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Plymouth University

Academic Partnerships

CORNWALL COLLEGE (EDEN PROJECT)

Programme Quality HandbookFdSc Horticulture

Academic Year 2017-2018

f 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])

1 | P a g eFdSc Horticulture Handbook (2017-18)

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 Horticulture

Internal Programme Code: FT 5300 PT 5297

Partner Delivering Institution: Eden Project

State Date: 2017-18

First Award Date: 2020

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

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

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

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

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

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

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

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

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

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

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

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

PS11. Academic Standards and Quality Enhancement..........................................................................9

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


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

PS12. Programme Structure................................................................................................................10

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment......12

PS14. Work Based/ Related Learning..................................................................................................16

Appendix.............................................................................................................................................22


PS1. Programme Details

Awarding Institution: Plymouth UniversityPartner Institution and delivery site (s): Eden ProjectAccrediting Body: N/ALanguage of Study: EnglishMode of Study: Full Time (2 years)Final Award: FdScIntermediate Award: Certificate of Higher Education (CertHE)Programme Title: HorticultureUCAS Code: D403JACS Code: 4RL6Benchmarks: Agriculture, horticulture, forestry, food and

consumer sciences (2009)

Date of Programme Approval: 2 May 2014

PS2. Brief Description of the Programme

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

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


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

N/A

PS4. Exceptions to Plymouth University Regulations(Note: Plymouth University’s Academic Regulations are available here: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm)

None

PS5. Programme Aims

This programme will deliver:

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

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

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

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

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

PS6. Programme Intended Learning Outcomes (ILO)

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

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

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

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

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


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

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

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

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

PS7. Distinctive Features

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

PS8. Student Numbers

Minimum student numbers per stage =10

Target student numbers per stage =12

Maximum student numbers per stage =16

PS9. Progression Route(s)

As an FdSc Horticulture graduate you will have a wide choice of career opportunities throughout the private and public sectors, both in the United Kingdom and abroad. Plymouth University enjoys a good record for the employability for its graduates. Graduates have a range of opportunities within industrial and commercial organisations where a broad-based and work-related education is desirable. Skills gained through the programme are widely recognised as having currency across different employment sectors. Graduates of the programme will have acquired key competencies and skills, technical knowledge which they can be applied within their daily work in the horticultural industry.

Students completing the FdSc Horticulture are eligible to apply to complete a level 6 year of study to complete BSc (Hons) Horticulture within the same organisation or to apply to an alternative provider of a similar programme of study.


PS10. Admissions Criteria

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

Level 2:- Key Skills requirement / Higher Level

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

and/or

- GCSEs required at Grade C or above:

Any five subjects passes including English and Maths.

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

Level 3: at least one of the following:

- AS/A Levels120 points (combination of appropriate A-levels, Key Skills and AS Levels (Maximum of 40 points from Key Skills

- Advanced Level Diploma: Advanced Certificate/Diploma in appropriate subject

- BTEC National Certificate/Diploma:

120 points and award should be in an appropriate subjectD in the AwardMP in the CertificatePPP in the DiplomaM or D within appropriate ‘Research’ module

- VDA: AGNVQ, AVCE, AVS: Advanced GNVQ/AVCE or NVQ Level 3- Access to HE or Year 0 provision: Certificate in appropriate subject

- International Baccalaureate:Considered on a case by case basis but generally a Diploma with 24 points or above.

- Irish / Scottish Highers / Advanced Highers: 120 Tariff pointsWork Experience: Assessed on application

Other HE qualifications / non-standard awards or experiences:

Assessed on application

APEL / APCL4 possibilities: www.plymouth.ac.ukInterview / Portfolio requirements: Mature students will have to demonstrate

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

The programme requires some physical

4 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning


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

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

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

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

PS11. Academic Standards and Quality Enhancement

Subject External Examiner(s):

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

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

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

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

HNC/D Garden and Landscape Design (External Examiner - Chris Young) Garden and Landscape Design I: Foundation – Space, Place & User (CORRR139) Garden and Landscape Design 2: Planning & People (CORR2005)

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

Additional stakeholders specific to this programme:

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

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


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

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


PS12. Programme Structure5

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

FHEQ level: FdSc Horticulture Levels 4 & 5 For: Full Time

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

Autumn, Spring etc)

Core or Option Module Credits Module

Year 11 All Year Core 20 CORC1013 - Personal and Employability Skills Development1 All Year Core 20 CORR158- Introduction to Botany1 All Year Core 20 CORR159 Plant Use in the Landscape1 Autumn Core 10 CORR165 Introduction to Soil Science & Plant Nutrition1 Spring Core 10 CORR166 - Research Skills1 All Year Core 20 CORR167 Horticulture in Practice I

Students must choose 1 of the following optional modules1 All Year Option 20 CORR162 Classification and Taxonomy1 All Year Option 20 CORR163 Garden and Landscape I: Foundation Space, Place

& UserYear 2

2 All Year Core 20 CORR2025 Plant Growth and Development2 All Year Core 20 CORR2027 Plant Ecology2 All Year Core 20 CORR2033 Horticulture in Practice II2 All Year Core 20 CORR2032 Research Project

Students must choose 2 of the following optional modulesAll Year Option 20 CORR2028 Plant PathologyAll Year Option 20 CORR2029 EthnobotanyAll Year Option 20 CORR2030 Garden and Landscape Design II: Planning &

People5 The provided table includes only a single line. This should be multiplied by copying and pasting to produce the correct number of modules for the level of the programme. For ease of consideration and clarity, please include a separate table for each level by again copying and pasting this table. Colour coding/ shading may be used to differentiate between new modules and existing approved modules shared with other programmes.


All Year Option 20 CORR2031 Garden Landscape Histories; Theories and Contexts

FHEQ level: FdSc Horticulture Levels 4 & 5 For: Part Time

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

Autumn, Spring etc)

Core or Option Module Credits Module

Year 1 – Stage 11 All Year Core 20 CORC1013 - Personal and Employability Skills Development1 Spring Core 10 CORR166 - Research Skills1 All Year Core 20 CORR158- Introduction to Botany1 Autumn Core 10 CORR165 - Introduction to Soil Science & Plant Nutrition

Year 2 – Stage 12 All Year Core 20 CORR159 - Plant Use in the Landscape2 All Year Core 20 CORR167 - Horticulture in Practice I

Students must choose 1 of the following optional modules:2 All Year Option 20 CORR163 Garden and Landscape I: Foundation Space, Place

& User2 All Year Option 20 CORR162 Classification and Taxonomy

Year 3 – Stage 23 All Year Core 20 CORR2025 Plant Growth and Development3 All Year Core 20 CORR2027 Plant Ecology

Students must choose 1 of the following optional modules:3 All Year Option 20 CORR2030 Garden and Landscape Design II: Planning &

People3 All Year Option 20 CORR2028 Plant Pathology

Year 4 – Stage 24 All Year Core 20 CORR2032 Research Project4 All Year Core 20 CORR2033 Horticulture in Practice II

Students must choose 1 of the following optional modules:4 All Year Core 20 CORR2029 Ethnobotany4 All Year Core 20 CORR2031 Garden Landscape Histories; Theories and


Contexts

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: 4 FdSc Horticulture

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:Agriculture, horticulture, forestry and consumer sciences 2009By the end of this level of this programme the students will be able to demonstrate for a threshold pass: an understanding of the scientific

principles of horticulture. Apply a limited range of specific

scientific and technological processes identify appropriate knowledge bases

Primary: Lectures, Seminars and

tutorials Directed independent study

and researchSecondary/Supplementary: Case studies Problem-solving

exercises

1,2 1,2,6 Tests Examinations Essays Individual and

group presentations

Seminar performances

CORC1013CORR166CORR158CORR165CORR159CORR167


and some theoretical perspectives relating to horticulture

Qualitative and quantitative approaches to information.

an understanding of issues of sustainability and environmental impact.

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

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

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

Report writing Plymouth

Intranet/internet resources

Plymouth student portal

CC Intranet/internet resources

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of foundation degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 4 normally a standard of 60 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (30%) and coursework (70%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Cognitive and Intellectual Skills:Agriculture, horticulture, forestry and consumer sciences 2009By the end of this level of this programme the students will be able to demonstrate for a threshold pass: The application of subject knowledge

and understanding in order to address familiar and unfamiliar problems.

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

Collate summarise and analyse information from various sources.

Primary: Class exercises Intranet/internet

exercises Tutorial/seminar

discussions Feedback via

coursework assessment process (essays etc.)

Secondary/Supplementary:

1,4 1,2,5,6 Essays/projects/dissertations

Examinations/tests

Coursework/group work on practical application questions

Assessed presentations



Source academic literature and extract relevant points.

Recognise the existence of moral and ethical issues associated with horticulture

Class and seminar interactions and feedback

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a foundation degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 4 normally a standard of 60 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (30%) and coursework (70%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Key Transferable Skills:Agriculture, horticulture, forestry and consumer sciences 2009By the end of this level of this programme the students will be able to demonstrate for a threshold pass: Literary and information processing Self-management Communicate to a variety of

audiences (oral, written, CIT) Select an appropriate sampling

procedure; process and interpret data. Recognise and respect the views of

others. Handle computer-based information

with guidance, using appropriate

Primary: Library and other

research exercises Group work awareness

and practice Computer-based

learning & assessment

Secondary/Supplementary:Class and seminar interactions and feedback

1,2 1,2,3,6 Coursework of all types

Examination preparation and completion

Group presentations


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


Employment Related Skills:Agriculture, horticulture, forestry and consumer sciences 2009By the end of this level of this programme the students will be able to demonstrate for a threshold pass: identify and work towards targets for

personal, career and academic development

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

recognise personal strengths and weaknesses

Primary: Group work awareness

and practice Practical sessions Reflection sessionsSecondary/Supplementary:Employer and placement manager feedback

1,2 1,2,3,6 Consultancy reports and or exhibitions

Portfolio of Evidence

Reflective LogVarious normally presentations and seminar debates


An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a foundation degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 4 normally a standard of 60 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (30%) and coursework (70%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Practical Skills:Agriculture, horticulture, forestry and consumer sciences 2009By the end of this level of this programme the students will be able to demonstrate for a threshold pass: Planning, conducting, and reporting

investigations, including the use of secondary data.

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

Interpret practical results with

Primary: Projects Designated tasksLectures, tutorials and seminars Secondary/Supplementary:None.

1,2 1,2,3,6 Project work Competence in a

range of appropriate communication techniques



guidance and presents results of investigation in a number of formats.

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

FHEQ level: 5 FdSc Horticulture

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:Agriculture, horticulture, forestry and consumer sciences 2009By the end of this level of this programme the students will be able to demonstrate for a threshold pass: The underlying principles of horticulture. Knowledge and development of the subject

area. Qualitative and quantitative approaches to

information. Develop an understanding of issues of

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

exploitation and the utilisation of resources

Primary: Lectures, Seminars and

tutorials Directed independent

study and research

Secondary/Supplementary: Case studies Problem-solving

exercises Report writing Plymouth

1,2,3 1,2,4,5,6 Tests Examinations Essays Individual and

group presentations

Seminar performances

CORR2025 CORR2027 CORR2032 CORR2033 CORR2029 CORR2031


within an ethical framework. Develop an awareness of the risks of

exploitation and sustainable solution to horticultural issues.

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

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

Intranet/internet resources

Plymouth student portal

CC Intranet/internet resources

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a foundation degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 4 normally a standard of 60 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (30%) and coursework (70%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Cognitive and Intellectual Skills:Agriculture, horticulture, forestry and consumer sciences 2009By the end of this level of this programme the students will be able to demonstrate for a threshold pass: The application of subject knowledge

and understanding in order to address familiar and unfamiliar problems.

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

Understand and be able to apply professional codes of conduct.

Using published research and/or reports be able to analyse, synthesis

Primary: Class exercises Intranet/internet

exercises Tutorial/seminar

discussions Feedback via

coursework assessment process (essays etc.)

Secondary/Supplementary:Class and seminar

1,2,3,4 1,2,4,5,6 Essays/projects/dissertations

Examinations/tests

Coursework/group work on practical application questions

Assessed presentations



and summarise the information in order to develop a critical grounding.

Analyse, synthesis, summarise and evaluate information.

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

interactions and feedback

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a foundation degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 4 normally a standard of 60 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (30%) and coursework (70%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Key Transferable Skills:Agriculture, horticulture, forestry and consumer sciences 2009

By the end of this level of this programme the students will be able to demonstrate for a threshold pass: relate investigations to prior work and

reference it appropriate; recognise when information is incomplete.

develop the skills necessary for self-managed and lifelong learning

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

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

procedure. Process and interpret data effectively. Contribute effectively to teamwork

Primary: Library and other

research exercises Group work awareness

and practice Computer-based

learning & assessmentSecondary/Supplementary:Class and seminar interactions and feedback

1,2,3,4 1,2,3,4,5,6 Coursework of all

types Examination

preparation and completion

Group presentations



Hand computer-based information using appropriate techniques and software.

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a foundation degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 4 normally a standard of 60 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (30%) and coursework (70%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Employment Related Skills:Agriculture, horticulture, forestry and consumer sciences 2009By the end of this level of this programme the students will be able to demonstrate for a threshold pass: identify and work towards targets for

personal, career and academic development

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

Demonstrate interpersonal and team work skills

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

recognise and respect the views of others and evaluate the performance as an individual and team member

Primary: Group work awareness and practicePractical sessionsReflection sessions

Secondary/Supplementary:Employer and placement manager feedback

1,2,3,4 1,2,3,4,5,6 Consultancy reports and or exhibitionsPortfolio of EvidenceReflective LogVarious normally presentations and seminar debates


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


work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 4 normally a standard of 60 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (30%) and coursework (70%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Practical Skills:Agriculture, horticulture, forestry and consumer sciences 2009

By the end of this level of this programme the students will be able to demonstrate for a threshold pass: Plan conduct and present an independent

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

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

appropriately In a number of formats

Primary: Projects Designated tasksLectures, tutorials and seminarsSecondary/Supplementary:None

1,2,3,4 1,2,3,4,5 Project work Competence in a

range of appropriate communication techniques


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


PS14. Work Based/ Related LearningWBL is an essential element of Foundation Degrees and therefore is detailed here.

Level: 4,5

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

Work PlacementStudents undertake a period of employment within the work place

Placements are sourced either by the College or directly by the student after agreement with an appropriate assigned member of staff. The students will approximately undertake 80 hours of placement ~ 2 weeks at L4 and another 80 hours at L5

2 3 and 6 Portfolio of EvidenceReflective Log

CORR167 - Horticulture in Practice ICORR2033 Horticulture in Practice II

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

Industry representatives are invited in as and when appropriate

3 2 and 4 Various normally presentations and seminar debates

CORR2028 Plant PathologyCORC1013 Personal and Employability Skills Development

An exposition to explain this map:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a foundation degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific


Level: 4,5

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

work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies.


Appendix – Definitive Module RecordsSECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

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

CREDITS: 20 FHEQ Level: 4 JACS CODE: X900

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

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

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

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

E2 (Clinical Examination)

% A1 (Generic Assessment)

%

T1 (Test) %

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

Professional body minimum pass mark requirement: N/A

MODULE AIMS:• Develop conceptual and practical skills in personal development planning for study at degree

level and readiness for employability.• Equip learners with baseline personal resources for study and employment such as integrity,

personal responsibility, reliability and self-motivation.• Develop learners’ skills in team working, decision-making, problem solving and

communication.• Stimulate learners’ creativity and encourage a focus on enterprising and challenging tasks

and activity.

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

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

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

3. Reflect upon how these concepts relate to personal and professional practice.4. Effectively manage and self-direct personal and professional learning and development.

DATE OF APPROVAL: 09 Feb 2010 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2010 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED TERM/SEMESTER: All Year


CHANGE:

Additional notes (for office use only):

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017 – 2018 NATIONAL COST CENTRE: 135MODULE LEADER: Brender Willmott OTHER MODULE STAFF: Relevant Site LeadersSUMMARY of MODULE CONTENT

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

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

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

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

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

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

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

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

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

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Coursework C1Written EssayReport

50%50%

Total = 100%Updated by:Brender Willmott

Date:21/05/15

Approved by:HE Operations

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


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

MODULE CODE: CORR158 MODULE TITLE: Introduction to Botany

CREDITS: 20 FHEQ Level: 4 JACS CODE: C200

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

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


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



%

T1 (Test) %

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


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


1. Identify and describe organs and cells of a plant and specify their function2. Assess the key cellular biochemical processes of synthesis and metabolism3. Contrast the different photosynthetic systems and evaluate associated morphological and

biochemical adaptations4. Predict segregation patterns from plant crosses5. Summarise, review and interpret primary data

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


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT27 | P a g e

FdSc Horticulture Handbook (2017-18)

Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 110

MODULE LEADER: Mr Rupert Bannister OTHER MODULE STAFF: Melanie Webb (Technician)

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

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

Lecture 20 Introducing the main themes and concepts of the module

Practical Classes and Workshops 15 Investigation of key biochemical processes by experimentation.

Seminar 15Student led discussion sessions on specified topics and presentation and analysis of published data introducing students to research based learning

Guided Independent study 150


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Written exam

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

100%Total = 100%

T %Total = 100%

Coursework

C1

C2

Lab report of experimental work - to cover ALO1, 3 & 5.

100%

Total = 100%

Practical P_ %Total = 100%

Updated by:Mr Rupert Bannister

Date:26/06/17

Approved by:Dr James Wagsatffe

Date:26/06/17

Recommended Texts and Sources:28 | P a g e


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



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



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





%

T1 (Test) 30%



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


1. Identify specific plants and indicate how they are used/can be used in horticulture and design.

2. Demonstrate knowledge of the suitability of individual plants for given horticultural practices.

3. Draw an accurate scale plan of a planting scheme and provide an accompanying management scheme.

4. Critically assess existing planting schemes for a given situation.5. Plan an appropriate planting scheme for a given horticultural situation.



SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT30 | P a g e


Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 110

MODULE LEADER: Matt James OTHER MODULE STAFF:

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


Lecture 25 Introducing the main concepts and themes of the module

Practical Classes and Workshops 20Structured analysis of existing planting schemes and student led discussions and planting scheme planning sessions

Seminar 5 Invited speakers providing industry focussed insights into plant use



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Written exam

E %Total = 100%

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

100%Total = 100%

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

100%Total = 100%

Practical P %Total = 100%

Updated by:Matt James

Date:15/03/14


Date:16/03/14

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


Wilson, A., 2011. Contemporary colour in the garden: top designers, inspiring ideas, new combinations. London: Timber Press.

WebsitesAssociation of Professional Landscapers www.landscaper.org.ukBritish Association of Landscape Industries www.bali.co.ukLandscape Institute www.landscapeinstitute.orgRoyal Horticultural Society www.rhs.org.ukSociety of Garden Designers www.sgd.org.ukThinking Gardens www.thinkinggardens.co.uk



MODULE CODE: CORR162 MODULE TITLE: Classification and Taxonomy

CREDITS: 20 FHEQ Level: 4 JACS CODE: D790


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





%

T1 (Test) %



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


1. Relate structural features of prokaryotic and eukaryotic cells to their function.2. Identify major groups of plants, animals and fungi by use of dichotomous key.3. Demonstrate relationships between organisms by constructing a phylogenetic tree.4. Discuss the methods and principles of classification and taxonomy.5. Discuss the impact on horticulture of adaptations and lifecycles of selected organisms.




SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 110

MODULE LEADER: Mr Rupert Bannister OTHER MODULE STAFF: Melanie Webb (Technician)

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


Lecture 25Introducing the major concepts of the module and specific details of important representative phyla from major groups.

Practical Classes and Workshops 25 Close observation and recording of example organisms



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Written exam

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

100%Total = 100%

T Total = 100%

CourseworkC1 Plant family portfolio -

to cover ALO5.100%

Total = 100%

Practical P Total = 100%

Updated by:Mr Rupert Bannister

Date:26/06/17

Approved by:Dr James Wagstaffe

Date:26/06/17

Recommended Texts and Sources:Amyes, S.G.B., 2013. Bacteria: a very short introduction. Oxford: Oxford University Press.


Evert, R.F. & Eichhorn, S.E., 2013. Raven biology of plants. 8th ed. New York: W.H. FreemanMoore, J., 2006. An introduction to the invertebrates. 2nd ed. Cambridge: Cambridge University Press.Reece, J.B., Urry, L.A., Cain, M.L., Wasserman, S.A., Minorsky, P.V. & Jackson, R.B., 2011. Campbell biology. 9th ed. London: PearsonSadava, D., Hillis, D.M., Heller, H.C. & Berenbaum, M.R., 2014. Life : the science of biology. 10th ed. Sunderland: Sinauer.Stephenson, S.L., 2010. The kingdom fungi: the biology of mushrooms, molds, and lichen. London: Timber Press.



MODULE CODE: CORR163 MODULE TITLE: Garden & Landscape Design 1 Foundations - Space, Place & User

CREDITS: 20 FHEQ Level: 4 JACS CODE: K300


SHORT MODULE DESCRIPTOR: (max 425 characters)This module runs in parallel to Design Communication: Tools and Techniques and introduces students to the critical and theoretical processes and visual language of garden & landscape design as a holistic process, encouraging the development and application of parallel critique, conceptual and creative skills. Particular emphasis is placed upon the language and principles of working with space in various locations through exploratory design projects. These encourage the formation of considered judgements about the spatial, aesthetic, technical and social qualities of a design proposal within the scope and scale of a wider environment.


E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/FailE2 (Clinical Examination)


%

T1 (Test) %



MODULE AIMS:To introduce students to the core values of garden and landscape design; its language design process , skills and contexts.


Engage with the language and methodology of the design process and understand its importance, creating a body of work which demonstrates creative responses.Make considered judgements about the spatial, aesthetic, technical and social qualities of design proposals within the scope and scale of a wider environment.Outline some key movements, theories and concepts in culture and garden/landscape design history and begin to understand the contexts in which Garden & Landscape Design occurs.Describe and experience different ways of working collaboratively and working under their own initiative

DATE OF APPROVAL: 01 June 2012 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2012 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: 09/05/15 TERM/SEMESTER: All Year

Additional notes (for office use only):36 | P a g e



MODULE LEADER: Matt James OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTThis module will cover: the design process, the design brief, an introduction to understanding use and users (their wants, needs, and aspirations), spatial design and spatial planning (incl. patterns of use, hierarchy of space and movement & circulation). The latter half of the module allows the students to develop an understanding of site-specific skills and further defines the separate design, skill based and intellectual processes relevant to the specialisms of garden and landscape design. Site analysis and interpretation, creating atmosphere and enhancing/appreciating a sense of place (genius loci), evaluating levels of intervention, and specific skills in surveying and the recording of exterior space will be introduced.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 15 Introducing the main concepts of the modulePractical Classes and Workshops 20 Development of skills by practical applicationSeminar 15 Student led exploration of specific key conceptsGuided Independent study 150


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Written exam

E Total = 100%T Total = 100%

CourseworkC1

C2

Essay covering LO2 and LO3.Portfolio of work to cover LO1,2,3 and 4.

40%

60%Total = 100%



Date:15/03/14


Date:09/05/15

Recommended Texts and Sources:Bertauski, T., 2005. Designing the landscape: an introductory guide for the landscape designer. 2nd ed. London: Prentice Hall.Booth, N.K, 2012. Foundations of landscape architecture: integrating form and space using the language of site design. Hoboken: John Wiley.


Kingsbury, N., 2011. Garden designers at home: the private spaces of the world's leading designers. London: Pavilion.Reid, G. W., 2007. From concept to form in landscape design. 2nd ed. Hoboken: John Wiley.RHS, 2009. Encyclopaedia of garden design. London: Dorling Kindersley.Sneesby, R. & Alexander, R., 2005. The garden maker’s manual. London: Conran Octopus.

WebsitesAssociation of Professional Landscapers www.landscaper.org.ukBritish Association of Landscape Industries www.bali.co.ukLandscape Institute www.landscapeinstitute.orgSociety of Garden Designers www.sgd.org.uk,Thinking Gardens www.thinkinggardens.co.uk



MODULE CODE: CORR165 MODULE TITLE: Introduction to Soil Science and Plant Nutrition

CREDITS: 10 FHEQ Level: 4 JACS CODE: F770

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

SHORT MODULE DESCRIPTOR: This module introduces the structure and chemistry of soil, its role as a rooting medium and the importance of soils for mineral nutrition in plant growth.


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



%

T1 (Test) %



MODULE AIMS: The aim of this module is to give the student a better understanding of the structure and nature of different soil types to plant growth and the horticultural industry. By observation and analysis students develop an understanding of the nutrient requirements of plants and the need for the correct balance of these nutrients for a healthy plant growing in the environment.


Identify and discuss the effects of mineral deficiency and/or toxicity on plant growth. Produce implementation plans of remedial action required to ameliorate effects of mineral

toxicity or deficiency. Demonstrate the ability to undertake a basic soil analysis.

DATE OF APPROVAL: April 2014 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: September 2014 SCHOOL/PARTNER: Cornwall College

DATE(S) OF APPROVED CHANGE: May 2015 TERM/SEMESTER: All Year




MODULE LEADER: Dr Mark Nason OTHER MODULE STAFF: Melanie Webb

SUMMARY of MODULE CONTENTThe structure and formation of soil is discussed. The effect of structure and soil composition on water availability and plant nutrition is investigated. The classification of soil is critiqued and the properties of different soils discussed.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 10 Underpinning theory

Practicals 10 Undertaken within the field and analysis within the laboratory

Workshops 5 Completion of laboratory workGuided Independent study 75


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Written exam

E1 %Total = 100%

T_ %Total = 100%

CourseworkC1 30%

70%Total = 100%

Soil analysis report LO 3Mineral deficiency/toxicity report LO 1 and 2


Updated by:Dr Mark Nason

Date:26/06/17


Date:26/06/17

Recommended Texts and Sources:Reading List

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



MODULE CODE: CORR166 MODULE TITLE: Research Skills

CREDITS: 10 FHEQ Level: 4 JACS CODE: X210- Research Skills


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





%

T1 (Test) %



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


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

2. Demonstrate the ability to design research studies in order to generate reliable data.3. Identify appropriate data collection and analysis methods to test hypotheses and therefore

reach conclusions about research questions

DATE OF APPROVAL: April 2011 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: September 2011 SCHOOL/PARTNER: Cornwall College




SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017- 2018 NATIONAL COST CENTRE: 112- Biosciences

MODULE LEADER: Dr Jurie Intachat OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTThrough undertaking the research proposal coursework assessment, students will be expected to demonstrate:

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 10Practical Class & Workshops 10Supervision 5Guided Independent study 75


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Written exam

E1 %Total = 100%

T_ %Total = 100%

CourseworkC1

Research Proposal 30%

70%

Total = 100%

Statistics and analysis worksheet - LO1

Research proposal enabling students to demonstrate achievement of Assessed Learning Outcomes 1-3.



Updated by:Dr James Wagstaffe

Date:26/06/2017


Date:26/07/2017

Recommended Texts and Sources:Allison, B., O’Sullivan, T., Owen, A., Rice, J., Rothwell, A. & Saunders, C., 1996. Research skills for students. London: Kogan Page.Barnard, C., Gilbert, F.& McGregor, P., 2011. Asking Questions in Biology: a guide to testing, experimental design and presentation in practical work and research projects. 4th Ed . Harlow: Pearson.Begon, M., Fowler, J., Cohen, L. & Jarvis, P., 2010. Ecology: practical statistics for field biology: from individuals to ecosystems. 4th Ed. London: Wiley-Blackwell.Eddison, J., 1999. Quantitative investigations in the biosciences using Minitab. London: Chapman & Hall/CRC.Gillham, B., 2008. Developing a questionnaire. 2nd Ed. London: Continuum.



MODULE CODE: CORR167 MODULE TITLE: Horticulture in Practice I



SHORT MODULE DESCRIPTOR: (max 425 characters) This module allows the student to gain valuable experience within the horticultural industry. Students will undertake a period of work not less than 80 hours, within an horticultural enterprise. This module develops the students’ practical skills and is composed of a series of practical operations linking theoretical knowledge to horticultural practices





%

T1 (Test) 30 %



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


1. Demonstrate in practice a range of horticultural operations, relating outcomes to theoretical knowledge.

2. Work effectively for an extended time period within the horticultural industry sector.3. Compare and contrast the varying demands (financial, social, environmental and cultural) that are

placed upon horticultural operations.4. Appraise and reflect on their own professional development.

DATE OF APPROVAL: April 2014 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: May 2015 SCHOOL/PARTNER: Cornwall College

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




MODULE LEADER: Dr James Wagstaffe OTHER MODULE STAFF: Eden Project Staff

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


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

Practical Sessions 40 Directed practical skill development during which students undertake various horticultural practices

Placement 80

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



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Written exam

E1 %Total = 100%

T1In class test 100%

Total = 100%In Class test evaluates practical competencies of a number of horticultural operationsLO 1

CourseworkC1

Coursework 100%

Total = 100%

Work placement based portfolio of evidence and reflection on the skills and knowledge learnt.LO 1,2,3, and 4




Date:26/06/2017


Date:26/07/2017

Recommended Texts and Sources:Reading List

Adams, C.R., Bamford, K.M. & Early, M.P., 2012. Principles of horticulture. 6th ed. London: Routledge.Brown, L., 2008. Applied principles of horticultural science. 3rd ed. London: Elsevier.Buczacki, S., 2002. The Hamlyn encyclopedia of gardening. London: Hamlyn.Poincelot, R.P., 2004. Sustainable horticulture: today and tomorrow. Upper Saddle River: Prentice Hall.RHS, 2012. Encyclopedia of Gardening Techniques: a step-by-step guide to key skills for every gardener. London: Octopus.

Horticultural PressHorticulture WeekThe Garden.



MODULE CODE: CORR2025 MODULE TITLE: Plant Growth and Development



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





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


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


1. Compare and contrast adaptive and acclimation responses.2. Critically evaluate the roles of individual hormones in key physiological and developmental

processes.3. Collect, analyse and interpret experimental data.4. Interpret and critique published physiological data.5. Discuss the interplay between genetic and hormonal control of plant development.





MODULE LEADER: Dr James Wagstaffe OTHER MODULE STAFF: Melanie Webb (Technician)

SUMMARY of MODULE CONTENTThis module investigates the regulation of the growth and development of plants. The regulation of growth and development by both internal and external environmental factors is discussed. The different mechanisms by which signalling factors are recognised and signals are transduced are contrasted and compared. Physiological adaptations of plants to different environments are investigated.

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

Practical Classes and Workshops 30Experimental investigation of key physiological and developmental processes and critical interpretation of published physiological research



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Written exam

E1 Formal examination - to cover all ALOs

100%Total = 100%

T Total = 100%

Coursework

C1 Experimental report - to cover LO2, 3 & 4.

100%

Total = 100%



Date:26/06/2017


Date:26/06/2017

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


Jones, R., Ougham, H., Thomas, H. & Waaland, S., 2013. The molecular life of plants. Oxford: Wiley.Smith, A.M., Coupland, G., Dolan, L., Harberd, N., Jones, J., Martin, C., Sablowski, R. & Amey, A., 2010. Plant biology. Abingdon: Garland.Taiz, L. & Zeiger, E., 2010. Plant physiology. 5th ed. Sunderland: Sinauer

JournalsPlant Physiology, Planta, Physiologia Plantarum, Plant Cell and Environment



MODULE CODE: CORR2027 MODULE TITLE: Plant Ecology



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





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


1. Investigate and evaluate the factors that affect the distribution and diversity of plant life2. Articulate how plants have adapted to the changing global environment.3. Discuss how plant chemistry affects plant interactions with other organisms.4. Analyse the role that interactions with other organisms have on ecological systems and their

potential to cause pest and disease problems in horticulture.5. Critically evaluate the role of diversity and stability on ecosystems.





MODULE LEADER: Dr Rachel Kaleta OTHER MODULE STAFF: Melanie Webb (Technician)

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


Practical Classes and Workshops 25 Lab based analysis and field based assessment of different ecosystems

Seminar 5 Student led discussions on specific topics.Guided Independent study 150


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Written exam

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

100%Total = 100%

T Total = 100%

CourseworkC1 Field work report to

cover ALO1 & 5.100%

Total = 100%


Updated by:Dr Rachel Kaleta

Date:26/06/17


Date:26/06/17

Recommended Texts and Sources:Grime, J.P., Hodgson, J.G. & Hunt, R., 2007. Comparative plant ecology: a functional approach to common British species. 2nd ed. Dalbettie: Castlepoint.


Gurevitch, J., Scheiner, S.M. & Fox, G.A., 2006. The ecology of plants. 2nd ed. Sunderland: Sinauer.Iason, G.R., Dicke, M. & Hartley, S.E., eds., 2012. The ecology of plant secondary metabolites: from genes to global processes. Cambridge: Cambridge University Press.Stace, C., 2010. New flora of the British Isles. 3rd ed. Cambridge: Cambridge University Press.Taiz, L. & Zeiger, E., 2010. Plant physiology. 5th ed. Sunderland: Sinauer.

JournalsTrends in Ecology and Evolution, Journal of Plant Ecology, Global Ecology and Biogeography, Journal of Applied Ecology.



MODULE CODE: CORR2028 MODULE TITLE: Plant Pathology



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





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


1. Identify and evaluate the major groups of plant pests and diseases, and identify and evaluate disease symptoms caused by horticulturally important pests and diseases.

2. Research and analyse control measures in order to prevent damage to plants and apply monitoring to predict insect and fungal infestations/populations.

3. Formulate and compare various strategies for the control of a range of pests, diseases and other pathogens.

4. Discuss the factors affecting the interaction of pests with plants.5. Compare and contrast the genetics underpinning pathogenicity and resistance.





MODULE LEADER: Dr Rachel Kaleta OTHER MODULE STAFF: Melanie Webb (Technician), Eden Project team

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


Practical Classes and Workshops 20Investigation and close observation of diseased material and experimental analysis of monitoring procedures



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Written exam

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

100%Total = 100%

T Total = 100%

CourseworkC1 Portfolio - to cover

ALO1, 2 and 3.100%

Total = 100%



Date:26/06/2017


Date:26/06/2017

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


Smith, A.M., Coupland, G., Dolan, L., Harberd, N., Jones, J., Martin, C., Sablowski, R. & Amey, A., 2010. Plant biology. Abingdon: Garland.Strange, R.N., 2003. Introduction to plant pathology. Chichester: John Wiley.Taiz, L. & Zeiger, E., 2010. Plant physiology. 5th ed. Sunderland: Sinauer.

JournalsPlant Pathology, Molecular Plant Microbe Interactions, Annals of Applied Biology, Journal of General Virology.



MODULE CODE: CORR2029 MODULE TITLE: Ethnobotany



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





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


1. Critically review the interdisciplinary subject of ethnobotany, its history and methods.2. Assess and analyse the use and value of plants across different cultures.3. Demonstrate the identification of plant specimens using botanical keys.4. Correctly collect, mount and label an ethnobotanical voucher specimen.5. Compare and contrast different vegetation sampling methods and their use.





MODULE LEADER: Dr Rachel Kaleta OTHER MODULE STAFF: None

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

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

Practical Classes and Workshops 25 Structured practical activities investigating key ethnobotanical techniques

Seminar 5 Student led discussion of specific topicsGuided Independent study 155


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Written exam

E Total = 100%T Total = 100%

Coursework

C1

C2

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

50%

50%Total = 100%



Date:26/06/2017

Approved by:Dr James Wagsatqffe

Date:26/06/2017

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


medical anthropology. Oxford: Berghahn BooksMartin, G.J., 2004. Ethnobotany: a methods manual. London: Earthscan.Simpson, B.B. & Ogorzaly, M.C., 2001. Economic botany: plants in our world. 3rd ed. New York: McGraw-Hill.Yarnell, E., 2004. Phytochemistry and pharmacy for practitioners of botanical medicine. Wenatchee: Healing Mountain.

JournalsJournal of Ethnobiology and Ethnomedicine, Journal of Ethnopharmacology, Ethnobotany Research and Applications.



MODULE CODE: CORR2030 MODULE TITLE: Garden & Landscape Design 2 Planning & People

CREDITS: 20 FHEQ Level: 5 JACS CODE: K300


SHORT MODULE DESCRIPTOR: (max 425 characters)This module draws on core themes raised in Garden & Landscape Design 1: Space, Place & User and both allows students to explore these in more detail and further develop their emerging design philosophy. Particular emphasis is placed upon the role and innovative meaningful design solutions for the final user or user group(s) through exploratory design projects. In addition the vocabulary for describing, analysing and designing gardens will be developed along with the use of applied hard and soft landscaping techniques.


E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/FailE2 (Clinical Examination) % A1 (Generic Assessment) %T1 (Test) %



MODULE AIMS:This module aims to develop confidence in the subject through user focussed design briefs and to develop an understanding and appropriate research methodology of/for different users and user groups. How to progress design ideas and those issues related to the identified user group themes are considered. The learner develops professional visual and oral presentation skills suitable for real life contexts.


1. Demonstrate an emerging confidence in the use of language and methodology/ies of the design process across a range of used focussed design issues.

2. Create a body of work which demonstrates effective creative responses to the design problems identified.

3. Articulate a clear rationale for ideas and communicate them appropriately - showing consideration for the needs and aspirations of different audiences and contexts.

4. Demonstrate enhancement skills across a range of tools and techniques necessary for the presentation of their design outcomes to an emerging professional standard.

DATE OF APPROVAL: 01 June 2012 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2012 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: 09/05/15 TERM/SEMESTER: All Year


Additional notes (for office use only):SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 110

MODULE LEADER: Matt James OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTUnderstanding external clients (wants, needs, aspirations) the roles/functions of gardens and landscapes for a range of different and diverse users, challenging perceptions and preconceptions. The latter half of the module will cover collaborative design in more detail, particularly the design of larger private spaces or public landscape space again with a user focus. Project sites will be considered for both their unique phenomena and the opportunities to address issues of both private and public need.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 15 Delivery of main module concepts

Seminar 5 Discussion of design briefs and End user presentations

Practical Classes and Workshops 30 Design workshops and design skills developmentGuided Independent study 150


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Written exam

E %Total = 100%

T %Total = 100%

CourseworkC1

C2

Design Project 1 - to cover LO1, 2, 3 and 4.Design Portfolio - to cover ALO1, 2, 3 and 4

30%

70%Total = 100%



Date:26/06/2017


Date:26/07/2017

Recommended Texts and Sources:Cumberlidge, C. & Musgrave, L., 2007. Design and landscape for people: new approaches to


renewal. London: Thames & Hudson.Dee, C., 2012. To design landscape: art, nature and utility. Abingdon: Routledge.Dudek, M., 2008. Schools and kindergartens: a design manual. Berlin: BirkhauserFeddersen, E. & Lüdtke, I., 2009. Living for the elderly: a design manual. Berlin: Birkhauser.Francis, M., 2003. Urban open space: designing for user needs. Washington: Island.Richardson, T., 2011. Futurescapes: designers for tomorrow's outdoor spaces. London: Thames & Hudson.

WebsitesAssociation of Professional Landscapers www.landscaper.org.ukBritish Association of Landscape Industries www.bali.co.ukLandscape Institute www.landscapeinstitute.orgSociety of Garden Designers www.sgd.org.ukThinking Gardens www.thinkinggardens.co.uk



MODULE CODE: CORR2031 MODULE TITLE: Garden and Landscape Histories Theories and Contexts



SHORT MODULE DESCRIPTOR: (max 425 characters)This module examines historical concepts relating to the development and design of gardens and landscapes, and relates these to modern design concepts and theories. The module considers conservation and restoration of gardens and landscapes with the context of personal and regional (local and international) sites of importance.





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MODULE AIMS:To provide an understanding of the historical figures and influences that have led to the modern concept of garden design. Furthermore students will gain an understanding of the broad principles of design concepts and theories that underpin modern approaches to design in horticulture.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Critically review the development of gardens and landscapes through history2. Compare and contrast different gardens to demonstrate an understanding of excellence in

design3. Demonstrate a detailed understanding of the broad principles of design concepts and theories

that underpin modern approaches to design in horticulture4. Evaluate and appraise the need for conservation in restoration of historic landscapes





MODULE LEADER: Matt James OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTThe effect of gardening and plant growing on the landscape is discussed. Artistic and other cultural influences on garden development and design are investigated from key historical periods: Roman, Medieval, Tudor, Reniasence, Stuart, Georgian, Victorian and Modern. The role of plant hunters, science, introduction of new species on garden design is investigated. Foreign influences on garden design and development is discussed.

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

Fieldwork 30 Fieldwork at sites of importance and gardens of different periods



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Written exam

E %Total = 100%

T %Total = 100%

CourseworkC1

C2

Essay - to cover ALO1 and 4Fieldwork portfolio - to cover ALO1, 2, 3 and 4.

40%

60%Total = 100%



Date:26/06/2017


Date:26/06/2017

Recommended Texts and Sources:Campbell-Culver, M., 2012. The origin of plants. London: Transworld Publishing.Hobhouse, P., 2004. Plants in garden history. London: Pavilion.Jellicoe, G. & Jellicoe, S., 1995. The landscape of man: shaping the environment from


prehistory to the present day. 3rd ed. London: Thames & Hudson.Mosser, M. & Teyssot, G., eds., 2000. The history of garden design: western tradition from the renaissance to the present day. London: Thames & HudsonQuest-Ritson, C., 2004. The English garden: a social history. London: Viking.Turner,T., 2005. Garden history: philosophy and design 2000 BC – 2000AD. London: Spon.

JournalsThe Garden, Garden Design Journal, Gardens Illustrated.



MODULE CODE: CORR2032 MODULE TITLE: Research Project

CREDITS: 20 FHEQ Level: 5 JACS CODE: X210


SHORT MODULE DESCRIPTOR: (max 425 characters) This





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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)1. At the end of the module the learner will be expected to be able to:2. Undertake an investigative study of an appropriate selected programme specific topic of potential use

to the industry and designing a suitable collection and analytical protocol3. Compile 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 findings.

4. Appraise own strengths and weaknesses, and areas requiring further development, as part of the continuing Personal Development Plan (PDP).

Skills: Knowledge and Understanding (knowledge/ethics) Key/transferable (communication/problem solving/management/learning resources)

DATE OF APPROVAL: March 2007 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: Sept 2007 SCHOOL/PARTNER: Cornwall College




SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017- 2018 NATIONAL COST CENTRE:

MODULE LEADER: Dr J Wagstaffe OTHER MODULE STAFF: Relevant Programme Managers

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 5 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 155 Autonomous working (with tutor if appropriate)


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Written exam

E1 %Total = 100%

T_ %Total = 100%

CourseworkC1

Formative Lit ReviewFormative MethodologyFormative ResultsFinal ReportIndustry HandoutPoster – content and defence (15%) each

0%0%0%

60%10%30%

Total = 100%

ALO1 - Demonstrate planning and building of research project that will result in analysable data.ALO2 – report writingALO2 – communication to various audiencesALO3 – contribution to on-going PDP development and plan


Updated by: Dr James Wagstaffe

Date:26/06/2017 Approved by: HE Operations Date:26/06/2017

Recommended Texts and Sources:Allison, B., O’Sullivan, T., Owen, A., Rice, J., Rothwell, A. & Saunders, C., 1996. Research skills for students.


London: Kogan Page.Barnard, C., Gilbert, F.& McGregor, P., 2011. Asking Questions in Biology: a guide to testing, experimental design and presentation in practical work and research projects. 4th Ed . Harlow: Pearson.Begon, M., Fowler, J., Cohen, L. & Jarvis, P., 2010. Ecology: practical statistics for field biology: from individuals to ecosystems. 4th Ed. London: Wiley-Blackwell.Eddison, J., 1999. Quantitative investigations in the biosciences using Minitab. London: Chapman & Hall/CRC.Gillham, B., 2008. Developing a questionnaire. 2nd Ed. London: Continuum.



MODULE CODE: CORR2033 MODULE TITLE: Horticulture in Practice II

CREDITS: 20 FHEQ Level: 4 JACS CODE:


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





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T1 (Test) 40%

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


MODULE AIMS:This module complements the experiences gained with Horticulture in Practice I. The module has a focus on practical propagation and production. Students gain practical experience of propagation and production both in college facilities and ideally during a work placement. Sexual plant propagation is explored with reference to plant breeding, genetic modification and seed production


1. Evaluate the suitability of vegetative propagation techniques for a range of plant species.2. Critically assess plant breeding techniques and evaluate their impact on production systems (open

ground, container and field grown)3. Work effectively for an extended time period within the horticultural industry, appraising and

reflecting on their own professional development4. Engage and communicate within a professional network associate with horticultural economy.

DATE OF APPROVAL: April 2014 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: Sept 2014 SCHOOL/PARTNER: Cornwall College




SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017- 2018 NATIONAL COST CENTRE: 110

MODULE LEADER: Dr James Wagstaffe OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTWork experience of not less than 80 hours within the horticultural industry. Reflection on skills gained and developed. Communication skills within a professional network. Propagation techniques (including hard and softwood cuttings and micro propagation) for a range of plants are explored and put into practice. Large scale production techniques for a range of horticultural crops (including fruit, field vegetables, cut flowers, and ornamental nursery stock and glasshouse crops) are then examined and discussed with practical student led project application involving growing crops in an NFT glasshouse situation and in the. Techniques used in plant breeding and plant improvement are investigated and their application in seed production and the production of new varieties is discussed


Lecture 25 Covering main concepts of the module with a focus on plant breeding and seed production

Practical 25

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

Placement 80

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



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Written exam

E1 %Total = 100%

T1 100%Total = 100%

propagation and production techniques LO 1

CourseworkC1 Course work 100%

Total = 100%

Portfolio of work based evidence relating theory to practice including reflection on individual knowledge and skills. LO 1,3 and 4,




Date:26/06/2017

Approved by:HE operations

Date:26/07/2017

Recommended Texts and Sources:Acquaah, G., 2012. Principles of genetics and plant breeding. 2nd ed. Chichester: Wiley-Blackwell.Agarwal, V., 2012. Plant production techniques. New Delhi: Oxford Book Company.Hartmann, H.T., Kester, D.E., Davies, F.T. & Geneve, R.L., 2011. Hartmann and Kester’s plant propagation: principles and practices. 8th ed. Upper Saddle River: Prentice Hall.Hodge, G. & Ward, R., 2013. RHS propagation techniques. London: Mitchell Beazley.Resh, H.M., 2013. Hydroponic food production: a definitive guidebook for the advanced home gardener and the commercial hydroponic grower. 7th ed. Abingdon: CRC Press.

JournalsPlant Breeding, Annals of Botany, Vegetable Crops Research Bulletin.

Horticultural PressCommercial Greenhouse Grower, Horticulture Week, The Grower
