MODULE SPECIFICATION TEMPLATE
See the Code of Practice for Quality Assurance for Taught Programmes: Annex B before completing this template available on http://www.ukc.ac.uk/registry/quality/code2001/annexb.html - and the relevant Faculty notes of guidance.
To use this template, download the file and insert text in the sections provided. You should consult your Department
Director of Learning and Teaching when preparing a proposal. Directors of Learning and Teaching are required to
sign off proposals before submission to the Faculty Learning and Teaching Committee. Please delete all the sections in
italics before submission to the Faculty Officer.
Instructions:
1.
2.
If the module is part of a programme of study in a University department, please complete sections 1
and 2.
If the module is part of a programme of study in an Associate College, please complete Sections 1 and 3.
SECTION 1: MODULE SPECIFICATIONS
1. The title of the module
The Foundations of Britain: The Archaeology of the First Millennium BC
This is an Existing Module: CL590
This revised Specification designates CL590 as Level H while Level I is identified by the Code CL666
NB this Specification relates to the Full-time Programme, run by Classical and Archaeological Studies
at the Canterbury Campus
[This update was drafted by Dr Willis following the existing Specification with the original current
redrafting in Nov 2009; amended June 2010; updated Sept/Oct 2010; further revised July 2011]
2. The Department which will be responsible for management of the module
Classical and Archaeological Studies / SECL
3. The Start Date of the Module
This is existing module CL590 where we are now allocating separate codes for the different I and H levels.
This Specification is for 2010/2011 and thereafter.
4. The cohort of students (onwards) to which the module will be applicable.
Those presently at stages I and H (as of 2010/2011)
5. The number of students expected to take the module
15 – 35
6. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant
Departments and Faculties regarding the withdrawal
None.
7. The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
I and H: CL590 for level H, CL666 for Level I
8. The number of credits which the module represents
Note: undergraduate full-time students take modules amounting to 120 credits per year and postgraduate full-time
students take modules amounting to 180 credits per year for a Masters award
30 Credits (15 ECTS Credits)
9. Which term(s) the module is to be taught in (or other teaching pattern)
May vary between autumn and spring terms dependent upon staff and timetable considerations
10. Prerequisite and co-requisite modules
Successful completion of Stage C in the subject Programme or related Programmes
11. The programmes of study to which the module contributes
BA in Classical and Archaeological Studies
Dip/B.A. Archaeological Studies
BA in History and Archaeological Studies
BA in Archaeology and Anthropology
The module may be taken as an option within other Humanities Programmes
12. The intended Subject Specific learning outcomes and, as appropriate, their relationship to programme learning
outcomes
By the end of the module, students will have:
SSLO1 - examined the archaeological data available for the study of Later Prehistory in Britain in its
various forms, including site evidence and location, excavation data, survey data, artefacts, environmental
remains, results of scientific analyses, coins, ancient literary sources, and so forth
SSLO2 - investigated the political, economic and cultural dynamics of the first millennium BC in Britain,
and the extent to which the timing, pace and direction of change were influenced by internal (i.e. within
Britain) initiatives and processes or external factors in Europe
SSLO3 - explored how both historical and archaeological data can appropriately be used to further critical
analysis of this formative period of antiquity
SSLO4 - fostered skills in the close observation of examples of material culture, understanding of site and
settlement location and morphology, map data, the interpretation of burial rites and traditions, and in the
evaluation of historical writings, and in assessing the veracity of various sources of information
SSLO5 - used historical and archaeological data on a comparative basis to discuss critically the nature of
later prehistoric societies in Britain evaluating and challenging evidence and assumptions or embedded
hypotheses, with a critical and independent perspective founded on analysis of relevant data
SSLO6 - described the principal data types for the archaeology of the pre-Roman Iron Age, and be able to
comment critically on the reliability of the different sources which contribute to an understanding of the
formation of life-styles, ‘identities’, social structure and belief systems of this period
SSLO7 - analysed contacts between the inhabitants of the British Isles and the peoples of the ‘Celtic’ and
Classical Worlds in terms of how these interactions influenced processes of political, economic and cultural
change
SSLO8 - developed both research and writing skills leading to clear concise description and commentary
SSLO9: - demonstrated knowledge of key relevant data and ideas about this era of fundamental transition
from prehistoric cultural forms to arguably a set of communities displaying marked aspects of modernity in
the forms and organization, with an ability to critically discuss and contextualize the processes of change
SSL1O – gained familiarity and confidence in planning, researching and delivering presentations that weigh
historical evidence types and differing interpretations in a discerning manner
Both Levels will have gained a deep and nuanced understanding of discrete archaeological methods and
approaches in respect of a specific era and location and of the potentials and limitations of the data (in its
various forms) to shed light on past human society and cultural expressions, typological characteristics,
central tenets in site location, chronological trends, regional variations of expression and their meaning.
13. The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes
Students will have:
GLO1 - collaborated and/or worked individually to plan and deliver presentations using powerpoint,
handouts, posters and/or webpages, defending the thesis of the presentation in subsequent discussion in
class;
GLO2 - undertaken close study of examples of material evidence and extracts of historical texts with a view
to writing concise pertinent descriptions and commentaries; and within longer assignments, synthesising
relevant data and interpretations within a critical framework with regard to appropriate academic
conventions.
Generic Stage I Learning Outcomes (in regard of the Benchmarking statements for Classics, Ancient
History and Archaeology):
Students will:

Have shown understanding of variations in Cultural Forms in time, space and specificity

Be able to critically assess and communicate the views of others and of contrasting views

Show familiarity with a wide range of primary source materials and methodologies appropriate to
their use

Have presented material to others effectively both orally and in writing and with appropriate use of
IT where relevant

Be able to make a coherent and concise argument supported by relevant evidence

Have experience of using Information Technology resources to research questions and locate
relevant data; to present data via Powerpoint, in graphs and in annotated illustrations, etc.

Have developed skills in working with others in seminars to discuss material and address questions
raised by engagement with a variety of forms of information: e.g. maps, artefacts, illustrations,
plans, text
Generic Stage H Learning Outcomes (in regard of the Benchmarking statements for Classics, Ancient
History and Archaeology):
Students will:
 Be able to critically evaluate their own views as well as those of others

Show a deeper understanding of primary source materials and a facility with more complex
methodologies appropriate to their investigation and use

Be able to make an accurate assessment of their own progress and understand how this and
performance may be improved

Be able to take account of different audiences in their presentation of material

Have successfully engaged with a wide range of information types that they will be able to collate,
assess and present with a degree of critically informed aptitude through various means
These outcomes will be interpreted and tested at gradations appropriate to I and H level students via
differentiation in assignment tasks. These include the setting of more analytically advanced, evaluative and
contextualizing questions for Level H. Level I students will be assessed via assignment tasks that enable the
student to demonstrate their grasp of more fundamental aspects such as the value of certain types of
evidence.
14. A synopsis of the curriculum
Across much of Britain by the Late Bronze Age (from c. 1000 BC) economic and social organisation was
beginning to assume forms which provided the foundations for subsequent fundamental transformations seen
through the First Millennium BC: in population, in agriculture, in technology, in land holding and power and
cultural forms. The period saw the emergence of technologies, manufacturing and craft skills, social
structures and belief systems, husbandry and movement of enduring influence. The unfolding of this
formative period, with its efficiently managed landscape dotted with farmsteads and hillforts, lavish
metalwork and occasionally exotic burials, and its fluctuating and enigmatic relationships with mainland
Europe, is accessible mostly through archaeological study alone: and what a rich resource that has proved to
be, especially through recent studies and techniques. Only at the very end does limited historical information
become available when we are told of the presence of chariot-borne warriors, kings, queens and Druids. The
module spans the late Bronze and Iron Ages, presenting the often dramatic and striking archaeological and
historical data within current interpretative frameworks. All parts of the British Isles come into focus.
Settlements, burials, material culture, environmental remains and monuments are explored revealing a richly
nuaned matrix of cultural evidence which inspires interrogation and interpretation.
15. Indicative Reading List
T Champion and J Collis (eds) 1996. The Iron Age in Britain and Ireland: Recent Trends
B Cunliffe 2005 Iron Age Communities in Britain, (e-book available via The Templeman)
A Fitzpatrick and E Morris (eds) 1994. The Iron Age in Wessex: Recent Work
A Gwilt and C Haselgrove (eds) 1997. Reconstructing Iron Age Societies
C Haselgrove 1999. Iron Age Societies in central Britain, in B. Bevan, Northern Exposure: Interpretative
Devolution in the Iron Ages in Britain
C Haselgrove 2001. Iron Age Britain and its European setting, in J. Collis, Society and Settlement in Iron
Age Europe
C Haselgrove and T Moore (eds) 2007. The Later Iron Age in Britain and Beyond
C Haselgrove and R Pope (eds) 2007. The Earlier Iron Age in Britain and the near Continent
J Hill 1995. The pre-Roman Iron Age in Britain and Ireland, Journal of World Prehistory, 9/1
16. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which
will be expected of students, and how these relate to achievement of the intended learning outcomes
One Lecture per week over the term (11 in total); one 2 hour seminar per week through term (11 sessions);
tutorial sessions for essay planning and feedback. Visit to the British Museum. Visit to Bigbury ‘Camp’.
Presentation of materials in various formats via Moodle and weblinks. Communication via email, SDS and
Moodle. Total number of Study hours c. 18 per week. All study time should be targeted to seminar
preparation, background acquisition of knowledge, essay planning and realization, preparation for seminar
presentation and for class test and tasks on module material and themes, all directed via guidance of module
convenor as indicated by various means of communication (seminars, course materials and handouts, etc).
17. Assessment methods and how these relate to testing achievement of the intended learning outcomes
(i) 2 essays (37% each), two class tests (8% each) and an assessment of seminar/module contribution (that is
via principally presentation by the student of a seminar and contributions to seminar discussions and Q & A
(10%))
Or (ii) 2 essays (37% each), one class test (8%), one short critical review or report (8%) and an assessment
of seminar/module contribution (that is via principally presentation by the student of a seminar and
contributions to seminar discussions and Q & A (10%))
The essay assignments (c. 3000 words) and the critical review / report (not more than 1000 words) each will
assess the students’ understanding of a topic/substantive issue. Different essay questions are set for Level I
and Level H students as appropriate; e.g. questions at level H are designed for the consideration of more
complex aspects of the evidence, and/or are set in a way to elucidate fuller arguments from students in
addressing questions; questions will anticipate a more detailed, referenced and critical awareness of the
sources and the essays will be expected to show a fuller reading or awareness of subject and related
literature. In sum questions at Level H will aim for more informed and considered answers. The essays
generally provide an opportunity for students to layout their knowledge of relevant data and arguments,
within a structured framework and with regard to conventions of presentation and bibliographical citation.
The class test exercise/s will particularly gauge capacities of observation and characterization, and abilities
to describe accurately and categorize data. The presentations will test information gathering and preparation,
organizational skill, ability to convey information, arguments and interpretations, and to discuss these in a
Q&A situation. Students will be encouraged (but not feel obliged), where suitable, to incorporate one or
more of the following elements into one of their assignments: basic statistics/quantification
(measurement/numbers), spatial analysis, aspects of ecology, recognition of the role of topography/site
geography and the nature of the strands of evidence we have for the past: how these came into being and
survived through to modern times.
18. Implications for learning resources, including staff, library, IT and space
Already extant
19. A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning and teaching methods
and forms of assessment do not present any non-justifiable disadvantage to students with disabilities
As far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of
assessment do not present any non-justifiable disadvantage to students with disabilities
If the module is part of a programme in an Associate College, please complete the following:
20. Associate College:
21. University Department (for cognate programmes) or Faculty (for non-cognate programmes) responsible for the
programme:
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY DEPARTMENT
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above module
proposal and have given advice on the correct procedures and required content of module proposals"
................................................................
Director of Learning and Teaching
..............................................
Date
…………………………………………………
Print Name
Statement by the Head of Department: "I confirm that the Department has approved the introduction of the module
and, where the module is proposed by Departmental staff, will be responsible for its resourcing"
.................................................................
Head of Department
..............................................
Date
…………………………………………………….
Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN AN ASSOCIATE COLLEGE
(Where the module is proposed by an Associate College)
Statement by the Nominated Officer of the College: "I confirm that the College has approved the introduction of the
module and will be responsible for its resourcing"
.................................................................
Nominated Responsible Officer of the Associate College
………………………………………………….
Print Name
…………………………………………………..
Post
…………………………………………………….
Associate College
..............................................
Date