Cognitive and Intellectual Skills: By the end of this level of this programme the students will be able to demonstrate for: A threshold pass: An ability to apply, present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. The evaluation of the appropriateness of different approaches to solving problems related to their area(s) of study and/or work. In particular to: Experimental designs and research techniques Personal and employability skills development Soil management ,surveying methods Maintaining the countryside The impact of rural policy in different farming systems. Monitoring and evaluation of games, fish and predator populations Primary Class exercises Tutorial/seminar discussions Feedback via coursework assessment process (essays, reports) Secondary Policy and practice analysis in surgeries Computer-based practicals on data and measurement problems Classroom discussion and feedback 1,3,4,5 1,2,3,4,5,6 Cognitive and intellectual skills are assessed via; Essays/projects/ dissertations Examinations /tests Coursework/ group work on practical application questions Assessed presentations CORC1013 CORD135 CORD1000 CORD145 CORD1001 CORD1002 CORD1003
An exposition 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 practical skills developed within the course to a wide variety of industry related scenarios and will be required to complete a range of practical based skills assessments throughout this unit. Key Transferable Skills: By the end of this level of this programme the students will be able to demonstrate for: A threshold pass: Literary and information processing Self-management Communication (oral, written, CIT) Numeracy/quantitative skills (reflection, statistical analysis) Primary: Library and other research exercises Group work awareness and practice Computer-based learning & assessment Secondary/Supplementary: Class and seminar interactions and feedback 1, 2, 3, 5 1,2,3,5,6 Transferable skills are assessed via; Coursework of all types Examination preparation and completion Group presentations CORC1013 CORD135 CORD1000 CORD145 CORD1001 CORD1002 CORD1003 : . An exposition for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme: Learners will have demonstrated an ability to apply transferable 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.
Definitions of Graduate Attributes and Skills Relevant to this Programme Teaching and Learning Strategy / Methods Prog Aims Prog intended Learning Outcomes Range of Assessments Related Core Modules By the end of this level of this programme the students will be able to demonstrate for: A threshold pass: The underlying principles of managing rural resources. Knowledge and development of the subject area. Qualitative and quantitative approaches to information. Develop an understanding of issues of sustainability and environmental impact. Develop an awareness of the risks of exploitation and sustainable solution to rural resources. Integrate into practice the principle developments of theory, experiment, investigation and fieldwork. Develop an understanding of information and data, and their setting within a theoretical framework, accompanied by critical analysis and assessment to enable an enhanced understanding of the subject area. Primary: Lectures, Seminars and tutorials Directed independent study and research Secondary/Supplementary: Case studies Problem-solving exercises Report writing APC Intranet/internet resources PU student portal CC Intranet/internet resources 1,2,3,4,5 1,2,3,4,5,6 Key knowledge and understanding is assessed via a combination of; Tests Examinations Essays Individual and group presentations Seminar performances CORD2000 CORD2051 CORD2052 CORD2053 CORD2054
will be required to complete a range skill based assessments throughout this unit. Key Transferable Skills: By the end of this level of this programme the students will be able to demonstrate for: A threshold pass: Literary and information processing Self-management Communication (oral, written, CIT) Numeracy/quantitative skills (reflection, statistics etc) An ability to work effectively in a group. Primary: Library and other research exercises Group work awareness and practice Computer-based learning & assessment Secondary/Supplementary: Class and seminar interactions and feedback 2,3,4,5 1,2,3,4,5,6 Transferable skills are assessed via; Coursework of all types Examination preparation and completion Group presentations CORD2000 CORD2051 CORD2052 CORD2053 CORD2054 . . An exposition for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme: Learners will have demonstrated an ability to apply transferable 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: By the end of this level of this programme the Primary: Group work awareness and practice 2,3,5 1,2,3,4,5,6 Employment related skills are assessed by: Consultancy CORD2000 CORD2051
SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code. MODULE CODE: CORD2000 MODULE TITLE: Research Project CREDITS: 20 FHEQ Level: 5 JACS CODE: X210 PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes SHORT MODULE DESCRIPTOR: (max 425 characters) This module allows students to select a topic for examination, to undertake a review of the literature on the subject and a conduction of a detailed original investigation. ELEMENTS OF ASSESSMENT Use HESA KIS definitions] WRITTEN EXAMINATION COURSEWORK PRACTICAL E1 (Examination) % C1 (Coursework) 100 % P1 (Practical) %
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: 110 MODULE LEADER: Dr Eirene Williams OTHER MODULE STAFF: Antony Connell SUMMARY of MODULE CONTENT Historic development habitats in the landscape. Landscape assessment and evaluation. Phase 1 & 2 habitat survey. Habitat ecology and their characteristic plant and animal communities. Sustainable management strategies for a range of British habitats. Planning and planning legislation. Directives, designations, landscape protection. Improving / maintaining the management of a given habitat. SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 35 Background knowledge to the topics Field Trips 10 Understand management strategies Practical/Fieldwork 10 Study trips to enhance knowledge and understanding 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 Exam % Total = 100% ALO1, 3 T_ % Total = 100% Coursework C1 Management Plan % Total = 100% ALO 2,4 Practical P_ % Total = 100% Updated by: Jurie Intachat Date: 26/08/16 Approved by: HE Operations Date: 26/08/16 Recommended Texts and Sources: Barnes, G. & Williamson, T. 2006. Hedgerow History – ecology History and Landscape Character. Macclesfield: Windgather. Bishop, K. & Phillips, A. 2004. Countryside Planning. London: Earthscan.
Guided Independent study 145 Autonomous working with industry / employer / tutor (where 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 Consultancy Business Plan 100% Total = 100% ALO 2, 3, 4 Practical P1 Presentation 100% Total = 100% ALO 1, 2 Updated by: Paul Ward Date: 26/08/16 Approved by: J. Intachat Date: 26/08/16 Recommended Texts and Sources: Barry, P., Ellinger, P., Sherrick, B., 2011. Financial Management in Agriculture. 7th Ed. Prentice Hall: Pearson. Nuthall, P.L., 2011. Farm Business Management: Analysis of Farming Systems. Wallingford: CABI. Prag, P. 2002. Rural Diversification. 2nd Ed. Estates Gazette. Roberts, L. & Hall, D. 2001. Rural Tourism and Recreation: Principles to practice. Wallingford: CABI. Rodgers, C., 2015. Agricultural Law. 4th Ed. Bloomsbury. Sznakder, M. Przezborska-Skobiej, L. Scrimgeour, F., 2009. Agritourism. Wallingford: CABI. Journals International Journal of Rural Management Journal of Entrepreneurial Behaviour and Research Journal of Small Business and Enterprise Development Websites
(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 of relevant literature/resources 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 in citation/referencing may contain intrusive errors of grammar, punctuation and spelling (0-25%) Inadequate at HE level 4/5 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