Programme Quality Handbook for - Truro and Penwith College · Truro and Penwith College, FdSc...

Truro and Penwith College, FdSc Archaeology, Programme Quality Handbook 2018-19 of 44

University of Plymouth Academic Partnerships

Truro & Penwith College

Programme Quality Handbook for FdSc Archaeology

2018 – 19


Contents

1. Welcome and Introduction to FdSc Archaeology………………………………………………...3

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

3. Module Records ...................................................................................................................... 19

Truro and Penwith College, FdSc Archaeology, Programme Quality Handbook 2018 -19 of 44

1. Welcome and Introduction to FdSc 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 FdSc in Archaeology has many distinctive features such as its practical laboratory sessions and the teaching of digital applications in archaeology. The FdSc, together with its predecessor HND, has been running now for 14 years and was designed to meet local employer need and student interest. This programme has been designed to meet the Foundation Degree Qualification Benchmark (FDQB) and is based on a vocational experience of academic study. 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).

.

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: Foundation Degree [FdSc] [with Distinction over 70% agg.] Intermediate Awards: Certificate of Higher Education (CertHE) Programme Title: FdSc Archaeology

UCAS Code: V400 Benchmarks: Foundation Degree Qualification Benchmark Benchmark Statement for Archaeology Date of Approval: September 2003

Admissions Criteria: See Truro and Penwith College Higher Education Prospectus

and UCAS website

Qualification(s) Required for Entry to the FdSc

Comments

Candidates must have at Level 2:

At Level 2

Key Skills requirement/Higher Level Diploma

Level 2 Key/Functional Skills in English and Maths equivalents

and/or

GCSEs required at Grade C and above 5 GCSEs including English and Maths at Grade C or above

Plus at least one of the following Level 3 qualifications:

A Levels required: A minimum of 60 UCAS Tariff Points

Preferably in an historical and/or science subject

Advanced Level Diploma Preferably in an historical and/or science subject

BTEC National Certificate/Diploma Preferably in an historical and/or science subject

HNC/D Preferably in an historical and/or science subject

VDA: AGNVQ, AVCE, AVS Preferably in an historical and/or science subject

Access to HE or Year 0 provision Preferably in an historical and/or science subject

International Baccalaureate Preferably in an historical and/or science subject

Irish/Scottish Highers/Advanced Highers Preferably in an historical and/or science subject


Work Experience Preferably in an historical and/or science subject

Other non-standard awards or experiences

Interview/portfolio requirements Applicants are to be interviewed by the Programme Leader and must have a relevant portfolio available

Independent Safeguarding Agency (ISA) / Criminal Record Bureau (CRB) clearance required

No – unless work placement provider requests it

Aims of the Programme:

The Foundation Degree in Archaeology programme aims to provide a programme of study which will enable you to confidently enter your chosen area of professional employment with a practical understanding of Archaeology, developed through an extensive academic experience by: Producing Foundation Degree graduates who have a range of skills and knowledge which makes you: 1. attractive employees in a variety of fields of employment; and/or 2. capable of continuing study at a higher level at university in order to gain further

qualifications/an Honours Degree in Archaeology or a related subject 3. developing your knowledge and understanding of:

(a) Archaeological Chronology and Science; (b) Interpretation, Education and Management of Archaeology; and (c) a variety of concepts, theories and practices

4. encouraging you to develop archaeological and scientific skills and concepts that can be applied to practical problems and vocational situations

5. assisting you in becoming an autonomous lifelong learner with a sense of study and enquiry, and the ability to comprehend and contextualise continuing change as part of an ongoing programme of continuing professional development

6. promoting the development of key intellectual, cognitive, practical and research skills

Programme Intended Learning Outcomes:

By the end of this programme the student will:

become a reflective individual who gives consideration to ethical viewpoints in the decision making process

have a strong sense of observation of the world around us

have a sense of informed concern for the world in which we live

have a respect for the culture & identity of others, as their own

Brief Description of the Programme

The programme contains extensive fieldwork and artefact care, providing the opportunity for students to undertake surveys and discover the practical essentials of


archaeological work. For those interested in artefacts, there are museum placements and practical sessions in artefact analysis. Students will receive a good grounding in all periods of British archaeology and there is also a course unit in the second year, which will examine the distinctive archaeological record in Cornwall including the Celtic West, Tintagel and Cornwall's industrial sites which have recently received World Heritage status.


Programme Structure and Pathways

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

Level 4 Level 5

Module Code

Module Title No. of Credits

Core / Optional

Module Code

Module Title No. of Credits

Core / Optional

TCARC122

Archaeology & Environment From Prehistory to Roman Times

20 Core TCARC207

Archaeology & Geology of Cornwall

20 Core

TCARC118

Excavation, Post-Excavation & Museums

20 Core TCARC212

Museum Conservation and Display

20 Core

TCARC119

History of Archaeological Debate

20 Core TCARC204

Quaternary & Archaeological Science

20 Core

TCARC120

Post-Roman to Recent Times

20 Core TCARC210

Field Techniques & Interpretation

20 Core

TCARC106

Principles of Field Survey

20 Core TCARC211

Professional Project

40 Core

TCARC121

Entrepreneurship & Applied Practice

20 Core

Progression Route(s)

BSc (Hons) Archaeology – delivered at Truro College If you progress to the final stage of a University of Plymouth programme then 30% of your level 5 marks will be taken into account in your final degree classification. Please note that marks from your work-based learning module, as a level 4 module, will not contribute.

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:

Begin to understand the intellectual vitality of archaeology, its theoretical basis, current debates over approaches to interpretation, and archaeology’s relationship to other disciplines

Appreciate the social, cultural, and political context of archaeological interpretation

Understand the causes of variation in the reliability of different classes of evidence from archaeological contexts (such as: taphonomy; cultural and non-cultural transformations; depositional processes; and recovery procedures)

Understand the relationship between the practice of archaeology and the institutional context of that practice

Possess a basic understanding of scientific methods used in collecting, analysing, and interpreting archaeological data

From specialised investigation, begin to develop a deeper understanding of one or more distinct classes of archaeological material

Primary

Lectures and tutorials

Directed independent study

Learning from work experience

Secondary

Case studies

Problem-solving exercises

NB: Benchmark References Archaeology

Assessment Key knowledge and understanding is assessed via a combination of multiple choice tests, examinations, reports, presentations and seminar performances.

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

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

Solve and manage problems given classifications / principles, whilst weighing up the reliability of evidence

Primary

Class exercises

Tutorial/seminar discussions

Feedback via coursework assessment process (reports, etc.)


Understand the use of analogy and experiment in archaeological analysis

Broad and comparative knowledge of the archaeology of selected geographical regions

Broad and comparative knowledge of the archaeology of selected chronological periods

Produce logical and structured arguments supported by relevant evidence

Appreciate the importance of the recovery of primary data through practical experience

Draw down appropriate scientific principles and concepts to archaeological problems

Secondary For example:

Problem solving


Assessment

Projects/reports

Examinations/tests

Coursework/group work


C: Key Transferable Skills By the end of the programme the student will be able to:

Select and apply appropriate statistical techniques to process archaeological data, recognising the potential and limitations of such techniques

Marshall and critically appraise their own and other people’s arguments

Prepare effective written communications for different kinds of readership

Plan, design, and execute a programme of primary research, working independently with an appropriate degree of supervision

Collaborate effectively in a team via experience of working in a group, for example through fieldwork and/or project work

Begin to critically evaluate one's own and others' opinions, from an appreciation of the practice of archaeology

Learning and Teaching Strategy/Method Primary

Library and other research exercises

Group work awareness and practice

Computer-based learning and assessment

Secondary

Class and seminar interactions and feedback


Assessment

Coursework of all types

Examination preparation and completion

Group work assessment

Placement


D: Employment Related Skills By the end of the programme the student will be able to:


Appreciate the importance of safety procedures and responsibilities (both personal and with regard to others) in the field and the laboratory

E: Practical Skills By the end of the programme the student will be able to:

Possess a critical awareness of methodologies for quantifying, analysing, and interpreting primary data with increasing autonomy

Understand the practice of the core laboratory techniques of recording, measurement, analysis, and interpretation of archaeological material

Observe and describe different classes of primary archaeological data, and objectively record their characteristics


Make critical and effective use of information retrieval skills using paper-based and electronic (including WWW) resources

Learning and Teaching Strategy/Method

Laboratory work

Projects

Designated tasks

Lectures and tutorials

Learning from work


Assessment

Project work

Competence in a range of work-related communication techniques


Distinctive Features of the Foundation Degree

Examples of distinctive features The course uses all the advantages that Cornwall has to offer – e.g. there is a module

specifically on Cornish Archaeology and Geology. It also makes full use of the archaeological landscape of the local region, as well as its

plentiful museum and heritage resources, through trips, workshops and placements. Local employers have been and will continue to be involved with the design and

structure of the Programme, to ensure that you are emerging with the qualifications and skills that they require.

The methodological disciplines of Archaeology, combined with practical experience of field archaeology, museum work, and related heritage industries and their requirements, will provide you with a valuable autonomous and marketable HE qualification.

Truro and Penwith College, FdSc Archaeology, Programme Quality Handbook 2018-19

Learning Outcomes Maps for FdSc in Archaeology at HE Levels 4 and 5

Certificate Level

1 Graduate Attributes and Skills 2 3 4

Core Programme Intended Learning Outcomes

Aim Subject Benchmark

Related Core Modules

Knowledge / Understanding

Demonstrate knowledge and understanding of the origins and development of archaeology as a discipline

Begin to show familiarity with the basic concepts which underpin the subject (such as: archaeological uses of assemblage, culture, and style; approaches to typology, taxonomy, and ancient technology; stratigraphic context; temporality; and landscape)

Appreciate and be sensitive to different cultures, and deal with unfamiliar situations

2.4.3.c 2.4.3.c & 2.4.4 2.4.5

3.1 3.4 4.18

TCARC122/118 TCARC119

Cognitive / Intellectual Skills

Solve and manage problems given classifications / principles, whilst weighing up the reliability of evidence

Understand the use of analogy and experiment in archaeological analysis

Broad and comparative knowledge of the archaeology of selected geographical regions

Broad and comparative knowledge of the archaeology of selected chronological periods

Produce logical and structured arguments supported by relevant evidence

2.4.3.b 2.4.3.a 2.4.3.a 2.4.4 2.4.2

3.10 3.11 3.12 4.9

TCARC122/118 TCARC120/106


Key / Transferable Skills

Assemble a coherent research proposal with appropriate guidance

Present effective oral presentations for different kinds of audiences

Prepare effective written communications for different kinds of readership

Make effective and appropriate forms of visual presentation (graphics, photographs, spreadsheets)



2.4.1 & 2.4.6 2.4.1 & 2.4.2 2.4.1 & 2.4.2 2.4.1 & 2.4.2 2.4.1 2.4.1

4.7 4.10 4.11 4.14 4.16 4.17

TCARC118/119 TCARC121/120 TCARC106

Practical Skills

Practice core fieldwork techniques of identification, surveying, recording, and sampling under supervision

Discover and recognise the archaeological significance of material remains and landscapes

Make effective and appropriate use of C&IT (such as: word processing packages; databases; and spreadsheets)

2.4.1 & 2.4.4 2.4.1 & 2.4.2 2.4.1 & 2.4.2

4.2 4.4 4.12



Employment-related Skills

Motivation

Ability to work autonomously & with others

Self-awareness and self-management

Empathy and insight

Intellectual integrity

Awareness of responsibility as a local, national and international citizen

Interest in lifelong learning

Flexibility & adaptability

Creativity & imagination

To carry out risk assessment

2.4.1


Other

To become a reflective individual who gives consideration to ethical viewpoints in the decision making process

To have a strong sense of observation of the world around us

To have a sense of informed concern for the world in which we live

To have a respect for the culture & identity of others, as their own

2.4.5

TCARC122/118 TCARC119/120 TCARC106/121


Foundation Degree Intended Learning Outcomes Map Intermediate 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(s) Subject Benchmark (specific reference)

Related Core Modules

Knowledge / Understanding

Begin to understand the intellectual vitality of archaeology, its theoretical basis, current debates over approaches to interpretation, and archaeology’s relationship to other disciplines

Appreciate the social, cultural, and political context of archaeological interpretation

Understand the causes of variation in the reliability of different classes of evidence from archaeological contexts (such as: taphonomy; cultural and non-cultural transformations; depositional processes; and recovery procedures)

Understand the relationship between the practice of archaeology and the institutional context of that practice

2.4.3.c 2.4.3.c & 2.4.5 2.4.3.c 2.4.4

3.2 3.3 3.5 3.6



Possess a basic understanding of scientific methods used in collecting, analysing, and interpreting archaeological data

From specialised investigation, begin to develop a deeper understanding of one or more distinct classes of archaeological material

2.4.3.a & 2.4.6 2.4.5 & 2.4.6

3.9 3.13


Employment-related Skills



2.4.1 2.4.1

4.16 4.17


Practical Skills

Possess a critical awareness of methodologies for quantifying, analysing, and interpreting primary data with increasing autonomy

Understand the practice of the core laboratory techniques of recording, measurement, analysis, and interpretation of archaeological material

Observe and describe different classes of primary archaeological data, and objectively record their characteristics


Make critical and effective use of information retrieval skills using paper-based and electronic (including WWW) resources

2.4.1 & 2.4.4 2.4.3.a 2.4.6 2.4.6 2.4.4

3.8 4.3 4.5 4.6 4.13

TCARC202/210 TCARC211

UNIVERSITY OF PLYMOUTH MODULE RECORD


3. Module Records SECTION A: DEFINITIVE MODULE RECORD

MODULE CODE: TCARC 122 MODULE TITLE: Archaeology & Environment from Prehistory to Roman Times

CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: V400

PRE-REQUISITES: None

CO-REQUISITES: None

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters) Human ecology and society in Britain from prehistory till the Romano-British period will be studied, in

context with the relevant world archaeology. Interpreting the evidence of fossil landscapes and

archaeological evidence is the focus of the module with a programme of field trips, reinforcing the

science and theory.

ELEMENTS OF ASSESSMENT [Use HESA KIS definitions]

WRITTEN EXAMINATION COURSEWORK PRACTICE

E1 (Formally

scheduled)

C1 40% P1

E2 (OSCE) C2 P3

T1 (in-class test) 60% A1

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

MODULE AIMS: • To provide a chronological framework within which the student can develop a deeper understanding

of the prehistoric and Romano-British archaeology of Britain • To place this knowledge in the necessary European and World contexts • To provide each student with an overview of the field monuments of these periods • To enable students to progress to the later periods in the Post-Roman to Recent Times (TCARC120)

module

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. know the basic outline of the prehistoric and Romano-British archaeology of Britain within wider

European and World contexts 2. recognise major classes of prehistoric and Roman archaeological sites in Britain 3. recognise fossil landscape features & other indications of palaeoenvironments 4. begin to show familiarity with the basic concepts which underpin the subject (such as: archaeological

uses of assemblage, culture, and style; approaches to typology, taxonomy, and ancient technology; stratigraphic context; temporality; and landscape)

DATE OF APPROVAL: 09/2003 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 09/2013 SCHOOL/PARTNER: Truro & Penwith College

DATE(S) OF APPROVED CHANGE: Sept

2017

TERM: Semester 1



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: 2018-2018 NATIONAL COST CENTRE: 126

MODULE LEADER: Caradoc Peters

OTHER MODULE STAFF:

Summary of Module Content Human ecology and society in Britain from prehistory till the Romano-British period will be studied, in context with the relevant world archaeology. Interpreting the evidence of fossil landscapes and archaeological evidence is the focus of the module with a programme of field trips, reinforcing the science and theory.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}

Scheduled Activities Hours Comments/Additional Information

Lecture 45

Practical classes and workshops 10

Tutorial 5

Guided Independent Study 140

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

hours, etc)

Ca

teg

ory

Ele

me

nt

Co

mp

on

en

t

Na

me

Co

mp

on

en

t

we

igh

tin

g

Co

mm

en

ts

Inclu

de lin

ks

to le

arn

ing

ob

jecti

ves

Written

exam

E_

T1 In-Class Test 100% L.1 & L.4

Coursework C1 Image and Source Selection 100% L.2 & L.3

Practice P_

Updated by: Caradoc Peters Date: Sept 2018

Approved by: Caradoc Peters Date: Sept 2018

Recommended Texts and Sources: The journals: Antiquity, Proceedings of the Prehistoric Society & Britannia Bell, M. & Walker, M.J.C. 2005. Late Quaternary Environmental Change. Harlow, Essex: Pearson Educational Ltd Pryor, F. 2003. Britain BC. Life in Britain before the Romans. London: Harper Collins



SECTION A: DEFINITIVE MODULE RECORD

MODULE CODE: TCARC 118

MODULE TITLE: Excavation, Post-Excavation & Museums



CO-REQUISITES: None

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters) This module covers broad issues such as how and why excavations are, and have been carried. Particular attention is given to issues of stratigraphy (e.g. context sheets and matrices). It then shows how provision for the long term study and conservation of materials and structures recovered from excavations is built into the excavation design. Finally, The role of museums in communicating the results of such work is investigated.

ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}


E1 (Formally scheduled)

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

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:

MODULE AIMS: • to give students a solid working foundation in the theory and practice of archaeological excavation and post-excavation • to give students a foundation in recording, analysis and presentation of archaeological data • to lay the foundations for practical work in the Field Techniques and Interpretation module (TCARC210)

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. begin to appreciate the complexity of how and why sites are selected for excavation 2. understand the basic principles of the interpretation of excavated evidence 3. solve and manage problems given classifications / principles, whilst weighing up the reliability of evidence 4. appreciate the importance of safety procedures and responsibilities (both personal and with regard to others) in the field 5. use computers for word-processing, illustration and presentation in a predictable and standard format 6. make effective and appropriate forms of visual presentation (graphics, photographs)


DATE OF IMPLEMENTATION: 09/2010 SCHOOL/PARTNER: Truro and Penwith College

DATE(S) OF APPROVED CHANGE: TERM: Semester 1







OTHER MODULE STAFF:

Summary of Module Content This module covers broad issues such as how and why excavations are, and have been carried. Particular attention is given to issues of stratigraphy (e.g. context sheets and matrices). It then shows how provision for the long term study and conservation of materials and structures recovered from excavations is built into the excavation design. Finally, The role of museums in communicating the results of such work is investigated.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]


Lecture 45

Practical classes and

workshops

20

Tutorial 5


Total 200

(NB: 1 credit = 10 hours of learning; 10 credits = 100

hours, etc)

Ca

teg

ory

Ele

me

nt

Co

mp

on

en

t

Na

me

Co

mp

on

en

t

we

igh

tin

g

Co

mm

en

ts

Inclu

de lin

ks

to le

arn

ing

ob

jecti

ves

Written

exam

E_

T_

Coursework C1 Excavation Documentation

Museum Communication Report 60 % 40 %

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

L.5 & L.6

Practice P_



Recommended Texts and Sources: Blackwell, I. 2009. Communication Friendly Museums. Stoke-On-Trent Museums Greene, K. 2010. Archaeology: an introduction. London: Routledge Harris, E.C. 2013 Urban sites and the stratigraphic revolution in archaeology. Papers from the Institute of Archaeology, 23 (1): Art 20 doi: http://dx.doi.org/10.5334/pia.439





MODULE TITLE: History of Archaeological Debate



CO-REQUISITES: None

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters) The content of this module includes the history of archaeology to the present, and the interpretation of archaeology, including issues such as nationalism, gender and racism. It also investigates ICT technologies as sources of reliable and appropriate information.








MODULE AIMS: • to detail the origins and historical development of the discipline of archaeology in Britain and the World • to demonstrate how archaeological information can be variously interpreted due to different historical/political agendas • to lay the foundations for interpretation in the chronological modules (TCARC 122, 120 & 207) and for Entrepreneurship & Applied Practice (TCARC 121)

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. demonstrate knowledge and understanding of the origins and development of archaeology as a discipline in Britain and the World 2. begin to understand the intellectual vitality of archaeology, its theoretical basis, current debates over approaches to interpretation, and archaeology’s relationship to other disciplines 3. identify and understand the implications of politically biased versions of the past, in both history and archaeology, while appreciating and being sensitive to different cultures 4. present their work orally and effectively before their peer group 5. make effective and appropriate use of web technologies as sources of information






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.



OTHER MODULE STAFF:

Summary of Module Content The content of this module includes the history of archaeology to the present, and the interpretation of archaeology, including issues such as nationalism, gender and racism. It also investigates ICT technologies as sources of reliable and appropriate information.



Lecture 45


workshops

Tutorial 5


Total 200


hours, etc)

Cate

go

ry

Ele

me

nt

Co

mp

on

en

t

Nam

e

Co

mp

on

en

t

we

igh

tin

g

Co

mm

en

ts

Inc

lud

e

lin

ks

to

lea

rnin

g

ob

jec

tiv

es

Written

exam

E_

T_

Coursework C1

Website Proof Reading, Correction & Redesign Conference Paper Abstract & Presentation

40 % 60 %

L.1, L.2 & L.5

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

Practice P_



Recommended Texts and Sources: Johnson, M. 2010. Archaeological Theory: An Introduction. Oxford: Blackwell Thurley, S. 2014. Men from the Ministry: How Britain Saved Its Heritage. London: Yale University Press Trigger, B.G. 2006. A history of archaeological thought. Uni. California Press





MODULE TITLE: Entrepreneurship and Applied Practice



CO-REQUISITES: None

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters) This module is designed to enable students to demonstrate that they have the qualities, skill and innovation needed for employment in their chosen sector. The module will enable students to exercise a sustainable approach to decision making including the ability to relate their professional practice to underlying theory and principles.

ELEMENTS OF ASSESSMENT [Use HESA KIS definitions]







MODULE AIMS: • To enable students to develop evidence that supports their career development and professional practice. • To enable students to demonstrate an innovative approach to sustainable practice that is informed by relevant theories and principles. • To support students to develop as an autonomous learner.

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Demonstrate how entrepreneurial ideas can be applied to own professional development. 2. Demonstrate how theory and principles can be used to inform sustainable professional

practice. 3. Evaluate own skills and identify strengths, weaknesses and areas for future development.

(Framework for Higher Education Qualifications, QAA)



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






MODULE LEADER: Stuart Falconer

OTHER MODULE STAFF:

Summary of Module Content This module is designed to enable students to demonstrate that they have the qualities, skill and innovation needed for employment in their chosen sector. The module will enable students to exercise a sustainable approach to decision making including the ability to relate their professional practice to underlying theory and principles



Lecture 45


workshops

Tutorial 5


Total 200


hours, etc)

Cate

go

ry

Ele

me

nt

Co

mp

on

en

t

Nam

e

Co

mp

on

en

t

we

igh

tin

g

Co

mm

en

ts

Inc

lud

e

lin

ks

to

lea

rnin

g

ob

jec

tiv

es

Written

exam

E_

T_

Coursework C1 Career Development Report 100 % L.1, L.2 & L.3

Practice P_



Recommended Texts and Sources: Clydesdale, G. 2009. Entrepreneurial Opportunity; The Right Place at the Right Time. London: Routledge Flatman, J. 2011. Becoming an Archaeologist: A Guide to Professional Pathways. Cambridge: Cambridge University Press Baverstock, A. (ed.) 2010. How to get a job in a museum or art gallery. London: A & C Black





MODULE TITLE: Post-Roman to Recent Times: Culture, Science and Statistics



CO-REQUISITES: None

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters) The periods in Britain from the Late Roman period until the present will be studied, with particular emphasis on the anthropological and economic aspects. As well as the basic chronological and environmental outline, recent topics of research will be covered. The scientific and theoretical background will complement the programme of field trips. Also, this module covers an introduction to the use of statistics, spreadsheets and databases.




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




MODULE AIMS: • To provide a chronological framework within which the student can develop a deeper understanding of the Roman to Recent archaeology of Britain • To place this knowledge in the necessary European and World contexts • To provide each student with an overview of the field monuments of these periods • to show how basic computer packages: word-processing, the Internet, spreadsheets and databases can be used to aid archaeological projects • to lay the foundations for interpretation in the Archaeology and Geology of Cornwall module (TCARC207)

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. recognise major classes of Roman to Recent archaeological sites in Britain 2. place these classes of site and fossil landscapes within wider European and World contexts 3. understand the use of analogy and experiment in archaeological analysis 4. make effective and appropriate use databases; and spreadsheets 5. use computers, in a predictable and standard format, to facilitate data collection, storage and analysis









OTHER MODULE STAFF:

Summary of Module Content The periods in Britain from the Late Roman period until the present will be studied, with particular emphasis on the anthropological and economic aspects. As well as the basic chronological and environmental outline, recent topics of research will be covered. The scientific and theoretical background will complement the programme of field trips. Also, this module covers an introduction to the use of statistics, spreadsheets and databases.



Lecture 45


workshops

10

Tutorial 5


Total 200


hours, etc)

Cate

go

ry

Ele

me

nt

Co

mp

on

en

t

Nam

e

Co

mp

on

en

t

we

igh

tin

g

Co

mm

en

ts

Inc

lud

e

lin

ks

to

lea

rnin

g

ob

jec

tiv

es

Written

exam

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

T_

Coursework C1

Statistical Analysis of Archaeological Data with an explanation of the science

100%

L.4 & L.5

Practice P_



Recommended Texts and Sources: The journals: Antiquity, Britannia, Medieval Archaeology, Post-Medieval Archaeology and the Industrial Archaeology Review as well as journals accessible through the Plymouth Portal Fletcher & Lock, G.R. 2005. Digging Numbers. Elementary Statistics for Archaeologists. Oxford: Institute of Archaeology





MODULE TITLE: Principles of Field Survey



CO-REQUISITES: None

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters) This module will cover the development of surveying ideas and techniques, analysing why they were used and what their limitations are. Crucial concepts of modern survey are introduced and linked to the practical exercises, which cover the broad range of surveying techniques that field archaeologists are likely to encounter, including a basic knowledge of theodolites and levels. HER, SMR, other archives, aerial photographs, cartographic information and geophysical surveys, as well as basic mathematical concepts are covered.




xx C1 100% P1 xx% or Pass/Fail




MODULE AIMS: • To provide a solid working foundation in the theory and practice of archaeological field survey • To provide a foundation in the recording, analysis and presentation of archaeological data • To enable students to progress to the Field Techniques & Interpretation module (TCARC210)

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. practice core fieldwork techniques of identification, surveying, recording, and sampling under supervision 2. appreciate the value and attributes of standing building surveys, including an understanding of architectural history 3. produce neat, effective and well-presented notes 4. appreciate the importance of safety procedures and responsibilities (both personal and with regard to others) in the field









OTHER MODULE STAFF:

Summary of Module Content This module will cover the development of surveying ideas and techniques, analysing why they were used and what their limitations are. Crucial concepts of modern survey are introduced and linked to the practical exercises, which cover the broad range of surveying techniques that field archaeologists are likely to encounter, including a basic knowledge of theodolites and levels. HER, SMR, other archives, aerial photographs, cartographic information and geophysical surveys, as well as basic mathematical concepts are covered.



Lecture 45

Practical classes and workshops 20

Tutorial 5


Total 200


hours, etc)

Ca

teg

ory

Ele

me

nt

Co

mp

on

en

t

Na

me

Co

mp

on

en

t

we

igh

tin

g

Co

mm

en

ts

Inclu

de lin

ks

to le

arn

ing

ob

jecti

ves

Written exam E_

T_

Coursework C1

Survey Guide Pamphlet Field Survey Strategy Document

50 % 50 %

L.1 & L.4

L.1, L.2 & L.3

Practice P_



Recommended Texts and Sources: Carver, M.O.H. 2009. Archaeological Investigation. London: Routledge Drewett, P. 2011. Field Archaeology. An Introduction. London: Routledge Greene, K. 2010. Archaeology: an introduction. London: Routledge





MODULE TITLE: The Archaeology and Geology of Cornwall


PRE-REQUISITES: TCARC122 & TCARC120

CO-REQUISITES: None

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters) Students will learn the importance of local geological knowledge in archaeological projects, making effective use of geology and integrating it with archaeological data. They will also study all periods of Cornish archaeology, developing an appreciation of detailed local archaeological knowledge. The scientific and theoretical background will complement the field trips.






T1 (in-class test) 50% A1 xx%


Professional body minimum pass mark requirement:

MODULE AIMS: • To provide a detailed case study which the student can use to develop a deeper understanding of the study of archaeology • To provide depth and distinctiveness to the region in which they are operating • To provide an understanding of the limitations of wider contexts such as British and European when applies to a regional archaeology • To enable students to build on the skills and knowledge developed in the chronological modules (TCARC 122 & 120)

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. know what identifies and distinguishes the regional archaeology of Cornwall from wider trends 2. place these monuments in context more critically & discriminatingly than in Stage 1 3. begin to understand the intellectual vitality of archaeology, its theoretical basis, current debates over approaches to interpretation, and archaeology’s relationship to other disciplines 4. draw down appropriate scientific principles and concepts to archaeological problems

DATE OF APPROVAL: 05/2013 FACULTY/OFFICE: Partnerships

DATE OF IMPLEMENTATION: 23/09/2013 SCHOOL/PARTNER: Truro and Penwith College







OTHER MODULE STAFF:

Summary of Module Content Students will learn the importance of local geological knowledge in archaeological projects, making effective use of geology and integrating it with archaeological data. They will also study all periods of Cornish archaeology, developing an appreciation of detailed local archaeological knowledge. The scientific and theoretical background will complement the field trips.



Lectures 45

Tutorial 5

Fieldwork 20


Total 200 (NB: 1 credit = 10 hours of learning; 10 credits

= 100 hours, etc)

Cate

go

ry

Ele

me

nt

Co

mp

on

en

t

Nam

e

Co

mp

on

en

t

we

igh

tin

g

Co

mm

en

ts

Inc

lud

e

lin

ks

to

lea

rnin

g

ob

jec

tiv

es

Written

exam

E_

T1 In-Class Test 50% L.2 & L.4

Coursework C1 Geological Report 50% L.1 & L.3

Practice P_



Recommended Texts and Sources: Bristow, C.M. 2004. Cornwall’s Geology and Scenery. St Austell: Cornish Hillside

Publications

Peters, C. 2005. The Archaeology of Cornwall. Fowey: Cornwall Editions

Peters, C. 2014. The Origins of Maritime Cornwall: Pre-Medieval Settlements and

Seaways. In P. Payton, A. Kennerley & H. Doe (eds.) The Maritime History of Cornwall.

Exeter: University of Exeter Press




MODULE CODE: TCARC212 MODULE TITLE: Museum Conservation & Display


PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters) Students study a wide range of techniques and principles, including organisation, conservation, ethics and analysis in presenting objects for display

ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)



xx% C1 100% P1 xx% or

Pass/Fail

E2 (OSCE) xx% C2 xx% P3 xx% or

Pass/Fail



Professional body minimum pass mark requirement: N/A

MODULE AIMS: 1. Introduce some of the key political and ethical issues in staging events 2. To explore the issues of health and safety and personal responsibility 3. To appreciate the need for and practice of museum conservation

ASSESSED LEARNING OUTCOMES: (additional guidance below)

To understand the social, cultural, and political context of their event

Will be able to explain the ethical issues relating to their event

Understands the practice of entrepreneurship and event management

Critically assess their role concerning safety issues and team work

Identify the key conservation issues in displaying historic materials and archives

DATE OF APPROVAL: September 2003 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: September 2011

SCHOOL/PARTNER: Truro & Penwith College

DATE(S) OF APPROVED CHANGE: February 2011

TERM: Autumn




ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 126

MODULE LEADER: Marilla Walker OTHER MODULE STAFF:

Summary of Module Content Organisation and structure of museums, history of museums, management of collections, recording (including databases, illustration and photography), exhibitions, ethics, conservation of materials, museum environments, laboratory safety.

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions) (This summary is indicative of what may be taught)


Lecture 45

Seminar

Tutorial 5

Project Supervision 10

Demonstration

Practical Classes & Workshops

Supervised Time in Studio/Workshop

Fieldwork

External Visits

Work Based Learning


Other

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

Cate

go

ry

(mo

de

of

asse

ssm

en

t)

Ele

me

nt

Co

mp

on

en

t

Nam

e

Co

mp

on

en

t

we

igh

tin

g

Co

mm

en

ts

Inclu

de

lin

ks

to le

arn

ing

ob

jectives

Written exam

E1

T1

Coursework C1 Report Presentation

60 % 40 %

L.4 & L.5 L.1, L.2 & L.3

Practice P1





Recommended Texts and Sources: Ambrose, T. & Paine, C. 2006. Museum Basics. London: Routledge

Hamilakis, Y. 2014. Archaeology and the Senses. Cambridge: Cambridge University

Press

Rodgers, B.A. 2004. The Archaeologist’s Manual for Conservation. London: Kluwer

Academic / Plenum Publishers




MODULE CODE: TCARC204 MODULE TITLE: Quaternary and Archaeological Science



SHORT MODULE DESCRIPTOR: (max 425 characters) This module will include scientific approaches and techniques for dating and materials analysis, with assessment of scientific reports, field assessment and some theoretical considerations.




50% C1 50% P1 xx% or

Pass/Fail


Pass/Fail



MODULE AIMS: 4. to create an awareness of the importance of science to the discipline 5. to provide an opportunity for students to receive a sound understanding of the

scientific applications encountered in modern archaeology 6. to provide a sufficient insight into these topics to enable students to communicate

with scientific specialists 7. to enable students to interpret critically the findings of scientific specialists

through the medium of their own reports 8. to build on the scientific concepts and skills introduced in the previous modules


possess a basic understanding of scientific methods used in collecting, analysing, and interpreting archaeological data

marshal and critically appraise their own and other people’s arguments

draw down appropriate scientific principles and concepts to archaeological problems from specialist scientific investigations

understand the causes of variation in the reliability of different classes of evidence from archaeological contexts (such as: taphonomy; cultural and non-cultural transformations; depositional processes; and recovery procedures)





TERM: Autumn





MODULE LEADER: Caradoc Peters OTHER MODULE STAFF:

Summary of Module Content The basic science behind archaeology and quaternary studies will be drawn together from previous work on the programme and further developed. This will include: Dating, especially Radio-Carbon, Dendrochronology & Thermoluminescence; Materials Analysis; Conservation Applications; Environmental Archaeology, especially soil science, botanical & faunal evidence & hydrology; Climatic Modelling & Interpretation; Ethics, Health & Safety.



Lecture 45

Seminar

Tutorial 5

Project Supervision

Demonstration


Supervised Time in Studio/Workshop 20

Fieldwork

External Visits

Work Based Learning


Other


Cate

go

ry

(mo

de

of

asse

ssm

en

t)

Ele

me

nt

Co

mp

on

en

t

Nam

e

Co

mp

on

en

t

we

igh

tin

g

Co

mm

en

ts

Inclu

de

lin

ks

to le

arn

ing

ob

jectives

Written exam

E1 Examination 50 % L.3 & L.4

T1

Coursework C1 Scientific Analysis Review Form 50 % L.1 & L.2

Practice P1





Recommended Texts and Sources: Bell, M. & Walker, M.J.C. 2005. Late Quaternary Environmental Change. Harlow, Essex:

Pearson Educational Ltd

Pollard, A.M. 2011. Isotopes and impact: a cautionary tale. Antiquity 85: 631-638

Pollard, A.M., Batt, C., Stern, B. & Young, M.M. 2007. Analytical Chemistry in Archaeology. Cambridge: Cambridge Uni. Press




MODULE CODE: TCARC210 MODULE TITLE: Field Techniques & Interpretation



SHORT MODULE DESCRIPTOR: (max 425 characters) Students will learn how to plan survey critically and make professional assessments in the field in the light of recent approaches. The module includes practical experience of laser and IT technologies.




50% C1 50% P1 xx% or

Pass/Fail


Pass/Fail



MODULE AIMS: 1. To provide a practical grounding in the application of techniques in the survey and

excavation as well as the assessment of archaeological sites and standing buildings

2. To provide a practical understanding of computer, electronic and laser technologies in modern field survey and excavation

3. To extend and apply the concepts and skills introduced in the Principles of Field Survey module (TCARC106) and Excavation, Post-Excavation and Museums module (TCARC118)


appreciate the importance of the recovery of primary data through practical experience

make critical and effective use of information retrieval skills using paper-based and electronic (including WWW) resources

collaborate effectively in a team via experience of working in a group, for example through fieldwork and/or project work

possess a critical awareness of methodologies for quantifying, analysing, and interpreting primary data with increasing autonomy





TERM: Autumn






Summary of Module Content This will pick up on the principles learnt in the Principles of Field Survey and the field experience gained over the two years. It will then show how this knowledge can be used to manage field work and interpret data from it. The new IT, photographic and laser technologies will be studied in lectures and practical sessions. The following topics will be particularly important: GIS and mapping; modelling; devising a fieldwork project; manipulation and interpretation of data.



Lecture 45

Seminar

Tutorial 5

Project Supervision

Demonstration



Fieldwork 20

External Visits

Work Based Learning


Other


Cate

go

ry

(mo

de

of

asse

ssm

en

t)

Ele

me

nt

Co

mp

on

en

t

Nam

e

Co

mp

on

en

t

we

igh

tin

g

Co

mm

en

ts

Inclu

de

lin

ks

to le

arn

ing

ob

jectives

Written exam

E1 Examination

50 % L.4

T1

Coursework C1 Digital Fieldwork Desktop Proposal 50 % L.1, L.2 & L.3

Practice P1





Recommended Texts and Sources: Cameron, F. & Kenderdine, S. (eds.) 2010. Digital cultural heritage: a critical discourse. Cambridge, MA: MIT Press Chapman, H. 2006. Landscape Archaeology and GIS. Stroud, Glos.: Tempus Fryer, J., Mitchell, H. & Chandler, J. (eds.) 2007. Applications of 3D Measurement from Images. Dunbeath, Caithness: Whittles Publishing Peters, C. & Spring A.P. 2014. Digital Heritage, Industrial Memory and Memorialisation. In H. Orange (ed.) Reanimating Industrial Spaces: Conducting Memory Work in Post-industrial Societies. Walnut Creek, CA: Left Coast Press, Ch. 11.




MODULE CODE: TCARC211 MODULE TITLE: Professional Project


PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters) Students develop and apply archaeological skills and knowledge from a relevant or appropriate work situation with a placement organisation in their project. They thus develop awareness of learning from experience and planning for their own continued development as independent learners. The Project itself involves the completion of data collection, the synthesis of evidence and the effective presentation of the results. The topic will normally require the collection of primary data.




xx% C1 100% P1 xx% or

Pass/Fail


Pass/Fail



MODULE AIMS: 1. To apply skills and knowledge acquired during the course of the Foundation

Degree as well as experiences from an appropriate work place 2. To provide an opportunity for students to use skills and experience gained in

other parts of the course


To provide prospective employers with a value indicator of the students ability as developed on the course

To achieve the effective integration of the discrete skills and techniques gained during the course in an investigation of the students choice

Demonstrate a critical awareness of learning from experience and an ability to reflect on and evaluate learning from experience

Plan, design and execute a programme of primary or secondary research, working independently with an appropriate degree of supervision





TERM: Autumn






Summary of Module Content There will be an opportunity for students to work alongside or under the supervision of professionals carrying out work in a professional capacity. The nature of the placement may vary depending on whether it is in archaeological unit, museum, archive, research centre etc. It will be necessary for the student to be directly responsible for some of his or her own work. Students will learn about professional project work and the standards required which they can transfer to their project reports.



Lecture 60

Seminar

Tutorial 5

Project Supervision

Demonstration



Fieldwork

External Visits 20

Work Based Learning


Other


Cate

go

ry

(mo

de

of

asse

ssm

en

t)

Ele

me

nt

Co

mp

on

en

t

Nam

e

Co

mp

on

en

t

we

igh

tin

g

Co

mm

en

ts

Inclu

de

lin

ks

to le

arn

ing

ob

jectives

Written exam

E1

T1

Coursework C1 Skills Passport Documentation Report

40 % 60 %

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

Practice P1





Recommended Texts and Sources: Bell, J. 2010. Doing your research project. Buckingham: Open University Press Fanthome, C. 2004. Work placements - a survival guide for students. Basingstoke, Hants.: Palgrave Macmillan Flatman, J. 2011. Becoming an Archaeologist: A Guide to Professional Pathways. Cambridge: Cambridge University Press Johnson, M. 2010. Archaeological Theory: An Introduction. Oxford: Blackwell

Programme Quality Handbook for - Truro and Penwith College · Truro and Penwith College, FdSc...

Documents

Transcript of Programme Quality Handbook for - Truro and Penwith College · Truro and Penwith College, FdSc...