FdSc Conservation Management

• UCAS Tariff Points: 120 - 200
• GCE A Levels: 120 UCAS Tariff points, to include one GCE A level grade C or above
• Irish Certificate: 120 UCAS tariff points, to include 2 x ILC higher at B3
• Scottish Highers: 120 UCAS tariff points, to include 2 x higher at B
• International Baccalaureate (IB) Diploma: Minimum of 24 points (pass) (260)
• BTEC Level 3 Extended Diploma: PPP (120)
• BTEC Level 3 Diploma: MP (120)
• C & G Level 3 Extended Diploma: Pass (120)
• C & G Level 3 Diploma: Merit (160) or a Pass (80) in combination with other qualifications

English language requirements
If you do not have English as a first language, you will normally be required to demonstrate an IELTS overall score (or equivalent) of:

• 5.5 with a minimum of 5.0 in all elements for a Further Education course
• 5.5 with a minimum of 5.0 in all elements for a Foundation degree, Higher Certificate or Higher Diploma
• 6.0 with a minimum of 5.5 in all elements for a degree
• 6.5 with a minimum of 5.5 in all elements for a postgraduate degree

If you have lower scores, you may be accepted onto a Pre-sessional English Language course, which can lead to entry to the appropriate programme of study.

STAGE ONE

• Developing Graduateness - This module introduces the School of Sustainable Environment students to the academic and personal skills they will need to make the most their time in HE study. It also begins their orientation to the world of work in their respective target sectors (conservation, horticulture, agriculture and floristry). The module is team taught with some subject specific and some interdisciplinary delivery allowing the students to appreciate the wider context of their subject and to collaborate across a wider range of students than their other modules allow. The module is designed to induct students into the expectations of HE study, e.g., academic literacy and numeracy, ICT skills, constructive team-working, and self-reflection on their progress across all their modules. These aspects of study are contextualised to the students’ interests and aspirations by working with sector relevant material to assist the students in their professional development planning and encourage independence and ownership of their studies and career aims.
• Learning Through Work (CO) - This is the first part of a 60 credit Work-based Learning Strand that is designed to be contextualized to meet the needs of individual academic disciplines and/or learners. The module can be delivered in one or more work related contexts and a detailed interpretation of this specification will form part of the process. The module embraces three work-based themes; employability, skills development and knowledge recognition, creation and development in the workplace and explores the relationships between the world of work and the academic discipline. The student will be expected to acquire new skills and consolidate previous experience in line with the expectations of the qualification benchmark and external stakeholders.
• Landscapes and Ecosystems - This module explores the structure and function of various habitats in the UK. Students will develop an understanding of how the British landscape and its associated habitats have developed over time. Some key geological aspects will be considered, but the focus will be on changes which have occurred during the current interglacial period (Holocene), with particular emphasis on the changes caused by human impact. The identification and management of key habitat types and landscape features will be reviewed along with the impact these factors have on rural communities. Consideration will be given to pertinent legislation, site designations and conservation organizations.
• Wildlife Identification and Classification - This module investigates the taxonomic and community classification systems for the major groups of    fauna and flora in the biogeographical region of the European Union. A practical knowledge and skills-based understanding of the use of standard identification keys and community classification systems is one of the corner stones to effective assessment of biodiversity for conservation. This module aims to develop practical knowledge of and skills in the use of wildlife identification and classification systems and techniques.
• Biological Processes (Integrated Version) - The module introduces key biological concepts and principles providing the foundation for future study. Dealing with life processes and living organisms, it links biological structure and function. Discipline specific themes are developed via partner units of study [e.g. the Wildlife Identification and Classification module] delivered over stage one in parallel.

STAGE TWO

• Sustainable Water Resource Management - Human population growth and development is placing increasing demands on fresh water resources for drinking, agriculture, industry and sanitation, all of which has major impacts on the global environment, as well as our social and economic well-being. Half of the world’s wetlands have already been lost to development or drainage for agriculture, many of the major aquifers are being over-pumped and some of the planet’s large rivers are seasonally disconnected from the sea. Much of the world’s water problems stem from systemic and institutional failure to effectively manage water resources and to balance human needs with the requirements of nature to sustain biodiversity. Effective sustainable water resource management requires appropriate understanding of the system and accurate assessment of the resource available. In the process a sound knowledge of the uses made of water, competing demands for the resource, the full ecosystem services provided by water resources, and the complex interdependency between water, biodiversity and human well-being is essential. Using science a more realistic evaluation of the needs and environmental costs can be made, leading to a more effective translation into policy and action for sustainable management of resources. This module will provide students with a core knowledge and understanding of the science and theory underpinning sustainable water resource management. Complementary practical skills in water resource assessment and “soft path” measures applied in water resource conservation and sustainable management will form an important part of developing sector-relevant competency.
• Sustainable Management of Forest Ecosystems - The Ministerial Conference on the Protection of Forests in Europe (MCPFE) defines the sustainable management of forests as: “The stewardship and use of forests and forest lands in a way, and at a rate, that maintains their biodiversity, productivity, regeneration capacity, vitality and their potential to fulfill, now and in the future, relevant ecological, economic and social functions, at local, national, and global levels, and that does not cause damage to other ecosystems”. The origins of “Sustainable Forest Management” (SFM) captured in the definition given above come from the “Forest Principles” adopted at the United Nations Conference on Environment and Development (UNCED) in Rio de Janeiro in 1992. Apart from the more obvious economic goals, SFM also addresses social and environmental needs and since the Earth Summit in Rio, many forestry institutions around the World have chosen to practice various forms of sustainable forest management. More recently the benefits of forests and woodlands to human well-being have been measured in terms of the sum of all ecosystem services they provide from the support of soil to the provision of materials and food. A sophisticated process of working with sets of criteria and indicators to guide sustainable forest management have since been developed to evaluate the achievement of SFM at all levels of operation; international, national and community. By 2007, the United Nations General Assembly adopted the first ever Non-Legally Binding Instrument on all types of forests. It was intended to serve as a demonstration, to the international community, the importance of preserving the integrity of global forests through careful stewardship and sustainable management. In this module students will assess and evaluate forest practice, both through case studies and in the field, using the latest scientific evidence and practical knowledge in sustainable forest management. Through a combination of theory and field-based workshops students will develop skills in measuring ecosystem benefits of forests and woodlands as well as develop a practical knowledge of the latest techniques used in forest ecosystem management, including “close to nature forestry”.
• ​Foundation Degree Academic and Professional Development (CO) - This module is intended to develop scholarly and professional skills in an integrated way in the context of the career aspirations, industry sector and academic discipline of the individual student. It is intended that the flexibility of this module will allow subject specific benchmark standards as defined by the Quality Assurance Agency for Higher Education (QAA) to be incorporated depending on the particular HE programme that the module is serving. In continuing with their personal development planning students will gain a deeper understanding of the need for the development of professional and managerial skills within their industry sector and the development of research skills appropriate to their academic discipline. The module begins by enabling students to develop a critical understanding of career development, and the process of personal development planning for their careers. The module supports the career development learning outcomes described in particular Course Programme Specifications (and related Subject Benchmark Statements). Students develop their understanding of personal development planning leading to the identification of realistic and satisfactory career goals and the skills development and knowledge acquisition that will be necessary to achieve these. In the context of their specific sector the module provides a basis for the student to understand their eventual role in dealing with complex situations as professional practitioners and managers. In order to achieve this it provides an understanding of the key aspects of the operation of organisations which the student may encounter in their career; financial, human and market focused. Exercises and case studies will provide material for students to discuss management issues, typical of those encountered in the “world of work”. This module will also enable students to develop skills of independent enquiry, undertaking a sustained investigation into a topic of relevance to their academic and professional development. The study should have a significant practical element and will be used to encourage and test initiative and independent thought. The student must take responsibility for the formulation of an investigation plan after an initial survey of relevant information and possible methods of approach. The module provides the opportunity to develop planning and analytical skills, safe and accurate collection of data, precise and appropriate processing of data and information, report writing, presentation and communication skills. Students wishing to progress to an Honours degree will undertake Bridging Studies which build upon this module and prepare them more fully for the Level 6 Dissertation module or equivalent. This module is intended to be carefully contextualized to ensure its relevance to each academic discipline and industry sector. The indicative content, skills development and learning materials are consequently not intended to be prescriptive or exhaustive.
• Learning From Work (CO) - This module complements and develops the Level 4 Learning Through Work module. It may be studied as a discrete entity or the activities integrated with those undertaken in the Level 4 module, depending on the work-related context. It is normally expected that the learning will relate to a period spent in an external work environment and, where possible, in a work placement constituting a minimum of ten working weeks or equivalent. This is notionally 400 hours, although achievement of Learning outcomes is more important than actual time served). The module is designed to be contextualized by the course team, student and/or employer/client and the student is required to manage his/her learning in the context of the work function. The students will develop a wider range of higher level technical skills, but also the cognitive abilities and personal attributes that are conducive to successful performance at work. Critical reflection is required, focusing on personal and professional qualities and the role within the workplace. The module enables students to gain a critical understanding of career development and personal development planning, focusing on understanding the links between personal action, work and society.
• Geographical Information Systems (GIS) and Biological Surveying - Effective and detailed assessment and surveillance / monitoring of wildlife make a critical contribution to the design and implementation of wildlife conservation strategies. Conservation strategies will often necessitate baseline surveys and on-going surveillance / monitoring programmes to establish the distribution and viability of populations, and to assess the condition of habitats. Increasingly, the use of computer software is becoming an important supportive tool for many avenues of survey work. This module considers aspects of biological surveying, with a focus on practical application. Biological surveys (which will include both fauna and flora) will be undertaken using standard methodologies used in the conservation sector, and the information obtained will be examined and evaluated; this will include the use of appropriate computer technology / software (including Geographical Information Systems (GIS)). Skills will be developed to enable identification of elements of the British flora, invertebrates, small mammals and birds.