interrelationships between them and their environment Threshold standard: describe the structure, diversity and reproduction of the organisms studied describe basic organism structure and diversity describe mechanisms for the life processes and appreciate how the physiology of an organism fits it for its environment show knowledge of the basic genetic principles relating to, and evolution of, the organisms studied Describe the place of the organisms studied in the living world. appreciate the importance of the 'behaviour' of the organisms studied. demonstrate knowledge of biogeochemical cycles and pathways describe and exemplify nutrient and energy flow through individuals, populations and communities describe and exemplify patterns of distribution of organisms in relation to biotic and abiotic factors Primary: Secondary/Supplementary: Research seminars. Additional lecture information available on VLE- Moodle. A1, A3, P1, P2 Essays, in class tests, exams, management plans, reports, poster/presentations ALL CORE MODULES
techniques, including data collection, analysis and interpretation of those data, and testing of hypotheses Secondary/Supplementary: Additional information and tasks available on VLE- Moodle project report and presentations Ecology of Aquatic Systems: CORN128 Marine Science: CORN172 Diversity, Classification and Evolution: CORN115 Marine Survey Techniques: CORN135 Analyse, synthesise and summarise information critically, including published research or reports Threshold standard: be able to access bioscience information from a variety of sources and to communicate the principles in a manner appropriate to the programme of Primary: , group seminars Secondary/Supplementary: Additional information and tasks available on VLE- Moodle A3 P1, P5, P7 Literature reviews, essays, reports, presentations. Key Professional Skills: CORN162 Diversity, Classification and Evolution: CORN115 Obtain and integrate several lines of subject-specific evidence to formulate and test hypotheses Threshold standard: be able to plan, execute and present an independent piece of hypothesis-driven work (eg a project) within a supported framework in which qualities such as time management, Primary: , group seminars Secondary/Supplementary: Additional information and available on VLE- moodle A3, A4 P4,P5, Projects Reports, Review article assignments, Key Professional Skills: CORN162
problem solving, and independence are evident Recognise the and ethical issues of investigations and appreciate the need for ethical standards and professional codes of conduct. Threshold standard: have some understanding of ethical issues and the impact on society of advances in the biosciences Primary: Lectures, group seminars, independent guided study Secondary/Supplementary: Guest speakers, industry visits, work placements. Additional information and tasks available on VLE- Moodle A2, A5 P3, P6 Debates, presentations, vivas Key Professional Skills: CORN162 An exposition for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this of the programme: The learner has demonstrated the ability to analyse with guidance given classifications/guidance, can collect and categorise ideas and information in a predictable and standard format, can evaluate the reliability of data using defined techniques and/or tutor guidance and can apply given tools/methods accurately and carefully to a well-defined problem and begin to appreciate the complexity of the issues. Key Transferable Skills: communicate about their subject appropriately to a variety of audiences using a range of formats and approaches, using appropriate scientific language Threshold standard: be able to access bioscience information from a variety of sources and to communicate the principles in a manner Primary: independent guided study, practical workshops, group seminars, group work A1, A3 P1, P2, P7 Essays management plans, reports, poster/presentations Key Professional Skills: CORN162
how evolutionary theory is relevant to their area of study demonstrate awareness of human interactions with natural populations and ecosystems, including habitat modification, pollution, exploitation and conservation Competence in the basic experimental skills appropriate to Zoology and Conservation Threshold standard: have ability in a range of practical bioscience techniques, including data collection, analysis and interpretation of those data, and testing of hypotheses Primary: Secondary/Supplementary: Visits to Electron Microscope, MBA, guest workshops run by ecological consultants and specialists. Additional lecture information available on VLE- Moodle A1, A4, P1, P2,P4, P5 Reports, assessed practicals, in class tests, exams Zoological Conservation in Practice: CORN275 Marine Vertebrate Biology and Conservation: CORN270 Biosecurity and Invasive Species: CORN274 Research Methods and GIS for Zoology: CORN276 Familiarity with the terminology, nomenclature and classification systems Threshold standard: describe how organisms are classified and identified Primary: Secondary/Supplementary: A1 P1,P2 Assessed workshops, in class tests, exams, reports Biosecurity and Invasive Species: CORN274 Fish Ecology: CORN290
interrelationships between them and their environment Threshold standard: describe the structure, diversity and reproduction of the organisms studied describe basic organism structure and diversity describe mechanisms for the life processes and appreciate how the physiology of an organism fits it for its environment show knowledge of the basic genetic principles relating to, and evolution of, the organisms studied Describe the place of the organisms studied in the living world. appreciate the importance of the 'behaviour' of the organisms studied. demonstrate knowledge of biogeochemical cycles and pathways describe and exemplify nutrient and energy flow through individuals, populations and communities describe and exemplify patterns of distribution of organisms in relation to biotic and abiotic factors Secondary/Supplementary: Research seminars. Additional lecture information available on VLE- moodle. A1, A3 P1, P2 essays, in class tests, exams, management plans, reports, poster/presentations ALL CORE MODULES
Recognise and respect the views and opinions of other team members; negotiating skills Primary: Group seminars, PBL tasks Secondary/Supplementary: Work placement experience; industry engagement WRL tasks A6 P7 Debates, presentations, Zoological Conservation in Practice: CORN275 Evaluate performance as an individual and a team member; evaluate the performance of others Primary: Group seminars, PBL tasks, peer assessed presentations Secondary/Supplementary: Work placement experience; industry engagement WRL tasks A6 P7 Debates, SWOT self analysis presentations, vivas Zoological Conservation in Practice: CORN275 Employment related skills: develop the skills necessary for and lifelong learning (eg working independently, time management, organisational, enterprise and knowledge transfer skills) Threshold standard: be able to plan, execute and present an independent piece of hypothesis-driven work (eg a project) within a supported framework in which qualities such as time management, problem solving, and independence are evident Primary: Work placement, project implementation, PBL Secondary/Supplementary: Lectures, guest speakers, visits & Additional lecture information available on VLE- Moodle. A4, A5 P5, P7 Project report, project logs, SWOT self analysis Zoological Conservation in Practice: CORN275
Engagement with the essential major concepts, principles and theories associated with the chosen discipline. Knowledge of the processes and mechanisms that have shaped the natural world in terms, for example, of the spread of time from the geological to the present and of complexity from the environmental to the cellular. The influence on living systems of human activities (and the converse) could also be considered Threshold standard: Describe how organisms are classified and identified Describe mechanisms for the life processes and appreciate how the physiology of an organism fits its environment. Describe the place of the organisms studied in the living world. have an understanding of the explanation of biological phenomena at a variety of levels (from molecular to ecological systems) and be able to explain how evolutionary theory is relevant to their area of study demonstrate awareness of interactions with natural populations and ecosystems, including habitat modification, Primary: lectures, independent guided study, practical workshops Secondary/Supplementary: Site visits to animal collections, Natural History Museum, Eden project. Additional lecture information available on VLE- Moodle. A1,A2, A3, A4 P1, P2, P6 essays, in class tests, exams, management plans, reports, poster/presentations Monitoring Marine Ecosystems: CORN316
principles in a manner appropriate to the programme of study Additional information and tasks available on VLE- Moodle GIS and Marine Environmental Management: CORN317 Obtain and integrate several of subject-specific evidence to formulate and test hypotheses Threshold standard: be able to plan, execute and present an independent piece of hypothesis-driven work (eg a project) within a supported framework in which qualities such as time management, problem solving, and independence are evident Primary: , seminars Secondary/Supplementary: Additional information and tasks available on VLE- Moodle A3, A4 P4,P5, Projects Reports, Review article assignments, Honours Project: CORN310 GIS and Marine Environmental Management: CORN317 Recognise the moral and ethical issues of investigations and appreciate the need for ethical standards and professional codes of conduct. Threshold standard: have some understanding of ethical issues and the impact on society of advances in the biosciences Primary: Lectures, group seminars, independent guided study Secondary/Supplementary: Guest speakers, industry visits, work placements. Additional information and tasks available on VLE- moodle A2, A5 P3, P6 Debates, presentations, vivas Honours Project: CORN310 GIS and Marine Environmental Management: CORN317
An exposition for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this of the programme: The learner has demonstrated the ability to analyse with guidance classifications/guidance, can collect and categorise ideas and information in a predictable and standard format, can evaluate the reliability of data using defined techniques and/or tutor guidance and can apply given tools/methods accurately and carefully to a well-defined problem and begin to appreciate the complexity of the issues. Key Transferable Skills: communicate about their subject appropriately to a variety of audiences using a range of formats and approaches, using appropriate scientific language Threshold standard: be able to access bioscience information from a variety of sources and to communicate the principles in a manner appropriate to the programme of Primary: independent guided study, practical workshops, group seminars, group work Secondary/Supplementary: Research seminars. Additional lecture information available on VLE- moodle. A1, A3 P1, P2, P7 essays management plans, reports, poster/presentations Honours Project: CORN310 GIS and Marine Environmental Management: CORN317 Recognise and respect the views and opinions of other team members; negotiating skills Primary: Group seminars, PBL tasks Secondary/Supplementary: Work placement experience; industry engagement WRL tasks A6 P7 Debates, presentations, vivas GIS and Marine Environmental Management: CORN317 Evaluate performance as an individual and a team member; evaluate the performance of others Primary: Group seminars, PBL tasks, peer assessed presentations A6 P7 Debates, SWOT presentations, vivas GIS and Marine Environmental Management: CORN317
Secondary/Supplementary: Work placement experience; industry engagement WRL tasks Employment related skills: develop the skills necessary for and lifelong learning (eg working independently, time management, organisational, enterprise and knowledge transfer skills) Threshold standard: be able to plan, execute and present an independent piece of hypothesis-driven work (eg a project) within a supported framework in which qualities such as time management, problem solving, and independence are evident Primary: Work placement, project implementation, PBL tasks Secondary/Supplementary: Lectures, guest speakers, visits & Additional lecture information available on VLE- Moodle. A4, A5 P5, P7 Project report, project logs, SWOT GIS and Marine Environmental Management: CORN317 Identify and work towards targets for personal, academic and career development Threshold standard: have developed basic strategies to enable them to update their knowledge of the biosciences. Primary: Career planning – independent guided learning. Career talks; Tutorials. Resource finding tasks Secondary/Supplementary: Guest speakers, visits & Additional lecture A3, A4, A5, A6 P5, P6, P7 SWOT self-analysis, Literature Review assignments GIS and Marine Environmental Management: CORN317
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: Kelly Haynes OTHER MODULE STAFF: Brender Wilmott SUMMARY of MODULE CONTENT 1: Professional development: career action plans, SWOT analysis, Intra/ Interpersonal skills, problem-solving, decision making, teamwork, initiative, self-esteem, leadership, innovation, creativity and enterprise, successful communication - Interview skills, CVs and letters of application, self-presentation, presentation of information. Block 2: ICT and data handling: data types – qualitative, quantitative, suitable summative (measures of central tendency and error), presentation techniques, spreadsheets, data input, cell references, formula, creation of charts. Block 3: Subject specific techniques – introduction to current developments and technological advances in survey and investigative methods in relevant subject area, guest speakers, student led seminars. SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Tutorial 10 Guided Independent study Seminar 60 Workshop sessions where students are supported to apply learning to themselves and their specific industry. Guided Independent study 130 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 Written exam E_ % Total = 100% T1 LO4 – Test on statistics 100% = 100% Coursework C1 C2 LO 1,3 - Current techniques in Zoology. (Group Presentation) LO 2 - mock application and interview for relevant position. 50% 50% Total = 100%
MODULE LEADER: Kelly Haynes OTHER MODULE STAFF: None SUMMARY of MODULE CONTENT Analysis of an organisation, its management, working practices and careers structure, and evaluate personal experience within this. Structure of conservation framework national, European and international: key policy and agreements (examples include: Marine and coastal access act, Wildlife and conservation act, EU Habitats Directive, CITEs, IUCN). Habitat management and captive/wild population management. Ex-situ conservation - zoos and aquaria framework: EEPs, BIAZA, EAZA, TAGs, SSPs. Follow a national/international taxon survey- contribute towards larger data set. SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 40 Covering elements of legislation, habitat management and population management Seminar 10 Guided discussion around issues of bioethics e.g. captive breeding programmes, conflict surrounding protected areas - informed feedback from current employers working in conservation management Fieldwork 20 Guided fieldwork as part of a wider survey/census/ data collection Tutorial 10 Guided fieldwork as part of a survey/census/ data collection Work based learning 40 To be arranged by the student in relevant work (further 60 hrs recd) Guided Independent study 80 VLE and independent research (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include to learning objectives Written exam E Total = 100% T Total = 100% Coursework C1 C2 LO3 - Reflective Presentation, evaluation of work experience Report - summarise survey findings of a particular species. 40% 60% Total = 100% Practical P1 Pass/Fail - Completion of 40hrs min. work-related experience 0% Total = 100% Updated by: K. Haynes Date: 01/06/14 Approved by: HE Operations Date: 23/09/16 Recommended Texts and Sources:
Apply survey techniques, including identification aids, to selected INNS and submit records to databases. Formulate a bio-security plan for an invasive species. DATE OF APPROVAL: 06 May 2014 FACULTY/OFFICE: Academic Partnerships DATE OF IMPLEMENTATION: 01 Sept 2014 SCHOOL/PARTNER: Cornwall College DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year Additional notes (for office use only): SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT 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: 112 MODULE LEADER: Nicola Morris MODULE STAFF: None SUMMARY of MODULE CONTENT Invasive Non-Native Species (INNS) are species spread by man to areas where they cause economic and ecological damage. INNS are recognized as major issues for conservation and biodiversity and the associated dependent businesses (e.g. agriculture, aquaculture); they cost the UK £1.7billion annually (CABI/Defra 2010) and are second only to habitat loss as a threat to global biodiversity (IUCN 2010). Biosecurity can be considered the combination of our actions and approaches that helps to prevent the introduction of INNS and to limit their spread when introduced. This module will allow students to become proficient in identifying INNS (using a variety of identification tools including apps) and the associated biosecurity issues. They will identify biosecurity risks inherent in INNS management and develop mitigating protocols. SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 20 Lectures to economic and ecological impact of INNS with the use of key case studies Seminar 10 Discussion and debate around current INNS Practical Classes and Workshops 30 INNS identification and biosecurity protocol development Guided Independent 140 Employing identification and risk assessment skills, researching information for seminar discussions and application report Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)