This programme is written in accordance with the UK Quality Code for Higher Education. This ensures that all degree level programmes in the UK are delivered appropriately. External examiners play an important role in quality assurance of your programme and you will have the opportunity to discuss the programme with them as well as reading their annual reports which are available on the VLE for your programme. The distinctive features of the FdSc Rescue and Emergency Management course are: The course is unique and the only one of its type currently within the UK. The skills you learn will be transferrable between many different occupations. These include: leadership, communication, decision-making, teamwork, problem solving. The modules are taught by subject matter experts from relevant industries such as the police, fire service, ambulance service and the military. Your tutors have a vast array of industry contacts which can be called upon to assist you with your learning. Training and exercising often takes part with the actual emergency services and so you benefit from working and interacting with your future colleagues. Your tutors want you to succeed and will work closely with you to enable this to occur. 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: . Programme Team Programme Leader Mike Rose Mike served 30 years in the UK police service, specialising in search, search and rescue, emergency & contingency planning, major incident management at strategic, tactical and operational levels and disaster victim recovery and identification. He has also been the incident or specialist search and rescue commander for a number of major incidents including crime, missing persons and for flooding and severe weather events over many years. Deployment examples include to floods at Boscastle, Mevagissey, Yealmpton, Ottery St Mary and Zennor, severe weather at Haldon Hill, near Exeter and other locations throughout Devon and Cornwall. Mike also deployed to Thailand in early 2005 to assist the international recovery and identification effort following the Tsunami. He has also worked as far afield as New Zealand and managed large security operations locally and as far away as Scotland. During this time Mike was a Police search adviser (POLSA) and co-ordinator (POLSC) as well as a missing person search manager. Mike was also the Chair of his multi-agency Local Resilience Forum search and rescue and mass
FHEQ level: 4 For: Part Time (FdSc Rescue and Emergency Management) F/T Route Year When in Year? (i.e. Autumn, Spring etc) Core or Option Module Credits Module PT1 AY Core 20 Personal and Employability Skills Development CORC1013 PT1 SUM Core 20 The Role of the Voluntary Sector in Rescue & Emergency Management CORD1016 PT1 SPR Core 20 Operational Firefighting CORD1018 PT1 SPR/SUM Core 10 Research Skills and Secondary Analysis CORD1035 PT2 AUT Core 20 Patient Assessment CORD1019 PT2 SPR Core 20 Search Management CORD1020 FHEQ level: 5 For: Part Time (FdSc Rescue and Emergency Management) F/T Route Year When in Year? (i.e. Autumn, Spring etc) Core or Option Module Credits Module PT2 SUM Core 20 Managing Patients from Hostile Environments CORD2075 PT3 AY Core 20 Research Project CORD2000 PT2 SPR/SUM Core 20 Technical Rescue CORD2070 PT3 SUM Core 20 Resource Management CORD2067 PT3 AUT Core 20 Managing Incidents and Emergency Situations CORD2068 PT3 SPR Core 20 Emergency Planning and Contingency Management CORD2069 PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment
lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study (HPPS 19: B10) The skills necessary to enable employees to be versatile and adaptable in progressing to and within work (HPPS, 20:C2); Effective multi-professional/multi-agency working practices; (HPPS, 20:C3); Evaluating an individual patient’s condition, the evaluation being based on the criticality of the patient, and apply treatment to nationally agreed evidence-based practice standards; (HPPS, 20:C4 / 13); Reacting appropriately to multiple casualty situations employing triage and major incident procedures as appropriate to the circumstances and with reference to national and local policies; (HPPS, 20: C8) The values that underpin anti-discriminatory working practices; Provision of effective care delivery in response to special circumstances; Provision of safe and sensitive care through the use of practical skills and knowledge of current best practice; enable theory/practice links. Inter-professional learning is emphasised in practice. Feedback from industry contacts and networks following visits, guest lectures and after participating within multi-agency exercises. tests. Theory and practice are formatively and summatively assessed against criteria that measure academic and practice levels of performance. Students also participate in activities with industry specialists, organisations in the form of guest speakers and lecturers, taking part in live exercises and visiting local organisations. All students receive feedback after these events to establish understanding and in the case of exercises whether exercise outcomes were achieved. An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme: Learners will have demonstrated an ability to apply knowledge and understanding skills developed within the course to a wide variety of industry related scenarios and will be required to complete a range of assessments throughout this unit. Cognitive and Intellectual Skills:
Foundation Degree Qualification Benchmark (FDQB) (2004) Healthcare Programmes - Paramedic Science (HPPS) (2001) General Business and Management (GBM) (2000). By the end of this level of this programme the students will be able to demonstrate for a threshold pass: Apply the skills needed for academic study and enquiry; (FDQB 42:6) Demonstrate advanced problem solving skill in order to make sustainable judgements in the context of practice (FDQB 42:2) Successful application in the workplace of the range of skills learnt throughout the programme (FDQB 42:2) Ability to apply underlying concepts and principles outside the context in which they were first studied, and the application of those principles in a work context (FDQB 42:3) Transfer knowledge and skills to a variety of settings and unexpected situations (HPPS, 18:A2) Primary: Critical incident analysis and reflection on practice are used to enable theory/practice links. Inter-professional learning is emphasised in practice. Secondary/Supplementary: A wide range of student centred approaches are used including lectures, seminars, practical and theoretical workshops, group work, Web based CT and directed study. 1, 2,& 3 6,7,8,9,&10 A variety of assessment methods are used that emphasise theory/practice links throughout the programme. These include essays, practice-focused assignments, project reports, clinical assessments, competency based practice portfolios, seminar presentations and tests. Theory and practice are formatively and summatively assessed against criteria that measure academic and practice levels of performance. CORC1013 CORD1016 CORD1018 CORD1035 CORD1019 CORD1020 An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme: Learners will have demonstrated an ability to apply knowledge and understanding skills developed within the course to a wide variety of industry related scenarios and will be required to complete a range of assessments throughout this unit. Key Transferable Skills: Foundation Degree Qualification Benchmark (FDQB)
(2004) Healthcare Programmes - Paramedic Science (HPPS) (2001) General Business and Management (GBM) (2000). By the end of this level of this programme the students will be able to demonstrate for a threshold pass: Evaluate own academic and professional performance; (HPPS 8) Take responsibility for personal and professional learning and development; (HPPS 8) Manage time, prioritise workloads, recognise and manage personal emotions and stress; (HPPS 8) Literary and information processing; Understand career opportunities and challenges ahead and begin to plan a career path; (HPPS 9) Demonstrate literacy & numeracy skills; (HPPS 8) Use a range of established techniques to initiate and undertake analysis of information in their field of study and in a work context; (FDQB 42:8) Undertake further training and develop new skills within a structured and managed environment; (FDQB 42:9) Have qualities and transferable skills necessary for employment and progression to other qualifications; (FDQB42:9) Primary: Critical incident analysis and reflection on practice are used to enable theory/practice links. Inter-professional learning is emphasised and engagement in practice provides an opportunity for students to demonstrate many of these skills and presenting opportunities to be evidenced in the practice area. Secondary/Supplementary: A wide range of student centred approaches are used including lectures, seminars, practical and theoretical workshops, group work, Web based CT and directed study. Feedback from industry contacts and networks following visits, 3,4 & 5 1,2,3,4,5 & 8 A variety of assessment methods are used that emphasise theory/practice links throughout the programme. These include essays, practice-focused assignments, project reports, clinical assessments, competency based practice portfolios, seminar presentations and tests. Theory and practice are formatively and summatively assessed against criteria that measure academic and practice levels of performance. Students also participate in activities with industry specialists, organisations in the form of guest CORC1013 CORD1016 CORD1018 CORD1035 CORD1019 CORD1020
Have the ability to utilise opportunities for life long learning. (FDQB42:10) guest lectures and after participating within multi-agency exercises. speakers and lecturers, taking part in live exercises and visiting local organisations. All students receive feedback after these events to establish understanding and in the case of exercises whether exercise outcomes were achieved. An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme: Learners will have demonstrated an ability to apply knowledge and understanding skills developed within the course to a wide variety of industry related scenarios and will be required to complete a range of assessments throughout this unit. Employment Related Skills: Foundation Degree Qualification Benchmark (FDQB) (2004) Healthcare Programmes - Paramedic Science (HPPS) (2001) General Business and Management (GBM) (2000). By the end of this level of this programme the students will be able to demonstrate for a threshold pass: Identify and work towards targets for personal, career and academic development Develop the skills necessary for self-managed and lifelong learning (that is, independent study, time management, organisational skills) Primary Project oral presentation Coursework reports Secondary Employer and placement manager feedback Feedback from industry contacts and networks following visits, 4 & 5 1,2,3,4,5,6 & 7 Students participate in activities with industry specialists, organisations in the form of guest speakers and lecturers, taking part in live exercises and visiting local organisations. All students receive feedback after CORD1019 CORD1020 CORD1018
Appraise own strengths and weaknesses, and areas requiring further development, as part of the continuing Personal Development Plan (PDP). DATE OF APPROVAL: 25 May 2011 FACULTY/OFFICE: Academic Partnerships DATE OF IMPLEMENTATION: 01 September 2015 SCHOOL/PARTNER: Duchy College DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year Additional notes (for office use only): 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: Michael Rose OTHER MODULE STAFF: SUMMARY of MODULE CONTENT Feasibility 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) Total 200 (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 % Total = 100% T_ % Total = 100% Coursework C1 C2 C3 Lit Review Final Report Industry Hand-out 0% 60% 10% Formative Lit Review – ALO1 Final Report - ALO 2 Communication to various audience - ALO 2 Content and Defence 15% each - ALO3
Category Element Component Name Component Weighting Comments include links to learning objectives Coursework C1 Case Study Report 100% Total = 100% LO 1 - 4 Practical P1 Oral Interview 100% Total = 100% LO 3 - 5 Updated by: Michael Rose Date: 14/05/15 Approved by: Michael Rose Date: 14/05/15 Recommended Texts and Sources: Carter 2006. Management in the Fire Services. Jones & Bartlett Publishers International. Dillon, B., 2014 Blackstone’s Emergency Planning, Crisis and Disaster Management, Oxford, Oxford Farazmand, A., 2014 Crisis and Emergency Management: Theory and Practice, Second Edition (Public Administration and Public Policy) Boca Raton, CRC Press HM Fire Service Inspectorate/Office of the Deputy Prime Minister. 2005. Dangerous Goods Emergency Action Code List. Stationery Office. National Police Improvements Agency (2007) Practice Advice on Critical Incident Management, Wyboston, NPIA National Police Improvements Agency (2009) Guidance on Emergency procedures, Wyboston, NPIA Lane, Jefferies and Associates: Fire and Marine Safety Consultants. 2006. Water Awareness for Rescue Professionals. Stationery Office. Molino, L., N. 2006. Emergency Incident Management Systems: Fundamentals and Applications. John Wiley & Sons Inc John Wiley and Sons Ltd. Walsh, D. 2005. National Incident Management System Principles and Practice. Jones and Bartlett Publishers International. Maritime and Coastal Agency (UKSAR) (2008) Search and Rescue Framework for the UK and Northern Ireland. Queen’s Printer and Controller