Welcome and Introduction to FdSc Surf Science … · Web viewPS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)28 PS4. Exceptions to Plymouth University

Plymouth University

Academic Partnerships

CORNWALL COLLEGE, Newquay

Programme Quality Handbook

FdSc Surf Science and Technology

Academic Year 2017-18

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 FdSc Surf Science and Technology5Distinctive Features52Programme Team5Programme Leader:5Module Leaders:6CORPORATE HE ASSISTANT REGISTRAR:63Personal Tutor63.1Plymouth Portal74Programme Details94.1Enhancement Activities94.1.1programme Structure and Delivery94.1.2Course resources104.2Plymouth University Student Union104.3Cornwall College Student Union (CCSU)114.4Progression through the programme114.5HE Careers Guidance Cornwall College124.6HE Careers Guidance Plymouth University125Employment Opportunities126Teaching, Learning and Assessment136.1Referencing Guides136.2Exam Procedures136.3Plagiarism147Assessment Schedules and Feedback147.1External Examiner Arrangements148Student Feedback178.1Student Representation and Enhancement178.2Student Perception Surveys178.3Closing the Feedback Loop188.4Programme Committee Meetings (PCM)188.5Complaints198.6Extenuating Circumstances199Appendix209.1.0Assessment Criteria20Programme Title: FdSc Surf Science and Technology25Partner Delivering Institution: Cornwall College, Newquay25State Date: 201625First Award Date: 201825Date(s) of Revision(s) to this Document:25PS1.Programme Details27PS2. Brief Description of the Programme27PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)28PS4. Exceptions to Plymouth University Regulations28PS5. Programme Aims28PS6. Programme Intended Learning Outcomes (ILO)28PS7. Distinctive Features29PS8. Student Numbers29PS9. Progression Route(s)29PS10. Admissions Criteria31PS11. Academic Standards and Quality Enhancement31PS12. Programme Structure33PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment35PS14. Work Based/ Related Learning41Appendix - Module Records42

Welcome and Introduction to FdSc Surf Science and Technology

This is your learning, teaching and assessment handbook. It is a guide to all of the learning, teaching and assessment related to your study on the FdSc Surf Science and Technology. This course handbook contains information about what you are going to learn, how you are going to learn and how you will be assessed.

You will be studying the following: Event Management, Marine Conservation, Surf Culture and History, Design and Production, Business and Law, Psychology, Health & Fitness relating to sport, Media and Marketing, Politics of Sport, Fieldwork, Environmental Dynamics, Surf Practice and Coaching. Work experience is an integral part of the course and you will have the opportunity to complete a work placement in a surf related industry. During the course you will have the opportunity to design and build your own surfboard, take a surf coaching award, organise and judge a surfing competition and develop a training and fitness regime. An important part of the second year will be your individual project which will enable you to carry out first hand research into an area that interests you. There will also be a field trip to France and Spain to explore further the culture of surfing and also the human and climatic impacts on the environment.

Distinctive Features

There are many aspects of the FdSc Surf Science and Technology that make it distinctive.

Example:

Field trip to Spain and France

The breadth of the subjects covered

Classrooms on the beach

Run a national level surfing contest and a conference

Build your own surfboard

Work with a variety of surf industry professionals and organisations

Gain work experience in a relevant industry

Opportunities to improve your employability skills via industry engagement, networking and work based learning.

Programme Team

Programme Leader: Brender Willmott. [email protected]

What does your programme leader do? Brender organises, teaches and completes all of the quality assurance paperwork associated with your programme. Brender has extensive experience of developing and writing HE courses, teaching, tutoring and coordinating Higher Education courses and the associated administrative processes. Brender also sits on the Executive Committee of the English Surfing Federation and Surfing GB. Brender is also a part time fitness instructor.

Module Leaders:

Chris Selvey [email protected]

Chris has been a tutor on the Surf Science programme for several years, leading the overseas field trip to France and Spain. He is currently studying for a Masters Degree (MRes).

Julia [email protected]

Julia is quite new to the teaching team and has a passion for psychology and is also studying for an MRes.

Tracy [email protected]

Tracy is a new member of the team and has a PhD in microbiology. She currently teaches research projects and supports student Honours Projects.

Stephen [email protected]

Stephen is a new member of the team. Stephen teaches a number of different modules including Health, Fitness and Nutrition and also owns his own company which delivers a range of courses and activities in the water sport sector.

Luke [email protected]

Luke is one of the foremost surfboard designers and builders in the UK and is the owner of The Toy Factory, Fourth Surfboard and the CAD tutor.

Ruth [email protected]

Ruth is Curriculum Lead for marine studies and has an MSc. She tutors and supports students with research projects.

Jason [email protected]

Jason has a passion for the marine environment and has been teaching on the course for many years. He teaches oceanography and meteorology.

Ben [email protected]

Ben currently stands 4th in the world in the Professional Longboard ratings. Ben delivers the board build at his purpose built factory close to the campus.

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 located opposite the Watering Hole in the Durrell building.

Cornwall College Newquay Student bulletin

Link to College/Institution campus https://intranet.cornwall.ac.uk/intranet/Estates/Documents/Site%20Plans/Newquay%20Site%20Plan.pdf

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:

https://www.plymouth.ac.uk/your-university/teaching-and-learning/guidance-and-resources/personal-tutoring

Plymouth Portal

As a Plymouth student you are able to access the Universitys e-resources through the Plymouth portal (the Universitys 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 Universitys Student Union

Academic information and regulations including the University student handbook

How to work safely on the web

Programme Details

Enhancement Activitiesprogramme Structure and Delivery

Level 4/Year 1

Level 5/Year 2

Module Code

Module Title

No. of Credits

Core / Optional

Term/

Semester

Module Code

Module Title

No. of Credits

Core / Optional

Term/

Semester

CORC1013

Personal Employability Skills Development

20

Core

1 & 2

CORN223

Ecology and Conservation of the Marine Environment

20

Core

1 & 2

CORN123

Culture of Surf and Sport

20

Core

1

CORN242

Sociological and Psychological Perspectives of Surfing

20

Core

1 & 2

CORN124

Physical and Geographical Influences

10

Core

2

CORN243

Scientific Aspects of Health, Fitness and Nutrition

20

Core

1 & 2

CORN138

Surf Practice

10

Core

1 & 2

CORN269

Surf Business

20

Core

1 & 2

CORN139

Media and Events

10

Core

1 & 2

CORN251

Application of Computer Aided Design in the Surf Industry

20

Core

1 & 2

CORN146

Production Methods and Materials

10

Core

1 & 2

NQS219

Independent Research Project

20

Core

1 & 2

CORN158

Scientific Techniques

20

Core

1 & 2

Course resources

What resources are specific to the course?

Learning Centre

Tolcarne Beach Classrooms

Laboratories

Skindog Factory

Sports Hub

Boards

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, practicals in simulated situations. This ensures that students have a very rich environment in which to develop their skills, and observe others working.

This programme has a requirement for professional practice hours to be evidenced in order to progress to the level 6 route, and this clearly ensures that work-related experience, skills and practice will all form an essential part of the students' learning experience. The recording of practice hours and reflection upon experience is an important and assessable component of certain modules, which call for specific reflection in relation as a part of their assessment.

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. There is a similar end of term and end of year review conducted by the tutor.

Plymouth University Student Union

All students registered at the University are automatically a member of UPSU. You can register on our website www.upsu.com to get all the latest information about offers, activities, gigs, campaigns and contact information for your current 'College/Institution Reps' and full-time Executive Officers. The website is where we run our elections so partner students can get involved too. You can vote online to make your choice and help make changes to your Union.

Please feel free to get involved with all aspects of UPSU life, whether that be campaigning for change, becoming a course rep, coming along for a night out, volunteering with our volunteering department, playing in one of our sports teams, using our advice centre or writing for our student newspaper.

The main contacts for the SU are the Vice President Outreach and the Outreach Co-ordinator. The role of the Vice President Outreach involves representing Partner College/Institution Students by visiting, meeting and communicating with partner college/Institution students and representatives as well as attending strategic boards and committees to champion the Student Voice.

To get in touch with the Vice President Outreach please contact: [email protected] The Outreach Coordinator is responsible for providing a link between partner college/Institution students and UPSU, and promoting opportunities for involvement. If you would like to get in touch, please contact:

[email protected] or www.upsu.com/offcampus

More information on UPSU is available at: http://www.upsu.com/societies. There are many clubs and societies you may wish to join, please follow the URL to find out more.

Cornwall College Student Union (CCSU)

CCSU exists to represent your voice at every level in the College and to make sure you have a fantastic time whilst you are a student with us. Whether you are studying A-Levels, gaining a Foundation Degree, or working towards a BTEC National Diploma - you are a member of the Students Union. Every campus has a team of elected student officers who will be working hard all year, from organising parties to running campaigns, and you have plenty of chances to get involved. Plus, here at Cornwall College your voice is louder than ever, all classes have an elected representative who gets to feedback straight to the President and the local site teams. The Students Union is one of the best things about Cornwall College and you have the power to determine what its doing. There is something for everyone, so dont hesitate to join in! https://www.cornwallstudents.org/

Progression through the programme

There are opportunities to progress to a number of Level 6 Honours routes including:

BSc (Hons) Sport Health and Fitness at Camborne

BSc (Hons) Environmental Resource Management at Camborne

BA (Hons) Creative Events Management at Falmouth University

BA (Hons) Sports Apparel Design at Falmouth University

BSc (Hons) Marine Sports Science Cornwall College Newquay

Any other stand-alone generic Top Up routes (to be discussed with personal tutor)

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 yourlevel 5 aggregate mark will be drawn from the level 5 modules studied at Plymouth University and then 60% from your level 6aggregate mark at Plymouth University.

Direct Entry applications to other Higher Education Institutions can always be made by students, however success in the application will always be considered based on individual merit and availability of space by the admissions tutors.

HE Careers Guidance Cornwall College

HE Careers and Employability

There is a new HE Careers and Employability section on Moodle; accessible via the Learner Resources tab. This is a really useful resource.

UCAS Applications for Teacher Training open in October.

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

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

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

Individual presentations and vivas

Small group assessed discussions

Practicals

Formal examinations

In-class tests

Online assessments

Portfolios

Research project

Posters

Log books

Industry facing publications

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 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

Exam Procedures

For essential help and information about exams follow this link: https://www.plymouth.ac.uk/student-life/your-studies/essential-information/exams/help-and-support-for-exams

Plagiarism

Please follow this link for University regulations relating to plagiarism: https://www.plymouth.ac.uk/student-life/your-studies/essential-information/regulations/plagiarism

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.

The majority of assessment work will be submitted directly through uploading to the appropriate Moodle site for the module. However, occasionally students may be required to submit hard copies of assessments, e.g. posters.

Feedback will be delivered electronically through Moodle on most occasions.

External Examiner Arrangements

Each programme has an External Examiner who comes from a Higher Education Institution in the UK (not Plymouth University). The Subject External Examiner is primarily concerned with the standards of assessment of the subject and therefore attends the subject assessment panel. They will verify the process of assessment throughout your modules advise upon re-assessment (in your teaching learning and assessment handbook). Your final result is decided by an Examination Board which happens in June/July followed by resit boards in September.

You can find your External Examiner reports online through the Plymouth student portal under the tabs Your Learning, Your External Examiner.

3 | Page

FdSc Surf Science & Technology Handbook (2017-18)

Examination

Coursework

Practical

MODULE CODE

Examination

Test

Coursework Type

Coursework Type

Practical Type

Practical Type

Level 4

CORC1013

Essay 50%

Report 50%

CORN123

Examination 40%

Coursework 60%

CORN124

Examination 50%

Coursework 50%

CORN138

Assignment (1) 60%

Assignment (2) 40%

CORN139

Assignment (1) 30%

Assignment (2) 70%

CORN146

Examination 40%

Assignment 60%

CORN158

Test 30%

Assignment (1) 35%

Assignment (2) 35%

Level 5

CORN223

Examination 50%

Report 50%

CORN242

Assignment(1) 50%

Assignment(2) 50%

CORN243

Examination 50%

Coursework 50%

CORN251

Assignment (1) 30%

CAD & Design 70%

CORN269

Test 50%

Coursework 50%

NSQ219

Coursework 100%

The above table is an example of the type of assessment grid that is required. This is to give a guide on the type of assessments that are being utilised and this will allow the approval panel to see if any where there is over/under assessment in any one area.

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 Universitys 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 Universitys 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 Universitys 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 ALPs and the EEs 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

0. Assessment Criteria

Eg. Essays should:

70-100%

60-69%

50-59%

40-49%

30-39%

Use a wide range of material, the relevance of which is immediately apparent;

Include a fairly wide range of material, which is relevant to the specified topic area;

Include a range of material which is predominantly relevant to the specified topic area;

Include a range of material which has some relevance to the specified topic area;

Have little or no material relevant to the specified topic area;

Demonstrate an excellent understanding of the topic area;

Demonstrate a good understanding of that area;

Demonstrate a reasonable understanding of that area;

Demonstrate some understanding of that area;

Demonstrate a limited understanding of the area;

Present a clear and consistent argument, producing policy-based and/or theoretical recommendations where appropriate;

Present a coherent argument, with evidence of policy-based and/or theoretical recommendations where appropriate;

Present an identifiable argument, with some evidence of policy-based and/or theoretical recommendations where appropriate;

Present an identifiable argument, but may provide no evidence of policy-based and/or theoretical recommendations where that is appropriate;

Present no discernible argument;

Have an excellent structure, with a directive introduction and a clear conclusion, which have provided a vehicle for the central argument presented;

Have a very good structure, which might have an introduction or a conclusion that is not entirely definitive, but notwithstanding will provide a reliable vehicle for the central argument presented;

Have a good structure which might have a non-directive introduction or fairly weak conclusion, providing something of a framework for the central argument presented;

Have a recognisable structure, though the introduction and the conclusion may be weak, but which nevertheless provides a framework, albeit shaky, for the central argument presented;

Have a weak, almost non-existent structure

Have no significant stylistic shortcomings, in relations to spelling, grammar etc.

Have a few stylistic problems in relation to spelling, grammar etc.

No major stylistic problems in relation to spelling, grammar etc.

Has stylistic problems, in terms of spelling, grammar etc, but not to the extent that they serve to obscure the argument presented

Have major stylistic problems which impact upon the argument and focus of the essay

Conform to the bibliographic and referencing standards specified.

Conform to the bibliographic and referencing standards specified.

Mainly conform to the bibliographic and referencing standards specified.

Meets to some extent the bibliographic and referencing standards specified.

Fail to conform to the bibliographic and referencing standards specified

Presentations should:

70-100%

60-69%

50-59%

40-49%

30-39%

Demonstrate excellent and extensive knowledge of the specific area;

Demonstrate an extensive knowledge of the specific area

Demonstrate sufficient knowledge of the specified area

Demonstrate limited knowledge of the specified area

Demonstrate little or no knowledge of the specified area

Provide evidence of a highly developed presentation plan

Provide evidence of a well-developed presentation plan

Provide evidence of a presentation plan

Provide limited evidence of a presentation plan

Provide no evidence of a presentation plan

Be coherent and have excellent structure and, where relevant show strong evidence of co-operation

Be coherent and have a good structure and, where relevant, show evidence of co-operation

Be mostly coherent and have a reasonable structure and, where relevant, show some evidence of co-operation

Demonstrate limited levels of coherency and structure and, where relevant, show limited evidence of co-operation

Be largely incoherent and have a weak or non-existent structure and, where relevant, have no evidence of co-operation

Altogether effective in avoiding simply reading from notes and in encouraging wider group participation

Be effective, though presenters may read from notes and show evidence of encouraging wider group participation

Be adequately effective, though the presenters may directly read from notes and make little effort to encourage wider group participation

The presenters directly read from notes and make little to no effort to encourage wider group participation

Be ineffective, read entirely from notes and show no evidence of efforts to encourage wider group participation

Make excellent use of presentation aids

Make good use of presentation aids

Make use of presentation aids

Make limited of presentation aids

Make no use of presentation aids of any kind

Descriptor for a Higher Education Qualification at Level 4

The descriptor provided for this level is for any Certificate of Higher Education which should meet the descriptor in full. This qualification descriptor can also be used as a reference point for other level 4 qualifications (adapted from the Framework for Higher Education Qualifications).

Level 4 is achieved by students who have demonstrated:

Knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study.

an ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study.

Students who achieve at Level 4 will be able to:

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

Undertake further training and develop new skills within a structured and managed environment.

Students who achieve at Level 4 will have:

The qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.

Students who achieve at Level 4 will have a sound knowledge of the basic concepts of a subject, and will have learned how to take different approaches to solving problems.

They will be able to communicate accurately and will have the qualities needed for employment requiring the exercise of some personal responsibility.

Students who achieve at Level 4 should have the ability to progress to Level 5 study.

Generic Assessment Criteria at Level 4

The criteria set out here in relation to essays and oral presentations are in accordance with the requirements of Level 4 study at Cornwall College. Students successfully completing their course of study at Level 4 should have knowledge of the underlying concepts and principles in relation to their areas of study, and an ability to evaluate and interpret these within context.

Students should also display the ability to present, evaluate, and interpret data in order to develop coherent argument and make sound judgements in accordance with theories and concepts of their subject of study.


The descriptor provided for this level is for any Certificate of Higher Education which should meet the descriptor in full. This qualification descriptor can also be used as a reference point for other level 5 qualifications (adapted from the Framework for Higher Education Qualifications).

Level 5 is achieved by students who have demonstrated:

Knowledge and critical understanding of the well-established principles of their area(s) of study, and of the way in which those principles have developed.

An ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context.

Knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study.

An understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.

Students who achieve at Level 5 will be able to:

Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis.

Effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively

Undertake further training, develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations.


The qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.

The Foundation Degree is an example of a qualification that meets, in full, the expectations of the qualification descriptor.

Students who achieve at this level will have developed a sound understanding of the principles in their field of study, and will have learned to apply those principles more widely. Through this, they will have learned to evaluate the appropriateness of different approaches to solving problems.

Generic Assessment Criteria at Level 5

The criteria set out here in relation to essays and oral presentations are in accordance with the requirements of Level 5 study at Cornwall College. Students successfully completing their course of study at Level 5 should have the ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context.

Students should also display the ability to effectively communicate information, arguments, and analysis, in a variety of forms, understanding the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.


Bachelor's degrees with Honours are awarded to students who have demonstrated:

a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline

ability to deploy accurately established techniques of analysis and enquiry within a discipline

conceptual understanding that enables the student:

to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline

to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline

an appreciation of the uncertainty, ambiguity and limits of knowledge

the ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline)

Typically, holders of the level 6 qualification will be able to:

apply the methods and techniques that they have learned to review, consolidate, extent and apply their knowledge and understanding and to initiate and carry out projects

critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution or identify a range of solutions to a problem

communicate information, ideas, problems and solutions to both specialist and nonspecialist audiences


The qualities and transferable skills necessary for employment requiring:

the exercise of initiative and personal responsibility

decision-making in complex and unpredictable contexts

the learning ability needed to undertake appropriate further training of a professional or equivalent nature.

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 Surf Science and TechnologyPartner Delivering Institution: Cornwall College, NewquayState Date: 2016First Award Date: 2018Date(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 Universitys 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 Details27PS2. Brief Description of the Programme27PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)28PS4. Exceptions to Plymouth University Regulations28PS5. Programme Aims28PS6. Programme Intended Learning Outcomes (ILO)28PS7. Distinctive Features29PS8. Student Numbers29PS9. Progression Route(s)29PS10. Admissions Criteria31PS11. Academic Standards and Quality Enhancement31PS12. Programme Structure33PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment35PS14. Work Based/ Related Learning41Appendix42

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) or Part time (3 years)

Final Award:

FdSc or FdSc with Distinction

Intermediate Award:

Certificate of Higher Education (CertHE)

Programme Title:

Surf Science and Technology

UCAS Code:

CF68

JACS Code:

Benchmarks:

Fd Benchmark Environmental Science (ES3)

Date of Programme Approval:

August 2002

PS2. Brief Description of the Programme

Your programme is designed to give you a breadth of science, technology, history and social sciences, underpinning the sport of surfing and the related industries that have grown up around it. You will study the human sciences related to the sport and the environmental sciences related to where it takes place and the effect of surfing on the environment. From a social science perspective you will study the sociology and psychology, the history and geography and from a technological angle you will study the principles of design, evolution and future of the materials involved in the sport. In addition you will investigate business, event management and law and media as it relates to the sport and its related industries.

Throughout the duration of the course you will have many opportunities to engage with the surf industry in many of its different forms and to work with professionals to run competitions, build and design hardware, coach and investigate in depth the impact of surfing on the environment.

You will have the opportunity to undertake a work placement in a surf related industry of your choice and also to undertake a research project in your own particular field of interest.

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

N/A

PS4. Exceptions to Plymouth University Regulations

(Note: Plymouth Universitys Academic Regulations are available internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm)

None

PS5. Programme Aims

This programme will deliver:

1) Provide the student with the knowledge and skills to enable students to follow a career in the surf industry;

2) provide the students with the academic knowledge and ability needed for progression onto the third year of a BSc;

3) develop the skills required for effective teamwork;

4) develop the skills required for effective autonomous work;

5) develop critical and analytical skills;

6) develop such transferable skills as to prepare the student for the world of work

7) seek to develop interpersonal skills.

PS6. Programme Intended Learning Outcomes (ILO)

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

ILO1: knowledge and understanding apply a thorough knowledge of key principles and concepts of surf science and technology;

ILO2: cognitive and intellectual skills 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 chosen specialism with the surfing industry;

ILO3: transferable skills evaluate sources of relevant information, predict and effectively communicate in a wide range of forms to specialist and non-specialist audiences;

ILO4: employment conduct practical work related to the industry with due regard for safety and the assessment of risk;

ILO5: practical undertake further training, develop existing skills and acquire new competencies in line with the concept of lifelong learning to enable them to assume responsibility within organisations.

PS7. Distinctive Features

Exceptional resources opportunity to work with board shaping professionals.

Interesting and unique content mix.

Opportunity to take ISA/ASA Judging Course.

Opportunity to run an event.

Fieldwork and fieldtrip are a major component of course. Located on a surfing beach and in the heart of much of UK surf industry.

Close links with local industry.

Opportunity to develop coaching skills and achieve relevant vocational qualifications

The chance to have lectures by specialists in a variety of subject areas.

Board build with local board shaping company

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 = 10

Target student numbers per stage = 15

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 50% in the Foundation Degree you may 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 Sports Performance and Coaching programmes at Cornwall College and the BSc (Hons) Marine Sports Science top up at Newquay.

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:

Normally Maths and English, Science 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 points

A Levels normally a minimum of grade D in a science subject

Science or Sport

An appropriate National Diploma with an overall pass

Normally a minimum of one grade C in a science subject

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:

Course relevant 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. Students will need to pay for this themselves.

PS11. Academic Standards and Quality Enhancement

The Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth Universitys 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 bodys partnership member and the External to receive the students work and confer progression or award.

All of this programmes modules are covered by a single External Examiner

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.

32 | Page


PS12. Programme Structure[footnoteRef:5] [5: The provided table includes only a single line. This should be multiplied by copying and pasting to produce the correct number of modules for the level of the programme. For ease of consideration and clarity, please include a separate table for each level by again copying and pasting this table. Colour coding/ shading may be used to differentiate between new modules and existing approved modules shared with other programmes.]

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

FHEQ level: FdSc Surf Science and Technology For: Full Time

F/T Route Year

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

Core or Option Module

Credits

Module

Year 1

All

Core

20

CORC 1013C - Personal and Employability Skills Development

Year 1

All

Core

20

CORN123 - Culture of Surf and Sport

Year 1

All

Core

20

CORN124 - Physical and Geographical Influences on Surfing

Year 1

All

Core

10

CORN138 - Surf Practice

Year 1

All

Core

10

CORN139 - Media and Events

Year 1

All

Core

20

CORN158 - Scientific Techniques

Year 1

All

Core

20

CORN146 - Production Methods and Materials

Year 2

All

Core

20

CORN223 - Ecology and Management of the Coastal Environment

Year 2

All

Core

20

CORN242 - Sociological and Psychological Perspectives of Surfing

Year 2

All

Core

20

CORN243 - Scientific Aspects of Health, Fitness and Nutrition in Sport

Year 2

All

Core

20

CORN269 - Surf Businesses

Year 2

All

Core

20

NQS219 - Individual Research Project

Year 2

All

Core

20

CORN251 - Application of CAD in the surf industry

FHEQ level: FdSc Surf Science and Technology For: Part Time

F/T Route Year

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

Core or Option Module

Credits

Module

Year 1

All

Core

20

CORC1013C - Personal and Employability Skills Development

Year 1

All

Core

10

CORN139 - Media and Events

Year 1

All

Core

20

CORN124 - Physical and Geographical Influences on Surfing

Year 1

All

Core

10

CORN138 - Surf Practice

Year 1

All

Core

20

CORN158 - Scientific Techniques

Year 2

All

Core

20

CORN123 - Culture of Surf and Sport

Year 2

All

Core

20

CORN146 - Production Methods and Materials

Year 2

All

Core

20

CORN223 - Ecology and Management of the Coastal Environment

Year 2

All

Core

20

CORN243 - Scientific Aspects of Health, Fitness and Nutrition in Sport

Year 3

All

Core

20

NQS219 - Individual Research Project

Year 3

All

Core

20

CORN251 - Application of CAD in the surf industry

Year 3

All

Core

20

CORN269 - Surf Businesses

Year 3

All

Core

20

CORN242 - Sociological and Psychological Perspectives of Surfing

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 Surf Science and Technology Level 4 & 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.

Level 4

CORN122, CORN 139

Level 5

NQS219, CORN243

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

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. In particular: Individual Research Project

By the end of the programme the student will be able to demonstrate knowledge and understanding of:

Classification and identification of organisms from marine habitats and knowledge of marine ecology.

Coastal zone processes (waves, weather, coastal zone management).

Human impacts on aquatic ecosystems and management of coastal resources.

The surfer as an individual through biology, psychology and the relationship with society.

Manufacture of surf related equipment including design, production and material specification.

The sport of surfing and the frameworks that the sport and the surf industry fall within (organisation, politics, media, business and law).

Basic mathematics, statistics and information technology.

The major theories of the discipline(s) and an awareness of a variety of ideas, contexts and frameworks

The wider social and environmental implications of area(s) of study and is able to debate issues in relation to more general ethical perspectives

Fundamental ecological and biological concepts.

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

Secondary/Supplementary:

. Case studies.

Problem solving exercises

1

1 and 3.

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

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme: Earth Sciences, Environmental Sciences and Environmental Studies (ES3)Foundation Degree

Cognitive and Intellectual Skills:

Students will be able to demonstrate 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.

Assessed discussions

Essays/projects/dissertations

Examinations/tests

Coursework/groupwork on practical application questions

Student presentations


They will also be able to demonstrate the ability to evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work. In particular to: Fieldwork, Media and marketing, Surf Practice, Physical Influences

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

Critique rival theories and frameworks

Analyse and synthesise

Intelligently apply appropriate principles in assessing policy or practice

Demonstrate problem solving and research skills

Primary:

Class exercises

Tutorial/seminar discussions

Feedback via coursework assessment process (essays etc)


Policy and practice analysis in surgeries

Computer-based practicals on data and measurement problems

2 and 5.

2 and 3

Level 4

CORN139, CORN124, CORN125, CORN122

Level 5

NQS219

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme: Earth Sciences, Environmental Sciences and Environmental Studies (ES3)Foundation Degree

Key Transferable Skills:

Students will be able to demonstrate an ability to communicate accurately and reliably, and with structured and coherent arguments

Students will also be able to demonstrate an ability to take different approaches to solving problems. In particular to: Places and Events, Surf Practice and PDP.


interact effectively within a team / learning group,

manage learning using resources for the discipline

communicate effectively in a manner appropriate to the discipline (in standard English oral, written, using ICT)

take responsibility for own learning with minimum direction

manage information with the ability to select appropriate data from a range of sources and develop appropriate research strategies

Primary:

Library and other research exercises

Group work awareness and practice

Computer-based learning and assessment


Class and seminar interactions and feedback

3 and 6

2 and 3

Coursework of all types

Examination preparation and completion

Assessed discussions

Group work assessments

Level 4

CORN139, CORC1013, CORN122

Level 5

CORN243, NQS219

CORN244, CORN242

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:Earth Sciences, Environmental Sciences and Environmental Studies (ES3)

Foundation Degree

Employment Related Skills:

Students will be able to demonstrate an ability to undertake further training and develop new skills within a structured and managed environment and the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility. In particular to: Surf Practice, Fieldwork and Market Research, PESD

Lectures and tutorials and work placement

CORN140, CORN122, CORC1013

CORN244


to apply subject principles in an employment context possibly different from that in which they were first studied; undertake further training, develop existing skills and acquire new competencies that will enable them to assume significant responsibilities within organisations and demonstrate the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making. In particular: PESD

Primary:


6

4 and 5

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme: Earth Sciences, Environmental Sciences and Environmental Studies (ES3)

Foundation Degree

Practical Skills:

Ability to use appropriate field equipment with due regard for safety and the assessment of risk. In particular in relation to Surf Practice, Marine Conservation, Fieldwork and Production Methods.

In particular with regard to Health, Fitness and Nutrition, Research Project, CAD,

Project work

Competence in a range of business-related communication techniques


Employ ecological surveying techniques.

Biological assessment of environmental quality.

Effective communication skills.

Surf coaching and beach safety skills.

Utilise basic surfboard manufacturing skills.

Employ specific computer and information technology skills

Employ observational techniques

Primary: Laboratory work

Projects

Designated tasks

Lectures and tutorials

Learning from work

Practical industry related sessions


3 and 4

5

Level 4

CORN122, CORN238

CORN146

CORN140

Level 5

CORN243, CORN242, CORN251, NQS219

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:Earth Sciences, Environmental Sciences and Environmental Studies (ES3) Foundation Degree

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 FdSc Surf Science and Technology Level: 4 and 5

WBL/WRL Activity:

LogisticsProg AimProg Intended LORange of AssessmentsRelated Core Module(s)

Plan, design and execute practical activities using appropriate techniques and procedures

Undertake fieldwork with due regard for safety and risk assessment

Throughout the programme

Levels 4, and 5

apply graduate attributes and skills;

apply career management skills: apply lifelong learning skills:

business and organisational awareness

demonstrate an international outlook

Key knowledge and understanding is assessed via a combination of :

Essays/projects/dissertations

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 4, and 5 of this programme. Many 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 practice.

42 | 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:

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:

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

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

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

4. 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 learning objectives

Coursework

C1

Written Essay

Report

50%

50%

Total = 100%

Updated by:

Brender Willmott

Date:

21/05/15

Approved by:

HE Operations

Date:

13/07/16

Recommended Texts and Sources:

Cottrell, S. (2010) Skills for success: the personal development planning handbook. 2nd edn. Basingstoke: Palgrave Macmillan.

Hager, P. & Holland, S. (2007) Graduate attributes learning and employability. Dordrecht: Springer.

Marsh, R. (2012) Skills for employability part two: moving into employment. Wrexham: Christal Publishing.

Journal: Carer Development International

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

MODULE CODE:

CORN123

MODULE TITLE:

Culture of Surf and Sport

CREDITS: 20

FHEQ Level: 4

JACS CODE: C600

PRE-REQUISITES: None

CO-REQUISITES: None

COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)

This module underpins knowledge of how surf recreation has developed and provides an introduction to the institutions of government in the UK and internationally which govern sports. It outlines the decision making procedures of those bodies and examines the political and social context in which they work. It also examines the media in the context of surfing and the surf industry.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]

WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

40%

C1 (Coursework)

60%

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: Newquay

Professional body minimum pass mark requirement: N/A

MODULE AIMS:

This module aims to instil knowledge of the history and development of surf recreation and to provide students with an awareness of the essential elements of the historical, institutional and political structures of competitive sports; an appreciation of how sporting interests are represented; and the particular regulatory and political environment of surfing. It also aims to ensure that students will appreciate the role of the media and the relationship between the surf industry and the media.

ASSESSED LEARNING OUTCOMES: (additional guidance below)

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

5. Discuss the history and development of surf recreation.

6. Demonstrate knowledge of theories and concepts in describing the politics of sport.

7. Interpret and assess: different types of political information, representing structured arguments in a clear and coherent manner.

8. Analyse the relationship between surf industry and the media and the institutional context within which media and sport interact.

DATE OF APPROVAL:

01 Aug 2002

FACULTY/OFFICE:


DATE OF IMPLEMENTATION:

01 Sept 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: 108

MODULE LEADER: Chris Selvey

OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENT

Lectures on aspects of the history and development of surf recreation.

British and sporting political institutions at the local, national and international levels and the work of the Sports Council and examination of those bodies which regulate the surfing environment.

An analysis of the role of environmental pressure groups concerned with cleanliness of bathing water and beaches.

Media institutions, theories of control and regulatory mechanisms (eg PCC, BSC, ITC), distribution systems, new media technologies and the relationship between local surfing industry and media focusing on the creative response to new technologies and networks exhibited within the surfing community.

Source of finance, types of audience, effects on behaviour and commercial links between media and sport.

Issues of representation ideology and the concept of balance and bias.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]

Scheduled Activities

Hours

Comments/Additional Information

Lecture

60

External Visits

4

Guided Independent study

136

Total

200

(NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

Category

Element

Component Name

Component Weighting

Comments include links to learning objectives

Written exam

E1

Exam Politics and Media

100%

Total = 100%

T

%

Total = 100%

Coursework

C1

C2

35%

35%

Total = 100%

Practical

P

%

Total = 100%

Updated by:

Date:

Approved by:

Date:

Recommended Texts and Sources:

Beashel, P., & Taylor, J., 1996. Advanced studies in physical education and sport. Nelson.

Branston, B., & Stafford, R., 2006. The media students book. London: Routledge.

Cashmore, E., 2005. Making sense of sport. 4th Edition. London: Routledge.

Coakley. J., 2007. Sport in Society: issues and controversies. 7th Edition. McGraw-Hill

Finney, R., 1996. Surfing: a history of the ancient Hawaiian Sport. California: Pomegranate Communications.

Gabbard, A., 2000. Girl in the curl, a century of women in surfing. Hong Kong: Midas Printing.

Grigg, R., 1998. Big surf, deep dives and the islands. Hawaii: Editions Ltd.

Hall, S., 1997. Representation. London: Sage

Hargreaves, J., 1987. Sport, power and culture. Polity Press.

Hargreaves, J., 2007. Culture, politics and sport. Routledge

Hemmings, F., 1999. The soul of surfing. New York: Thunders Mouth Press.

Holmes, R., 1994. You should have been here yesterday: the roots of British surfing. SeasEdge Publications.

Jarrett, P., 2000. Mr Sunset the Jeff Hakman story. Wakefield: Sensedge Publications

Jary, D., & Jary, J., 2005. Collins dictionary of sociology. 3rd Edition. Harper Collins

Kampion, D., 1998. Stoked: a history of surf culture. Los Angeles: Evergreen.

Lury, C., 1996. Consumer culture. Oxford: Polity Press.

Mansfield. R., 2009. The Surfing Tribe. Orca publications

OSullivan, T., 2003. Studying the media. 3rd Edition. Hodder Arnold.

Riordan, J., & Kruger, A., 1999. International politics of sport in the 20th century. London: Taylor & Francis.

Ritz, G.