UCL INSTITUTE OF ARCHAEOLOGY
G224
APPLIED ARCHAEOLOGY IN THE UK 2011-12
Postgraduate 0.5 MA option unit, term I
Coordinator: Joe Flatman (Room 413)
Email: j.flatman@ucl.ac.uk; Telephone No: 020 7679 4666 (internal extension 24666)
SECTION 1: OVERVIEW
Short Description
This course introduces students to the realities of archaeological practice in 21st century Britain. A series of
lectures and seminars explore the nature of ‘applied’ archaeology – the roles and responsibilities of
archaeologists in the commercial, government, academic and other worlds, the legal and ethical
frameworks underlying archaeological practice, and the relationship of ‘business led’ archaeological work to
the wider archaeological community. The course explores both theoretical and methodological approaches
to this subject, drawing on a wide range of relevant materials and case studies from across the UK.
Aims
This course aims to introduce students to the realities of archaeological practice in 21st century Britain. A
combination of theoretical and practical approaches will provide a good grounding in the subject for
students interested in pursuing a career as archaeologists, outlining the different types of roles and
responsibilities they might come to fulfill, and the practical and ethical challenges that these different jobs
entail.
Week-by-Week Summary
Classes run from 4-6pm in room 209 of the Institute of Archaeology on Thursdays in Term I.
WEEK
1
2
3
4
5
READING
WEEK
6
7
8
9
10
DATE
6th Oct.
13th Oct.
20th Oct.
27th Oct.
3rd Nov.
TITLE
Applied Archaeology in the UK: An Introduction
History/Development + Archaeological Law and Ethics in Action
Archaeological Practice in Action in 2011
The Place of Contract Archaeology
The Place of Heritage Consultancy
17th Nov.
24th Nov.
1st Dec.
8th Dec.
15th Dec.
The Place of Local Government
The Place of National Government
The Place of Amenity Societies
Public Outreach and Community Engagement
Conclusion: the Place of Academia
1
Basic Texts
Aitchison, K. and Edwards, R. 2008 Archaeology Labour Market Intelligence: Profiling the Profession 2007/08.
Reading:
Institute
of
Field
Archaeologists,
http://www.archaeologists.net/modules/icontent/inPages/docs/lmi%200708/Archaeology_LMI_report_
colour.pdf
All-Party Parliamentary Archaeology Group, 2003 Current State of Archaeology in the United Kingdom.
London: HMSO, http://www.appag.org.uk/report/report.html
Barber, B., Carvder, J., Hinton, P. and Nixon, T., 2008 Archaeology and Development: A Good Practice Guide to
Managing Risk and Maximizing Benefit. London: CIRIA.
Carver, M. 2011 Making Archaeology Happen. Walnut Creek: Left Coast Press.
CLG 2010a PPS 5 Planning Policy Statement 5: Planning for the Historic Environment,
http://www.communities.gov.uk/documents/planningandbuilding/pdf/1514132.pdf
CLG 2010b Planning Policy Statement 5: Planning for the Historic Environment Practice Guide,
http://www.english-heritage.org.uk/publications/pps-practice-guide/
CLG
2011
National
Planning
Policy
Framework
(Draft)
http://www.communities.gov.uk/planningandbuilding/planningsystem/planningpolicy/planningpolicyfram
ework/Cooper, M.A., Firth, A., Carman, J. and Wheatley, D. (eds.) 1995 Managing Archaeology.
London: Routledge.
Darvill, T. and Russell, B. 2002 Archaeology After PPG 16: Archaeological Investigations in England 1990-1999,
http://csweb.bournemouth.ac.uk/aip/ppg16/index.htm
English
Heritage
2011
National
Heritage
Protection
Plan,
http://www.englishheritage.org.uk/professional/protection/national-heritage-protection-plan/
Everill, P. 2009 The Invisible Diggers: A Study of British Commercial Archaeology. Oxford: Oxbow.
Flatman, J. 2011 Becoming an Archaeologist: A Guide to Professional Pathways. Cambridge: Cambridge
University Press.
Hunter, J. and Ralston, I. (eds.) revised edition, 2006 Archaeological Resource Management in the UK: An
Introduction. London: Dover.
Schofield, J., Carman, J. and Belford, P. 2011 Archaeological Practice in Great Britain. New York: Springer.
The core reading is Flatman 2011.
Method of Assessment
This course is assessed by means of two assignments: [a] an essay of 4000 words and [b] a site report of
4000 words. Each assignment will contribute 50% to the final grade for the course. If you are unclear about
the nature of an assignment, you should discuss this with the Course Co-ordinator in advance of the
deadline, since you are not permitted to re-write and re-submit essays in order to try to improve your
marks. The nature of the assignments and possible approaches to them will be discussed in class, in advance
of the submission deadline.
Teaching Methods and Workload
The course is taught through a series of interlinked fifty-minute lectures held here in the Institute on
Thursday afternoons between 4 to 6pm in room 209, Institute of Archaeology during term 1 only, with a
break half way through this time-slot.
The primary channel of communication within the Institute of Archaeology is e-mail, and the Course Coordinator’s e-mail is j.flatman@ucl.ac.uk. You must consult your e-mail regularly, as well as your
pigeonholes in the Basement Common Room for written communications. My office surgery hours are
normally on Thursday afternoons, Room 413, but please bear in mind that I also work part-time for Surrey
2
County Council and consequently am not in the Institute every day. If in doubt, please email me to find out
where I am and when I’m next in my Institute office.
Workload
200 hours total commitment, split into: 20 hours of lectures; 120 hours of private reading; 20 hours of
project work; 40 hours of written work.
Prerequisites
There are no prerequisites for this course.
3
SECTION 2: AIMS, OBJECTIVES AND ASSESSMENT
Aims, Objectives and Learning Outcomes
By the end of the course, students will:
•
•
•
•
•
Have a critical appreciation of the theory and practice of ‘commercial’ archaeology in 21st century
Britain;
Have an appreciation of the ethical and legal issues underlying contemporary archaeological
industrial practice, and of the development of such ethical standards and codes of practice over
time;
Have an appreciation of the relationship of commercial archaeology to other sub-sectors of the
archaeological community, and the relationship of archaeologists to the wider community;
Have an appreciation of the primary and secondary sources that exist for the formalized study of
‘commercial’ archaeology in 21st century Britain;
Have undertaken appraisals of different types of primary and secondary data available for the study
of applied archaeology in the UK, and condensed these appraisals into an essay, site report and
presentation.
Course Information
This handbook contains the basic information about the content and administration of the course. Details
of the coursework requirements are provided below, and notes for each session are available online. If
students have queries about the objectives, structure, content, assessment or organisation of the course,
they should consult the Course Coordinator. Your attention is also drawn to the IoA ‘Coursework
Guidelines’ at http://www.ucl.ac.uk/archaeology/handbook/common/.
Coursework Assessment Tasks, Details and Deadlines
Essay – 50% of marks (4000 words): DEADLINE: Fri. 18th November 2011
The essay should use secondary sources to review the history and development of ‘commercial’
archaeology in the UK, from its origins in post WW2 ‘rescue’ archaeology up to the release of PPS 5:
Planning for the Historic Environment in 2010. Due consideration should be made for contemporaneous
developments in historic buildings conservation and ‘public’ archaeology (e.g. the emergence of national
organisations like the CBA, RESCUE, SAVE Britain’s Heritage, SPAB, English Heritage, CABE, etc.), and for
contemporaneous academic developments – e.g. the emergence of new university departments in
archaeology and the growth of a ‘divide’ between ‘academic’ and ‘commercial’ archaeology.
Site Report – 50% (4000 words): DEADLINE: Fri. 13th January 2012
The site report should use primary (where appropriate – e.g. your own site photos, interviews, etc.) and
secondary sources to review the history of one of the following major archaeological sites/projects in the
UK – some of these are single projects and others are large sites where you will need to collate data from
many different projects to provide a synthesis. The report should outline the rationale of the works
undertaken (e.g. commercial, rescue, research, other), the history of archaeological intervention in the area
(including organisational, funding and legal obligations beyond practical fieldwork methodologies), postexcavation work, publication and outreach, and ‘impact’ – both the impact of the project on wider society
and also the impact, if any, on the archaeological community in terms of influencing theory and/or practice.
The report should conclude by discussing the relevance of the site to the further understanding of British
4
and – where appropriate – international archaeology. The report should be appropriately illustrated and
referenced.
Choose ONE of the following archaeological sites/projects:
•
•
•
•
•
•
Channel Tunnel Rail Link
Eton Rowing Lake
Flag Fen
Heathrow Terminal 5
Silchester Roman town
West Heslerton settlement
Alternatively, and with the prior approval of the course coordinator, you may suggest a similar type of site not
listed above to research, although this must be in the UK.
If students are unclear about the nature of an assignment, they should discuss this with the Course Coordinator.
Students are not permitted to re-write and re-submit essays in order to try to improve their marks.
However, students may be permitted, in advance of the deadline for a given assignment, to submit for
comment a brief outline of the assignment. The nature of the assignment and possible approaches to it will
also be discussed in class, in advance of the submission deadline.
The Course Co-ordinator is willing to discuss an outline of the student's approach to the assignment,
provided this is planned suitably in advance of the submission date.
Submission Procedures (coversheets and Turnitin, including Class ID and password)
Word length
Strict new regulations with regard to word-length have been introduced UCL-wide with effect from the
2010-11 session. If your work is found to be between 10% and 20% longer than the official limit you mark
will be reduced by 10%, subject to a minimum mark of a minimum pass, assuming that the work merited a
pass. If your work is more than 20% over-length, a mark of zero will be recorded. The following should
not be included in the word-count: bibliography, appendices, and tables, graphs and illustrations and their
captions.
Submission procedures (coversheets and Turnitin, including Class ID and password)
Students are required to submit hard copy of all coursework to the course co-ordinator's pigeonhole via
the Red Essay Box at Reception by the appropriate deadline. The coursework must be stapled to a
completed coversheet (available from the web, from outside Room 411A, from the library, or at
Reception). Late submission will be penalized unless permission has been granted and an Extension
Request Form (ERF) completed. Please see the Coursework Guidelines document at
http://www.ucl.ac.uk/archaeology/handbook/common/ for further details of the required procedure.
Please note that new, stringent penalties for late submission were introduced UCL-wide from 2010-11.
Late submission will be penalized in accordance with these regulations unless permission has been granted
and an Extension Request Form (ERF) completed.
5
Date-stamping will be via ‘Turnitin’ (see below), so in addition to submitting hard copy, students must also
submit their work to Turnitin by the midnight on the day of the deadline.
Students who encounter technical problems submitting their work to Turnitin should email the nature of
the problem to ioa-turnitin@ucl.ac.uk in advance of the deadline in order that the Turnitin Advisers can
notify the Course Co-ordinator that it may be appropriate to waive the late submission penalty.
If there is any other unexpected crisis on the submission day, students should telephone or (preferably) email the Course Co-ordinator, and follow this up with a completed ERF.
Please see the Coursework Guidelines on the IoA website (or your Degree Handbook) for further details
of penalties, http://www.ucl.ac.uk/archaeology/administration/students/handbook/submission (hard copy will
no longer be date-stamped).
In addition students are required to submit each piece of work electronically to Turnitin. The Turnitin
'Class ID' for this course is 298176 and the 'Class Enrolment Password' is IoA1112. Further information
is given on the IoA website. Please remember to upload the whole of each piece of coursework to Turnitin
(i.e. you should not remove the bibliography, images or appendices during submission). Turnitin advisors
will be available to help you via email: ioa-turnitin@ucl.ac.uk if you need help generating or interpreting the
reports.
You can expect to receive your marked work within four calendar weeks of the official submission
deadline. If you do not receive your work within this period, or a written explanation from the marker,
you should notify the IoA’s Academic Administrator, Judy Medrington.
Keeping Copies
Please note that it is an Institute requirement that you retain a copy (this can be electronic) of all
coursework submitted. When your marked essay is returned to you, you should return it to the marker
within two weeks, but you may like to keep a copy of the comments if you are likely to wish to refer to
these later.
Citing of Sources
Coursework should be expressed in a student’s own words giving the exact source of any ideas,
information, diagrams etc. that are taken from the work of others. Any direct quotations from the work of
others must be indicated as such by being placed between inverted commas. Plagiarism is regarded
as a very serious irregularity that can carry very heavy penalties. It is your responsibility to
read and abide by the requirements for presentation, referencing and avoidance of plagiarism to be found in
the IoA ‘Coursework Guidelines’ at
http://www.ucl.ac.uk/archaeology/administration/students/handbook
Examination
There is no final exam for this course. This course is assessed by means of a Portfolio of work, consisting
of an essay and a site report.
6
SECTION 3: SCHEDULE AND SYLLABUS
It is a College regulation that attendance at lectures be monitored, and a register will be taken. A 70%
minimum attendance at all scheduled sessions is required (excluding absences due to illness or other
adverse circumstances, provided that these are supported by medical certificates or other documentation,
as appropriate). Attendance is reported to College and thence (if relevant) to your Local Education
Authority. Also be aware that potential employers seeking references often ask about attendance and other
indications of reliability.
Teaching Schedule
Classes run from 4-6pm in room 209 of the Institute of Archaeology on Thursdays in Term I.
Tutorial Groups and Practicals
There are no tutorials or practicals for this course
Week-by-Week Syllabus
Two core readings are provided for each lecture. Please endeavour to read these in advance of the lecture
if at all possible – almost all are available online. Additional readings for your interest and to inform your
essays are provided at the end of the syllabus.
The popular magazines British Archaeology and Current Archaeology have a lot of useful discussion and
description of fieldwork of relevance to this course. Current Archaeology in particular goes back to 1967 and
is a virtual history of ‘rescue’ archaeology in the UK since that time.
Week
1
Date
6th
Oct.
Title
Applied
Archaeology in
the UK: An
Introduction
Lecturer
Joe
Flatman
Reading
Darvill, T. 2006 Working Practices in Field
Archaeology, in Hunter, J. and Ralston, I. (eds.)
revised
edition,
Archaeological
Resource
Management in the UK: An Introduction. London:
Dover. 230-52.
Barber, B., Carver, J., Hinton, P. and Nixon, T.,
2008 Archaeology in the UK: A Summary, in
Barber, B., Carver, J., Hinton, P. and Nixon, T.,
Archaeology and Development: A Good Practice
Guide to Managing Risk and Maximizing Benefit.
London: CIRIA. 10-32.
2
13th
Oct.
History/Develo
pment
+
Archaeological
Law and Ethics
in Action
Joe
Flatman
Tubb, K and Brodie, N, 2001 The Antiquities
Trade in the United Kingdom, in R. L. Layton, P.
G. Stone and J. Thomas (eds.) Destruction and
Conservation of Cultural Property. London:
Routledge.
Smith, L. and Waterton, E. 2009 There is No
Such Thing as Heritage, in Waterton, E. and L.
Smith (eds.) Taking Archaeology out of Heritage,
7
Cambridge Scholars Publishing.
Rahtz 1974 and Jones 1984 are also useful
introductions to the history of applied
archaeology in the UK
3
20th
Oct.
Archaeological
Practice
in
Action in 2011
Joe
Flatman
CLG 2010a Planning Policy Statement 5: Planning
for
the
Historic
Environment,
http://www.communities.gov.uk/documents/plann
ingandbuilding/pdf/1514132.pdf
CLG 2010b Planning Policy Statement 5: Planning
for the Historic Environment Practice Guide,
http://www.englishheritage.org.uk/publications/pps-practice-guide/
4
27th
Oct.
The Place of Dominic
Contract
Perring
Archaeology
Aitchison, K. 2009 After the Gold Rush: Global
Archaeology in 2009, World Archaeology 41(4):
659-71.
Everill, P. 2007 British Commercial Archaeology:
Antiquarians and Labourers, Developers and
Diggers, in Y. Hamilakis and P. Duke (eds.)
Archaeology and Capitalism, From Ethics to Politics.
Walnut Creek: Left Coast Press.
5
3rd
Nov.
The Place of Kirsty
Heritage
Norman +
Consultancy
Joe
Flatman
Collcutt, S. 2006 The Archaeologist as
Consultant, in Hunter, J. and Ralston, I. (eds.)
revised
edition,
Archaeological
Resource
Management in the UK: An Introduction. London:
Dover. 215-29.
Smith, L. and Waterton, E. 2010 Constrained by
Common Sense: the Authorised Heritage
Discourse in Contemporary Debates, in John
Carman, R. Skeats, and C. McDavid (eds.) The
Oxford Handbook of Public Archaeology, Oxford:
Oxford University Press.
READING
WEEK
6
17th
Nov.
The Place of Joe
Local
Flatman
Government
Baker, D. and Smith, K. 2006 Local Authority
Opportunities, in Hunter, J. and Ralston, I. (eds.)
revised
edition,
Archaeological
Resource
Management in the UK: An Introduction. London:
Dover. 131-46.
Smith, L. and Waterton, E. 2009 'The Envy of the
World?': Intangible Heritage in England, in L.
Smith and N. Akagawa (eds.) Intangible Heritage,
8
London: Routledge.
7
24th
Nov.
The Place of Joe
National
Flatman
Government
English Heritage 2005a English Heritage Research
Strategy
http://www.helm.org.uk/upload/pdf/Research_Str
ategy2005.pdf?1280832275
English Heritage 2005b English Heritage Research
Agenda,
http://www.helm.org.uk/upload/pdf/Research_Ag
enda2005.pdf?1280832275
8
1st
Dec.
The Place of Joe
Amenity
Flatman
Societies
CBA 2010 Community Archaeology in the UK:
Recent
Findings,
http://www.britarch.ac.uk/sites/www.britarch.ac.u
k/files/nodefiles/CBA%20Community%20Report%202010.pdf
Smith, L. and Waterton, E. 2010 The Recognition
and Misrecognition of Community Heritage,
International Journal of Heritage Studies, special
issue, 16(1-2):4-15.
9
8th
Dec.
Public
Outreach and
Community
Engagement
Gabriel
Moshenska
Parker Pearson, M. and Pryor, F. 2006 Visitors
and Viewers Welcome? in Hunter, J. and Ralston,
I. (eds.) revised edition, Archaeological Resource
Management in the UK: An Introduction. London:
Dover. 316-27.
Schadla-Hall, T. 2006 Public Archaeology in the
Twenty-First Century. in Layton, R., Shennan, S.
J. and Stone, P. (ed.) A Future for Archaeology: The
Past in the Present. London: UCL Press, 75-82.
10
15th
Dec.
Conclusion:
Joe
the Place of Flatman
Academia
Collis, J. 2000 Towards a National Training
Scheme for England and the United Kingdom
Antiquity 74 (283): 208-14.
Perring, D. 2007 Evaluating Student Fieldwork
Training: A Review of Current Approaches
within the UK, in P. Ucko, Qin Ling and J. Hubert
(eds.) From Concepts of the Past to Practical
Strategies: The Teaching of Archaeological Field
Techniques. London: Saffron Books.
9
Reading List
The following are for your guidance only, and are not an exhaustive list. You are expected to identify and
utilise other resources not listed here for your assignments.
Aitchison, K. 1999 Profiling the Profession: a Survey of Archaeological Jobs in the UK. York: Council for British
Archaeology, English Heritage and the Institute of Field Archaeologists.
Aitchison, K. 2000 The Funding of Archaeological Practice in England, Cultural Trends 39, 2-32.
Aitchison, K. 2009 After the Gold Rush: Global Archaeology in 2009, World Archaeology 41(4): 659-71.
Aitchison, K. 2009 Archaeology and the Global Financial Crisis, Antiquity 83:
Aitchison, K. 2009 Discovering the Archaeologists of Europe: Transnational Report, http://www.discoveringarchaeologists.eu/DISCO_Transnational_Report.pdf
Aitchison, K. and Edwards, R. 2003 Archaeology Labour Market Intelligence: Profiling the Profession 2002/03.
Reading: Cultural Heritage National Training Organisation and the Institute of Field Archaeologists,
http://www.archaeologists.net/modules/icontent/inPages/docs/lmi%200708/Archaeology_LMI_report_
colour.pdf
Aitchison, K. and Edwards, R. 2008 Archaeology Labour Market Intelligence: Profiling the Profession 2007/08.
Reading:
Institute
of
Field
Archaeologists,
http://www.archaeologists.net/modules/icontent/inPages/docs/lmi%200708/Archaeology_LMI_report_
colour.pdf
All-Party Parliamentary Archaeology Group, 2003 Current State of Archaeology in the United Kingdom.
London: HMSO, http://www.appag.org.uk/report/report.html
Andrews, G., Barrett, J. C. and Lewis, J. S. C. 2000 Interpretation Not Record: the Practice of Archaeology,
Antiquity 74: 525-30.
Austin, D. 1987 The Future of Archaeology in British Universities, Antiquity 61 (232): 227-38.
Barber, B., Carvder, J., Hinton, P. and Nixon, T., 2008 Archaeology and Development: A Good Practice Guide to
Managing Risk and Maximizing Benefit. London: CIRIA.
Barker, D. and Chitty, G. 1999 Managing Historic Sites and Buildings: Reconciling Presentation and Preservation.
London: Routledge.
Baxter, I. 2011 Heritage Transformed. Oxford: Oxbow.
Beavis, J. and Hunt, A. 1999 (eds.) Communicating Archaeology. Oxford: Oxbow.
Binks, G., Dyke, J. and Dagnall, P. 1988 Visitors Welcome: a Manual on the Presentation and Interpretation of
Archaeological Excavations. London: HMSO.
Black, S. L. and Jolly, K. 2003 Archaeology by Design. Walnut Creek: AltaMira.
Bradley, R. 2006 Bridging the Two Cultures: Commercial Archaeology and the Study of Prehistoric Britain,
The Antiquaries Journal 86: 1-13.
Burke, H. and Smith, C. (eds.) 2007 Archaeology to Delight and Instruct: Active Learning in the University
Classroom. Walnut Creek: Left Coast Press.
Carver, M. 2009 Archaeological Investigation. London: Routledge.
Carver, M. 2011 Making Archaeology Happen. Walnut Creek: Left Coast Press.
CBA
2009
Engaging
with
the
Historic
Environment:
Continuing
Education,
http://www.britarch.ac.uk/sites/festival.britarch.ac.uk/files/nodefiles/EHE%20CE%20Report%202009_Draft%201.0.pdf
Chadwick, A. 2000 Taking English Archaeology into the Next Millennium: A Personal Review of the State of
the Art, Assemblage 5, http://www.assemblage.group.shef.ac.uk/5/chad.html
Chitty,
G.
1999
Training
in
Professional
Archaeology:
A
Preliminary
Review,
http://www.britarch.ac.uk/training/survey.html
Clarke, K. 2010 Values in Cultural Resource Management, in G. S. Smith, P. M. Messenger and H. A.
Soderland (eds.) Heritage Values in Contemporary Society. Walnut Creek: Left Coast Press.
10
Cleere, H. (ed.) 2000 Archaeological Heritage Management in the Modern World. London: Routledge.
CLG 2010a PPS 5 Planning Policy Statement 5: Planning for the Historic Environment,
http://www.communities.gov.uk/documents/planningandbuilding/pdf/1514132.pdf
CLG 2010b Planning Policy Statement 5: Planning for the Historic Environment Practice Guide,
http://www.english-heritage.org.uk/publications/pps-practice-guide/
CLG
2011
National
Planning
Policy
Framework
(Draft)
http://www.communities.gov.uk/planningandbuilding/planningsystem/planningpolicy/planningpolicyfram
ework/
Collis, J. 2009 Discovering the Archaeologists of Europe: Qualifications and Requirements to Practice,
http://www.discovering-archaeologists.eu/DISCO_Qualifications_Report.pdf
Cooper, A. 2008 Accounting for Research: A Critical Assessment of EH’s Research Strategy and Agenda
2005-10, Public Archaeology 7.1: 31-50.
Cooper, M.A., Firth, A., Carman, J. and Wheatley, D. (eds.) 1995 Managing Archaeology. London: Routledge.
Darvill, T., Burrow, S. and Wildgust, D-A. 1992 Planning for the Past, Vols. 1 and 2: A Review of Archaeological
Assessment Procedures in England 1982-1991. London: English Heritage.
Darvill, T. and Russell, B. 2002 Archaeology After PPG 16: Archaeological Investigations in England 1990-1999,
http://csweb.bournemouth.ac.uk/aip/ppg16/index.htm
Dhanjal, S. and Moshenska, G. (eds.) 2011 Community Archaeology: Themes, Methods and Practices. Oxford:
Oxbow.
Dowdy, H. 1997 Development and Archaeology Post-PPG16: the Rose Theatre and All That… Could It Happen to
You? http://www.rics.org/site/download_feed.aspx?fileID=1768&fileExtension=PDF. London: RICS.
Edgeworth,
M.
2006
Acts
of
Discovery:
An
Ethnography
of
Archaeological
Practice,
http://traumwerk.stanford.edu:3455/edgeworth/Home
English
Heritage
2005
EH
Research
Agenda.
London:
EH
(http://www.englishheritage.org.uk/upload/pdf/Research_Agenda.pdf?1261136448)
English Heritage 2005 Discovering the Past, Shaping the Future: EH Research Strategy 2005-10
(http://www.english-heritage.org.uk/upload/pdf/Research_Strategy.pdf?1261136448)
English
Heritage
2006
The
MoRPHE
Project
Managers’
Guide
(http://www.englishheritage.org.uk/upload/pdf/MoRPHE-Project-Managers-Guide.pdf)
English Heritage 2008 SHAPE 2008: A Strategic Framework for Historic Environment Activities and Programmes in
EH:
Guidance
for
External
Grant
Applicants.
London:
EH
(http://www.englishheritage.org.uk/upload/pdf/Shape_amended_02062009.pdf?1260050227)
English Heritage 2008 Conservation Principles: Policies and Guidance for the Sustainable Management of the
Historic
Environment.
London:
EH
(http://www.englishheritage.org.uk/upload/pdf/Conservation_Principles_Policies_and_Guidance_April08_Web.pdf)
English Heritage 2011 Implementing the Heritage Protection Reforms: A Second Report on Local Authority Staff
Resources, http://www.helm.org.uk/upload/pdf/LPA-resources2.pdf?1315987075
English
Heritage
2011
National
Heritage
Protection
Plan,
http://www.englishheritage.org.uk/professional/protection/national-heritage-protection-plan/
Everill, P. 2007 British Commercial Archaeology: Antiquarians and Labourers, Developers and Diggers, in Y.
Hamilakis and P. Duke (eds.) Archaeology and Capitalism, From Ethics to Politics. Walnut Creek: Left
Coast Press.
Everill, P. 2007 A day in the Life of a Training Excavation: Teaching Archaeological Fieldwork in the UK,
World Archaeology 39.4: 483-98.
Everill, P. 2009 The Invisible Diggers: A Study of British Commercial Archaeology. Oxford: Oxbow.
Farley, M. 2003 Participating in the Past: the Results of a Survey by a CBA Working Party,
http://www.britarch.ac.uk/participation/
Flatman, J. 2011 Becoming an Archaeologist: A Guide to Professional Pathways. Cambridge: Cambridge
University Press.
Hardesty, D. L., Little, B. J. and Fowler, D. 2000 Assessing Site Significance: a Guide for Archaeologists and
Historians. Walnut Creek: AltaMira.
11
Hebblewhite, J. 2007 The Wider Community’s Perception of Archaeology – Elitist or Accessible?,
http://www.britarch.ac.uk/caf/wikka.php?wakka=GrosvenorParkResearch
Hey, G. and Lacey, M. 2001 Evaluation of Archaeological Decision Making Processes and Sampling Strategies.
Maidstone: Kent County Council.
Holtorf, C. 2005 From Stonehenge to Las Vegas: Archaeology as Popular Culture. Walnut Creek: AltaMira.
Hunter, J. and Ralston, I. (eds.) revised edition, 2006 Archaeological Resource Management in the UK: An
Introduction. London: Dover.
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King, T. 2005 Doing Archaeology. Walnut Creek: Left Coast Press.
Little, B. J. (ed.) 2002 Public Benefits of Archaeology. Gainsville: University Press of Florida.
Lowenthal, D. 1998 The Heritage Crusade and the Spoils of History. Cambridge: CUP.
McManamon, F. P. and Hatton, A. (eds.) 1999 Cultural Resource Management in Contemporary Society:
Perspectives on Managing and Presenting the Past. London: Routledge.
Marchetti, N., Thuesen, I. (eds.) 2008 ARCHAIA: Case Studies on Research Planning, Characterisation,
Conservation and Management of Archaeological Sites. Oxford: BAR.
McGill, G., 1995 Building on the Past: a Guide to the Archaeology and Development Process. London: Spon.
Merriman, N. 2000 Beyond the Glass Case: the Past, the Heritage and the Public. London: Institute University
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Merriman, N. 2004 Public Archaeology. London: Routledge.
Northern Ireland Planning Service 1999 Planning Policy Statement 6: Planning, Archaeology and the Built
Heritage, http://www.planningni.gov.uk/index/policy/policy_publications/planning_statements/pps06archaeology-built-heritage.pdf
Philip, B. 2002 Archaeology in the Front Line: 50 Years of Kent Rescue 1952-2002. Canterbury: Kent
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Pomeroy-Kellinger, M. and Scott, I. (eds.) 2007 Recent Developments in Research and Management at World
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Rahtz, P. 2001 Living Archaeology. Stroud: Tempus.
RESCUE 1993 Archaeology and Legislation in Britain. Hereford: RESCUE.
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Smith, L. and Waterton, E. 2009 Heritage, Communities and Archaeology. London: Duckworth.
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SECTION 4: ONLINE RESOURCES
Details of additional online resources are outlined within the Institute of Archaeology coursework
guidelines available at http://www.ucl.ac.uk/archaeology/administration/students/handbook
Details of individual course information available online, which includes clickable links to Moodle and online
reading lists, are available at http://www.ucl.ac.uk/silva/archaeology/course-info/
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SECTION 5: ADDITIONAL INFORMATION
Libraries and Other Resources
In addition to the library of the Institute of Archaeology, other libraries in UCL with holdings of particular
relevance to this degree are: the Classical and Scandinavian Studies libraries (for Roman and medieval
material, respectively) in the main UCL building.
Attendance
A register will be taken at each class. If you are unable to attend a class, please notify the lecturer by email.
Departments are required to report each student’s attendance to UCL Registry at frequent intervals
throughout each term.
Information for Intercollegiate and Interdepartmental Students
Students enrolled in Departments outside the Institute should be asked to collect hard copy of the
Institute’s coursework guidelines from Judy Medrington’s office.
Dyslexia
If you have dyslexia or any other disability, please make your lecturers aware of this. Please discuss with
your lecturers whether there is any way in which they can help you. Students with dyslexia are reminded to
indicate this on each piece of coursework.
UCL makes excellent provision for students with disabilities (see http://www.ucl.ac.uk/disability/)
and in particular any student who has (or thinks they may have) dyslexia is urged to come forward for
testing at the start of the academic year. Similarly, students with RSI can be given assistance and
appropriate arrangements for them.
Feedback
In trying to make this course as effective as possible, we welcome feedback from you during the course at
any time during the year. At the end of each course all students are asked to give their views on the course
in an anonymous questionnaire, which will be circulated at one of the last sessions of the course. These
questionnaires are taken seriously and help the Course Co-ordinator to develop the course. The
summarised responses are considered by the Institute's Staff-Student Consultative Committee, Teaching
Committee, and by the Faculty Teaching Committee. If you are concerned about any aspect of this course,
you are more than welcome to talk to the Course Co-ordinator about it. However, if you feel this is not
appropriate, consult your Personal Tutor, Year Tutor or the Academic Administrator (Judy Medrington).
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SECTION 6: HOW TO UPLOAD YOUR WORK TO TURNITIN
Note that Turnitin uses the term ‘class’ for what we normally call a ‘course’.
1. Ensure that your essay or other item of coursework has been saved properly, and that you have the
Class ID for the course (available from the course handbook or here:
http://www.ucl.ac.uk/archaeology/studying/undergraduate/courses
http://www.ucl.ac.uk/archaeology/studying/masters/courses
and enrolment password (this is IoA1112 for all courses this session – note that this is capital letter
I, lower case letter o, upper case A, number 1, zero, number 1, number 1)
2.
Click
on
http://www.submit.ac.uk/static_jisc/ac_uk_index.htmlhttp://www.submit.ac.uk/static_jisc/ac_uk_index
.htmlhttp://www.submit.ac.uk/static_jisc/ac_uk_index.html (NB Not www.turnitin.com, which is the
US site) or copy this URL into your favourite web browser
3.
Click on ‘New user’
4.
Click on ‘Enrol as a student’
5.
Create an account using your UCL or other email address. Note that you will be asked to specify a
new password for your account - do not use your UCL password or the enrolment password, but
invent one of your own (Turnitin will permanently associate this with your account, so you will not
have to change it every 3 months unlike your UCL password). Once you have created an account
you can just log in at http://wwwhttp://www.submit.ac.uk/static_jisc/ac_uk_index.html.submit.ac.uk
and enrol for your other classes without going through the new user process again.
6.
You will then be prompted for the Class ID and enrolment password
7.
Click on the course to which you wish to submit your work.
8.
Click on the correct assignment.
9.
Double-check that you are in the correct course and assignment and then click ‘Submit’
10.
Attach document
If you have problems, please email the Turnitin Advisers on ioa-turnitin@ucl.ac.uk, explaining the nature of
the problem and the exact course and assignment involved.
One of the Turnitin Advisers will normally respond within 24 hours, Monday-Friday during term. Please be
sure to email the Turnitin Advisers if technical problems prevent you from uploading work in time to meet
a submission deadline - even if you do not obtain an immediate response from one of the Advisers they will
be able to notify the relevant Course Coordinator that you had attempted to submit the work before the
deadline.
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GLOSSARY OF TYPES OF ASSESSMENT WITH LEARNING OUTCOMES
Introduction
The following guidelines indicate the full extent of undergraduate assessment procedures and their learning
outcomes within our department. These various types of assessment have been created in order to allow
students to both draw upon and develop a diverse range of skills and individual talents. We believe that this
range provides a balance between unseen and continuous evaluation strategies, allowing the discernment of
real learning while not overly biasing towards students who are better in one type of assessment than
another.
Glossary of Types of Assessment:
(NB: Roman numerals refer to learning outcomes, see end of document)
Standard Essay – An essay based upon a specific question and researched via a range of reading (books,
journals, online). Alternatively, the readings may be from a given reading list, or researched in
addition to a given reading list (Ia, II [perhaps only in years 2 and 3, depending upon degree of
independence involved in library research])
Practical Essay – A piece of written work relating to the analysis of specific, given datasets; this may
include individual artefacts, lab data, epigraphic texts, questionnaire data, etc… (III)
Book Reviews – A short critical assessment of a book that also indicates wider knowledge and
contextual situation of the source (Ib)
QATI – Critical commentary of about 600-700 words contrasting two articles, based around a structured
format with headings: Central Quotation (a sentence or series of phrases that indicate the central
argument of the text; Argument (summary of the argument in 5-7 sentences); Textual connection
(discussion and comparison of the principal text with a second one); Implications (implications of the
argument for the interpretation of the archaeological record). Commentaries are used as a basis of
group discussion for a topic (Ia, IX)
Field and Lab Notebooks – Notes, observations (written and illustrative) on all aspects of fieldwork
site visits and laboratory work, followed by reflective writing on the field/lab experience. (VI)
Portfolios – Assemblages of original illustrative or written work (may be sketches, technical drawings,
computer websites, posters, exhibit plans, photographs, examples of field notebook entries,
newspaper articles, museum/school oriented writing etc…). (IV, VII)
Powerpoint Presentation – Creation of a Powerpoint presentation file on a specified subject,
integrating texts and graphics. (IVa)
Project Paper – A lengthy piece of original work on a particular topic featuring elements of independent
research (original research may include a wide range of activities: library research, site planning,
translations, practical study of assemblages, microscopic work, model building, certain placements
[e.g. in museums, schools] etc…). Normally, project papers include an oral presentation of the
project to the rest of the class (Ia, II, III, IVb)
Dissertation – A lengthy piece of original research on a topic determined by the student, in consultation
with a supervisor. Topics may include fieldwork, labwork, or synthetic analyses of existing data.
17
This project will normally be undertaken over the length of the academic year and will include an
oral presentation component, normally with Powerpoint. (Ia, II, III, IVa, IVb)
Standard Unseen Exam – An essay based exam on a set of written questions and/or images that may
include short answer questions, traditional longer answers, or a mixture of both. Completed within
a set time limit (Va)
Practical Unseen Exams /Worksheets – Quiz or Practical work on pre-formatted sheets
(including multiple-choice or yes/no questions and short answers [i.e. no more than one
paragraph]) which may be undertaken while in class or lab (can include epigraphic and computer
work for example). Only standard references permitted by the examiner may be used. This might
also be set up on Moodle or similar online format (Va [depending on subject, may also include III])
Open Book Exam – essay- and/or quiz-based exam held in a specified location and for which students
may bring a set number of sources of their own choice to use during the exam (Ia, Vb)
Take Home Open Book Exam – essay- and/or short answer question-based exam to be completed
within a set period and for which students may use published sources of their choice. (Ia, Vb)
Group Work – collaborative project (poster, oral and/or visual presentation) organised and undertaken
by a group of students. A group mark is given for the final project, individual members are assessed
through a short written piece relating to the topic of the project, and through individual reflection
on group dynamics in preparing, undertaking and completing the project. The group mark should
form the lowest percentage of the final mark (VII, VIII).
Glossary of Learning Outcomes
Ia – Reasoned and Critical Assessment of Multiple Sources
Ib – Reasoned and Critical Assessment of a Single Source
II – Independent Research Use of Library/ Archival facilities
III – Independent Problem-solving based on Real Data Sets
IVa – Experience in the Production of Presentation Graphics at a Professional level
IVb – Experience in the Oral Presentation of Original Research Results
Va – Time Limited and Invigilated Assessment, Testing Comprehension and Critical Use of Taught
Knowledge
Vb – Time Limited Assessment, permitting use of sources, testing the employment of information learned
in class, as well as appropriate choice of sources, and independent research skills.
VI – Critical Self-reflection and Evaluation of Field Experiences
VII – Demonstration of the ability to Manage and Integrate Different Research Tasks.
VIII – Demonstration of Ability to Work as part of a team towards the Production of an Original Project
IX – Experience in an alternative forms of note taking and essay structure
18