Programme Title: FdSc€¦ · Web view · 2018-03-20Plymouth University. Academic Partnerships....

Plymouth University

Academic Partnerships

CORNWALL COLLEGE (Newquay)

Programme Quality HandbookFdSc Zoological Conservation

Academic Year 2017-2018

1 | P a g eFdSc Zoological Conservation Handbook (2017-18) (updated 20 March 2018)

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.


PROGRAMME SPECIFICATION1

Programme Title: FdSc Zoological Conservation

Internal Programme Code: FT 2714

Partner Delivering Institution: Cornwall College, Newquay

State Date: 2017-2018

First Award Date: 2019-2020

Date(s) of Revision(s) to this Document:

This programme specification template aligns with recommendations within the UK Quality Code for Higher Education2. 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 programmes3.

ContentsPS1.Programme Details.........................................................................................................................5

PS2. Brief Description of the Programme..............................................................................................5

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)...................................5

PS4. Exceptions to Plymouth University Regulations.............................................................................5

PS5. Programme Aims...........................................................................................................................5

PS6. Programme Intended Learning Outcomes (ILO)............................................................................6

PS7. Distinctive Features.......................................................................................................................7

PS8. Student Numbers...........................................................................................................................8

PS9. Progression Route(s)......................................................................................................................8

PS10. Admissions Criteria......................................................................................................................9

PS11. Academic Standards and Quality Enhancement........................................................................10

1 This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.2QAA, 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 28 th 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.


http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf

PS12. Programme Structure................................................................................................................11

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment......12

PS14. Work Based/ Related Learning..................................................................................................18

Appendix.............................................................................................................................................26


PS1. Programme Details

Awarding Institution: Plymouth UniversityPartner Institution and delivery site (s): Cornwall College, NewquayAccrediting Body: Plymouth UniversityLanguage of Study: EnglishMode of Study: Full time (2 years)Final Award: FdSc or FdSc with DistinctionIntermediate Award: Certificate of Higher Education (CertHE)Programme Title: Zoological ConservationUCAS Code: C390JACS Code:Benchmarks: Biosciences benchmark

Date of Programme Approval: 2003

PS2. Brief Description of the ProgrammeThis 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 RegulationsNone

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


https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm

PS5. Programme Aims

This programme will deliver:

A1: 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: 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.

A3: To provide students with the qualifications and learning skills required to continue their education to a full honours degree.

A4: 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.

A5: 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.

A6: 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 FeaturesThis 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 following:

BSc (Hons) Applied Zoology (Top-Up Level 6) - at Newquay BSc (Hons) Animal Conservation Science (Final Year Level 6) - at Plymouth BSc (Hons) Environmental Resource Management (top-Up Level 6) – at Newquay BSc (Hons) Conservation Biology (Entry at Level 5) - at Plymouth

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 overallMinimum of a pass in Advanced GNVQ in science at level 3At 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 / APCL4 possibilities: 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.

4 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning


PS11. Academic Standards and Quality EnhancementThe 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.


PS12. Programme Structure5

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

FHEQ level: FdSc Zoological Conservation For: Full Time (2714)

F/T Route YearWhen in Year? (i.e. Autumn,

Spring etc)Core or Option Module Credits Module

Stage 1, Year 1Year 1 All Core 20 CORN163 – Animals and their EnvironmentYear1 All Core 20 CORC1013 - Personal and Employability Skills DevelopmentYear1 All Core 20 CORN115- Diversity, Classification and EvolutionYear1 All Core 20 CORN171 - Introduction to ZoologyYear1 All Core 20 CORN154 - Hygiene, Health and Welfare of Captive AnimalsYear1 All Core 20 ZOO6 - FieldworkStage 2, Year 2

All Core 10 CORN218 - Genetics for ConservationYear 2 All Core 10 CORN238 - Conservation in PracticeYear 2 All Core 10 CORN263 - Primate Behaviour and LearningYear 2 All Core 20 CORN241 - Vertebrate Zoology and ConservationYear 2 All Core 20 NQS219 - Individual Research ProjectYear 2 All Core 10 CORN264 - Disease and Disease ControlYear 2 All Core 10 ZOO260 - Captive Diet and FeedingStage 2 Optional ModulesYear 2 All Optional 20 CORN213 – Behavioural EcologyYear 2 All Optional 10 CORN202 - Aquaria and Conservation of Aquatic OrganismsYear 2 All Optional 20 CORN270 - Marine Vertebrate Biology and ConservationYear 2 All Optional 10 CORN265 - Insect Biology and Conservation

5

11 | P a g eFdSc Zoological Conservation Handbook (2017-18)

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 Programme

Teaching and Learning Strategy / Methods Prog Aims

Prog intended Learning Outcomes

Range of Assessments Related Core Modules

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







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 studieddemonstrate awareness of human interactions with

Lectures and tutorials.• Classroom discussions.• Student seminars.• Fieldwork exercises.• Laboratory practical exercises.• Self-directed study.• Research activities.•Learning from work experienceSecondary/Supplementary:• Case studies.• Problem solving exercises







natural populations and ecosystems, including habitat modification, pollution, exploitation and conservationAn 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)

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

Secondary/Supplementary:Policy and practice analysis in surgeriesComputer-based practicals on data and measurement problems

e

e

e

c

e

ALL Assessed discussionsEssays/projects/dissertationsExaminations/testsCoursework/groupwork on practical application questionsStudent 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)

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

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

Secondary/Supplementary:Class and seminar interactions and feedback

c , h

c, e

d, h

d, h

ALL

Coursework of all typesExamination preparation and completionAssessed discussionsGroup work assessments

CORN171, ZOO6, CORN115

ZOO6







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

By the end of this level of this programme the students will be able to demonstrate for a threshold pass: 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 exercisesTutorial/seminar discussionsFeedback via coursework assessment process (essays etc)

Secondary/Supplementary:Case studies.Problem solving exercises

e,f 1-3, 4-8 Project workCompetence 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:







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



c, h

d, f, h

f

2, 5-7, 9, Project workCompetence in a range of business-related communication techniques

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.







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

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 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)

Primary:Lectures and tutorials.• Classroom discussions.• Student seminars.• Fieldwork exercises.• Laboratory practical exercises.• Self-directed study.• Research activities.•Learning from work experienceSecondary/Supplementary:• Case studies.• Problem solving exercises







could also be considered;familiarity with the terminology, nomenclature and classification systems as appropriate;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)

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


Secondary/Supplementary:Policy and practice analysis in surgeriesComputer-based practicals on data and measurement problems

e

e

e

c

e

ALL Assessed discussionsEssays/projects/dissertationsExaminations/testsCoursework/groupwork on practical application questionsStudent presentations

ALL MODULES







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;

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)

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

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

Secondary/Supplementary:Class and seminar interactions and feedback

c , h

c, e

ALL

Coursework of all typesExamination preparation and completionAssessed discussionsGroup work assessments

ALL MODULES

NQS204







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

d, h

d, h

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:

By the end of this level of this programme the students will be able to demonstrate for a threshold pass: Qualities and transferable skills necessary for employment requiring the exercise of personal


e,f 1-3, 4-8 Project workCompetence in a range of business-related communication techniques







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


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:

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



c, h

d, f, h

f

2, 5-7, 9, Project workCompetence in a range of business-related communication techniques

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 LearningWBL 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: Logistics Prog Aim Prog Intended LO Range of Assessments Related 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 thinkingdeveloping 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

Key knowledge and understanding is assessed via a combination of :Essays/projects/dissertationsExaminations/testsCoursework/group work on practical application questionsReflective assignments

All core modules


FHEQ level: Level 4 and 5

WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s)

area.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..


Appendix

Module Records

SECTION A: DEFINITIVE MODULE RECORD

MODULE CODE: CORN163 MODULE TITLE: Animals and their Environment

CREDITS: 20 FHEQ Level: 4 JACS CODE: C180

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR:Delivering a basic understanding of how animals interact with their environment, utilising basic behaviour techniques observing animals in their environment; the varied programme introduces students to ecological principles, including population dynamics and interrelationships. Students will use the information gained through animal and field observation to further understand habitat utilisation and quality.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]WRITTEN EXAMINATION COURSEWORK PRACTICE

E1 (formally scheduled)

C1 50% P1

E2 (OSCE) C2 P3T1 (in-class test)

50% A1

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

Professional body minimum pass mark requirement: N/A

MODULE AIMS:To provide the learner with an understanding of how the animal interacts, utilises and depends on its natural environment. By the end of the module learners will have a good understanding of the ecology of the habitat, and have developed methods to assess the quality of the ecosystem including the animal populations living within it.

ASSESSED LEARNING OUTCOMES:At the end of the module the learner will be expected to be able to:1. Undertake different types of behavioural recording.2. Demonstrate the importance of inter and intra-specific relationships within ecosystems, and the

concept and function of food webs.3. Interpret data related to energy flow and nutrient cycling, and the interaction between biotic and

abiotic factors in an ecosystem.4. Explain the concepts in animal behaviour and ecological principles and their effect on current

environmental practice.


DATE OF APPROVAL: 06/05/14 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01/09/14 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: N/A TERM: 14/AY/AU/M

Additional notes (for office use only):

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

ACADEMIC YEAR: 2017-18 NATIONAL COST CENTRE: 112

MODULE LEADER: Arlin Slater OTHER MODULE STAFF: Samantha Hammond

SUMMARY of MODULE CONTENT• 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.• Identify the key features and components of food webs and energy flow• Understand the ecological niche, the population growth curve and limiting factors• Competition, predation, parasitism and symbiosis

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLectures 10 Principles of behaviour and ecology, ecosystem

functioningPractical classes and workshops 20 Introductory workshops at Newquay Zoo carrying

out animal observationsFieldwork 30 Habitat survey and in-situ animal observationGuided independent study 140 Moodle activities to consolidate theory and

practical sessions and guided reading for module topics

Total 200 (NB: 1 credit = 10 hrs of learning; 10 credits = 100 hrs, etc)

Category Element Component Name Component

WeightingComments include links to learning

objectives

Written exam

E1 0%

T1

In-class test – knowledge of ecological concepts.

100%

Total = 100%

LO2, LO3

Coursework

C1

Observations and behavioural study.Knowledge of concepts in animal behaviour.

100%

Total = 100%

LO1, LO4

Practice P1 0%


Updated by: K.Haynes Date: 06-June-17

Approved by: HE Ops Date: 18-03-14

READING LIST:Alcock, J., 2013. Animal behavior. 10th ed. Massachusetts: Sinauer Publishers.Begon, M., Townsend, C.R. & Harper, J.L., 2005. Ecology: from individuals to ecosystems. Oxford: Blackwell Science. Colinvaux, P., 1993. Ecology 2. New York: John Wiley and Sons, Inc. Davies, N.B, Krebs, J. & West, S., 2012 Introduction to behavioural ecology. 4th ed. Oxford: Wiley-Blackwell.Krebs, C.J., 2008. Ecology: the experimental analysis of distribution and abundance. 6th ed. London: Benjamin Cummings Publishing. Manning, A. & Dawkins, M.S., 2012. An introduction to animal behaviour. 6th ed. 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)

E2 (Clinical Examination)

% A1 (Generic Assessment)

%

T1 (Test) %

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


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: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2010 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year



SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-18 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.• Work related learning – work placements, visits to alternative work place/s, guest speakers.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 Core material

Group Seminars 20Workshop sessions where students are given group activities to apply learning to develop graduate employability and interview skills.

Work Based Learning 30 As part of this module, students will undertake 30 hours of work based learning.

Guided Independent Study 130Students are expected to put in time outside of taught sessions and their own personal development and career planning.

Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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Coursework C1 2500 Word Reflection with appropriate academic references)

100%

Overall total 100%

Reflection using concepts of personal, employability and work related skills (AL01, ALO2 ,ALO3 and AL04)Present your strengths & skills with clear actions to overcome any weaknesses. (AL01, AL03, AL04)

Updated by: Brender Willmott/Heidi Channell

Date:19/05/17

Approved by: HE Operations Date:19/05/17



MODULE CODE: CORN115 MODULE TITLE: Diversity, Classification and Evolution

CREDITS: 20 FHEQ Level: 4 JACS CODE: D300

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)This module provides an introduction to the main characteristics of different forms of life on Earth and how they evolved.


E1 (Examination) 40% C1 (Coursework) 60% P1 (Practical) % or Pass/Fail (delete as appropriate)



%

T1 (Test) %



MODULE AIMS:To provide a foundation for a more detailed study of the biology of specific groups of animals.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

1. Demonstrate a working knowledge of taxonomy and classification and use of biological keys2. Explain the concept of neo-Darwinism and adaption through evolution.3. Describe the main features of different forms of life on Earth

DATE OF APPROVAL: 01 April 2010 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2010 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




MODULE LEADER: Angus Jackson OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTIntroduction to life on Earth and main invertebrate and vertebrate phyla. Reference collections. Identification keys. Fundamentals of taxonomy and classification. History of evolutionary thought; castastrophism; lamarkism; neo-Darwinism, cladogenesis. Fossil records and mass extinctions. Scientific theories on the origins of life; RNA world hypothesis. Biological illustrations. Adaptive radiation; convergent evolution. Phylogenetic and evolutionary relationships of major plant, invertebrate and vertebrate groups.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 25Practical Classes and Workshops 25Guided Independent study 150


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Written exam

E1 100%Total = 100%

T_ %Total = 100%

Coursework C1 Portfolio 100%Total = 100%

Practical P_ %Total = 100%

Updated by: Date: Approved by: Date:

Recommended Texts and Sources:Reece, J.B, Urry, L.A, Cain, M.L & Wasserman, S. A., Minorsky, P.V. & Jackson, R.B., 2011. Campbell biology. 9th ed. Harlow: Pearson Education Limited.Ruppert, E.E., Fox, R. & Barnes, R. D., 2003. Invertebrate zoology: a functional evolutionary approach. 7th ed. California: Thomson Brooks/Cole.Stearns, S. T. & Hoekstra, R. F., 2005. Evolution: an introduction. 2nd ed. Oxford University Press, Oxford.Understanding evolution. Available at: http://evolution.berkeley.edu/




MODULE CODE: CORN171 MODULE TITLE: Introduction to Zoology



SHORT MODULE DESCRIPTOR: (max 425 characters)This module provides students with an understanding of the key scientific concepts and practical skills which underpin the study of zoological conservation.


E1 (Examination) % C1 (Coursework) 70% P1 (Practical) % or Pass/Fail (delete as appropriate)



%

T1 (Test) 30 %



MODULE AIMS:•To provide students with the basic scientific skills and knowledge to carry out a laboratory-based scientific investigation safely and effectively, with an understanding of some key scientific concepts which underpin other modules.•To provide students with the knowledge of basic anatomical and physiological features of animals.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Explain how specific homeostatic processes enable organisms to survive.2. Describe basic biological concepts of cells, tissues and organs and their importance to the whole

organism.3. Classify the main groups of biological molecules and relate their structure to function.4. Use a range of standard laboratory equipment safely and effectively to make observations and

take quantitative measurements, recorded using appropriate SI units.

DATE OF APPROVAL: 01 June 2014 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2014 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




MODULE LEADER: Andrew Golley OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTBasic chemistry of biological molecules (water, carbohydrates, fats and proteins). Basic biology to include structure and function of the main parts of a typical animal and plant cell; movement in and out of cells (diffusion, facilitated diffusion, active transport and osmosis). Microscopy. Elementary physiology: homeostasis in relation to temperature regulation and osmoregulation; outline description of nervous, endocrine, excretion, osmoregulation, circulation, musculature, skeletal and respiratory systems.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional Information

Lecture 40 Covering theory of molecular and cellular biology, basic biochemistry and animal organ systems.

Practical Classes and Workshops 50Laboratory practical sessions to demonstrate biochemical activity, organ dissections, and basic physiology

Guided Independent study 110Moodle activities to further consolidate theory and practical sessions, guided reading for module topics


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Written exam

E_ Total = 100%

T1Bio chemistry, cell biology and genetics. (LO1, LO2, LO3)

100%Total = 100%

Coursework

C1

C2

Lab investigation and report (LO1, LO2, LO4)Report to investigate organ systems (LO1 & LO2)

40%

60%Total = 100%

Practical P Total = 100%

Updated by:A. Golley

Date:01/02/14

Approved by:R. Martin

Date:01/02/14

Recommended Texts and Sources:Jones, A. Reed, R. Weyers, J. 2012. Practical skills in biology. 5th ed. Harlow: Pearson Education


Limited.Kent, M. 2013. Advanced biology. 2nd ed. Oxford: Oxford University Press.Morgan, J. G. and Brown Carter, M. E. 2011. Investigating biology: laboratory manual. 7th ed. London: Benjamin CummingsReece, J. Urry, L. Cain, M. Wasserman, S. Minorsky, P. Jackson, R. 2010. Campbell Biology (9th ed.) Harlow: Pearson Education


MODULE CODE: CORN154 MODULE TITLE: Hygiene, Health and Welfare of Captive Animals



SHORT MODULE DESCRIPTOR: (max 425 characters)This module gives students an understanding of the conditions needed to maintain health in captive animals and how to detect ill health. Special consideration is given to the role of the immune system and psychological well-being in fighting disease, and the importance of the five freedoms in captive animals to maintain good health.





%

T1 (Test) 50%


Professional body minimum pass mark requirement:

MODULE AIMS:To provide students with experience of good hygiene practice when handling animals, and the knowledge to provide appropriate care to maintain good health in animals and to detect signs of ill health when it occurs.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Explain what is meant by physical and psychological well-being of animals in captivity.2. Describe how preventative care can ensure the good health of animals in captivity.3. Understand the principles of good practice required to maintain welfare of exotic animals in

captivity4. Recognise a range of diagnostic and health-screening techniques


5. Recognise a range of diagnostic and health-screening techniques6. Discuss the ethical responsibilities of those caring for animals in captivity.

DATE OF APPROVAL: 01 April 2009 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01 September 2009 SCHOOL/PARTNER: Cornwall College

DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year



MODULE LEADER: Sarina Newman OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTMain parameters for healthy and diseased animals (including behaviours).An outline of the immune system in vertebrates & invertebrates. Zoonoses. Basic parasitology. Monitoring and controlling levels of stress. The “Five Freedoms” concept. First Aid for Wild Animals. Animal handling and restraint; risk assessments. Quarantine systems. Transporting animals safely. Pest control. Accommodation: cleaning and disinfection. Relevant legislation (e.g. Zoo Licensing Act) Ethical responsibilities for those caring for animals in captivity, wildlife Rehabilitation.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 27Practical Classes and Workshops 46External Visits 8Guided Independent study 119


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Written exam

E Total = 100%

T1 In-Class Test 100%Total = 100%

Coursework C1 Assignment 100%Total = 100%




Recommended Texts and Sources:Blood, D.C Studdert, V.P (2005) Saunders comprehensive Veterinary dictionary. 3rd Ed. Oxford. Saunders Ltd.D.E.F.R.A, (2009). Secretary of State’s Standards of Modern Zoo Practice.Dyce, et al., (2010). Textbook of veterinary anatomy. 4th ed. Missouri. SaundersGreene, C.E., 2012. Infectious diseases of the dog and cat. 4th ed. Florida. Elsevier.Hosey, et al, (2009). Zoo animals. New York. Oxford University Press.Kleiman, D (1997) Wild Mammals in Captivity. 2nd ed. University of Chicago PressNelson, R.W Couto, C.G., (2009). Small animal internal medicine. 4th ed. Missouri. Mosby.Rees, P. A., (2011) An introduction to zoo biology and management. Wiley – Blackwell.


MODULE CODE: CORN157 MODULE TITLE: Introduction to Ecology


PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE:

SHORT MODULE DESCRIPTOR: (max 425 characters)A programme of lectures and workshops that introduces students to ecological principles focusing on the ecology of animals, their populations and interrelationships.





%

T1 (Test) 50%



MODULE AIMS:To develop an understanding of ecological relationships and to evaluate how such relationships limit populations and communities in natural and man-made ecosystems

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:7. Examine the principles underlying population growth and limitation.8. Demonstrate the importance of inter and intra-specific relationships within ecosystems, and the

concept and function of food webs.9. Explain the principles of sustainability, diversity, stability and how they relate to current

environmental issues.10. Interpret data related to energy flow and nutrient cycling, and the interaction between biotic


and abiotic factors in an ecosystem.

DATE OF APPROVAL: 01 Jan 2011 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2011 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year



MODULE LEADER: Kat Cooper OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTIdentify the key features and components of food webs and energy flow.Understand the ecological niche, the population growth curve and limiting factors.Competition, predation, parasitism and symbiosis.Biodiversity and stability.



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Written exam

E Total = 100%

T1 100%Total = 100%

Coursework C1 100%Total = 100%


Updated by: Date: Approved by: HE Operations Date:23/09/16


Recommended Texts and Sources:Begon, M., et al., 2006. Ecology: from individuals to ecosystems. Oxford: Blackwell Science.Colinvaux, P., 1993. Ecology 2. London: Wiley.Krebs, C.J., 2001. Ecology. Harlow: Addison Wesley LongmanRicklefs, R.E. Miller, G.L., 1999. Ecology. London: W.H. Freeman.


MODULE CODE: ZOO6 MODULE TITLE: Fieldwork



SHORT MODULE DESCRIPTOR: (max 425 characters)This module equips students with the skills and knowledge to carry out field work using appropriate techniques, data handling and analyses, and effective communication of ecological information.





%

T1 (Test) %



MODULE AIMS:To provide students with the practical skills to carry out field work safely and effectively.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:11. Carry out fieldwork safely and ethically identifying and measuring the key abiotic factors12. Use identification keys13. Apply standardised techniques to sample organisms and estimate population density14. Demonstrate that information derived from fieldwork can be communicated in a variety of

formats15. Carry out basic statistical techniques to analyse fieldwork results

DATE OF APPROVAL: 01 June 2003 FACULTY/OFFICE: Academic Partnerships


DATE OF IMPLEMENTATION: 01 Sept 2003 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year



MODULE LEADER: Arlin Slater OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTRisk assessments for field work. Ethical issues related to field work. Sampling procedures; importance of random sampling techniques. Identification keys. Radio- and satellite tracking. Basic practical field craft, including observation and tracking. Trapping pitfall and mammal traps. Standard techniques for measuring environmental factors: temperature, wind, relative humidity, light, pH salinity, water flow rate, oxygen levels, edaphic factors. Biotic indices. Recording and presenting field work data, e.g. in sketches, photographs, tables, graphs, maps and diagrams. Use of basic parametric and non-parametric statistical techniques, to include chi squared test, Student T test, Mann-Whitney test, and Spearman rank correlation.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationPractical Classes and Workshops 52Guided Independent study 148


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Written exam

E_ Total = 100%T_ Total = 100%

CourseworkC1C2

Practical Report 1Practical Report 2

50%50%

Total = 100%Practical P_ Total = 100%

Updated by: Kat Cooper Date:23/09/15

Approved by: HE Operations Date:23/09/15

Recommended Texts and Sources:Atkinson, M (2000) A Handbook for Biological recorders. Cornwall, CISFBRBrower, J.E., Zar, J.H., and von Ende, C.N. (1998) Field and Laboratory Methods for General Ecology.


McGRaw Hill.Chalmers, N (1989) Open University Project Guide. Field Studies CouncilMorrison, L. (2001) Wildlife study design Springer.Muir, G., Morris, P. and Troughton, G. (2013) How to find and identify mammals. 2nd edn rev. Southampton: The Mammal SocietySutherland, W. (Editor.) (2006) Ecological census techniques : a handbook. 2nd edn. Cambridge: Cambridge University Press.Add New York to the Morrison reference so it reads wildlife study design. New York: Springer



MODULE CODE: CORN218 MODULE TITLE: Genetics for Conservation



SHORT MODULE DESCRIPTOR: (max 425 characters)This module provides grounding in key aspects of molecular biology and its applications to the monitoring and analysis of threatened populations, their management and conservation.





%

T1 (Test) %



MODULE AIMS:To develop an understanding of genetic processes from the molecular to the population level of biological organisation.To appreciate how selected techniques for genetic analysis of individuals and populations can contribute to monitoring and management of captive and wild populations of animals.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:16. Carry out quantitative analysis of genetic variation in an animal population.17. Explain key concepts in molecular genetics and their significance for the conservation of small

populations.18. Evaluate the applications of genetics to selected topical areas with implications for the

management of threatened species both in captivity and in the wild.





MODULE LEADER: Kelly Haynes OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTFundamentals of molecular genetics: gene and chromosome structure, DNA replication, mutation, gene expression. Molecular clock and its use in phylogenetics. Biotechnology: gene banks, cloning, PCR, electrophoresis, DNA fingerprinting, assisted reproduction techniques. Population and evolutionary genetics, species boundaries, genetic diversity loss, inbreeding and outcrossing, bottlenecks.



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E1 100%Total = 100%

T Total = 100%




Recommended Texts and Sources:


MODULE CODE: CORN297 MODULE TITLE: Animal Conservation and Management in Practice


PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes


SHORT MODULE DESCRIPTOR: (max 425 characters)This module evaluates the relationship between the ethos and activities of organisations with its role in conservation and animal management. Students will complete a work placement that will enhance their employment opportunities through the practical experience of working in industry.


E1 (Examination) 60% C1 (Coursework) % P1 (Practical) 40%



%

T1 (Test) %



MODULE AIMS:To analyse the role of relevant organisations in conservation or animal welfare to provide an experience of the workplace and inform career choices. To explore actual and best practice in keeping and breeding animals in captivity and reintroduction back into the wild, whilst developing a deeper understanding of the contemporary role of zoos and animal parks in conservation and education.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Analyse and interpret how relevant organisations operate, and identify their role in animal husbandry, welfare and/or conservation.2. Analyse different ethical perspectives relating to current issues relating to animal husbandry and welfare3. Evaluate the role of zoos / animal parks in conservation, captive breeding and reintroduction, and education4. Evaluate and reflect on their own performance and skills within an animal care or conservation context

DATE OF APPROVAL: 30 Nov 2016 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2016 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year



MODULE LEADER: Sam Hammond OTHER MODULE STAFF: Jo Vosper


SUMMARY of MODULE CONTENTAnalysis of an organisation, its management, working practices and careers structure and role in conservation or animal husbandry and welfare. Business plans, fundraising, marketing, staff structure. Operation of organisations– charity vs. private funding; the role of education programmes within organisations. The role of zoos in captive breeding and reintroduction EEPs, BIAZA, EAZA, TAGs, SSPs, zoo operation and management. Comparison of reproductive manipulation methods; Cooperative links between zoos / animal parks & international conservation programmes; selection criteria for captive breeding – conservation needs, public perception of endangered species; Reintroduction guidelines, criteria for success and case studies. Students must spend at least 100 logged hours carrying out work experience. History & development of organisations, legislation, management, design, husbandry, welfare & ethics; principles & best practice. Work placement reflection within the animal care or conservation sector & identifying strengths and weaknesses in your professional skills.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 40 Guest talks and lecturesTutorial 10 Work based learning supportExternal visits 16Guided independent study 134 To include 100 hours of work based learning


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Written exam

E1 Written exam 100%Total=100%

LO1,2,3

T_ %Total=100%

Coursework C_ %Total=100%

Practical P1Work Based Learning Presentation

100%Total=100%

LO4,

Updated by:Sam Hammond

Date:11/11/16

Approved by:HE Operations

Date:17/11/16

Recommended Texts and Sources:Rees, P.A. 2011. An Introduction to Zoo Biology and Management. Oxford: Wiley-Blackwell.Gough, A. 2000. Working with Animals: An Exciting Guide to Opportunities and Training in This Rewarding Vocation (How to). Oxford: How to Books Ltd.Hosey, G.H. 2009. Zoo Animals: Behaviour, Management and Welfare. UOP, OxfordFa, J.E, Funk, S.M. & O’Connell, D. 2011. Zoo Conservation Biology. Cambridge: Cambridge University Press



MODULE CODE: CORN278 MODULE TITLE: Primate Behaviour and Conservation



SHORT MODULE DESCRIPTOR: (max 425 characters)This module explores some aspects of the behaviour of primates, including how they learn and behave in natural and captive situations, and how this research informs conservation strategies.





%

T1 (Test) %



MODULE AIMS:To ensure students understand how primates behave in natural and captive situations, investigate our relationship with nonhuman primates and understand how this leads to successful conservation management.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:19. Explain the impacts of culture and media on the conservation of primates20. Analyse different primate social systems.21. Discuss how known primate social system informs conservation practice22. Illustrate how our understanding of primate behaviour has changed over time

DATE OF APPROVAL: 06 May 2014 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2014 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems 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: 112

MODULE LEADER: Rebecca Allen OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTWeekly lecture series Weekly lectures and tutorials and practical workshops for the observation and measurement of behaviour. Briefing on module. Introduction to primates. Physiological basis of behaviour. Behavioural ecology of primates. Case studies of conservation management plans for primates

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional Information

Lecture 30

Theory of behavioural ecology using primate examples. Evolution of culture around primates and their relationship with humans. Physiology of primate behaviour.

Practical Classes and Workshops 30

Development of behaviour observation skills including observation of differing social systems. Research activities to demonstrate the use of primate behaviour in effective conservation strategies.

Fieldwork 30 Visits to local and national primate collections and rehabilitation centres.

Guided Independent study 110 Moodle tasks and guided reading.


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Written exam

E1 LO1,3,4 - examination. 100%Total = 100%

T_ %Total = 100%

Coursework C1LO2,3,4 - Report based on behavioural observations.

100%Total = 100%


Updated by:K. Haynes

Date:18/03/14


Date:23/09/16

Recommended Texts and Sources:Hohmann, G., Robbins, M., and Boesch, C. 2012. Feeding ecology in Apes and other Primates: Ecological, Physiological and Behavioural Aspects. Cambridge University PressMatsuzawa, T., Humle, T., and Sugiyama, Y. 2013 The chimpanzees of Bossou and Nimba. Springer-


VerlagQuiatt, D. and Reynolds, V. 1995. Primate Behaviour: Information, Social Knowledge and Evolution of Culture. Cambridge University PressStrier K. 2002. Primate Behavioural Ecology. 2nd Ed. Allyn & Bacon


MODULE CODE: CORN241 MODULE TITLE: Vertebrate Zoology and Conservation



SHORT MODULE DESCRIPTOR: (max 425 characters)To provide students with a knowledge of the interrelated body systems for a range of terrestrial vertebrates and the principles of breeding animals in captivity, and successful reintroduction of captive bred animals into their natural environment





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T1 (Test) %


Professional body minimum pass mark requirement: N/A’

MODULE AIMS:To encourage an understanding of the taxonomy, anatomy and physiology of terrestrial vertebrates and to explore actual and best practice in breeding animals in captivity and successful reintroduction programmes –providing an in-depth understanding of ex-situ and in-situ conservation values and ethics.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:23. Compare and contrast the functional ecology of a range of terrestrial vertebrates24. Critically evaluate captive breeding and reintroduction programmes, including ethical issues for a

selection of key vertebrates25. Demonstrate an understanding of the national and international legislative and policy

environments relevant to biodiversity conservation

DATE OF APPROVAL: 01 Jan 2011 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2011 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




MODULE LEADER: Arlin Slater OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTAnatomy and physiology of main body and adaptations to particular environments, reproductive strategies and life histories, captive breeding principles and practice of protecting and conserving named species of terrestrial vertebrates. Cooperative global programmes, selection criteria for captive breeding. Reintroduction guidelines, criteria for success and case studies. convention on biodiversity, CITES, BAPS, international and national case studies

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 45Guided Independent Study 155


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Written exam

E Total = 100%T Total = 100%

Coursework C1 Report and Presentation

100%Total = 100%



Recommended Texts and Sources:



MODULE CODE: NQS219 MODULE TITLE: Individual Research Project



SHORT MODULE DESCRIPTOR: (max 425 characters)This module gives students the opportunity to conduct their own research project. Student involvement and responsibility stretches from project conception and planning, literature research, analysis and interpretation of data to report writing and presentation.





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MODULE AIMS:To develop students’ ability to plan and carry out an investigation in a well-defined, scientific way.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:26. Demonstrate an ability to review and evaluate relevant literature27. Develop a project proposal which includes ethical and legal considerations28. Undertake a personal study which involves the collection, evaluation, interpretation and

presentation of data

DATE OF APPROVAL: 01 Feb 2007 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2007 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




MODULE LEADER: Ruth Martin OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTResearch methods & experimental design, hypothesis testing. Data collection, statistical analysis and presentation. Literature research, review and critique. Report writing.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 18Seminar 8Tutorial 20Practical Classes and Workshops 12Guided Independent Study 142


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CourseworkC1C2

Proposal and Lit ReviewReport

35%65%

Total = 100%Practical P Total = 100%


Recommended Texts and Sources:"BARNARD, C.J. (Author.), GILBERT, F.S. (Author.) and MCGREGOR, P.K. (Author.) (2011)Asking questions in biology: a guide to hypothesis testing, experimental design & presentation inpractical work & research projects. 4th edn. London: Pearson Education.""BECKERMAN, A.P. (Author.) and PETCHEY, O.L. (Author.) (2012) Getting started with R: an introduction


for biologists. Oxford: Oxford University Press.""CLOUT, M.N. (Author.) (2009) Invasive species management: a handbook of principles & techniques.Oxford: Oxford University Press. (Techniques in ecology & conservation).""CORBIN, J.M. (Author.) and STRAUSS, A. (Author.) (2008) Basics of qualitative research: techniques &procedures for developing grounded theory. 3rd edn. London: Sage Publications.""DYTHAM, C. (Author.) (2010) Choosing & using statistics: a biologist's guide. 3rd edn.Oxford: Blackwell Publishing""DYTHAM, C. (Author.) (2011) Choosing & using statistics: a biologist's guide [eBook]. 3rd edn.Available at: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://idp.cornwall.ac.uk/shibboleth-idp&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9781444328431 Oxford: Wiley-Blackwell.""ENNOS, R. (Author.) (2012) Statistical and data handling skills in biology. 3rd edn.Harlow: Pearson Education Limited""GARDENER, M. (Author.) (2012) Statistics for ecologists using R & Excel:data collection, exploration, analysis & presentation. Exeter: Pelagic Pub. (Data in the wild series).""GREENFIELD, T. (Author.) and METCALFE, A. (Author.) (2007) Design & analyse your experimentwith minitab. London: Hodder and Stoughton.""JONES, A. (Author.), REED, R. (Author.) and WEYERS, J. (Author.) (2012) Practical skills in biology.5th edn. Harlow: Pearson Education Limited."KAPS, M. (Author.) (2009) Biostatistics for animal science. 2nd edn. CABI.VAN EMDEN, H.F. (Author.) (2008) Statistics for terrified biologists. Oxford: Blackwell Publishing.


MODULE CODE: CORN213 MODULE TITLE: Behavioural Ecology



SHORT MODULE DESCRIPTOR: (max 425 characters)This module will explore the functional significance of animal behaviour in terms of fitness, covering major theories and supporting studies in the fields of evolutionary and behavioural ecology.





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T1 (Test) %




MODULE AIMS:To provide knowledge of a range of behavioural theories.To understand the application of behavioural modelling techniques to a range of conservation and management issues

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:29. Understand the basic concepts of sexual versus natural selection.30. Understand the factors influencing mate choice and social structure.31. Understand the basic concepts of foraging and predator/prey models.32. Demonstrate knowledge of individual and population behaviour and its implications for

conservation.33. Relate the behavioural ecology of a wild population to the management of a captive population.




MODULE LEADER: Thais Martins OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTNatural selection, parental care, sexual selection, sperm competition, altruism, animal signals, optimum foraging theory, communication, animal adaptation, classical and operant conditioning, play behaviour, nature versus nurture, enrichment, genetic influence, conservation implications, viability and captive breeding systems, dispersal, social organisation, predator-prey, individual identification and recognition systems, vigilance and group living.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20Demonstration 1Practical Classes and Workshops 20Fieldwork 2


Work based learning 8Guided Independent study 149


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Written exam

E1 Exam 100%Total = 100%

T_ %Total = 100%

Coursework C1 Management Plan 100%Total = 100%


Updated by: Date: Approved by: HE Operations Date:23/09/16

Recommended Texts and Sources:Caro, T., 1998. Behavioural ecology and conservation biology. Oxford: Oxford University Press.Drickamer, L.C., Vessey, S. H. & Jakob, E. M., 2002. Animal behaviour. New York: McGraw-Hill Higher Education.Krebs, J. R. & Davies, N. B., 1999. Behavioural ecology: an evolutionary approach. Oxford: Blackwell Publishing.Krebs, J. R. & Davies, N. B. (2000). An introduction to behavioural ecology. Oxford: Blackwell Publishing.



MODULE CODE: CORN270 MODULE TITLE: Marine Vertebrate Biology and Conservation

CREDITS: 20 FHEQ Level: 5 JACS CODE: F710


SHORT MODULE DESCRIPTOR: (max 425 characters)This module explores the functional biology of marine vertebrates, focussing especially on key conservation flagship species; elasmobranchs, marine reptiles, birds and marine mammals. A detailed understanding of feeding, physiological and morphological adaptations to the marine environment, locomotion and migration, social and reproductive behaviour will be explored and related to their conservation.





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T1 (Test) %



MODULE AIMS:To develop an understanding of selected aspects of the adaptive physiology and biology of marine vertebrates and to provide an insight into the conservation of key species.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:34. Demonstrate a detailed knowledge of the main groups of marine vertebrates35. Use ideas and information from a range of sources to demonstrate a good understanding of the

feeding and behaviour patterns of named species36. Describe and contrast the main physiological and anatomical adaptations to marine life in

marine vertebrates37. Demonstrate a detailed knowledge of the main factors affecting the population dynamics of

marine vertebrates38. Critically evaluate attempts to conserve a named species of marine vertebrate suggest suitable

strategies for its conservation


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: 2017-2018 NATIONAL COST CENTRE: 111

MODULE LEADER: Rebecca Allen OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTClassification and characteristic features of marine vertebrates. Comparative anatomy and physiological adaptations to the marine environment. Communication among marine mammals. Surveying and monitoring marine vertebrates using traditional and modern technology. Field observations/ surveys of selected species of marine vertebrates. Population dynamics of a named species. Reproductive and feeding ecology of marine vertebrates. Conservation and protective legislation of marine vertebrate species.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 24Seminar 36Fieldwork 8Guided Independent Study 132


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Written exam

E1 100%Total = 100%

T_ Total = 100%


Practical P_ Total = 100%


Recommended Texts and Sources:Hoelzel, AR (2002) Marine mammal biology: an evolutionary approach. BlackwellPerrin W, Wursig B, and Thewissen (2002) J.G.M. Encyclopedia of Marine Mammals Academic Press IncTwiss, JR, Reeves, RR (1999) Conservation & management of marine mammals. Smithsonian InstituteReynolds J (2005) Marine Mammal Research: Conservation Beyond Crisis Johns Hopkins University PressSpotila J (2005) Sea Turtles A Complete Guide to their Biology, Behaviour and ConservationHamlett W C (1999) Sharks, Skates, and RaysThe Biology of Elasmobranch FishesFowler S, Reed T, Dipper F (1997) Elasmobranch Biodiversity, Conservation and Management Proceedings of the International Seminar and Workshop, Sabah, Malaysia.



MODULE CODE: CORN265 MODULE TITLE: Insect Biology and Conservation



SHORT MODULE DESCRIPTOR: (max 425 characters)This module will compare the basic body forms of insects and relate form to function. It will also explore through case studies the behavioural ecology of named species and how insects are being protected and conserved.





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T1 (Test) 30%



MODULE AIMS:To provide an understanding of taxonomy, anatomy and physiology of terrestrial insects and to explore the behavioural ecology of named species and how they are protected and conserved.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:39. Compare and contrast the different forms of insects and relate to different modes of life40. Demonstrate a detailed knowledge of the main features of insect physiology41. Critically evaluate attempts to protect and conserve a named species

DATE OF APPROVAL: 01 Jan 2011 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2011 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: Spring





MODULE LEADER: Thais Martins OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTBasic anatomy: circulation, respiration, excretion, feeding, digestion, and reproductive anatomy and physiology. insect locomotion. Outline of behavioural ecology: Principles and practice of protecting and conserving a named species of insect. National and local organisations involved in insect conservation criteria for success and case studies.



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Written exam

E Total = 100%

T1 100%Total = 100%




Recommended Texts and Sources:Barnes, R.S.K. et al., 2001. The invertebrates. 3rd ed.Oxford: Blackwell Science"Dicks, L., Showler, D. and Sutherland, W. 2010 Bee Conservation: Evidence for the Effects ofInterventions Pelagic Publishing"Elzinga, R. 2004. Fundamentals of Entomology, 6th Ed. Pearson Prentice Hall.New, T. 2009. Insect Species Conservation Cambridge University PressRuppert, E.E. Fox, R.S., 2003. Invertebrate zoology. 7th ed. London: Thomson-Brooks"Samways, M., McGeoch, M. New, T. 2009 Insect Conservation: A Handbook of Approaches and Methods Oxford University Press"


MODULE CODE: CORN2001 MODULE TITLE: Disease and Disease Control




SHORT MODULE DESCRIPTOR: (max 425 characters)This module covers aspects of disease and disease control in animals, including the transmission, diagnosis and treatment of major diseases and disorders affecting a range of animals.





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T1 (Test) %



MODULE AIMS:To give students an understanding of conditions needed to detect and treat a range of diseases and disorders.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:42. Demonstrate awareness of the nature and significance of the major diseases and disorders

affecting animals in captivity.43. Manage information from a wide range of resources to show how viral, bacteriological, fungal,

parasitological and toxicological diseases are transmitted, diagnosed and treated.

DATE OF APPROVAL: FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year





MODULE LEADER: Imogen Micheaux OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTPrinciple diseases of animals in captivity. Diagnosis, prevention and treatment of major diseases of animals, to include a virological, bacteriological, fungal, toxicological and parasitological disease. Emergence of new diseases. Health and safety issues when dealing with diseased organisms, and risk assessments. Emergence of new diseases – infectious and non –infectious. Disease control. Effect of disease on the immune system and the use of antibiotics in animals.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 12Practical Classes and Workshops 12Guided Independent Study 76


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Written exam

E Total = 100%

T1 100%Total = 100%

Coursework C1 Written assignment 100%Total = 100%

LO1,2


Updated by: Date: Approved by:HE Operations Date:

Recommended Texts and Sources:Colville J Berryhill D (2007) Handbook of Zoonoses: Identification and prevention. Pub: MosbyEngel, C (2002) Wild Health. WeidenfeldFowler, ME Eric, R and Miller, DVM (2008) Zoo and wild animal medicine"Fowler ME and Zalmin SC (2001)Biology Medicine and Surgery of S American Wild Animals.Pub:Iowa State University"Saunders Kleiman, D (1997) Wild mammals in captivity Chicago University Press"Mims C; Nash A and Stephen J (2002) Mim’s Pathogenesis of Infectious Disease 5th Ed Pub:Elsevier Academic Press"Playfair J and Bancroft G (2004) Infection and Immunity 2nd Ed. Pub: Oxford PressUrquhart GM (1996) Veterinary parasitology. BlackwellWobeser GA (2005) Essentials of Disease in Wild Animals Pub: Wiley Blackwell



MODULE CODE: CORN2002 MODULE TITLE: Aquaria and Conservation of Aquatic Organisms

CREDITS: 10 FHEQ Level: 5 JACS CODE: F710


SHORT MODULE DESCRIPTOR: (max 425 characters)This module considers the scientific principles required to establish and maintain aquaria and explores conservation issues and practices as they apply to aquatic organisms.


E1 (Examination) % C1 (Coursework) 50% P1 (Practical) 50%



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T1 (Test) %



MODULE AIMS:To understand the principles and practice of establishing and maintaining an aquarium, and to explore conservation issues as they apply to aquatic organisms.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:44. Demonstrate a detailed understanding of the main factors that need to be considered when

establishing an aquarium45. Apply a range of skills and techniques to set up and maintain an aquarium monitoring biotic and

abiotic factors46. Demonstrate an awareness of the pressures (human and natural) acting on an aquatic habitat

and discuss the conservation issues they raise.

DATE OF APPROVAL: FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year





MODULE LEADER: Andrew Golley OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTAdaptations to life in water. Comparison of natural and artificial aquatic systems. Significance of key chemical and physical factors, and how to monitor them: salinity, temperature, light, ammonia, nitrite, nitrate, oxygen, pH, density, turbidity. Exploitation of aquatic ecosystems and anthropogenic effects. Conservation of aquatic ecosystems: case studies.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 12Seminar 18Guided Independent Study 70


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Written exam


Coursework C1 Essay 100%Total = 100%

LO3

Practical P Aquarium set up Total = 100% LO1, LO2

Updated by: Date: Approved by: HE operations Date:23/09/16

Recommended Texts and Sources:Bailey.M. and Sandford.G. 1999. The Complete Guide to Aquarium Fishkeeping. Pub: Anness Publishing Limited.Dakin N. 2003. The Book of the Marine Aquarium. Pub: Interpet Press.Doody J.P. 2001. Coastal Conservation and Management. Kluwer Academic Publishers.Keddy.P.A. 2000 Wetland Ecology Pub: Cambridge University PressMoss. B. 1998. Ecology of Fresh Waters Man and Medium, Past to Future .3rd Ed. Pub: Blackwell SciencePomery R et al (2004) How is your MPA doing? Pub: IUCNWetland Restoration Manual (2005) Pub: Wildlife TrustWood E & Dakin N(2003) The Responsible Marine Aquarist. Pub: Marine Conservation Society



MODULE CODE: CORN298 MODULE TITLE: Captive Diet and Feeding



SHORT MODULE DESCRIPTOR: (max 425 characters)This module considers the nutrition of a range of animals. Topics covered include feeding types, nutritional requirements, digestion, natural and artificial foods, and nutritional disorders.





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T1 (Test) 40%



MODULE AIMS:To develop an understanding of the nutritional requirements of a range of animals and to be able to select an appropriate diet for an animal.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1) Compare and contrast the digestive anatomy and physiology of an omnivore, a herbivore, and a

carnivore.2) Complete practical work leading to the analysis and evaluation of captive diets.3) Evaluate the impact of diet and feeding methods on animal health and welfare.4) Formulate suitable diets for a named captive animal species

DATE OF APPROVAL: 30 Nov 2016 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2016 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




MODULE LEADER: Sam Hammond OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTComponents of a balanced diet. Types of feeding and feeding strategies: Dentition and alimentary canal, feeding behaviour, Ingestion, digestion, assimilation, and egestion of a range of animals. Dietary requirements, Structure, function and availability of major food types and nutrients. Assessing nutritional condition. Feed formulation. Vitamin and mineral supplements. Nutritional disorders. Dietary analysis, intake and outtake study. Feeding methods impacts on behaviour.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 Core materialPractical Classes and Workshops 20 Supervised practical opportunitiesSupervised Time in Studio/Workshop 10

External Visits 12 Includes guest lectures

Guided Independent study 138 Students are expected to put in additional time outside of taught sessions.


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Written exam

E Total = 100%T1

40%Written test 100%

Total = 100%LO1,3

Coursework C1 60%

Evaluation and formulation of captive diets

100%Total = 100%

LO2,4


Updated by:Sam Hammond

Date:11/11/16


Date:17/11/16

Recommended Texts and Sources:Cheeke, P.R., 2005. Applied Animal Nutrition: Feeds and Feeding (3rd edition). Australia: Pearson."Cheeke, P.R Diernefeld, E.S., 2010. Comparative animal nutrition and metabolism.Cambridge: Cambridge University Press""Hosey, G. Melfi, V. Pankkhurst, S., 2009. Zoo animals behaviour, management, and welfare.Oxford: Oxford University Press"


"Pond, W.G., Church, D.C., Pond, K.R. Schoknecht, P.A., 2005. Basic Animal Nutrition and Feeding.New York: Wiley.""Stevens, C.E. Hume, I.D., 1995. Comparative physiology of the vertebrate digestive system.Cambridge University Press""EAZA. 2011. Nutrition. [on-line]. Available at: http://www.eaza.net/activities/Pages/Nutrition.aspx[25/06/12]"


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