FdSc Horticulture

Writtle University College
United Kingdom
Qualification
Diploma
Study mode
Full-time, Part-time
Duration
2 years
Intakes
September
Tuition fee (local)
Information not available
Tuition fee (foreign)
US$ 28,248

Entry Requirements

  • 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.

Curriculum

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.
  • Biological Processes (HO) - 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 module Horticultural Science] delivered in Semester 2.
  • Understanding Plants - This module will develop a knowledge of the growth and development of plants to provide an integrated understanding of how plants function. The approach will focus on plant health and quality by investigating the interrelationship between plants and their growth media, soils and other organisms. Emphasis will be placed on plants and soils as living systems.
  • Gardens and Plants Through Time (A) - This module introduces the student to the concept of the garden and designed landscape. It explores the ways in which gardens have been perceived through history and the motivations behind their creation. The soft (plants) and hard (non-living) landscaping features which are associated with gardens are explored, specific reference being given to the selection, establishment and maintenance of plants as components of the landscape. An emphasis is placed on appropriate plant selection, not only for function and design intent, but with regard to the site and sustainability. The need for maintenance to occur and how differing approaches to maintenance operations will affect the character of gardens and landscapes are explored. The reasons for plants failing to establish in the garden and wider landscape are investigated.
  • Plant Propagation and Production (A) - Theory - This module reviews and provides grounding in the methods and techniques of plant propagation, plant production and plant establishment. A wide range of subjects will be covered including hardy nursery stock, annual and perennial ornamentals, vegetable and fruit crops, with both temperate and tropical examples. Propagation by both seed and vegetative methods will be investigated including such specialist techniques as micropropagation and in vitro culture. Visits will be made to commercial plant propagators and producers to gain perspective of the industry. The importance of global trade in plant material will be considered in terms of sustainability and environmental footprint; other environmental considerations such as energy consumption and use of non renewable resources that are of increasing importance to the industry and will be considered as part of the plant production process. The use of a range of equipment associated with plant propagation and production, including specialist structures, will be evaluated. The factors influencing the success rate of propagation and the establishment of newly propagated plants will be considered. Where possible the programme has been arranged so that the lecture sessions relate to the practical activities of the linked module and the learning outcomes of the module.
  • Learning Through Work (HO) - 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.

STAGE TWO

  • Foundation Degree Academic and Professional Development (HO) - 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. 
  • Landscape and Horticultural Contracts and Projects - This module involves the student in the production of contract documentation for landscape construction and maintenance works or commercial horticultural production and the subsequent management The module will involve the students in the practical implementation of a real landscape or commercial horticultural project.
  • Managing Trees and Shrubs - This module sets out to equip the student with a fundamental understanding of woody plants as living, functioning entities within a variety of landscape contexts. Understanding how they live, grow and function is essential in determining appropriate management regimes for these often very long lived plants and the module explores their anatomy and physiology throughout all stages of growth and development. In addition, it relates how the individual specimens interact with the wider environment, and the way that their surroundings affect growth, development as well as their short and long term survival prospects. Students will enhance their existing taxonomic abilities and gain insight into the fundamentals of pathogenic diagnosis. The ability to evaluate the suitability of woody plant species for particular sites and situations is also fostered as is a firm grounding in the cultural requirements of species in order to facilitate successful establishment and post planting maintenance.
  • Effective Landscape Planting - This module continues the theme of plant studies begun in Gardens and Plants through Time but explores it to a greater depth. The use of plants in the landscape will be considered focussing on the issues involved in designing planting schemes, plant selection and appropriate management in order to achieve effective plantings both in gardens and the wider landscape.
  • Learning From Work (HO) - 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.

Share this