Academic Partnerships Template
Plymouth University
Academic Partnerships
Cornwall College
Newquay
Programme Quality
Handbook for
FdSc Zoological Conservation
2014 – 15
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 1 of 32
Academic Partnerships Template
Contents
1.
Welcome and Introduction to Zoological Conservation ............................................................................ 3
2.
Programme Specification ........................................................................................................................... 4
3.
Module Records ....................................................................................................................................... 15
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 2 of 32
1. Welcome and Introduction to Zoological Conservation.
Welcome to the Foundation Degree in Zoological Conservation. The College is delighted that you have
chosen to study with us. Achieving a place on this course is invariably the result of hard work and
determination. You will now be mixing with fellow students from a wide range of backgrounds – some
straight from school, some from college access programmes and others who have been working for some
time and have decided to pursue a career change. If it all feels a bit strange at first, don’t worry because
everyone else will be feeling the same. Take my word for it; those around you who seem to be in complete
control are no more than convincing bluffers! We are sure you are going to have a great time here and will
get a great deal from the programme.
This programme has been designed to equip you with the skills and knowledge base required to work in
your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake
additional vocational and academic qualifications.
The first year of any degree is the start of a process of change and by the time you enter your second year
you will be thinking quite differently from how you do now; more analytically, more logically, with a clearer
understanding of basic principles. There may be times when you feel over-stretched, frustrated, perhaps
even under-challenged, but these will be outweighed by the exhilaration of producing and understanding
work with intellectual rigour and a sense of achievement when you successfully complete your first year.
You will have some great times in the next two years, but it would be unrealistic to think there won’t be
any bad times and the key is to maintain a balance in your social life and your College commitments. Have
a good social life – go surfing, sailing, etc, but make sure you:




Attend classes;
Keep up with your reading and research;
Complete coursework properly and hand in on time;
Revise thoroughly for exams.
If you follow these simple rules, you’ll have your Foundation Degree in two years and some significant
memories which will stay with you forever.
This Programme Quality handbook contains important information including:
 The approved programme specification
 Module records
Note: the information in this handbook should be read in conjunction with the current edition of the
College / University Student handbook available at (college to add link) which contains student support
based information on issues such as finance and studying at HE along with the University’s Student
Handbook - https://www1.plymouth.ac.uk/studenthandbook and your Teaching, Learning and Assessment
Handbook available on your programme virtual learning environment.
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 3 of 32
Academic Partnerships Template
2. Programme Specification
PROGRAMME SPECIFICATION
Awarding Institution:
Teaching Institution:
Accrediting Body:
Final Award:
Intermediate Awards:
Programme Title:
UCAS Code:
JACS Code
Benchmarks
Date Produced:
Date of Approval:
Plymouth University
Cornwall College
Plymouth University
FdSc or FdSc with Distinction
Certificate of Higher Education (CertHE)
Zoological Conservation
C390
Biosciences benchmark
2003
Admissions Criteria:
Qualification(s) Required for Entry to
the FdSc
Candidates must have:
Key Skills requirement/Higher Level
Diploma
and/or
GCSEs required at Grade C and above
Plus at least one of the following:
A Levels required:
Advanced Level Diploma
BTEC National Certificate/Diploma
Comments
Maths and English, Science at grade C or above– desirable
120 UCAS Tariff points from any combination of A-level/ASlevel/ normally to include a science subject. Vocational A-level
including at least one subject studied to A2-level.
National Diploma with a profile of at least Pass Pass Pass
(PPP); Advanced National Certificate – Credit overall
HNC/D
VDA: AGNVQ, AVCE, AVS
Minimum of a pass in Advanced GNVQ in science at level 3
Access to HE
Pass
International Baccalaureate
Irish/Scottish Highers/Advanced Highers At least two "D" level passes from Scottish Higher or the Irish
Higher Leaving Certificate.
Work Experience
Assessed on application
Other non-standard awards or
Assessed on application
experiences
APEL/APCL 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
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 4 of 32
Academic Partnerships Template
Criminal Record Bureau (CRB) clearance
required
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.
All students will require this check if they may be working with
young people.
Brief Description of the Programme
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.
Aims of the Programme:
The programme is intended to:
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.
Programme Intended Learning Outcomes:
By the end of this programme the student will be able to:
• knowledge and critical understanding of well-established principles of zoological conservation and
the way in which those principles have developed;
• 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;
• 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;
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 5 of 32
Academic Partnerships Template
• 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;
• 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;
• 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
• 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







Distinctive Features of the Foundation Degree
Examples of distinctive features
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.
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 6 of 32
Academic Partnerships Template
Progression Route(s)
Providing that you achieve an overall mark of 40% in the Foundation Degree you will be able to progress on
to the third year of the BSc (Hons) Animal Conservation Science programme.
You may also use the credits that you have gained to apply for entry to other degree courses, such as the
BSc (Hons) Environmental Biology – Plymouth University and the BSc (Hons) Environmental Resource
Management – Cornwall College Camborne.
Teaching Methods and Assessments
o
o
o
o
A: Development of Knowledge and Understanding
By the end of the programme the student will be able to
demonstrate knowledge and understanding of:
 Knowledge and critical understanding of the wellestablished principles in their field of study and the way
in which those principles have developed
 have an understanding of the explanation of biological
phenomena at a variety of levels (from molecular to
ecological systems) and be able to explain how
evolutionary theory is relevant to their area of study;
 know and understand the structure and function of
various types of cells in unicellular and multicellular
organisms, the structure and function of cell membranes,
cell differentiation
 have knowledge of enzyme structure and function and of
some of the most important mechanisms controlling the
action of enzymes and other proteins
 describe basic organism structure and diversity;
 describe mechanisms for the life processes and
appreciate how the physiology of an organism fits it for
its environment;
 describe how organisms are classified and identified;
 appreciate the interactions of organisms with each other
and the environment;
 appreciate the importance of the 'behaviour' of the
organisms studied
 demonstrate awareness of human interactions with
natural populations and ecosystems, including habitat
modification, pollution, exploitation and conservation
NB: Benchmark References
Learning and Teaching Strategy/Method
Primary
• Lectures and tutorials.
• Classroom discussions.
• Student seminars.
• Fieldwork exercises.
• Laboratory practical exercises.
• Self-directed study.
• Research activities.
• Learning from work experience.
Foundation degree benchmark 42
Biosciences:
Generic standards (threshold 3)
Molecular aspects of Biology (threshold 5 & 8)
Organisms (threshold 2,6,7 &8)
Ecology & Environmental Biology (threshold 7)
Key knowledge and understanding is
assessed via a combination of multiple
choice tests, examinations, essays,
presentations and seminar
performances.
Secondary
• Case studies.
• Problem solving exercises
Assessment
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 7 of 32
Academic Partnerships Template
B: Cognitive and Intellectual Skills
Learning and Teaching Strategy/Method
By the end of the programme the student will be able to:
(for example)
 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
NB: Benchmark References
Primary
Class exercises
Tutorial/seminar discussions
Feedback via coursework assessment
process (essays etc)
Biosciences (generic standards – threshold 2, good, 5)
Communication, media, film and cultural studies (5.2 & 4.1.1)
Assessed discussions
Essays/projects/dissertations
Examinations/tests
Coursework/groupwork on practical
application questions
Student presentations
C: Key Transferable Skills
By the end of the programme the student will be able to:
 have the ability to organise and articulate opinions and
arguments in speech and writing using relevant specialist
vocabulary
 be able to access and evaluate bioscience information
from a variety of sources and to communicate the
principles both orally and in writing (eg essays, laboratory
reports) in a way that is well-organised, topical and
recognises the limits of current hypotheses;
 be able to apply relevant advanced numerical skills
(including statistical analysis where appropriate) to
biological data;
 have a well-developed ability to interpret graphical and
tabular presentation of data, and collect, use and
interpret numerical data as appropriate
 the ability to reflect on their own value system
 the ability to use their knowledge and understanding
critically to locate and justify a personal position in
relation to the subject
Learning and Teaching Strategy/Method
Primary
Library and other research exercises
Group work awareness and practice
Computer-based learning and
assessment
Secondary
Policy and practice analysis in surgeries
Computer-based practicals on data and
measurement problems
Assessment
Secondary
Class and seminar interactions and
feedback
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 8 of 32
Academic Partnerships Template
NB: Benchmark References
Assessment
Biosciences (Generic standards –good, 1&6)
Coursework of all types
Examination preparation and completion
Assessed discussions
Group work assessments
D: Employment Related Skills
Lectures and tutorials and work
placement
By the end of the programme the student will be able to:


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 that will enable them to assume
significant responsibilities within organisations
E: Practical Skills
Learning and Teaching Strategy/Method

Laboratory work
Projects
Designated tasks
Lectures and tutorials
Learning from work
Practical industry related sessions




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;
NB: Benchmark References
Assessment
Earth Science, Environmental Sciences (3.3.6 & 3.3.5)
Project work
Competence in a range of businessrelated communication techniques
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 9 of 32
Learning Outcomes Maps for FdSc Zoological Conservation at HE Levels 4 and 5
Learning Outcomes Map
1
Graduate Attributes and Skills
Core Programme Intended Learning Outcomes
Level 4
Programme Aim
Knowledge/ Understanding
Students will be able to demonstrate a knowledge of the underlying
concepts and principles associated with their area(s) of study, and an
ability to evaluate and interpret these within the context of that (those)
area(s) of study. In particular:
 Knowledge and critical understanding of the well-established principles c, d
in their field of study and the way in which those principles have
developed
a, d
 engagement with the essential facts, major concepts, principles and
theories associated with the chosen discipline. Knowledge of the processes
and mechanisms that have shaped the natural world in terms, for example,
of the spread of time from the geological to the present and of complexity
from the environmental to the cellular. The influence on living systems of
human activities (and the converse) could also be considered;
 familiarity with the terminology, nomenclature and classification
d
systems as appropriate;
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Programme
Learning Outcome
Related Core Modules
1-5, 7-13
CORN171,
ZOO7,ZOO16
Page 10 of 32
Academic Partnerships Template
Cognitive / Intellectual Skills (generic)
Students will be able to demonstrate an ability to present, evaluate, and
interpret qualitative and quantitative data, to develop lines of argument
and make sound judgements in accordance with basic theories and
concepts of their subject(s) of study. They will also be able to demonstrate
the ability to evaluate the appropriateness of different approaches to
solving problems related to their area(s) of study and/or work. In
particular to:
 an ability to present, evaluate, and interpret qualitative and
quantitative data, to develop lines of argument and make sound
judgements in accordance with basic theories and concepts of their
subject(s) of study
 analysing, synthesising and summarising information critically,
including published research or reports;
 obtaining and integrating several lines of subject-specific evidence to
formulate and test hypotheses;
 applying subject knowledge and understanding to address familiar and
unfamiliar problems;
 gather, organise and deploy ideas and information in order to
formulate arguments cogently, and express them effectively in written,
oral or in other forms; Abstract analysis and synthesis
 The ability to engage critically with major thinkers, debates and
intellectual paradigms within the field and put them to productive use;
ALL MODULES
ALL
CORN171, ZOO6
e
ALL MODULES
e
e
ALL MODULES
c
e
e
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 11 of 32
Academic Partnerships Template
Key / Transferable Skills (generic)
Students will be able to demonstrate an ability to communicate accurately
and reliably, and with structured and coherent arguments. Students will
also be able to demonstrate an ability to take different approaches to
solving problems. In particular to:
 evaluate the appropriateness of different approaches to solving
problems related to their area(s) of study and/or work
 communicate the results of their study/work accurately and reliably,
and with structured and coherent arguments
 have the ability to organise and articulate opinions and arguments in
speech and writing using relevant specialist vocabulary
 be able to access and evaluate bioscience information from a variety of
sources and to communicate the principles both orally and in writing (e.g.,
essays, laboratory reports) in a way that is well-organised, topical and
recognises the limits of current hypotheses;
 be able to apply relevant advanced numerical skills (including statistical
analysis where appropriate) to biological data;
 have a well developed ability to interpret graphical and tabular
presentation of data, and collect, use and interpret numerical data as
appropriate
 the ability to reflect on their own value system
 the ability to use their knowledge and understanding critically to locate
and justify a personal position in relation to the subject
ALL
c,h
CORN171, ZOO6,
CORN115
c, e
d, h
d, h
ZOO6
h
ZOO6, NQS219
e
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 12 of 32
Academic Partnerships Template
Employment-related skills
Students will be able to demonstrate an ability to undertake further
training and develop new skills within a structured and managed
environment and the qualities and transferable skills necessary for
employment requiring the exercise of personal responsibility. In particular
to: In ZOO6 Fieldwork and NQS107 Introduction to Ecology, students carry
out practical work offsite, learning techniques to surveying a variety of
species. CORN154 Hygiene, Health and Welfare of Captive Animals where
students visit many zoos, wildlife parks to look how different
establishments maintain the welfare of their animals. Work Based
Learning will primarily be integrated into the new CORC1013 Personal and
Employability Skills Development module through inclusion of job seeking
skills and logged hours with employers. However, it features in other
modules such as CORN 238 Conservation in Practice and NQS107
Introduction to Ecology through guest lectures, fieldtrips, workshops, and
tasks.
Practical Skills (subject specific). Ability to use appropriate field
equipment with due regard for safety and the assessment of risk. In
particular in relation to
 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;
e, f
c, h
ZOO6, CORN154,
NQS101, CORC1013
2, 5-7, 9,
ZOO3
ZOO4, ZOO6
d, f, h
ZOO1, ZOO3, NQS219
f
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 13 of 32
Programme Structure Diagram
College: Cornwall College
Year: 2014/2015
PU Course Code: 2714
Programme: FdSc Zoological Conservation
Mode of Attendance: Full Time
Total Credits: 240
Stage 1
Module
Code
CORN153
CORC1013C
CORN115
CORN171
CORN154
CORN157
ZOO6
Module Title
Introduction to Animal Behaviour
Personal and Employability Skills
Development
Diversity, Classification and
Evolution
Introduction to Zoology
Hygiene, Health and Welfare of
Captive Animals
Introduction to Ecology
Fieldwork
No. of
Credits
10
20
Core /
Optional
Core
Core
20
Core
20
20
Core
Core
10
20
Core
Core
No. of
Credits
10
10
10
20
Core /
Optional
Core
Core
Core
Core
Stage 2
Module
Code
CORN218
CORN238
CORN263
CORN241
Module Title
Genetics for Conservation
Conservation in Practice
Primate Behaviour and Learning
Vertebrate Zoology and
Conservation
NQS219
Individual Research Project
20
Core
CORN264
Disease and Disease Control
10
Core
CORN260
Captive Diet and Feeding
10
Core
Students will study 30 credits from the following list of optional modules:
CORN266
Avian Behaviour and Ecology
20
Optional
CORN202
Aquaria and Conservation of Aquatic 10
Optional
Organisms
CORN270
Marine Vertebrate Biology and
20
Optional
Conservation
CORN265
Insect Biology and Conservation
10
Optional
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 14 of 32
Academic Partnerships Template
3. Module Records
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 15 of 32
Academic Partnerships Template
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 16 of 32
Academic Partnerships Template
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 17 of 32
Academic Partnerships Template
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 18 of 32
Academic Partnerships Template
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 19 of 32
Academic Partnerships Template
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 20 of 32
Academic Partnerships Template
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 21 of 32
Academic Partnerships Template
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 22 of 32
Academic Partnerships Template
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 23 of 32
Academic Partnerships Template
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 24 of 32
Academic Partnerships Template
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 25 of 32
Academic Partnerships Template
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 26 of 32
Academic Partnerships Template
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 27 of 32
Academic Partnerships Template
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 28 of 32
Academic Partnerships Template
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 29 of 32
Academic Partnerships Template
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 30 of 32
Academic Partnerships Template
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 31 of 32
Academic Partnerships Template
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 32 of 32