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Plymouth University

Academic Partnerships

EDEN PROJECT

Programme Quality HandbookBSc (Hons) Horticulture (Plant Science)

Academic Year 2018-2019

1 | P a g eBSc (Hons) Horticulture (Plant Science) Handbook 2018-2019

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

HE Operations Tel: (01209 616256)

E-mail: ([email protected])

Please note:

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

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


PROGRAMME SPECIFICATION1

Programme Title: BSc (Hons) Horticulture (Plant Science)Internal Programme Code: FT 4922 PT 4923

Partner Delivering Institution: Eden Project

State Date: 2018-2019

First Award Date: 2021 (Full time) 2024 (Part time)

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

This programme specification template aligns with recommendations within the UK Quality Code for Higher Education2. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth University’s procedures for making changes to partnership programmes3.

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

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

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)...................................6

PS4. Exceptions to Plymouth University Regulations.............................................................................6

PS5. Programme Aims...........................................................................................................................6

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

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

PS8. Student Numbers...........................................................................................................................7

1 This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.2QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/Quality-Code-Overview-2015.pdf, last accessed 26th June 2017 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]3 If required please contact Academic Partnerships Programme Administration for assistance.


http://www.qaa.ac.uk/en/Publications/Documents/Quality-Code-Overview-2015.pdf

PS9. Progression Route(s)......................................................................................................................7

PS10. Admissions Criteria......................................................................................................................8

PS11. Academic Standards and Quality Enhancement........................................................................11

PS12. Programme Structure................................................................................................................14

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment......16

PS14. Work Based/ Related Learning..................................................................................................32

Appendix.............................................................................................................................................34


PS1. Programme Details

Awarding Institution: Plymouth UniversityPartner Institution and delivery site (s): Eden ProjectAccrediting Body: N/ALanguage of Study: EnglishMode of Study: Full Time (3 years)Final Award: BSc(Hons)Intermediate Award: Certificate of Higher Education / Diploma of

Higher EducationProgramme Title: Horticulture (Plant Science)UCAS Code: 3W21JACS Code: 3W21Benchmarks: Agriculture, horticulture, forestry, food and

consumer sciences (2009)

Date of Programme Approval: 2 May 2014

PS2. Brief Description of the Programme

BSc (Hons) Horticulture (Plant Science) programme has been specifically designed to meet clearly identified skills gaps required to support and develop the UK horticultural industry across all commercial sectors. Both the programme of study and student experience are greatly enhanced through the collaboration between Duchy College and the Eden Project. The mixture of resources including Eden's plant collections, growing environments, nursery and dedicated teaching facilities coupled with the nationally renowned micro-propagation research facility of Duchy College Rosewarne, provide a world class platform from which this exciting and stimulating programme will be delivered.

Learners embarking on this programme will become integrated within Eden Project and, in addition to attending the carefully designed taught modules, will have the opportunity to apply and develop a wide range of practical skills by participating in activities in the tropical and Mediterranean biomes, the outdoor garden and nursery crop production facility. The programme of study also requires students to undertake project work in the Eden quarantine centre and the micro-propagation laboratory. As well as benefiting from working alongside Eden's skilled and specialist horticulturalists learners also undertake a work placement within another commercial enterprise.


PS3. 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 here: https://www.plymouth.ac.uk/student-life/your-studies/essential-information/regulations)

None

PS5. Programme Aims

This programme will deliver:

1. To enable students to develop an understanding and thorough knowledge of the broad principles underpinning horticultural practise.

2. To develop students into horticultural practitioners who will be employable, flexible, innovative and creative. They will have an applied understanding of the management of plants, propagation, design, and appropriate use of amenity and technology resources.

3. To broaden the outlook of graduates so they understand the importance of sustainable environmental management within an applied horticultural context; whilst considering this management within a broader context, and are aware of the many and varied exciting opportunities that exist within the horticultural sector.

4. To develop graduates capable of critical thinking; analysis and able undertake original research; demonstrating an ability to understand the complex issues that face horticulture and so be flexible and innovative horticultural practitioners.

5. Provide graduates an opportunity to gain “real life” practical skills and apply them in a range of professional contexts.

PS6. Programme Intended Learning Outcomes (ILO)

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

1. Be able to demonstrate fundamental knowledge and critical understanding of the well-established principles of horticulture, including a detailed understanding of some advanced aspect(s) of plant science that underpin modern practice.

2. Have a complete perspective of the horticulture industries as a complex system having economic, social, political and technological contents which are mutually interactive.

3. Demonstrate industry standard competencies that will equip them for a wide range of careers in horticulture and the related land-based industries.

4. Have a holistic understanding of the role of horticulture in contemporary challenges within environmental, social, ethical and political contexts.


https://www.plymouth.ac.uk/student-life/your-studies/essential-information/regulations

5. Have competences in independent learning and critical thinking, showing a passion and stimulated interest in their chosen area of study, thus providing the foundation for life-long learning.

6. Have a competence in research skills and critical analysis, enabling the completion of an individual project within a chosen area of specialist study.

7. Have a range of transferable skills including communication (written, oral, visual), team building, observation skills, planning, judgement and problem solving.

PS7. Distinctive Features

This programme is distinctive from other horticulture courses as it capitalises on the partnership between Cornwall College and Eden Project and benefits from being based at the internationally renowned Eden Project site. Not only do students have access to a dedicated teaching team they also have opportunities to engage with the Eden team and visitors. The course includes elements of practical work placement and provides opportunity to reflect on and develop practical skills. Students will utilise Duchy College Rosewarne’s micropropagation unit which is licenced by the Food and Environment Research Agency to undertake propagation from plants potentially infected with Phytophthora ramorum/kernoviae. The unit is involved in conserving threatened plants in Scotland and Northern Ireland in addition to working with the National Trust throughout the country. These combined with an emphasis on subjects such as ethnobotany and contemporary issues gives a holistic view of horticulture in a national and global context

PS8. Student Numbers

Minimum student numbers per stage = 10

Target student numbers per stage = 15

Maximum student numbers per stage = 20

PS9. Progression Route(s)

As a BSc (Honours) Degree graduate you will have a wide choice of career opportunities throughout the private and public sectors, both in the United Kingdom and abroad. Plymouth University enjoys a good record for the employability for its graduates.

Graduates have a range of opportunities within industrial and commercial organisations where a broad-based and work-related education is desirable. Skills gained through the BSc (Hons) Horticulture (Plant Science) programme are widely recognised as having currency across different employment sectors. Graduates of the programme will have acquired key competencies and skills, technical knowledge, an appreciation of relevant scientific principles and expertise; which they can apply within their daily work in the horticultural industry.


Students completing the BSc (Hons) Horticulture (Plant Science) are eligible to apply for MSc courses in relevant disciplines. BSc (Hons) Horticulture (Plant Science) students who achieve an overall 2.1 grade, with a 2.1 in the honours project module, will be eligible to apply to undertake a Research Masters (ResM) approved by Plymouth University, based at Eden Project.

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 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 Maths.

Entry to the BSc programme requires a GCSE grade C or above (or equivalent) in English and Maths.

Level 3: at least one of the following:

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

80 UCAS tariff points minimum achieved from at least two full A-levels or equivalent (including one Science subject), BTEC Diploma in Horticulture (Merit, Merit, Merit) 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:

HNC 120 credits at Level 4 required for entry into Level 5 BSc (Hons)HND 240 credits of which 120 at Level 5 required for entry into Level 6 BSc (Hons)Additional bridging work may be required to enter specific pathway.

- VDA: AGNVQ, AVCE, AVS: Advanced GNVQ/AVCE or NVQ Level 3

- Access to HE Diploma/Certificate or Year 0 provision: Diploma 45 credits at Level 3 in appropriate subject

- International Baccalaureate: 24

- Irish / Scottish Highers / Advanced Highers: 80 Tariff points

Work Experience: Assessed on application

Other non-standard awards or experiences: Assessed on application

APEL / APCL4 possibilities: www.plymouth.ac.uk

4 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning 8 | P a g e

BSc (Hons) Horticulture (Plant Science) Handbook 2018-2019

http://www.plymouth.ac.uk/


Interview / Portfolio requirements:

Mature students will have to demonstrate at interview the necessary motivation, potential, experience and/or knowledge.

Disabilities – the course welcomes applications from students with disabilities and is committed to its inclusive policy. In order to be more learner-centred, the college requests that all applications be considered individually and in consultation with the programme manager.

The programme requires some physical activities to be carried out as part of a comprehensive horticultural training. Candidates with any concerns about this should discuss these issues at interview and enquire about college support systems.The college will undertake to make all reasonable adjustments to facilitate students with disabilities.

Independent Safeguarding Agency (ISA) / Criminal Record Bureau (CRB) clearance required:

This May be required for some placements. There may be a charge for DBS certification

Transfer to Stage Two of BSc (Hons) Transfer of students from FdSc before the completion of the award (i.e. from stage 1 FdSc to stage 2 BSc (Hons) will only be considered if the following criteria have been reached:All Students:

1) Students must have completed Stage one with 120 credits passed

2) Students will be asked to provide a portfolio of evidence to assess the pathway they may undertake within the BSc (Hons) programme. The portfolio requirements will be advised on a pathway basis by the BSc

(Hons) programme manager

Students progressing from Duchy College FdSc

.. Students must complete a bridging project (normally an analysis based lab project – completed the week following

summer term assessment week) to fulfil the LO assessed in Soil Science & Plant Nutrition

(CORR160). This work will be set by the BSc (Hons) Programme Manager and must be completed and passed before enrolment on Stage 2 of the



BSc (Hons).

Progression to Stage Three of BSc (Hons) Students who have previously completed an appropriate Foundation Degree currently are able to ‘top-up’ to a final year one year BSc (Hons) Horticulture. The three year BSc (Hons) Horticulture programme will still facilitate this progression opportunity.All studentsThe following criteria have been reached for all students:

Students must have completed an appropriate HE award accumulating 240 credits, normally this will be a FdSc or HND in a related horticulture subject

Students progressing from Duchy College FdScProgression requirements are detailed in the FdSc programme specification for students progressing from the Duchy College FdSc and are summarised here:Students progressing from the Duchy College FdSc Horticulture will have to additionally meet the following criteria:

1. Completion of the project proposal elements of the Research Methods (CORR2024) module. This would involve the completion of a ‘summer school’ culminating in the submission and achievement of the project proposal assessment laid down within the Research Methods module.

2. Completion of a bridging project (normally an analysis based lab project – completed the week following summer term assessment week) to fulfil the LO assessed in Soil Science & Plant Nutrition (CORR160). This work will be set by the BSc (Hons) Programme Manager and must be completed and passed before enrolment on Stage 3 of the BSc (Hons).

3. Students will be enrolled on the award pathway title appropriate to the mix of modules studied within their Foundation degree. Students will be asked to provide a portfolio of evidence to assess the pathway they may undertake within the BSc (Hons) programme. The portfolio requirements will be advised on a pathway basis by the BSc (Hons) programme manager.

Students progressing from another institutionStudents progressing with an FdSc Horticulture or related subject external to Duchy College will have to additionally meet the following criteria:



1. Demonstration of credit accumulation reflective of the content of the Research Methods (CORR2024) and Soil Science & Plant Nutrition (CORR160) module. This will be assessed at interview by the BSc (Hons) Programme Manager. Where necessary a portfolio of evidence and/or completion of appropriate bridging work will be necessary before enrolment.

2. Students will be enrolled on the award pathway title appropriate to the mix of modules studied within their Foundation degree; this will be considered at admissions by the programme manager.

3. Students will be assessed on an individual basis with accreditation of appropriate prior learning and a requirement for bridging work to be undertaken where required to ensure that the student possesses the appropriate skills and knowledge to undertake Level 6 pathway of study.

Independent Safeguarding Agency (ISA) / Criminal Record Bureau (CRB) clearance required:

This May be required for some placements. There may be a charge for DBS certification.

Progression to Stage Three of BSc (Hons) Students who have previously completed an appropriate Foundation Degree currently are able to ‘top-up’ to a final year one year BSc (Hons) Horticulture. The three year BSc (Hons) Horticulture programme will still facilitate this progression opportunity.All studentsThe following criteria have been reached for all students:

Students must have completed an appropriate HE award accumulating 240 credits, normally this will be a FdSc or HND in a related horticulture subject

Students progressing from Duchy College FdScProgression requirements are detailed in the FdSc programme specification for students progressing from the Duchy College FdSc and are summarised here:Students progressing from the Duchy College FdSc Horticulture will have to additionally meet the following criteria:


4. Completion of the project proposal elements of the Research Methods (CORR2024) module. This would involve the completion of a ‘summer school’ culminating in the submission and achievement of the project proposal assessment laid down within the Research Methods module.

5. Completion of a bridging project (normally an analysis based lab project – completed the week following summer term assessment week) to fulfil the LO assessed in Soil Science & Plant Nutrition (CORR160). This work will be set by the BSc (Hons) Programme Manager and must be completed and passed before enrolment on Stage 3 of the BSc (Hons).

6. Students will be enrolled on the award pathway title appropriate to the mix of modules studied within their Foundation degree. Students will be asked to provide a portfolio of evidence to assess

PS11. Academic Standards and Quality Enhancement

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 examiner:

Core Module (External Examiner – tbc) Personal Employability and Skills Development (CORC1013)

Additional stakeholders specific to this programme:


Students have the opportunity to discuss the programme independently, twice a year in the Student Review. This forms part of the discussion for the annual programme monitoring in the autumn and spring of each academic year.

The Student Perception Questionnaire (SPQ) is administered during the year and feeds into the programme review.

Students Representatives attend Annual Programme Monitoring (APM) to contribute student views alongside Module Leaders, the Programme Manager and the Assistant Registrar to monitor module delivery and the course provision.

Curriculum meetings take place once a month to review progression, department provision, resources and staffing.


PS12. Programme Structure

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

FHEQ Level: 4, For: BSc (Hons) Horticulture (Plant Science) 4922

F/T Route Year P/T Route Year Core or Option Module Credits Module

FT1 PT1 Core (AY) 20 Personal and Employability Skills Development (CORC1013)FT1 PT1 Core (AY) 20 Introduction to Botany (CORR158)FT1 PT2 Core (AY) 20 Plant Use in the Landscape (CORR159)FT1 PT2 Core (AY) 20 Soil Science & Plant Nutrition (CORR160)FT1 PT1 Core (AY) 20 Applied Horticultural Practices (CORR161)FT1 PT2 Core (AY) 20 Classification and Taxonomy (CORR162)

FHEQ Level: 5 For: BSc (Hons) Horticulture (Plant Science) 4922


FT2 PT4 Core (AY) 20 Research Methods (CORR2024)FT2 PT3 Core (AY) 20 Plant Growth and Development (CORR2025)FT2 PT3 Core (AY) 20 Plant Production and Propagation (CORR2026)FT2 PT4 Core (AY) 20 Plant Ecology (CORR2027)FT2 PT3 Core (AY) 20 Plant Pathology (CORR2028)FT2 PT4 Core (AY) 20 Ethnobotany (CORR2029)






FT3 PT5 Core (AY) 40 Honours Project (CORR309)FT3 PT6 Core (AY) 20 The Contemporary Horticultural Environment (CORR310)FT3 PT6 Core (AY) 20 Sustainable Horticultural Enterprises (CORR311)FT3 PT5 Core (AY) 20 Plant Conservation and Collections (CORR312)FT3 PT6 Core (AY) 20 Advanced Ethnobotany (CORR313)


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: Four.For this bachelor level programme the following has been guided by the QAA Honours Degree Subject Benchmark(s) Agriculture, horticulture, forestry and consumer sciences 2009

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 / UnderstandingBy the end of this level of this programme the students will be able to demonstrate for (a threshold pass): an understanding of the scientific principles of

horticulture. Apply a limited range of specific scientific and

technological processes identify appropriate knowledge bases and some

theoretical perspectives relating to horticulture Qualitative and quantitative approaches to

information. an understanding of issues of sustainability and

Primary: Lectures, Seminars and

tutorials Directed independent study

and researchSecondary/Supplementary: Case studies Problem-solving exercises Report writing Plymouth Intranet/internet

resources Plymouth student portal CC Intranet/internet

1 1,2 Key knowledge and understanding is assessed via a combination of; Tests Examinations Essays Individual and group

presentations Seminar performances

CORR1013CORR158CORR159CORR160CORR161CORR162







environmental impact. Develop an awareness of the risks of

exploitation and sustainable solution to horticultural issues.

Apply the knowledge learnt to a range of routine real-life situations.

Describe some features of the legal and ethical framework application to horticultural production systems.

resources

An exposition for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 4 normally a standard of 60 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (30%) and coursework (70%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Cognitive and Intellectual Skills:By the end of this level of this programme the students will be able to demonstrate for:A threshold pass: The application of subject knowledge and

understanding in order to address familiar and unfamiliar problems.

Demonstrate some understanding of subject specific theories, paradigms, concepts and principles.

Collate summarise and analyse information from various sources.

Primary: Class exercises Intranet/internet exercises Tutorial/seminar discussions Feedback via coursework

assessment process (essays etc.)

Secondary/Supplementary: Class and seminar

interactions and feedback1 1,2

Cognitive and intellectual skills are assessed via; Essays/projects/

dissertations Examinations

/tests Coursework/

group work on practical application questions

Assessed presentations








Source academic literature and extract relevant points.

Recognise the existence of moral and ethical issues associated with horticulture.

An exposition for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 4 normally a standard of 60 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (30%) and coursework (70%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Key Transferable Skills:By the end of this level of this programme the students will be able to demonstrate for:A threshold pass: Literary and information processing Self-management Communicate to a variety of audiences (oral,

written, CIT) Select an appropriate sampling procedure;

process and interpret data. Recognise and respect the views of others. Handle computer-based information with

guidance, using appropriate techniques and software.

Make some contribution to teamwork and goals

Primary: Library and other research

exercises Group work awareness and

practice Computer-based learning &

assessmentSecondary/Supplementary: Class and seminar

interactions and feedback 1, 1,2

Transferable skills are assessed via; Coursework of all

types Examination

preparation and completion

Group presentations


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







A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 4 normally a standard of 60 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (30%) and coursework (70%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Employment Related Skills:By the end of this level of this programme the students will be able to demonstrate for: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)

recognise personal strengths and weaknesses

Primary: Group work awareness and

practice Practical sessions Reflection sessionsSecondary/Supplementary: Employer and placement

manager feedback1 1,2

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

Portfolio of Evidence

Reflective Log Various normally

presentations and seminar debates


An exposition for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 4 normally a standard of 60 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (30%) and coursework (70%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Practical Skills:By the end of this level of this programme the students will be able to demonstrate for:A threshold pass: Planning, conducting, and reporting

Primary: Projects Designated tasksLectures, tutorials and seminars

Practical skills are assessed via; Project work Competence in a

range of appropriate CORR1013CORR158







investigations, including the use of secondary data.

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

Interpret practical results with guidance and presents results of investigation in a number of formats.

1 1,2

communication techniques

CORR159CORR160CORR161CORR162

An exposition for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 4 normally a standard of 60 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (30%) and coursework (70%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.

Level: Five.For this bachelor level programme the following has been guided by the QAA Honours Degree Subject Benchmark(s) Agriculture, horticulture, forestry

and consumer sciences 2009





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


tutorials

1,2,3 1,2,4,5 Key knowledge and understanding is assessed via a combination of;

CORR2024CORR2025CORR2026








A threshold pass: The underlying principles of horticulture. Knowledge and development of the subject

area. Qualitative and quantitative approaches to

information. Develop an understanding of issues of

sustainability and environmental impact. The location of resources, the management,

exploitation and the utilisation of resources within an ethical framework.

Develop an awareness of the risks of exploitation and sustainable solution to horticultural issues.

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.

Directed independent study and research

Secondary/Supplementary: Case studies Problem-solving exercises Report writing Plymouth Intranet/internet

resources Plymouth student portal CC Intranet/internet

resources

Tests Examinations Essays Individual and group



An exposition for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 5 normally a standard of 55 hours of contact is undertaken per module, assessment is normally a mix of








formally scheduled examination (40%) and coursework (60%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Cognitive and Intellectual Skills:By the end of this level of this programme the students will be able to demonstrate for:A threshold pass The application of subject knowledge and


Recognise and be able to comment on the moral and ethical issues associated with in horticulture

Understand and be able to apply professional codes of conduct.

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

Analyse, synthesis, summarise and evaluate information.

Demonstrate understanding of subject-specific theories, paradigms, concepts and principles, as well as some understanding of more specialist areas.

Primary: Class exercises Intranet/internet exercises Tutorial/seminar

discussions Feedback via coursework


Secondary/Supplementary: Class and seminar

interactions and feedback 1,2,31,2,4,5



/tests Coursework/




An exposition for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of








industry standard design skills and technical competencies. At Level 5 normally a standard of 55 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (40%) and coursework (60%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Key Transferable Skills:By the end of this level of this programme the students will be able to demonstrate for:A threshold pass relate investigations to prior work and

reference it appropriate; recognise when information is incomplete.

develop the skills necessary for self-managed and lifelong learning

Communicate effectively to audiences in written, graphical and verbal forms.

Listen attentively and respond to others. define a suitable and effective sampling

procedure. Process and interpret data effectively. Contribute effectively to teamwork Hand computer-based information using

appropriate techniques and software.





interactions and feedback

1,2,31,2,4,5


types Examination


Group presentationsCORR2024CORR2025CORR2026CORR2027CORR2028CORR2029

An exposition for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 5 normally a standard of 55 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (40%) and coursework (60%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills








and competencies.Employment Related Skills:By the end of this level of this programme the students will be able to demonstrate for:A threshold pass identify and work towards targets for personal,



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 evaluate the performance as an individual and team member

Primary:Group work awareness and practicePractical sessionsReflection sessions

Secondary/Supplementary:Employer and placement manager feedback

1,2,3 1,2,4,5 •Employment related skills are assessed by: Consultancy reports and or exhibitionsPortfolio of EvidenceReflective LogVarious normally presentations and seminar debates


An exposition for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 5 normally a standard of 55 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (40%) and coursework (60%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Practical Skills:By the end of this level of this programme the students will be able to demonstrate for:

Primary: Projects Designated tasks

Practical skills are assessed via; Project work









A threshold pass Plan conduct and present an independent

investigation with some reliance on guidance. Use appropriate laboratory and field equipment

competently and safely Interpret practical results in a logical manner. Present research findings effectively and

appropriately In a number of formats

Lectures, tutorials and seminars Secondary/Supplementary

1,2,3 1,2,4,5

Competence in a range of appropriate communication techniques CORR2027

CORR2028CORR2029

An exposition for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 5 normally a standard of 55 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (40%) and coursework (60%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.


Level: Six.For this bachelor level programme the following has been guided by the QAA Honours Degree Subject Benchmark(s) Agriculture, horticulture, forestry






Knowledge / Understanding:By the end of this level of this programme the students will be able to demonstrate for:A threshold pass Demonstrated a well-grounded understanding

of the social, economic, legal, scientific and technological principles of horticultural enterprises.

Demonstrate an understanding of the scientific principles of horticulture.

Justify, apply and evaluate a range of methods for problem evaluation and amelioration.

Communicate effectively on a wide range of horticultural issues and review their performance critically.

Develop an understanding of issues of sustainability and environmental impact.

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

Develop an awareness of the risks of exploitation and sustainable solution to horticultural issues.

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


tutorials Directed independent study

and research

Secondary/Supplementary: Case studies Problem-solving exercises Report writing UPC Intranet/internet

resources PU student portal CC Intranet/internet

resources

1,2,3,4 1,2,3,4,5,6,7 Key knowledge and understanding is assessed via a combination of; Tests Examinations Essays Individual and group


CORR309CORR310CORR311CORR312CORR313








framework, accompanied by critical analysis and assessment to enable an enhanced understanding of the subject area.

Understand methods of acquiring, interpreting and analysing biological information with a critical understanding of the appropriate contexts for their use through the study of texts, original papers, reports, and data sets.

An exposition for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from the development of practical skills in taught sessions to the development of industry standard design skills and technical competencies. At Level 6 normally a standard of 50 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (50%) and coursework (50%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Cognitive and Intellectual Skills:By the end of this level of this programme the students will be able to demonstrate for:A threshold pass The application of subject knowledge and


Recognise and understand the need for ethical standards and professional codes of conduct.

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

Design and experiment, investigations, survey

Primary: Class exercises Intranet/internet exercises Tutorial/seminar discussions Feedback via coursework


Secondary/Supplementary:Class and seminar interactions and feedback

1,2,3,4 1,2,3,4,5,6,7



/tests Coursework/











or other means to test an hypothesis or proposition.

An exposition for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from the development of practical skills in taught sessions to the development of industry standard design skills and technical competencies. At Level 6 normally a standard of 50 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (50%) and coursework (50%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Key Transferable Skills:By the end of this level of this programme the students will be able to demonstrate for:A threshold pass Demonstrate a highly developed ability for

critical appraisal of academic literature and other sources of information

Show a well-developed ability to integrate lines of evidence from a wide range of sources to formulate and test hypotheses.

Manage a responsible, adaptable and flexible approach to study and work

Contribute constructively to group discussions. Communicate effectively and engagingly to a

variety of audiences in written, graphical and verbal forms.

Choose appropriate techniques to process data and interpret them effectively.

Solve challenging numerical problems using appropriate techniques.





interactions and feedback

1,2,3,4 1,2,3,4,5,6,7


types Examination


Group presentations









Define a suitable and efficient sampling procedure.

An ability to self-appraise and reflect on

learningAn exposition for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from the development of practical skills in taught sessions to the development of industry standard design skills and technical competencies. At Level 6 normally a standard of 50 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (50%) and coursework (50%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.

Employment Related Skills:By the end of this level of this programme the students will be able to demonstrate for:A threshold pass: identify and work towards targets for personal,



Demonstrate interpersonal and team work skills

organise a team effectively and contribute

Primary:Group work awareness and practicePractical sessionsReflection sessions

Secondary/Supplementary:Employer and placement manager feedback 1,2,3,4 1,2,3,4,5,6,7

Employment related skills are assessed by: Consultancy reports and or exhibitionsPortfolio of EvidenceReflective LogVarious normally presentations and seminar debates









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

An exposition for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from the development of practical skills in taught sessions to the development of industry standard design skills and technical competencies. At Level 6 normally a standard of 50 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (50%) and coursework (50%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Practical Skills:By the end of this level of this programme the students will be able to demonstrate for:A threshold pass

Use appropriate laboratory and field equipment highly competently and safely.

Suggest plan, conduct and present an independent investigation with limited reliance on guidance.

Select, justify and apply a range of appropriate methods to solve challenging problems.

Present research findings perceptively and effectively in a number of format.

Primary: Projects Designated tasks Lectures, tutorials and

seminars Secondary/Supplementary:

.1,2,3,4

1,2,3,4,5,6,7

Practical skills are assessed via; Project work Competence in a

range of appropriate communication techniques CORR309

CORR310CORR311CORR312CORR313

An exposition for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree








also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from the development of practical skills in taught sessions to the development of industry standard design skills and technical competencies. At Level 6 normally a standard of 50 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (50%) and coursework (50%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.


PS14. Work Based/ Related LearningWBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

Level: 4,5,6

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

Work PlacementStudents 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. The students will approximately undertake 80 hours of placement ~ 2 weeks at L4 and another 80 hours at L55

2 3 and 7 Portfolio of EvidenceReflective Log

Applied Horticultural Practices (CORR161)Plant Production and Propagation (CORR2026)

Network seminarsAt various points in the programme representatives from industry are invited in to receive appropriate discussion and presentation from students

Industry representatives are invited in as and when appropriate

3 2 and 4 Various normally presentations and seminar debates

Plant Pathology (CORR2028) The Contemporary Horticultural Environment (COR301)Sustainable Horticultural Enterprises (CORR311)Personal and

5 i.e. where, how, when 32 | P a g e


Level: 4,5,6

WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s)Employability Skills Development (CORC1013)

ConsultancyAt appropriate occasion students will undertake either real or simulated consultancy projects for appropriate groups

Souring of consultancy opportunities

3 4 and 7 Consultancy reports and or exhibitions

Plant Conservation and Collections (CORR312)Professional Landscape and Garden Design (CORR306)Sustainable Horticultural Enterprises (CORR311)

An exposition to explain this map:


Appendix – Definitive 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/HECos CODE: X900/100459

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)This module is designed to equip students with the necessary knowledge and skills to develop themselves in terms of their personal and employability skills.

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

E1 (Examination) % C1 (Coursework) 100% P1 (Practical)

E2 (Clinical Examination)

% A1 (Generic Assessment)

%

T1 (Test) %

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

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

Additional notes (for office use only):


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2018-2019 NATIONAL COST CENTRE: 135

MODULE LEADER: Brender Willmott OTHER MODULE STAFF: Relevant Site Leaders

SUMMARY of MODULE CONTENT• Personal development planning - personal audit, professional development, career

management skills.• Intra and interpersonal skills - influencing, negotiating, conflict resolution, risk taking,

problem-solving, decision making, teamwork, initiative, self-esteem, leadership, innovation, creativity and enterprise.

• Successful communication - interview skills, CVs and letters of application, self-presentation, presentation of information.

• Understanding the business context - organizational culture, business strategy, sustainability, cultural diversity, corporate social responsibility, financial literacy.

• Project management - project planning, monitoring, evaluation, reporting.• Work related learning – work placements, visits to alternative work place/s, guest speakers.

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

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

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

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

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

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Coursework C1 2500 Word Reflection with appropriate academic references)

100%

Overall total 100%

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

Updated by: Brender Willmott/Heidi Channell

Date:19/05/17

Approved by: HE Operations Date:03/10/18



MODULE CODE: CORR158 MODULE TITLE: Introduction to Botany

CREDITS: 20 FHEQ Level: 4 JACS CODE: C200 (HECoS 100355)

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

SHORT MODULE DESCRIPTOR: (max 425 characters)This module introduces the student to the basic metabolic and synthesis processes of living plant cells and looks at plant cell biology and how this determines the overall structure of the plant.


E1 (Examination) 30% C1 (Coursework) 70% P1 (Practical) % or Pass/Fail (delete as appropriate)



%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Duchy College – The Eden Project


MODULE AIMS:To enable the student to understand the fundamentals of plant life covering the basics of cell biology and plant structure including photosynthesis, respiration, and genetics.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:5. Identify and describe organs and cells of a plant and specify their function.6. Assess the key cellular biochemical processes of synthesis and metabolism7. Contrast the different photosynthetic systems and evaluate associated morphological and

biochemical adaptations8. Predict segregation patterns from plant crosses9. Summarise, review and interpret primary data

DATE OF APPROVAL: 01 April 2014 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2014 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: 01/05/15 TERM/SEMESTER: All Year




MODULE LEADER: Rachel Kaleta OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTThe structure of the plant cell and how differentiation of cell types leads to different plant tissues and organs is discussed in relation to structure and function. The development of cells and organs from meristematic regions is introduced and the basis of cell division is investigated. The structure of DNA the processes of DNA replication, transcription and translation are outlined and the basis of gene regulation and genome organisation are introduced. The mechanisms of sexual reproduction and inheritance are investigated. The chemistry of compounds that make living cells is discussed and the processes of energy production through respiration and photosynthesis are investigated.

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

Lecture 20 Introducing the main themes and concepts of the module

Practical Classes and Workshops 20 Investigation of key biochemical processes by experimentation.

Seminar 20Student led discussion sessions on specified topics and presentation and analysis of published data introducing students to research based learning

Guided Independent study 140


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Written exam

E1 Formal examination - to cover ALO2, 4 and 5.

100%Total = 100%

T %Total = 100%

Coursework

C1

C2

Lab report of experimental work - to cover ALO1, 3 & 5.Short answer questions - to cover all ALOs.

60%

40%Total = 100%

Practical P_ %Total = 100%

Updated by:HE Operations

Date:23/10/18

Approved by:HE Operations

Date:23/10/18


Recommended Texts and Sources:Evert, R.F. & Eichhorn, S.E., 2013. Raven biology of plants. 8th ed. New York: W.H. FreemanGriffiths, A.J.F., Wessler, S.R., Carroll, S.B. & Doebley, J., 2012. Introduction to genetic analysis. 10th ed. Basingstoke: W.H. Freeman.Reece, J.B., Urry, L.A., Cain, M.L., Wasserman, S.A., Minorsky, P.V. & Jackson, R.B., 2011. Campbell biology. 9th ed. London: Pearson.Sadava, D., Hillis, D.M., Heller, H.C. & Berenbaum, M.R., 2014. Life : the science of biology. 10th ed. Sunderland: Sinauer.Tymoczko, J.L., Berg, J.M. & Stryer, L., 2012. Biochemistry: a short course. 2nd ed. New York: W.H. Freeman.



MODULE CODE: CORR159 MODULE TITLE: Plant Use in the Landscape



SHORT MODULE DESCRIPTOR: (max 425 characters)This module investigates the wide ranging use of plants in horticulture and the landscape from food production to ornamentals and introduces concepts of general planning skills.


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



%

T1 (Test) 30%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Duchy College - The Eden Project


MODULE AIMS:This module aims to give students the ability to draw accurate scale plans for planting schemes; analyse a garden or landscape, selecting suitable plants for a specific site. Students will also develop the ability to identify routine management procedures for a planting scheme in a variety of horticultural situations ranging from commercial production to ornamental landscaping.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:10. Identify specific plants and indicate how they are used/can be used in horticulture and design.11. Demonstrate knowledge of the suitability of individual plants for given horticultural practices.12. Draw an accurate scale plan of a planting scheme and provide an accompanying management

scheme.13. Critically assess existing planting schemes for a given situation.14. Plan an appropriate planting scheme for a given horticultural situation





MODULE LEADER: Matt James OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTThis module covers how different plants are used throughout horticulture, from selection, planting and management of field crops, market gardens, fruit gardens, ornamental gardens etc. Students will investigate and learn to identify a range of different plants suitable for different horticultural practices, how to produce a planting plan, a maintenance scheme and scale drawings.


Lecture 20 Introducing the main concepts and themes of the module

Practical Classes and Workshops 25Structured analysis of existing planting schemes and student led discussions and planting scheme planning sessions

Seminar 5 Invited speakers providing industry focussed insights into plant use



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Written exam

E %Total = 100%

T1 In Class Test - covering ALO1, 2 & 4.

100%Total = 100%

Coursework C1 Industry Report - to cover ALO2, 4 and 5.

100%Total = 100%

Practical P %Total = 100%


Date:23/10/18


Date:23/10/18

Recommended Texts and Sources:Hawthorne, L., 2009. Gardening with shape, line and texture: a plant design sourcebook. London: Timber PressLancaster, R., 2010. Perfect plant, perfect place. London: Dorling Kindersley.Loom, A., Maughan, S. & Page, M., eds., 2011. What plant when. London: Dorling KindersleyOgden, S. & Ogden, L., 2008. Plant-driven design: creating gardens that honor plants, place, and


spirit. London: Timber Press.Wilson, A., 2011. Contemporary colour in the garden: top designers, inspiring ideas, new combinations. London: Timber Press."WebsitesAssociation of Professional Landscapers www.landscaper.org.ukBritish Association of Landscape Industries www.bali.co.ukLandscape Institute www.landscapeinstitute.orgRoyal Horticultural Society www.rhs.org.ukSociety of Garden Designers www.sgd.org.ukThinking Gardens www.thinkinggardens.co.uk"



MODULE CODE: CORR160 MODULE TITLE: Soil Science and Plant Nutrition

CREDITS: 20 FHEQ Level: 4 JACS CODE: F770 (HECoS 101067)


SHORT MODULE DESCRIPTOR: (max 425 characters)This module focuses on the structure and chemistry of soil, its role as a rooting medium and the importance of soils for mineral nutrition in plant growth.





%

T1 (Test) %



MODULE AIMS:The aim of this module is to investigate the nature of soils and explore how soils affect plant growth and nutrition. The role of soil substitutes in the horticultural industry is introduced. Soil profiles and formation is explored and the physiological effects of growing/soil environments on plants are investigated with particular reference to water and nutrient availability and stress.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:15. Identify and critically assess different soil types and discuss their properties16. Describe and contrast a range of experimental protocols used in soil analysis.17. Identify plant mineral deficiency symptoms and recommend remedial action.18. Collate, analyse and interpret primary data.19. Evaluate different soil profiles and critically assess the use of the soil for different horticultural

practices.





MODULE LEADER: Mark Nason OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTThis module covers soil chemistry including clay structure, cation exchange capacity soil pH and soil water relations (pF). The effect of these properties on plant growth is explored in relation to soil structure and mineral availability. Soil formation is investigated and the different methods of soil classification assessed. The effects of mineral deficiencies, toxicities and plant symbiotic interactions are investigated.


Lecture 25 Introducing the main concepts and themes of the module.

Practical Classes and Workshops 30

Investigating physical and chemical properties of different soils and the effects of nutrient deficiency on plant growth and student led discussions and group analysis of primary experimental data (published) relating to soil science

Seminar 5 Invited speakers providing industry focussed insights into soil fertility and soil alternatives



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Written exam

E1 Formal examination to cover ALO1, 2, 3, 4 & 5.

100%Total = 100%

T %Total = 100%

CourseworkC1

C2

Lab report to cover ALO2, 3 & 4.Soil Report - to cover ALO1, 4 and 5.

60%

40%Total = 100%

Practical P %Total = 100%


Date:23/10/18


Date:23/10/18


Recommended Texts and Sources:Benton Jones, J., 2012. Plant nutrition and soil fertility manual. 2nd ed. London: Taylor & Francis.Evert, R.F. & Eichhorn, S.E., 2013. Raven biology of plants. 8th ed. New York: W.H. Freeman.Rowell, D.L., 1994. Soil science: methods and applications. Harlow: Longman.Taiz, L. & Zeiger, E., 2010. Plant physiology. 5th ed. Sunderland: Sinauer.White, R.E., 2006. Principles and practice of soil science: the soil as a natural resource. 4th ed. Oxford: Blackwell."Journals:Soil Science, European Journal of Soil Science, Journal of Plant Nutrition and Soil Science, Journal of Soil Science and Environmental Management"



MODULE CODE: CORR161 MODULE TITLE: Applied Horticultural Practices

CREDITS: 20 FHEQ Level: 4 JACS CODE: D410 (HECoS 100947)


SHORT MODULE DESCRIPTOR: (max 425 characters)This module develops the students’ practical skills and is composed of a series of practical operations linking theoretical knowledge to horticultural practices. Students will learn to demonstrate a range of relevant horticultural activities. As part of this module students will undertake a work placement during which they will develop these skills further in an industry setting.





%

T1 (Test) 30%

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


MODULE AIMS:This module aims to allow the student to develop and demonstrate competence in a wide range of practical operations that underpin the modern horticultural industry.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:20. Demonstrate in practice a range of horticultural operations.21. Contextualise various practices and relate outcomes to theoretical knowledge.22. Demonstrate an ability to apply specific skills and knowledge to a commercial environment.23. Reflect on personal practice and competencies and identify missing skills and knowledge.24. Critically assess the effectiveness of different practices in delivering desired outcomes.



SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT 46 | P a g e


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: 2018-2019 NATIONAL COST CENTRE: 110

MODULE LEADER: James Wagstaffe OTHER MODULE STAFF: Subject Specialists

SUMMARY of MODULE CONTENTThis module includes theoretical knowledge on how and why certain horticultural practices are implemented and focusses on students developing these competencies. Examples of skills/practice and competencies included are: single and double digging, seed bed preparation, weed identification and control, seed recognition and sowing, pruning, planting (container, bare root), grafting, budding and general propagation techniques. The work placement allows students the opportunity to further develop all or some of these skills.


Lecture 10 Provides theoretical knowledge underpinning the core themes of the module

Practical Classes and Workshops 20 Directed practical skill development during which students undertake various horticultural practices

Work based learning 80

Students undertake a work placement in a horticultural enterprise. During the placement students are expected to undertake a range of appropriate activities enabling them to develop skills and competencies building on theoretical knowledge.



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Written exam

E_ Total = 100%

T1 In Class Test - to cover ALO1, 2 & 5

100%Total = 100%

Coursework C_ Portfolio ALO 2, 3, 4, 5 Total = 100%Practical P_ Total = 100%


Date:23/10/18


Date:23/10/18

Recommended Texts and Sources:Adams, C.R., Bamford, K.M. & Early, M.P., 2012. Principles of horticulture. 6th ed. London: Routledge.Brown, L., 2008. Applied principles of horticultural science. 3rd ed. London: Elsevier.


Dowding, C., 2010. Organic gardening: the natural no-dig way. 2nd ed. Totnes: Green Books.Garner, R.J., 2013. The grafter’s handbook. London: Octopus Publishing.RHS, 2012. Encyclopedia of gardening techniques: a step-by-step guide to key skills for every gardener. London: Octopus.



MODULE CODE: CORR162 MODULE TITLE: Classification and Taxonomy



SHORT MODULE DESCRIPTOR: (max 425 characters)The module covers the various methods used to classify and name organisms. The evolution of life forms is revealed through taxonomic relationships and students are equipped with the skills to recognise the major types of life. Emphasis is placed on organisms that play a role in horticulture; from symbionts to pests and pathogens.





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T1 (Test) %



MODULE AIMS:The module provides the opportunity for students to investigate evolution and systematics by close observation of a range of organisms representing the major taxonomic groups: prokaryotes, protists, fungi, animals and plants. By investigation and comparison of representatives of different phyla students develop an understanding of relationships between groups and develop an understanding of evolutionary adaptations.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:25. Relate structural features of prokaryotic and eukaryotic cells to their function.26. Identify major groups of plants, animals and fungi by use of dichotomous key.27. Demonstrate relationships between organisms by constructing a phylogenetic tree28. Discuss the methods and principles of classification and taxonomy.29. Discuss the impact on horticulture of adaptations and lifecycles of selected organisms.



SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT




SUMMARY of MODULE CONTENTBeginning with a comparison prokaryotic and eukaryotic cells the cell as the basic unit of life is introduced. Single celled organisms are then examined concentrating on prokaryotes and single celled protists. The development of multicellularity is examined and the role of different cell types in multicellular organisms is discussed. An exploration of the structure function relationships (from cell to organ) of multicellular organisms and how these features are used in taxonomy follows. The relationship between ecological adaptation and structure is introduced as the main phyla of the protists, fungi, plants and animals are examined in detail. A comparison of using morphological examination and DNA technology in classification is made and discussed. Morphological features to identify organisms are used with dichotomous keys to identify horticulturally important organisms.


Lecture 20Introducing the major concepts of the module and specific details of important representative phyla from major groups.

Practical Classes and Workshops 40 Close observation and recording of example organisms



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Written exam

E1 Formal examination - to cover ALO1, 2, 3 & 4.

100%Total = 100%

T Total = 100%

CourseworkC1

C2

Short answer questions - to cover ALO5Lab Book - to cover ALO1, 2, 3 & 5.

60%

40%Total = 100%

Practical P Total = 100%


Date:23/10/18


Date:23/10/18

Recommended Texts and Sources:Amyes, S.G.B., 2013. Bacteria: a very short introduction. Oxford: Oxford University Press.Evert, R.F. & Eichhorn, S.E., 2013. Raven biology of plants. 8th ed. New York: W.H. Freeman


Moore, J., 2006. An introduction to the invertebrates. 2nd ed. Cambridge: Cambridge University Press.Reece, J.B., Urry, L.A., Cain, M.L., Wasserman, S.A., Minorsky, P.V. & Jackson, R.B., 2011. Campbell biology. 9th ed. London: PearsonSadava, D., Hillis, D.M., Heller, H.C. & Berenbaum, M.R., 2014. Life : the science of biology. 10th ed. Sunderland: Sinauer.Stephenson, S.L., 2010. The kingdom fungi: the biology of mushrooms, molds, and lichen. London: Timber Press.



MODULE CODE: CORR2024 MODULE TITLE: Research Methods

CREDITS: 20 FHEQ Level: 5 JACS CODE: X210 (HECoS 100962)


SHORT MODULE DESCRIPTOR: (max 425 characters)The module will develop the student’s research ability. Knowledge and understanding related to; the research process, formulation of research questions, developing a research proposal, experimental design, appropriate and correct statistical analysis, presentation of data and results, constructing effective discussions and conclusions.


E1 (Examination) % C1 (Coursework)

60% P1 (Practical)

% or Pass/Fail (delete as appropriate)



%

T1 (Test) 40%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Duchy College – Eden Project


MODULE AIMS:This module is also designed to develop the knowledge, understanding, skills and thought processes necessary for effective original academic and/or work-focused research. The detailed techniques and approaches used will reflect agricultural and food science disciplines and will provide a basis for progression on to the Level 6 Honours Project

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

1. Identify the context of research within their selected discipline.2. Demonstrate the skills appropriate for data collection, analysis and evaluation for both

quantitative and qualitative3. Examine a specific area/site/line of enquiry and identify the current state of knowledge and

establish future information.

DATE OF APPROVAL: 01 April 2013 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2013 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




MODULE LEADER: Dr Jurie Intachat OTHER MODULE STAFF: Dr Rachel Kaleta

SUMMARY of MODULE CONTENTThe nature and context of research is introduced. Research methods, experimental design and planning research are discussed in a theoretical context and with reference to published data. The presentation of data and the use of statistics in analysis are investigated. The use of Chi square, t-tests and analysis of variance is explored in detail. Issues with sampling, missing data points and the difference of qualitative and quantitative data analysis are outlined. The use of computer based software for analysis is introduced through workshop sessions.


Lecture 12Classroom delivery of main concepts and preparatory lectures to assure appropriateness of proposed study

Practical Classes and Workshops 23In class workshops on data analysis using different statistical analysis techniques and programmes and self-directed

Seminar 10

Discussion and critique of research proposal including the assurance that ethical requirements are met and a suitable work plan agreed and implemented



SUMMATIVE ASSESSMENT

Assessed Module Learning Outcomes

Element Category

Component Name

Component Weighting

Written exam 0%

Demonstrate the skills appropriate for data collection, analysis and evaluation for both quantitative and qualitative (ALO2)

In class test

40%


Identify the context of research within their selected discipline (ALO1)

Examine a specific area/site/line of enquiry and identify the current state of knowledge and establish future information (ALO3)

Coursework Research Proposal

60%

Practical 0%

REFERRAL ASSESSMENT

Assessed Module Learning Outcomes Element Category

Component Name

Component Weighting

Written exam 0%

In-class test 0%

Demonstrate the skills appropriate for data collection, analysis and evaluation for both quantitative and qualitative (ALO2)

Coursework (in lieu of the original assessment)

Referral Assignment

40%

Identify the context of research within their selected discipline (ALO1)

Examine a specific area/site/line of enquiry and identify the current state of knowledge and establish future information (ALO3)

Coursework Research Proposal

60%

Practical 0%

To be completed when presented for Minor Change approval and/or annually updatedUpdated by: HE Operations 23/10/18 Approved by: HE Operations

Date: 23/10/18



MODULE CODE: CORR2025 MODULE TITLE: Plant Growth and Development



SHORT MODULE DESCRIPTOR: (max 425 characters)This module investigates the regulation of the growth and development of plants. The regulation of growth and development by both internal and external environmental factors is discussed. The different mechanisms by which signalling factors are recognised and signals are transduced are contrasted and compared. Physiological adaptations of plants to different environments are investigated.





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T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Duchy College The Eden Project


MODULE AIMS:The module enables students to develop a holistic view and understanding of plant physiology; which integrates and explores the physics that underpins many physiological processes with the control of growth and development regulated by plant hormones. The module aims to cultivate an understanding of the environmental impacts on plant physiology and compares and contrasts physiological adaptations with acclimation responses.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:30. Compare and contrast adaptive and acclimation responses.31. Critically evaluate the roles of individual hormones in key physiological and developmental

processes.32. Collect, analyse and interpret experimental data.33. Interpret and critique published physiological data.34. Discuss the interplay between genetic and hormonal control of plant development


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT



MODULE LEADER: James Wagstaffe OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTPlant water relations are investigated at the cellular level from the regulation of solute potential and ion movement as related to the Nernst equation. The regulation of transpiration and the regulation of whole plant water relations are then evaluated. The control and regulation of stomatal movement is studied in detail and water stress acclimation and adaptive responses are discussed. The translocation of solutes around the plant is discussed. Regulatory factors including light and plant hormones controlling plant physiology are compared and contrasted. The roles of each in developmental processes including germination, shoot development and flowering are assessed. Circadian rhythms and the genetic control of development are introduced.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 Introducing the main concepts of the module

Practical Classes and Workshops 35Experimental investigation of key physiological and developmental processes and critical interpretation of published physiological research



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Written exam

E1 Formal examination - to cover all ALOs

100%Total = 100%

T Total = 100%

Coursework

C1

C2

Essay from a choice of questions - to cover ALO4 & 5.Practical log book - to cover LO2, 3 & 4.

40%

60%Total = 100%



Date:23/10/18


Date:23/10/18

Recommended Texts and Sources:Evert, R.F. & Eichhorn, S.E., 2013. Raven biology of plants. 8th ed. New York: W.H. Freeman.Hodson, M.J. & Bryant, J.A., 2012. Functional biology of plants. Chichester: Wiley.Jones, R., Ougham, H., Thomas, H. & Waaland, S., 2013. The molecular life of plants. Oxford: Wiley.


Smith, A.M., Coupland, G., Dolan, L., Harberd, N., Jones, J., Martin, C., Sablowski, R. & Amey, A., 2010. Plant biology. Abingdon: Garland.Taiz, L. & Zeiger, E., 2010. Plant physiology. 5th ed. Sunderland: Sinauer"JournalsPlant Physiology, Planta, Physiologia Plantarum, Plant Cell and Environment"



MODULE CODE: CORR2026 MODULE TITLE: Plant Production and Propagation



SHORT MODULE DESCRIPTOR: (max 425 characters)This module investigates a range of appropriate methods of plant propagation. Aspects of the genetics of plant improvement and seed production are discussed. The module contains a work placement during which propagation and production techniques are developed and assessed.





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T1 (Test) %



MODULE AIMS:The module aims to equip the student with practical propagation and production skills coupled with a theoretical knowledge that underpins these horticultural practices. Students gain practical experience of propagation and production both in college facilities and during a work placement. Sexual plant propagation is explored with reference to plant breeding, genetic modification and seed production. Students develop critical analysis of the suitability of different production techniques.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to: Evaluate the suitability of vegetative propagation techniques for a range of plant species. Critically assess plant breeding techniques and evaluate their impact on modern varieties and

production systems. Compare and contrast protected with open ground production systems and container with field

grown production systems. Discuss the implications of commercial practice on methods of plant production. Reflect on personal practice and competencies and identify missing skills and knowledge.





MODULE LEADER: James Wagstaffe OTHER MODULE STAFF: Eden Project Team

SUMMARY of MODULE CONTENTPropagation techniques (including hard and softwood cuttings and micro propagation) for a range of plants are explored and put into practice. Large scale production techniques for a range of horticultural crops (including fruit, field vegetables, cut flowers, and ornamental nursery stock and glasshouse crops) are then examined and discussed with practical student led project application involving growing crops in an NFT glasshouse situation and in the field. A work placement allows these skills to be developed further. Techniques used in plant breeding and plant improvement are investigated and their application in seed production and the production of new varieties is discussed.


Lecture 20 Covering main concepts of the module with a focus on plant breeding and seed production

Practical Classes and Workshops 20

Development of practical competencies in propagation and production including micro propagation, NFT glasshouse growing, field growing of vegetables and nursery stock propagation and production.

Work based learning 80

Students undertake a work placement in a horticultural enterprise that specialises in propagation and/or production. During the placement students are expected to undertake a range of appropriate activities enabling them to develop skills and competencies building on theoretical knowledge.



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Written exam

E Total = 100%T Total = 100%

Coursework

C1

C2

C3

Short answer questions - to cover ALO1 & 3.Essay - to cover ALO2Portfolio of work-based evidence - to cover ALO3, 4 & 5.

20%

40%

40%Total = 100%




Date:23/10/18


Date:23/10/18

Recommended Texts and Sources:Acquaah, G., 2012. Principles of genetics and plant breeding. 2nd ed. Chichester: Wiley-Blackwell.Agarwal, V., 2012. Plant production techniques. New Delhi: Oxford Book Company.George, R.A.T., 2009. Vegetable seed production. 3rd ed. Wallingford: CABI Publishing.Hartmann, H.T., Kester, D.E., Davies, F.T. & Geneve, R.L., 2011. Hartmann and Kester’s plant propagation: principles and practices. 8th ed. Upper Saddle River: Prentice HallHodge, G. & Ward, R., 2013. RHS propagation techniques. London: Mitchell Beazley.Resh, H.M., 2013. Hydroponic food production: a definitive guidebook for the advanced home gardener and the commercial hydroponic grower. 7th ed. Abingdon: CRC Press."JournalsPlant Breeding, Annals of Botany, Vegetable Crops Research Bulletin."



MODULE CODE: CORR2027 MODULE TITLE: Plant Ecology



SHORT MODULE DESCRIPTOR: (max 425 characters)Plants play a key ecological role and form the primary producers of many ecosystems. Plant adaptations, distribution and responses to environmental stresses are investigated. Also considered are the interactions of plants with other organisms with emphasis on interactions with potential pathogens, pests and symbionts. The ecological impact of climate change on plants and their interactions with other organisms is discussed.





%

T1 (Test) %



MODULE AIMS:This module aims to provide students with the opportunity to study the integration of plants within different environments and investigate how climate affects distribution. The effects of plants and their interactions with other organisms are assessed in an ecological context. The biochemical basis for these interactions is discussed.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:35. Investigate and evaluate the factors that affect the distribution and diversity of plant life36. Articulate how plants have adapted to the changing global environment.37. Discuss how plant chemistry affects plant interactions with other organisms.38. Analyse the role that interactions with other organisms have on ecological systems and their

potential to cause pest and disease problems in horticulture.39. Critically evaluate the role of diversity and stability on ecosystems





MODULE LEADER: Rachel Kaleta OTHER MODULE STAFF: Melanie Webb

SUMMARY of MODULE CONTENTKey environmental factors that affect plant growth are discussed and the implication of climate change and climate on plant distribution is assessed. The evolutionary adaptation of plants to different biomes is investigated and related to plant distribution. The interactions of plants with other organisms are discussed with particular attention to association significant to horticulture. The role of plants and their interactions with organisms and the environment as the basis of eco systems is outlined and critically assessed.


Practical Classes and Workshops 20 Lab based analysis and field based assessment of different ecosystems

Seminar 15 Student led discussions on specific topics.Guided Independent study 145


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Written exam

E1 Formal examination - to cover ALO2, 3 & 4.

100%Total = 100%

T Total = 100%

CourseworkC1

C2

Essay - to cover ALO3 & 4.Practical lab book - to cover ALO1, 2 & 5.

40%

60%Total = 100%



Date:23/10/18


Date:23/10/18

Recommended Texts and Sources:Grime, J.P., Hodgson, J.G. & Hunt, R., 2007. Comparative plant ecology: a functional approach to common British species. 2nd ed. Dalbettie: Castlepoint.Gurevitch, J., Scheiner, S.M. & Fox, G.A., 2006. The ecology of plants. 2nd ed. Sunderland: Sinauer.Iason, G.R., Dicke, M. & Hartley, S.E., eds., 2012. The ecology of plant secondary metabolites: from genes to global processes. Cambridge: Cambridge University Press.


Stace, C., 2010. New flora of the British Isles. 3rd ed. Cambridge: Cambridge University Press.Taiz, L. & Zeiger, E., 2010. Plant physiology. 5th ed. Sunderland: Sinauer."JournalsTrends in Ecology and Evolution, Journal of Plant Ecology, Global Ecology and Biogeography, Journal of Applied Ecology."



MODULE CODE: CORR2028 MODULE TITLE: Plant Pathology



SHORT MODULE DESCRIPTOR: (max 425 characters)This module allows the student to research and familiarise themselves with the wide range of pests and disease a causing pathogens that affect plants. Methods of monitoring and predicting infestations and discussed and control measures are outlined. The genetics and mechanisms of disease resistance is also examined.





%

T1 (Test) %



MODULE AIMS:The module aims to familiarise the student with a range of pests, diseases and disorders of plants including viral, bacterial and fungal pathogens as well as common invertebrate pests. The genetic basis of plant pathogen/insect interactions and how genetics can be used to provide resistance in horticultural practice is discussed.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:40. Identify and evaluate the major groups of plant pests and diseases, and identify and evaluate

disease symptoms caused by horticulturally important pests and diseases41. Research and analyse control measures in order to prevent damage to plants and apply

monitoring to predict insect and fungal infestations/populations42. Formulate and compare various strategies for the control of a range of pests, diseases and other

pathogens43. Discuss the factors affecting the interaction of pests with plants44. Compare and contrast the genetics underpinning pathogenicity and resistance.


Additional notes (for office use only): 64 | P a g e



MODULE LEADER: Rachel Kaleta OTHER MODULE STAFF: Melanie Webb, Eden Project team

SUMMARY of MODULE CONTENTThe disease causing groups (bacteria, fungi, protists and viruses) are investigated with reference to specific pathogens that cause important diseases of horticultural crops. Likewise the major invertebrate pest groups are investigated with reference to specific pests that attack horticultural crops. The life cycles, environment and factors affecting the interaction of the pathogens/pests with the plant are discussed. Methods of monitoring and controlling diseases and pests are evaluated. The genetics of pathogenicity and resistance are explored and the basis of breeding for resistance is discussed.


Practical Classes and Workshops 30Investigation and close observation of diseased material and experimental analysis of monitoring procedures



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Written exam

E1 Formal examination - to cover ALO1, 4 and 5.

100%Total = 100%

T Total = 100%

CourseworkC1

C2

Essay - to cover ALO2, 3, 4 and 5.Lab book and portfolio - to cover ALO1, 2 and 3.

40%

60%Total = 100%



Date:23/10/18


Date:23/10/18

Recommended Texts and Sources:Agrios, G.N., 2005. Plant pathology. 5th ed. London: Elsevier.Harborne, 1993. Introduction to ecological biochemistry. 4th ed. London: Elsevier.Khan, J.A. & Dijkstra, J., eds., 2006. Handbook of plant virology. Binghamton: Haworth Press.


Smith, A.M., Coupland, G., Dolan, L., Harberd, N., Jones, J., Martin, C., Sablowski, R. & Amey, A., 2010. Plant biology. Abingdon: Garland.Strange, R.N., 2003. Introduction to plant pathology. Chichester: John Wiley.Taiz, L. & Zeiger, E., 2010. Plant physiology. 5th ed. Sunderland: Sinauer."Journals:Plant Pathology, Molecular Plant Microbe Interactions, Annals of Applied Biology, Journal of General Virology,"



MODULE CODE: CORR2029 MODULE TITLE: Ethnobotany



SHORT MODULE DESCRIPTOR: (max 425 characters)This module investigates historical and current plant use with focus on important plant crops and a discussion of the sacred role of plants. The interaction of humans with plants through use is assessed in relation to human social, economic and cultural developments both historic and current





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T1 (Test) %



MODULE AIMS:The module enables students to develop an understanding of the relationship between humans and plants. Students will investigate how plants have helped shape human culture in the past; assess current impacts and possible future applications of ethnobotany, using specific examples within a horticultural context.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:45. Critically review the interdisciplinary subject of ethnobotany, it’s history and methods46. Assess and analyse the use and value of plants across different cultures47. Demonstrate the identification of plant specimens using botanical keys48. Correctly collect, mount and label an ethnobotanical voucher specimen49. Compare and contrast different vegetation sampling methods and their use





MODULE LEADER: Dr Rachel Kaleta OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTThe history of ethnobotany is introduced and plant classification and identification reviewed. The role of herbaria are investigated and practical skills in vegetation sampling a sample preparation are developed. The ecology of succession is investigated and the role of domestication, hunter- gatherers, subsistence and wild resources are discussed. Economic botany, the role of food plants in nutrition and plants as medicine are investigated. The chemistry of the plant and the role of plants in drug development is critically reviewed. The sacred role of plants in disparate cultures is investigated.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 Delivering the main module concepts

Practical Classes and Workshops 20 Structured practical activities investigating key ethnobotanical techniques

Seminar 15 Student led discussion of specific topicsGuided Independent study 145


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Written exam


Coursework

C1

C2

Essay from a choice of questions - to cover ALO1 & 2.Portfolio of 10 samples - to cover ALO3, 4 & 5.

50%

50%Total = 100%



Date:23/10/18


Date:23/10/18

Recommended Texts and Sources:Cunningham, A.B., 2001. Applied ethnobotany: people, wild plant use and conservation. London: Earthscan.Hsu, E. & Harris, S., eds., 2010. Plants, health and healing: on the interface of ethnobotany and medical anthropology. Oxford: Berghahn Books


Martin, G.J., 2004. Ethnobotany: a methods manual. London: Earthscan.Simpson, B.B. & Ogorzaly, M.C., 2001. Economic botany: plants in our world. 3rd ed. New York: McGraw-Hill.Yarnell, E., 2004. Phytochemistry and pharmacy for practitioners of botanical medicine. Wenatchee: Healing Mountain."JournalsJournal of Ethnobiology and Ethnomedicine, Journal of Ethnopharmacology, Ethnobotany Research and Applications."



MODULE CODE: CORR309 MODULE TITLE: Honours Project


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

SHORT MODULE DESCRIPTOR: (max 425 characters)This module allows students to explore in detail an academic subject of their choice. The module comprises a substantial piece of original work, this may comprise of a research study, which includes experimental design, the collection, analysis and interpretation of data and report writing. Alternatively the work may be a design project that meets a specific need and brief. Students will also conduct a literature review addressing wider issues and relevance to their selected research or design subject.


E1 (Examination) % C1 (Coursework) 80% P1 (Practical) 20% or Pass/FailE2 (Clinical Examination)


%

T1 (Test) %



MODULE AIMS:The module aims to provide the student with an opportunity to carry out self-directed study of current issues and concepts relevant to their degree programme. Students develop a systematic knowledge and understanding of the research or design process. By carrying out the project students develop competencies in the design and execution of a research study or design project and an ability to communicate their findings by means of written and oral reports

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:50. Clearly construct and articulate project aims, objectives and hypothesis as appropriate.51. Critically evaluating appropriate literature52. Design and execute the collection of data or planning of a design project53. Analyse, interpret and critically evaluate data or complete a design project54. Discuss their study in the context of the related appropriate literature. Communicating findings

in an appropriate manner.






SUMMARY of MODULE CONTENTIdentification of appropriate research/design questions. Selection of an appropriate methodology/design brief. Literature research and review. Experimental/project design. Negotiation of issues access and ethics. Data collection, analysis and interpretation/completion of design project. Report writing. Presentation of findings to peers.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 Core lectures – project design and developmentProject Supervision 40 Access to technical help and supervisionTutorial 20 Tutorial discussion 1:1Guided Independent study 320


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Written exam


Coursework

C1

C2

Presentation or Design Report - to cover ALO1 & 2.Research paper or Design proposal - to cover ALO1,2,3,4 & 5.

15%

65%Total = 100%

Practical P1 Presentation – to cover LO4 and 5.

100%Total = 100%


Date:23/10/18


Date:23/10/18

Recommended Texts and Sources:Berg, B. L., 2008. Qualitative research methods for the social sciences. 7th ed. London: Pearson International EditionBremer, M. & Doerge, R.W., 2010. Statistics at the bench: a step by step guide for biologists. New York: Cold Spring Harbor Laboratory Press.Dytham, C., 2011. Choosing and using statistics: a biologist’s guide. 3rd ed. Chichester: Wiley-Blackwell


Gilham, B., 2008 Developing a questionnaire. 2nd ed. London: ContinuumKirkup, L., 2012. Data analysis for physical scientists: featuring Excel. 2nd ed. Cambridge: Cambridge University Press.Ryan, B., Joiner, B. & Cryer, J., 2013. Minitab handbook: update for release 16. Boston: Brooks/Cole.



MODULE CODE: CORR310 MODULE TITLE: The Contemporary Horticultural Environment

CREDITS: 20 FHEQ Level: 6 JACS CODE: D410


SHORT MODULE DESCRIPTOR: (max 425 characters)To appraise important issues within the horticultural sector and to investigate how knowledge exchange is used in developing appropriate solutions. To develop an understanding for the requirement of constant change and updating of practice in keeping horticultural enterprises competitive.


E1 (Examination) % C1 (Coursework) 30% P1 (Practical) 70% or Pass/Fail (delete as appropriate)



%

T1 (Test) %



MODULE AIMS:This module aims to provide learners with the opportunity to critically evaluate existing knowledge on topics of horticultural significance. By assessment of methods of knowledge exchange learners develop the skills to convey the results of research and accompanying analysis. The integration of knowledge exchange with issue focussed recommendations arising from critical analysis culminates in a student organised symposium on an agreed topic of importance to horticulture.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:55. Critically analyse a range of primary literature to investigate contemporary issues of significance

and how they might impact on a horticultural business or organisation.56. Report on a specific contemporary issue providing analysis and proposing recommendations57. Assess the processes of knowledge exchange with reference to topics of contemporary

horticultural significance.58. Publically present an analysis of a contemporary issue.59. Critically analyse research and proposed recommendations by assessing potential impacts on

horticultural practice





SUMMARY of MODULE CONTENTStudents will undertake case studies in knowledge exchange and investigate an issue of importance to the horticultural industry. Study will be supported by field study and external speakers from industry. The way in which research knowledge is converted to practice will be assessed and students will present their own findings and recommendations on a topic at a industry focussed symposium.


Lecture 10 Introducing the main concepts of the module and outlining case studies

Practical Classes and Workshops 10 Student led discussion and planning of case study

investigation and symposium preparation

Tutorial 10 1:1 sessions providing guidance and help in symposium preparation

Fieldwork 20 In field investigation of horticulture issuesGuided Independent study 150


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Written exam


Coursework C1 Case study - to cover ALO1, 2 & 5.

100%Total = 100%

Practical P1Student led symposium with briefing paper. All ALOs.

100%Total = 100%


Date:23/10/18


Date:23/10/18

Recommended Texts and Sources:Anaya, C.P., 2012. Knowledge transfer: a practical approach. Bloomington: Xlibris.Denicolo, P., ed., 2014. Achieving impact in research. London: Sage.Frappaolo, C., 2006. Knowledge management. Chichester: Capstone"Horticultural Press, Horticulture Week, The Grower, The Garden."


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

MODULE CODE: CORR311 MODULE TITLE: Sustainable Horticultural Enterprises



SHORT MODULE DESCRIPTOR: (max 425 characters)This module will allow the student to critically engage with and discuss issues around sustainability and enterprise management within the horticultural industry. An understanding of sound business management approaches will be developed. Critical Analyses of good and best practise will be undertaken and external perceptions and drivers will be considered and discussed within the context of policy making and strategic prioritisation for businesses.


E1 (Examination) 50% C1 (Coursework) 50% P1 (Practical) % or Pass/FailE2 (Clinical Examination)


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MODULE AIMS:This module aims to draw together market, social and economic influences on horticultural enterprises and assess these in a business context set against economic viability, environmental resource responsibility and social (or market) acceptance. In the context of the horticultural industry the module will integrate sustainable development, policy and regulatory drivers, market influences and horticultural business management principles.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:60. Identify and apply key indicators of sustainability and enterprise within the horticultural

industries.61. Critically evaluate the main external drivers that are changing and challenging the horticultural

industry.62. Audit and appraise horticultural businesses in relation to sustainable development indicators

and benchmarks of good enterprise management.63. Produce recommendations for improved practice based on analysis of a given enterprise64. Critically review and assess potential impacts of recommendations and changing legislation on

potential enterprise success.

DATE OF APPROVAL: 01 April 2014 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2014 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: 09/05/15 TERM/SEMESTER: Autumn



MODULE LEADER: Rachel Kaleta OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTSocial and environmental influences on horticultural systems are investigated in the context of economic viability of enterprises. Environmental resource management is discussed in relation to sustainable development (principles, concepts and indicators). Responsible and socially (or market) acceptable enterprise models are reviewed with reference to policy and regulatory drivers. The effect of market influences on horticultural enterprises are critiqued.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 Classroom delivery of key module concepts

Practical Classes and Workshops 15 Guided student led analysis of case study enterprises and key topics

Seminar 15 Presentations by industry speakersGuided Independent study 150


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Written exam

E1 Formal examination - to cover LO1 and LO2.

100%Total = 100%

T Total = 100%

Coursework C1 Case study - to cover LO3, 4 and 5.

100%Total = 100%



Date:23/10/18


Date:23/10/18

Recommended Texts and Sources:Blewitt, J., 2008. Understanding sustainable development. London: Earthscan.Dresner, S., 2008. The principles of sustainability. 2nd ed. Abingdon: Earthscan.Epstein, M.J. & Buhovac, A.R., 2014. Making sustainability work: best practices in managing and measuring corporate, social environmental and economic impacts. 2nd ed. Sheffield: Greenleaf Publishing.Rogers, P.P., Jalal, K.F. & Boyd, J.A., 2008. An introduction to sustainable development. Abingdon:


Earthscan.Weybrecht , G., 2014. The sustainable MBA: a business guide to sustainability. 2nd ed. Chichester: Wiley."Horticultural PressHorticulture Week, The Grower, The Garden."



MODULE CODE: CORR312 MODULE TITLE: Plant Conservation and Collections

CREDITS: 20 FHEQ Level:6 JACS CODE: F750


SHORT MODULE DESCRIPTOR: (max 425 characters)Plant conservation is increasingly important as a means of reducing extinction rates amongst plant species. This module looks at modern plant conservation and, in particular the importance of collections, methods of maintaining collections and implications for diversity of restricted gene pools.





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MODULE AIMS:To make the student aware of the role of plant conservation and collection and enable the learner to evaluate conservation work and identify the role of organisations concerned with maintaining and conserving plants. Learners evaluate the value of collections with respect to gene pool size and population diversity And critique current conservation techniques and policies.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:65. Critically evaluate the value of conserving plants and the problems associated with this66. Articulate a clear knowledge of legislation covering the protection of plants and their

conservation.67. Investigate and critique current knowledge and understanding of research derived from or

underpinning a defined collection.68. Critically analyse the approaches and techniques used in the conservation of endangered plant

species.69. Review and critically evaluate the procedure of plant tissue culture and its use in conservation

and collection maintenance.




MODULE LEADER: James Wagstaffe OTHER MODULE STAFF: Ros Smith, Melanie Webb, Eden Project team

SUMMARY of MODULE CONTENTThe value of plant conservation is discussed and issues arising from restricting gene pools are investigated with reference to population genetics. The science of plant storage, cryopreservation, tissue and cell culture is reviewed and the physiology of the plant is investigated with reference to these procedures. The roles of regional, national and international organisations involved in collecting and conserving plant material are compared and contrasted and the requirements to undertake conservation is discussed with reference to international agreements and accords.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 Delivering the key concepts of the module

Practical Classes and Workshops 10 Practical skill development in the procedures of plant conservation

Seminar 10 Student led discussions of relevant research papers

Fieldwork 10 Analysis of collections and conservation programmes



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Written exam

E1Covering key concepts of the module LO 1,2, 3 and 4

100%Total = 100%

T Total = 100%

Coursework

C1 Micropropagation Study - To cover LO4 and 5.

100%

Total = 100%



Date:23/10/18


Date:23/10/18


Recommended Texts and Sources:Acquaah, G., 2012. Principles of genetics and plant breeding. 2nd ed. Chichester: Wiley-Blackwell.Evert, R.F. & Eichhorn, S.E., 2013. Raven biology of plants. 8th ed. New York: W.H. Freeman.Griffiths, A.J.F., Wessler, S.R., Carroll, S.B. & Doebley, J., 2012. Introduction to genetic analysis. 10th ed. Basingstoke: W.H. Freeman.Smith, R.H., 2013. Plant tissue culture: techniques and experiments. 3rd ed. London: ElsevierTrigiano, R.N. & Gray, D.J., eds., 2011. Plant tissue culture, development and biotechnology. Boca Raton: CRC Press"JournalsNew Phytologist, International Journal of Biodiversity and Conservation, Biodiversity and Conservation."



MODULE CODE: CORR313 MODULE TITLE: Advanced Ethnobotany

CREDITS: 20 FHEQ Level: 6 JACS CODE: K341 (HECoS 100529)


SHORT MODULE DESCRIPTOR: (max 425 characters)Building on a basic understanding of ethnobotany; the cultural value of plants to humans is explored and the techniques and practices of applied ethnobotany are introduced. Students develop critically analyse skills in the application of advanced applied ethnobotany techniques. Furthermore students will gain a detailed understanding of field based research techniques within an ethnobotany context.





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MODULE AIMS:This module aims to develop a systematic and in depth knowledge of applied ethnobotany for use in field based research. A critical understanding is developed of the complexities of traditional botanical knowledge and intellectual property rights. The learner investigates the application of ethnobotany to a range of contemporary issues.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:70. Demonstrate a critical knowledge of intellectual property rights and the legal and ethical

implications of ethnobotanical fieldwork71. Critically evaluate a range of contemporary ethnobotanical issues72. Apply ethnobotanical knowledge and understanding to address contemporary issues73. Demonstrate the ability to conduct an ethnobotanical study using botanical and anthropological

field methods74. Critically evaluate a range of ethnobotanical field techniques.






SUMMARY of MODULE CONTENTIndigenous knowledge, cultural valuation and economic valuation are discussed. Historical ecology, ethnoecology, traditional resource management, sustainability and resilience and land tenure are investigated. bioprospecting, ecotourism, famine and toxic foods are reviewed and critiqued. The techniques and issues of applied ethnobotany are introduced and evaluated: these include ethics and intellectual property rights, participant observation, interviewing, surveys, wealth ranking, seasonal calendars, domain analysis and freelisting, pilesorts, ranking, mapping and treetrails.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 30 Delivering key module conceptsSeminar 10 Student led discussion of specific topicsPractical Classes and Workshops 10 Investigation of field research techniquesGuided Independent study 50


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Written exam


Coursework

C1

C2

Field study methods portfolio - to cover LO4 and LO5.Essay from a choice of questions - to cover LO1, 2 and 3. Research project - to cover LO4 and LO5.Essay from a choice of questions - to cover LO1, 2 and 3.

50%

50%Total = 100%



Date:23/10/18


Date:23/10/18

Recommended Texts and Sources:


Balick, M.J. & Cox, P.A., 1997. Plants, people and culture: the science of ethnobotany. New York: Scientific American Library.Cunningham, A.B., 2001. Applied ethnobotany: people, wild plant use and conservation. London: Earthscan.Hsu, E. & Harris, S., eds., 2010. Plants, health and healing: on the interface of ethnobotany and medical anthropology. Oxford: Berghahn Books.Martin, G.J., 2004. Ethnobotany: a methods manual. London: Earthscan.Simpson, B.B. & Ogorzaly, M.C., 2001. Economic botany: plants in our world. 3rd ed. New York: McGraw-Hill"JournalsJournal of Ethnobiology and Ethnomedicine, Journal of Ethnopharmacology, Ethnobotany Research and Applications."
