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.
Learning Skills Some students find the transition to university level study, particularly student-centred learning, more difficult than they expected. This can be because they have not yet developed the required learning skills. Although you will receive help throughout your programme to improve these skills, there is specific support, advice and resources available through the College’s Learning Skills Service concerning: issues such as: Presentations Essay Writing Referencing Time Management Reading and Note-taking Revision and Examinations Cornwall College Resources at: Intranet/ Learning Services/ online databases/ academic writing Plymouth University resources are available at: Referencing Guides Please note that ALL assessment marks and results are provisional until confirmed by the Subject Assessment Panel and verified by the Award Assessment Board. If you do well enough, i.e. you average a mark of over 70% over all your modules at the end of your programme then you will qualify for the award of a Foundation Degree with distinction. You should note marks of 70% and over are awarded for outstanding work only. Please reference the Benchmarking Skills Map within the Programme Specification for further details on how the teaching, learning and assessments are achieved within each module. Referencing Guides Assessment Schedules and Feedback Each Programme has a designated Moodle page which houses further details of each of the modules contained with a programme. A full assessment schedule will be available via Moodle. Any changes made to the schedule will be done in consultation with the student body and will be fully communicated to the students that are affected. Assessment Your performance in a module will be assessed during the academic year, normally through a combination of coursework and end of year examinations. You must pass the assessments in order to be credited with that module for your degree. In addition, some modules may have to be passed as pre-requisites for others taken later in your programme.
(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.. 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
FHEQ level: FdSc Conservation & Countryside Management Part Time F/T Route Year When in Year? (i.e. Autumn, Spring etc) Core or Option Module Credits Module Year 1 Stage 1 Year 1 All Core 20 CORR145 - Ecological Survey Techniques Year 1 All Core 10 CORD135 - Research Skills Year 1 All Core 10 CORR157 - British Countryside Year 1 All Core 20 IEM102 - Biodiversity Year 2 Stage 1 Year 2 All Core 20 FCCM103 - Practical Conservation Skills Year 2 All Core 20 FCCM104 - Botany Field Year 2 All Core 20 CORC1013C- Personal and Employability Skills Development Year 3 Stage 2 Year 3 All Core 10 CORR225 - Wildlife Identification and Recording Year 3 All Core 10 CORR2023 - Coastal and Freshwater Ecology Year 3 All Core 20 CORR2022 - Conservation Work Placement Year 3 All Core 20 CORR2008 - Ecology Year 4 Stage 2 Year 4 All Core 20 CORR2021 - Habitat Management Year 4 All Core 20 FCCM208 - Environmental Education Year 4 All Core 20 CORR2000B - Research Project
work adaptably within the broad agricultural industry or a cognate field of activity. Be able to follow current practice and adapt to future developments. Recognise the existence of moral and ethical issues associated with the subject. Appreciate the need for professional codes of conduct. Be aware of the ethical issues related to the use and exploitation of biological entities Be aware of risk assessment, accident prevention and safety issues in [conservation related] agricultural practice a/ b / c / d a/ c/ d a/ c/ d and sciences (AFAS) p 9 AFAS p 13 presentations and seminar performances. K and U is developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies and taught sessions. Learning material is up to date and reflects the professionalism of the Conservation and Countryside Management sector. Agriculture, forestry, agricultural sciences, food sciences and consumer sciences Benchmark P 9, 10, 13 All stage modules and
Critiques and an understanding of rival theories and frameworks Intelligent application of appropriate principles in assessing policy or practice Problem solving and research skills Analyse, synthesise and summarise information Demonstrate the ability to consider issues from a range of multi-disciplinary and inter-disciplinary perspectives Use a range of information sources, Appraise academic literature and other sources of information Plan, conduct and present an independent investigation with reliance on guidance Relate investigations to some prior work and to reference appropriately Accept some responsibility for one’s actions Identify targets for personal, career and academic development Be adaptable and have a flexible approach to study and work Develop some skills necessary for and lifelong learning (e.g. Class exercises Tutorial/seminar discussions Feedback via coursework assessment process (essays etc) For example: Policy and practice analysis in surgeries Computer-based practicals on data and measurement problems a b / d b / c b / c / d b / c / d b / c a / b / c c / d a b / c c a/ b/ c/ d c / d b / c AFAS p 9 AFAS p 10 AFAS p 13 Assessed discussions Examinations/tests Coursework/group work on practical application questions managed
MODULE LEADER: Jurie IntachatH HH 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 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 E Total = 100% T Total = 100% Coursework C1 C2 C3 C4 ALO 1 - Formative Lit Review, Methodology and Results. Final Report - ALO 2. Report Writing Industry Handout - ALO 2. Communication to various audience Poster - Content and Defence 15% each. ALO3 -PDP Development 0% 60% 10% 30% Total = 100% Practical P Total = 100% Updated by: Dr H Randle Date: 28/05/16 Approved by: HE Operations Date: 28/05/16 Recommended Texts and Sources: Allison, B., O’Sullivan, T., Owen, A., Rice, J., Rothwell, A. & Saunders, C., 1996. Research Skills for Students. London: Kogan Page. Bell, J., 2010. Doing your Research Project: a guide for first-time researchers in education, health & social science. 5th ed. Buckingham: Open University Press. Davies, M.B., 2007. Doing a successful research project: using qualitative or quantitative methods. Bloomington: Palgrave Macmillan. Denscombe, M., 2010. The Good Research Guide. 4th ed. Buckingham: Open University Press. Edney, A., 2010. PowerPoint 2010 in easy steps. Southam: In Easy Steps. Van Emden, J. & Becker, L.M., 2010. Presentation skills for students. 2nd ed. Basingstoke: Palgrave Macmillan.
MODULE LEADER: Justine Rail OTHER MODULE STAFF: SUMMARY of MODULE CONTENT Life history, strategies, energy flows and food webs Integration of ecological processes, Biomes and habitats, island biogeography Diversity stability and community structure Site visits to UK habitats Recreation of native habitats SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 40 . Seminar 15 Guided Independent study 145 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 100% Total = 100% Practical P_ % Total = 100% Updated by: Date: Approved by: HE Operations Date: 17/09/16 Recommended Texts and Sources: Began, M., et al, 1996. Ecology: individuals, communities and populations. Oxford: Blackwell Science. Chalmers, N. Fieldwork statistics for ecological projects. Shropshire: Field Studies Council. Gibson. D.J., 2002. Methods in comparative plant population ecology. Oxford: Oxford University Press. Gurevitch, J. & Scheiner, S.M., 2002. Ecology of plants. London: Sinauer Associates. Kershaw., 1980. Qualitative dynamic plant ecology. Krebs, C. J. & Hickman, G.C., 2001. Ecology. London: Benjamin Cummins Ricklefs, R. E. & Miller, G. L., 1999. Ecology. London: W H Freeman Wills, A. J. & Tansley, A.J., 1973. Plant ecology. London: Allen & Unwin.