Partner Details
Awards
Target Award
Programme Offerings
Part-Time
Educational Aims of the Course
The general aims of the programme are:
• To provide students with the knowledge, skills, techniques and behaviours needed to support a career as a ‘sustainability’ professional in employment related to the transport industry.
• To provide a structured ladder of progression to well-rounded and valuable qualifications at levels 4 and 5, tailored to the needs of local and regional employers.
• To provide students with the maximum practicable flexibility of study (in terms of study mode, timescales and recognition of prior learning) thus enabling them to match their study commitments to personal needs and aspirations.
Alternative Exit/ Interim Award Learning Outcomes - Higher National Certificate in Sustainable Technologies.
A student who is eligible for this award will be able to:
Apply a systematic approach to the acquisition of knowledge, underpinning concepts and principles and deploy a range of subject specific, cognitive and transferable skills.
Evaluate the appropriateness of different approaches to solving well defined problems and communicate outcomes in a structured and clear manner.
Identify and discuss the relationship between personal, and any workplace, experience and findings from books and journals and other data drawn from the field of study.
Learning Outcomes
Teaching, Learning and Assessment
The methods used to enable outcomes to be achieved and demonstrated are as follows:
Key themes of the teaching and learning strategy on this programme are:
• Varied assessment and feedback to enhance the experience of the student.
• The availability of flexible teaching and learning modes, using face to face, on-line and some blended learning.
• Student support through the use of structured and targeted tutorials.
• The development and application of theory into practice.
• The use of inclusive learning methods.
• Development of students’ skills in making balanced fitness-for-purpose decisions.
Teaching sessions will allow for the introduction of new skills, techniques, concepts and theories to enable students to develop their own practice further. Learning and teaching opportunities will be designed to allow for the transfer of learning between the different modules and the integration of theory with practice.
Students will learn to produce employment-relevant outcomes, designs, presentations, reports and projects.
Students will be expected to think for themselves as independent learners, encouraged by using flexible teaching methods and varied methods of assessment.
Each stream has a mandatory synoptic task at each level. At level 4 this is an individual project. At level 5 students are introduced to the wider academic community through an investigative research project, which will contain a significant element of group work.
There is considerable diversity of delivery needs among the likely candidates for this programme. These include:
• Traditional full-time learners, mainly students progressing internally from level 3 awards.
• Day-release part-time learners, mainly those on day release from partner employers.
• Evening class students, principally either those in relevant employment whose employers will not release them during the day or those in other employment wishing to change careers.
• Those unable to study on a week-by-week basis but who could attend in week-long blocks.
• Those who wish to offset RPEL of their previous studies or experience against module learning outcomes.
This programme is intended to meet all of these needs. While the mode and timing of delivery may vary, all students will be assessed against the same learning outcomes and will have the same skills on exit.
The programme is designed to take students from a broad range of backgrounds and accommodate some variance in skill levels. The programme includes an induction week prior to formal delivery, in which all new students have the opportunity to meet the team and ask questions. Topics covered during this week are focused on developing an awareness and appreciation for higher education learning teaching and assessment, and includes sessions on: understanding tasks and grading criteria; strategies for a successful academic career; using the institution’s Virtual Learning Environment, Moodle; academic regulations and misconduct; note taking and digital tools.
Returning students also receive an induction, where any changes to academic regulations are communicated as well as an introduction to the expectations of the level of study they are progressing to. Recap on other aspects of the course may also be given upon student’s request.