The Harvard Referencing System must be used. Refer to Plymouth University’s 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 actual 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 7.3 Submission front cover sheet SUBMISSION FORMAT The standard front sheet format on the next page should be used for every assessment submitted.
Assessor Comments: (expect to receive guidance on general performance, areas of weakness/for improvement and areas of strength – that can continue to be improved upon) 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 (example) 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, 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 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
of relevant literature/resources 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
P/T Route Year When in Year? (i.e. Autumn, Spring etc) Core or Option Module Credits Module Year 1 – Stage 1 1 All Year Core 20 CORC1013 - Personal and Employability Skills Development 1 Spring Core 10 CORR166 - Research Skills 1 All Year Core 20 CORR158- Introduction to Botany 1 Autumn Core 10 CORR165 - Introduction to Soil Science & Plant Nutrition Year 2 – Stage 1 2 All Year Core 20 CORR159 - Plant Use in the Landscape 2 All Year Core 20 CORR167 - Horticulture in Practice I Students must choose 1 of the following optional modules: 2 All Year Option 20 CORR163 Garden and Landscape I: Foundation Space, Place & User 2 All Year Option 20 CORR162 Classification and Taxonomy Year 3 – Stage 2 3 All Year Core 20 CORR2025 Plant Growth and Development 3 All Year Core 20 CORR2027 Plant Ecology Students must choose 1 of the following optional modules: 3 All Year Option 20 CORR2030 Garden and Landscape Design II: Planning & People 3 All Year Option 20 CORR2028 Plant Pathology Year 4 – Stage 2 4 All Year Core 20 CORR2032 Research Project 4 All Year Core 20 CORR2033 Horticulture in Practice II Students must choose 1 of the following optional modules: 4 All Year Core 20 CORR2029 Ethnobotany 4 All Year Core 20 CORR2031 Garden Landscape Histories; Theories and Contexts PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment
and competencies. Agriculture, horticulture, forestry and consumer sciences 2009 Literary and information processing Self-management Communicate to a variety of audiences (oral, written, CIT) Select an appropriate sampling procedure; process and interpret data. Recognise and respect the views of others. Handle computer-based information with guidance, using appropriate Library and other research exercises Group work awareness and practice Computer-based learning & assessment Class and seminar interactions and feedback 1,2 1,2,3,6 Coursework of all types Examination preparation and completion Group presentations CORC1013 CORR166 CORR158 CORR165 CORR159 CORR167 A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a foundation degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 4 normally a standard of 60 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (30%) and coursework (70%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies. Agriculture, horticulture, forestry and consumer sciences 2009 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) recognise personal strengths and weaknesses Group work awareness and practice Practical sessions Reflection sessions Employer and placement manager feedback 1,2 1,2,3,6 Consultancy reports and or exhibitions Portfolio of Evidence Reflective Log Various normally presentations and seminar debates CORC1013 CORR166 CORR158 CORR165 CORR159 CORR167 An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:
study, time management, organisational skills) Demonstrate interpersonal and team work skills organise a team effectively and contribute effectively to team work through the identification of individual and collective goals recognise and respect the views of others and evaluate the performance as an individual and team member Employer and placement manager feedback presentations and seminar debates CORR2031 An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme: A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a foundation degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 4 normally a standard of 60 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (30%) and coursework (70%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies. Agriculture, horticulture, forestry and consumer sciences 2009 Plan conduct and present an independent investigation with some reliance on guidance. Use appropriate laboratory and field equipment competently and safely Interpret practical results in a logical manner. Present research findings effectively and appropriately In a number of formats Projects Designated tasks Lectures, tutorials and seminars None 1,2,3,4 1,2,3,4,5 Project work Competence in a range of appropriate communication techniques CORR2025 CORR2027 CORR2032 CORR2033 CORR2029 CORR2031 A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a foundation degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development
CHANGE: 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: 2017 – 2018 NATIONAL COST CENTRE: 135 MODULE LEADER: Brender Willmott OTHER MODULE STAFF: Relevant Site Leaders SUMMARY of MODULE CONTENT Personal Development Planning - Personal audit, professional development, career management skills. Intra and Interpersonal Skills - Influencing, negotiating, conflict resolution, risk taking, problem-solving, decision making, teamwork, initiative, self-esteem, leadership, innovation, creativity and enterprise. Successful Communication - Interview skills, CVs and letters of application, self-presentation and 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 Information Lecture 20 Core material Seminar 12 Smaller workshop sessions where students are supported to apply learning to themselves and their specific industry Project Supervision 8 As part of assignment 1 students have to take part in a group project, which seminar tutors set and supervise Guided Independent Study 160 Students are expected to put in time outside of taught sessions on the group project and their own personal development and career planning 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 Coursework C1 Written Essay Report 50% 50% Total = 100% Updated by: Brender Willmott Date: 21/05/15 Approved by: HE Operations Date: 13/07/16 Recommended Texts and Sources: Cottrell, S. (2010) Skills for success: the personal development planning handbook. 2nd edn. Basingstoke: Palgrave Macmillan.
SUMMARY of MODULE CONTENT The effect of gardening and plant growing on the landscape is discussed. Artistic and other cultural influences on garden development and design are investigated from key historical periods: Roman, Medieval, Tudor, Reniasence, Stuart, Georgian, Victorian and Modern. The role of plant hunters, science, introduction of new species on garden design is investigated. Foreign influences on garden design and development is discussed. SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 20 Delivery of key module concepts Fieldwork 30 Fieldwork at sites of importance and gardens of different periods Guided Independent study 150 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 E % Total = 100% T % Total = 100% Coursework C1 C2 Essay - to cover ALO1 and 4 Fieldwork portfolio - to cover ALO1, 2, 3 and 4. 40% 60% Total = 100% Practical P % Total = 100% Updated by: Matt James Date: 26/06/2017 Approved by: HE Operations Date: 26/06/2017 Recommended Texts and Sources: Campbell-Culver, M., 2012. The origin of plants. London: Transworld Publishing. Hobhouse, P., 2004. Plants in garden history. London: Pavilion. Jellicoe, G. & Jellicoe, S., 1995. The landscape of man: shaping the environment from prehistory to the present day. 3rd ed. London: Thames & Hudson. Mosser, M. & Teyssot, G., eds., 2000. The history of garden design: western tradition from the renaissance to the present day. London: Thames & Hudson Quest-Ritson, C., 2004. The English garden: a social history. London: Viking. Turner,T., 2005. Garden history: philosophy and design 2000 BC – 2000AD. London: Spon. Journals The Garden, Garden Design Journal, Gardens Illustrated.
DATE OF APPROVAL: March 2007 FACULTY/OFFICE: Academic Partnerships DATE OF IMPLEMENTATION: Sept 2007 SCHOOL/PARTNER: Cornwall College DATE(S) OF APPROVED CHANGE: May 2015 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: 2017- 2018 NATIONAL COST CENTRE: MODULE LEADER: Dr J Wagstaffe OTHER MODULE STAFF: Relevant Programme Managers 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 5 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 155 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 Formative Lit Review Formative Methodology Formative Results Final Report Industry Handout Poster – content and defence (15%) each 0% 0% 0% 60% 10% 30% Total = 100% ALO1 - Demonstrate planning and building of research project that will result in analysable data. ALO2 – report writing ALO2 – communication to various audiences ALO3 – contribution to on-going PDP development and plan Practical P_ % Total = 100%