HE Operations Tel: (01209 616256) E-mail: (cornwallhea@cornwall.ac.uk) Please note: All the information in this Handbook is correct at the time of printing. The Cornwall College Group is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the College interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services. PROGRAMME SPECIFICATION
in accordance with the academic regulations Interview / Portfolio requirements: Mature students would have to demonstrate at interview the necessary motivation, potential, experience and/or knowledge. Disabilities – the course welcomes applications from students with disabilities and is committed to its inclusive policy. In order to be more learner centred, the College requests that all applications be considered individually and in consultation with the Course Manager. Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required: All students will require this check if they may be working with young people. PS11. Academic Standards and Quality Enhancement The 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. All modules on this Programme are reviewed by the programme external examiner except PESD which is reviewed corporately. . 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.
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: FdSc Animal Husbandry & Welfare; Level 4 Students will be able to demonstrate a knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that (those) area(s) of study. Knowledge and critical understanding of the well-established principles in their field of study and the way in which those principles have developed engagement with the essential facts, major concepts, principles and theories associated A1, A3 A5, A6 1-5, 7-13 Key knowledge and understanding is assessed via a combination of multiple choice tests, examinations, essays, presentations and seminar performances. CORN179, CORN115, CORN154 and the of to
written word; FdSc Animal Husbandry & Welfare; Level 5 knowledge and critical understanding of the well established principles of their area(s) of study, and the way in which those principles have developed; knowledge of the main methods of enquiry in their subject(s) and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study. They will also be able to demonstrate an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge. A4 A2, A3 A6 A2, A1 1-5, 7-13 Key knowledge and understanding is assessed via a combination of multiple choice tests, examinations, essays, presentations and seminar performances ALL MODULES CORN272, NQS219, CORN297 Knowledge and critical understanding of the well-established principles in their field of study and the way in which those principles have developed Lectures and tutorials. • Classroom discussions. • Student seminars. • Fieldwork exercises. • Laboratory practical exercises. • Self-directed study.
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: 112 MODULE LEADER: Thais Martins OTHER MODULE STAFF: None SUMMARY of MODULE CONTENT •Structure and function of vertebrate anatomy, including histological structure of a range of tissues. •Investigate vertebrate body systems and their role in homeostasis i.e. nervous; sensory; the integument; respiratory; circulatory; digestive; hepatic, excretory and osmoregulatory; endocrine; reproductive. •Anatomy and physiology of main body and adaptations to particular environments; •Reproductive strategies and life histories of various tax SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 20 Vertebrate anatomy- covering key vertebrate body systems Practical Classes and Workshops 40 Observation of comparative dissections, visits to observe varying animal form, conduct organ dissections. Seminar 10 Discuss species adaptations to particular environments Guided Independent study 130 Research in preparation for seminars and dissections. Moodle tasks, guided reading. Total (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include links to learning objectives Written exam E1 LO1,2,3 - Relating animal anatomy to function. 100% Total = 100% T_ % Total = 100% Coursework C1 LO1,3 - Report using named examples to demonstrate evolution 100% Total = 100% Practical P_ % Total = 100% Updated by: K. Haynes Date: 18/03/14 Approved by: HE operations Date: 23/09/16