All LJMU programmes are delivered and assessed in English

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1 PROGRAMME SPECIFICATION Bachelor of Science with Honours in Wildlife Conservation Awarding institution Teaching institution UCAS Code JACS Code Programme Duration Language of Programme Liverpool John Moores University LIVERPOOL JOHN MOORES UNIVERSITY C930 C310 Full-Time: 3 Years Subject benchmark statement Biosciences (B) (2007) Programme accredited by Description of accreditation Validated target and alternative exit awards All LJMU programmes are delivered and assessed in English Institution of Environmental Sciences Bachelor of Science with Honours in Wildlife Conservation Bachelor of Science with Honours (SW) in Wildlife Conservation Bachelor of Science in Wildlife Conservation Bachelor of Science (SW) in Wildlife Conservation Diploma of Higher Education in Wildlife Conservation Certificate of Higher Education in Wildlife Conservation Programme Leader Colm Bowe Educational aims of the programme The generic aims that apply to all the School's Bioscience programmes are to: offer a variety of programmes and learning opportunities in the Biosciences, within an integrated modular system that matches students' interests and needs; give a high quality and varied learning experience to students from a range of backgrounds and educational experiences; provide a supportive and stimulating environment for student-centred learning, encouraging students to take responsibility at an appropriate level and to develop their full potential; integrate theory and practice through diverse learning environments in the classroom, laboratory and field; produce graduates with the appropriate subject knowledge and key skills to pursue a career within the subject area, in general employment or further study. To encourage students to fully engage with the World of Work programme, including the World of Work Skills Certificate and, as a first step towards this, to complete Bronze (Self Awareness) Statement. The Wildlife Conservation degree is a specialist, and therefore rather narrow, subset of the Biosciences for students who have already identified the field of biodiversity conservation as their future career goal. The key areas of study that are underpinned by the core part of the Wildlife Conservation programme are ecology, biodiversity, organism identification, conservation biology and human impacts on the environment (B:3.2, 3.3). The conservation science components are supported with training in research methods (e.g. experimental design and data analysis; B: 3.6, 3.7) and with training in practical and transferable skills (B: 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10). Through the options in other subject areas at Levels 5 and 6 (behaviour, aquatic biology, primate biology, environmental management) subject knowledge (B: 3.2) and subject-specific skills (B: 3.3.) are further developed. The principal aims of the programme are to: develop an understanding of the variety and importance of biological diversity, its complexity and its interactions (B: 2.1, 2.2) with the physical, chemical and anthropological environment, the pressures it faces from human activities (B: 3.2) and the steps that need to be taken to ensure its long-term conservation using sustainable methods (B: 3.2); develop a common core of knowledge, understanding and skills in terms of the scientific and economic aspects

2 of biodiversity conservation in order to produce graduates who are trained for work with professional conservation organisations (B: 3.10). During Level 4 the programme aims to provide students with the key skills, study skills and the conceptual framework necessary to underpin subsequent specialisation. At Level 5, students start this process of specialisation. Core modules are supplemented by the free selection of two option modules. At Level 6, students continue to specialise within the subject area through exploration of the challenging problems posed by developments in conservation biology (B: 3.2). At the same time students may continue to refine the skills of self-education and development (B: 3.9, 3.10) enabling each to reach their full potential. Students must either undertake a personal Research Project and/ or Work-Based Learning (for B.Sc. with Honours). Alternative Exit/ Interim Award Learning Outcomes - Certificate of Higher Education Apply a broad knowledge base, incorporating theoretical concepts and employing a wide range of specialist skills Evaluate information using it to plan and develop investigative strategies and to determine solutions to a wide range of unpredictable problems Operate in a range of varied and highly specific contexts, taking responsibility for the nature and quality of outputs Alternative Exit/ Interim Award Learning Outcomes - Diploma of Higher Education Generate ideas through the analysis of concepts at an abstract level, with command of highly specialised skills and the formulation of responses to concrete and abstract problems Analyse and evaluate information Exercise significant judgement across a broad range of functions Accept responsibility for determining and achieving personal and/or group outcomes Target award Learning Outcomes - Bachelor of Science with Honours A student successfully completing the programme of study will have acquired subject knowledge and understanding as well as skills and other attributes. Knowledge and understanding A1. the concept of biodiversity, its significance, importance and value and the ways in which it can be measured. A2. how natural and semi-natural biological and physical environments are structured and how their ecological systems function. A3. the conflicting demands placed on natural, semi-natural and intensively exploited ecosystems and a realistic appreciation of how these conflicts may be resolved. A4. the impacts of exploitation on wildlife populations and an appreciation of the ways in which sustainability can be achieved. A5. the socio-economic and political factors that influence decisions and actions impacting on wildlife conservation The acquisition of knowledge is promoted via formal taught sessions, primarily lectures (B: 4.3) as well as some practical and fieldwork (B: 4.4) sessions. Various levels of understanding are facilitated through seminars, tutorials, field projects, e-learning, group work and independent study (B: 4.5, 4.6). Knowledge is assessed via examination (mainly short answers and multiple choice questions) and coursework.

3 Higher levels of understanding are assessed by examination (essay/interpretative questions) and coursework elements such as field reports and seminar presentations with question and answer sessions. Skills and other attributes Intellectual Skills B1. use and assess biological models within time and space. B2. analyse, synthesise and summarise information. B3. apply knowledge and understanding to problem solving and hypothesis testing. B4. recognise the implications of professional ethics and standards and apply them. Cognitive skills are developed in many interactive and hands-on sessions such as workshops, practicals, seminars, tutorials, IT workshops and directed independent learning, with an increasing emphasis as students progress from Level 4 to Level 6. Such skills are especially developed during laboratory / fieldwork, workshops and tutorials (B: 4.4, 4.5) and during the Research Project / Work-based Learning modules (B: 4.6). Essay/interpretative exam questions are used to assess students ability for critical thinking. Coursework elements such as field/ laboratory reports, technical reports and in particular the Honours Project or Work-based Learning report allow students to demonstrate the full range of their cognitive skills. Professional practical skills C1. draw together and integrate disparate data from a variety of sources, analyse the information and produce recommendations for management of wildlife resources. C2. undertake effective field and laboratory work. C3. identify a range of flora and fauna commonly found in the British Isles and northern Europe. C4. interpret conservation policy and suggest viable, practical solutions. C5. communicate information related to wildlife conservation in the form of an essay, written report (e.g. journal format), poster, oral presentation or viva Practical skills are taught during practical classes (a component of most modules) and fieldwork (B: 4.4). Core principles and minimum standards required for field and laboratory work are introduced at Level 4 along with identification skills. These are developed in Ecology Field Skills at Level 5. Students develop all these skills independently at Level 6 in practical and field work sessions and when completing the Research Project module or Work-based Learning placement. Practical skills are assessed by submission of practical files, field notebooks and field/laboratory reports. The Research Project and other Level 6 reports allow students to demonstrate the full range of skills they have acquired. Transferable / key skills D1. communicate effectively in written, verbal and visual forms D2. use the internet, databases, spreadsheets and word processing packages D3. apply statistical and numerical analysis to data D4. operate as an effective member of a team D5. develop the ability to manage time and tasks appropriately

4 As well as having the opportunity to develop key skills in all academic modules, key skills are specifically taught in specially designed modules at Level 4 (Fundamentals of Scientific Research) and Level 5 (Research methods). Key skills are assessed through coursework at all levels in all modules and specifically in the modules mentioned above. Benchmark requirements for scientific writing, oral presentation, poster presentation and field reports are provided in the key skills folder on Blackboard. These form the basis for assessing student skills in coursework assignments. Programme structure - programme rules and modules Programme rules The programme is offered in full-time and part-time modes. The programme is structured around the Academic Framework. Students must satisfy the programme requirements at each level to allow them to graduate with their designated degree title. The common core programme at Level 4 provides general skills and ensures that all students have an appropriate understanding of key areas of Wildlife Conservation. At Level 5 the core element is developed further but students also choose two optional modules which give them the opportunity to pursue their particular areas of interest within the programme. At Level 6 there are further opportunities for students to customise their programme. For the Honours Degree in Wildlife Conservation with professional training (sandwich degree) students should: a) Satisfy the requirements of the BSc (Hons) Wildlife Conservation b) Successfully complete a 12 month professional training placement At level 6 students must take either Research Project or Work-based learning (or both). Level 6 Potential Awards on completion Bachelor of Science with Honours Core Option Award Requirements 6022NATSCI CONTEMPORARY ISSUES IN CONSERVATION (24 Level NATSCI ANIMAL WELFARE 6011NATSCI FRONTIERS OF ECOLOGY 6026NATSCI ANIMAL SOCIAL SYSTEMS 6111NATSCI RIVER MONITORING AND MANAGEMENT 6016NATSCI TROPICAL EXPEDITION 6001NATSCI WORK-BASED LEARNING FOR CREDIT ( NATSCI RESEARCH PROJECT 6015NATSCI SUSTAINABLE NATURAL HERITAGE Potential Awards on completion 24 core credits at level 6 96 option credits at level 6 Core Option Award Requirements 5006NATSCI ECOLOGY FIELD SKILLS 5021NATSCI RESEARCH SKILLS AND EMPLOYABILITY 5010NATSCI WILDLIFE & ECOSYSTEM MANAGEMENT ( NATSCI PLANT BIOLOGY AND IDENTIFICATION 5015NATSCI PRIMATE ADAPTATION AND BEHAVIOUR ( NATSCI ANIMAL BEHAVIOUR 5113NATSCI ENVIRONMENTAL SYSTEMS AND HUMAN IMPACTS 5004NATSCI MARINE AND FRESHWATER BIOLOGY ( NATSCI WILDLIFE FORENSICS 72 core credits at level 5 48 option credits at level 5

5 Level 4 Potential Awards on completion Core Option Award Requirements 4006NATSCI GENETICS FOR BEHAVIOUR AND CONSERVATION 4000NATSCI FUNDAMENTALS OF SCIENTIFIC RESEARCH 4001NATSCI HABITATS AND SPECIES 4003NATSCI ECOLOGY AND BEHAVIOUR 4105NATSCI ENVIRONMENT, SOCIETY AND SUSTAINABILITY 120 core credits at level 4 0 option credits at level 4 Information about assessment regulations All programmes leading to LJMU awards operate within the University's Academic Framework. Opportunities for work-related learning ( location and nature of activities) The Wildlife Conservation programme is fully compliant with the World of Work initiative. Graduate Skills are taught & practised within a wide range of modules and assessed within the core modules: at Level 4 : Fundamentals of Scientific Research, at Level 5: Research Skills & Employability, Ecology Field Skills and at Level 6 students take at least one of Research Project and/or Work-based Learning. Additional opportunity is provided through option modules at Level 6. The work-related learning is through e.g. employer seminars, guest lectures / workshops, employer-driven assignments or contact during fieldwork. The Sandwich route also offers the opportunity for 12 months of directly biodiversity conservation based work-related learning. Further information about Graduate Skills can be found at: (The World of Work Careers Centre website) (Regulations in Practice - Section 5 Work Related Learning and Additional Information) Criteria for admission A/AS Level Applicants should have (or expect to obtain) at least 2 `A2 Levels or equivalent, at least one of which should be in an appropriate science subject. Our minimum points tariff is 260 points and our maximum offer is 300 points; this will depend on subjects being studied. Our offers may be grade specific e.g. we usually expect at least 80 points in A2 Biology or other appropriate science. Geography may be considered a science. BTEC National Diploma Applicants should be studying an appropriate Diploma and have (or expect to obtain) a pass with at least 3 merit grades at Level 3 in appropriate units. AVCE AVCE applicants should have (or expect to obtain) 260 points in an appropriate discipline (normally science). Irish Leaving Certificate Applicants must have passed (or expect to pass) their Irish Higher exams with at least grade BBC in 3 subjects, 2 of which must be sciences (Geography may be considered a science). Scottish Higher Applicants must have passed (or expect to pass) their exams with at least grade BBC in 3 subjects, 2 of which must be sciences (Geography may be considered a science). International Baccalaureate Applicants should have (or expect to obtain) the full award including grade 5 in one appropriate science. Access Access applicants should have (or expect to obtain) a good pass in an appropriate QAA-approved Access course.

6 Higher national diploma Second year entry can potentially be arranged for candidates who have an HND or HNC with merits in the key relevant units or those who have passed the first year of a degree programme in a closely related subject elsewhere. Other All applicants must have GCSE Maths and English with minimum grade C, or equivalent. School/ College leavers should be at least 17.5 years on admission. Mature entry We welcome applications from highly motivated mature applicants with relevant experience but without the necessary formal qualifications. To qualify as a mature student, a student must be at least 21 years old by 31st December of the year of entry. Overseas qualifications Applicants should have acquired passes in appropriate examinations in their country of origin and provide evidence of English language ability equivalent to 6.0 IELTS. External Quality Benchmarks All programmes leading to LJMU awards have been designed and approved in accordance with the UK Quality Code for Higher Education, including the Framework for Higher Education Qualifications in the UK (FHEQ) and subject benchmark statements where applicable. The University is subject to periodic review of its quality and standards by the Quality Assurance Agency (QAA) Published review reports are available on the QAA website at Programmes which are professionally accredited are reviewed by professional, statutory and regulatory bodies (PSRBs) and such programmes must meet the competencies/standards of those PSRBs. Support for students and their learning The University aims to provide students with access to appropriate and timely information, support and guidance to ensure that they are able to benefit fully from their time at LJMU. All students are assigned a Personal Tutor to provide academic support and when necessary signpost students to the appropriate University support services. Students are able to access a range of professional services including: Advice on practical aspects of study and how to use these opportunities to support and enhance their personal and academic development. This includes support for placements and careers guidance from the World of Work Careers Service. Student Advice and Wellbeing Services provide students with advice, support and information, particularly in the areas of: student funding and financial matters, disability, advice and support to international students, study support, accommodation, health, wellbeing and counselling. Methods for evaluating and improving the quality and standards of teaching and learning Student Feedback and Evaluation The University use the results of student feedback from internal and external student surveys (such as the National Student Survey), module evaluation questionnaires and meetings with student representatives to improve the quality of programmes. Staff development The quality of teaching is assured through staff review and staff development in learning, teaching and assessment. Internal Review All programmes are reviewed annually and periodically, informed by a range of data and feedback, to ensure quality and standards of programmes and to make improvements to programmes. External Examining External examiners are appointed to programmes to assess whether: the University is maintaining the threshold academic standards set for awards in accordance with the FHEQ and applicable subject benchmark statements

7 the assessment process measures student achievement rigorously and fairly against the intended outcomes of the programme(s) and is conducted in line with University policies and regulations the academic standards are comparable with those in other UK higher education institutions of which external examiners have experience the achievement of students are comparable with those in other UK higher education institutions of which the external examiners have experience and to provide informative comment and recommendations on: good practice and innovation relating to learning, teaching and assessment observed by external examiners opportunities to enhance the quality of the learning opportunities provided to students Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content, teaching, learning and assessment methods of each module can be found in module and programme guides.