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Plymouth UniversityAcademic Partnerships
Truro & Penwith College
Programme QualityHandbook for
BSc (Hons) Archaeology
2017 – 18
Truro and Penwith College, BSc (Hons) Archaeology, Programme Quality Handbook 2017-18 Page 1 of 28
Contents1. Welcome and Introduction to BSc (Hons) Archaeology.............................................................32. Programme Specification..........................................................................................................43. Module Records......................................................................................................................16
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1. Welcome and Introduction to BSc (Hons) Archaeology
Welcome to Truro and Penwith College.
The College has a vibrant teaching environment and we hope that you will enjoy your time studying with us. The BSc (Hons) in Archaeology has many distinctive features such as a museum exhibition, mock press interview, site management practical experience and world archaeology.
The programme has been running now for 9 years and was designed to meet local employer need and student interest. Assessments are often work related and use live briefs from employers.
This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications.
This Programme Quality handbook contains important information including: The approved programme specification Module records
Note: the information in this handbook should be read in conjunction with the current edition of the Truro and Penwith Student handbook available on Digital Campus which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook https://www.plymouth.ac.uk/your-university/governance/student-handbook and your Teaching, Learning and Assessment Handbook available on your programme virtual learning environment (Moodle).
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2. Programme SpecificationAwarding Institution: Plymouth UniversityTeaching Institution: Truro and Penwith College
Final Award: BSc (Hons)
Programme Title: BSc (Hons) Archaeology
UCAS Code: V401Benchmarks: QAA Subject Benchmark for Archaeology
Date of Approval: September 2007
Admissions Criteria: See Truro and Penwith College Higher Education Prospectus and UCAS website
Aims of the Programme:
The programme is intended to: 1. develop a systematic understanding of approaches, ideas and
theories employed in regional and world archaeology and archaeological practice
2. develop the ability to communicate archaeology & science to a range of publics on a variety of levels
3. promote a sense of professional and ethical responsibility in the field of archaeology
4. develop a critical understanding of the key themes of British archaeology
5. improve students self initiative and sense of critical and lateral thinking and personal responsibility
6. analyse and evaluate the wider philosophical debates around contemporary issues such as heritage, sustainability and conservation which influence archaeology
7. develop application and understandings to enhance employability of graduates
8. develop personal effectiveness in research, study, vocational skills and career planning
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Programme Intended Learning Outcomes:
By the end of this programme the student will be able to:
Knowledge and understanding
On completion graduates should have developed: a systematic understanding of key aspects of archaeology, including
acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects
an appreciation of the uncertainty, ambiguity and limits of archaeological knowledge
an appropriate level of understanding of the theory behind archaeological research
a knowledge of the variety of methods, approaches and techniques of environmental archaeology and how they are applied
Cognitive and intellectual skills
On completion graduates should have developed: The ability to conduct research at least some of which is at or
informed by defined aspects of archaeology An ability to deploy accurately established techniques of analysis and
enquiry within archaeology The ability to critically evaluate arguments, assumptions, abstract
concepts and data (that may be incomplete), to make judgements an understanding of the benefits and limitations of specialist reports
to an appropriate academic level an independence of thinking to an appropriate level
Key and transferable skills
On completion graduates should have developed: The ability to conduct research Self initiative and sense of personal responsibility An ability to manage their own learning, An ability to critically evaluate arguments, assumptions, abstract
concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem
Personal responsibility and initiative A critical ethical understanding within the context of archaeology
Employment related skills
On completion graduates should have developed: The ability to present archaeological topics at an appropriate
academic level The ability to communicate information, ideas, problems, and
Truro and Penwith College, BSc (Hons) Archaeology, Programme Quality Handbook 2017-18 Page 5 of 28
solutions to both specialist & non-specialist on a variety of levels The ability to apply an understanding of procedures of health and
safety practice The ability to conduct archaeological fieldwork in a competent manner
Practical skills
On completion graduates should have developed: The ability to present archaeological topics at an appropriate
academic level An ability to conduct laboratory research to an acceptable standard
within an archaeological context The ability to conduct archaeological fieldwork in a competent manner
Brief Description of the Programme
The programme contains extensive fieldwork, museum work and artefact care, providing the opportunity for students to undertake surveys and discover the practical essentials of archaeological work. Students will receive a good grounding in world archaeology and scientific archaeology, particularly environmental archaeology - a hot topic of our present age. Another special feature is a module on archaeology and modern popular media.
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Programme Structure and Pathways
College: Truro and Penwith Year: 2017-2018Course Code: V400
Programme Structure for FdSc in Archaeology
Level 6Module Code
Module Title No. of Credits
Core / Optional
Term/ Semester
F/T Route Year
P/T Route Year
TCARC 309 World Archaeology
20 Core AY 1 1TCARC 310 Entrepreneurship
and Event Management
20 Core AY 1 1
TCARC 304
Current Debates in Archaeology
20 Core AY 1 1
TCARC 305 Environmental and Conservation Archaeology
20 Core AY 1 2
TCARC 308
Dissertation 40 Core AY 1 2
Progression Route(s)Work or Postgraduate Study.
Any Exceptions to Plymouth University RegulationsNone
Truro and Penwith College, BSc (Hons) Archaeology, Programme Quality Handbook 2017-18 Page 7 of 28
Teaching Methods and Assessments
A: Development of Knowledge and Understanding
Learning and Teaching Strategy/Method
By the end of the programme the student will be able to demonstrate knowledge and understanding of:
key aspects of archaeology, including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects
the uncertainty, ambiguity and limits of archaeological knowledge
the theory behind archaeological research at an appropriate level
the variety of methods, approaches and techniques of environmental archaeology and how they are applied
PrimaryLecturesSeminarsResearchField experience
SecondaryOnline materials
NB: Benchmark References
Archaeology
Assessment
Key knowledge and understanding is assessed via a combination of Conference Papers, Articles, Reports, Evaluations & Examinations
B: Cognitive and Intellectual Skills Learning and Teaching Strategy/Method
By the end of the programme the student will be able to:
conduct research at least some of which is at or informed by defined aspects of archaeology
deploy accurately established techniques of analysis and enquiry within archaeology
critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make
Primary Lectures Seminars Research
SecondaryFor example: The use of book clubs Online materials Online wikis Online discussion
Truro and Penwith College, BSc (Hons) Archaeology, Programme Quality Handbook 2017-18 Page 8 of 28
judgements demonstrate an understanding of the
benefits and limitations of specialist reports to an appropriate academic level
demonstrate an independence of thinking to an appropriate level
NB: Benchmark References
Archaeology
Assessment
Conference Papers Articles Reports Examinations Evaluations
C: Key Transferable SkillsBy the end of the programme the student will be able to:
conduct research demonstrate self initiative and sense
of personal responsibility manage their own learning critically evaluate arguments,
assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem
demonstrate personal responsibility and initiative
show critical ethical understanding within the context of archaeology
Learning and Teaching Strategy/Method
Primary Lectures Seminars Research Workshops Employer engagement
Secondary Presentations
NB: Benchmark References
Archaeology
Assessment
Conference Papers Articles Reports Examinations Evaluations
Truro and Penwith College, BSc (Hons) Archaeology, Programme Quality Handbook 2017-18 Page 9 of 28
D: Employment Related SkillsBy the end of the programme the student will be able to:
present archaeological topics at an appropriate academic level
communicate information, ideas, problems, and solutions to both specialist & non-specialist on a variety of levels
apply an understanding of procedures of health and safety practice
conduct archaeological fieldwork in a competent manner
E: Practical SkillsBy the end of the programme the student will be able to:
present archaeological topics at an appropriate academic level
conduct laboratory research to an acceptable standard within an archaeological context
conduct archaeological fieldwork in a competent manner
Learning and Teaching Strategy/Method
Laboratory work Projects Designated tasks Lectures and tutorials Learning from work Research
NB: Benchmark References
Archaeology
Assessment
Project work Competence in a range of
professional skills, e.g. those relating to laboratory, site management and museum exhibition work
Distinctive Features of the BSc
Examples of distinctive features
Develops from the vocational base of Foundation degree studies Capitalises upon unique geographical and cultural heritage of the Far South
West Builds on specialist local knowledge and expertise which is related to this
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cultural heritage Focuses on developing a range of employable skills which includes relating
specialist knowledge to and through the popular media Links to developments in the (SW) Lifelong Learning Network and other
regional educational developments Incorporates both local strength with a world perspective Is actively involved in Third World and ethnic archaeological studies Explores wide contemporary issues for the discipline Incorporates theoretical understandings in an innovative study which ‘re-
examines’ existing data through contrasting perspectives.
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Intended Learning Outcomes Map
BSc (Hons) Level1 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 Subject Benchmark
Related Core Modules
Knowledge/ UnderstandingStudents will be able to demonstrate a knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that (those) area(s) of study. In particular: a systematic understanding of key aspects of their field of study,
including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects of a discipline
an appreciation of the uncertainty, ambiguity and limits of knowledge
an appropriate level of understanding of the theory behind topics they research
a knowledge of the variety of methods, approaches and techniques of environmental archaeology and how they are applied
13456
6.3/4 309310304305308
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Cognitive / Intellectual Skills (generic)Students will be able to demonstrate an ability to present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will also be able to demonstrate the ability to evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work. In particular to: conduct research at least some of which is at or informed by
defined aspects of the discipline deploy accurately established techniques of analysis and enquiry
within a discipline deploy accurately established techniques of analysis and enquiry
within a discipline critically evaluate arguments, assumptions, abstract concepts
and data (that may be incomplete), to make judgements demonstrate an understanding of the benefits and limitations of
specialist reports to an appropriate academic level show an independence of thinking to an appropriate level
3456
6.3/4 309310304305308
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Key / Transferable Skills (generic)Students will be able to demonstrate an ability to communicate accurately and reliably, and with structured and coherent arguments. Students will also be able to demonstrate an ability to take different approaches to solving problems. In particular to: The ability to present topics at an appropriate academic level The ability to communicate information, ideas, problems, and
solutions to both specialist & non-specialist on a variety of levels Demonstrate an ability to apply laboratory health and safety
procedures to an acceptable standard The ability to conduct archaeological fieldwork in a competent
manner
235
6.5/6 309310304305308
Employment-related skillsStudents will be able to demonstrate an ability to undertake further training and develop new skills within a structured and managed environment and the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility. IN particular to: The ability to present topics at an appropriate academic level The ability to communicate information, ideas, problems, and
solutions to both specialist & non-specialist on a variety of levels Demonstrate an ability to apply laboratory health and safety
procedures to an acceptable standard The ability to conduct archaeological fieldwork in a competent
manner
235
6.5/6 310305
Truro and Penwith College, BSc (Hons) Archaeology, Programme Quality Handbook 2017-18Page 14 of 30
Practical Skills (subject specific)
The ability to present topics at an appropriate academic level Demonstrate an ability to apply laboratory health and safety
procedures to an acceptable standard The ability to conduct archaeological fieldwork in a competent
manner
235
6.5/6 310305
Truro and Penwith College, BSc (Hons) Archaeology, Programme Quality Handbook 2017-18Page 15 of 30
3. Module Records SECTION A: DEFINITIVE MODULE RECORD
MODULE CODE: TCARC 309 MODULE TITLE: World Archaeology
CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: V400
PRE-REQUISITES: CO-REQUISITES: None COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters)
World Archaeology will give the detailed analytical knowledge of a range of international developments in Archaeology This is a student-led module. The lecturer introduces the broad themes and gives guidance, but it is the students who actually research and present the specific topics to their fellow students.
ELEMENTS OF ASSESSMENT [Use HESA KIS definitions]WRITTEN EXAMINATION COURSEWORK PRACTICEE1 (Formally scheduled)
xx% C1 80% P1 20%
E2 (OSCE) xx% C2 xx% P3 xx% or Pass/Fail
T1 (in-class test) xx% A1 xx%
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Archaeology
MODULE AIMS:
To promote a critical and evaluative understanding of the chronology & key themes of World archaeology
To discuss and compare a sense of approaches, ideas and theories employed in different parts of the world
To improve students self-initiative and sense of personal responsibility To develop detailed knowledge of one chosen aspect of world archaeology
ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:
Conduct and manage research to an appropriate level including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects of archaeology
Evaluate and synthesise research and present topics at an appropriate academic level
Demonstrate an ability to deploy accurately established techniques of critical analysis and enquiry to complex problems within archaeology
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DATE OF APPROVAL: 07/2007 FACULTY/OFFICE: PartnershipsDATE OF IMPLEMENTATION: 01/10/2007 SCHOOL/PARTNER: Truro and
Penwith CollegeDATE(S) OF APPROVED CHANGE: 15/06/2015
TERM: Semester 1 & 2
Truro and Penwith College, BSc (Hons) Archaeology, Programme Quality Handbook 2017-18Page 17 of 30
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:
Summary of Module Content The Archaeology of the Americas, Sub Saharan Africa, Asia (North, South & East), Oceania / Australasia, Northern & Eastern Europe & the MediterraneanPrimatology, Evolutionary Psychology & AnthropologyThe critical application and analysis of Anthropology & EthnographyHunter-gatherers / foragers past & presentFarming societies & technologies, Urbanism & CivilizationCommunication & Trade, Theory in World Archaeology
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLectures 45Tutorial 5FieldworkGuided Independent Study 150Total 200 (NB: 1 credit = 10 hours of learning; 10 credits =
100 hours, etc)
Cat
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Written exam
E_T_
Coursework C1 Abstract & Conference Paper 100 %
L.1, L.2 & L.3
Practice P1 Preliminary Presentation of the Conference Paper
100 % L.2 & L.3
Updated by: Caradoc Peters Date: Sept. 2017
Approved by: Date: N/A
Recommended Texts and Sources: Gamble, C., 2014. Thinking Big: How the Evolution of Social Life Shaped the Human Mind. Oxford: Oxbow BooksMark, S. 2006. From Egypt to Mesopotamia: A Study of Predynastic Trade. College Station, TX: Texas A & M University PressScarre, C. 2013. The Human Past. London: Thames & Hudson
Truro and Penwith College, BSc (Hons) Archaeology, Programme Quality Handbook 2017-18Page 18 of 30
SECTION A: DEFINITIVE MODULE RECORD
MODULE CODE: TCARC 304
MODULE TITLE: Current Debates in Archaeology
CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: V400
PRE-REQUISITES: CO-REQUISITES: None
COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters)
Students will examine the current debates and philosophies behind today’s archaeology. They will also critically examine the literature in other disciplines that have influenced archaeology. They will learn how archaeology is part of a much wider academic discussion, and a much wider academic community.
ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}WRITTEN EXAMINATION COURSEWORK PRACTICEE1 (Formally scheduled)
50% C1 50% 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: Archaeology
MODULE AIMS:
• To gain a critical, evaluative understanding of the wider philosophic debates that influence archaeology• To explore and analyse underpinning philosophies and discourse• To promote critical and lateral thinking
ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:
• Demonstrate an appropriate level of critical understanding of critical and philosophical theory• Critically evaluate arguments, assumptions and abstract concepts to make judgements• Evaluate the significance and effect of selected theory upon the development and practice of archaeology
DATE OF APPROVAL: 07/2007 FACULTY/OFFICE: PartnershipsDATE OF IMPLEMENTATION: 01/10/2007 SCHOOL/PARTNER: Truro and
Penwith CollegeDATE(S) OF APPROVED CHANGE: N/A TERM: Semester 1 & 2
Truro and Penwith College, BSc (Hons) Archaeology, Programme Quality Handbook 2017-18Page 19 of 30
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: 126
MODULE LEADER: Caradoc Peters OTHER MODULE STAFF:
Summary of Module Content
Archaeology DebatesModern PhilosophiesModern Developments in Related Disciplines
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLectures 45Tutorial 5FieldworkGuided Independent Study 150Total 200 (NB: 1 credit = 10 hours of learning; 10 credits
= 100 hours, etc)
Cate
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Elem
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Com
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Nam
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wei
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Written exam
E1 Examination 100% L.1, L.2 & L.3T_
Coursework C1 Book Review 100 % L.1, L.2 & L.3Practice P_
Updated by: Caradoc Peters Date: Sept. 2017
Approved by: Date: N/A
Recommended Texts and Sources: Johnson, M. 2010. Archaeological Theory: An Introduction. Oxford: BlackwellHahn, H.P. & Weiss, H., 2013. Mobility, Meaning and Transformations of Things. Oxford: Oxbow BooksHodder, I. 2012. Entangled: An Archaeology of the Relationships Between Humans and Things. New York: John Wiley
Truro and Penwith College, BSc (Hons) Archaeology, Programme Quality Handbook 2017-18Page 20 of 30
SECTION A: DEFINITIVE MODULE RECORD
MODULE CODE: TCARC 305 MODULE TITLE: Environmental and Conservation Archaeology
CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: V450PRE-REQUISITES: CO-REQUISITES: None COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters)
Students will critically evaluate laboratory and field techniques of Environmental and Conservation Archaeology. This module will examine the principles and practices of Environmental and Conservation Archaeology, current issues and debates within the field, and investigate the interrelationship between them.
ELEMENTS OF ASSESSMENT [Use HESA KIS definitions]WRITTEN EXAMINATION COURSEWORK PRACTICEE1 (Formally scheduled)
50% C1 50% 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: ArchaeologyMODULE AIMS:
• To develop a critical understanding of the fields of Environmental and Conservation Archaeology • To evaluate and apply a variety of methods and techniques of environmental and conservation archaeology with due recognition of sustainability and health and safety practice• To critically explore the issues confronting Environmental and Conservation Archaeology
ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:
• Critically evaluate the principles and approaches of Environmental and Conservation Archaeology • Evaluate a variety of methods and techniques of environmental and conservation archaeology• Apply an understanding of procedures of laboratory health and safety practice • Critically evaluate issues of Environmental and Conservation Archaeology
DATE OF APPROVAL: 07/2007 FACULTY/OFFICE: PartnershipsDATE OF IMPLEMENTATION: 01/10/2007 SCHOOL/PARTNER: Truro and
Penwith CollegeDATE(S) OF APPROVED CHANGE: N/A TERM: Semester 1 & 2
Truro and Penwith College, BSc (Hons) Archaeology, Programme Quality Handbook 2017-18Page 21 of 30
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: 126
MODULE LEADER: Caradoc Peters OTHER MODULE STAFF:
Summary of Module Content Environmental Archaeology Approaches & TechniquesTheories of Environmental ArchaeologyLaboratory Health & Safety Law & PracticeMicroscopy, the use of fume cupboards and associated computer-management of data. Basic pollen types, land & freshwater mollusc types & soil types. Human ecology & environments and the debates & theories involved
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLectures 45Tutorial 5Supervised Time in Studio/Workshop
10
Fieldwork 10Guided Independent Study 130Total 200 (NB: 1 credit = 10 hours of learning; 10 credits
= 100 hours, etc)
Cate
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E1 Examination 100 % L.1, L.2, L.3 & L.4T_
CourseworkC1 Archaeological Landscape
Assessment & Management Report
100 % L.1, L.2 & L.4
Practice P_
Updated by: Caradoc Peters Date: Sept. 2017
Approved by: Date: N/A
Truro and Penwith College, BSc (Hons) Archaeology, Programme Quality Handbook 2017-18Page 22 of 30
Recommended Texts and Sources: An, L. 2012. Modeling human decisions in coupled human and natural systems: Review of agent-based models. Ecological Modelling. 229(24): 25-36Archaeology Division 2008. MARS. The Monuments at Risk South West. English Heritage. Available Online: http://www.english-heritage.org.uk/publications/scheduled-monuments-at-risk-south-west-region/smr-sw-acc-web-final.pdf (09/09/2011)Branch, N., Canti, M., Clark, P & Turney, C. 2005. Environmental Archaeology. Theoretical and Practical Approaches. London: Hodder ArnoldTraverse, A. 2007. Paleopalynology. London: Springer
Truro and Penwith College, BSc (Hons) Archaeology, Programme Quality Handbook 2017-18Page 23 of 30
SECTION A: DEFINITIVE MODULE RECORD
MODULE CODE: TCARC 310
MODULE TITLE: Entrepreneurship and Event Management
CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: V400PRE-REQUISITES: CO-REQUISITES: None COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters)Students will learn to present material to different types of public audience. They will develop an understanding of audience so as to present the material in a way that is understandable and enjoyable for those audiences, whilst retaining the essence and integrity of the material. They will also learn how their statements may be liable to misinterpretation or manipulation.
ELEMENTS OF ASSESSMENT [Use HESA KIS definitions]WRITTEN EXAMINATION COURSEWORK PRACTICEE1 (Formally scheduled)
xx% C1 60% P1 40%
E2 (OSCE) xx% C2 xx% P3 xx% or Pass/Fail
T1 (in-class test) xx% A1 xx%
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Archaeology
MODULE AIMS:• To explore issues and techniques regarding communication with a range of publics on a variety of levels• To examine the balance between the public interest and professional responsibility• To develop self-initiative and sense of personal responsibility to meet work deadlines• To apply an understanding of audience to public communication
ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:
• communicate information, ideas, problems, and solutions to both specialist & non-specialist on a variety of levels in complex and unpredictable contexts, in a professional manner to a range of audiences• demonstrate self-initiative, entrepreneurship and a sense of personal responsibility• demonstrate an ability to critically evaluate the materials and the range of past interpretations, and to frame appropriate questions for those materials• incorporate a critical ethical dimension to their work
DATE OF APPROVAL: 07/2007 FACULTY/OFFICE: PartnershipsDATE OF IMPLEMENTATION: 01/10/2007 SCHOOL/PARTNER: Truro and Penwith
CollegeDATE(S) OF APPROVED CHANGE: 15/06/2015
TERM: Semester 1 & 2
Truro and Penwith College, BSc (Hons) Archaeology, Programme Quality Handbook 2017-18Page 24 of 30
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: Rebekah Jones OTHER MODULE STAFF:
Summary of Module Content
Forms, codes and conventions of popular mediaEthics, representation and responsibility of broadcastersInterview and presentational techniques in different mediaPopular media – cultural and ideological understandings
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLectures 35Tutorial 5Project Supervision 20Guided Independent Study 140Total 200 (NB: 1 credit = 10 hours of learning; 10 credits
= 100 hours, etc)
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E_T_
Coursework C1 Exhibition Portfolio 100 % L.1, L.2, L.3 & L.4
Practice P1 Press Statement & Media interview
100 % L.1, L.2 & L.3
Updated by: Caradoc Peters Date: Sept. 2017
Approved by: Date: N/A
Recommended Texts and Sources: Black, G. 2005. The Engaging Museum. London: RoutledgeFrench & Runyard 2011. Marketing and Public Relations for Museums, Galleries, Cultural and Heritage Attractions. London: Routledge
Kantanen, T. & Tikkanen, I. 2006. Advertising in low and high involvement cultural tourism attractions: Four cases. Tourism & Hospitality Research 6: 99-110Theaker, A. (ed.) 2008. The Public Relations Handbook. London: Routledge
Truro and Penwith College, BSc (Hons) Archaeology, Programme Quality Handbook 2017-18Page 25 of 30
SECTION A: DEFINITIVE MODULE RECORD
MODULE CODE: TCARC 308 MODULE TITLE: Dissertation
CREDITS: 40 FHEQ LEVEL: 5 JACS CODE: V400
PRE-REQUISITES: CO-REQUISITES: None COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters)
This module will build upon the experiences of Foundation Degree projects. Students will research themes, topics or sites from a more critically analytical perspective. Students will examine appropriate philosophical and theoretical themes in relevant research areas. Students will be expected to demonstrate a critical understanding of archaeological theory relevant to their project work.
ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}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: Archaeology
MODULE AIMS:
• To develop the ability to examine pre-existing theory in the context of their research materials• To develop an independence of thinking through critical reflection on evidence• To develop an ability to research and exercise academic skills of writing and presentation at level 3
ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:
• demonstrate an ability to manage their own learning under supervision, and to make use of scholarly reviews and primary sources (e.g. refereed research articles and/or original materials appropriate to the discipline). • critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete) and to reassess existing data• make judgements, and frame appropriate questions to achieve a solution - or identify a range of solutions –in response to a complex archaeological problem
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• exercise initiative and personal responsibility • incorporate a critical ethical dimension to a major piece of work
DATE OF APPROVAL: 07/2007 FACULTY/OFFICE: PartnershipsDATE OF IMPLEMENTATION: 01/10/2007 SCHOOL/PARTNER: Truro and
Penwith CollegeDATE(S) OF APPROVED CHANGE: N/A TERM: Semester 1
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PLYMOUTH UNIVERSITY MODULE RECORD
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: 126
MODULE LEADER: Caradoc Peters OTHER MODULE STAFF:
Summary of Module Content
Forms, codes and conventions of popular mediaEthics, representation and responsibility of broadcastersInterview and presentational techniques in different mediaPopular media – cultural and ideological understandings
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities Hour
sComments/Additional Information
Lectures 40Tutorial 10Fieldwork 40Guided Independent Study 310Total 400 (NB: 1 credit = 10 hours of learning; 10 credits
= 100 hours, etc)
Cate
gory
Elem
ent
Com
pone
nt
Nam
e
Com
pone
nt
wei
ghtin
g
Com
men
ts
Incl
ude
links
to
lear
ning
ob
jecti
ves
Written exam
E_T_
Coursework C1 A1 & A0 Research PostersDissertation Report
30%70%
L.1, L.2, L.3 & L.4L.1, L.2, L.3 & L.4
Practice P_
Updated by: Caradoc Peters Date: Sept. 2017
Approved by: Date: N/A
Recommended Texts and Sources: Bell, J. 2010. Doing your research project. Buckingham: Open University PressJohnson, M. 2010. Archaeological Theory: An Introduction. Oxford: BlackwellScarre G.F. & Scarre, C. 2006. The Ethics of Archaeology. Philosophical Perspectives. Cambridge: Cambridge University Press
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