Landscape Gardeners plan and construct garden landscapes.
Prepares plans and drawings, selects materials and plants, and schedules landscape construction.
Sets out and installs hardscape and softscape structures.
Constructs gravel and paved areas, walls, fences, pergolas, ponds, barbecues and garden furniture.
Prepares seedbeds and growing sites.
Plants trees, bushes, hedges, flowers and bulbs.
Prepares lawn areas by spreading top soil and planting grass or laying instant turf.
Vocational Education and Training (VET)
Informal or on-the-job
JSA produces employment projections to show where likely future job opportunities may be. Employment projections data are only produced for occupations at the broad four digit Australian and New Zealand Standard Classification of Occupations (ANZSCO) level. While data are not available for this occupation, projections data are available for the parent occupation, Gardeners, under the outlook section.
Earnings and hours
Around 76% of people employed as Landscape Gardeners work full-time hours, in all their jobs combined. This is 10 percentage points above the all jobs average (66%).
Full-time workers work an average of 43 hours per week in their main job. This is similar to the all jobs average (44 hours per week).
Sources:Full-time share and full-time hours: ABS, 2016 Census, customised report. Compared to the all jobs average.
Most Landscape Gardeners work in the Construction industry. They are also employed in industries like:
- Administrative and support services
- Professional, scientific and technical services
- Public administration and safety.
Source: Based on ABS Census 2016, Customised Report.
Employment across Australia
Employment by State and Territory (% Share)
|State||Landscape Gardeners||All Jobs Average|
Around 60% of Landscape Gardeners live in capital cities, similar to the all jobs average of 62%.
The regions with the largest share of workers are:
Source: Based on ABS Census 2016, Customised Report. Share of workers across Australian states, territories and regions, in this job compared to the all jobs average.
Age and gender
The median age of Landscape Gardeners is 34 years. This is younger than the all jobs average of 40 years.
A large share of workers are aged 25 to 34 years.
Females make up 5% of the workforce. This is 43 percentage points below the all jobs average of 48%.
Source: Based on ABS Census 2016, Customised Report. Age profile and gender share compared to the all jobs average.
Age Profile (% Share)
|Age Bracket||Landscape Gardeners||All Jobs Average|
|65 and Over||1.7||4.2|
Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.
Education, training and experience
Formal qualifications are not essential to work as a Landscape Gardener. Although some workers have a certificate III or IV in landscaping or horticulture.
- My Skills to compare Vocational Education and Training (VET) courses, providers and student outcomes.
- AAPathways website to explore Agriculture, Horticulture and Conservation & Land Management VET training pathways.
Highest Level of Education (% Share)
|Type of Qualification||Landscape Gardeners||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||0.8||10.1|
|Year 10 and below||13.2||12.5|
Source: ABS Census 2016, Customised Report. Highest qualification completed by workers in this job (in any field of study). Qualifications needed by new workers might be different from the qualifications of workers already in the job.
Skills and Knowledge
Employers look for Gardeners who are reliable, work well in a team and have a strong work ethic.
Skills can be improved through training or experience.
37%Operation and control
Controlling equipment or systems.
34%Coordination with others
Being adaptable and coordinating work with other people.
Listening to others, not interrupting, and asking good questions.
Watching gauges, dials, or other indicators to make sure a machine is working properly.
32%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
30%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
Looking for ways to help people.
Being able to use what you have learnt to solve problems now and again in the future.
Fixing machines or systems.
Understanding why people react the way they do.
Managing your own and other peoples' time to get work done.
Figuring out why a machine or system went wrong and working out what to do about it.
Thinking about the pros and cons of different ways to solve a problem.
Talking to others.
Keeping track of how well work is progressing so you can make changes or improvements.
Reading work related information.
Maintaining equipment and deciding what maintenance will be needed in the future.
Figuring out the best way to teach or learn something new.
Deciding on the kind of tools and equipment needed to do a job.
25%Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
These are important topics, subjects or knowledge areas.
Chemical composition, structure, and properties. How chemicals are made, used, mixed, and can change.
41%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
Machines and tools, including their designs, uses, repair, and maintenance.
Arithmetic, algebra, geometry, calculus, or statistics.
Plant and animal organisms, their tissues, cells, functions, how they rely on and work with each other and the environment.
English language including the meaning and spelling of words, rules of composition, and grammar.
33%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
33%Engineering and technology
Use engineering, science and technology to design and produce goods and services.
Design techniques, tools, and principles used to make detailed technical plans, blueprints, drawings, and models.
31%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
29%Production and processing
Raw materials, production processes, quality control, costs, and ways of making and distributing goods.
28%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
27%Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
Moving people or goods by air, rail, sea, or road.
25%Economics and accounting
Economics and accounting, the financial markets, banking and checking and reporting of financial data.
25%Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
24%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
22%Building and construction
Materials, and methods used to construct or repair houses, buildings, or other structures like highways and roads.
22%Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
Workers use these physical and mental abilities..
Lift, push, pull, or carry things.
Use your arms and/or legs at the same time while sitting, standing, or lying down.
Use your abdominal and lower back muscles a number of times without 'giving out' or fatiguing.
Quickly change the controls of a machine, car, truck or boat.
Quickly move your hand to grasp, manipulate, or assemble objects.
Bend, stretch, twist, or reach with your body, arms, and/or legs.
Listen to and understand what people say.
See details that are up-close (within a few feet).
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
Pay attention to something without being distracted.
Keep your hand or arm steady.
Imagine how something will look after it is moved around or changed.
See details that are far away.
37%Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
Put together small parts with your fingers.
Exercise for a long time without getting winded or out of breath.
Use general rules to find answers or solve problems logically.
Exercise for a long time without your muscles getting tired.
Speak clearly so others can understand you.
Identify and understand the speech of another person.
These are kinds of activities workers regularly do in this job.
74%Handling and moving objects
Using hands and arms in handling, installing, positioning, moving and manipulating objects.
58%Doing physically active work
Use your arms, legs and whole body, such as climbing, lifting, balancing, walking, stooping, and handling objects.
56%Building good relationships
Building good working relationships and keeping them over time.
56%Controlling equipment or machines
Operating machines or processes either directly or using controls (not including computers or vehicles).
53%Working with mechanical equipment
Servicing, repairing, adjusting, and testing machines, devices, moving parts, and equipment.
51%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
49%Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
49%Making decisions and solving problems
Using information to work out the best solution and solve problems.
Using your own ideas for developing, designing, or creating something new.
47%Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
46%Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
45%Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
43%Helping and caring for others
Providing personal assistance, medical attention, or emotional support.
42%Checking for errors or defects
Inspecting equipment, structures, or materials for errors, problems or defects.
42%Researching and investigating
Looking for, getting and understanding different kinds of information.
40%Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
40%Driving vehicles or equipment
Running, manoeuvring, navigating, or driving things like forklifts, vehicles, aircraft, or water craft.
39%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
37%Coordinating the work of a team
Getting members of a group to work together to finish a task.
37%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
Interests and demands
Learn about the daily activities, and physical and social demands faced by workers. Explore the values and work styles that workers rate as most important.
Interests are the style or type of work we prefer to do. All interest areas are shown below.
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
Ideas and thinking. Searching for facts and figuring out problems in your head.
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
Working with people. Helping or providing service to others.
Serve and work with others. Workers usually get along well with each other, do things to help other people, and are rarely pressured to do things that go against their sense of right and wrong.
Supportive management that stands behind employees. Workers are treated fairly by their company, they are supported by management, and have supervisors who train them well.
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
Work alone and make decisions. Workers are able to try out their own ideas, make decisions on their own, and work with little or no supervision.
Advancement and the potential to lead. Workers are recognised for the work that they do, they may give directions and instructions to others, and they are looked up to in their company and their community.
100%Outdoors, exposed to weather
Work outdoors, exposed to the weather.
95%Loud or uncomfortable sounds
Be exposed to noises and sounds that are distracting or uncomfortable.
95%Very hot or cold temperatures
Work in very hot or cold temperatures.
91%Wear common protective or safety equipment
Wear equipment like safety shoes, glasses, gloves, hard hats or life jackets.
Work near dangerous equipment like saws, machinery with open moving parts, or moving traffic.
87%Spend time standing
Spend time standing at work.
85%Using your hands to handle, control, or feel
Spend time using your hands to handle, control, or feel objects, tools or controls.
84%Exposure to contaminants
Be exposed to pollutants, gases, dust or odours.
81%Physically close to people
Work physically close to other people.
80%Walking and running
Spend time walking and running.
Talk with people face-to-face.
Work with people in a group or team.
77%In an open vehicle or equipment
Work in an open vehicle (e.g., a tractor).
77%Pace of work set by equipment
Pace of work depends on the speed of equipment or machinery.
70%Minor burns, cuts, bites, or stings
Be exposed to minor burns, cuts, bites, or stings.
66%Health and safety of others
Take responsibility for the health and safety of others.
66%Angry or unpleasant people
Deal with unpleasant, angry, or rude people.
Work to strict deadlines.
64%In an enclosed vehicle or equipment
Work in a closed vehicle (e.g., car).
Deal with conflict or disagreements.
O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.
The skills and importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 37-3011.00 - Landscaping and Groundskeeping Workers.
Links and downloads
Research and reports
The Skills Priority List provides a current labour market rating and a future demand rating for nearly 800 occupations nationally. Current labour market ratings are available for occupations at a state and territory level.
Occupation profiles data are available for download.
The Employment Projections are available for download.