Programme Title: FdSc Conservation and Countryside Web viewNational Diploma at PPM. Merit level. Pass ... (SAP) reviews the ... 2500 Word Reflection with appropriate academic references)

Plymouth University Academic Partnerships

Programme Quality HandbookBICTON COLLEGE

FdScConservation and Countryside

ManagementAcademic Year 2017-2018

1 | P a g eFdSc Conservation & Countryside Management Handbook (2017-18)

If you require any part of this Handbook in larger print, or an alternative format, please contact:

HE Operations Tel: (01209 616256)

E-mail: ([email protected])

Please note:

All the information in this Handbook is correct at the time of printing.

The Cornwall College Group is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the College interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.


PROGRAMME SPECIFICATION1

Programme Title: FdSc Conservation and Countryside Management

Internal Programme Code: FT 5535 PT 5097

Partner Delivering Institution: Bicton College

State Date: 2016-17

First Award Date: 2018-19

Date(s) of Revision(s) to this Document:This programme specification template aligns with recommendations within the UK Quality Code for Higher Education2. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth University’s procedures for making changes to partnership programmes3.

PS1. Programme Details

Awarding Institution: Plymouth UniversityPartner Institution and delivery site (s): Bicton CollegeAccrediting Body: N/ALanguage of Study: EnglishMode of Study: Full time (2 years) Part time (4 years)Final Award: FdScIntermediate Award: Certificate of Higher Education in Conservation

and Countryside ManagementProgramme Title: Conservation and Countryside ManagementUCAS Code: DN4FJACS Code:Benchmarks: The FDQB has been adhered to during the design

of the programme. The QAA Subject Benchmark covering Agriculture, Forestry, Agricultural Sciences, Food Sciences and Consumer Sciences

1 This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.2QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf , last accessed 28 th July 2014 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]3 If required please contact Academic Partnerships Programme Administration for assistance.


http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf

(at intermediate level) have been used to inform the design of the programme along with the FHEQ (Framework for Higher Education Qualification) at intermediate level.

Date of Programme Approval: April 2006

PS2. Brief Description of the ProgrammeThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation (approx. 200-250 words)

The FdSc Conservation and Countryside Management delivers a multidiscipline route to conservation and countryside managers. The programme is broad based covering practical conservation skills, biodiversity, ecology, wildlife identification and recording and Habitat Management, with basic conservation and environmental principles together with practical experience via conservation work placement. The course offers two pathways; progression into a full honours programme or employment in the countryside sector. Candidates are encouraged to promote conservation sustainability and wide use of resources

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)

N/A

PS4. Exceptions to Plymouth University Regulations(Note: Plymouth University’s Academic Regulations are available internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm)

None

PS5. Programme Aims

This programme will deliver:

A1: Knowledge and understanding -Give students an understanding of the underlying ecological principles and environmental pressures faced by the wildlife and the countryside; and the ability to analyse the decision process behind conservation management decisions.

A2: Cognitive and intellectual - Develop the students’ theoretical and scientific knowledge, practical and study skills to enable participation in further study at degree level in relevant subject areas.

A3: Key transferable skills Develop the students’ knowledge of Countryside management issues; and

A4: Employability and CPD/lifelong learning Provide an innovative, broad-based and work-related programme developed in consultation with the Conservation industry


https://staff.plymouth.ac.uk/extexam/academicregs/intranet.htm

A5: Practical skills enhance practical and vocational skills in preparation for employment within the diverse sectors of Conservation.

PS6. Programme Intended Learning Outcomes (ILO)

By the end of this programme the student will be able to:

ILO1: knowledge and understanding

–Develop learning, organisational and planning skills and qualities important to personal and career life. Show an enhanced understanding of how the Countryside and conservation sector works.

-Understand techniques and methods used for monitoring, surveying and recording wildlife and habitats. Apply underlying concepts and ecological principles essential to the understanding of the management of important wildlife sites.

ILO2: cognitive and intellectual skills

- Understand the conflicting pressures faced by the natural environment when affected by human activities such as agriculture, tourism and climate change. Know how to meet the needs of visitors to the countryside.

- Further develop their interest in conservation and science.

ILO3: transferable skills – Deal with people in order to work effectively and constructively with other employees within conservation organisations.

ILO4: employment – Demonstrate an ability to comprehend the skills relevant to industry standards and encourage adaptability in and an ability to identify the need to develop new skills where necessary.

ILO5: practical -Develop learning, organisational and planning skills and qualities important to personal and career life. Show an enhanced understanding of how the Countryside and conservation sector works.

PS7. Distinctive FeaturesThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation:

Located between Exmouth and Sidmouth in Devon, Bicton College is a beautiful site at which to study. Our new Higher Education buildings, plus links with the, National Trust, Natural England, RSPB, Cornwall and Devon County Councils, and other organisations and partner colleges allows access to industrial links, libraries and IT facilities for study. The programme


hugely benefits from the presence of an abundance of a vast variety of different habitats for wildlife within easy reach of the Campus.

Delivery at Bicton College is ideal for mature students or students who wish for a Higher Education experience where support for the individual is maximised. As a partner college of the University of Plymouth we operate with smaller group sizes than traditional HE programmes and can therefore provide a different learning experience.

The Modules are designed to be diverse and challenging in their delivery mode. There will be considerable opportunity for study in the field, learning hands on a range of the techniques used by industry. Many of the modules are ‘blended’ to allow study in a variety of non-conventional patterns.

PS8. Student Numbers

The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning:

Minimum student numbers per stage = 10

Target student numbers per stage =15

Maximum student numbers per stage =30

PS9. Progression Route(s)

Approved “progression route(s)” are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to “top-up” to complete a Bachelor degree, but may be employed for other award types.

This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3 years.

Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.

Upon successful completion of the FdSc graduates are eligible to progress to Stage 3 of the BSc (Hons) Environmental Resource Management at Newquay


The contribution of marks from prior levels of study to the progression award is governed by University regulations.


PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme: Details:

Level 2:

Normally level 3Normally maths English and science

- Key Skills requirement / Higher Level Diploma:

and/or

- GCSEs required at Grade C or above:

Level 3: at least one of the following:- AS/A Levels 100 UCAS tariff points with 1 A Level

National Diploma at PPMMerit levelPass (normally science)

24

2 D level passes

Pass level

- Advanced Level Diploma:

- BTEC National Certificate/Diploma:

- VDA: AGNVQ, AVCE, AVS:

- Access to HE or Year 0 provision:

- International Baccalaureate:

- Irish / Scottish Highers / Advanced Highers:- HNC/D

Work Experience:Substantial relevant experience in the field

Other HE qualifications / non-standard awards or experiences:

APEL / APCL4 possibilities:

If a student wishes to claim either APCL/APEL they will need to provide evidence of having experienced areas covered in a module or modules previously. All claims for APCL/APEL will be carried out in accordance with the UoP academic regulations.

Interview / Portfolio requirements:

The College reserves the right to interview all applicants

Mature students would have to demonstrate at interview the necessary motivation, potential, experience and /or knowledge.

Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required:

No

4 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning


PS11. Academic Standards and Quality EnhancementThe Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed changes to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee.

Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

Subject External Examiner(s):

An Interim visit by External Examiner (EE) (usually between January and February) will review work that has been marked, consult students and feed back to the programme manager and module leaders and course team.

Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with Programme Manager, the awarding body’s partnership member and the External to receive the students work and confer progression or award.

Additional stakeholders specific to this programme:

Students have the opportunity to discuss the programme independently, twice a year in the Student Review. This forms part of the discussion for the annual programme monitoring in the autumn and spring of each academic year.

The Student Perception Questionnaire (SPQ) is administered during the year and feeds into the programme review.

Students Representatives attend Annual Programme Monitoring (APM) to contribute student views alongside Module Leaders, the Programme Manager and the Assistant Registrar to monitor module delivery and the course provision.

Curriculum meetings take place once a month to review progression, department provision, resources and staffing.


PS12. Programme Structure5

The following structure diagram(s) provides the current structure for this programme:

FHEQ level: FdSc Conservation & Countryside Management For: Full Time

F/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)

Core or Option Module Credits Module

Year 1 Stage 1

Year 1 All Core 20 CORR172 - Ecology

Year 1 All Core 10 CORD135 - Research Skills

Year 1 All Core 10 CORR157 - British Countryside

Year 1 All Core 20 FCCM103 - Practical Conservation Skills

Year 1 All Core 20 FCCM104 - Field Botany

Year 1 All Core 20 CORC1013C - Personal and Employability Skills Development

Year 1 All Core 20 IEM102 - Biodiversity

Year 2 Stage 2

Year 2 All Core 20 CORR2078 - Research Project

Year 2 All Core 20 CORR2022 - Conservation Work Placement

5 The provided table includes only a single line. This should be multiplied by copying and pasting to produce the correct number of modules for the level of the programme. For ease of consideration and clarity, please include a separate table for each level by again copying and pasting this table. Colour coding/ shading may be used to differentiate between new modules and existing approved modules shared with other programmes.


Year 2 All Core 10 CORR2023 - Coastal and Freshwater Ecology

Year 2 All Core 20 FCCM208- Environmental Education

Year 2 All Core 20 CORR2038 – Ecological Survey Techniques

Year 2 All Core 10 CORR225 - Wildlife Identification and Recording

Year 2 All Core 20 CORR2021 - Habitat Management

FHEQ level: FdSc Conservation & Countryside Management For: Part Time

F/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)

Core or Option Module Credits Module

Year 1 Stage 1

Year 1 All Core 20 CORR172 - Ecology

Year 1 All Core 10 CORD135 - Research Skills

Year 1 All Core 10 CORR157 - British Countryside

Year 1 All Core 20 IEM102 - Biodiversity

Year 2 Stage 1

Year 2 All Core 20 FCCM103 - Practical Conservation Skills

Year 2 All Core 20 FCCM104 - Botany Field

Year 2 All Core 20 CORC1013C- Personal and Employability Skills Development

Year 3 Stage 2


Year 3 All Core 10 CORR225 - Wildlife Identification and Recording

Year 3 All Core 10 CORR2023 - Coastal and Freshwater Ecology

Year 3 All Core 20 CORR2022 - Conservation Work Placement

Year 3 All Core 20 CORR2038 – Ecological Survey Techniques

Year 4 Stage 2

Year 4 All Core 20 CORR2021 - Habitat Management

Year 4 All Core 20 FCCM208 - Environmental Education

Year 4 All Core 20 CORR2078 - Research Project


PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment

Developing graduate attributed and skills, at any level of HE , is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FHEQ level: 4 and 5

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods Prog Aims

Prog intended Learning Outcomes

Range of Assessments Related Core Modules

Knowledge / Understanding:

Agriculture, forestry, agricultural sciences, food sciences and consumer sciences Benchmark Page 9, 13, 17, 18, 19

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:Recall knowledge based on the directly taught programme.

Primary:Lectures and tutorialsDirected independent studyLearning from work

a / d

a / d

a / c

Agriculture, Forestry, Agricult

Key knowledge and understanding is assessed via a combination of

All Stage modul

es


Demonstrate an understanding of subject-specific theories, paradigms, concepts and principles.Achieve a level of specialist knowledge and understanding which allows them to work adaptably within the broad agricultural industry or a cognate field of activity.Be able to follow current practice and adapt to future developments.Recognise the existence of moral and ethical issues associated with the subject.Appreciate the need for professional codes of conduct.Be aware of the ethical issues related to the use and exploitation of biological entitiesBe aware of risk assessment, accident prevention and safety issues in [conservation related] agricultural practice

experience

Secondary/Supplementary Case studiesProblem-solving exercises

c / d

b / c

a

a/ b / c / d

a/ c/ d

a/ c/ d

ural Sciences, food sciences and consumer sciences (AFAS) benchmark p 9

AFAS benchmark p 13

multiple choice tests, examinations, essays, presentations and seminar performances.

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:K and U is developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies and taught sessions. Learning material is up to date and reflects the professionalism of the Conservation and Countryside Management sector.Cognitive and Intellectual Skills:

Agriculture, forestry, agricultural sciences, food sciences and consumer sciences Benchmark P 9, 10, 13

All stage


modulesBy the end of this level of this programme the students will be able to demonstrate for a threshold pass:Critiques and an understanding of rival theories and frameworksIntelligent application of appropriate principles in assessing policy or practiceProblem solving and research skillsAnalyse, synthesise and summarise informationDemonstrate the ability to consider issues from a range of multi-disciplinary and inter-disciplinary perspectivesUse a range of information sources, Appraise academic literature and other sources of informationPlan, conduct and present an independent investigation with reliance on guidanceRelate investigations to some prior work and to reference appropriatelyAccept some responsibility for one’s actionsIdentify targets for personal, career and academic developmentBe adaptable and have a flexible approach to study and workDevelop some skills necessary for self-managed and lifelong learning (e.g. independent study, time management, organisational skills).Recognise personal strengths and

Primary: Class exercisesTutorial/seminar discussionsFeedback via coursework assessment process (essays etc)Secondary/Supplementary:For example:

Policy and practice analysis in surgeriesComputer-based practicals on data and measurement problems

a

b / d

b / c

b / c / d

b / c / d

b / c

a / b / c

c / d

a

b / c

c

a/ b/ c/ d

c / d

b / c

AFAS benchmark p 9

AFAS benchmark p 10

AFAS benchmark p 13

Assessed discussionsEssays/projects/dissertationsExaminations/testsCoursework/group work on practical application questions


weaknesses

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:Cognitive and intellectual skills are continually developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies and taught sessions. Having to think, write and communicate at this level requires students to develop these skills. These are integral skills that are developed over time through class activities, development of professional practice and writing essays.Key Transferable Skills:

Agriculture, forestry, agricultural sciences, food sciences and consumer sciences Benchmark P 11, 12

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:Literary and information processingSelf-managementCommunication (oral, written, CIT)Numeracy/quantitative skills (reflection etc)Make contributions to group discussionsListen to othersOrganise a team and make some contribution to team workIdentify team goals and reflect on team performanceRecognise and respect the views of othersRecognise the existence of moral and ethical issues associated with the subjectAppreciate the need for professional

Primary:

Library and other research exercises

Group work awareness and practice

Computer-based learning and assessment

Secondary/Supplementary:Class and seminar interactions and feedback

b / c

a / c / d

a / d

c

a / b

a / b/ c

b / c / d

b / c

b / c

b / c

FAS benchmark p 11

AFAS benchmark p 12

Coursework of all typesExamination preparation and completionAssessed discussionsGroup work assessments

FCCM104


codes of conduct b / c

a / b / c / d

a / b / c / d

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:Key transferable skills are developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies and taught sessions. Learning material is up to date and reflects the professionalism of the Conservation and Countryside Management sector. Students have opportunities on the programme to develop effective communication skills through activities that require them to work in groups, to feedback individual research projects and to write and present work to a high literary standard and the latest presentation IT formats.Employment Related Skills:

QAA Subject Benchmark and/or Framework for HE Quals (FHEQ) and/or Foundation Degree Qualifications Benchmark (FDQB)

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:Undertake further training and develop new skills within a structured and managed environment

Qualities and transferable skills necessary for employment requiring the exercise of personal responsibility.

Primary: Laboratory workProjectsDesignated tasksLectures and tutorialsLearning from work

Secondary/Supplementary:

a/b/c

a/b/c

Project workCompetence in a range of business-related

All modules

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:Employability related skills are developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies, works and taught sessions. Learning material is up to date and reflects the professionalism of the Conservation and Countryside Management sector. . Many assignments/projects require students to complete observations, pieces and apply theory to practice. These activities make a clear link between academic theoretical learning and that of practice.


Practical Skills:

Agriculture, forestry, agricultural sciences, food sciences and consumer sciences Benchmark P10, 11, 12

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:Computer and information technology skillsPresentation and oral communication skillsCommunicate to a variety of audiences in written, graphical and verbal formsVocational specificsUse appropriate laboratory and field equipment safelyApply a range of methods and technologies to solve problemsDescribe and record in the field and laboratoryPresent results of investigations in a number of formats; Process and interpret data with guidanceRecognise when information is incompleteAppreciate riskSolve straightforward numerical problems using appropriate techniques

Primary: Laboratory workProjectsDesignated tasksLectures and tutorialsLearning from work

Secondary/Supplementary:

a/b

b/d

b/c/d

a/b/c/d

c/d

b/c/d

b/c/d

c/dc/da/b/c/db/c/d.

AFASBenchmark P10AFASBenchmark P11

AFASBenchmark P10

Project workCompetence in a range of business-related communication etc

All Modules

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme: Practical skills are developed through a range of different learning opportunities and assessment tasks. Many assignments require students to complete projects, and apply theory to practice. These activities make a


clear link between academic theoretical learning and that of professional Conservation and Countryside Management.

PS14. Work Based/ Related LearningWBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

FHEQ level: Level 4 and 5

WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s)

Professional development planning is at the core of the curriculum, as students work towards developing their individual professional identity. complimented by seminars specific to the creative industries, that focus them on their professional identity. building upon this knowledge in relation to practice.

Throughout programme Level 5 external factors which influence work in this field.

capacity for logical thinking

developing ability to make and defend judgements.

Function effectively as a member of a team and contribute to an organisation

improved effectiveness in the workplace

develop an interest in lifelong learning &

Key knowledge and understanding is assessed via a combination of :

Essays/projects/dissertations

Examinations/tests

Coursework/group work on practical application questions

Reflective assignments

All core modules


personal development.

Demonstrate competencies associated with key functions in this area.

An explanation of this map:Work Based Learning is embedded throughout level 6 of this programme. Assignments require students to complete observations, reflect on practice and apply theory to practice. These activities make a clear link between academic theoretical learning and that of professional Conservation and Countryside Management..


Appendix

Definitive Module Records (DMR)

SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: CORC1013 MODULE TITLE: Personal and Employability Skills Development

CREDITS: 20 FHEQ Level: 4 JACS CODE: X900

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)

This module is designed to equip students with the necessary knowledge and skills to develop themselves in terms of their personal and employability skills.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]

WRITTEN EXAMINATION COURSEWORK PRACTICAL

E1 (Examination) % C1 (Coursework) 100% P1 (Practical)

E2 (Clinical Examination)

% A1 (Generic Assessment)

%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: PESD

Professional body minimum pass mark requirement: N/A

MODULE AIMS:

• Develop conceptual and practical skills in personal development planning for study at degree level and readiness for employability.

• Equip learners with baseline personal resources for study and employment such as integrity, personal responsibility, reliability and self-motivation.

• Develop learners’ skills in team working, decision-making, problem solving and communication.

• Stimulate learners’ creativity and encourage a focus on enterprising and challenging tasks and activity.


ASSESSED LEARNING OUTCOMES: (additional guidance below)

At the end of the module the learner will be expected to be able to:

1. Evaluate and benchmark own study and analysis skills, capabilities and developmental needs.2. Demonstrate understanding of concepts relating to personal, employability skills and work

related skills.3. Reflect upon how these concepts relate to personal and professional practice.4. Effectively manage and self-direct personal and professional learning and development.

DATE OF APPROVAL: 09 Feb 2010 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01 Sep 2010 SCHOOL/PARTNER: Cornwall College

DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year

Additional notes (for office use only):

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-18 NATIONAL COST CENTRE: 135

MODULE LEADER: Brender Willmott OTHER MODULE STAFF: Relevant Site Leaders

SUMMARY of MODULE CONTENT

• Personal development planning - personal audit, professional development, career management skills.

• Intra and interpersonal skills - influencing, negotiating, conflict resolution, risk taking, problem-solving, decision making, teamwork, initiative, self-esteem, leadership, innovation, creativity and enterprise.

• Successful communication - interview skills, CVs and letters of application, self-presentation, presentation of information.

• Understanding the business context - organizational culture, business strategy, sustainability, cultural diversity, corporate social responsibility, financial literacy.

• Project management - project planning, monitoring, evaluation, reporting.• Work related learning – work placements, visits to alternative work place/s, guest speakers.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]

Scheduled Activities Hours Comments/Additional Information

Lecture 20 Core material

Group Seminars 20 Workshop sessions where students are given group activities to apply learning to develop


graduate employability and interview skills.

Work Based Learning 30As part of this module, students will undertake 30 hours of work based learning.

Guided Independent Study 130Students are expected to put in time outside of taught sessions and their own personal development and career planning.

Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

Cate

gory

Elem

ent

Com

pone

nt

Nam

e

Com

pone

nt

Wei

ghtin

g

Com

men

ts

incl

ude

links

to

lear

ning

ob

jecti

ves

Coursework C1

2500 Word Reflection with appropriate academic references)

100%

Overall total 100%

Reflection using concepts of personal, employability and work related skills (AL01, ALO2 ,ALO3 and AL04)

Present your strengths & skills with clear actions to overcome any weaknesses. (AL01, AL03, AL04)

Updated by: Brender Willmott/Heidi Channell

Date:

19/05/17

Approved by: HE Operations Date:

19/05/17


MODULE CODE: CORR157 MODULE TITLE: British Countryside

CREDITS: 10 FHEQ Level: 4 JACS CODE: D447

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)This module looks at the processes which have shaped the countryside, including geology, climate and human activity and agriculture.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]WRITTEN EXAMINATION COURSEWORK PRACTICAL

E1 (Examination) % C1 (Coursework) 50% P1 (Practical) % or Pass/Fail (delete as appropriate)



%

T1 (Test) 50%


SUBJECT ASSESSMENT PANEL Group to which module should be linked: Duchy Rosewarne


MODULE AIMS:To increase the student’s knowledge of the forces that have shaped the British landscape and will affect it in the future. To create awareness of historical geological and climatic processes, and outline UK organisations involved in managing the environment today.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

1. Describe the major processes shaping the landscape of the British Isles, including geology and major climactic events such as ice ages.

2. Describe the impact of the action of human activity on the countryside.3. Examine historical and recent changes in UK and European agriculture and how this affects

the countryside and landscape

DATE OF APPROVAL: 29 June 2015 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 20015 SCHOOL/PARTNER: Duchy College, StokeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year



MODULE LEADER: Phil Cribb OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTThe impact of geology, climate and human activity through pre-historic times and recent history, and the reasons for landscape change.Possible impacts of major changes on the countryside such as climate change

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional Information

Lecture 16.5

Background knowledge and introduction to the main concepts. Sessions to include discussion and critique on key and / or current related issues. Classroom delivery.

External Visits 6 Study trips to enhance knowledge and understanding pf geological, archaeological and


landscape importance.Guided Independent study 77.5 Autonomous work / Independent Study


SUMMATIVE ASSESSMENT

Assessed Module Learning Outcomes

Element Category

Component Name

Component Weighting

Written exam 50%

Describe the major processes shaping the landscape of the British Isles, including geology and major climactic events such as ice ages (ALO1).

Describe the impact of the action of human activity on the countryside (ALO2).

Examine historical and recent changes in UK and European agriculture and how this affects the countryside and landscape (ALO3).

In class test (T1) 0%

Describe the major processes shaping the landscape of the British Isles, including geology and major climactic events such as ice ages (ALO1)

Describe the impact of the action of human activity on the countryside (ALO2)

Examine historical and recent changes in UK and European agriculture and how this affects the countryside and landscape (ALO3)

Coursework (C1)Habitat Review

50%

Practical 0%


REFERRAL ASSESSMENT

Assessed Module Learning Outcomes Element Category

Component Name

Component Weighting

Written exam 0%




In-class test (Coursework in lieu of the original assessment)

Referral Assignment 1 50%




Coursework (in lieu of the original assessment)

Referral Assignment 2

50%

Practical 0%

To be completed when presented for Minor Change approval and/or annually updatedUpdated by: Philippa Ingle Date: 05/09/2017

Approved by: HE OperationsDate:



MODULE CODE:

CORR172 MODULE TITLE: Ecology

CREDITS: 20 FHEQ Level: 4 JACS CODE: C180



An introduction to the concept of ecological processes and factors combining to create ecosystems.



E1 (Examination)

0% C1 (Coursework)

50% P1 (Practical)

0%


0% A1 (Generic Assessment)

0%

T1 (Test) 50%



MODULE AIMS:

To develop an understanding of the ecological relationships that relate to plants and predict how these relationships limit population and affect animal communities. To understand and evaluate population monitoring strategies. To understand, link and review ecological applications and processes.



1. Identify ecological principles and the function of food webs2. Describe and apply the role of diversity and stability


3. Review climatic influences and succession4. Recognise inter-intra specific relationships which determine the distribution of plants and

animals in natural and semi-natural habitats

DATE OF APPROVAL: 30 Nov 2016

FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION:01 Sept

2017SCHOOL/PARTNER: Duchy College

DATE(S) OF APPROVED CHANGE:

TERM/SEMESTER: All Year



MODULE LEADER: Philippa Smith OTHER MODULE STAFF: None


Topics will include the following: population dynamics; life history strategies; energy flows and food webs; niche theory; competition; integration of ecological processes; biomes and habitats, climatic influences; island biogeography; diversity stability and community structure; site visits to UK habitats; recreation of native habitats; behavior; reintroduction of species



Lecture 35 Core material delivery

Seminar 10 Student-led discussion opportunities

Guided Independent study 145Students are required to put in additional time outside of taught sessions.



Cate

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Written exam

E_

%

Total = 100%

T1

In class Test 50%

Total = 100%

To cover ALO 1 and 2

Coursework C1

Coursework 50%

Total = 100%


Practical P_

%

Total = 100%

Updated by:

Philippa Smith

Date:

18/05/17

Approved by:

HE Operations

Date:

23 May 2017


Recommended Texts and Sources:

Begon, M., et al, 1996. Ecology: individuals, communities and populations. Oxford: Blackwell Science.

Chalmers, N. Fieldwork statistics for ecological projects. Shropshire: Field Studies Council.

Gibson. D.J., 2002. Methods in comparative plant population ecology. Oxford: Oxford University Press.

Gurevitch, J. & Scheiner, S.M., 2002. Ecology of plants. London: Sinauer Associates.

Kershaw., 1980. Qualitative dynamic plant ecology.

Krebs, C. J. & Hickman, G.C., 2001. Ecology. London: Benjamin Cummins

Ricklefs, R. E. & Miller, G. L., 1999. Ecology. London: W H Freeman

Wills, A. J. & Tansley, A.J., 1973. Plant ecology. London: Allen & Unwin.



MODULE CODE: IEM102 MODULE TITLE: Biodiversity



SHORT MODULE DESCRIPTOR: (max 425 characters)This module will introduce students to the diversity of life and the many issues faces by species. This module will take a global view and consider issues such as pollution, the use and release of GMOs, exotic species, over exploitation of species, population/pest control and disease control. The values of biodiversity and management strategies will also be discussed.


E1 (Examination) 50% C1 (Coursework) 50% P1 (Practical) % or Pass/Fail (delete as appropriate)



%

T1 (Test) %



MODULE AIMS:To increase the students awareness of the biodiversity and the issues it faces and to increase their understanding of the need for environmental management.


1. Demonstrate a broad knowledge of biodiversity at all levels of organisation2. Demonstrate an understanding of the environmental and economic values biodiversity3. Discuss the conflicts arising from the needs of humans and those of specific

species/ecosystems through overexploitation4. Explain the broad approaches adopted for managing biodiversity

DATE OF APPROVAL: 01 February 2007 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01 Sept 2007 SCHOOL/PARTNER: Duchy CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




MODULE LEADER: Philippa Ingle OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTDefinitions and values of genetic, species and ecosystem diversity; pollution, over-exploitation, habitat destruction, values of biodiversity, species management, habitat management; population management; ecosystem management.


Lecture 14Background knowledge and introduction to the main concepts. Sessions to include discussion and critique on key and / or current related issues

Practical classes and workshops 15 Practical identification of specimens, intro. To laboratory.

Field trips 10 Field trips to enhance knowledge and understanding

Guided Independent study 155 Autonomous work / Independent Study




Element Category

Component Name

Component Weighting

• Demonstrate a broad knowledge of biodiversity at all levels of organisation (ALO1).• Demonstrate an understanding of the environmental and economic values biodiversity (ALO2)• Discuss the conflicts arising from the needs of humans and those of specific species/ecosystems through overexploitation (ALO3).• Explain the broad approaches adopted for managing biodiversity (ALO4).

Written exam

Exam

50%

In class test 0%


• Discuss the conflicts arising from the needs of humans and those of specific species/ecosystems through overexploitation (ALO3).• Explain the broad approaches adopted for managing biodiversity (ALO4). Coursework

Environmental Audit 50%

Practical 0%

REFERRAL ASSESSMENT


Component Name

Component Weighting

• Demonstrate a broad knowledge of biodiversity at all levels of organisation (ALO1).• Demonstrate an understanding of the environmental and economic values biodiversity (ALO2)• Discuss the conflicts arising from the needs of humans and those of specific species/ecosystems through overexploitation (ALO3).

• Explain the broad approaches adopted for managing biodiversity (ALO4).

Written exam (Coursework (in lieu of the original assessment)


0%

In-class test 0%




• Discuss the conflicts arising from the needs of humans and those of specific species/ecosystems through overexploitation (ALO3).

• Explain the broad approaches adopted for managing biodiversity (ALO4).

Coursework Referral Assignment 1

50%

Practical 0%

To be completed when presented for Minor Change approval and/or annually updatedUpdated by: Philippa IngleDate: 05/09/2017



MODULE CODE: FCCM104 MODULE TITLE: Field Botany




SHORT MODULE DESCRIPTOR: (max 425 characters)This module provides an introduction to the study of field botany and the identification of vascular plants, through a series of field trips to wildlife sites and lectures.


E1 (Examination) 0% C1 (Coursework) 100% P1 (Practical) % or Pass/Fail (delete as appropriate)



%

T1 (Test) %



MODULE AIMS:To develop identification skills for vascular plants, including grasses, sedges and rushes; enable students to undertake a botanical survey and collect voucher specimens; and provide an introduction to taxonomy through the study of plants.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1.Apply identification skills in the recording of plant species2. Understand survey techniques for plants3. Undertake a simple botanical survey and collect voucher specimens4. Understand the value of recording data

DATE OF APPROVAL: FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2007 SCHOOL/PARTNER: Duchy CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year





SUMMARY of MODULE CONTENT•Introduction to taxonomy and the structure of vascular plants•Abiotic influences on the British flora•Identification of vascular plants, including grasses, sedges, rushes and ferns•Collecting voucher specimens•Undertaking a botanical survey•Legislation relating to plants and botanical field survey


Lecture/workshops 15

Background knowledge and introduction to the main concepts of identification. Sessions to include discussion and critique on key and / or current related issues.

Fieldwork 30Study trips to enhance knowledge and understanding at selected sites of floristic importance





Element Category

Component Name

Component Weighting

Written exam 0%

In class test 0%

Apply identification skills in the recording of plant species (ALO1)

Understand survey techniques for plants (ALO2)

Undertake a simple botanical survey and collect voucher specimens (ALO3)

Understand the value of recording data (ALO4) Coursework

Herbarium, Field Notebook and Methodology

100%

Practical 0%


REFERRAL ASSESSMENT


Component Name

Component Weighting

Written exam 0%

In-class test 0%

Apply identification skills in the recording of plant species (ALO1)

Understand survey techniques for plants (ALO2)

Undertake a simple botanical survey and collect voucher specimens (ALO3)

Understand the value of recording data (ALO4)

Coursework

(coursework in lieu of the original assessment)


Practical 0%




MODULE CODE: FCCM103 MODULE TITLE: Practical Conservation Skills



SHORT MODULE DESCRIPTOR: (max 425 characters)This module aims to give students experience and knowledge of a range of the practical techniques used in the conservation industry. It covers a variety of vegetation management techniques and countryside construction tasks, the hand tools and machinery needed for the projects, and also health and safety, risk assessment and environmental good practice.






%

T1 (Test) %



MODULE AIMS:To understand and apply basic practical conservation techniques safely.


1. Undertake and apply conservation tasks using appropriate tools, machinery, techniques and materials

2. Demonstrate an understanding of the safe storage of tools and machinery and their maintenance

3. Demonstrate and apply knowledge in terms of risk assessment and safety issues4. Demonstrate an appreciation of the impact of work on the environment

DATE OF APPROVAL: FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2007 SCHOOL/PARTNER: Duchy CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 14

MODULE LEADER: Phil Cribb OTHER MODULE STAFF:

SUMMARY of MODULE CONTENT•Health and Safety, risk assessment•Hand tool use•Machine tool use•Impact assessment; costing and budgeting•Vegetation management techniques•Construction skills



Lecture 5 Risk assessment, Environmental impact of practical work, work placement links

Practical classes and workshops 40 Practical conservation skills taught in the field on Bicton campus.





Element Category

Component Name

Component Weighting

Written exam 0%

In class test 0%

• Undertake and apply conservation tasks using appropriate tools, machinery, techniques and materials (ALO1)• Demonstrate an understanding of the safe storage of tools and machinery and their maintenance (ALO2)• Demonstrate and apply knowledge in terms of risk assessment and safety issues (ALO3)• Demonstrate an appreciation of the impact of work on the environment (ALO4)

CourseworkPractical Log

100%

Practical 0%

REFERRAL ASSESSMENT


Component Name

Component Weighting


Written exam 0%

In-class test 0%

• Undertake and apply conservation tasks using appropriate tools, machinery, techniques and materials (ALO1)• Demonstrate an understanding of the safe storage of tools and machinery and their maintenance (ALO2)• Demonstrate and apply knowledge in terms of risk assessment and safety issues (ALO3)• Demonstrate an appreciation of the impact of work on the environment (ALO4)

Coursework (coursework in lieu of the original assessment)


100%

Practical 0%

To be completed when presented for Minor Change approval and/or annually updatedUpdated by: Philippa IngleDate: 05/09/2017



a. Module Record TemplateSECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: CORD135 MODULE TITLE: Research Skills


PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters)This module is designed to develop the student’s knowledge of the underpinning principles of research, experimental design and data analysis.

ELEMENTS OF ASSESSMENT Use HESA UNISTATS definitions]WRITTEN EXAMINATION COURSEWORK PRACTICAL

E1 (Examination) % C1 (Coursework)

100% P1 (Practical)

% or Pass/Fail (delete as appropriate)


% or Pass/Fail A1 (Generic Assessment)

Pass/Fail

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Duchy Stoke


MODULE AIMS:This module aims to enable student to develop their understanding of the research process and to recognise the important of the experimental planning and the use of research skills and investigation in relation to their academic programme of study.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Understand the process of planning research studies and the importance of ethical

considerations.2. Demonstrate the ability to design research studies in order to generate reliable data.3. Identify appropriate data collection and analysis methods to test hypotheses and therefore

reach conclusions about research questions

DATE OF APPROVAL: 01 Apr 2011 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2011 SCHOOL/PARTNER: Duchy CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER:




MODULE LEADER: Dr Anna Walker OTHER MODULE STAFF: Relevant Programme

SUMMARY of MODULE CONTENT•an ability to identify a focussed title for the proposed research•an understanding of research design•an ability to distinguish between aims, objectives and hypotheses•comprehension of data collection and analysis methods•effective completion of ethical approval application documentation•an ability to conduct an academically written mini literature review referenced appropriately using the Harvard Referencing System

SUMMARY OF TEACHING AND LEARNING [Use HESA UNISTATS definitions]

Scheduled Activities HoursComments/Additional Information (briefly explain activities, including formative assessment opportunities)

Lecture 7 Formal in-class deliveryPractical Classes and Workshops 10 In-Class and self-directed

Project Supervision 5.5 In-class tuition with Programme Manager accompanied by self-directed practice

Guided Independent Study 77.5 Self-directed with formative support provided by subject experts as required




Element Category

Component Name Component Weighting

Written exam 100%

In class test 100%


1. Understand the process of planning research studies and the importance of ethical considerations.

2. Demonstrate the ability to design research studies in order to generate reliable data.

3. Identify appropriate data collection and analysis methods to test hypotheses and therefore reach conclusions about research questions

Coursework Research proposal 100%

Practical 100%


REFERRAL ASSESSMENT


Element Category


Written exam 100%

In-class test 100%


100%

1. Understand the process of planning research studies and the importance of ethical considerations.

2. Demonstrate the ability to design research studies in order to generate reliable data.

3. Identify appropriate data collection and analysis methods to test hypotheses and therefore reach conclusions about research questions

Coursework Research proposal 100%

Practical 100%

To be completed when presented for Minor Change approval and/or annually updatedUpdated by: Anna Walker Date: 14/07/2017

Approved by:Date: XX/XX/XXXX



MODULE CODE:

CORR2008 MODULE TITLE: Ecology




An introduction to the concept of ecological processes and factors combining to create ecosystems.



E1 (Examination)

0% C1 (Coursework)

50% P1 (Practical)

0%



0%

T1 (Test) 50%



MODULE AIMS:

To develop an understanding of the ecological relationships that relate to plants and predict how these relationships limit population and affect animal communities. To understand and evaluate population monitoring strategies. To understand, link and review ecological applications and processes.



5. Identify ecological principles and the function of food webs6. Describe and apply the role of diversity and stability


7. Review climatic influences and succession8. Recognise inter-intra specific relationships which determine the distribution of plants and

animals in natural and semi-natural habitats

DATE OF APPROVAL: 30 Nov 2016

FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION:01 Sept

2017SCHOOL/PARTNER: Bicton College


TERM/SEMESTER: All Year



MODULE LEADER: Philippa Smith OTHER MODULE STAFF: None


Topics will include the following: population dynamics; life history strategies; energy flows and food webs; niche theory; competition; integration of ecological processes; biomes and habitats, climatic influences; island biogeography; diversity stability and community structure; site visits to UK habitats; recreation of native habitats; behavior; reintroduction of species



Lecture 35 Core material delivery

Seminar 10 Student-led discussion opportunities

Guided Independent study 145Students are required to put in additional time outside of taught sessions.



Cate

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ting

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incl

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links

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Written exam

E_

%

Total = 100%

T1

In class Test 50%

Total = 100%


Coursework C1

Coursework 50%

Total = 100%


Practical P_

%

Total = 100%

Updated by:

Philippa Smith

Date:

18/05/17

Approved by:

HE Operations

Date:

23 May 2017



Begon, M., et al, 1996. Ecology: individuals, communities and populations. Oxford: Blackwell Science.

Chalmers, N. Fieldwork statistics for ecological projects. Shropshire: Field Studies Council.

Gibson. D.J., 2002. Methods in comparative plant population ecology. Oxford: Oxford University Press.

Gurevitch, J. & Scheiner, S.M., 2002. Ecology of plants. London: Sinauer Associates.

Kershaw., 1980. Qualitative dynamic plant ecology.

Krebs, C. J. & Hickman, G.C., 2001. Ecology. London: Benjamin Cummins

Ricklefs, R. E. & Miller, G. L., 1999. Ecology. London: W H Freeman

Wills, A. J. & Tansley, A.J., 1973. Plant ecology. London: Allen & Unwin.



MODULE CODE: CORR2021 MODULE TITLE: Habitat Management



SHORT MODULE DESCRIPTOR: (max 425 characters)This module gives students an understanding of a range of management techniques used in conservation and how these are applied in the variety of natural habitats found in the British Isles. It covers the creation and use of management plans, and relevant countryside legislation. It considers the needs of users of the countryside. It focuses on key species of conservation importance within each habitat.





%

T1 (Test) 50%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Duchy Roswarne


MODULE AIMS:To Develop an understanding of a range of habitat management techniquesTo investigate the application of varied management techniques to a range of habitats in the UKTo provide understanding of human pressures on natural environmentTo review and apply the process of formulating and implementing management plans

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1.Understand the application of habitat management techniques2.Evaluate the factors combining to create habitats in the UK3.Analyse and apply relevant countryside legislation in the management planning process4.Demonstrate knowledge of key species of conservation importance5.Discuss and apply processes which minimise human pressures on the environment and biodiversity

DATE OF APPROVAL: 19 June 2015 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2015 SCHOOL/PARTNER: Duchy CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year





SUMMARY of MODULE CONTENT•Habitat management of a range of habitat types•Conservation law in the UK•Production of management plans•Requirements of conservation / land use organisations in the UK•Biodiversity Action Plans (BAPs) of habitats and species


Lecture 15Guest speakers from other departments in the college such as agriculture. External guest speakers from Clinton Devon Estate

Seminar 10 Student led sessions

External Visits 20 Visits to a range of habitats managed by conservation organisations





Element Category

Component Name

Component Weighting

Written exam 0%


Understand the application of habitat management techniques (ALO1)

Evaluate the factors combining to create habitats in the UK (ALO2)

Analyse and apply relevant countryside legislation in the management planning process (ALO3)

Demonstrate knowledge of key species of conservation importance (ALO4)

Discuss and apply processes which minimise human pressures on the environment and biodiversity (ALO5)

In class test

50%





CourseworkHabitat Management Plan

50%

Practical 0%

REFERRAL ASSESSMENT


Component Name

Component Weighting

Written exam 0%




Analyse and apply relevant countryside legislation in the management planning process (ALO3)



In-class test 50%







Coursework (Coursework in lieu of the original assessment)


50%

Practical 0%





MODULE CODE: FCCM208 MODULE TITLE: Environmental Education

CREDITS: 20 FHEQ Level: 5 JACS CODE: F750


SHORT MODULE DESCRIPTOR: (max 425 characters)This module will introduce students to a range of techniques used to convey environmental information to audiences.





%

T1 (Test) %



MODULE AIMS:To explore methods of communication and presentation of environmental education in formal and informal education contexts.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:Critically evaluate factors that determine methods of delivering Environmental EducationAssess different methods of teaching deliveryAnalyse Environmental Education materialReview the different methods of interpretation and identify the factors which determine the choice and method of interpretation

DATE OF APPROVAL: 01 April 2007 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2007 SCHOOL/PARTNER: Duchy CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year





SUMMARY of MODULE CONTENTEnvironmental education techniquesHow to run workshopsHealth & safety legislation relevant to groupsResource packs and education materialsUse of story telling and arts in the environmentAwareness of global conservation concernsMethods of teaching delivery and how individuals learn.



Visits 25 Visiting/observing Env. Edu sessions; Meeting Env. Educa. staff

Workshop 15 Designing interpretation material, planning environmental education workshops





Element Category

Component Name

Component Weighting

Written exam 0%

In class test 0%


• Assess different methods of teaching delivery (ALO2).

Coursework (AS1)

Evaluating Environmental Education Methods and Media

50%

• Critically evaluate factors that determine methods of delivering Environmental Education (ALO1)• Analyse Environmental Education material (ALO3).• Review the different methods of interpretation and identify the factors which determine the choice and method of interpretation (ALO4).

Coursework (AS2)

Presenting a workshop on an environmental theme 50%

Practical 0%

REFERRAL ASSESSMENT


Component Name

Component Weighting

Written exam 0%

In-class test 0%

• Assess different methods of teaching delivery (ALO2).

Coursework AS1 (coursework in lieu of the original assessment)


50%


• Critically evaluate factors that determine methods of delivering Environmental Education (ALO1)• Analyse Environmental Education material (ALO3).• Review the different methods of interpretation and identify the factors which determine the choice and method of interpretation (ALO4).

Coursework AS2 (coursework in lieu of the original assessment)


50%

Practical 0%





MODULE CODE: CORD 2078 MODULE TITLE: Research Project



SHORT MODULE DESCRIPTOR: (max 425 characters)This module allows students to select a topic for examination, to undertake a review of the literature on the subject and a conduct a detailed original investigation.

ELEMENTS OF ASSESSMENT Use HESA UNISTATS definitions]WRITTEN EXAMINATION COURSEWORK PRACTICAL

E1 (Examination) % C1 (Coursework)

70% P1 (Practical)

30%


% or Pass/Fail A1 (Generic Assessment)

Pass/Fail

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Duchy Stoke


MODULE AIMS:This module aims to enable students to develop their skills of investigation as well as those of self-assessment and reflection on practice, while researching their topic and presenting their findings, and also to gain an in-depth knowledge of a topic within their general subject area, by the collection, analysis and presentation of data.


1. Undertake an investigative study of an appropriate selected programme specific topic of potential use to the industry and designing a suitable collection and analytical protocol

2. Compile a written report comprising a summary, an academic introduction to the topic under investigation, and a report on the data collection, analysis and results, and give a presentation of the findings

3. Appraise own strengths and weaknesses, and areas requiring further development, as part of the continuing Personal Development Plan (PDP).

DATE OF APPROVAL: 25 May 2011 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01 Sep 2015 SCHOOL/PARTNER: Duchy College

DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year



SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017 - 2018 NATIONAL COST CENTRE: 112

MODULE LEADER: Dr Anna Walker OTHER MODULE STAFF: Relevant Programme Managers

SUMMARY of MODULE CONTENTFeasibility of a study and ethics; collection and analysis of data; undertaking a literature review; presentation methods; development of transferable skills.

SUMMARY OF TEACHING AND LEARNING [Use HESA UNISTATS definitions]

Scheduled Activities HoursComments/Additional Information (briefly explain activities, including formative assessment opportunities)

Lecture 10 Preparatory lectures to assure appropriateness of proposed study

Project Supervision 35 To ensure ethical requirements met and a suitable work plan agreed and implemented.

Guided Independent study 155 Autonomous working (with tutor if appropriate)




Element Category


Written exam 100%

In class test 100%





Coursework

Literature review, methods and results (FORMATIVE)

Final Report (LO1&2)

Reflective Account (LO3)

0%

60%

10%


PracticalPoster Presentation (content and defence 50% each)

30%


REFERRAL ASSESSMENT


Element Category


Written exam 100%

In-class test 100%


100%





Coursework

Literature review, methods and results (FORMATIVE)

Final Report (LO1&2)

Reflective Account (LO3)

0%

60%

10%


PracticalPoster Presentation (content and defence 50% each)

30%

To be completed when presented for Minor Change approval and/or annually updatedUpdated by: Anna Walker Date: 14/07/2017

Approved by:Date: XX/XX/XXXX



MODULE CODE: CORR225 MODULE TITLE: Wildlife Identification and Recording




The module provides students with the opportunity to develop specialist skills in the identification and recording of chosen taxonomic groups of wildlife; to appreciate the role of Environmental records centres, and examine mapping and the use of desk studies. The module is based around a series of workshops from which the student will select a range.



E1 (Examination) 0% C1 (Coursework) 100% P1 (Practical) 0%



0%

T1 (Test) 0%



MODULE AIMS:

On completion of this module a student should be able to identify a selection of difficult taxonomic groups to relevant level and distinguish key species for recording; to examine the value of mapping systems and GIS, and understand how to undertake a desk study.



5. Understand the importance of record centres and mapping taxa6. Complete a desk study for a species


7. Identify a range difficult groups to relevant taxonomic level8. Identify key species within these difficult groups

DATE OF APPROVAL: FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION:01 September

2011SCHOOL/PARTNER: Duchy College


Click here to enter a date.

TERM/SEMESTER: Autumn



MODULE LEADER: OTHER MODULE STAFF:


Biological recording workshops (student selects from range of workshops)

Environmental records centres, GIS and mapping

Desk studies



Practical Classes and Workshops 25

Tutorial 5Delivered by Cornwall Wildlife Trust/ERCCIS Guest lecturers/ Subject experts

Guided Independent study 70


Total 100(NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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Written exam

E_%

Total = 100%

T_%

Total = 100%

Coursework C1Report 100%

Total = 100%

On workshops ALO1-4

Practical P_%

Total = 100%

Updated by: Nick Taylor Date:

10/08/13

Approved by:

HE Operations

Date:

17/09/16


1. BWPi: Birds of the Western Palearctic Interactive - DVD ROM OUP/BirdGuides Ltd BirdGuides2. Handbook of the Birds of Europe, the Middle East and North Africa OUP [out of print]3. Field Studies Council AIDGAP and taxonomic keys

http://www.field-studies-council.org/publications/index.aspx4. FBA Taxonomic keys http://www.fba.org.uk/fbapub.html5. http://www.reticule.co.uk/flora/ 6. JNCC Herpetofauna Workers Guide Linnean Society Synopses of the British Fauna

http://www.linnean.org/index.php?id=157. Mammal Society taxonomic keys www.mammal.org.uk/publics.htm8. Preston CD, DA Pearman and TD Dines 2002 New Atlas of the British and Irish Flora Oxford University

Press9. Stace C 1999 Field Flora of the British Isles Cambridge University Press



MODULE CODE: CORR2022 MODULE TITLE: Conservation Work Placement



SHORT MODULE DESCRIPTOR: (max 425 characters)The module allows the student to gain experience within the Conservation industry. Students to undertake a period of work not less than 10 hours, within the Industry. Prior to commencing work students will undertake a reflective portfolio with regard to their own skills and employability status. After completing the students will conduct a critical analysis of the skills and abilities that they have gained.





%

T1 (Test) %



MODULE AIMS:The students will develop a student’s employment opportunities within the sector and also improve their professional networks in the estate and farm enterprise sector. This module will expose the student to a variety of experiences within a farm estate environment.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1.Work effectively for an extended time period within the estate and farm enterprise sector2.Engage and communicate within a professional network associate with rural economy3.Appraise and reflect on their own professional development appropriate with the estate and farm enterprise management

DATE OF APPROVAL: 19 June 2015 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2015 SCHOOL/PARTNER: Duchy CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year





SUMMARY of MODULE CONTENTStudents will work within a professional environment for a period of at least four weeks. Reflection on skills gained and developed. Communication skills within a professional network.







Element Category

Component Name

Component Weighting

Written exam 0%

In class test 0%

• Work effectively for an extended time period within the estate and farm enterprise sector (ALO1)• Engage and communicate within a professional network associate with rural economy (ALO2).• Appraise and reflect on their own professional development appropriate with the estate and farm enterprise management (ALO3).

Coursework Conservation work placement log and reflection

100%


Practical 0%

REFERRAL ASSESSMENT


Component Name

Component Weighting

Written exam 0%

In-class test 0%

• Work effectively for an extended time period within the estate and farm enterprise sector (ALO1)• Engage and communicate within a professional network associate with rural economy (ALO2).• Appraise and reflect on their own professional development appropriate with the estate and farm enterprise management (ALO3).

Coursework Referral Assignment 1

100%

Practical 0%



