AR2F13-Archaeology Fieldschool Joint Honours

Module Provider: Archaeology
Number of credits: 10 [5 ECTS credits]
Level:5
Terms in which taught: Summer term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2022/3

Module Convenor: Ms Amanda Clarke
Email: a.s.clarke@reading.ac.uk

Type of module:

Summary module description:

This module offers a practical hands-on introduction to the field techniques and site recording methods used on both urban and rural excavations. Through the excavation and recording of the monuments and sites within a prehistoric, roman, medieval and post-medieval landscape, students will learn about major archaeological monuments within their urban and rural contexts. Students will spend 2 weeks on the excavation and during this time will be able to participate in most aspects of site work, including excavation, finds and sample processing, survey, and coring. There will be dedicated training sessions and the opportunity for students to focus on particular fieldwork and transferable skills.ÌýStudents will be assessed by a combination of continuous assessment (including regular formative feedback on practical and transferable skills), an online short answer quiz on practising archaeology, and an on-site verbal and written test.

Aims:

The training excavation aims to provide the student with an experience of field archaeology in which a basic knowledge of field techniques (both intrusive and non-intrusive) and site recording methods will be acquired. An introduction to finds management and the scientific techniques used on an excavation will be given, as well as the opportunity to work with visitors to the excavation. Additionally, insight will be gained into the setting up and running of a large archaeological field project, including Health and Safety awareness.

Introductory Reading:

Islay:

https://www.youtube.com/watch?v=9FGgeJolKO4

Ritchie, G. 1997. The Archaeology of Argyll. Edinburgh: Edinburgh University Press. (especially chapters 1, 2, 7, 9, 10)

Caldwell, D. 2008. Islay. The land of the lordship. Edinburgh: Birlinn.

RCAHMS, 1984. Argyll: an inventory of the monuments. Vol.5, Islay, Jura, Colonsay and Oronsay. Royal Commission on the Ancient and Historical Monuments of Scotland

www.islayheritage.org , explore Projects and Sites and monuments pages

Cookham:

Interim Report – available on the AR2F12 Blackboard site

https://research.reading.ac.uk/middle-thames-archaeology/

https://www.youtube.com/watch?v=VBhKqzUW1L4

Assessable learning outcomes:

By the end of the Field School it is expected that the student will be able:

• to identify and excavate archaeological stratigraphy


• to define and survey archaeological features


• to identify and record archaeological deposits and to recognise the characteristics of soil texture, colour etc


• to recover and process environmental samples


• to excavate, process and identify artefacts on site


• to work with and understand the uses of an archaeological database


• to understand the contribution material culture and biological and environmental evidence can make to our understanding of prehistoric monuments


• to demonstrate an understanding of the international context of the site


• to demonstrate skills useful on research projects all over the world


• to be aware of key Health and Safety procedures for fieldwork;


• towork as part of a team


• to evaluate their own practical performance and understanding


• to communicate and interact with the visiting public


• to demonstrate an awareness of their own skills and employability

Additional outcomes:

Students will also develop their IT awareness by observing the creation and development of the on-site archaeological database and accessing the relevant web pages. The module also aims to teach the student to communicate effectively with members of the public. For those students enrolled in the Museums Studies course there will be opportunities to work with the artefacts recovered during the excavation, as well as a chance to develop their site presentation skills to visitors to the excavation. There may be opportunities for students to help in the acquisition of geophysical data (from a range of different geophysical instrumentation),.

Outline content:

Students will spend 2 weeks on the training excavation. At the start of the Field School, all students will take part in an on-site training session offering short talks on site Health and Safety, the use of archaeological tools, finds recording methods and systems, and environmental sieving and sorting. Each student is then assigned to a site supervisor, and during the course of the next 2 weeks, will learn to take responsibility for the excavation and recording of archaeological features under guidance. It is expected that even if each student does not have the opportunity to take part in every aspect of the Field School, they will have been able to observe others doing so. Students will be kept up-to-date with site progress by means of a weekly site tour, and by regular reports from their individual supervisors.Ìý

Global context:
On completion of this module the student will have gained an exemplary grounding in archaeological fieldwork, and a broad range of skills, which can be put to good use on any other excavation project, anywhere in the world. Working with the project database (the Integrated Archaeological DataBase - IADB) allows students to consider the implications of a universal recording system and how it can be translated to excavations of any location or period.

Brief description of teaching and learning methods:

All students will be assigned to a team at the outset, and this team will form the basis of their teaching and learning experience on site. Each student will be given a copy of the Field School Handbook at the start of the excavation, outlining aims and results of the excavation, methods and details of recording, Health and Safety regulations and the processes of assessment. Subsequently students will receive instruction and guidance throughout the working day. There will be dedicated trainin g sessions each week on individual aspects of the excavation.

The working day will be divided between formal lectures delivered to large groups, and smaller interactive, and hands-on sessions. At the end of their first week the students will have an informal feedback session in order to monitor their progress.

Each student will be given an Archaeology Skills Passport at the start of the Field School, and they will map the skills gained throughout the Field School, with the help of feedback from their Supervisors.

As a 10 credit module, The Archaeology Field School should involve 100 hours of study time, including supervised fieldwork and preparing for your assessments. You should therefore expect the following sort of workload:

7 hours: Contact hours in formal teaching sessions (on-site lectures)

4 hours: Demonstration

16 hours: Supervised time in a workshop

3 hours: Tutorials/project supervision

50 hours: Contact hours in supervised fieldwork on site

20 hours: Independent study (writing a field notebook, reading the Handbook, preparing for the skills’ test, filling in the Archaeology Skills Passport).

Contact hours indicated in the Summer term include contact hours that take place during the Summer vacation.

Contact hours:

Ìý	Autumn	Spring	Summer
Lectures			7
Tutorials			3
Demonstration			4
Supervised time in studio/workshop			16
Fieldwork			50
Guided independent study:			20
Ìý	Ìý	Ìý	Ìý
Total hours by term	0	0
Ìý	Ìý	Ìý	Ìý
Total hours for module	100

Summative Assessment Methods:

Method	Percentage
Practical skills assessment	70
Set exercise	30

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

At the end of 2 weeks at the Field School students will take an individual verbal and written on-site skills’ test with their supervisors. Skills assessed will include: Health and Safety, excavation recording, finds, science and working with visitors. The skills’ tests will include a feedback session with each supervisor, and all practical and transferable skills gained on the excavation will be assessed continuously via an online tick list with feedback. Each student will complete a field notebook and an Archaeology Skills passport, which will be submitted on the last day on site. (70%).Ìý

During the excavation, each student will take a short answer test on Blackboard, on the archaeology of the area of their site. Ìý(30%).

Formative assessment methods:

During the course of the Field School the student will take part in a variety of on-site activities and they will gain a number of skills, as described in the Field School Handbook. Each student will be expected to keep a daily field notebook, using the Archaeology Skills Passport, and to refer to the skills checklist in their Handbook. The notebook and skills’ checklists will contribute to the student’s Continuing Professional Development, and will act as a CPD log.Ìý Throughout their time on site students will be provided with feedback on their site skills, and this continuous on-site practical assessment will form the basis of regular feedback sessions about skills gained. Each student will be assigned to a team for the duration of the Field School, and within this team they will take part in a number of team-based formative learning experiences, which will allow them to apply the knowledge gained throughout the Field School.

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:
a mark of 40% overall.

Reassessment arrangements:

Re-assessment by submission of coursework on dates set by the Department. Depending on circumstances, retake of the whole module in the following Summer vacation may be required.Ìý

Additional Costs (specified where applicable):

1) Required text books:Ìý None

2) Specialist equipment or materials:Ìý None

3) Specialist clothing, footwear or headgear:Ìý Students will need boots, gloves and hard wearing clothing.Ìý

4) Printing and binding:Ìý None

5) Computers and devices with a particular specification:Ìý None

6) Travel, accommodation and subsistence:Ìý For Silchester, students will stay in their own accommodation in Reading, and will travel to and from site in a coach paid for by SAGES. For Islay: the cost of travel from Reading to Islay will be subsidised.

Last updated: 22 September 2022