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Plymouth UniversityAcademic Partnerships

Truro & Penwith College

Programme QualityHandbook for FdSc Archaeology

2017 – 18

Truro and Penwith College, FdSc Archaeology, Programme Quality Handbook 2017-18Page 1 of 47

Contents

1. Welcome and Introduction to FdSc Archaeology………………………………………………...32. Programme Specification..........................................................................................................43. Module Records......................................................................................................................18

Truro and Penwith College, FdSc Archaeology, Programme Quality Handbook 2017-18Page 2 of 47

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).

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Truro and Penwith College, FdSc Archaeology, Programme Quality Handbook 2017 -18 Page 3 of 47

2. Programme SpecificationAwarding Institution: Plymouth UniversityTeaching 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: V400Benchmarks: 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 2Key Skills requirement/Higher Level Diploma

Level 2 Key/Functional Skills in English and Maths equivalents

and/orGCSEs 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

Truro and Penwith College, FdSc Archaeology, Programme Quality Handbook 2017-18 Page 4 of 47

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 experiencesInterview/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/or2. capable of continuing study at a higher level at university in order to gain further

qualifications/an Honours Degree in Archaeology or a related subject3. 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 ProgrammeThe 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: 2017-2018Course Code: V400

Programme Structure for FdSc in Archaeology

Level 4 Level 5Module 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 CollegeIf 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 Plymouth University RegulationsNone


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

Primary Class exercises Tutorial/seminar discussions Feedback via coursework assessment


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

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

Draw down appropriate scientific principles and concepts to archaeological problems

process (reports, etc.)

SecondaryFor example: Problem solving


Archaeology

Assessment

Projects/reports Examinations/tests Coursework/group work


C: Key Transferable SkillsBy 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/MethodPrimary Library and other research exercises Group work awareness and practice Computer-based learning and

assessment

Secondary Class and seminar interactions and

feedback


Archaeology

Assessment

Coursework of all types Examination preparation and

completion Group work assessment Placement


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

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

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

E: Practical SkillsBy 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

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

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


Archaeology

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.


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

Certificate Level1 Graduate Attributes and Skills 2 3 4Core 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

TCARC122/118TCARC119

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

TCARC122/118TCARC120/106

Truro and Penwith College, FdSc Archaeology, Programme Quality Handbook 2017-18Page 13

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) Collaborate effectively in a team via experience of working in a group, for example

through fieldwork and/or project work Appreciate the importance of safety procedures and responsibilities (both personal

and with regard to others) in the field and the laboratory

2.4.1 & 2.4.62.4.1 & 2.4.22.4.1 & 2.4.22.4.1 & 2.4.2

2.4.1

2.4.1

4.74.104.114.14

4.16

4.17

TCARC118/119TCARC121/120TCARC106

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 TCARC118/119TCARC106/121

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 TCARC122/118TCARC119/120TCARC106/121


Foundation Degree Intended Learning Outcomes Map Intermediate level

1 Graduate Attributes and Skills 2 3 4Core 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 & 2.4.52.4.3.c

2.4.4

3.2

3.33.5

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 Collaborate effectively in a team via experience of working in a group, for example

through fieldwork and/or project work Appreciate the importance of safety procedures and responsibilities (both personal

and with regard to others) in the field and the laboratory

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 Select and apply appropriate statistical techniques to process archaeological data,

recognising the potential and limitations of such techniques 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

TCARC202/210TCARC211


PLYMOUTH UNIVERSITY 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: ArchaeologyMODULE 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 contexts2. recognise major classes of prehistoric and Roman archaeological sites in Britain3. recognise fossil landscape features & other indications of palaeoenvironments4. 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 PartnershipsDATE OF IMPLEMENTATION: 09/2013 SCHOOL/PARTNER: Truro & Penwith CollegeDATE(S) OF APPROVED CHANGE: Sept 2017

TERM: Semester 1


PLYMOUTH UNIVERSITY MODULE RECORDSECTION 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: 2017-2018 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 InformationLecture 45Practical classes and workshops 10Tutorial 5Guided Independent Study 140Total 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100

hours, etc)

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E_T1 In-Class Test 100% L.1 & L.4

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

Updated by: Caradoc Peters Date: Sept 2017

Approved by: Caradoc PetersDate: Sept 2017

Recommended Texts and Sources: The journals: Antiquity, Proceedings of the Prehistoric Society & BritanniaBell, 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


PLYMOUTH UNIVERSITY MODULE RECORDSECTION A: DEFINITIVE MODULE RECORD

MODULE CODE: TCARC 118

MODULE TITLE: Excavation, Post-Excavation & Museums

CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: V450PRE-REQUISITES: None

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}WRITTEN EXAMINATION COURSEWORK PRACTICEE1 (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 excavation2. understand the basic principles of the interpretation of excavated evidence 3. solve and manage problems given classifications / principles, whilst weighing up the reliability of evidence4. appreciate the importance of safety procedures and responsibilities (both personal and with regard to others) in the field5. use computers for word-processing, illustration and presentation in a predictable and standard format6. make effective and appropriate forms of visual presentation (graphics, photographs)

DATE OF APPROVAL: 03/2010 FACULTY/OFFICE: Academic Partnerships

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

DATE(S) OF APPROVED CHANGE: TERM: Semester 1Truro and Penwith College, FdSc Archaeology, Programme Quality Handbook 2017-18

Page 20





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]Scheduled Activities Hours Comments/Additional InformationLecture 45Practical classes and workshops

20

Tutorial 5Guided Independent Study 130Total 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100

hours, etc)

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E_T_

CourseworkC1 Excavation Documentation

Museum Communication Report60 %40 %

L.1, L.2, L.3 & L.4L.5 & L.6

Practice P_



Recommended Texts and Sources: Blackwell, I. 2009. Communication Friendly Museums. Stoke-On-Trent MuseumsGreene, K. 2010. Archaeology: an introduction. London: RoutledgeHarris, 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.






• 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 World2. begin to understand the intellectual vitality of archaeology, its theoretical basis, current debates over approaches to interpretation, and archaeology’s relationship to other disciplines3. identify and understand the implications of politically biased versions of the past, in both history and archaeology, while appreciating and being sensitive to different cultures4. present their work orally and effectively before their peer group5. make effective and appropriate use of web technologies as sources of information



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


PLYMOUTH UNIVERSITY MODULE RECORDSECTION 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:


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.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities Hours Comments/Additional InformationLecture 45Practical classes and workshopsTutorial 5Guided Independent Study 150Total 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100

hours, etc)

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E_T_

CourseworkC1 Website Proof Reading, Correction &

RedesignConference Paper Abstract & Presentation

40 %60 %

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

Practice P_


Approved by: Caradoc Peters Date: Sept 2017

Recommended Texts and Sources: Johnson, M. 2010. Archaeological Theory: An Introduction. Oxford: BlackwellThurley, S. 2014. Men from the Ministry: How Britain Saved Its Heritage. London: Yale University PressTrigger, 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]WRITTEN EXAMINATION COURSEWORK PRACTICEE1 (Formally scheduled)





• 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.


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:


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

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 45Practical classes and workshopsTutorial 5Guided Independent Study 150Total 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100

hours, etc)

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E_T_

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



Recommended Texts and Sources: Clydesdale, G. 2009. Entrepreneurial Opportunity; The Right Place at the Right Time. London: RoutledgeFlatman, J. 2011. Becoming an Archaeologist: A Guide to Professional Pathways. Cambridge: Cambridge University PressBaverstock, 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



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


1. recognise major classes of Roman to Recent archaeological sites in Britain2. place these classes of site and fossil landscapes within wider European and World contexts3. understand the use of analogy and experiment in archaeological analysis4. make effective and appropriate use databases; and spreadsheets5. use computers, in a predictable and standard format, to facilitate data collection, storage and analysis




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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.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 45Practical classes and workshops

10

Tutorial 5Guided Independent Study 140Total 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100

hours, etc)

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

CourseworkC1 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 PortalFletcher & 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




• 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)


1. practice core fieldwork techniques of identification, surveying, recording, and sampling under supervision2. appreciate the value and attributes of standing building surveys, including an understanding of architectural history3. produce neat, effective and well-presented notes4. appreciate the importance of safety procedures and responsibilities (both personal and with regard to others) in the field




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OTHER MODULE STAFF:


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.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 45Practical classes and workshops 20Tutorial 5Guided Independent Study 130Total 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100

hours, etc)

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Written examE_T_

CourseworkC1 Survey Guide Pamphlet

Field Survey Strategy Document50 %50 %

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

Practice P_



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




MODULE TITLE: The Archaeology and Geology of Cornwall

CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: V400PRE-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%

SUBJECT ASSESSMENT PANEL Group to which module should be linked:

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 trends2. place these monuments in context more critically & discriminatingly than in Stage 13. begin to understand the intellectual vitality of archaeology, its theoretical basis, current debates over approaches to interpretation, and archaeology’s relationship to other disciplines4. draw down appropriate scientific principles and concepts to archaeological problems

DATE OF APPROVAL: 05/2013 FACULTY/OFFICE: PartnershipsDATE OF IMPLEMENTATION: 23/09/2013 SCHOOL/PARTNER: Truro and

Penwith CollegeDATE(S) OF APPROVED CHANGE: 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: 2017-2018 NATIONAL COST CENTRE: 126MODULE LEADER: Caradoc Peters

OTHER MODULE STAFF:


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.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities Hours Comments/Additional InformationLectures 45Tutorial 5Fieldwork 20Guided Independent Study 130Total 200 (NB: 1 credit = 10 hours of learning; 10 credits

= 100 hours, etc)

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Written exam

E_T1 In-Class Test 50% L.2 & L.4

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



Recommended Texts and Sources: Bristow, C.M. 2004. Cornwall’s Geology and Scenery. St Austell: Cornish Hillside PublicationsPeters, C. 2005. The Archaeology of Cornwall. Fowey: Cornwall EditionsPeters, 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)WRITTEN EXAMINATION COURSEWORK PRACTICE

E1 (Formally scheduled) xx% C1 100% P1 xx% or

Pass/Fail



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

Professional body minimum pass mark requirement: N/A

MODULE AIMS:1. Introduce some of the key political and ethical issues in staging events2. To explore the issues of health and safety and personal responsibility3. 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



SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems 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: 2017/18 NATIONAL COST CENTRE: 126

MODULE LEADER: Dr Caradoc Peters

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)Scheduled Activities Hours Comments/Additional InformationLecture 45Seminar Tutorial 5Project Supervision 10DemonstrationPractical Classes & WorkshopsSupervised Time in Studio/WorkshopFieldworkExternal VisitsWork Based LearningGuided Independent Study 140OtherTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100

hours, etc)

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E1T1

Coursework C1 ReportPresentation

60 %40 %

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

Practice P1

Updated by: Caradoc PetersDate: Sept 2017




Recommended Texts and Sources: Ambrose, T. & Paine, C. 2006. Museum Basics. London: RoutledgeHamilakis, Y. 2014. Archaeology and the Senses. Cambridge: Cambridge University PressRodgers, B.A. 2004. The Archaeologist’s Manual for Conservation. London: Kluwer Academic / Plenum Publishers




MODULE CODE: TCARC204 MODULE TITLE: Quaternary and Archaeological Science

CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: V460PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: Yes

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.


E1 (Formally scheduled) 50% C1 50% P1 xx% or

Pass/Fail



SUBJECT ASSESSMENT PANEL Group to which module should be linked: ArchaeologyMODULE AIMS:

4. to create an awareness of the importance of science to the discipline5. to provide an opportunity for students to receive a sound understanding of the

scientific applications encountered in modern archaeology6. to provide a sufficient insight into these topics to enable students to communicate

with scientific specialists7. to enable students to interpret critically the findings of scientific specialists

through the medium of their own reports8. to build on the scientific concepts and skills introduced in the previous modules

ASSESSED LEARNING OUTCOMES: (additional guidance below) 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




ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 126MODULE LEADER: Dr 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.

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 45Seminar Tutorial 5Project SupervisionDemonstrationPractical Classes & WorkshopsSupervised Time in Studio/Workshop 20FieldworkExternal VisitsWork Based LearningGuided Independent Study 130OtherTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100

hours, etc)

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Written exam

E1 Examination 50 % L.3 & L.4T1

Coursework C1 Scientific Analysis Review Form 50 % L.1 & L.2Practice P1





Recommended Texts and Sources: Bell, M. & Walker, M.J.C. 2005. Late Quaternary Environmental Change. Harlow, Essex: Pearson Educational LtdPollard, A.M. 2011. Isotopes and impact: a cautionary tale. Antiquity 85: 631-638Pollard, A.M., Batt, C., Stern, B. & Young, M.M. 2007. Analytical Chemistry in Archaeology. Cambridge: Cambridge Uni. Press

SECTION A: DEFINITIVE MODULE RECORD Truro and Penwith College, FdSc Archaeology, Programme Quality Handbook 2017-18

Page 41


MODULE CODE: TCARC210 MODULE TITLE: Field Techniques & InterpretationCREDITS: 20 FHEQ LEVEL: 5 JACS CODE: V460PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: Yes

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.


E1 (Formally scheduled) 50% C1 50% P1 xx% or

Pass/Fail




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)

ASSESSED LEARNING OUTCOMES: (additional guidance below) 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




ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 126MODULE LEADER: Dr Caradoc Peters

OTHER MODULE STAFF:

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.

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 45Seminar Tutorial 5Project SupervisionDemonstrationPractical Classes & WorkshopsSupervised Time in Studio/WorkshopFieldwork 20External VisitsWork Based LearningGuided Independent Study 130OtherTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100

hours, etc)

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E1 Examination 50 % L.4

T1Coursework 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 PressChapman, H. 2006. Landscape Archaeology and GIS. Stroud, Glos.: TempusFryer, J., Mitchell, H. & Chandler, J. (eds.) 2007. Applications of 3D Measurement from Images. Dunbeath, Caithness: Whittles PublishingPeters, 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.


E1 (Formally scheduled) xx% C1 100% P1 xx% or

Pass/Fail




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

ASSESSED LEARNING OUTCOMES: (additional guidance below) 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




ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 126MODULE LEADER: Michael Dymond OTHER MODULE STAFF:

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.

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 60Seminar Tutorial 5Project SupervisionDemonstrationPractical Classes & WorkshopsSupervised Time in Studio/WorkshopFieldworkExternal Visits 20Work Based LearningGuided Independent Study 315OtherTotal 400 (NB: 1 credit = 10 hours of learning; 10 credits = 100

hours, etc)

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E1T1

Coursework C1 Skills Passport DocumentationReport

40 %60 %

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

Practice P1





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


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