PS12. Programme Structure The following structure diagram(s) provides the current structure for this programme: FHEQ level: FdSc Wildlife Education and Media Level 4 and 5 For: Full Time (3062) F/T Route Year When in Year? (i.e. Autumn, Spring etc) Core or Option Module Credits Module 1 All Year CORE 20 CORN163 Animals and their Environment 1 All year CORE 20 CORC1013C Personal and Employability Skills Development 1 All year CORE 20 CORN171 Introduction to Zoology 1 All year CORE 20 CORN142 Wildlife Education 1 Semester 1 CORE 10 CORN178 Evolutionary Theories 1 Semester 2 CORE 10 CORN144 Fieldwork Techniques 1 All year CORE 20 WEM102 Wildlife and the Media 2 All year CORE 20 CORN219 Education and Interpretation in Public Spaces 2 All year CORE 20 CORN296 Wildlife Education and Media in Practice 2 All year CORE 20 CORN221 Communicating Science and Natural History 2 All year CORE 20 NQS219 Individual Research Project 2 All Year CORE 20 CORN241 Vertebrate Zoology and Conservation Optional Modules – Students to choose 20 Credits 2 All year Optional 20 CORN270 Marine Vertebrate Biology and Conservation 2 All Year Optional 20 CORN278 Primate Behaviour and Conservation 2 All Year Optional 20 CORN213 Behavioural Ecology The following part time programme structure is indicative: FHEQ level: FdSc Wildlife Education and Media Levels 4 and 5 Part Time (3 Years Indicative) P/T Route Year When in Year? (i.e. Core or Option Module Credits Module
they were first studied; undertake further training, develop existing skills and acquire new competencies that will enable them to assume significant responsibilities within organisations and demonstrate the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making. In particular: CORN219/220 are related to National Science Week activities. CORN213 CORN241 NQS219 Ability to use appropriate field equipment with due regard for safety and the assessment of risk. In particular in relation to be competent users of ICT in their study and other appropriate situations undertaking field and laboratory investigations in a responsible and safe manner, paying due attention to risk assessment, rights of access, relevant health and safety regulations, and sensitivity to the impact of investigations on the environment and stakeholders referencing work in an appropriate manner. The ability to produce work which demonstrates the effective manipulation of sound, image and/or the written word; Laboratory work Projects Designated tasks Lectures and tutorials Learning from work Practical industry related sessions None c, h d, f, h f 2, 5-7, 9, Project work Competence in a range of business-related communication techniques CORN219 CORN296 CORN221 CORN278 CORN270 CORN213 CORN241 NQS219
PS14. Work Based/ Related Learning WBL 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 following is applicable for all: 4 Students are required produce a portfolio for one of the modules and encouraged to add in education and content from all modules over level 4 and level 5 Students are required to produce a CV/application/LinkedIn response to a job advert and then undertake a mock interview for that job. Students are to produce an activity that raises Through the year The ability to identify and plan for suitable careers and be effective at applying for employment. The wider skills needed to be successful in employment in a formal or informal educational role. Plan for suitable careers and be effective at applying for employment. Demonstrate the wider skills needed to be successful in employment in a formal or informal educational role. Web-based media and education portfolio Portfolio of employment evidence CORN142 (WRL) WEM102 (WRL) CORN144 (WRL) CORC1013C (WRL) based
money/awareness for a local charity 5 Production of materials for British Science Week Organisation of own educational event Display of Work-Based Learning materials Through the year The ability to identify and plan for suitable careers and be effective at applying for employment. The wider skills needed to be successful in employment in a formal or informal educational role. Plan for suitable careers and be effective at applying for employment. Demonstrate the wider skills needed to be successful in employment in a formal or informal educational role. Critical review of materials produced Viva voce Presentational display CORN219 (WRL) CORN296 (WBL)
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 10 Seminar 22 Practical Classes and Workshops 35 Guided Independent study 133 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 Examination 100% Total = 100% LO3 & 4 T Total = 100% Coursework C1 Report 100% Total = 100% LO1 & 2 Practical P Total = 100% Updated by: Date: Approved by: HE Operations Date:23/09/16 Recommended Texts and Sources: BENNETT, D.J. (Editor.) and JENNINGS, R.C. (Editor.) (2011) Successful science communication : telling it like it is. Cambridge: Cambridge University Press BLEWITT, J. (Editor.) (2013) The media, animal conservation and environmental education. 1st edn. London: Routledge BRAKE, M.L. (Editor.) and WEITKAMP, E. (Editor.) (2010) Introducing science communication: a practical guide. Basingstoke: Palgrave Macmillan. FALK, J. & DDIERKING, L. (1992) The Museum Experience. Whalesback Books HOLLIMAN, R. (Editor.) et al. (2009) Investigating science communication in the information age : implications for public engagement & popular media. Oxford: Oxford University Press. HEIN, G. (1998) Learning in the Museum. Routledge KAHLOR, L. (Editor.) and STOUT, P.A. (Editor.) (2009) Communicating science : new agendas in communication. London: Routledge. LASZLO, P. (2006) Communicating Science: a practical guide. Berlin: Springer MONTGOMERY, S. (2003) The Chicago guide to communicating science. Chicago: University of Chicago Press. RUSSELL, N. J. (2009) Communicating science: professional, popular, literary. Cambridge: Cambridge University Press. SCHON, D. A. (1987) Educating the Reflective Practitioner. Jossey Bass Wiley THOMAS, J. (2006) Communicating science effectively: a practical handbook for integrating visual elements. Maryland: IWA www.alphagalileo.org/ http://oceanexplorer.noaa.gov