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Plymouth University

Academic Partnerships

DUCHY COLLEGE (Stoke Climsland)

Programme Quality HandbookFdSc Equitation Training and Behaviour

Academic Year 2018-2019

13 | P a g eFdSc Equitation Training & Behaviour (Stoke Climsland) Handbook (2018-19)

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 Equitation, Training and Behaviour

Internal Programme Code: FT 4552 PT 4807

Partner Delivering Institution: Duchy College, Stoke ClimslandState Date: 2018-2019First Award Date: June 2020Date(s) of Revision(s) to this Document: 31July 2016

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.

Contents

PS1. Programme Details.................................................................................................................16

PS2. Brief Description of the Programme......................................................................................16

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)..................17

PS4. Exceptions to Plymouth University Regulations..................................................................17

PS5. Programme Aims.....................................................................................................................17

PS6. Programme Intended Learning Outcomes (ILO).................................................................17

PS7. Distinctive Features................................................................................................................18

PS8. Student Numbers....................................................................................................................19

PS9. Progression Route(s)..............................................................................................................19

PS10. Admissions Criteria...............................................................................................................211 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..............................................................22

PS12. Programme Structure...........................................................................................................25

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment.......................................................................................................................................27

PS14. Work Based/ Related Learning...........................................................................................53

Appendix: Justification for 10 credit modules...............................................................................92

PS1.Programme Details

Awarding Institution: Plymouth UniversityPartner Institution and delivery site (s): Duchy College – Stoke ClimslandAccrediting Body: N/ALanguage of Study: EnglishMode of Study: Full time and Part timeFinal Award: FdSc Equitation, Training and BehaviourIntermediate Award: N/AProgramme Title: FdSc Equitation, Training and BehaviourUCAS Code: D422JACS Code: D422Benchmarks: Foundation Degree Qualification Benchmark

(FDBQ) and FHEQQAA Subject Benchmark in Biosciences (2007)QAA Subject Benchmark in Psychology (2007)QAA Subject Benchmark in Agriculture, horticulture, forestry, food and consumer sciences (2009).

Date of Programme Approval: April 2013

PS2. Brief Description of the ProgrammeThis course has been designed for anyone from undergraduates to mature students who is interested in the training, behaviour and welfare of horses used for a wide range of purposes, from leisure to international competition. Delivery by an established team of world-leading professionals ensures that content is contemporary and encompasses recent advances within allied industries and also allows exploration of traditional and emerging equestrian disciplines alike. This FdSc Equitation, Training & Behaviour allows students to concentrate their study on the science and practice that underpins equitation.

Students studying FdSc Equitation, Training and Behaviour will study the fundamental underpinning principles of biology and psychology, along important aspects from educational, sports and technology disciplines. Through the programme FdSc Equitation, Training and Behaviour students will develop a detailed knowledge of equestrian and equitation practices that exist in industry.


Students completing this programme will be technically competent practitioners with demonstrable analytical and application skills. FdSc Equitation, Training and Behaviour students will be technically competent practitioners and thinkers capable of working autonomously within a range of areas and scenarios.

Throughout the programme students will have the opportunity to become involved in applied practice and applied research identified by the International Society for Equitation Science across all modules. In addition there will be opportunities to continue the development of personal and professional skills and periods of work-related learning in industry are strongly encouraged and closely supported.

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)

N/A

PS5. Programme Aims

This programme will deliver:

1. a contemporary curriculum relating to the emergent academic discipline of Equitation Science

2. the opportunity to develop and enhance knowledge and application of the science underpinning equitation and generate a working understanding of the importance of its practical application across all disciplines within the equine industry

3. the opportunity to enable appraisal of past, present and future training methodologies and practices in relation to equine behaviour and welfare

4. a wide range of professional, personal and transferable skills to allow them to function autonomously and be immediately effective in equine or other animal science related employment or to progress to further study

5. training on how to convey ideas effectively to various audiences using a variety of appropriate communication modes

PS6. Programme Intended Learning Outcomes (ILO)

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


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

Knowledge and Understanding

By the end of this programme a typical graduate will be able to demonstrate an understanding of:

ILO1: the multifactorial nature of the Equitation Science discipline

ILO2: the importance of science in the successful application of training methodologies and the assurance of equine welfare in all aspects of equitation.

Cognitive and Intellectual skills

By the end of this programme a typical graduate will be able to:

ILO3: analyse literature and appraise the reliability and validity of published findings regarding the effectiveness of past, present and future training methods and practices used in equitation.

ILO4: interpret scientific data in order to facilitate its use in relation to the solving of practical equitation problems

ILO5: develop a reasoned and informed debate on current issues within equestrianism

Subject-specific skills

By the end of this programme a typical graduate will be able to select and apply appropriate techniques and interpret their results in the following contexts:

ILO6: execute correctly-designed primary and secondary quantitative and qualitative data collection in a range of equitation contexts (from natural to competitive)

ILO7: apply the concepts and principles of equitation science to address training needs and issues

Key Transferable skills

By the end of this programme a typical graduate will be able to:

ILO8: develop the ability to both work autonomously and also operate effectively in groups, providing peer support as appropriate.

In addition specific employability skills:

IOL9: communicate ideas, principles and theories of equitation science to various audiences effectively by appropriate means

ILO10: demonstrate appropriate and competent handling of horses.

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:

This FdSc Equitation, Training and Behaviour programme:

has been developed specifically to contribute to the mission of the International Society for Equitation Science, and to produce graduates able to put theory into practice as required by the changing equine industry.


allows students to develop required levels of autonomy and to pursue their own areas of interest through work-related learning and the contextualisation of modules on their programme.

Allows students to become proficient in handling and working directly and safely with equids in order to enhance their employability skills and career prospects.

allows students to tailor the programme to their own interests, focussing on specific equitation disciplines if they wish, in alignment with their desired career path.

promotes student input into the future direction and application of Equitation Science on an international level.

In addition the programme benefits from:

delivery and support from staff pivotal in the development of the Equitation Science as an academic discipline, who have established core areas of research activity and are internationally recognised within the training equestrian community

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 = 25

Target student numbers per stage = 20-25

Maximum student numbers per stage = 25 (class room size constraint)

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 contribution of marks from prior levels of study to the progression award is governed by University regulations.

The progression route will be BSc (Hons) Applied Equitation Science (Top Up).


PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme: Details:

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

Any four subjects passes including English and Maths

- Key Skills requirement / Higher Level Diploma:

and/or

- GCSEs required at Grade C or above:

Level 3: at least one of the following: As/A Levels

48 points (combination of appropriate A levels, Key Skills and AS Levels (Maximum of 40 points from Key Skills)

Advanced Certificate/Diploma in appropriate subject

Advanced Certificate/Diploma in appropriate subject

Advanced GNVQ/AVCE or NVQ Level 3

Certificate in appropriate subject

24 Points (Diploma)

Level D

Advanced Level Diploma

BTEC National Certificate/Diploma

VDA/AGNVQ/AVCE/AVS

Access to HE or Year 0 provision

International Baccalaureate

Irish/Scottish Highers/Advanced Highers

Work Experience: Assessed on application

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

APEL / APCL4 possibilities:APL may be appropriate but will be dealt with on an individual basis in accordance with the Plymouth University Academic Regulations.

Interview / Portfolio requirements: Mature students without qualifications noted above 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 student-centred, the college requests that all

4 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning


applications be considered individually and in consultation with the programme manager.The programme may require some physical activities (e.g. handling horses) to be carried out as part of the curriculum and 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) / Disclosure and Barring Service: ISA or DBS not needed to enrol on the course

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):

The modules in this programme will be covered by the two Subject External Examiners which between them will examine the undergraduate Equitation Science provision.

An indicative allocation of these modules follows:

External Examiner 1 (in place): (Total = 240 credits)

Module code Module title CreditsCORD178 Equine Business Management 10

CORD1026 Equid Structure and Function 20

CORD1028 Equine Industry, Practice and Welfare 20

CORD1027 Introduction to Equine Science 20

CORD1025 Evidence-Based Communication in the Equine Industry 10

CORD2073 Principles of Equitation Science 20

CORD2061 Equine Nutrition and Physiology 20

CORD2027 Equine Business and Resource Management 20

CORD321 Honours Project 40

CORD305 Applied Rider Performance 20


CORD306 Applied Equine Learning & Psychology 20

CORD320 Managing Equine Performance 20

TOTAL (Credits) 240Please note the modules listed in italics do not appear on the BSc (Hons) Equitation Science 3 year programme

but are in the FdSc Equitation, Training and Behaviour or the BSc (Hons) Applied Equitation Science Top Up year and are included for completeness.

External Examiner 2 (TBA): (Total = 240 credits)

Module code Module title CreditsCORD1021 Equine Anatomy 20

CORD1022 Animal Welfare and Legislation 20

CORD1023 Principles of Behaviour and Training 20

CORD1024 Animal Biology 20

CORD2074 Application of Training Principles 20

CORD2065 Equine Health and Rehabilitation 20

CORD2027 Contemporary Issues in Equestrianism 20

CORD301 Equitation Science 20

CORD322 Veterinary Issues 20

CORD325 The Science of Rider Performance 20

CORD324 Advanced Horse Psychology 20

CORD308 Personal Development Planning 20

TOTAL (Credits) 240Please note the modules listed in italics do not appear on the BSc (Hons) Equitation Science 3 year programme

but are in the FdSc Equitation, Training and Behaviour or the BSc (Hons) Applied Equitation Science Top Up year and are included for completeness.

The remaining modules CORC1013 PESD and the CORD2039 Research Methods are covered by the Core modules and BSc Agriculture and Food External Examiners respectively.

Additional stakeholders specific to this programme:

A number of stakeholders will contribute to the maintenance of the standards and quality of the programme:

Students – through the Student Representative system, via Programme Committees, Student Reviews and other feedback opportunities including module reviews and formal programme level surveys including the annual SPQ (Plymouth University) and the annual NSS.

Staff (Industry) – as a result of the regular industry contact maintained by the staff for this programme, delivery and programme management staff are well placed to contribute to the assurance of the quality of the programme in terms of industry relevance and contemporary


thinking and practice. (This aligns with the assurance of the Quality of the Learning Opportunities for the students.)

Staff (Quality) – one of the primary staff responsible for this programme is an experienced QAA reviewer and therefore able to contribute to the assurance of the Academic Standards, notably their management, on the programme.

Employers - the College operates regular Employer Advisory meetings. These have been reconfigured and now focus strongly on industry requirements putting the programme staff in a stronger position to ensure the work- relatedness of the HE programmes and to future proof the employability of the programmes graduates.

ISES – The International Society for Equitation Science recognises that the only degree level provision in equitation science is located at Duchy College in the UK. As a learned society, that also has practitioner members in its membership, it makes an active input into the programmes in the equitation science portfolio at Duchy College.

Alumni – There is a relatively large number of BSc level equitation science graduates who make up an active Equitation Science alumni. Many of them contribute to the production of marketing materials and many are active ambassadors for the equitation science programmes at Duchy College.


PS12. Programme StructureThe following structure diagram(s) provides the current structure for this programme:

FHEQ Level: Level 4 For: FdSc Equitation, Training and Behaviour Full Time

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

Autumn, Spring etc.)

Core or Option Module Credits Module

Year 1 All year CORE 20 CORC1013 - Personal and Employability Skills DevelopmentYear 1 All year CORE 20 CORD1026 – Equid Structure and FunctionYear 1 All year CORE 20 CORD1028 - Equine Industry, Practice and WelfareYear 1 All year CORE 20 CORD1023 – Principles of Behaviour and TrainingYear 1 All year CORE 20 CORD1027 – Introduction to Equine ScienceYear 1 Term 1 CORE 10 CORD178 – Equine Business ManagementYear 1 Term 2 CORE 10 CORD135 - Research Skills

FHEQ Level: Level 5 For: FdSc Equitation Training and Behaviour Full Time




Year 2 All year CORE 20 CORD2077– Contemporary Issues in EquestrianismYear 2 All year CORE 20 CORD2000 – Research ProjectYear 2 All year CORE 20 CORD2074 – Application of Training PrinciplesYear 2 All year CORE 20 CORD2073 – Principles of Equitation ScienceYear 2 All year CORE 20 CORD2061 – Equine Nutrition and PhysiologyYear 2 All year CORE 20 CORD2065 – Equine Health and Rehabilitation


FHEQ Level: Level 4 For: FdSc Equitation, Training and Behaviour Part Time




Year 1 All year CORE 20 CORC1013 - Personal and Employability Skills DevelopmentYear 1 All year CORE 20 CORD1027 – Introduction to Equine ScienceYear 1 All year CORE 20 CORD1026 – Equid Structure and FunctionYear 1 All year CORE 20 CORD1023 – Principles of Behaviour and TrainingYear 2 All year CORE 20 CORD1028 – Equine Industry, Practice and WelfareYear 2 Term 1 CORE 10 CORD178 – Equine Business ManagementYear 2 Term 2 CORE 10 CORD135 - Research Skills

FHEQ Level: Level 5 For: FdSc Equitation, Training and Behaviour Part Time




Year 2 All year CORE 20 CORD2073 – Principles of Equitation ScienceYear 2 All year CORE 20 CORD2078 – Application of Training PrinciplesYear 3 All year CORE 20 CORD2077 – Contemporary Issues in EquestrianismYear 3 All year CORE 20 CORD2000 – Research ProjectYear 3 All year CORE 20 CORD2061 – Equine Nutrition and PhysiologyYear 3 All year CORE 20 CORD2065 – Equine Health and Rehabilitation


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: Level 4

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods Prog Aims

Prog intended Learning Outcomes

Range of Assessments Related Core Modules

Knowledge / Understanding:

Students will be able to demonstrate a knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that (those) area(s) of study. In particular:

the multifactorial nature of the Equitation Science discipline

the importance of science in the successful application of training methodologies and the assurance of equine welfare in all aspects of


FHEQ level: Level 4





equitation.

Sources used: Biosciences (2007); Agriculture, horticulture, forestry, food and consumer sciences (2009) and the ISES Mission statement.; QAA Subject Benchmark and/or Framework for HE Quals (FHEQ) and/or Foundation Degree Qualifications Benchmark (FDQB)

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

based on the directly taught programme with some evidence of wider enquiry (Ag+)

subject-specific theories, paradigms, concepts and principles as well as some understanding of more specialised areas (Ag+)

the importance of a comprehensive understanding of Equitation Science related phenomena at a variety of levels (Bio)

the importance of conducting a substantial independent piece of work (e.g. a research project) (Bio)

Primary: Lectures and tutorials Directed independent

study Learning from work

experience Collation of materials into

portfolios and log books

Secondary/Supplementary: Contemporaneous in class

and work-based activities Problem-solving exercises Consultancy

1, 2, 3

1, 2, 3, 4

1

2

Key knowledge and understanding is assessed via a combination of essays, reports, portfolio, examinations, presentations and seminar performances.

CORD1028,CORD1027,CORD1026, CORD1023

CORD135, CORD1027 CORD1028, CORD178, CORD1023.


FHEQ level: Level 4





the construction of reasoned arguments to support their position on the ethical and social impact of advances in the biosciences in general and equitation science in particular (Bio)

The need to encourage appropriate links between applied animal behaviour science, veterinary science, psychology and other disciplines (for example sports science) and the discipline of Equitation Science (ISES)

The need to contribute to the establishment of a pool of expertise to national governments, international bodies, industry and to those equine welfare organizations which deal with problems involving equine behaviour, training and welfare, and to encourage, the assimilation of scientific knowledge so as to facilitate its use in relation to practical problems concerning the way horses are trained, managed, housed and cared for (ISES aims)

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:Students will have demonstrated an ability to apply knowledge and understanding skills developed within level 4 of the course to a wide variety of industry related scenarios and will be required to complete a range of assessments in order to demonstrate these skills.


FHEQ level: Level 4





Cognitive and Intellectual Skills:

Students will be able to demonstrate an ability to present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will also be able to demonstrate the ability to evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work. In particular to:

analyse literature and appraise the reliability and validity of published findings regarding the effectiveness of past, present and future training methods and practices used in equitation.

interpret scientific data in order to facilitate its use in relation to the solving of practical equitation problems

develop a reasoned and informed debate on current issues within


FHEQ level: Level 4





equestrianism


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

access and evaluate relevant information from a variety of sources and to communicate the principles of Equitation Science both orally and in writing (e.g. essays, experimental reports) in a way that is well organised, topical and recognises the limits of current hypotheses (Bio)

critically appraise academic literature and other sources of information (Ag+)

demonstrate ability to define problems, devise and evaluate solutions in both

Primary: In class exercises Tutorial/seminar

discussions Feedback via coursework

assessment process

Secondary/Supplementary: Policy and practice

analysis in surgeries Utilisation of appropriate

technology and subsequent application of results

3, 4

2, 3, 4

1, 2, 3, 5

3

4

5

Coursework Examinations Problem solving

activities

CORC1013, CORD135, CORD1027, CORD1023

CORD135, CORD1023

CORD135, CORD1028, CORD178


FHEQ level: Level 4





routine and unfamiliar contexts (Ag+)

demonstrate the ability to consider issues from a range of multi-disciplinary and inter-disciplinary perspectives and to draw on appropriate concepts and values in arriving at a critical assessment (Ag+)

define a suitable and effective sampling procedure and analyse, synthesise, summarise and evaluate information (Ag+)

apply relevant advanced numerical skills (including statistical analysis, where appropriate) to biological and sociological data (Bio)

integrate lines of evidence from a range of sources to support findings and hypotheses

understand risk; and Health and Safety implications (Ag+)

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:Students will have demonstrated an ability to apply cognitive and intellectual skills developed within level 4 of this programme to a wide variety of industry


FHEQ level: Level 4





related scenarios and will be required to complete a range of academic assessments throughout this level.Key Transferable Skills:

Students will be able to demonstrate an ability to communicate accurately and reliably, and with structured and coherent arguments. Students will also be able to demonstrate an ability to take different approaches to solving problems. In particular to:

develop the ability to both work autonomously and also operate effectively in groups, providing peer support as appropriate.


By the end of this level of this programme the students will be able to demonstrate for a threshold pass: demonstrate as an ability to manage their

time effectively, solve problems and learn autonomously (Bio)

Primary: Tutorial guidance

regarding PESD and industry specific Continued Professional

4 5 Written assessments of all types – the majority of which are adaptable to an

CORC1013, CORD135, CORD178, CORD1023


FHEQ level: Level 4





recognise and use a range of information sources effectively (Ag+)

critically assess the quality of evidence (Bio)

apply well-developed strategies for updating, maintaining and enhancing their knowledge (Bio).

recognise and be able to comment on the moral and ethical issues associated with the subject (Ag+)

contribute coherently to group discussions and listen attentively to others (Ag+).

communicate effectively to audiences in written, graphical and verbal forms (Ag+)

use computer packages selectively handle electronic information and to convey information effectively (Ag+)

understand and apply professional codes of conduct (Ag+)

accept responsibility for one's actions (Ag+)

Development. Library and other

research exercises Group work

awareness and practice/collaboration

Resource-based learning and assessment

Secondary/Supplementary: Class and seminar

interactions and feedback

Consultancy activity outcome/s

industry audience Discussion Successful

implementation of consultancy recommendations and conclusion.

Group work.


FHEQ level: Level 4





identify and work towards targets for personal, career and academic development (Ag+)

take a responsible, adaptable and flexible approach to study and work (Ag+)

develop the skills necessary for self- managed and lifelong learning (e.g. independent study, time management, organisational skills) (Ag+)

analyse personal strengths and weaknesses (Ag+)

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:The equitation science discipline depends on a blend of academic and practical skills, both equally important. It is crucial that students of equitation science commence the development of key transferable skills as soon as possible within the programme of study.Employment Related Skills:Students will be able to demonstrate an ability to undertake further training and develop new skills within a structured and managed environment and the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility. In particular to:

communicate ideas, principles and theories of equitation science to


FHEQ level: Level 4





various audiences effectively by appropriate means

demonstrate appropriate and competent handling of horses.


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

Equitation Science to a wide ranging equine audience (ISES).

Implement appropriate translation of key academic principles/ findings in a variety of equine contexts (ISES)

demonstrate interpersonal and team work skills (Ag+)

Primary: Project oral presentation Coursework reports Competency based skill

trainingSecondary/Supplementary: Discussions with visiting

speakers and non-academic personnel

Competency based skill assessment

5

4

9

10

Individual discussion/(Continuous) Professional Development ‘plan’.

CORD176, CORD178, CORD1023CORD1028, CORD1023


FHEQ level: Level 4





organise a team effectively and contribute effectively to team work through the identification of individual and collective goals (Ag+)

recognise and respect the views of others and reflect on performance as an individual and team member (Ag

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:Equitation Science graduates will be expected to conduct themselves in an appropriate manner within the demanding equine and equestrian industry. The development of employment related skills commences at the outset of the programme.Practical Skills:Students will be able to demonstrate an ability to undertake a number of equine-specific practical skills. In particular to:

execute correctly-designed primary and secondary quantitative and qualitative data collection in a range of equitation contexts (from natural to competitive)

apply the concepts and principles of equitation science to address training needs and issues

Equine ethics - Students will be expected to abide by the guidelines laid downs by the


FHEQ level: Level 4





University Ethics Committee

Team work - Students will be expected to show respect to their peers and contribute positively in group work



demonstrate the proficiencies needed in a broad range of appropriate practical techniques and skills relevant to Equitation Science. This will include the ability to place the work in context and to suggest lines of further investigation (Bio)

plan, conduct and present an independent investigation with some reliance on guidance (Ag+)

Primary: Field work Projects Designated tasks Learning from work Competency based skill

training

Secondary/Supplementary: Lectures and tutorials Competency based skill

assessment

2, 4

1, 2, 3

4

4, 5

6

7

2, 5, 6

8 ,9

Ability to display competence

Production of reports as appropriate


CORD1027, CORD1023

CORD135, CORD1028CORD1023

CORC1013, CORD178.


FHEQ level: Level 4





use appropriate data capture methods (Ag+)

use appropriate technology to address problems efficiently (Ag+)

select, apply and utilise a range of appropriate equitation equipment and/or training methodologies to solve problems competently and safely (Ag+)

describe clearly and record accurately in the field and laboratory (Ag+)

interpret practical results in a logical manner (Ag+);

Evaluate the progress of implemented recommendations (ISES)

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:Students on level 4 of the programme must become proficient in a number of industry required practical skills therefore these will demonstrated and assessed throughout level 4.


FHEQ level: Level 5





Knowledge / Understanding:

Students will be able to demonstrate a knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that (those) area(s) of study. In particular:

the multifactorial nature of the Equitation Science discipline

the importance of science in the successful application of training methodologies and the assurance of equine welfare in all aspects of equitation.



Primary: Lectures and tutorials Directed independent

1, 2, 3 1 Key knowledge and understanding is assessed via a

CORD2000, CORD2027, CORD2073.


FHEQ level: Level 5





the importance of the recall of knowledge based on the directly taught programme with some evidence of wider enquiry (Ag+)

subject-specific theories, paradigms, concepts and principles as well as some understanding of more specialised areas (Ag+)

the importance of a comprehensive understanding of Equitation Science related phenomena at a variety of levels (Bio)

the importance of conducting a substantial independent piece of work (e.g. a research project) (Bio)

the construction of reasoned arguments to support their position on the ethical and social impact of advances in the biosciences in general and equitation science in particular (Bio)

The need to encourage appropriate links between applied animal behaviour science, veterinary science, psychology and other disciplines (for example sports science) and the discipline of Equitation Science (ISES)

study Learning from work

experience Collation of materials into

portfolios and log books

Secondary/Supplementary: Contemporaneous in class

and work-based activities Problem-solving exercises Consultancy

1, 2, 3, 4 2combination of essays, reports, portfolio, examinations, presentations and seminar performances.

CORD2061, CORD2065, CORD2073, CORD2074.


FHEQ level: Level 5





The need to contribute to the establishment of a pool of expertise to national governments, international bodies, industry and to those equine welfare organizations which deal with problems involving equine behaviour, training and welfare, and to encourage, the assimilation of scientific knowledge so as to facilitate its use in relation to practical problems concerning the way horses are trained, managed, housed and cared for (ISES aims

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:Students will have demonstrated an ability to apply knowledge and understanding skills developed within the programme course to a wide variety of industry contexts and disciplines and will be required to complete a range of assessments throughout this level.Cognitive and Intellectual Skills:

Students will be able to demonstrate an ability to present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will also be able to demonstrate the ability to evaluate the appropriateness of different approaches to solving problems related to their area(s) of


FHEQ level: Level 5





study and/or work. In particular to:

analyse literature and appraise the reliability and validity of published findings regarding the effectiveness of past, present and future training methods and practices used in equitation.

interpret scientific data in order to facilitate its use in relation to the solving of practical equitation problems

develop a reasoned and informed debate on current issues within equestrianism


By the end of this level of this programme the Primary:


FHEQ level: Level 5





students will be able to demonstrate for a threshold pass:

access and evaluate relevant information from a variety of sources and to communicate the principles of Equitation Science both orally and in writing (e.g. essays, experimental reports) in a way that is well organised, topical and recognises the limits of current hypotheses (Bio)

critically appraise academic literature and other sources of information (Ag+)

demonstrate ability to define problems, devise and evaluate solutions in both routine and unfamiliar contexts (Ag+)

demonstrate the ability to consider issues from a range of multi-disciplinary and inter-disciplinary perspectives and to draw on appropriate concepts and values in arriving at a critical assessment (Ag+)

define a suitable and effective sampling procedure and analyse, synthesise,

In class exercises Tutorial/seminar

discussions Feedback via coursework

assessment process

Secondary/Supplementary: Policy and practice

analysis in surgeries Utilisation of appropriate

technology and subsequent application of results

3, 4

2, 3, 4

1, 2, 3, 5

3

4

5

Coursework Examinations Problem solving

activities



CORD2000, CORD2027,CORD2061, CORD2065.


FHEQ level: Level 5





summarise and evaluate information (Ag+)

apply relevant advanced numerical skills (including statistical analysis, where appropriate) to biological and sociological data (Bio)

integrate lines of evidence from a range of sources to support findings and hypotheses

understand risk; and Health and Safety implications (Ag+)

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:Students will have demonstrated an ability to apply cognitive and intellectual skills developed within the programme course to a wide variety of industry contexts and disciplines and will be required to complete a range of assessments throughout this level.Key Transferable Skills:

Students will be able to demonstrate an ability to communicate accurately and reliably, and with structured and coherent arguments. Students will also be able to demonstrate an ability to take different approaches to solving problems. In particular to:

develop the ability to both work


FHEQ level: Level 5





autonomously and also operate effectively in groups, providing peer support as appropriate.


By the end of this level of this programme the students will be able to demonstrate for a threshold pass: demonstrate as an ability to manage their

time effectively, solve problems and learn autonomously (Bio)

recognise and use a range of information sources effectively (Ag+)

critically assess the quality of evidence (Bio)

apply well-developed strategies for updating , maintaining and enhancing their knowledge (Bio).

recognise and be able to comment on the

Primary: Tutorial guidance

regarding PESD and industry specific Continued Professional Development.

Library and other research exercises

Group work awareness and practice/collaboration

Resource-based learning and assessment

Secondary/Supplementary:

4 5 Written assessments of all types – the majority of which are adaptable to an industry audience

Discussion Successful

implementation of consultancy recommendations and conclusion.

Group work

CORD2000, CORD2027, CORD2061, CORD2073, CORD2074.


FHEQ level: Level 5





moral and ethical issues associated with the subject (Ag+)

contribute coherently to group discussions and listen attentively to others (Ag+).

communicate effectively to audiences in written, graphical and verbal forms (Ag+)

use computer packages selectively handle electronic information and to convey information effectively (Ag+)

understand and apply professional codes of conduct (Ag+)

accept responsibility for one's actions (Ag+)

identify and work towards targets for personal, career and academic development (Ag+)

take a responsible, adaptable and flexible approach to study and work (Ag+)

develop the skills necessary for self- managed and lifelong learning (e.g. independent study, time management,

Class and seminar interactions and feedback

Consultancy activity outcome/s


FHEQ level: Level 5





organisational skills) (Ag+)

analyse personal strengths and weaknesses (Ag+)

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:Students will have demonstrated an ability to apply key transferable skills in order to increase their proficiency within the programme in a range of industry contexts through delivery and assessment at this level of the programme.Employment Related Skills:Students will be able to demonstrate an ability to undertake further training and develop new skills within a structured and managed environment and the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility. In particular to:

communicate ideas, principles and theories of equitation science to various audiences effectively by appropriate means

demonstrate appropriate and competent handling of horses.

Sources used: Biosciences (2007); Agriculture, horticulture, forestry, food and consumer sciences (2009) and the ISES Mission statement.; QAA Subject Benchmark and/or Framework for HE Quals


FHEQ level: Level 5





(FHEQ) and/or Foundation Degree Qualifications Benchmark (FDQB)

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

Equitation Science to a wide ranging equine audience (ISES).

Implement appropriate translation of key academic principles/ findings in a variety of equine contexts (ISES)

demonstrate interpersonal and team work skills (Ag+)

organise a team effectively and contribute effectively to team work through the identification of individual and collective goals (Ag+)

recognise and respect the views of others and reflect on performance as an individual and team member (Ag

Primary: Project oral presentation Coursework reports Competency based skill

trainingSecondary/Supplementary: Discussions with visiting

speakers and non-academic personnel

Competency based skill assessment

5

4

9

10

Individual discussion/(Continuous) Professional Development ‘plan’.

CORD2000, CORD2065,CORD2073, CORD2074,

CORD2065,CORD2073, CORD2074.

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:Students will have demonstrated an ability to apply employment related skills in order to increase their employability prospects within the programme in a


FHEQ level: Level 5





range of industry contexts through delivery and assessment at this level of the programmePractical Skills:Students will be able to demonstrate an ability to undertake a number of equine-specific practical skills. In particular to:

execute correctly-designed primary and secondary quantitative and qualitative data collection in a range of equitation contexts (from natural to competitive)

apply the concepts and principles of equitation science to address training needs and issues

Equine ethics - Students will be expected to abide by the guidelines laid downs by the University Ethics Committee

Team work - Students will be expected to show respect to their peers and contribute positively in group work

Sources used: Biosciences (2007); Agriculture, horticulture, forestry, food and consumer sciences (2009) and the ISES Mission statement.; QAA Subject Benchmark and/or Framework for HE Quals (FHEQ) and/or Foundation Degree Qualifications


FHEQ level: Level 5





Benchmark (FDQB))


demonstrate the proficiencies needed in a broad range of appropriate practical techniques and skills relevant to Equitation Science. This will include the ability to place the work in context and to suggest lines of further investigation (Bio)

plan, conduct and present an independent investigation with some reliance on guidance (Ag+)

use appropriate data capture methods (Ag+)

use appropriate technology to address problems efficiently (Ag+)

select, apply and utilise a range of appropriate equitation equipment and/or training methodologies to solve problems competently and safely (Ag+)

describe clearly and record accurately in the

Primary: Field work Projects Designated tasks Learning from work Competency based skill

training

Secondary/Supplementary: Lectures and tutorials Competency based skill

assessment

2, 4

1, 2, 3

4

4, 5

6

7

2, 5, 6

8 ,9

Ability to display competence

Production of reports as appropriate

CORD2000

CORD2065, CORD2073.

CORD2000

CORD2065,CORD2073, CORD2074,


FHEQ level: Level 5





field and laboratory (Ag+)

interpret practical results in a logical manner (Ag+);

Evaluate the progress of implemented recommendations (ISES)

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:Students will have demonstrated an ability to apply fundamental industry-required practical skills in order to increase their proficiency and employability within the programme in a range of industry contexts through delivery and assessment at this level of the programme.


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:

Work-Based Learning (WBL) FdSc Equitation, Training and Behaviour students are expected to undertake a formal period of Work-Based Learning during the first year of their programme of study. This is linked to their Equine Industry module and is assessed via employer feedback and a presentation to their peers.

Work-Related Learning (WRL) There is a strong focus placed upon the need for FdSc Equitation, Training and Behaviour students to fully appreciated work-related aspects of their chosen area of study. The majority of modules therefore include at least one element of work related activity, whether that takes place within the College’s own Equestrian Centre, or elsewhere within the locality, region or nationally (and exceptionally internationally). The range of intended activities are listed below for the FdSc Equitation, Training and Behaviour programme:


FHEQ level: Level 4WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s)Visits

Guest talks

Events

Study Tour

The level 4 timetable/schedule is carefully organised to ensure that students are exposed to, and benefit from, a range of links to and with the wider industry in which their programme is located.

1, 2, 3

1, 2, 3, 5

4

ILO1, ILO2, ILO5

ILO2, ILO4, ILO5, ILO9

ILO8, ILO10

Industry participants engagement & feedback; Logbooks

Industry expert feedback, presentations

Industry events

(The study tour is not assessed as not all students are able to participate due to financial constraints.)

CORD178, CORD1026


CORC1013

An explanation of this map: Equitation science requires knowledge and understanding of both practical and academic information. The overall the FdSc Equitation, Training and Behaviour programme is carefully designed in order to ensure that students develop both their practical and academic skills, both of which need to be thoroughly embedded within industry. As much work-related education is included within the modules delivered at level 4 as possible in order to provide a firm basis for appreciation of industry requirements and the production of employable graduates from this programme.

FHEQ level: Level 5

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

Field work

Visits

Guest talks

The level 5 timetable/schedule is carefully organised to ensure that students are exposed to, and benefit from, a range of links to and with the

1, 2, 3

1, 2, 3, 5

4

ILO1, ILO2, ILO5

ILO2, ILO4, ILO5, ILO9

ILO8, ILO10

Live industry data collection

Logbooks

ReportsPractical problem-


CORD2061, CORD2027

CORD2000, CORD2073CORD2065, CORD2073.


Study Tour

wider industry in which their programme is located.

solving assessments

(The study tour is not assessed as not all students are able to participate due to financial constraints.)

CORD2074.

An explanation of this map:Equitation science requires knowledge and understanding of both practical and academic information. The overall FdSc Equitation, Training and Behaviour programme is carefully designed in order to ensure that students develop both their practical and academic skills, both of which need to be thoroughly embedded within industry. A substantial amount of work-related education and exposure to work related practice is included within the modules delivered at level 5, focussing in particular on allowing students to analyse and apply industry information.


Appendix: Justification for 10 credit modules

There are two 10 credit modules on the programme. CORD178 - Equine Business Management, which is an existing module on the FdSc Equitation, Training and Behaviour programme. This module has proved effective in delivering the required curriculum to provide students with a broad basis to enable them to function effectively within the equestrian industry. A further 10 credit module, CORD135 – Research Skills, is used on all FdSc programmes within Duchy College provision and allows students to become accustomed to the principles of experimental design and to understand statistical findings reported in the literature in support of their subject specific modules at both level 4 and 5.


Appendix 2c ASSESSMENT HAND-IN PROCESS, ASSESSMENT CRITERIA AND GUIDANCE, MODIFIED ASSESSMENT PROVISION

ASSESSMENT FORMAT

You are expected to submit your work in standardised format for all written submissions (unless advised otherwise) as per the guidance below and also to use the standardized front sheet:

GENERAL PRESENTATION, FORMAT AND FONT GUIDANCE

Please ensure that UK English is used.

Use a 2.5cm margin on the left, and 2cm margins on the top, right and bottom.

Use 1.5 line spacing.

Use Arial 12pt font.

The first line of paragraphs must not be indented.

Paragraphs must be separated by a 1.5 line space.

Text in the main body of the document must be fully justified.

Use a 10pt Arial footer left justified containing only your student number.

Use page numbers positioned bottom, centre in Arial 10pt font.

Do not use a header unless instructed otherwise (e.g. for business reports).

Ensure that a consistent style is used throughout the document (e.g. for section headings,

numbering and bullet point styles).

PRESENTATION OF TABLES, FIGURES AND IMAGES

Tables and Figures should be referred to in the preceding text.

Table headings should be positioned above the Table.

Text within tables should be single line spaced and unjustified.

Figure headings should be positioned below the Figure.

Only use pictures, photographs or images to demonstrate a point. Do not use pictures solely for

aesthetic purposes. These should be referred to as Figures.

Ensure that images used are of reproducible quality. (Avoid over expanding images resulting in a

low quality pixelated/grainy image.)


Tables and Figures should be understandable without preceding text, therefore may benefit from

the addition of a legend containing explanatory text.

REFERENCING

The Harvard Referencing System must be used. (Refer to Plymouth University’s Cite Them Rite

http://www.citethemrightonline.com for definitive guidance)

NEVER use bullet points in the reference list.

It is acceptable to use single line spacing for the reference list.

Do NOT use bibliographies (unless specifically required to do so).

WORD COUNT

Include the word count on the front sheet

A tolerance of 10% can be applied to the stipulated word count. Deviations exceeding ±10% will be

penalised.

Table 1. Summary of words included in and excluded from the word count.

Included ExcludedAll in-text citation (including those in parentheses)

All direct quotes

All table headings Numerical data in tablesAll diagram headings and labels Reference list & BibliographyAll textural footnotes Contents and Cover/Title pagesAll headings and sub-headings Appendices

SUBMISSION FORMAT

The standard front sheet format on the next page should be used for every assessment submitted.


http://www.citethemrightonline.com/

PROGRAMME TITLE

MODULE CODE

MODULE TITLE

ASSIGNMENT TITLE

ASSIGNMENT TUTOR

STUDENT NAME

I have read and understood the Plymouth University’s policy on plagiarism and the definitions of plagiarism.

I understand that I will be penalised if I am found to have plagiarised the work of others. I hereby give an undertaking that the presented work that I am submitting is my own work,

and that any material quoted or paraphrased from other sources, including the internet, will be identified as such and duly acknowledged in the bibliography/reference list.

This submission IS / IS NOT (delete as appropriate depending on if you were instructed to submit via Turnitin) accompanied by a Turnitin report

Signed: Use an electronic signature here – please use an image not an electronic free-hand version)

Date: WORD COUNT:


ASSESSMENT SUBMISSION PROCESS

The majority of your assessments should be submitted via the VLE (moodle) by the time specified on the assessment brief. You are strongly discouraged from emailing assessments to staff and this should only be done in exceptional circumstances with prior agreement. For hard copy submissions (such as log books, portfolios and posters) you will be given the exact time and location of the submission.

For some of your assessments you may be required to submit your work to anti- plagiarism software, such as Turnitin®, prior to submission. This is a useful academic development tool, it is not that we think you are cheating! You will be informed when this is a requirement and given the appropriate training to enable you to do so.

SUBMISSION DEADLINES

Remember that deadlines are deadlines and they should always be met. If a piece of work is up to 24hours late a maximum mark of 40% will be awarded. Work that is more than 24 hours late will be given a zero. If however there are extenuating circumstances you should let your programme manager know as soon as possible.

RESITTING ASSESSMENTS

A fee is not charged for referral work if it is done during the referral period. Resit modules are free if they are being undertaken following approved extenuating circumstances. Modules that have to be re-sat as a second attempt are likely to attract a fee.

ASSESSMENT FEEDBACK FORMS

A generic feedback form is used for all HE assessments. This will be accompanied by standard appropriate assessment grading matrices. The most commonly used is the Reports/Essays matrix shown below. Other assessment matrices may be used depending on the nature of the assessment and these will be issued with the assessment brief. Take time to examine these carefully – it will help you to know what is expected of you!


HE ASSESSMENT FEEDBACK FORMStudent Name/Number: Assessor Name:

Module Code and Title: Assignment title and type:

Total Mark / Grade: %Assessor Comments:

Further comments can be found on the submission.

See assessment grading matrix over.

Assessor Signature: Date:

Student Reflection and Action:

Student Signature: Date:

To be completed if the Assessment Decision is subject to Internal Moderation

Internal Moderator Name:

Signature: Date:


ASSESSMENT GRADING MATRIX FOR ESSAYS/REPORTS

BAND

Select and deploy relevant knowledge showing understanding of relevant literature/resources.

Analyse and evaluate information, arguments and explanations, and apply theory to practice.

Construct arguments and explanations using a range of available evidence and communicate these in a clear, structured manner, making use of appropriate vocabulary, citation and referencing.

(85-100%)

Outstanding

.. in addition to criteria in the 70-84% band the student

demonstrates comprehensive understanding of information extracted from recent / current thinking in the subject area

suggests original interpretations or applications of theory

evaluates, analyses and interprets information, arguments and explanations with outstanding clarity and skill

reasons effectively towards a comprehensive and original conclusion

distils and critically evaluates evidence and communicate this concisely

(70-84%)

Excellent

a thorough, accurate knowledge with a clear and detailed understanding that meets module specific learning outcomes and assessment criteria

coverage of a wide range of relevant literature/resources

a high level of skill in interpretation, analysis and evaluation

rigorous and consistent application of relevant theory to practice

correctly distinguish relevant and important factors

integrate these factors into a balanced, well-focused and convincing argument/explanation

reason effectively towards an individual and informed conclusion

contain detailed citation and referencing correctly use grammar, punctuation and

spelling

(60-69%) a very good, accurate knowledge and understanding that meets

a very good level of skill in interpretation, analysis and evaluation

identify the most important factors present a relevant argument/explanation


Very Good

module specific learning outcomes and assessment criteria

a very good awareness of a range of relevant literature/resources

consistent application of relevant theory to practice

clearly if, at times, lacking incisiveness contain accurate citation and referencing may contain occasional errors of

grammar, punctuation and spelling

(50-59%)

Good

a good knowledge and confident understanding that meets module specific learning outcomes and assessment criteria

a good awareness of relevant literature/resources

a good level of skill in interpretation, analysis and evaluation

application of some theory to practice

identify some important factors present a logical argument/explanation contain correct citation and referencing may contain some errors of grammar,

punctuation and spelling

(40-49%)

Adequate

an adequate knowledge and understanding that meets module specific learning outcomes and assessment criteria

a limited awareness of relevant literature/resources

an adequate level of skill in interpretation, analysis and evaluation

adequate application of theory to practice

make an adequate attempt to distinguish relevant material

assemble it into a limited argument/explanation

contain adequate citation and referencing that is generally accurate

may contain some errors of grammar, punctuation and spelling

(25-39%)

Unsatisfactory

poor and generalised knowledge and understanding that does not meet module specific learning outcomes and assessment criteria

little or no awareness of relevant literature/resources

a poor level of skill in interpretation, analysis and evaluation

inappropriate or inadequate application of theory to practice

make an inadequate attempt to shape an argument/explanation at a basic level

lack logical structure and/or be unselective

be uncited/unreferenced or display frequent errors in citation/referencing

may contain intrusive errors of grammar, punctuation and spelling


(0-25%)

Inadequate at HE level.. X

No attempt to use relevant literature Little or no relevant factual content Has little apparent understanding of

the concepts relevant to this area of study

Little or no interpretation or analysis of information

Little or no idea of relevant theoretical background or its application

No conventional structure to report Spelling / grammatical errors make

report incomprehensible Explanations illogical or non-existent


MODIFIED ASSESSMENT PROVISION

If you think that you should receive any modified assessment provision you must notify your module leaders and programme manager as soon as possible.

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

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

Please note that ALL assessment marks and results are provisional until confirmed by the Subject Assessment Panel and verified by the Award Assessment


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: CORD135 MODULE TITLE: Research Skills

CREDITS: 10 FHEQ Level: 4 JACS CODE: X210

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

SHORT MODULE DESCRIPTOR: (max 425 characters)This module is designed to develop the student’s knowledge of the underpinning principles of research, experimental design and data analysis.

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: Duchy Stoke

Professional body minimum pass mark requirement: N/A

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

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to: Understand the process of planning research studies and the importance of ethical

considerations. Demonstrate the ability to design research studies in order to generate reliable data. Identify appropriate data collection and analysis methods to test hypotheses and therefore

reach conclusions about research questions

DATE OF APPROVAL: 01 Apr 2011 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2011 SCHOOL/PARTNER: Duchy CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER:

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: 112

MODULE LEADER: Anna Walker OTHER MODULE STAFF: Catherine McMeeking

SUMMARY of MODULE CONTENT•an ability to identify a focussed title for the proposed research•an understanding of research design•an ability to distinguish between aims, objectives and hypotheses•comprehension of data collection and analysis methods•effective completion of ethical approval application documentation•an ability to conduct an academically written mini literature review referenced appropriately using the Harvard Referencing System

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 10 Formal in-class deliveryPractical Classes and Workshops 10 In-Class and self-directed

Project Supervision 8 In-class tuition with Programme Manager accompanied by self-directed practice

Guided Independent Study 72 Self-directed with formative support provided by subject experts as required

Total 100 (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_

Research proposal covering ALO 1-3

100%Total = 100%

Practical P_ %Total = 100%

Updated by:Jurie Intachat

Date:13/07/16

Approved by:HE Operations

Date:13/07/16

Recommended Texts and Sources:Barnard, C., Gilbert, F.& McGregor, P., 2011. Asking Questions in Biology: a guide to testing,Begon, M., Fowler, J., Cohen, L. & Jarvis, P., 2010. Ecology: practical statistics for field biology:Dytham, C., 2010. Choosing and Using Statistics: A biologists guide. 3rd Ed. Oxford: Blackwell.Eddison, J., 1999. Quantitative investigations in the biosciences using Minitab. London:


Gillham, B., 2008. Developing a questionnaire. 2nd Ed. London: Continuum.Jeschke, E., Reinke, H., Unverhau, S., Pfeifer, E., Fienitz, B. & Bock, J., 2012. Microsoft ExcelMartin, P. & Bateson, P., 2007. Measuring behaviour: an introductory guide. 3rd Ed.Oppenheim, A. N., 1992. Questionnaire design, interviewing and attitude measurement.Palmer, J., 2001. Animal law: a concise guide to the law relating to animals. 3rd Ed.Petrie, A. & Watson P., 2006. Statistics for veterinary and animals science. 2nd Ed.Sleeper, A., 2011. Minitab demystified. Maidenhead: McGraw-Hill.Wardlaw, A.C., 2000. Practical statistics for experimental biologists. London: Wiley.Zar, J.H., 2007. Bio statistical analysis. 5th Ed. London: Pearson / Prentice Hall



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


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: Evaluate and benchmark own study and analysis skills, capabilities and developmental needs. Demonstrate understanding of concepts relating to personal, employability skills and work

related skills. Reflect upon how these concepts relate to personal and professional practice. 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: 2018 – 2019 NATIONAL COST CENTRE: 135MODULE LEADER: Jo Vincent 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


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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: CORD1023 MODULE TITLE: Principles of Behaviour and Training

CREDITS: 20 FHEQ Level: 4 JACS CODE: D422


SHORT MODULE DESCRIPTOR: (max 425 characters)This module will enable the student to gain a detailed understanding of the basic principles of horse behaviour and the central tenets of training and how these are used to facilitate equitation education.


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


%

T1 (Test) %



MODULE AIMS:This module aims to develop students understanding of the principles of equid behaviour and clearly establish the importance of learning theory within equitation training. This module also introduces essential concepts of training in terms of both the trainer (the human) and the trainee (the equid).

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to: Explain the importance of behaviour within equestrianism Describe theories of learning and how they relate to basic equitation practice Define learning and teaching styles within the trainer-equestrian context Discuss training techniques and the role of reflection and appraisal

DATE OF APPROVAL: 01 April 2015 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2015 SCHOOL/PARTNER: Duchy 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: 2018-2019 NATIONAL COST CENTRE: 122

MODULE LEADER: Alison Abbey OTHER MODULE STAFF: Dr Sarah May

SUMMARY of MODULE CONTENTSUMMARY of MODULE CONTENT•What is behaviour•The mind•Instinctive behaviour and motivation•Operant conditioning•Classical conditioning•Memory•Anxiety, fear and phobias•StressTypes of behaviour ~ maintenance and social; normal and abnormal•Ethograms and the Ridden Horse Ethogram•The Horse-human relationship•Teaching styles & learning styles•Experiential learning and reflection•Horses ‘way of going’•The Learning space – dyads or triads?

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

Lecture 40To deliver the underpinning scientific theoretical knowledge of horse behaviour in order to inform the students in preparation for its practical application

Practical Classes and Workshops 15

To allow students to apply scientific theory to practice thus deepening their understanding of the scientific behaviour principles of equitation and training

Guided Independent study 145

Independent study will be supported through individual and group formative feedback and self-directed study groups, including observation of all equid training on and off site


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Written exam

E1 Formal Exam - to cover LO1 & 2.

100%Total = 100%

T Total = 100%

Coursework C1 Essay - to Cover LO3 & 4.

100%Total = 100%

Practical P Total = 100%


Updated by:Alison Abbey

Date:31/07/15

Approved by:Amanda Crowle

Date:23/09/16

Recommended Texts and Sources: Griffin, D.R. 2011 Animal Minds: Beyond Cognition to Consciousness. (New Edition –

Reviewed and Expanded). Chicago University Press: Chicago Heron, J. 2006 The Complete Facilitators Handbook. Kogan Page Limited: London Martin, G., & Pear, J. 2014 Behaviour Modification: What it is and how to do it (10th Edition).

Prentice-Hall. Cambridge: Pearson Publishing McLean, M. and McLean, A. 2008. Academic Horse Training: Equitation Science in Practice

McLean, Andrew & Manuela: Broadford Pearce, J. M. 2008 Animal Learning and Cognition: An Introduction. (Third Edition)

Psychology Press: Hove, Sussex



MODULE CODE: CORD1026 MODULE TITLE: Equid Structure and Function


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

SHORT MODULE DESCRIPTOR: (max 425 characters) The anatomy and physiology of the equine musculoskeletal system will be described and discussed. Assessment of the equid to include static conformation and the biomechanical effects of exercise in relation to horse use within equestrianism will be explored.


E1 (Examination) % C1 (Coursework) 60% P1 (Practical) 40 %



%

T1 (Test) %



MODULE AIMS:This module aims to:•Develop students understanding of the anatomy and physiology of the musculoskeletal system of the equid•Develop knowledge and understanding of the structure and function of the musculoskeletal system and its effect on biomechanics•Enable students to identify anatomical limitations in relation to performance and expectation•Recognise the potential impact of equitation training on equid physical function

ASSESSED LEARNING OUTCOMES: (additional guidance below)Identify superficial musculature and determine the effects that tension and loading may have on movement, performance, soundness and behaviourLocate and palpate skeletal landmarks used to assess conformation, in order to relate the anatomical structure of an individual horse to its locomotor function, support and movementUnderstand the abilities and limitations of equid anatomical structure in relation to equitation disciplines

DATE OF APPROVAL: 01 April 2015 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION:

01 September 2015 SCHOOL/PARTNER: Duchy College

DATE(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: 2018- 2019 NATIONAL COST CENTRE: 112

MODULE LEADER: Michelle Chappell OTHER MODULE STAFF:

SUMMARY of MODULE CONTENT•Axial and Appendicular skeletal system•Superficial and deep muscle, tendons and ligaments•Biomechanics•Effects of exercise•Conformational anatomical landmarks•Assess the conformation of an equid for equitation discipline suitability

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 30 Formal presentation or talk on a particular topic.

External Visits 8 Visits to analyse different breed types in equitation disciplines

Practical Classes and Workshops 15

A session involving the development of equine anatomical theory and practical palpating techniques through analysis of horse conformation in relation to horse use

Seminar 2 Guest Speaker: Industry specialist in foot and limb anatomy

Guided Independent study 145Independent study will be supported through individual and group formative feedback and self-directed study groups


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Written exam

E1 %Total = 100%

T_ %Total = 100%

CourseworkC1 100%

Total = 100%Report - to cover LO2

Practical P1 100%Total = 100%

Practical Assessment - to cover LO1 and LO3

Updated by: Date: Approved by: HE Operations Date:


23/09/16

Recommended Texts and Sources:Blignault, K. (2012) Equine Biomechanics for Riders: The key to balanced Riding. J.A. Allen: London.Clayton, H. M. (2004) The dynamic horse a biomechanical guise to equine movement and performance. Sport Horse Publications: Madison.Goody, P. (2000) Horse anatomy: a pictorial approach to equine structure. (2nd Edition) J.A. Allen: London.Higgins, G. (2012) Horse anatomy for performance. David and Charles: Newton Abbot.Marlin, D. & Nankervis, K. (2002) Equine exercise physiology. Blackwell Publishing: Oxford.



MODULE CODE: CORD1027 MODULE TITLE: Introduction to Equine Science



SHORT MODULE DESCRIPTOR: (max 425 characters) To study the complexity of a living organism the chemistry of molecules and pathways within its cell(s). This module will develop the concept that the structure and function of biological molecules is a consequence of their chemistry. Consideration of the different organs and structures within the equine, the relative position of them and their inter-related physiology will be discussed.


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



%

T1 (Test) %



MODULE AIMS:•Provide the underpinning scientific knowledge which is appropriate to an understanding of effective equine husbandry.•Provides an introduction to the fundamental principles of equine science related to the relevant areas of anatomy, physiology, reproduction, structure and function of the digestive tract, endocrinology, and all anatomical components that maintain homeostasis in the equid.

ASSESSED LEARNING OUTCOMES: (additional guidance below)Describe cell, tissue and body fluid types and their function.Demonstrate knowledge of the structure and function of the main body systems in the horse.Describe the anatomical components and how they are interrelated in the horse.Identify anatomical structures.







MODULE LEADER: Michelle Chappell OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENT•Anatomical terminology•Cell types•Structure and function of cells•Cell growth and division•Tissues•Evolution of companion animals•Digestive tract•Urogenital System and Reproduction•Nervous system•Sense Organs and Common Integument•Cardiovascular system•Systemic system•Thermoregulation•Reproductive system•Respiratory Tract•Endocrinology and Lymphatic System


Lecture 45 Formal presentation or debate on a particular topic.

External Visits 2 Visit to Dartmoor Zoological Park to observe equine dissection

Practical classes and workshops 10 Practical anatomical dissections.



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Written exam

E1E2

40%60%

Total = 100%

Formal examination - to cover LO1 and LO2Formal practical exam - to cover LO3 and LO4

T_ %Total = 100%


CourseworkC1 %

Total = 100%


Updated by: Date: Approved by:HE Operations

Date:23/09/16

Recommended Texts and Sources:Aspinall, V. 2012 The Complete Textbook of Veterinary Nursing. (2nd Edition) Elsevier: Amsterdam.Aspinall, V. & Cappello. M. 2009 Introduction to Veterinary Anatomy and Physiology Textbook (2nd Edition) Butterworth-Heinemann: London.Davies, Z. 2005 Introduction to Horse Biology. Blackwell Publishing: OxfordPilliner, S. & Davies Z., 2004 Equine Science. (2nd Edition) Blackwell Publishing: OxfordRaynor, M., 2006. Horse Anatomy Workbook. J.A. Allen: Newton Abbot



MODULE CODE: CORD1028 MODULE TITLE: Equine Industry, Practice and Welfare



SHORT MODULE DESCRIPTOR: (max 425 characters) The UK horse industry is examined with particular focus on its national and international governance, legislation and scrutiny. The fundamental principles of equine husbandry and welfare are provided taking into account ethical considerations and theory.


E1 (Examination) % C1 (Coursework) 50% P1 (Practical) 50%



%

T1 (Test) %



MODULE AIMS:This module aims to develop students understanding of the structure, governance and complexity of the horse industry at regional, national and international levels. This module also examines the fundamental principles of welfare and the ethical considerations regarding the use and husbandry/care of horses. A period of work-based learning is included in this module.

ASSESSED LEARNING OUTCOMES: (additional guidance below)Describe the structure of the horse industry regionally, nationally and internationally.Discuss the ethical principles that must be adhered to in order to ensure the welfare of the horse in the care of humans.Review the rationale for traditional and existing husbandry practices.





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: 112

MODULE LEADER: Catherine McMeeking OTHER MODULE STAFF: Alison Abbey

SUMMARY of MODULE CONTENTOrganisations, bodies and federations involved in the horse industry world wideThe changing role of the horse in societyModernisation of the horse industryEmerging versus traditional husbandry (and training) practicesWelfare and it’s assessmentEthics and the ethical use of horsesRegulation of equine practitioners


Lecture 25.5To provide the theory underpinning equine industry practices and welfare of the equid across all disciplines

Practical 15.5To facilitate the development of understanding of common practice in relation to welfare regarding equine use.

Work based learning 14To enable skill acquisition, put theory into practice whilst developing and enhancing employability competencies


Independent study will be supported through individual and group formative feedback and self-directed study groups, to include individual self-development within equitation


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Written exam

E1 %Total = 100%

T_ 100%Total = 100%

Presentation of WBL

CourseworkC1 100%

Total = 100%Interactive Portfolio - to cover all LO's.



Date:31/07/15


Date:23/09/16

Recommended Texts and Sources:


DEFRA, 2011 Equine Industry Welfare Guidelines Compendium for Horses, Ponies and Donkeys. DEFRA:LondonDent, A. 1974 The Horse through Fifty Centuries of Civilisation. Phaidon Press: LondonRose, M. 1997 The Housemaster’s Notebook. (4th Edition). Kenilworth Press: BuckinghamGill, D.W., 2007 Farriery the Whole Horse Concept. Nottingham: Nottingham University PressMcllwraith, C.W.M, and Rollin, B.E. 2011. (Editors). Equine Welfare. Wiley-Blackwell: OxfordWebster, J., 2011 Management and Welfare of Farm Animals: The UFAW Farm Handbook, 5th Edition. Blackwell Science: Oxford



MODULE CODE: CORD178 MODULE TITLE: Equine Business Management



SHORT MODULE DESCRIPTOR: (max 425 characters)Starting/developing a small business is an ambition for many people. However, it can be fraught with difficulties. Those setting out on this venture need to consider the business idea, where funding will come from, the potential market, the competition and a host





%

T1 (Test) %



MODULE AIMS:This module will enable learners to understand the skills needed to analyse business performance, and understand the financial implications and regulations that need to be complied with, while having the opportunity to prepare a detailed strategic development plan for business improvement.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to: Be able to present the initial ideas for strategic development within a business using relevant

criteria Critically assess the skills and personal development needed to run the business successfully Examine the legal and financial aspects that will affect the development of the business. Provide a reasoned analysis for the business proposal.

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: Bradley Moore-Taylor OTHER MODULE STAFF: Alison Abbey

SUMMARY of MODULE CONTENT•Understand the full implications of changing/setting up a small business•Identify what skills students have and would need, their survival needs and how much money, and other resources, will be required to change the business•Business development proposals

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 Formal in class delivery for core material.External Visits Students will visit the location of proposed development.

Guided Independent study 80Students are expected to put in time outside of taught sessions on the group project. Self-directed with formative support provided by subject experts as required.


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Written exam

E Total = 100%T Total = 100%

Coursework C1Business Plan and Presentation - to cover LO 1-4

100%Total = 100%



Date:31/07/15


Date:23/09/16

Recommended Texts and Sources: Barnard, C., Gilbert, F. and McGregor, P. 2010. Asking Questions in Biology (2nd ed.). Harlow:

Pearson Hart, C. 2005. Doing a Literature Review. London: SAGE Publications Limited Hunt, A. 2005. Your Research Project: How to Manage it. Routledge Study Guides Laszlo, P. 2006. Communicating Science: A Practical Guide. Springer Pearson, Harlow. Robson, C. 2006. How to do a Research Project: A guide for undergraduate students.

London: Blackwell Publishing Seidman, I. 2006. Interviewing as qualitative research: A guide for researchers in education

and the social sciences. 3rd Edition. New York: Teachers College Press.



MODULE CODE: CORD2000 MODULE TITLE: Research Project



SHORT MODULE DESCRIPTOR: (max 425 characters) This module allows students to select a topic for examination, to undertake a review of the literature on the subject and a conduction a detailed original investigation.


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



%

T1 (Test) %

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


MODULE AIMS:This module aims to enable students to develop their skills of investigation as well as those of self-assessment and reflection on practice, while researching their topic and presenting their findings, and also to gain an in-depth knowledge of a topic within their general subject area, by the collection, analysis and presentation of data.

ASSESSED LEARNING OUTCOMES: (additional guidance below)Undertake an investigative study of an appropriate selected programme specific topic of potential use to the industry and designing a suitable collection and analytical protocolCompile a written report comprising a summary, an academic introduction to the topic under investigation, and a report on the data collection, analysis and results, and give a presentation of the findingsAppraise own strengths and weaknesses, and areas requiring further development, as part of the continuing Personal Development Plan (PDP).

DATE OF APPROVAL: 25 May 2011 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION:







SUMMARY of MODULE CONTENTFeasibility of a study and ethics; collection and analysis of data; undertaking a literature review; presentation methods; development of transferable skills.


Lecture 10 Preparatory lectures to assure appropriateness of proposed study

Project Supervision 45 To ensure ethical requirements met and a suitable work plan agreed and implemented.

Guided Independent study 145 Autonomous working (with tutor if appropriate)


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Written exam

E1 %Total = 100%

T_ %Total = 100%

Coursework

C1

C2C3

C4

Lit Review

Final ReportIndustry Hand-out

Poster

0%

60%10%

30%Total = 100%

Formative Lit Review - ALO 1

Final Report - ALO 2Communication to various audiences – ALO2

Content and Defence 15% each. ALO3



Date:23/09/16

Recommended Texts and Sources:

Allison, B., O’Sullivan, T., Owen, A., Rice, J., Rothwell, A. and Saunders, C. (1996) Research Skills for Students. London: Kogan Page


Bailey, V., Bemrose, G., Goddard, S., Impey, R., Joslyn, E. and Mackness, J. (1996)Barnard, C., Gilbert, F. and McGregor, P. (2001). Asking Questions in Biology (2nd ed.). Harlow: PearsonBell, J. (1999) Doing your Research Project. Buckingham: Open University Press.Crothers, J.H. (1981). On the graphical presentation of quantitative data. Field studies 5, 487-511.Denscombe, M. (1998) The Good Research Guide. Buckingham: Open University PressDenscombe, M. (2003) The Good Research Guide: for Small-scale Social Research Projects.Dytham, C. (2003). Choosing and Using Statistics – a biologists guide (2nd ed.). Oxford. Blackwell.Eisner, E. (2001). Concerns and aspirations for qualitative research in the new millennium.Qualitative Research, 1 (2), 138Hart, C. (2005) Doing a Literature Review. London: SAGE Publications LimitedHunt, A. (2005). Your Research Project: How to Manage it. Routledge Study Guides.Jasmine, G. (2000) Creating a Winning PowerPoint 2000 Presentation. London: IDG BooksJones, A.H., Reed, R. and Weyers, J. (2003) Practical Skills in Biology (3rd ed.).Laszlo, P. (2006) Communicating Science: A Practical Guide. Springer Pearson, Harlow.Peel, M. (1998) Successful Presentations in a Week. London: Hodder and StoughtonRobson, C. (2006). How to do a Research Project: A guide for undergraduate students.London: Blackwell Publishing.Seidman, I. (2006) Interviewing as qualitative research: A guide for researchers in educationand the social sciences. 3rd Edition. New York: Teachers College Press.Sparkes, A. (2002). Telling tales in sport and physical activity – A qualitative journey. Leeds;Tierney, E.P. (1996) How to make Effective Presentations. Sage Publications



MODULE CODE: CORD2027 MODULE TITLE: Contemporary Issues in Equestrianism



SHORT MODULE DESCRIPTOR: (max 425 characters) This module provides the opportunity to examine contemporary issues associated with modern-day equestrianism with particular reference to the ethical and sustainable use of equids. Students will be expected to analyse industry practice within a scientific framework.


E1 (Examination) 50% C1 (Coursework) 50 % P1 (Practical) %



%

T1 (Test) %



MODULE AIMS:This module aims to assess the issues that currently affect the equine industry in general and equestrianism in particular, to question how a range of contemporary issues may influence modern-day equestrianism, and to appraise the application of equitation, training and behaviour knowledge in different disciplines.

ASSESSED LEARNING OUTCOMES: (additional guidance below)Demonstrate effective research into current issues within equestrianismIllustrate the application of equine research in a variety of practical industrial contextsAppraise industry practice against a scientific frameworkAnalyse the impact of training and behaviour considerations on identified equitation issues


01 September 2013 SCHOOL/PARTNER: Cornwall College





MODULE LEADER: Catherine McMeeking OTHER MODULE STAFF:

SUMMARY of MODULE CONTENT•Sustainability and equitation welfare•The subjects covered in this module will derive from a wide range of scientific areas.•Topics will be included as and when they arise within the equine industry.•It is likely that subjects such as hippotherapy, alternative training approaches and rider fitness will feature during this academic year.


Lecture 10

To ensure the students are exposed to all contemporary issues within equitation and equestrianism to promote a culture of research and welfare development

External Visits 15To expose the students to the multi-faceted equine industry, including traditional and modern training and husbandry methods

Seminar 30Student lead discussions to bring industry practices to the fore and generate contemporary scientific research ideas through discussion


Students will be supported through formative feedback and current literature sources. The development of practical experience wit in the varied equine industry areas will be encouraged through work experience


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Written exam

E1 100%Total = 100%

Open-book examination. To cover LO1 and 2.

T_ %Total = 100%

CourseworkC1 100%

Total = 100%Presentation to demonstrate LO3 and 4.




Date:23/09/16

Recommended Texts and Sources:Goodwin, D., McGreevy, P.D., Heleski, C., Randle, H. and Waran, N. (Guest Editors). 2008. Journal of Applied Animal Welfare Science – Special Edition. 11 (3).Heuschmann, G. and Abelshauser, R. 2007. Tug of War: Classical Versus "Modern" Dressage: Why Classical Training Works and How Incorrect "Modern" Riding Negatively Affects Horses' Health. J.A. Allen, Newton Abbot.Kiley-Worthington, M. 2005. Horse Watch - what it is to be equine. J.A. Allen, London.Knottenbelt, D.C. 2003. Handbook of Equine Wound Management. UK: Elsevier Science Ltd.McGreevy, P.D. & McLean, A.N. 2010. Equitation Science. Oxon: Wiley-BlackwellMcllwraith, C. W.M, and Rollin, B.E. (Editors). 2011. Equine Welfare. Oxford: Wiley-BlackwellSewell, A. 1877. Black Beauty. Arizona: Wilder PublicationsIndustry PublicationsEquiads MagazineHorse Horse Deals MagazineHorse International MagazineHorse and HoundJournalsEquine Veterinary EducationEquine Veterinary JournalJournal of Veterinary Behavior: Clinical Applications and ResearchProceedings of the International Equitation Science Symposia (2005 onwards). www.aebc.com.auWebsiteswww.aebc.comwww.ker.com (Kentucky Equine Research, USA)www.aht.org.uk (Animal Health Trust, Newmarket, UK)www.bhb.org.ukwww.bhs.org.ukwww.jockeyclub.org.ukwww.weatherbys.org.ukwww.horseandhound.co.ukhttp://www.horseeventsuk.comwww.bef.co.ukwww.fei.org


http://www.fei.org/

http://www.bef.co.uk/

http://www.horseeventsuk.com/

http://www.horseandhound.co.uk/

http://www.weatherbys.org.uk/

http://www.jockeyclub.org.uk/

http://www.bhs.org.uk/

http://www.bhb.org.uk/

http://www.aht.org.uk/

http://www.ker.com/

http://www.aebc.com/

http://www.aebc.com.au/


MODULE CODE: CORD2061 MODULE TITLE: Equine Nutrition and Physiology



SHORT MODULE DESCRIPTOR: (max 425 characters)This module examines underpinning principles of exercise physiology and nutritional biochemistry. It offers an understanding of the physiological, nutritional and biochemical parameters that can determine levels of performance, athletic achievement and behaviour. Changes in the physiological systems of the horse in work are appraised with particular reference to intended performance and expected fitness levels.


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

E2 (Clinical Examination) % A1 (Generic Assessment) %T1 (Test) %



MODULE AIMS:•Apply the principles of animal nutrition in a broad context including feed analysis, micronutrient deficiencies/excesses and ration formulation•Analyse feeding practices including in relation to anatomy and physiology of a various types of horse used for a variety of purposes•Examine the effects of exercise and training upon specific body systems and in the successful management of the performance horse•Investigate the design of appropriate fitness regimes with due regard for the adaptive responses required for different activities

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to: Apply the principles of feeding and the supply of micronutrients based upon life stage and

intended purpose. Analyse the provision of nutrients according to expected levels of performance and fitness

programme/s. Examine the impact of nutritional management on behaviour. Determine the physiological effects of training, taking into account individual limitations to

performance.





MODULE LEADER: Zoe Barwell OTHER MODULE STAFF: Alison Abbey

SUMMARY of MODULE CONTENT•Equitation Science terminology•The ISES Principles of Training•Pressure-release•Basic technology•Simple measurement techniques•Equitation related equipment•Rider attributes and influences•Equid and human perspective of training•The Learning space•Stimulus control and ISES First Principles for Training•Problem solving - habituation, extinction•Problem solving – stimulus generalisation, bridging, chaining/stringing, superstitious learning•Problem solving – shaping, counter-conditioning, desensitisation•Behaviours indicative of conflict•Training styles•Experiential learning•Periodization•Goal setting & integrated planning•Triadic spheres•Mentoring•Industry training methodologies (student selected)


Lecture 45 Formal presentation or debate of a particular topic.

External Visits 5 Visits to yards to ensure students see application of rehabilitation equipment.

Seminar 5 Guest Speaker - Industry specialists i.e. nutritionist.

Guided Independent study 145Independent study will be supported through individual and group formative feedback and self-directed study groups.



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Written exam

E1 Formal Exam - to cover all ALOs

100%Total = 100%

T %Total = 100%

Coursework C1 Essay - to cover ALOs 2 & 3.

100%Total = 100%

Practical P %Total = 100%

Updated by:Hayley Randle

Date:31/07/15


Date:23/09/16

Recommended Texts and Sources:1. Dascanio, J. and McCue, P. 2014 (Editors) Equine Reproductive Procedures. Wiley-Blackwell:

Oxon2. Ellis, A.D., Longland, A.C., Coenen, M. and Miraglia, N. 2010 (Editors) The Impact of Nutrition

on the Health and Welfare of Horses: 5th European Workshop Equine Nutrition, Cirencester, United Kingdom, 19-22 September 2010 (EAAP Publication) Wageningen Persimmon

3. Geor, R.J. 2013 Equine Applied and Clinical Nutrition: Health, Welfare and Performance. Saunders: London

4. McAuliffe, S.B. 2013 Knottenbelt and Pascoe’s Color Atlas of Diseases and Disorders of the Horse. (2nd Edition) Elsevier: London

5. Ross, M. W. and Dyson. S.J. 2010 Diagnosis and Management of Lameness in the Horse. (2nd Edition). Elsevier: Missouri



MODULE CODE: CORD2065 MODULE TITLE: Equine Health and Rehabilitation



SHORT MODULE DESCRIPTOR: (max 425 characters)The health of the horse, current rehabilitation methods and treatments will be analysed and appraised. The physiological needs of the equid will be explored based on specific requirements. Appropriate rehabilitation methods to restore health will be differentiated. Common ailments, sick nursing, contagious and non-contagious diseases, barrier nursing, infection control, bio-security and international disease risk will be debated along with zoonotic diseases.





%

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MODULE AIMS:•Develop students ability to distinguish good and poor health indicators in the equid, recognise the importance of biosecurity, sick nursing, barrier nursing to safeguard heath•Enable the recognition of the signs of illness and disease and the appraisal of current treatments and methods of control•Compare and contrast rehabilitation methods and treatments used during and post injury or illness distinguishing the correct method to employ to restore health•Examine conventional and alternative rehabilitation methods/treatments to ascertain their effectiveness in promoting equid health

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to: Analyse national and international diseases and biosecurity measures required at a local and

international level Assess horse health interpreting the correct treatment for a specific injury or disease and the

implementation of an appropriate rehabilitation treatment programme Appraise current rehabilitation methods including technological advances in treatments used to

support equid health Debate the ethical implications of the use alternative treatments available and their potential

impact on equid health

DATE OF APPROVAL: 01 April 2015 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2016 SCHOOL/PARTNER: Duchy College





MODULE LEADER: Michelle Chappell OTHER MODULE STAFF:

SUMMARY of MODULE CONTENT•Health indicators•Common ailments and treatments•International disease•Barrier and sick nursing•Contagious and non-contagious diseases•Lameness•Biosecurity•Rehabilitation methods•Technological advances in rehabilitation•Alternative therapies•Infectious diseases


Lecture 30 Formal presentation or debate on a particular topic.

External Visits 15 Visits to yards to ensure students see application of rehabilitation equipment

Seminar 10Guest Speaker - Industry specialists in acupuncture, specific physiotherapy treatments and alternative therapies (homeopathy)



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E Total = 100%T Total = 100%

Coursework C1 Poster of an identified case study - to cover

60%


C2

ALO1 & ALO2.Report - to cover ALO3 & ALO4.

40%Total = 100%



Date:02/09/15


Date:23/09/16

Recommended Texts and Sources: Bromiley, M.W. (2007) Equine Injury, Therapy and Rehabilitation. (3rd Edition) Blackwell

Science: Oxford Bromiley, M.W. (2009) Natural Methods for Equine Health. (2nd Edition) Blackwell Science:

Oxford McAuliffe, S.B. 2013 Knottenbelt and Pascoe’s Color Atlas of Diseases and Disorders of the

Horse. (2nd Edition) Elsevier: London Ross, M. W. and Dyson. S.J. 2010 Diagnosis and Management of Lameness in the Horse. (2nd

Edition). Elsevier: Missouri Williams, G. 2014 Horse Movement, Structure, Function and Rehabilitation. (1st Edition). J.A

Allen: Newton Abbot



MODULE CODE: CORD2073 MODULE TITLE: Principles of Equitation Science



SHORT MODULE DESCRIPTOR: (max 425 characters)This module assesses the application of scientific principles to the horse within equitation practice. This module includes the contemporary issues currently under the consideration of the International Society for Equitation Science and focusses on the horse, rider and technology.





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MODULE AIMS:This module aims to develop an understanding of the scientific principles involved in the various disciplines within the equitation industry and to enable students to gain an understanding of the current issues being examined by the International Equitation Science Society (a body of recognised, highly trained scientists).

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to: Demonstrate an understanding of simple measurements that can be taken to inform, and

improve, equitation practice. Apply knowledge to assess tack fit and suitability for a range of contexts Analyse the influence of equipment on the equid’s apparent ability to perform Appraise the potential impact of equitation practices and equipment on the welfare and

sustainability of the horse.






SUMMARY of MODULE CONTENT•Equitation Science terminology•The ISES Principles of Training•Pressure-release•Basic technology•Simple measurement techniques•Equitation related equipment•Rider attributes and influences


Lecture 30Delivery of theoretical material including underpinning principles of technology and methods of measurements.

Practical Classes and Workshops 25 Development of practical evaluation skills of equipment use and adaptation.


Independent activity conducted to support formal delivery and skills development within equitation. Independent activity conducted to support formal delivery and skills development within various equestrian disciplines.


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CourseworkC1

C2

Mini Project Report - to cover ALOs 1 & 4.Lay persons Report - to cover ALOs 2 & 3.

50%

50%Total = 100%



Date:02/09/15


Date:23/09/16


Recommended Texts and Sources:Heuschmann, G. and Abelshauser, R. 2007. Tug of War: Classical Versus "Modern" Dressage: Why Classical Training Works and How Incorrect "Modern" Riding Negatively Affects Horses' Health. J.A. Allen, Newton Abbot.McGreevy, P.D. & McLean, A.N. 2010. Equitation Science. Oxon: Wiley-BlackwellMcLean, A. 2003. The truth about horses: a guide to understanding and training your horse. David & Charles, Newton Abbot.McLean, M. and McLean, A. 2008. Academic Horse Training: Equitation Science in Practice; Broadford: McLean, Andrew & Manuela.Senior, A. 2013. Horse Riding: Choose your weapons! Let Battle Commence. Avis Senior Publishing. {A biased view but useful for discussion purposes}



MODULE CODE: CORD2074 MODULE TITLE: Application of Training Principles



SHORT MODULE DESCRIPTOR: (max 425 characters)This module enables students to apply principles of horse and human training to equitation practice. Existing training methods are analysed in relation to education, problem solving and welfare.




50% A1 (Generic Assessment)

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MODULE AIMS:The module aims to enhance student’s knowledge and develop confidence to achieve clear and confirmed training aims and also to be able to identify and resolve difficulties in training and behaviour problems. This module also encourages students to examine existing training methodologies in terms of welfare.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to: Demonstrate the importance, and implementation, of stimulus control within equitation training Appraise horse performance in terms of simple learning theory, application of aids and pressure

release Analyse causes of difficulties in training and provide distinguish behavioural strategies for their

resolution Examine existing training methodologies in relation to equitation related behaviour problem

solving, education and welfare





MODULE LEADER: Alison Abbey OTHER MODULE STAFF: Dr Sarah May

SUMMARY of MODULE CONTENT•Equitation Science terminology•The ISES Principles of Training•Pressure-release•Equid and human perspective of training•The Learning space•Stimulus control in connection with the ISES Principles for Training•Problem solving - habituation, extinctionProblem solving – stimulus generalisation, bridging, chaining/stringing, superstitious learning•Problem solving – shaping, counter-conditioning, desensitisation•Behaviours indicative of conflict•Training styles•Experiential learning•Periodization•Goal setting & integrated planning•Triadic spheres•Mentoring•Industry training methodology


Lecture 30Delivery of theoretical material underpinning equitation practice & supporting the application of training principles within equitation (encompassing all disciplines)

Work based learning 25 Time spent within industry applying training principles and analysing own equitation practice


Independent activity conducted to support formal delivery and skills development within equitation. Independent activity conducted to support formal delivery and skills development within equid training.


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E2 OSCE - Problem-based to cover ALO's 1-3.

100%Total = 100%

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Coursework C1 Essay - to cover ALO4. 100%


Total = 100%



Date:31/07/15


Date:23/09/16

Recommended Texts and Sources:1. Goodwin, D., McGreevy, P.D., Heleski, C., Randle, H. and Waran, N. (Guest Editors). 2008.

Journal of Applied Animal Welfare Science – Special Edition. 11 (3).2. Kiley-Worthington, M. 2005. Horse Watch - what it is to be equine. J.A. Allen, London.3. Knowles, M.S., Holton, E.F., Swanson, R.A., 2005. The Adult Learner. 6th ed. London:

Elsevier.4. McGreevy, P. D. and Boakes, R. A. 2007. Carrots and Sticks: Principles of Animal Training.

Cambridge: Cambridge University Press.5. McLean, M. and McLean, A. 2008. Academic Horse Training: Equitation Science in Practice;

Broadford: McLean, Andrew & Manuela.
