School of History, Classics and Archaeology
Proposal for new or revised course
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All sections in bold and shaded yellow are mandatory and must be answered. No information is required in
grey shaded boxes. All sections marked * are additionally mandatory for EUCLID CCAM data entry and
must be completed.
Questions within the “Information for Subject Area Meeting / Board of Studies approval” section are offered
as a prompt for discussions that will take place to prepare a course for approval and when the proposal is
discussed at the Board of Studies. Not all of these questions will be relevant to all proposals, or for both UG
and PG courses. However, proposers and reviewers should ensure that all relevant issues are addressed.
Once a course has been approved by the Board of Studies, this form will be used to generate the new
course details on EUCLID CCAM.
1.
UG course
PG course
2.
Proposal for a New Course
OLL course
Proposal for a Revised Course
3. Course Name *
Archaeology of Architecture
4. Course Code
TBC
Before presenting this proposal to the appropriate Board of Studies, please ensure that:
 consultation with the appropriate Subject Area/s has been undertaken
 relevant support services (e.g. Library, Computing Services) will be able to support the course
5.
Approval
The new course has been discussed within, and is supported by, the
Subject Area
YES
22 Jan 2015
12 Feb 2015
Please give date of Subject Area meeting which discussed this proposal
Review date:
The School Liaison Librarian has been consulted and is satisfied that the
proposed reading list can be supported
YES
The School IT Manager has been consulted and is satisfied that the
course IT requirements can be supported
YES
To be considered at Board of Studies:
Undergraduate
(date) 25 Feb 2015
Postgraduate
(date)
Approved without changes
NO
Approved with amendments
YES
Finalised copy of proposal passed for entry onto EUCLID
(date)
Course code confirmed and form passed to School Student
Administration Officer
(date)
August 2014
EUCLID information
(this information will be available to students via EUCLID/DRPS)
6. Normal Year Taken *
Year 1 UG
7. Course Level *
8. Visiting Student
Availability *
PG
OLL
UG
PG
Year 3 UG (or 3/4)
Year 4 UG
OLL
Not available to Visiting Students
Available to All Students
Available to Part-year Visiting Students only
9. SCQF Credits *
10. Credit Level (SCQF) *
Year 2 UG
20
40
Other: •
07
08
09
UG
10
PG
11
11. Home Subject Area *
Lifelong Learning (HCA)
Postgraduate
UG
Ancient History
Archaeology
Classical Art/Classical Archaeology
Common Course (HCA)
Classics General
Classical Literature in Translation
Economic and Social History
Greek
History
Latin
Scottish History
12. Other Subject Area(s)
(for UG courses)
13. Programmes to which
course is to be
available (for PG
courses)
14. Course
Organiser/Proposer
15. Course Secretary
Ancient History
Archaeology
Classical Art/Classical Archaeology
Common Course (HCA)
Classics General
Classical Literature in Translation
Economic and Social History
Economic History
Social History
Greek
History
Latin
Scottish History
Will be advertised to other subject areas via DPT Course Collection
Postgraduate
Please list the programmes to which this course should be available
•
Dr Tanja Romankiewicz
UG
August 2014
(Area)
Archaeology
Classics
British History
Economic and Social History
European History
Medieval / Scottish History
American / Asian / African History
PG
Archaeology / Classics
History
OLL
16. % not taught by this
institution
10% (calculated from total contact hours with each lecturer/ external
professional for the whole course, as some events are taught by several
lecturers/ external professionals).
17. Collaboration
Collaboration for construction workshop with ESALA (course is open to
Information (School /
ESALA students).
Institution)
Professional input from commercial archaeologists and building
historians (e.g. Addyman Archaeology, Simpson & Brown Architects,
National Trust for Scotland) - their participation might incur professional
fees which will be covered by SA: current estimate £150, i.e. 3 lecture/
seminar events at ca. £50 each.
18. Total contact teaching 40
hours *
19. Any costs to be met by bus fare (Stagecoach 100 or 101, Lothian buses 37) to Penicuik, request
stop at Penicuik House: typically £2.50 per student
students
stationary, permatrace, and drawing board for fieldwork – typically £10
per student (some of this can be centrally bought and distributed to
students).
----------------------------------------------------------------------------------------------travel to Tappoch broch, Falkirk: private company bus hire (Hunter:
£390), but fieldwork travel will be combined with First Year Archaeology
fieldtrip paid for by SA – no extra cost for course students.
warm and water-proof clothing
sturdy boots / sensible outdoor footwear
ideally need to own digital camera or digital camera phone.
If fieldwork venues have to be changed due to access/weather/vegetation
problems, the costs will be kept within the estimate given above.
Pre-requisites, Co-requisites and Prohibited Combinations
20. Pre-requisites
Standard pre-reqs for this level in this Subject Area
Or other (please specify):
Year 3/4 BA and Honours students with the following pre-reqs:
• Archaeology 2A and 2B or Classical Archaeology 2B or equivalent BA/
Honours entry to degrees in ESALA; or at the discretion of the course
organiser.
21. Co-requisites
22. Prohibited
Combinations
Taught MSc (PG) students who have chosen the PG course “Space,
Place and Time” cannot also chose this as an UG course option.
August 2014
23. Visiting Students Prerequisites
Standard VS pre-reqs for this level in this Subject Area
Or other (please specify):
• Visiting students should have at least 3 Archaeology courses at Grade
B or above (or be predicted to obtain this). We will only consider
University/College level courses.
24. Short Course
Description *
(200-250 words)
Buildings archaeology, the discipline analysing 3D-structures with
archaeological and architectural methods has become an increasingly
important requirement in developer-funded archaeological works.
Academically, architectural analysis has been the domain of Classical
Archaeology; applying it to prehistoric architectures has demonstrated
its wider research potential.
Referring to a short
summary as per new
EUCLID entry
The course introduces Buildings Archaeology, its methods and theory
as well as academic and commercial applications. Lectures, seminars,
and practicals will equip students with knowledge, skills and techniques
necessary to study, interpret and reconstruct buildings from
archaeological evidence. The syllabus seeks a balance between
practical skills (drawing, photographic recording, digitising, buildings
analysis, report writing, etc.) and academic theory to prepare students
for academic as well as commercial careers. Studio presentations and
discussions will reaffirm the experience from workshops and fieldwork
and consolidate knowledge on how collected data feeds into research.
Bringing in professional experts allows knowledge exchange and skill
transfer to be informed by industry needs. The visit of a commercial
company will provide students with industry insight. The intended
learning outcomes are designed to foster the students’ initiative and
increase their employability and research capacities by equipping them
with specialist skills and knowledge not offered at most other HEIs.
25. Keywords
26. Fee Code
The course will concentrate on prehistoric (Scottish, British and
European) and Classical case studies, complemented by medieval,
post-medieval and industrial examples to reflect all aspects of the
academic and commercial jobs profile.
course secretary will input for SMART
only for use for ODL courses
Standard Course Fee by credits
27. Course Type *
Standard
Dissertation
Online Distance Learning
Year-abroad
OLL course
28. Default Course Mode
of Study *
Classes & Assessment incl centrally-arranged exams
Classes & Assessment excl centrally-arranged exams
Class only
Exam only (centrally-arranged)
Distance Learning
29. Default delivery
period *
Semester 1
Semester 2
Full year
August 2014
30. Marking Scheme *
CMS1: Undergraduate degree assessment (except BVM&S and
MBChB)
31. Taught in Gaidhlig? *
No
CMS4: Taught Postgraduate Assessment Mark
32. Intended Learning Outcomes:
Upon completion of the course it is intended that students will be able to achieve the following
standard learning outcomes with specific consideration of the aims and objectives of this course:
1. demonstrate, by way of coursework and examination as required, command of the body of
knowledge of theory and methodology of Buildings Archaeology and its application in academia
and commercial practice;
2. demonstrate, by way of coursework and examination as required, an ability to read, analyse and
reflect critically upon relevant scholarship and key case studies;
3. demonstrate, by way of coursework and examination as required, an ability to understand,
evaluate and utilise the primary archaeological evidence of buildings and a variety of other primary
source material;
4. demonstrate, by way of coursework and examination as required, the ability to develop and sustain
scholarly arguments in oral and written form, by formulating appropriate questions and utilising
relevant evidence;
5. demonstrate independence of mind and initiative; intellectual integrity and maturity; an ability to
evaluate the work of others, including peers.
33. Special Arrangements
34. Components of Assessment, ‘Parent’ course *
• 1 essay 2,000 words, 50%
• 1 x 2 hour exam, 50%
35. Components of Assessment for a ‘Visiting Student Instance’ of this course *
• same as for other students
36. Syllabus (for EUCLID) 29 contact events, total 40 hrs
Lectures (15)
• week 1: Introduction
• week 1: Methods
• week 2: Recording case study
• week 4: Constructions
• week 5: Materials 1: resources and sustainability
• week 5: Materials 2: infrastructure and economics
• week 7: Designing space & structure 1: prehistoric
• week 7: Designing space & structure 2: Classical
• week 8: Non-domestic/monumental architecture 1: prehistoric
• week 8: Non-domestic/monumental architecture 2: Classical
• week 9: The vernacular record
• week 9: Reconstructions
• week 10: Engineering and construction processes
• week 10: Ancient building technologies
• week 11: Victorian and industrial
Seminars (4)
• week 1 Scanning and digital recording
• week 2: Digitising and preparing records
• week 7: Designing space & structure 3: in existing contexts
August 2014
• week 8: (Post-)Medieval case studies
Workshops/Practicals/Studios (3)
• week 3: Studio: Building recording prehistoric
• week 4: Studio: Building recording post-medieval
• week 4: Constructions (ESALA research lab) (2hrs)
Fieldwork (2)
• week 2: Building recording prehistoric
• week 3: Building recording post-medieval
External visits (2)
• week 3: Historic Building Recording in commercial, development/planning context
• week 3: Reporting as part of commercial, development/planning process
Feedback/Feedforward (1)
• week 11: 1x Q & A sessions (UG)
Essay supervision / feedback (2)
• week 6: 2 x UG Student seminar presentations of essay topic
37. Academic Description
not used
38. Study Pattern
not used
39. Transferable skills:
1. enhancement of written and oral communication skills;
2. refinement of observational skills, specifically drawing and photographic capabilities.
3. learning good practice: manual and digital survey and illustration, documentation of record and
analysis of a (pre-)historic building; preparation of industry-standard reports (e.g. Historic Building
Recording Analysis, Desk-based assessments, Heritage Statement).
4. presentation skills (preparation and presentation of academic paper in front of peers).
5. team work skills.
40. Study Abroad
not used
41. Reading List (for EUCLID)
Academic monographs:
1) Adam J-P 1999 Roman Building: Materials and Techniques, London and New York.
2) Audouze F, Büchsenschütz O 1992 Towns, villages and countryside of Celtic Europe. London:
Batsford. In UoE main library.
3) Drury PJ (ed) 1982 Structural Reconstruction. Oxford: BAR 110.
4) Gerritsen F 2003 Local Identities. Landscape and Community in the Late Prehistoric MeuseDemer-Scheldt Region. Amsterdam Archaeological Studies 9. Amsterdam: AUP. In UoE main
library
5) Hofmann D, Smyth J (eds) 2013 Tracking the Neolithic House in Europe. London: Springer. In
UoE main library: online resource.
6) Lancaster LC 2005 Concrete Vaulted Construction in Imperial Rome: Innovations in Context,
Cambridge.
7) Parker Pearson M, Richards C 1994 (Hardback) /1997 (Paperback) Architecture & Order.
Approaches to Social Space. London/New York: Routledge. In UoE main library
8) Romankiewicz T 2011 The complex roundhouses of the Scottish Iron Age. BAR Brit Ser 550 (i) and
(ii), Oxford: Archaeopress. In UoE main library.
Practical guides:
9) Burra Charter and ICOMOS 1990/1996 Guide to Recording Historic Buildings.
10) English Heritage 2006 Understanding Historic Buildings. A guide to good recording practice. Part
1-3. Free online resource.
11) Historic Scotland various Research Reports and Technical Advice Notes (TAN) - 1 (revised 2005),
4, 5, 6, 7, 8, 12, 13, 15, 19, 21, 23, 26, 27, 29, 30, 31. Range of publications on use of historic
materials and their recording and conservation methods.
12) Swallow P, Dallas R, Jackson S, Watt D 2004 Measurement and Recording of Historic Buildings.
2nd ed. Shaftesbury: Donhead.
Upload Supporting Documents – finalised copy of this form to be uploaded
August 2014
Course Instance Information
42. Exam Information
Summative Exams
not applicable (“Classes & Assessment excl centrallyarranged exams” or “Class only” course)
1st Sit Diet Month:
December
April/May
1st Sit Assessment Result Due
January
June
Resit Diet Month (if any): Resit Assessment Result Due
August
September
Exam Duration in hours and minutes (per exam paper)
• 1 x 2-hour exam
Special requirements
•Stationery Requirements
• script book specifications 2x20sides
Keywords information also to be input by course secretary
43. Assessment Methods *
Whole numbers only and must add up
to 100
Written Exam *
Coursework *
(including written assessment / report /
portfolio / dissertation / research project)
Practical Examination *
(including practical-based assessment /
oral assessment and presentation)
50%
50%
44. Learning and Teaching Hours *
Whole numbers only and total hours for
the whole course
Lecture Hours
15
Seminar / Tutorial Hours
4
TOTAL 40 contact hours
Dissertation / Project Supervision Hours
2
Supervised Practical / Workshop / Studio
Hours
Fieldwork Hours
4
External Visit Hours
2
Virtual Learning Environment /
Scheduled Online Activities
Feedback / Feedforward Hours
1
12
Formative Assessment Hours
Summative Assessment Hours
2
Scheduled Revision Session Hours
August 2014
Other Study Hours
Placement / Study Abroad Hours *
Directed Learning and Independent
Learning Hours
Additional Notes
Programme Level Learning and
Teaching Hours
-
automatically
calculated
automatically calculated
-
August 2014
Information for Subject Area Meeting / Board of Studies approval
(this information will not appear on EUCLID/DRPS)
Rationale
45. Why is this proposal being made?
• To introduce Building Recording to the curriculum by the expertise of the course organiser. This
adds to students’ skills and employability by responding to recently increased demand for Historic
Building Recording as part of the planning process, and need of expanding this particular skill
base in Britain.
• Students’ demand and interest in teaching employable skills more generally, and interest in
architecture and building recording more specifically (ILW events, article in InSitu student journal,
personal communications).
• Buildings Archaeology not widely taught at other HEIs; Masters at UoYork one of the few
exceptions, despite industry demands.
• Potential for innovative research as architectural analysis has not been widely applied to
prehistoric buildings.
• Co-operation with Classics, History, Architecture and Architectural History (ESALA), in order to
teach a holistic approach to architecture as studied by archaeological methods; course is built
diachronically and thematically and teaches theory as well as practice, thus supports academic
development and research as well as practical skills.
46. Comment on the alignment of this proposed course with the Subject Benchmark
Statement.
The course is closely aligned with the Archaeology Subject Benchmark Statement (ABS), addressing
all four key foundations in an archaeology degree programme (historical and social, ethical and
professional, theoretical, and scientific (2.2) and the threshold skills (6.3-6.6). Particular aspects
addressed (and including architectural remains as data source see 2.3) are:
• The course in particular addresses interdisciplinary of archaeology, linking with architectural,
historical, scientific and geographical analysis (1.5, 1.6).
• Exit routes for archaeology graduates, career paths and employment opportunities (1.8, 1.9, 2.6).
• Interplay between theory and method, involving students in generating data in the field and analysis
using primary research material (2.1, 2.10, 3.10, 5.2, 5.6, 5.7).
• Initiative, stimulating and independent research, individual and as part of a team (2.1, 5.3, 5.8).
• Subject-specific, generic and employable skills (4.2, 4.3).
47. Indicate the links between teaching and research in the proposed course.
• Course proposer’s research into prehistoric houses using architectural analysis (PhD research and
as Early Career Leverhulme Fellowship) will feed directly into course content, and allows for
integrating new research results into teaching to keep the course at the forefront of the discipline.
UG students essay topics/projects may in turn provide additional research outcome/data generation
to feed back into ongoing post-doctoral research of course organiser or research of other lecturers.
Together with Dr Ben Russell’s research emphasis and the current Leverhulme project (grant holder
Prof James Crow) the School overall can develop a stronger emphasis on buildings archaeology in
Classical and (pre-)historic contexts.
48. Is this an additional course, or is it a replacement course?
• new course; complementary to existing courses.
49. What are the steps needed to secure external validation, if appropriate?
• n/a.
Course Aims and Objectives
50. What balance of knowledge, understanding and skills does the course aim to achieve?
• The course aims to balance all three aspects. It requires no previous knowledge of building
recording methods, architectural analysis as a discipline or architectural/practical background.
Theory and methods will be disseminated in lectures using general concepts and case studies;
particular case studies will be discussed in seminars. Skills will be taught in the workshops/studios
and the two practical fieldwork trips and external visits, which will also reinforce understanding by
demonstrating applicability of gained knowledge and skills. Lecture hours are reduced compared to
August 2014
other UG courses to balance with reinforcing understanding and training transferable skills in
workshops, practicals, external visits, fieldwork and feedback/feedforward sessions.
51. Do the course aims and objectives complement those of existing courses?
• The course builds on general knowledge of prehistoric and Classical archaeology, but provides no
direct overlap with existing courses. Each archaeological theme or case study will be introduced
from a level that will address non-archaeology students needs (Classics, History, Architecture,
Architectural History). The course particularly adds to the aims and objectives that are specific to
practical archaeological work.
52. If there is overlap with other courses, can duplication of effort be justified?
• n/a
Intended Learning Outcomes
53. Comment on the alignment of the ILOs with the descriptors for the relevant SCQF level:
The course relates to key elements of the level ten descriptor:
• it works with and instills a detailed knowledge of a specialised area of archaeological research;
• it assists in developing a critical understanding of the principal theories, concepts and principles of
Building Archaeology;
• it uses a wide range of the principal professional skills, techniques, practices and materials
associated with the discipline;
• it encourages students to identify critically, define and analyse complex professional problems and
issues and to make judgements where data is limited;
• it expects students to take responsibility for their own work and relate to peers and specialists.
Student Intake
54. At what students is the course aimed?
• 3rd/4th year (MA honours) students in Archaeology, Classics, and equivalent in Architecture,
Architectural History, and Architectural History and Archaeology.
55. Is it to be offered on-campus, distance-learning or both?
• on-campus only.
56. Is the course likely to be taken by students on programmes outside of the School?
• Yes, by 3rd Year/4th Year ESALA students; their participation is particularly encouraged, in
particular from the MA Honours Degree Programme Architectural History and Archaeology.
57. Are there additional attainments needed to undertake the course?
• Not beyond the standard pre-requisites.
58. What is the minimum number of students the course must attract if it is to be viable?
• 10 (comprising all students for whom course is available, i.e. UG Honours, PG Taught Masters and
Visiting Students)
59. What is the maximum number of students that can realistically be accommodated?
• Restrictions might be necessary in order to accommodate feedback on practicals and essay topic
within 1-hour Studios and two hours for essay presentation (5mins per student presentation, 2 mins
feedback); however, UG students could work in small groups (2-3) for practicals, thus course could
accommodate up to 14 UGs (calculated on essay presentation time). Archaeology UGs would be
given priority if course is oversubscribed.
Content of the Course
60. Please outline an indicative teaching programme
• see above under item 36. Syllabus.
61. Can the topics be handled on the basis of the presumed previous knowledge and experience of
students?
• as course is interdisciplinary, all topics will be introduced not requiring any specific previous
knowledge, but reading list will allow for non-specialist students to “catch-up” on existing knowledge
of specialist students (i.e. for archaeology students to “catch-up on architectural theory; architectural
students to gain basic understanding of prehistoric/Classical archaeology as required for the course).
62. Is the content within the expertise of the staff available?
• Yes, particular expertise in the subject by course organiser (academic as well as professional), and
August 2014
integrating staff for individual lectures/ seminars with regards to their particular research expertise.
The particular strength of the course is the integration of professional practitioners to present their
professional expertise and highlight industry requirements and standards.
Organisation of Teaching
63. What teaching methods will be used?
• General: twice weekly lectures, one weekly seminars, interspersed with workshops, 1 external visit
and 2 fieldwork trips. Fieldwork trips have been scheduled early in term time, due to worsening
weather conditions in later part of semester 1.
64. Beyond participation in timetabled teaching, what independent study activities (and associated
time commitments) will be expected of students?
• reading;
• completing/finalising fieldwork project record with desk-based work to prepare for presentation in
course;
• essay and presentation preparation.
65. Comment on the appropriateness of teaching and learning strategies proposed in the light of:
 programme/course objectives
 intended learning outcomes
 programme/course content and structure
 the students taking the programme/course
 staffing arrangements (including, where applicable, frequency and size of tutorial groups, ratio
of tutors to students)
The teaching-learning strategies proposed are designed to encourage students to develop an
advanced understanding of Buildings Archaeology and an independent approach to their study of the
people of the past. Through a good balance of top-down didactics, student-led group discussions
and practicals on the basis of the students' own reading, research and fieldwork recording, valuable
skills of sifting evidence and thinking critically will be developed. Students will be exposed to a broad
variety of source materials that will further enhance their study skills. In addition, students will be
introduced to the practicalities of archaeological methods for Buildings Archaeology on site, via a
more informal mode of teaching and hands-on demonstration by practitioners as well as academic
staff. The latter aspect will provide a unique learning environment for Buildings Archaeology as a
discipline.
66. What aspects of the teaching and learning proposed are innovative or enhance existing good
practice?
• teaching Archaeology of Architecture in an interdisciplinary approach is innovative, as this subject
is not taught in this holistic and diachronic framework from early prehistory to modern industrial.
Teaching is combined with bringing in professional practitioners; learning is varied in different
formats of lecture, seminar/discussion, presentation of own recording works and research, and via
hands-on practical recording of buildings in the field in manual and digital recording methods.
67. Have checks been made for potential timetable clashes with other relevant courses?
•Yes. The course will be time-tabled as part of the Archaeology Honours course offerings so as to
avoid any unwanted timetable clashes. The two 6-hours fieldwork trips will be scheduled for a
Saturday or Wednesday afternoon in accordance with general teaching timetable.
Archaeology of Architecture will be offered in Semester 1 as Architecture students at ESALA have
the opportunity to take elective courses in Semester 1 (of their Year 3); timetable clashes with Year 3
compulsory Architecture courses (Architectural Design: Explorations (ARCH10001) on Mondays
09:30-1:00, followed by Unit Meetings from 16:00 and Thursdays 9:00-6:00 and Architectural Theory
(ARCH10002) Wednesdays 11:10-13:00) should be avoided.
Year 3 students of Architectural History have one compulsory course (ARHI10026) on Fridays 11;1013:00, but no compulsory courses in Year 4.
Students of MA Honours Degree Programme Architectural History and Archaeology have
(ARHI10026) as compulsory in Year 3 (see above), as well as ARCA10065 and ARCA10064) but no
compulsory courses in Year 4.
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Teachability
68. Discuss the course’s ‘teachability’.
• All reasonable adjustments will be made to allow a diverse body of students to participate in this
course. Lectures and seminars will be held in fully accessible venues. The workshop will be held in
the ground floor research workshop at ESALA, also fully accessible. The fieldwork at Penicuik House
is also using only ground floor areas that are fully accessible and recording can be undertaken at
any levels as required. Accessible welfare facilities are available on site. The fieldwork at Tappoch
broch, Falkirk, may require some dexterity and fitness, but a digital record of the recording activity
will be made available on LEARN for students unable to attend due to the difficulty of the terrain.
Travel is by public buses or private bus hire, thus dependant on their accessibility policies and
equipment, outwith the control of the course organiser.
However, there will be restrictions given the non-classroom based component of the course (at least
one of the fieldwork practicals is compulsory), in particular for visually impaired students, as the
historic building recording relies on visual observations and drawing exercises. In practice, it will not
be possible to offer this course to students with physical disabilities that require special
arrangements of any type as these cannot be implemented in the field. Numerous other Honours
courses in Archaeology and Classical Archaeology are available which offer students opportunities
for practical work, in museums or stores, which do not require fieldwork. Students who wish to take
this course need more generally to be healthy and fit, as fieldwork involves walking and manual
labour, which can be physically and psychologically challenging. Any specific issues will be
highlighted by the course organiser in the course description at the point of Honours course choice
and application.
If fieldwork venues have to be changed due to access/weather/vegetation problems, alternative
venues will be chosen with the above considerations in mind.
Student Assessment and Guidance
69. Comment on the alignment of the Components of Assessment with the descriptors for
the relevant SCQF level.
• The attendance-only building recording exercises address all points under the communication, ICT
and numeracy skills. The fieldwork element will particularly address the aspects listed under
autonomy, accountability and working with others. As the course organiser is also a professional
practitioner, the fieldwork in particular allows to work effectively under guidance in a peer relationship
with qualified practitioners.
• The exam questions address all aspects listed under Knowledge and Understanding and generic
and cognitive skills.
• The 2,000-word course essay addresses the aspect of Knowledge and understanding, Generic and
cognitive skills and some under Practise, in particular to execute a defined project of research and to
practise in a range of professional level contexts.
70. How will coursework, examinations (including class exams) and any other assessed work be
timetabled?
• essay presentations to be held in week 6 to provide verbal feedback in time for submission; written
essays will be submitted in week 7 and returned within 15 working days, in order to provide feedback
before the end of the course and the start of the exam diet.
71. What provision is made, where appropriate, for resit examinations or for resubmission of
coursework?
• as is standard for other honours courses in Archaeology subject area. It must be noted that at least
one fieldwork practical will need to be attended; otherwise the student would be unable to fulfil the
learning outcomes of this course. Students who fail to attend any fieldwork practicals may have to
change out of the course and be allocated to a replacement course.
72. How will the course be externally examined?
• as is standard for other honours courses in Archaeology subject area. The course will be assigned
to the Archaeology External Examiner for UG in the area of Later Prehistory, currently Dr Rachel
Pope, University of Liverpool.
73. How will students be kept regularly informed on their progress?
August 2014
• course includes Studio sessions in which students will present their fieldwork and receive verbal
feedback. Essay topic feedback/feedforward will be provided as part of the student seminar
presentations. One final Question & Answer feedback/feedforward session is scheduled within the
syllabus prior to revision and exam diet. The course is thus ‘feedback-rich’ given the introduction of a
discipline with a skill set different from typical archaeological methods.
74. What help with difficulties will students be given?
• 2hrs per week as part of open-office hours; in addition, students will also be encouraged to seek
individual advice for guidance on essay topics; also email contact available on top of the
feedback/feedforward and Studio time provided during course time table (see item 73).
Feedback and Evaluation
75. How will the effectiveness of the course in meeting its objectives be determined?
• The course’s effectiveness will be monitored by:
- the evaluation of students' progress and understanding in particular through the quality of students’
assessed work (essay marking and exam outcome); documentation of students’ fieldwork projects,
discussed in interactive Studio sessions.
- verbal and written feedback from students on their own assessment of the course.
76. What feedback will be sought from students and others (e.g., those involved in teaching)?
• Through standard questionnaires for student and teaching staff as well as external practitioners.
77. What course monitoring procedures will be followed?
• Via standard course monitoring forms and procedures as for existing honours course procedures in
Archaeology subject area.
Resource Requirements
78. Will the course require significant new resources or additional funding?
• no new resources needed
• potential costs for covering time for professional practitioners’ teaching: 3 hrs total
lectures/seminars on Building Recording and reporting in commercial context.
79. How will the course be staffed (including provision for tutors)?
• 91% of teaching will be undertaken by UoE HCA staff; additional teaching by 2 external
professional practitioners (5.4%) and staff from other Schools (3.6%); no tutors required.
80. What lecture theatres and other teaching space will be needed and what laboratory, computing
or other facilities will be required?
• seminar room (for lectures, seminars and studios; classroom or seminar style with projection
facilities),
• computer lab (Adobe Illustrator, Photoshop and Arch-GIS)
• ESALA research lab.
81. Are there any other significant resource implications?
• no; survey equipment for the fieldwork elements such as long tapes, hand tapes, string and spirit
levels can be borrowed from commercial company at no extra cost.
82. Any costs to be met by students?
• total ca. £12.50 for bus fares and stationary materials.
Documentation
83. In addition to standard course documentation made available to students, external examiners,
staff running other related courses, Personal Tutors and to other Colleges (if appropriate), what
other steps, if any, will be taken to outline and publicise the course?
• The course will be publicised through the standard course choice procedure undertaken each year
in the Archaeology and Classics subject areas. It is also sought to advertise this course directly
through ECA/ESALA outlets for publicising courses as an elective course for Year 3, and to be in
included in other DPT collections within the School and with ECA/ESALA.
Indicative Bibliography
84. This indicative bibliography should identify the core library resources for this course.
Academic monographs:
August 2014
1) Adam, J.-P. (1999), Roman Building: Materials and Techniques, London and New York.
2) Audouze F, Büchsenschütz O 1992 Towns, villages and countryside of Celtic Europe. London:
Batsford. In UoE main library.
3) Drury PJ (ed) 1982 Structural Reconstruction. Oxford: BAR 110.
4) Gerritsen F 2003 Local Identities. Landscape and Community in the Late Prehistoric MeuseDemer-Scheldt Region. Amsterdam Archaeological Studies 9. Amsterdam: AUP. In UoE main
library
5) Hofmann D, Smyth J (eds) 2013 Tracking the Neolithic House in Europe. London: Springer. In
UoE main library: online resource.
6) Lancaster, L.C. (2005), Concrete Vaulted Construction in Imperial Rome: Innovations in Context,
Cambridge.
7) Parker Pearson M, Richards C 1994 (Hardback) /1997 (Paperback) Architecture & Order.
Approaches to Social Space. London/New York: Routledge. In UoE main library
8) Romankiewicz T 2011 The complex roundhouses of the Scottish Iron Age. BAR Brit Ser 550 (i)
and (ii), Oxford: Archaeopress. In UoE main library.
Practical guides:
9) Burra Charter and ICOMOS 1990/1996 Guide to Recording Historic Buildings.
10) English Heritage 2006 Understanding Historic Buildings. A guide to good recording practice.
Part 1-3. Free online resource.
11) Historic Scotland various Research Reports and Technical Advice Notes (TAN) - 1 (revised
2005), 4, 5, 6, 7, 8, 12, 13, 15, 19, 21, 23, 26, 27, 29, 30, 31. Range of publications on use of
historic materials and their recording and conservation methods.
12) Swallow P, Dallas R, Jackson S, Watt D 2004 Measurement and Recording of Historic
Buildings. 2nd ed. Shaftesbury: Donhead.
August 2014