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Plymouth University

Academic Partnerships

CORNWALL COLLEGE Newquay

Programme Quality Handbook

FdSc Zoological Conservation

Academic Year 2016-2017

If you require any part of this Handbook in larger print, or an alternative format, please contact:

HE Operations

Tel: (01209 616256)

E-mail: ([email protected])

Please note:

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.

Contents1Welcome and Introduction to……..42Programme Team53Personal Tutor63.1Plymouth Portal74Programme Details84.1Enhancement Activities84.2Progression through the programme84.3HE Careers Guidance – Cornwall College94.4HE Careers Guidance – Plymouth University95Employment Opportunities96Teaching, Learning and Assessment116.1Referencing Guides127Assessment Schedules and Feedback128Student Feedback168.1Student Representation and Enhancement168.2Student Perception Surveys168.3Closing the Feedback Loop178.4Programme Committee Meetings (PCM)178.5Complaints188.6Extenuating Circumstances189Appendix199.1Programme Specification – to be the latest version associated with the programme19

Welcome and Introduction to FdSc Zoological Conservation.

Welcome to the Foundation Degree in Zoological Conservation. The College is delighted that you have chosen to study with us. Achieving a place on this course is invariably the result of hard work and determination. You will now be mixing with fellow students from a wide range of backgrounds – some straight from school, some from college access programmes and others who have been working for some time and have decided to pursue a career change. If it all feels a bit strange at first, don’t worry because everyone else will be feeling the same. Take my word for it; those around you who seem to be in complete control are no more than convincing bluffers! We are sure you are going to have a great time here and will get a great deal from the programme.

This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications.

The first year of any degree is the start of a process of change and by the time you enter your second year you will be thinking quite differently from how you do now; more analytically, more logically, with a clearer understanding of basic principles. There may be times when you feel over-stretched, frustrated, perhaps even under-challenged, but these will be outweighed by the exhilaration of producing and understanding work with intellectual rigour and a sense of achievement when you successfully complete your first year.

You will have some great times in the next two years, but it would be unrealistic to think there won’t be any bad times and the key is to maintain a balance in your social life and your College commitments. Have a good social life – go surfing, sailing, etc, but make sure you:

· attend classes;

· keep up with your reading and research;

· complete coursework properly and hand in on time;

· revise thoroughly for exams.

If you follow these simple rules, you’ll have your Foundation Degree in two years and some significant memories which will stay with you forever.

This Student Handbook is designed specifically for the Foundation Degree you are studying, the FdSc in Zoological Conservation. In it you will find information about:

· Who will be teaching and providing support to you

· Details of your programme of study and assessment

· Opportunities available for:

· Work-Based Learning (WBL)

· Professional accreditation (if relevant)

· The development of academic and employability skills

· Progression onto further study - especially honours degree routes

Note: the information in this handbook should be read in conjunction with the current edition of the College Handbook available on the course moodle page which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook available here: https://www.plymouth.ac.uk/your-university/governance/student-handbook.

Programme Team

The Programme Leader for your Foundation Degree is responsible for the effective delivery and development of the programme and providing, programme advice to students. They also chair the Programme Committee which has student representation.

Name

Office Location

Tel

Email

Kelly Haynes

Staff Room 16

01637 857935

[email protected]

Each module within your programme has a designated Module Leader who is responsible for the effective delivery and development of the module and providing, module advice to students.

Name

Office

Tel

Email

Fieldwork.

Vertebrate Zoology & Conservation

Arlin Slater

16

01637 857951

[email protected]

Diversity, Classification & Evolution.

Angus Jackson

16

01637 857921

[email protected]

Conservation in Practice.

Intro to Animal Behaviour.

Captive Diet and Feeding.

Sam Hammond

16

01637 857921

[email protected]

Introduction to Zoology.

Aquaria and Conservation.

Andrew Golley

C07

01637 857929

[email protected]

Hygiene, Health & Welfare.

Disease and Disease Control.

Sarina Newman

C07

01637 857949

[email protected]

Avian Behaviour and Ecology.

Vertebrate Zoology and Conservation.

Thais Martins

16

01637 857923

[email protected]

Primate Behaviour and Cognition.

Kathy Baker

Zoo

01637 873342

[email protected]

Marine Vertebrate Biology and Conservation.

Rebecca Allen

C07

01637 857950

[email protected]

Genetics for Conservation.

Kelly Haynes

16

01637 857935

[email protected]

PESD (Professional / Employability Skills Development).

Brender Willmott

16

01637 857951

[email protected]

Individual Research Project.

Ruth Martin

C04

01637

857938

[email protected]

Curriculum Area Manager

Lawrence Moores

C04

01637

857937

[email protected]

CORPORATE HE ASSISTANT REGISTRAR: Mathew Tonkin. What does the Corporate HE Assistant Registrar (CHEAR) do? The CHEAR is your point of contact in HE Operations for all administrative paperwork to do with the programme. He can be contacted on: Telephone: 01209 617757 or Ext 3757.

Email: [email protected]

Personal Tutor

Your personal tutor should be the first person at the College that you speak to if you are having any personal difficulties that are affecting your studies. These could be academic, financial, health-related or another type of problem. Your personal tutor is there to provide additional academic and personal support concerning issues that may affect your studies. Personal Tutors are particularly important for students in their first year, helping them to manage the transition from school or the workplace to university-style life. Personal tutors also assist with helping you to engage with important aspects of preparation for your career and or progression to further study and profiling your progress through the programme.

Your main support for academic issues relating to specific modules will be the lecturer who is teaching that module. Your tutor will be the person who; if the College is asked, will write a personal reference for you during, or on completion of your studies.

Programme staff will communicate with students in the following ways:

· Email - staff will communicate with you via your college and/or university email. In order to maintain professionalism staff will NOT communicate with you directly using your personal email. If you do not wish to regularly check BOTH your College and Plymouth University emails you must ensure that these are forwarded to your personal email address.

· Text messaging – Under exceptional circumstances staff may contact you via text. Please ensure that your Programme Manager has your current mobile number.

· College/Institution intranet / virtual learning environment – For module level communications staff use the Moodle Site. Please make sure that you are enrolled onto all of your modules.

· HE Operations Moodle Pages – this site houses a vast array of information relevant to your time at the College.

· Plymouth University Student Portal (see section below)

· Programme Notice-Board

· College campus map will be located on the noticeboard and on moodle or https://www.cornwall.ac.uk/sites/default/files/documents/NQCampusMap.pdf#pdfjs.action=download

· Links to disability support teams: https://www.cornwall.ac.uk/university/support-during-your-degree

The university personal tutoring policy is available for information and guidance.

Plymouth Portal

As a Plymouth student you are able to access the University’s e-resources through the Plymouth portal (the University’s internal staff and student website).

There is access to over £2 million of e-resources and e-journals in a variety of different subject ranges which can be used to support your studies. An excellent library guide has been developed to help you access these resources off campus and this also links you to subject specific resources. This link takes you to the universities library guide homepage http://plymouth.libguides.com/partners.

In addition the University has created a Student Study File available at www.studywithplymouth.ac.uk which signposts you to a wealth of resources including UPSU (Plymouth Student Union), Study Skills Guides and using the portal.

You will automatically have a Plymouth University e-mail account accessed through myEdesk, E-mail, calendar, contacts, (OWA) structured as follows: [email protected]. Your password will always be given in this format Dob.dd/mm/yyyy e.g Dob.10/07/1984 . You can change your password once into the portal however please make sure it is something memorable as you will need it throughout your studies.

There are instructions located on the student study file on how to forward your University emails to your preferred email address to ensure you obtain the necessary Plymouth communications throughout your studies.

To change your password at any time - click on the ‘Change Password’ on the top right hand side of the homepage.

If you have forgotten your passwords please go to http://www.plymouth.ac.uk/password and you can reset it easily. Alternatively you can go to HE Operations who will be able to reset it for you as well.

To access the portal type http:///student.plymouth.ac.uk into your browser OR if you want to go in via the extranet type www.plymouth.ac.uk and then click on Internal Students.

Enter the username and password given to you from your programme manager or Learning Resource Staff member.

The Student Community on the Portal signposts you to many resources including:

· E-resources, journals, databases - click on the myEdesk, Library, Media & IT (TIS)

· University student services and learning resources

· Link into UPSU, the University’s Student Union

· Academic information and regulations including the University student handbook

· How to work safely on the web

Programme Details

Enhancement Activities

An important aspect of this degree is its vocational nature. All students are encouraged to seek relevant employment or placement during their studies – that is why the actual ‘teaching’ timetable leaves you with some free time during the week. But additionally, many of the modules have vocational elements, such as practical experience, visits to and from individuals and organisations in your vocational area and simulations.

Rather than separating work related learning into a separate module the college has a policy of embedding work related activities across the programme. This means ensuring that there is a range of experiences which relate closely to employment and work, such as visits, visiting speakers, practical’s in simulated situations. This ensures that students have a very rich environment in which to develop their skills, and observe others working.

Students of Cornwall College are encouraged to develop their PDPs in a variety of ways. The tutorial system, where programme leaders act as personal tutors and see their tutees on a regular basis clearly feeds into the principles of PDP. At the end of each module, students are encouraged to review what they have learnt and how it might contribute to their employability and their personal development. And there is a similar end of term and end of year review conducted by the tutor.

Progression through the programme

There are opportunities to progress to the following Honours degrees:

BSc (Hons) Applied Zoology - Cornwall College Newquay

BSc (Hons) Environmental Resource Management – Cornwall College Camborne

There is also the opportunity to progress on to full time stage three BSc (Hons) Animal Conservation Science, and stage two BSc (Hons) Conservation Biology at Plymouth University.

Your Programme Manager has access to University staff and is able to communicate your questions regarding progression to programmes at Plymouth University.

If you progress to a Plymouth University honours degree programme, your final Honours Degree classification will be calculated to include marks from each of your levels of study.

10% from Level 4 – calculated from the highest achieved 80 credits. Where modules are arranged in such a way that the 80 credits of ‘highest module marks’ cannot be identified unequivocally, the average for the best 70 credits and 90 credits will be calculated and the student given the best advantage.

30% from Level 5

60% from Level 6

If you progress onto Level 5 of a programme at Plymouth University, then 10% (of the highest achieved 80 credits or where modules are arranged in such a way that the 80 credits of ‘highest module marks’ cannot be identified unequivocally, the average for the best 70 credits and 90 credits will be calculated and the student given the best advantage) will come from your level 4 marks studied previously, 30% of your level 5 aggregate mark will be drawn from the level 5 modules studied at Plymouth University and then 60% from your level 6 aggregate mark at Plymouth University.

HE Careers Guidance – Cornwall College

HE Careers and Employability – please promote to your students

· There is a new HE Careers and Employability section on Moodle; accessible via the Learner Resources tab. This is a really useful resource which both you and your students can use. Please e-mail Heidi Channell with details of any other web resources you use and she will add them to Moodle: [email protected]

These resources are to be used in conjunction with the PESD resources.

· UCAS Applications for Teacher Training open on 27th October.

· Encourage your HE students to access HE Careers Advice by e-mailing Heidi: [email protected]

· Here is a link to the Plymouth University Careers & Employability site which includes the Events Calendar:

http://www.plu.prospects.ac.uk/casa/servlet/casa.jobseeker.event.JSEventServlet?mode=showEv&event_id=SUBOPLU-07072015-EVNT-35658&source=casa.jobseeker.event.JSEventServlet%3Fmode%3DshowCal%26month%3DAll%26eventType%3DO%26seriesStr%3D&stack=null%3Anull

HE Careers Guidance – Plymouth University

As a Plymouth University student you will also be able to access the Plymouth University Careers and Employability Service which can provide a wealth of guidance and support resources.

Employment Opportunities

Work Based Learning, in its various forms, is one of the major defining characteristics of your Foundation Degree. It plays a central role in enabling you to apply academic study to workplace environments and problems. In its turn, your programme of study should enable you to integrate knowledge and skills developed in WBL into your project work and study in taught modules.

An employable graduate is one who is able to meet the requirements of employers and fulfil their career aspirations at a graduate level. They will be able to apply the skills, knowledge and personal qualities developed during their programme, in the workplace and other contexts. An employable graduate will need to be able to:

· demonstrate and apply graduate attributes and skills;

· demonstrate and apply career management skills: e.g. preparing effectively for the recruitment and selection process;

· demonstrate and apply lifelong learning skills: e.g. reflecting critically on academic, personal and professional development, identifying and articulating achievements and planning for the future;

· demonstrate business and organisational awareness: e.g. understand changing working practices, including self-employment, with particular reference to the professions and sectors relating to their programme of study;

· demonstrate an international outlook: e.g. understanding the attributes and breadth of outlook appropriate for working in a global economy.

Your programme has been designed to put all this in perspective, and give you the opportunities to develop the requisite skills. Work-relatedness is integral to the modules, and many specifically offer you the opportunity to experience the world of work, even if you are studying full time. Your programme specification details the knowledge, skills and understanding you will be able to demonstrate when you gain your Foundation Degree.

Work based learning will be embedded in many of the modules that you study including Fieldwork, PESD and Conservation in Practice and you will be required to complete a work placement during the two years of your course. Your work experience will be assessed as part of the Conservation in Practice module through a work experience fayre in the second year.

Whilst studying this programme you will be given the opportunity to develop further personal and employability related skills, through planned module content and also external opportunities. A range of teaching approaches are used to specifically enable you to develop and enhance your communication and team working skills. Employers and other industry professionals also input into the programme giving you further contacts.

Teaching, Learning and Assessment

In a full time Foundation Degree, all your work in the first year (Stage 1) will be at level 4. The modules in the second year of a full time course will be at level 5. If you progress to an honours degree this is HE level 6.

HE Level 4

Successful work at Level 4 will show sound knowledge of the underlying concepts and principles of the subjects that you have studied and you will have learned how to take different approaches to solving problems. You will be able show that you can communicate accurately, in written and spoken language appropriate to the work in hand and the audience. You will have the demonstrated the qualities needed for employment requiring the exercise of some personal responsibility.

You will, in addition, be able to show that you can evaluate the appropriateness of different approaches to solving problems and be able to present, evaluate and interpret material, including numerical data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts the subjects that you have studied.

HE Level 5

Successful work at level 5 will show that you can apply the knowledge, understanding and skills that your course has given you more widely, so that you can evaluate the appropriateness of different approaches to solving problems in some unpredictable situations. You will be able to show the qualities necessary for employment in situations requiring the exercise of personal responsibility and decision-making and that you can perform effectively in your chosen field.

You will be able to demonstrate knowledge and critical understanding of the well-established principles of the subjects you have studied and of the way in which those principles have developed. You will be able to apply your knowledge, understanding and skills outside the context in which they were first studied, including in an employment context. You will also be able to show that you can apply the main methods of enquiry in the subjects studied and evaluate critically the appropriateness of different approaches to solving problems in the field of study. In particular, you will be able to show that you have an understanding of the limits of your knowledge, and how this can influence your thoughts and decisions. Your standard of communication in all the accepted forms related to your course will be good and you will be able to communicate well to a variety of audiences. You will be able to undertake further training, develop existing skills and acquire new competences so that you can assume significant responsibility within organisations. You will be able to show that you have qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.

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 award. In addition, some modules may have to be passed as pre-requisites for others taken later in your programme.

The method of assessment varies between modules and your lecturers will advise you of the method(s) to be used. This reflects the need to develop a range of different knowledge, understanding and skills. During your programme you may experience some, or all, of the following types of assessment:

Coursework essay questions

· Coursework group reports

· Coursework case study problems

· Group presentations

· Small group assessed discussions

· Practical’s

· Formal examinations

· In-class tests

· Online assessments

· Portfolios

· Research project

In all cases these are chosen and designed to assess your achievement of the particular learning outcomes for the module. You will be given Assessment Criteria which are used to judge the extent of your achievement.

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 (available in the Programme Specification of the Programme Quality handbook on course moodle page) within the Programme Specification for further details on how the teaching, learning and assessments are achieved within each module.

Referencing Guides

https://intranet.cornwall.ac.uk/intranet/learning-services/documents/Harvard_Referencing_July13.pdf

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.

For each form of assessment you will be provided with an assignment brief, with the time and date of submission as well as the mode of submission. The majority of your modules assessments will be submitted electronically on the module moodle page. You will be give guidance on online submission during induction. Other modes of submission include hard copy, guidance for alternative submission will be given on an individual basis.

ALL coursework assessments should be submitted the time and date stipulated on the assessment brief. It is NOT possible for lecturers to extend deadlines for individuals for any reason whatsoever.

Coursework which is percentage marked and submitted after the deadline date and time will be capped at the minimum pass mark within the first 24 hours of the deadline and will be awarded a mark of zero if submitted more than 24 hours late. Coursework which is assessed on a pass/fail basis will be deemed to be a Fail if submitted at any time after the deadline date and time.

1. In the case of deadlines on Friday or the last day of term, the 24 hours would apply to the next University working day, irrespective of programme term dates.

2. Some programmes may be exempted from the ’24 hour’ rule due to accrediting/validating body requirements.

ALL deadlines must be met unless you have extenuating circumstances (EC), please see section 8.6 for more details.

Please see the indicative assessment type for each module listed below, these may be subject to change following academic board. You will also receive a copy of the assessment timetable for each year on enrolment, which will outline assessment type, hand out and hand in date to allow you to organise your time around assessments

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FdSc Zoological Conservation Handbook (2016-17)

Examination

Coursework

Practical

MODULE CODE

Examination

Test

Coursework Type

Coursework Type

Practical Type

Practical Type

Level 4

CORC1013

Employability skills 50%

Reflective essay 50%

CORN115

Examination 40%

Portfolio 60%

CORN153

Test 40%

Coursework 60%

CORN154

Test 50%

Poster 50%

CORN157

Test 50%

Essay 50%

CORN171

Test 30%

Lab Report 28%

Report 42%

ZOO6

Scientific Report 50%

Scientific Report 50%

Level 5

CORN202

Review 50%

Report 50%

CORN218

Examination 50%

Report 50%

CORN238

Poster 50%

Report 50%

CORN241

Examination 40%

Review 60%

CORN260

Examination 40%

Diet Evaluation 60%

CORN263

Test 50%

Coursework 50%

CORN264

Test 40%

Essay 60%

CORN265

Test 30%

Case Study 70%

CORN266

Test 40%

Scientific report 60%

CORN270

Examination 40%

Coursework 60%

NQS219

Proposal & Lit Rev 35%

Project Report 50%

Oral Presentation 15%

Marking stage

Student submits work / sits test / sits examination

Work is marked by Module Leader

Marks collated by Module Leader & submitted to Programme Manager

Work collated & passed to

Module Leader

Internal moderation stage

Students receive initial UNCONFIRMED mark

Unconfirmed mark & feedback back to students within 20 working days


Internal moderation sample selected1.

Moderation by second academic

External moderation stage

External moderation samples selected and moderated by External Examiners


Subject Assessment Panel (SAP) (ratification) stage

CONFIRMED marks issued to students

Marks approved by SAP and forwarded to College Award Assessment Board

Marks submitted to SAP for consideration and approval


1The sample for the internal moderation comprises 20% or 10 assessment pieces minimum. The sample should include a range of assessment pieces including borderlines and fails. For more guidance see the Plymouth University Marking and Moderation policy 2015

Student FeedbackStudent Representation and Enhancement

Student representation for each stage of the programme is made through programme committee membership, which should also reflect on enhancement activities and their impact and sustainability. Furthermore, programme committee meetings are not considered quorate without student representation.

Information for students on the importance of course representation has been developed in partnership with the students along with the course representation cycle. Other useful resources are available within the UPSU partner college pages.

In addition to student presence through programme committee membership, it is noted that students also have representation though the Student Unions of both institutions.

Student Perception Surveys

The National Student Survey (NSS) and Plymouth University’s Student Perception Questionnaire (SPQ) offer the opportunity for the Student Voice to be gathered from students individually. Additionally, there may be local methods for collating survey feedback on individual modules.

Student Perception Questionnaire (SPQ) and National Student Survey (NSS)

All students on Plymouth University courses in partner colleges are given the opportunity to complete a questionnaire (SPQ) between January and March in the first year of their programmes. The questionnaire is arranged under a range of headings, the answers to which give us student views on how effectively we support their learning experience, these include teaching, assessment and feedback, academic support, learning resources, personal development opportunities. Student responses are used only in statistical form to produce a subject level report and to enable comparative data to be prepared at faculty level.

In addition students are asked to participate in the National Student Survey (NSS) at the end of their programme. Both of these provide valuable information to enable staff to improve programmes and the learning experience.

What is the Student Perception Questionnaire (SPQ) and what is it for?

· to give students the chance to tell us what they feel about their experience of teaching and learning at the Cornwall College

· to allow us to identify those issues that are perceived by students as affecting their education, either positively or negatively

· to provide us with a University-wide perspective and to enable staff to prioritise our actions to improve the quality of the educational experience at Cornwall College

What does the survey achieve?

At subject level you can expect the findings of the SPQ to be discussed at staff-student liaison groups and Programme Committee Meetings within the college. A related Action Plan is prepared to address students' concerns and this is in turn linked to the University’s Quality Assurance process, addressed through formal meetings between the University and the college. The Director of Higher Education (HE) will review the questionnaire results with senior managers and programme teams as appropriate.

What is the National Student Survey (NSS) and what does it mean to me?

This national survey is designed to provide information on how universities support the student learning experience. It provides vital information to prospective students and their advisers to help them make an informed choice on what they want to study and where they should study it. The results are shown on the national Unistats website (www.unistats.ac.uk).

The survey is an important tool, both at national level and within the University – it is seeking to capture an overall view of the student experience and the results reflect upon the standing and esteem in which the University is held; it is not the tool to use to offer feedback on local course issues which should be directed as normal through course representatives, tutors, lecturers and the Students Union. The University’s own institutional student perception questionnaire will not be issued to students involved in the national survey to avoid burdening students with too many questionnaires. We will therefore rely heavily on the NSS to secure feedback about the overall student experience.

The survey is carried out by Ipsos MORI, an independent company. It will take the form of a short online questionnaire that should only take around 5 minutes to complete. All eligible final year students will be contacted and invited to complete the survey. So that Ipsos MORI can carry out the survey, the University has been asked to provide contact details for students from its current records (this includes all contact details held by the University, including personal phone numbers). The personal data will not be used for any other purpose than the survey, and will not be passed on to any other parties/companies. All the answers will be kept confidential, with results being published in subject groupings.

Closing the Feedback Loop

This includes programme committee feedback through the student representatives as well as other methods for feeding back on the Student Voice.

For information, please see: http://www1.plymouth.ac.uk/studentvoice/Pages/You-said,-we-did!.aspx).

Cornwall College has developed a student engagement framework which documents the student involvement into quality mechanisms and ensures that feedback on student concerns is delivered in a constructive way and can be demonstrated within the programme action plan. On some campus sites student representatives are governors or on the management committee, and feedback through Student Representatives meetings.

Programme Committee Meetings (PCM)

PCMs exist to enable the core programme team and student representatives to meet formally to strict agendas twice per year. These meetings are in addition to hosting the ALP’s and the EE’s visits, although they may be arranged to align. These meetings are held twice per academic year; autumn and spring. The meeting utilises the standard Plymouth University agenda for each relevant meeting. It is vital that Student Representatives from each academic year of the programme attend the meeting. It is chaired by the Programme Manager; with attendance from module leaders; learning centre staff and HE Operations.

Complaints

The College wants to ensure that its courses and its case of students are of a high quality. However, sometimes things may go wrong and you may want to complain. If this becomes the case then please follow the link below for further details.

https://www.cornwall.ac.uk/about-us/complaints-procedure

If after reviewing the procedure you are unsure of what action you would like to take or require further advice and guidance then please use the following:

E-mail: [email protected]

Extenuating Circumstances

Extenuating Circumstances is a policy to ensure that no student is disadvantaged by circumstances beyond their control; whilst maintaining academic standards. These are circumstances which:

· affect your ability to attend or complete assessment(s)

· are exceptional

· are outside your control

· can be corroborated by independent evidence

· occurred during or shortly before the assessment in question

If your participation in an examination or assessment has been affected by an extenuating circumstance; then you can ask the College to take this info consideration. You can submit a claim for extenuating circumstances to cover last submission of work, no-submission of work or non-attendance at a time specific assessment; such as an examination, test, presentation or performance or a field class.

When making a claim students must ensure that they submit the FULLY completed Extenuating Circumstances form along with the relevant associated evidence as soon as possible, and normally no later than ten working days after the deadline for the submission of the work; or the date of the presentation, performance or test. If you are making an extenuating circumstances claim about coursework, do not wait for a decision on your claim before submitting your work. Please submit the final version of your work within 10 working days of the original deadline. However it would be preferred if the claim was submitted within 5 days in order that it can be dealt with quickly and within the timeframe.

For full details of the Extenuating Circumstances Policy please follow the link below:

https://www.plymouth.ac.uk/uploads/production/document/path/6/6017/160121_Extenuating_Circumstances_Policy_and_Procedures.docx

If you have any queries regarding the submission of the Extenuating Circumstances please speak with your Programme Manager or a member of the HE Operations Team.

Appendix Programme Specification – to be the latest version associated with the programme

PROGRAMME SPECIFICATION[footnoteRef:1] [1: This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.]

Programme Title: FdSc Zoological Conservation Partner Delivering Institution: Cornwall College, NewquayState Date: 2016-17 First Award Date: 2018-19Date(s) of Revision(s) to this Document:

This programme specification template aligns with recommendations within the UK Quality Code for Higher Education[footnoteRef:2]. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth University’s procedures for making changes to partnership programmes[footnoteRef:3]. [2: QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf , last accessed 28th July 2014 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]] [3: If required please contact Academic Partnerships Programme Administration for assistance.]

ContentsPS1.Programme Details22PS2. Brief Description of the Programme22PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)22PS4. Exceptions to Plymouth University Regulations22PS5. Programme Aims22PS6. Programme Intended Learning Outcomes (ILO)23PS7. Distinctive Features24PS8. Student Numbers24PS9. Progression Route(s)25PS10. Admissions Criteria26PS11. Academic Standards and Quality Enhancement26PS12. Programme Structure28PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment29PS14. Work Based/ Related Learning34Appendix41

PS1.Programme Details

Awarding Institution:

Plymouth University

Partner Institution and delivery site (s):

Cornwall College, Newquay

Accrediting Body:

Plymouth University

Language of Study:

English

Mode of Study:

Full time (2 years)

Final Award:

FdSc or FdSc with Distinction

Intermediate Award:

Certificate of Higher Education (CertHE)

Programme Title:

Zoological Conservation

UCAS Code:

C390

JACS Code:

Benchmarks:

Biosciences benchmark

Date of Programme Approval:

2003

PS2. Brief Description of the Programme

This text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation (approx. 200-250 words)

The Foundation Degree has been developed by academic staff from Cornwall College in collaboration with staff at Newquay Zoo and others working in zoological conservation. The close partnership between Cornwall College and Newquay Zoo is unique, enabling students to gain access to the collection of exotic animals and first-hand experience of studying and working with them at all stage of the programme.

The Foundation Degree is highly contextualised, with site visits, field trips, and workshops given by conservation experts, integrated into the programme. This ensures that theory and practice are linked in a stimulating and relevant way.

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)

N/A

PS4. Exceptions to Plymouth University Regulations

None

Note: Plymouth University’s Academic Regulations are available internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm

PS5. Programme Aims

This programme will deliver:

A1: focused on knowledge and understanding - To offer an informative, intellectually stimulating coherent modular programme which is accessible to students with various entry qualification and which leads to an award appropriate to students’ abilities and interests in zoological conservation.

A2: focused on cognitive and intellectual - To equip students with the academic qualifications, personal qualities and attitudes, and vocational skills and techniques, essential for a career in areas related to zoological conservation To provide students with the qualifications and learning skills required to continue their education to a full honours degree.

A3: focused on key transferable skills - To provide students with transferable skills to level 2 of the SEEC descriptors, relevant to a wide range of jobs so that they can successfully compete in the marketplace for employment.

A4: focused on employability and CPD/lifelong learning- To provide exciting and inspirational learning opportunities for HE students, adjacent to Newquay Zoo and close to areas of outstanding natural beauty in Cornwall, so that the students can experience and learn about wildlife in captive and natural environment at first hand.

A5: focused on practical skills - To raise students’ awareness of the importance of developments in zoological conservation and their implications in human and global affairs

PS6. Programme Intended Learning Outcomes (ILO)

By the end of this programme the student will be able to:

ILO 1 knowledge and critical understanding - of well-established principles of zoological conservation and the way in which those principles have developed;

· knowledge of the main methods of enquiry in zoological conservation , and the ability to evaluate critically the appropriateness of different approaches to solving problems in zoological conservation and apply these in a work context;

ILO2: cognitive and intellectual skills - ability to apply underlying concepts and principles of zoological conservation outside the context in which they were first studied, and the application of those principles in a work context;

· an understanding of the limits of their knowledge and how this influences analyses and interpretations based on that knowledge in their studies of zoological conservation and in a work context;

· use a range of techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis in their studies of zoological conservation and in a work context;

· effectively communicate information, arguments and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques in the study of zoological conservation and in a work context;

· undertake further training, develop existing skills, and acquire new competencies that will enable them to assume responsibility within organisations;

· plan and execute research or development work on a zoological conservation topic, evaluate outcomes and draw valid conclusions;

ILO3: transferable skills qualities and transferable skills necessary for employment and progression to other qualifications requiring the exercise of personal responsibility and decision-making.

· demonstrate an understanding of the biological factors limiting the populations of animals;

· demonstrate the basic principles and dynamics of ecology;

· demonstrate an understanding of the ecology of both managed and unmanaged systems;

· describe the policy and socioeconomic factors which form and influence zoological conservation;

· understand how animal collections can be managed in the wild and in captivity;

· recognise the ethical implications of zoological conservation and the needs and requirements of society;

ILO4: Employment - apply their knowledge to a range of routine real-life situations;

· demonstrate familiarity with a range of economic and business management theory and techniques;

· demonstrate familiarity with relevant policy;

· describe some features of the legal and ethical framework applicable to managing animals;

· analyse and evaluate a range of specific scientific and technological processes;

· describe the roles and responsibilities of regulatory and advisory bodies.

· identify appropriate knowledge bases and theoretical perspectives

ILO5: practical - apply a range of methods to problem evaluation and amelioration.

· communicate on a range of zoological issues

illustrate and apply professional standards of responsibilities in relation to zoological conservation

PS7. Distinctive Features

This text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation:

· Work-based learning opportunities at Newquay Zoo, National Marine Aquarium, RSPB and Cornwall Wildlife Trust

· Progress to Honours programme in Wildlife Conservation at the Plymouth University

· Opportunities to work individually and on collaborative and cross-disciplinary projects.

· The programme offered is inspirational, innovative and memorable, and will encourage creative thinking and the development of new ideas. You will be working in an expanding field where opportunities to develop new perspectives will be encouraged.

· Fieldwork and fieldtrip are a major component of course.

· Experienced, enthusiastic and friendly staff.

Small group teaching.

PS8. Student Numbers

The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning:

Minimum student numbers per stage = 12

Target student numbers per stage = 18

Maximum student numbers per stage = 30

PS9. Progression Route(s)

Approved “progression route(s)” are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to “top-up” to complete a Bachelor degree, but may be employed for other award types.

This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3 years.

Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.

Providing that you achieve an overall mark of 40% in the Foundation Degree you will be able to progress on to the third year of the BSc (Hons) Applied Zoology or the BSc (Hons) Animal Conservation Science programme.

You may also use the credits that you have gained to apply for entry to other degree courses, such as the BSc (Hons) Environmental Resource Management and BSc (Hons) Applied Zoology at Cornwall College.

The contribution of marks from prior levels of study to the progression award is governed by University regulations.

PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme:

Details:

Level 2:

Maths and English, Science at grade C or above– desirable

· Key Skills requirement / Higher Level Diploma:

and/or

· GCSEs required at Grade C or above:

Level 3: at least one of the following:

· AS/A Levels

120 UCAS Tariff points from any combination of A-level/AS-level/ normally to include a science subject. Vocational A-level including at least one subject studied to A2-level.

National Diploma with a profile of at least Pass Pass Pass (PPP);

Advanced National Certificate – Credit overall

Minimum of a pass in Advanced GNVQ in science at level 3

At least two "D" level passes from Scottish Higher or the Irish Higher Leaving Certificate.

· Advanced Level Diploma:

· BTEC National Certificate/Diploma:

· VDA: AGNVQ, AVCE, AVS:

· Access to HE or Year 0 provision:

· International Baccalaureate:

· Irish / Scottish Highers / Advanced Highers:

Work Experience:

Assessed on application

Other HE qualifications / non-standard awards or experiences:

Assessed on application

APEL / APCL[footnoteRef:4] possibilities: [4: Accredited Prior Experiential Learning and Accredited Prior Certificated Learning]

Individuals may be considered for APCL or APEL in accordance with the academic regulations

Interview / Portfolio requirements:

Mature students would have to demonstrate at interview the necessary motivation, potential, experience and/or knowledge.

Disabilities – the course welcomes applications from students with disabilities and is committed to its inclusive policy. In order to be more learner centred, the College requests that all applications be considered individually and in consultation with the Course Manager.

Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required:

All students will require this check if they may be working with young people.

PS11. Academic Standards and Quality Enhancement

The Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed changes to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee.

Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

Subject External Examiner(s):

An Interim visit by External Examiner (EE) (usually between January and February) will review work that has been marked, consult students and feed back to the programme manager and module leaders and course team.

Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with Programme Manager, the awarding body’s partnership member and the External to receive the students work and confer progression or award.

Additional stakeholders specific to this programme:

Students have the opportunity to discuss the programme independently, twice a year in the Student Review. This forms part of the discussion for the annual programme monitoring in the autumn and spring of each academic year.

The Student Perception Questionnaire (SPQ) is administered during the year and feeds into the programme review.

Students Representatives attend Annual Programme Monitoring (APM) to contribute student views alongside Module Leaders, the Programme Manager and the Assistant Registrar to monitor module delivery and the course provision.

Curriculum meetings take place once a month to review progression, department provision, resources and staffing.

26 | Page


PS12. Programme Structure[footnoteRef:5] [5: ]

The following structure diagram(s) provides the current structure for this programme:

FHEQ level: FdSc Zoological Conservation For: Full Time

F/T Route Year

When in Year? (i.e. Autumn, Spring etc)

Core or Option Module

Credits

Module

Stage 1, Year 1

Year 1

All

Core

10

CORN153 – Introduction to Animal Behaviour

Year1

All

Core

20

CORC1013 - Personal and Employability Skills Development

Year1

All

Core

20

CORN115- Diversity, Classification and Evolution

Year1

All

Core

20

CORN171 - Introduction to Zoology

Year1

All

Core

20

CORN154 - Hygiene, Health and Welfare of Captive Animals

Year1

All

Core

10

CORN157 - Introduction to Ecology

Year1

All

Core

20

ZOO6 - Fieldwork

Stage 2, Year 2

All

Core

10

CORN218 - Genetics for Conservation

Year 2

All

Core

10

CORN238 - Conservation in Practice

Year 2

All

Core

10

CORN263 - Primate Behaviour and Learning

Year 2

All

Core

20

CORN241 - Vertebrate Zoology and Conservation

Year 2

All

Core

20

NQS219 - Individual Research Project

Year 2

All

Core

10

CORN264 - Disease and Disease Control

Year 2

All

Core

10

ZOO260 - Captive Diet and Feeding

Stage 2 Optional Modules

Year 2

All

Optional

20

CORN266 - Avian Behaviour and Ecology

Year 2

All

Optional

10

CORN202 - Aquaria and Conservation of Aquatic Organisms

Year 2

All

Optional

20

CORN270 - Marine Vertebrate Biology and Conservation

Year 2

All

Optional

10

CORN265 - Insect Biology and Conservation

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment

Developing graduate attributed and skills, at any level of HE , is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FHEQ level: FdSc Zoological Conservation Level 4

Definitions of Graduate Attributes and Skills Relevant to this ProgrammeTeaching and Learning Strategy / MethodsProg AimsProg intended Learning OutcomesRange of AssessmentsRelated Core Modules

Knowledge / Understanding:Foundation degree benchmark 42Biosciences:Generic standards (threshold 3)Molecular aspects of Biology (threshold 5 & 8)Organisms (threshold 2,6,7 &8)Ecology & Environmental Biology (threshold 7)

c, d

a, d

d

1-5, 7-13

Key knowledge and understanding is assessed via a combination of multiple choice tests, examinations, essays, presentations and seminar performances

CORN171,

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:

· Knowledge and critical understanding of the well-established principles in their field of study and the way in which those principles have developed

· 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;

· know and understand the structure and function of various types of cells in unicellular and multicellular organisms, the structure and function of cell membranes, cell differentiation

· have knowledge of enzyme structure and function and of some of the most important mechanisms controlling the action of enzymes and other proteins

· 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;

· describe how organisms are classified and identified;

· appreciate the interactions of organisms with each other and the environment;

· appreciate the importance of the 'behaviour' of the organisms studied

demonstrate awareness of human interactions with natural populations and ecosystems, including habitat modification, pollution, exploitation and conservation

Primary:Lectures and tutorials.•Classroom discussions.•Student seminars.•Fieldwork exercises.•Laboratory practical exercises.•Self-directed study.•Research activities.•Learning from work experience

Secondary/Supplementary:

• Case studies.

• Problem solving exercises

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme: 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 Zoological Conservation sector.

Cognitive and Intellectual Skills:

Biosciences (generic standards – threshold 2, good, 5)

Communication, media, film and cultural studies (5.2 & 4.1.1)


· be able to construct reasoned arguments to support their position on the ethical and social impact of advances in the biosciences;

· have ability in a range of practical bioscience techniques including data collection, analysis and interpretation of those data, and testing of hypotheses

· gather, organise and deploy ideas and information in order to formulate arguments cogently, and express them effectively in written, oral or in other forms; Abstract analysis and synthesis

Primary: Class exercisesTutorial/seminar discussionsFeedback via coursework assessment process (essays etc)


Policy and practice analysis in surgeries

Computer-based practicals on data and measurement problems

e

e

e

c

e

ALL

Assessed discussions

Essays/projects/dissertations

Examinations/tests

Coursework/groupwork on practical application questions

Student presentations

ALL MODULES

CORN171,

ZOO6

ALL MODULES

ALL MODULES

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:

Cognitive and intellectual skills are continually 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. Having to think, write and communicate at this level requires students to develop these skills. These are integral skills that are developed over time through class activities, development of professional practice and writing essays.

Key Transferable Skills:

Biosciences (Generic standards –good, 1&6)


· have the ability to organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary

· be able to access and evaluate bioscience information from a variety of sources and to communicate the principles both orally and in writing (eg essays, laboratory reports) in a way that is well-organised, topical and recognises the limits of current hypotheses;

· be able to apply relevant advanced numerical skills (including statistical analysis where appropriate) to biological data;

· have a well-developed ability to interpret graphical and tabular presentation of data, and collect, use and interpret numerical data as appropriate

· the ability to reflect on their own value system

the ability to use their knowledge and understanding critically to locate and justify a personal position in relation to the subject

Primary: Library and other research exercisesGroup work awareness and practiceComputer-based learning and assessment


Class and seminar interactions and feedback

c , h

c, e

d, h

d, h

ALL

Coursework of all types

Examination preparation and completion


Group work assessments

CORN171, ZOO6, CORN115

ZOO6

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:

Key transferable skills are 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 Zoological Conservation sector. Students have opportunities on the programme to develop effective communication skills through activities that require them to work in groups, to feedback individual research projects and to write and present work to a high literary standard and the latest presentation IT formats.

Employment Related Skills:


· Qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making.

· Undertake further training, develop existing skills and acquire new competencies hat will enable them to assume significant responsibilities within organisations

Primary:

Class exercises

Tutorial/seminar discussions

Feedback via coursework assessment process (essays etc)


Case studies.

Problem solving exercises

e,f

1-3, 4-8

Project work

Competence in a range of business-related communication techniques

ZOO6, CORN117, CORC1013

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:

Employability related skills are 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, works and taught sessions. Learning material is up to date and reflects the professionalism of the Conservation and Countryside Management sector. . Many assignments/projects require students to complete observations, pieces and apply theory to practice. These activities make a clear link between academic theoretical learning and that of practice.

Practical Skills:


· communicating appropriately to a variety of audiences in written, verbal and graphical forms.

· 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;



Case studies.


c, h

d, f, h

f

2, 5-7, 9,

Project work


ZOO6

NQS219

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:

Practical skills are developed through a range of different learning opportunities and assessment tasks. Many assignments require students to complete projects, and apply theory to practice. These activities make a clear link between academic theoretical learning and that of professional Zoological Conservation Management.

FHEQ level: FdSc Zoological Conservation Level 5

Definitions of Graduate Attributes and Skills Relevant to this ProgrammeTeaching and Learning Strategy / MethodsProg AimsProg intended Learning OutcomesRange of AssessmentsRelated Core Modules

Knowledge / Understanding:Knowledge and critical understanding of the well established principles of their area(s) of study, and the way in which those principles have developed; knowledge of the main methods of enquiry in their subject(s) and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study. They will also be able to demonstrate an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge

c, d

a, d

d

1-5, 7-13

Key knowledge and understanding is assessed via a combination of multiple choice tests, examinations, essays, presentations and seminar performances

CORN171


· Knowledge and critical understanding of the well-established principles in their field of study and the way in which those principles have developed

· engagement with the essential facts, 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;

familiarity with the terminology, nomenclature and classification systems as appropriate;

Primary:Lectures and tutorials.•Classroom discussions.•Student seminars.•Fieldwork exercises.•Laboratory practical exercises.•Self-directed study.•Research activities.•Learning from work experience


• Case studies.

• Problem solving exercises

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:

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 Zoological Conservation sector.

Cognitive and Intellectual Skills:

Biosciences (generic standards – threshold 2, good, 5)

Communication, media, film and cultural studies (5.2 & 4.1.1)


· an ability to 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

· analysing, synthesising and summarising information critically, including published research or reports;

· obtaining and integrating several lines of subject-specific evidence to formulate and test hypotheses;

· applying subject knowledge and understanding to address familiar and unfamiliar problems;

· gather, organise and deploy ideas and information in order to formulate arguments cogently, and express them effectively in written, oral or in other forms; Abstract analysis and synthesis

· The ability to engage critically with major thinkers, debates and intellectual paradigms within the field and put them to productive use;



Policy and practice analysis in surgeries

Computer-based practicals on data and measurement problems

e

e

e

c

e

ALL



Examinations/tests

Coursework/groupwork on practical application questions

Student presentations

ALL MODULES

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:

Cognitive and intellectual skills are continually 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. Having to think, write and communicate at this level requires students to develop these skills. These are integral skills that are developed over time through class activities, development of professional practice and writing essays.

Key Transferable Skills:

Biosciences (Generic standards –good, 1&6)


· evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work

· communicate the results of their study/work accurately and reliably, and with structured and coherent arguments

· have the ability to organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary

· be able to access and evaluate bioscience information from a variety of sources and to communicate the principles both orally and in writing (e.g., essays, laboratory reports) in a way that is well-organised, topical and recognises the limits of current hypotheses;

· be able to apply relevant advanced numerical skills (including statistical analysis where appropriate) to biological data;

· have a well developed ability to interpret graphical and tabular presentation of data, and collect, use and interpret numerical data as appropriate

· the ability to reflect on their own value system

the ability to use their knowledge and understanding critically to locate and justify a personal position in relation to the subject

Primary: Library and other research exercisesGroup work awareness and practiceComputer-based learning and assessment


Class and seminar interactions and feedback

c , h

c, e

d, h

d, h

ALL

Coursework of all types

Examination preparation and completion


Group work assessments

ALL MODULES

NQS204

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:

Key transferable skills are 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 Zoological Conservation sector. Students have opportunities on the programme to develop effective communication skills through activities that require them to work in groups, to feedback individual research projects and to write and present work to a high literary standard and the latest presentation IT formats.

Employment Related Skills:


· Qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making.

· Undertake further training, develop existing skills and acquire new competencies hat will enable them to assume significant responsibilities within organisations

Primary:

Class exercises

Tutorial/seminar discussions

Feedback via coursework assessment process (essays etc)


Case studies.


e,f

1-3, 4-8

Project work


An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:

Employability related skills are 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, works and taught sessions. Learning material is up to date and reflects the professionalism of the Conservation and Countryside Management sector. . Many assignments/projects require students to complete observations, pieces and apply theory to practice. These activities make a clear link between academic theoretical learning and that of practice.

Practical Skills:


· communicating appropriately to a variety of audiences in written, verbal and graphical forms.

· 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;



Case studies.


c, h

d, f, h

f

2, 5-7, 9,

Project work


NQS219

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:

Practical skills are developed through a range of different learning opportunities and assessment tasks. Many assignments require students to complete projects, and apply theory to practice. These activities make a clear link between academic theoretical learning and that of professional Zoological Conservation Management.

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 the following is applicable for all:

FHEQ level: Level 4 and 5

WBL/WRL Activity:

LogisticsProg AimProg Intended LORange of AssessmentsRelated Core Module(s)

Professional development planning is at the core of the curriculum, as students work towards developing their individual professional identity. complimented by seminars specific to the creative industries, that focus them on their professional identity. building upon this knowledge in relation to practice.

Throughout programme

Level 5

external factors which influence work in this field.

capacity for logical thinking

developing ability to make and defend judgements.

Function effectively as a member of a team and contribute to an organisation

improved effectiveness in the workplace

develop an interest in lifelong learning & personal development.

Demonstrate competencies associated with key functions in this area.

Key knowledge and understanding is assessed via a combination of :


Examinations/tests

Coursework/group work on practical application questions

Reflective assignments

All core modules

An explanation of this map:

Work Based Learning is embedded throughout level 6 of this programme. Assignments require students to complete observations, reflect on practice and apply theory to practice. These activities make a clear link between academic theoretical learning and that of professional Conservation and Countryside Management..

41 | Page


Appendix Module Records

SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE:

CORN153

MODULE TITLE:

Introduction to Animal Behaviour

CREDITS: 10

FHEQ Level: 4

JACS CODE: D300

PRE-REQUISITES: None

CO-REQUISITES: None

COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)

This module is designed to give the student a basic understanding of the theories of animal behaviour and knowledge of behavioural research. Students are expected to undertake a small behavioural survey as part of the module assessment along with a theory test.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]

WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

%

C1 (Coursework)

60%

P1 (Practical)

% or Pass/Fail (delete as appropriate)

E2 (Clinical Examination)

%

A1 (Generic Assessment)

%

T1 (Test)

40%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Newquay

Professional body minimum pass mark requirement:

MODULE AIMS:

To ensure the student understands basic principles of animal behaviour, has a knowledge of key figures in behavioural research and can undertake basic methods of behavioural recording.

ASSESSED LEARNING OUTCOMES: (additional guidance below)

At the end of the module the learner will be expected to be able to:

1. Explain animal instinct and motivation and demonstrate knowledge of behavioural research by Pavlov, Skinner, Darwin, Tinbergen and Lorenz.

2. Undertake different types of behavioural recording.

3. Demonstrate knowledge of basic concepts of optimality theory and behavioural ecology.

DATE OF APPROVAL:

01 April 2005

FACULTY/OFFICE:


DATE OF IMPLEMENTATION:

01 Sept 2005

SCHOOL/PARTNER:

Cornwall College

DATE(S) OF APPROVED CHANGE:

TERM/SEMESTER:

Spring

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: Samantha Hammond

OTHER MODULE STAFF:

SUMMARY of MODULE CONTENT

• The Behaviourists.

• Instinct and motivation.

• Measuring behaviour – recording methods.

• Behaviour – communication, social interaction, hierarchy, territoriality and courtship.

• Behavioural models and theories – optimality, selfish gene theory.

• Psychology – sentience and self-awareness.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]

Scheduled Activities

Hours

Comments/Additional Information

Lecture

12

Practical Classes and Workshops

24

Guided Independent study

64

Total

100

(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

100%

Total = 100%

Coursework

C1

100%

Total = 100%

Practical

P

Total = 100%

Updated by:

Date:

Approved by:

Date:

Recommended Texts and Sources:

Alcock, J., 2009. Animal behaviour. Massachusetts: Sinauer Publishers

Davies, N., Krebs, J. West, S. 2012 Introduction to Behavioural Ecology. Wiley-Blackwell

"Manning, A Dawkins M.S., 2012. An Introduction to Animal behaviour. Cambridge:

Cambridge University Press."

SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE:

CORC1013

MODULE TITLE:

Personal and Employability Skills Development

CREDITS: 20

FHEQ Level: 4

JACS CODE: X900

PRE-REQUISITES: None

CO-REQUISITES: None

COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)

This module is designed to equip students with the necessary knowledge and skills to develop themselves in terms of their personal and employability skills.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]

WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

%

C1 (Coursework)

100%

P1 (Practical)

% or Pass/Fail (delete as appropriate)

E2 (Clinical Examination)

%

A1 (Generic Assessment)

%

T1 (Test)

%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: PESD

Professional body minimum pass mark requirement: N/A

MODULE AIMS:

· Develop conceptual and practical skills in personal development planning for study at degree level and readiness for employability.

· Equip learners with baseline personal resources for study and employment such as integrity, personal responsibility, reliability and self-motivation.

· Develop learners’ skills in team working, decision-making, problem solving and communication.

· Stimulate learners’ creativity and encourage a focus on enterprising and challenging tasks and activity.

ASSESSED LEARNING OUTCOMES: (additional guidance below)

At the end of the module the learner will be expected to be able to:

4. Evaluate and benchmark own study and analysis skills, capabilities and developmental needs.

5. Demonstrate understanding of concepts relating to personal, employability skills and work related skills.

6. Reflect upon how these concepts relate to personal and professional practice.

7. Effectively manage and self-direct personal and professional learning and development.

DATE OF APPROVAL:

09 Feb 2010

FACULTY/OFFICE:


DATE OF IMPLEMENTATION:

01 Sep 2010

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

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: 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, 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 learnin