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SUSTAINABLE HORTICULTURE AND FOOD PRODUCTION 2013-2014 Student Handbook Postgraduate Programme Tel: +44 (0)1803 865934 www.schumachercollege.org.uk

SuStainable Horticulture and Food Production

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Page 1: SuStainable Horticulture and Food Production

SuStainable Horticulture and Food Production

2013 - 2014Student HandbookPostgraduate Programme

tel: +44 (0)1803 865934www.schumachercollege.org.uk

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Sustainable Horticulture and Food Production Handbook Contents

Sustainable Horticulture and Food Production Handbook Contents 2

1. About Schumacher College 4Foreword from the Head of College 4Useful Contact Details 4Map 4

1.1 History of the college and of the dartington Hall trust 5

1.2 teaching and learning ethic at the college 6

1.3 Programmes and other educational offerings 71.3.1 Postgraduate programmes 71.3.2 Vocational programmes 71.3.3 Short courses 81.3.4 distance and e-learning courses 81.3.5 open evenings and earth talks 8

1.4 the Schumacher college community 9

1.5 educational facilities at the college 111.5.1 classrooms, library and study rooms 111.5.2 it and technical support 11

1.6 Facilities for convivial living 121.6.1 the college estate and gardens 121.6.2 Food and the Schumacher kitchen 121.6.3 Meditation and craft rooms 131.6.4 Guest policy 131.6.5 Miscellaneous 14

2. Postgraduate programme in Sustainable Horticulture and Food Production 16Welcome letter from the Programme Co-ordinator and Lecturer 16

2.1 introduction to the Programme 17

2.2 Programme associates 18Schumacher College 18The Organic Research Centre (ORC) 18The Centre for Alternative Technology (CAT) 18Plymouth University - School of Biological Sciences 18

2.3 Programme overview 192.3.1 Programme aims 192.3.2 the postgraduate learning journey 192.3.3 introduction to assessment methods & guidelines 212.3.4 Programme Structure 22Curriculum Outline 22Taught modules 22Dissertation 232.3.5 timetable for programme and for submission of assessment projects 24Term 1 24Term 2 24Assignment deadlines for taught modules 25Dissertation Timeline 25

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2.4 Programme details 262.4.1 taught Modules 26MODULE CODE SCH5414: Plant Science and Botanical Diversity 26MODULE CODE SCH5415: Food Systems in a Post-Carbon World 28MODULE CODE SCH5416: Research Methods 30MODULE CODE SCH5417: Living Systems 32MODULE CODE SCH5418: New Food Economy 34MODULE CODE SCH5419: Ecological Design and Practices in Horticulture 362.4.2 dissertation 38MODULE CODE SCH5420: Sustainable Horticulture and Food Production Dissertation 38

2.5 course teachers 40Schumacher College Faculty 40Plymouth University Faculty 41Visiting teachers (in order of appearance) 41

3. Information for all postgraduate students 44

3.1 academic Policy and Practice 443.1.1 assessment policy 443.1.2 rules for the submission of assessment assignments 453.1.3 in the event of failure of one or more modules 473.1.4 complaints and appeals 483.1.5 Feedback on academic work 493.1.6 examiners 493.1.7 ethics 503.1.8 Student feedback and representation 503.1.9 Personal and academic records 51

3.2 Facilities at Plymouth university 523.2.1 inductions at Plymouth university 523.2.2 Plymouth university library 523.2.3 Pastoral care, counselling and other support 523.2.4 english language and international student support 523.2.5 Support for disabled students 52

3.3 Student Support at the college 533.3.1 induction 533.3.2 Postgraduate support volunteer 533.3.3 tutorial support 543.3.4 Support for disabled students 543.3.5 Food and accommodation at Schumacher college 543.3.6 Staying on at the college beyond the end of the second term 55

3.4 additional information for Students 563.4.1 Students coming from outside the uK 563.4.2 immigration and visas 563.4.3 Working in the uK 563.4.4 Medical and dental care 573.4.5 insurance 573.4.6 climate 573.4.7 Pre-departure checklist 573.4.8 travelling to Schumacher college 583.4.9 Finances and course fees 2013/14 603.4.9.1 Payments to Schumacher college 603.4.9.2 Money and insurance 613.4.10 registering with the police 62

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Foreword from the Head of CollegeUseful Contact DetailsMap

ForewordWelcome to Schumacher College, an international centre of inquiry and practice for sustainable living.

In a complex and chaotic world we create a transformative environment for reflection, sharing and learning. We do not pretend to have all the answers but we start with a belief in the creativity of the individual, the power of community and the wisdom of nature to guide a path of applied hope.

As a student of the College you join a worldwide community stretching across more than 60 countries. Alongside nature’s abundance, the bio-cultural diversity of the learning group and the wider community is fundamental to bringing perspective to what we do here, the actions we decide to take and the solutions we seek.

The College was founded by Satish Kumar and others with the foresight and support of Dartington, a pioneering charity established in the 1920s. We are rooted in place, we draw inspiration from our surroundings and we participate - though activities and research - with local communities to create a more sustainable present and future.

Overall, we are participating in an experiment, as many are doing, to better understand and co-create the foundations for a more harmonious way of living and working.

I look forward to meeting and getting to know you over the coming year and my door is always open.

Jon raeHead of college

1. About Schumacher College

useful contact details

Schumacher CollegeThe Old Postern, DartingtonTotnes, Devon TQ9 6EA

reception office telephone number:++ 44 (0)1803 865934office fax number:++ 44 (0)1803 866899Holistic science teaching room phone++ 44 (0)1803 847223 (with answer phone)Postgraduate courses Manager++ 44 (0)1803 847221Marilyn trevethick, dartington Hall accounts++ 44 (0)1803 847146

(The 0 in brackets is not required when calling from outside the UK.)

reception office:[email protected] courses Manager:[email protected] trevethick, accounts:[email protected]

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1.1 History of the college and of the dartington Hall trust

Schumacher College was founded in 1991 by Satish Kumar and John Lane as a radical experiment in holistic, experiential education. It is located at The Old Postern - a medieval building much loved for its character and history - built in the 15th century as a parsonage, and remodelled on a number of occasions through the centuries.

This College forms part of a long and distinguished heritage of radical experimentation within the Dartington Hall Trust, of which it forms a part. The Trust was founded in 1925 by Dorothy and Leonard Elmhirst, inspired by the work of the Indian poet, educationalist, social reformer and Nobel Prize winner Rabindranath Tagore. They bought and rehabilitated the 1,300 acre Dartington estate to in order to develop and demonstrate models for rural regeneration through diverse economic, educational and artistic activity.

Among the many initiatives pioneered by the Trust over the years was the Dartington Hall School, one of the first progressive schools in the UK, in which local children and those from a wide variety of countries and backgrounds were educated together in an atmosphere of free inquiry. The School was closed in the 1980s, but forms an important part of the intellectual legacy upon which Schumacher College is built.

Today, the Trust continues to be a centre of experimentation and runs a range of activities under its three core programme areas, Sustainability, Social Justice and the Arts. These include a conference centre based in the medieval courtyard; the Social Justice Research Centre; Dartington Space, which provides studio facilities for artists and musicians; a community radio station, Soundart; the Barn cinema; an organic market garden; and an experimental agro-forestry site located behind the College. Tenants of other buildings around the Estate include Green Books and the Park School, a small primary school based on experiential and environmental educational principles.

The Trust has recently undertaken a Land Use Review that explores how the estate can evolve to remain relevant to the emerging needs and challenges of today’s world. Among the policy directions included in the Review are the adoption of low-carbon and organic approaches to farming and a developing relationship with Transition Town Totnes aimed at exploring how the estate can support the transition to a resilient, low-carbon local economy. These proposals include an expansion of land available to Schumacher College for practical training and applied research.

Further information on the Trust and its activities is available at the Dartington Welcome Centre and on the Dartington website www.dartington.org.uk

“It was an act of faith to take over an old estate and transform it into an active centre of life. And life with many facets. For it was never intended to make Dartington an economic experiment, merely concentrating on farming and forestry and rural industry. From the beginning, we envisaged something more - a place where education could be continuously carried on and where the Arts could become an integral part of the life of the whole place. We believed that not only should we provide for the material wellbeing of people here but for their cultural and social needs as well…. Another essential was the need for beauty that should become our daily bread…” dorothy elmhirst

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1.2 teaching and learning ethic at the college

Schumacher College has over the last 22 years developed a distinctively transformative educational model.  With a focus on interactive, experiential and participatory learning, the College offers the practical skills and strategic thinking required to face the ecological, economic and social challenges of the 21st century.  This involves providing stimulation for ‘head, heart and hands’, giving students the opportunity to engage in many activities in addition to participating in classroom sessions - gardening, cooking, cleaning, washing up as well as artistic and creative activities.  Our experience with this model of holistic education is that students tend to dive deeper, experience a more profound transformation and have greater recall of the new models and insights they gather along the way. 

Key elements of the pedagogical approach include:

• community living and working within the residential setting of Schumacher College• acknowledging and developing the whole person - intellectual, emotional, ethical, and practical • valuing trans-disciplinary approaches and different types of knowledge (analytical, intuitive, sensory

perception, emotions and feelings)• emphasising embodiment of new learning and of practical action in the students’ own lives • providing a range of teaching and learning methods and styles , including lectures and seminars, participatory

and experiential sessions and reflective inquiry

The College attracts participants, teachers and practitioners from all over the world and this international flavour has always been an important element of the Schumacher experience.

“Schumacher College has created a unique learning environment where discussions take place in an atmosphere that is intellectually very intense and challenging, but is emotionally very safe. When I teach at the College, I feel almost like being among family, and this strong feeling of community emerges after being together for not more than a week or so. To most scholars such a situation is extremely attractive. For we who teach here this is a unique place to examine our work in depth and to try out new ideas in a safe environment”.Fritjof capra author of The Web of Life, Flamingo, london

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1.3 Programmes and other educational offerings

1.3.1 Postgraduate programmes

The College is undergoing an expansion in the number and range of postgraduate programmes on offer. From 1998 until 2011, the only accredited postgraduate programme offered by Schumacher College was its celebrated MSc in Holistic Science. This begins from the premise that nature is our teacher and offers an immersion in systems, complexity and chaos theory, eco-psychology and the science of qualities. It provides an opportunity to look beyond the limits of traditional science in addressing today’s ecological and social problems. Beginning in 2012-13, a Postgraduate Certificate in Holistic Science is also offered together with the possibility of studying the Masters programme on a part-time basis. www.schumachercollege.org.uk/courses/msc-holistic-science

From 2011-12, a second postgraduate programme came on stream, economics for transition: achieving low carbon, high wellbeing, resilient economies - available both as a full-time and part-time course. This programme too posits that nature is our primary teacher, looking to complexity and Gaian science for design principles on which to model and co-create our societies, economies, organisations and enterprises. It offers the opportunity to learn from cutting-edge thinkers, practitioners and activists who are making economic transformation a global reality. From 2012-13, a postgraduate certificate award in Economics for Transition is also on offer.www.schumachercollege.org.uk/courses/ma-in-economics-for-transition

Academic year 2012/13 saw the launch of a third postgraduate programme, Sustainable Horticulture and Food Production: Growing low-input, diverse and resilient food systems. This programme brings together thinking, research and practice at the cutting-edge of today’s global food revolution. Drawing from many different projects and schools of thought around the world, it explores how we can work with nature and biological cycles to feed our growing populations while remaining within the carrying capacity of our ecosystems. Masters, Postgraduate Diploma and Postgraduate Certificate awards are offered. The former two awards are available on either a full-time or part-time basis. The Postgraduate Certificate is available only as a full-time course. www.schumachercollege.org.uk/courses/msc-sustainable-horticulture-and-food-security

From 2013/14, a fourth postgraduate programme will be introduced, ecological design and regeneration. This course, which is under development, seeks to research and foster design intelligence based on natural design principles.www.schumachercollege.org.uk/courses/ecological-design-regeneration

1.3.2 Vocational programmes

The College currently offers two vocational programmes.

The dartington certificate in Sustainable Horticulture is offered both as a Level 2 and Level 3 accredited NPTC diploma. It offers students the opportunity to work alongside growers, leaders and change agents at the forefront of new thinking in horticulture for resilient and healthy food systems. www.schumachercollege.org.uk/courses/dartington-certificate-in-sustainable-horticulture

The Schumacher certificate in natural building explores how we can build comfortable healthy homes in ways that relocalise the economy and provide employment while reflecting a renewed relationship with the Earth.www.schumachercollege.org.uk/courses/schumacher-certificate-in-natural-building

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1.3.3 Short courses

From the outset, Schumacher College has run a full and diverse programme of short courses throughout the year, bringing to Dartington a generation of internationally renowned and respected intellectual pioneers, including James Lovelock, Fritjof Capra, Paul Hawken, Gunter Pauli, Rupert Sheldrake, Meg Wheatley, Arne Naess, Vandana Shiva and many others. In an important sense, Schumacher College can be said to have helped propel such figures to international recognition, being among the first educational centres to provide a platform for such innovative, ‘out-of-the-box’ thinking.

Courses last for between three days and three weeks and cover a wide variety of topics, reflecting the proud inter-disciplinary heritage of Schumacher College. Participants on a course exploring Gaian science, for example, can find themselves sharing a dinner table with those on another course diving into re-imagining the design of our money systems or exploring how natural design principles could inform the evolution of technology or organisational forms. It is precisely in such fresh and unexpected meetings of minds that much of the charm and transformative power of the Schumacher model resides.

Details of upcoming short courses can be found here www.schumachercollege.org.uk/courses/short-courses

1.3.4 distance and e-learning courses

2011 saw the launch of a new offering from Schumacher College: open learning. In May 2012, ten students in Kyrgyzstan started the first online course in Holistic Science and alternative development, a six-month introduction to holistic science, sustainability and resilience thinking, and economic development for wellbeing. This is a mixed programme of reading, audio and video resources, forum discussions and online lectures. Locally, students are hosted and taught by two graduates of the MSc Holistic Science programme. This pilot programme is intended to be the start of a wider online offering, which will include more flexible and accessible delivery of the College’s postgraduate courses.

A certificate in Holistic Science and economics for transition, drawing on elements of these two postgraduate programmes, is being offered in Colombia in 2013.

Research work is ongoing at present to explore the potential for further online and blended courses in association with prospective partner organisations in a number of different countries.

Further information on Schumacher College’s online and blended learning programmes can be found here www.schumachercollege.org.uk/courses/world-wide-learning-courses

1.3.5 open evenings and earth talks

On mid-week evenings, the College often opens its doors to the public for talks and presentations. earth talks are generally offered by guest presenters at the College who are teaching on short courses. In some cases, especially where speakers have a strong international profile, the talks are transferred from the College to Totnes, where the talk is presented in association with Transition Town Totnes.

Details of Open Evenings, Earth Talks and other events can be found here www.schumachercollege.org.uk/community/events

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1.4 the Schumacher college community

Schumacher College is not just an academic institution. It is a community where people live, work, come to learn and be part of a greater field of change. Throughout the year, present at the College are members of staff, students, helpers, visiting teachers, short-course participants and occasional visitors.

StaffSchumacher College today has around 20 staff members, many of whom are part-time or share jobs. Pictures and background information about our staff team can be found here www.schumachercollege.org.uk/staff/details

Residential studentsIn 2013/2014 Schumacher College will be hosting two groups of postgraduate students in the first term (Holistic Science and Economics for Transition) and a third group (Sustainable Horticulture and Food Production) in the third term. Knowing the diversity of people that the College tends to attract, this guarantees a rich pool of wisdom, talent, support - and good times!

Short course participants are also resident at the College, albeit for one, two or three weeks at a time. They form part of the community while at the College and join in with the daily cooking, cleaning and gardening rotas.

Resident volunteersAt any time at the College there is a resident team of four to six short-term volunteers. Volunteers have previously attended courses at Schumacher College and return to assist with the day-to-day running of the College and to support and participate in the learning community. Most volunteers stay for a period of between two weeks and three months. Generally, there are in addition at least two Senior Volunteers who stay for longer periods to share their experience and provide continuity. Volunteers are an integral and vital part of the College community and without them the College would not operate as well or have the same feel. Some of them work on their own private study or research in addition to their work at the College. The College also hosts seasonal WWOOFers (willing workers on organic farms).

One volunteer plays the role of Postgraduate Support Volunteer, with the role of providing ‘support to all the postgraduate students to help create healthy feedback processes, group dynamics, culture, and communication with others in the College and outside of the College’. More information on this role is provided in 3.3.2 below.

Visiting teachersThe postgraduate programmes and short courses play host to an array of mostly well-known visiting teachers, often visionary or radical thinkers in their fields. Regular, relaxed exposure to these teachers over the course of the day is one of the great delights of life at the College.

Non-residential studentsThe vocational courses are non-residential. Vocational students work in a number of places around the Dartington estate, the Craft Education building, the nearby School Farm, Dartington Hall gardens and the gardens surrounding Schumacher College.

VisitorsOthers occasionally resident in the College for short periods may include past students or staff conducting their own research, writing a book and/or studying; potential collaborators exploring forging working links with the College; and formal guests of the College, or personal guests of students and other residents. We try to ensure that all visitors are introduced at the daily morning meeting.

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Alumni and the wider networkWhile they are not in residence in the College, it is worthwhile here to mention the College alumni, the many thousands of people who have passed through the College as postgraduate students, short course participants, course leaders and facilitators, and scholars. This is a powerful network of friends and allies around the world that constitute one of the College’s greatest assets. We keep in touch through social media and our monthly newsletter than goes to upwards of 8000 readers.

The College also endeavours to continually forge working links with like-minded organisations both in our backyard and around the world. Within our own bioregion, these include the new economics foundation (nef), Transition Town Totnes (TTT), the Transition Network (TN), the Centre for Alternative Technology (CAT), the Eden Project, Duchy College and Resurgence Magazine. There are also a number of institutions around the world with whom we are exploring the establishment of formal relationships with a view to making the Schumacher College educational model more widely accessible internationally. Over the next year, College faculty member, Julie Richardson, will be leading efforts on this front.

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1.5 educational facilities at the college

1.5.1 classrooms, library and study rooms

The College will provide a dedicated teaching room for each of the postgraduate programmes. The Postgraduate Horticulture classroom is also an equipped field ecology laboratory. In addition to these spaces, the library, the television-room, the computer room and the students’ bedrooms are available for private study.

The College is equipped with a well-stocked library, including titles in the fields of ecology, complexity science, environmental and ecological economics, Buddhist economics, political theory, holistic science, philosophy, religion and ethics. It also holds various journals and a broad selection of papers written by visiting teachers and participants. There is a large number of videos and DVDs with lectures and interviews of visiting teachers. The College is working on digitising this audio-video material.

Students also have access to the facilities of Plymouth University, details of which can be found in section 3.2.

1.5.2 it and technical support

ComputersThere is one computer available as a workstation for postgraduate students in each classroom. There are three additional workstations in the short course classroom in the Old Postern, which can be used when there are no short courses running. There will also be one laptop that postgraduate students may use with a data projector for presentations. Students are recommended to bring their own laptop for their course work assignments.

InternetStudents have access to the internet via the Dartington Guest Network, using any of the public computers or personal laptops with wifi. Wifi coverage includes the accommodation blocks, the classrooms, the coffee room and the College courtyard as well as Dartington Hall and other locations on the Dartington Estate. User names and passwords for the wireless network are provided to each student upon arrival at the College, for use on two devices at a time.

Student serverThere is a local student file server, which holds a wide selection of relevant resources including academic reports, journal papers, articles, essays and dissertations by Schumacher alumni, and audio/video materials from many of the visiting teachers at the College. Postgraduate students can also set up their own folders here to store their own materials. The student server is accessible via all workstations and wifi. Instructions for setting up server access on students’ own laptops will be provided during the College induction.

Online student resourcesMany resources specific to each of the postgraduate programmes will be provided online, either through the Student Resources page on the College website, or via the online learning platform. A full briefing on accessing all online materials will be provided at the beginning of the academic year as part of the student induction, during which students will be enabled to join all College online platforms and services.

Printer & photocopier A photocopier/printer is available to all members of the College community. Postgraduate students are given their own accounts and passwords and are responsible for paying their own photocopying/printing bills, generally at the end of each term. Printing can be done from any of the public computers and from one’s own laptop via wifi. It is also possible to scan documents to a USB memory stick, thus avoiding copying charges.

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1.6 Facilities for convivial living

1.6.1 the college estate and gardens The Old Postern is the heart of Schumacher College. It houses most of the teaching rooms, the kitchen and dining room, tea and coffee area, College library, TV room, meditation room, the Scholars Flat and most of the staff offices. The adjacent Linhay building is currently being used for apple juice production and storage. The buildings are surrounded by gardens, woodland and a horticultural area and are adjacent to an Agro Forestry Research Centre.

The three accommodation blocks (Northwoods, Hawthorns and Centries) are more modern buildings that provide simple and comfortable accommodation for postgraduate students, short-course participants, helpers and resident staff. Each room has a bed, work desk and desk-lamp, a chair, a wardrobe and a bedside table. Linen and towels are provided, as are extra blankets. There is a washbasin in each room, with communal toilets, showers and bath facilities on each floor of each accommodation block.

There are a number of other buildings on the site that are used for teaching and office space. These include the former Craft Education Centre, the Chicken Shed and the Coach House.

The College’s three acres of grounds constitute a diverse mosaic of flower borders and ‘edible landscapes’, forest gardens, a labyrinth, herb garden, composting scheme and a kitchen garden with a polytunnel. Wild inhabitants of the Gardens include about forty bird species, breeding grass snakes, slow worms, badgers, foxes, ground beetles and three bumblebee species.

The College has managed the grounds since 2007, with the help of our horticulture students, volunteers and residential workgroups. Many areas of the garden have been worked on, with new areas being redesigned and planted. Recent projects have included the replanting of the central beds of the font garden, in a classical style, and restorative pruning of the ornamental shrubs.

Food production in the gardens is based on the principles of Charles Dowding’s ‘no dig’ gardening and of the Soil Association, the UK’s organic accreditation organisation. The gardens provide up to about 10% of the catering food requirements, including salad, leaf greens soft fruit. The Forest Gardens produce about thirty different herb species for lunchtime salads in spring.

Grounds maintenance is based on organic principles, which leads to the grounds looking wilder than in a formal garden setting. These wilder areas provide a variety of habitats, including scrub for nesting birds, foraging for birds and insects in the forest gardens and hedgerows, wildflower meadow and flower nectar sources for pollinators, habitat piles and long grass for invertebrate nesting. The forest gardens (based on the pioneering work by Martin Crawford, who has a large established forest garden adjacent to the college) contain over one hundred species with edible or other use, far more than a vegetable garden or orchard.

Close to the Craft Education building a new garden is taking shape, including polytunnels for horticultural student research, a new kitchen garden area, a research plot focussed on perennial cropping and a greenhouse with heated propagation.

1.6.2 Food and the Schumacher kitchen

“Eating - be it breakfast, lunch tea or supper - is not just a matter of being grateful for whatever you are given and making sure you eat it all up. It is a dynamic act. Not only does what you eat become the very stuff of you; now, more than ever before, thousands of diverse economic, social and technological influences, feeding in from all over the world, affect how the food arrives on your plate, in what form, where from and at what ecological expense. As a consumer, you have the power to feed back into this stream of influence by actively making decisions about what you eat and where it comes from. Thus eating becomes not only a statement of philosophy but a politically charged act.” Julia Ponsonby (Schumacher college chef), Gaia’s Kitchen: Vegetarian recipes for family & community

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We take food very seriously at the College.  How we source ingredients, prepare meals and share the gift of good food together is considered no less important in the life and consciousness of the learning community than what happens in the classroom.  Indeed they are seen as being complementary. The kitchen is a hub of creativity and fun where feasts are conceived and created.

Ingredients are, where possible, organic and local.  We bake our own organic bread daily, buy regional organic cheeses and make every effort to support local growers and producers.  There is a growing tendency within the College to eat with the seasons, to reach out into nature’s larder as it surrounds us.  In the case of exotic food products, we buy fairly traded goods where possible.   The diet at the College is entirely vegetarian and we ask students not to keep any meat or fish products in the college fridges within the Old Postern. 

There are four main reasons for adopting a vegetarian diet within the College: 

• Moral/spiritual: we object to the inhumane way animals are treated in many factory farms and honour the traditions that wish to affirm the sacredness of life by avoiding the slaughtering of innocent animals to indulge our own appetites

• Ecological: we recognise that the ecological crisis is amplified by the large amount of land devoted to growing food for use as animal feed, and grazing beef cattle, and that over-fishing is a serious problem.   A vegetarian diet is ten times more efficient in energy and resource use, and therefore minimizes the college’s ‘footprint’

• Health: a balanced, varied, unprocessed, additive-free lacto-vegetarian diet has been found to be particularly healthy and to promote longevity

• Practical: as an institution we are bound to comply with health and safety regulations and undergo regular inspections. Serving vegetarian food only makes us a low-risk venue from the environmental health inspector’s point of view and allows us to include all our students in the preparation of food without training. In fostering this participatory aspect of cooking, we open the doors to a healthy serving of playfulness, and fun in the kitchen - which in turn reinforces the teambuilding that comes when the essential task of feeding the college community together is accomplished.

1.6.3 Meditation and craft rooms

There is a meditation room on the ground floor of the Old Postern. This is available for optional meditation sittings in the morning at 7.15am or at any other point in the day. The craft room has paints, papier-mâché equipment and other craft materials. Students are free to use these facilities at any time. The College occasionally hosts an artist in residence who has use of the craft room and can offer art workshops.

1.6.4 Guest policy

There are many people who wish to visit Schumacher College. We try to ensure that there are never so many visitors that the programmes running are in any way disturbed. If you wish to invite anyone to the College, please note the following guidelines:

• Visiting times. Guests may visit residents at the weekends, but preferably not during the week. However, if a guest does come during weekdays, it is important that they do not interfere in any way with College activities, so that the integrity and intimacy of the course experience is respected. Any guest visits, either at weekends or during the week, must be agreed beforehand with the College

• Privacy. Your guests should be entirely in your care, so that other residents are not imposed upon

• Course sessions and library. Your guests may not have access to course sessions or to the library, but are welcome to the Wednesday night Open Evenings

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• Meals. Please check with the kitchen staff that there is space for your guest(s) before issuing an invitation for a meal. You then pay the Operations Manager for any guests you have for lunch or supper. On occasion, it may not be possible to provide your guest(s) with a meal

• Overnight guests. All accommodation and meals must be paid to the Operations manager at the reception office. Prices are as follows:

- guest(s) in their own room: £25 per person bed & breakfast plus £5 for each lunch and/or supper

- guest in student’s room: £10 bed & breakfast plus £5 for each lunch and/or supper

1.6.5 Miscellaneous

Telephone / FaxIncoming personal calls to you are best received on +44 (0)1803 847223 (this phone has an answer phone). Outgoing calls can be made on this phone using a phone account which dials into a UK free number first (phone card). Calls to Totnes and Plymouth are free.

The College administration number +44 (0)1803 865934 will only be able to handle emergency messages.You can send and receive faxes on +44 (0)1803 866899.

Mobile PhonesReception for mobile phones at Schumacher College is not very good for some networks. The recommended networks for the accommodation blocks are 02, Orange and T-Mobile. You are asked not to use mobile phones in places where other residents may be disturbed, especially in the main College buildings and in other communal areas.

ParkingCar parks are located by the main entrance, and behind the Craft Education Centre, adjacent to the College. Please do not park in the courtyard. Students with a car will need to display a free parking permit at all times. these should be collected immediately on arrival to avoid incurring a parking fine.

PostPost is delivered to and collected from the reception office every week day except public holidays.

NewspapersNational newspapers are delivered to the dining area for communal use every morning.

LaundryLinen and towels are provided and can be changed from the clean stock at the College as needed. For personal laundry there are washing, drying and ironing facilities available.

BarThe College bar, The Edge of Chaos, is generally open after evening meetings (only during short courses) on demand, and closes at 11 pm. There are also local pubs within easy walking distance.

SmokingThere is no smoking in any of the College buildings.

InsurancePlease note that we cannot take responsibility for the safety of personal possessions whilst you are at the College. You may wish to take out your own insurance for personal belongings. However, the security record of the College has been more or less without incident in the past. You may also consider buying the following insurance:

• Travel or cancellation insurance in case you have to cancel flights or parts of the programme due to illness or other unfortunate events;

• Private healthcare insurance (although you will also be covered by NHS services in the UK)

Student Rail CardBeing registered with Plymouth University entitles students to a student rail card, which entitles the holder to one-third off most off-peak rail travel within the UK. Application forms are available from all railway stations and a stock is also held by the Postgraduate Programmes Manager. This will need to be stamped with the College stamp and authenticated by a College official.

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Welcome letter from the Sustainable Horticulture and Food Production faculty

Dear Student,

Welcome to the second year of our postgraduate programme in Sustainable Horticulture and Food Production. This programme brings together the thinking, research and practice at the cutting edge of a global food revolution. Drawing from many different projects and schools of thought around the world, we will look at ‘human-scale’ and low input horticulture and agriculture, biodiversity, and how such approaches could feed the world. Our starting point is always the ecology of natural systems.

With global population now over seven billion, we urgently need to consider how our food systems will cope in the coming years. Can they produce enough? How will they react to an unpredictable climate and reduction in fossil fuels and other high-energy inputs on which they currently depend? How can we work with nature and biological cycles to improve our horticultural production? And how do we do it without increasing environmental degradation, climate change or consumption of finite resources, the pressing questions of our time?

The programme builds on the reputation and approach of Rabindranath Tagore, Leonard Elmhirst and EF Schumacher who, in their different ways, promoted human-scale activity and innovative approaches to the sustainability challenges of their times. It is also inspired by the well-established and successful MSc in Holistic Science and by the recently introduced MA in Economics for Transition, by offering new paradigm thinking and practice in horticulture based on contemporary scientific understanding of systems ecology, complexity theory and economic theory.

Both of us have backgrounds in ecology and permaculture and co-ordinate the programme, drawing on other Schumacher College faculty members and a wide range of experts, activists and academics as visiting teachers. We will be there to support your learning journey and will be working with you to ensure this pioneering programme meets your aspirations and is a success for years to come.

Good luck and we very much looking forward to getting to know you all.

Jane Pickard, Head of ecological Horticulture and bethan Stagg, lecturer in ecological Horticulture

2. Postgraduate programme in Sustainable Horticulture and Food Production

Including: MSc Sustainable Horticulture and Food Production PG Diploma Sustainable Horticulture and Food Production PG Certificate Sustainable Horticulture and Food Production

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2.1 introduction to the Programme

The postgraduate programme in Sustainable Horticulture and Food Production focuses on the growth of human-scale food systems through inspiring, developing the skills of and supporting a new generation of growers, entrepreneurs, organisations and activists.

The challenges facing society that this programme addresses include:

• the multiple challenges that the food system currently face - rising populations, climate change, escalating fossil fuel and food prices, food insecurity, soil degradation, biodiversity loss, global poverty and inequality and their systemic links to the current economic model;

• growing disillusionment with dominance of mainstream food production approaches and solutions;

• opportunities for new ecological and biological approaches to intensifying food production with an emphasis on ecosystem and human health.

The programme is rooted in an ecological and systems approach, within the holistic learning model of Schumacher College that attracts students and visiting teachers from all over the world. It explores the frontiers of new thinking and practices in food production that together form a globally diverse effort to build resilient, sustainable and healthy food systems.

Schumacher College attracts people from all walks of life from across the globe - from growers and entrepreneurs to policy makers and social and environmental activists. This programme is designed to support a new generation of growers, leaders and activists to co-create the new food economy. It will be attractive to people at different stages in their life seeking to make a positive contribution to our food systems through enhancing their knowledge; acquiring practical skills; and sharing experiences with people from the global north and south. It provides an opportunity to study with leading thinkers and academics, activists and practitioners in developing a new food paradigm from a range of different perspectives.

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2.2 Programme associates

This programme has been designed collaboratively, building on the core strengths of Schumacher College and drawing on a variety of professional individuals and institutions, in particular the Organic Research Centre, the Centre for Alternative Technology and the School of Biological Sciences at Plymouth University.

Schumacher College The College has 21 years of experience in transformational education and this new programme builds on the College’s existing postgraduate programmes, its internationally renowned short course programme and our vocational horticulture courses. Bethan Stagg and Jane Pickard co-ordinate the programme and teach on most of the modules, as well as other faculty lecturers (Jonathan Dawson, Tim Crabtree, Stephan Harding and Philip Franses) and visiting teachers. (For biographies, see 2.5 below.)

The Organic Research Centre (ORC)The Centre at Elm Farm has played a central role in the development of organic food and farming research, policy and standards since 1980. It applies modern scientific knowledge and research expertise to find ways of maximising food production sustainably, by:

• Carrying out scientific and practical research into all aspects of farming, based on organic principles, with impartiality and independence of mind.

• Expanding knowledge of cyclical and sustainable systems of farming and advising farmers, landowners and related institutions on the commercial application of such systems.

• Evaluating and disseminating information about organic farming and its relevance to food quality, pollution control, appropriate technology, energy efficiency, soil fertility, human and animal welfare and the conservation of the countryside.

They are leading a European-wide project to support the development of plant breeding focused on the needs of organic producers. Funded through the CORE Organic II Eranet, with Defra providing the financial support for ORC and other UK work, the project aims to improve seed quality and health, promote genetic and crop diversity, and encourage the adoption of suitable materials by organic producers.

The Centre for Alternative Technology (CAT)CAT was founded in 1973 on the site of the disused Llwyngwern slate quarry near Machynlleth, in Mid Wales. When founder Gerard Morgan-Grenville started the organisation, he conceived “a project to show the nature of the problem and show ways of going forward”. It was originally a community dedicated to eco-friendly principles and a ‘test bed’ for new ideas and technologies - the Visitor Centre was a later addition.

CAT now conducts research into ecologically sound technologies and founded Zero Carbon Britain, which is researching and developing rapid de-carbonisation scenarios for agriculture and land use, energy supply and demand, buildings and transport. Peter Harper, Founding Director of CAT, contributes to the module ‘Food Systems in a Post-Carbon World’.

Plymouth University - School of Biological SciencesThe School is engaged in teaching and research in a variety of fields relating to ecological horticulture, including environmental biology, conservation biology and plant sciences. The School leads on and provides support and supervision for the MSc dissertation, including guidance on identifying suitable supervisors from the School, Schumacher College and related organisations, choosing and planning the dissertation and developing the experimental design and research methods.

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2.3 Programme overview

2.3.1 Programme aims

The main aims of the programme are to:• Develop the student’s knowledge and understanding of horticultural and

agricultural systems based on biological and ecological processes that address social, ecological and economic challenges;

• Provide an exciting, interdisciplinary education in horticulture and agriculture, in an environment promoting debate and innovation; and

• Develop and enhance the individual’s cognitive, intellectual and intuitive skills and reflective understanding, and to nurture transferrable and practical skills for a sustainable lifestyle and ecological citizenship.

In order to achieve these aims, the programme has developed specific learning outcomes, which are covered in more detail in the Module Descriptions in section 2.4.

2.3.2 the postgraduate learning journey

In keeping with the holistic learning ethic at Schumacher College, students are encouraged to explore not only new intellectual concepts and models but also, to embark on an inner journey involving exploration on two levels. The first is an investigation into how existing belief systems and worldviews are challenged by the experience of being a member of the learning community at Schumacher College. The second is around personal transition, leading to greater clarity about where and how the students can be of greatest service in their work, contributing their gifts to the maximum.

Modes of learning will be selected to reflect the holistic learning approach at Schumacher College that acknowledges and develops the whole person - intellectual, emotional, ethical and practical. In addition, Schumacher College values trans-disciplinary approaches and different ways of knowing. As well as presentations and seminars there will be an emphasis on participatory and experiential methods and reflective inquiry to enable students to apply the learning to their own experience. A wide variety of teaching and learning methods will be employed either as a stand-alone approach or in combination (as appropriate). An overview is given in the table below.

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teaching & learning Methods

description, rationale and examples

Presentations Presentations by faculty and visiting teachers provide students with knowledge, theories and methodologies from experts in the field. These are supplemented by reading lists and audio visual materials.

Workshops Workshops provide a forum for discussion, role play, peer-to-peer learning and team working. Students work with conflicting ideas and build confidence and skills in group facilitation and presentations.

Seminars Students present their own work with the support of the group. Encourages active learning and peer-to-peer learning.

tutorials Individual tutorials allow students to discuss a specific project, respond to feedback and reflect on learning and practice.

case studies & field trips

Case studies in class and site visits enable students to link theory to practice and to work through examples.

Practical trials Research, experiments and trials in horticulture and food preparation.independent study Independent study and reading enables students to develop skills in working

autonomously and to identify, plan and carry out a project.assignment feedback Students are given the opportunity for individual feedback from tutors on drafts

of essays and other work before submission for assessment. This enables students to respond to feedback, develop knowledge and critical skills; as well as refining communication skills.

Student and team presentations

Develops skills in communication, debate, dialogue and team work as well as providing opportunities for peer-to-peer learning and engaging with different perspectives.

online forum Students will have available the facility and opportunity to communicate, share and organise over the internet in a secure learning environment.

learning journal Students are encouraged to keep a learning journal throughout, but the journal does not form part of a graded assessment. The student may find the journal a useful document to discuss with their programme tutor.

reflective inquiry Reflective inquiry encourages students to take ownership of learning and encourage continual cycles of reflection, refinement, action and experimentation.

Participatory learning methods

A wide range of methods (ranging from deep ecology exercises to open space group dynamics) are used to enable experiential and embodied learning and to link theory to practice.

Each module consists of three weeks of taught content followed by a one week study period.. There are six taught modules, three in Term 1 and three in Term 2 with a three week break in between terms.

The taught modules will include field trips to farms, market gardens or other sites. You are advised to bring a small notebook, rain jacket, waterproof trousers and stout boots on field trips. Thermal underclothing, woollen hat and gloves will also be useful for the winter field trips. You will be provided with background information on the site before the visit, to allow you to form an overview and any questions to ask on site.

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2.3.3 introduction to assessment methods & guidelines

Assessment is touched on elsewhere in this document. In 2.4, the assessment criteria specific to each module and the dissertation are described. Section 3.1 describes Plymouth University’s assessment policy and the rules governing the submission of assessment assignments. Here, a brief overview is provided to the ethics and practice of assessment relating to the programme.

A mixed range of assessment methods have been devised to ensure that the learning outcomes of the programme are adequately assessed. These will include opportunities for formative assessment such as constructive feedback on drafts of assignments and peer-to-peer feedback on presentations.

As Schumacher College takes a holistic and transformative approach to learning, the postgraduate programme also encourages novel and holistic approaches to scientific investigation and communication of the results. Investigations may result in very different outcomes to traditional styles of research and reporting. Therefore, both coursework and the dissertation may include alternative creative formats alongside those normally used in the biological sciences. These may include personal narrative and experiential material woven into the written account of the investigation, and art work related to this.

Module assessmentWork produced for module assessment is marked by two teachers as appropriate. A representative sample across a quality range is submitted to the External Examiner for review and for subsequent discussion at the Subject Assessment Panel. Key assessment methods include:

• Attendance: You are expected to attend all teaching sessions of the six taught modules (three modules in the case of the PG Cert. award).

• Assignments: Each module has two assignments, one of which is a presentation (typically 15 minutes’ duration) and the other is an academic essay. Exceptions are:• SCH5414 Plant Science and Botanical Diversity, which has a short plant

identification test, report and an academic essay• SCH5416 Research Methods, which has a project proposal and a project

presentation• SCH5420 Dissertation, which is typically an academic research document.

Dissertation assessmentThe dissertation is typically a 10,000 - 12,000 word academic research document based on an investigative study or, subject to approval, students are able to submit an academic commentary together with a project, or a shorter dissertation along with a presentation or artistic project. Full dissertation guidelines, including ethical principles for research involving human participants and guidelines for the production and submission of dissertations will be provided to students in the first term.

Students are required to submit a proposal outlining their project and proposed methodology as part of the deadline for the SCH5416 Research Methods module (Friday 11 July). This proposal forms part of the Research Methods Module and must be approved by the Dissertation Module Leader and the Research Methods Module Leader before work commences.

The Link Tutor, based at Plymouth University will, in discussion with the Programme Leader at Schumacher College, identify a primary dissertation supervisor for each student. This supervisor will be chosen from Plymouth University or the Schumacher College faculty. In addition, a Secondary Supervisor will be identified for each student. It is envisaged that this will in most cases be a member of the Schumacher College faculty

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but may also be an external individual with the appropriate expertise. Generally, students will look to their Primary Supervisor as principal source of advice and guidance, with the Secondary Supervisor playing a significantly lighter support role.

The Link Tutor will provide guidance on the process of selecting and designing a suitable research topic through tutorials, online support and, where appropriate, seminars. Students are offered a pool of projects drawn from researchers’ own work but also have the option of selecting their own dissertation topic. The pool of projects includes but is not limited to the following themes: agroforestry and forest gardening; people’s perceptions of plants; novel crops in small-scale food production; organic soil amendments; ecological pest management; business plans for commercial sustainable horticulture; compost production and nutrition.

Supervisors will accept drafts to read/comment on material up to Friday 21 november. After that students will not be able to submit drafts of their work for comment. By this date it is expected that you will have produced solid working drafts of your introduction, literature review, and methodology. After this date students are welcome to contact staff members for questions, but not to read and comment on specific material. In other words you will continue to have staff support/guidance on critical issues/questions, but it is up to you to write and present the final document. Staff have agreed that we need to be consistent in our approach and that this arrangement ensures that all students receive the same treatment whilst receiving high quality support and guidance.

The dissertation is usually assessed by the Primary and Secondary Supervisors and moderated by the External Examiner. Results will be available by March 2015.

2.3.4 Programme Structure

Curriculum OutlineThe Sustainable Horticulture and Food Production programme consists of three awards: PG Cert, PG Dip and MSc. There are six taught modules, totalling 120 credits (details below). For the PG Cert the student is required to complete three of the taught modules (SCH5417 Living Systems; SCH5414 Plant Science and Botanical Diversity; SCH5419 Ecological Design and Practice in Horticulture). For the MSc and PG Dip, the student is required to complete all six modules listed below. In addition, for the MSc the student is required to complete the 60-credit dissertation module.

Taught modules

Modules common to all awardsSCH5417 Living Systems SCH5414 Plant Science and Botanical Diversity SCH5419 Ecological Design and Practices in Horticulture

additional modules for MSc and PG dipSCH5416 Research Methods SCH5415 Food Systems in a Post-Carbon World SCH5418 New Food Economy

additional modules for MSc award onlySCH5420 Dissertation

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Three awards are possible, students can enrol for either the PgCert or the PgDip or the MSc. If a student successfully completes either the PgCert or PgDip they enrolled for, they can then subsequently enrol for either a PgDip or Masters using the credits they had already achieved for their PgCert or PgDip as Accredited Prior Certified Learning.

The following part-time pathway is available for MSc:

Year 1: the 6 core modules Year 2: Dissertation

We will not be enrolling part-time PG Dip students in 2014 as there may be changes to some modules for 2015. Students who complete the PG Cert or PG Dip in 2014 will be able to progress to the PG Dip or MSc in 2015 but will need to make this decision when the details of the 2015 programme have been finalised.

DissertationThe dissertation provides students with an opportunity to pursue their own in-depth project. Students are strongly advised to start thinking about their dissertation in the first term. This will enable work to start in the second term, with the final term fully dedicated to the dissertation.

More information on the dissertation project is provided in section 2.3.3 and in the Dissertation Guidelines, which will be provided to the students in Term 1.

Module Set

ScH5417 (20 credits)living Systems

ScH5414 (20 credits)Plant Science and

botanical diversity

ScH5419 (20 credits)ecological design and

Practices in Horticulture

ScH5420 (60 credits) dissertation

ScH5416 (20 credits)research Methods

ScH5415 (20 credits)Food Systems in a Post-carbon World

ScH5418 (20 credits)new Food economy

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2.3.5 timetable for programme and for submission of assessment projects

A summary timetable for full-time students is given below. Detailed timetables for each module will be distributed at the beginning of each module.

• From Monday 2 December (to be completed in December at the student’s own pace)Access to Plant Sciences course (online)

Term 1• Friday 3 January

Arrival at the College

• Monday 6 - Friday 31 JanuaryLiving Systems

• Monday 3 - Friday 28 FebruaryPlant Science and Botanical Diversity

• Monday 3 - Friday 28 MarchEcological Design and Practices in Horticulture

Term 2• Tuesday 22 April - Friday 16 May

Research Methods

• Monday 19 May - Friday 13 JuneFood Systems in a Post-Carbon World

• Monday 16 June - Friday 11 July New Food Economy

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Assignment deadlines for taught modulesThe taught modules are 100% assessed by coursework, apart from ‘Plant Science and Botanical Diversity’, in which 10% of the marks are a plant identification test. Students will have an opportunity to submit a draft of their coursework for feedback by the Module Leader. Module Leaders will provide guidance on the deadline for feedback on outlines and drafts during the module taught sessions. Written assignments are to be submitted electronically via the VLE by 12 noon on the stated date.

Term 1Living Systems Presentation - Friday 24 January Written assignment - Friday 31 January

Plant Science and Botanical Diversity Report - Thursday 27 February Identification test - Monday 24 February Written assignment - Thursday 17 April

Ecological Design and Practices in Horticulture Poster presentation - Wednesday 26 MarchWritten assignment - Thursday 17 April

Term 2Research Methods Presentation - Friday 16 May Written assignment - Friday 11 July

Food Systems in a Post-Carbon World Presentation - Friday 13 June Written assignment - Friday 25 July

New Food Economy Presentation - Tuesday 8 July Written assignment - Friday 25 July Dissertation Timeline

Friday 16 May - Notify Dissertation Module Leader of dissertation topic and draft project title, to allow selection of supervisors.

Friday 11 July - submit a proposal outlining their project and proposed methodology, which is one of the assignments for the Research Methods module.

Monday 11 August - start investigative project for dissertation (some students will have already started depending on the nature of the project).

Friday 21 November- deadline for submitting drafts to supervisors for comment .

Friday 19 December - deadline for submitting dissertation, including any project or formal presentation that has been approved as part of the project.

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2.4 Programme details

2.4.1 taught Modules

Details of the full programme specifications will be available to all students on their online server. A detailed timetable, including session details, presenters and recommended reading will be provided to students in advance of each of the modules.

Module code ScH5414: Plant Science and botanical diversity

Module teachers: Bethan Stagg, Martin Crawford, Robbie Girling, Jane Pickardcredits: 20level: 7

Module aims:(a) To develop an understanding of the soil food web and the importance of soil protection, sensitive

cultivations, organic matter amendments, fertility building crops and diverse cropping for maintaining soil health in crop production.

(b) To develop an understanding of growth and establishment of annual and perennial crops and study production methods that promote biological functioning, minimise resource use and maintain crop health.

(c) To establish taxonomic skills for the most relevant angiosperm families and explore the application of botanical diversity to horticultural food production, at the genetic, species and plant community scales.

indicative syllabus content:Biology of plant establishment, growth and development; plant genetics and crop breeding; characteristics of ‘living soil’; biological soil management practices; crop rotation; drainage and irrigation; pest, weed and disease management; requirements for a variety of annual and perennial crops; plant identification and classification; angiosperm families relevant to crop production; relevant field trip(s) or site-based practical(s).

assessed learning outcomes: (i) Review organic amendments in horticultural crop production and communicate relative benefits to crop

nutrition and soil health.

(ii) Critically appraise the cultivation requirements of food crops, including soil, nutrition and cultural practices for propagation, growth and development appropriate in a sustainable horticultural system.

(iii) Demonstrate taxonomic identification skills relating to a suite of angiosperm specimens.

(iv) Justify the role of botanical diversity in sustainable horticultural food production.

threshold assessment criteriaKnowledge and understandingHas an in depth understanding of horticultural food production based on biological principles, the meaning of botanical diversity in crop production and how it relates to sustainable production; can work with research-based knowledge relevant to the academic discipline, with few omissions and errors.

Communication and presentationComprehensible style and follows accepted conventions in academic / professional writing. Data displayed using appropriate format(s).

Cognitive and intellectual skillsAble to interpret primary and secondary literature sources in order to describe cultural practices for crop growth and development and the role of plant diversity in a sustainable system; display a level of conceptual understanding to allow for critical evaluation and consistently clear communication.

Key/transferable skillsLearning resources and management of information: is able to use a full range of learning resources, and can competently undertake research tasks with a minimum of guidance.Communication: can engage in academic debate with others, reporting on action clearly and autonomously.

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assessment modeReport (40%), written assignment (50%), practical examination (10%)

Schedule of teaching and learningA mixed range of teaching and learning methods drawn from the following: presentations, workshops, seminars, tutorials, case studies, field trips, practical trials, independent study, and reflective inquiry and participatory learning methods.

recommended texts and sourcesVideo

• Hosking, R. 2009. Farm For a Future. [Online]: http://vimeo.com/72026186• Kloot, B. Thomas, P. 2011. Soil Stories. [Online]: http://vimeo.com/26081356

Books and articles• Altieri, M. 1999. The Ecological Role of Biodiversity in Agroecosystems.

Agriculture, Ecosystems and Environment. 23. 19-31. [Online]: http://globalrestorationnetwork.org/uploads/files/LiteratureAttachments/317_the-ecological-role-of-biodiversity-in-agroecosystems.pdf

• Davies, G. and Lennartsson, M. 2006. Organic Vegetable Production: a Complete Guide. Crowood Press, Ltd.

• Gliessman, SR. 2006. Agroecology: the Ecology of Sustainable Food Systems. CRC Press.

• Ingram, DS. Vince-Prue, D. Gregory, PJ. 2008. Science and the Garden. Blackwell Publishing. (Chapters 1 - 8, 13).

• Lammerts Van Beuren, ET et al. 2011. The Need to Breed Crop Varieties Suitable for Organic Farming, Using Wheat, Tomato and Broccoli as Examples: a Review. 58 (3-4). [Online]: www.sciencedirect.com/science/article/pii/S157352141000014X

• Ostergard, H. et al. 2009. Time for a Shift in Crop Production: Embracing Complexity Through Diversity at All Levels. [Online]: http://onlinelibrary.wiley.com/doi/10.1002/jsfa.3615/pdf

• Smith, J. 2010. Agroforestry: Reconciling Production with Protection of the Environment. A Synopsis of Research Literature. [online] http://orgprints.org/18172/1/Agroforestry_synopsis.pdf

• Smith, JP. and Wolfe, BD. M.S. 2012. Reconciling Productivity with Protection of the Environment: Is Temperate Agroforestry the Answer? Renewable Agriculture and Food Systems: 28(1);80-92. [Online]: http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=8482905&fulltextType=RV&file Id=S1742170511000585

• White, RE. 2006. Principles and Practice of Soil Science: The Soil as a Natural Resource. Blackwell Publishing. (Chapters 1 - 3, 7, 10).

In addition, students will be expect to refer to a range of relevant journals, such as Agroecology and Sustainable Food Systems, Renewable Agriculture and Food Systems, Agronomy for Sustainable Development, Agroforestry Systems, Journal of Agroecology and Sustainable Food Systems and Journal of Agriculture, Ecosystems and Environment.

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Module code ScH5415: Food Systems in a Post-carbon World

Module teachers: Peter Harper, Jane Pickard, Anne-Marie Meyercredits: 20level: 7

Module aims(a) To give a wide overview of the sustainability of food production and industry in the UK under current

practices and under future low carbon scenarios, incorporating social, economic and ecological factors.

(b) To examine the potential for alternative means of production and processing in the UK, and what can be achieved by different strategies.

(c) To evaluate alternative food sources that would form part of a ‘low carbon’ diet.

(d) To establish the basic principles of a ‘zero carbon’ landscape.

(e) To enhance knowledge using lecture based and practical exercises to include field trips.

indicative syllabus contentFood cultures and the evolution of diets; food production the present day and historic trends; emerging sustainable biological productions systems; the food industry and global food network; carbon footprint of existing and emerging production systems; composting technologies; experimental food technologies; land use, ecosystem services and alternatives uses; post carbon food systems; practical sessions and field trips.

assessed learning outcomes: (i) Critique key food system issues in relation to current practice and future scenarios.

(ii) Describe the potential effects of a rapid decarbonisation programme on land use and farming.

(iii) Evaluate diets from a carbon perspective and design nutritionally-superior low-carbon diets.

(iv) Identify necessary changes to food policy and systems in order to create a sustainable land use future in the UK and be able to analyse the consequences of these changes.

threshold assessment criteriaWritten assignment

• Knowledge baseHas depth and systematic understanding of knowledge in specialised areas of the academic discipline.

• Self-evaluationHas reflected on the module content and developed critical faculties to apply understanding to different geographical areas.

• Written Presentation Comprehensible style and follows accepted conventions in academic/professional writing. Data displayed using appropriate format(s).

Group presentation• Organisation

Demonstrable teamwork in preparation and delivery of the presentation.• Creativity

Reflected on the subject matter and attempted creative and engaging forms of presentation.• Presentation

Comprehensive style with a structure and form that supports a coherent narrative.

assessment modeWritten assignment (70%); report with presentation (30%).

Schedule of teaching and learningA mixed range of teaching and learning methods drawn from the following: presentations, workshops, seminars, tutorials, case studies, field trips, simulations, practical trials, exercises and role play, independent study, research methods, action research and reflective inquiry and participatory learning methods.

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recommended texts and sourcesVideo

• Holmgren, D. 2005. Holistic Approaches to Food Production During Energy Descent. [Online]: http://vimeo.com/5646693

• Holmgren, D. 2012. Permaculture Principles in the Developed World and the Transition Away from Fossil-Based Fuels. [Online]: http://vimeo.com/32106050

Books and articles• Allen, P. et al. 2013. Zero Carbon Britain 2030: A New Energy Strategy, CAT

Publications: Wales. [Online]: www.zerocarbonbritain.org/• Bows et al. 2012. What’s Cooking? Sustainable Consumption Institute, University

of Manchester. [Online]: www.sci.manchester.ac.uk/uploads/sci-whats-cooking-august-2012.pdf

• Heinberg, R. and Bomford, M. 2009. The Food and Farming Transition: Toward a Post Carbon Food System. Post Carbon Institute: Sebastopol, CA. [Online]: www.postcarbon.org/files/PCI-food-and-farming-transition.pdf

• Griggs, J. 2013. Market Garden Britain. Climate Friendly Food. [Online]: www.marketgardenbritain.org/sites/default/files/final_market_garden_britain_2030_full_report_0.pdf

• Poli, A. 2010. The Food Pyramid and the Environmental Pyramid. Barilla Centre for Food and Nutrition.

• Pollan, M. 2006. The Omnivore’s Dilemma: a Natural History of Four Meals. Penguin Books.

• Pollan, M. 2009. In Defense of Food. Penguin Books.

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Module code ScH5416: research Methods

Module teachers: Martin Shaw, Jane Pickard, Martin Wolfe and other teachers from The Organic Research Centre

credits: 20level: 7

Module aims(a) Provide an understanding of the philosophy, context and practice of scientific enquiry in biological and

social sciences, and an appreciation of certain key methods related to their field of interest.

(b) Review a spectrum of research methodologies applicable to biological and social sciences including system and holistic methods.

(c) Develop relevant communication skills to convey scientific research to scientists and the general public.

indicative syllabus contentHistory and philosophy of science; experimental design and data analysis; safety assessment; project management; biological and social methodologies including systemic (i.e. habitat assessments for agro-ecological systems and species diversity indices) and holistic approaches (i.e. free choice profiling); written, verbal and graphic communication skills for research, teaching, and public understanding of science; career mapping and development.

assessed learning outcomes: (i) Demonstrate appropriate understanding of research issues and apply research skills to the design of a

research project.

(ii) Review and present the current status of a field of scientific investigation relevant to their proposed research.

threshold assessment criteriaWritten assignment

• Evidence of study/reading in preparation of the research project.• Articulation of a clear idea/theme to be discussed in the dissertation. • Identify and describe proposed use of the methodology chosen for the dissertation.• Design of a workable and defensible structure for the dissertation.• Identification of texts to which the dissertation will refer using the Harvard referencing system.

Presentation• Engage a diverse audience in the proposed topic of your dissertation.• Describe and justify the methodology proposed for your research.• Stimulate and respond to questions from the audience on the nature, direction and method of your

dissertation.

assessment modeProject proposal 70%; project presentation 30%.

Schedule of teaching and learningThe module is delivered through a programme of seminars, presentations, workshops, tutorials, and coursework.

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recommended texts and sources• Ruxton, G.D. and Colegrave, N. 2010. Experimental Design for the Life Sciences.

3rd edition. Oxford University Press.• Sayer, A. 2010. Methods in Social Science. Revised 2nd edition. Routledge.

Particularly Chapter 1: Knowledge in context.• Shaw, M. 2011. Branch from the Lightening Tree. White Cloud Press.• Wemelsfelder, F., Hunter, EA., Mendl, MT. and Lawrence, A.B. 2001. Assessing the

‘Whole Animal’: a Free Choice Profiling Approach. Animal Behaviour, 62, 209-220. [Online]: www.bioss.ac.uk/uploads/2825/Tony_AnBehav_2001.pdf

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Module code ScH5417: living Systems

Module teachers: Stephan Harding, Philip Franses, Anne-Marie Meyer, Andrea Berardicredits: 20level: 7

Module aims(a) Apply principles from ecology and Gaia Theory, dynamic systems thinking and complexity science to

socio-economic and biological systems.

(b) Develop personal and group inquiry practices to raise awareness of the interdependent relationship between the individual, society and nature and between theory, experience and practice.

(c) Develop an understanding, evaluate and apply the key concepts of resilience thinking across a variety of contexts and scales related to food systems.

(d) Examine the connection between food production, distribution and human nutrition.

indicative syllabus contentEvolution of the concept of sustainable development; overview of current sustainability challenges; deep ecology philosophy, personal and group inquiry practices to explore the interdependence between self, society and nature; key principles of the ecological paradigm drawn from ecology and systems thinking, chaos and complexity science, and Gaia Theory; application of resilience theory and systems thinking to socio-ecological food production systems; sustainable human nutrition.

assessed learning outcomes: (i) Critically analyse, compare and contrast theoretical approaches to sustainable development.

(ii) Discuss the basis for sustainable food networks within in socio-ecological systems.

(iii) Debate issues relating to resource use in a professional manner and with relevance to the learner’s anticipated career path.

threshold assessment criteriaKnowledge base

• Be able to critically compare and contrast different approaches to sustainability.• Can undertake critical analysis of selected food systems using socio-ecological methodology, and can

communicate the outcome effectively.• Can show a level of conceptual understanding enabling the critical evaluation of methodologies utilised to

assess sustainability.• Can engage confidently in academic and professional communication with others, reporting on action

clearly, autonomously and competently.

Self-evaluation• Has contemplated on the deep ecological perspective within the context of alternative perspectives, and

reflected on own behaviours and practices.

Communication and presentation • Comprehensible style and follows accepted conventions in academic/professional writing. Data displayed

using appropriate format(s).

assessment modeReport with group presentation (30%), written assignment (70%).

Schedule of teaching and learningA mixed range of teaching and learning methods drawn from the following: presentations, workshops, seminars, tutorials, case studies, field trips, simulations,, exercises and role play, independent study, research methods, action research and reflective inquiry and participatory learning methods.

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recommended texts and sources• Bortoft, H. 2012. Taking Appearance Seriously. Floris Books.• Capra, F. 1997. The Web of Life. Flamingo. London.• Goodwin, B. 2007. Nature’s Due: Healing Our Fragmented Culture. Floris Edinburgh.• Harding, S. 2009. Animate Earth. Green Books.• Holdrege, C. 2013. Thinking like a Plant. Floris Books.

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Module code ScH5418: new Food economy

Module teachers: Jonathan Dawson, Tim Crabtree, Charlie Clutterbuck and Julie Browncredits: 20level: 7

Module aims(a) Critique the neoclassical underpinnings of the existing dominant global food economy, and its links to

sustainability crises, through the lens of alternative schools of thought.

(b) Engage students in debate on the significance of ‘region’ in the new food economy and examine the contingent role of diverse social, political and bio-physical processes.

(c) Explore the ethics, practice and business rationale of Fair Trade and other cooperative international food trade models.

(d) Develop an understanding of the structure and content of ‘new’ business models, their social and economic rationale, and their application to ‘regional’ and global food production systems and networks.

(e) Explore the make-up of food cultures, how they form and how they can be influenced.

indicative syllabus contentHistorical overview of farming and food production and dominant food systems and agri-food businesses; food security, food democracy and social justice, debate globalisation versus localisation; the growth of ‘new’ human-scale enterprise models (CSA, CIC, IPS etc) based on ‘regional’ food systems and diversified production (production, processing, distribution and retail); the economic rationale of these new models; food culture, market perceptions and the creation of new markets; sustainable nutrition; design of a re-regionalised food system; field visits.

assessed learning outcomes: (i) Understand the theoretical frameworks and the main debates related to the new food economy.

(ii) Apply new enterprise models, tools, methods and policies to real world case studies across different aspects of the food economy.

(iii) Derive (develop) practical steps towards the move to a new food economy.

threshold assessment criteriaWritten assignment Knowledge baseAbility to:

• critically evaluate, compare and contrast food enterprise and food network models.• demonstrate understanding of innovative socially and ecologically beneficial enterprise models.• apply new learning to a range of contexts.• evaluate local food cultures, the forces that shape them and the critical points of intervention.

Communication and presentation Comprehensible style and follows accepted conventions in academic/professional writing. Data displayed using appropriate format(s).

Problem solvingIntegrating transformative practices within new or existing systems or organisations.

assessment modeReport with presentation (30%), written assignment (70%).

Schedule of teaching and learningA mixed range of teaching and learning methods drawn from the following: presentations, workshops, seminars, tutorials, case studies, field trips, simulations, independent study, research methods, action research and reflective inquiry and participatory learning methods.

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recommended texts and sourcesVideo

• Hosking, R. 2009. Farm for a Future. [Online]: http://vimeo.com/72026186• Noberg-Hodge, H. 1993. Ancient Futures: Learning From Ladakh. [Online]:

http://vimeo.com/21643212• Patel, R. 2010. Food: Who Pays the Price? [Online]: http://rajpatel.org/2010/07/28/

food-who-pays-the-price-2/• Moyers, B. 2012. Vandana Shiva on the Problem with Genetically-Modified Seeds

[Online]: http://vimeo.com/45691238• La Via Campesina. 2011. La Via Campesina in Movement... Food Sovereignty

Now! [Online]: http://vimeo.com/27473286

Audio• Saladino, D. 2012 . The Food Programme: Generation Food. [Online]: www.bbc.

co.uk/programmes/b019rd9c

Books/articles• Norberg-Hodge, H., Merrifield, T. and Gorelick, S. 2002. Bringing the Food

Economy Home: Alternatives to Global Agribusiness. Zed Books Ltd. [Online]: http://books.google.co.uk/books?hl=en&lr=&id=d0Z39xLdlHYC&oi=fnd&pg=PR7&dq=food+economy&ots=ulJKVEg2De&sig=ntzMVv5EOtzek-dhd3-kzvs8bRo#v=onepage&q=food%20economy&f=false

• Lang, T. 2011. Where is the 21st-century Approach to Feeding the World? The Guardian June 2011. [Online]: www.guardian.co.uk/commentisfree/2011/jun/01/food-prices-doubling

• Monbiot, G. 2012. The Fat of the Land: Robbing the Poor, Trashing the Natural World: Europe’s Farm Subsidies are an Obscenity. [Online]: www.monbiot.com/2012/11/26/the-fat-of-the-land/

• Monbiot, G. 2013. Hunger Games: The Rich World is Causing the Famines it Claims To Be Preventing. The Guardian August 2013. [Online]: www.monbiot.com/2012/08/13/hunger-games/

• Pollan, M. 2011. How Change is Going to Come in the National Food System. The Nation. [Online]: http://michaelpollan.com/articles-archive/how-change-is-going-to-come-in-the-food-system/

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Module code ScH5419: ecological design and Practices in Horticulture

Module teachers: Bethan Stagg, Patrick Whitefield, Stephen Briggs, Jo Smith, Anna Lewingtoncredits: 20level: 7

Module aims(a) To examine environmental variables and adaptations to environmental stresses exhibited by different

food plants.

(b) To appreciate the importance of microclimates in horticultural food production and learn how these can be improved through planting schemes and land-use practices.

(c) To develop an understanding of ecological interactions in horticultural systems, including food webs and functional groups, metapopulation dynamics, habitat creation.

(d) To familiarise students with a variety of horticultural systems pertinent to sustainable land-use, including protected cropping, market gardens and orchards.

(e) To introduce the student to the relevance of the cultural use of plants and botanical conservation to sustainable horticulture.

indicative syllabus contentAbiotic and biotic factors; plant responses to environment and species interactions; ecological census and surveys; ecological interactions in horticultural systems; habitats and habitat creation; characteristics and design of different horticultural and agroforestry systems; ethnobotany, botanical conservation and applications to sustainable horticulture; fieldwork and/or practical(s).

assessed learning outcomes: (i) Assess and evaluate adaptations to environmental stresses that are exhibited by or selected for in a

variety of food plants.

(ii) Review the effects of environmental factors on horticultural production in a specified site(s) and evaluate the potential for microclimate amelioration.

(iii) Critically appraise the biodiversity conservation and productivity of specified horticultural systems.

threshold assessment criteriaKnowledge and understandingKnowledge base: has systematic understanding of ecology in relation to horticulture and a variety of horticultural systems, including current research, techniques and practices; understanding of the importance of botanical diversity and conservation.

Cognitive and intellectual skillsCompare a variety of horticultural systems, undertaking research and critical evaluation; field assessment and spatial design; evaluate environmental factors and relate to horticultural production; apply concepts of botanical diversity to crop production.

Key/transferable skillsLearning resources and management of information: is able to use a full range of learning resources, and can competently undertake research tasks with a minimum of guidance.

Communications and presentationsComprehensive style and follows accepted conventions in academic/professional writing. Data displayed using appropriate formats.

assessment modeWritten assignment (50%), poster with poster presentation (50%).

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Schedule of teaching and learningThe module is delivered through a combination of lectures, online discussion forum, group work, practicals and tutorial sessions.

recommended texts and sourcesVideo• Kellert, S. 2012. Biophilic Design, the architecture of life. [Online]: http://vimeo.

com/41817768• Schulz, V. 2008. Permaculture - a Quiet Revolution [Online]: http://vimeo.

com/20364829

Books/articles• Begon, M. Townsend, CR. Harper, JL. 2005. Ecology: from Individuals to

Ecosystems. Blackwell Publishers.• Burchett S, Burchett, S. 2011. Introduction to Wildlife Conservation in Farming.

John Wiley and Sons.• Ewell, JJ. 1999. Natural Systems as Models for the Design of Sustainable Systems

of Land Use. Agroforestry Systems. 45 (1-3), 1-2. [Online]: www.nrem.iastate.edu/class/assets/NREM471_571/Agroforestry%20readings_2009/Week%209/Ewel_1999.pdf

• Goddard, MA., Dougill, AJ. and Benton, TG. 2009. Scaling Up from Gardens: Biodiversity Conservation in Urban Environments. Trends in Ecology and Evolution 1175 1-9. [Online]: www.seedengr.com/Scaling%20up%20from%20gardens%20biodiversity%20Conservation%20in%20urban%20environments.pdf

• Crawford, M. 2010. Creating a Forest Garden; Working with Nature to Grow Edible Crops. Chelsea Green Publishing (Chapters 9; 10).

• Gliessman, SR. 2006. Agroecology: the Ecology of Sustainable Food Systems. CRC Press.

• Van Der Ryn, S. and Cowan, S. 1996. Ecological Design. Island Press (Chapter 2).• Padulosi, S. Bergamini, N. and Lawrence, T. 2011. On-farm Conservation of

Neglected and Underutilized Species: Status, Trends and Novel to Cope with Climate Change. [online]: www.cropsforthefuture.org/wp-content/uploads/2012/05/2011-onfarm_conservation_nus.pdf

• Sutherland, WJ. 2006. Ecological Census Techniques: a Handbook. Cambridge University Press.

• Tiraro, R. and Cotter, J. 2010. Ecological Farming: Drought Resistant Agriculture. Joint University of Exeter and Greenpeace Report [Online]: http://indiagovernance.gov.in/files/Drought_Resistant_Agriculture.pdf

• Whitefield, P. 2004. The Earthcare Manual: a Permaculture Handbook for Britain and Other Temperate Climates. Permanent Publications (Chapters 4; 13; 14).

In addition, students will be expect to refer to a range of relevant journals, such as Agroecology and Sustainable Food Systems, Renewable Agriculture and Food Systems, Agronomy for Sustainable Development, Agroforestry Systems, Journal of Agroecology and Sustainable Food Systems and Journal of Agriculture, Ecosystems and Environment.

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2.4.2 dissertation

Module code ScH5420: Sustainable Horticulture and Food Production dissertation

credits: 60level: 7

Module aims(a) Provide an opportunity for the student to pursue in depth a topic of their own interest.

(b) Extend the student’s powers of critical evaluation and original thought.

(c) Develop the skills and confidence necessary to carry out original research.

assessed learning outcomes: (i) Formulate research questions and develop a research design; make use of scientific literature, scholarly

reviews and primary resources appropriate to the discipline.

(ii) Plan, implement and manage a research project.

(iii) Analyse the research problem using appropriate methodologies.

(iv) Appreciate the ethical dimensions of the research.

(v) Synthesise recommendations which follow logically from the research.

(vi) Prepare a clear, well presented report in a format appropriate to the topic) which communicates the ideas, problems, solutions and results in an accessible manner.

threshold assessment criteriaKnowledge base

• A clearly defined question or hypothesis.• Has in-depth and systemic understanding of the chosen subject area of the dissertation. • Applied and adapted as appropriate course learning to illuminate contextual aspects of chosen discipline. • Maintained a tight narrative to the dissertation with clear conclusion and identification of opportunity for

further research or investigation.• Identify a suitable research topic, formulate research questions and develop a research design; make use of

scholarly reviews and primary resources appropriate to the discipline.• Plan an investigation and evaluate alternative courses of action.• Analyse the research problem using an appropriate methodology.• Appreciate the ethical dimensions of the research.• Synthesise recommendations which follow logically from the research.• Prepare a clear, well presented report or project which communicates the ideas, problems, solutions and

results in an accessible manner.

Written presentation • Comprehensible style and follows accepted conventions in academic/professional writing. Data displayed

using appropriate format(s).

assessment mode100% coursework. Dissertation, typically 10,000 -12,000 words.

Schedule of teaching and learningThe module is delivered through a flexible programme of tutorial support from the primary and secondary supervisors.

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recommended texts and sources• Hart, C. 2004. Doing your Masters Dissertation, Sage Publications.• Creswell, J. 2008. Research design: Qualitative, Quantitative, and Mixed Methods

Approaches 3rd Ed. Sage: London.• Bryman, A. 2008. Social Research Methods. 3rd Ed. Oxford: Oxford University

Press.• Bryman, A. and Bell, E. 2011. Business Research Methods. 33rd Ed. Oxford:

Oxford University Press.• Gerrard, CL; Moakes, Simon and Padel, Susanne. 2012. The Use of Farm Business

Survey Data to Compare the Environmental Performance of Organic and Conventional Farms. International Journal of Agricultural Management, 2 (1), pp. 5-16.

• Reason P. and Bradbury H. (eds) 2008. The Sage Handbook of Action Research, Sage Publications, London.

• Sayer, A. 2010. Methods in Social Science. Revised 2nd Ed. London: Routledge.• Shaw, M. 2011. Branch from the Lightening Tree. White Cloud Press.• Wemelsfelder, F., Hunter E.A., Mendl, M.T. and Lawrence, A.B. 2001. Assessing the

‘whole animal’: a free choice profiling approach. Animal Behaviour, 62, 209-220. [Online]. www.bioss.ac.uk/uploads/2825/Tony_AnBehav_2001.pdf

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2.5 course teachers

Schumacher College Faculty

dr Jane Pickard, Head of Ecological Horticulture

Module Leader for Research Methods and Food Systems in a Post Carbon World Jane completed a BSc in Marine Biology and Oceanography from Bangor University and was then awarded a Commonwealth Scholarship to study for her PhD in Zoology from the University of Tasmania. She worked for ten years in applied freshwater research in Australia before moving into permaculture consulting and teaching. She also taught clarinet, saxophone and piano for 10 years. Since returning to the UK in 2010 she has worked with community groups developing food growing projects and was Head Gardener for the Sharpham Trust. She completed the Level 3 Sustainable Horticulture Diploma at Schumacher/Duchy College in 2011. She is particularly interested in learning how to grow enough interesting food crops to make a truly local diet both healthy and enjoyable. She still has a soft spot for water mites.

bethan Stagg, Ecological Horticulture Lecturer

Module Leader for Plant Science and Botanical Diversity and Ecological Design and Practices in Horticulture

Bethan has an MSc in Biodiversity and Conservation from the University of Leeds, a BSc in Biology from the University of Bristol, and 20 years’ professional experience in the environmental field in the UK and overseas. Bethan’s main roles have been as a farmers’ market manager, co-ordinator of a national allotments initiative, ecological surveyor and botanical tutor. Bethan is undertaking research on botanical education and participatory ecology surveys at Plymouth University, where she worked prior to the college, and is currently publishing in the Journal of Biological Education and New Journal of Botany.

Jonathan dawson, Head of Economics,

Module Leader for New Food Economy

Jonathan is a sustainability educator and activist until recently based at the Findhorn Foundation in Scotland, where he taught human ecology and applied sustainability studies. He is a recent President of the Global Ecovillage Network and has published widely both on ecovillages and other sustainable community initiatives.

Jonathan has spent much of the last 20 years involved in development work in Africa and South Asia, as a researcher, author, project manager and consultant, working primarily in the field of small enterprise and community economic development. He has worked for

clients as diverse as the World Bank, the United Nations and numerous bilateral development agencies and NGOs, including the organisation created by E.F. Schumacher, Intermediate Technology Development Group (recently renamed Practical Action).

Philip Franses, Lecturer in Complexity,

Lecturer on Living Systems

Philip is a lecturer in complexity and holistic science at Schumacher College. Born in 1958 in England, Philip studied mathematics at New College Oxford from 1976 to 1980. Academia’s dull explanation of the world inspired him on a counter-journey into the depths of experience, travelling and a re-sensitisation to quality. In 2005, after a 15 year career designing intelligent software, Philip had a chance encounter with Satish Kumar and was moved to come to Schumacher as an MSc student. Here he was especially inspired by the work and scientific approaches of Goethean scientist Henri Bortoft, the physicist Basil Hiley and the late Brian Goodwin, professor of biology.

Philip now runs local workshops in Goethean science, has begun the forum Process and Pilgrimage (inaugurated in 2009 at Birkbeck College) and is working in partnership with Aboca herbal health company, restoring the whole herb as the qualitative source of health.

Stephan Harding, Resident Ecologist and Head of Holistic ScienceModule Leader for Living Systems

Stephan was born in Venezuela in 1953 and came to England at the age of six. Since childhood Stephan has had a deep fascination with the natural world, and his scientific cast of mind lead him to do a degree in Zoology at the University of Durham and then a doctorate on the behavioural ecology of the muntjac deer at Oxford University. He has been involved in ecological research, expedition and teaching in Zimbabwe, Peru, Venezuela and Costa Rica.

Stephan became a founder member of Schumacher College in 1990. The College’s first teacher was James Lovelock, with whom Stephan has maintained a long-lasting friendship and scientific collaboration that culminated in their joint appointment as chair holders of the Arne Naess Chair in Global Justice and the Environment at the University of Oslo. Stephan lives on the College campus with his wife Julia Ponsonby and their son Oscar, and is the author of Animate Earth: Science, Intuition and Gaia published in 2006.

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Satish Kumar, Visiting Fellow

Satish was only nine years old when he joined the wandering brotherhood of Jain monks. Dissuaded from his path by an inner voice at the age of eighteen, he left the monastic order and became a campaigner for land reform, working to turn Gandhi’s vision of a peaceful world into reality. Fired by the example of Bertrand Russell, he undertook an 8,000 mile peace pilgrimage, walking from India to America without any money, through deserts, mountains, storms and snow. It was an adventure during which he was thrown into jail in France, faced a loaded gun in America - and delivered packets of ‘peace tea’ to the leaders of the four nuclear powers.

In 1973, he settled in England, taking the Editorship of Resurgence magazine. He has been the editor ever since (30+ years!). He is the guiding spirit behind a number of ecological, spiritual and educational ventures in Britain. He founded the Small School in Hartland, a pioneering secondary school (aged 11-16), which brings into its curriculum ecological and spiritual values. In 1991, Schumacher College, a residential international center for the study of ecological and spiritual values, was founded, of which he held the title of Director of Programme.

Plymouth University Faculty

dr rob Parkinson is Associate Professor and Senior Lecturer in Soil Science, Plymouth University. He has a Doctorate in Soil Water Dynamics from the University of London, an MSc (Dist.) Pedology and Soil Survey from the University of Reading and a BSc (Hons) Geography and Geology from the University of Leeds. His teaching and research interests span nutrient dynamics in sustainable agricultural systems, environmental impacts of farm and human waste recycling processes, including composting and anaerobic digestion, edaphic and landscape controls on habitat restoration strategies, and environmental aspects of agricultural land use and sustainability of food production systems.

Visiting teachers (in order of appearance)

dr andrea berardi is Lecturer in Environmental Information Systems at

the Open University, where he promotes, facilitates and designs systems for social justice and ecological sustainability. Andrea has a BSc in Ecology, an MSc in Nature Conservation, and a PhD in Geography. He is currently involved in research within Brazil and Guyana exploring the use of visual communication tools and holistic frameworks for supporting the grassroots capture and dissemination of community owned solutions. Andrea aims to engage with environmental and social justice issues not only as a teacher and researcher, but also as part of a family, a local community member and an activist. By growing vegetables on two allotments, having hens in his back garden and using local and Fairtrade/organic companies, he has managed to boycott large supermarket chains for the last 10 years.

dr anne-Marie Mayer works on the interface between agriculture and nutrition and is passionate about sustainable solutions for both. She works  for international organizations on research, evaluation, design, documentation of nutrition programmes and policy. She has a PhD in international nutrition and has also taught  Permaculture Design. Now her goal is to bring sustainable design principles to global nutrition problems.

Patrick Whitefield is one of the leading permaculture teachers in Britain, indeed in Europe. He combines a deep knowledge of the subject with an inspiring and professional teaching style. He’s written three books on permaculture: Permaculture in a Nutshell, How to Make a Forest Garden and The Earth Care Manual. His latest book is The Living Landscape, how to read it and understand it, a subject especially close to his heart

Stephen briggs is director of Abacus Organic Associates and author of Organic Cereal and Pulse Production. He is the vice chairman of the European Agroforestry Federation (EURAF) and in 2011 completed a Nuffield farming scholarship visiting agroforestry sites all over the globe.

dr robbie Girling is the Principal Researcher in Crops and Agroforestry and The Organic Research Centre - Elm Farm. Robbie has a PhD in plant-insect interactions (2004, University of East

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Anglia) and has spent much of his career working in Integrated Pest Management in the UK, the USA and Ireland. His research interests focus on plant-insect interactions and the behavioural ecology, chemical ecology and neurophysiology of insects that are of importance to agriculture. The overarching aim of his research is to contribute knowledge to enhance biological control and pollination services under the umbrella of integrated and low input pest management.

anna lewington is an ethno-botanist and writer who has been researching the uses people make of plants for many years. She is the author of two editions of ‘Plants For People’ - a comprehensive study of the ways in which products from plants support our daily lives. First written at the invitation of the Royal Botanic Gardens, Kew this book was later described by Tim Smit as ‘a complete inspiration to the Eden Project’. She has also written 6 educational books about rainforests and their peoples for children and co-authored ‘Ancient Trees - Trees that live for 1,000 years’. Anna has a long standing interest in the indigenous peoples and cultures of Latin America, leading to her MPhil at St Andrews University on the importance of cassava to the Matsigenka Indians of the Peruvian Amazon. She has also been privileged to work and carry out research with Andean communities in Ecuador and Chile as well as rubber tappers in Brazil. Anna has worked as a consultant to many organizations, from WWF and the Chelsea Physic Garden to the British Government in Brazil, where she accepted the post of Assistant to Environment Secretary, Jose Lutzenberger.

Martin crawford is Director of The Agroforestry Research Trust, established in 1992, and author of the book ‘Creating a Forest Garden; working with nature to grow edible crops”, which is on the course reading list. ART’s Forest Garden Project, which has attracted international renown, is a multi-layered ecosystem of edible and useful species, including more than 140 tree and shrub species and 50 herbaceous perennials and climbers. In 1995 the 8-acre Trials Site was established, which includes trials of holm oak, walnut, sweet chestnut, Sorbus species, 25 plum cultivars and 25 apple cultivars. The MSc will feature fieldtrips to the Forest Garden and Trials Site and there is the option of dissertation projects based at The Agroforestry Research Trust’s sites for a small number of students.

Professor Martin Wolfe is Principal Scientific Advisor at The Organic Research Centre. Martin’s research interests are centred around crop breeding, agro-ecology and eco-agroforestry. Martin has a PhD from Cambridge and a degree in agricultural botany from Reading University. He formerly worked at the Plant Breeding Institute at Cambridge and was professor of plant pathology in Zurich at the Swiss Federal Institute of Technology. He founded Wakelyns Farm in 1997 with his wife Ann, a 60-acre Agroforestry site in Suffolk, which is part of a

network established by the Berkshire-based Organic Research Centre to develop and test organic systems for food, and sustainable land use.

dr Martin Shaw is a mythologist, storyteller and award winning wilderness Rites-of-Passage guide. Author of ‘A Branch from the Lightning Tree: Ecstatic Myth and the Grace in Wildness’ (June 2011 White Cloud Press), he works internationally and is visiting lecturer on Archbishop Desmond Tutu’s Leadership Programme at Templeton College, Oxford. He is Director of the Westcountry School of Myth and Story

colin tudge read zoology at Peterhouse, Cambridge, 1962-65. Ever since then he has earned a living by spasmodic broadcasting and a lot of writing—mainly books these days, but with occasional articles. He has a special interest in natural history in general, evolution and genetics, food and agriculture, and spends a great deal of time on philosophy (especially moral philosophy, the philosophy of science, and the relationship between science and religion).

Peter Harper is the former Head of Research and Innovation at the Centre for Alternative Technology. He has a degree in Zoology from Exeter University (1966). After a period of academic research in behavioural biochemistry at Exeter and the University of Sussex, he switched his focus to environmental matters and ‘alternative technology’, a term he coined in 1972. He has held teaching and research posts at various universities, including in the UK, USA, pre-revolutionary Iran, Australia, and Japan, and currently at the University of Bath. His ‘middle years’ were largely devoted to horticulture. Since 1983 he has worked at the Centre for Alternative Technology in mid-Wales, where he developed new systems for domestic composting, positive uses of organic wastes, and composting toilets. He is now a member of the Zero-Carbon Britain team at CAT, exploring the implications of rapid decarbonisation scenarios. Between 1994 and 2010 he ran his own home as an experimental ‘lifestyle laboratory’ and in his own garden abides by the motto, ‘A Result is Worth a Thousand Cabbages’. Then he eats the results.

charlie clutterbuck has been a research fellow in Food Policy at City University London since May 2003. He is on the board of the Food Ethics Council and PAN-UK the Pesticides reduction NGO. He was recently appointed to Lantra’s England Council (representing the Rural & Agricultural sector of Unite the Union), which is responsible for developing skills on the land.

Julie brown is Founder and Director of Growing Communities, a community-led organization in Hackney, London, providing a real alternative to unsustainable food systems. Founded in the early 1990s, Growing Communities runs a organic vegetable box scheme with 450 members, a farmers market and a collection

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of organically-certified urban market gardens. These market gardens also provide training for the apprentice growers and volunteers, some of whom are now helping to create a Patchwork Farm, where food is grown for the box scheme in back gardens, on church land and on estates. In 2012, the organisation took on a 4-acre Starter Farm, to grow a wider variety of vegetables on a larger scale. Growing Communities specialise in salads and leafy greens and are very proud of their virtually zero-carbon salad. Julie founded the organization when she was looking for local places to grow food and setting up one of London’s early organic vegetable box schemes. Julie had worked for several years as a campaigner for Friends of the Earth and wanted to use food as a practical demonstration of a solution to global environmental issues, as well as using food to strengthen local communities.

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3. Information for all postgraduate students3.1 academic Policy and Practice

The regulatory framework for taught postgraduate awards at Plymouth University can be downloaded from here: www.plymouth.ac.uk/extexam

This covers all details of the rights and obligations of students relating to their academic work. It is recommended that all students download and study these regulations.

3.1.1 assessment policy

In its approach to assessment policy and procedures, Schumacher College follows the guidelines provided by Plymouth University.

The University identifies the primary purpose of assessment as being “to enable students to develop and demonstrate their potential”. More specifically, the University expects assessment to:

• assist student learning by providing appropriate feedback on performance • measure students’ achievements objectively against the learning outcomes of modules • provide a reliable and consistent basis for the recommendation of an appropriate grade or award • assist staff in evaluating the effectiveness of their teaching.

Recognising the distinctive approaches that its own teaching and learning model encourages, Schumacher College enthusiastically endorses the University’s policy that “assessment processes are multi-dimensional and highly contextualised. This is reflected in the distinctive and diverse assessment processes...” that are permitted within the University’s guidelines. The College’s own interpretation of this policy is described in more detail, in the context of the current programme, in section 2.3.3 above.

Plymouth University identifies the following principles for assessment and these are followed by Schumacher College:

• Assessment will be reliable Reliability refers to the need for assessment to be accurate and repeatable. This requires clear and consistent processes for the setting, marking, grading and moderation of assignments.

• Assessment will be validValidity ensures that assessment tasks and associated criteria will effectively measure student attainment of the intended learning outcomes.

• Information about assessment will be explicit and accessible Clear, accurate, consistent and timely information on assessment tasks and procedures will be made available to students, staff and other external assessors or examiners.

• Assessment will be inclusive and equitableInclusive and equitable assessment will ensure that tasks and procedures do not disadvantage any group or individual.

• Assessment will address all of the programme/stage aims and outcomes. • Assessment tasks will primarily reflect the nature of the discipline or subject but will also ensure that

students have the opportunity to develop a range of generic skills and capabilities. • The amount of assessed work required will be manageable. • The scheduling of assignments and the amount of assessed work required will provide a reliable and valid

profile of achievement without overloading staff or students. • Formative and summative assessment will be included in each programme/stage.• Formative and summative assessment will be incorporated into programmes/modules to ensure that the

purposes of assessment are adequately addressed.

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3.1.2 rules for the submission of assessment assignments

All assessment assignments must be submitted via an electronic ‘drop box’ on the Virtual Learning Environment by 12 noon on the specified deadline date for each module (see 2.3.5). Where CDs, DVDs or other project materials are submitted as part of the project, these should, where possible, be submitted in triplicate, enabling both of the main markers and the external examiner to receive copies. These must be presented by 12 noon on the specified deadline date to a member of faculty to be nominated in advance of each deadline date.

Style guidelines for all assessment assignmentsPlease use the Harvard system for referencing the work of other authors cited in academic papers.

For books, record:• The author’s or editor’s name (or names) • The year the book was published • The title of the book • If it is an edition other than the first • The city the book was published in • The name of the publisher

For example: Pears, R and Shields, G. 2006. Cite Them Right: The Essential Guide to Referencing and Plagiarism. Newcastle-upon-Tyne: Northumbria University Press.For journal articles record:

• The author’s name or names • The year in which the journal was published • The title of the article • The title of the journal • As much other information as you can find about the journal, for example the

volume and issue numbers • The page number/s of the article in the journal

For example: Trefts, K. and Blaksee, S. 2000. Did you Hear the One about Boolean Operators? Incorporating Comedy into Library Instruction. Reference Services Review. 28 (4) p. 369-378.

For electronic resources, record:• The date you accessed the source • The electronic address or email • The type of electronic resource (email, discussion forum, WWW page, etc)

For example: 20/12/2010. www.schumacher.college.org.uk. WWW page In addition to these details, if you copy direct quotations or if you put the author’s ideas in your own words, write down the page numbers you got the information from. 

AppendicesYou should think carefully why appendices are needed. References, copy of questionnaires, interview transcripts are required but do not ‘pad out’. Appendices should be numbered, titled and have page numbers that follow from the main text.

Font size, spacing and word lengthPapers must be typed 1.5 spacing, font size 12, on A4 paper, with at least 2.5cm left hand margin and with consecutive page numbers.

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Other style guidelines• Abbreviations/acronyms - should appear in full on first appearance followed by acronym in brackets. If you

are only going to use once or twice then only use full name. • Third person - normally, the dissertation is written in the third person. Exceptions to this guideline can be

discussed with your dissertation supervisor.• Terms - unfamiliar terms, especially those in foreign languages, should appear in italics, followed with their

meaning in English in parenthesis. Example……modiriat (management)……• Spelling - ensure you spell check your work using UK spelling. • Numbering - do not number each paragraph.

Assessment of group assignmentsFor the group project, a group of students are able to submit an academic essay or an artistic project or an applied project. For example, this might be a report or a documentary or a training programme that fulfils the assessed learning outcomes and assessment criteria outlined in the Assessment Guidelines for the elected module.

The group project is submitted instead of the individual project or applied project and will represent 70% of the mark. The grade for the group project will be applied to all students equally. It is the responsibility of the students in the group to ensure effective working and clear responsibilities.

In addition to the group project, students will submit an individual 1,000 word academic essay related to the group project, which represents 30% of the mark.

All group projects must be approved by at least one of the economics faculty. The same deadlines for submission of draft and final group projects apply.

Late submissionsCoursework which is percentage marked and submitted after the deadline date and time will be capped at the minimum pass mark (50%) within the first 24 hours of the deadline and will be awarded a mark of zero if submitted more than 24 hours late.

Grading of assessment assignmentsThe overall grade awarded at the end of the course will be in one of three categories:

• distinction (70 per cent and over) • merit (60 to 69 per cent)• pass (50 - 59 per cent) • fail (less than 50 per cent)

While the criteria to be used for each specific assessment exercise was provided in 2.4 above, a more general word is in order here about grading.

Distinction grade will be awarded for pieces of work that provide extremely good presentation of material and arguments that demonstrate strong elements of synthesis and original creative thinking and that are based on substantial well-referenced sources. A student will be awarded a distinction grade overall for their chosen programme provided that s/he has achieved a credit-weighted average mark of 70% or above across all modules (including the dissertation/major project for Masters) and, for Masters, the mark for the dissertation/major project module is not less than 70%.

Merit grade. will be awarded for pieces of work that provide very good presentation of material and arguments that demonstrate strong elements of synthesis and original creative thinking and that are based on well-referenced sources. A student will be awarded a merit grade overall for their chosen programme provided that s/he has achieved a credit-weighted average mark of 60% or above across all modules (including the dissertation/major project for Masters) and, for Masters, the mark for the dissertation/major project module is not less than 60%.

Pass grade will be awarded for pieces of work characterised by good presentation, some evidence of synthesis and original creative thinking and based on incomplete references to other relevant research.

Fail grade will be awarded for work that is characterised by weak presentation, limited evidence of synthesis and original creative thinking and based on inadequate references to other relevant research.

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Extenuating circumstancesAny student wishing to apply for an extension to the deadline for any assessment assignment on the basis that they may have a valid cause for claiming extenuating circumstances should read and understand the detailed policies and procedures published by Plymouth University, Plymouth University Extenuating Circumstances Policy and Procedures for Students on Taught Programmes. The information which follows is a broad summary but further details will be found in the policy document.

Extenuating circumstances are circumstances which:• are exceptional• are outside the student’s control• can be corroborated by independent evidence• occurred during or shortly before the assessment in question; and• may have led to an unrepresentative performance in relation to the student’s

previously demonstrated ability.

A form, Application for Extenuating Circumstances Affecting Late or Non-Submission or Non-Attendance of Assessment is available from the Postgraduate Programmes office and should be completed, signed and submitted to Plymouth University along with corroborating evidence as soon as feasible (a copy of this documentation will also need to be held by the Postgraduate Programme office). The cut-off date should be checked with your Programme faculty whose responsibility it is to know and be able to communicate this.

3.1.3 in the event of failure of one or more modules

Where a student fails to achieve a pass in one or more taught modules, the Award Board (comprising representatives of Plymouth University, Schumacher College and the external examiner) may at its discretion, based on a judgement of the student’s overall performance and potential:

• compensate for the failure (provided that the module mark(s) is/are within 5% of the pass mark). The maximum compensation permitted within each postgraduate award is:• Postgraduate Certificate 10 credits• Postgraduate Diploma 20 credits• Masters Degree 30 credits

• permit the student to be reassessed in the module(s), in whole or in part of each element of assessment, at the next available opportunity (the Board will determine whether the assessment will take the same form as the original);

• permit the student to retake the module(s), with or without attendance, by a date to be determined by the Board;

• require the student to withdraw from the programme; • require a student whose extenuating circumstances will prevent the completion

of the award during the normal period of registration, or have prevented her/him from making academic progress in the previous session, to interrupt studies or withdraw from the programme; or

• require a student who has developed a health or other problem that prevents her/him from meeting the learning outcomes of her/his programme to transfer to an alternative programme or withdraw from the programme.

The maximum mark for any module that has been failed and is being reassessed/retaken will be 50%. Further details of the process to be followed in the event of a failure can be found in section 7 of the regulatory framework for taught postgraduate awards at Plymouth University: www.plymouth.ac.uk/extexam

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3.1.4 complaints and appeals

The Plymouth University website www.plymouth.ac.uk/postgradresearch details the procedures for registering and taking forward any complaint a student may have relating to any aspect of the academic performance of the College or any of its staff, and a summary flow chart is shown below. Students with any such complaint are advised initially, if possible and appropriate, to take up the complaint with the Head of Schumacher College.

Stage 1As a student you should raise any issues or problems with your Tutor or alternative member of staff at the partner college where you study. The college will work with you to resolve the issue. If you are not happy with the outcome of this stage, you can raise a formal complaint in writing (Stage 2) with the University using the [email protected] email address.

Stage 2If you wish to raise a formal complaint you need to contact the University’s Complaints Office (CO). The CO will contact the college with details of your complaint and advise the college as to possible solutions that could be offered to address your complaint. The college will then write to you to address the formal complaint and to offer a resolution.

If you are not happy with the outcome of Stage 2, you can escalate the complaint to Stage 3 with the University at [email protected] where a Committee of Investigation will take place.

Stage 3If you are not happy with the outcome of Stage 2, you should contact the CO. A Committee of Investigation will be set up to review your complaint. After the Committee has made a decision they will write to you with the outcome. If, following this, you are still not happy with the outcome, your next step would be take your complaint to the OIA (Office of Independent Adjudicator).

Stage 1 - notesThis is an informal step in the complaints process. It is envisaged that either the Tutor, or an alternative college representative will be able to resolve the issue raised by you and will meet with you to discuss the outcome.

Stage 2 - notesThe University’s CO will contact the college on receipt of your formal complaint in order that the College can consider your issue. The CO will also give advice to the College as to ways to resolve your complaint.

Stage 3 - notesThe Committee of Investigation is formed by Academics, Registrars, and the Students’ Union. The CO will contact the college on receipt of your complaint and provide them with a copy of the information you have submitted. The college will then be required to prepare a written submission in response to your complaint and submit this to the Committee of Investigation. The committee will consider all the facts and make a decision regarding the complaint. The CO will write to both you and the college with the outcome of the committee’s decision.

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3.1.5 Feedback on academic work

Feedback will be an integral part of the assessment process. Students are entitled to feedback on all submitted formative and summative assessment assignments. The nature, extent and timing of feedback for each assessment task will be made clear to students in advance.

Schumacher College uses a simple assessment form, which indicates how the marking tutor has used the assessment criteria to arrive at the overall mark. This is not necessarily numerical but aims to communicate how and why the assessor is making their particular judgment and what they see as its strengths and weaknesses. We also aim to provide written feedback (summative and qualitative) for module assessments and dissertations.

3.1.6 examiners

All assessment assignments other than the dissertation will, in the first place, be marked by Schumacher College faculty. Dissertations will be marked by the primary and secondary supervisors.

A selection of assessment assignments representative of high (70 and above), medium (60 and above) and low (below 55) will then be marked by the external examiner who will moderate the programme. Schumacher College has always recognised the value and importance of external examiners in supporting the ongoing development of its postgraduate programmes and in underpinning the College’s commitment to quality in the teaching and learning experience. They bring an independence of perspective and a duty of objectivity and are selected for these qualities as well as their expertise and experience in their particular field of study. External examiners are appointed for a period no greater than four academic years, in alignment with Plymouth University’s policies.

While the awarding body is responsible for their appointment, the College plays a central role in the nomination and briefing of external examiners. These are duties that the College takes very seriously in recognition of the importance of the position.

Plymouth University identifies the following five key roles for external examiners in ensuring that the:

• standards are appropriate by reference to published national subject benchmarks (where applicable), the National Qualifications Framework and the University’s programme and module specifications;

• assessment process measures student achievement against the intended learning outcomes;

• assessment process is in line with the University’s Assessment Strategy; • University’s awards are comparable in standard to awards conferred by other UK

HE institutions; and • assessment process is operated fairly and equitably and in accordance with

University Regulations.

An external examiner will support the Award Assessment Board and the Faculty in ensuring that awards for students are made in accordance with the assessment regulations and that individual students are treated fairly, taking account of any recommendations resulting from prior consideration of extenuating circumstances or assessment offences.

The external examiner will be asked to provide informative comment and recommendations upon whether or not the College is maintaining the threshold academic standards agreed with the awarding institution for its awards, and about the comparability of standards of student performance at award level with similar awards in other UK institutions with which s/he is familiar. S/he will be a member of the appropriate Award Assessment Board, which makes decisions on progression and awards on the basis of the module marks confirmed by the Subject Assessment Panel.

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For students and staff there should be a strong reassurance that the external examiner will contribute to the overall effectiveness of quality assurance and the total teaching and learning experience by representing key qualities of transparency and credibility. To this end students can expect to have the opportunity to meet the external examiner for their programme on at least one occasion during the academic year.

3.1.7 ethics

Plagiarism is not tolerated. This is defined by Plymouth University as: “The submission for assessment of material (written, computer-generated, visual or oral) or ideas originally produced by another person or persons, without clearly indicating that the material is not original, such that the work could be assumed to be the student’s.”

Plymouth University’s code for defining and dealing with Examination and Assessments Offences, including the process that needs to be followed together with the students’ rights and responsibilities, can be found here:www.plymouth.ac.uk/essentialinfo/exams

3.1.8 Student feedback and representation

Feedback from students is considered to be of great importance on a number of levels: enabling the students to actively co-create the programmes; providing vital information to faculty and management of the College on the level of student satisfaction; and generating a flow of insider information to be used to continually enhance the design and delivery of the course for future cohorts.

There will always be a formal end-of-module evaluation for each module. This may be complemented by more informal feedback sessions as the need arises or in response to requests from students. The formal end-of-module evaluations will include feedback on:

• quality of academic guidance and support during the course; • appropriateness of the content of the curriculum to student learning; • clarity of the module learning outcomes; • clarity of the assessment tasks; • appropriateness of criteria and feedback on assessments; • range and quality of the teaching and learning; • improvements that could be made to the module.

Student feedback on the whole programme will include an evaluation of: • clarity and understanding of the programme learning outcomes; • organisation of the curriculum; • workloads and the staging of assessments; • availability and accessibility of learning resources for the programme; • overview of the range, appropriateness and quality of teaching; • quality of academic guidance and pastoral support during the programme.

Where possible, feedback will be both qualitative and quantitative, permitting both a natural, qualitative flow of feedback, and a more easily analysable scoring system.

One or more student representatives from each of the postgraduate programmes will be invited to sit on two College committees: the Postgraduate Programme Committee, which includes membership from Plymouth University, and the College’s Postgraduate Programmes Management Committee. Students are also invited to meet with a Panel during any University-led Periodic Reviews, which take place for any given programme roughly every six years. There is no Periodic Review scheduled for 2013/14. The method of selection of the student representatives will be entirely determined by the student body in each of the postgraduate programmes. These committees play a key role in overseeing, reviewing and making recommendations regarding the academic performance and all other aspects of the postgraduate programmes. Full details of the responsibilities of these bodies can be found in the Schumacher College Quality Manual.

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3.1.9 Personal and academic records

The College will maintain personal files for each student. This will contain records and personal data relating to the student’s application and pre-study communication together with records relating to assessment and feedback. The College is also required to maintain certain information in order to fulfil the statutory and regulatory requirements of the UK Home Office in relation to immigration matters. The College is committed to compliance with the requirements of the Data Protection Act. Any student who has any concerns or questions relating to the personal data held should address these to their Programme Coordinator in the first instance, who will aim to provide any answers or explanations in a timely way.

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3.2 Facilities at Plymouth university

Plymouth University  is a dynamic university with an educational history dating back to 1862. The full range of facilities and services available to students can be found here at www.plymouth.ac.uk/studentgateway

3.2.1 inductions at Plymouth university

An induction visit to Plymouth University will be organised for early on during the first term. This will involve a tour of the campus, when you will learn about the facilities and services available to you as a Schumacher College postgraduate student.

3.2.2 Plymouth university library

The University library is open 24 hours a day, and houses a large selection of journals and books (both print and electronic) as well as multimedia resources such as DVDs, digital maps, digitial newspaper archives, and online streaming of television programmes. Enrolling with the University automatically generates membership of the library and computing services.

Schumacher postgraduate students can make use of the distance library facilities in order to have books posted to the College or for chapters and articles to be scanned and emailed. Access to these resources is via the student portal of the University website, for which you need your University username and password. You will be instructed in how to access the student portal during the online enrolment process, which you will be asked to undertake before the start of term. You can also access the online resources via the below link (this is a deep link into the student area of the University website) but you will need to have enrolled in order to access the e-journals via Primo.

http://plymouth.libguides.com/schumacher

Follow up training and ongoing support will be provided as necessary. Additionally, Alex Toombes, the Postgraduate Support Volunteer (see 3.3.2) will be able to help with students’ library queries.

3.2.3 Pastoral care, counselling and other support

Plymouth University provides a chaplaincy and counselling service, detailed on the University’s website at www.plymouth.ac.uk/faith and www.plymouth.ac.uk/counselling respectively.

3.2.4 english language and international student support

The English Language Centre (see www.plymouth.ac.uk/englishlanguagecentre) supports the College’s international students through one-to-one tutorials, free English classes, workshops tailored for particular groups of students and e-mail. It is also possible for English Language Centre staff to visit the College to tutor students, individually or in groups, by prior arrangement.

3.2.5 Support for disabled students

The Disability Assist Service (www.plymouth.ac.uk/disability) offers advice and guidance on disability to current and prospective Plymouth University students and staff. This includes arranging appropriate provision for disabled students. Support is also available to students who believe they may have a disability, such as dyslexia.  

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3.3 Student Support at the college

3.3.1 induction

The Schumacher College induction will take place during the first week after students arrive and will help students become familiar with the College, its people, culture and philosophy, the facilities, buildings and grounds, and the Dartington estate. The induction will also comprise a full briefing on the academic requirements of all programmes, including hand-in deadlines, assessment and feedback methods, and from where students can access this information both electronically and in paper form.

3.3.2 Postgraduate support volunteer

Students will be supported by the Postgraduate Support Volunteer, Alex Toombes a graduate from the Holistic Science Masters programme in 2011/12. The job description for this post is as follows:

Keeping the PulseKeep aware of individual and group dynamics, catching issues as they arise, and bringing these to other college staff as needed.

FeedbackHelp strengthen, enrich, and quicken feedback process between postgraduate students, faculty and the rest of the college.

CultureHelp incoming postgraduate students integrate into and participate in a lively Schumacher postgraduate culture whilst maintaining space and time for reflection and learning

Emotional SpacesFacilitate the process of providing spaces for students to express emotions and for feelings to be heard and honoured as part of the learning journey.

Support PersonBe a clearly defined “support person” for postgraduate students - able to point students to sources of further support/information and provide help with accessing the University’s e-resources.

Facilitate CommunicationFacilitate communication and linkages between the postgraduate students and staff, volunteers, short course participants and longer-term students, and local community, relevant networks and alumni.

AdministrationSupport the gathering of information from amongst the postgraduate students for administrative purposes. Support the students to fully participate in Schumacher’s ongoing quality assurance processes.

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3.3.3 tutorial support

Students at Schumacher College will have far more time in one-on-one and small group tutorials than at almost any other higher education body in the UK. Indeed, this highly personalised relationship with tutors within a community-based learning environment lies at the heart of the College’s distinctiveness. All students are guaranteed a 45-minute one-on-one tutorial with a member of faculty during each module. In addition, students are encouraged to engage in an ongoing, rolling exploration of themes and questions that are of importance to them with faculty members throughout the academic year. An important reason for asking students to submit drafts of assessment assignments several weeks before final submission dates of assessment assignments is to encourage such a dialogue to flow.

3.3.4 Support for disabled students

Schumacher College operates an inclusive policy on diversity, including wherever possible the provision of disability access. The College operates in accordance with the Dartington Hall Trust Policy on Disability (2006), which is committed to complying with the Disability Discrimination Act 1995. A copy of this policy is available on request.

Schumacher College is located at The Old Postern, a 17th century manor house, where full disability access is provided for student residences, toilets and bathrooms, dining areas, library and lounge facilities.  The postgraduate teaching classrooms are located on the first floor, where disability access is limited; and in a recently refurbished building on the Schumacher campus.  Where possible, provisions will be put in place to ensure disabled students have full access to all teaching sessions and materials and where necessary, additional tutorial support will be provided. 

The College wishes to ensure that students with disabilities are able to play as full a part in the life of the College community as possible. Further assistance is available from Disability Assist Services at Plymouth University (see 3.2.5) and all facilities open to Schumacher College students at Plymouth University (such as the library) have full disability access.

3.3.5 Food and accommodation at Schumacher college

Postgraduate students may either live at the College on a fully residential basis, or they may choose to live off-site, perhaps renting somewhere locally.

3.3.5.1 Fully residential: £275 per week

If you choose to be fully residential, you will have a private room in the Schumacher College complex, the main building of which is an historic and atmospheric old building - The Old Postern - on the beautiful Dartington Hall Estate. All our food, which is vegetarian, largely organic and locally-sourced, is prepared freshly by our in-house chefs and members of the College community for every meal. The £275 a week is for full-board accommodation, and includes a private study bedroom with shared bathroom facilities, heating, lighting, laundry, and all meals as well as unlimited snacks and beverages taken outside of scheduled meal times including weekends when there is generally no formal teaching.

It is understood that students will not leave the College during taught modules, unless extenuating circumstances apply. In the latter case, the College will apply discretion in refunding food and accommodation charges.

3.3.5.2 off-site: £95 per week

If you choose to live off-site, you will not have a private study bedroom and overnight accommodation at the College. The £95 a week includes all meals as well as unlimited snacks and beverages taken outside of scheduled meal times, including weekends when there is generally no formal teaching. This charge applies during all taught modules, including study weeks. The community environment which underpins the teaching ethos of the College requires students living off-site to still be part of the College community. Food is prepared and eaten in community, and the clearing up after meals is also a community task. For these reasons we do not allow students living off-site any reduction in food charges for meals they choose not to take in College. It is also not an option for off-site students to bring in their own food, as this disturbs the community dynamic of sharing food that has been prepared in the kitchen.

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3.3.6 Staying on at the college beyond the end of the second term

Periods of residency at the College spans Term 1 for PG Cert students, and Terms 1 and 2 for PG Dip and Masters students, ending 11 July 2014. PG Dip and Masters students are then expected to leave the College, with the Masters students working on their dissertation projects for submitting in December. Regretfully, it may not be possible for students to remain resident in the College after 11 July, although we will do our best to accommodate students as long as we have rooms at our disposal.

All Masters students may still have access to the College’s library and computing facilities up to when they complete their dissertations.

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3.4 additional information for Students

3.4.1 Students coming from outside the uK

All students from outside of the UK are strongly recommended to read the guidance provided by UKCISA, the UK Council for International Student Affairs, www.ukcisa.org.uk/student/immigration.php This is packed with very useful information and advice.

3.4.2 immigration and visas

This section is not intended to provide comprehensive information on Tier 4 policy and/or the application process for acquiring a Tier 4 visa.

Please refer to the UK Border Agency’s Tier 4 Guidance for Students (see www.ukba.homeoffice.gov.uk/visas-immigration/studying/adult-students/evidence/cas/) and liaise with the Postgraduate Programmes Manager as necessary. You are also recommended to visit www.ukcisa.org.uk where there is a wealth of helpful information and guidance, including some very good factsheets. UKCISA operate a Student Helpline, open Monday to Friday 1pm - 4pm UK time:From within the UK: 020 3131 3576From outside the UK: +44 20 3131 3576

If you have any immigration queries after you arrive at the College please ask the Postgraduate Programmes Manager in the first instance, who will seek out advice for you where possible. Otherwise you may be directed to the UK Borders Agency (www.ukba.homeoffice.gov.uk) or to UKCISA (www.ukcisa.org.uk).

If a student needs to make a telephone call to receive help or advice from UKBA or UKCISA while at the College, they are welcome to use an office telephone and are encouraged to ask any member of staff.

3.4.3 Working in the uK

In 2013/14, students studying at Schumacher College who have entered the UK on a Tier 4 visa are not permitted to work. This is because The Dartington Hall Trust, who sponsor Schumacher College students’ Tier 4 visas, is not a UK higher education institution, as defined by the UK Borders Agency (see clause 302 of the Tier 4 Policy Guidance for Students, available from www.ukba.homeoffice.gov.uk/sitecontent/newsfragments/77-t4-guidance).

If you want to speak to someone in the UK Border Agency about your permission the contact details are:Croydon Contact Centre, UK Border Agency, Lunar House, 40 Wellesley Road, Croydon, Surrey CR9 2BYPhone: 0870 606 7766

If you have been issued with a Tier 4 visa which specifies you have permission to work, you are strongly advised to follow the below instructions, as advised by the UK Home Office:

(i) If the error has been made on a visa issued overseas:

Send your passport, two passport sized photos and a covering letter explaining the error along with your Confirmation of Acceptance for Studies (CAS) number and full address details of the Embassy to the team shown below:

For t4 (or non-work based visa) Home OfficeRCU (International Group)15th floor, Apollo House36 Wellesley RoadCroydonCR9 3RR

(ii) If the error is on a Biometric Residence Permit issued inside the UK:

Email: [email protected]

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3.4.4 Medical and dental care

All full-time international students whose courses last for six months or more are entitled to free medical treatment through the UK’s National Health Service. Dependents also qualify for this service. all students are strongly advised to register with a General Practitioner (GP) on arrival: the local health centre is the Leatside Surgery in Totnes, telephone 01803 862671 www.leatside.co.uk/index.aspx

There is a charge for prescriptions for medicine, but you may be exempt from paying this, depending on your financial circumstances. Health and Wellbeing Services at Plymouth University www.plymouth.ac.uk/health can provide help with this. Doctors will make house calls in the event of your being too ill to attend an appointment at a surgery. In case of accident and emergency, you should report it to a member of staff immediately who will record the incident and will arrange transport for you to be taken to your GP surgery or the local hospital, or arrange an ambulance. You can call an ambulance by dialing 999 on any telephone (9-999 from Schumacher College telephones).

There are a number of dentists in Totnes including an NHS dentist, Dart Vale Dental Care (www.dartvaledentalcare.co.uk/) telephone 01803 840200. A good private dentist used by the Postgraduate Programmes Manager is Magnus Paulson in Newton Abbot, a 10-minute train journey from Totnes. Magnus’s surgery is a five minute walk from Newton Abbot station (www.magnusdental.com/) telephone 01626 333463.

3.4.5 insurance

You may wish to consider taking out insurance against the following:• loss of air fares and course fees if you have to cancel through illness, etc.;• personal private healthcare (but see information on medical and dental care

above);• damage or loss of personal possessions: your possessions are not covered by

the Schumacher college insurance policy.

3.4.6 climate

The climate in the South West of England is temperate and fairly mild. It rains a lot, particularly over the coastal locations, but temperatures are rarely extreme. For the winter you will need warm, waterproof clothing and footwear. The College has spare waterproofs and Wellington boots for students to use.

3.4.7 Pre-departure checklist

Students travelling from overseas are strongly advised to read the advice UKCISA provide to overseas students arriving in the UK. See www.ukcisa.org.uk/student/info_sheets/arriving_in_uk.php Here are some important questions:

• Have you got a valid passport?• Have you obtained a visa or other entry clearance, if applicable?• If you are a visa student have you got all the original documents, including

academic certificates/transcripts, University and College offer letters, proof of your financial ability to pay your fees and support yourself, which you may be asked to show when you enter the UK?

• Have you got everything you need to pay your fees, or have you already arranged for payment of these fees?

• Do you have all the directions for travelling to Schumacher College?• Have you checked whether your own government has restrictions on the amount

of money you can take out of your country?• Have you checked whether you need permission to transfer money to the UK?

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• Have you ordered British currency for your immediate expenses on arrival in the UK?• Have you bought travel tickets and travel insurance, and checked your baggage allowance? (Excess baggage

is expensive.)• Have you taken out personal insurance (if required)?• Have you an itinerary from your travel agent or airline?• Have you obtained a letter from your doctor for any prescribed drugs you may need to bring with you?• Have you checked with your local British Embassy or High Commission what must be declared to customs?

UKCISA provide good information on procedures undertaken when you pass through UK customs.

3.4.8 travelling to Schumacher college

From overseas:If you are flying to the UK from most destinations abroad, you will arrive either at London Heathrow or London Gatwick airport. Some budget airlines now fly into Bristol airport, which is much closer. In all cases, the quickest way to get to Schumacher is to take the train to Totnes, which is two miles from the College. Alternatively, you may take a coach from any of these airports to Totnes, but the journey time is around one third longer. Allow roughly three hours train time from London Paddington to Totnes, and five to six hours coach time from London Victoria to Totnes.

The information below is for guidance only. You are advised to check all information - train/coach times, fares and availability - via the train and coach websites or helplines:

Train: www.firstgreatwestern.co.uk Telephone National Rail Enquiries on 08457 484950. Calls from overseas to First Great Western should be made to +44 1752 835705.

Coach: www.nationalexpress.co.uk Telephone National Express on 08705 808080.

Bookings may be made from these websites using credit and debit cards.

From Heathrow Airport, there are two ways to connect with the train to Totnes: 1) You can take the bus (the RailAir Link), which goes to Reading station from each terminal at Heathrow every

half hour and takes about 45 minutes. From Reading, you should get a train to Totnes (final destination will be shown as Plymouth or Penzance). The journey time once on this train is about 2.5 hours, and the trains leave every one or two hours, depending on the time of day. The last train leaves at about 20:30, but on Sundays the last train leaves earlier than on other days of the week.

2) You can take the Heathrow Express train back into London Paddington. This leaves the airport every 15 minutes and takes only 15 minutes, but is more expensive than the bus to Reading. From Paddington, you get the same Totnes train as you would pick up in Reading. Journey time from Paddington is about 3 hours, with the last train leaving at about 20:00, but on Sundays the last train leaves earlier than on other days of the week.

From Gatwick airport, take the train to Reading, and then proceed as outlined above. Journey time from Gatwick to Reading is a little over one hour.

From Bristol airport, take the bus to Bristol Templemeads train station (a 15-minute journey). Trains run regularly from there to Totnes, and take about 1.5 hours.

It may be cheaper for you to purchase a single ticket for your journey to Totnes and for you to purchase another single ticket back, when you next leave, rather than buying a return ticket.

Within the UK:By Train: For further information on train times and fares, visit www.firstgreatwestern.co.uk, www.rail.co.uk or telephone National Rail Enquiries on 08457 484950. Calls from overseas to First Great Western should be made to +44 1752 835705.

The nearest station is Totnes, which is two miles from the College. Totnes is on a major railway line, with journeys taking about three hours from London Paddington, 3.5 hours from Birmingham and 30 minutes from Plymouth. Taxis from the station to the College cost between £6 and £9 depending on time and day.

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By Coach: National Express run a coach service direct to Totnes from London Victoria via Heathrow Airport, and also from Gatwick Airport. Journey time is about 5 hours. Phone 08705 808080 for current timetable. Visit www.nationalexpress.co.uk

By Car: Dartington lies a few miles south of the A38 Devon Expressway, which is a continuation of the M5.

From Exeter, take the A38 for about 20 miles until the A384 turnoff, signposted Buckfastleigh, Totnes, Kingsbridge, Dartmouth. Follow signs to Totnes. After about 4 miles, you enter the village of Dartington and proceed downhill to Dartington Church. Turn left by the church (signposted Dartington Hall).

From Plymouth, take the A38 about 20 miles until the A385 turnoff, signposted Paignton and Dartington. After about 3 miles, you enter the village of Dartington and come to a roundabout, where you turn left, signposted Buckfastleigh and Ashburton. About ¼ mile later, turn right by Dartington Church (sign-posted Dartington Hall).

Schumacher College (the Old Postern) is the next building on the left after the church. For easiest unloading of luggage, take the second left turning off the side-road (signed Old Craft Education Centre), go up the narrow access lane and turn left again immediately after the speed bump into the tarmac area in front of the College reception. We ask people not to leave their cars here once they’ve unloaded, but to park in the overflow car park beside the Old Craft Education Centre

Getting from Totnes to Schumacher CollegeFrom Totnes, you should get a taxi to the College - it is just a couple of miles and costs between £6 and £9, depending on the time and day.

Cycle Route from TotnesIf you would like to bring your bicycle, there is a cycle path all the way from Totnes station to the College. Go through the South Devon Railway car park and follow signs to Riverside Walk. The path runs along the River Dart and then comes out on the main drive to Dartington Hall. Turn right on this road, and a few yards on you will see the cycle route going left off the road. Follow the cycle path signs through the Cider Press centre, and you will come out right in front of the College. Total distance is about 2 miles.

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3.4.9 Finances and course fees 2013/14

The below table summarises all tuition, food and accommodation fees for our postgraduate programmes in 2013/14.

2013/14

Postgraduate Programmes

Masters

SHFP

PG diploma

SHFP

PG cert

SHFP

Masters

HS and e4t

PG cert

HS and e4t

Food and accommodation charges

Residential £6,600 £6,600 £3,300 £7,975 £4,400

Off-site £2,280 £2,280 £1,140 £2,090 £1,520

2013/14 tuition fees

UK / EEA students £12,700 £10,500 £6,300 £12,700 £6,300

Tier 4 students £18,050 £13,250 £7,950 £18,050 £7,950

2013/14 comprehensive fees

Residential UK / EEA students £19,300 £17,100 £9,600 £20,675 £10,700

Off-site UK / EEA students £14,980 £12,780 £7,440 £14,790 £7,820

Residential Tier 4 students £24,650 £19,850 £11,250 £26,025 £12,350

Off-site Tier 4 students £20,330 £15,530 £9,090 £20,140 £9,470

The above table is based on terms as detailed below:HS and E4T: term 1 16 weeks, 29 Aug - 20 Dec 2013; term 2 13 weeks 6 Jan - 4 Apr 2014.SHFP: term 1 12 weeks 6 Jan - 28 Mar 2014; term 2 12 weeks, 22 Apr - 11 Jul 2014.

For information on our food and accommodation charges please refer to our food and accommodation policy detailed in 3.3.5. You will also need to budget for travel, books not held in the library, specialist research or University materials, clothing, stationery and other additional items and services that fall outside of course fees.

3.4.9.1 Payments to Schumacher college

You may make payments to Schumacher College by cheque, credit or debit card, or by a direct transfer from your bank account to ours. All payments must be made in sterling.

Dartington Hall Trust administers payments for Schumacher College. Contact details are:

Telephone: +44 (0)1803 847146Fax: +44 (0)1803 847047E-mail: [email protected]: Dartington Hall Trust Accounts, The Estate Accounts Office, Dartington Hall, Totnes, 

Devon UK  TQ9 6EL

1 Payment by cheque

Please make your cheque payable to Dartington Hall Trust and send it to the above address. Please write your programme of study on the reverse of the cheque.

2 Payment by credit or debit card

A charge of 1.5% will be levied if you choose to pay by credit card (but not debit card), plus any charges your card provider may choose to levy for converting the payment into sterling. If you wish to pay by this method, for security reasons we prefer to take payment details by telephone. However, if you prefer you may email or fax us your card details, (including the three digit Security Code) and if you choose either of these options, we recommend that you send two emails or faxes so that your full card information is not all contained in one communication. Upon request, we can fax back your receipt and/or post the original to you.

NB Dartington Hall Trust do not accept AMEX or Diners cards.

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3 Payment by bank transfer

iMPortant: before making a payment by bank transfer please email [email protected] to advise how much money is being transferred into the dartington Hall trust’s account, and what this is payment for.

For payments coming from a bank within the UK, you simply need to instruct your bank to send the money to our bank, whose details are given below. Ordinarily you will not be charged for this service (but you may wish to check this with your bank).

bank: Barclays Bankaddress: 39 - 40 Fleet Street, Torquay, Devon TQ2 5DL UKSort code: 20-60-88account number: 10315230account name: Dartington Hall Trust, Number 2 Account

For international transfers (money coming from a foreign bank outside of the UK), additional information is needed and charges are levied by both your bank and our bank, which you will need to include in your payment. Please note we can only accept payment in sterling, so please ask your bank to transfer the funds to us in Sterling. The additional information you will need includes:

Transfers from EU countries• iban code: this is the International Bank Account Number for our bank, in which

the sort code, account number and country code are included on one line. This code is GB56BARC20608810315230

• SWIFT-BIC code: BARCGB22• Plus account details as shown above

From non EU countries• SWIFT-BIC code: BARCGB22• Plus account details as shown above

3.4.9.2 Money and insurance

Before you come to the UK, you should ensure you have a debit and/or credit card that works in ATMs in the UK. You may want to consider opening a bank account if you think you may have regular expenses in the UK such as, for example, for paying rent and utility bills.

Regulations are strict and banks will do credit and address checks. You are advised to have with you a bank statement and your University and College offer letters which are addressed to your home country address to help you to open a UK account. To assist our students with opening a bank account, we will provide a letter confirming the student’s enrolment on to their chosen programme and their residency at the College, or confirmation of their address if they are living off-site.

You may find it useful to read the information given by UKCISA (UK Council for International Student Affairs) about opening a bank account in the UK, and the link below includes an informative leaflet produced by the British Bankers Association. Please visit: www.ukcisa.org.uk/content/2506/Opening-a-bank-account

The nearest bank branches are in Totnes, including HSBC, Barclays, Lloyds and NatWest. Please ask the Postgraduate Programme Manager if you require a letter confirming your enrolment.

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3.4.10 registering with the police

Some international students from outside the EU may need to register with the local police. If this is the case, there will be a stamp on your visa stating ‘Police Registration within 7 days of UK entry’.

At the police station you will have to fill in a form which, with the necessary documents, (see below) will be left with the police for processing. After initial registration you will be asked to return to the police station in person after two weeks to collect your passport and certificate of registration. Your police registration certificate is an important document and should be kept in a safe place. If you go away from the College you must take it and keep it with you at all times. It is valid for your entire stay, but must be renewed every time you extend your leave or change your local address.

Travelling to the police stationTotnes Police do not have the facilities for administering student registrations, and students are therefore required to register in Torquay. Torquay is located about 10 miles east of Totnes and the police station is within five minutes walk of Torre railway station. The address is South Street, Torquay, Devon TQ2 5AH and you can see a map at: www.devoncornwall.police.uk/ContactUs/EnquiryOffice/Pages/TorquayEnquiryOffice.aspx

If you are travelling by public transport then you are advised to take the train from Totnes to Torre (not Torquay). You will need to change at Newton Abbot but the trains run fairly frequently and the waiting time is usually no more than 20 minutes. At Torre, you are five minutes’ walk away from the Police Station (see map on website link above), and if you ask any passers-by they should easily be able to direct you.

The police station will be open for registration at the following times: 0800 hours to 2200 hours 7 days per week. When you go to the police station please make sure that you have all of the following with you, otherwise you will not be able to register:

• 2 passport-sized photographs• your passport• your offer letters from Plymouth University and Schumacher College• documentary evidence of how you are funding the course and/or a receipt for any payments already made.• £34 registration fee which must be paid in cash - please have the correct money available.

You must report to the police within 7 days any of the following changes:• change of address• change of University• change of marital status or birth of children• extension of stay granted by the UK Border Agency• change of passport• temporary absence of 4 weeks or more from registered address.

Sometimes the police official may ask to retain your passport but this will be returned to you usually within 10 days. It is likely that you will need to return in person to the police station to collect it.

If you need to update your Police Registration Certificate with any of the changes you must visit Torquay Police Station to do so. Please follow the instructions above.

If you go to stay at another address for more than 4 weeks you will need to register at the nearest police station to your new address. You will need your passport and Police Registration Certificate.

Registering with the police is an important procedure, and if you are in any doubt about what you need to do, you should ask the Postgraduate Programmes Manager or other member of staff.

When you finally leave the uK you must return the Police registration certificate to torquay Police Station, South Street, torquay, devon tQ2 5aH. You are advised to send this by registered post. alternatively you can take it into totnes Police Station and they will send it on for you.

if you have been staying at another address, registered with the local police station there and are finally leaving the uK from that address then you will need to return your Police registration certificate to them.

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