programme quality handbook 2019-20 history, heritage … · this ba (hons) in history, heritage and...

PROGRAMME QUALITY

HANDBOOK

2019-20

History, Heritage and

Archaeology

BA (Hons)

Contents

1. Welcome and Introduction

Welcome to the History, Heritage and Archaeology (HHA) BA (Hons) programme delivered at Strode

College in central Somerset.

The HHA programme spans human history, from around 500,000 years ago to modern times. It focuses on

the ways in which the human past is explored and, partially, revealed through the disciplines of History and

Archaeology and how this heritage is managed and interpreted in the UK. Although most modules focus on

British subjects, opportunities are provided to explore the heritage of other parts of the world. A major

emphasis is placed upon the fascinating archaeology and history of the Wessex region. Learning is

acquired through a range of approaches including practical work (including work based/related learning),

research exercises, the analysis of artefacts and documents, and formal lectures.

The programme has been very carefully designed to build on the knowledge of students who meet a wide

range of possible entry requirements: for some this might be A level or other academic qualifications; for

others it could be previous life / work experience. The structure of the course provides a learning

experience that is equivalent to, but does not replicate, the first two years of the University of Plymouth BA

History degree. The course covers a wide range of British and non-British historical narratives. A major

element in the course structure is the study of local prehistory / history. A wide range of fieldtrips is possible

due to the proximity of important World Heritage Sites and numerous monuments, museums and heritage

centres.

Your Module Leaders are experts in their fields with extensive experience of teaching, archaeological

fieldwork, research and academic writing. We have excellent links with local heritage industry professionals

and employers and our colleagues in the Somerset Heritage Service. We organise fieldwork opportunities,

and both day-trips and residential visits to relevant sites, and every year we invite a number of experts to

share their knowledge and skills with us in the college. We have an excellent track record and a reputation

within the college and the university as an outstanding programme.

This programme has been designed to equip you with the skills and knowledge base required to work in

your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake

additional vocational and academic qualifications.

This Programme Quality handbook contains important information including:

The approved programme specification

Module records

Note: The information in this handbook should be read in conjunction with the current edition of:

- Your Institution & University Student Handbook which contains student support based information on issues such as finance and studying at HE

- Your Teaching, Learning and Assessment Handbook - University of Plymouth’s Student Handbook

o available at: https://www.plymouth.ac.uk/your-university/governance/student-handbook

https://www.plymouth.ac.uk/your-university/governance/student-handbook

Programme Title: History, Heritage and Archaeology BA (Honours) Partner Institution: Strode College

Start Date: September 2014

First Date of Award: June 2015 FT

June 2016 PT

PROGRAMME SPECIFICATION PS1. Programme Details

Awarding Institution: University of Plymouth

Teaching Institution: Strode College

Accrediting Body: N/A

Language of Study: English

Mode of Study: Full time and part time

Final Award: BA (Honours)

Intermediate Award: Not applicable

Programme Title: BA (Hons) History, Heritage and Archaeology

UCAS Code: not applicable for Strode College

JACS Code: V390

Benchmarks: History, Archaeology

Date of Programme Approval: 27 February 2014

PS2. Brief Description of the Programme This BA (Hons) serves as a Level 6 opportunity for students completing the University of Plymouth Foundation degree (Level 5) in History, Heritage and Archaeology modules delivered at Strode College. Suitably qualified students with a background in History and/or Heritage and/or Archaeology are also eligible for a place on this programme. The programme is skills based, with an emphasis on transferability and, therefore, provides foundations for students aspiring to develop their careers in heritage related work locally, nationally and internationally.

A wide range of modules will be studied including Body and Soul in Peril: The Medieval World c.1000-1435; Contemporary Heritage Projects; Archaeology and Landscapes, and Legendary Britain. In addition all students are required to produce a dissertation on some aspect of history, heritage or archaeology.

The module leaders are experts in their academic fields as well as being highly experienced and fully qualified teachers.

Students will be taught in small groups and provided with excellent tutorial support throughout the course of their studies. Ample formative advice is provided for all assessed assignments.

The consolidation of timetabled activities into just two days per week is designed to enable students to manage their time more effectively in balancing their academic studies and their other commitments. Students are encouraged to maintain a personal development plan and the teaching team, which has strong contacts with employers in the heritage industry, provides careers’ advice and opportunities for work-based and work-related learning.

PS3. Details of Accreditation by a Professional/Statutory Body N/A.

PS4. Exceptions to University of Plymouth Regulations (Note: University of Plymouth’s Academic Regulations are available internally on the intranet:

https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm )

There are no exceptions to University of Plymouth regulations.

PS5. Programme Aims

This BA (Hons) Level 6 aims to:

1) Develop skills at Level 6 relevant to practitioners in the field of History, Heritage and Archaeology. These skills include evaluation of causal factors for historical developments and events; the analysis of written and other forms of primary source material; the analysis of interpretations and perspectives in heritage studies including those coming from other disciplines such as psychology, sociology and anthropology; synoptic skills; research skills; the communication of information and ideas in various formats including essay writing and reports.

2) Enable students to develop their knowledge and critical understanding of History, Heritage and Archaeology.

3) Stimulate in learners a commitment to lifelong learning and continuous self-improvement and to enable them to develop the ability to reflect upon, evaluate and improve their own learning.

4) Enable people to develop employability knowledge and skills in relation to the fields of History and Archaeology, particularly through the work placement and modules covering aspects of contemporary heritage management.

5) Contribute to high standards and integrity in practices across the industry, for example, by exploring ethical issues in relation to heritage management.

6) Provide flexible learning opportunities in order to meet the needs of a wide range of potential students: these include full-time and part-time approaches.

PS6. Programme Intended Learning Outcomes (ILO) By the end of this BA (Hons) programme the student will be able to demonstrate:

1) a systematic understanding of key aspects of History, Heritage and Archaeology, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, current debate and ideas

2) an ability to deploy accurately established techniques of analysis and enquiry within History, Heritage and Archaeology

3) conceptual understanding that enables the student: to devise and sustain arguments, and to solve problems, using ideas and techniques, some of which are at the forefront of the discipline; to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in History, Heritage and Archaeology

4) an appreciation of the uncertainty, ambiguity and limits of knowledge 5) the ability to manage their own learning, and to make use of scholarly reviews and primary

sources (for example, refereed research articles and/or original materials appropriate to History, Heritage and Archaeology).

https://staff.plymouth.ac.uk/extexam/academicregs/intranet.htm

PS7. Distinctive Features

This BA (Hons) in History, Heritage and Archaeology will offer a unique progression route for FdA students. Progression routes already exist within University of Plymouth in History and Archaeology but not for the further study of History, Heritage and Archaeology.

Strode College is very well placed as a centre providing educational provision for people seeking a vocation in the areas of history, heritage and archaeology. It is close to major tourist areas such as Somerset’s coastline and Exmoor, much visited historic cities such as Bath, Bristol, Wells and Salisbury, and ancient monuments including World Heritage Sites such as Stonehenge and Avebury. The village of Street and the neighbouring town of Glastonbury one mile away are themselves centres with an exceptionally rich heritage and a vibrant tourist industry.

All of the proposed module leaders are research active and specialists in aspects of History, Heritage and Archaeology. Collectively they have written and worked extensively in their specialist areas

Each year, for the last four years, in conjunction with local employers, including Somerset County Council, Strode Theatre has hosted major public History, Heritage and Archaeology conferences. In addition student led ‘mini-conferences’ and shows are organised on an annual basis.

The programme is supported by an active and very supportive Employers’ Forum. The College has many links with practitioners in the field for those seeking the opportunity to undertake archaeological, science-based dissertations.

The programme covers a wide range of historical narratives.

A major element in the programme structure is the study of local prehistory and local history.

A wide range of fieldtrips is possible due to the proximity of important World Heritage sites and numerous museums and heritage centres.

The History, Heritage and Archaeology team has strong links with practitioners in the fields of History, Heritage and Archaeology within the county and beyond, including special relationships with the Museum of Rural Life in Glastonbury and the University of Eichstatt in Germany.

The programme has several practical elements including opportunities to undertake work placements and to engage in oral history, local history and architectural surveying projects.

Many employers and practitioners have been consulted in the development of this programme. As a result the most appropriate knowledge and skills for the heritage sector have been identified for inclusion in this Level 6 programme.

Full-time and part-time routes are available. Typically, full-time students will complete the BA (Hons) Level 6 in one year; whilst part-time students will complete over two years. Since the modules will be essentially ‘free standing’ it will be possible to enrol for a single module and to ‘bank’ credits towards a subsequent HE qualification.

PS8. Student Numbers

Approximate minimum student numbers per stage = 6

Target student numbers per stage = 12

Approximate maximum student numbers per stage = 18

PS9. Progression Route(s)

Not applicable.

PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme:

Details:

Level 2:

- Key Skills requirement / Higher Level Diploma:

and/or

- GCSEs required at Grade C or above:

N/A

Level 3: at least one of the following:

- A Levels required to meet AS/A2/UCAS Points Tariff: 180 (entry for FdA)

N/A

- Advanced Level Diploma:

- BTEC National Certificate/Diploma:

- HNC/D:

- VDA: AGNVQ, AVCE, AVS:

- Access to HE or Year 0 provision:

- International Baccalaureate:

- Irish / Scottish Highers / Advanced Highers:

Work Experience: N/A

Level 4 / Level 5

The majority of students on this programme will be coming with traditional profiles and qualifications. However, it is possible that a small number may apply who have specific qualifications at level 4 or 5 e.g. FdA History, Heritage and Archaeology or related subjects, having taken parts of degrees or recognised modules. In this case, the College would follow the guidance below from the University of Plymouth.

APCL (Accreditation of Prior Certificated Learning) is the award of credit towards a University of Plymouth award in respect of previous study at HE level which the student has passed. Credit will be given to modules from other programmes that address similar outcomes to those listed in the degree. All APCL should be claimed against a specific module(s). University of Plymouth regulations will apply see: https://exchange.plymouth.ac.uk/intranet/acregsc/public/acadregs/start.htm

APEL (Accreditation of Prior Experiential Learning) is the award of credit towards a University of Plymouth award in respect of knowledge and skills acquired through life, work experience and/or study. Any student seeking APEL must have certificated or portfolio evidence of the learning that is being claimed and may be subject to assessment proving the relevance or applicability to current knowledge. All APEL should be claimed against a specific module(s). University of Plymouth regulations will apply see: https://exchange.plymouth.ac.uk/intranet/acregsc/public/acadregs/start.htm

Other non-standard awards or experiences:

Not applicable

https://exchange.plymouth.ac.uk/intranet/acregsc/public/acadregs/start.htm




APEL / APCL[1] possibilities: Considered on an individual basis see L4/L5 above

Interview / Portfolio requirements: An interview will usually be required either by telephone or in person which will be undertaken by a member of the Programme Team

PS11. Academic Standards and Quality Enhancement

The programme will follow University of Plymouth’s current annual monitoring process for partnership

programmes to complete evaluation of and planning for maintaining and improving quality and standards.

Elements of this process include engaging with stakeholders. For this definitive document it is important to

define:

Subject External Examiner(s): all modules are parented by this programme and therefore covered by this

programme’s external examiner

Additional stakeholders specific to this programme: not applicable.

PS1. Module Records

https://cas.strode-college.ac.uk/OWA/redir.aspx?C=x_4-jtsnM0i7Fshc7KJJdbD3hYVixNAIyfjJ2hz3e58HQA-B9h0N9fC8FV7SOmooa0DyuFf6yYU.&URL=file%3a%2f%2f%2fC%3a%2fUsers%2fWendy%2fDesktop%2f03.12.13%2520amended%2520HHA%2520BA%2520(Hons)%2520Programme%2520Specification.docx%23_ftn1

SECTION A: DEFINITIVE MODULE RECORD.

MODULE CODE: SHHA 301 MODULE TITLE: Body and soul in peril: Medieval Europe c.1000-1435

CREDITS: 20 FHEQ LEVEL: 6 JACS CODE: V150

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module examines spiritual and physical challenges to medieval

society. ‘Heresy and Inquisition’ investigates the spread of unorthodox beliefs and the Church's various

responses to them, while ‘The Four Horsemen of the Apocalypse: Plague, Famine, War and Death in

Europe’s Worst Century, c.1300-1415’ examines the impact of these and society’s responses to them.

.ELEMENTS OF ASSESSMENT

WRITTEN EXAMINATION COURSEWORK PRACTICE

E1 (Formally scheduled) 0% C1 100% P1 0%

E2 (OSCE) 0% C2 0% P3 0%

T1 (in-class test) 0% A1 0%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: BA (Hons) History,

Heritage and Archaeology

Professional body minimum pass mark requirement: N/A

MODULE AIMS: to develop students’ knowledge and understanding of the medieval world through an

examination of the major challenges facing it and the institutional and personal responses of society to

these challenges, to provide students with the historical skills to evaluate contemporary sources and to

place these within current academic debates.

ASSESSED LEARNING OUTCOMES: At the end of the module the learner will be expected to be able to

demonstrate a clear understanding of key aspects of the medieval world, including acquisition of coherent

and detailed knowledge, connections between political, religious, military, social and economic factors over

time and regions, an ability to critically evaluate a wide range of contemporary sources (literary, visual and

material), the ability to describe and comment critically upon particular aspects of current research in the

field of medieval studies, the ability to devise and sustain arguments and to ask relevant questions, an

appreciation of the uncertainty, ambiguity and limits of knowledge, the ability to manage their own learning,

apply appropriate use if ICT and to make use of scholarly reviews and primary sources.

DATE OF APPROVAL: September 2013 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: September 2014 SCHOOL/PARTNER: History/Strode College

DATE(S) OF APPROVED CHANGE: n/a SEMESTER: 1, 2

Additional notes (for office use only):

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

ACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE: 31

MODULE LEADER: Dr Sean McGlynn OTHER MODULE STAFF: James Arlett

Summary of Module Content Heresy Orthodoxy – religious beliefs and practice; early heresies; the Cathars; the Albigensian Crusade; the medieval Inquisition; heretical movements; Lollards and Hussites; the Reformation The Four Horsemen of the Medieval Apocalypse: Europe in the 14th Century Death; Famine; War; Chivalry; Plague – the Black Death; Peasants’ Revolts in England and France

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}

Scheduled Activities Hours Comments/Additional Information

Seminar 40

Tutorial 5

Independent Learning 155

Total 200

(NB: 1 credit = 10 hours of learning; 10 credits = 100 hours)

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Written exam

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Coursework

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50%

50%

100%

2500 word essay from a choice of four (all concerning

religion and associated conflicts)

2500 word essay from a choice of three concerning a

range of medieval topics

Updated by: Andy Pickering 22 October 2019

Approved by: Adrian Ash Date: 30 October 2019

Module Resources and Recommended Reading List (Key texts in bold): HERESY AND INQUISTION

*Lambert, M (2002)Medieval Heresy Wiley Blackwell* *McGlynn, Sean (2015) Kill Them All: Cathars and Carnage in the Albigensian Crusade The History Press* Audisio, Gabriel (1999) The Waldensian Dissent CUP Crowder, C M D (1977) Unity, Heresy and Reform,1378-1460 Deane, Jennifer (2011) A History of Medieval Heresy and Inquisition Rowman and Littlefield Eco, U (1980] The Name of the Rose, Vintage Frassetto, Michael (2007) Heretic Lives Profile [also titled The Great Medieval Heretics (2010)] Kieckherfer, Richard (1979) Repression of Heresy in Medieval GermanyLiverpool UP Lambert, Malcolm (1998) The CatharsWiley-Blackwell Lawrence, C (2013) The Friars: The Impact of the Mendicant Orders on Medieval Society, I B Tauris Lerner, Robert (1972) The Heresy of the Free Spirit in the Later Middle Ages University of Notre Dame Le Roy Lauderie, Emmanuel (2002) Montaillou: Cathars and Catholics in a French Village Penguin Moore, R I (1995) The Birth of Popular Heresy University of Toronto Moore, R I (2012) The War on Heresy Profile Pegg, M G (2005) The Corruption of Angels: The Great Inquisition of 1245-46 Princeton Peters, E (ed) (1980) Heresy and Authority in Medieval Europe: University of Pennsylvania Press Rex, R (2002) The Lollards, Palgrave Macmillan Sennis, A (2018) Cathars in Question York Medieval Press / Boydell Wakefield and Evans (1991) Heresies of the High Middle Ages Columbia UP Moodle Course Reader

Catharism: In Our Time (2002), BBC Radio 4 The Spanish Inquisition: In Our Time (2006), BBC Radio 4 Wyclif and the Lollards: In Our Time (2011), BBC Radio 4 THE FOUR HORSEMEN OF THE APOCALYPSE

*Aberth, John (2009) From the Brink of the Apocalypse: Confronting Famine, War, Plague and Death in the Later Middle Ages Routledge* *McGlynn, Sean (2008) By Sword and Fire: Cruelty and Atrocity in Medieval Warfare Weidenfeld and Nicolson* Aberth, John (2005) The Black Death: The Great Mortality of 1348-50 St Martin’s Allmand, Christopher (1988) The Hundred Years War CUP Arnold, J and Biller, P, eds, (2016) Heresy and Inquisition in France, 1200-1300 Manchester University Press Barber, Richard (1995) The Knight and Chivalry Boydell Barker, Juliet (2014) England Arise: The People, the King and the Great Revolt of 1381Abacus (paperback) Binski, Paul (2001) Medieval Death: Ritual and Representation British Museum Cazelles, R (1984) 'The Jacquerie', in R. Hilton and T. Ashton (eds), The English Rising of 1381 CUP Cohn, Samuel (2004) Popular Protest in Late Medieval Europe Manchester UP Curry, A and Hughes, M (1994) Arms, Armour and Fortifications in the Hundred Years War Boydell Dobson, K (1983) The Peasants’ Revolt of 1381 Palgrave Macmillan Dunn, Alastair (2002) The Great Rising of 1381 Tempus Froissart, Jean (1978) Chronicles Penguin* Fudge, T (2010) Jan Hus: Religious Reform and Social Revolution in Bohemia I B Tauris Green, D (2014) The Hundred Years War: A People’s History, Yale University Press Harriss, Gerald (2006) Shaping the Nation: England 1360-1431 OUP Hatcher, John (2009) The Black Death Phoenix Horrox, Rosemary (1994) The Black Death Manchester UP Jordan, William (1996) The Great Famine Princeton UP Keen, Maurice (2005) Chivalry Yale Kekewich, M and Rose, S (2005) Britain, France and the Empire, 1350-1500 Palgrave Macmillan Mortimer, I (2015) 1415: Henry V’s Year of Glory, Vintage Pollard, A J (2000) Late Medieval England 1399-1509 Longman Pearson

Pollard, A J (2014) Henry V The History Press Potter, David (2002) France in the Later Middle Ages OUP Prestwich, Michael (2007) Plantagenet England 1225-1360 OUP Prestwich, M (2018) The Hundred Years War I B Tauris Rogers, Clifford (2010) The Wars of Edward III Boydell Rosen, William (2015) The Third Horseman: A Story of Weather, War and the Famine that History Forgot Penguin Sumption, J (1999), The Hundred Years War (4 volumes) Faber Tuchman, B (1979) A Distant Mirror: The Calamitous Fourteenth Century Penguin/Kindle Wright, N (2000) Knights and Peasants: The Hundred Years War in the French Countryside, Boydell De Re Militari: deremilitari.org

The Black Death: In Our Time (2005), BBC Radio 4 The Peasants’ Revolt: In Our Time (2006), BBC Radio 4 Journal of Medieval History The Medieval Review English Historical Review History Journal of Religious History

Reviews in History

Royal Studies Journal


MODULE CODE: SHHA 302 MODULE TITLE: Contemporary Heritage Projects



SHORT MODULE DESCRIPTOR: This module provides students with the ‘toolkit’ to undertake their own

contemporary heritage projects in, for example, vernacular architecture, typological survey, oral history,

genealogy, local history.




E2 (OSCE) 0% C2 0% P3 0%





MODULE AIMS: to develop students’ knowledge and understanding of a range of contemporary

approaches to ‘heritage’ in terms of its analysis, interpretation and preservation by record; to provide

students with the skills to make their own contribution to this record by undertaking their own practical

heritage projects.

ASSESSED LEARNING OUTCOMES: at the end of the module the learner will be expected to be able to

demonstrate a systematic understanding of key aspects of contemporary heritage research projects,

including acquisition of coherent and detailed knowledge, an ability to deploy accurately established

techniques of analysis and enquiry within practical heritage projects, the ability to devise and sustain

arguments, and/or to solve problems, using ideas and techniques pertinent to heritage studies, describe

and comment upon particular aspects of current research in the field of heritage studies, show an

appreciation of the uncertainty, ambiguity and limits of knowledge, demonstrate the ability to manage their

own learning, and to make use of scholarly reviews and primary sources.







MODULE LEADER: Andy Pickering OTHER MODULE STAFF:

Summary of Module Content Genealogy; newspapers; trade directories and business records; oral history; photographs and films; biographies; military personnel records; maps; topographical writings; institutions (e.g. schools, workhouses, hospitals); industrial archaeology; homes and vernacular architecture; churches & graveyards; settled communities; approaches to local history in the twentieth and twenty-first centuries



Seminar 30

Tutorial 15


Total 200


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Written exam

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T_

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Coursework

C_

75% 25%

100%

3000 word project

2000 word assignment

Practice P_

0%



Module Resources and Recommended Reading List (Key texts in bold):

Abrams, L (2010), Oral History Theory, Routledge

Alcock, N W (1996), Recording Timber-Framed Buildings: An Illustrated Glossary, Council for British Archaeology

Brooks, P (2006), How to Research Local History, How To Books

Brunskill, R W (2000), Vernacular Architecture: an illustrated handbook, Faber

Brunskill, R W (2006), Timber Building in Britain, Yale

Cocke, T (1982), Recording a Church: An Illustrated Glossary, Council for British Archaeology

Drake, M, Finnegan, R (1994), Studying Family and Community History, Vol 1, from Family Tree to Family History, CUP, Open University

Drake, M, Finnegan, R (1994), Studying Family and Community History, Vol 4, Sources and Methods: A Handbook, CUP, Open University

Dyer, C, Hopper, A, Lord, E, Tringham, R (2011), New Directions in Local History Since Hoskins, University of Hertfordshire Press

Dymond, D (2009), Researching and Writing History: A Guide for Local Historians, Carnegie Press

Durie, B (2013), Documents for Genealogy & Local History, History Press

Golby, J (1994, 1997), Studying Family and Community History, Vol 3, Communities and Families, CUP, Open University

Hall, L, Alcock, N (1994), Fixtures and Fittings in Dated Houses, 1567-1763, Council for British Archaeology

Hall, L (2005), Period House Fixtures and Fittings 1300-1900, Countryside Books

Hey, D (2010), The Oxford Companion to Family and Local History, OUP

Howarth, K (1999), Oral History: A Handbook, Sutton

Levinson M, Silk A (2007), Dreams of the Road: Gypsy life in the West Country, Birlinn

Mytum, H C (2001), Recording and Analysing Graveyards, Council for British Archaeology

Osborn, H (2012), Genealogy: Essential Research Methods, Robert Hale

Palmer, M et al (2012), Industrial Archaeology, Council for British Archaeology

Perks, R, Thomson, A (2006),The Oral History Reader, Routledge

Pevsner, N (2010), Pevsner’s Architectural Glossary, Yale

Pickering, A (2016), History, Heritage and Archaeology: An Introduction, HHA Press

Pryce, W (1994), Studying Family and Community History, Vol 2, From Family History to Community History, CUP, Open University

Rackham, O (1986), The History of the Countryside, Phoenix

Rahtz, P (2001) ‘Chapter 10: Church archaeology and graveyards’, Living Archaeology, Tempus

Ritchie, D A (2005), Doing Oral History: A Practical Guide, OUP

Ritchie, D A (2012 reprint ed.), The Oxford Handbook of Oral History, OUP

Thompson, P (2000), Voice of the Past: Oral History, OUP

Tiller, K (1992) English Local History, Alan Sutton

Yorke, T (2005-7), Georgian & Regency Houses Explained / Victorian Houses Explained / Edwardian Houses Explained, Countryside Books

Journals: Oral History Society Journal The Local Historian Journal of Family History


MODULE CODE: SHHA 303 MODULE TITLE: Archaeology and Landscapes



SHORT MODULE DESCRIPTOR: Based around seminars this module explores the archaeology of

landscape; the importance and meaning of landscape; and how and why humankind interacts with it. The

approach taken will be thematic and theoretical and will involve exploring a wide variety of landscapes from

a range of perspectives.




E2 (OSCE) 0% C2 0% P3 0%





MODULE AIMS: to explore human interaction with and connection to landscape; to explore the varied

character of past human appropriation and construction of landscape; to understand how different societies

used landscape for both functional and ritual purposes; to investigate how different environments have

been used, and critically explore current interpretations; to understand how agriculture, industry, settlement

and monument building for example can re-shaped and alter landscape; to explore and explain a wide

range of landscapes from the functional (i.e. agricultural, industrial, military) to the theoretical (i.e. sacred,

ritual, New Age, contested); to engage critically with thematic, interpretive, accounts of landscape.


demonstrate an ability to identify and successfully interpret numerous landscapes and landscape features

from a wide range of periods and places; an ability to recognise and explain the difference between

functional and sacred landscapes, with reference to recent interpretive work; an awareness of the current

debates that constantly revise interpretations of landscape; knowledge of the way in which humankind

interacts with, appropriates and alters landscape, and be able to identify archaeological traces of such

practices; an ability to engage critically with the interpretation and theoretical debates which surround the

study of landscapes.







MODULE LEADER: Katherine Dray OTHER MODULE STAFF:

Summary of Module Content Methods and approaches in Landscape Archaeology; landscape theory, contested landscapes, New Age landscapes; landscapes of pleasure and leisure; parks and gardens; religious landscapes; industrial landscapes; contemporary landscapes; townscapes; maritime landscapes; battlefields; landscapes of conflict; riverine landscapes; journeying; cultural landscapes; agricultural landscapes; World Heritage Sites; ritual landscapes; landscape theory



Seminar 40

Tutorial 5


Total 200


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Coursework

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50%

50%

Handout linked to presentation

2500 word essay on landscape theory

Practice

P_

100%

Powerpoint presentation


Approved by: Andy Pickering Date: 30 October 2019

Module Resources and Recommended Reading List:

General & Theory Ashmore, W. & Knapp, A.B. (eds,). Archaeologies of Landscape (Oxford: Blackwell, 1999) Aston, M, (Interpreting the Landscape. London: Batsford, 1985) Bender, B. & Winer, M. (eds)., Contested Landscapes: Movement, exile and place (Oxford: Berg, 2001) Bender, B. (ed.), Landscape: politics and perspectives (Oxford: Berg, 1993) Bradley, R., An Archaeology of Natural Places. (London: Routledge, 2000) Bradley, R., The Significance of Monuments on the Shaping of Human Experience in Neolithic and Bronze Age Europe (London: Routledge, 1998) Brophy, K. & Cowley, D., From the Air: Understanding Aerial Archaeology (Stroud: Tempus, 2005) Bowden, M. (ed.), Unravelling the Landscape: an inquisitive approach to archaeology. (Stroud: Tempus, 1999) Carmichael, D.L., Hubert, J., Reeves, B. & Schanche, A. (eds)., Sacred Sites, Sacred Places. London: Routledge, 1997) Cosgrove, D. & Daniels, S., The Iconography of Landscape (Cambridge: Cambridge University Press, 1988) Field, S. & Basso, K.H. (eds)., Senses of Place (Santa Fe: SAR Press, 1996) Hirsh, E. & O’Hanlon, M. (eds).,The Anthropology of Landscape: perspectives on place and space (Oxford: Clarendon Press, 1995) Hoskins, W.G., The Making of the English Landscape (London: Hodder & Stoughton, 1988) Ingold, T., The Appropriation of Nature: essays on human ecology and social relations (Manchester: Manchester University Press, 1986) Ingold, T., The Perception of the Environment: essays in livelihood, dwelling and skill (London: Routledge, 2000) Johnson, M., Ideas of Landscape: an introduction (Oxford: Blackwell, 2006) Muir, R., Landscape Detective: Discovering a Countryside (Windgather Press, 2001) Muir, R., The New Reading the Landscape: Fieldwork in Landscape History. (University of Exeter Press, 2000) Muir, R., Approaches to Landscape (London: Macmillan, 1999) Rippon, S., Historic Landscape Analysis: Deciphering the Countryside (London: CBA [PH16], 2005) Scarre, C. (ed.), Monuments and Landscape in Atlantic Europe (London: Routledge, 2002) Schama, S., Landscape and Memory (London: Fontana, 1995) Stewart, P.J. & Strathern, A. (eds)., Landscape, Memory and History: Anthropological perspectives (London: Pluto Press, 2003) Strang, V., Uncommon Ground: cultural landscapes and environmental values (Oxford: Berg, 1997) Tilley, C., A Phenomenology of Landscape: places, paths and monuments (Oxford: Berg, 1994) Ucko, P.J. & Layton, R. (eds), The Archaeology and Anthropology of Landscape: shaping your landscape (London: Routledge, 1999) Prehistoric Landscapes Bradley, R., The Significance of Monuments on the Shaping of Human Experience in Neolithic and Bronze Age Europe (London: Routledge, 1998) Brück, J. (ed.), Bronze Age Landscapes: tradition and transformation (Oxford: Oxbow Books, 2001) Roman and Anglo-Saxon Landscapes Dark, K. & Dark, P., The Landscape of Roman Britain (Stroud: Sutton, 1997) Fowler, P., Farming in the First Millennium AD (Cambridge: Cambridge University Press, 2002) Hooke, D., The Landscape of Anglo-Saxon England (London: Leicester University Press, 1998) Hooke, D. (ed), Anglo-Saxon Landscape (Manchester: Manchester University Press, 1985) Medieval and Post-Medieval Landscapes Aston, M., Monasteries in the Landscape (Stroud: Tempus, 2000) Bond, J., Monastic Landscapes. (Stroud: Tempus, 2004) Bond, J., Somerset Parks and Gardens: a landscape history (Somerset Books, 1998) Creighton O.H., Castles and Landscapes (Equinox, 2004)

Hill, P. & Wileman, J., Landscapes of War (Stroud: Tempus, 2002) Hooke, D. & Burnell, S. (eds), Landscape and Settlement in Britain AD 400-1066 (Exeter: Exeter University Press, 1995) Liddiard, R., Castles in Context: power, symbolism and landscape 1066 to 1500 (Cheshire: Windgather, 2005) Morris, R., Churches in the Landscape (London: Dent, 1989) Wade Martins, S., Farmers, Landlords and Landscapes: Rural Britain, 1720 to 1870 (Macclesfield: Windgather, 2004) Prior, S.J., A Few Well-Positioned Castles: The Norman Art of War (Stroud: Tempus, 2006) Taigel A. & Williamson, T., Parks and Gardens (London: Batsford, 1995) Trinder, B., The Making of the Industrial Landscape (London: Phoenix, 1997) Williamson, T., Shaping Medieval Landscapes: Settlement, society, environment (Macclesfield: Windgather, 2004) Additional Landscapes Texts for Assignment 2 Bowden, M. et al, The Stonehenge Landscape: Analysing the Stonehenge World Heritage Site (Historic England, 2015) Chippendale, C., Stonehenge Complete, (Thames and Hudson, 2012) Darvill, T., Stonehenge, The Biography of a Landscape, (Stroud, Tempus Publishing, 2006) Gillings, M. & Pollard, J., Avebury, (Gerald Duckworth & Co Ltd, 2004) McKay, G. Senseless Acts of Beauty: Cultures of Resistance Since the Sixties: Cultures of Resistance (Verso, 1996) O’ Kelly, Newgrange: Archaeology, Art and Legend (New Aspects of Antiquity) (Thames and Hudson Ltd, 1988) Parker Pearson, M. Stonehenge: Exploring the greatest Stone Age mystery (Simon & Schuster UK, 2013) Pollard, J. Avebury: Biography of a Landscape (The History Press, 2002) Stout, G., Newgrange and the Bend of the Boyne (Irish Rural Landscapes) (Cork University Press 2002) Stout, G & Stout, M., Newgrange, (Cork University Press 2008) Worthington, A. (Ed). The Battle of the Beanfield (Enabler Publications and Training Services 2005) Worthington, A. (Ed). Stonehenge: Celebration and Subversion(Alternative Albion 2004).

Suggested additional texts for seminars: Alexander, A., Britain's New Towns: Garden Cities to Sustainable Communities (Routledge 2009) Bahn, P., The Archaeology of Hollywood: Traces of the Golden Age (AltaMira Press,U.S. 2014) Dedek, P. B., Hip to the Trip: A Cultural History of Route 66 (University of New Mexico Press, 2007) Efrat, E., TheWest Bank and Gaza Strip: A Geography of Occupation and Disengagement (Routledge, New Ed edition 2006) Ferry, K., Holiday Camps (Shire Publications Ltd 2010) Fiorato, V. et al, Blood Red Roses: The Archaeology of a Mass Grave from the Battle of Towton AD 1461 (Oxbow Books, 2007) Ford, G. & Curry, A., Bosworth 1485: A Battlefield Rediscovered (Oxbow Books, 2013) Harris, R., Lourdes: Body And Spirit in the Secular Age (Penguin, 1999) Hertle, H., The Berlin Wall Story: Biography of a Monument (Christoph Links Verlag 2011) Hodgson, N., Hadrian's Wall: Archaeology and history at the limit of Rome's empire (Robert Hale Ltd, 2017) Johnston, D. E., Roman Villas (Shire Archaeology, 2004) Knudson, D., Route 66 (Shire Library, 2012) Liverpool World Heritage Steering Group, Liverpool: Maritime Mercantile City (Liverpool World Heritage) (University of Chicago Press; 2nd Ed edition, 2009) Lord, M. & Southam, J., Floating Harbour: Landscape History of the Bristol City Docks (Radcliffe Press Ltd. First Edition,1983) Lymbery, P., Farmageddon: The True Cost of Cheap Meat (Bloomsbury Publishing PLC, 2015) Maguire W. A., Belfast: A History (Carnegie Publishing Ltd, 2009) McKay, G., Senseless Acts of Beauty: Cultures of Resistance Since the Sixties: Cultures of Resistance (Verso, 1996) Merriman, P., Driving Spaces: A Cultural-Historical Geography of England's M1 Motorway (RGS-IBG Book Series, 2009)

Pollard, T., Culloden: The History and Archaeology of the Last Clan Battle (Pen & Sword Military, 2012) Smit, T., EDEN anniversary edition (Eden Project Books, 2011) Trinder, B., The Most Extraordinary District in the World: Ironbridge & Coalbrookdale (Phillimore & Co Ltd; Reprint edition 2017) Wade Martins, S., The English Model Farm: Building the Agricultural Ideal, 1700-1914 (Windgather Press, 2002) Watson, C., Seahenge: An Archaeological Conundrum (English Heritage 2005) Wickham-Jones, C., Orkney: A Historical Guide (Birlinn Ltd; 2nd ed. Edition, 2015)

Phenomenology: In Our Time (2015), BBC Radio 4

NB Individual seminars will require additional reading on specific archaeological landscapes. Additional bibliographies will be provided.


MODULE CODE: SHHA 304 MODULE TITLE: Legendary Britain



SHORT MODULE DESCRIPTOR: This module combines the related subjects of HISTORY, HERITAGE

AND ARCHAEOLOGY. It focuses in particular on such legends as those of King Arthur and Robin Hood –

their historical development, their archaeological associations, and their place in contemporary Britain.




E2 (OSCE) 0% C2 0% P3 0%





MODULE AIMS: to develop students’ knowledge and understanding of the processes by which ‘historical’

legends are formed and why they continue to evolve in the contemporary heritage context, to develop

students’ skills in the analysis and interpretation of a wide range of archaeological, historical and

contemporary sources.


demonstrate a systematic understanding of key aspects of the history, heritage and associated

archaeology of British legends, including acquisition of coherent and detailed knowledge; an ability to

deploy accurately established techniques of analysis and enquiry within the investigation of the history,

heritage and archaeology of British legends; the ability to devise and sustain arguments, and/or to solve

problems, using ideas and techniques pertinent to heritage studies; to describe and comment upon

particular aspects of current research in the field of heritage studies; an appreciation of the uncertainty,

ambiguity and limits of knowledge; the ability to manage their own learning, and to make use of scholarly

reviews and primary sources.







MODULE LEADER: Andy Pickering OTHER MODULE STAFF: Dr Sean McGlynn

Summary of Module Content King Arthur and King Alfred: legend and historicity Historical evidence for the Arthurian legends (Gildas, Bede, Nennius, Geoffrey of Monmouth); historical evidence for Alfred the Great (Anglo-Saxon Chronicle, Asser); archaeological evidence for Arthur (Tintagel, South Cadbury, Glastonbury); archaeological evidence for Alfred (coins, jewels, Athelney and Shaftesbury, burhs and palaces); tradition and the development of Alfredian and Arthurian legends up to Malory’s Morte; Arthur and Alfred in the era of the Reformation; romanticism and the Gothic; Victorian reinventions: medievalism, Tennyson, the pre-Raphaelites and Mark Twain; Alfred and Empire; Arthur between the World Wars; the Winchester manuscript, Vinaver and Steinbeck Robin Hood and outlaw legends Approaches to Robin Hood; the earliest ballads and making of the legend; crime and punishment in medieval England; Robin Hood and modern criminals; Hereward the Wake; Eustace the Monk; William of Kensham; heritage sites; other medieval legends



Seminar 40

Tutorial 5


Total 200


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Coursework

C_

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50%

100%

Choice of essays on the history and heritage of the

Robin Hood legend (2500 words)

Choice of essays on the history, heritage and

archaeology associated with King Arthur (2500 words)



Module Resources and Recommended Reading List (Key texts in bold): Legendary Britain

Alexander, M (2005) British Folklore, Myths and Legends, Sutton Westwood, J (2006) The Lore of the Land: a guide to England’s legends, Penguin Wood, Michael (1987) In Search of the Dark Ages, Penguin [contains introductory chapters on King Arthur and Alfred the Great] Wood, Michael (1999) In Search of England, Penguin [contains introductory chapters on King Arthur, Alfred the Great, and Robin Hood]

The Journal of Heritage Tourism King Arthur

Leslie Alcock,'By South Cadbury is that Camelot...', The Excavation of Cadbury Castle 1966-1970(London, 1972). Geoffrey Ashe, King Arthur’s Avalon: the story of Glastonbury (Fontana/Collins, 1957) Geoffrey Ashe (ed.), The Quest for Arthur’s Britain (Paladin, 1968) Geoffrey Ashe, Mythology of the British Isles (London, Methuen, 1990). Mike Ashley, The Mammoth Book of King Arthur (London, Robinson, 2005). Tim Hopkinson-Ball, ‘The Mecca of all irrationality? Frederick Bligh Bond and the archaeology of Glastonbury’, Current Archaeology, 219, June 2008. Richard Barber, ‘Edward III’s Round Table’, History Today, 57, no. 8 (2007) Colleen E. Batty, Tintagel (London, English Heritage, 2010). Martin Biddle, King Arthur’s Round Table: An Archaeological Investigation (Woodbridge, Suffolk: The Boydell Press, 2000). Rodney Castledon, King Arthur: the truth behind the legend Routledge, 2000). John Chandler, John Leland's Itinerary: travels in Tudor England (Alan Sutton, 1993). Brian K. Davison, Tintagel Castle (London, English Heritage, 1999). R. W. Dunning, Arthur, the King in the West (Stroud, Alan Sutton, 1988). Clare Gathercole, An archaeological assessment of Glastonbury (Somerset County Council, 2003). Christina Hardyment, Malory (Harper Collins, 2005). Nick Higham, King Arthur, (The History Press, 2015). Nick Higham, King Arthur: Myth-making and History (Routledge, 2008). Norris J. Lacy (ed.), The New Arthurian Encyclopedia (St James Press, 1991). Alan Lupack, The Oxford Guide to Arthurian Literature and Legend (OUP, 2005). Debra Mancoff, The Return of King Arthur: the legend through Victorian eyes (Pavillion Books, 1995). Philip Marsden, Rising Ground: a search for the spirit of place (London, Granta, 2014). Lee Clark Mitchell, ‘Time loops, and Mark Twain’s A Connecticut Yankee in King Arthur’s Court’, Nineteenth-Century Literature, 54, 2, Sept 1999, pp. 230-248. [see Moodle] Bruce Michelson, ‘Realism, romance, and dynamite: the quarrel of a Connecticut Yankee in King Arthur’s court’, The New England Quarterly, 64, 4, Dec 1991, pp. 609-632. [see Moodle] Christopher Morris, ‘Not King Arthur, but King Someone’, British Archaeology, May, 1995. Christopher Morris, ‘Tintagel’, Current Archaeology, 159, Sept 1998. John Morris, The Age of Arthur (London, Weidenfeld, 1973). Andrew Pickering, Steinbeck and the Matter of Arthur (HHA Press, 2019). Philip Rahtz, ‘Chapter 9: How the Dark Ages in the West were won’, Living Archaeology (Stroud, Tempus, 2001). Philip Rahtz and Lorna Watts, Glastonbury: myth and archaeology (The History Press, 2009) Ralegh-Radford, C. A., and Swanton, Michael, Arthurian Sites in the West (Exeter University Press, 1975, 2002). John Steinbeck, The Acts of King Arthur and his Noble Knights (Heinemann, 1976). Richard Tabor, Cadbury Castle: the hillfort and landscapes (The History Press, 2008). Richard Tabor, ‘Professor Leslie Alcock – memories of Cadbury Castle’, Somerset Archaeology and Natural History, 2005, pp. 221-222. [see Moodle] Charles Thomas, Tintagel: Arthur and Archaeology (Batsford, 1993). Juliette A. Trainor, ‘Symbolism in a Connecticut Yankee in King Arthur’s Court’, Modern Language Notes, 66, 6, June 1951. [see Moodle] R. White, King Arthur in Legend and History (Routledge, 1998).

Mary Williams, ‘King Arthur in History and Legend’, Folklore, 73, 2, 1962, pp. 73-88. [see Moodle] History Today articles

Felix Barker, ‘Morte d’Arthur’, 37, 2, Feb 1987.

Elizabeth Archibald, ‘Merlin: knowledge and power through the ages’, 60, 4, 2010.

Laura Ashe, ‘1155 and the beginnings of fiction’, 65, 1, 2015.

Richard Barber, ‘Looking for the Holy Grail’, 54, 3, 2004.

Richard Barber, ‘Edward III’s round table’, 57, 8, 2007.

Damien Gregory, names and places’ [Tintagel], 40, 4, 1990.

Jessica Hodge, ‘Cadbury Castle’, 18, 12, 1968.

Ronald Hutton, ‘Signposts: King Arthur’, 30, 4, 1980.

Alan MacColl, ‘King Arthur and the making of an English Britain’, 49, 3, 1999.

Richard Mawrey, ‘The mystery of the Glastonbury cross’, 62, 4, 2012.

Nicholas Mee, ‘Sir Gawain: patron’s place’, 62, 1, 2012.

Nicholas Orme, ‘Place and past in medieval England’, 58, 7, 2008.

Julie Peakman, ‘Medieval desire: poise and passion in the Middle Ages’, 61, 8, 2011.

Joann Richardson, ‘An impression of Tennyson’, 23, 11, 1973.

Nigel Saul, Chivalry and the birth of celebrity’, 61, 6, 2011.

William Seymour, ‘The rise of Wessex’, 27, 5, 1977.

Brian Srone, ‘Models of kingship: Arthur in medieval romance’, 37, 11, 1987.

Simon Stirling, ‘King Arthur and the Church’, 62, 8, Aug 2012.

Jon White, ‘Tristan and Isolt’ [historical sources for the legend of], 3, 4, 1953.

Simon Young, ‘Celtic myths: Celtic history?’ [on the limitations of legends as history], 52, 4, 2002.

Primary sources: Monmouth, Gildas etc. Literature: Tennyson, Twain, White, Steinbeck etc. The Holy Grail: In Our Time (2005), BBC Radio 4 Merlin: In Our Time (2005), BBC Radio 4 The Fisher King: In Our Time (2005), BBC Radio 4 Le Morte d’Arthur: In Our Time (2005), BBC Radio 4 Chivalry: In Our Time (2014), BBC Radio 4 Tristan and Iseult: In Our Time (2015), BBC Radio 4

[Rochester University: ‘The Camelot Project’ http://d.lib.rochester.edu/camelot/authors]

King Alfred

Simon Keynes and Michael Lappidge, Alfred the Great: Asser’s ‘Life of King Alfred’ and other Contemporary Sources (Penguin, 1983). John Peddie, Alfred the Good Soldier (Millstream Books, 1989) Justin Pollard, Alfred the Great: The Man Who Made England (John Murray, 2005) Alfred Smythe, King Alfred the Great (OUP, 1995) David Sturdy, Alfred the Great (Constable, 1995) Douglas Woodruff, Alfred the Great (Weidenfeld and Nicolson, 1974) Barbara Yorke, ‘Alfred the Great: The Most Perfect Man in History?”, History Today, 49, Nov 1999 Barbara Yorke, Alfred the Great (the History Press, 2015)

Alfred and the Battle of Edington: In Our Time (2005), BBC Radio 4 Robin Hood

*Holt, J C (1989) Robin Hood, Thames and Hudson* Baldwin, David (2011) Robin Hood,Amberley The Robin Hood Project - http://d.lib.rochester.edu/robin-hood Appleby, J and Dalton, P (2009) Outlaws in Medieval and Early Modern England, Ashgate

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Ayton, Andrew (1992) ‘Military Service and the Development of the Robin Hood Legend in the Fourteenth Century’, Nottingham Medieval Studies 36 Bradbury, J (2010) Robin Hood, Amberley Burgess, Glynn (2009) Two Medieval Outlaws, Brewer Kaufman, Alexander (2011) British Outlaws of History and Literature: Essays on Medieval and Early Modern Figures, McFarland Keen, Maurice (2000) The Outlaws of Medieval Legend, Routledge Knight, Stephen (2009) Robin Hood: A Mythic Biography, Cornell University Press Knight, Stephen (2015) Reading Robin Hood: Content, Form and Reception in the Outlaw Myth, Manchester University Press Lyth, P (2006), 'Selling history in age of industrial decline: heritage tourism in Robin Hood county', XIV International Economic History Congress, Helsinki, 21-25 August, 2006 McGlynn, Sean (2008) By Sword and Fire: Cruelty and Atrocity in Medieval Warfare Weidenfeld and Nicolson [chapter 1] McGlynn, Sean (2012) ‘Eustace the Monk’, Medieval Warfare 2 (6) McGlynn, Sean (2013) ‘The Real Robin Hood’, History Today 63 (3) McGlynn, Sean (2014) ‘William of Kensham: Hero of the Resistance’, Medieval Warfare 3 (6) McGlynn, Sean (2015) Blood Cries Afar: The Magna Carta War and the Invasion of England, 1215-1217, 2ndedn, History Press McGlynn, Sean (2016) ‘The Devil’s Monk’, BBC History Magazine, (September) McGlynn, Sean (2018) Robin Hood, Sharpe Books [e-book] Ohlgren, Thomas (1998) Medieval Outlaws, History Press Pollard A J (2004) Imagining Robin Hood, Routledge Rex, Peter (2013) Hereward, Amberley Robin Hood: In Our Time (2003), BBC Radio 4 Mercian Archaeological Services: Sherwood Forest Archaeology Project


MODULE CODE: SHHA 305 MODULE TITLE: Dissertation



SHORT MODULE DESCRIPTOR: This module provides an opportunity for students to undertake original

research in either HISTORY and/or HERITAGE and/or ARCHAEOLOGY. In this module students prepare

the ground and complete a dissertation of 10-12,000 words including footnotes but excluding bibliography

on a subject of their own choosing, making extensive use wherever possible of primary sources. Lecturing

staff provide tutorial support and assistance with research and writing.




E2 (OSCE) 0% C2 0% P3 0%





MODULE AIMS: to ensure that students establish a viable area of study for research; to require students to

undertake a literature review and locate appropriate primary sources as a prelude to producing the full

dissertation; to enhance student ability to evaluate primary sources, organise their work into a coherent

argument, and bring to fruition research on an extended project, supported by the requisite bibliographical

apparatus.


demonstrate a systematic understanding of key aspects of their research project, including acquisition of

coherent and detailed knowledge; an ability to deploy accurately established techniques of analysis and

enquiry; the ability to devise and sustain arguments, and/or to solve problems, using ideas and techniques

pertinent to their subject; to describe and comment upon particular aspects of current research in the field

of their research; an appreciation of the uncertainty, ambiguity and limits of knowledge; the ability to

manage their own learning, and to make use of scholarly reviews and primary sources.







MODULE LEADER: Andy Pickering OTHER MODULE STAFF: Katherine Dray; Dr Sean McGlynn

Scheme of Work: An initial meeting with the student cohort outlines the aims and requirements of the module and includes discussion of the range of sources that might be consulted. All students are then assigned an individual supervisor, who arranges regular tutorials with each student to discuss issues such as: framing a topic and devising appropriate research questions; developing a project proposal; locating and assessing primary source material; and writing up research findings in an appropriate scholarly format.



Seminar 10

Tutorial 35


Total 200


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Coursework C_

100%

10-12,000 word dissertation

Reading List Greetham, B (2009), How to Write your Undergraduate Dissertation, Palgrave Macmillan

Mounsey, C (2002) Essays and Dissertations, OUP Pickering, A (2016) History, Heritage and Archaeology (third edition), HHA Press Swetnam, D (2000), Writing Your Dissertation, How To Books Learning with University of Plymouth: Writing a Dissertation http://www.plymouth.ac.uk/learn The Royal Literary Fund for guidance on literature reviews; planning and structure; and making an argument: http://www.rlf.org.uk/fellowshipscheme/writing/undergraduatedissertations/index.cfm

Please see the Dissertation Handbook for further guidance (issued to students).



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PS2. Programme Structure

The following provides the current structure diagram for this programme. It enables both full time and part time routes to be compared within a single diagram

as well as any optional modules to be clearly indicated.

FHEQ Level: 6. For: History, Heritage and Archaeology BA (Hons).

F/T Route Year P/T Route Year Core or Option Module Credits Module

1 1 Core 20 AY SHHA301 Body and Soul in Peril: The Medieval World c.1000-1435

1 1 Core 20 AY SHHA302 Contemporary Heritage Projects

1 1 Core 20 AY SHHA303 Archaeology and Landscapes

1 2 Core 20 AY SHHA304 Legendary Britain

1 2 Core 40 AY SHHA305 Dissertation

PS3. Exposition and Mapping of Learning Outcomes, Teaching & Learning and Assessment

Developing graduate attributes and skills, at any level of HE, is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and the where and how these are operationalized. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

Level: 6

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods

Prog Aims

Prog intended Learning Outcomes

Range of Assessments

Related Core Modules

Knowledge / Understanding: For this bachelor level programme the following has been guided by the QAA Honours Degree Subject Benchmarks for Archaeology (6.3, 6.4) and History (2.4, 2.5, 2.7, 2.8, 2.10, 3.1, 3.2, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 6.7, 6.8, 7.1, 7.5, 9.1, 9.2, 9.4 )

By the end of this level of this programme the students will be able to demonstrate for: A threshold pass: command of a substantial body of historical knowledge; an understanding of the varieties of approaches to understanding, constructing, and interpreting the past; a knowledge of concepts and theories derived from the humanities and social sciences; awareness of continuity and change over extended time spans; an understanding of the development of history and archaeology as disciplines and the awareness of different methodologies; an appreciation of the complexity of reconstructing the past, the problematic and varied nature of evidence; knowledge and understanding of the origins and development of heritage studies; appreciation of the historical, social, cultural, ethical, and political contexts of heritage research, management, interpretation, and presentation; familiarity with the diverse sources of evidence used by historians and archaeologists; understanding of the causes of variation in the reliability of different classes of evidence; appreciation of the importance of the recovery of primary data and new information through practical experience in the field.

Primary: Lectures, seminars and tutorials Secondary/Supplementary: Guided independent learning

Research tasks and writing of essays and reports

SHHA 301, 302, 303, 304, 305

An exposition for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme: This programme imparts knowledge and understanding through a range of in-depth academic studies including the study of aspects of the history of Medieval Europe, the history and archaeology of a wide range of landscapes, and the study of chronicle accounts and archaeological sites associated with King Arthur and Robin Hood legends.

Cognitive and Intellectual Skills: For this bachelor level programme the following has been guided by the QAA Honours Degree Subject Benchmarks for Archaeology (6.3, 6.4 ) and History (2.4, 2.5, 2.7, 2.8, 2.10, 3.1, 3.2, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 6.7, 6.8, 7.1, 7.5, 9.1, 9.2, 9.4)

By the end of this level of this programme the students will be able to demonstrate for: A threshold pass: the ability to develop and sustain arguments in a variety of literary forms; an ability to read, analyse and reflect critically and contextually upon contemporary texts and other primary sources; an ability to read, analyse and reflect critically and contextually upon secondary evidence; a command of comparative perspectives, which may include the ability to compare the heritage of different countries, societies, or cultures; the ability to address problems in depth, involving the use of contemporary sources and advanced secondary literature; competence in specialist

Primary: Lectures, seminars and tutorials

Secondary/Supplementary: Guided independent learning

Research tasks and writing of essays and reports

SHHA 301, 302, 303, 304, 305

skills which are necessary for some areas of historical and archaeological analysis and understanding; critical awareness of methodologies for quantifying, analysing and interpreting primary data;

An exposition for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme: Cognitive and intellectual skills are promoted through the study of the modules – all tasks set demand extensive research, analysis, interpretation and evaluation.

Key Transferable Skills: For this bachelor level programme the following has been guided by the QAA Honours Degree Subject Benchmarks for Archaeology (6.5, 6.6) and History (2.9, 3.3)

By the end of this level of this programme the students will be able to demonstrate for: A threshold pass: the ability to work collaboratively and to participate in group discussion; clarity, fluency, and coherence in written expression; clarity, fluency, and coherence in oral expression; an ability to design, research, and present a sustained and independently-conceived piece of writing; the ability to gather and deploy evidence and data to find, retrieve, sort and exchange new information; appreciate and be sensitive to different cultures, and deal with unfamiliar situations; to evaluate critically one's own and others' opinions; make critical and effective use of information retrieval skills using paper-based and electronic resources; engage with relevant aspects of current broad instrumentalist agendas such as global perspectives, employability, enterprise, and creativity.

Primary: Lectures, seminars and tutorials

Secondary/Supplementary: Guided independent learning

Research tasks, writing of essays and reports, oral presentations

SHHA 301, 302, 303, 304, 305

An exposition for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme: This programme develops a wide range of research, analytical and evaluative skills. The holistic nature of the programme develops in particular the skill to think holistically and comparatively in a diverse range of contexts.

Employment Related Skills: For this bachelor level programme the following has been guided by the QAA Honours Degree Subject Benchmarks for Archaeology (6.5, 6.6)

By the end of this level of this programme the students will be able to demonstrate for: A threshold pass: knowledge of the legal and ethical frameworks for research and professional practice; appreciation of the fragile and non-renewable nature of the archaeological resource and the need for sustainable approaches to its use and conservation; ability to assemble coherent research/project designs; appreciate the importance of health and safety procedures and responsibilities; plan, design, execute and

Primary: Lectures, seminars and tutorials Secondary/Supplementary: Guided independent

Maintenance of a PDP, group work

SHHA 302, 303, 304

document a programme of primary research, working independently. learning

An exposition for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme: Building on the vocational thrust of the FdA that prepares most students for this programme, work-related learning remains a key element in this programme. Students are encouraged to maintain a PDP and required to engage in professional way in a range of heritage projects that are relevant to practice within the heritage industry.

Practical Skills: For this bachelor level programme the following has been guided by the QAA Honours Degree Subject Benchmarks for Archaeology (6.5, 6.6)

Primary: Lectures, seminars and tutorials Secondary/Supplementary: Guided independent learning

By the end of this level of this programme the students will be able to demonstrate for: A threshold pass: present effective oral presentations for different kinds of audiences; prepare effective written communications for different readerships; make effective and appropriate use of relevant IT; collaborate effectively in a team via experience of working in a group; make effective and appropriate forms of visual presentation.

Design and participation in contemporary heritage projects

SHHA 302, 303

An exposition for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme: Students are encouraged to undertake work-based learning and/or other forms of work-related learning. They learn a range of practical skills in the module dedicated to contemporary heritage projects (SHHA 302).

PS4. Work Based/Related Learning WBL/WRL is an essential element and therefore needs to be detailed here. However, there should be an employability focus for all HE programmes, through at least Work Related Learning. Therefore, the following section is applicable to all programmes:

Level: 6

WBL/WRL Activity: Logistics Prog Aim

Prog Intended LO Range of Assessments

Related Core Module(s)

Maintenance of a PDP Engagement in contemporary heritage projects Design of contemporary heritage projects

Lectures, seminar and student-led guided learning

1,4,5

QAA Honours Degree Subject Benchmarks for Archaeology (6.5, 6.6) and History (2.9, 3.3)

Design and participation in contemporary heritage projects

SHHA 302 SHHA 305

An exposition to explain this map: The dissertation (SHHA 305) is accompanied by a log which is part of a wider ranging PDP concerning the student’s development during the course of studying at Level 6. Module SHHA 302 involves students studying, designing and carrying out at least two original heritage projects that adhere to industry standards.