UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module Archaeological Project full-time version CL598/599 (Autumn or
Spring). CL636 full-time year long. CL676 part-time evening version.
2.
School which will be responsible for management of the module SECL
3.
Start date of the module N/A already running
4.
The cohort of students (onwards) to which the module will be applicable 2010 onwards
5.
The number of students expected to take the module Up to 6 FT students and up to 8
PT evening students
6.
Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal
None
7.
Level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate
[M]) H
8.
The number of credits which the module represents 30
9.
Which term(s) the module is to be taught in (or other teaching pattern) FT version –
either first or 2nd term; PT version runs across both teaching terms
10. Prerequisite and co-requisite modules None, though PT evening students will not take
the module until the final year of their degree programme.
11. The programme(s) of study to which the module contributes B.A. in Classical &
Archaeological Studies; B.A. in Archaeological Studies.
12. The intended subject specific learning outcomes and, as appropriate, their relationship to
programme learning outcomes
By the end of the module students will be able to demonstrate Subject Specific Learning
Outcomes as follows:
1.
in-depth knowledge of methods relevant to the collection and analysis of
archaeological data (including the use of online databases as appropriate). PLOA4,
B3-4; PT Prog PLO B1-2
2. a critical awareness of the issues, theories and debates relevant to theme of the
chosen project; PLOB2, C5; PT Prog PLO A4, C2
3. familiarity with at least one category of primary archaeological data PLO A2; PT Prog
PLO A4, C6
13. The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
1. the ability to work with a high degree of autonomy in the definition of an appropriate
project, to plan and undertake the necessary research, and to complete the project
by a deadline; PLO B2, D2, D4; PT prog PLO D1, D5
2. the capacity to evaluate and report on the on-going progress of the project and to
produce a well-presented final report in an appropriate format(s) including relevant
figurative material, and close referencing of sources in accordance with the usual
conventions.PLO D3, D7; PT Prog PLO D2-3, D7.
14. A synopsis of the curriculum
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UNIVERSITY OF KENT
The module is based on individual scholarship and research supplemented by group
guidance seminars and one-to-one supervisions.
The project will be chosen by the student with the advice of the tutor. In terms of the primary
data it could involve investigation of antiquarian literature; archive documentation including
cartographic sources; Sites and Monuments Records; museum collections; observation of
monuments in the field; or participation in approved field work or excavation. Engagement
with some types of primary data may be recorded in the form of a log which can appropriately
be included as a component of the final report on the project. Choice of project will be
informed by personal interests, the fulfilment of the aims of the module, the availability of
expert supervision, and the accessibility of data. Typically the project may have a local or
regional focus.
15. Indicative Reading List
N/A – individual project on primary archaeological data
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
Contact hours: there will be one hour-long seminar to give general guidance on the project,
and one hour-long follow-up meeting to check progress, plus up to five hours of individual
topic-specific supervision.
Seminars will include:
guidance on the choice of an appropriate project and devising a timetable for its
execution (GLO1)
discussion of relevant repositories of data and how to access them
use of primary material (SLO 1, 3)
how to structure and present the project report including use of illustrations, figures,
tabulations etc; (GLO2)
collective feedback/discussion of issues of common concern
citation and referencing (GLO2)
One-to-one supervision will focus on the progress and outcome of the project (SLO 1-3; GLO
1-2)
17. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
85% weighting: FT Students will choose either:
1. to write a report the equivalent of five thousand words in length with appropriate
recognition of the contribution made by log books, illustrations, tables and figures
and to make a fifteen minute seminar presentation with the student asked to submit
any copy of the visual material and notes used, such as PPT or equivalent, for the
examiners’ records to two members of the module teaching team synthesising the
data and conclusions contained within the report
or
2. to write a report of seven thousand words in length with appropriate recognition of
the contribution made by supplementary log books, illustrations, tables and figures.
GLO1-2; SLO1-3.
PT students will normally take option 2.
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UNIVERSITY OF KENT
Project reports will be second marked. A written assessment by the markers of any seminar
presentation, plus an audio recording of it, will be available for the external examiner. The
nature and length of the project report is integral to the achievement of the objectives.
15% weighting: Engagement with the process of the project demonstrated through
contributions during supervisions. This will contribute to the assessment of ability to study
autonomously and the capacity to devise, work to and when necessary modify a timetable of
activity.
GLO1-2
18. Implications for learning resources, including staff, library, IT and space
None
19. The School/Collaborative Partner (delete as applicable) recognises and has embedded
the expectations of current disability equality legislation, and supports students with a
declared disability or special educational need in its teaching. Within this module we will
make reasonable adjustments wherever necessary, including additional or substitute
materials, teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared
disabilities will be made on an individual basis, in consultation with the
University’s/Collaborative Partner’s (delete as applicable) disability/dyslexia support
service, and specialist support will be provided where needed.
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