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Plymouth University Academic Partnerships

DUCHY COLLEGE, Rosewarne Programme Quality Handbook

FdScConservation and Countryside Management

Academic Year 2016-2017

1 | P a g eFdSc Conservation & Countryside Mgt (Bicton) Handbook (2016-17)

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.


Contents1 Welcome and Introduction to……............................................................................................................................4

2 Programme Team....................................................................................................................................................4

3 Personal Tutor.........................................................................................................................................................6

3.1 Plymouth Portal...............................................................................................................................................6

4 Programme Details..................................................................................................................................................8

4.1 Enhancement Activities...................................................................................................................................8

4.2 Progression through the programme..............................................................................................................8

4.3 HE Careers Guidance – Cornwall College.........................................................................................................9

4.4 HE Careers Guidance – Plymouth University...................................................................................................9

5 Employment Opportunities.....................................................................................................................................9

6 Teaching, Learning and Assessment......................................................................................................................10

6.1 Referencing Guides........................................................................................................................................10

7 Assessment Schedules and Feedback....................................................................................................................17

8 Student Feedback..................................................................................................................................................23

8.1 Student Representation and Enhancement...................................................................................................31

8.2 Student Perception Surveys...........................................................................................................................31

8.3 Closing the Feedback Loop............................................................................................................................32

8.4 Programme Committee Meetings (PCM).......................................................................................................32

8.5 Complaints.....................................................................................................................................................33

8.6 Extenuating Circumstances...........................................................................................................................33

9 Appendix...............................................................................................................................................................35

9.1 Programme Specification – to be the latest version associated with the programme..................................35


1 Welcome and Introduction to FdSc Conservation and Countryside Management

Welcome to the Foundation Degree in Conservation and Countryside Management.

This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications.

This Student Handbook contains important information including:

Who will be teaching and providing support to you Details of your programme of study and assessment Opportunities available for:

Work-Based Learning (WBL) / Work-Related Learning (WRL) The development of academic and employability skills Progression onto further study - especially honours degree routes

Note: the information in this handbook should be read in conjunction with the current edition of the College Handbook which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook available here:

https://www.plymouth.ac.uk/your-university/governance/student-handbook .

2 Programme Team

Programme Leader

The Programme Leader for your Foundation Degree is responsible for the effective delivery and development of the programme and for providing programme advice to students. They also chair the Programme Committee which has student representation.

Name Office Location Tel Email

Nick Taylor Shepherd Building, Rosewarne Campus

O1209 722100 [email protected]

Module Leaders

Each module within your programme has a designated Module Leader who is responsible for the effective delivery and development of the module and providing, module advice to students.

Module Name Office Location Tel Email


https://www.plymouth.ac.uk/your-university/governance/student-handbook

Habitat Management

CORR132

Ecological Survey Techniques

CORR131

Practical Conservation Skills

FCCM103

British Countryside

CORR157 Coastal and Freshwater Ecology

CORR2023

Nick Taylor

Shepherd Building

01209

722100

[email protected]

Ecology

FCCM209

Justine Rail

Shepherd building

01209 722100

[email protected]

P.E.S.D.

CORC1013

Research Skills

CORD135

Environmental Education

FCCM208

Wildlife Identification and recording

CORR225

Gavin Nicol

Shepherd building

01209 722100

[email protected]

Biodiversity

IEM102

Field Botany

FCCM104

Derek Green

Shepherd building

01209 722100

[email protected]


HE ASSISTANT REGISTRAR: Katerina Gavrilova. What does the Corporate HE Assistant Registrar (CHEAR) do? The CHEAR is your point of contact in HE Operations for all administrative paperwork to do with the programme. He can be contacted on:

Telephone: 01209 617757 or Ext 3757. Email: [email protected]

3 Personal Tutor

Your personal tutor should be the first person at the College that you speak to if you are having any personal difficulties that are affecting your studies. These could be academic, financial, health-related or another type of problem. Your personal tutor is there to provide additional academic and personal support concerning issues that may affect your studies. Personal Tutors are particularly important for students in their first year, helping them to manage the transition from school or the workplace to university-style life. Personal tutors also assist with helping you to engage with important aspects of preparation for your career and or progression to further study and profiling your progress through the programme.

Your main support for academic issues relating to specific modules will be the lecturer who is teaching that module. Your tutor will be the person who; if the College is asked, will write a personal reference for you during, or on completion of your studies.

Programme staff will communicate with students in the following ways:

Email - staff will communicated with you via your college and/or university email. In order to maintain professionalism staff will NOT communicate with you directly using your personal email. If you do not wish to regularly check BOTH your College and Plymouth University emails you must ensure that these are forwarded to your personal email address.

Text messaging – Under exceptional circumstances staff may contact you via text. Please ensure that your Programme Manager has your current mobile number.

College/Institution intranet / virtual learning environment – For module level communications staff use the Moodle Site. Please make sure that you are enrolled onto all of your modules.

HE Operations Moodle Pages – this site houses a vast array of information relevant to your time at the College.

Plymouth University Student Portal (see section below) HE bulletins Link to College/Institution campus map or details

https://www.cornwall.ac.uk/sites/default/files/documents/DCR%202012%203D%20Map.pdf Links to disability support teams: https://www.cornwall.ac.uk/university/support-during-your-degree

The university personal tutoring policy is available for information and guidance.

3.1 Plymouth PortalAs a Plymouth student you are able to access the University’s e-resources through the Plymouth portal (the University’s internal staff and student website).

There is access to over £2 million of e-resources and e-journals in a variety of different subject ranges which can be used to support your studies. An excellent library guide has been developed to help you access these resources off campus and this also links you to subject specific resources. This link takes you to the universities library guide homepage http://plymouth.libguides.com/partners.


http://plymouth.libguides.com/partners

http://plymouth.libguides.com/partners

https://www.plymouth.ac.uk/uploads/production/document/path/2/2452/Personal_Tutoring_Policy.pdf

https://www.cornwall.ac.uk/university/support-during-your-degree

https://www.cornwall.ac.uk/sites/default/files/documents/DCR%202012%203D%20Map.pdf

mailto:[email protected]

In addition the University has created a Student Study File available at www.studywithplymouth.ac.uk which signposts you to a wealth of resources including UPSU (Plymouth Student Union), Study Skills Guides and using the portal.

You will automatically have a Plymouth University e-mail account accessed through myEdesk, E-mail, calendar, contacts, (OWA) structured as follows: [email protected]. Your password will always be given in this format Dob.dd/mm/yyyy e.g Dob.10/07/1984 . You can change your password once into the portal however please make sure it is something memorable as you will need it throughout your studies.

There are instructions located on the student study file on how to forward your University emails to your preferred email address to ensure you obtain the necessary Plymouth communications throughout your studies.

To change your password at any time - click on the ‘Change Password’ on the top right hand side of the homepage.

If you have forgotten your passwords please go to http://www.plymouth.ac.uk/password and you can reset it easily. Alternatively you can go to HE Operations who will be able to reset it for you as well.

To access the portal type http:///student.plymouth.ac.uk into your browser OR if you want to go in via the extranet type www.plymouth.ac.uk and then click on Internal Students.

Enter the username and password given to you from your programme manager or Learning Resource Staff member.

The Student Community on the Portal signposts you to many resources including:

E-resources, journals, databases - click on the myEdesk, Library, Media & IT (TIS) University student services and learning resources Link into UPSU, the University’s Student Union Academic information and regulations including the University student handbook How to work safely on the web


http://www.plymouth.ac.uk/

http://student.plymouth.ac.uk/

http://www.plymouth.ac.uk/password

http://www.studywithplymouth.ac.uk/

mailto:Firstname.Surname@:students.plymouth.ac.uk

http://www.studywithplymouth.ac.uk/

4 Programme Details

4.1 Enhancement ActivitiesWhilst enrolled on the FdSc Conservation and Countryside Management programme you will have the opportunity to work alongside Conservation staff from many of the major U.k. Conservation Organisations, some of the most of the beautiful wild habitats in Cornwall. You will have be incouraged to develop your own interest and expertise in the natural world and be able to attend workshops and events run by some of the foremost naturalists in the County.

In addition, the Rural Business School (www.ruralbusinessschool.org.uk ) runs CPD qualifications that the students will be able to access with an additional cost but farm holders may be able to get these qualifications subsided. Career development activities are also available through the Unlocking Cornish Potential http://www.unlocking-potential.co.uk/.

Other enhancement activities organised through Plymouth University such as Learning Development http://www1.plymouth.ac.uk/learningdevelopment/Pages/default.aspx or Learning Gateway https://www1.plymouth.ac.uk/learninggateway/Pages/default.aspxa are also available

An important aspect of this degree is its vocational nature. All students are encouraged to seek relevant employment or placement during their studies – that is why the actual ‘teaching’ timetable leaves you with some free time during the week. But additionally, many of the modules have vocational elements, such as practical experience, visits to and from individuals and organisations in your vocational area and simulations.

Rather than separating work related learning into a separate module the college has a policy of embedding work related activities across the programme. This means ensuring that there is a range of experiences which relate closely to employment and work, such as visits, visiting speakers, practical’s in simulated situations. This ensures that students have a very rich environment in which to develop their skills, and observe others working.

Students of Cornwall College are encouraged to develop their PDPs in a variety of ways. The tutorial system, where programme leaders act as personal tutors and see their tutees on a regular basis clearly feeds into the principles of PDP. At the end of each module, students are encouraged to review what they have learnt and how it might contribute to their employability and their personal development. And there is a similar end of term and end of year review conducted by the tutor.

4.2 Progression through the programmeYour Programme Manager has access to University staff and is able to communicate your questions regarding progression to programmes at Plymouth University.

If you progress to a Plymouth University honours degree programme, your final Honours Degree classification will be calculated to include marks from each of your levels of study.

10% from Level 4 – calculated from the highest achieved 80 credits. Where modules are arranged in such a way that the 80 credits of ‘highest module marks’ cannot be identified unequivocally, the average for the best 70 credits and 90 credits will be calculated and the student given the best advantage.

30% from Level 5


https://www1.plymouth.ac.uk/learninggateway/Pages/default.aspxa

http://www1.plymouth.ac.uk/learningdevelopment/Pages/default.aspx

http://www.unlocking-potential.co.uk/

http://www.ruralbusinessschool.org.uk/

60% from Level 6

If you progress onto Level 5 of a programme at Plymouth University, then 10% (of the highest achieved 80 credits or where modules are arranged in such a way that the 80 credits of ‘highest module marks’ cannot be identified unequivocally, the average for the best 70 credits and 90 credits will be calculated and the student given the best advantage) will come from your level 4 marks studied previously, 30% of your level 5 aggregate mark will be drawn from the level 5 modules studied at Plymouth University and then 60% from your level 6 aggregate mark at Plymouth University.

4.3 HE Careers Guidance – Cornwall College

HE Careers and Employability – please promote to your students

There is a new HE Careers and Employability section on Moodle; accessible via the Learner Resources tab. This is a really useful resource which both you and your students can use. Please e-mail Heidi Channell with details of any other web resources you use and she will add them to Moodle: [email protected]

UCAS Applications for Teacher Training open on 27th October.

Encourage your HE students to access HE Careers Advice by e-mailing Heidi: [email protected]

Here is a link to the Plymouth University Careers & Employability site which includes the Events Calendar:

http://www.plu.prospects.ac.uk/casa/servlet/casa.jobseeker.event.JSEventServlet?mode=showEv&event_id=SUBOPLU-07072015-EVNT-35658&source=casa.jobseeker.event.JSEventServlet%3Fmode%3DshowCal%26month%3DAll%26eventType%3DO%26seriesStr%3D&stack=null%3Anull

4.4 HE Careers Guidance – Plymouth University

As a Plymouth University student you will also be able to access the Plymouth University Careers and Employability Service which can provide a wealth of guidance and support resources.

5 Employment Opportunities

As a result of close collaboration with the Conservation industry, the course is designed to provide you with the skills and knowledge required to gain employment within the conservation and countryside management sectors. Opportunities include a range of posts within the conservation industry. Possible Careers Senior warden with wildlife trusts Countryside officer with a local authority Countryside ranger Positions with organisations such as the Environment Agency, local authorities and the National Trust.

Whilst studying this programme you will be given the opportunity to develop further personal and employability related skills, through planned module content and also external opportunities. A range of teaching approaches are used to specifically enable you to develop and enhance your communication and team working skills. Employers and other industry professionals also input into the programme giving you further contacts.


https://www.plymouth.ac.uk/student-life/your-studies/academic-services/careers-and-employability

https://www.plymouth.ac.uk/student-life/your-studies/academic-services/careers-and-employability





6 Teaching, Learning and Assessment

Your performance in a module will be assessed during the academic year, normally through a combination of coursework and end of year examinations. You must pass the assessments in order to be credited with that module for your award. In addition, some modules may have to be passed as pre-requisites for others taken later in your programme.

The method of assessment varies between modules and your lecturers will advise you of the method(s) to be used. This reflects the need to develop a range of different knowledge, understanding and skills. During your programme you may experience some, or all, of the following types of assessment:

Coursework essay questions

Coursework group reports Coursework case study problems Group presentations Small group assessed discussions Practical’s Formal examinations In-class tests Online assessments Portfolios Research project

In all cases these are chosen and designed to assess your achievement of the particular learning outcomes for the module. You will be given Assessment Criteria which are used to judge the extent of your achievement.

Please note that ALL assessment marks and results are provisional until confirmed by the Subject Assessment Panel and verified by the Award Assessment Board. If you do well enough, i.e. you average a mark of over 70% over all your modules at the end of your programme then you will qualify for the award of a Foundation Degree with distinction. You should note marks of 70% and over are awarded for outstanding work only.

Please reference the Benchmarking Skills Map within the Programme Specification for further details on how the teaching, learning and assessments are achieved within each module.

6.1 Referencing Guides

https://intranet.cornwall.ac.uk/intranet/learning-services/documents/Harvard_Referencing_July13.pdf

Indicative Programme Assessment Schedule

See individual Module Handbooks for submission deadlines and how to submit your work.

Procedures for dealing with late submissions and extenuating circumstancesYour programme operates under Plymouth University Academic Regulations. To view, go to: https://www1.plymouth.ac.uk/essentialinfo/regulations


https://www1.plymouth.ac.uk/essentialinfo/regulations


You should also ensure that you are familiar with the extenuating circumstances policy. This is a separate document which is available on Moodle and from the website link above.

Academic OffencesIssues of plagiarism and any form of academic dishonesty are treated very seriously. They could result in you failing a module or even having to leave your programme.

Support concerning citing references, or using any other form of intellectual property, most particularly from web based material is available from your Learning Centre

Further support is available from Plymouth University at: https://www1.plymouth.ac.uk/essentialinfo/regulations

You will be required to use the Harvard Referencing System. There are many variations of the Harvard system but you should follow the guidelines for this programme which will be given to you at induction. The purpose of referencing is to indicate in both the text and reference list where an idea is not original. (See the University of Plymouth Academic Regulations/ assessment offences for further detail.). Failure to credit ideas presented in your assessments to the original author/s constitutes plagiarism which is the most commonly occurring academic offence (whether intentional or unintentional). There are four main types of plagiarism:

(1) copying – more than a single phrase from another text without the use of quotation marks andreferencing;

(2) close paraphrasing – rewording text to ‘disguise’ the fact you are using somebody else’s work;

(3) summarising – rewording and reducing key ideas and information to fewer words without

acknowledgement and

(4) taking intellectual ideas or data – generally passing off someone else’s ideas as your own without

acknowledgement.

Further support concerning citing references, or using any other form of intellectual property, most particularly from web based material is available from the University of Plymouth at: http://staff.plymouth.ac.uk//studhand/Examinations/intranet.htm

Academic offences and academic dishonesty, including plagiarism, are treated very seriously in the University and in the College, and the University’s academic dishonesty process will be invoked. A student who is proven to have committed an academic offence may be placing his or her degree in jeopardy. It is your responsibility as a student to make sure that you understand what constitutes an academic offence, and in particular, what plagiarism is and how to avoid it.


Please note that ALL assessment marks and results are provisional until confirmed by the Subject Assessment Panel and verified by the Award Assessment Board. If you do well enough, i.e. you average a mark of over 70% over all your modules at the end of your programme then you will qualify for the award of a Degree with distinction. You should note marks of 70% and over are awarded for outstanding work only.



http://staff.plymouth.ac.uk//studhand/Examinations/intranet.htm


Your Approach to StudyingProbably the most significant difference between university level study and other levels of education is the amount of personal responsibility you have. This has implications for how you approach your studies.

Staff will use a variety of educational approaches, depending on the learning outcomes of the module. These may include: lectures, group work, discussion, student led activities, simulation, technology supported activity, practical scenarios, and directed study. Your active participation will enhance your learning. I t is your responsibility to acquire the required knowledge and skills.

The skills that you develop here; self-reliance, time management, prioritisation, motivation and research skills are all valued by employers and successfully adopting strategies here will enable you to show potential employers that you can succeed in the workplace.

Study tips:

At this level of study, you will be treated as a responsible adult, capable of acting on your own initiative.

You may be used to a learning or workplace environment with fixed hours and routine activities. However HE study requires you to develop new study, time-management and prioritisation skills to make effective use of your study time and to meet programme deadlines. Your weekly timetable consists of planned learning activities, such as lectures, and time for you to undertake additional reading, assignment preparation and private study. The contact time that you have with lecturers is only part of your module timetable. As an indication, the average amount of ‘total student effort’ expected for a 20 credit module will be around 200 hours, but you may only be timetabled for 45 hours. You must, therefore, learn to use your time constructively.

Your most valuable learning will be done in your own time and in your own way.

Suggested Reading for New Students

Burns, T. and Sinfield, S. (2003) Essential Study Skills: The Complete Guide to Success at University. Sage Study Skills Series

Cottrell, S. (2010) Skills for Success: the Personal Development Planning Handbook. Palgrave Macmillan.


You must take proactive responsibility for your own studies. We will give you as much help and support as we can but ultimately your success (or failure) is down to you.

Plan your time carefully. Write a personal timetable as soon as you can.

Attend all lectures and tutorials and take notes.

Do not miss deadlines.

Read extensively around your subject. Just being familiar with the set text books is unlikely to be enough to pass.

Seek help, if you need it, as soon as possible. If you need specific help with your studies, speak to your lecturer or tutor or make a personal appointment to see them. Even if your problem has nothing to do with your programme, it may have an effect on your ability to study. Let someone at the College know - ignoring problems will only make things worse later on.

Greetham, B. (2009) How to Write Better Essays. Palgrave Macmillan.

Reading for your DegreeYou will not complete your programme successfully if you do not read regularly and in-depth. You will be given reading lists for each module. You should purchase at least one recommended text for each module. Since books are expensive, however, it may be a good idea to pool resources by sharing with friends in a study group.

Please note that you may only be able to borrow basic texts from the library on a short-term basis. Demand for such texts may be very high at certain times in the year; so do not rely on them being available.

You are strongly recommended to follow current issues relevant to your programme in the quality press, for example, The Times, Independent, Guardian and Telegraph. You should also make use of subject-related journals held in the library.

Reading texts for higher education demands note-taking as well as reading skills, as with lectures, keep careful notes from your reading.

Private StudyYour private study time is likely to be taken up by different tasks for each module, by preparing for tutorials or undertaking some reading of a programme text or library research. In addition, private study time provides students with the opportunity to ensure they have understood the subject, reflecting on any feedback on assessed work and building up a good set of notes for revision.

Study GroupsIn all our programmes, the College encourages students to learn skills to enable them to work as groups and teams. These are not merely useful during your programme. In any employment context you will find such skills and experiences invaluable. Sometimes you will find you are assessed on a piece of written work or presentation completed as a group. Many students benefit significantly from working collaboratively in study groups, to check their understanding of difficult issues or concepts and to revise. This will also help to develop your team working and leadership skills as well as softer skills such a negotiation and collaboration.

Work-Based Learning (WBL)WBL/WRL in all its aspects is fundamental to all programmes. College based learning will inform work-based activity and WBL/WRL will be vital in contributing to your understandings of theory and your success in assessment tasks. You should be sure to keep careful records of significant experiences in your work-placements so that you can refer to them with confidence in discussions and assignments.

Work-based learning can be complex and challenging to organise so the College holds a list of employers that you will be able to contact who have offered placements in the past. There is a strict procedure to be followed to ensure adherence to health and safety regulations and your module leader for the work based learning module will explain these to you at the start of the course.

There is a separate Placement Handbook which will be made available to you. This details the process of securing a placement and contains all the relevant documentation.

Past placements have included care work, community based care, charities working with alcohol and substance misuse, young people and older persons in the community and primary teaching. Many learners have continued working with these organisations after completing their course, in some cases leading to paid employment, so it is worth carefully considering your placement. Some learners use WBL to accrue work experience within a particular field to assist them in preparing for further study such as teaching and nursing.

You will need to gain 120 hours of work placement over year 1 and 2 of your course as part of the modules and your assessments will be include this stipulation. There is also an optional WBL unit in your final year that will require 120 hours of work placement as it is a 40 credit module.


You will need to find and secure your own appropriate, paid or unpaid, placement. This can either be from the list of employers provided or another one of your choice. You will also need to apply for a DBS check. Guidance and support will be offered to you. Within your placement you will be allocated a Mentor who will support you and act as a link between the setting and College. You may be visited whilst on placement and feedback will be sought from your Mentor regarding your progress.

The inclusion of work-based learning modules at levels 4 and 5 gives you the opportunity to develop and practice the wide range of transferable skills that have been described in section 2.2. When you complete your studies you will have the certificate which demonstrates that you have subject knowledge; the key transferable skills that you develop will enable you to perform effectively once you complete your studies. This includes leadership and management if you are in position where these skills are part of your role. If not, then you will learn the theory and practice of these skills and how to manage and work with others.

LecturesMost modules have timetabled lectures. While lecturing styles may vary, you will need to develop note-taking skills and other techniques to help you get the most out of a lecture. You should develop a style of note-taking that suits you. There is no ‘right method’ but certain general principles are useful:

Your notes need to be an accurate record of the key points Notes should be neat and tidy and in such a form that they can be supplemented easily Notes should be presented in a logical fashion and deal with the essentials Make a note of questions or doubts and leave space to insert solutions later Keep a clear record of references - these will need following up.

In some lectures, you will be given hand-outs of diagrams, key concepts or the material used to deliver the lecture in the form of presentation slides. These are often available for reference electronically. Reading hand-outs or getting copies of slides is not a substitute for attending the lecture. You may miss vital verbal information. Most material will be uploaded to Moodle by lecturers.

Lecturers will not give you all the information on a topic but provide a framework from which you can work to develop your knowledge and ideas. While a lecture introduces important concepts, you will need to develop your understanding of these concepts by further reading, research, discussion and working through problems in tutorials.

Seminars/Tutorials/WorkshopsThese sessions are meetings of small groups of students. Here you will have a chance to demonstrate what you have learnt and understood and to clarify areas you are not so sure about. Normally you will be assigned to a group and you will have to attend a specific timetabled slot, which will normally be weekly.

A lecturer will manage the session, although the focus is on students’ contributions. Sometimes you will be given assignments beforehand, so you can prepare materials or you might be asked to lead the tutorial in an informal way, or give a formal presentation.

Seminars, tutorials and workshops are a crucial part of the learning process, as you have the opportunity to analyse problems and discuss issues in depth with your peers. You should come to these sessions prepared to participate fully. Although you may be shy at first, you will find that as the group gets to know each other and develop more confidence, these discussions become one of the most valuable parts of your learning.

The ability to work within teams and demonstrate leadership in group situations is a key skill that employers are looking for. It is rare that we work independently; the ability to network, clearly articulate your thoughts and ideas and develop coherent arguments is vital to success in the job market today. Seminars provide you the ideal opportunity to develop and practice these skills.


Practicals, fieldwork, studio or other specialist learning environments Students are encouraged to participate in wider College activities which may be relevant to their programme of study. This is another area where you can develop skills and involvement in the Student Union and the wider life of the College is commended to you. This gives you the opportunity to develop further leadership, management and transferable skills that will contribute to your employability. Past Cornwall College Student Union (CCSU) members have progressed to leadership positions within the National Union of Students (NUS).

Other Forms of Academic SupportSome modules may have relatively little formally timetabled teaching. This is part of a planned strategy to help you develop and manage your own learning. Where this is the case, forms of academic support may include:

Feedback on assessed work - to help you develop your knowledge, understanding and skills through undertaking assessments.

Tutorials by appointment. Teaching staff normally have ‘office hours’ when you can book an appointment to see them.

Student Portal and email. Staff may use these to initiate discussions and set up learning support groups for their modules.

Learning packs. Some modules use learning packs for students to work through in their own time. These may involve exercises to help you develop your understanding of the materials.

Lisa-Marie Arroway (based in LRC, ext 3259) provides study skills and assignment support individually and to small groups. Do remember that it remains the learners’ responsibility to adhere to the style guide and referencing guide. You receive a copy of these at the beginning of the year and it is also available for you on Moodle.

Factors Affecting Your LearningIn addition to teaching, academic support and private study there are often factors which influence your learning environment. If you are aware of these, you will be able to manage your studies more effectively.

Effective LearningLearning refers not simply to the sum total of facts and information you can recall at a given moment. It also relates to how you use and apply information; and how you find, store and retrieve it. One of your aims as a student should be to become a more effective learner.

The quality of your learning will depend on these starting points:

Your attitudes, attendance, aims and goals Your dedication Your aptitude for the subject Your intelligence Your willingness and ability to learn Your use of resources - tutors, books, materials, the work experiences built into the programme, etc - and

time - your timetabled lectures and tutorials as well as private study.

To assess how well you are learning, you should frequently check your progress by keeping in touch with your tutors and your fellow students and ensuring you are up-to-date with deadlines.

Time ManagementGood time management lies at the root of effective learning. You will need to plan the use of your time carefully. You will have the demands of your programme, learning in lectures and tutorials, working on assessments and completing your private study to consider.

A personal timetable can help you in assessing all your priorities: paid work, social and family commitments, as well as your studies.


You will have to think realistically about the number of hours that you need to work to be a successful student. If you are studying full-time, we would expect that your lectures, other timetabled sessions and private study taken together will only account for a proportion of the 200 hours of work required for each 20 credit module. However, the amount of study effort required varies from student to student.

AttendanceYou are expected to take responsibility for your learning and attendance in timetabled sessions. In some modules if you do not attend consistently you may risk losing marks, either directly or by missing an assessed presentation or group activity. Any absence also affects your peers as it may disrupt planned group activities and limit the range of discussions. You will be expected to be available for every week of your college terms. Please ensure that holidays are only arranged outside of term and assessment commitments.

There is a central phone number to ring if you are not going to attend college on a specific day or you can email your tutor using the contact details within this handbook.

Please see the section 5.2 Procedures for dealing with late submissions and extenuating circumstances for more details of the consequences of failing to submit work on the due date. This can also include non-attendance for timed assessment, seminars and presentations.

Coping with StressStress can be a serious problem, particularly in your first year when you may be adjusting to a new environment, arranging accommodation, managing your finances, living away from home and balancing your time between study and family/work commitments. You are advised to seek support as soon as possible.

Learning SkillsSome students find the transition to university level study, particularly student-centred learning, more difficult than they expected. This can be because they have not yet developed the required learning skills. Although you will receive help throughout your programme to improve these skills, there is specific support, advice and resources available through the College’s Learning Skills Service concerning: issues such as:

Presentations Essay Writing Referencing Time Management Reading and Note-taking Revision and Examinations

Cornwall College Resources at: Intranet/ Learning Services/ online databases/ academic writing

https://intranet.cornwall.ac.uk/intranet/learning-services/InternetResearch.htm

Plymouth University resources are available at:

https://www.plymouth.ac.uk/business-partners/partnerships/academic-partnerships/study-guide



Please note that ALL assessment marks and results are provisional until confirmed by the Subject Assessment Panel and verified by the Award Assessment Board. If you do well enough, i.e. you average a mark of over 70% over all your modules at the end of your programme then you will qualify for the award of a Foundation Degree with distinction. You should note marks of 70% and over are awarded for outstanding work only.




https://www.plymouth.ac.uk/business-partners/partnerships/academic-partnerships/study-guide

https://intranet.cornwall.ac.uk/intranet/learning-services/InternetResearch.htm



7 Assessment Schedules and Feedback

Each Programme has a designated Moodle page which houses further details of each of the modules contained with a programme. A full assessment schedule will be available via Moodle. Any changes made to the schedule will be done in consultation with the student body and will be fully communicated to the students that are affected.

AssessmentYour performance in a module will be assessed during the academic year, normally through a combination of coursework and end of year examinations. You must pass the assessments in order to be credited with that module for your degree. In addition, some modules may have to be passed as pre-requisites for others taken later in your programme.

The method of assessment varies between modules and your lecturers will advise you of the method(s) to be used. This reflects the need to develop a range of different knowledge, understanding and skills. During your programme you may experience some, or all, of the following types of assessment:

Coursework essay questions Coursework group reports Coursework case study problems Group presentations Small group assessed discussions Formal examinations In-class tests Online assessments Portfolios Research project


You will also have the opportunity to discuss aspects of your work with peers or a tutor through formative assessment. This can take place in tutorials, in class activities and study groups and gives you an excellent opportunity to clarify your progress and receive feedback on how to improve.

Please note that ALL assessment marks and results are provisional until confirmed by the Subject Assessment Panel and verified by the Award Assessment Board. If you do well enough, i.e. you average a mark of over 70% over all your modules at the end of your programme then you will qualify for the award of a Degree with distinction. You should note marks of 70% and over are awarded for outstanding work only.

Indicative Programme Assessment ScheduleSee individual Module Handbooks for submission deadlines and how to submit your work.



Procedures for dealing with late submissions and extenuating circumstancesYour programme operates under Plymouth University Academic Regulations. To view, go to: https://www1.plymouth.ac.uk/essentialinfo/regulations

You should also ensure that you are familiar with the extenuating circumstances policy. This is a separate document which is available on Moodle and from the website link above.

Academic OffencesIssues of plagiarism and any form of academic dishonesty are treated very seriously. They could result in you failing a module or even having to leave your programme.

Support concerning citing references, or using any other form of intellectual property, most particularly from web based material is available from your Learning Centre

Further support is available from Plymouth University at: https://www1.plymouth.ac.uk/essentialinfo/regulations

You will be required to use the Harvard Referencing System. There are many variations of the Harvard system but you should follow the guidelines for this programme which will be given to you at induction. The purpose of referencing is to indicate in both the text and reference list where an idea is not original. (See the University of Plymouth Academic Regulations/ assessment offences for further detail.). Failure to credit ideas presented in your assessments to the original author/s constitutes plagiarism which is the most commonly occurring academic offence (whether intentional or unintentional). There are four main types of plagiarism:

(1) copying – more than a single phrase from another text without the use of quotation marks and referencing;

(2) close paraphrasing – rewording text to ‘disguise’ the fact you are using somebody else’s work;

(3) summarising – rewording and reducing key ideas and information to fewer words without acknowledgement

(4) taking intellectual ideas or data – generally passing off someone else’s ideas as your own without acknowledgement.

Further support concerning citing references, or using any other form of intellectual property, most particularly from web based material is available from the University of Plymouth at: http://staff.plymouth.ac.uk//studhand/Examinations/intranet.htm

Academic offences and academic dishonesty, including plagiarism, are treated very seriously in the University and in the College, and the University’s academic dishonesty process will be invoked. A student who is proven to have committed an academic offence may be placing his or her degree in jeopardy. It is your responsibility as a student to make sure that you understand what constitutes an academic offence, and in particular, what plagiarism is and how to avoid it.


http://staff.plymouth.ac.uk//studhand/Examinations/intranet.htm



Examination Coursework Practical

MODULE CODE Examination Test Coursework Type Coursework Type Practical Type Practical Type

Year 1, Stage 1

Core

CORR145 - Ecological Survey Techniques

Test 50% Report 50%

CORR135- Research Skills

Research Proposal 100%

CORR157 - British Countryside

Test 50% Essay 50%

FCCM103 - Practical Conservation Skills

Log & Video 100%

FCCM104 - Field Botany Field notes & samples 100%

IEM102 - Biodiversity Examination 50% Report & Leaflet 50%

CORC1013C - Personal and Employability Skills Development

Essay 50% Report 50%

Year 2, Stage 2

Core

CORR2000B - Research Project

Report 60% Handout 10% Poster 30%

CORR2022 - Conservation Work Placement

Report 50% Log 50%

CORR2023 - Coastal and Freshwater Ecology

Habitats Report 100%


FCCM208 Environmental Education

Assessment of workshops 50%

Method Review 50%

CORR2008 Ecology Test 50% Coursework 50%

CORR225 Wildlife Identification and Recording

Report 100%

CORR2021 Habitat Management

Test 50% Plan 50%

Part Time Course

Year 1, Stage 1

CORR145 Ecological Survey Techniques

Test 50% Report 50%

CORD135 Research Skills Research Proposal 100%

CORR157 British Countryside

Test 50% Essay 50%

IEM102 Biodiversity Examination 50% Report & Leaflet 50%

Year 2, Stage1

FCCM103 Practical Conservation Skills

Log & Video 100%

FCCM104 Field Botany Field notes & samples 100%

CORC1013C Personal and Employability Skills Development

Essay 50% Report 50%

Year3, Stage 2


CORR225 Wildlife Identification and Recording

Report 100%

CORR2023 Coastal and Freshwater Ecology

Habitats Report 100%

CORR2022 Conservation Work Placement

Report 50% Log 50%

CORR2008 Ecology Test 50% Coursework 50%

Year4, Stage2

CORR2021 Habitat Management

Test 50% Plan 50%

FCCM208 Environmental Education

Assessment Workshops 50%

Methods Review 50%

CORR2000B Research Project

Report 60% Handout 10% Poster 30%


Mar

king

stag

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tern

al m

oder

ation

st

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Exte

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mod

erati

on

stag

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bjec

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Pane

l (SA

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1The sample for the internal moderation comprises 20% or 10 assessment pieces minimum. The sample should include a range of assessment pieces including borderlines and fails. For more guidance see the Plymouth University Marking and Moderation policy 2015


Student submits work / sits test / sits examination

Work is marked by Module Leader

Marks collated by Module Leader & submitted to Programme Manager

Work collated & passed toModule Leader

Students receive initial UNCONFIRMED mark

Unconfirmed mark & feedback back to students within 20 working days

Internal moderation sample selected1.

Moderation by second academic

External moderation samples selected and moderated by External Examiners

CONFIRMED marks issued to students

Marks approved by SAP and forwarded to College Award Assessment Board

Marks submitted to SAP for consideration and approval

Assessment hand-in process, assessment criteria and guidance

7.1 Assessment format

You are expected to submit your work in standardised format for all written submissions (unless advised otherwise) as per the guidance below and also to use the standardized front sheet (page 19):

GENERAL PRESENTATION, FORMAT AND FONT GUIDANCE

Please ensure that UK English is used.

Use a 2.5cm margin on the left, and 2cm margins on the top, right and bottom.

Use 1.5 line spacing.

Use Arial 12pt font.

The first line of paragraphs must not be indented.

Paragraphs must be separated by a 1.5 line space.

Text in the main body of the document must be fully justified.

Use a 10pt Arial footer left justified containing only your student number.

Use page numbers positioned bottom, centre in Arial 10pt font.

Do not use a header unless instructed otherwise (e.g. for business reports).

Ensure that a consistent style is used throughout the document (e.g. for section headings, numbering and bullet

point styles).

PRESENTATION OF TABLES, FIGURES AND IMAGES

Tables and Figures should be referred to in the preceding text.

Table headings should be positioned above the Table.

Text within tables should be single line spaced and unjustified.

Figure headings should be positioned below the Figure.

Only use pictures, photographs or images to demonstrate a point. Do not use pictures solely for aesthetic purposes.

These should be referred to as Figures.


Ensure that images used are of reproducible quality. (Avoid over expanding images resulting in a low quality

pixelated/grainy image.)

Tables and Figures should be understandable without preceding text, therefore may benefit from the addition of a

legend containing explanatory text.

REFERENCING

The Harvard Referencing System must be used. (Refer to Plymouth University’s Cite Them Rite

http://www.citethemrightonline.com for definitive guidance)

NEVER use bullet points in the reference list.

It is acceptable to use single line spacing for the reference list.

Do NOT use bibliographies (unless specifically required to do so).

WORD COUNT

Include the word count on the front sheet

A tolerance of 10% can be applied to the stipulated word count. Deviations exceeding ±10% will be penalised.

Table 1 describes what is and is not included in the word count.

Table 1. Summary of words included in and excluded from the word count.

Included Excluded

All in-text citation (including those in parentheses)

All direct quotes

All table headings Numerical data in tables

All diagram headings and labels Reference list & Bibliography

All textural footnotes Contents and Cover/Title pages

All headings and sub-headings Appendices

SUBMISSION FORMAT

The standard front sheet format on the next page should be used for every assessment submitted.


http://www.citethemrightonline.com/

PROGRAMME TITLE

MODULE CODE

MODULE TITLE

ASSIGNMENT TITLE

ASSIGNMENT TUTOR

STUDENT NUMBER

I have read and understood the Plymouth University’s policy on plagiarism and the definitions of plagiarism.

I understand that I will be penalised if I am found to have plagiarised the work of others.

I hereby give an undertaking that the presented work that I am submitting is my own work, and that any material quoted or paraphrased from other sources, including the internet, will be identified as such and duly acknowledged in the bibliography/reference list.

This submission IS / IS NOT (delete as appropriate depending on if you were instructed to submit via Turnitin) accompanied by a Turnitin report

Signed: Use an electronic signature here – please use an image not an electronic free-hand version)

Date: WORD COUNT:


ASSESSMENT SUBMISSION PROCESS

The majority of your assessments should be submitted via the VLE (moodle) by the time specified on the assessment brief. You are strongly discouraged from emailing assessments to staff and this should only be done in exceptional circumstances with prior agreement. For hard copy submissions (such as log books, portfolios and posters) you will be given the exact time and location of the submission.

For some of your assessments you may be required to submit your work to anti- plagiarism software, such as Turnitin®, prior to submission. This is a useful academic development tool, it is not that we think you are cheating! You will be informed when this is a requirement and given the appropriate training to enable you to do so.

SUBMISSION DEADLINES

Remember that deadlines are deadlines and they should always be met. If a piece of work is up to 24hours late a maximum mark of 40% will be awarded. Work that is more than 24 hours late will be given a zero. If however there are extenuating circumstances you should let your programme manager know as soon as possible.

RESITTING ASSESSMENTS

A fee is not charged for referral work if it is done during the referral period. Resit modules are free if they are being undertaken following approved extenuating circumstances. Modules that have to be re-sat as a second attempt are likely to attract a fee.

ASSESSMENT FEEDBACK FORMS

A generic feedback form is used for all HE assessments. This will be accompanied by standard appropriate assessment grading matrices. The most commonly used is the Reports/Essays matrix shown below. Other assessment matrices may be used depending on the nature of the assessment and these will be issued with the assessment brief. Take time to examine these carefully – it will help you to know what is expected of you!


HE ASSESSMENT FEEDBACK FORM

Student Name/Number: Assessor Name:

Module Code and Title: Assignment title and type:

Total Mark / Grade: %

Assessor Comments:

Further comments can be found on the submission.

See assessment grading matrix over.

Assessor Signature: Date:


Student Reflection and Action:

Student Signature: Date:

To be completed if the Assessment Decision is subject to Internal Moderation

Internal Moderator Name:

Signature: Date:


Assessment Grading Matrix for Essays/Reports

BAND

Select and deploy relevant knowledge showing understanding of relevant literature/resources.

Analyse and evaluate information, arguments and explanations, and apply theory to practice.

Construct arguments and explanations using a range of available evidence and communicate these in a clear, structured manner, making use of appropriate vocabulary, citation and referencing.

(85-100%)

Outstanding

.. in addition to criteria in the 70-84% band the student

demonstrates comprehensive understanding of information extracted from recent / current thinking in the subject area

suggests original interpretations or applications of theory

evaluates, analyses and interprets information, arguments and explanations with outstanding clarity and skill

reasons effectively towards a comprehensive and original conclusion

distils and critically evaluates evidence and communicate this concisely

(70-84%)

Excellent

a thorough, accurate knowledge with a clear and detailed understanding that meets module specific learning outcomes and assessment criteria

coverage of a wide range of relevant literature/resources

a high level of skill in interpretation, analysis and evaluation

rigorous and consistent application of relevant theory to practice

correctly distinguish relevant and important factors

integrate these factors into a balanced, well-focused and convincing argument/explanation

reason effectively towards an individual and informed conclusion

contain detailed citation and referencing correctly use grammar, punctuation and

spelling

(60-69%)

Very Good

a very good, accurate knowledge and understanding that meets module specific learning outcomes and assessment criteria

a very good awareness of a range of relevant literature/resources

a very good level of skill in interpretation, analysis and evaluation

consistent application of relevant theory to practice

identify the most important factors present a relevant argument/explanation

clearly if, at times, lacking incisiveness contain accurate citation and referencing may contain occasional errors of

grammar, punctuation and spelling


(50-59%)

Good

a good knowledge and confident understanding that meets module specific learning outcomes and assessment criteria

a good awareness of relevant literature/resources

a good level of skill in interpretation, analysis and evaluation

application of some theory to practice

identify some important factors present a logical argument/explanation contain correct citation and referencing may contain some errors of grammar,

punctuation and spelling

(40-49%)

Adequate

an adequate knowledge and understanding that meets module specific learning outcomes and assessment criteria

a limited awareness of relevant literature/resources

an adequate level of skill in interpretation, analysis and evaluation

adequate application of theory to practice

make an adequate attempt to distinguish relevant material

assemble it into a limited argument/explanation

contain adequate citation and referencing that is generally accurate

may contain some errors of grammar, punctuation and spelling

(25-39%)

Unsatisfactory

poor and generalised knowledge and understanding that does not meet module specific learning outcomes and assessment criteria

little or no awareness of relevant literature/resources

a poor level of skill in interpretation, analysis and evaluation

inappropriate or inadequate application of theory to practice

make an inadequate attempt to shape an argument/explanation at a basic level

lack logical structure and/or be unselective

be uncited/unreferenced or display frequent errors in citation/referencing

may contain intrusive errors of grammar, punctuation and spelling

(0-25%)

Inadequate at HE level.. X

No attempt to use relevant literature Little or no relevant factual content Has little apparent understanding of

the concepts relevant to this area of study

Little or no interpretation or analysis of information

Little or no idea of relevant theoretical background or its application

No conventional structure to report Spelling / grammatical errors make

report incomprehensible Explanations illogical or non-existent


9. Student Feedback

88.1 Student Representation and EnhancementStudent representation for each stage of the programme is made through programme committee membership, which should also reflect on enhancement activities and their impact and sustainability. Furthermore, programme committee meetings are not considered quorate without student representation.

Information for students on the importance of course representation has been developed in partnership with the students along with the course representation cycle. Other useful resources are available within the UPSU partner college pages.

In addition to student presence through programme committee membership, it is noted that students also have representation though the Student Unions of both institutions.

8.2 Student Perception SurveysThe National Student Survey (NSS) and Plymouth University’s Student Perception Questionnaire (SPQ) offer the opportunity for the Student Voice to be gathered from students individually. Additionally, there may be local methods for collating survey feedback on individual modules.

Student Perception Questionnaire (SPQ) and National Student Survey (NSS)

All students on Plymouth University courses in partner colleges are given the opportunity to complete a questionnaire (SPQ) between January and March in the first year of their programmes. The questionnaire is arranged under a range of headings, the answers to which give us student views on how effectively we support their learning experience, these include teaching, assessment and feedback, academic support, learning resources, personal development opportunities. Student responses are used only in statistical form to produce a subject level report and to enable comparative data to be prepared at faculty level.

In addition students are asked to participate in the National Student Survey (NSS) at the end of their programme. Both of these provide valuable information to enable staff to improve programmes and the learning experience.

What is the Student Perception Questionnaire (SPQ) and what is it for?

to give students the chance to tell us what they feel about their experience of teaching and learning at the Cornwall College

to allow us to identify those issues that are perceived by students as affecting their education, either positively or negatively

to provide us with a University-wide perspective and to enable staff to prioritise our actions to improve the quality of the educational experience at Cornwall College

What does the survey achieve?


http://www.upsu.com/content/733693/

http://issuu.com/markeggins/docs/the_importance_of_your_views?e=3663063/3304052

http://issuu.com/markeggins/docs/the_importance_of_your_views?e=3663063/3304052

At subject level you can expect the findings of the SPQ to be discussed at staff-student liaison groups and Programme Committee Meetings within the college. A related Action Plan is prepared to address students' concerns and this is in turn linked to the University’s Quality Assurance process, addressed through formal meetings between the University and the college. The Director of Higher Education (HE) will review the questionnaire results with senior managers and programme teams as appropriate.

What is the National Student Survey (NSS) and what does it mean to me?

This national survey is designed to provide information on how universities support the student learning experience. It provides vital information to prospective students and their advisers to help them make an informed choice on what they want to study and where they should study it. The results are shown on the national Unistats website (www.unistats.ac.uk).

The survey is an important tool, both at national level and within the University – it is seeking to capture an overall view of the student experience and the results reflect upon the standing and esteem in which the University is held; it is not the tool to use to offer feedback on local course issues which should be directed as normal through course representatives, tutors, lecturers and the Students Union. The University’s own institutional student perception questionnaire will not be issued to students involved in the national survey to avoid burdening students with too many questionnaires. We will therefore rely heavily on the NSS to secure feedback about the overall student experience.

The survey is carried out by Ipsos MORI, an independent company. It will take the form of a short online questionnaire that should only take around 5 minutes to complete. All eligible final year students will be contacted and invited to complete the survey. So that Ipsos MORI can carry out the survey, the University has been asked to provide contact details for students from its current records (this includes all contact details held by the University, including personal phone numbers). The personal data will not be used for any other purpose than the survey, and will not be passed on to any other parties/companies. All the answers will be kept confidential, with results being published in subject groupings.

8.3 Closing the Feedback Loop This includes programme committee feedback through the student representatives as well as other methods for feeding back on the Student Voice.

For information, please see: http://www1.plymouth.ac.uk/studentvoice/Pages/You-said,-we-did!.aspx).

Cornwall College has developed a student engagement framework which documents the student involvement into quality mechanisms and ensures that feedback on student concerns is delivered in a constructive way and can be demonstrated within the programme action plan. On some campus sites student representatives are governors or on the management committee, and feedback through Student Representatives meetings.

8.4 Programme Committee Meetings (PCM)PCMs exist to enable the core programme team and student representatives to meet formally to strict agendas twice per year. These meetings are in addition to hosting the ALP’s and the EE’s visits, although they may be arranged to align. These meetings are held twice per academic year; autumn and spring. The meeting utilises the standard Plymouth University agenda for each relevant meeting. It is vital that Student Representatives from each academic year of the programme attend the


http://www1.plymouth.ac.uk/studentvoice/Pages/You-said,-we-did!.aspx

http://www1.plymouth.ac.uk/studentvoice/Pages/You-said,-we-did!.aspx

http://www.unistats.ac.uk/

meeting. It is chaired by the Programme Manager; with attendance from module leaders; learning centre staff and HE Operations.

8.5 Complaints

The College wants to ensure that its courses and its case of students are of a high quality. However, sometimes things may go wrong and you may want to complain. If this becomes the case then please follow the link below for further details.

https://www.cornwall.ac.uk/about-us/complaints-procedure

If after reviewing the procedure you are unsure of what action you would like to take or require further advice and guidance then please use the following:

E-mail: [email protected]

8.6 Extenuating Circumstances

Extenuating Circumstances is a policy to ensure that no student is disadvantaged by circumstances beyond their control; whilst maintaining academic standards. These are circumstances which:

• affect your ability to attend or complete assessment(s) • are exceptional • are outside your control • can be corroborated by independent evidence • occurred during or shortly before the assessment in question

If your participation in an examination or assessment has been affected by an extenuating circumstance; then you can ask the College to take this info consideration. You can submit a claim for extenuating circumstances to cover last submission of work, no-submission of work or non-attendance at a time specific assessment; such as an examination, test, presentation or performance or a field class.

When making a claim students must ensure that they submit the FULLY completed Extenuating Circumstances form along with the relevant associated evidence as soon as possible, and normally no later than ten working days after the deadline for the submission of the work; or the date of the presentation, performance or test. If you are making an extenuating circumstances claim about coursework, do not wait for a decision on your claim before submitting your work. Please submit the final version of your work within 10 working days of the original deadline. However it would be preferred if the claim was submitted within 5 days in order that it can be dealt with quickly and within the timeframe.

For full details of the Extenuating Circumstances Policy please follow the link below:

https://www.plymouth.ac.uk/uploads/production/document/path/6/6017/160121_Extenuating_Circumstances_Policy_and_Procedures.docx





https://www.cornwall.ac.uk/about-us/complaints-procedure

If you have any queries regarding the submission of the Extenuating Circumstances please speak with your Programme Manager or a member of the HE Operations Team.


9 Appendix 9.1 Programme Specification – to be the latest version associated with the

programme


PROGRAMME SPECIFICATION1

Programme Title: FdSc Conservation and Countryside Management

Partner Delivering Institution: Duchy College, Rosewarne

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.

ContentsPS1.Programme Details.......................................................................................................................38

PS2. Brief Description of the Programme............................................................................................38

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate).................................38

PS4. Exceptions to Plymouth University Regulations...........................................................................39

PS5. Programme Aims.........................................................................................................................39

PS6. Programme Intended Learning Outcomes (ILO)..........................................................................39

PS7. Distinctive Features.....................................................................................................................40

PS8. Student Numbers.........................................................................................................................40

PS9. Progression Route(s)....................................................................................................................41

PS10. Admissions Criteria....................................................................................................................42

PS11. Academic Standards and Quality Enhancement........................................................................43

PS12. Programme Structure................................................................................................................44

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment......47

PS14. Work Based/ Related Learning..................................................................................................53

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

Appendix.............................................................................................................................................54


PS1. Programme Details

Awarding Institution: Plymouth UniversityPartner Institution and delivery site (s): Duchy 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: C184Benchmarks: 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 (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

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.


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

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

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 StructureThe 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 1Year 1 All Core 20 CORR145 - Ecological Survey Techniques

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 CORR2000B - Research Project

Year 2 All Core 20 CORR2022 - Conservation Work Placement

Year 2 All Core 10 CORR2023 - Coastal and Freshwater Ecology

Year 2 All Core 20 FCCM208- Environmental Education

Year 2 All Core 20 CORR2008 - Ecology

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 1Year 1 All Core 20 CORR145 - Ecological Survey Techniques

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 1Year 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 2Year 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 CORR2008 - Ecology

Year 4 Stage 2Year 4 All Core 20 CORR2021 - Habitat Management

Year 4 All Core 20 FCCM208 - Environmental Education

Year 4 All Core 20 CORR2000B - 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.Demonstrate an understanding of subject-specific theories, paradigms, concepts and principles.Achieve a level of specialist knowledge and understanding which allows them to

Primary:Lectures and tutorialsDirected independent studyLearning from work experience

Secondary/Supplementary Case studies

a / d

a / d

a / c

c / d

b / c

a

Agriculture, Forestry, Agricultural Sciences, food sciences

Key knowledge and understanding is assessed via a combination of multiple choice tests, examinations, essays,

All Stage modul

es


FHEQ level: 4 and 5





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

Problem-solving exercises

a/ b / c / d

a/ c/ d

a/ c/ d

and consumer sciences (AFAS) benchmark p 9

AFAS benchmark p 13

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 modules


FHEQ level: 4 and 5





By 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.

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


FHEQ level: 4 and 5





independent study, time management, organisational skills).Recognise personal strengths and 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 work

Primary:

Library and other research exercises

Group work awareness and practice

Computer-based learning and assessment

b / c

a / c / d

a / d

c

a / b

a / b/ c

b / c /

FAS benchmark p 11

AFAS benchmark p 12

Coursework of all typesExamination preparation and completionAssessed discussionsGroup work assessments

FCCM104


FHEQ level: 4 and 5





Identify 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 codes of conduct

Secondary/Supplementary:Class and seminar interactions and feedback

d

b / c

b / c

b / c

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:

Primary: Laboratory workProjects

Project workCompetence in a range of business-related

All modules


FHEQ level: 4 and 5





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.

Designated tasksLectures and tutorialsLearning from work

Secondary/Supplementary:

a/b/c

a/b/c

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 safely

Primary: Laboratory workProjectsDesignated tasksLectures and tutorialsLearning from work

Secondary/Supplementary:

a/b

b/d

b/c/d

a/b/c/d

AFASBenchmark P10AFASBenchmark P11

AFASBenchmark P10

Project workCompetence in a range of business-related communication etc

All Modules


FHEQ level: 4 and 5





Apply 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

c/d

b/c/d

b/c/d

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

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

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

capacity for logical

Key knowledge and understanding is assessed via a combination of :

All core modules


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.

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 & personal development.

Demonstrate competencies associated with key functions in this area.

Essays/projects/dissertations

Examinations/tests

Coursework/group work on practical application questions

Reflective assignments

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

Module Records


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

MODULE CODE: CORR145 MODULE TITLE: Ecological Survey Techniques

CREDITS: 20 FHEQ Level: 4 JACS CODE: D447

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

SHORT MODULE DESCRIPTOR: (max 425 characters)Module introduces a wide variety of ecological field techniques used to survey plants, animals (including birds, mammals, reptiles, invertebrates) and natural habitats, and covers how to produce reports, submit records and how to analyse survey results.

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

E1 (Examination) 0% C1 (Coursework) 50% P1 (Practical) 0%

E2 (Clinical Examination)

0% A1 (Generic Assessment)

0%

T1 (Test) 50%

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

Professional body minimum pass mark requirement: N/A

MODULE AIMS:To understand basic ecological survey techniques and their application to different groups of plants, animals and habitats. To apply simple statistics to field data and draw appropriate conclusions.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Understand and apply survey techniques for a selection of UK habitats, vegetation and animals2. Apply statistics to field data and evaluate the results using appropriate mapping technology3. Apply numerical skills including the use of basic statistical techniques.4. Design and manage simple piece of field work and appreciate the errors and bias included in

such work

DATE OF APPROVAL: 01 May 2007 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2007 SCHOOL/PARTNER: Duchy CollegeDATE(S) OF APPROVED CHANGE: 01/03/11 TERM/SEMESTER: Autumn

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:2016-2017 NATIONAL COST CENTRE: 111

MODULE LEADER: Nick Taylor OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTSurvey methods including topics such as: phase I and II surveys; transects, quadrats, random and stratified samples; kick samples, sweep samples; bottle traps; nets; mammal traps; CBC techniques; vehicle surveys; aerial surveys; NVC classificationBasic statistics and interpretation of resultsDevelopment of survey method, reporting and presentation of data

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20Practical Classes and Workshops 5Fieldwork 30Guided Independent Study 145

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

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E_%

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T_ 50%Total = 100%

In class test

Coursework C1 50%Total = 100%

Report

Practical P_ %Total = 100%

Updated by:Nick Taylor

Date:28/08/16

Approved by:HE Operations

Date:28/08/16

Recommended Texts and Sources:Eddison, J.,1999. Quantitative investigations in the biosciences using MINITAB. London:Chapman & Hall/CRC.Fry , J.C., 2000. Biological data analysis. Oxford: Oxford University PressHeath, D., 2000. Introduction to experimental design and statistics for biology. London: Taylor Francis.Institute of Environmental Assessment.,1995 Guidelines for baseline ecological assessment London: Chapman and Hall.Joint Nature Conservancy Committee, 1993. Handbook for Phase I Habitat Surveys. Peterborough: NJCC.


Kirkup, L., 2002. Data analysis with Excel. Cambridge: Cambridge University Press.`Mckenzie, J. & Goldman, R.N., 1999. Student Edition of MINITAB handbook. Harlow: Pearson Education.Nichols , D., 1999. Safety in biological fieldwork. London: Institute of BiologyPetrie, A. & Watson, P., 1999. Statistics for veterinary and animal science. Oxford: Blackwell Science.Sutherland W J 1996 Ecological census techniques: a handbook Cambridge University PressWard D et al 1994 The new rivers and wildlife handbook . Sandy, Bedfordshire: Royal Society for the Protection of Birds.



MODULE CODE: FCCM103 MODULE TITLE: Practical Conservation Skills



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.





0%

T1 (Test) 0%



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

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Undertake and apply conservation tasks using appropriate tools, machinery, techniques and

materials2. Demonstrate an understanding of the safe storage of tools and machinery and their

maintenance3. 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: 01 May 2007 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01 September 2007. SCHOOL/PARTNER: Duchy College

DATE(S) OF APPROVED CHANGE:

Click here to enter a date. TERM/SEMESTER: Autumn



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: 2016-2017 NATIONAL COST CENTRE: 111


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

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

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

Practical Classes and Workshops 50Practical Conservation Skills taught in the field on the College Campus and at selected industry sites in west Cornwall.

Guided Independent Study 145


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Written exam

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T_ %Total = 100%


Practical Log/Video, ALO 1-4.



Date:10/08/16


Date:10/08/2016

Recommended Texts and Sources:British Trust for Conservation Volunteers. Practical handbooks. Wallingford: BTCV.Maitland, P. & Morgan, N., 1997. Conservation management of freshwater habitats lakes, rivers and wetlands. London: Chapman & HallSutherland, W.J., 1995, Managing habitats for Conservation. Cambridge: Cambridge University Press.British Trust for Conservation Volunteers (http://www.btcv.org.uk).


http://www.btcv.org.uk/


MODULE CODE: FCCM104 MODULE TITLE: Field Botany

CREDITS: 20 FHEQ Level: 4 JACS CODE: C200


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.





0%

T1 (Test) 0%



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: 01 April 2007 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01 September 2007 SCHOOL/PARTNER: Duchy College

DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: Autumn




MODULE LEADER: Derek Green OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTIntroduction 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

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 10 .Fieldwork 55 At selected sites of floristic importance.Guided Independent Study 135


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T_ %Total = 100%

Coursework C1 Notebook 100%Total = 100%

Field notebook covering (LO1-4)


Updated by:Derek Green

Date:05/08/16


Date:05/08/16

Recommended Texts and Sources:Blamey, M, Fitter, R and Fitter, A, 2003. Wild Flowers of Britain & Ireland. Domino Guides. A & C Black, London.Blamey, M and Grey-Wilson, C, 1989. The Illustrated Flora of Britain and Northern Europe. Hodder & Stoughton.Fitter, R, Fitter, A and Farrer, A, 1984. Collins Pocket Guide to Grasses, Sedges, Rushes & Ferns of Britain and Northern Europe. Harper Collins.Forman, L and Bridson, D (eds), 1998. The Herbarium Handbook. Third edition. Kew.French, Colin, Murphy, Rosaline and Atkinson, Mary, 1999.Flora of Cornwall.Glimn-Lacy, J and Kaufman, PB, 2006. Botany Illustrated. Introduction to Plants, Major Groups,


Flowering Plant Families. Second edition. Springer-Verlag.Preston, CD, Pearman, DA and Dines, TD, 2002. New Atlas of the British and Irish Flora. Oxford University Press.Rich, TCG and Jermy, AC, 1998. Plant Crib 1998. Botanical Society of the British Isles.Rose, Francis and O’Reilly, Clare, 2006. The Wild Flower Key. How to identify wild flowers, trees and shrubs in Britain and Ireland. Second edition. Frederick Warne Books.Stace, CA, 1999. Field Flora of the British Isles. Cambridge University Press.



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.


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


% A1 (Generic Assessment)

%

T1 (Test) %

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


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 PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2010 SCHOOL/PARTNER: Cornwall CollegeDATE(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: 2016 – 2017 NATIONAL COST CENTRE: 135MODULE LEADER: Brender Willmott OTHER MODULE STAFF: Relevant Site LeadersSUMMARY 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.SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 Core material

Seminar 12Smaller workshop sessions where students are supported to apply learning to themselves and their specific industry

Project Supervision 8As part of assignment 1 students have to take part in a group project, which seminar tutors set and supervise

Guided Independent Study 160Students are expected to put in time outside of taught sessions on the group project and their own personal development and career planning


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Coursework C1Written EssayReport

50%50%

Total = 100%Updated by:Brender Willmott

Date:21/05/16


Date:13/07/16

Recommended Texts and Sources:Cottrell, S. (2010) Skills for success: the personal development planning handbook. 2nd edn. Basingstoke: Palgrave Macmillan.Hager, P. & Holland, S. (2007) Graduate attributes learning and employability. Dordrecht: Springer.Marsh, R. (2012) Skills for employability part two: moving into employment. Wrexham: Christal Publishing.Journal: Carer Development International



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.





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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.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Demonstrate a broad knowledge of biodiversity at all levels of organisation.2. 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 overexploitation.4. Explain the broad approaches adopted for managing biodiversity.

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




MODULE LEADER: Derek Green OTHER MODULE STAFF:

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

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 40 .Seminar 5Practical Classes and Workshops 10Guided Independent study 145


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Report and leaflet on conservation issues. ALO 3&4


Updated by:Derek Green

Date: 05/08/16


Date:05/08/16

Recommended Texts and Sources:Begon, M., Harper, J. L. and Townsend, C.R. (1998). Ecology: Individuals, Populations and Communities. Blackwell Science. ISBN 0632038012Hunter, M. L. (1996). Fundamentals of Conservation Biology. Blackwell Science. ISBN 0 86542 371 7Pullin, A. S. (2002). Conservation Biology. Cambridge. ISBN0 521 64482 8Townsend, C. R., Harper, J.L., Begon, M. (2000). Essentials of ecology. Blackwell Science. ISBN 0 632 04348 2



MODULE CODE: CORR2000 MODULE TITLE: Research Project


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

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 the conduction of a detailed original investigation.





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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.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to: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 protocol2. 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: 01 Mar 2007 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2007 SCHOOL/PARTNER: Duchy CollegeDATE(S) OF APPROVED CHANGE: 01/01/11 TERM/SEMESTER: All Year




MODULE LEADER: Jurie Intachat 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 KIS definitions]Scheduled Activities Hours Comments/Additional Information

Lecture 10 Preparatory lectures to assure appropriateness of proposed study

Project Supervision 45 To ensure ethical requirements met and a suitable work plan agreed and implemented.

Guided Independent study 145 Autonomous working (with tutor if appropriate)


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Coursework

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ALO 1 - Formative Lit Review, Methodology and Results.Final Report - ALO 2. Report WritingIndustry Handout - ALO 2. Communication to various audiencePoster - Content and Defence 15% each. ALO3 -PDP Development

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Practical P Total = 100%

Updated by:Dr H Randle

Date:28/05/16


Date:28/05/16

Recommended Texts and Sources:Allison, B., O’Sullivan, T., Owen, A., Rice, J., Rothwell, A. & Saunders, C., 1996. Research Skills for Students. London: Kogan Page.Bell, J., 2010. Doing your Research Project: a guide for first-time researchers in education,


health & social science. 5th ed. Buckingham: Open University Press.Davies, M.B., 2007. Doing a successful research project: using qualitative or quantitative methods.Bloomington: Palgrave Macmillan.Denscombe, M., 2010. The Good Research Guide. 4th ed. Buckingham: Open University Press.Edney, A., 2010. PowerPoint 2010 in easy steps. Southam: In Easy Steps.Van Emden, J. & Becker, L.M., 2010. Presentation skills for students. 2nd ed.Basingstoke: Palgrave Macmillan.

http://www.intute.ac.uk/veterinary/http://www.engageinresearch.ac.uk/www.mondofacto.comhttp://www.ncbi.nlm.nih.gov/sites/entrez


http://www.ncbi.nlm.nih.gov/sites/entrez

http://www.mondofacto.com/

http://www.engageinresearch.ac.uk/

http://www.intute.ac.uk/veterinary/


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.





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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:1. Critically evaluate factors that determine methods of delivering Environmental Education.2. Assess different methods of teaching delivery.3. Analyse Environmental Education material.4. Review the different methods of interpretation and identify the factors which determine the

choice and method of interpretation.




Click here to enter a date. TERM/SEMESTER:





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

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 .Seminar 15

Tutorial 20 Designing interpretation material, planning environmental education workshops

Guided Independent study 145

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

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Assessment of workshops delivered to school group. ALO 2



Date:28/08/16


Date:28/08/16

Recommended Texts and Sources:Bennett, S.N. 1976. Teaching styles and pupil progress. Wells Open Books.DES. 1989. Environmental Education 5-16 Curriculum Matters. HMSOPalmer, A. Key issues in environmental education. UNESCOPalmer, J., Neal.P. 1994. Handbook of environmental Education. London: Routledge .



MODULE CODE: CORR2008 MODULE TITLE: Ecology



SHORT MODULE DESCRIPTOR: (max 425 characters)An introduction to the concept of ecological processes and factors combining to create ecosystems.





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MODULE AIMS: To develop an understanding of the ecological relationships that relate to plants and evaluate

how these relationships limit population and affect animal communities. To investigate and review population monitoring strategies. To investigate, review and apply sound ecological processes

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Use knowledge and understanding to analytical ecological techniques.2. Evaluate concepts and function of food webs and inter-intra specific relationships3. Critically evaluate and discuss the role of diversity and stability.4. Analyse and evaluate climatic influences and succession.




Click here to enter a date. TERM/SEMESTER: Autumn


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: 2016-2017 NATIONAL COST CENTRE:

MODULE LEADER: Justine Rail OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTLife history, strategies, energy flows and food websIntegration of ecological processes,Biomes and habitats, island biogeographyDiversity stability and community structureSite visits to UK habitatsRecreation of native habitats

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 40 .Seminar 15Guided Independent study 145


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Updated by: Date: Approved by:HE Operations

Date:17/09/16

Recommended Texts and Sources:1. Began, M., et al, 1996. Ecology: individuals, communities and populations. Oxford: Blackwell

Science.2. Chalmers, N. Fieldwork statistics for ecological projects. Shropshire: Field Studies Council.3. Gibson. D.J., 2002. Methods in comparative plant population ecology. Oxford: Oxford University

Press.4. Gurevitch, J. & Scheiner, S.M., 2002. Ecology of plants. London: Sinauer Associates.5. Kershaw., 1980. Qualitative dynamic plant ecology.6. Krebs, C. J. & Hickman, G.C., 2001. Ecology. London: Benjamin Cummins7. Ricklefs, R. E. & Miller, G. L., 1999. Ecology. London: W H Freeman


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



MODULE CODE: CORR225 MODULE TITLE: Wildlife Identification and Recording



SHORT MODULE DESCRIPTOR: (max 425 characters)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.





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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.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Understand the importance of record centres and mapping taxa2. Complete a desk study for a species3. Identify a range difficult groups to relevant taxonomic level4. Identify key species within these difficult groups



DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: Autumn


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: 2016-2017 NATIONAL COST CENTRE: 111

MODULE LEADER: Gavin Nicol OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTBiological recording workshops (student selects from range of workshops)Environmental records centres, GIS and mappingDesk studies

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationPractical Classes and Workshops 25

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

Guided Independent study 70


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Coursework C1 Report 100%Total = 100%

On workshops ALO1-4



Date:10/08/16


Date:10/08/16

Recommended Texts and Sources:BWPi: Birds of the Western Palearctic Interactive - DVD ROM OUP/BirdGuides Ltd BirdGuidesHandbook of the Birds of Europe, the Middle East and North Africa OUP [out of print]Field Studies Council AIDGAP and taxonomic keys http://www.field-studies-council.org/publications/index.aspxFBA Taxonomic keys http://www.fba.org.uk/fbapub.htmlhttp://www.reticule.co.uk/flora/JNCC Herpetofauna Workers Guide Linnean Society Synopses of the British Fauna http://www.linnean.org/index.php?id=15Mammal Society taxonomic keys www.mammal.org.uk/publics.htmPreston CD, DA Pearman and TD Dines 2002 New Atlas of the British and Irish Flora Oxford University PressStace C 1999 Field Flora of the British Isles Cambridge University Press


http://www.mammal.org.uk/publics.htm

http://www.linnean.org/index.php?id=15

http://www.reticule.co.uk/flora/

http://www.fba.org.uk/fbapub.html

http://www.field-studies-council.org/publications/index.aspx


MODULE CODE: CORD135 MODULE TITLE: Research Skills


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

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.





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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:



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: 2015 - 2016 NATIONAL COST CENTRE: 112

MODULE LEADER: Jurie Intachat 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 KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 10 Formal in-class deliveryPractical Classes and Workshops 10 In-Class and self-directed

Project Supervision 8 In-class tuition with Programme Manager accompanied by self-directed practice

Guided Independent Study 72 Self-directed with formative support provided by subject experts as required


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Coursework C1_

Research proposal covering ALO 1-3

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Updated by:Dr H Randle

Date:25/05/16


Date:25/05/16

Recommended Texts and Sources:Barnard, C., Gilbert, F.& McGregor, P., 2011. Asking Questions in Biology: a guide to testing,Begon, M., Fowler, J., Cohen, L. & Jarvis, P., 2010. Ecology: practical statistics for field biology:Dytham, C., 2010. Choosing and Using Statistics: A biologists guide. 3rd Ed. Oxford: Blackwell.Eddison, J., 1999. Quantitative investigations in the biosciences using Minitab. London:Gillham, B., 2008. Developing a questionnaire. 2nd Ed. London: Continuum.


Jeschke, E., Reinke, H., Unverhau, S., Pfeifer, E., Fienitz, B. & Bock, J., 2012. Microsoft ExcelMartin, P. & Bateson, P., 2007. Measuring behaviour: an introductory guide. 3rd Ed.Oppenheim, A. N., 1992. Questionnaire design, interviewing and attitude measurement.Palmer, J., 2001. Animal law: a concise guide to the law relating to animals. 3rd Ed.Petrie, A. & Watson P., 2006. Statistics for veterinary and animals science. 2nd Ed.Sleeper, A., 2011. Minitab demystified. Maidenhead: McGraw-Hill.Wardlaw, A.C., 2000. Practical statistics for experimental biologists. London: Wiley.Zar, J.H., 2007. Bio statistical analysis. 5th Ed. London: Pearson / Prentice Hall


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