Programme Quality Handbook for - Truro and Penwith College · theories employed in regional and...

Truro and Penwith College, BSc (Hons) Archaeology, Programme Quality Handbook 2018-19 of 29

University of Plymouth Academic Partnerships

Truro & Penwith College

Programme Quality Handbook for

BSc (Hons) Archaeology

2018 – 19


Contents

1. Welcome and Introduction to BSc (Hons) Archaeology ............................................................ 3

2. Programme Specification .......................................................................................................... 4

3. Module Records ...................................................................................................................... 17


1. Welcome and Introduction to BSc (Hons) Archaeology

Welcome to Truro and Penwith College. The College has a vibrant teaching environment and we hope that you will enjoy your time studying with us. The BSc (Hons) in Archaeology has many distinctive features such as a museum exhibition, mock press interview, site management practical experience and world archaeology. The programme has been running now for 9 years and was designed to meet local employer need and student interest. Assessments are often work related and use live briefs from employers. This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications.

This Programme Quality handbook contains important information including:

The approved programme specification

Module records Note: the information in this handbook should be read in conjunction with the current edition of the Truro and Penwith Student handbook available on Digital Campus which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook https://www.plymouth.ac.uk/your-university/governance/student-handbook and your Teaching, Learning and Assessment Handbook available on your programme virtual learning environment (Moodle).

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https://www.plymouth.ac.uk/your-university/governance/student-handbook

https://www.plymouth.ac.uk/your-university/governance/student-handbook


2. Programme Specification

Awarding Institution: University of Plymouth Teaching Institution: Truro and Penwith College Final Award: BSc (Hons) Programme Title: BSc (Hons) Archaeology

UCAS Code: V401 Benchmarks: QAA Subject Benchmark for Archaeology Date of Approval: September 2007

Admissions Criteria: See Truro and Penwith College Higher Education Prospectus

and UCAS website

Aims of the Programme:

The programme is intended to:

1. develop a systematic understanding of approaches, ideas and theories employed in regional and world archaeology and archaeological practice

2. develop the ability to communicate archaeology & science to a range of publics on a variety of levels

3. promote a sense of professional and ethical responsibility in the field of archaeology

4. develop a critical understanding of the key themes of British archaeology

5. improve students self initiative and sense of critical and lateral thinking and personal responsibility

6. analyse and evaluate the wider philosophical debates around contemporary issues such as heritage, sustainability and conservation which influence archaeology

7. develop application and understandings to enhance employability of graduates

8. develop personal effectiveness in research, study, vocational skills and career planning


Programme Intended Learning Outcomes:

By the end of this programme the student will be able to: Knowledge and understanding On completion graduates should have developed:

a systematic understanding of key aspects of archaeology, including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects

an appreciation of the uncertainty, ambiguity and limits of archaeological knowledge

an appropriate level of understanding of the theory behind archaeological research

a knowledge of the variety of methods, approaches and techniques of environmental archaeology and how they are applied

Cognitive and intellectual skills On completion graduates should have developed:

The ability to conduct research at least some of which is at or informed by defined aspects of archaeology

An ability to deploy accurately established techniques of analysis and enquiry within archaeology

The ability to critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements

an understanding of the benefits and limitations of specialist reports to an appropriate academic level

an independence of thinking to an appropriate level Key and transferable skills On completion graduates should have developed:

The ability to conduct research

Self initiative and sense of personal responsibility

An ability to manage their own learning,

An ability to critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem

Personal responsibility and initiative

A critical ethical understanding within the context of archaeology Employment related skills On completion graduates should have developed:

The ability to present archaeological topics at an appropriate academic level


The ability to communicate information, ideas, problems, and solutions to both specialist & non-specialist on a variety of levels

The ability to apply an understanding of procedures of health and safety practice

The ability to conduct archaeological fieldwork in a competent manner Practical skills On completion graduates should have developed:

The ability to present archaeological topics at an appropriate academic level

An ability to conduct laboratory research to an acceptable standard within an archaeological context

The ability to conduct archaeological fieldwork in a competent manner

Brief Description of the Programme

The programme contains extensive fieldwork, museum work and artefact care, providing the opportunity for students to undertake surveys and discover the practical essentials of archaeological work. Students will receive a good grounding in world archaeology and scientific archaeology, particularly environmental archaeology - a hot topic of our present age. Another special feature is a module on archaeology and modern popular media.


Programme Structure and Pathways

College: Truro and Penwith Year: 2018-2019 Course Code: V400 Programme Structure for FdSc in Archaeology

Level 6

Module Code

Module Title No. of Credits

Core / Optional

Term/ Semester

F/T Route Year

P/T Route Year

TCARC 309

World Archaeology

20 Core AY 1 1

TCARC 310

Entrepreneurship and Event Management

20 Core AY 1 1

TCARC 304

Current Debates in Archaeology

20 Core AY 1 1

TCARC 305

Environmental and Conservation Archaeology

20 Core AY 1 2

TCARC 308

Dissertation 40 Core AY 1 2

Progression Route(s)

Work or Postgraduate Study.

Any Exceptions to University of Plymouth Regulations

None


Work placement and Work based learning Higher education programmes continually develop learning, teaching and assessment strategies that

promote activities relevant to student career aspirations and employment opportunities. The

embedding of employability ensures that students leave their programmes ready to take on the

challenges of employment in the twenty first century with the professional, personal and practical

skills outlined in our Employability Statement.

Work-based learning enables learners to take on appropriate role(s) within a work related context, giving them the opportunity to learn and apply skills and knowledge they have acquired through their programme. Work-based learning can be achieved through many forms, including full-time or part-time work, integrated work placements, real work environments and real life scenarios. Work-placement is a period of time working with an employer in a commercial/voluntary sector that is assessed as part of your programme. Every Foundation Degree programme will contain some form of assessment that is linked to a period

of work-placement or work-based learning. Some courses will contain the assessed work in year 1,

some in year 2 and some will be assessed in year 2 following a placement period during year 1 (or

in the summer break between year 1 and year 2). You should confirm with your tutor when the

placement period will be for your student group so that you can find a relevant placement.

Normally we recommend that 20 days will provide the best opportunity to engage with the employer,

understand working practice and demonstrate your value in a way that will generate a positive

reference for the future. Assessments normally require a minimum period of 10 days. This may be

a 2-week block, a weekly one-day placement or a mixture of opportunities negotiated between your

tutor and the employer.

Placements must be agreed with your tutor along with the relevant information regarding insurance,

a mentor and all the relevant paperwork before you can attend. For a variety of reasons, some

sectors don’t conform to normal working practice and in these cases, your course manager may

choose to develop simulated work-placements within the college, work shadowing or exercises that

link directly to self-employment.

Any student who works in an environment where they engage with children or vulnerable adults is required to provide an enhanced Disclosure and Barring Service (DBS) record with no entries (formally Criminal Records Bureau [CRB]). Students are expected to cover the cost of this process and should have provided evidence at interview or enrolment. Foundation Degree students who are unable to provide an enhanced DBS record free from convictions or cautions could be at risk of being unable to complete the assessment on their programme which could mean withdrawal from or interruption of their studies. If a student is aware that they will have entries on their DBS record they should raise this immediately with their tutor so that appropriate advice can be provided. All sport and health, education and social science students will need to provide a DBS record before they can take part in some components of their programme. Students on other courses will be advised by their module leader based on their choice of placement.

Students must also be aware that should any material information or circumstances change that

could influence their DBS status following the offer of a place, or at any time once enrolled on a

programme, it is their responsibility to make their Programme Lead aware of any change. Changes

to circumstances will be considered in confidence and Programme Leads will work with students to

minimise the impact on their studies.


Teaching Methods and Assessments

A: Development of Knowledge and Understanding

Learning and Teaching Strategy/Method

By the end of the programme the student will be able to demonstrate knowledge and understanding of:

key aspects of archaeology, including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects

the uncertainty, ambiguity and limits of archaeological knowledge

the theory behind archaeological research at an appropriate level

the variety of methods, approaches and techniques of environmental archaeology and how they are applied

Primary Lectures Seminars Research Field experience Secondary Online materials

NB: Benchmark References Archaeology

Assessment Key knowledge and understanding is assessed via a combination of Conference Papers, Articles, Reports, Evaluations & Examinations

B: Cognitive and Intellectual Skills Learning and Teaching Strategy/Method

By the end of the programme the student will be able to:

conduct research at least some of which is at or informed by defined aspects of archaeology

deploy accurately established techniques of analysis and enquiry within archaeology

critically evaluate arguments, assumptions, abstract concepts and

Primary

Lectures

Seminars

Research

Secondary

For example:

The use of book clubs

Online materials

Online wikis


data (that may be incomplete), to make judgements

demonstrate an understanding of the benefits and limitations of specialist reports to an appropriate academic level

demonstrate an independence of thinking to an appropriate level

Online discussion

NB: Benchmark References

Archaeology

Assessment

Conference Papers

Articles

Reports

Examinations

Evaluations

C: Key Transferable Skills


conduct research

demonstrate self initiative and sense of personal responsibility

manage their own learning

critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem

demonstrate personal responsibility and initiative

show critical ethical understanding within the context of archaeology


Primary

Lectures

Seminars

Research

Workshops

Employer engagement Secondary

Presentations


Archaeology

Assessment

Conference Papers

Articles

Reports

Examinations

Evaluations


D: Employment Related Skills


present archaeological topics at an appropriate academic level

communicate information, ideas, problems, and solutions to both specialist & non-specialist on a variety of levels

apply an understanding of procedures of health and safety practice

conduct archaeological fieldwork in a competent manner

E: Practical Skills


present archaeological topics at an appropriate academic level

conduct laboratory research to an acceptable standard within an archaeological context

conduct archaeological fieldwork in a competent manner


Laboratory work

Projects

Designated tasks

Lectures and tutorials

Learning from work

Research


Archaeology

Assessment

Project work

Competence in a range of professional skills, e.g. those relating to laboratory, site management and museum exhibition work

Distinctive Features of the BSc

Examples of distinctive features

Develops from the vocational base of Foundation degree studies

Capitalises upon unique geographical and cultural heritage of the Far South West


Builds on specialist local knowledge and expertise which is related to this cultural heritage

Focuses on developing a range of employable skills which includes relating specialist knowledge to and through the popular media

Links to developments in the (SW) Lifelong Learning Network and other regional educational developments

Incorporates both local strength with a world perspective

Is actively involved in Third World and ethnic archaeological studies

Explores wide contemporary issues for the discipline

Incorporates theoretical understandings in an innovative study which ‘re-examines’ existing data through contrasting perspectives.


Intended Learning Outcomes Map

BSc (Hons) Level 1 Graduate Attributes and Skills 2 3 4 Core Programme Intended Learning Outcomes (as worded in the Programme Specification) The FHEQ requirements are already given here in italics

Aim Subject Benchmark

Related Core Modules

Knowledge/ Understanding Students will be able to demonstrate a knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that (those) area(s) of study. In particular:

a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects of a discipline

an appreciation of the uncertainty, ambiguity and limits of knowledge

an appropriate level of understanding of the theory behind topics they research

a knowledge of the variety of methods, approaches and techniques of environmental archaeology and how they are applied

1 3 4 5 6

6.3/4

309 310 304 305 308


Cognitive / Intellectual Skills (generic) Students will be able to demonstrate an ability to present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will also be able to demonstrate the ability to evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work. In particular to:

conduct research at least some of which is at or informed by defined aspects of the discipline

deploy accurately established techniques of analysis and enquiry within a discipline

deploy accurately established techniques of analysis and enquiry within a discipline

critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements

demonstrate an understanding of the benefits and limitations of specialist reports to an appropriate academic level

show an independence of thinking to an appropriate level

3 4 5 6

6.3/4

309 310 304 305 308


Key / Transferable Skills (generic) Students will be able to demonstrate an ability to communicate accurately and reliably, and with structured and coherent arguments. Students will also be able to demonstrate an ability to take different approaches to solving problems. In particular to:

The ability to present topics at an appropriate academic level


Demonstrate an ability to apply laboratory health and safety procedures to an acceptable standard


2 3 5

6.5/6

309 310 304 305 308

Employment-related skills Students will be able to demonstrate an ability to undertake further training and develop new skills within a structured and managed environment and the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility. IN particular to:





2 3 5

6.5/6

310 305


Practical Skills (subject specific)




2 3 5

6.5/6

310 305


3. Module Records

SECTION A: DEFINITIVE MODULE RECORD

MODULE CODE: TCARC 309 MODULE TITLE: World Archaeology

CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: V400

PRE-REQUISITES: CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters) World Archaeology will give the detailed analytical knowledge of a range of international developments in Archaeology This is a student-led module. The lecturer introduces the broad themes and gives guidance, but it is the students who actually research and present the specific topics to their fellow students.

ELEMENTS OF ASSESSMENT [Use HESA KIS definitions]

WRITTEN EXAMINATION COURSEWORK PRACTICE

E1 (Formally scheduled)

xx% C1 80% P1 20%

E2 (OSCE) xx% C2 xx% P3 xx% or Pass/Fail

T1 (in-class test) xx% A1 xx%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Archaeology

MODULE AIMS:

To promote a critical and evaluative understanding of the chronology & key themes of World archaeology

To discuss and compare a sense of approaches, ideas and theories employed in different parts of the world

To improve students self-initiative and sense of personal responsibility

To develop detailed knowledge of one chosen aspect of world archaeology

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to:

Conduct and manage research to an appropriate level including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects of archaeology

Evaluate and synthesise research and present topics at an appropriate academic level

Demonstrate an ability to deploy accurately established techniques of critical analysis and enquiry to complex problems within archaeology


DATE OF APPROVAL: 07/2007 FACULTY/OFFICE: Partnerships

DATE OF IMPLEMENTATION: 01/10/2007 SCHOOL/PARTNER: Truro and Penwith College

DATE(S) OF APPROVED CHANGE: 15/06/2015

TERM: Semester 1 & 2


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2018-2019 NATIONAL COST CENTRE: 126

MODULE LEADER: Caradoc Peters OTHER MODULE STAFF:

Summary of Module Content The Archaeology of the Americas, Sub Saharan Africa, Asia (North, South & East), Oceania / Australasia, Northern & Eastern Europe & the Mediterranean Primatology, Evolutionary Psychology & Anthropology The critical application and analysis of Anthropology & Ethnography Hunter-gatherers / foragers past & present Farming societies & technologies, Urbanism & Civilization Communication & Trade, Theory in World Archaeology

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]

Scheduled Activities Hours Comments/Additional Information

Lectures 45

Tutorial 5

Fieldwork

Guided Independent Study 150

Total 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc)

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Written exam

E_

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Coursework C1

Abstract & Conference Paper

100 %

L.1, L.2 & L.3

Practice P1

Preliminary Presentation of the Conference Paper

100 % L.2 & L.3

Updated by: Caradoc Peters Date: Sept. 2018

Approved by: Date: N/A

Recommended Texts and Sources: Gamble, C., 2014. Thinking Big: How the Evolution of Social Life Shaped the Human Mind. Oxford: Oxbow Books Mark, S. 2006. From Egypt to Mesopotamia: A Study of Predynastic Trade. College Station, TX: Texas A & M University Press Scarre, C. 2013. The Human Past. London: Thames & Hudson



MODULE CODE: TCARC 304

MODULE TITLE: Current Debates in Archaeology


PRE-REQUISITES: CO-REQUISITES: None

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters) Students will examine the current debates and philosophies behind today’s archaeology. They will also critically examine the literature in other disciplines that have influenced archaeology. They will learn how archaeology is part of a much wider academic discussion, and a much wider academic community.

ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}



50% C1 50% P1 xx% or Pass/Fail




MODULE AIMS: • To gain a critical, evaluative understanding of the wider philosophic debates that influence archaeology • To explore and analyse underpinning philosophies and discourse • To promote critical and lateral thinking

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: • Demonstrate an appropriate level of critical understanding of critical and philosophical theory • Critically evaluate arguments, assumptions and abstract concepts to make judgements • Evaluate the significance and effect of selected theory upon the development and practice of archaeology



DATE(S) OF APPROVED CHANGE: N/A TERM: Semester 1 & 2





Summary of Module Content Archaeology Debates Modern Philosophies Modern Developments in Related Disciplines



Lectures 45

Tutorial 5

Fieldwork



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Written exam

E1 Examination 100% L.1, L.2 & L.3

T_

Coursework C1 Book Review 100 % L.1, L.2 & L.3

Practice P_



Recommended Texts and Sources: Johnson, M. 2010. Archaeological Theory: An Introduction. Oxford: Blackwell Hahn, H.P. & Weiss, H., 2013. Mobility, Meaning and Transformations of Things. Oxford: Oxbow Books Hodder, I. 2012. Entangled: An Archaeology of the Relationships Between Humans and Things. New York: John Wiley



MODULE CODE: TCARC 305 MODULE TITLE: Environmental and Conservation Archaeology



SHORT MODULE DESCRIPTOR: (max 425 characters) Students will critically evaluate laboratory and field techniques of Environmental and Conservation Archaeology. This module will examine the principles and practices of Environmental and Conservation Archaeology, current issues and debates within the field, and investigate the interrelationship between them.




50% C1 50% P1 xx% or Pass/Fail




MODULE AIMS: • To develop a critical understanding of the fields of Environmental and Conservation Archaeology • To evaluate and apply a variety of methods and techniques of environmental and conservation archaeology with due recognition of sustainability and health and safety practice • To critically explore the issues confronting Environmental and Conservation Archaeology

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: • Critically evaluate the principles and approaches of Environmental and Conservation Archaeology • Evaluate a variety of methods and techniques of environmental and conservation archaeology • Apply an understanding of procedures of laboratory health and safety practice • Critically evaluate issues of Environmental and Conservation Archaeology



DATE(S) OF APPROVED CHANGE: N/A TERM: Semester 1 & 2





Summary of Module Content Environmental Archaeology Approaches & Techniques Theories of Environmental Archaeology Laboratory Health & Safety Law & Practice Microscopy, the use of fume cupboards and associated computer-management of data. Basic pollen types, land & freshwater mollusc types & soil types. Human ecology & environments and the debates & theories involved



Lectures 45

Tutorial 5

Supervised Time in Studio/Workshop

10

Fieldwork 10



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Written exam

E1 Examination 100 % L.1, L.2, L.3 & L.4

T_

Coursework C1 Archaeological Landscape

Assessment & Management Report

100 % L.1, L.2 & L.4

Practice P_




Recommended Texts and Sources: An, L. 2012. Modeling human decisions in coupled human and natural systems: Review of agent-based models. Ecological Modelling. 229(24): 25-36 Archaeology Division 2008. MARS. The Monuments at Risk South West. English Heritage. Available Online: http://www.english-heritage.org.uk/publications/scheduled-monuments-at-risk-south-west-region/smr-sw-acc-web-final.pdf (09/09/2011) Branch, N., Canti, M., Clark, P & Turney, C. 2005. Environmental Archaeology. Theoretical and Practical Approaches. London: Hodder Arnold Traverse, A. 2007. Paleopalynology. London: Springer



MODULE CODE: TCARC 310

MODULE TITLE: Entrepreneurship and Event Management



SHORT MODULE DESCRIPTOR: (max 425 characters) Students will learn to present material to different types of public audience. They will develop an understanding of audience so as to present the material in a way that is understandable and enjoyable for those audiences, whilst retaining the essence and integrity of the material. They will also learn how their statements may be liable to misinterpretation or manipulation.




xx% C1 60% P1 40%




MODULE AIMS: • To explore issues and techniques regarding communication with a range of publics on a variety of levels • To examine the balance between the public interest and professional responsibility • To develop self-initiative and sense of personal responsibility to meet work deadlines • To apply an understanding of audience to public communication

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: • communicate information, ideas, problems, and solutions to both specialist & non-specialist on a variety of levels in complex and unpredictable contexts, in a professional manner to a range of audiences • demonstrate self-initiative, entrepreneurship and a sense of personal responsibility • demonstrate an ability to critically evaluate the materials and the range of past interpretations, and to frame appropriate questions for those materials • incorporate a critical ethical dimension to their work


DATE OF IMPLEMENTATION: 01/10/2007

SCHOOL/PARTNER: Truro and Penwith College

DATE(S) OF APPROVED CHANGE: 15/06/2015

TERM: Semester 1 & 2




MODULE LEADER: Sally Herriett OTHER MODULE STAFF:

Summary of Module Content Forms, codes and conventions of popular media Ethics, representation and responsibility of broadcasters Interview and presentational techniques in different media Popular media – cultural and ideological understandings



Lectures 35

Tutorial 5

Project Supervision 20



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Written exam

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Coursework C1 Exhibition Portfolio 100 % L.1, L.2, L.3 & L.4

Practice P1

Press Statement, Media interview & Case Study

100 % L.1, L.2 & L.3



Recommended Texts and Sources: Black, G. 2005. The Engaging Museum. London: Routledge French & Runyard 2011. Marketing and Public Relations for Museums, Galleries, Cultural and Heritage Attractions. London: Routledge Kantanen, T. & Tikkanen, I. 2006. Advertising in low and high involvement cultural tourism attractions: Four cases. Tourism & Hospitality Research 6: 99-110 Theaker, A. (ed.) 2008. The Public Relations Handbook. London: Routledge



MODULE CODE: TCARC 308 MODULE TITLE: Dissertation


PRE-REQUISITES:

CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters) This module will build upon the experiences of Foundation Degree projects. Students will research themes, topics or sites from a more critically analytical perspective. Students will examine appropriate philosophical and theoretical themes in relevant research areas. Students will be expected to demonstrate a critical understanding of archaeological theory relevant to their project work.

ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}



xx% C1 100% P1 xx% or Pass/Fail




MODULE AIMS: • To develop the ability to examine pre-existing theory in the context of their research materials • To develop an independence of thinking through critical reflection on evidence • To develop an ability to research and exercise academic skills of writing and presentation at level 3

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: • demonstrate an ability to manage their own learning under supervision, and to make use of scholarly reviews and primary sources (e.g. refereed research articles and/or original materials appropriate to the discipline). • critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete) and to reassess existing data


• make judgements, and frame appropriate questions to achieve a solution - or identify a range of solutions –in response to a complex archaeological problem • exercise initiative and personal responsibility • incorporate a critical ethical dimension to a major piece of work



DATE(S) OF APPROVED CHANGE: N/A TERM: Semester 1

UNIVERSITY OF PLYMOUTH MODULE RECORD





Summary of Module Content Forms, codes and conventions of popular media Ethics, representation and responsibility of broadcasters Interview and presentational techniques in different media Popular media – cultural and ideological understandings

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}


Lectures 40

Tutorial 10

Fieldwork 40



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Coursework C1

A1 & A0 Research Posters Dissertation Report

30% 70%

L.1, L.2, L.3 & L.4 L.1, L.2, L.3 & L.4

Practice P_



Recommended Texts and Sources: Bell, J. 2010. Doing your research project. Buckingham: Open University Press Johnson, M. 2010. Archaeological Theory: An Introduction. Oxford: Blackwell Scarre G.F. & Scarre, C. 2006. The Ethics of Archaeology. Philosophical Perspectives. Cambridge: Cambridge University Press

Programme Quality Handbook for - Truro and Penwith College · theories employed in regional and...

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