, etc.
  • Basic Landscape Design; Design Procedure, Drawing a plan
  • Native Plants for Specific Situations; long flowering species, climbing species, etc

7.  The Monocotyledons

  • Blandfordia
  • Bulbine
  • Caesia
  • Calectasia
  • Calostemma
  • Carex
  • Cordyline
  • Dianella
  • Lomandra
  • Danthonia
  • Patersonia
  • Stypandra
  • Anigozanthus
  • Xanthorrhea, etc.

8.  Commercial Applications: Growing Native Cut Flowers

  • Production Plan for Cut Flowers
  • Selection Criteria for Plants

Aims

  • Distinguish between different types of native wildflowers.
  • Determine reliable information about the identification and culture of Australian wildflowers.
  • Specify general cultural practices, including propagation, for different families of Australian native wildflowers.
  • Explain the characteristics, including identification and culture, of heath like native wildflowers; with reference to both proteaceous and myrtaceous plants.
  • Explain the characteristics, including their identification, culture and use, of wildflowers in the Asteraceae (ie. Daisy) family.
  • Explain the characteristics, including identification, culture and use, of different legume wildflower genera.
  • Explain the characteristics, including identification, culture and use, of different Australian native monocotyledons (ie. narrow-leaved plants).
  • Prepare a planting design featuring Australian wildflowers.
  • Develop a cut flower production plan, for a selected Australian wildflower.


    Examples of Assignment Questions
     
    • Distinguish, using illustrations and minimum but adequate comments, between twentydifferent plant families within which Australian native wildflowers are commonly found,including the following: Asteraceae, Caesalpiniaceae, Dilleniaceae, Epacridaceae, Ericaceae, Fabaceae, Poaceae, Haemodoraceae, Iridaceae, Lamiaceae, Liliaceae, Mimosaceae, Myrtaceae, Orchidaceae, Proteaceae, Rutaceae and Thymelaceae.
    • Prepare a collection of fifty pressed wildflower specimens (or illustrations), not collected elsewhere with information included on culture and use
    • Compile a resource file of sources of information on native wildflowers.
    • Develop criteria for distinguishing the accuracy of information, relating to native wildflowers.
    • Determine four reliable sources, of accurately named Australian plant material, including both seed and plants.
    • Develop a procedure for researching cultural information on an unfamiliar species of Australian wildflower, listing specific information sources in order of importance.
    • Explain two different ways to plant each of three, different specified wildflower plants
    • Compare the use of four different types of mulch, around specified wildflowers.
    • Explain appropriate techniques for watering wildflowers, in a specified garden.
    • Compare the pruning of two specified wildflowers, from two different taxonomic families.
    • Explain why three different wildflower plants have different preferences in soils.
    • Compare the use of five different types of fertiliser on wildflower plants.
    • Propagate wildflower plants using four different techniques (eg. Seed, Cuttings).
    • Identify pests and diseases afflicting at least three different wildflowers.
    • Discuss the culture of fifteen different wildflower plants.
    • Distinguish, using illustrations and minimum but adequate comments, between genera which include heath-like native plants, including:
    • Epacris        
    • Micromyrtus
    • Thryptomene
    • Verticordia
    • Grevillea
    • Isopogon
    • Melaleuca
    • Pimelia.
  • Prepare a poster size chart which compares the characteristics, including:

    • Propagation
    • Lifespan
    • Soil requirements
    • Environmental requirements
    • Pests & diseases
    • Appearance

  • Special cultural techniques of various different genera of heath-like wildflowers.

  • Describe the unique characteristics of different genera of wildflowers

  • Dissect, draw and label the parts of a daisy flower, including:

      • Ligule
      • Stigma
      • Style
      • Anther
      • Corolla tube
      • Pappus
      • Ovary
      • Receptacle
      • Disc floret
      • Ray floret. 
  • Distinguish, using illustrations, between three different native daisy genera.

  • Design a garden bed using only Australian native daisy flowers which will grow in your locality, and will flower for an optimum period of months over the year.

  • Produce dried flowers from an appropriate native plant variety in the Asteraceae family.

  • Distinguish between Fabaceae, Caesalpiniaceae & Mimosaceae families characteristics.

  • List fifteen of the more commonly grown native legume genera.

  • Describe various uses for specific legume native genera, including:

      • Soil improvement
      • Flower colour
      • Weed suppression
      • Erosion control
      • Screening as a climber.
      • Decorative foliage
  • Write an essay comparing the characteristics of four different Australian Native legume genera.

  • List twenty species of low growing native monocotyledons suited to culture in your locality

  • Duration:  100 hours 


  •  
    Extract from Course
     
     

    Heath like native wildflowers

    Native heath-like vegetation is characterised by a dense, low cover of shrubs usually no more than 2.0m high with a few species occurring as small trees. Most Australian heaths belong to the related Epacridacae and Ericaceae families (although the Epacridaceae is much more developed in Australia then the Ericaceae). However heath communities (of plants) include species within genera from other plant families such as Proteaceae, Myrtaceae, Dilleniaceae, Thymelaceae and so on. Genera that have species of heath-like plants include: Hakea, Grevillea, Hibbertia, Hypocalymma, Isopogon, Melaleuca, Micromyrtus, Pimelea and many more.

     

    Habitat

    Heath plants are found in a range of habitats including, open forest, woodland, coastal and alpine areas but are more commonly associated with low growing, exposed vegetation called heath-land. They are not usually found in arid areas or rain-forests. They grow on poorly drained or shallow soils low in nutrients.

     

    General Description

    Heath-like plants have leaves that are often stiff and sharply pointed and have narrowly palmate veins. The leaf arrangement sometimes sheaths around the stems, but is usually alternate or spirally arranged. The flowers occur in spikes, racemes or are occasionally solitary; they are usually cup-shaped or tubular having four (or five) spreading lobes. Stamen numbers usually correspond with the amount of lobes however some species have male and female flowers occurring on separate plants. In most cases flowers are small but some such as Epacris have showy flowers. The fruit of heath-like plants is in the form of a drupe (a fleshy fruit with a hard stone enclosing the seed) or as a capsule that splits to release the seed.

     

     

    BOTANICAL DESCRIPTIONS OF SOME FAMILIES

    Epacridaceae- the Epacris family

    Plants in the Epacridaceae family are mostly attractive, small, woody shrubs that usually grow from 50cm to 2metres high. The name is taken from the genus Epacris the floral emblem for Victoria. It is an important major family of heath-land like plants in Australia. In Europe heath-land plants are known as heathers and the major family for these plants there and world-wide is Ericaceae. In Australia plants in the Ericaceae family are poorly represented this family comprises plants such as Erica, Rhododendron, Kalmia. Pieris etc.   

     

    The Epacridaceae family comprises about 34 genera distributed in Australia, South-east Asia, the Pacific Islands and South America.

     

    Leaves are usually small, pointed, tough, short stalked or sessile; venation is almost parallel
    flowers are regular with the perianth in 5’s; Sepals often grade into bracts and the petals are fused into a tube; They have 5 stamens with each of the anthers opening by a single slit; the ovary is superior.

     

    This family is often difficult to propagate with low germination rates and cutting strike rates are variable. Current research suggests that mychorrizae taken from soil around which established plants are growing and added to the propagating mix - may have a beneficial effect on the strike rate.

     

     

    Proteaceae – the protea family

    The Proteaceae family is made up of approximately 75 genera 45 of which are native to Australia (the rest are from South Africa and South America - however no genera are common to all three countries. Plants have superficial similarities only in plant morphology to those found in South Africa. The name Proteaceae comes from the South African plant genus Protea. In Australia the Proteaceae family include genera such as Banksia, Grevillea, Hakea, Lomatia, Telopea and Stenocarpus.

     

    The Proteaceae family comprise small shrubs to small trees. Leaves are stiff and leathery and often terete and pungent they are usually simple, but also often lobed or deeply divided. The flowers are often characteristically irregular; perianth 4’s in a single whorl; stamens 4; ovary superior. Fruit often a woody or leathery follicle, sometimes aggregated in cones.

     

    Generally plants in this family require well-drained soils and commonly suffer from iron deficiency and phosphorus toxicity in cultivation. Some rainforest genera, including Macadamia, are an exception. They require more phosphorus than other genera in the family. Root rot is also a common problem. Propagation is commonly from seed for most species, with the exception of notable exception of grevilleas, which are grown from cuttings. Many species from other genera have, however, been successfully grown by cuttings or grafting.

     

    Myrtaceae – the myrtle family

    The family Myrtaceae has more then 3000 species within around 150 genera. They have a wide distribution in tropical and warm-temperate regions of the world such as South East Asia, Central and South America, the Mediterranean region (where the genus Myrtus comes from) and South Africa. Genera found in Australia include: Eucalyptus, Corymbia, Angophora, Leptospermum, Melaleuca, Callistemon, Syzygium, Eugenia etc.

     

    All species in the Myrtaceae family are evergreen, woody plants with essential oils. The flowers are in multiples of 4 or 5. A very notable characteristic of this family is that the phloem is located on both sides of the xylem not just outside as is the case in most other plants.

     

    Leaves are usually simple, usually entire, and alternate to mostly opposite or occasionally whorled. The surface of the leaves is commonly dotted with noticeable oil glands.

    Inflorescences are variable according to genera and may be solitary flowers, or umbel-like or raceme-like. Flowers are bi-sexual usually have a base number of 5 petals; petals are very tiny or absent in some genera. Sepals are usually 4 or 5 and often reduced to lobes. The stamens are numerous, brightly coloured and very conspicuous. The ovary is simple and usually half-inferior, from almost inferior to almost superior, 1- to multi-locular; The fruit a loculicidal capsule, nut or berry, rarely a schizocarp or drupe.

     

    Members of this family are generally hardy and adaptable to a wide range of conditions. Most can be readily propagated from seed, and many of the smaller shrub types are often also propagated by cuttings.

     

    Differences between some genera:

    ·       Eucalyptus - the flower has a fused perianth (the outer envelope of a flower, consisting of either the calyx or the corolla, or both). At maturity they become a deciduous operculum (a cap-like structure which protects the stamens in the bud and is shed when the flower opens). The stamens are many and conspicuous,

    ·       Melaleuca - the stamens are arranged in five bundles and are the conspicuous part of the flower; woody capsules are sessile and clustered around the stem,

    ·       Callistemon - have similar flowers and fruit to Melaleuca however the stamens are not clustered into bundles.

    ·       Leptospermum - the petals are the showy part of the flower; stamens are relatively short and the capsules are usually solitary.
     
     

    REASONS TO STUDY WITH ACS DISTANCE EDUCATION

    • Reputation:
        -teaching Horticulture since 1979
        -exceptional faculty staff (see below)
    • Hands on: develop practical as well as theoretical skills
    • Uniqueness:
        -successful people are always those who can offer a skill or service that others can't
        -this course is different; our graduates have different skills to set them apart.
    • Relevance -curriculum developed in response to industry needs
    • Lots of help: personal, prompt attention from tutors
    • Holistic Courses: We teach more than just "facts"
        -success is only 20% about intelligence (and what you know)
        -you also need to build networking, problem solving & communication skills, and more!
        -this course helps you develop all of these things and more
    • Value: courses compare very favorably on a cost per study hour basis
    • Up to date: courses under constant review
    • Student amenities: This school is backed by over one of the most unique and comprehensive private collections of intellectual property in the horticultural industry. The principal and staff have written and published over 50 books and 150 gardening magazines, as well as 20,000 hours horticultural study programs. A team of 5 horticultural writers continue to develop and update new material continually. These resources together with web sites, an online student room, social media etc. provide a unique and comprehensive facility to support students studying with the school.


    OUR FACULTY
    These are just some of the people involved with developing and updating courses; and tutoring our horticulture students

    John Mason Dip.Hort.Sc.
    40 years + in horticulture Graduated from Burnley Horticultural College in 1971,Nurseryman, Landscape Designer and Parks Director through the 1970's. One of Australia's most published garden writers, author of books published by Simon and Schuster, Harper Collins, CSIRO and other major publishers; Editor for 4 different national gardening magazines; honored as a fellow of both the Institute of Horticulture in Australia and the Institute of Horticulture in the UK.

    Gavin Cole B.Sc., M.Psych.
    30 years + in horticulture. Renowned horticulturist and psychologist. Former operations manager for the highly regarded "Chelsea Gardener" landscape firm in London, garden writer and landscaper in both Brisbane and Adelaide in Australia.

    Maggi Brown
    40 years + in horticulture. Former education manager for "Garden Organic"; England's peak organic gardening and farming body.

    Dr Lyn Morgan Phd
    25 years + in horticulture. New Zealand based hydroponic consultant and author, with experience working everywhere from Asia to America.

    Rosemary Davies Dip.Hort.Sc.
    30 years + in horticulture; including Victorian Department of Agriculture Gradening Advisor, Gardening Editor/writer/author for major publishers and newspapers.

    Diana Cole  B,A., RHS Dip Hort, NTEC Higher Dip in Garden Design
    15 years + in horticulture and landscaping

    Adriana Fraser Adv.Dip.Hort.
    30 years + in horticulture. Consultant, teacher, garden write, manager of plant collections

    Bob James B.App.Sc(Hort), M. Env.Sc., Grad.Dip.Mgt.

    Yvonne Sharpe  Dip.Hort., M.Hort.

    Martin Powdrill  B.Sc(Hons), M.Sc. PDC

    Marie Beerman  B.Sc., M.Hort.

     
     
    REFERENCE BOOKS
    ACS operates a student bookshop that supplies a range of horticulture texts to supplement our courses.
    Many are written by the principal (well known gardening author John Mason), or other staff. All have been reviewed and approved by our academic experts (to be accurate and relevant to students studying our horticulture courses).
    • Student discounts are available to anyone studying with ACS Distance Education.
    • Both printed books and ebooks (as downloads) available
    GROWING AUSTRALIAN NATIVES 2nd edition
    http://www.acsbookshop.com/products/1676-growing-australian-natives-2nd-edition.aspx
    Click on above link for sample pages, or to buy a copy and download it immediately online (Can be read on a computer, ipad, iphone, lap top, most book readers or similar devices).