City College Plymouth Archaeological Practice Handbook 2009-10

University of Plymouth
University of Plymouth Colleges Faculty
City College Plymouth
FdSc Archaeological Practice
STUDENT HANDBOOK
2009-10
Please note:
This handbook is for general guidance only. Content may be subject to change.
This document is available in large print and

electronic format. Please contact your
Programme Manager
Contents
Page
1. Introduction 3
2. Programme Management 3
2.1 Who’s Who 3

2.2 Contact Details 4
3. Studying at University Level 5
3.1 General Information 5

3.2 Your Approach to Studying 6
3.3 Student-centred Learning 7
3.4 Academic Teaching and Support 11
3.5 Assessment 11
3.6 Other Factors in your Learning Environment 12
4. About the Programme
4.1 Background to the Development of your Foundation Degree 17

4.2 Work-based Learning and Employability 18
4.3 Careers Education, Information and Guidance 18
4.4 Programme Content: General Expectations 21
4.5 Stage1 and Stage 2 Modules 22
4.6 Indicative Programme Assessment Schedule 25
4.7 Progression Opportunities 26
5. General College Information and Guidance 26
6. Programme Specification 27
7. UPC – The Student Portal 44
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1 Introduction
May we begin by warmly welcoming you to the Foundation Degree in

Archaeological Practice. The College is delighted that you have
chosen to study with us. We are sure you are going to have a great
time here and will get a great deal from the programme.
This Student Handbook is designed specifically for the Foundation

Degree you are studying, the FdSc in Archaeological Practice. In it you
will find information about:
• Who will be teaching and providing support to you
• What you will be studying
• What particular opportunities are available for:

• Work-based learning
• Professional accreditation (if relevant)
• The development of academic and employability skills
• Progression onto further study – especially honours degree
routes
1 Programme Management
1.1 Who’s Who
Student support in the College is based on the ground floor in

the ‘student services’ department. You can also contact them by
calling them on 01752 305803, or e-mail
studentservices@cityplym.ac.uk. The Higher Education Team
(located in room K106 of the HE Centre on the first floor of the
Kings Road campus) are also available to provide support and
respond to a range of queries and/or concerns related to your
time as a higher education student.
Key staff helping you through the challenges of study at this

level include: the Programme Manager for your Foundation
Degree. As part of the Programme Management Group, s/he is
responsible for the effective delivery and promotion of the
programme and providing, as required, specialist advice to
students.
Name Role Tel/Mob Fax Email

Win Scutt Programme 01752305332 01752305789 wscutt@cityplym.ac.uk
Manager 07960718542
Lecturer:
FDAP100
FDAP101
FDAP102
FDAP106
FDAP107
FDAP200
FDAP202
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Other vital cogs are the Module Leaders who you can contact
with queries relating directly to their module(s).
Name Role Tel/Mob Fax Email

Anne Lecturer a.e.pirie@reading.ac.uk
Pirie FDAP103
FDAP105
FDAP206
Sue Lecturer: 01752.305382 satkinson@cityplym.ac.uk
Atkinson FDAP106
Rick Lecturer: 01752.305382 rhowell@cityplym.ac.uk
Howel FDAP104
Caroline FDAP202 C.jeffra@ex.ac.uk
Jeffra
Richard Lecturer: 01752.305382 rmorgan@cityplym.ac.uk
Morgan FDAP203
You will also have a Personal Tutor throughout your studies –

for further details see section 3.6.5
1.2 Contact Details
1.2.1 Keeping in Contact
Staff communicate information to students in many ways:
• Email
• University of Plymouth Student Portal
• College intranet (Moodle)
• Google Calendar
• Higher Education notice board in the HE Suite (1st
floor, Kings Road)
It is in your interest to check all of these on a regular

basis to ensure you have not missed important
messages.
Occasionally, you may need to see a member of

academic staff. In the first instance please try to email or
telephone the relevant member of staff. If this isn’t
possible please go to your faculty office or the HE Office
in room K106, 1st floor, Kings Road.
1.1.1 Staff Details
As your Foundation degree is designed as a broad

programme of study which develops a wide range of
skills, knowledge and understanding, few, if any, staff
teach exclusively to your programme. Indeed, you will be
taught by staff from different subject areas within your
College.
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2 Studying at University Level
University level education (or Higher Education, as it is often referred

to) may be very different from your previous experiences of school,
college or the workplace. This section describes some of the key
features of your new learning environment. General descriptions of
expectations can be found at section 4.4
3.1 General Information
Each module is taught over either one or two 15 week periods

(semesters).
During your induction you will receive your timetable detailing

when classes take place for your programme. Classes may be
timetabled anytime on Mondays to Fridays between 9.00 and
17.00.
Each semester is made up of modules, which are simply units

of study, are normally worth 20 credits and are normally taught
over two semesters (30 weeks). At the end of the first academic
year you should normally have commenced study in 160 credits
in total, although you will only complete 140 credits (Work based
learning is a Stage 1 module but is not completed until Stage 2).
In your second year you will complete 20 credits from Stage 1
(WBL) plus 120 Stage 2 credits, making 280 credits in total for
the whole programme.
Your programme is made up of modules, which are simply units

of study. Modules are normally worth 20 credits. Your
Foundation degree consists of 160 Level 4 credits and 120 Level
5 credits.
You will hear reference being made to your programme of

study and your programme. These terms are interchangeable.
Please see Section 6 of this document for your Programme

Structure, which will outline the modules you will be studying,
and whether they are core or optional.
Please note that an optional module may occasionally not be

able to run owing to insufficient numbers of students.
On the following page there are some key messages to you as

a new student. The rest of this section gives a detailed
explanation of what to expect and where you can find help as
you begin your studies.
3.2 Your Approach to Studying
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Probably the most significant difference between university level
study and secondary education is the amount of personal
responsibility you have. This has implications for how you
approach your studies:
You will receive some ‘traditional teaching’ – when lecturers

tell you what you ‘need to know’ – but you will have to take
responsibility for acquiring all the required knowledge.
If you read nothing else in this section, please read this:
Key Messages to become a Successful Student
You must take responsibility for your own studies. We will

give you as much help and support as we can but ultimately
your success (or failure) is down to you.
Plan your time carefully. Write a personal timetable as soon

as you can.
Attend all lectures and tutorials and take notes.
Do not miss deadlines.
Read extensively around your subject. Just being familiar

with the set text books is unlikely to be enough to pass.
Seek help, if you need it, as soon as possible. If you need

specific help with your studies, speak to your lecturer or tutor or
make a personal appointment to see them. Even if your
problem has nothing to do with your programme, it may have
an effect on your ability to study. Let someone at the College
know – ignoring problems will only make things worse later on.
At this level of study there will be an expectation that you are

responsible and capable of acting on your own initiative.
This new freedom can be exciting and stimulating but it can also
be worrying, or even frightening at times. You may be used to a
learning or workplace environment with more fixed hours and
routine activities, so your weekly timetable may not appear to be
particularly full. For example, the contact time that you have
with lecturers will be a fraction of the hours that you should
expect to spend on the module as a whole. As an indication, the
average amount of ‘total student effort’ expected for a 20 credit
module will be around 200 hours, but you may only be
timetabled for 60 hours. You must, therefore, learn to use
your time constructively.
Your most valuable learning will be done in your own time

and in your own way.
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3.3 Student-centred Learning
3.3.1 Reading
You will not complete your programme successfully

if you do not read regularly and in-depth. You will be
given reading lists for each module. You should
purchase at least one recommended text for each
module. Since books are expensive, however, it may be
a good idea to pool resources by sharing with friends in a
study group.
Please note that you may only be able to borrow basic

texts from the library on a short-term basis. Demand for
these texts may be very high at certain times in the year,
so do not rely on them being available.
You are strongly recommended to follow current issues

relevant to your programme in the quality press, for
example, The Times, Independent, Guardian and
Telegraph. You should also make use of subject-related
journals held in the library.
Reading texts for higher education demands note-taking

as well as reading skills, as with lectures (see section
3.4.1), keep careful notes from your reading.
To help you in your studies the College has libraries,

study areas and production facilities. At the Kings Road
site there is a main library and a smaller specialist library
for those studying construction and marine engineering.
At the Goschen site there is a main library and two further
study areas. Altogether there are some 55,000 books,
over 300 current journals and e-resources including
electronic copies of key textbook titles. There are 219
computers for individual study, all with access to the
internet, to the Microsoft office suite and to specialist
programs, as well as linking you to the e-resources at the
College and at the university. There is a silent study room
at the Goschen Centre and a seminar room at Kings
Road, where there is also an IT suite used exclusively by
Higher Education students.
The main libraries are open for 47 hours each per term-
time week and 30 hours between them in vacations.
There are 176 study places at group tables and individual
study carrels and many of these have wi-fi access.
When you start your course you will have an induction

into the facilities and resources which will be linked to the
subjects you study. There is a subject librarian
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specialising in each area who works with your lecturers to
provide the materials you need. If you want particular
titles added to stock please hand your recommendations
in at a service point. There are also Study Support
Assistants who will help you with the computers and the
range of software, including Web 2.0 resources.
The College also provides printing, copying and finishing

facilities, at self-service digital copiers and through the
Central Printroom at Kings Road. The Printroom also has
audio-visual equipment which can be lent to students and
support is available to help you to make podcasts and
films. Throughout your studies all the staff will be pleased
to help you if you have any queries or need assistance.
As a University of Plymouth student, you have full access

to the University Portal, and through it to the University
library and information resources. You will be given
induction to help you to access this valuable source of
information and there is a guide appended to the end of
this handbook to help.
3.3.2 Private Study
Your private study time is likely to be taken up by different

tasks for each module, by preparing for tutorials or
undertaking some reading of a programme text or library
research. In addition, private study time provides
students with the opportunity to ensure they have
understood the subject, reflecting on any feedback on
assessed work and building up a good set of notes for
revision.
3.3.3 Study Groups
In all our programmes, the College encourages students

to learn skills to enable them to work as groups and
teams. These are not merely useful during your
programme. In any employment context you will find
such skills and experiences invaluable. Sometimes you
will find you are assessed on a piece of written work or
presentation completed as a group. Many students
benefit significantly from working collaboratively in study
groups, to check their understanding of difficult issues or
concepts and to revise.
3.3.4 Work-Based Learning
Work-based or professional practice, in all its aspects is

fundamental to all foundation degrees. College based
learning will inform work-based activity and work-based
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learning will be vital in contributing to your understandings
of theory and your success in assessment tasks. You
should be sure to keep careful records of significant
experiences in your work-placements so that you can
refer to them with confidence in discussions and
assignments.
3.4 Academic Teaching and Support
3.4.1 Lectures
Most modules have timetabled lectures. While lecturing

styles may vary, you will need to develop note-taking
skills and other techniques to help you get the most out of
a lecture.
You should develop a style of note-taking that suits you.

There is no ‘right method’ but certain general principles
are useful:
• Your notes need to be an accurate record of the key

points
• Notes should be neat and tidy and in such a form that
they can be supplemented easily
• Notes should be presented in a logical fashion and
deal with the essentials
• Make a note of questions or doubts and leave space
to insert solutions later
• Keep a clear record of references – these will need
following up
In some lectures, you will be given handouts of diagrams,

key concepts or the material used to deliver the lecture in
the form of presentation slides. These are often available
for reference electronically. Reading handouts or
getting copies of slides is not a substitute for
attending the lecture. You may miss vital verbal
information.
Lecturers will not give you all the information on a topic

but provide a structure from which you can work to
develop your knowledge and ideas. While a lecture
introduces important concepts, you will need to develop
your understanding of these concepts by further reading,
research, discussion and working through problems in
tutorials.
3.2.1 Seminars/Tutorials/Workshops
These sessions are meetings of small groups of students.

Here you will have a chance to demonstrate what you
have learnt and understood and to clarify areas you are
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not so sure about. Normally you will be assigned to a
group and you will have to attend a specific timetabled
slot.
A lecturer will manage the session, although the focus is

on students’ contributions. Sometimes you will be given
assignments beforehand, so you can prepare materials or
you might be asked to lead the tutorial in an informal way,
or give a formal presentation.
Seminars, tutorials and workshops are a crucial part of

the learning process, as you have the opportunity to
analyse problems and discuss issues in depth. You
should come to these sessions prepared to participate
fully. Although you may be shy at first, you will find that
as the group gets to know each other and develop more
confidence, these discussions become one of the most
valuable parts of your learning.
3.2.2 Practicals
Some modules have timetabled practical or laboratory

sessions.
FDAP100 Practical Field Course to Dorset & Wiltshire
FDAP101 Practical Field Course in Plymouth
FDAP102 Field Visit to Excavation
FDAP103 Field Visit to London
FDAP104 Practical Field Course on Dartmoor
FDAP105 Field Visit to Palaeolithic sites in Devon
FDAP200 Practical Field Course
FDAP201 Laboratory sessions
FDAP202 Practical Sessions
FDAP203 Field Visit
FDAP204 Archaeology and Society Symposium
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3.2.3 Other Academic Support
Some modules may have relatively little formally

timetabled teaching. This is part of a deliberate strategy
to help you develop and manage your own learning.
Where this is the case, there will be other academic
support such as:
• Feedback on assessed work – to help you develop

your knowledge, understanding and skills through
undertaking assessments.
• Tutorials by appointment. Teaching staff normally
have ‘office hours’ when you can book an appointment
to see them.
• Information and support on Moodle
• Student Portal and email. Some staff use these to
initiate discussions and set up learning support groups
for their modules.
• Learning packs. Some modules use learning packs
for students to work through in their own time. These
may involve exercises to help you develop your
understanding of the materials.
3.2 Assessment
3.5.1 Your performance in a module will be assessed during

the academic year, normally through a combination of
coursework and end of year examinations. You must
pass the assessments in order to be credited with that
module for your Foundation Degree. In addition, some
modules may have to be passed as pre-requisites for
others taken later in your programme. Every
assessment is important.
The method of assessment varies between modules and

your lecturers will advise you of the method(s) to be used.
This reflects the need to develop a range of different
knowledge, understanding and skills.
During your programme you may experience some, or all,

of the following types of assessment:
• Coursework essay questions

• Coursework group reports
• Coursework case study problems
• Group presentations
• Small group assessed discussions
• Practicals
• Formal examinations
• In-class tests
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In all cases these are chosen and designed to assess
your achievement of the particular learning outcomes for
the module. You will be given Assessment Criteria which
are used to judge the extent of your achievement.
Please note that ALL assessment marks and results are

provisional until confirmed by the Subject Assessment
Panel and verified by the Award Assessment Board. If
you do well enough, i.e. you average a mark of over 70%
over all your modules at the end of your programme then
you will qualify for the award of a foundation degree with
distinction.
3.5.2 Procedures for dealing with late submissions and

extenuating circumstances
Your programme operates under University of Plymouth

Academic Regulations and specifically the regulations for
Foundation Degrees. To view regulations, go to
http://student.plymouth.ac.uk/
3.5.3 Academic Offences
Issues of plagiarism and any form of academic

dishonesty are treated very seriously. They could result
in you failing a module or even having to leave your
programme. Your study skills module will make clear to
you how these offences can occur. If you are in any
doubt about citing references, or using any other form of
intellectual property, most particularly from web based
material, then please consult your tutor.
Please see http://student.plymouth.ac.uk/ for more
information
3.2 Other Factors in your Learning Environment
In addition to teaching, academic support and private study

there are often factors which influence your learning
environment. If you are aware of these, you will be able to
manage your studies more effectively.
3.2.1 Effective Learning
Learning refers not simply to the sum total of facts and

information you can recall at a given moment. It also
relates to how you use and apply information; and how
you find, store and retrieve it. One of your aims as a
student should be to become a more effective learner.
The quality of your learning will depend on these starting

points:
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• Your attitudes, attendance, aims and goals
• Your dedication
• Your aptitude for the subject
• Your intelligence
• Your willingness and ability to learn
• Your use of resources – tutors, books, materials, the
work experiences built into the programme, etc – and
time – your timetabled lectures and tutorials as well as
private study
To assess how well you are learning, you should

frequently check your progress. One method is to keep in
touch with your tutors and your fellow students; another is
ensuring you are well organised and up-to-date with
deadlines. If at any time you experience doubt or
problems with your studies, you must take quick action to
resolve them. Do not be afraid to ask for help from
academic staff.
3.2.1 Time Management
Good time management lies at the root of effective

learning. You will need to plan the use of your time
carefully. You will have the demands of your programme,
learning in lectures and tutorials, working on assessments
and completing your private study to consider.
A personal timetable can help you in assessing all your

priorities: paid work, social and family commitments, as
well as your studies. You need to be honest and realistic
if you are to reach manageable goals – do not try to
achieve the impossible!
3.2.2 Working Hours and Effort
In planning your time, you will have to think realistically

about the number of hours that you need to work to be a
successful student. If you are studying full-time, we
would expect that your lectures, other timetabled
sessions and private study taken together will amount to
a working week of around 37 hours, or 200 hours for each
20 credit module. The amount of study effort required,
however, varies from student to student. This depends
on factors such as your reading speed and ability to
absorb information, your skills in planning and writing
assignments, etc. As you progress, you will discover your
strengths and weaknesses and identify which areas you
need to spend more time on.
3.2.3 Attendance
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As you are responsible for your own learning, you have to
take responsibility for attending timetabled sessions. In
some modules if you do not attend consistently you may
risk losing marks, either directly or by missing an
assessed presentation or group activity. You will be
expected to be available for every week of your college
terms. Please ensure that holidays are only arranged
outside of term and assessment commitments.
Students who do not attend run a very high risk of

failure.
3.2.4 Your Personal Tutor
During induction, you will be allocated a Personal Tutor.

Personal Tutors are there to offer you academic and
personal advice throughout your time at the College. We
have, however, found that Personal Tutors are
particularly important for students in their first year,
helping them to manage the transition from school or the
workplace to university-style life. Personal tutors also
assist with helping you to engage with important aspects
of preparation for your career and profiling your progress
through the programme.
If you cannot find your Personal Tutor and need to

speak to someone urgently, ask at the HE Office.
3.2.5 Coping with Stress
Stress can be a serious problem, particularly in your first

year when you may be adjusting to a new environment,
arranging accommodation, managing your finances, living
away from home and balancing your time between study
and family/work commitments. There is, however, plenty
of help available and you are encouraged to make use of
support services, such as the College Counselling
Service. Please see the details of the Counselling
Service on the Student Services section of Moodle for
more information..
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3.2.6 Learning Skills
To support your transition to University level study there

are a range of different resources available. As part of
your induction into Higher Education study at City College
Plymouth you will be provided with a details of a number
of useful electronic learning resources to help you with
your studies.
These include a number of study guides covering areas

such as:
• Starting out in Higher Education

• Organisational skills
• Learning from Lectures and Seminars
• Effective Reading
• Notetaking techniques
• Academic Writing
• Revision and Examination Techniques
• Giving Presentations
These documents will also be available in hardcopy from

the Higher Education office in K106.
If you would like further support or advice with regards to

Learning Skills please contact your tutor.
3.2.1 Student liaison, evaluation, representation and

feedback
• Module staff – when you have questions or need

support associated with a module, your first move
should ALWAYS be to contact the module leader or a
member of the teaching team responsible for the
particular module with which you have an issue. This
can be done in person, by ‘phone, or by email. Please
do this as soon as possible so you don’t get left
behind.
• Learning Resources – if you feel that the resources

you can reasonably expect are not available – be they
online, library, physical materials etc – then report the
problem as soon as possible to the appropriate
member of the academic or support staff. If you feel
the response is not adequate, contact your
Programme Manager and your student representative
so that the issue can be addressed in the Programme
Committee or Student Representative Meeting.
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• Student Representatives – each programme’s
cohort of students should have one or more
representatives – chosen by their fellow students – to
sit on the Programme Committee. Student
representatives are a VITAL conduit, linking staff and
students so that issues of quality of provision affecting
students can be promptly and appropriately
addressed. In addition, representatives provide
feedback to the programme’s staff on innovations and
can assist the programme team to develop the
curriculum to meet student needs. Students are also
represented on the University of Plymouth Colleges
(UPC) Joint Board of Studies which is responsible for
all the University of Plymouth programmes delivered
at your college. Your college will have a person who
liaises with the University of Plymouth Student Union
who can advise on student representation.
• Student Perception Questionnaire (SPQ) and

National Student Survey (NSS) – the University will
ask you to complete an annual questionnaire (SPQ)
specifically tailored to the needs of students in partner
colleges. You will also be asked to participate in the
National Student Survey (NSS) at the end of your
programme. Both of these provide valuable
information to enable us to improve your programme
and learning experience.
3.2.1 Suggested reading for new students

• Bedford, D. and Wilson, E. (2006) Study Skills for
Foundation Degrees. Brighton: David Fulton Publishers
• Bowden, J. (2008) Writing a Report. 8th edition. Oxford:

How to Books
• Burns, T. and Sinfield, S. (2008) Essential Study Skills:

the Complete Guide to Success at University. Sage Study
Skills Series. London: Sage
• Cottrell, S (2005) Critical Thinking Skills; Developing

Effective Analysis and Argument. Palgrave Study Guides.
Basingstoke: Palgrave
• Cottrell, S. (2003) Skills for Success: the Personal

Development Planning Handbook. Palgrave Study
Guides. Basingstoke: Palgrave.
• Cottrell, S. (2008) The Study Skills Handbook. 3rd edition,

Palgrave Sudy Guides. Basingstoke: Palgrave
• Drew, S and Bingham, R (2004) The Student Skills

Guide. 2nd edition. Aldershot: Gower
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• Greetham, B. (2008) How to Write Better Essays.
Palgrave Study Guides. Basingstoke: Palgrave.
• Murray, N (2008) Writing Up Your University Assignments

and Research Projects; a Practical Handbook.
Maidenhead: Open University Press
• Pears, R and Shields, G (2008) Cite Them Right: the

Essential Guide to Referencing and Plagiarism. 7th
edition. Newcastle upon Tyne: Pear Tree Books
3 About the Programme
4.1 Background to the Development of your Foundation Degree
• The foundation degree programme in Archaeological

Practice has been designed in collaboration with the Institute
of Field Archaeologists to meet the needs of Contract
Archaeology organisations.
• A compulsory Work-based Learning module has been built
into the Foundation Degree programme to link employer
needs and employability skills
• A Personal Professional Development module has been
embedded into the programme to help you to improve your
study skills and to better prepare you for work or progression
to an honours degree at University.
• Reference has been made to Creative and Cultural Skills, the
Sector Skills Council, in relation to the development of this
foundation degree.
• The priority sectors of the South West RDA have been taken
into consideration, particularly those relating to the Tourism
and Leisure industries.
• An event was held in the region to consult with local
employers Wessex Archaeology, about the content of the
course and their needs in contract archaeology.
• The Foundation Degree Benchmark has been used to
underpin the core principles of the course and its relationship
to work base learning.
• The QAA benchmark for Archaeology has been used to
inform this course
• The course team has had ongoing discussion with
colleagues at the university about the content, structure and
academic underpinning of the course. In addition discussions
have taken place to ensure there is a clear progression route
to the final year of the honours degree programme in
Archaeology at the University of Plymouth (Truro College).
4.1 Work-based Learning and Employability
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Work-based learning, in its various forms, is one of the major
defining characteristics of your Foundation degree. It plays a
central role in enabling you to apply academic study to
workplace environments and problems. In its turn, your
programme of study at Level 5 should enable you to integrate
knowledge and skills developed in work-based learning into your
project work and study of taught modules. Every University of
Plymouth foundation degree has a 20 credit work place learning
module that is assessed at level 4 whenever it takes place in the
programme.
An employable graduate is one who is able to meet the

requirements of employers and fulfil their career aspirations at
graduate level. They will be able to apply the skills, knowledge
and personal qualities developed during their programme of
study in the workplace and other contexts. An employable
graduate will need to be able to:
a. demonstrate and apply graduate attributes and skills;
b. demonstrate and apply career management skills:

preparing effectively for the recruitment and selection
process, based on an understanding of their needs and
career opportunities;
c. demonstrate and apply lifelong learning skills: reflecting

critically on their academic, personal and professional
development, identifying and articulating their
achievements and planning for the future;
d. demonstrate business and organisational awareness:

understand changing working practices, including self-
employment, with particular reference to the professions
and sectors relating to their programme of study;
e. demonstrate an international outlook: understanding the

attributes and breadth of outlook appropriate for working
in a global economy.
Your programme has been designed to put all this in

perspective, and give you the opportunities to develop the
requisite skills. Work relatedness is integral to the modules, and
many specifically offer you the opportunity to view the world of
work, even if you are studying full time. Your programme
specification details the knowledge skills and understanding will
be able to that you will have acquired should you succeed in
passing the course. Your personal tutor will help you to
complete a Professional Development Profile to evidence this.
Skills Plus and Professional Development
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For the purposes of this Handbook, Professional Development
Planning (PDP) is defined as:
“a structured and supported process undertaken by an

individual to reflect upon their own learning,
performance and/or achievement and to plan for their
educational and career development”
(QAA, 2002, Policy Statement on a Progress File for
Higher Education)
We have introduced the Professional Development Planning

(PDP) to aid your academic and personal development. This is
in conjunction with the University of Plymouth and it is highly
recommended that you use this resource (see
www.staff.plymouth.ac.uk/pdp/intranet.htm )
In the early stages of your programme you will be introduced to
the concept of PDP, and encouraged to develop your own profile
record through a range of experiences. A number of modules
lend themselves through their assessment mode to building a
PDP. In addition, your personal tutor will review your PDP on a
regular basis and support the process.
The level of engagement and what you get out of your period of
higher education is your choice. You have responsibility for your
own learning.
Taking stock of your position and setting goals in all areas of
your life is a crucial step. But in order to maximise your potential
you must be clear about how you can transfer the skills and
knowledge you have acquired into other situations. You must
learn to be able to communicate your unique skills and abilities.
The UoP online guide to Professional Development Planning is
designed to help you do just that and to look strategically at
where you are and where you want to be addressing the
following areas:
✔ Key Skills - This section covers the important area of Key
Skills: What are they? Why are employers so keen on
them? Do I have any? How do I develop mine?
Completing the online audit will help you to plan how you
will move your key skills forward.
✔ Background - This section allows you to record your
current skills, knowledge and competence in relation to
qualifications, work-experience, positions of responsibility
and extracurricular activities. Here is the chance to look in
detail at how you have developed as a result of all these
experiences, using both your own self-reflection and
feedback from objective sources. There is also an
Page 19 of 72
opportunity to pinpoint your key strengths and key areas
for improvement.
✔ Learning Style - The quiz in this section helps you
recognise your learning style, a crucial step in increasing
your effectiveness and reaching your potential.
✔ Goals - Setting clear goals for the different areas of your
life can be invaluable. This section allows you to bring
into focus your aspirations in terms of your career, your
academic ambitions and your personal goals.
✔ Planning - Having set your goals, break each one down
into manageable action points. Use this section to get a
clear picture of what you need to do and when. A financial
planning tool is also included.
✔ Opportunities - There are so many opportunities at
College and in the local area, but how do you find out
about them all? This section gives a comprehensive
guide from voluntary work to round-the-world expeditions.
✔ Progress - During your time at College make time to
assess how you are progressing towards your goals.
Even if you only take a few hours each term, it will help to
keep you on target towards achieving your goals and
getting the most out of your time here. At the end of each
academic year pull together all your thoughts and
reassess your progress.
✔ Job Applications - This section contains useful tips on
producing a professional CV. By completing the main
sections of this guide you will already have done much of
the hard work. It pays to keep track of things as you go
along so that you have all the information at your
fingertips when it comes to applying for your next step.
✔ Reference – This section includes a link to your
Reference Summary page. This is the only part of your
file which will be held by your tutor and will contain the
information you want to be included in your references.
4.1 Careers Education, Information and Guidance
Of course, most of your programme has been designed to help

you make progress with your career plans, and your work based
learning, PDP and other work-related activities will be important
in preparing you to succeed in your career aspirations. In
addition, your programme has been designed with the
involvement of local employers. Many of them are prepared to
come to your college to give talks to students about their
working environment and the qualities that they expect from
Page 20 of 72
potential employees. Please make every effort to attend such
events and to profit from such employer contacts.
Many of your teaching staff will have such knowledge too and
will be able to give you helpful career advice. The College
Careers Service offers information, advice and guidance to
students at all stages of their Foundation Degree and further
advice is available from the University of Plymouth Careers
Service. As a Foundation Degree graduate you will have a wide
choice of career opportunities throughout the private and public
sectors, both in the United Kingdom and abroad. The University
of Plymouth enjoys a good record for the employability of its
graduates.
4.2 Programme Content: General Expectations
Below there are descriptions of the general expectations of work

at higher education level. In a full time foundation degree, all
your work in the first year (Stage 1) will be at level 4 (up until
2008, this was called HE level 1 and this description may still be
seen in your programme materials). The module that supports
your work placement will also be at level 4, even if it is not
assessed until the end of your course. Any other modules done
in Stage 2 (the second year of a full time course) will be at level
5 (old style HE level 2). If you progress to an honours degree,
only the level 5 modules will contribute to your honours degree
classification.
Level 4
Successful work at Level 4 will show sound knowledge of the

underlying concepts and principles of the subjects that
you have studied and you will have learned how to take
different approaches to solving problems. You will be
able show that you can communicate accurately, in
written and spoken language appropriate to the work in
hand and the audience. You will have the demonstrated
the qualities needed for employment requiring the
exercise of some personal responsibility.
You will, in addition, be able to show that you can

evaluate the appropriateness of different approaches to
solving problems and be able to present, evaluate and
interpret material, including numerical data, in order to
develop lines of argument and make sound judgements
in accordance with basic theories and concepts the
subjects that you have studied.
Level 5
Page 21 of 72
Successful work at level 5 will show that you can apply the
knowledge, understanding and skills that your course
has given you more widely, so that you can evaluate the
appropriateness of different approaches to solving
problems in some unpredictable situations. You will be
able to show the qualities necessary for employment in
situations requiring the exercise of personal
responsibility and decision-making and that you can
perform effectively in your chosen field.
You will be able to show knowledge and critical

understanding of the well-established principles of the
subjects you have studied and of the way in which those
principles have developed. You will be able to apply
your knowledge, understanding and skills outside the
context in which they were first studied, including in an
employment context. You will also be able to show that
you can apply the main methods of enquiry in the
subjects studied and evaluate critically the
appropriateness of different approaches to solving
problems in the field of study. In particular, you will be
able to show that you have an understanding of the
limits of your knowledge, and how this can influence
your thoughts and decisions. Your standard of
communication in all the accepted forms related to your
course will be good and you will be able to communicate
well to a variety of audiences. You will be able to
undertake further training, develop existing skills and
acquire new competences so that you can assume
significant responsibility within organisations. You will
be able to show that you have qualities and transferable
skills necessary for employment requiring the exercise
of personal responsibility and decision-making.
4.5 Stage 1 and Stage 2 Modules
FDAP100 FIELDWORK: BRITISH & IRISH PREHISTORY

This module uses the prehistory of Britain and Ireland as a
context within which to learn a range of non-intrusive
investigative skills and to develop an understanding of key
theoretical concepts in British prehistory.
FDAP101 FIELDWORK: HISTORICAL ARCHAEOLOGY

This module uses Historical Archaeology as a context within
which to learn theoretical approaches in archaeology and a
range of non-intrusive investigative skills.
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FDAP102 EXCAVATION
This module will develop an understanding of the range of
intrusive investigative methods that can be used on
archaeological sites. These methods include surface artefact
collection and excavation.
FDAP103 HISTORY OF ARCHAEOLOGICAL THOUGHT

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.
FDAP104 SITE SURVEYING

This module provides a basic introduction to surveying
techniques and the methods used to set out and control
construction works.
FDAP105 WORLD STONE AGE SOCIETY

This module explores prehistoric society from the Lower
Palaeolithic to the origins of agriculture, including the Oldowan,
Acheulean, Middle Palaeolithic Neanderthals and the origins of
modern humans. Similarities and differences in the development
of society, subsistence and technology are evaluated, as are the
roles of colonisation, cognition and adaptation.
FDAP106 PERSONAL AND PROFESSIONAL

DEVELOPMENT
This module will incorporate Personal Development Planning to
enable students to identify, engage with, and reflect upon the
personal and professional skills and competences required for
entry to and progression within their chosen profession.
FDAP107 WORK BASED LEARNING

The aim of this module is to give students a practical insight into
the world of work as an archaeologist. It will enable them to
critically examine the working environment and practice as an
archaeologist including the identification of key attributes and
skills for archaeological professions and provide the opportunity
to gain experience and demonstrate those skills.
FDAP200 FIELDWORK: ROMAN AND EARLY MEDIEVAL

This module uses Roman and Early Medieval Archaeology as a
context within which to further develop a range of non-intrusive
investigative skills and theoretical understanding.
FDAP201 ARCHAEOLOGICAL SCIENCE

This module will include scientific approaches and techniques
for dating and materials analysis, with assessment of scientific
reports, field assessment and some theoretical considerations.
FDAP202 EXPERIMENTAL ARCHAEOLOGY
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This module explores the potential of Experimental Archaeology
as a powerful research method, an educational tool and as a
medium for public outreach.
FDAP203 SITE MANAGEMENT

This module gives the learner a working knowledge of the
processes involved in setting up and operating an
archaeological site as part of a major construction project,
particularly with regard to Health & Safety legislation and the
normal management procedures within the construction
industry. These processes are also relevant for stand alone
archaeological investigations.
FDAP204 ARCHAEOLOGY AND SOCIETY

This module explores the role of archaeology in contemporary
society and the modern world.
FDAP205 RESEARCH SKILLS

This module enables students to identify a range of different
research methods, processes and considerations which are
central in conducting a research project in their academic or
professional discipline.
Page 24 of 72
4.6 Indicative Programme Assessment Schedule
Fieldwork: Archae-
Roman Archaeo- Site ology Work-
and Early logical Experimental Manage- and Research Based
w/c Medieval Science Archaeology ment Society Skills Learning
21-Sep-
2009
28-Sep-
2009 Practical
5-Oct-
2009 Reflect
12-Oct-
2009 Ass.1
19-Oct- Practical
2009 25% Report
26-Oct-
2009
2-Nov-
2009 Seminar
9-Nov-
2009 Seminar
16-Nov- Report
2009 25% Seminar Ass 1
23-Nov-
2009 Journal 40.%
30-Nov-
2009 Seminar Proposal
7-Dec-
2009 Seminar Report
14-Dec-
2009 Seminar
21-Dec-
2009
28-Dec-
2009
4-Jan-
2010 Seminar Essay
11-Jan-
2010 Seminar
18-Jan-
2010 Seminar
25-Jan-
2010 Seminar
1-Feb-
2010
8-Feb-
2010 Seminar Present.
15-Feb-
2010 Seminar Ass.2
22-Feb-
2010 40.%
1-Mar-
2010 Ass.2 Report
8-Mar-
2010
15-Mar-
2010
22-Mar-
2010 Present.
29-Mar- Present.
Page 25 of 72
2010
5-Apr-
2010
12-Apr-
2010
19-Apr- Mock
2010 Test Project
26-Apr-
2010
3-May-
2010 Test
10-May-
2010 Test
17-May-
2010 Report
24-May-
2010
4.7 Progression Opportunities
On successful completion of the Foundation Degree, you may progress

to Truro College (UPC) Honours Degree (BSc) in Archaeology.
Alternative progression routes are also being considered.
Students who have also achieved Level 3 of the Qualification in

Archaeological Practice may also progress to Level 4 through the
Institute of Field Archaeologists.
5 General College Information and Guidance
City College Plymouth is committed to an equal opportunities policy,

and does not discriminate against staff or students on the basis of sex,
race, colour, nationality, ethnic or national origins, disability or sexual
preference, age or marital status.
If special needs arise, you should let your Personal Tutor know
immediately. Conditions such as dyslexia must be officially assessed,
and he/she can help arrange this. Unless this is done, the College will
not be able to make any special arrangements. (The Programme
Leader has a copy of the college Special Needs policy, if you wish to
refer to it at any stage).
If problems arise...
Most students gain their qualifications successfully. But if problems

arise, the last thing you want is to have an irate lecturer demanding to
know what has happened to your work! So keep the communication
channels open: let your Personal Tutor and/or Programme Leader
know if you have been ill, if there has been some domestic problem, or
if you feel you are simply not on top of the work. Confidentiality will
always be respected. Alternatively, you may prefer to speak to one of
the counsellors in Learner Services.
Page 26 of 72
Student Complaints
If at any stage in your studies a problem arises which you wish to

complain about please speak to your Programme Manager or Tutor.
However, if you wish to complain formally, please complete a
‘Talkback’ form (available online via Moodle (compliments and
complaints site) and from reception). Your complaint will be dealt with
fairly, sensitively and in confidence. We will acknowledge your
complaint within five working days and send you a response within ten
working days. Some complaints, especially if they are complex, may
take longer. If it is going to take longer than ten working days to deal
with your complaint we will let you know and keep you informed of
progress. If you are not satisfied with the College’s response to your
complaint, the Deputy Principal will advise you on what to do next. You
have the right to expect a good service from the College.
6 Programme Specification
On the following pages you will find the specification for your
programme of studies. It is a University of Plymouth Colleges
requirement that this is included in your Student Handbook. Before
reading it, please study the following notes carefully as these will help
you to understand what the programme specification is telling you.
The programme specification is an overview to the programme as a

whole. It explains what you will learn and what you will be assessed on
throughout the two stages of your Foundation Degree.
The Programme Learning Outcomes Map specifies the knowledge and

skills you will develop at each stage of your Foundation degree.
Work-based learning and employability are key features of all

Foundation degrees. You will develop a range of knowledge and skills
which will be of use to current and/or future employers.
Page 27 of 72
PROGRAMME SPECIFICATION FOR FOUNDATION DEGREES
Awarding Institution: University of Plymouth

Teaching Institution: City College Plymouth
Accrediting Body: n/a
Final Award: FdSc
Intermediate Awards: Certificate of Higher Education (CertHE)
Programme Title: Archaeological Practice
UCAS Code: V401

Foundation Degree
Qualification
Benchmark (FDQB): Foundation Degree Qualification
Benchmark.
The design of the programme has been
informed by the Archaeology Benchmark.
Date Produced: July 2007
Admissions Criteria:
Qualification(s) Required Comments

for Entry to the FdSc
Candidates must have:

Key Skills requirement Preferred:
Application of Number Level 2
Information Technology Level 2
Communications Level 2
GCSEs required at Grade C 4 GCSEs at grade C or above
and above
Plus at least one of the following:

A Levels required: At least 60 UCAS points preferred.
AS/A2/UCAS Points Tariff
BTEC National Pass or better
Certificate/Diploma
HNC/D Pass or better
VDA: AGNVQ, AVCE, AVS Grade E minimum
Access to HE pass
International Baccalaureate Pass
Irish/Scottish Pass minimum
Highers/Advanced Highers
Work Experience Relevant work experience will be
considered
Other non-standard awards or None

experiences
Page 28 of 72
APEL/APCL possibilities Add See Academic regulations:
Academic Regs link) http://www.plymouth.ac.uk/pages/vie
w.asp?page=11219
Interview/portfolio No interview required

requirements
Criminal Record Bureau No

(CRB) check required
Aims of the Programme:
1. The programme is intended to provide the student with an ability to

conduct archaeological investigations by integrating theoretical and
practical approaches.
2. The programme is intended to provide the student with an
understanding of human society and material culture in Britain and
Ireland in the past, and in a world context.
3. The programme is intended to provide the student with the skills
and qualifications necessary to work in Contract Archaeology in
Britain.
Programme Learning Outcomes:
By the end of this programme the student will be able to:

• Contribute to both intrusive and non-intrusive archaeological
investigations to a recognised professional standard and within a
meaningful, theoretical context.
• Evaluate approaches to the understanding of the development of
world cultures with reference to the history of archaeological
thought.
• Demonstrate knowledge and understanding of the types of site and
artefacts found in Britain from the Palaeolithic to the modern
periods.
• Understand and interpret scientific data derived from the study of
ecofacts and artefacts.
• Explain the socio-political context of archaeology in modern
society.
• Produce reports of archaeological investigations to a recognised
professional standard.
• Identify their own strengths and plan career progression and future
training needs.
Page 29 of 72
Programme Specification
A: Development of Knowledge and Learning and Teaching

Understanding Strategy/Method
• knowledge of the underlying Primary

concepts and principles • Lectures and tutorials
associated with their area(s) of • Fieldwork
study, and an ability to evaluate • Directed independent study
and interpret these within the • Learning from work experience
context of that area of study or
principles of their area(s) of study Secondary
• knowledge of the chronology of • Case studies
social and technological • Problem-solving exercises
developments in Britain and
Ireland.
• Understanding of the principles
and methods by which
archaeological data are acquired
and analysed
• Knowledge and understanding of
the material culture and social
organisations of world cultures.
the origins and development of
archaeology as a discipline
• Understanding of the intellectual
vitality of archaeology, its
theoretical basis, current debates
over approaches to interpretation,
and archaeology’s relationship to
other disciplines.
• Understanding of the causes of
variation in the reliability of
different classes of evidence from
archaeological contexts.
the socio-politics of archaeology.
NB: Benchmark References Assessment
Foundation Degree Qualification Key knowledge and understanding is

Benchmark assessed via a combination of site
reports, essays, presentations,
QAA benchmark in Archaeology seminar performances and multiple
choice tests.
B: Cognitive and Intellectual Skills Learning and Teaching

Strategy/Method
Page 30 of 72
• an ability to present, evaluate, and Primary
interpret qualitative and • Class exercises
quantitative data, to develop lines • Tutorial/seminar discussions
of argument and make sound • Feedback via coursework
judgements in accordance with assessment process (essays etc)
basic theories and concepts of • Interpretation in the field.
their subject(s) of study
• an ability to present critiques of Secondary
rival theories and frameworks, • Policy and practice analysis in
such as culture history, surgeries
processualism and post- • Computer-based practicals on
processualism. data and measurement problems
• An ability to conduct abstract
analysis and synthesis
• An ability to intelligently apply
appropriate principles in assessing
policy or practice
• An ability to interpret
archaeological sites, solve
problems and conduct research.
Foundation Degree Qualification • Assessed discussions

Benchmark • Essays/projects/dissertations
• Examinations/tests
QAA benchmark in Archaeology • Coursework/groupwork on
practical application questions
C: Key Transferable Skills Learning and Teaching

Strategy/Method
• evaluate the appropriateness of Primary
different approaches to solving Library and other research exercises
problems related to their area(s) of Group work awareness and practice
study and/or work Computer-based learning and
• communicate the results of their assessment
study/work accurately and reliably,
and with structured and coherent Secondary
arguments Class and seminar interactions and
• Process documentary, pictorial feedback
and other information
• Manage one’s own resources
• Manage the timings and resources
of a project
• Communicate using oral, written,
or multimedia means
• Numeracy/quantitative skills
• Demonstrate awareness of
relevant archaeological concepts
and methods in non-
Page 31 of 72
archaeological situations
• Perform assigned tasks as part of
a team, participating in discussion
• Bring together information and
materials from different sources
• Identify problems and questions
• Undertake the analysis of factual
information
• Recognise weaknesses in the
arguments of others
Foundation Degree Qualification • Coursework of all types

Benchmark • Examination preparation and
completion
QAA benchmark in Archaeology • Assessed discussions
• Group work assessments
D: Practical Skills Learning and Teaching

Strategy/Method
• Practise core fieldwork techniques
of identification, surveying, • Fieldwork
recording, excavation and • Excavation
sampling. • Laboratory work
• Excavation Techniques • Projects
• Scientific and technological • Designated tasks
experiments • Lectures and tutorials
• Landscape interpretation • Learning from work
• Computer and information
technology skills
• Express her/himself both orally
and in writing
• Make oral presentations utilising
visual aids
• Demonstrate visual skills in
recognising and describing
material remains
Foundation Degree Qualification • Project work

Benchmark • Competence in a range of
business-related communication
QAA benchmark in Archaeology techniques
Distinctive Features of the Foundation Degree
Page 32 of 72
professional accreditation as prescribed by the Sector Skills Council,
Creative and Cultural Skills Qualification in Archaeological Practice.
• Understanding excavation techniques within a field work context.
• Understanding site management and the risks associated with managing
an archaeological excavation are an important part of this programme
• Students will learn how to deal with the advocacy that surrounds
• Students will learn how to communicate archaeological information to a
range of people from academics to school children.
• Students will acquire vocationally relevant skills through fieldwork and
excavation opportunities provided by employers and the College.
• Practice and theory are intertwined with modules that outline prehistoric
and historical periods to provide a learning experience that is engaging
and professionally relevant.
• This programme addresses specific needs as outlined by employers in
relation to the skills and qualities needed to work in the field as a practising
archaeologist.
Page 33 of 72
Programme Structure and Pathways
Please see the following page for your programme structure
Give Details of Any Exceptions to Regulations
None
Page 34 of 72
Programme Structure for the Foundation Degree in
Archaeological Practice (full-time) 2009/10
Course code: UF3578
Year 1 Year 2
Module Module Title No. of Core / Module Module Title No. of Core /
Code Credits Optional Code Credits Optional
FDAP100 Fieldwork: British & Irish 20 Core FDAP107 Work Based Learning 20 Core
Prehistory
FDAP101 Fieldwork: Historical 20 Core FDAP200 Fieldwork: Roman and 20 Core
Archaeology Early Medieval
FDAP102 Excavation 20 Core FDAP201 Archaeological Science 20 Core
FDAP103 History of Archaeological 20 Core FDAP202 Experimental Archaeology 20 Core
Thought
FDAP104 Site Surveying 20 Core FDAP203 Site Management 20 Core
FDAP105 World Stone Age Society 20 Core FDAP204 Archaeology and Society 20 Core
FDAP106 Personal & Professional 20 Core FDAP205 Research Skills 20 Core
Development
Work Based Learning (FDAP107)
Page 35 of 72
Foundation Degree Intended Learning Outcomes Map
Foundation Degree Intended Level 4
Learning Outcomes Map

1 Graduate Attributes and Skills 2 3 4
Core Programme Intended Learning Outcomes Aim Subject Related Core
Benchmark Modules
Page 36 of 72
Knowledge/ Understanding
• knowledge of the underlying concepts and principles associated The programme is Foundation FDAP100
with their area(s) of study, and an ability to evaluate and interpret intended to provide Degree QAA FDAP101
these within the context of that area of study or principles of their the student with an benchmarks FDAP102
area(s) of study understanding of FDAP103
• knowledge of the chronology of social and technological human society and Archaeology QAA FDAP105
developments in Britain and Ireland. material culture in benchmarks
• Understanding of the principles and methods by which Britain and Ireland
archaeological data are acquired and analysed in the past, and in a
• Knowledge and understanding of the material culture and social world context.
organisations of world cultures.
• Knowledge and understanding of the origins and development of
archaeology as a discipline
• Understanding of the intellectual vitality of archaeology, its
theoretical basis, current debates over approaches to
interpretation, and archaeology’s relationship to other disciplines.
• Understanding of the causes of variation in the reliability of
different classes of evidence from archaeological contexts.
• Knowledge and understanding of the socio-politics of
archaeology.
Page 37 of 72
Cognitive / Intellectual Skills (generic)
• an ability to present, evaluate, and interpret qualitative and The programme is Foundation FDAP100
quantitative data, to develop lines of argument and make sound intended to provide Degree QAA FDAP101
judgements in accordance with basic theories and concepts of the student with an benchmarks FDAP102
their subject(s) of study ability to conduct FDAP103
• an ability to present critiques of rival theories and frameworks, archaeological Archaeology QAA FDAP105
such as culture history, processualism and post-processualism. investigations by benchmarks FDAP107
• An ability to conduct abstract analysis and synthesis integrating
• An ability to intelligently apply appropriate principles in assessing theoretical and
policy or practice practical
• An ability to interpret archaeological sites, solve problems and approaches.
conduct research.
Page 38 of 72
Key / Transferable Skills (generic)
• evaluate the appropriateness of different approaches to solving The programme is Foundation FDAP100
problems related to their area(s) of study and/or work intended to provide Degree QAA FDAP101
• communicate the results of their study/work accurately and the student with an benchmarks FDAP102
reliably, and with structured and coherent arguments ability to manage FDAP103
• Process documentary, pictorial and other information physical and human Archaeology QAA FDAP104
• Manage one’s own resources resources, to benchmarks FDAP105
• Manage the timings and resources of a project communications, FDAP106
• Communicate using oral, written, or multimedia means and information FDAP107
• Numeracy/quantitative skills technology, and
• Demonstrate awareness of relevant archaeological concepts and social skills
methods in non-archaeological situations appropriate for any
• Perform assigned tasks as part of a team, participating in career.
discussion
• Bring together information and materials from different sources
• Identify problems and questions
• Undertake the analysis of factual information
• Recognise weaknesses in the arguments of others
Page 39 of 72
Practical Skills (subject specific)
• Practise core fieldwork techniques of identification, surveying, The programme is Foundation FDAP100
recording, excavation and sampling. intended to provide Degree QAA FDAP101
• Excavation Techniques the student with the benchmarks FDAP102
• Scientific and technological experiments skills and FDAP103
• Landscape interpretation qualifications Archaeology QAA FDAP104
• Computer and information technology skills necessary to work benchmarks FDAP106
• Express her/himself both orally and in writing at a junior level in FDAP107
• Make oral presentations utilising visual aids Contract
• Demonstrate visual skills in recognising and describing material Archaeology in
remains Britain.
Employment-related skills
• undertake further training and develop new skills within a The programme is Foundation FDAP100
structured and managed environment intended to provide Degree QAA FDAP101
• qualities and transferable skills necessary for employment the student with the benchmarks FDAP102
requiring the exercise of personal responsibility skills and FDAP103
qualifications Archaeology QAA FDAP104
necessary to work benchmarks FDAP106
at a junior level in FDAP107
Contract
Archaeology in
Britain.
Page 40 of 72
Foundation Degree Intended Learning Outcomes Map Level 5
1 Graduate Attributes and Skills 2 3 4
Core Programme Intended Learning Outcomes Aim(s) Subject Related Core
Benchmark Modules
Knowledge/ Understanding
• knowledge and critical understanding of the well established The programme is Foundation FDAP200
principles of this area of study, and the way in which those intended to provide Degree QAA FDAP201
principles have developed the student with an benchmarks FDAP202
• knowledge of the main methods of enquiry in the subject understanding of FDAP204
• an understanding of the limits of their knowledge, and how this human society and Archaeology QAA
influences analyses and interpretations based on that knowledge material culture in benchmarks
• familiarity with the basic concepts which underpin the subject : Britain and Ireland
approaches to typology, taxonomy and ancient technology. in the past, and in a
• knowledge of the chronology of social and technological world context.
developments in Britain and Ireland.
• Knowledge and understanding of the science of artefact and
environmental analysis.
• Appreciation of the social, cultural and political context of
archaeological interpretation.
• Understanding of the use of analogy and experiment in
archaeological analysis
Page 41 of 72
Cognitive / Intellectual Skills (generic) The programme is FDAP200
• ability to apply underlying concepts and principles outside the intended to provide FDAP201
context in which they were first studied the student with an FDAP202
• An ability to conduct abstract analysis and synthesis ability to conduct FDAP204
• An ability to intelligently apply appropriate principles in assessing archaeological FDAP205
policy or practice investigations by
• An ability to interpret archaeological sites, solve problems and integrating
conduct research. theoretical and
practical
approaches.
Key / Transferable Skills (generic) Foundation FDAP202
• ability to evaluate critically the appropriateness of different Degree QAA FDAP203
approaches to solving problems in the field of study; benchmarks FDAP204
• use a range of established techniques to initiate and undertake FDAP205
critical analysis of information, and to propose solutions to Archaeology QAA
problems arising from that analysis benchmarks
• effectively communicate information, arguments, and analysis, in
a variety of forms, to specialist and non specialist audiences, and
deploy key techniques of the discipline effectively
• Manage the timings and resources of a project
• Produce a synthesis of the state of knowledge on a particular
subject or topic
• With guidance, undertake tasks independently
• Demonstrate classification skills in describing, categorising and
collating data.
Page 42 of 72
Practical Skills (subject specific) The programme is Foundation FDAP200
• Site Surveying using GIS intended to provide Degree QAA FDAP201
• Draw down and apply appropriate scholarly, theoretical and the student with the benchmarks FDAP202
scientific principles and concepts to archaeological problems skills and FDAP203
• Practise core laboratory techniques of recording, measurement, qualifications Archaeology QAA FDAP205
analysis and interpretation of archaeological material. necessary to work benchmarks
• Discover and recognise the archaeological significance of in Contract
material remains and landscapes Archaeology in
• Interpret spatial data, integrating theoretical models, traces Britain.
surviving in present-day landscapes, and excavation data.
• Express her/himself both orally and in writing
• Use C&IT to select and present information
• Make oral presentations utilising visual aids
Employment-related skills The programme is Foundation FDAP200

• the application of subject principles in an employment context intended to provide Degree QAA FDAP201
• undertake further training, develop existing skills and acquire new the student with the benchmarks FDAP202
competencies that will enable them to assume significant skills and FDAP203
responsibilities within organisations qualifications Archaeology QAA FDAP204
• qualities and transferable skills necessary for employment necessary to work benchmarks FDAP205
requiring the exercise of personal responsibility and decision in Contract
making. Archaeology in
• Demonstrate classification skills in describing, categorising and Britain.
collating data.
Page 43 of 72
7 UPC - The Student Portal
A portal is a gateway. The University of Plymouth portal is your gateway to various resources to
support your study e.g.:
• UoP Information and Library Services where you can access Metalib which will enable you
to locate a range of journals and electronic resources from the University library
• Training packages and Guidance on searching for information
The UPC student community will give you:

• General information on studying at degree level and opportunities and resources for UPC
students
http://student.plymouth.ac.uk/
This is the general link and you should sign in with your University of Plymouth Registered
Username and Password.
When you have signed in you will see a direct link to the
University of Plymouth Colleges on the right hand side
of the page
Once onto the student site it is recommended

you save it to your Favourites
You might wish to change your password to one
you will remember using the menu in the top
right corner
You should keep your username and password secure.
Please let tutors or learning support staff know if you have difficulties with logging in.
Once you have logged in you will find a more detailed guide to finding specific resources which
you should open and use online. The links in this document are live and will give you a ‘tour’ of
various resources and sites.
To access library resources you need to go via Metalib. From http://student.plymouth.ac.uk/
click University Information > Library, Media and IT (ILS) > Electronic Library > login to MetaLib
using the same university username and password. Unfortunately you will not be able to save
these sites to favourites.
Need Help? Contact 01752 588588,

tracy.gilmour@plymouth.ac.uk or
julie.swain@plymouth.ac.uk
Page 44 of 72
UNIVERSITY OF PLYMOUTH MODULE RECORD
MODULE CODE: FDAP100 CREDITS: 20 LEVEL: 4
MODULE TITLE: FIELDWORK: BRITISH & IRISH PREHISTORY
PRE-REQUISITE(S): None
CO-REQUISITE(S): None
COMPENSATABLE WITHIN THIS PROGRAMME: Yes
SHORT MODULE DESCRIPTOR
This module uses the prehistory of Britain and Ireland as a context within which to learn a
range of non-intrusive investigative skills and to develop an understanding of key theoretical
concepts in British prehistory.
ELEMENTS OF ASSESSMENT: (C1) COURSEWORK 100%
Give Subject Assessment Panel Group to which module should be linked
Minimum pass mark for professional body accreditation
MODULE AIMS:
This module aims:
• to train the student in a range of skills applicable in non-intrusive archaeological
investigations
• to provide an appreciation of the chronological framework within which the student can
develop a deeper understanding of the prehistoric 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 link current understandings of British Prehistory with theoretical approaches and the
history of Archaeological Thought (Module FDAP103)
ASSESSED LEARNING OUTCOMES: At the end of this module the learner will be expected
to:
1. have a knowledge of the current theoretical approaches to the typology, development
and meaning of prehistoric structures and artefacts
2. Present and evaluate evidence of non-intrusive investigations of archaeological sites
through the understanding and use of topographical and aerial survey
3. Develop lines of argument and make sound judgements about prehistoric sites in their
chronological and environmental context.
INDICATIVE SYLLABUS CONTENT:

• Survey a prehistoric site using a total station, appropriately recording and interpreting
features, adopting safe practices. Analyse and interpret aerial photographs
• Ceremonial monuments of the fourth and third millennia BC
• The organisation of the landscape in the second and third millennia BC
• Social stratification and warfare
• Effects on Iron Age Britain of the Roman world.
APPROVAL: DATE OF APPROVAL: 23/05/07
DATE OF IMPLEMENTATION: 1/9/2007 DATE(S) OF APPROVED CHANGE: n/a
FACULTY: SCHOOL: PARTNER INSTITUTION: NAME OF SITE:
UPC City College Plymouth
MODULE LEADER: Win Scutt Term: All Year
Page 45 of 72
Assessment Criteria (Threshold Level) :
The student should provide evidence which:
1. Demonstrates knowledge and understanding of current theoretical approaches to
the typology, development and meaning of prehistoric structures and artefacts
2. Presents and evaluates evidence of non-intrusive investigations of archaeological
sites through the understanding and use of topographical and aerial survey
3. Develops lines of argument and makes sound judgements about prehistoric sites in
their chronological and environmental context.
Assessment Mode:
Coursework: 100%
1. report of 1500 words with original survey drawings and photographs 50%
2. one written assignment of 1500 words 30%
3. reflective journal of 1000 words on field courses.20%
Schedule of Teaching and Learning:

The module is delivered by means of lectures, field trips and online tutorials through the
College VLE.
Recommended Texts and Sources
The recommended texts for the course are:
Bradley, R. (2007) The Prehistory of Britain and Ireland. Cambridge: Cambridge University
Press
Collis, J. (2003) Celts: Origins, Myths and Inventions. Stroud: NPI
Cunliffe, B. (1993) Wessex to AD1000. London: Longman.
Cunliffe, B. (2004) Iron Age Britain. London: English Heritage/Batsford.
Drewett, P.L. (1999) Field Archaeology: an Introduction. London: Routledge
Fleming, A. (2007) The Dartmoor Reaves. Macclesfield: Windgather Press
Grant, J, Gorin, S. & Fleming N. (2005) The Archaeology Coursebook London: Routledge
Hunter, J. and Ralston I. (1999) The Archaeology of Britain. London: Routledge
James, S. 1999 The Atlantic Celts: Ancient People or Modern Invention? London: British
Museum Press.
Malone, C. (2001) Neolithic Britain & Ireland. Stroud: NPI.
Parker Pearson, M. (2005): Bronze Age Britain. London: English Heritage/Batsford.
Internet
Archaeology Data Service http://ads.ahds.ac.uk
Page 46 of 72
MODULE TITLE: FIELDWORK: HISTORICAL ARCHAEOLOGY
This module uses Historical Archaeology as a context within which to learn theoretical
approaches in archaeology and a range of non-intrusive investigative skills.
MODULE AIMS:
The course will provide students with:
• A range of skills applicable in non-intrusive archaeological investigations
• an outline understanding and theoretical appreciation of the sites, landscapes,
buildings, artefacts and issues of Britain from the Norman Conquest to the Modern
period, in context with the relevant world archaeology.
ASSESSED LEARNING OUTCOMES:
At the end of a module the learner will be expected to demonstrate:
1. the ability to develop new skills in the recording and analysis of historic landscapes
2. a knowledge and understanding of buildings and portable artefacts from the historic
period
3. an ability to apply spatial concepts and analyse the organisation of space in relation to
society
4. an understanding of the ethics of dealing with cultural and human remains.
• Prepare, observe, record, analyse and present sites through the understanding and
use of desk-based assessment, building survey and graphic and photographic records.
○ Conduct a desk-based assessment of a site or landscape using historical
sources
○ Conduct a measured survey of a standing building
○ Record sites using graphical and photographic media
○ Employ safe practices
• The Norman invasion, culture change in the 11th and 12th centuries
• Medieval and Post-Medieval rural and urban landscapes
DATE OF IMPLEMENTATION: 1/9/2007
DATE(S) OF APPROVED CHANGE: n/a
Page 47 of 72
The student should provide evidence of their:
1. ability to develop new skills in the recording and analysis of historic landscapes
2. knowledge and understanding of buildings and portable artefacts from the historic
period
3. ability to apply spatial concepts and analyse the organisation of space in relation to
society
4. understanding of the ethics of dealing with cultural and human remains
.
Assessment Mode:
Coursework: 100%
1. Report of 1500 words with original survey drawings and photographs 50%
2. one written assignment of 1500 words 30%

College VLE.
Aston, M. (1985) Interpreting the Landscape. London: Batsford
Brown, A. (1987) Fieldwork for Archaeologists and Local Historians. London: Batsford.
Crossley, D.W. (1990) Post-Medieval Archaeology in Britain. Leicester University
Press
Deetz, J.F. (1996) In Small Things Forgotten. New York: Anchor
Dorrell, P.G. (1994) Photography in Archaeology and Conservation
English Heritage (2006) Understanding Historic Buildings: A guide to good recording
practice. London: English Heritage (free from English Heritage)
Gilchrist, R. (1997) Gender and Material Culture: An Archaeology of Religious Women.
London: Routledge
Hinton, D. (1990) Archaeology, Economy and Society. London: Routledge
Institute of Field Archaeologists (1999) Standards and Guidance for Archaeological Field
Evaluation.
Institute of Field Archaeologists (2001) IFA Standard and Guidance for Archaeological
Desk-Based Assessment, revised edition September 2001
Kain, R. (2006) England’s Landscape: The South West. London: English Heritage/Harper
Collins
McNeill, T. (2006) English Heritage Book of Castles. Batsford
Palmer, M and Neaverson, P (1998) Industrial Archaeology: Principles and Practice.
London: Routledge
Roberts, B.K. & Wrathmell, S. (2002) Region and Place: A study of English rural
settlement. London: English Heritage
SCAUM (1997) Health and Safety in Field Archaeology
Tarlow, S. & West, S. (eds.) (1998) The Familiar Past? Archaeologies of Later Historic
Britain. London: Routledge
Internet
DoE 1990 Planning and Policy Guidance Note 16 (online)
DoE / DNH 1994. Planning Policy Guidance note 15 (PPG15) 'Planning & the Historic
Environment'. (online)
Page 48 of 72
MODULE TITLE: EXCAVATION
This module will develop an understanding of the range of intrusive investigative methods
that can be used on archaeological sites. These methods include surface artefact collection
and excavation.
MODULE AIMS:
This module involves making contributions to intrusive archaeological field investigations. It
deals with the contributions to preparation for an investigation, the fieldwork and the analysis
and presentation of the data.
ASSESSED LEARNING OUTCOMES: At the end of a module the learner will be expected
to be able to:
1. demonstrate a knowledge and understanding of the underlying concepts and
principles associated with archaeological excavation.
2. evaluate the appropriateness of different excavation strategies to solving specific
archaeological problems.
3. demonstrate a knowledge and understanding of the techniques used to excavate and
record an archaeological site
4. an ability to evaluate and interpret the data gathered from an excavation..

• Excavation planning and strategy
• Types of investigation: surface collection; auguring; hand excavation; machine
excavation.
• Types of site; geology; sub-surface deposits
• Recording: Context sheets; Harris matrix; Plan and section drawings and
photographs
• Health & Safety Policy and Regulations; Codes of practice; Risk Assessment
• Ethics of excavating, recording and storing cultural and human remains

Page 49 of 72
The student should provide evidence that they can:
1. Demonstrate a knowledge and understanding of the underlying concepts and
principles associated with archaeological excavation.
2. evaluate the appropriateness of different excavation strategies to solving specific
archaeological problems.
3. demonstrate a knowledge and understanding of the techniques used to excavate
and record an archaeological site.
4. evaluate and interpret the data gathered from an excavation.
Assessment Mode:
Coursework:
1. Report of 1500 words 50%
2. end-module test 30%

The module is delivered by means of lectures, simulation, field trips and online tutorials
through the College VLE. (The learner is expected to contribute to an excavation under the
direction of a qualified archaeologist in the Work-Based Learning module, or at some time
in Year 1 or 2)

Barker, P.A. (1993) Techniques of Archaeological Excavation. 3rd ed. London: Routledge
Collis, J. (2002) Digging up the Past. Gloucestershire: Sutton
Dorrell, P.G et al (1994) Photography in Archaeology and Conservation. Cambridge:
Cambridge University Press
Drewett, P.L. (1999) Field Archaeology: an Introduction. London: Routledge
Institute of Field Archaeologists (2001) Standard and guidance for archaeological
excavation, revised edition September 2001
watching brief, revised edition September 2001
Joukowsky, M. (1980). A Complete Manual of Field Archaeology. New Jersey: Prentice
Hall.
Roskams, S. (2001) Excavation. Cambridge: Cambridge University Press
SCAUM (1997) Health and Safety in Field Archaeology Standing Conference of
Archaeological Unit Managers
Spence, C. (ed.) (1994) Archaeological Site Manual (3rd edn.) Museum of London
Archaeology Service (MoLAS)
Online
ACOA The Association of County Archaeological Officers (1993) Model Briefs and
Specifications for Archaeological Assessments and Field Evaluations. Out of print but
available as a .pdf file (107KB) at http://www.algao.org.uk
DoE (1990) Planning and Policy Guidance Note 16 Available as a .pdf file at
http://www.culture.gov.uk
English Heritage (1991). Management of Archaeological Projects (MAP2)
Page 50 of 72
MODULE TITLE: HISTORY OF ARCHAEOLOGICAL THOUGHT
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.
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 period-based modules (FDAP100,
FDAP101, FDAP105, FDAP200).
ASSESSED LEARNING OUTCOMES: At the end of a module the learner will be expected to
be able to:
1. demonstrate a 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. demonstrate an ability to communicate ideas and collaborate with peers.

Renaissance & Enlightenment Antiquarians, Nineteenth Century Archaeology, Scandinavian
Archaeology, Geology, Darwin, Anthropology & Ethnography, Sociology, Diffusionism,
Ideologies, Nationalism, Racism, Gordon Childe, Scientific Archaeology, Processualism, Post-
Processualism, Gender Archaeology, Phenomenology, Agency.

MODULE LEADER: Anne Pirie Term: All Year
Page 51 of 72
The student should provide evidence that they can:
1. demonstrate a knowledge and understanding of the origins and development of
archaeology as a discipline in Britain and the World.
2. 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. communicate ideas and collaborate with peers.
Assessment Mode:
Presentation 20%
Article critique 20%
Conference Report and Presentation 60%

This module will be taught through a series of lectures and seminar discussions,
attendance at conferences, in which students will work on their chosen topics for the
assessed presentation.
Daniel, G. & Renfrew, C. (1988) The Idea of Prehistory. 2nd ed. Edinburgh: Edinburgh
University Press.
Gamble, C. (2007) Archaeology: The Basics. 2nd ed. London: Routledge
Greene, K. (2004) Archaeology: an Introduction. 4th ed. London: Routledge
Hays-Gilpin, K. & Whitley, D.S. (1998) Reader in Gender Archaeology. London:
Routledge
Hodder, I. (1995) Theory and Practice in Archaeology. London: Routledge
Johnson, M. (1999) Archaeological Theory: An Introduction. Oxford: Blackwell
Renfrew, C. (1999) Before Civilisation. London: Pimlico
Renfrew, C. & Bahn, P. (2004) Archaeology: Theories, Methods and Practice. (4th edition)
London: Thames & Hudson
Shanks, M. & Tilley, C. (1992) Re-Constructing Archaeology: Theory and Practice.
London: Routledge
Trigger, B.G. (2006) A History of Archaeological Thought. 2nd ed. Cambridge:
Cambridge University Press.
Internet
Page 52 of 72
MODULE TITLE: SITE SURVEYING
CO-REQUISITE(S): n/a
COMPENSATABLE WITHIN THIS PROGRAMME: No
This module provides a basic introduction to surveying techniques and the methods used
to set out and control construction works.
Give Subject Assessment Panel Group to which module should be linked:
Construction/civil engineering
Minimum pass mark for professional body accreditation n/a
MODULE AIMS:
• To demonstrate the ability to use a range of surveying instruments.
• To demonstrate a detailed understanding of basic site surveying and setting out
procedures.
• To demonstrate an ability to carry out relevant survey calculations.
• To carry out setting out exercises.
• To understand the type of depth of survey required.
At the end of a module the learner will be expected to be able to:
1. Demonstrate an ability to select and use appropriate surveying instruments for a
range of tasks.
2. Use a variety of methods to set out and control a range of construction activities
from ground works through to structural frames.
3. Produce a contour plan of an area and analyse the data.
• Surveying Principles and Conventions: Commensurate accuracy, co-ordinate systems,
National Grid and OS datum, errors - classifications and detection.
• Surveying Instruments: Linear measurement, Levels (automatic level, laser), Angular
measurement (theodolites, Total Station), Vertical alignment. Method of construction,
adjustment and calibration of instruments. Surveying errors.
• Linear Measurement
• Levelling: Definition of level datums, standard field and booking procedures.
• Traversing: Open and closed traversing; reduction and adjustment of traverse data.
• Detail Survey: Type and reasons for surveying: Trilateration, Triangulation, Total Station,
GPS & GIS.
• Setting out of line and level for building and construction works: Profiles and batter
rails; radial positioning/rectangular co-ordinates; accuracy of setting out and the
specification. Setting out horizontal circular curves, drainage and roads.
APPROVAL: DATE OF APPROVAL: July 2006
DATE OF IMPLEMENTATION: September 2006
MODULE LEADER: Rick Howell Term: All Year
Page 53 of 72
Assessment Criteria:
1. Demonstrate the skills needed to select and use appropriate surveying
instruments for a range of tasks.
2. Show evidence of having used a variety of methods to set out and control a range
of construction activities from ground works through to structural frames.
3. Show evidence of having produced a contour plan of an area and analysed the
data.
Assessment Mode:
This unit will be assessed by a series of practical exercises carried out in the field carrying
a total weighting of 100%.

The module is delivered by means of weekly lectures, seminars, tutorials and independent
learning activities.

Brighty, S (1989) revised by Stirling, D. Setting Out: A Guide for Site Engineers 2nd
Edition. BSP Professional.
Irvine, W. (2005) Surveying for Construction 5th Ed. London: McGraw Hill
Leach, P. 1988 The Surveying of Archaeological Sites [practical manual] Inst Archaeol
Publications
Schofield, W. (2007) Engineering Surveying 6th Ed. Oxford: Butterworth-Heinemann.
Page 54 of 72
MODULE TITLE: WORLD STONE AGE SOCIETY
This module explores prehistoric society from the Lower Palaeolithic to the origins of
agriculture, including the Oldowan, Acheulean, Middle Palaeolithic Neanderthals and the
origins of modern humans. Similarities and differences in the development of society,
subsistence and technology are evaluated, as are the roles of colonisation, cognition and
adaptation.
MODULE AIMS:
This module involves making contributions to intrusive archaeological field investigations. It
deals with the contributions to preparation for an investigation, the fieldwork and the
analysis and presentation of the data.
ASSESSED LEARNING OUTCOMES: At the end of a module the learner will be
expected to be able to:
1. demonstrate a knowledge and understanding of the diversity of human societies
and the complex ways in which social and cultural change occur;
2. demonstrate an ability to present, evaluate and interpret similarities and differences
in development of human societies;
3. demonstrate knowledge of the underlying concepts and principles associated with
the methods used to reconstruct past human behaviour
4. evaluate the ways in which archaeologists' conceptions of what it is to be human
have changed and how these are related to the colonial and post-colonial history of
the West.

• Lower Palaeolithic of Africa and the earliest hominin dispersals into Europe and SE
Asia
• The Neanderthals of Europe and SW Asia.
• The origins of modern humans in Africa and dispersals out of Africa
• Settlement and colonisation in the last Ice Age
• Inception of farming and the development of sedentary life and changing social
organisation.
• Nature, causes and consequences of these changes.
MODULE LEADER: Anne Pirie Term: All Year
Page 55 of 72
The student should provide evidence that they provide evidence of:
1. a knowledge and understanding of the diversity of human societies and the complex
ways in which social and cultural change occur;
2. an ability to present, evaluate and interpret similarities and differences in
development of human societies;
3. knowledge of the underlying concepts and principles associated with the methods
used to reconstruct past human behaviour
4. an ability to evaluate the ways in which archaeologists' conceptions of what it is to
be human have changed and how these are related to the colonial and post-colonial
history of the West.
Assessment Mode:
Coursework: 70% Essays, Seminars and Presentations.
Assessment: 30% Reflective journal of lectures, seminars and field trips and participation
in groupwork.

College VLE. The course comprises 30 lectures in four major blocks. The first block
focuses on the earliest hominin groups of the Oldowan and Acheulean; the second block
explores Middle Palaeolithic Neanderthal and early modern human society; the third block
looks at life during the last Ice Age and the final block looks at hunter-gatherers of the
early Holocene and transitions to farming.
Delson, E., I. Tattersall, J. van Couvering, and A. Brooks (eds.) (2000) Encyclopaedia of
Human Evolution and Prehistory. 2nd edition. New York: Garland.
Gamble, C. (1999) The Palaeolithic Societies of Europe. Cambridge: CUP.
Gamble, C. (1993) Timewalkers: The Prehistory of Global Colonization. Stroud: Alan
Sutton.
Johanson, D. & Edgar, B. (1996) From Lucy to Language. New Jersey: Simon & Schuster
Lewin, R. (2005) Human Evolution: an illustrated introduction. Oxford: Blackwell
Publishing.
Mellars, P. (1996) The Neanderthal Legacy. Princeton: Princeton University Press.
Mithen, S. (1998) The Prehistory of the Mind: A Search for the Origins of Art, Religion, and
Science. London: Phoenix
Scarre, C. (ed) (2005) The Human Past: World Prehistory and the Development of Human
Societies. London, Thames and Hudson.
Whittaker, John. (1994) Flintknapping: making and understanding stone tools. Texas:
University of Texas Press
Internet
http://www.becominghuman.org/
http://www.svf.uib.no/sfu/blombos/index.htm
http://www.culture.gouv.fr/culture/arcnat/chauvet/en/index.html
Page 56 of 72
MODULE TITLE: PERSONAL AND PROFESSIONAL DEVELOPMENT
This module will incorporate Personal Development Planning to enable students to
identify, engage with, and reflect upon the personal and professional skills and
competences required for entry to and progression in archaeological practice. A
Professional Portfolio will be prepared from work in other modules to submit for the
Qualification in Archaeological Practice (QAP Level 3).

MODULE AIMS:
The aim of this module is to encourage students to develop personal and professional
skills directly relevant to successful academic and professional career development. The
module will also aim to instil an ethos of continuous professional development and lifelong
learning as an essential and pivotal part of professional life.
At the end of the module the learner will be expected to be able to:
1. Identify the transferable skills and attributes required for academic and professional
development.
2. Conduct an analysis of personal and professional skills and attributes.
3. Demonstrate development of the identified academic and professional skills and
attributes required for Level 3 of the Qualification in Archaeological Practice (QAP).
4. Produce a Personal Development Plan which incorporates evidence of skills
development and reflection on future career planning
• Academic skills, research and referencing, information sources and retrieval,
academic communication skills
• Professional skills, sector specific skills and attributes, ICT and technical
skills
• Reflexive practices, gap analysis, 180° appraisal, Johari windows
• Career Planning
• Personal Development Planning
APPROVAL: DATE OF APPROVAL: April 2006
DATE OF IMPLEMENTATION: Sept 2006
DATE(S) OF APPROVED CHANGE: 23/05/07
FACULTY: SCHOOL: PARTNER INSTITUTION:
University of Plymouth Colleges City College Plymouth
MODULE LEADER: Win Scutt Term All Year
Page 57 of 72
The student will demonstrate
1. Show evidence of having identified transferable skills and attributes required for
your academic and professional development.
2. Produce an analysis of personal and professional skills and attributes relating to
your chosen career
3. Show you have developed and identified a range of academic and professional
skills and attributes
4. development of the identified academic and professional skills and attributes
required for Level 3 of the Qualification in Archaeological Practice (QAP).
5. Provide evidence of having developed skills by reflecting on future career planning
Assessment Mode:
100% Coursework

The module will be delivered via a combination of lectures, seminars and individual tutorial
and guest speakers where appropriate. A comprehensive package of support and learning
resources will be available to students via the VLE.

Armstrong, M. (2005) Managing for Results. 2nd ed. Wimbledon: CIPD
Cottrell, S. (2003) Skills for Success: the personal development planning handbook
London: Palgrave
Cottrell, S. (2005) Critical Thinking Skills. Developing effective analysis and argument
London: Palgrave
McGilli, I. & Brockbank, A. (1998) Facilitating Reflective Learning in Higher Education,
Open University Press
Moon, J.A. (2004) A Handbook of Reflective and Experiential Learning, London: Routledge
Schon, D (1995) The Reflective Practitioner. Chichester: Jossey Bass
Wallace, Harold R (2006) Personal Development for Life and Work, 9th edn, London :
Thomson
Woodruffe, C (2000) Development and Assessment Centres. London: CIPD
Online
http://www.torc.org.uk/factsheet.asphttp://www.torc.org.uk/factsheet.asp
Aitchison, K. & Edwards, R. 2003 Archaeology Labour Market Intelligence: Profiling the
Profession 2002-03. Bradford CHNTO/IFA online:
http://www.archaeologists.net/modules/icontent/inPages/docs/prof/LMI_Report1.pdf
Bradford CHNTO/IFA online:
http://www.archaeologists.net/modules/icontent/inPages/docs/prof/LMI_Report1.pdf
Page 58 of 72
MODULE TITLE: WORK BASED LEARNING
The aim of this module is to develop students’ practical insight into the world of work as an
archaeologist. It will enable them to critically examine the working environment and
practice as an archaeologist including the identification of key attributes and skills for
archaeological professions and provide the opportunity to gain experience and
demonstrate those skills.

MODULE AIMS:
To enable students to:
• experience issues relating to archaeological excavation
• experience real working environments
• acquire work-based knowledge and to develop their transferable and employability
skills
• acquire a professional business attitude;
• develop career choices.
At the end of this module the learner will be expected to be able to:
1. Describe the aims, attitudes, practices, procedures and operational effectiveness of
Archaeological Practice.
2. Describe the key attributes and skills required to operate as an archaeologist.
3. Demonstrate a basic level of competence related to attributes and skills defined in
the National Occupational Standards (NOS) in Archaeological Practice.
4. Demonstrate a capacity for reflective practice and manage own personal
development as an archaeologist.
• Overview of factors associated with aims, attitudes, practices, procedures and
operational effectiveness of organisations in the field of archaeology.
• Undertaking consultancy based work experience.
• Methods of identifying key attributes and skills required for specific professions –
job descriptions, personnel specifications, appraisal procedures, observation,
interviews and review of relevant publications.
• Identification and development of own personal skills; reflective practice.
APPROVAL: DATE OF APPROVAL: 1/4//06 DATE OF IMPLEMENTATION: 1/9/06
Page 59 of 72
The student should be able to:
1. Produce evidence that shows application and reflection on the aims, attitudes, practices
and procedures required as an archaeologist.
2. Describe the key attributes and skills required to operate as an archaeologist.
3. Show evidence that demonstrates a basic level of competence related to identified
attributes and skills in the Qualification in Archaeological Practice (Intrusive
Investigation)
4. Reflect on your practice in the context of your chosen career
Assessment Mode:
Coursework: 100%

The module is delivered by means of simulation, consultancy, seminars, and employer
talks. Students will work on one or more archaeological excavations approved by the
College.

Barker, P.A. (1993) Techniques of Archaeological Excavation 3rd ed. London: Routledge.)
Collis, J. (2002) Digging up the Past Stroud: Sutton
Dorrell, P.G. (1994) Photography in Archaeology and Conservation. Cambridge:
Drewett, P.L. (1999) Field Archaeology: an introduction. London: Routledge
excavation, revised edition September 2001
watching brief, revised edition September 2001
Joukowsky, M. (1980) A Complete Manual of Field Archaeology. New Jersey: Prentice
Hall.
Roskams, S. (2001) Excavation. Cambridge: Cambridge University Press
SCAUM (1997) Health and Safety in Field Archaeology Standing Conference of
Archaeological Unit Managers
Schon D (1995) The Reflective Practitioner. Chichester: Jossey Bass
Spence, C. (ed.) 1994. Archaeological Site Manual .3rd ed. Museum of London
Online
ACOA The Association of County Archaeological Officers (1993) Model Briefs and
Specifications for Archaeological Assessments and Field Evaluations. Out of print but
available as a .pdf file (107KB) at http://www.algao.org.uk
DoE (1990) Planning and Policy Guidance Note 16 Available as a .pdf file at
http://www.culture.gov.uk
English Heritage (1991) Management of Archaeological Projects (MAP2)
Page 60 of 72
MODULE TITLE: FIELDWORK: ROMAN AND EARLY MEDIEVAL
This module uses Roman and Early Medieval Archaeology as a context within which to further
develop a range of non-intrusive investigative skills and theoretical understanding.
MODULE AIMS:
The course will further provide students with:
• A range of non-intrusive skills used in archaeological investigations
• an outline understanding and theoretical appreciation of the sites, landscapes,
buildings, artefacts and issues of Britain from the Roman and Early Medieval periods,
in context with the relevant world archaeology.
At the end of a module the learner will be expected to:
1. demonstrate a knowledge and critical understanding of Roman and Early Medieval
archaeology
2. demonstrate competence in applying a range of established techniques and skills to
initiate and undertake critical analyses of archaeological investigations.
3. Demonstrate knowledge and understanding of the main methods of inquiry relating to
sites and landscapes of the Roman and Early Medieval periods.
4. Use a range of established geophysical techniques, initiate and undertake a critical
analysis of information and prepare strategies for further investigation.
• prepare; observe; record; analyse; present sites through the understanding and use of
desk-based assessment, building survey and graphic and photographic records.
• Use GIS, Geophysical and Geochemical survey in conjunction with usual site survey
methods (Module FDAP104) to record a site
• Historical accounts, inscriptions, coins, sculptures and the results of archaeological
investigations in the Roman and early medieval periods.
• “Anglo Saxons”, “Vikings” and evidence for culture change in the early medieval period
MODULE LEADER: Derek Gore Term: All Year
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Assessment Criteria (Threshold Level) : The student should be able to:
1. demonstrate a knowledge and critical understanding of Roman and Early Medieval
archaeology
2. demonstrate competence in applying a range of established techniques and skills
to initiate and undertake critical analyses of archaeological investigations.
3. Demonstrate knowledge and understanding of the main methods of inquiry relating
to sites and landscapes of the Roman and Early Medieval periods.
4. Use a range of established geophysical techniques, initiate and undertake a critical
analysis of information and prepare strategies for further investigation
Assessment Mode:
1. Practical Assessment of geophysical survey in the field 25%
2. Report of 2000 words with original survey drawings and photographs 25%
3. reflective journal of 500 words on field course 10%
4. reflective journal of 500 words on field course 10%
5. Group Presentation and report 30%
College VLE.
Clark, A. (1996) Seeing beneath the Soil London: Routledge
Cunliffe, B. (1993) Wessex to AD1000. London: Longman.
Dark, P. (2000) The Environment of Britain in the First Millennium A.D. London:
Duckworth
David, A. (1995) Geophysical survey in Archaeological Field Evaluation, English Heritage
DoE / DNH (1994) Planning Policy Guidance note 15 (PPG15) 'Planning & the Historic
Environment'.
Dorrell, P.G. (1994) Photography in Archaeology and Conservation. Cambridge:
Frere, S.S. (1991) Britannia: A History of Roman Britain. 3rd ed. London: Pimlico
Hinton, D. (1990) Archaeology, economy and society. London: Routledge
Institute of Field Archaeologists (1999) Standards and Guidance for Archaeological Field
Evaluation
Institute of Field Archaeologists (2001) FA Standard and Guidance for Archaeological
Desk-Based Assessment, revised edition September 2001
Ireland, S. (1996) Roman Britain, a sourcebook. London: Routledge
Keppie, L. (2001) Understanding Roman Inscriptions. London: Batsford
Millett, M. (2005() Roman Britain London: English Heritage/Batsford
Salway, P. (2001) A History of Roman Britain. Oxford: Oxford Paperbacks
SCAUM (1997) Health and Safety in Field Archaeology
Schollar, I., Tabbagh, A., Hesse, A., and Herzog, I. (1990) Archaeological Prospecting
and Remote Sensing Cambridge: Cambridge University Press
Shotter, D.C.A. (2004) Roman Britain. 2nd ed. London: Routledge
Spence, C. (ed.) (1994) Archaeological Site Manual (3rd edn.) Museum of London
Internet
Archaeology Data Service http://ads.ahds.ac.uk including GIS Guide to Good Practice at
http://ads.ahds.ac.uk/project/goodguides/gis/index.html
Abingdon Archaeological Geophysics. Archaeological Geophysics: A Short Guide
http://www.bajr.org/Documents/GeoPhysics.pdf
Page 62 of 72
MODULE TITLE: ARCHAEOLOGICAL SCIENCE
This module will include scientific approaches and techniques for dating and materials
analysis, with assessment of scientific reports, field assessment and some theoretical
considerations.
MODULE AIMS:
• to further develop knowledge of the importance of science to the discipline
• to provide an opportunity for students to receive a sound understanding of the
scientific applications encountered in modern archaeology
• to provide a sufficient insight into these topics to enable students to communicate
with scientific specialists
• to enable students to interpret critically the findings of scientific specialists through
the medium of their own reports
• to build on the scientific concepts and skills introduced in the previous modules
At the end of a module the learner will be expected to be able to:
1. further advance their understanding of scientific methods used in collecting,
analysing, and interpreting archaeological data
2. critically appraise their own and other people’s arguments
3. select and apply appropriate scientific principles and concepts to archaeological
problems from specialist scientific investigations
4. 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)
The 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; Climatic Modelling & Interpretation; Ethics, Health & Safety.
FACULTY: SCHOOL: PARTNER INSTITUTION: (For FHSW) NAME OF
UPC City College Plymouth SITE:
Page 63 of 72
The student should be able to provide evidence of:
1. greater understanding of scientific methods used in collecting, analysing, and
interpreting archaeological data
2. an ability to critically appraise their own and other people’s arguments
3. an ability to select and apply appropriate scientific principles and concepts to
archaeological problems from specialist scientific investigations
4. an understanding of 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)
Assessment Mode:
Seminars (25% + 25%)
1) The seminars will test the students’ basic understanding of scientific methods used in
the collection, analysis and interpretation of archaeological data
2) The seminar will require students to marshal and critically appraise their own and other
people’s arguments.
In-class test (50%)
1) The in-class test will require students to critically appraise the arguments presented by
others
2) Questions posed will require students to draw down scientific principles and concepts to
critically evaluate specialist scientific investigations
3) The questions will involve an understanding of the causes of variation in the reliability
of different classes of evidence from archaeological contexts
This module will be taught through a series of lectures and seminar discussions, in which
students will work on their chosen topics for the assessed presentation.
Baillie, M.G.L. (1995) A Slice Through Time. London: Routledge
Brothwell D. & Pollard, A.M. (eds.) (2005) Handbook of Archaeological Sciences. London:
Wiley
Cronyn, J.M. (1990) The Elements of Archaeological Conservation. London: Routledge
Davis, S.J.M. (1987) The Archaeology of Animals. London: Routledge
Evans, J.G. & O'Connor, T. (1999) Environmental Archaeology: principles and methods.
Stroud: Sutton
Hausenbuiller, R.L. (1985) Soil Science. Third Edition. Iowa: Wm. C. Brown
Moore, P. D et al, M.E. (1991) Pollen Analysis. 2nd ed Oxford: Blackwell,
Orton, C. (2000) Sampling in Archaeology. Cambridge: Cambridge University Press
Pollard A.M. & Heron, C. (1996) Archaeological Chemistry. London: Royal Society of
Chemistry
Renfrew, A.C. & Bahn, P. (2008) Archaeology: theories, methods and practice. 5th ed.
London: Thames & Hudson
Retallack, G.J. (2001) Soils of the Past: An Introduction to Paleopedology. Oxford:
Blackwell
Stirland, A. (1999) Human Bones in Archaeology. Princes Risborough: Shire
Internet
Page 64 of 72
MODULE TITLE: EXPERIMENTAL ARCHAEOLOGY
This module explores the potential of Experimental Archaeology as a powerful research
method, an educational tool and as a medium for public outreach.
ELEMENTS OF ASSESSMENT: (C1) COURSEWORK 80% (A1)ASSESSMENT 20%
MODULE AIMS:
The module aims to provide the student with an understanding of the theory and practice
of Experimental Archaeology, the skills to conduct experiments in a safe and scientific
manner, and an appreciation of how the subject can be applied in an educational context.
expected to:
1. demonstrate knowledge, critical understanding and theoretical grounding in the
scientific use of experiments within archaeological research.
2. evaluate the utility and characteristics of a range of materials including ceramics,
stone, metals and organic materials.
3. effectively communicate the role of experiments and “reconstructions” in a variety of
forms, to specialist and non-specialist audiences, including education and public
outreach.
4. conduct experiments in the technologies and processes of the past, from the
acquisition of raw materials to manufacture, use and discard; and to post-
depositional processes.

History of experimental archaeology; Applications: the sourcing of raw materials;
manufacture of artefacts in stone, clay, metals and organic materials such as bone, wood
and skin; decay and taphonomy; pyrotechnology; cooking, brewing and preserving;
artefact composition; the archaeological evidence for technological processes; the
evidence of mining, ore processing, fuels, smelting and secondary metalworking
processes. Reconstruction and re-enactment for education. Health & Safety.
FACULTY: SCHOOL: PARTNER INSTITUTION: (For FHSW) NAME OF
UPC City College Plymouth SITE:
Page 65 of 72
1. knowledge, critical understanding and theoretical grounding in the scientific use of
experiments within archaeological research.
2. An ability to evaluate the utility and characteristics of a range of materials including
ceramics, stone, metals and organic materials.
3. Effectively communicating the role of experiments and “reconstructions” in a variety
of forms, to specialist and non-specialist audiences, including education and public
outreach.
4. Experiments they have conducted in the technologies and processes of the past,
from the acquisition of raw materials to manufacture, use and discard; and to post-
depositional processes.
Assessment Mode:
1. Coursework Report (80%)
The student will present a report of an experiment they have conducted: the
hypothesis, the theoretical background, an outline methodology, an account of the
learning process, presentation and analysis of data; interpretation and conclusions.
The student must use scientific principles to critically appraise their own and other
people’s arguments. The student may choose how to present the report: for example
on a website, as a video recording, a written report or a combination of these.
2. Conducting an experiment 20%
The student must conduct an experiment witnessed by a member of staff or
recorded in video or stills.
This module will be taught through a series of lectures and workshop seminars, in which
students will discuss their chosen project for the assessed coursework report.
Books
Coles, J. (1973) Archaeology by Experiment London: Hutchinson
Hodges, H. (1989) Artefacts: An Introduction to Early Materials and Technology. London:
Duckworth
Reynolds, P. (2003) Experiment in Archaeology. Stroud: NPI
Journals
EUROREA (European Reconstruction and Experiment in Archaeology)
Internet
XARC: European network of Open Air Museums and other facilities involved in
Experimental Archaeology: http://www.exarc.net/
The Delphi Project http://www.delphi.exarc.net/delphi
Archives of ARCH-EXPERIMENT jiscmail http://www.jiscmail.ac.uk/lists/arch-
experiment.html
Experiment, Reconstruction and Education in Archaeology: http://www.exrea.net
Historical Metallurgy Society: http://hist-met.org/
Page 66 of 72
MODULE TITLE: SITE MANAGEMENT
This module gives the learner a working knowledge of the processes involved in setting up
and operating an archaeological site as part of a major construction project, particularly
with regard to Health & Safety legislation and the normal management procedures within
the construction industry. These processes are also relevant for stand alone
Give Subject Assessment Panel Group to which module should be linked.
MODULE AIMS:
• To develop an understanding of the processes involved in establishing and
managing a safe working environment.
• Enable the learner to discharge their duties under the relevant Environmental and
Health & Safety legislation.
• Allow learners to develop on understanding of some of the processes involved in
working as one of a team on a major construction project.
expected to be able to:
1. Consider the rationale and strategy for establishing a site
2. Set up a site for an archaeological investigation demonstrating the
transferable skills necessary to exercise personal responsibility and decision
making.
3. Use a range of established techniques to undertake risk assessments and
method statements in accordance with requirements of Health & Safety
legislation.
4. Analyse the processes necessary for the proper management of an
archaeological site within a commercial environment.
5. Critically evaluate the planning and execution of the management of a site.
• Site Establishment: environmental risk assessment, site access and hard standings,
fencing and security; welfare facilities, location and protection of permanent services,
provision of temporary services, plant and equipment
• Health and Safety: Legislation, general duties, policies and procedures. Construction
(Design and Management) Regulations 2007.
• Site organisation, relationships and the management team: Statutory authorities,
the client, the architect, the engineers, the quantity surveyor, the contractor and the
sub-contractors.
• Contractual procedures: methods of procurement, conditions of contract, contact
procedures.
• Financial control: Estimates and valuations, planning and cost control, procurement of
labour, plant and materials.
FACULTY: UPC SCHL. PARTNER INSTITUTION City College Plymouth SITE:
Page 67 of 72
1. the rationale and strategy for establishing a site
2. The preparations for an archaeological investigation demonstrating the transferable
skills necessary to exercise personal responsibility and decision making.
3. Using a range of established techniques to initiate and undertake risk assessments
and method statements in accordance with requirements of Health & Safety
legislation.
4. Analysing the processes necessary for the proper management of an archaeological
site within a commercial environment.
5. Critically evaluating the planning and execution of the management of a site.
Assessment Mode:
Produce a portfolio of evidence relating to the establishment and organisation of an
archaeological site consisting of the following:
• A site plan showing site access and all necessary measures to ensure the health,
safety and welfare of the public and those working within the site. (40%)
• Environmental audit and heath & safety risk assessments for the activities together
with appropriate method statements. (20)
• A programme showing the duration of each activity (20%)
• Budget costs relating to the provision of all labour, plant and materials. (20%)

This module is delivered by means of weekly lecture, tutorials and independent learning
activities.

Construction Industry Training Board (2007) Construction site safety: volumes 1 & 2 GE
700, Norfolk: CITB
Forster, G. (1989) Construction site studies: production, administration and personnel,
Harlow: Longman
Hackett, Mark et al (2006) The Aqua group guide to procurement, tendering and contract
administration, Oxford: Blackwell
Harris, Frank and McCaffer, Ronald (2006) Modern construction management, Oxford:
Blackwell
St. John Holt, Allan (2005) Principles of Health and Safety at Work, Wigston: IOSH
The Aqua Group (2002) Pre-contract practice and contract administration for the building
team, Oxford: Blackwell Science
The Aqua Group (1999) Tenders and contracts for building, Oxford: Blackwell Science
Spence, C. (ed.) (1994) Archaeological Site Manual (3rd edition) Museum of London
Online
http://www.hse.gov.uk
Page 68 of 72
MODULE TITLE: ARCHAEOLOGY AND SOCIETY
This module explores the role of archaeology in contemporary society and the modern world.
MODULE AIMS:
The module aims to contextualise Archaeological Practice within a social framework:
• the value of archaeology to society
• the ethics of dealing with human and cultural remains of other societies
• the statutory and policy requirements set by government to document, preserve and
interpret material remains
• the responsibility and means to communicate the past to society.
ASSESSED LEARNING OUTCOMES: At the end of a module the learner will be expected to
be able to:
1. effectively communicate information, analysis and arguments to support the relevance of
archaeological investigation in contemporary society, in a variety of forms, to specialist
and non-specialist audiences, and deploy key techniques of the discipline effectively
2. critically evaluate the ethical and legal issues behind the excavation and storage of
human and cultural remains
3. select and evaluate appropriate methods for communicating the results of archaeological
investigations to different audience
4. critically evaluate the roles and functions of key organisations involved in the
archaeology of the UK.
What is the relevance and importance of archaeology in contemporary society? Archaeology
and World Politics; Advocacy in Archaeology; Communicating archaeology; Statutory protection
of sites and portable antiquities in the UK; Restitution of cultural property; The treatment of
human remains. Heritage Legislation; Planning Policy Guidance 16; Portable Antiquities
Scheme; Treasure Act; Restitution of Cultural Property; Ethical Issues. the notion of ethics and
responsibility; the use of the past for establishing group identity with particular reference to
nationalism; the concept of heritage; archaeology in the media; and the role of archaeology in
situations of conflict. Public Agencies: DCMS; National & Local Authority Museums; Planning
Authorities; English Heritage, Cadw, Environment and Heritage Service (Northern Ireland) and
Historic Scotland; Academic organisations (Universities, Colleges and Schools). Voluntary
Sector Agencies: The Council for British Archaeology, Council for Scottish Archaeology; CBA
Wales. Contract Archaeology.
FACULTY: UPC SCHOOL: PARTNER INSTITUTION: NAME OF SITE:
City College Plymouth
MODULE LEADER: Win Scutt Term* 1 & 2
Page 69 of 72
1. effectively communicate information, analysis and arguments to support the relevance of
archaeological investigation in contemporary society, in a variety of forms, to specialist
and non-specialist audiences, and deploy key techniques of the discipline effectively
2. critically evaluating the ethical and legal issues behind the excavation and storage of
human and cultural remains
3. selecting and evaluating appropriate methods for communicating the results of
archaeological investigations to different audiences
4. critically evaluating the roles and functions of key organisations involved in the
archaeology of the UK.
Assessment Mode:
Essay 40%
Presentation 40%
End module test: 20%

This module will be taught through a series of lectures and seminar discussions, in which
students will work on their chosen topics for the assessed presentation and written report

Hodder, I., (2003) Reading the Past, Current Approaches to Interpretation in Archaeology
A comprehensive bibliography for this module can be found at:

Politics of the Past
http://www.arch.soton.ac.uk/Projects/Politics/
Page 70 of 72
MODULE TITLE: RESEARCH SKILLS
This module enables students to identify a range of different research methods, processes and
considerations which are central in conducting a research project in their academic or
professional discipline.

MODULE AIMS:
The aim of this module is to enable students to develop an understanding of, and reflect upon
the nature of a research project, the aims and applications of research, and the methods and
procedures for conducting research in archaeology.
ASSESSED LEARNING OUTCOMES: At the end of the module the learner will be expected to
be able to:
1. Produce an appropriate research project proposal for an archaeological investigation.
2. Demonstrate an understanding of the factors which are prevalent when proposing
and planning a research project in archaeology.
3. Evaluate a range of research methodologies and data collection techniques.
4. Present and critically evaluate a range of data.

Types of research, barriers and restrictions in research, identifying research; Literature review
and existing ‘knowledge’, Discipline specific research considerations and issues; Ethics,
reliability and validity; Discipline specific research methods; Data analysis techniques; Preparing
a research proposal; Evaluating research and the research cycle.
APPROVAL
DATE OF APPROVAL: April 2006
DATE OF IMPLEMENTATION: Sept 2006

The student should be able to:
1. Produce an appropriate research project proposal.
2. Demonstrate an understanding of the factors which are prevalent when proposing and
planning a research project.
3. Show evidence of having evaluated a range of research methodologies and data
Page 71 of 72
collection techniques.
4. Show evidence of having critically evaluated data.
Assessment Mode:
Coursework: 100%
The module will be delivered via a combination of lectures, seminars and individual tutorial and
guest speakers where appropriate. A comprehensive package of support and learning
resources will be available to students via the VLE.

Dawson, C (2005) Practical Research Methods. 2nd, ed. Oxford: How to books
English Heritage (1992) The Management of Archaeological Projects. London: English
Heritage
Binford, L R (1964) “A consideration of archaeological research design”, American Antiquity
29: 425-41.
Binford, L R (2001) “Where do research problems come from?” American Antiquity 66(4), 669-
78.
Mueller, J W (1975) Sampling in Archaeology. Tucson. Barker, C O and Graeme Slater, E
(2000) Sampling in Archaeology. Cambridge: Cambridge University PressOdell, G H (2001)
“Research problems R Us”, American Antiquity 66(4), 679-85.
Peregrine, P N (2001) Archaeological Research. New Jersey: Prentice Hall
Redman, C W (1987) “Surface collection, sampling and research design: a retrospective”,
American Antiquity 52: 249-65.
Walliman, N (2005) Your research project. 2nd edition, London: Sage
Online
The Subject Centre for History, Classics and Archaeology.
http://www.hca.heacademy.ac.uk/archaeology/
The Archaeology Data Service http://ahds.ac.uk/archaeology/
Page 72 of 72

City College Plymouth Archaeological Practice Handbook 2009-10

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University of Plymouth

University of Plymouth Colleges Faculty

City College Plymouth

FdSc Archaeological Practice

This document is available in large print and

2.1 Who’s Who 3

3. Studying at University Level 5

3.1 General Information 5

4. About the Programme

4.1 Background to the Development of your Foundation Degree 17

5. General College Information and Guidance 26

7. UPC – The Student Portal 44

May we begin by warmly welcoming you to the Foundation Degree in

This Student Handbook is designed specifically for the Foundation

• Who will be teaching and providing support to you

• What you will be studying

• What particular opportunities are available for:

1.1 Who’s Who

Student support in the College is based on the ground floor in

Key staff helping you through the challenges of study at this

Name Role Tel/Mob Fax Email

Name Role Tel/Mob Fax Email

You will also have a Personal Tutor throughout your studies –

1.2 Contact Details

1.2.1 Keeping in Contact

Staff communicate information to students in many ways:

It is in your interest to check all of these on a regular

Occasionally, you may need to see a member of

1.1.1 Staff Details

As your Foundation degree is designed as a broad

University level education (or Higher Education, as it is often referred

3.1 General Information

Each module is taught over either one or two 15 week periods

During your induction you will receive your timetable detailing

Each semester is made up of modules, which are simply units

Your programme is made up of modules, which are simply units

You will hear reference being made to your programme of

Please see Section 6 of this document for your Programme

Please note that an optional module may occasionally not be

On the following page there are some key messages to you as

3.2 Your Approach to Studying

You will receive some ‘traditional teaching’ – when lecturers

If you read nothing else in this section, please read this:

Key Messages to become a Successful Student

You must take responsibility for your own studies. We will

Plan your time carefully. Write a personal timetable as soon

Attend all lectures and tutorials and take notes.

Do not miss deadlines.

Read extensively around your subject. Just being familiar

Seek help, if you need it, as soon as possible. If you need

At this level of study there will be an expectation that you are

Your most valuable learning will be done in your own time

You will not complete your programme successfully

Please note that you may only be able to borrow basic

You are strongly recommended to follow current issues

Reading texts for higher education demands note-taking

To help you in your studies the College has libraries,

When you start your course you will have an induction

The College also provides printing, copying and finishing

As a University of Plymouth student, you have full access

3.3.2 Private Study

Your private study time is likely to be taken up by different

3.3.3 Study Groups

In all our programmes, the College encourages students