programme$quality$ handbook$for$$ 2016$–$17$ ·...

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Truro! and! Penwith! College,! FdA! History,! Heritage! &! Archaeology,! Programme! Quality! Handbook! 2016B17!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Last!saved:!September!2016! ! ! Page!1!of!89!!! !!

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Plymouth$University$

Academic$Partnerships$

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Truro$&$Penwith$College$

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Programme$Quality$

Handbook$for$$

FdA$History,$Heritage$and$Archaeology$

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2016$–$17$!!$$$

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Truro! and! Penwith! College,! FdA! History,! Heritage! &! Archaeology,! Programme! Quality! Handbook! 2016B17!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Last!saved:!September!2016! ! ! Page!2!of!89!!! !!

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Contents$

!1.! Welcome!and!Introduction!to!FdA!History,!Heritage!and!Archaeology!.....................................!3!2.! Programme!Specification!..........................................................................................................!4!3.! Module!Records!......................................................................................................................!29!!

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Truro!and!Penwith!College,!FdA!History,!Heritage!&!Archaeology,!Programme!Quality!Handbook!2016B17!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Last!saved!September!2016! ! Page!3!of!89!

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1.$ Welcome$and$Introduction$to$FdA$

History,$Heritage$and$Archaeology$

The!College! has! a! vibrant! teaching! environment! and!we! hope! that! you! will! enjoy!your! time! studying!with! us.! The!FdA!degree! in!History,!Heritage! and!Archaeology!has! many! distinctive! features! such! as! the! development! of! research! skills! with!guidance! on! an! assortment! of! approaches! that! could! be! taken! and! the! variety! of!methods!that!could!be!used,!including!the!method!of!‘capturing’!oral!history.!!In!both!years! of! the! foundation! degree! strong! links! between! the! students! and! local!employers!are!encouraged!and!employability!skills!developed.!The!heritage!industry!in! Cornwall! offers! particularly! varied! opportunities! for! work! involvement.! The!disciplines!of!history!and!archaeology,!combined!with!the!practical!experience!of!the!modern! heritage! industry! and! its! requirements.! The! rich! historical! resources! of!Cornwall!offer! the!perfect!opportunity! to!experience!history!and!preBhistory! through!their!living!remains,!landscape!and!environment.!!The!programme!has!been!running!now! for! ten! years! and! was! designed! to! meet! local! employer! need! and! student!interest.! This! programme! has! been! designed! to! meet! the! Foundation! Degree!Qualification! Benchmark! (FDQB)! and! is! based! on! a! vocational! experience! of!academic! study.! Assessments! are! often! work! related! and! use! live! briefs! from!employers.!!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!the!Truro!and!Penwith!Student!Handbook!available!on!Digital!Campus!which!contains!student!support!based!information!on!issues!such!as!finance!and!studying!at!HE!along!with!the!University’s!Student!Handbook!!https://www.plymouth.ac.uk/yourBuniversity/governance/studentBhandbook!and!your!Learning,!Teaching!and!Assessment!Handbook!available!on!your!programme!virtual!learning!environment!(Moodle).!

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2.$ Programme$Specification$

!Awarding$Institution:$ Plymouth!University!Teaching$Institution:$ Truro!and!Penwith!College!Accrediting$Body:$ N/A!Language$of$Study:$ English!Mode$of$Study:! FullBtime!Final$Award:! Foundation!Degree![FdA]!Intermediate$Award:$ Certificate!of!Higher!Education!(CertHE)!

!Programme$Title:$

$

FdA!History,!Heritage!and!Archaeology!

UCAS$Code:$ V301!JACS$Code:$ V301!Benchmarks:$ QAA!History!2007!

Foundation!Degree!Qualification!Benchmark!Date$of$Programme$

Approval:$

Sept!2003!

$ !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:! English!and!Mathematics.!

Plus$at$least$one$of$the$following$Level$3$qualifications:$

Level!3:!at!least!one!of!the!following:! !A!Levels!required!to!meet!AS/A2/UCAS!Points!Tariff:$60$points$at$A2$! Normally!in!an!appropriate!subject.!

Advanced!Level!Diploma:! Pass!normally!in!an!appropriate!subject.!BTEC!National!Certificate/Diploma:! Pass!normally!in!an!appropriate!subject.$!HNC/D:! Pass!normally!in!an!appropriate!subject.$!VDA:!AGNVQ,!AVCE,!AVS:! Pass!normally!in!an!appropriate!subject.!

Access!to!HE!or!Year!0!provision:! Pass!all!subjects!accepted!but!arts!or!humanities!related!work!preferred.$!

International!Baccalaureate:! 16!points.!

Irish!/!Scottish!Highers!/!Advanced!Highers:!

!Grade!D!B!33/72!points!respectively!B!All!subjects!accepted!but!arts!related!work!preferred.!

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Work!Experience:! Reviewed!on!an!individual!basis.!Other!nonBstandard!awards!or!experiences:!

Reviewed!on!an!individual!basis.!Plymouth!University!regulations!apply.!

APEL!/!APCL!possibilities:! Reviewed!on!an!individual!basis.!Plymouth!University!regulations!apply.!

Interview!/!Portfolio!requirements:! ALL!applicants!are!to!be!interviewed!!

Independent!Safeguarding!Agency!(ISA)!/!Disclosure!and!Barring!Service!(DBS)!clearance!required:!

No!!

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Aims$of$the$Programme:$$$

!The!programme!will:!!

•! Enable!students!to!enter!an!area!of!professional!employment!with!a!practical!understanding!of!the!heritage!and!history!environment!

•! Develop! knowledge! and! understanding! of! Archaeological! and!Historical! chronologyf! the! role! of! heritage! in! contemporary!societyf!and!a!variety!of!concepts,!theories!and!practices!

•! Promote! the!development! of! key! intellectual,! cognitive,! practical!and!research!skills!!

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Programme$Intended$Learning$Outcomes:$$$

!By!the!end!of!this!programme!the!student!will!be!able!to:!!

•! Demonstrate!knowledge!and!critical!understanding!of!the!wellBestablished!principles!in!History,!Heritage!and!Archaeology!

•! Apply!underlying!concepts!and!principles!outside!the!context!in!which!they!were!first!studied,!and!in!a!work!context!

•! Demonstrate!knowledge!of!the!main!methods!of!enquiry!in!their!subjects!

•! Demonstrate!an!understanding!of!the!limits!of!their!knowledge,!and!how!this!influences!analyses!and!interpretations!based!on!that!knowledge!in!their!field!of!study!and!in!a!work!context!!

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Brief$Description$of$the$Programme$

!This!Foundation!Degree!course!offers!the!study!of!History!with!Heritage!and!Archaeology!as!a!broad!foundation!for!further!specialism,!or!as!a!qualification!in!its!own!right.!Students!will!study!a!wide!range!of!issues!in!local,!national!and!international!contexts!to!analyse!historical!developments!and!consider!the!relationship!of!the!past!to!the!present.!

!The!course!provides!an!opportunity!to!gain!higher!level!skills!and!insights!into!History!in!a!creative!way.!The!academic!modules!bring!to!life!periods!and!issues!from!the!past!and!the!way!that!History!is!presented!and!used!by!society.!Other!modules!relate!historical!skills!to!work!practices,!developing!an!understanding!of!how!historical!study!can!enhance!employment!skills!and!opportunities.!!!

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Programme+Structure+and+Pathways+The!following!structure!diagram!provides!the!current!structure!for!this!programme.!It!enables!the!stage!of!both!full!time!and!part!time!routes!to!be!compared!within!the!single!diagram!as!well!as!any!mixes!for!option!modules!to!be!clearly!indicated.!+

FHEQ+Level:!4.+For:+FdA!History,!Heritage!and!Archaeology!F/T+Route+Year! P/T+Route+Year! Core+or+Option+Module! Credits! Module!

1! No!P/T! CORE! 20! TCPH114!An!Introduction!to!the!Development!of!Heritage!in!Britain!

1! No!P/T! CORE! 20! TCPH115!The!Making!of!Britain:!1348B1707!

1! No!P/T! OPTION!1A! 20! TCPH116!Uncovering!our!Heritage:!Theory!and!Practice!in!Archaeology!

1! No!P/T!OPTION!1B!

(SHARED!WITH!FdSc!Archaeology)!

20! TCPH123!Excavations,!PostBExcavations!and!Museums!

1! No!P/T! OPTION!2A! 20! TCPH126!The!English!Crown!and!its!Celtic!Neighbours,!871B1327!



20!TCPH124!

Archaeology!and!Environment!from!Prehistory!to!Roman!Times!

1! No!P/T! CORE! 20!TCPH121!

The!History!and!Literature!of!Cornish!Mining:!a!Study!of!its!Impact!on!the!Construction!of!a!Distinct!Cultural!Identity!

1! No!P/T! CORE! 20! TCPH125!What!is!History?!

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!FHEQ+Level:!5.+For:+FdA!History,!Heritage!and!Archaeology!

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


Parliaments!and!Peoples:!1603B!1707!


Conflict!Resolution:!!A!History!of!International!Relations!In!The!Wake!of!War!

2! No!P/T! CORE! 20!

TCPH220!Issues!and!Ethics!!

in!the!Public!Presentation!of!the!Past_!!Heritage!in!the!PostB!Modern!

2! No!P/T! CORE! 20! TCPH221!Industry!and!Society!in!Britain:!1750B1900!

2! No!P/T! OPTION!1A! 20!TCPH222!

Final!Major!Project!!

2! No!P/T! OPTION!1A! 20! TCPH223!Research!Methods!



40!TCPH224!Professional!Report!

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Progression+Route(s)+!Students!who!successfully!achieve!the!FdA!in!History,!Heritage!and!Archaeology!will!be!allowed!to!progress!to!stage!3!B.A.!(Hons)!History!at!Plymouth!University.!!Because!the!FdA!course!has!been!designed!in!consultation!with!the!History!department!at!Plymouth!there!is!no!requirement!for!bridging!modules.!!!

!!Exceptions+to+Plymouth+University+Regulations+!None!!!

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Exposition-and-Mapping-of-Learning-Outcomes,-Teaching-&-Learning-and-Assessment-!!!

Level:!4.!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!subBbachelor!level!programme!the!following!has!been!informed!by!the!Foundation!Degree!Qualification!Benchmark!(FDQB),!as!well!as!QAA!Subject!Benchmark(s)”.!QAA!History!2007.!

!2,!3a,!4!and!

6!!

!History!–!

12.1,!12.3,!12.4!Archaeology!–!3.1!3.2!

!Fd!

Paragraph!27.1!!

Fd!27.4!!

•! Essays/projects/dissertations!

•! Examinations/!Tests!

•! Coursework/!!!!!!!!groupwork!on!!!!!!!!!!!!!!!!!!practical!application!questions!

TCPH!114!TCPH!115!

!!!TCPH!116!TCPH!126!TCPH!121!TCPH!125!

!

By!the!end!of!this!level!of!this!programme!the!students!will!be!able!to!demonstrate!for:!

i)! Knowledge!of!the!underlying!concepts!and!principles!associated!with!there!are(s)!of!study,!and!an!ability!to!evaluate!and!interpret!these!within!the!context!of!that!area!of!study!principles!of!their!area(s)!of!studyZ-!

Primary:!•! Lectures!and!tutorials!•! Directed!independent!

study!•! Learning!from!work!

experience!!Secondary/Supplementary:!

! ! ! !

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!History!

!!12.1!

The!ability!to!understand!how!people!have!existed,!acted!and!thought!in!the!alwaysBdifferent!context!of!the!past.![B]!

12.3!!The!appreciation!of!the!complexity!and!diversity!of!situations,!events!and!past!mentalities.!!This!emphasis!is!central!to!History’s!character!as!an!antiBreductionist!discipline!fostering!intellectual!maturity.![B]!

12.4!!!The!understanding!of!the!problems!in!the!historical!recordZ!appreciation!of!the!range!of!problems!involved!in!the!interpretation!of!complex,!ambiguous,!conflicting!and!often!incomplete!evidenceZ!a!feeling!for!the!limitations!of!knowledge!and!the!dangers!of!simplistic!explanations.![B]!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Archaeology-

3.1!!!!!Demonstrate!knowledge!and!understanding!of!the!origins!and!development!of!archaeology!(B)!

3.2!!!!!Familiarity!with!the!basic!concepts!which!!!! underpin!the!subject!(B)!!!-

•! Case!studies!•! ProblemBsolving!exercisesZ!

sourceBbased!exercises!

By!the!end!of!the!programme!the!student!will!be!able!to!demonstrate!knowledge!and!understanding!of:!!•! The!Historian’s!skills!in!analysing!how!people!have!existed,!acted!and!thought!in!the!always!different!context!of!the!past-•! The!origins!and!development!of!Archaeology!as!a!discipline-Cognitive-and-Intellectual-Skills:-!For!this!subBbachelor!level!programme!the!following!has!been!informed!by!the!Foundation!

! ! ! ! !

!!


Degree!Qualification!Benchmark!(FDQB),!as!well!as!QAA!Subject!Benchmark(s)”.!QAA!History!2007.!!By!the!end!of!this!level!of!this!programme!the!students!will!be!able!to!demonstrate!for:!ii)!!!!!!!An!ability!to!present,!evaluate,!and!

interpret!qualitative!and!quantitative!data,!to!develop!lines!of!argument!and!make!sound!judgements!in!accordance!with!basic!theories!and!concepts!of!their!subject(s)!of!study.!

12.2!!!The!ability!to!read!and!use!texts!and!other!source!materials,!both!critically!and!empathetically,!while!addressing!questions!of!genre,!content,!perspective!and!purpose.![B]!

12.3!!The!appreciation!of!the!complexity!and!diversity!of!situations,!events!and!past!mentalities.!!This!emphasis!is!central!to!History’s!character!as!an!antiBreductionist!disciple!fostering!intellectual!maturity,![B].!

12.4!!!The!understanding!of!the!problems!in!the!historical!recordZ!awareness!of!a!range!of!viewpoints!and!the!way!to!cope!with!thisZ!appreciation!of!the!range!of!problems!involved!in!the!interpretation!of!complex,!ambiguous,!conflicting!and!often!incomplete!evidenceZ!a!feeling!for!the!limitations!of!knowledge!and!the!dangers!of!simplistic!explanations.![B]!

12.5!!Basic!critical!skills,!a!recognition!that!statements!are!not!all!equal!validityZ!that!there!are!ways!of!testing!themZ!and!that!historians!operate!by!rules!of!intellectual!integrity!and!maturity.![B]!

12.6!!Intellectual!independenceZ!ability!to!set!tasks!and!solve!problems.!!This!involves!bibliographic!skills,!the!ability!to!gather,!

Primary:!!!

•! Class!exercises!•! Tutorial/seminar!

discussions!•! Feedback!via!coursework!

assessment!process!(essays!etc.)!

!Secondary/Supplementary:!•! Case!studies!•! ProblemBsolving!exercisesZ!


!2,3a,3c,4,5,6!!

History!12.2B12.6!!

Archaeology!3.3B3.5!

!

•! Key!knowledge!and!understanding!is!assessed!via!a!combination!of!multiple!choice!tests,!examinations,!essays,!presentations!and!seminar!performances.!

TCPH!114!TCPH!115!


!

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sift,!select,!organise!and!synthesise!large!quantities!of!evidence.![B]!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Archaeology-3.3!!!!!Appreciation!of!the!importance!of!the!

recovery!of!primary!date!through!practical!experience!(B)!

3.4!!!!!Broad!and!comparative!knowledge!of!the!archaeology!of!selected!geographical!regions!(B).!

3.5!!!!Broad!and!comparative!knowledge!of!the!archaeology!of!selected!chronological!regions!(B).!

!By!the!end!of!the!programme!the!student!will!be!able!to:!!•! Appreciate!the!complexity!and!diversity!of!situations,!events!and!past!mentalities!•! Understand!the!problems!in!the!historical!record!and!the!limitations!of!knowledge!!•! Appreciate!the!problems!involved!in!the!interpretation!of!complex,!conflicting,!ambiguous!and!often!incomplete!evidence!•! Marshall!and!critically!appraise!other!people’s!arguments!Key-Transferable-Skills:!!For!this!subBbachelor!level!programme!the!following!has!been!informed!by!the!Foundation!Degree!Qualification!Benchmark!(FDQB),!as!well!as!QAA!Subject!Benchmark(s)”.!QAA!History!2007.!!

! ! ! ! !

By!the!end!of!this!level!of!this!programme!the!students!will!be!able!to!demonstrate!for:!a)!!!!!!Evaluate!the!appropriateness!of!different!

approaches!to!solving!problems!related!to!their!area(s)!of!study!and/or!workZ!

12.6!!Intellectual!independenceZ!ability!to!set!tasks!and!solve!problems.!!This!involves!bibliographic!skills,!the!ability!to!gather,!sift,!select,!organise!and!synthesise!large!quantities!of!evidence.![B]!

12.5!!Basic!critical!skillsZ!a!recognition!that!

Primary:--•! Library!and!other!research!

exercises!•! Group!work!awareness!

and!practice!•! ComputerBbased!learning!

and!assessment!Secondary/Supplementary:!•! Class!and!seminar!

interactions!and!feedback!.!

!1,2,3,4,5,6!!

.History!14.5,!12.6,!12.7!

!Archaeology!

4.5!!

-

•! Coursework!of!all!types!

•! Examination!preparation!and!completion!

•! Assessed!discussions!

•! Group!work!assessments.!

TCPH!114!TCPH!115!


!

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statements!are!not!all!equal!validityZ!that!there!are!ways!of!testing!themZ!and!that!historians!operate!by!rules!of!evidence,!though!themselves!subject!to!critical!evaluationZ!are!also!a!component!of!intellectual!integrity!and!maturity.![B]!

B)!!!!!!Communicated!the!results!of!their!study/work!accurately!and!reliably,!and!with!structured!and!coherent!argumentsZ!

12.7!!!Marshalling!of!arguments!–!in!written!and!oral!form!and!presenting!all!the!above!skills.!!Such!arguments!should!have!structureZ!it!should!be!relevant!and!concise.!!In!the!case!of!written!argument!it!should!be!expressed!in!clear,!lucid!and!coherent!prose.!!Orally!it!should!involve!the!capacity!to!sustain!and!reasoned!line!of!argument!in!the!face!of!others,!to!listen!in!sustained!debate,!and!amend!views!as!necessary!in!the!light!of!evidence!and!argument.![B]!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Archaeology-4.5!!Marshall!and!critically!appraise!other!

people’s!arguments,!produce!logical!and!structured!arguments!supported!by!relevant!evidence!both!through!effective!written!communication!and!oral!presentations!for!different!readership!(B).!

!!By!the!end!of!the!programme!the!student!will!be!able!to:!!•! Read!and!use!texts!and!other!source!materials,!both!critically!and!empathetically!!•! Exercise!intellectual!independence!in!the!ability!to!gather,!sift,!select,!organise!and!synthesise!large!quantities!of!evidence!•! Marshall!arguments!in!written!and!oral!form!•! Appreciate!and!be!sensitive!to!different!cultures!•! Collaborate!effectively!in!a!team!via!experience!of!working!in!a!group!!

!!


Employment-Related-Skills:!!For!this!subBbachelor!level!programme!the!following!has!been!informed!by!the!Foundation!Degree!Qualification!Benchmark!(FDQB),!as!well!as!QAA!Subject!Benchmark(s)”.!QAA!History!2007.!!

! ! ! ! !

By!the!end!of!this!level!of!this!programme!the!students!will!be!able!to!demonstrate!for:!b)!!!!!!!Undertake!further!training!and!develop!

new!skills!within!a!structured!and!managed!environmentZ!

c)!!!!!!!!Qualities!and!transferable!skills!necessary!for!employment!requiring!the!exercise!of!personal!responsibility.!

12.6!!!Intellectual!independenceZ!ability!to!set!tasks!and!solve!problems.!!This!involves!bibliographic!skills,!the!ability!to!gather,!sift,!select,!organise!and!synthesise!large!quantities!of!evidence.![B]!

!

Primary:!!•! Case!studies!•! ProblemBsolving!exercisesZ!

sourceBbased!exercises!•! Library!and!other!research!

exercises!Secondary/Supplementary:!•! Directed!independent!


experience!!!

1.3,!4,!5,!6! History!12.6!!Archaeology!Fd!27.2!–!27.8!


•! Project!work!•! presentations!and!

seminar!performances!

•! Coursework/!groupwork!on!!!!!!!!!!!!!!!!!!practical!application!questions!

!!

TCPH!114!TCPH!115!


!

An!exposition!for!embedding!Employment!Related!Skills!through!Teaching!&!Learning!and!Assessment!at!this!level!of!the!programme:!By!the!end!of!the!programme!the!student!will!be!able!to:!!•! Plan,!design!and!execute!a!programme!of!primary!research,!acting!independently!•! Make!critical!and!effective!use!of!information!retrieval!skills,!using!paperBbased!and!electronic!resources!•! Select!and!apply!appropriate!statistical!techniques!to!process!data!•! Understand!the!institutional!context!of!History,!Heritage!and!Archaeology!Practical-Skills:!!For!this!subBbachelor!level!programme!the!following!has!been!informed!by!the!Foundation!Degree!Qualification!Benchmark!(FDQB),!as!well!as!QAA!Subject!Benchmark(s)”.!QAA!History!2007.!!

! ! ! ! !

!!


By!the!end!of!this!level!of!this!programme!the!students!will!be!able!to!demonstrate!for:!12.2!!The!ability!to!read!and!use!texts!and!other!

source!materials,!both!critically!and!empathetically,!while!addressing!questions!of!genre,!content,!perspective!and!purpose.![B]!


12.5!!Basic!critical!skillsZ!a!recognition!that!statements!are!not!all!of!equal!validityZ!that!there!are!ways!of!testing!them,!and!that!historians!operate!by!rules!of!evidence,!though!themselves!subject!to!critical!evaluationZ!are!also!a!component!of!intellectual!integrity!and!maturity.![B]!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Archaeology-4.1!!!!!Practices!core!fieldwork!techniques!of!

identification,!surveying,!recording!and!sampling.!

4.2!!!!!Discover!and!recognise!the!archaeological!significance!of!material!remains!and!landscapes.!

4.4!!!!!Observe!and!describe!different!classes!of!primary!archaeological!data,!and!objectively!record!their!characteristics.!!!

4.9!!!!!Collaborate!effectively!in!a!team!via!experience!of!working!in!a!group,!for!example!through!fieldwork!and/or!project!work.!

4.10!!!Appreciate!the!importance!of!safety!procedures!and!responsibilities.!

4.11!!!Appreciate!and!be!sensitive!to!different!cultures,!and!deal!with!unfamiliar!situations.!

!

Primary:!!•! Projects!•! Designated!tasks!•! Lectures!and!tutorials!Secondary/Supplementary:!•! Learning!from!work!!

2,!3A,!4,!6!!

History!12.2,!12.5,!12.6!!!!!

Archaeology!4.1,!4.2,!4.4!4.9!–!4.11!

!Fd!27.2,!27.3!27.4,!27.5,!27.7!27.8!

.!

-•! Project!work!•! Competence!in!a!

range!of!communication!techniques!

!

TCPH!114!TCPH!115!


!

!!


By!the!end!of!the!programme!the!student!will!be!able!to:!•! Practice!core!fieldwork!techniques!•! Recognise!the!archaeological!significance!of!material!remains!and!landscapes!!

Work-Based/Related-Learning-!!!

Level:!4.!WBL/WRL-Activity:- Logistics- Prog-Aim- Prog-Intended-LO- Range-of-

Assessments-Related-Core-Module(s)-

Professional!Report!Case!Study!Research!Professional!Project!!

Additional!to!college!based!hours!Heritage!sector!arranged!by!students.!

WorkBrelatedness!is!integral!to!the!modules,!and!many!specifically!offer!you!the!opportunity!to!experience!the!world!of!work,!even!if!you!are!studying!full!time.!An!employable!graduate!is!one!who!is!able!to!meet!the!requirements!of!employers!and!fulfil!their!career!aspirations!at!a!graduate!level.!They!will!be!able!to!apply!the!skills,!knowledge!and!personal!qualities!developed!during!their!programme,!in!the!workplace!and!other!contexts.!!

•! demonstrate! and!apply! graduate!attributes!and!skills!

•! demonstrate!and!apply!career!management!skills:!e.g.!preparing!effectively!for!the!recruitment!and!selection!process!

•! demonstrate!and!apply!lifelong!learning!skills:!e.g.!reflecting!critically!on!academic,!personal!and!professional!development,!identifying!and!articulating!achievements!and!planning!for!the!future!

•! demonstrate!

!!Life!History!Project!Report!Period!Case!Study!from!range!of!archaeological!sites!Cornish!Tin!Mining!Case!Study!Heritage!Project!!

TCPH125!TCPH116!TCPH114!

!!!!!!!!!TCPH121!TCPH126!

!!

!!


business!and!organisational!awareness:!e.g.!understand!changing!working!practices,!including!selfBemployment,!with!particular!reference!to!the!professions!and!sectors!relating!to!their!programme!of!study!

•! demonstrate!an!international!outlook:!e.g.!understanding!the!attributes!and!breadth!of!outlook!appropriate!for!working!in!a!global!economy.!

WBL!and!WRL,!in!its!various!forms,!is!one!of!the!major!defining!characteristics!of!the!History,!Heritage!and!Archaeology!Foundation!Degree.!It!plays!a!central!role!in!enabling!students!to!apply!academic!study!to!workplace!environments!and!problems.!In!its!turn,!the!programme!of!study!enables!students!to!integrate!knowledge!and!skills!developed!in!WBL!/!WRL!into!project!work!and!study!in!taught!modules.!!!

!


!Level:!5!

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!subBbachelor!level!programme!the!following!has!been!informed!by!the!Foundation!Degree!Qualification!Benchmark!(FDQB),!as!well!as!QAA!Subject!Benchmark(s)”.!QAA!History!2007.!

!

2,!3a!2,!3c,!4!5,!6!

2,!3c,!4,!6!!!

!History!–!

12.1,!12.3!Fd!27.1B27.2!12.3,!12.4,!12.6!Fd!27.1,!27.2,!27.5!12.4!Fd!27.1,!27.3,!27.4!Archaeology!–!3.2,!3.4!

•! Essays/projects/dissertations!

•! Examinations/!Tests!

•! Coursework/!!!!!!!!groupwork!on!!!!!!!!!!!!!!!!!!practical!application!questions!

TCPH!218!TCPH!219!TCPH!220!TCPH!221!TCPH!222!TCPH!223!

!


i)! !Knowledge!and!critical!understanding!of!the!wellBestablished!principles!of!their!area(s)!of!study,!and!the!way!in!which!those!principles!have!developed[!!

History!!

!12.1!

The!ability!to!understand!how!people!have!existed,!acted!and!thought!in!the!alwaysBdifferent!context!of!the!past.![B]!

12.3!!The!appreciation!of!the!complexity!and!diversity!of!situations,!events!and!past!

Primary:!•! Lectures!and!tutorials!•! Directed!independent!


experience!!Secondary/Supplementary:!•! Case!studies!•! ProblemBsolving!exercisesZ!


! ! ! !

!


mentalities.!!This!emphasis!is!central!to!History’s!character!as!an!antiBreductionist!discipline!fostering!intellectual!maturity.![B]!

ii)! knowledge!of!the!main!methods!of!enquiry!in!their!subject(s)*!

!12.2!Thee!ability!to!read!and!use!texts!and!other!source!materials,!both!critically!and!empathetically,!while!addressing!questions!of!genre,!content,!perspective!and!purpose.![B]!12.5!!!Basic!critical!skillsZ!a!recognition!that!

statements!are!not!all!of!equal!validityZ!that!there!are!ways!of!testing!themZ!and!that!historians!operate!by!rules!of!evidence,!though!themselves!subject!to!critical!evaluationZ!are!also!a!component!of!intellectual!integrity!and!maturity.![B]!!


iv).!An!understanding!of!the!limits!of!their!knowledge,!and!how!this!influences!analyses!and!interpretations!based!on!that!knowledgeZ!

12.3!!The!understanding!of!the!problems!in!the!historical!recordZ!awareness!of!a!range!of!viewpoints!and!the!way!to!cope!with!thisZ!appreciation!of!the!range!of!problems!involved!in!the!interpretation!of!complex,!ambiguous,!conflicting!and!often!incomplete!evidenceZ!a!feeling!for!the!limitations!of!knowledge!and!the!dangers!of!simplistic!explanations.![B]!

!!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Archaeology-3.2!!!!!Familiarity!with!the!basic!concepts!which!!!

!


! underpin!the!subject!(B)!!!3.4!!Understanding!of!the!relationship!between!the!practice!of!archaeology!and!the!institutional!context!of!that!practice![B].!-!By!the!end!of!the!programme!the!student!will!be!able!to!demonstrate!knowledge!and!understanding!of:!!•! The!Historian’s!skills!in!analysing!how!people!have!existed,!acted!and!thought!in!the!always!different!context!of!the!past-•! The!origins!and!development!of!Archaeology!as!a!discipline--Cognitive-and-Intellectual-Skills:-!For!this!subBbachelor!level!programme!the!following!has!been!informed!by!the!Foundation!Degree!Qualification!Benchmark!(FDQB),!as!well!as!QAA!Subject!Benchmark(s)”!QAA!History!2007.!!

! ! ! ! !

By!the!end!of!this!level!of!this!programme!the!students!will!be!able!to!demonstrate!for:!ii)!!!!!!!ability!to!apply!underlying!concepts!and!

principles!outside!the!context!in!which!they!were!first!studied.**!

12.2!!!The!ability!to!read!and!use!texts!and!other!source!materials,!both!critically!and!empathetically,!while!addressing!questions!of!genre,!content,!perspective!and!purpose.![B]!

12.4!!!The!understanding!of!the!problems!in!the!historical!recordZ!awareness!of!a!range!of!viewpoints!and!the!way!to!cope!with!thisZ!appreciation!of!the!range!of!problems!involved!in!the!interpretation!of!complex,!ambiguous,!conflicting!and!often!incomplete!evidenceZ!a!feeling!for!the!limitations!of!knowledge!and!the!dangers!of!simplistic!explanations.![B]!

!12.6!!Intellectual!independenceZ!ability!to!set!

Primary:!!!

•! Class!exercises!•! Tutorial/seminar!

discussions!•! Feedback!via!coursework!

assessment!process!(essays!etc.)!

.!Secondary/Supplementary:!•! Case!studies!•! ProblemBsolving!exercisesZ!

sourceBbased!exercises.!

!2,3a,3c,4,5,6!!

History!12.2,!12.3,!12.6!

!Archaeology!4.2.B4.3!Fd!27.2,!27.3,!27.5,!27.8!

!

•! Key!knowledge!and!understanding!is!assessed!via!a!combination!of!multiple!choice!tests,!examinations,!essays,!presentations!and!seminar!performances.!


!

!


tasks!and!solve!problems.!!This!involves!bibliographic!skills,!the!ability!to!gather,!sift,!select,!organise!and!synthesise!large!quantities!of!evidence.![B]!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Archaeology-4.2!!!discover!and!recognise!the!archaeological!

significance!of!material!remains!and!landscapes!

4.3!interpret!spatial!data,!integrating!theoretical!models,!traces!surviving!in!presentBday!landscapes,!and!excavation!data.!!!!

!By!the!end!of!the!programme!the!student!will!be!able!to:!!•! Appreciate!the!complexity!and!diversity!of!situations,!events!and!past!mentalities!•! Understand!the!problems!in!the!historical!record!and!the!limitations!of!knowledge!!•! Appreciate!the!problems!involved!in!the!interpretation!of!complex,!conflicting,!ambiguous!and!often!incomplete!evidence!•! Marshall!and!critically!appraise!other!people’s!arguments!Key-Transferable-Skills:!!For!this!subBbachelor!level!programme!the!following!has!been!informed!by!the!Foundation!Degree!Qualification!Benchmark!(FDQB),!as!well!as!QAA!Subject!Benchmark(s)”.!QAA!History!2007.!!

! ! ! ! !

By!the!end!of!this!level!of!this!programme!the!students!will!be!able!to!demonstrate!for:!iii)!continued…*!and!ability!to!evaluate!critically!the!appropriateness!of!different!approaches!to!solving!problems!in!the!field!of!studyZ!a)! use!a!range!of!established!techniques!to!

initiate!and!undertake!critical!analysis!of!information,!and!to!propose!solutions!to!problems!arising!from!that!analysisZ!

12.2!!!The!ability!to!read!and!use!texts!and!other!source!materials,!both!critically!and!empathetically,!while!addressing!questions!of!genre,!content,!perspective!

Primary:--•! Library!and!other!research!

exercises!•! Group!work!awareness!

and!practice!•! ComputerBbased!learning!

and!assessment!Secondary/Supplementary:!•! Class!and!seminar!

interactions!and!feedback!.!

!1,2,3,4,5,6!!

.History!12.2B12.6!!

Archaeology!4.8!

Fd!27.1B27.5!27.7,!27.8!

!History!12.7!Archaeology!

4.5!Fd!27.6!

!

-


•! Examination!preparation!and!completion!

•! Assessed!discussions!

•! Group!work!assessments.!

TCPH!218!TCPH!219!TCPH!220!TCPH!221!TCPH!222!TCPH!223!.!

!


and!purpose.![B]!12.3!!The!appreciation!of!the!complexity!and!diversity!of!situations,!events!and!past!mentalities.!!This!emphasis!is!central!to!History’s!character!as!an!antiBreductionalist!discipline!fostering!intellectual!maturity.![B]!12.4!!!The!understanding!of!the!problems!in!the!

historical!recordZ!awareness!of!a!range!of!viewpoints!and!the!way!to!cope!with!thisZ!appreciation!of!the!range!of!problems!involved!in!the!interpretation!of!complex,!ambiguous,!conflicting!and!often!incomplete!evidenceZ!a!feeling!for!the!limitations!of!knowledge!and!the!dangers!of!simplistic!explanations.![B]!

12.5!!!Basic!critical!skillsZ!a!recognition!that!statements!are!not!all!of!equal!validityZ!that!there!are!ways!of!testing!themZ!and!that!historians!operate!by!rules!of!evidence,!though!themselves!subject!to!critical!evaluationZ!are!also!a!component!of!intellectual!integrity!and!maturity.![B]!!


B)!!!!!!Communicated!the!results!of!their!study/work!accurately!and!reliably,!and!with!structured!and!coherent!argumentsZ!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Archaeology-4.8!!!!!Select!and!apply!appropriate!statistical!

techniques!to!process!archaeological!data,!recognising!the!potential!and!limitations!of!such!technique!

b)!!effectively!communicate!information,!arguments,!and!analysis,!in!variety!of!forms,!to!specialist!and!nonBspecialist!audiences,!and!deploy!key!techniques!of!the!discipline!effectivelyZ!

12.7!Marshalling!of!argument!–!in!written!and!

!


oral!form!and!presenting!all!the!above!skills.!!Such!arguments!should!have!structureZ!it!should!be!relevant!and!concise.!!In!the!case!of!written!argument!it!should!be!expressed!in!clear,!lucid!and!coherent!prose.!!Orally!it!should!involve!the!capacity!to!sustain!a!reasoned!line!of!argument!in!the!face!of!others,!to!listen!in!sustained!debate,!and!amend!views!as!necessary!in!the!light!of!evidence!and!argument.![B].!

4.5!!Marshall!and!critically!appraise!other!people’s!arguments,!produce!logical!and!structured!arguments!supported!by!relevant!evidence!both!through!effective!written!communication!and!oral!presentations!for!different!readership!(B).!

!By!the!end!of!the!programme!the!student!will!be!able!to:!!•! Read!and!use!texts!and!other!source!materials,!both!critically!and!empathetically!!•! Exercise!intellectual!independence!in!the!ability!to!gather,!sift,!select,!organise!and!synthesise!large!quantities!of!evidence!•! Marshall!arguments!in!written!and!oral!form!•! Appreciate!and!be!sensitive!to!different!cultures!•! Collaborate!effectively!in!a!team!via!experience!of!working!in!a!group!Employment-Related-Skills:!!For!this!subBbachelor!level!programme!the!following!has!been!informed!by!the!Foundation!Degree!Qualification!Benchmark!(FDQB),!as!well!as!QAA!Subject!Benchmark(s)”.QAA!History!2007.!!!

! ! ! ! !


iii)! continued…!**including,!where!appropriate,!the!application!of!those!principles!in!an!employment!contextZ![N.B.!the!cognitive!and!

Primary:!!•! Case!studies!•! ProblemBsolving!exercisesZ!

sourceBbased!exercises!•! Library!and!other!research!

exercises!

1,!3b,!4,!5,!6! History!12.5,!12.6!!Archaeology!4.9,!4.10!!


•! Project!work!•! presentations!and!

seminar!performances!


!


practical!skills!defined!above!are!all!applicable!in!different!employmentBrelated!circumstances]!

!c)! !!!!!!undertake!further!training,!develop!

existing!skills!and!acquire!new!competencies!that!will!enable!them!to!assume!significant!responsibilities!within!organisationsZ!

!!!!!!d)!qualities!and!transferable!skills!necessary!!!!!for!employment!requiring!the!exercise!of!personal!responsibility!and!decision!making.!12.5!!!Basic!critical!skillsZ!a!recognition!that!

statements!are!not!all!of!equal!validityZ!that!there!are!ways!of!testing!themZ!and!that!historians!operate!by!rules!of!evidence,!though!themselves!subject!to!critical!evaluationZ!are!also!a!component!of!intellectual!integrity!and!maturity.![B]!!

!12.6!!!Intellectual!independenceZ!ability!to!set!

tasks!and!solve!problems.!!This!involves!bibliographic!skills,!the!ability!to!gather,!sift,!select,!organise!and!synthesise!large!quantities!of!evidence.![B]!

Secondary/Supplementary:!•! Directed!independent!


experience!!!

Fd!27.2,!27.3,!27.5,!27.7,!27.8!

•! Coursework/!groupwork!on!!!!!!!!!!!!!!!!!!practical!application!questions!

!!

!

By!the!end!of!the!programme!the!student!will!be!able!to:!!•! Plan,!design!and!execute!a!programme!of!primary!research,!acting!independently!•! Make!critical!and!effective!use!of!information!retrieval!skills,!using!paperBbased!and!electronic!resources!•! Select!and!apply!appropriate!statistical!techniques!to!process!data!•! Understand!the!institutional!context!of!History,!Heritage!and!Archaeology!Practical-Skills:!!For!this!subBbachelor!level!programme!the!following!has!been!informed!by!the!Foundation!Degree!Qualification!Benchmark!(FDQB),!as!well!as!QAA!Subject!Benchmark(s)”.!QAA!History!2007.!.!

! ! ! ! !!!!TCPH!218!TCPH!219!TCPH!220!TCPH!221!TCPH!222!TCPH!223!

!


!By!the!end!of!this!level!of!this!programme!the!students!will!be!able!to!demonstrate!for:!12.2!!The!ability!to!read!and!use!texts!and!other!

source!materials,!both!critically!and!empathetically,!while!addressing!questions!of!genre,!content,!perspective!and!purpose.![B]!

12.3!!!The!appreciation!of!the!complexity!and!!!!diversity!of!situations,!events!and!past!mentalities.!!This!emphasis!is!central!to!History’s!character!as!an!antiBreductionalist!discipline!fostering!intellectual!maturity.![B]!12.4!!!The!understanding!of!the!problems!in!the!

historical!recordZ!awareness!of!a!range!of!viewpoints!and!the!way!to!cope!with!thisZ!appreciation!of!the!range!of!problems!involved!in!the!interpretation!of!complex,!ambiguous,!conflicting!and!often!incomplete!evidenceZ!a!feeling!for!the!limitations!of!knowledge!and!the!dangers!of!simplistic!explanations.![B]!

12.5!!!Basic!critical!skillsZ!a!recognition!that!statements!are!not!all!of!equal!validityZ!that!there!are!ways!of!testing!themZ!and!that!historians!operate!by!rules!of!evidence,!though!themselves!subject!to!critical!evaluationZ!are!also!a!component!of!intellectual!integrity!and!maturity.![B]!

12.6!!!Intellectual!independenceZ!ability!to!set!tasks!and!solve!problems.!!This!involves!bibliographic!skills,!the!ability!to!gather,!sift,!select,!organise!and!synthesise!large!quantities!of!evidence.![B].!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Archaeology-4.3!!!!!Interpret!spatial!data,!integrating!

theoretical!models,!traces!surviving!in!present!day!

4.6!!!!!Plan,!design!and!execute!a!programme!of!primary!research,!working!

Primary:!!•! Projects!•! Designated!tasks!•! Lectures!and!tutorials!Secondary/Supplementary:!•! Learning!from!work!!

2,!3,!4,!6!!

History!12.2B12.6!

!!!!

Archaeology!4.3,!4.6,!4.7,!

4.8!!

Fd!27.1B3,!27.5,!27.6.!

-•! Project!work!•! Competence!in!a!

range!of!communication!techniques!

!

!!

!


independently!4.7!!!!!Make!critical!use!of!information!retrieval!

skills!using!paperBbased!and!electronic!resources!

4.8!!!!!!Select!and!apply!appropriate!statistical!techniques!to!process!archaeological!data,!recognising!the!potential!and!limitations!of!such!techniques.!

!By!the!end!of!the!programme!the!student!will!be!able!to:!•! Practice!core!fieldwork!techniques!•! Recognise!the!archaeological!significance!of!material!remains!and!landscapes!!

Work-Based/Related-Learning-!!

Level:!5.!WBL/WRL-Activity:- Logistics- Prog-Aim- Prog-Intended-LO- Range-of-

Assessments-Related-Core-Module(s)-

Professional!Project!Primary!and!Secondary!Research!Project!Seminar!Presentations!and!Reports!!

Additional!to!college!based!hours!Heritage!sector!arranged!by!students,!Coursework,!Seminar!work.!

WorkBrelatedness!is!integral!to!the!modules,!and!many!specifically!offer!you!the!opportunity!to!experience!the!world!of!work,!even!if!you!are!studying!full!time.!An!employable!graduate!is!one!who!is!able!to!meet!the!requirements!of!employers!and!fulfil!their!career!aspirations!at!a!graduate!level.!They!will!be!able!to!apply!the!skills,!

•! demonstrate! and!apply! graduate!attributes!and!skills!

•! demonstrate!and!apply!career!management!skills:!e.g.!preparing!effectively!for!the!recruitment!and!selection!process!

•! demonstrate!and!apply!lifelong!learning!skills:!e.g.!reflecting!critically!on!academic,!personal!and!professional!

!!Primary!research!Case!study!Secondary!research!Case!study!Issues!and!Ethics!Case!Study!Seminar!Presentation!Seminar!Presentation!Report!Research!Project!!

!!!!!!!!!!!TCPH!218!TCPH!219!TCPH!220!TCPH!221!TCPH!222!TCPH!223!

!!

!


knowledge!and!personal!qualities!developed!during!their!programme,!in!the!workplace!and!other!contexts.!!

development,!identifying!and!articulating!achievements!and!planning!for!the!future!

•! demonstrate!business!and!organisational!awareness:!e.g.!understand!changing!working!practices,!including!selfBemployment,!with!particular!reference!to!the!professions!and!sectors!relating!to!their!programme!of!study!

•! demonstrate!an!international!outlook:!e.g.!understanding!the!attributes!and!breadth!of!outlook!appropriate!for!working!in!a!global!economy.!

WBL!and!WRL,!in!its!various!forms,!is!one!of!the!major!defining!characteristics!of!the!History,!Heritage!and!Archaeology!Foundation!Degree.!It!plays!a!central!role!in!enabling!students!to!apply!academic!study!to!workplace!environments!and!problems.!In!its!turn,!the!programme!of!study!enables!students!to!integrate!knowledge!and!skills!developed!in!WBL!/!WRL!into!project!work!and!study!in!taught!modules.!!!

--

!


3.& Module&Records&&SECTION&A:!DEFINITIVE&MODULE&RECORD.!Proposed!changes!must!be!submitted!via!Faculty!Quality!Procedures!for!approval!and!issue!of!new!module!code.!!MODULE&CODE:!!TCPH114! MODULE&TITLE:!!An!Introduction!to!the!Development!

of!Heritage!in!Britain!&CREDITS:!!20! FHEQ!LEVEL:!!4! JACS&CODE:!!V700!&PRECREQUISITES:!!None! COCREQUISITES:!!None! COMPENSATABLE:!!Y!&&SHORT&MODULE&DESCRIPTOR:&!This!module!studies!the!Heritage!phenomenon!through!exploring!its!intellectual!and!philosophical!roots!and!how!historical!events!and!individuals!have!been!presented!to!the!general!public.!!The!20th!century!can!be!argued!to!represent!the!key!period!for!defining!heritage!and!we!aim!to!examine!the!concept!of!heritage!and!its!role,!including!the!intellectual!paradigms!of!modernism!and!postBmodernism.&!ELEMENTS&OF&ASSESSMENT&(Use!HESA!KIS!definitions)!WRITTEN!EXAMINATION! COURSEWORK! PRACTICE!

E1!(Formally!scheduled)!! xx%& C1& 100%& P1&&& xx%!or!Pass/Fail&

E2&(OSCE)!! xx%! C2! xx%! P3&! xx%!or!Pass/Fail!

T1!(inBclass!test)! xx%! A1& xx%! ! !&SUBJECT&ASSESSMENT&PANEL&Group&to&which&module&should&be&linked:!!FdA!History,!Heritage!and!Archaeology!&Professional&body&minimum&pass&mark&requirement:!!40%!&MODULE&AIMS:!

•! To!examine!the!major!theories!which!has!structured!the!context!in!which!heritage!has!been!pursued!since!the!17th!century!

•! Trace!the!relationship!between!history!and!archaeology!and!how!these!have!developed!and!contributed!to!heritage!

•! To!consider!the!social!and!political!influences!that!have!shaped!the!development!of!heritage!in!the!C20th!!

•! Assess!the!extent!to!which!heritage!represents!a!‘democratisation!of!the!past’!&ASSESSED&LEARNING&OUTCOMES:&(additional!guidance!below)!At!the!end!of!the!module!the!learner!will!be!expected!to!be!able!to:&&

1.! Identify!the!main!currents!of!intellectual!theory!that!has!structured!how!heritage!has!developed!

2.! Explain!the!significance!of!specific!examples!and!the!resultant!heritage!centres!in!the!development!of!heritage!

3.! Develop!an!awareness!of!the!provisional!and!subjective!nature!of!all!heritage!interpretation!4.! Evaluate!the!contributions!made!by!past!writers!and!thinkers!within!the!context!of!public!

access!to!the!past!5.! Propose!possible!reasons!or!causes!for!the!rise!and!enduring!popularity!of!heritage!

!


!DATE&OF&APPROVAL:!!Sept!2010!!!!!!!!!!!!!!!!!!!! FACULTY/OFFICE:&Academic!Partnerships!DATE&OF&IMPLEMENTATION:!Sept!2010!!!!!!!!!!!!!!!!!!!!SCHOOL/PARTNER:&Truro!&!Penwith!College!DATE(S)&OF&APPROVED&CHANGE:!Sept!2010!!!!!!!!!!!!!!!!!!!!TERM:!!Autumn/Spring!!!!!!Additional!notes!(for!office!use!only):!!!!!!!!!!!!&Additional&Guidance&for&Learning&Outcomes:!!To&ensure&that&the&module&is&pitched&at&the&right&level&check&your&intended&learning&outcomes&against&the&following&nationally&agreed&standards&&&

•! Framework!for!Higher!Education!Qualifications!!http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf!!

•! Subject!benchmark!statements!http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECTBGUIDANCE/Pages/SubjectBbenchmarkBstatements.aspx!!

•! SEEC!level!descriptors!http://www.seec.org.uk/academicBcredit/seecBcreditBlevelBdescriptorsB2010!(scroll!to!pdf!link!at!bottom!of!page)!

•! Professional,!regulatory!and!statutory!(PSRB)!accreditation!requirements!(where!necessary!e.g.!health!and!social!care,!medicine,!engineering,!psychology,!architecture,!teaching,!law)!

•! QAA!Quality!Code!http://www.qaa.ac.uk/AssuringStandardsAndQuality/qualityBcode/Pages/default.aspx&

!


SECTION&B:&DETAILS&OF&TEACHING,&LEARNING&AND&ASSESSMENT&&Items!in!this!section!must!be!considered!annually!and!amended!as!appropriate,!in!conjunction!with!the!Module!Review!Process.!Some!parts!of!this!page!may!be!used!in!the!KIS!return!and!published!on!the!extranet!as!a!guide!for!prospective!students.!Further!details!for!current!students!should!be!provided!in!module!guidance!notes.!&ACADEMIC&YEAR:&2016/17& NATIONAL&COST&CENTRE:!!126!&MODULE&LEADER:!!MICHAEL!DYMOND! OTHER&MODULE&STAFF:!!PAUL!

BONNINGTON/MARILLA!WALKER&&Summary&of&Module&Content&&Background!to!heritage!in!Britain!

•! The!Historical!context!of!heritageh!rediscovering!the!past!•! British!legislation!relating!to!protecting!and!preserving!the!past!•! The!emergence!of!the!museumh!institutionalising!the!past,!1750!–!1900!CE!•! Heritage!before!the!C20th!–!themes!and!meanings!

Making!sense!of!Heritage:!theorising!heritage!in!the!C20th!•! Heritage!theory!in!the!modern!•! Heritage!theory!in!the!postBmodern!•! Heritage!in!actionh!presenting!the!past!•! Heritage!and!identity!•! International!heritage!–!UNESCO!•! The!National!Trust!–!preservers!of!the!nation’s!heritage?!•! ThemeBpark!Britain!

!&SUMMARY&OF&TEACHING&AND&LEARNING&(Use!HESA!KIS!definitions)!(This!summary!is!indicative!of!what!may!be!taught)!Scheduled&Activities&& Hours& Comments/Additional&Information&Lecture! 30! !Seminar!! 15! !Tutorial!! 5! !Project!Supervision! 10! !Demonstration! ! !Practical!Classes!&!Workshops! ! !Supervised!Time!in!Studio/Workshop! ! !Fieldwork! ! !External!Visits! ! !Work!Based!Learning! ! !Guided!Independent!Study! 140! !Other! ! !Total& 200& (NB:!1!credit!=!10!hours!of!learningh!10!credits!=!100!

hours,!etc)!!

!


Category!

(mode!of!

assessment)!

Element!

Component!

Name!

Component!

weighting!

Comments!

Include!links!

to!learning!

objectives!

Written!exam!E1! &

&%!%!

!

T1! &&

%!%!

!

Coursework! C1!

Essay!Project!Proposal!Project!&

40%!10%!50%!

Total!=!100%!

ALOs!1!B!5!!ALOs!2,!3,!5!ALOs!2,!3,!5!

Practice! P1! !&

%!%!

!

!Updated&by:&&MICHAEL!DYMOND&Date:&&Sept.!2016&

Approved&by:!MARILLA!WALKER!!!Date:!Sept.!2016!

&Recommended&Texts&and&Sources:!Stamp,!G.,!(2010),!Lost!Victorian!Britain:!How!the!Twentieth!Century!Destroyed!the!Nineteenth!Century’s!Architectural!Masterpieces,!London:!Aurum!Press!Ltd!!Waal,!E.!D.,!(2010),!The!Hare!with!Amber!Eyes:!A!Hidden!Inheritance,!London:!Chatto!&!Windus.!!Lowenthal,!D.,!(2003),!The!Heritage!Crusade!and!the!Spoils!of!History,!Cambridge:!Cambridge!University!Press.!!

•! Useful!articles!can!be!found!in!the!following:!!

HT! History!Today!HJ! Historical!Journal!HR! Historical!Research!!IRSH! International!Review!of!Social!History!JMH! Journal!of!Modern!History!P&P! Past!and!Present!SH! Social!History!!&&&&

!


SECTION&A:!DEFINITIVE&MODULE&RECORD.!Proposed!changes!must!be!submitted!via!Faculty!Quality!Procedures!for!approval!and!issue!of!new!module!code.!!

MODULE&CODE:!!TCPH115! MODULE&TITLE:!!The!Making!of!Britain,!1348B1707!&CREDITS:!!20! FHEQ!LEVEL:!!4! JACS&CODE:!!!!V210!&PRECREQUISITES:!!None! COCREQUISITES:!!None! COMPENSATABLE:!!Y!&&SHORT&MODULE&DESCRIPTOR:&(max!425!characters)!This!module!is!an!introduction!to!the!history!of!Britain,!and!to!the!skills!required!for!the!study!of!history.!!It!is!focused!on!concepts!of!continuity!and!change.!!The!online!lectures!are!supported!by!seminars!in!which!students!are!introduced!to!the!range!of!documents!used!as!evidence,!and!the!skills!required,!and!by!practical!workshops!in!which!they!are!introduced!to!a!variety!of!investigative!techniques!and!key!skills.!!ELEMENTS&OF&ASSESSMENT&(Use!HESA!KIS!definitions)!WRITTEN!EXAMINATION! COURSEWORK! PRACTICE!




•! To!introduce!students!to!the!variety!of!historical!perspectives!related!to!development!over!time!

•! To!examine!how!change!takes!place!•! To!analyse!the!process!of!change!in!order!to!identify!causes!•! To!develop!the!students’!appreciation!of!the!range!and!variety!of!documentary!evidence!used!by!historians!and!the!models!required!to!interpret!it!

•! To!introduce!students!to!a!range!of!methodological!skills!and!techniques!(see!vocational!modules)!

&ASSESSED&LEARNING&OUTCOMES:&(additional!guidance!below)!At!the!end!of!the!module!the!learner!will!be!expected!to!be!able!to:&&1.! Construct!a!coherent!account!of!the!characteristic!development!of!British!society!and!government!

2.! Evaluate!given!interpretations!of!the!past!based!on!difference!temporal!and!spatial!perspectives!

3.! Analyse,!evaluate!and!apply!selected!documentary!sources!to!a!given!problem!4.! Understand!the!range!and!role!of!sources!of!evidence!in!an!historical!investigation&

!DATE&OF&APPROVAL:!!Sept!2010!!!!!!!!!!!!!!!!!!!! FACULTY/OFFICE:&Academic!Partnerships!DATE&OF&IMPLEMENTATION:!Sept!2010!!!!!!!!!!!!!!!!!!!!SCHOOL/PARTNER:&Truro!&!Penwith!College!DATE(S)&OF&APPROVED&CHANGE:!Sept!2010!!!!!!!!!!!!!!!!!!!!

TERM:!!Autumn/Spring!!

!


!Additional!notes!(for!office!use!only):!!!!!!!!!!!!&Additional&Guidance&for&Learning&Outcomes:!!To&ensure&that&the&module&is&pitched&at&the&right&level&check&your&intended&learning&outcomes&against&the&following&nationally&agreed&standards&&&






!


SECTION&B:&DETAILS&OF&TEACHING,&LEARNING&AND&ASSESSMENT&Items!in!this!section!must!be!considered!annually!and!amended!as!appropriate,!in!conjunction!with!the!Module!Review!Process.!Some!parts!of!this!page!may!be!used!in!the!KIS!return!and!published!on!the!extranet!as!a!guide!for!prospective!students.!Further!details!for!current!students!should!be!provided!in!module!guidance!notes.!&ACADEMIC&YEAR:&2016/17& NATIONAL&COST&CENTRE:!!!!139!&MODULE&LEADER:!!MARILLA!WALKER! OTHER&MODULE&STAFF:!!&&Summary&of&Module&Content&&•! Political,!Economic!and!Cultural!developments!throughout!the!period!will!be!studied!with!particular!attention!upon!the!following!potential!turning!points:!•! The!Black!Death!!•! The!Reformation!!•! The!Civil!War!•! The!Glorious!Revolution!•! 1707!Act!of!Union&&SUMMARY&OF&TEACHING&AND&LEARNING&(Use!HESA!KIS!definitions)!(This!summary!is!indicative!of!what!may!be!taught)!Scheduled&Activities&& Hours& Comments/Additional&Information&Lecture! 30! !Seminar!! 15! !Tutorial!! 5! !Project!Supervision! ! !Demonstration! ! !Practical!Classes!&!Workshops! ! !Supervised!Time!in!Studio/Workshop! ! !Fieldwork! ! !External!Visits! ! !Work!Based!Learning! ! !Guided!Independent!Study! 150! !Other! ! !Total& 200& (NB:!1!credit!=!10!hours!of!learningh!10!credits!=!100!

hours,!etc)!!

Category!

(mode!of!

assessment)!

Element!

Component!

Name!

Component!

weighting!

Comments!

Include!links!

to!learning!

objectives!

Written!exam! E1! & %! !T1! & %! !

Coursework! C1!Source!Based!Assessment!Essay!

40%!60%!

TOTAL!=!100%!

ALOs!3!and!4!ALOs!1!B!4!!

Practice! P1! & %! !!Updated&by:&&MARILLA!WALKER&Date:&&Sept.!2016&

Approved&by:!!EUAN!BEATTIE!Date:!!Sept.!2016!

!


&Recommended&Texts&and&Sources:!Thompson,!John!A.!F.!(1983),!The!Transformation!of!Medieval!England,!1370S1529,!London:!Longman.!MacCulloch,!Diarmaid!(2003),!Reformation,!London:!Allen!Lane.!Coward,!Barry!(1994),!The!Stuart!Age,!London:!Longman.!!


HT! History!Today!HJ! Historical!Journal!HR! Historical!Research!!IRSH! International!Review!of!Social!History!JMH! Journal!of!Modern!History!P&P! Past!and!Present!SH! Social!History!!&&!!

!


SECTION&A:!DEFINITIVE&MODULE&RECORD.!Proposed!changes!must!be!submitted!via!Faculty!Quality!Procedures!for!approval!and!issue!of!new!module!code.!!MODULE&CODE:!!TCPH116! MODULE&TITLE:!!Uncovering!Our!Heritage:!Theory!

and!Practice!in!Archaeology!&CREDITS:!!20! FHEQ!LEVEL:!!4! JACS&CODE:!!V400!&PRECREQUISITES:!!None! COCREQUISITES:!!None! COMPENSATABLE:!!Y!&&SHORT&MODULE&DESCRIPTOR:&!This!module! is!divided! into!three!elements,!which!progressively!provide!students!with!an!outline! to! the! practice! of! Archaeology! and! the! relationship! between! Archaeology! and!History.! ! A! close! study! of! Archaeology! sites! in! Cornwall! will! demonstrate! the! diverse!nature! of! archaeological! practice! that! encompasses! prehistory,! medieval,! early! modern!and!industrial!periods.!!ELEMENTS&OF&ASSESSMENT&(Use!HESA!KIS!definitions)!WRITTEN!EXAMINATION! COURSEWORK! PRACTICE!




•! Introduce!the!concept!of!landscape!as!a!social!and!cultural!product!that!has!evolved!over!thousands!of!years!

•! Critically!evaluate!the!relationship!between!archaeological!remains!and!historical!sources!and!evidence!in!the!context!of!landscape!

•! Provide!the!skills!to!identify!the!key!processes!of!change!in!the!context!of!landscape!

•! Examine!the!variety!of!evidence!with!which!to!reconstruct!past!landscapes!&ASSESSED&LEARNING&OUTCOMES:&(additional!guidance!below)!At!the!end!of!the!module!the!learner!will!be!expected!to!be!able!to:&&1.! Evaluate!current!theories!concerning!the!study!of!cultural!landscapes!in!prehistoric!Britain!

2.! Interpret!both!archaeological!and!historical!features!in!the!landscapes!from!a!variety!of!sourcesh!maps,!documents,!field!remains!and!the!urban!environment!

3.! Understand!the!relationship!between!different!forms!of!archaeological!and!historical!remains!

(selected!from!Knowledge!and!Understandingh!Cognitive/intellectual!skillsh!Key/transferable!skillsh!Practical!skills!B!see!SEEC!level!!descriptors)&

!!

!


DATE&OF&APPROVAL:!!June!2013!!!!!!!!!!!!!!!!!!!!FACULTY/OFFICE:&Academic!Partnerships!DATE&OF&IMPLEMENTATION:!Sept!2013!!!!!!!!!!!!!!!!!!!!SCHOOL/PARTNER:&Truro!&!Penwith!

College!DATE(S)&OF&APPROVED&CHANGE:&June!‘13!

TERM:!!Autumn/Spring!

!!!Additional!notes!(for!office!use!only):!!!!!!!!!!!!&Additional&Guidance&for&Learning&Outcomes:!!To&ensure&that&the&module&is&pitched&at&the&right&level&check&your&intended&learning&outcomes&against&the&following&nationally&agreed&standards&&&






!


SECTION&B:&DETAILS&OF&TEACHING,&LEARNING&AND&ASSESSMENT&Items!in!this!section!must!be!considered!annually!and!amended!as!appropriate,!in!conjunction!with!the!Module!Review!Process.!Some!parts!of!this!page!may!be!used!in!the!KIS!return!and!published!on!the!extranet!as!a!guide!for!prospective!students.!Further!details!for!current!students!should!be!provided!in!module!guidance!notes.!&ACADEMIC&YEAR:&2016/17& NATIONAL&COST&CENTRE:!!126!&MODULE&LEADER:!!MICHAEL!DYMOND!!

OTHER&MODULE&STAFF:!!PAUL!BONNINGTON&

&Summary&of&Module&Content&&

•! An!introduction!to!nonBdestructive!or!intrusive!archaeological!field!techniques&•! Aerial!photography,!Field!walking,!Geophysics,!Survey,!Environmental!sampling&•! General!introduction!to!British!Prehistory&•! Medieval!and!early!modern!buildings&•! Case!studies!–!examples!from!prehistory,!medieval,!early!modern!and!industrial!sites&

&SUMMARY&OF&TEACHING&AND&LEARNING&(Use!HESA!KIS!definitions)!(This!summary!is!indicative!of!what!may!be!taught)!Scheduled&Activities&& Hours& Comments/Additional&Information&Lecture! 30! !Seminar!! 15! !Tutorial!! 5! !Project!Supervision! ! !Demonstration! ! !Practical!Classes!&!Workshops! ! !Supervised!Time!in!Studio/Workshop! ! !Fieldwork! ! !External!Visits! ! !Work!Based!Learning! ! !Guided!Independent!Study! 150! !Other! ! !Total& 200& (NB:!1!credit!=!10!hours!of!learningh!10!credits!=!100!

hours,!etc)!!

Category!

(mode!of!

assessment)!

Element!

Component!

Name!

Component!

weighting!

Comments!

Include!links!

to!learning!

objectives!

Written!exam!

E1! & %! !T1! & %! !

Coursework! C1!Essay!Case!Study!!&

40%!60%!

TOTAL!=!100%!

ALOs!1!–!3!ALOs!1!–!3!

Practice! P1! & %! !!!

!


&Updated&by:&&MICHAEL!DYMOND&Date:&&Sept.!2016&

Approved&by:!!MARILLA!WALKER!Date:!!Sept.!2016!

&&Recommended&Texts&and&Sources:!Chitty,!Gail!and!Baker,!David!(1999),!Managing!Historic!Sites!and!Buildings,!London:!Routledge.!Darvil,!T.!2000.!!Prehistoric!Britain,!London:!Routledge!Hunter,!J!&!Ralston,!I.!(eds)!1999!The!Archaeology!of!Britain,!London:!Routledge.!Shanks,!M!&!Tilley,!C.!1987.!Reconstructing!ArchaeologyW!Theory!and!Practice,!London:!Routledge!Todd,!M.!1987.!The!Archaeology!of!SouthSwest!England,!London:!Longman!


Antiquity!Cornish!Archaeology!Cornish!Mining!World!Heritage!Site!Newsletter!Current!Archaeology!Industrial!Archaeology!Review!Internet!Archaeology!Past!PostBMedieval!Archaeology!Proceedings!of!the!Prehistoric!Society!Trevithick!Society!Journal! &&&

!


SECTION&A:!DEFINITIVE&MODULE&RECORD.!Proposed!changes!must!be!submitted!via!Faculty!Quality!Procedures!for!approval!and!issue!of!new!module!code.!!MODULE&CODE:!!TCPH121! MODULE&TITLE:!!The!History!and!Literature!of!

Cornish!Mining:!A!Study!of!its!Impact!on!the!Construction!of!a!Distinct!Cultural!Identity!

&CREDITS:!!20! FHEQ!LEVEL:!!4! JACS&CODE:!!V321!&PRECREQUISITES:!!None!

COCREQUISITES:!!None!

COMPENSATABLE:!!Y!&

&SHORT&MODULE&DESCRIPTOR:&(max!425!characters)!The! role! of! mining! as! a! heritage! resource! in! Cornwall! will! be! examined,! with! a!consideration!of!its!legacy!and!effect!on!Cornish!cultural!identity.!!This! module! examines! the! emergence,! rise! and! decline! of! mining! in! Cornwall! and!evaluates! its! social! significance! in! the! past! and! for! the! present.! ! An! examination! of!contemporary!literary!texts,!other!primary!and!secondary!sources!and!consideration!of!the!landscape!as!text!will!inform!the!study.!!The!impact!upon!economic,!industrial!and!cultural!development!will!be!explored.!!&!ELEMENTS&OF&ASSESSMENT&(Use!HESA!KIS!definitions)!WRITTEN!EXAMINATION! COURSEWORK! PRACTICE!

E1!(Formally!scheduled)!! 50%& C1& 50%& P1&&& xx%!or!Pass/Fail&


T1!(inBclass!test)! xx%! A1& xx%! ! !&SUBJECT&ASSESSMENT&PANEL&Group&to&which&module&should&be&linked:!!FdA!History,!Heritage!and!Archaeology!and!FdA!English!Studies!&Professional&body&minimum&pass&mark&requirement:!!40%!&MODULE&AIMS:!

•! To!encourage!students!to!critically!evaluate!the!economic,!social!and!cultural!impact!of!mining!in!Cornwall!

•! To!consider!attitudes!towards!and!development!of!the!construction!of!heritage!using!Cornwall!as!a!case!study!

•! To!enable!students!to!identify!key!moments,!explore!evidence!from!historical!and!literary!resources!and!explore!their!significances!

•! To!explore!the!creation!of!identity!through!cultural!processes!•! To!develop!and!reflect!on!skills!relevant!to!employment!in!the!cultural!heritage!industry!!!

&ASSESSED&LEARNING&OUTCOMES:&(additional!guidance!below)!At!the!end!of!the!module!the!learner!will!be!expected!to!be!able!to:&&1.! Evaluate!a!range!of!sources!relevant!to!a!historical!or!literary!investigation!of!the!development!of!identity,!nationhood!or!heritage!

2.! Demonstrate!awareness!of!how!social!context!affects!textual!meanings!

!


3.! Demonstrate!an!understanding!of!the!concept!of!cultural!identity!4.! Demonstrate!the!ability!to!investigate!specific!instances!of!the!creation!of!identity!using&concepts!of!heritage,!history!and!literary!studies!

5.! Undertake!a!vocationally!linked!task!within!a!heritage/literary!cultural!context!&

!DATE&OF&APPROVAL:!!Sept!2011!!!!!!!!!!!!!!!!!!!FACULTY/OFFICE:&Academic!Partnerships!DATE&OF&IMPLEMENTATION:!Sept!2013!!!!!!!!!!!!!!!!!!!SCHOOL/PARTNER:& Truro! &! Penwith!

College!DATE(S)& OF& APPROVED& CHANGE:! Sept!2011!!!!!!!!!!!!!!!!!!!!

TERM:!!Spring/Summer!

!Additional!notes!(for!office!use!only):!!!!!!!!!!&Additional&Guidance&for&Learning&Outcomes:!!To&ensure&that&the&module&is&pitched&at&the&right&level&check&your&intended&learning&outcomes&against&the&following&nationally&agreed&standards&&&






!


SECTION&B:&DETAILS&OF&TEACHING,&LEARNING&AND&ASSESSMENT&Items!in!this!section!must!be!considered!annually!and!amended!as!appropriate,!in!conjunction!with!the!Module!Review!Process.!Some!parts!of!this!page!may!be!used!in!the!KIS!return!and!published!on!the!extranet!as!a!guide!for!prospective!students.!Further!details!for!current!students!should!be!provided!in!module!guidance!notes.!&ACADEMIC&YEAR:&2016/17& NATIONAL&COST&CENTRE:!!139!&MODULE&LEADER:!PAUL!BONNINGTON!

OTHER&MODULE&STAFF:!MICHAEL!DYMOND!&

&Summary&of&Module&Content&&This!module!will!look!at!the!development!of!Cornish!mining!and!the!growth!of!ancillary!trades,!including!its!impact!on!Cornwall!in!the!past!and!present,!considering!both!its!imprint!on!the!Cornish!landscape!and!on!Cornish!identity.!A!selection!of!texts,!literary!and!nonBliterary,!will!facilitate!the!investigation!of!different!representations!of!Cornishness.!!&&SUMMARY&OF&TEACHING&AND&LEARNING&(Use!HESA!KIS!definitions)!(This!summary!is!indicative!of!what!may!be!taught)!Scheduled&Activities&& Hours& Comments/Additional&Information&Lecture! 30! !Seminar!! 15! !Tutorial!! 5! !Project!Supervision! ! !Demonstration! ! !Practical!Classes!&!Workshops! ! !Supervised!Time!in!Studio/Workshop! ! !Fieldwork! ! !External!Visits! ! !Work!Based!Learning! ! !Guided!Independent!Study! 150! !Other! ! !Total& 200& (NB:!1!credit!=!10!hours!of!learningh!10!credits!=!100!

hours,!etc)!!

Category!

(mode!of!

assessment)!

Element!

Component!

Name!

Component!

weighting!

Comments!

Include!links!

to!learning!

objectives!

Written!exam!

E1!Written!exam!&

100%!Evaluating,! analysing! and! crossBreferencing!the!sources!provided!ALOs!1!B!4!

T1! & %! !

Coursework! C1! Case!Study& 100%! ALOs!1!B!5!!!

Practice! P1! & %! !!

!


Updated&by:&&PAUL!BONNINGTON&Date:&&Sept.!2016&


&Recommended&Texts&and&Sources:!!Barton,!D.!B.,! (1967),!A!History!of!Tin!Mining!and!Smelting! in!Cornwall,!Truro:!Bradford!Barton.!!Buckley,!A.!J.,!(1992),!The!Cornish!Mining!Industry,!Penryn:!Tor!Mark!Press.!!Dawe.!R.!D.,!(1998),!Cornish!Pioneers!in!South!Africa:!‘Gold!and!Diamonds,!Copper!and!Blood’,!St!Austell,!Cornish!Hillside!Publications.!!Gerrard,!S.,!(1998),!Early!British!Tin!Mining,!London:!Tempus.!!Henwood,!G.,!(1972),!Cornwall’s!Mines!and!Miners,!Truro:!Bradford!Barton.!!Hunter,!J.!&!Ralston,!I.,!(1993),!Archaeological!Resource!Management!in!the!UK,!London:!Sutton!Publishing!Ltd.!!Jenkin,!A.!K.!H.,!(2004),!Cornish!Miner,!Launceston:!Westcountry!Books!!!Payton,!P.,!(2005),!The!Cornish!Overseas,!Cornwall:!Cornwall!Editions!Limited!!!

•! Useful!articles!can!be!found!in!the!following:!HT! History!Today!HJ! Historical!Journal!HR! Historical!Research!!IRSH! International!Review!of!Social!History!JMH! Journal!of!Modern!History!P&P! Past!and!Present!SH! Social!History!The!following!Archaeology!journals!will!also!be!useful:!Antiquity!Cornish!Archaeology!Cornish!Mining!World!Heritage!Site!Newsletter!Current!Archaeology!Industrial!Archaeology!Review!Internet!Archaeology!Past!PostBMedieval!Archaeology!Proceedings!of!the!Prehistoric!Society!Trevithick!Society!Journal!&&

!


SECTION&A:&DEFINITIVE&MODULE&RECORD.&Proposed!changes!must!be!submitted!via!Faculty!Quality!Procedures!for!approval!and!issue!of!new!module!code.&&MODULE&CODE:&&TCPH125& MODULE&TITLE:&What!is!History?&&CREDITS:&20& FHEQ&Level:!4& JACS&CODE:&V300!& & &PRECREQUISITES:&N/A& COCREQUISITES:&N/A& COMPENSATABLE:&&Yes&&SHORT&MODULE&DESCRIPTOR:&(max!425!characters)!What!is!History?!–!provides!an!overview!of!how!the!discipline!of!history!operates,!and!looks!at!some!of!the!key!skills!associated!with!the!subject.&&&ELEMENTS&OF&ASSESSMENT&Use!HESA!KIS!definitions]&WRITTEN!EXAMINATION! COURSEWORK! PRACTICE!

E1&(formally!scheduled)& %& C1& 100%! P1& !E2!(OSCE)& %! C2& %! P3& !T1!(inBclass!test)& %! A1& %! & !&SUBJECT&ASSESSMENT&PANEL&Group&to&which&module&should&be&linked:!History!&Professional&body&minimum&pass&mark&requirement:!!!N/A!&MODULE&AIMS:&(1)!To!provide!an!introductory!understanding!of!the!nature,!aims!and!methods!of!history.!!(2)!To!enable!history!students!to!locate!efficiently!appropriate!sources!dealing!with!their!subject!specialisation.!!(3)!To!introduce!students!to!various!learning!and!study!techniques.!&ASSESSED&LEARNING&OUTCOMES:!(additional!guidance!below)!At!the!end!of!the!module!the!learner!will!be!expected!to!be!able!to:!1.! Understand!history!as!a!discipline:!how!professional!historians!work,!how!the!subject!develops!through!the!clash!of!ideas,!and!what!constitutes!good!historical!writing.&

2.! Review!the!effectiveness!of!their!own!approach!of!a!range!of!important!tasks,!for!example!note!taking,!essay!planning!and!the!presentation!of!footnotes/bibliographies.&

3.! Appreciate!the!variety!of!sources!available!to!the!historian!and!apply!research!skills!to!and!be!able!to!critically!assess!primary!source!materials.&

4.! Students!will!also!develop!transferable!skills,!for!example!organisational:!setting!and!meeting!individual!time!management!goals!and!keeping!to!schedule&

&The!module!is!designed!to!address!academic!and!key!skills!for!PDP,!including!1)!essay!writing,!bibliographical!and!referencing!skills!2)!Library!use!and!research!skills!3)!Quantitative!methods!in!History!4)!Careers!for!historians.!Further,!the!module!also!aims!to!encourage!the!development!of!academic!and!general!key!skills!through!enhancing!oral!communication!skillsh!developing!the!effectiveness!of!students!in!group!situationsh!assisting!students!to!think!quickly!on!their!feeth!developing!IT!skills!through!the!use!of!relevant!eBlearning!resources.!!&DATE&OF&APPROVAL:&& 2003! FACULTY/OFFICE:!! Academic!Partnerships!

DATE&OF&IMPLEMENTATION:&& SEPT!2014.!! SCHOOL/PARTNER:!! Truro!&!Penwith!

College!

!


DATE(S)&OF&APPROVED&CHANGE:&& ! TERM:!! Autumn/Spring.!

&Additional&notes&(for&office&use&only):&&

!


SECTION&B:&DETAILS&OF&TEACHING,&LEARNING&AND&ASSESSMENT&Items!in!this!section!must!be!considered!annually!and!amended!as!appropriate,!in!conjunction!with!the!Module!Review!Process.!Some!parts!of!this!page!may!be!used!in!the!KIS!return!and!published!on!the!extranet!as!a!guide!for!prospective!students.!Further!details!for!current!students!should!be!provided!in!module!guidance!notes.!&ACADEMIC&YEAR:&2016/17& NATIONAL&COST&CENTRE:&139!&MODULE&LEADER:&MARILLA!WALKER!&

OTHER&MODULE&STAFF:&&

&SUMMARY&of&MODULE&CONTENT&The!‘What!is!History’!component!will!explore!definitions!of!the!subjectsh!the!major!methods!by!which!professional!historians!operateh!uses!of!historical!writingh!historical!controversyh!historiographyh!and!the!distinguishing!features!of!topBquality!historical!writing.!Students!will!also!be!introduced!to!a!variety!of!study!skills.&&SUMMARY&OF&TEACHING&AND&LEARNING&[Use!HESA!KIS!definitions]&Scheduled&Activities& Hours& Comments/Additional&Information&Lecture& 20! &Seminar& !!!!!20! &Tutorial& 20! &Guided!independent!study& 140! &Total& &&&&&200& (NB:!1!credit!=!10!hours!or!learningh!10!credits!=!

100!hours,!etc)&&

Category&

Element&

Compone

nt!Name&

Compone

nt!Weighting&

Comment

s!include!

links!to!

learning!

objective

s&

Written!exam&

E& & %& &T& & %! !

Coursework& C1&

Set!exercise!Set!exercise!Written!assignment&

25%!25%!50%!

!Total&=&100%!

Tasks!on!referencing!(ALOs!2,!4)!and!building!a!reading!list!(ALOs!2,!3)!–!Reviewing!the!effectiveness!of!their!own!approach!and!academic/key!transferrable!skills!Essay!work!on!historiography!and!methods!of!history!(ALOs!1,!2,!4)!–!Understanding!history!as!a!discipline!and!appreciating!the!variety!of!sources!available!to!the!historian!and!applying!research!skills!

Practice& P& & %! !

&Updated&by:&&MARILLA!WALKER&Date:&&Sept.!2016&


&&&&&

!


&&&Recommended&Texts&and&Sources:!Elton,!G.!R.,!The!practice!of!history!(1975)![Call!Number:!907!ELT]![classic!account!of!!! empirical!historian]!Green,&Anna,&and&Kathleen&Troup,&The!Houses!of!History:!A!Critical!Reader!in!TwentiethRCentury!History!and!Theory&(New&York&Uni&Press,&1999)&[Recommended&&purchase]&Donnelly,&Mark&and&Claire&Norton,&Doing!History&(Routledge,&2011)&&Marwick,!Arthur,!The!New!Nature!of!History:!Knowledge,!Evidence,!Language!(Lyceum!!! Books,!Incorporated,!2001)!!Tosh,! John,! The! pursuit! of! history:! aims,! methods! and! new! directions! in! the! study! of!modern!!! history!(2002)!![Also&available&as&an&eCresource]&Tucker,!Aviezer,!A!Companion!to!the!Philosophy!of!History!and!Historiography!and!A!!! Companion!to!Western!Historical!Thought!edited!by!Lloyd!Kramer!and!Sarah!Maza!!! [Both!available!online!through!Blackwell!Reference!Online]!!Useful!study!guides!include:!Black,!Jeremy,!and!Donald!M.!MacRaild,!Studying!history!(2000)!!Marius,!Richard,!A!short!guide!to!writing!about!history!(New!York!and!Harlow:!Longman,!!! 1999h!2005)!Peck,!John,!Write!it!right,!a!handbook!for!students!(2005)![Electronic!Resource]!Abbott,!Mary,!History!Skills:!A!Student’s!Handbook!(2009)!![Available!as!eBresource]!!

•! Useful!articles!can!be!found!in!the!following:!HT! History!Today!HJ! Historical!Journal!HR! Historical!Research!!IRSH! International!Review!of!Social!History!JMH! Journal!of!Modern!History!P&P! Past!and!Present!SH! Social!History!!!!&&!

!


SECTION&A:&DEFINITIVE&MODULE&RECORD.&Proposed!changes!must!be!submitted!via!Faculty!Quality!Procedures!for!approval!and!issue!of!new!module!code.&!MODULE&CODE:!!TCPH123! MODULE&TITLE:!!Excavation,!PostBExcavation!&!

Museums!&CREDITS:!!20! FHEQ!LEVEL:!!4! JACS&CODE:!!V450!&PRECREQUISITES:!None!! COCREQUISITES:&None!!!COMPENSATABLE:!!Yes&&SHORT&MODULE&DESCRIPTOR:&(max!425!characters)!This!module!covers!broad!issues!such!as!how!and!why!excavations!are,!and!have!been!carried.!!Particular!attention!is!given!to!issues!of!stratigraphy!(e.g.!context!sheets,!matrices).!It!then!shows!how!provision!for!the!long!term!study!and!conservation!of!materials!and!structures!recovered!from!excavations!is!built!into!the!excavation!design.!Finally,!The!role!of!museums!in!communicating!the!results!of!work!is!investigated.&!ELEMENTS&OF&ASSESSMENT&(Use!HESA!KIS!definitions)!WRITTEN!EXAMINATION! COURSEWORK! PRACTICE!



T1!(inBclass!test)! xx%! A1& xx%! ! !&SUBJECT&ASSESSMENT&PANEL&Group&to&which&module&should&be&linked:!!History!&Professional&body&minimum&pass&mark&requirement:!!N/A!&MODULE&AIMS:!

•! To!give!students!a!solid!working!foundation!in!the!theory!and!practice!of!archaeological!excavation!and!postBexcavation!

•! To!give!students!a!foundation!in!recording,!analysis!and!presentation!of!archaeological!data!

&ASSESSED&LEARNING&OUTCOMES:&(additional!guidance!below):&&&At!the!end!of!a!module!the!learner!will&be&expected&to&be&able&to:!!1.! Begin!to!appreciate!the!complexity!of!how!and!why!sites!are!selected!for!excavation!2.! Understand!the!basic!principles!of!the!interpretation!of!excavated!evidence!!3.! Solve!and!manage!problems!given!classifications!/!principles,!whilst!weighing!up!the!reliability!of!evidence!

4.! Appreciate!the!importance!of!safety!procedures!and!responsibilities!(both!personal!and!with!regard!to!others)!in!the!field!

5.! Use!computers!for!wordBprocessing,!illustration!and!presentation!in!a!predictable!and!standard!format!

6.! Make!effective!and!appropriate!forms!of!visual!presentation!(graphics,!photographs)!!

!DATE&OF&APPROVAL:!!September!2003! FACULTY/OFFICE:&Academic!

Partnerships!DATE&OF&IMPLEMENTATION:!September!2013!

SCHOOL/PARTNER:&Truro!&!Penwith!College!

!


DATE(S)&OF&APPROVED&CHANGE:!!November!2012!

TERM:!!Autumn!

Additional!notes!(for!office!use!only):!!!!!!!!!!!!!Additional!Guidance!for!Learning!Outcomes:!!To&ensure&that&the&module&is&pitched&at&the&right&level&check&your&intended&learning&outcomes&against&the&following&nationally&agreed&standards&&&





•! QAA!Quality!Code!http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality<code/Pages/default.aspx!

!


SECTION&B:&DETAILS&OF&TEACHING,&LEARNING&AND&ASSESSMENT&&

Items!in!this!section!must!be!considered!annually!and!amended!as!appropriate,!in!conjunction!with!the!Module!Review!Process.!Some!parts!of!this!page!may!be!used!in!the!KIS!return!and!published!on!the!extranet!as!a!guide!for!prospective!students.!Further!details!for!current!students!should!be!provided!in!module!guidance!notes.!&ACADEMIC&YEAR:&2016/17& NATIONAL&COST&CENTRE:!!126!&MODULE&LEADER:!!PAUL!BONNINGTON!

OTHER&MODULE&STAFF:!!&

!

Summary&of&Module&Content&!History!of!Excavation,!Stratigraphy,!Typology,!Types!of!Dating,!Site!Documentation:!Matrices!&!SingleBContext!Sheets,!Taphonomy,!Publication,!Types!of!Excavation,!including!Maritime,!Types!of!Conditions,!Health!&!Safety,!Ethics,!&!Conservation!Museum!workshops,!Effective!use!of!ICT!as!a!tool!of!research!&!reporting,!appropriate!wordBprocessing!&!formatting.&&SUMMARY&OF&TEACHING&AND&LEARNING&(Use!HESA!KIS!definitions)!(This!summary!is!indicative!of!what!may!be!taught)!Scheduled&Activities&& Hours& Comments/Additional&Information&Lecture! 45! !Seminar!! ! !Tutorial!! 5! !Project!Supervision! ! !Demonstration! ! !Practical!Classes!&!Workshops! 20! !Supervised!Time!in!Studio/Workshop! ! !Fieldwork! ! !External!Visits! ! !Work!Based!Learning! ! !Guided!Independent!Study! 130! !Other! ! !Total& 200& (NB:!1!credit!=!10!hours!of!learningh!10!credits!=!100!

hours,!etc)!!

Category!

(mode!of!

assessment)!

Element!

Component!

Name!

Component!

weighting!

Comments!

Include!links!

to!learning!

objectives!

Written!exam!

E1! & ! !T1! & ! !

Coursework! C1!

!!Excavation!Documentation!Report!!Museum!Communication!Report!

50!%!!50!%!

Excavation&Documentation&LO1)!!Basic!rules!for!the!interpretation!of!excavated!evidence!will!necessary!hereh!LO2)!Students!will!be!tested!on!their!ability!to!

!


solve!stratigraphic!problems!LO3)!solve!and!manage!problems!given!classifications!/!principles,!whilst!weighing!up!the!reliability!of!evidence!LO4)!!Proper!consideration!of!health!and!safety!will!be!required&Museum&Communication&Report&&LO5)!!The!report!will!test!wordBprocessing,!illustration!and!presentation!within!defined!formatsh!LO6)!!Effective!use!of!appropriate!forms!of!presentation!of!the!students’!reports!will!be!assessed!

Practice! P1! & ! !!Updated&by:&&PAUL!BONNINGTON&Date:&&Sept.!2016&


&Recommended&Texts&and&Sources:&Chitty,!Gail!and!Baker,!David!(1999),!Managing!Historic!Sites!and!Buildings,!London:!Routledge.!Darvil,!T.!2000.!!Prehistoric!Britain,!London:!Routledge!Hunter,!J!&!Ralston,!I.!(eds)!1999!The!Archaeology!of!Britain,!London:!Routledge.!Shanks,!M!&!Tilley,!C.!1987.!Reconstructing!ArchaeologyW!Theory!and!Practice,!London:!Routledge!Todd,!M.!1987.!The!Archaeology!of!SouthSwest!England,!London:!Longman!


Antiquity!Cornish!Archaeology!Cornish!Mining!World!Heritage!Site!Newsletter!Current!Archaeology!Industrial!Archaeology!Review!Internet!Archaeology!Past!PostBMedieval!Archaeology!Proceedings!of!the!Prehistoric!Society!Trevithick!Society!Journal!&

!


SECTION&A:&DEFINITIVE&MODULE&RECORD.&Proposed!changes!must!be!submitted!via!Faculty!Quality!Procedures!for!approval!and!issue!of!new!module!code.!&MODULE&CODE:!!TCPH124! MODULE&TITLE:!!Archaeology!and!Environment!

from!Prehistory!to!Roman!Times!&CREDITS:!!20! FHEQ!LEVEL:!!4! JACS&CODE:!!V400!&PRECREQUISITES:!None!! COCREQUISITES:&None!!! COMPENSATABLE:!!Yes&&SHORT&MODULE&DESCRIPTOR:&(max!425!characters)!Human!ecology!and!society!in!Britain!from!prehistory!till!the!RomanoBBritish!period!will!be!studied,!in!context!with!the!relevant!world!archaeology.!!Interpreting!the!evidence!of!fossil!landscapes!and!archaeological!evidence!is!the!focus!of!the!module!with!a!programme!of!field!trips,!reinforcing!the!science!and!theory.&!ELEMENTS&OF&ASSESSMENT&(Use!HESA!KIS!definitions)!WRITTEN!EXAMINATION! COURSEWORK! PRACTICE!



T1!(inBclass!test)! xx%! A1& xx%! ! !&SUBJECT&ASSESSMENT&PANEL&Group&to&which&module&should&be&linked:!!History!&Professional&body&minimum&pass&mark&requirement:!!N/A!&MODULE&AIMS:!•! To!provide!a!chronological!framework!within!which!the!student!can!develop!a!deeper!understanding!of!the!prehistoric!and!RomanoBBritish!archaeology!of!Britain!

•! To!place!this!knowledge!in!the!necessary!European!and!World!contexts!•! To!provide!each!student!with!an!overview!of!the!field!monuments!of!these!periods!&ASSESSED&LEARNING&OUTCOMES:&(additional!guidance!below)&:&&At!the!end!of!a!module!the!learner!will&be&expected&to&be&able&to:!!1.! Know!the!basic!outline!of!the!prehistoric!and!RomanoBBritish!archaeology!of!Britain!within!wider!European!and!World!contexts!

2.! Recognise!major!classes!of!prehistoric!and!Roman!archaeological!sites!in!Britain!3.! Recognise!fossil!landscape!features!&!other!indications!of!palaeo!environments!4.! Begin!to!show!familiarity!with!the!basic!concepts!which!underpin!the!subject!(such!as:!archaeological!uses!of!assemblage,!culture,!and!styleh!approaches!to!typology,!taxonomy,!and!ancient!technologyh!stratigraphic!contexth!temporalityh!and!landscape)!





TERM:!!Autumn!

!

!


Additional!notes!(for!office!use!only):!!!!!!!!!!!!!Additional&Guidance&for&Learning&Outcomes:!!To&ensure&that&the&module&is&pitched&at&the&right&level&check&your&intended&learning&outcomes&against&the&following&nationally&agreed&standards&&&






!


SECTION&B:&DETAILS&OF&TEACHING,&LEARNING&AND&ASSESSMENT&!

Items!in!this!section!must!be!considered!annually!and!amended!as!appropriate,!in!conjunction!with!the!Module!Review!Process.!Some!parts!of!this!page!may!be!used!in!the!KIS!return!and!published!on!the!extranet!as!a!guide!for!prospective!students.!Further!details!for!current!students!should!be!provided!in!module!guidance!notes.!&ACADEMIC&YEAR:&2016/17& NATIONAL&COST&CENTRE:!!126!&MODULE&LEADER:!!CARADOC!PETERS!!

OTHER&MODULE&STAFF:!

!

Summary!of!Module!Content!!The!module!covers!timescales,!both!human!&!geological!(Hominids!till!the!Roman!period!/!The!Quaternary).!!Aside!from!studying!the!physical!remains!of!each!period,!there!are!a!number!of!special!topics!that!will!be!looked!at:!Fossil!Landscapesh!Primatology!&!Anthropologyh!Technologyh!Taphonomyh!Arth!Human!ecologyh!Sea!level!change!and!climatic!changeh!Agricultureh!Ritual!landscapesh!History!&!Archaeologyh!The!Celtsh!Trade!&!currency!–!materials!analysis.!&&SUMMARY&OF&TEACHING&AND&LEARNING&(Use!HESA!KIS!definitions)!(This!summary!is!indicative!of!what!may!be!taught)!Scheduled&Activities&& Hours& Comments/Additional&Information&Lecture! 45! !Seminar!! ! !Tutorial!! 5! !Project!Supervision! ! !Demonstration! ! !Practical!Classes!&!Workshops! 10! !Supervised!Time!in!Studio/Workshop! ! !Fieldwork! ! !External!Visits! ! !Work!Based!Learning! ! !Guided!Independent!Study! 140! !Other! ! !Total& 200& (NB:!1!credit!=!10!hours!of!learningh!10!credits!=!100!

hours,!etc)!!

Category!

(mode!of!

assessment)!

Element!

Component!

Name!

Component!

weighting!

Comments!

Include!links!

to!learning!

objectives!

Written!exam!

E1! & ! !T1! & ! !

Coursework! C1!

!

Set!exercise:!!Source!Exercise!to!establish,!evaluate!and!modify!a!hypothesis!!

!!

40!%!!!

Source!analysis!and!summary!of!evidence:!(ALOs!1,2!&!4)!markers!will!be!looking!for:!

!


!!!!!!!!!!!!!!!!!!Written!assignment:!Essay!based!on!evaluating!interpretations!within!a!key!historical!debate!!

!!!!!!!!!!!!!!!!!!

60!%!

B!use!of!a!range!of!sourcesh!B!analysis!and!crossBreferencing!of!evidence!extracted!from!different!sourcesh!B!interpretation!in!context!and!evaluation!of!evidenceh!B!synthesis!of!evidence!using!sources!as!a!set.!B!support!and!challenging!of!the!hypothesis!to!produce!and!justify!a!modification.!!!Essay:!(ALOs!1,3!&!4)!markers!will!be!looking!for:!B!clear!definition!of!issues!and!debateh!B!understanding!of!different!interpretationsh!B!application!of!evidence!to!evaluation!and!reconciliation!of!conflictsh!B!synthesis!and!balanced!judgementh!B!awareness!of!the!provisional!nature!of!historical!interpretation.!

Practice! P1! & ! !!&Updated&by:&&CARADOC!PETERS&Date:&&Sept.!2016&


&Recommended&Texts&and&Sources:!Chitty,!Gail!and!Baker,!David!(1999),!Managing!Historic!Sites!and!Buildings,!London:!Routledge.!Darvil,!T.!2000.!!Prehistoric!Britain,!London:!Routledge!Hunter,!J!&!Ralston,!I.!(eds)!1999!The!Archaeology!of!Britain,!London:!Routledge.!Shanks,!M!&!Tilley,!C.!1987.!Reconstructing!ArchaeologyW!Theory!and!Practice,!London:!Routledge!Todd,!M.!1987.!The!Archaeology!of!SouthSwest!England,!London:!Longman!


Antiquity!

!


Cornish!Archaeology!Cornish!Mining!World!Heritage!Site!Newsletter!Current!Archaeology!Industrial!Archaeology!Review!Internet!Archaeology!Past!PostBMedieval!Archaeology!Proceedings!of!the!Prehistoric!Society!Trevithick!Society!Journal!&&!&&

!


SECTION&A:!DEFINITIVE&MODULE&RECORD.!Proposed!changes!must!be!submitted!via!Faculty!Quality!Procedures!for!approval!and!issue!of!new!module!code.!!

MODULE&CODE:!!TCPH126! MODULE&TITLE:!!The!English!Crown!and!its!Celtic!Neighbours,!871B1327!

&CREDITS:!!20! FHEQ!LEVEL:!!4! JACS&CODE:!!!!V210!&PRECREQUISITES:!!None! COCREQUISITES:!!None! COMPENSATABLE:!!Y!&&SHORT&MODULE&DESCRIPTOR:&(max!425!characters)!This!module!is!aimed!to!give!a!foundation!to!studying!the!history!of!England!and!is!designed!to!encourage!students!to!critically!reflect!on!their&progress!as!an!historian!and!how!this!relates!to!employment!opportunities.!Seminars!will!introduce!a!range!of!documents!and!the!experience!of!participating!in!an!exhibition!can!be!gained,!alongside!the!opportunity!of!presenting!findings!of!research!to!a!potential!employers.!!ELEMENTS&OF&ASSESSMENT&(Use!HESA!KIS!definitions)!WRITTEN!EXAMINATION! COURSEWORK! PRACTICE!

E1!(Formally!scheduled)!! xx%& C1& 80%& P1&&& 20%!&



•! To!examine!how!change!over!time!takes!place!•! To!contrast!change!in!England!compared!with!its!Celtic!Neighbours!•! To!develop!the!students’!appreciation!of!the!range!and!variety!of!documentary!evidence!used!by!historians!and!the!models!required!to!interpret!it!

•! To!introduce!students!to!a!range!of!methodological!skills!and!techniques!!•! To!give!students!a!foundation!in!recording,!analysis!and!presentation!of!historical!research!in!different!mediums!for!different!audiences!(see!vocational!modules)!

&ASSESSED&LEARNING&OUTCOMES:&(additional!guidance!below)!At!the!end!of!the!module!the!learner!will!be!expected!to!be!able!to:&&1.! Construct!a!coherent!account!of!the!characteristic!development!of!English!society!and!government!compared!with!its!Celtic!Neighbours!

2.! Analyse,!evaluate!and!apply!selected!sources!in!an!historical!investigation!3.! Use!computers!for!wordBprocessing,!illustration!and!presentation!in!a!predictable!and!standard!format!

4.! Make!effective!and!appropriate!forms!of!visual!presentation!(graphics,!photographs)!!DATE&OF&APPROVAL:!!June!2003! FACULTY/OFFICE:&Academic!Partnerships!DATE&OF&IMPLEMENTATION:!Sept!2015!!!!!!!!!!!!!!!!!!!!SCHOOL/PARTNER:&Truro!&!Penwith!

College!DATE(S)&OF&APPROVED&CHANGE:!Sept!2015!!!!!!!!!!!!!!!!!!!!


!








!


SECTION&B:&DETAILS&OF&TEACHING,&LEARNING&AND&ASSESSMENT&Items!in!this!section!must!be!considered!annually!and!amended!as!appropriate,!in!conjunction!with!the!Module!Review!Process.!Some!parts!of!this!page!may!be!used!in!the!KIS!return!and!published!on!the!extranet!as!a!guide!for!prospective!students.!Further!details!for!current!students!should!be!provided!in!module!guidance!notes.!&ACADEMIC&YEAR:&2016/17& NATIONAL&COST&CENTRE:!!!!139!&MODULE&LEADER:!!MARILLA!WALKER! OTHER&MODULE&STAFF:!!!

&&Summary&of&Module&Content&&Political,!Economic!and!Cultural!developments!throughout!the!period!will!be!studied!with!particular!attention!upon!the!English!Crown’s!relationship!with!its!Celtic!Neighbours,!871B1327.!The!following!elements!will!also!strengthen!components!of!personal!development!planning:&

•! Production!a!Professional!Poster!and!experience!of!participating!in!an!exhibition!

•! A!Live!Brief!–!the!process!of!historical!research!and!presenting!findings!to!potential!employers!

And!both!aspects!will!enable!students!to!begin!to!plan!for!a!career.&&&SUMMARY&OF&TEACHING&AND&LEARNING&(Use!HESA!KIS!definitions)!(This!summary!is!indicative!of!what!may!be!taught)!Scheduled&Activities&& Hours& Comments/Additional&Information&Lecture! 15! !Seminar!! 15! !Tutorial!! 5! !Project!Supervision! ! !Demonstration! ! !Practical!Classes!&!Workshops! 10! !Supervised!Time!in!Studio/Workshop! ! !Fieldwork! ! !External!Visits! 5! !Work!Based!Learning! ! !Guided!Independent!Study! 150! !Other! ! !Total& 200& (NB:!1!credit!=!10!hours!of!learningh!10!credits!=!100!

hours,!etc)!!

!


!Category!

(mode!of!

assessment)!

Element!

Component!

Name!

Component!

weighting!

Comments!

Include!links!

to!learning!

objectives!

Written!exam!

E1! & %! !T1! & %! !

Coursework! C1!

Report!!Set!exercise!&

25%!!

75%!TOTAL!=!100%!

Live!Brief!research!and!presentation!report!(ALOs!1,!2)!Exhibition!work!–!professional!poster!(ALOs!1!–!4)!

Practice! P1! Presentation! 100%! Live!Brief!Presentation!(ALOs!2,!3,!4)!

!Updated&by:&&MARILLA!WALKER&Date:&&Sept.!2016&


&Recommended&Texts&and&Sources:&Chitty,!Gail!and!Baker,!David!(1999),!Managing!Historic!Sites!and!Buildings,!London:!Routledge.!Deacon,!Bernard!(2007),!Cornwall!A!Concise!History,!Cardiff:!University!of!Wales!Press.!Halliday,!F.E.!(2000),!A!History!of!Cornwall,!London:!The!House!of!Stratus.!Todd,!Malcolm!(2001),!The!SouthSWest!to!AD1000,!Eastbourne,!Anthony!Rowe!Ltd.!!

•! Useful!articles!can!be!found!in!the!following:!HT! History!Today!HJ! Historical!Journal!HR! Historical!Research!!IRSH! International!Review!of!Social!History!JMH! Journal!of!Modern!History!P&P! Past!and!Present!SH! Social!History!!!&&&&&&

!


SECTION&A:!DEFINITIVE&MODULE&RECORD.!Proposed!changes!must!be!submitted!via!Faculty!Quality!Procedures!for!approval!and!issue!of!new!module!code.!!MODULE&CODE:!!TCPH218! MODULE&TITLE:!!Parliaments!and!Peoples,!1603B

1707!&CREDITS:!!20! FHEQ!LEVEL:!!5! JACS&CODE:!!!!V210!&PRECREQUISITES:!!None! COCREQUISITES:!!None! COMPENSATABLE:!!Y!&&SHORT&MODULE&DESCRIPTOR:&(max!425!characters)!The!seventeenth!century!witnessed!the!establishment!of!parliamentary!government!in!the!United!Kingdom,!through!two!revolutions!and!civil!wars.!!Students!will!be!able!to!study!these!events!in!depth,!using!contemporary!sources,!to!investigate!their!causes!and!assess!the!nature!of!the!outcomes.!!Their!significance!within!a!century!of!political!evolution!is!evaluated!by!addressing!three!themes:!the!development!of!parliamentary!monarchy,!the!development!of!political!theory,!and!the!role!of!the!masses.!!ELEMENTS&OF&ASSESSMENT&(Use!HESA!KIS!definitions)!WRITTEN!EXAMINATION! COURSEWORK! PRACTICE!




•! To!enable!students!to!understand!the!origins!of!modern!British!government!•! To!develop!students’!awareness!of!the!nature!of!change!and!development!!•! To!continue!the!development!of!students’!skills!in!handling!sources!•! To!develop!students!understanding!of!the!nature!of!historical!debate!and!historians’!interpretations!

•! To!encourage!an!appreciation!of!the!nature,!source!and!role!of!political!theory!&ASSESSED&LEARNING&OUTCOMES:&(additional!guidance!below)!At!the!end!of!the!module!the!learner!will!be!expected!to!be!able!to:&&1.! Explain!the!causes!and!outcomes!of!two!English!revolutions!2.! Evaluate!the!roles!of!revolution!and!evolution!in!the!development!of!parliamentary!government!in!the!United!Kingdom!

3.! Use!a!range!of!sources!to!create!a!body!of!reliable!evidence,!with!which!to…!4.! Evaluate!different!interpretations!of!the!past!to!establish!a!balance!judgement!(Key/transferable!skillsh!Practical!skills!B!see!SEEC!level!!descriptors)&

!

!


!DATE&OF&APPROVAL:!!Sept!2010!!!!!!!!!!!!!!!!!!!!FACULTY/OFFICE:&Academic!Partnerships!DATE&OF&IMPLEMENTATION:!Sept!2010!!!!!!!!!!!!!!!!!!!!SCHOOL/PARTNER:&Truro!&!Penwith!



!!!!!Additional!notes!(for!office!use!only):!!!!!!!!!!!!&Additional&Guidance&for&Learning&Outcomes:!!To&ensure&that&the&module&is&pitched&at&the&right&level&check&your&intended&learning&outcomes&against&the&following&nationally&agreed&standards&&&






!


SECTION&B:&DETAILS&OF&TEACHING,&LEARNING&AND&ASSESSMENT&&Items!in!this!section!must!be!considered!annually!and!amended!as!appropriate,!in!conjunction!with!the!Module!Review!Process.!Some!parts!of!this!page!may!be!used!in!the!KIS!return!and!published!on!the!extranet!as!a!guide!for!prospective!students.!Further!details!for!current!students!should!be!provided!in!module!guidance!notes.!&ACADEMIC&YEAR:&2016/17& NATIONAL&COST&CENTRE:!!!!139!&MODULE&LEADER:!!MARILLA!WALKER! OTHER&MODULE&STAFF:!!&&Summary&of&Module&Content&&! &

•! The!Tudor!Legacy!–!political!and!religious!structures,!beliefs!and!tensions!in!1603.!•! The!Scottish!Connection!–!James!I,!the!two!kingdoms,!impact!and!relations!with!the!political!nation,!1603B21!

•! Charles!I!and!the!causes!of!civil!war.1621B42!•! The!wars!across!Britain,!1637B51!•! Republic!and!Restoration,!1649B65!•! The!Glorious!Revolution?!1683B90!!•! The!Emergence!of!Constitutional!Monarchy,!1689B1702!•! Britain,!1649B1707!–!Union!or!pacification&


hours,!etc)!!

!


!Category!

(mode!of!

assessment)!

Element!

Component!

Name!

Component!

weighting!

Comments!

Include!links!

to!learning!

objectives!

Written!exam!

E1! & !%!

!

T1! & !!!!!!!!!!!!!!!%! !

Coursework! C1!

Set!exercise!Written!assignment!&

40%!60%!

=100%!!

40%!source!based!assessment!(ALOs!3,!4)!60%!essay!(ALOs!1!–!4)!

Practice! P1! & %! !!Updated&by:&&MARILLA!WALKER&Date:&&Sept.!2016&


&Recommended&Texts&and&Sources:!Bradshaw,!B!and!Morrill,!J.!(1996),!The!British!Problem!c.1534!–!1707,!Basingstoke:!!Macmillan.!!Carlin,!N.,!(1999),!The!Causes!of!the!English!Civil!War,!London:!Blackwell.!!Coward,!B.!(2003),!Stuart!England,!1603!–!1707,!London:!Longman.!!Gaunt,!P.!(2001),!The!English!Civil!War,!Oxford:!Blackwell.!!Harrison,!R.!(2003),!Hobbes,!Locke,!and!Confusion’s!Masterpiece,!Cambridge:!C.U.P.!!Hill,!C.!(1975),!The!World!Turned!Upside!Down:!Radical!Ideas!During!the!English!Revolution,!London:!Penguin!History.!!Hirst,!D.!(1999),!England!in!Conflict,!1603!–!60,!London:!Hodder!Arnold.!!Russell,!C.!(1990),!The!Causes!of!the!English!Civil!War,!Oxford:!O.U.P.!!Stone,!L.,!(2002),!The!Causes!of!the!English!Revolution:!1529B1642,!London:!Routledge!!Useful!articles!can!be!found!in!the!following:!HT! History!Today!HJ! Historical!Journal!HR! Historical!Research!!IRSH! International!Review!of!Social!History!JMH! Journal!of!Modern!History!P&P! Past!and!Present!SH! Social!History!!&

!


&!SECTION&A:!DEFINITIVE&MODULE&RECORD.!Proposed!changes!must!be!submitted!via!Faculty!Quality!Procedures!for!approval!and!issue!of!new!module!code.!!MODULE&CODE:!!TCPH219! MODULE&TITLE:!!Conflict!Resolution:!A!History!of!

International!Relations!in!the!Wake!of!War!&CREDITS:!!20! FHEQ!LEVEL:!!5! JACS&CODE:!!!!V210!&PRECREQUISITES:!!None! COCREQUISITES:!!None! COMPENSATABLE:!!Y!&&SHORT&MODULE&DESCRIPTOR:&(max!425!characters)!This!module!will!examine!international!diplomacy!from!1648!to!1995!with!a!focus!upon!peace!agreements!and!will!assess!how!successful!such!treaties!were!at!avoiding!repeat!conflicts.!The!course!will!proceed!by!means!of!comparative!case!studies!with!the!bulk!of!attention!upon!the!C20th!when!the!avoidance!of!further!conflict!was!an!avowed!aim!of!peace!treaties.!Earlier!agreements!such!as!Westphalia!(1648)!and!Vienna!(1815)!will!provide!comparisons!with!the!efforts!of!Versailles,!Yalta/Potsdam!and!Dayton!(1995).!!ELEMENTS&OF&ASSESSMENT&(Use!HESA!KIS!definitions)!WRITTEN!EXAMINATION! COURSEWORK! PRACTICE!




•! Introduce!students!to!the!concept!of!conflict!resolution!as!an!academic!discipline!in!a!historical!context!

•! Provide!a!broad!historical!perspective!for!the!development!of!the!concept!of!conflict!resolution!

•! Examine!the!aims!and!objectives!of!peacemakers!at!various!points!in!history!and!assess!the!extent!to!which!change!has!occurred!

•! Consider!the!reasons!for!changes!in!the!avowed!aims!of!peace!agreements!and!the!extent!to!which!conflict!resolution!is!a!valid!longBterm!ambition!of!such!treaties!!

&ASSESSED&LEARNING&OUTCOMES:&(additional!guidance!below)!At!the!end!of!the!module!the!learner!will!be!expected!to!be!able!to:!!1.! Understand!the!concept!of!conflict!resolution!in!modern!academic!sense!2.! Appreciate!the!processes!that!have!led!to!such!a!development!3.! Trace!the!historical!development!of!peace!agreements!through!the!study!of!particular!examples!

4.! Evaluate!the!increasingly!international!nature!of!conflict!resolution!

!


5.! Assess!the!extent!to!which!the!development!of!modern!conflict!resolution!is!a!product!of!social,!economic!and!political!change!

Key/transferable!skillsh!Practical!skills!B!see!SEEC!level!!descriptors!!DATE&OF&APPROVAL:!!Sept!2010!!!!!!!!!!!!!!!!!!!!FACULTY/OFFICE:&Academic!Partnerships!DATE&OF&IMPLEMENTATION:!Sept!2010!!!!!!!!!!!!!!!!!!!!SCHOOL/PARTNER:&Truro!&!Penwith!



!!Additional!notes!(for!office!use!only):!!!!!!!!!!!!&Additional&Guidance&for&Learning&Outcomes:!!To&ensure&that&the&module&is&pitched&at&the&right&level&check&your&intended&learning&outcomes&against&the&following&nationally&agreed&standards&&&






!


SECTION&B:&DETAILS&OF&TEACHING,&LEARNING&AND&ASSESSMENT&Items!in!this!section!must!be!considered!annually!and!amended!as!appropriate,!in!conjunction!with!the!Module!Review!Process.!Some!parts!of!this!page!may!be!used!in!the!KIS!return!and!published!on!the!extranet!as!a!guide!for!prospective!students.!Further!details!for!current!students!should!be!provided!in!module!guidance!notes.!&ACADEMIC&YEAR:&2016/17& NATIONAL&COST&CENTRE:!!!!139!&MODULE&LEADER:!!MARILLA!WALKER!


&Summary&of&Module&Content&&! The!concept!of!conflict!resolution!as!an!academic!discipline!in!a!historical!context.!

•! The!broad!historical!perspective!for!the!development!of!the!concept!of!conflict!resolution.!

•! The!aims!and!objectives!of!peacemakers!at!various!points!in!history!and!an!assessment!of!the!extent!to!which!change!has!occurred.!

•! The!reasons!for!changes!in!the!avowed!aims!of!peace!agreements!and!the!extent!to!which!conflict!resolution!is!a!valid!longBterm!ambition!of!such!treaties.&


hours,!etc)!!

Category!

(mode!of!

assessment)!

Element!

Component!

Name!

Component!

weighting!

Comments!

Include!links!

to!learning!

objectives!

Written!exam!

E1! & %! !T1! & %! !

Coursework! C1!

Presentation!briefing!write!up!Essay&

40%!!

60%!Total!=!100%!

ALOs!1!–!3!!ALOs!1,!3,!4,!5!


!


Updated&by:&&MARILLA!WALKER&Date:&&Sept.!2016&


&Recommended&Texts&and&Sources:!Baehr,!Peter!R.!and!Gordenker,!Leon!(2005),!The!United!Nations:!reality!and!ideal,!Basingstoke:!Palgrave!Macmillan.!Cousens,!Elizabeth,!Rothchild,!Donald!and!Stedman,!Stephen!John!(2002),!Ending!Civil!Wars:!the!implementation!of!peace!agreements,!New!York:!Lynne!Reinner.!Kegley,!Charles!W.!and!Raymond,!Gregory!A.!(2001),!Exorcising!the!Ghost!of!Westphalia:!building!world!order!in!the!new!millennium,!London:!Prentice!Hall.!Knock,!Thomas!J.!(1995),!To!End!All!Wars:!Woodrow!Wilson!and!the!quest!for!a!new!world!order,!Princeton:!P.U.P.!!Wallensteen,!Peter!(2002),!Understanding!Conflict!Resolution:!war,!peace!and!the!global!system,!London:!Sage!!

•! Useful!articles!can!be!found!in!the!following:!HT! History!Today!HJ! Historical!Journal!HR! Historical!Research!!IRSH! International!Review!of!Social!History!JMH! Journal!of!Modern!History!P&P! Past!and!Present!SH! Social!History!&&

!


SECTION&A:!DEFINITIVE&MODULE&RECORD.!Proposed!changes!must!be!submitted!via!Faculty!Quality!Procedures!for!approval!and!issue!of!new!module!code.!!MODULE&CODE:!!TCPH220! MODULE&TITLE:!!Issues!and!Ethics!in!the!Public!

Presentation!of!the!Pasth!Heritage!in!the!PostBModern!Era!

&CREDITS:!!20! FHEQ!LEVEL:!!5! JACS&CODE:!!!!V700!&PRECREQUISITES:!!None! COCREQUISITES:!!None! COMPENSATABLE:!!Y!&&SHORT&MODULE&DESCRIPTOR:&(max!425!characters)!This!module!focuses!on!heritage!as!a!political!tool!through!which!the!past!can!be!manipulated!to!serve!particular!interests.!!It!will!examine!how!heritage!can!be!politicised,!the!link!between!heritage!and!the!modern!nation!state!and!the!creation!of!‘heritage’!to!foster!a!sense!of!continuity!with!a!‘mythical’!past.!!Attempts!to!hijack!History!for!grand!political!events!such!as!those!in!Israel/Palestine!and!Northern!Ireland!will!be!investigated,!as!will!the!ways!in!which!the!media!portrays!the!past!with!case!studies!of!film!and!television.&!ELEMENTS&OF&ASSESSMENT&(Use!HESA!KIS!definitions)!WRITTEN!EXAMINATION! COURSEWORK! PRACTICE!

E1!(Formally!scheduled)!! 50%& C1& 50%& P1&&& xx%!or!Pass/Fail&



•! Introduce!some!of!the!key!political!and!ethical!issues!in!the!presentation!of!the!past!•! Provide!opportunities!to!examine!and!evaluate!how!and!why!heritage!is!so!susceptible!to!political!agenda!

•! Explore!the!role!of!heritage!as!an!integral!component!of!nation!building!•! Consider!the!role!of!the!media!in!creating!or!perpetuating!historical!myths!•! Provide!case!studies!for!students!to!deconstruct!in!terms!of!both!our!contemporary!and!multiBcultural!society!

&ASSESSED&LEARNING&OUTCOMES:&(additional!guidance!below)!At!the!end!of!the!module!the!learner!will!be!expected!to!be!able!to:&&1.! Explain!the!ethical!issues!inherent!in!any!presentation!of!the!past!!2.! Deconstruct!modern!heritage!presentations!3.! Identify!possible!underlying!political,!economic!and!social!agendas!4.! Critically!assess!and!evaluate!the!impact!of!political,!economic,!religious!and!social!perspectives!on!presenting!the!past!as!heritage!

Key/transferable!skillsh!Practical!skills!B!see!SEEC!level!!descriptors&!

!


DATE&OF&APPROVAL:!!Sept!2010!!!!!!!!!!!!!!!!!!!!FACULTY/OFFICE:&Academic!Partnerships!DATE&OF&IMPLEMENTATION:!Sept!2010!!!!!!!!!!!!!!!!!!!!SCHOOL/PARTNER:&Truro!&!Penwith!



!!!!!!!Additional!notes!(for!office!use!only):!!!!!!!!!!!!&Additional&Guidance&for&Learning&Outcomes:!!To&ensure&that&the&module&is&pitched&at&the&right&level&check&your&intended&learning&outcomes&against&the&following&nationally&agreed&standards&&&






!


SECTION&B:&DETAILS&OF&TEACHING,&LEARNING&AND&ASSESSMENT&&Items!in!this!section!must!be!considered!annually!and!amended!as!appropriate,!in!conjunction!with!the!Module!Review!Process.!Some!parts!of!this!page!may!be!used!in!the!KIS!return!and!published!on!the!extranet!as!a!guide!for!prospective!students.!Further!details!for!current!students!should!be!provided!in!module!guidance!notes.!&ACADEMIC&YEAR:&2016/17& NATIONAL&COST&CENTRE:!!!!126!&MODULE&LEADER:!!MICHAEL!DYMOND! OTHER&MODULE&STAFF:!!&&Summary&of&Module&Content&&! &

•! Heritage!as!a!political!tool!in!the!making/unmaking!and!revision!of!the!past!•! The!idea!of!‘heritage’!as!a!national!past!–!the!Marxist!view!•! PreBindustrial!notions!of!a!shared!past!•! Nationalism,!archaeology!and!historical!heritageh!the!making!and!breaking!of!the!modern!nation!state!

•! The!restitution!of!cultural!heritagesh!Australian!aboriginal!remains,!the!Elgin!marbles!•! The!hollywoodisation!of!history!•! Serious!history?!!Does!public!service!television!give!it!to!us!straight?!•! Conclusionh!issues!confronting!presenting!the!past&

&SUMMARY&OF&TEACHING&AND&LEARNING&(Use!HESA!KIS!definitions)!(This!summary!is!indicative!of!what!may!be!taught)!Scheduled&Activities&& Hours& Comments/Additional&Information&Lecture! 30! !Seminar!! 15! !Tutorial!! 5! !Project!Supervision! 10! !Demonstration! ! !Practical!Classes!&!Workshops! ! !Supervised!Time!in!Studio/Workshop! ! !Fieldwork! ! !External!Visits! ! !Work!Based!Learning! ! !Guided!Independent!Study! 140! !Other! ! !Total& 200& (NB:!1!credit!=!10!hours!of!learningh!10!credits!=!100!

hours,!etc)!!

Category!

(mode!of!

assessment)!

Element!

Component!

Name!

Component!

weighting!

Comments!

Include!links!

to!learning!

objectives!

Written!exam! E1!

Written!exam!&

100%!

Evaluate! the! extent! of! historical!knowledge! represented! in! the!source! material! and! analyse! the!potential! motivations! in! production!

!


(ALOs!1!–!4)!

T1! &&

%!%!

!

Coursework! C1!

Case!study!proposal!Case!study!

20%!!

80%!TOTAL!=!100%!

ALOs!2,!3!!ALOs!1!B!4!

Practice! P1! !&

%!%!

!



&Recommended&Texts&and&Sources:!GravesBBrown,!P,!Jones,!S!&!Gamble.!C!(1992),!!Cultural!Identity!and!ArchaeologyW!The!construction!of!European!Communities,!London:!Routledge!Finkelstein,!Norman!(2003),!Image!and!Reality!of!the!IsraelSPalestine!Conflict,!London:!Verso.!Hewison,!R!(1987),!The!heritage!industry,!London:!Methuen.!!Walker,!Brian!(2000),!Past!and!Present:!History,!Identity!and!Politics!in!Ireland,!Dublin:!Institute!of!Irish!Studies.!Gathercole,!P!&!Lowenthal,!D!(1989),!The!Politics!of!the!Past,!London:!Routledge.!Hobsbawn!E!&!Ranger,!T!(1983),!The!Invention!of!Tradition,!Cambridge:!C.U.P.!!Oestigaard,!Terje!(2006),!Political!Archaeology!and!Holy!Nationalism:!the!struggle!for!Palestine's!past,!London:!Pluto!Press!!

•! Useful!articles!can!be!found!in!the!following:!HT! History!Today!HJ! Historical!Journal!HR! Historical!Research!!IRSH! International!Review!of!Social!History!JMH! Journal!of!Modern!History!P&P! Past!and!Present!SH! Social!History!!&&!

!


!SECTION&A:!DEFINITIVE&MODULE&RECORD.!Proposed!changes!must!be!submitted!via!Faculty!Quality!Procedures!for!approval!and!issue!of!new!module!code.!!MODULE&CODE:!!TCPH221! MODULE&TITLE:!!Industry!and!Society!1750!B!1900!&CREDITS:!!20! FHEQ!LEVEL:!!5! JACS&CODE:!!V210!&PRECREQUISITES:!!None! COCREQUISITES:!!None! COMPENSATABLE:!!Y!&&SHORT&MODULE&DESCRIPTOR:&(max!425!characters)!This!module!examines!the!impact!of!industrialisation!upon!the!British!society!and!economy.!!The!historiographical!debates!that!surround!the!‘Industrial!Revolution’!will!be!addressed!and!engaged.&!ELEMENTS&OF&ASSESSMENT&(Use!HESA!KIS!definitions)!WRITTEN!EXAMINATION! COURSEWORK! PRACTICE!




•! To!introduce!students!to!the!concept!of!industrialisation!as!a!pivotal!passage!in!history.!

•! To!encourage!students!to!critically!evaluate!historiographical!debates!surrounding!industrialisation.!

•! To!enable!students!to!identify!key!processes!of!change!in!the!context!of!C19th!society.!

•! To!explore!the!variety!of!evidence!through!an!examination!of!historical!documentary!material.!

&ASSESSED&LEARNING&OUTCOMES:&(additional!guidance!below)!At!the!end!of!the!module!the!learner!will!be!expected!to!be!able!to:&&1.! Evaluate!historiological!theories!concerning!the!impact!of!industrialisation!in!Britain.!2.! Explain!the!role!of!industrialisation!as!a!force!for!change!in!the!C19th.!3.! Understand!the!relationship!between!economy!and!society.!&

!DATE&OF&APPROVAL:!!Sept!2010!!!!!!!!!!!!!!!!!!!!FACULTY/OFFICE:&Academic!Partnerships!DATE&OF&IMPLEMENTATION:!Sept!2010!!!!!!!!!!!!!!!!!!!!SCHOOL/PARTNER:&Truro!&!Penwith!



!








!


SECTION&B:&DETAILS&OF&TEACHING,&LEARNING&AND&ASSESSMENT&Items!in!this!section!must!be!considered!annually!and!amended!as!appropriate,!in!conjunction!with!the!Module!Review!Process.!Some!parts!of!this!page!may!be!used!in!the!KIS!return!and!published!on!the!extranet!as!a!guide!for!prospective!students.!Further!details!for!current!students!should!be!provided!in!module!guidance!notes.!&ACADEMIC&YEAR:&2016/17& NATIONAL&COST&CENTRE:!!!139!&MODULE&LEADER:!!MARILLA!WALKER! OTHER&MODULE&STAFF:!!&&Summary&of&Module&Content&&! &

•! Background:!early!industrialisation.!•! The!growth!of!towns.!•! Population!movements.!•! The!Railway!as!a!vehicle!of!economic!change.!•! Railways!and!leisure.!•! Social!structures!–!the!middle!classes.!•! Social!structures!–!the!working!classes.!•! The!standard!of!living!debates.&


hours,!etc)!!

Category!

(mode!of!

assessment)!

Element!

Component!

Name!

Component!

weighting!

Comments!

Include!links!

to!learning!

objectives!

Written!exam!

E1! & %! !T1! & %! !

Coursework! C1!

Presentation!briefing!write!up!!Set!exercise!

!50%!

!50%!

!!

Focusing!on!an!historiographical!debate!(ALOs!1!–!3)!!Research!Project!(including!Primary!Sources!demonstrating!change!in!the!economy!and!

!


!Total!=!100%!

society)!(AOLs!1B3)!!

Practice! P1! & %! !!&Updated&by:&&MARILLA!WALKER&Date:&&Sept.!2016&

Approved&by:!EUAN!BEATTIE!!Date:!!Sept.!2016!

&Recommended&Texts&and&Sources:&&Allen,!R.C.,&[2009]&The!British!Industrial!Revolution!in!Global!Perspective,!Cambridge,!CUP&King,!S!and!Timmins,!G,![2001]!Making!Sense!of!the!Industrial!Revolution:!English!Economy!and!Society!1700S1850,!Manchester,!MUP!Mokyr,!J.,![2009],!The!Enlightened!EconomyS!An!Economic!History!of!Britain!1700S1850,!Yale,!Yale!University!Press!Morgan,!K.,![1999]!The!Birth!of!Industrial!BritainW!Economic!Change!1750S1850,!London,!Longman!Morgan,!K.,![2004]!The!Birth!of!Industrial!BritainW!Social!Change!1750S1850,!London,!Longman!O'Brien,!P.,!and!Quinault,!R.!(eds.),![2003]!The!industrial!revolution!and!British!society,!Cambridge,!CUP!!

•! Useful!articles!can!be!found!in!the!following:!HT! History!Today!HJ! Historical!Journal!HR! Historical!Research!!IRSH! International!Review!of!Social!History!JMH! Journal!of!Modern!History!P&P! Past!and!Present!SH! Social!History!&&

!


SECTION&A:!DEFINITIVE&MODULE&RECORD.!Proposed!changes!must!be!submitted!via!Faculty!Quality!Procedures!for!approval!and!issue!of!new!module!code.!!MODULE&CODE:!!TCPH222! MODULE&TITLE:!!Final!Major!Project!&CREDITS:!!20! FHEQ!LEVEL:!!5! JACS&CODE:!!!!V210!&PRECREQUISITES:!!None! COCREQUISITES:!!None! COMPENSATABLE:!!Y&&SHORT&MODULE&DESCRIPTOR:&(max!425!characters)!This!module!will!require!students!to!apply!the!historical!skills!acquitted!on!the!previous!modules!to!address!a!question!of!historical!significance.!!Students!will!choose!the!topic!area!and!will!frame!the!question!in!consultation!with!their!lecturer.!!They!will!practice!research!skills!and!apply!analysis.!!ELEMENTS&OF&ASSESSMENT&(Use!HESA!KIS!definitions)!WRITTEN!EXAMINATION! COURSEWORK! PRACTICE!




•! To!provide!students!with!the!opportunity!to!examine!topics!that!are!of!particular!interest!to!themselves!and!of!historical!significance!

•! Frame!questions!that!identify!issues!for!analysis!and!facilitate!critical!analysis!•! Select!and!practice!appropriate!research!skills!•! Conduct!a!major!research!project!under!guidance!but!through!selfBdirected!study!

&ASSESSED&LEARNING&OUTCOMES:&(additional!guidance!below)!At!the!end!of!the!module!the!learner!will!be!expected!to!be!able!to:&&1.! Demonstrate!an!ability!to!select!topics!suitable!for!investigation!2.! Conduct!research,!selecting!appropriate!methods!and!resources!3.! Apply!analysis!to!the!question!and!form!considered!judgements!4.! Complete!a!substantial!written!project!

Key/transferable!skillsh!Practical!skills!B!see!SEEC!level!!descriptors&!DATE&OF&APPROVAL:!!Sept!2010!!!!!!!!!!!!!!!!!!!!FACULTY/OFFICE:&Academic!Partnerships!DATE&OF&IMPLEMENTATION:!Sept!2010!!!!!!!!!!!!!!!!!!!!SCHOOL/PARTNER:&Truro!&!Penwith!



!

!








!


SECTION&B:&DETAILS&OF&TEACHING,&LEARNING&AND&ASSESSMENT&Items!in!this!section!must!be!considered!annually!and!amended!as!appropriate,!in!conjunction!with!the!Module!Review!Process.!Some!parts!of!this!page!may!be!used!in!the!KIS!return!and!published!on!the!extranet!as!a!guide!for!prospective!students.!Further!details!for!current!students!should!be!provided!in!module!guidance!notes.!&ACADEMIC&YEAR:&2016/17& NATIONAL&COST&CENTRE:!!!!126!&MODULE&LEADER:!!MARILLA!WALKER!


&Summary&of&Module&Content&&! !

•! Topics!suitable!for!research!of!this!nature!•! QuestionBframing!•! Research!methods:!selection!!•! Conducting!research:!ways!and!means!•! Approaches!to!writing!research!projects&


hours,!etc)!!

Category!

(mode!of!

assessment)!

Element!

Component!

Name!

Component!

weighting!

Comments!

Include!links!

to!learning!

objectives!

Written!exam!

E1! & %! !T1! & %! !

Coursework! C1!

Written!assignment!Dissertation!&

20%!!

80%!!

=!100%!!

Final!Major!Project!Proposal!20%!(ALOs!1,!2)!Final!Major!Project!80%!(ALOs!1!–!4)!


!


Updated&by:&&MARILLA!WALKER&Date:&&Sept.!2016&


!!&&Recommended&Texts&and&Sources:!Black,!J.,!&!MacRaild,!D.,!(2000),!Studying!History,!London:!Palgrave.!!Mabbett,!I.!W.,!(all!eds),!Writing!History!Essays:!A!Student’s!Guide,!!!Storey,!W.!K.,!(1999),!Writing!History:!A!Guide!for!Students,!Oxford,!Oxford!University!Press.!!Tosh,!J.,!(2000),!Historians!on!History,!London:!Pearson!Education!Ltd!!

•! Useful!articles!can!be!found!in!the!following:!HT! History!Today!HJ! Historical!Journal!HR! Historical!Research!!IRSH! International!Review!of!Social!History!JMH! Journal!of!Modern!History!P&P! Past!and!Present!SH! Social!History!!!&&&

!


SECTION&A:!DEFINITIVE&MODULE&RECORD.!Proposed!changes!must!be!submitted!via!Faculty!Quality!Procedures!for!approval!and!issue!of!new!module!code.!!MODULE&CODE:!!TCPH223! MODULE&TITLE:!!Research!Methods!&CREDITS:!!20! FHEQ!LEVEL:!!5! JACS&CODE:!!!!V400!&PRECREQUISITES:!!None! COCREQUISITES:!!None! COMPENSATABLE:!!Y!&&SHORT&MODULE&DESCRIPTOR:&(max!425!characters)!This!module!engages!with!the!key!skills!of!the!historian!–!investigation!of!primary!source!material.!!Case!studies!produced!are!placed!within!the!wider!context!for!comparative!purposes.&!ELEMENTS&OF&ASSESSMENT&(Use!HESA!KIS!definitions)!WRITTEN!EXAMINATION! COURSEWORK! PRACTICE!




•! To!introduce!students!to!experience!of!working!individually!with!primary!resources!•! To!develop!ability!to!make!sense!of!‘raw!material’!from!the!past!and!hone!their!interpretative!skills!

•! To!introduce!the!study!of!British!parliamentary!elections!within!the!Cornish!context!•! To!develop!skills!and!techniques!necessary!for!the!production!of!a!final!year!dissertation!

•! To!enable!students!to!locate!their!local!findings!within!a!broader!historiographical!context!

&ASSESSED&LEARNING&OUTCOMES:&(additional!guidance!below)!At!the!end!of!the!module!the!learner!will!be!expected!to!be!able!to:&&1.! Produce!a!written!caseBstudy!of!a!parliamentary!election!contest!in!Cornwall!2.! Judge!the!validity!of!statements!and!recognise!the!distinction!between!fact!and!opinion!and!interpret!their!own!findings!in!the!light!of!secondary!sources!

3.! Edit!material!4.! Examine!the!subBtext!of!source!material!5.! Enhance!the!selfBdisciplinary!qualities!necessary!for!independent!work!

Key/transferable!skillsh!Practical!skills!B!see!SEEC!level!!descriptors&!DATE&OF&APPROVAL:!!Sept!2010!!!!!!!!!!!!!!!!!!!!FACULTY/OFFICE:&Academic!Partnerships!DATE&OF&IMPLEMENTATION:!Sept!2010!!!!!!!!!!!!!!!!!!!!SCHOOL/PARTNER:&Truro!&!Penwith!

College!

!


DATE(S)&OF&APPROVED&CHANGE:!Sept!2010!!!!!!!!!!!!!!!!!!!!


!!!!!!Additional!notes!(for!office!use!only):!!!!!!!!!!!!&Additional&Guidance&for&Learning&Outcomes:!!To&ensure&that&the&module&is&pitched&at&the&right&level&check&your&intended&learning&outcomes&against&the&following&nationally&agreed&standards&&&






!


SECTION&B:&DETAILS&OF&TEACHING,&LEARNING&AND&ASSESSMENT&&Items!in!this!section!must!be!considered!annually!and!amended!as!appropriate,!in!conjunction!with!the!Module!Review!Process.!Some!parts!of!this!page!may!be!used!in!the!KIS!return!and!published!on!the!extranet!as!a!guide!for!prospective!students.!Further!details!for!current!students!should!be!provided!in!module!guidance!notes.!&ACADEMIC&YEAR:&2016/17& NATIONAL&COST&CENTRE:!!!!126!&MODULE&LEADER:!MICHAEL!DYMOND!


&Summary&of&Module&Content&&! &

•! A!parliamentary!election!contest!in!Cornwall!within!the!context!of!1830s!agitation!for!Parliamentary!reformh!towards!the!production!of!case!studies!and!a!synthetic!review!of!that!study!alongside!published!material.&


hours,!etc)!!

Category!

(mode!of!

assessment)!

Element!

Component!

Name!

Component!

weighting!

Comments!

Include!links!

to!learning!

objectives!

Written!exam!

E1! & %! !T1! & %! !

Coursework! C1!

Report!!!Set!exercise!&

! 50%!!!

50%!!!

TOTAL!=!100%!

Live!brief!research!and!presentation!report!B!Secondary!sources!research!(ALOs!2,!4,!5)!Exhibition!work!on!a!Case!Study!presented!as!a!Professional!poster!B!Primary!sources!research!!!(ALOs!1!–!5)!

Practice! P1! & %! !

!




&Recommended&Texts&and&Sources:&&Brock,!Michael!(1973),!The!Great!Reform!Act,!London:!Hutchinson.!!Phillips,!John!A.!(1992),!The!Great!Reform!Bill!in!the!Boroughs,!Oxford:!Clarendon!Press.!&Stoyle,!M.!(2002),!West!Britons:!Cornish!Identities!and!the!Early!Modern!British!State,!Exeter:!University!of!Exeter!Press.!!

•! Primary!sources:!Cornish!Guardian!Falmouth!Packet!Royal!Cornwall!Gazette!West!Briton!!

•! Useful!articles!can!be!found!in!the!following:!HT! History!Today!HJ! Historical!Journal!HR! Historical!Research!!IRSH! International!Review!of!Social!History!JMH! Journal!of!Modern!History!P&P! Past!and!Present!SH! Social!History!&&!

!


SECTION&A:!DEFINITIVE&MODULE&RECORD.!Proposed!changes!must!be!submitted!via!Faculty!Quality!Procedures!for!approval!and!issue!of!new!module!code.!!MODULE&CODE:!!TCPH224! MODULE&TITLE:!!Professional!Project!&CREDITS:!!40! FHEQ!LEVEL:!!5! JACS&CODE:!!V400!&PRECREQUISITES:!!! COCREQUISITES:!!! COMPENSATABLE:!!N&&SHORT&MODULE&DESCRIPTOR:&(max!425!characters)!Students!develop!and!apply!archaeological!skills!and!knowledge!from!a!relevant/!appropriate!work!situation!with!a!placement!organisation!in!their!project.!They!develop!awareness!of!learning!from!experience!and!planning!for!their!own!continued!development!as!independent!learners.!The!Project!itself!involves!the!completion!of!primary!data!collection,!the!synthesis!of!evidence!and!the!effective!presentation!of!the!results.!!&!ELEMENTS&OF&ASSESSMENT&(Use!HESA!KIS!definitions)!WRITTEN!EXAMINATION! COURSEWORK! PRACTICE!



T1!(inBclass!test)! xx%! A1& xx%! ! !&SUBJECT&ASSESSMENT&PANEL&Group&to&which&module&should&be&linked:!!History!&Professional&body&minimum&pass&mark&requirement:!!N/A!&MODULE&AIMS:!1.! To!apply!skills!and!knowledge!acquired!during!the!course!of!the!Foundation!Degree!as!well!as!experiences!from!an!appropriate!work!place!

2.! To!provide!an!opportunity!for!students!to!use!skills!and!experience!gained!in!other!parts!of!the!course!

&ASSESSED&LEARNING&OUTCOMES:&(additional!guidance!below)!1.! To!provide!prospective!employers!with!a!value!indicator!of!the!student’s!ability!as!developed!on!the!course!

2.! To!achieve!the!effective!integration!of!the!discrete!skills!and!techniques!gained!during!the!course!in!an!investigation!of!the!student’s!choice!

3.! Demonstrate!a!critical!awareness!of!learning!from!experience!and!an!ability!to!reflect!on!and!evaluate!learning!from!experience!

4.! Plan,!design!and!execute!a!programme!of!primary!or!secondary!research,!working!independently!with!an!appropriate!degree!of!supervision!





TERM:!!Autumn!

!








!


SECTION&B:&DETAILS&OF&TEACHING,&LEARNING&AND&ASSESSMENT&!

Items!in!this!section!must!be!considered!annually!and!amended!as!appropriate,!in!conjunction!with!the!Module!Review!Process.!Some!parts!of!this!page!may!be!used!in!the!KIS!return!and!published!on!the!extranet!as!a!guide!for!prospective!students.!Further!details!for!current!students!should!be!provided!in!module!guidance!notes.!&ACADEMIC&YEAR:&2016/17& NATIONAL&COST&CENTRE:!!126!&MODULE&LEADER:!!PAUL!BONNINGTON!


!

Summary&of&Module&Content&!There!will!an!opportunity!for!students!to!work!alongside!or!under!the!supervision!of!professionals!carrying!out!work!in!a!professional!capacity.!!The!nature!of!the!placement!may!vary!depending!on!whether!it!is!in!archaeological!unit,!museum,!archive,!research!centre!etc.!!It!will!be!necessary!for!the!student!to!be!directly!responsible!for!some!of!his!or!her!own!work.!Students!will!learn!about!professional!project!work!and!the!standards!required!which!they!can!transfer!to!their!project!reports.&&SUMMARY&OF&TEACHING&AND&LEARNING&(Use!HESA!KIS!definitions)!(This!summary!is!indicative!of!what!may!be!taught)!Scheduled&Activities&& Hours& Comments/Additional&Information&Lecture! 60! !Seminar!! ! !Tutorial!! 5! !Project!Supervision! ! !Demonstration! ! !Practical!Classes!&!Workshops! ! !Supervised!Time!in!Studio/Workshop! ! !Fieldwork! ! !External!Visits! 20! !Work!Based!Learning! ! !Guided!Independent!Study! 315! !Other! ! !Total& 400& (NB:!1!credit!=!10!hours!of!learningh!10!credits!=!100!

hours,!etc)!!

Category!

(mode!of!

assessment)!

Element!

Component!

Name!

Component!

weighting!

Comments!

Include!links!

to!learning!

objectives!

Written!exam!

E1! & ! !T1! & ! !

Coursework! C1!

!!Portfolio!!Report!

40!%!!60!%!

Placement&Documentation&(40%)!LO1!and!LO2!&Report&(60%)&LO1,!LO2,!LO4!!

!


Practice! P1! & ! !!Updated&by:&&PAUL!BONNINGTON&Date:&&Sept.!2016&


&Recommended&Texts&and&Sources:&Black,!J.,!&!MacRaild,!D.,!(2000),!Studying!History,!London:!Palgrave.!!Mabbett,!I.!W.,!(all!eds),!Writing!History!Essays:!A!Student’s!Guide,!!!Storey,!W.!K.,!(1999),!Writing!History:!A!Guide!for!Students,!Oxford,!Oxford!University!Press.!!Tosh,!J.,!(2000),!Historians!on!History,!London:!Pearson!Education!Ltd!!

•! Useful!history!articles!can!be!found!in!the!following:!HT! History!Today!HJ! Historical!Journal!HR! Historical!Research!!IRSH! International!Review!of!Social!History!JMH! Journal!of!Modern!History!P&P! Past!and!Present!SH! Social!History!!

•! Useful!archaeology!articles!can!be!found!in!the!following:!!

Antiquity!Cornish!Archaeology!Cornish!Mining!World!Heritage!Site!Newsletter!Current!Archaeology!Industrial!Archaeology!Review!Internet!Archaeology!Past!PostBMedieval!Archaeology!Proceedings!of!the!Prehistoric!Society!Trevithick!Society!Journal!!!!&