MODULE SPECIFICATION TEMPLATE
1. The title of the module
CL 677 Fieldwork Practice
2. The School which will be responsible for management of the module
CLAS, SECL
3. The Start Date of the Module
Summer 2011
4. The cohort of students (onwards) to which the module will be applicable
2010
5. The number of students expected to take the module
20
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 Modules to be withdrawn on the introduction of this proposed module and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. The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
I
8. The number of credits which the module represents
30
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
9. Which term(s) the module is to be taught in (or other teaching pattern)
Summer (advanced credit for academic year just starting) and Autumn
10. Prerequisite and co-requisite modules
None
11. The programmes of study to which the module contributes
Full-Time B.A. in Classical and Archaeological Studies. Part-Time Archaeological Studies. FullTime BA History and Archaeological Studies and Anthropology and Archaeology. Full-time BA
History. It could also be taken as a wild module.
12. The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
The aim of this course is
A1) to introduce students to field archaeology in a supportive and safe environment
A2) to teach core practical skills of field archaeology in research setting
A3) to develop an awareness of the standards of required for archaeological field recording for
archiving and publication.
This module will contribute to the aims of the full-time B.A. in Classical and Archaeological
Studies Programme Specification [referred to with letters]
2.
• examine the problems of interpretation in each type of source material through
critical analysis of current studies.
by exposing them to primary archaeological recording which will allow them to read and
interpret the archaeological record in a variety of field conditions
2.
• provide carefully graded programmes in Classical Studies, Ancient History and
Archaeological Studies.
by introducing students going into their second year to field archaeologyOur students have
often said they wished that they had been exposed to practical archaeology earlier, and this is a
way to provide such an experience. Students may pursue fieldwork training further, in modules
such as CL621 Fieldwork Methods and Techniques, or in the Archaeological Project, which are
designed to provide a developmental pathway to those who wish to develop vocational skills for
a career in professional archaeology. Fieldwork will take place in summer between year 1 and
year 2 but assessment will be completed and contributes to assessment in the following autumn.
3.
• enable students to develop their capacity to learn and to produce graduates of value to
the region and the nation, in possession of key skills, prepared for employment or further study,
by introducing students to the dynamics of working in a team living together abroad, and
exposing them to the pressures of working within a research team.
by introducing students to core vocational skills used to work in professional archaeology,
which has doubled as an employment sector since 1995.
3.
• provide learning opportunities that are enjoyable, involve realistic work loads, are
pedagogically based within a research led framework ...
by connecting the modules to active research excavations, and providing the novelty of a field
experience, often abroad, in challenging conditions.
This module also seeks to respond to the requirements of the HEFCE national subject benchmark
statement for Archaeology 2007 (QAA 166 02/07) which requires courses with a 50% or more
component in archaeology to teach an “appreciation of the importance of the recovery of primary data
and new information through practical experience in the field or through collections-based, recordsbased, or artefact-based study”.
By the end of this course students should be able to:
(Learning Objectives for Programme Outcomes A)
LO1) Understand how to participate responsibly in archaeological field projects, with regard to
their safety, that of others and towards the careful handling of archaeological evidence
LO2) Demonstrate competence in a range of techniques of archaeological fieldwork or postexcavation analysis.
LO3) Understand the principles of archaeological recording.
LO4) Be able to provide an insightful written account of the work they undertook, with reference
to published industry recording standards.
As a consequence of the above, students should be able to reach programme learning outcomes
A4 (knowledge and understanding of an appropriate and diverse range of primary materials and
of the appropriate methods of interpretation.).
13. The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
(Generic Learning Outcomes in terms of Programme Outcomes B, C and D – with numbers):
Students would learn to
GLO 1)
- B4 (deploy a range of techniques and methodologies of study), through practical training in
current field and post-excavation techniques.
GLO 2)
- C2 (Extract key elements from complex data and identify and solve associated problems) in
the necessary decisions they will take during recording.
GLO 3)
- C5 (show familiarity with the basic concepts which underpin the different branches of the
programme pathways) by obtaining first-hand experience of stratigraphy, landscape
archaeology and finds.
GLO 4)
- D2 (Take responsibility for their personal and professional learning and development) by
keeping a diary and drawing up a portfolio of work.
14. A synopsis of the curriculum
This module will provide a credit framework for fieldwork training undertaken on University of Kent
training excavations, or approved partners, normally supported by a SECL archaeological fieldwork
bursary, to assist with the costs involved in a participation of 15 working days. The module will permit
three alternative pathways, in excavation, survey or museum studies. Assessment will be in the form of
an illustrated portfolio featuring a description of the project and an account of each type of work
undertaken by the student. Project directors will be provided with a checklist of fieldwork tasks to be
completed, of which a minimum number will be mandatory. Students who have no prior experience of
fieldwork will likely be accommodated on a project in the UK, whilst those who are experienced may
be offered a place on an excavation abroad. Skills assessed will range from efficient manual digging
and artefact washing to site / find drawing or photography and the completing of pro-forma record
sheets.
15. Indicative Reading List
We will use especially:
Westman, A. 1994. Archaeological Site Manual (Museum of London).
Roskams, S. 2001. Excavation.
Barker, P. 1993. Techniques of Archaeological Excavation.
Hawker J. M. 1999. A Manual of Archaeological Field Drawing.
Bettes, F. 1998. Surveying for Archaeologists, 3rd Edition.
Watkinson, D. and Neal, V. 1998. First Aid for Finds.
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: 5 hours of lectures / site talks on aspects of the field methodology and site
etiquette and safety, with 5 hours of direct practical instruction sessions on site. 5 hours lectures /
feedback classes on preparing the portfolio, and using relevant software for writing up, before
and after the field season. 115 hours of supervised work on site to carry out skills being taught, in
which poor practice will be corrected by site supervisors. 170 hours self-study in producing the
portfolio.
Students will be advised to do the following in their study time so as to achieve all the learning
outcomes: (a) read the readings recommended by the lecturer prior to the campaign; (b) ask
questions of site supervisors and the site director during the expedition; (c) take responsibility for
writing an excavation diary, everyday on site, and obtaining photocopies of work done prior to
returning home. Students will expect to master the professional manuals related to field recording
and the production of archaeological reports.
Total study hours: 300 hours for a 30 credit module.
17. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Assessment Methods:
(A) Summary report on excavation of 6,000 words 80% (handed in by week 13), with summary
of topography and phases of site, project design and site-specific safety measures (1.5k) with
commented presentations of each type of work done by the students (3.5k), and illustrations
re-drawn to a publication standard. The deadline is realistic given that some directors may
not have usable plans available early in the autumn term.
(B) Fieldwork performance 20% (assessed by field project director). I will give students
feedback on how they are doing during the field project, make basic plans and phasing
information available to allow them to complete their commentary, and comment on one
draft of their portfolio.
Tasks to be taught and assessed include:
Excavation
1) Health and Safety on archaeological excavations (protecting you)
2) Site etiquette briefing (protecting tools and archaeology)
3) Site preparation: e.g. de-vegetation, turf stripping, ploughsoil hand digging, cleaning up after a machine.
4) Surveying: - grid – levels – plans with total station
5) Digging basics (description of digging)
6) Digging control (check they can do it):
-cleaning (trowel, leaf, brush)
-heavy tool use (mattock, shovel, spade)
-spoil management (bucket, barrow, spoil heap)
-trowel excavation,
-recording registered finds
-taking an environmental sample
7) Feature excavation
8) Planning
9) Section drawing
10) Photography
11) Stratigraphy: identification and description of deposits on site
12) Context recording
13) Sieving
14) Finds processing
15) Site Logistics, awareness and practice
Field Survey
1) Health and safety on archaeological projects
2) Mapping and use of air photos
3) Geomorphological survey and awareness
4) Sampling strategy (regional and field level)
5) Effective field walking (method, biases esp. weather and vegetation condition)
6) On-site finds recording (finds collection by grid squares etc)
7) On-site finds processing (field record of slag, tile etc)
8) Extensive survey
9) Finds processing
10) Logistics and legal issues
11) Analysis and combination of data types
Museum Studies
1) Health and Safety on archaeological projects
2) Finds Classification (typology)
3) Finds Analysis (in this case fabric analysis )
4) Database skills
5) Finds illustration (drawing)
6) Photography
7) Basic conservation (on site, and post-site) - ie don’t wash / scrub poorly fired pottery
8) Principles of restoration (e.g. joining)
9) Contextual understanding (ie site visits etc, relevance of stratigraphic context and treatment of finds explained)
10) Awareness of publication objectives and standards (i.e. show them some exemplary reports)
11) Understanding of (sophisticated) Finds Management Systems
Project directors are welcome to substitute up to three of these tasks in their chosen pathway with
equivalent field skills if the programme of works does not permit as much flexibility as originally
anticipated. Equal weighting will be given for each task completed in the field, making up the
20% of field practice mark, with 0 mark for nominal completion, 1 for competence, 2 for
proficiency. Directors should provide a signed submission listing tasks completed to the module
convenor at the end of the project.
Learning Outcomes
All assessment methods will test outcomes
(A) will test LO1, 2, 3 4 and GLO2, 3, 4
(B) will test LO 1, 2, 3 and GLO2, 3, 4
18. Implications for learning resources, including staff, library, IT and space
None for library and IT. Field project directors who assess students should be allocated
bursaries, which should be increased in number to reflect the credit-bearing nature of this activity.
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
The module instructors (project directors) will ask people who are dyslexic, or are relevantly
disabled in other ways, to mark that they are so on their report, so that can be taken into account
when marking. Furthermore, they will do all they can to facilitate the participation of people
with disabilities in the planning of work. However, archaeological projects represent an area of
risk to the health of students and visitors, which is carefully controlled by the use of standard
health and safety policies applied in conjunction with a risk assessment. It is rarely possible for
all team members to participate in all tasks, and people without disabilities frequently find that
quite minor heath issues prevent them from carrying out field tasks. No-one is fully ‘able’ after
two weeks on a dig, as muscle sprains, de-hydration and fatigue progressively affect
performance. All participants need their physical condition to be taken into account, to prevent
heat exhaustion, repetitive strain injury and other potential disorders associated with prolonged
manual labour.
In Kent archaeological field projects (e.g. Ostia 2009) the risk assessment requires that we ask
everyone to take confidential health advice from the Uni Kent occupational health nurse and
then ask people to discuss this with the director to plan work effectively. This advice would
range from arranging special working arrangements for individuals, to in some cases, advising
them to participate in fieldwork projects which are unlikely to put them at risk. Training
excavations are likely to be milder than research excavations, so this is probably very
achievable. It would be possible to adapt some tasks to suit a disability, but not to rule out
specific activities (eg heavy mattocking) for the group because they would involve 'excluding' a
disabled person, as this would prevent a research excavation from adapting to the archaeology
and running its normal course. The best approach is undoubtedly an individual one, whereby all
people are assessed for their limitations and are monitored by the director and supervisors, to
ensure that they work within their limits.