Academic Partnerships Template
Plymouth University
Academic Partnerships
Cornwall College
Newquay
Programme Quality
Handbook for
FdSc Wildlife Education and Media
2014 – 15
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
Page 1 of 34
Academic Partnerships Template
Contents
1.
Welcome and Introduction to Wildlife Education and Media ................................................................... 3
2.
Programme Specification ........................................................................................................................... 4
3.
Module Records ....................................................................................................................................... 20
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
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1. Welcome and Introduction to Wildlife Education and Media.
Welcome to the Foundation Degree in Wildlife Education & Media. 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:
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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
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Academic Partnerships Template
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
FdSc Wildlife Education and Media
Awarding Institution:
Teaching Institution:
Accrediting Body:
Final Award:
Intermediate Awards:
Programme Title:
UCAS Code:
JACS Code
Benchmarks
Date Produced:
Plymouth University
Cornwall College
Plymouth University
FdSc or FdSc with Distinction
Certificate of Higher Education (CertHE)
Wildlife Education and Media
C390
FDQ Benchmark (2004)/QAA Benchmarks – Sections of Earth Sciences,
Environmental Sciences and Environmental Studies (2000); Communication,
media, film and cultural studies (2002); Biosciences (2002) and Education
Studies (2002)
2005
Admissions Criteria:
Qualification(s) Required for Entry to
the FdA or FdSc
Candidates must have:
Functional/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
HNC/D
VDA: AGNVQ, AVCE, AVS
Access to HE
Comments
Level 2 Numeracy and Literacy
Normally Maths and English, Science at grade C or above–
desirable
120 UCAS Tariff points from any combination of A-level/ASlevel/ Vocational A-level including at least one subject studied
to A2-level.
National/Extended Diploma with a profile of at least Pass Pass
Pass (PPP); Advanced National Certificate – Credit overall
Minimum of a pass in Advanced GNVQ in science at level 3
Pass
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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 Add Academic
Individuals may be considered for APCL or APEL in accordance
Regs link)
with the academic regulations
Interview/portfolio requirements
Mature students would have to demonstrate at interview the
necessary motivation, potential, experience and/or
knowledge.
Criminal Record Bureau (CRB) clearance
required
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 Wildlife Education and Media Foundation Degree has been developed by Cornwall College Newquay
and the Plymouth University, working closely with Newquay Zoo, Blue Reef Aquarium and local secondary
schools.
The course concerns the communication of scientific knowledge which is becoming increasingly important
at both local and national levels. The course aims to equip you with the necessary skills to talk to a variety
of audiences about science and wildlife through a range of media.
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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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Aims of the Programme:
The programme is intended to:
a. An enthusiasm for learning, in general, and biological science, natural history and education, in
particular.
b. An understanding of the political, economic and sociological context of wildlife science and
conservation, wildlife education, public relations and the media.
c. The ability to communicate effectively in a range of contexts relating to wildlife science and
conservation, and be confident in using a range of media.
d. Knowledge, understanding and skills in fundamental biology, wildlife science and conservation,
wildlife education, public relations and the media.
e. The ability to critically think about, assess and evaluate scientific issues.
f. The ability to become autonomous learners equipped to cope with third year degree studies.
g. The ability to identify and plan for suitable careers and be effective at applying for employment.
h. The wider skills needed to be successful in employment in a formal or informal educational role.
Programme Intended Learning Outcomes:
By the end of this programme the student will be able to:
1. Demonstrate knowledge of the fundamentals of biological science.
2. Demonstrate an understanding of the political, economic and sociological context of wildlife-related
education and conservation.
3. Communicate using a range of media on issues relating to science and natural history.
4. Initiate and undertake critical analysis of scientific evidence and to communicate scientific
information effectively to different target audiences
5. Function as autonomous learners equipped to cope with third year degree studies.
6. Plan for suitable careers and be effective at applying for employment.
7. Demonstrate the wider skills needed to be successful in employment in a formal or informal
educational role.
8. Evaluate evidence, arguments and assumptions, to reach sound judgements, and to propose
solutions to problems arising from their evaluations and judgements.
Progression Route(s)
Providing that you achieve an overall mark of 40% in the Foundation Degree and complete bridging
modules, worth 40 credits at the University, you will be able to progress on to the third year of the BSc
(Hons) Animal Conservation Science or Biosciences at Plymouth University. There is no requirement to pay
to undertake the bridging module if you choose to continue your studies.
You may also use the credits that you have gained to apply for entry to other degree courses, such as the
BSc (Hons) Environmental Resource Management and BSc (Hons) Applied Zoology at Cornwall College (see
earlier qualifications requirements).
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Teaching methods and assessments
A: Development of Knowledge and Understanding
 By the end of the programme the student will be able to:
 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
 awareness of the underlying values and principles
relevant to Education Studies
 knowledge of the diversity of learners and the
complexities of the education process
 an awareness of the different contexts in which learning
can take place and the range of different roles of
participants in the learning process (including learner and
teacher)
 some understanding of the societal and organisational
structures and purposes of educational systems
an understanding of the role of technology in terms of media
production, access and use;
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)
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
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Molecular aspects of Biology (threshold 5 & 8)
Organisms (threshold 2,6,7 &8)
Ecology & Environmental Biology (threshold 7)
Education studies (Knowledge and understanding
threshold & modal 1-4)
Communication, media, film and cultural studies(3.1.6)
B: Cognitive and Intellectual Skills
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
 The ability to engage critically with major thinkers,
debates and intellectual paradigms within the field and
put them to productive use;
 a basic ability to analyse educational concepts, theories
and issues of policy in a systematic way
Problem solving and research skills
NB: Benchmark References
Biosciences (generic standards – threshold 2, good, 5)
Communication, media, film and cultural studies (5.2 &
4.1.1)
Education (Application –threshold 1)
Learning and Teaching Strategy/Method
Primary
Class exercises
Tutorial/seminar discussions
Feedback via coursework assessment
process (essays etc)
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;
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
Assessed discussions
Essays/projects/dissertations
Examinations/tests
Coursework/groupwork on practical
application questions
Student presentations
Secondary
Class and seminar interactions and
feedback
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
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
NB: Benchmark References
Education Studies (transferable skills – modal)
Biosciences (Generic standards –good, 1&6)
Education studies (Transferable skills, modal, 3)
Education studies (reflection- modal, 1&2)
D: Employment Related Skills
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
Assessment
Coursework of all types
Examination preparation and completion
Assessed discussions
Group work assessments
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
By the end of the programme the student will be able to:
 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
Education Studies (transferable skills 2)
Earth Science, Environmental Sciences (3.3.6 & 3.3.5)
Communication, media, film and cultural studies (4.3.1)
Learning and Teaching Strategy/Method
Laboratory work
Projects
Designated tasks
Lectures and tutorials
Learning from work
Practical industry related sessions
Assessment
Project work
Competence in a range of business-related
communication techniques
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Learning Outcomes Maps for FdSc Wildlife Education & Media at HE Levels 4 and 5 at Programme inception – note: some module codes have changed and
have been superseded.
Learning Outcomes Map
1
Graduate Attributes and Skills
Core Programme Intended Learning Outcomes
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
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 in their
field of study and the way in which those principles have developed
engagement with the essential facts, major concepts, principles and theories
associated with the chosen discipline. Knowledge of the processes and
mechanisms that have shaped the natural world in terms, for example, of the
spread of time from the geological to the present and of complexity from the
environmental to the cellular. The influence on living systems of human activities
(and the converse) could also be considered;
familiarity with the terminology, nomenclature and classification systems as
appropriate;
awareness of the underlying values and principles relevant to Education Studies
knowledge of the diversity of learners and the complexities of the education
process
an awareness of the different contexts in which learning can take place and the
range of different roles of participants in the learning process (including learner
and teacher)
an understanding of the role of technology in terms of media production, access
and use;
Level 4
Programme Aim
Programme Learning
Outcome
Related Core Modules
ZOO4, WEM101,WEM203
1-5, 7-13
c, d
WEM102,WEM103,ZOO4,
ZOO7,ZOO16,WEM207
a, d
WEM103
d
WEM101, WEM 201
h
WEM101,WEM201
b, h
WEM101, WEM 201,
WEM203
h
WEM102, WEM202,
WEM203
b
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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:
 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;
 a basic ability to analyse educational concepts, theories and issues of policy in
a systematic way
e
ALL MODULES
e
ALL
e
ZOO4, ZOO6
c
ALL MODULES
e
ALL MODULES
b
WEM101, WEM203
Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15
WEM101, WEM201
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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:
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
WEM203
c, h
WEM203,ZOO4,ZOO6,
ZOO14
c, e
ZOO6
d, h
ZOO6, WEM209
d, h
WEM101, WEM203
h
WEM203
e
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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. 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. CORN118 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 NQS101 Business Studies for the
Environmental Sector 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, CORN171,
NQS101, CORC1013
2, 5-7, 9,
ZOO3
ZOO4, ZOO6
d, f, h
ZOO1, ZOO3, NQS219
f
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Academic Partnerships Template
Level 5
Foundation Degree Intended Learning Outcomes Map
1
Graduate Attributes and Skills
Core Programme Intended Learning Outcomes
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 in
their field of study and the way in which those principles have developed
 engagement with the essential facts, major concepts, principles and theories
associated with the chosen discipline. Knowledge of the processes and
mechanisms that have shaped the natural world in terms, for example, of the
spread of time from the geological to the present and of complexity from the
environmental to the cellular. The influence on living systems of human
activities (and the converse) could also be considered;
 familiarity with the terminology, nomenclature and classification systems as
appropriate;
 awareness of the underlying values and principles relevant to Education
Studies
 knowledge of the diversity of learners and the complexities of the education
process
 an awareness of the different contexts in which learning can take place and
the range of different roles of participants in the learning process (including
learner and teacher)
 an understanding of the role of technology in terms of media production,
access and use;
Programme Aim
Programme Learning Related Core Modules
Outcome
ZOO4, WEM101,WEM203
1-5, 7-13
c, d
WEM102,WEM103,ZOO4,ZO
O7,ZOO16,WEM207
a, d
WEM103
WEM101, WEM 201
d
WEM101,WEM201
h
WEM101, WEM 201,
WEM203
b, h
WEM102, WEM202,
WEM203
h
b
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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:
 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
e
ALL MODULES
e
e
c
e
e
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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:
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 (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
ALL
WEM203
c, h
WEM203,ZOO4,ZOO6,
ZOO14
c, e
ZOO6
d, h
ZOO6, WEM209
d, h
WEM101, WEM203
h
WEM203
e
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Employment-related skills
Students will be able to demonstrate an ability to apply subject principles in an
employment context possibly different from that in which they were first studied;
undertake further training, develop existing skills and acquire new competencies
that will enable them to assume significant responsibilities within organisations
and demonstrate the qualities and transferable skills necessary for employment
requiring the exercise of personal responsibility and decision making. In
particular: CORN219/220 are related to National Science Week activities.
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
1-3, 4-8
CORN219/220
c, h
2, 5-7, 9,
ZOO3
ZOO4, ZOO6
d, f, h
ZOO1, ZOO3, NQS219
f
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Programme Structure Diagrams
College: Cornwall College
Year: 2014/2015
PU Course Code: 3062
Programme: FdSc Wildlife Education and Media
Mode of Attendance: Full Time
Total Credits: 240
Stage 1
Module Code
Module Title
No. of
Credits
Core /
Optional
CORN153
CORC1013C
10
20
Core
Core
CORN171
CORN157
CORN142
CORN155
CORN144
WEM102
Introduction to Animal Behaviour
Personal and Employability Skills
Development
Introduction to Zoology
Introduction to Ecology
Wildlife Education
Evolutionary Theories
Fieldwork Techniques
Wildlife and the Media
20
10
20
10
10
20
Core
Core
Core
Core
Core
Core
Module Code
Module Title
No. of
Credits
Core /
Optional
CORN270
Marine Vertebrate Biology and
Conservation
Education and Interpretation in
Public Spaces
Educational Event Management
Communicating Science and
Natural History
Primate Behaviour and Learning
Individual Project
Introduction to Avian Biology and
Conservation
20
Core
20
Core
20
20
Core
Core
10
20
10
Core
Core
Core
Stage 2
CORN219
CORN220
CORN221
CORN263
WEM209
ZOO216
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College: Cornwall College
Year: 2014/2015
PU Course Code: 3062
Programme: FdSc Wildlife Education and Media
Mode of Attendance: Part Time (Indicative)
Total Credits: 240
Year 1
Module Code
Module Title
No. of
Credits
Core /
Optional
CORN171
Introduction to Zoology
20
Core
CORN142
Wildlife Education
20
Core
CORN155
Evolutionary Theories
10
Core
CORN144
Fieldwork Techniques
10
Core
Year 2
Module Code
Module Title
No. of
Credits
Core /
Optional
CORN153
Introduction to Animal Behaviour
10
Core
CORC1013C
Personal and Employability Skills
Development
20
Core
CORN157
Introduction to Ecology
10
Core
WEM102
Wildlife and the Media
20
Core
No. of
Credits
20
Core /
Optional
Core
20
Core
20
Core
No. of
Credits
20
Core /
Optional
Core
Year 3
Module Code
Module Title
CORN270
Marine Vertebrate Biology and
Conservation
Education and Interpretation in Public
Spaces
Educational Event Management
CORN219
CORN220
Year 4
Module Code
Module Title
CORN221
Communicating Science and Natural
History
CORN263
Primate Behaviour and Learning
10
Core
WEM209
ZOO216
Individual Project
Introduction to Avian Biology and
Conservation
20
10
Core
Core
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3. Module Records
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