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Plymouth University

Academic Partnerships

DUCHY COLLEGE (Stoke Climsland)

Programme Quality Handbook

FdSc Estate and Farm Enterprise Management

Academic Year 2016-2017

If you require any part of this Handbook in larger print, or an alternative format, please contact:

HE Operations

Tel: (01209 616256)

E-mail: ([email protected])

Please note:

All the information in this Handbook is correct at the time of printing.

The Cornwall College Group is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the College interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.

Contents1Welcome and Introduction to……..42Programme Team53Personal Tutor63.1Plymouth Portal74Programme Details84.1Enhancement Activities84.2Progression through the programme84.3HE Careers Guidance – Cornwall College94.4HE Careers Guidance – Plymouth University95Employment Opportunities96Teaching, Learning and Assessment106.1Referencing Guides107Assessment Schedules and Feedback108Student Feedback148.1Student Representation and Enhancement148.2Student Perception Surveys148.3Closing the Feedback Loop158.4Programme Committee Meetings (PCM)158.5Complaints168.6Extenuating Circumstances169Appendix179.1Programme Specification17

Welcome and Introduction to FdSc Estate and Farm Enterprise Management

Welcome to FdSc Estate and Farm Enterprise Management. The College is delighted that you have chosen to study with us. We are sure you are going to have a great time here and will get a great deal from the programme.

The FdSc Estate and Farm Enterprise Management programme is designed to prepare a challenging and exciting career for anyone interested in the broad range of enterprises associated with the land. The course comprise of the related enterprises which identifies Farm Estates. It encompasses farming enterprises and countryside management and also includes Forestry, Game and Fisheries management as key enterprises. Knowledge of these aspects of the rural sector is enhanced with industry visits and work placement. The curriculum will explore common areas confronting Estate Managers and Farm Managers at the current time, for example whole farm reviews and diversification, building conversion, tourism, landlord tenant issues, rural pursuits, the use of renewables, and access to the countryside and conservation.

This programme:

· Develop a thorough understanding of the management of estate resources and farm enterprises.

· Provide graduates the theories of rural business innovations to a range of estate businesses and enterprises.

· Apply a range of practical skills and competencies at a management level in a range of rural businesses.

· Examine the impact of economic policy, enterprise finance and technology on the rural sector

· Develop personal qualities and attitudes essential for this sector.

This programme benefits from delivery by an experienced team with professional links with the Game and Wildlife Conservation Trust, British Association of Shooting and Conservation (BASC), National Gamekeepers Organisation (NGO), National Trust, Royal Society for the Prevention of Cruelty to Animals (RSPCA), Westcountry Rivers Trust (WRT), Linking Farming and Environment (LEAF), Royal Society for the Protection of Birds (RSPB), Cornwall Wildlife Trust, Devon Wildlife Trust and Duchy Woodlands.

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.

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 Handbook which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook available here:

https://www.plymouth.ac.uk/your-university/governance/student-handbook.

Programme TeamProgramme Manager

Dr Jurie Intachat Module Lead Tutor for Research Project

Jurie holds a BSc in Agricultural Sciences and has a DPhil in Conservation Biology. She leads the Higher Education team in the areas of Conservation, Countryside and Rural Business for the Rural Economy sector. She worked as Senior Researcher in Entomology for 10 years at the Forest Research Institute Malaysia before moving into higher education teaching in the UK 15 years ago. She supervised Research Masters (ResM) students for Plymouth University at Duchy College and is also involved in the review of academic publications. Her research interests focus on entomology (in particular moths) in relation to environmental changes. She is a fellow of the Royal Geographical Society.

Contact details: [email protected]; Tel. 01579 372299, Rural Business School

Module Leaders and Delivery Staff

Sarah Burchett Module Leader for Habitat and Species Management

Sarah holds a BSc (Hons) degree in Biological Sciences and a Master of Research degree in Applied Marine Science. She has worked at Plymouth University in a variety of capacities including teaching and research for 12 years, and has been an Associate Lecturer there for the last 4 years. During this time Sarah has been subject-lead in many habitat-based field trips in the UK and overseas. She has also co-authored a book entitled ‘An Introduction to Wildlife Conservation in Farming’, and is a keen advocate of maintaining natural habitats in the British countryside and beyond. In her spare time Sarah likes to go sub-aqua diving, snorkelling, kayaking, hill walking and gardening.


Sam Walker Module Leader for Estate Management

Sam Walker graduated from Harper Adams Agricultural College with a BSc (Hons) in Land Management. Subsequently employed as an Assistant Farm Manager in Marondera, Zimbabwe, then Crop Manager in Papua New Guinea for the Commonwealth Development Corporation, Farm Manager on large scale arable farm in Cambridgeshire, Organic Arable Manager in Sussex and Farm Manager on large estate in North Devon. Sam currently runs his own arable and beef farm and teaches on the FdSc Agriculture programme three days a week.

Contact details: [email protected]; Tel. 01579 372278, Agriculture & Countryside.

Paul Ward Module Leader for Rural Enterprise Diversification

Paul holds a BSc (Hons) in Agriculture, a MSc in Tropical Health and Production and a postgraduate teaching qualification. He is currently Manager of the successful Healthy Livestock project, an innovative Rural Development Programme for England (RDPE)-funded initiative to improve the profitability of livestock farmers across the South West and several projects include animal health, nutrient management, food chain linkages and the effects and mitigation of climate change on agriculture. He edits the Rural Business School Newsletter. He has over twenty years’ experience of working in training, research and management of multi-million pound livestock projects in developing countries (Egypt, Nicaragua, Oman, Peru, Sudan) in addition to his work in the UK.


Peter WalkerModule Leader for Estate and Farm Enterprise Management in Practice

Peter is currently working as Team lead for in Agriculture, Agricultural Engineering Countryside Conservation and Gamekeeping at Duchy College and has a broad knowledge and understanding of teaching and curriculum. Having gained a degree in Environmental Studies he has taught for 28 years in both Agricultural and Environmental topics in Further and Higher. Throughout his career he has continued to develop his professional management qualifications at level 4 and 5 and his research skills in Landscape as part of the course delivery. .

Contact details: [email protected]; Tel. 01579 372277, Agriculture & Countryside Office

HE ASSISTANT REGISTRAR: Michelle (Mitch) Inglis. What does the HE Assistant Registrar (HEAR) do? The HEAR is your point of contact in HE Operations for all administrative paperwork to do with the programme. She can be contacted on: Telephone: 01209 617759 or Ext 3759.

Email: [email protected]

Personal Tutor

Your personal tutor should be the first person at the College that you speak to if you are having any personal difficulties that are affecting your studies. These could be academic, financial, health-related or another type of problem. Your personal tutor is there to provide additional academic and personal support concerning issues that may affect your studies. Personal Tutors are particularly important for students in their first year, helping them to manage the transition from school or the workplace to university-style life. Personal tutors also assist with helping you to engage with important aspects of preparation for your career and or progression to further study and profiling your progress through the programme.

Your main support for academic issues relating to specific modules will be the lecturer who is teaching that module. Your tutor will be the person who; if the College is asked, will write a personal reference for you during, or on completion of your studies.

Programme staff will communicate with students in the following ways:

· Email -staff will communicate with you via your college and/or university email. In order to maintain professionalism staff will NOT communicate with you directly using your personal email. If you do not wish to regularly check BOTH your College and Plymouth University emails you must ensure that these are forwarded to your personal email address.

· Text messaging – Under exceptional circumstances staff may contact you via text. Please ensure that your Programme Manager has your current mobile number.

· College/Institution intranet / virtual learning environment – For module level communications staff use the Moodle Site. Please make sure that you are enrolled onto all of your modules.

· HE Operations Moodle Pages – this site houses a vast array of information relevant to your time at the College.

· Plymouth University Student Portal (see section below)

· Programme Notice-Board in the Parsons Building

· HE bulletins

· Social Media – Closed group Facebook group If the cohort wishes a closed Facebook may be set up. This has worked successfully in the past but it is important that it remains closed.

· Link to College/Institution campus map or details: https://www.cornwall.ac.uk/sites/default/files/documents/Stoke%281%29.pdf

· Links to disability support teams: https://www.cornwall.ac.uk/university/support-during-your-degree

The university personal tutoring policy is available for information and guidance.

Plymouth Portal

As a Plymouth student you are able to access the University’s e-resources through the Plymouth portal (the University’s internal staff and student website).

There is access to over £2 million of e-resources and e-journals in a variety of different subject ranges which can be used to support your studies. An excellent library guide has been developed to help you access these resources off campus and this also links you to subject specific resources. This link takes you to the universities library guide homepage http://plymouth.libguides.com/partners.

In addition the University has created a Student Study File available at www.studywithplymouth.ac.uk which signposts you to a wealth of resources including UPSU (Plymouth Student Union), Study Skills Guides and using the portal.

You will automatically have a Plymouth University e-mail account accessed through myEdesk, E-mail, calendar, contacts, (OWA) structured as follows: [email protected]. Your password will always be given in this format Dob.dd/mm/yyyy e.g Dob.10/07/1984 . You can change your password once into the portal however please make sure it is something memorable as you will need it throughout your studies.

There are instructions located on the student study file on how to forward your University emails to your preferred email address to ensure you obtain the necessary Plymouth communications throughout your studies.

To change your password at any time - click on the ‘Change Password’ on the top right hand side of the homepage.

If you have forgotten your passwords please go to http://www.plymouth.ac.uk/password and you can reset it easily. Alternatively you can go to HE Operations who will be able to reset it for you as well.

To access the portal type http:///student.plymouth.ac.uk into your browser OR if you want to go in via the extranet type www.plymouth.ac.uk and then click on Internal Students.

Enter the username and password given to you from your programme manager or Learning Resource Staff member.

The Student Community on the Portal signposts you to many resources including:

· E-resources, journals, databases - click on the myEdesk, Library, Media & IT (TIS)

· University student services and learning resources

· Link into UPSU, the University’s Student Union

· Academic information and regulations including the University student handbook

· How to work safely on the web

Programme Details

Enhancement ActivitiesWhilst enrolled on the BSc (Hons) Rural Business Management you will have the opportunity to conduct consultancy work within the discipline. You will be encouraged to pursue your own research ideas and contribute towards the future developments and understanding within the rural industry. You will also have the opportunity to work with organisations and businesses of your choice through some of your assessments. In addition, the Rural Business School (www.ruralbusinessschool.org.uk) runs CPD qualifications that the students will be able to access with an additional cost but farm holders may be able to get these qualifications subsided. Career development activities are also available through the Unlocking Cornish Potential http://www.unlocking-potential.co.uk/. Other enhancement activities organised through Plymouth University such as Learning Development http://www1.plymouth.ac.uk/learningdevelopment/Pages/default.aspx or Learning Gateway https://www1.plymouth.ac.uk/learninggateway/Pages/default.aspx are also available.

An important aspect of this degree is its vocational nature. All students are encouraged to seek relevant employment or placement during their studies – that is why the actual ‘teaching’ timetable leaves you with some free time during the week. But additionally, many of the modules have vocational elements, such as practical experience, visits to and from individuals and organisations in your vocational area and simulations.

Rather than separating work related learning into a separate module the college has a policy of embedding work related activities across the programme. This means ensuring that there is a range of experiences which relate closely to employment and work, such as visits, visiting speakers, practical’s in simulated situations. This ensures that students have a very rich environment in which to develop their skills, and observe others working.

Students of Cornwall College are encouraged to develop their PDPs in a variety of ways. The tutorial system, where programme leaders act as personal tutors and see their tutees on a regular basis clearly feeds into the principles of PDP. At the end of each module, students are encouraged to review what they have learnt and how it might contribute to their employability and their personal development. And there is a similar end of term and end of year review conducted by the tutor.

Progression through the programme

Your Programme Manager has access to University staff and is able to communicate your questions regarding progression to programmes at Plymouth University.

If you progress to a Plymouth University honours degree programme, your final Honours Degree classification will be calculated to include marks from each of your levels of study.

10% from Level 4 – calculated from the highest achieved 80 credits. Where modules are arranged in such a way that the 80 credits of ‘highest module marks’ cannot be identified unequivocally, the average for the best 70 credits and 90 credits will be calculated and the student given the best advantage.

30% from Level 5

60% from Level 6

If you progress onto Level 5 of a programme at Plymouth University, then 10% (of the highest achieved 80 credits or where modules are arranged in such a way that the 80 credits of ‘highest module marks’ cannot be identified unequivocally, the average for the best 70 credits and 90 credits will be calculated and the student given the best advantage) will come from your level 4 marks studied previously, 30% of your level 5 aggregate mark will be drawn from the level 5 modules studied at Plymouth University and then 60% from your level 6 aggregate mark at Plymouth University.

HE Careers Guidance – Cornwall College

HE Careers and Employability – please promote to your students

· There is a new HE Careers and Employability section on Moodle; accessible via the Learner Resources tab. This is a really useful resource which both you and your students can use. Please e-mail Heidi Channell with details of any other web resources you use and she will add them to Moodle: [email protected]

· UCAS Applications for Teacher Training open on 27th October.

· Encourage your HE students to access HE Careers Advice by e-mailing Heidi: [email protected]

· Here is a link to the Plymouth University Careers & Employability site which includes the Events Calendar:

http://www.plu.prospects.ac.uk/casa/servlet/casa.jobseeker.event.JSEventServlet?mode=showEv&event_id=SUBOPLU-07072015-EVNT-35658&source=casa.jobseeker.event.JSEventServlet%3Fmode%3DshowCal%26month%3DAll%26eventType%3DO%26seriesStr%3D&stack=null%3Anull

HE Careers Guidance – Plymouth University

As a Plymouth University student you will also be able to access the Plymouth University Careers and Employability Service which can provide a wealth of guidance and support resources.

Employment Opportunities

Whilst studying this programme you will be given the opportunity to develop further personal and employability related skills, through planned module content and also external opportunities. A range of teaching approaches are used to specifically enable you to develop and enhance your communication and team working skills. Employers and other industry professionals also input into the programme giving you further contacts.

Teaching, Learning and Assessment

Your performance in a module will be assessed during the academic year, normally through a combination of coursework and end of year examinations. You must pass the assessments in order to be credited with that module for your award. In addition, some modules may have to be passed as pre-requisites for others taken later in your programme.

The method of assessment varies between modules and your lecturers will advise you of the method(s) to be used. This reflects the need to develop a range of different knowledge, understanding and skills. During your programme you may experience some, or all, of the following types of assessment:

Coursework essay questions

· Coursework group reports

· Coursework case study problems

· Group presentations

· Small group assessed discussions

· Practical’s

· Formal examinations

· In-class tests

· Online assessments

· Portfolios

· Research project

In all cases these are chosen and designed to assess your achievement of the particular learning outcomes for the module. You will be given Assessment Criteria which are used to judge the extent of your achievement.

Please note that ALL assessment marks and results are provisional until confirmed by the Subject Assessment Panel and verified by the Award Assessment Board. If you do well enough, i.e. you average a mark of over 70% over all your modules at the end of your programme then you will qualify for the award of a Foundation Degree with distinction. You should note marks of 70% and over are awarded for outstanding work only.

Please reference the Benchmarking Skills Map within the Programme Specification for further details on how the teaching, learning and assessments are achieved within each module.

Referencing Guides

https://intranet.cornwall.ac.uk/intranet/learning-services/documents/Harvard_Referencing_July13.pdf

Assessment Schedules and Feedback

Each Programme has a designated Moodle page which houses further details of each of the modules contained with a programme. A full assessment schedule will be available via Moodle. Any changes made to the schedule will be done in consultation with the student body and will be fully communicated to the students that are affected.

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FdSc Estate & Farm Enterprise Management Handbook (2016-17)

Examination

Coursework

Practical

MODULE CODE

Examination

Test

Coursework Type

Coursework Type

Practical Type

Practical Type

Level 4

Personal and Employability Skills Development (CORC1013)

Essay 50%

Report 50%

Research Skills(CORD135)

Research Proposal 100%

Soil-Plant-Animal Interactions (CORD1000)

Survey 100%

Understanding the Farm Business (CORD145)

Report 50%

Oral Presentation 50%

Game and Fishery Management (CORD1001)

Practical Log Book 50%

Species Management Plan 50%

Woodland Management (CORD1002)

Management Plan 70%

Presentation 30%

Agricultural Production Systems (CORD1003)

Test 20%

Agricultural Systems and Farm Plans 80%

Level 5

Research Project (CORD2000)

Report 59.5%

Reflective Account 21.5%

Poster 30%

Habitat and Species Management (CORD2051)

Examination 50%

Management Plan 50%

Estate Management (CORD2052)

Examination 50%

Resource Planning 50%

Estate and Farm Enterprise Management in Practice (CORD2053)

Report and reflective log 60%

Presentation 40%

Rural Enterprise Diversification (CORD2054)

Consultancy Business Report 70%

Presentation 30%

Marking stage

Student submits work / sits test / sits examination

Work is marked by Module Leader

Marks collated by Module Leader & submitted to Programme Manager

Work collated & passed to

Module Leader

Internal moderation stage

Students receive initial UNCONFIRMED mark

Unconfirmed mark & feedback back to students within 20 working days


Internal moderation sample selected1.

Moderation by second academic

External moderation stage

External moderation samples selected and moderated by External Examiners


Subject Assessment Panel (SAP) (ratification) stage

CONFIRMED marks issued to students

Marks approved by SAP and forwarded to College Award Assessment Board

Marks submitted to SAP for consideration and approval


1The sample for the internal moderation comprises 20% or 10 assessment pieces minimum. The sample should include a range of assessment pieces including borderlines and fails. For more guidance see the Plymouth University Marking and Moderation policy 2015

Student FeedbackStudent Representation and Enhancement

Student representation for each stage of the programme is made through programme committee membership, which should also reflect on enhancement activities and their impact and sustainability. Furthermore, programme committee meetings are not considered quorate without student representation.

Information for students on the importance of course representation has been developed in partnership with the students along with the course representation cycle. Other useful resources are available within the UPSU partner college pages.

In addition to student presence through programme committee membership, it is noted that students also have representation though the Student Unions of both institutions.

Student Perception Surveys

The National Student Survey (NSS) and Plymouth University’s Student Perception Questionnaire (SPQ) offer the opportunity for the Student Voice to be gathered from students individually. Additionally, there may be local methods for collating survey feedback on individual modules.

Student Perception Questionnaire (SPQ) and National Student Survey (NSS)

All students on Plymouth University courses in partner colleges are given the opportunity to complete a questionnaire (SPQ) between January and March in the first year of their programmes. The questionnaire is arranged under a range of headings, the answers to which give us student views on how effectively we support their learning experience, these include teaching, assessment and feedback, academic support, learning resources, personal development opportunities. Student responses are used only in statistical form to produce a subject level report and to enable comparative data to be prepared at faculty level.

In addition students are asked to participate in the National Student Survey (NSS) at the end of their programme. Both of these provide valuable information to enable staff to improve programmes and the learning experience.

What is the Student Perception Questionnaire (SPQ) and what is it for?

· to give students the chance to tell us what they feel about their experience of teaching and learning at the Cornwall College

· to allow us to identify those issues that are perceived by students as affecting their education, either positively or negatively

· to provide us with a University-wide perspective and to enable staff to prioritise our actions to improve the quality of the educational experience at Cornwall College

What does the survey achieve?

At subject level you can expect the findings of the SPQ to be discussed at staff-student liaison groups and Programme Committee Meetings within the college. A related Action Plan is prepared to address students' concerns and this is in turn linked to the University’s Quality Assurance process, addressed through formal meetings between the University and the college. The Director of Higher Education (HE) will review the questionnaire results with senior managers and programme teams as appropriate.

What is the National Student Survey (NSS) and what does it mean to me?

This national survey is designed to provide information on how universities support the student learning experience. It provides vital information to prospective students and their advisers to help them make an informed choice on what they want to study and where they should study it. The results are shown on the national Unistats website (www.unistats.ac.uk).

The survey is an important tool, both at national level and within the University – it is seeking to capture an overall view of the student experience and the results reflect upon the standing and esteem in which the University is held; it is not the tool to use to offer feedback on local course issues which should be directed as normal through course representatives, tutors, lecturers and the Students Union. The University’s own institutional student perception questionnaire will not be issued to students involved in the national survey to avoid burdening students with too many questionnaires. We will therefore rely heavily on the NSS to secure feedback about the overall student experience.

The survey is carried out by Ipsos MORI, an independent company. It will take the form of a short online questionnaire that should only take around 5 minutes to complete. All eligible final year students will be contacted and invited to complete the survey. So that Ipsos MORI can carry out the survey, the University has been asked to provide contact details for students from its current records (this includes all contact details held by the University, including personal phone numbers). The personal data will not be used for any other purpose than the survey, and will not be passed on to any other parties/companies. All the answers will be kept confidential, with results being published in subject groupings.

Closing the Feedback Loop

This includes programme committee feedback through the student representatives as well as other methods for feeding back on the Student Voice.

For information, please see: http://www1.plymouth.ac.uk/studentvoice/Pages/You-said,-we-did!.aspx).

Cornwall College has developed a student engagement framework which documents the student involvement into quality mechanisms and ensures that feedback on student concerns is delivered in a constructive way and can be demonstrated within the programme action plan. On some campus sites student representatives are governors or on the management committee, and feedback through Student Representatives meetings.

Programme Committee Meetings (PCM)

PCMs exist to enable the core programme team and student representatives to meet formally to strict agendas twice per year. These meetings are in addition to hosting the ALP’s and the EE’s visits, although they may be arranged to align. These meetings are held twice per academic year; autumn and spring. The meeting utilises the standard Plymouth University agenda for each relevant meeting. It is vital that Student Representatives from each academic year of the programme attend the meeting. It is chaired by the Programme Manager; with attendance from module leaders; learning centre staff and HE Operations.

Complaints

The College wants to ensure that its courses and its case of students are of a high quality. However, sometimes things may go wrong and you may want to complain. If this becomes the case then please follow the link below for further details.

https://www.cornwall.ac.uk/about-us/complaints-procedure

If after reviewing the procedure you are unsure of what action you would like to take or require further advice and guidance then please use the following:

E-mail: [email protected]

Extenuating Circumstances

Extenuating Circumstances is a policy to ensure that no student is disadvantaged by circumstances beyond their control; whilst maintaining academic standards. These are circumstances which:

· affect your ability to attend or complete assessment(s)

· are exceptional

· are outside your control

· can be corroborated by independent evidence

· occurred during or shortly before the assessment in question

If your participation in an examination or assessment has been affected by an extenuating circumstance; then you can ask the College to take this info consideration. You can submit a claim for extenuating circumstances to cover last submission of work, no-submission of work or non-attendance at a time specific assessment; such as an examination, test, presentation or performance or a field class.

When making a claim students must ensure that they submit the FULLY completed Extenuating Circumstances form along with the relevant associated evidence as soon as possible, and normally no later than ten working days after the deadline for the submission of the work; or the date of the presentation, performance or test. If you are making an extenuating circumstances claim about coursework, do not wait for a decision on your claim before submitting your work. Please submit the final version of your work within 10 working days of the original deadline. However it would be preferred if the claim was submitted within 5 days in order that it can be dealt with quickly and within the timeframe.

For full details of the Extenuating Circumstances Policy please follow the link below:

https://www.plymouth.ac.uk/uploads/production/document/path/6/6017/160121_Extenuating_Circumstances_Policy_and_Procedures.docx

If you have any queries regarding the submission of the Extenuating Circumstances please speak with your Programme Manager or a member of the HE Operations Team.

Appendix Programme Specification

PROGRAMME SPECIFICATION[footnoteRef:1] [1: This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.]

Programme Title: FdSc Estate and Farm ManagementPartner Delivering Institution: Duchy College, Stoke ClimslandState Date: 2016-17First Award Date: 2016-17Date(s) of Revision(s) to this Document:

This programme specification template aligns with recommendations within the UK Quality Code for Higher Education[footnoteRef:2]. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth University’s procedures for making changes to partnership programmes[footnoteRef:3]. [2: QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf , last accessed 28th July 2014 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]] [3: If required please contact Academic Partnerships Programme Administration for assistance.]

ContentsPS1.Programme Details21PS2. Brief Description of the Programme21PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)21PS4. Exceptions to Plymouth University Regulations22PS5. Programme Aims22PS6. Programme Intended Learning Outcomes (ILO)22PS7. Distinctive Features23PS8. Student Numbers24PS9. Progression Route(s)24PS10. Admissions Criteria26PS11. Academic Standards and Quality Enhancement27PS12. Programme Structure29PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment31PS14. Work Based/ Related Learning41Appendix43

PS1.Programme Details

Awarding Institution:

Plymouth University

Partner Institution and delivery site (s):

Duchy College, Stoke Climsland, Cornwall College

Accrediting Body:

N/A

Language of Study:

English

Mode of Study:

Full Time/Part Time

Final Award:

FdSc Estate and farm Enterprise Management

Intermediate Award:

Cert HE

Programme Title:

FdSc Estate and Farm Enterprise Management

UCAS Code:

09H4

JACS Code:

D440

Benchmarks:

QAA FdSc Benchmark statement and (informed by) - Agriculture, Horticulture, Forestry, Food and Consumer Sciences.

Date of Programme Approval:

21 May 2014

PS2. Brief Description of the Programme

This 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 FdSc Estate and Farm Enterprise Management programme is designed to prepare a challenging and exciting career for anyone interested in the broad range of enterprises associated with the land. The course comprise of the related enterprises which identifies Farm Estates. It encompasses farming enterprises and countryside management and also includes Forestry, Game and Fisheries management as key enterprises. Knowledge of these aspects of the rural sector is enhanced with industry visits and work placement. The curriculum will explore common areas confronting Estate Managers and Farm Managers at the current time, for example whole farm reviews and diversification, building conversion, tourism, landlord tenant issues, rural pursuits, the use of renewables, and access to the countryside and conservation. Delivery by an experienced team with professional links with the Game and Wildlife Conservation Trust, British Association of Shooting and Conservation (BASC), National Gamekeepers Organisation (NGO), National Trust, Royal Society for the Prevention of Cruelty to Animals (RSPCA), Westcountry Rivers Trust (WRT), Linking Farming and Environment (LEAF), Royal Society for the Protection of Birds (RSPB), Cornwall Wildlife Trust, Devon Wildlife Trust and Duchy Woodlands.

S3. Details of Accreditation by a Professional/Statutory Body (if appropriate)

N/A

PS4. Exceptions to Plymouth University Regulations

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

The programme has utilised two 10 credit modules in Year 1. CORD135 (Research Skills) which has already been approved and is a core module throughout all Foundation Degrees with Duchy College, Stoke Climsland. The new 10 credit module CORD1000 (Soil-Plant-Animal Interactions) will also be delivered in the FdSc Estate and Farm Enterprise Management programme as it provides a fundamental basic knowledge and understanding alongside the other three 20 credit modules CORD1001 (Game and Fishery Management), CORD1002 (Woodland Management) and CORD1004 (Agricultural Production Systems) that will be delivered in the same year

PS5. Programme Aims

This programme will deliver:

The overall aims of the Foundation Degree in Estate and Farm Enterprise Management are to:

1. Provide a contemporary curriculum relating to the sustainability of managing estate resources and farm enterprises

2. Develop and enhance knowledge and application of the theories underpinning business innovations to a range of estate resources and farm enterprises

3. Equip students with a wide range of professional, practical, personal and transferable skills that allow them to work autonomously within the land based sector or other related employment or to progress to further study

4. Appraise the impact of economic policy, enterprise finance and technology on the rural sector and

5. Develop the ability to communicate effectively to various audiences using a variety of appropriate media.

PS6. Programme Intended Learning Outcomes (ILO)

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

1. Apply knowledge of the underlying concepts and principles associated with Estate and Farm Enterprise Management and an ability to evaluate and interpret.

2. Appraise and combine the theory, experimental investigation through field work, and development of those principles into applied practice in estate and farm enterprise management.

3. Analyse knowledge and skills gained in specialist contexts to investigate and resolve issues in the business management of rural estates and farm enterprises.

4. Examine sustainability and environmental impact issues on rural resources based on the awareness of current exploitation and the broader social concerns in Estate and Farm Enterprise Management.

5. Assess and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic practices and concepts of Estate and Farm Enterprise Management and

6. Develop existing skills and acquire new competencies in employment skills and continued professional development to enable the students to assume responsibility within organisations

PS7. Distinctive Features

This text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation:

· The College farms the estate with a 270 head dairy herd, 18 pedigree North Devon beef suckler herd and 128 Texel sheep. The College has ambitious plans (a £6M+ investment) to redevelop the dairy buildings, parlour and feeding systems which will result in it being one of the premier teaching resources in the country. There will be two robotic milking machines and one conventional parlour.

· The Duchy College farm is situated within Historic parkland known as Whiteford with remnants of historical features within the landscape. Full archaeological and historical assessment of Whiteford Park is available and was produced by The Historic Environment Service of Cornwall County Council (2004).

· Gamekeeping provision at Duchy College is located on approximately 60 acres of the college farm estate at Duchy Stoke Climsland, Duchy College has developed a small shoot of 450 birds comprising of some rare breeds such as golden amerhurst, and silver reeves.

· The college works closely with Duchy Woodlands and has access to a range of woodland types such as Scots Pine, Western Red Cedar and Douglas fir within a three mile radius. The Duchy of Cornwall has also donated a three acre site at Kelly Bray for practical management to the college.

· Duchy College has three tributaries: Coombeshead Stream, Stoke Water and the third is un-named running through the Estate as well as three ponds which are able to act as fishery resources for the programme.

· The Rural Business School (RBS) has a key role in a number of Defra-funded applied research projects, providing research facilities and expertise, and frequently taking the lead role in knowledge transfer and exchange. In February 2014, RBS has attained a Queen’s Anniversary Prize for Higher and Further Education.

· The 4.7 million Food Innovation Centre with its manufacturing and processing facilities at Duchy College gives a state of the art learning facility unmatched in the South West.

· Duchy College staff are closely linked to local private estates such Kings Nympton Park Lichfield Estate and Boconnoc Estate through shooting activities and participating in beating.

· Duchy College is within close proximity and can easily access Area of Outstanding Natural Beauty (ANOB), Dartmoor National Park, Heritage site, Special Protected Area (SPA), Country Parks and Special Area for Conservation (SCA) and National Nature Reserves.

· Duchy College is surrounded by a range of private livestock farms which make up to a large proportion of livestock farming in the South West.

· Close links with environmental organisations and companies such as Silvanus Trusts, Tamar Valley Service, Defra, and Environment Agency. Duchy College has strong links with BASC, NGO, National Trust, RSPB, WRT, LEAF and the RSPCA.

· High calibre of specialist Duchy College staff specialising in land based topics such as forestry, game keeping, fishery, farm business management and are actively involved in collaborative research with land based industry such as Devon Clinton Estate, Natural England, Westcountry River Trust, Cotehele National Trust.

Rural Business School runs CPD qualifications that the students will be able to access with an additional cost such as Deer Butchery, Deer Stalking, Shotgun Safety Officer, White Water Safety and First Aid courses

PS8. Student Numbers

The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning:

Minimum student numbers per stage = 10

Target student numbers per stage = 15

Maximum student numbers per stage = 20

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.

Students who have completed the FdSc Estate and Farm Enterprise Management will have the opportunity to progress directly to Level 6 study in BSc (Hons) Rural Business Management (Duchy College, Stoke Climsland).

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:

· Key / Functional Skills requirement / Higher Level Diploma:

Level 2 in Literacy & Numeracy / At least One Distinction in appropriate subject

and/or

· GCSEs required at Grade C or above:

Any five subjects passes including English and Mathematics.

Level 3: at least one of the following:

· A Levels required to meet AS/A2/UCAS Points Tariff:

120 UCAS tariff points minimum achieved from at least two full A-levels or equivalent (including one Science subject), Maths and English (minimum grade C, BTEC Extended Diploma in Countryside management (Pass Pass Pass) with merits in mandatory units or other equivalent subjects will be considered

· Advanced Level Diploma:

Advanced Diploma in appropriate subject

· BTEC National Certificate/Diploma:

Advanced Diploma in appropriate subject

· HNC/D:

· VDA: AGNVQ, AVCE, AVS:

Advanced GNVQ/AVCE or NVQ Level 3

· Access to HE or Year 0 provision:

Certificate in appropriate subject

· International Baccalaureate:

Certificate in appropriate subject (to exceed 100 UCAS points)

Diploma (240 UCAS points)

· Irish / Scottish Highers / Advanced Highers:

Level D

Work Experience:

Assessed on application

Other non-standard awards or experiences:

Assessed on application

APL/ APCL[footnoteRef:4] possibilities: [4: Accredited Prior Experiential Learning and Accredited Prior Certificated Learning]

www.plymouth.ac.uk.

.

Interview / Portfolio requirements:

Mature students will normally be required to demonstrate the necessary motivation, potential, experience and/or knowledge at interview

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 programme manager.

Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required:

Students who will be carrying out their placement where they will be in contact with young people under 18 or vulnerable adults must be in receipt of an enhanced DBS. There will be a charge that will be paid by the student and application needs to be completed prior to the placement.

PS11. Academic Standards and Quality Enhancement

The 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.

The following modules are parented by other programmes, as detailed and therefore covered by the respective external examiners:

Modules specific to Estate and Farm Enterprise Management (Mr Matthew Norris-Hill)

· Soil-Plant-Animal Interactions (CORD1000)

· Game and Fishery Management (CORD1001)

· Woodland Management (CORD1002)

· Agricultural Production Systems (CORD1003)

· Habitat and Species Management (CORD2051)

· Estate Management (CORD2052)

· Estate and Farm Enterprise Management in Practice (CORD2053)

· Rural Enterprise Diversification (CORD2054)

Core Module (Dr Barrie Kennard)

· Personal Employability and Skills Development (CORC1013)

Core Modules (Dr Ian Greatbatch, also FdSc Rescue and Emergency Management subject examiner)

· Research Skills (CORD135)

· Research Project (CORD2000)

FdSc Agriculture (Mr Wyn Morgan)

· Understanding the Farm Business (CORD145)

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.

16 | Page


PS12. Programme Structure

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

FHEQ Level: 4 For: FdSc Estate and Farm Enterprise Management

F/T Route Year

P/T Route Year

Core or Option Module

Credits

Module

FT1

PT1

Core

20

Personal and Employability Skills Development (CORC1013)

FT1

PT1

Core

10

Research Skills(CORD135)

FT1

PT1

Core

10

Soil-Plant-Animal Interactions (CORD1000)

FT1

PT1

Core

20

Understanding the Farm Business (CORD145)

FT1

PT1

Core

20

Game and Fishery Management (CORD1001)

FT1

PT2

Core

20

Woodland Management (CORD1002)

FT1

PT2

Core

20

Agricultural Production Systems (CORD1003)

FHEQ Level: 5 For: FdSc Estate and Farm Enterprise Management

F/T Route Year

P/T Route Year

Core or Option Module

Credits

Module

FT2

PT2

Core

20

Research Project (CORD2000)

FT2

PT3

Core

20

Habitat and Species Management (CORD2051)

FT2

PT3

Core

20

Estate Management (CORD2052)

FT2

PT3

Core

40

Estate and Farm Enterprise Management in Practice (CORD2053)

FT2

PT2

Core

20

Rural Enterprise Diversification (CORD2054)

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:

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:

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

· The underlying concepts and principles associated with the area of study.

· An ability to evaluate and interpret these within the context of the areas of study.

· Applying a thorough knowledge of key principles in gamekeeping, fishery, deer and woodland management, rural policies and business in managing rural resources, and scientific principles in ecology and soil sciences

· The location of resources, the management, exploitation and the utilisation of resources within an ethical framework.

Primary

· Lectures and tutorials

· Directed independent study and research

· Learning from work experience

· Problem based learning

Secondary

· Case studies

· Problem-solving exercises

1,2,3,4,5

1,2,3,4,5,6

Key knowledge and understanding is assessed via a combination of;

· Tests

· Essays

· Individual and group presentations

Seminar performances

CORD135

CORD145

CORD1000

CORD1001

CORD1002

CORD1003

An exposition for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:

Learners will have demonstrated an ability to apply knowledge and understanding skills developed within the course to a wide variety of industry related scenarios and will be required to complete a range of assessments throughout this unit.

Cognitive and Intellectual Skills:

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

A threshold pass:

· An ability to apply, 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.

· The evaluation of the appropriateness of different approaches to solving problems related to their area(s) of study and/or work. In particular to:

· Experimental designs and research techniques

· Personal and employability skills development

· Soil management ,surveying methods

· Maintaining the countryside

· The impact of rural policy in different farming systems.

· Monitoring and evaluation of games, fish and predator populations

Primary

· Class exercises

· Tutorial/seminar discussions

· Feedback via coursework assessment process (essays, reports)

Secondary

· Policy and practice analysis in surgeries

· Computer-based practicals on data and measurement problems

· Classroom discussion and feedback

1,3,4,5

1,2,3,4,5,6

Cognitive and intellectual skills are assessed via;

· Essays/projects/

dissertations

· Examinations

/tests

· Coursework/

group work on practical application questions

· Assessed presentations

CORC1013

CORD135

CORD1000

CORD145

CORD1001

CORD1002

CORD1003

An exposition for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:

Learners will have demonstrated an ability to apply practical skills developed within the course to a wide variety of industry related scenarios and will be required to complete a range of practical based skills assessments throughout this unit.

Key Transferable Skills:


A threshold pass:

· Literary and information processing

· Self-management

· Communication (oral, written, CIT)

· Numeracy/quantitative skills (reflection, statistical analysis)

Primary:

· Library and other research exercises

· Group work awareness and practice

· Computer-based learning & assessment

Secondary/Supplementary:

· Class and seminar interactions and feedback

1, 2, 3, 5

1,2,3,5,6

Transferable skills are assessed via;

· Coursework of all types

· Examination preparation and completion


CORC1013

CORD135

CORD1000

CORD145

CORD1001

CORD1002

CORD1003

:

.

An exposition for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:

Learners will have demonstrated an ability to apply transferable skills developed within the course to a wide variety of industry related scenarios and will be required to complete a range of assessments throughout this unit.

Employment Related Skills:


A threshold pass:

· Identify and work towards targets for personal, career and academic development

· Develop the skills necessary for self-managed and lifelong learning (that is, independent study, time management, organisational skills)

Primary

· Project oral presentation

· Coursework reports

Secondary

· Employer and placement manager feedback

1, 2, 3, 4, 5

1,2,3,4,5,6

Employment related skills are assessed by: Consultancy reports and or exhibitions

· Portfolio of Evidence

· Reflective Log

Various normally presentations and seminar debates

CORC1013

CORD135

CORD1000

CORD145

CORD1001

CORD1002

CORD1003

An exposition for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:

Learners will have demonstrated an ability to apply employment related skills developed within the course to a wide variety of industry related scenarios and will be required to complete a range throughout the programme.

Practical Skills:


A threshold pass:

· Planning, conducting, and reporting investigations, including the use of secondary data with due regard to safety and the assessment of risk

· Collecting and recording information or data in the library, laboratory, or field and summarising it using appropriately in the area of rural business

Primary

· Laboratory work

· Projects

· Designated tasks

· Lectures and tutorials

· Learning from work

2, 3, 5

2,3,5,6

Practical skills are assessed via;

· Project work

· Competence in a range of appropriate communication techniques

CORC1013

CORD135

CORD1000

CORD145

CORD1001

CORD1002

CORD1003

.

An exposition for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:


Level: 5

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods

Prog Aims

Prog intended Learning Outcomes


Related Core Modules


A threshold pass:

· The underlying principles of managing rural resources.

· Knowledge and development of the subject area.

· Qualitative and quantitative approaches to information.

· Develop an understanding of issues of sustainability and environmental impact.

· Develop an awareness of the risks of exploitation and sustainable solution to rural resources.

· Integrate into practice the principle developments of theory, experiment, investigation and fieldwork.

· Develop an understanding of information and data, and their setting within a theoretical framework, accompanied by critical analysis and assessment to enable an enhanced understanding of the subject area.

Primary:

· Lectures, Seminars and tutorials

· Directed independent study and research


· Case studies

· Problem-solving exercises

· Report writing

· APC Intranet/internet resources

· PU student portal

· CC Intranet/internet resources

1,2,3,4,5

1,2,3,4,5,6

Key knowledge and understanding is assessed via a combination of;

· Tests

· Examinations

· Essays

· Individual and group presentations

· Seminar performances

CORD2000

CORD2051

CORD2052

CORD2053 CORD2054

An exposition for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:

Learners will have demonstrated an ability to apply knowledge and understanding skills developed within the course to a wide variety of industry related scenarios and will be required to complete a range of assessments throughout this unit.

Cognitive and Intellectual Skills:


A threshold pass:

· The application of subject knowledge and understanding in order to address familiar and unfamiliar problems.

· Recognise and understand the need for ethical standards and professional codes of conduct in rural resource management.

· Using published research and/or reports be able to analyse, synthesis and summarise the information in order to develop a critical grounding.

Primary:

· Class exercises

· Intranet/internet exercises

· Tutorial/seminar discussions

· Feedback via coursework assessment process (essays, reports)


· Class and seminar interactions

· Feedback

1,2,4,5

1,2,3,4,5,6

Cognitive and intellectual skills are assessed via;

· Essays/projects/

dissertations

· Examinations

/tests

· Coursework/

group work on practical application questions assessed

CORD2000

CORD2051

CORD2052

CORD2053

CORD2054

.

An exposition for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:

Learners will have demonstrated an ability to apply cognitive and intellectual developed within the course to a wide variety of industry related scenarios and will be required to complete a range skill based assessments throughout this unit.

Key Transferable Skills:


A threshold pass:

· Literary and information processing

· Self-management

· Communication (oral, written, CIT)

· Numeracy/quantitative skills (reflection, statistics etc)

· An ability to work effectively in a group.

Primary:

· Library and other research exercises


· Computer-based learning & assessment


· Class and seminar interactions and feedback

2,3,4,5

1,2,3,4,5,6

Transferable skills are assessed via;

· Coursework of all types

· Examination preparation and completion


CORD2000

CORD2051

CORD2052

CORD2053 CORD2054

.

.

An exposition for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:

Learners will have demonstrated an ability to apply transferable skills developed within the course to a wide variety of industry related scenarios and will be required to complete a range of assessments throughout this unit.

Employment Related Skills:


A threshold pass:

· Identify and work towards targets for personal, career and academic development

· Develop the skills necessary for self-managed and lifelong learning (that is, independent study, time management, organisational skills)

· Demonstrate interpersonal and team work skills

· Organise a team effectively and contribute effectively to team work through the identification of individual and collective goals

· Recognise and respect the views of others and reflect on performance as an individual and team member

Primary:


· Practical sessions

· Reflection sessions


· Employer and placement manager feedback

2,3,5

1,2,3,4,5,6

Employment related skills are assessed by:

· Consultancy reports and or exhibitions

· Portfolio of Evidence

· Reflective Log

· Various normally presentations and seminar debates

CORD2000

CORD2051

CORD2052

CORD2053 CORD2054

.

An exposition for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:

Learners will have demonstrated an ability to apply employment related skills developed within the course to a wide variety of industry related scenarios and will be required to complete a range of assessments throughout the programme.

Practical Skills:


A threshold pass:

· Planning, conducting, and reporting investigations, including the use of secondary data

· Collecting and recording information or data in the library, laboratory, or field and summarising it using appropriate

Primary:

· Projects

· Designated tasks

· Lectures, tutorials and seminars

Secondary/Supplementary

2,3,5

1,2,3,5,6

Practical skills are assessed via;

· Project work

· Competence in a range of appropriate communication techniques

CORD2000

CORD2051

CORD2052

CORD2053 CORD2054

An exposition for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:


PS14. Work Based/ Related Learning

WBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

Level: 4, 5

WBL/WRL Activity:

Logistics

Prog Aim

Prog Intended LO


Related Core Module(s)

Network seminars

At various points in the programme students presenting to representatives from industry

Industry representatives are invited in as and when appropriate

1,2,4

1,2,4,5,6

Various normally presentations and seminars

CORD145

CORD1001

CORD1002

CORD1003

CORD2000

CORD2051

CORD2052 CORD2054

Consultancy

At appropriate occasions students will undertake either real or simulated consultancy projects for appropriate groups

Sourcing of consultancy opportunities

1,2,3,4,5

1,2,3,4,5,6

Consultancy reports and or exhibitions

CORD2051

CORD2052 CORD2054

Work Placement

Students undertake a period of employment within the work place

Placements are sourced either by the College or directly by the student after agreement with an appropriate assigned member of staff. Students will undertake no less than160 hours at L5

2,3,5

1,2,3,4,5,6

Portfolio of Evidence

Reflective Log

CORD2053

An exposition to explain this map:

Learners will have demonstrated an ability to discuss and apply practical skills developed within the course to a wide variety of industry representatives and will be required to complete a range of work related skills assessments throughout the related units.

89 | Page


Appendix

1. Module Records

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

MODULE CODE:

CORC1013

MODULE TITLE:

Personal and Employability Skills Development

CREDITS: 20

FHEQ Level: 4

JACS CODE: X900

PRE-REQUISITES: None

CO-REQUISITES: None

COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)

This module is designed to equip students with the necessary knowledge and skills to develop themselves in terms of their personal and employability skills.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]

WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

%

C1 (Coursework)

100%

P1 (Practical)

% or Pass/Fail (delete as appropriate)

E2 (Clinical Examination)

%

A1 (Generic Assessment)

%

T1 (Test)

%

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

Professional body minimum pass mark requirement: N/A

MODULE AIMS:

· Develop conceptual and practical skills in personal development planning for study at degree level and readiness for employability.

· Equip learners with baseline personal resources for study and employment such as integrity, personal responsibility, reliability and self-motivation.

· Develop learners’ skills in team working, decision-making, problem solving and communication.

· Stimulate learners’ creativity and encourage a focus on enterprising and challenging tasks and activity.

ASSESSED LEARNING OUTCOMES: (additional guidance below)

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

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

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

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

4. Effectively manage and self-direct personal and professional learning and development.

DATE OF APPROVAL:

09 Feb 2010

FACULTY/OFFICE:


DATE OF IMPLEMENTATION:

01 Sep 2010

SCHOOL/PARTNER:

Cornwall College

DATE(S) OF APPROVED CHANGE:

TERM/SEMESTER:

All Year

Additional notes (for office use only):

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2016 – 2017

NATIONAL COST CENTRE: 135

MODULE LEADER: Brender Willmott

OTHER MODULE STAFF: Relevant Site Leaders

SUMMARY of MODULE CONTENT

· Personal Development Planning - Personal audit, professional development, career management skills.

· Intra and Interpersonal Skills - Influencing, negotiating, conflict resolution, risk taking, problem-solving, decision making, teamwork, initiative, self-esteem, leadership, innovation, creativity and enterprise.

· Successful Communication - Interview skills, CVs and letters of application, self-presentation, presentation of information.

· Understanding the Business Context - Organizational culture, business strategy, sustainability, cultural diversity, corporate social responsibility, financial literacy.

· Project Management - Project planning, monitoring, evaluation, reporting.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]

Scheduled Activities

Hours

Comments/Additional Information

Lecture

20

Core material

Seminar

12

Smaller workshop sessions where students are supported to apply learning to themselves and their specific industry

Project Supervision

8

As part of assignment 1 students have to take part in a group project, which seminar tutors set and supervise

Guided Independent Study

160

Students are expected to put in time outside of taught sessions on the group project and their own personal development and career planning

Total

200

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

Category

Element

Component Name

Component Weighting

Comments include links to learning objectives

Coursework

C1

Written Essay

Report

50%

50%

Total = 100%

Updated by:

Brender Willmott

Date:

26/08/16

Approved by:

HE Operations

Date:

26/08/16

Recommended Texts and Sources:

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

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

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

Journal: Carer Development International


MODULE CODE:

CORD135

MODULE TITLE:

Research Skills

CREDITS: 10

FHEQ Level: 4

JACS CODE: X210


CO-REQUISITES: None

COMPENSATABLE: Y


This module is designed to develop the student’s knowledge of the underpinning principles of research, experimental design and data analysis.


WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

%

C1 (Coursework)

100%

P1 (Practical)



%


%

T1 (Test)

%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Duchy Stoke


MODULE AIMS:

This module aims to enable student to develop their understanding of the research process and to recognise the important of the experimental planning and the use of research skills and investigation in relation to their academic programme of study.



1. Understand the process of planning research studies and the importance of ethical considerations.

2. Demonstrate the ability to design research studies in order to generate reliable data.

3. Identify appropriate data collection and analysis methods to test hypotheses and therefore reach conclusions about research questions

DATE OF APPROVAL:

01 Apr 2011

FACULTY/OFFICE:



01 Sep 2011

SCHOOL/PARTNER:

Duchy College


TERM/SEMESTER:




ACADEMIC YEAR: 2016 - 2017


MODULE LEADER: Jurie Intachat

OTHER MODULE STAFF: Relevant Programme


•an ability to identify a focussed title for the proposed research

•an understanding of research design

•an ability to distinguish between aims, objectives and hypotheses

•comprehension of data collection and analysis methods

•effective completion of ethical approval application documentation

•an ability to conduct an academically written mini literature review referenced appropriately using the Harvard Referencing System



Hours


Lecture

10

Formal in-class delivery

Practical Classes and Workshops

10

In-Class and self-directed

Project Supervision

8

In-class tuition with Programme Manager accompanied by self-directed practice


72

Self-directed with formative support provided by subject experts as required

Total

100


Category

Element

Component Name

Component Weighting


Written exam

E_

%

Total = 100%

T_

%

Total = 100%

Coursework

C1_

Research proposal covering ALO 1-3

100%

Total = 100%

Practical

P_

%

Total = 100%

Updated by:

Jurie Intachat

Date:

26/08/16

Approved by:

HE Operations

Date:

26/08/16


Barnard, C., Gilbert, F.& McGregor, P., 2011. Asking Questions in Biology: a guide to testing,

Begon, M., Fowler, J., Cohen, L. & Jarvis, P., 2010. Ecology: practical statistics for field biology:

Dytham, C., 2010. Choosing and Using Statistics: A biologists guide. 3rd Ed. Oxford: Blackwell.

Eddison, J., 1999. Quantitative investigations in the biosciences using Minitab. London:

Gillham, B., 2008. Developing a questionnaire. 2nd Ed. London: Continuum.

Jeschke, E., Reinke, H., Unverhau, S., Pfeifer, E., Fienitz, B. & Bock, J., 2012. Microsoft Excel

Martin, P. & Bateson, P., 2007. Measuring behaviour: an introductory guide. 3rd Ed.

Oppenheim, A. N., 1992. Questionnaire design, interviewing and attitude measurement.

Palmer, J., 2001. Animal law: a concise guide to the law relating to animals. 3rd Ed.

Petrie, A. & Watson P., 2006. Statistics for veterinary and animals science. 2nd Ed.

Sleeper, A., 2011. Minitab demystified. Maidenhead: McGraw-Hill.

Wardlaw, A.C., 2000. Practical statistics for experimental biologists. London: Wiley.

Zar, J.H., 2007. Bio statistical analysis. 5th Ed. London: Pearson / Prentice Hall


MODULE CODE:

CORD145

MODULE TITLE:

Understanding the Farm Business

CREDITS: 20

FHEQ Level: 4

JACS CODE: N100


CO-REQUISITES: None

COMPENSATABLE: Y


This module is designed to provide an understanding of the preparation, examination and interpretation of financial and management accounts for the farm business.


WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

%

C1 (Coursework)

100%

P1 (Practical)



%


%

T1 (Test)

%



MODULE AIMS:

· To prepare farm business financial and management accounts utilising the principles of cash analysis

· To interpret the accounts produced and be able to make judgements about the success of the business and its component parts.

· To consider cost and profit centres with a business and be able to analyse these and produce gross profit margin budgets for a range of enterprises

· To develop the research, enquiry and team-working skills of the student.



1. Prepare specified farm management accounts in the gross margin format

2. Interpret specified farm management accounts appropriately

3. Produce cost and profit centre budgets in the gross margin format

DATE OF APPROVAL:

01/03/2011

FACULTY/OFFICE:



01/09/2011

SCHOOL/PARTNER:

Duchy College


Click here to enter a date.

TERM/SEMESTER:

Autumn




ACADEMIC YEAR: 2016-2017


MODULE LEADER: Paul Ward

OTHER MODULE STAFF: None


•Financial and management accounting

•Cash analysis/computerised accounts

•Preparation of historic cash flow

•Preparation of trading and profit/loss account

•Preparation of balance sheet

•Preparation of enterprise gross margins & their interpretation

•Depreciation & break-even calculations

•Forage allocation and grazing livestock units

•Livestock reconciliation



Hours


Lecture

40

Tutorial

10

Fieldwork

5


145

Total

200


Category

Element

Component Name

Component Weighting


Written exam

E_

%

Total = 100%

T_

%

Total = 100%

Coursework

C1

REPORT

ORAL PRESENTATION

50%

50%

Total = 100%

Practical

P_

%

Total = 100%

Updated by:

Sam Walker

Date:

26/08/16

Approved by:

HE Operations

Date:

26/08/16


Agro Business Consultants Ltd (Current Edition). The Agricultural Budgeting and Costing Book.

Atkinson, J.M., Hastings, M.A. and Warren, M.F. (1986). Keeping the Books, Understanding Your Account,

Improving Farm Profits, Cash Flow Budgeting. The Family Farm Series. Seale-Hayne College, the Agricultural

Training Board and Open Tech.

Giles, A.K. & Stansfield, M. (1990). The Farmer as Manager. 2nd Edition. Allen & Unwin, London.

Ministry of Agriculture, Fisheries and Food. (1980). Definition of Terms Used in Agricultural Business

Management. Booklet 2260 HMSO.

Nix, J.S. (2011). Farm Management Pocketbook. University of London, Department of Agricultural Economics Farm Business Unit. 40th ed.

Soffe, R.J. (Ed) (2003). The Agricultural Notebook. 20th Edition. Blackwell Science.

Turner, J. and Taylor, M. (1998). Applied Farm Management. 2nd Edition. BSP Professional Books.

University of Exeter Agricultural Economics Unit. (2010). Farm Management Handbook.

Warren, M. F. (1997). Financial Management for Farmers and Rural Managers. 4th Edition. Oxford, Blackwell

Scientific. 304pp (first published 1983) ISBN 0632048719


MODULE CODE:

CORD1000

MODULE TITLE:

Soil-Plant-Animal Interaction

CREDITS: 10

FHEQ Level: 4

JACS CODE: D415


CO-REQUISITES: None

COMPENSATABLE: Yes


This module covers the formation and conservation of soil and how soil relates to plant distribution and in turn animals. These interactions are key agents in driving the evolution of biological diversity and in influencing ecological function that can be monitored.


WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

%

C1 (Coursework)

100%

P1 (Practical)



%


%

T1 (Test)

%



MODULE AIMS:

The module aims to develop survey, monitoring and identification skills (soil, plants and animals). It will also develop an understanding of the ecological relationships and interactions that relate