Academic Partnerships Template
Plymouth University
Academic Partnerships
Cornwall College
Newquay
Programme Quality
Handbook for
FdSc Marine Conservation
2014 – 15
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Contents
1.
Welcome and Introduction to Marine Conservation ................................................................................ 3
2.
Programme Specification ........................................................................................................................... 4
3.
Module Records ....................................................................................................................................... 18
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1. Welcome and Introduction to Marine Conservation.
Welcome to the Foundation Degree in Marine 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.
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2. Programme Specification
On the following pages you will find the specification for your programme; this provides a detailed
overview of the programme as a whole. It explains what you will learn and how you will be assessed
throughout the two stages of your Foundation Degree. The Programme Learning Outcomes Map specifies
the knowledge and skills you will develop at each stage of your Foundation Degree.
PROGRAMME SPECIFICATION FOR FOUNDATION DEGREES
Awarding Institution:
Teaching Institution:
Accrediting Body:
Final Award:
Intermediate Awards:
Programme Title:
Benchmarks
Date Produced:
Date of Approval:
Plymouth University
Cornwall College
University of Plymouth
FdSc or FdSc with Distinction
Certificate of Higher Education (CertHE)
Marine Conservation
Biosciences benchmark
2007
2007
Admissions Criteria:
Qualification(s) Required for
Entry to the FdA or FdSc
Candidates must have:
Key Skills requirement/Higher
Level Diploma
and/or
GCSEs required at Grade C and
above
Comments
20 credits of key skills combined with for example either GCSE or Alevels (key skills will not be accepted on their own)
Normally Maths and English, Science at grade C or above– desirable
Plus at least one of the following:
A Levels required:
120 UCAS Tariff points from any combination of A-level/AS-level/
Vocational A-level including at least one subject studied to A2-level.
Advanced Level Diploma
BTEC National
National Diploma with a profile of at least Pass Pass Pass (PPP);
Certificate/Diploma
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
At least two "D" level passes from Scottish Higher or the Irish Higher
Highers
Leaving Certificate.
Work Experience
Assessed on application
Other non-standard awards or
Assessed on application
experiences
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APEL/APCL possibilities
Interview/portfolio requirements
Criminal Record Bureau (CRB)
clearance required
Individuals may be considered for APCL or APEL in accordance with
the academic regulations
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.
All students will require this check if they may be working with
young people.
Aims of the Programme:
a. To encourage in students an enthusiasm for biological sciences in general and the conservation of
marine environments in particular.
b. To develop in students the scientific knowledge, understanding and practical skills, which they will
need to be able to survey and manage organisms and habitats.
c. To encourage students to think critically about scientific evidence and evaluate information relating
to marine environments and their conservation.
d. Create an understanding of the variety of sometimes conflicting demands placed on the marine
environment by such forces as biodiversity conservation objectives, fishing, aquaculture and side
effects of other human activities.
e. Enable students to communicate effectively in a range of contexts relating to marine sciences and
conservation
f. To enable students to develop their academic skills to a point where further study at Degree level
becomes an option
g. To allow the student to develop skills both in the college environment, and in the workplace.
h. Ensure that students gain experience and understanding of marine conservation issues from the
perspective of people and organisations working in the conservation sector and to a level where
employment within the conservation industry is a realistic option.
Programme Intended Learning Outcomes:
By the end of this programme the student will be able to:
a. Demonstrate knowledge of the fundamentals of biological science.
b. Demonstrate an understanding of the ethical, legal, economic and political context of management of
the marine environment for conservation.
c. To initiate and undertake critical analysis of scientific evidence and to communicate scientific
information relating to aquatic conservation.
d. Function as autonomous learners equipped to cope with third year degree studies.
e. Plan for suitable careers and be effective at applying for employment.
f. Demonstrate the wider skills needed to be successful in employment in the environmental
management sector.
g. Evaluate evidence, arguments and assumptions, to reach sound judgements, and to propose solutions
to problems arising from their evaluations and judgements.
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Progression Opportunities
There are opportunities to progress to the following Honours degrees:
BSc (Hons) Marine Biology and Coastal Ecology (year 2) – UoP
BSc (Hons) Environmental Resource Management (year 3) – Cornwall College Camborne
There is also the possibility of progressing on to the following programme (subject to places and grades):
If you progress to the final stage of a Plymouth University programme then your stage two marks (level 5
modules) will be taken into account in your final degree classification. You may have to complete a bridging
module before you are able to progress.
Your Programme Manager has the support of an Academic Liaison Person (ALP) with questions regarding
to progression to programmes at the Plymouth University.
Please note there is a deadline for progression applications (circa mid-January with the actual date
determined annually) and places maybe subject to availability. If you progress to the final stage of a
Plymouth University programme then your stage two aggregate mark (from your level 5 modules) will
account for 30% and your progression stage (level 6 modules) aggregate mark will account for 70% of your
final degree classification. (if direct entry programmes are commented on then it needs to be clear that
whether those level-5 marks are considered will depend on the specific route).
Your Programme Manager has access to University staff and is able to liaise in relation to your questions
regarding progression to programmes at Plymouth University.
Progression routes are correct at the time of publication but they may be subsequently amended.
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.
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Teaching Methods and Assessments
A: Development of Knowledge and Understanding
 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
Learning and Teaching Strategy/Method
Primary
 Lectures and tutorials
 Laboratory practicals and fieldwork
 Learning from work experience
 Workshops with partner
organisations
NB: Benchmark References
Foundation Degree benchmark 42
Biosciences:
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)
Assessment
Key knowledge and understanding is
assessed via a combination of end of
topic tests, examinations, fieldwork and
laboratory reports, essays, presentations
and seminar performances.
B: Cognitive and Intellectual Skills
Learning and Teaching Strategy/Method

Primary
 Class exercises
 Tutorial/seminar discussions
 Feedback via coursework assessment
process (essays etc)
 Laboratory practicals and fieldwork


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
Secondary
 Visits to aquaria and relevant
science/ natural history education
venues
 Case studies
 Directed independent study
 Problem-solving exercises
Secondary
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
them effectively in written, oral or in other forms;
Abstract analysis and synthesis
Understanding of subject-specific theories, paradigms,
concepts and principles and some understanding of more
specialised areas
NB: Benchmark References
For example:
 Policy and practice analysis in
seminars
 Computer-based practicals on data
and measurement problems
ES3 Benchmark Table 1: intellectual skills ( Typical
performance)
Assessment
 Assessed discussions
 Essays/projects/dissertations
 Examinations/tests
 Coursework/groupwork on practical
application questions
C: Key Transferable Skills
Learning and Teaching Strategy/Method
By the end of the programme the student will be able to:
(for example)
 communicate about their subject appropriately to a
variety of audiences using a range of formats and
approaches, using appropriate scientific language)
 identify individual and collective goals and responsibilities
and perform in a manner appropriate to these roles, in
particular those being developed through practical,
laboratory and/or field studies
 recognise and respect the views and opinions of other
team members; negotiating skills
 develop the skills necessary for self-managed and lifelong
learning (eg working
 independently, time management, organisational,
enterprise and knowledge transfer skills)
 identify and work towards targets for personal, academic
and career development
 develop an adaptable, flexible and effective approach to
study and work.
NB: Benchmark References
Biosciences 3.8a
Biosciences 3.9a&b
Biosciences 3.10a,b & c
Primary
Library and other research exercises
Group work awareness and practice
Computer-based learning and
assessment
Biosciences (generic standards – threshold 2, typical, 5)
Secondary
Class and seminar interactions and
feedback
Assessment
 Coursework of all types
 Examination preparation and
completion
 Assessed discussions
 Group work assessments
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D: Practical Skills
Learning and Teaching Strategy/Method







Ability to describe and record materials in the field and
laboratory
 Ability to interpret practical skills in a logical manner
 Ability to use appropriate laboratory and filed equipment
competently and safely
 Ability to plan, conduct and present an independent
project with limited reliance on guidance
 Ability to present research findings in a number of
formats effectively and appropriately
 Ability to relate investigations to prior work and to
reference work appropriately
NB: Benchmark References
ES3 : Practical Skills (Typical Performance)
Work-centred practise
Laboratory and fieldwork
Individual Projects
Designated tasks
Lectures and tutorials
Learning from work
Assessment
 Project work
 Assignment tasks for Fieldwork and
Laboratory practicals
E: Employment Related Skills
By the end of the programme the student will be able to:

developing the skills necessary for self-managed and
lifelong learning (eg working independently, time
management and organisation skills);
 identifying and working towards targets for personal,
academic and career development
 develop an adaptable, flexible and effective approach to
study and work
NB: Benchmark References
Biosciences 3.9a
Biosciences 3.9b & c
Assessment
 Project work
 Competence in a range of businessrelated communication techniques
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Foundation Degree Intended Learning Outcomes Map
1
Graduate Attributes and Skills
Core Programme Intended Learning Outcomes
The FHEQ requirements are already given here in italics
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 area
of study or principles of their area(s) of study. In particular:
 the major theories of the discipline(s) and an awareness of a
variety of ideas, contexts and frameworks
 the wider social and environmental implications of area(s) of
study and is able to debate issues in relation to more general
ethical perspectives
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. In particular to:
have ability in a range of practical bioscience techniques including
data collection, analysis and interpretation of those data, and testing
of hypotheses
 Abstract analysis and synthesis
 Basic understanding of subject-specific theories, paradigms,
concepts and principles.
Certificate Level
2
3
4
Aim
Subject Benchmark
NB refer to
relevant
Aim(s)
Biosciences:
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)
a, b, d
Related Core Modules
Marine Science
Diversity, Classification and
Evolution
Ecology of Aquatic Systems
b, c
Biosciences (generic standards
– threshold 2)
All modules
ES3 Benchmark Table 1:
intellectual skills ( Threshold
performance)
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Key / Transferable Skills (generic)
Students will 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; and to communicate the results of
their study/work accurately and reliably, with structured and coherent
arguments. . In particular to:
 interact effectively within a team / learning group,
 manage learning using resources for the discipline
 communicate effectively in a manner appropriate to the discipline
(in standard English oral, written, using ICT)
 take responsibility for own learning with minimum direction
 manage information with the ability to select appropriate data
from a range of sources and develop appropriate research
strategies
Practical Skills (subject specific)
 Basic ability to describe and record materials in the field and
laboratory
 Basic ability to interpret practical results
 Basic ability to use appropriate laboratory and field equipment
safely
 Basic ability to plan, conduct and present an independent project
with limited reliance on guidance
 Basic ability to present results of investigations in a number of
formats
 Basic ability to relate investigations to prior work and to reference
appropriately
h, f, e, c
Personal & Professional
Development
Work based experience
b, e, f, c, e
ES3 : Practical Skills (Threshold
performance)
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Marine Science
Ecology of Aquatic Systems
Individual Research Project
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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
 developing the skills necessary for self-managed and lifelong
learning (eg working independently, time management and
organisation skills);
 identifying and working towards targets for personal, academic
and career development
Other
 developing an adaptable, flexible, and effective approach to study
and work
 identifying individual and collective goals and responsibilities and
performing in a manner appropriate to these roles;
 recognising and respecting the views and opinions of other team
members; negotiating skills;
f, g,h
Biosciences 3.9a
Personal & professional
Development
g
Biosciences 3.9b
Work-based learning
h
Biosciences 3.9c
All modules
h
Biosciences 3.8a
Work based study
h
Biosciences 3.8b
Bioethics
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Foundation Degree Intended Learning Outcomes Map
Intermediate level
1
Graduate Attributes and Skills
2
Core Programme Intended Learning Outcomes
Aim(s)
(as worded in the Programme Specification)
The FHEQ requirements are already given here in italics
Knowledge/ Understanding
NB refer to
knowledge and critical understanding of the well-established principles of their relevant Aim(s)
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 ) an
understanding of the limits of their knowledge, and how this influences analyses
and interpretations based on that knowledge . In particular:
a, b,
 Understanding of subject-specific theories, paradigms, concepts and
principles and some understanding of more specialised areas
b
 Discuss and demonstrate comprehension of nutrient and energy flow
through individuals, populations and communities
c, d
 Discuss and critically analyse patterns of distribution of organisms in relation
to biotic and abiotic factors
 Evaluate the impacts of harvesting resources, controlling pest / pathogens
and different approaches to species management
3
4
Subject)
Related Core Modules
Benchmark
(specific reference)
NB refer to relevant
benchmark(s)
ES3 Benchmark
Table 1: intellectual
skills (Threshold
performance)
All modules
Biosciences
Benchmark
(Ecology &
environmental
biology, p11 –
Good)
Ecology of Aquatic Systems
Bioethics
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Cognitive / Intellectual Skills (generic)
Students will be able to demonstrate an ability to apply underlying concepts and
principles outside the context in which they were first studied. In particular to: In
particular to:
 Understanding of subject-specific theories, paradigms, concepts and
principles and some understanding of more specialised areas
 Have a secure and accurate understanding of the explanation of biological
phenomena at a variety of levels ( from molecular to ecological systems) and
be able to understand the relationship of evolutionary theory to their area of
study
Key / Transferable Skills (generic)
Students will be able to demonstrate an ability to evaluate critically the
appropriateness of different approaches to solving problems in the field of study;
use a range of established techniques to initiate and undertake critical analysis of
information, and to propose solutions to problems arising from that analysis and
effectively communicate information, arguments, and analysis, in a variety of
forms, to specialist and non-specialist audiences, and deploy key techniques of
the discipline effectively. In particular to:

Be able to construct reasoned arguments to support their position on the
ethical and social impact of advances in the biosciences
ES3 Benchmark
Table 1: intellectual
skills (Threshold
performance)
All modules
Biosciences
benchmark
(Generic standards,
Typical)
All modules esp Marine
Science; and Diversity,
Classification & Evolution
Biosciences
benchmark
(Generic standards,
Typical, 5.8)
Bioethics
b,c
d, e
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Practical Skills (subject specific)
 Ability to describe and record materials in the field and laboratory
 Ability to interpret practical results in a logical manner
 Ability to use appropriate laboratory and field equipment competently and
safely
 Ability to plan, conduct and present an independent project with limited
reliance on guidance
 Ability to present research findings in a number of formats effectively and
appropriately
 Ability to relate investigations to prior work and to reference work
appropriately
Employment-related skills
Students will be able to demonstrate an ability to apply subject principles in an
employment context; undertake further training, develop existing skills and
acquire new competencies that will enable them to assume significant
responsibilities within organisations and demonstrate the qualities and
transferable skills necessary for employment requiring the exercise of personal
responsibility and decision making. In particular to:

Have well-developed strategies for updating, maintaining and enhancing
their knowledge of the biosciences
b
b
ES3 : Practical Skills
(Typical
Performance)
b
Marine Science
Ecology of Aquatic Systems
Individual Project
b,e,f
b, c, e
g, h
Biosciences
benchmark
(Generic standards,
Typical, 5.8)
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Professional Development
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College: Cornwall College
Year: 2014/2015
PU Course Code: 3771
Programme: FdSc Marine Conservation
Mode of Attendance: Full Time
Total Credits: 240
Stage 1
Module Code
Module Title
CORC1013C
CORN115
CORN128
CORN160
CORN135
CORN159
Personal and Employability Skills
Development
Diversity, Classification and Evolution
Ecology of Aquatic Systems
Biological Principles
Marine Survey Techniques
Marine Science
Module Code
Module Title
CORN267
NQS219
CORN270
Algal and Coral Biology and Culture
Individual Research Project
Marine Vertebrate Biology and
Conservation
Fish Ecology
Marine Invertebrates
Marine Conservation in Practice
No. of
Credits
20
Core /
Optional
Core
20
20
20
20
20
Core
Core
Core
Core
Core
No. of
Credits
10
20
20
Core /
Optional
Core
Core
Core
20
20
20
Core
Core
Core
Stage 2
CORN290
CORN291
CORN236
Students will choose one of the following optional modules:
CORN202
Aquaria and Conservation of Aquatic
10
Organisms
CORN268
Contemporary Issues in Marine
10
Conservation
Optional
Optional
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College: Cornwall College
Year: 2014/2015
Course Code: 3771
Programme: FdSc Marine Conservation
Mode of Attendance: Part Time (Indicative)
Total Credits: 240
Year 1
Module Code
Module Title
CORC1013C
CORN115
CORN128
CORN159
Personal and Employability Skills
Development
Diversity, Classification and Evolution
Ecology of Aquatic Systems
Marine Science
Module Code
Module Title
CORN160
CORN135
CORN290
CORN267
Biological Principles
Marine Survey Techniques
Fish Ecology
Algal and Coral Biology and Culture
No. of
Credits
20
Core /
Optional
Core
20
20
20
Core
Core
Core
No. of
Credits
20
20
20
10
Core /
Optional
Core
Core
Core
Core
Year 2
Students will choose one of the following optional modules:
CORN202
Aquaria and Conservation of Aquatic
10
Organisms
CORN268
Contemporary Issues in Marine
10
Conservation
Optional
Optional
Year 3
Module Code
Module Title
CORN270
Marine Vertebrate Biology and
Conservation
Marine Invertebrates
Marine Conservation in Practice
Individual Research Project
CORN291
CORN236
NQS219
No. of
Credits
20
Core /
Optional
Core
20
20
20
Core
Core
Core
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3. Module Records
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