Evidence should show why comb renewal is appropriate, how the change is planned and how the colony is monitored through the transition.
Potential is important: completing an activity does not automatically prove every linked KSB. The assessor credits only what the submitted evidence genuinely demonstrates.
What good evidence might look like
The strongest evidence usually shows a sequence: observe → interpret → decide → act → record → review. Depending on the activity, useful evidence could include:
- condition and age of comb
- reason for choosing the method
- setup and progression
- biosecurity considerations
- subsequent colony development
Before you start
The learner and mentor should agree the purpose of the activity, what the learner is expected to do independently, which competency areas may naturally arise and what evidence is practical to capture without compromising safe bee handling.
During the activity
Evidence should capture real practice. The mentor can ask developmental questions such as: What are you seeing? What does that tell you? What do you think we should do, and why? The mentor should support the learner rather than supply the answers or perform the task on their behalf.
After the activity
The learner should record what happened, reflect on what they learned, identify what they would do differently and plan any follow-up evidence. The mentor can add a short comment about independence, prompting and areas to practise next.
Common gaps to avoid
- method demonstrated without a genuine management need
- no evidence of progression
- no review of whether the objective was achieved