programme title: fdsc animal behaviour and psychology · web viewlevel 2: key skills requirement /...

Plymouth University

Academic Partnerships

CORNWALL COLLEGE (Newquay)

Programme Quality HandbookFdSc Animal Behaviour and Psychology

Academic Year 2017-2018

1 | P a g eUpdated Programme Specification for FdSc Animal Behaviour and Psychology (6 June 17)

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: FdSc Animal Behaviour and Psychology

Internal Programme Code: FT 4137 PT 5085

Partner Delivering Institution: Cornwall College, Newquay

State Date: 2017-2018

First Award Date: 2019-2020

Date(s) of Revision(s) to this Document: 6 June 2017/5 September 2017

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

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

PS10. Admissions Criteria.................................................................................................................9

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-A3.pdf , last accessed 28 th July 2014 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]3 If required please contact Academic Partnerships Programme Administration for assistance.


http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf

PS11. Academic Standards and Quality Enhancement..............................................................10

PS12. Programme Structure...........................................................................................................11

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment.......................................................................................................................................13

PS14. Work Based/ Related Learning...........................................................................................18


PS1. Programme Details

Awarding Institution: Plymouth UniversityPartner Institution and delivery site (s): Cornwall College, NewquayAccrediting Body: Plymouth UniversityLanguage of Study: EnglishMode of Study: Full time (2 years)Final Award: FdScIntermediate Award: Certificate of Higher Education (CertHE)Programme Title: Animal Behaviour and PsychologyUCAS Code: DC38JACS Code: DC38Benchmarks: This programme is managed and delivered in

adhering to the precept of the QAA code of practice. The programme documents have been informed by referring to the following benchmark documents. The FHEQ (Framework for Higher Education Qualifications) was consulted during the development of this programme at Intermediate level. The QAA Subject Benchmarks for Biosciences (2007), General Business and Management (2007) and Psychology (2007) were consulted at threshold and typical standard as well as the degree benchmark statements for Foundation Degrees.

Date of Programme Approval: 2011 (updated 6 June 2017)

PS2. Brief Description of the ProgrammeThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation (approx. 200-250 words)

This programme is intended to introduce you to the different ways in which zoologists and psychologists research and interpret animal behaviour. Through study of the underpinning science you will learn about techniques used in the management of animal behaviour in a range of contexts and species (e.g. companion animals, working dogs, enrichment for captive zoo animals). You will look at behaviour in all the major vertebrate groups and arthropods.

There will be a particular emphasis on consideration of the welfare of animals, and the promotion of humane treatment of animals. In the longer term it is intended that as a graduate from the FdSc in Animal Behaviour and Psychology you will have developed skills which prepare you for employment in animal training, welfare assessment, animal husbandry and other related fields of work.


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 internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm)

None

PS5. Programme Aims

This programme will deliver:

A1: focused on knowledge and understanding: To provide the learner with an insight into a variety of animal behaviours and their adaptive value in different species.

A2: focused on cognitive and intellectual: To develop an awareness of the interaction between ecology, physiology and behaviour in non-human animals.

A3: focused on key transferable skills: To provide the learner with the ability to systematically observe and record animal behaviour with regards to assessing animal welfare.

A4: focused on employability and CPD/lifelong learning: To develop an awareness of the impact of psychology on animal behaviour studies, and to evaluate psychological viewpoints

A5: focused on practical skills: To enable learners to develop enterprising attributes, such as creativity and resourcefulness, entrepreneurship (running a business) and providing a foundation for life-long learning.

PS6. Programme Intended Learning Outcomes (ILO)

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

ILO1: knowledge and understanding: Understand the basis of non-human behaviour.

ILO2: cognitive and intellectual skills – Demonstrate the interaction between ecology, physiology and behaviour.

ILO3: transferable skills – Evaluate the use of psychological theories and research into the solving of behavioural problems.

ILO4: employment – Comprehend a range of business models which may provide an enterprise culture applicable to the field of behaviour and psychology in animals.


https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm

ILO5: practical – Assess the practical usefulness of different behavioural indicators of welfare.

PS7. Distinctive FeaturesThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation:

Close working with Newquay Zoo and Blue reef Aquarium, Newquay, for direct observation of a wide range of exotic and unusual animal species.

Occasional lectures/workshops with speakers working in animal behaviour management. Teaching team with experience in both practical and academic aspects of animal behaviour and

psychology. Exceptional resources e.g. distinctive progression opportunities, a building project

demonstrating sustainable construction. Problem Based Learning provides a particular focus in specific modules. The analytical, research

and group skills which are developed are highly valued by employers. Video recordings of role play situations add significantly to the practice skills and theory/practice

links in the Animal Behaviour in Practice module (CORN252) and have been particularly noted as contributing to excellence by externals and employers.

Employer Engagement is a priority for Cornwall College Newquay. The college has sought to work with employers who are dedicated and committed to the highest standards of ability and education. The relationship established with key stakeholders has enabled ongoing dialogue concerning programme design and content and has provided placement and consultancy opportunities for our learners. Frequent opportunities exist to provide learners with the chance to network with and demonstrate their potential to influential employers.

PS8. Student Numbers

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

Minimum student numbers per stage = 10

Target student numbers per stage =12

Maximum student numbers per stage =20

PS9. Progression Route(s)

Approved “progression route(s)” are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to “top-up” to complete a Bachelor degree, but may be employed for other award types.


This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3 years.

Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.

The formal progression route is to

BSc (Hons) Animal Conservation Science – 1 year full time, at level 6, at Plymouth University.

You also have the option to join

BSc (Hons) Applied Zoology – 1 year full time or 2 years part time, at level 6, at Cornwall College Newquay.

OR

BSc Hons in Animal Behaviour and Welfare, 2 years full time, starting at level 5, at Plymouth University. Progression to level 6 of this BSc will be possible for individual, exceptional students but at the BSc Programme Manager’s discretion.

Please note there is a deadline for progression applications (circa mid-January with the actual date determined annually) and places maybe subject to availability. If you progress to the final stage of a Plymouth University programme then your final degree classification is calculated using weightings from 1st and 2nd year of your Foundation degree.

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:and/or

- GCSEs required at Grade C or above: Normally Maths and English, Science at grade C or above– desirable

Level 3: at least one of the following:

- AS/A Levels120 UCAS Tariff points from any combination of A-level/AS-level/ Vocational A-level including at least one subject studied to A2-level.

- Advanced Level Diploma:

- BTEC National Certificate/Diploma:National Diploma with a profile of at least Pass Pass Pass (PP); Advanced National Certificate – Credit overall

- VDA: AGNVQ, AVCE, AVS: Minimum of a pass in Advanced GNVQ in science at level 3

- Access to HE or Year 0 provision: Pass

- International Baccalaureate:

- Irish / Scottish Highers / Advanced Highers: At least two "D" level passes from Scottish Higher or the Irish Higher Leaving Certificate.

Work Experience: Assessed on application

Other HE qualifications / non-standard awards or experiences: Assessed on application

APEL / APCL4 possibilities: Individuals may be considered for APCL or APEL in accordance with the academic regulations

Interview / Portfolio requirements:

Mature students would have to demonstrate at interview the necessary motivation, potential, experience and/or knowledge.Disabilities – the course welcomes applications from students with disabilities and is committed to its inclusive policy. In order to be more learner centred, the College requests that all applications be considered individually and in consultation with the Course Manager.

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

All students will require this check if they may be working with young people.

4 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning


PS11. Academic Standards and Quality EnhancementThe Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed changes to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee.

Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

Subject External Examiner(s):

An Interim visit by External Examiner (EE) (usually between January and February) will review work that has been marked, consult students and feed back to the programme manager and module leaders and course team.

Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with Programme Manager, the awarding body’s partnership member and the External to receive the students work and confer progression or award.

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 Structure5

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

FHEQ level: FdSc Animal Behaviour and Psychology Level 4 & 5 For: Full Time (4137)

F/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)

Core or Option Module Credits Module

Year 11 Spring Core 10 ASR113 Animal Training1 AY Core 20 CORC1013 Personal and Employability Skills Development1 AY Core 20 CORN130 Anthrozoology1 AY Core 20 CORN147 Psychological Principles1 AY Core 20 CORN180 Fundamentals of Animal Behaviour1 AY Core 20 CORN154 Hygiene, Health and Welfare of Captive Animals1 Autumn Core 10 CORN178 Evolutionary Theories

Year 22 AY Core 20 CORN213 Behavioural Ecology2 AY Core 20 CORN252 Animal Behaviour in Practice2 AY Core 20 CORN230 Animal Behaviour Management and Therapy2 AY Core 20 CORN231 Applied Psychology2 AY Core 20 NQS219 Individual Research Project2 AY Core 20 CORN219 Education and Interpretation in Public Spaces

5

11 | P a g e

FHEQ level: FdSc Animal Behaviour and Psychology Level 4 & 5 For: Part Time (5085)

P/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)


Year 11 Spring Core 10 ASR113 Animal Training1 AY Core 20 CORC1013 Personal and Employability Skills Development1 AY Core 20 CORN180 Fundamentals of Animal Behaviour1 Autumn Core 10 CORN178 Evolutionary Theories1 AY Core 20 CORN147 Psychological Principles

Year 22 AY Core 20 CORN154 Hygiene, Health and Welfare of Captive Animals2 AY Core 20 CORN130 Anthrozoology2 AY Core 20 CORN231 Applied Psychology2 AY Core 20 CORN213 Behavioural Ecology

Year 33 AY Core 20 CORN219 Education and Interpretation in Public Spaces3 AY Core 20 CORN252 Animal Behaviour in Practice3 AY Core 20 CORN230 Animal Behaviour Management and Therapy3 AY Core 20 NQS219 Individual Research Project

12 | P a g e

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:

FHEQ level: FdSc Animal Behaviour and Psychology Level 4 & 5

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods Prog Aims

Prog intended Learning Outcomes

Range of Assessments Related Core Modules

Knowledge / Understanding:

FD BenchmarkBiosciencesPsychologyGeneral Business and Management

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:The basis of non-human behaviour.

Primary: Lectures and tutorials Directed independent study Learning from work

experience1,4

Biosciences3.2; 3.3; 3.4

Psychology7.3

Key knowledge and understanding is assessed via a combination of examinations, essays, presentations and seminar

All

13 | P a g e






The interaction between ecology, physiology and behaviour.

Observation and recording of non-human behaviour.

Psychological theories and research in animal behaviour and in the solving of behavioural problems.

Practical usefulness of different behavioural indicators of welfare.

Secondary/Supplementary: Case studies Problem-solving exercises Report writing On-line Moodle materials Practical work UoP student portal

5

2,3,4

1,4

Business and Management 3.

Biosciences3.2; 3.3; 3.4Psychology7.3

performances.

CORN231; CORN213; CORN252

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply knowledge and understanding developed within the course to industry related scenarios and will be required to complete a range of assessment.Cognitive and Intellectual Skills:


By the end of this level of this programme the students will be able to demonstrate for a threshold pass: critique rival theories and frameworks analyse and synthesise Intelligently apply appropriate principles in

assessing policy or practice

Primary: Class exercises Tutorial/seminar discussions Feedback via coursework

assessment process (essays etc.)

Secondary/Supplementary:

2,3,4 Biosciences3.3; 3.5; 3.6Psychology7.5; 7.7

Assessed discussions Essays/projects/

dissertations Examinations/tests Coursework/

groupwork on practical application

All


14 | P a g e






demonstrate problem solving and research skills Policy and practice analysis in surgeries

Computer-based practicals on data and measurement problems

questions

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply cognitive and intellectual skills developed within the course to industry related scenarios and will be required to complete a range of assessment.

Key Transferable Skills:


By the end of this level of this programme the students will be able to demonstrate for a threshold pass: interact effectively within a team / learning

group, manage learning using resources for the

discipline communicate effectively in a manner

appropriate to the discipline (in standard English oral, written, using ICT)

take responsibility for own learning with minimum direction

manage information with the ability to select

Primary: Library and other

research exercises Group work awareness

and practice Computer-based

learning and assessmentSecondary/Supplementary:

Class and seminar interactions and feedback

1,2,3,4

5

1,2,3,4

Biosciences3.4; 3.7; 3.8Psychology7.5; 7.7

Business and Management 3.9


Coursework of all types

Examination preparation and completion

Assessed discussions Group work

assessments

All

NQS219CORN219

15 | P a g e






appropriate data from a range of sources and develop appropriate research strategies

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply skills developed within the course to industry related scenarios and will be required to complete a range of assessment.Employment Related Skills:


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

Primary:

Secondary/Supplementary:None

1,2,3,4,5

1,2,3,4

5

Biosciences3.6; 3.8; 3.9; 3.10Psychology7.6; 7.7General Business and Management;3.9; 5.4;

Biosciences3.6; 3.8; 3.9; 3.10Psychology7.6; 7.7General Business and Management;

Demonstrate and apply scientific understanding of animal behaviour, behaviour analysis and therapy, Apply knowledge of self-employment requirements

Possess excellent communication skills and work effectively and positively with people and various animal species.

All

NQS219; CORN252; CORN219; CORN230

16 | P a g e






5.4; 5.5;An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply skills developed within the course to industry related scenarios and will be required to complete a range of assessment.Practical Skills:


By the end of this level of this programme the students will be able to demonstrate for a threshold pass: Specific computer and information technology

skills Observational techniques

Primary: Laboratory work Projects Designated tasks Lectures and tutorials Learning from work

Secondary/Supplementary:None.

1,2,4 Biosciences3.6; 3.7Psychology7.6

Project work Competence in a

range of business-related communication techniques

CORC1013ARS113


An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply skills developed within the course to industry related scenarios and will be required to complete a range of assessment.

17 | P a g e

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:

FHEQ level: FdSc Animal Behaviour & Psychology Levels 4 & 5

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

Plan, design and execute practical activities using appropriate techniques and procedures

Undertake field/coursework with due regard for safety and risk assessment

Throughout the programme

Levels 4, and 5

Apply graduate attributes and skills;apply career management skills: apply lifelong learning skills:business and organisational awarenessdemonstrate an international outlook

Key knowledge and understanding is assessed via a combination of :Essays/projects/dissertationsExaminations/testsCoursework/group work on practical application questionsReflective assignments

ALL Core Modules

An explanation of this map:Work Based Learning is embedded throughout level 4, and 5 of this programme. Many assignments require students to complete observations, reflect on practice and apply theory to practice. These activities make a clear link between academic theoretical learning and that of professional practice.

18 | P a g e

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 internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm)

None

PS5. Programme Aims

This programme will deliver:

A1: focused on knowledge and understanding: To provide the learner with an insight into a variety of animal behaviours and their adaptive value in different species.

A2: focused on cognitive and intellectual: To develop an awareness of the interaction between ecology, physiology and behaviour in non-human animals.

A3: focused on key transferable skills: To provide the learner with the ability to systematically observe and record animal behaviour with regards to assessing animal welfare.

A4: focused on employability and CPD/lifelong learning: To develop an awareness of the impact of psychology on animal behaviour studies, and to evaluate psychological viewpoints

A5: focused on practical skills: To enable learners to develop enterprising attributes, such as creativity and resourcefulness, entrepreneurship (running a business) and providing a foundation for life-long learning.

PS6. Programme Intended Learning Outcomes (ILO)

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

ILO1: knowledge and understanding: Understand the basis of non-human behaviour.

ILO2: cognitive and intellectual skills – Demonstrate the interaction between ecology, physiology and behaviour.

19 | P a g eFdSc Animal Behaviour & Psychology Handbook (2016-17)

https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm

ILO3: transferable skills – Evaluate the use of psychological theories and research into the solving of behavioural problems.

ILO4: employment – Comprehend a range of business models which may provide an enterprise culture applicable to the field of behaviour and psychology in animals.

ILO5: practical – Assess the practical usefulness of different behavioural indicators of welfare.

PS7. Distinctive FeaturesThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation:

Close working with Newquay Zoo and Blue reef Aquarium, Newquay, for direct observation of a wide range of exotic and unusual animal species.

Occasional lectures/workshops with speakers working in animal behaviour management. Teaching team with experience in both practical and academic aspects of animal behaviour and

psychology. Exceptional resources e.g. distinctive progression opportunities, a building project

demonstrating sustainable construction. Problem Based Learning provides a particular focus in specific modules. The analytical, research

and group skills which are developed are highly valued by employers. Video recordings of role play situations add significantly to the practice skills and theory/practice

links in the Animal Behaviour in Practice module (CORN252) and have been particularly noted as contributing to excellence by externals and employers.

Employer Engagement is a priority for Cornwall College Newquay. The college has sought to work with employers who are dedicated and committed to the highest standards of ability and education. The relationship established with key stakeholders has enabled ongoing dialogue concerning programme design and content and has provided placement and consultancy opportunities for our learners. Frequent opportunities exist to provide learners with the chance to network with and demonstrate their potential to influential employers.

PS8. Student Numbers

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

Minimum student numbers per stage = 10

Target student numbers per stage =12

Maximum student numbers per stage =20


PS9. Progression Route(s)

Approved “progression route(s)” are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to “top-up” to complete a Bachelor degree, but may be employed for other award types.

This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3 years.

Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.

The formal progression route is to

BSc (Hons) Animal Conservation Science – 1 year full time, at level 6, at Plymouth University.

You also have the option to join

BSc (Hons) Applied Zoology – 1 year full time or 2 years part time, at level 6, at Cornwall College Newquay.

OR

BSc Hons in Animal Behaviour and Welfare, 2 years full time, starting at level 5, at Plymouth University. Progression to level 6 of this BSc will be possible for individual, exceptional students but at the BSc Programme Manager’s discretion.

Please note there is a deadline for progression applications (circa mid-January with the actual date determined annually) and places maybe subject to availability. If you progress to the final stage of a Plymouth University programme then your final degree classification is calculated using weightings from 1st and 2nd year of your Foundation degree.

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:and/or

- GCSEs required at Grade C or above: Normally Maths and English, Science at grade C or above– desirable

Level 3: at least one of the following:

- AS/A Levels120 UCAS Tariff points from any combination of A-level/AS-level/ Vocational A-level including at least one subject studied to A2-level.

- Advanced Level Diploma:

- BTEC National Certificate/Diploma:National Diploma with a profile of at least Pass Pass Pass (PP); Advanced National Certificate – Credit overall

- VDA: AGNVQ, AVCE, AVS: Minimum of a pass in Advanced GNVQ in science at level 3

- Access to HE or Year 0 provision: Pass

- International Baccalaureate:

- Irish / Scottish Highers / Advanced Highers: At least two "D" level passes from Scottish Higher or the Irish Higher Leaving Certificate.

Work Experience: Assessed on application

Other HE qualifications / non-standard awards or experiences: Assessed on application

APEL / APCL6 possibilities: Individuals may be considered for APCL or APEL in accordance with the academic regulations

Interview / Portfolio requirements:

Mature students would have to demonstrate at interview the necessary motivation, potential, experience and/or knowledge.Disabilities – the course welcomes applications from students with disabilities and is committed to its inclusive policy. In order to be more learner centred, the College requests that all applications be considered individually and in consultation with the Course Manager.

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

All students will require this check if they may be working with young people.

6 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning


PS11. Academic Standards and Quality EnhancementThe Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed changes to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee.

Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

Subject External Examiner(s):

An Interim visit by External Examiner (EE) (usually between January and February) will review work that has been marked, consult students and feed back to the programme manager and module leaders and course team.

Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with Programme Manager, the awarding body’s partnership member and the External to receive the students work and confer progression or award.

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 Structure7

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

FHEQ level: FdSc Animal Behaviour and Psychology Level 4 & 5 For: Full Time

F/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)


Year 11 Core 10 ASR113 Animal Training1 Core 20 CORC1013C Personal and Employability Skills Development1 Core 20 CORN130 Anthrozoology1 Core 20 CORN147 Psychological Principles1 Core 20 CORN154 Hygiene, Health and Welfare of Captive Animals1 Core 10 CORN178 Evolutionary Theories1 Core 20 CORN180 Fundamentals of Animal Behaviour

Year 22 Core 20 CORN213 Behavioural Ecology2 Core 20 CORN252 Animal Behaviour in Practice2 Core 20 CORN230 Animal Behaviour Management and Therapy2 Core 20 CORN231 Applied Psychology2 Core 20 NQS219 Individual Research Project2 Core 20 CORN219 Education and Interpretation in Public Spaces

7


FHEQ level: FdSc Animal Behaviour and Psychology Level 4 & 5 For: Part Time

P/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)


Year 11 Core 10 ASR113 Animal Training1 Core 20 CORC1013 Personal and Employability Skills Development1 Core 20 CORN180 Fundamentals of Animal Behaviour1 Core 10 CORN178 Evolutionary Theories1 Core 20 CORN147 Psychological Principles

Year 22 Core 20 CORN154 Hygiene, Health and Welfare of Captive Animals2 Core 20 CORN130 Anthrozoology2 Core 20 CORN231 Applied Psychology2 Core 20 CORN213 Behavioural Ecology

Year 33 Core 20 CORN219 Education and Interpretation in Public Spaces3 Core 20 CORN252 Animal Behaviour in Practice3 Core 20 CORN230 Animal Behaviour Management and Therapy3 Core 20 NQS219 Individual Research Project


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:






Knowledge / Understanding:


By the end of this level of this programme the students will be able to demonstrate for a threshold pass:The basis of non-human behaviour.

Primary: Lectures and tutorials Directed independent study Learning from work

experience1,4

Biosciences3.2; 3.3; 3.4

Psychology7.3

Key knowledge and understanding is assessed via a combination of examinations, essays, presentations and seminar

All


The interaction between ecology, physiology and behaviour.

Observation and recording of non-human behaviour.

Psychological theories and research in animal behaviour and in the solving of behavioural problems.

Practical usefulness of different behavioural indicators of welfare.

Secondary/Supplementary: Case studies Problem-solving exercises Report writing On-line Moodle materials Practical work UoP student portal

5

2,3,4

1,4

Business and Management 3.

Biosciences3.2; 3.3; 3.4Psychology7.3

performances.


An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply knowledge and understanding developed within the course to industry related scenarios and will be required to complete a range of assessment.Cognitive and Intellectual Skills:


By the end of this level of this programme the students will be able to demonstrate for a threshold pass: critique rival theories and frameworks analyse and synthesise Intelligently apply appropriate principles in

assessing policy or practice demonstrate problem solving and research skills

Primary: Class exercises Tutorial/seminar discussions Feedback via coursework

assessment process (essays etc.)

Secondary/Supplementary: Policy and practice analysis in

surgeries Computer-based practicals

on data and measurement problems

2,3,4 Biosciences3.3; 3.5; 3.6Psychology7.5; 7.7

Assessed discussions Essays/projects/

dissertations Examinations/tests Coursework/

groupwork on practical application questions

All



An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply cognitive and intellectual skills developed within the course to industry related scenarios and will be required to complete a range of assessment.

Key Transferable Skills:


By the end of this level of this programme the students will be able to demonstrate for a threshold pass: interact effectively within a team / learning

group, manage learning using resources for the

discipline communicate effectively in a manner

appropriate to the discipline (in standard English oral, written, using ICT)

take responsibility for own learning with minimum direction

manage information with the ability to select appropriate data from a range of sources and develop appropriate research strategies

Primary: Library and other

research exercises Group work awareness

and practice Computer-based

learning and assessmentSecondary/Supplementary:

Class and seminar interactions and feedback

1,2,3,4

5

1,2,3,4


Business and Management 3.9


Coursework of all types

Examination preparation and completion

Assessed discussions Group work

assessments

All

NQS219CORN219

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply skills developed within the course to industry related scenarios and will be required to complete a range of assessment.Employment Related Skills:



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

Primary:

Secondary/Supplementary:None

1,2,3,4,5

1,2,3,4

5



Demonstrate and apply scientific understanding of animal behaviour, behaviour analysis and therapy, Apply knowledge of self-employment requirements

Possess excellent communication skills and work effectively and positively with people and various animal species.

All


An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply skills developed within the course to industry related scenarios and will be required to complete a range of assessment.Practical Skills:


By the end of this level of this programme the students will be able to demonstrate for a threshold pass: Specific computer and information technology

skills Observational techniques

Primary: Laboratory work Projects Designated tasks Lectures and tutorials Learning from work

1,2,4 Biosciences3.6; 3.7Psychology7.6

Project work Competence in a

range of business-related communication techniques

CORC1013ARS113

NQS219; CORN252; CORN219;


Secondary/Supplementary:None.

CORN230

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply skills developed within the course to industry related scenarios and will be required to complete a range of assessment.


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:

FHEQ level: FdSc Animal Behaviour & Psychology Levels 4 & 5

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

Plan, design and execute practical activities using appropriate techniques and procedures

Undertake field/coursework with due regard for safety and risk assessment

Throughout the programme

Levels 4, and 5

Apply graduate attributes and skills;apply career management skills: apply lifelong learning skills:business and organisational awarenessdemonstrate an international outlook

Key knowledge and understanding is assessed via a combination of :Essays/projects/dissertationsExaminations/testsCoursework/group work on practical application questionsReflective assignments

ALL Core Modules

An explanation of this map:Work Based Learning is embedded throughout level 4, and 5 of this programme. Many assignments require students to complete observations, reflect on practice and apply theory to practice. These activities make a clear link between academic theoretical learning and that of professional practice.


Appendix

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

MODULE CODE: ASR113 MODULE TITLE: Animal Training

CREDITS: 10 FHEQ Level: None JACS CODE: None

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters)This module provides the student with an introduction to animal training techniques in a range of species. The fundamental principles of training are discussed at length, followed by detailed sessions with guest speakers and practical experience of how animals are trained.

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

E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/Fail (delete as appropriate)

E2 (Clinical Examination)

% A1 (Generic Assessment)

%

T1 (Test) %

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

Professional body minimum pass mark requirement: N/A

MODULE AIMS:To ensure the student understands the behavioural, practical and ethical issues relating to the training of animals.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Describe the behavioural basis for the process of training animals.2. Explain the process by which dogs, birds and horses can be trained and the equipment and

techniques available.3. Identify the reasons why animals might be trained and the ethical issues surrounding those

reasons.4. Examine training techniques and their use in alleviating problem behaviour.

DATE OF APPROVAL: 01 Apr 2005 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01 Sept 2005 SCHOOL/PARTNER: Cornwall College Newquay

DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: Spring

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: 2017-18 NATIONAL COST CENTRE: 110

MODULE LEADER: Faye Archell OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTThe behavioural basis for training in different companion animals and other species.The equipment and processes available to the trainer.Observation of behavioural techniques in use with dogs, birds and horses.Ethical issues relating to behaviour, the animal behaviour ‘industry’ and training in zoos.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 6 Core material deliveryPractical Classes and Workshops 16External Visits 4

Guided Independent Study 74 Students are expected to put in additional time outside of taught sessions.

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

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Written exam

E_ %Total = 100%

T_ %Total = 100%

Coursework C1 Written Report 100%Total = 100%

To cover all ALOs.

Practical P_ %Total = 100%

Updated by:Faye Archell

Date:25/08/15

Approved by:HE Operations

Date:25/08/15

Recommended Texts and Sources:Askew, H., 2003. Treatment behaviour for problems in dogs & cats: a guide for the small animal veterinarian. Blackwell Wissenschaft.Burch, M. & Bailey, J., 1999. How dogs learn. Howell Book House Inc.,U.S.


Glendell, G., 2007. Breaking bad habits in Parrots. Interpet Publishing Ltd: Surrey.Kiley-Worthington, M., 1997. The behaviour of horses in relation to management and training. J A Allen & Co Ltd.Manning, A & Stamp-Dawkins, M., 2012. An introduction to animal behaviour (Sixth Ed.). Cambridge University Press: Cambridge.Owens, P. & Eckroate, N., 1999. The dog whisperer: a compassionate, nonviolent approach to dog training. Adams Media Corporation.Parry-Jones, J., 2001. Training birds of prey. Newton Abbott: David & Charles.Spector, M., 1999 Clicker Training for Obedience Sunshine Books,U.STellington-Jones, L., 2001. Getting in T-touch with your dog: A gentle approach to influencing behaviour, health and performance. Trafalgar Square Books: VermontTellington-Jones, L., 2006. The Ultimate Horse Behaviour and Training Book: A Revolutionary and Enlightened Approach for the 21st Century. Kenilworth Press: Shrewsbury.



MODULE CODE: CORC1013 MODULE TITLE: Personal and Employability Skills Development

CREDITS: 20 FHEQ Level: 4 JACS CODE: X900

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

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





%

T1 (Test) %

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


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



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: 2017-18 NATIONAL COST CENTRE: 135MODULE LEADER: Brender Willmott OTHER MODULE STAFF: Relevant Site LeadersSUMMARY of MODULE CONTENT

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

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

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

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

• Project Management - Project planning, monitoring, evaluation, reporting.SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 Core material

Seminar 12Smaller workshop sessions where students are supported to apply learning to themselves and their specific industry

Project Supervision 8As part of assignment 1 students have to take part in a group project, which seminar tutors set and supervise

Guided Independent Study 160Students are expected to put in time outside of taught sessions on the group project and their own personal development and career planning

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

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Coursework C1Written EssayReport

50%50%

Total = 100%Updated by:Brender Willmott

Date:21/05/15


Date:13/07/16

Recommended Texts and Sources:Cottrell, S. (2010) Skills for success: the personal development planning handbook. 2nd edn. Basingstoke: Palgrave Macmillan.Hager, P. & Holland, S. (2007) Graduate attributes learning and employability. Dordrecht: Springer.Marsh, R. (2012) Skills for employability part two: moving into employment. Wrexham: Christal Publishing.Journal: Carer Development International



MODULE CODE: CORN154 MODULE TITLE: Hygiene, Health and Welfare of Captive Animals

CREDITS: 20 FHEQ Level: 4 JACS CODE: D300

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

SHORT MODULE DESCRIPTOR: (max 425 characters)This module gives students an understanding of the conditions needed to maintain health in captive animals and how to detect ill health. Special consideration is given to the role of the immune system and psychological well-being in fighting disease, and the importance of the five freedoms in captive animals to maintain good health.





%

T1 (Test) 50%


Professional body minimum pass mark requirement:

MODULE AIMS:To provide students with experience of good hygiene practice when handling animals, and the knowledge to provide appropriate care to maintain good health in animals and to detect signs of ill health when it occurs.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Explain what is meant by physical and psychological well-being of animals in captivity.2. Describe how preventative care can ensure the good health of animals in captivity.3. Understand the principles of good practice required to maintain welfare of exotic animals in

captivity4. Recognise a range of diagnostic and health-screening techniques5. Recognise a range of diagnostic and health-screening techniques6. Discuss the ethical responsibilities of those caring for animals in captivity.

DATE OF APPROVAL: 01 April 2009 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01 September 2009 SCHOOL/PARTNER: Cornwall College

DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




MODULE LEADER: Sarina Newman OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTMain parameters for healthy and diseased animals (including behaviours).An outline of the immune system in vertebrates & invertebrates. Zoonoses. Basic parasitology. Monitoring and controlling levels of stress. The “Five Freedoms” concept. First Aid for Wild Animals. Animal handling and restraint; risk assessments. Quarantine systems. Transporting animals safely. Pest control. Accommodation: cleaning and disinfection. Relevant legislation (e.g. Zoo Licensing Act) Ethical responsibilities for those caring for animals in captivity, wildlife Rehabilitation.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 27Practical Classes and Workshops 46External Visits 8Guided Independent study 119


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Written exam

E Total = 100%

T1 In-Class Test 100%Total = 100%

Coursework C1 Assignment 100%Total = 100%

Practical P Total = 100%

Updated by: Date: Approved by: Date:

Recommended Texts and Sources:Blood, D.C Studdert, V.P (2005) Saunders comprehensive Veterinary dictionary. 3rd Ed. Oxford. Saunders Ltd.D.E.F.R.A, (2009). Secretary of State’s Standards of Modern Zoo Practice.Dyce, et al., (2010). Textbook of veterinary anatomy. 4th ed. Missouri. SaundersGreene, C.E., 2012. Infectious diseases of the dog and cat. 4th ed. Florida. Elsevier.Hosey, et al, (2009). Zoo animals. New York. Oxford University Press.Kleiman, D (1997) Wild Mammals in Captivity. 2nd ed. University of Chicago PressNelson, R.W Couto, C.G., (2009). Small animal internal medicine. 4th ed. Missouri. Mosby.


Rees, P. A., (2011) An introduction to zoo biology and management. Wiley – Blackwell.


MODULE CODE: CORN180 MODULE TITLE: Fundamentals of Animal Behaviour



SHORT MODULE DESCRIPTOR: (max 425 characters)This module is designed to give the student a basic understanding of the theories of animal behaviour and knowledge of behavioural research. Students are expected to undertake a small behavioural survey as part of the module assessment along with a theory test.





%

T1 (Test) 40%



MODULE AIMS:To ensure the student understands basic principles of animal behaviour, has a knowledge of key figures in behavioural research and can undertake basic methods of behavioural recording.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1) Undertake different types of behavioural recording2) Demonstrate knowledge of basic concepts of optimality theory and behavioural ecology3) Identify how behavioural research can inform husbandry or conservation practices.

DATE OF APPROVAL: FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: Sept 17 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All year




MODULE LEADER: Samantha Hammond OTHER MODULE STAFF:

SUMMARY of MODULE CONTENT• The Behaviourists- Tinbergen, Darwin, Skinner, Pavlov, Lorenz• Instinct and motivation.• Measuring behaviour – recording methods, ethograms, scan sampling, focal sampling• Behaviour – communication, social interaction, hierarchy, territoriality and courtship.• Behavioural models and theories – optimality, kin selection, altruism

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 24Practical Classes and Workshops 46Guided Independent study 130


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Written exam

E Total = 100%

T1 40% Written test 100%Total = 100%

LO2

Coursework C1 60% Report 100%Total = 100%

LO1,3

Practical P Total = 100%

Updated by: Date: Approved by: HE Operations Date:6/6/17

Recommended Texts and Sources:Alcock, J., 2009. Animal behaviour. Massachusetts: Sinauer PublishersDavies, N., Krebs, J. West, S. 2012 Introduction to Behavioural Ecology. Wiley-Blackwell"Manning, A Dawkins M.S., 2012. An Introduction to Animal behaviour. Cambridge:Cambridge University Press."



MODULE CODE: CORN178 MODULE TITLE: Evolutionary Theories

CREDITS: 10 FHEQ Level: 4 JACS CODE: C150


SHORT MODULE DESCRIPTOR: (max 425 characters)This module provides an introduction to the origins of the earth and theories of evolution.


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



%

T1 (Test) 100%



MODULE AIMS:To provide a foundation for a more detailed study of the biology of specific groups of animals.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Describe the processes of speciation.2. Explain the concept of Neo-Darwinism and adaption through evolution.

DATE OF APPROVAL: FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2017 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: Autumn




MODULE LEADER: Jason Birt OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTFundamentals of taxonomy and classification. History of evolutionary thought; catastrophism; Lamarckism; Neo-Darwinism, cladogenesis. Fossil records and mass extinctions. Scientific theories on the origins of life; RNA world hypothesis. Biological illustrations. Adaptive radiation; convergent evolution. Phylogenetic and evolutionary relationships of major plant, invertebrate and vertebrate groups.



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Written exam

E

T1 In-Class Test 100%Total = 100%

LO1 LO2

Coursework C1 Total = 100%

Practical P


Recommended Texts and Sources:Campbell, N.A. and Reece, J.B., 2008. Biology 8th edition Pearson Benjamin Cummings, San Francisco.Stearns, S. T. Hoekstra, R. F., 2005. Evolution: an introduction. 2nd Edition. Oxford University Press, Oxford."Ruppert, E.E., Fox, R. Barnes, R. D., 2003. Invertebrate Zoology: a Functional Evolutionary Approach.7TH Edition. Brooks Cole."Ridley, M., 2003. Evolution. 2nd ed. Oxford: Oxford University PressSECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: CORN213 MODULE TITLE: Behavioural Ecology42 | P a g e

FdSc Animal Behaviour & Psychology Handbook (2016-17)



SHORT MODULE DESCRIPTOR: (max 425 characters)This module will explore the functional significance of animal behaviour in terms of fitness, covering major theories and supporting studies in the fields of evolutionary and behavioural ecology.


E1 (Examination) 50% C1 (Coursework) 50% P1 (Practical) % or Pass/Fail (delete as appropriate)



%

T1 (Test) %



MODULE AIMS:To provide knowledge of a range of behavioural theories.To understand the application of behavioural modelling techniques to a range of conservation and management issues

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Understand the basic concepts of sexual versus natural selection.2. Understand the factors influencing mate choice and social structure.3. Understand the basic concepts of foraging and predator/prey models.4. Demonstrate knowledge of individual and population behaviour and its implications for

conservation.5. Relate the behavioural ecology of a wild population to the management of a captive population.

DATE OF APPROVAL: 01 April 2008 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2008 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year


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: 2017-18 NATIONAL COST CENTRE: 112

MODULE LEADER: Robyn Silcock OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTNatural selection, parental care, sexual selection, sperm competition, altruism, animal signals, optimum foraging theory, communication, animal adaptation, classical and operant conditioning, play behaviour, nature versus nurture, enrichment, genetic influence, conservation implications, viability and captive breeding systems, dispersal, social organisation, predator-prey, individual identification and recognition systems, vigilance and group living.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20Demonstration 1Practical Classes and Workshops 20Fieldwork 2Work based learning 8Guided Independent study 149


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Written exam

E1 Exam 100%Total = 100%

T_ %Total = 100%

Coursework C1 Management Plan 100%Total = 100%



Recommended Texts and Sources:Caro, T., 1998. Behavioural ecology and conservation biology. Oxford: Oxford University Press.Drickamer, L.C., Vessey, S. H. & Jakob, E. M., 2002. Animal behaviour. New York: McGraw-Hill Higher Education.Krebs, J. R. & Davies, N. B., 1999. Behavioural ecology: an evolutionary approach. Oxford: Blackwell Publishing.Krebs, J. R. & Davies, N. B. (2000). An introduction to behavioural ecology. Oxford: Blackwell Publishing.


MODULE CODE: CORN219 MODULE TITLE: Education and Interpretation in Public 44 | P a g e

FdSc Animal Behaviour & Psychology Handbook (2016-17)

Spaces



SHORT MODULE DESCRIPTOR: (max 425 characters)This module explores ways in which various media can be used in an interpretative way to communicate on a range of wildlife and environment related issues.





%

T1 (Test) %



MODULE AIMS:To develop in students the ability to: observe and evaluate wildlife–related interpretation and to develop techniques to communicate information about wildlife and environmental science to an audience within public spaces.

ASSESSED LEARNING OUTCOMES: (additional guidance below)1. Critically evaluate a range of educational / interpretative materials dealing with science and natural

history issues from a range of public attractions.2. Create interpretative materials for use in a public attraction for a specified audience.3. Discriminate between approaches to communication involved in the delivery of information and

those aspiring to effect changes in receiver behaviour.4. Demonstrate the ability to use different delivery methodologies which are appropriate in targeting

audiences of varied demographic backgrounds.

DATE OF APPROVAL: 01 April 2005 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2010 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year


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: 2017-18 NATIONAL COST CENTRE: 110

MODULE LEADER: Jason Birt OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTHistory of image making. Theory of scientific drawing, left brain versus right brain. Application of scientific tools, e.g. microscopy slides, taxidermy, and effective use in media form. Interpretation through mixed media, e.g. painting, sculpture, photography, textiles, mosaics, drama/dance, music, biological illustration, screen printing, collage, carving, film, interactive exhibits. Publishing and displaying work, e.g. exhibitions, interpretation boards, portfolios, film, theatre.Teaching in practice: elements of lesson structure, analysing session plans. Planning educational programmes, Aims, objectives and strategies. Needs of different age groups, discrimination awareness, health and safety. Talks / presentations in the field. Designing materials for various ages. Differentiation. Real world Learning. Learning outside the classroom. Sensory Trust guidelines. MLA/ BIAZA/WAZA/ DFCS guidelines on education / interpretation. Behaviour change and conservation psychology



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Written exam

E

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CourseworkC1 Portfolio 100%

Total = 100%

Practical P


Recommended Texts and Sources:Clayton, S. & Myers, G. (2009) Conservation Psychology: Oxford: Wiley-BlackwellHam, S. (1992) Environmental Interpretation. Colarado: Fulcrum PublishingJacobson,S., McDuff, M. & Monroe, M. (2007)Conservation Education & OutreachTechniques. Oxford:Oxford University PressWidner Ward, C. and Wilkinson, A.E. (2006) Conducting Meaningful Interpretation- A field Guide for Success. Colarado: Fulcrum PublishingClayton, S. D (2012) The Oxford Handbook of Environmental and Conservation Psychology. New York: Oxford University PressConrad, R and Donaldson J.A (2012) Continuing to Engage the Online Learner. San Francisco: Jossey-Bass.


Falk, J.H.,Dierking, L.D. and Boyd, W.L. (2011) The museum experience. California: Left Coast Press.Journal of Biological EducationInternational Zoo Educators Journal



MODULE CODE: CORN252 MODULE TITLE: Animal Behaviour in Practice



SHORT MODULE DESCRIPTOR: (max 425 characters)An introduction to the scientific basis of animal behaviour, including applied behaviour analysis and ethology





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MODULE AIMS:To provide the student with experience of how theories of animal behaviour management are put into practice in particular cases in the working environment.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Apply theories of the process of natural imprinting and mal/human imprinting of

companion/domestic animals and its effects.2. Explain how behavioural problems arise in companion exotic species and the importance of

providing opportunities to carry out ‘natural’ behavioural repertoire or at least substitutes of these in captivity.

3. Demonstrate a detailed understanding the role of an animal behaviour manager in a working environment

4. Evaluate personal performance within the context of professional practice

DATE OF APPROVAL: 01 May 2010 FACULTY/OFFICE: Academic Partnerships


DATE(S) OF APPROVED CHANGE: 01/12/11 TERM/SEMESTER: All Year




MODULE LEADER: Joanne Vosper OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTEthology, behavioural methods, imprinting, adaptations for foraging, perception in various species, how behavioural problems arise, social living, consequences of confinement.Planning , managing and financing your own businessStrategies utilised in self-employmentThe effects of external strategies on small businesses

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 12 Core material delivery.External Visits 10Work based learning 28 Opportunities to contextualise theory in practice



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Updated by:HE Operations

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Recommended Texts and Sources:Diamond, J. & Bond, A., 1999. Kea: bird of Paradox. California: University of California Press.Martin, P. & Bateson, P., 2007. Measuring behaviour. Cambridge: Cambridge University Press.Pepperberg, I., 2002. The Alex studies. Cambridge: Harvard University Press.BBC Worldwide Ltd, 2000. Life of Birds: DVD



MODULE CODE: CORN230 MODULE TITLE: Animal Behaviour Management and Therapy



SHORT MODULE DESCRIPTOR: (max 425 characters)This module introduces the student to the various applications for animal behaviour management which are currently being developed and being applied to an increasingly diverse number of species, and the application of scientific principles to modify an animal’s behaviour for the benefit of both animal and owner/keeper.


E1 (Examination) 50% C1 (Coursework) 50% P1 (Practical) % or Pass/Fail (delete as appropriate)



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MODULE AIMS:This module meets an increasing requirement for tools to assess and improve animal welfare in an objective and scientifically based manner, and to maximise benefits of human/animal interactions. The student will gain an introduction to existing and developing behavioural management and therapy tools from classical conditioning, to veterinary-based therapy, to approaches for pet owners, zoos and farmers.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Describe a range of animal behaviour management tools and techniques applicable to named

circumstances.2. Understand how animal therapy can improve animal welfare and human wellbeing.3. Critically appraise a variety of training techniques.4. Apply the principles of Applied Behavioural Analysis (ABA).

DATE OF APPROVAL: 01 Apr 2010 FACULTY/OFFICE: Academic Partnerships


DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




MODULE LEADER: Joanne Vosper OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTClassical & Pavlovian conditioning, history of animal therapy, applications of animal therapy in zoo, domestic, farm, lab and other settings, developments in animal therapy, animal-assisted therapy compared with therapy for animals, behaviour modification & reinforcement attachment.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 10 Core material deliveryPractical Classes and Workshops 14External Visits 8



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Updated by:HE Operations

Date:25/08/15


Date:25/08/15

Recommended Texts and Sources:Blackwell, E., Bradshaw, J. & Casey, R., 2009. Principles of Companion Animal Behaviour Therapy. Oxford: Blackwell Science LtdGrandin, T. & Johnson, C., 2006. Animals in translation: using the mysteries of autism to decode animal behaviour. London: BloomsburyHosey, G., Melfi, V. & Pankhurst, S., 2009. Zoo animals: behaviour, management and welfare. Oxford: UoP Oxfordhttp://www.deltasociety.org


http://www.deltasociety.org/

http://www.spca.bc.cahttp://www.miningco.comhttp://www.fidelco.orghttp://www.api4animals.orghttp://www.caninecompanions.orghttp://www.animal.discovery.com


http://www.animal.discovery.com/

http://www.caninecompanions.org/

http://www.api4animals.org/

http://www.fidelco.org/

http://www.miningco.com/

http://www.spca.bc.ca/