4 and 5 Agriculture, forestry, agricultural sciences, food sciences and consumer sciences Benchmark Page 9, 13, 17, 18, 19 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 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 to the use and exploitation of biological Lectures and tutorials Directed independent study Learning from work experience a / d a / d a / c c / d b / c a a/ b / c / d a/ c/ d a/ c/ d food sciences and sciences (AFAS) p 9 AFAS Key knowledge and understanding is assessed via a combination of multiple choice tests, examinations, essays, presentations and seminar performances. All Stage
entities Be aware of risk assessment, accident prevention and safety issues in [conservation related] agricultural practice p 13 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. Agriculture, forestry, agricultural sciences, food sciences and consumer sciences Benchmark P 9, 10, 13 All stage modules Critiques and an understanding of rival theories and frameworks Intelligent application of appropriate principles in assessing policy or practice Problem solving and research skills Analyse, synthesise and summarise information Demonstrate the ability to consider issues from a range of multi-disciplinary and inter-disciplinary perspectives Use a range of information sources, Appraise academic literature and other sources of information Class exercises Tutorial/seminar discussions Feedback via coursework assessment process (essays etc) For example: Policy and practice analysis in surgeries Computer-based practicals on data and measurement problems a b / d b / c b / c / d b / c / d b / c a / b / AFAS p 9 AFAS p 10 AFAS Assessed discussions Examinations/tests Coursework/group work on practical application questions mark mark
Self-management Communication (oral, written, CIT) Numeracy/quantitative skills (reflection etc) Make contributions to group discussions Listen to others Organise a team and make some contribution to team work Identify team goals and reflect on team performance Recognise and respect the views of others Recognise the existence of moral and ethical issues associated with the subject Appreciate the need for professional codes of conduct research exercises Group work awareness and practice Computer-based learning and assessment Class and seminar interactions and feedback d a / d c a / b a / b/ c b / c / d b / c b / c b / c b / c a / b / c / d a / b / c / d p 11 AFAS p 12 preparation and completion Assessed discussions Group work assessments 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. QAA Subject Benchmark and/or Framework for HE Quals (FHEQ) and/or Foundation Degree Qualifications Benchmark (FDQB) mark mark
Undertake further training and develop new skills within a structured and environment Qualities and transferable skills necessary for employment requiring the exercise of personal responsibility. Laboratory work Projects Designated tasks Lectures and tutorials Learning from work a/b/c a/b/c Project work Competence in a range of business-related All modules An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme: Employability related skills are developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies, works and taught sessions. Learning material is up to date and reflects the professionalism of the Conservation and Countryside Management sector. . Many assignments/projects require students to complete observations, pieces and apply theory to practice. These activities make a clear link between academic theoretical learning and that of practice. Agriculture, forestry, agricultural sciences, food sciences and consumer sciences Benchmark P10, 11, 12 Computer and information technology skills Presentation and oral communication skills Communicate to a variety of audiences in written, graphical and verbal forms Vocational specifics Use appropriate laboratory and field equipment safely Apply a range of methods and Laboratory work Projects Designated tasks Lectures and tutorials Learning from work a/b b/d b/c/d a/b/c/d c/d AFAS Benchmark P10 AFAS Benchmark P11 AFAS Benchmark P10 Project work Competence in a range of communication etc All Modules
Category Element Name Weighting Comments include links to learning objectives Written exam E_ % Total = 100% T1 In class Test 50% Total = 100% To cover ALO 1 and 2 Coursework C1 Coursework 50% Total = 100% To cover ALO 3 and 4 Practical P_ % Total = 100% Updated by: Philippa Smith Date: 18/05/17 Approved by: HE Operations Date: 23 May 2017 Recommended Texts and Sources: Begon, M., et al, 1996. Ecology: individuals, communities and populations. Oxford: Blackwell Science. Chalmers, N. Fieldwork statistics for ecological projects. Shropshire: Field Studies Council. Gibson. D.J., 2002. Methods in comparative plant population ecology. Oxford: Oxford University Press. Gurevitch, J. & Scheiner, S.M., 2002. Ecology of plants. London: Sinauer Associates. Kershaw., 1980. Qualitative dynamic plant ecology. Krebs, C. J. & Hickman, G.C., 2001. Ecology. London: Benjamin Cummins Ricklefs, R. E. & Miller, G. L., 1999. Ecology. London: W H Freeman Wills, A. J. & Tansley, A.J., 1973. Plant ecology. London: Allen & Unwin.
Undertake an investigative study of an appropriate selected programme specific topic of potential use to the industry and designing a suitable collection and analytical protocol 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 Appraise own strengths and weaknesses, and areas requiring further development, as part of the continuing Personal Development Plan (PDP). Coursework Literature review, methods and results (FORMATIVE) Final Report (LO1&2) Reflective Account (LO3) 0% 60% 10% Undertake an investigative study of an appropriate selected programme specific topic of potential use to the industry and designing a suitable collection and analytical protocol Practical Poster Presentation (content and defence 50% each) 30% To be completed when presented for Minor Change approval and/or annually updated Updated by: Anna Walker Date: 14/07/2017 Approved by: Date: XX/XX/XXXX