UCL INSTITUTE OF ARCHAEOLOGY - ARCLO127: Archaeology and Education 2018-19 MA Module 15 credits
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UCL INSTITUTE OF ARCHAEOLOGY
ARCLO127: Archaeology and Education
2018-19
MA Module 15 credits
Turnitin Class ID: 3885506 Turnitin Password IoA1819
Deadline for coursework for this module: 5pm on Wednesday 24/04/2019
Target date for return of marked coursework to students: 2pm on Wednesday 15/05/2019
Co-ordinator: Sarah Dhanjal
s.dhanjal@ucl.ac.uk
Lectures in Room 410, Mondays 16:00-18:00
Office TBC
Office Hours: I will be available at UCL on Monday afternoons only. The timings will change week
to week depending on my other work commitments. Please email me to arrange a meeting.
Please see the last page of this document for important information about submission and marking
procedures, or links to the relevant webpages.
11 OVERVIEW
Short description
The course will examine the ways in which archaeologists, and educators, have furthered an un-
derstanding and appreciation of archaeology in both formal and non-formal education. It will be
useful for those intending to work in archaeology, in heritage management or in a museum. A site
visit and practical projects to examine resources for educational groups and information for the vis-
iting public will be carried out.
Week-by-week summary
The tutor for each session will be Sarah Dhanjal. The following is a session outline for the course
as a whole.
DATE SESSION Task for following week
07/01/2019 1. Introduction to course. Archaeology Look at History in the English
in context National Curriculum and be
Learning objective discussion ready to discuss where archae-
Brief coursework discussion ology fits in
14/01/2019 2. Archaeology and school curricula: a Think about how you have
world view learnt about archaeology and
be ready to discuss
21/01/2019 3. Archaeology and history: focus on Think about the applications of
teaching resources archaeology to 1 curriculum
subject area (NOT history) and
be ready to discuss
28/01/2019 4. Archaeology across the curriculum Look at the MOL and London
Mithreaum websites
04/02/2019 5. Visit to the Museum of London
(London Mithraeum if possible)
11- Reading Week – no teaching
15/02/2019
18/02/2019 6. Archaeology and informal learning Examine the education pro-
gramme of one archaeological
site and be ready to discuss
your findings
25/02/2019 7. Learning outdoors Bring in a mystery object and
be ready to facilitate discussion
around it
04/03/2019 8. Learning from objects Watch an archaeology pro-
Coursework discussion gramme and be ready to dis-
cuss it
11/03/2019 9. Archaeology in the media Look at examples of archaeol-
Feedback forms to be filled in ogy activities online
18/03/2019 10. Designing activities
Feedback form discussion
Wednesday Coursework due in by 5pm
24/04/2019
2Basic texts
Essential:
Beavis, J & Hunt, A, 1999. Communicating Archaeology. Oxford: Oxbow Books. Bournemouth
University School of Conservation Sciences Occasional Paper 4. INST ARCH AQ BEA
Corbishley, M et al, 2008. Learning Beyond the Classroom: Archaeological Sites and Schools.
Conservation and Management of Archaeological Sites, 10/1, 78-92.
Corbishley, M, 2011. Pinning Down the Past: Archaeology, Heritage and Education Today. Wood-
bridge: Boydell Press. INST ARCH AG COR
Cracknell, S & Corbishley, M (ed), 1986. Presenting archaeology to young people. York: Council
for British Archaeology. CBA Research Report No 64. INST ARCH DAA Qto COU
Derry, L & Malloy, M (eds), 2003. Archaeologists and Local Communities: Partners in Exploring
the Past. Washington: Society for American Archaeology. INST ARCH DED 100 DER
Henson, D, Corbishley, M & Stone, P, 2003. Education and the Historic Environment. London:
Routledge. INST ARCH AQ HEN
Pearson, V (ed). 2001. Teaching the past: a practical guide for archaeologists. York: Council for
British Archaeology. INST ARCH AQ Qto PEA
Stone, P & MacKenzie, R (ed), 1990. The Excluded Past: Archaeology in Education. London:
Routledge. INST ARCH AQ STO
Stone, P & Molyneaux, B (ed), 1994. The Presented Past: Heritage, museums and education.
London: Routledge. INST ARCH M 6 STO
Stone, P G & Planel, P (eds), 1999. The Constructed Past: Experimental archaeology, education
and the public. London: Routledge. INST ARCH AH STO
Further Reading:
Arthur, J & Phillips, R (eds), 2000. Issues in History Teaching. London: Routledge. INST ARCH
AQ ART
Brisbane, M & Wood, J, 1996. A Future for Our Past: An introduction to heritage studies. London:
English Heritage. INST ARCH AG Qto BRI
Cooper, H, 2002. History in the early years. London: Routledge Falmer. INST ARCH AQ COO
Corbishley, M (ed), 1999. Primary History: Using the evidence of the historic environment. London:
English Heritage. INST ARCH AQ Qto COR
Fowler, P J, 1992. The Past in Contemporary Society: Then, Now. London: Routledge. INST
ARCH AG FOW
Graham, D & Tytler D, 1993. A lesson for us all: The making of the national curriculum. London:
Routledge. INST ARCH AQ GRA
Henson, D. 2017. Archaeology and Education. In Moshenska, G. (ed) Key Concepts in Public
Archaeology. London: UCL Press. Last accessed on 02/01/2019.
https://ucldigitalpress.co.uk/Book/Article/22/47/1624/
3Pearce, S M, 1990. Archaeological Curatorship. Leicester: Leicester University Press. Parts 1 and
3. INST ARCH MG 2 PEA
Philips, R, 1998. History teaching, nationhood and the state. London: Cassell. INST ARCH AQ
PHI
Smardz Frost, K. and Smith, S.J. 2000. The archaeology education handbook : Sharing the past
with kids. Society for American Archaeology Walnut Creek: Altamira Press. INST ARCH AQ SMA
Spicer, S & Walmsley, D (eds), 2004. Citizenship: using the evidence of the historic environment.
London: English Heritage. INST ARCH AQ Qto SPI
Zarmati, L & Cremin, A, 1998. Experience Archaeology. Cambridge: Cambridge University Press.
INST ARCH AQ ZAR
Note: References, bibliographies and copies of presentations will be available for each session.
Methods of assessment
This module is assessed by means of one piece of coursework of 3,800-4,200 words which will
contribute 100% to the final grade for the course.
Teaching methods
The module is taught through lectures using PowerPoint presentations, videos, discussions and
practical exercises in class. In addition, the museum visit will give students a greater familiarity
with some of the methods and techniques covered in the course.
Workload
There will be 20 hours of lectures for this module, which includes a visit to the Museum of London
(and the London Mithraeum if possible).
Students will be expected to undertake around 80 hours of reading for the module, plus 60 hours
preparing for and producing the assessed work. This adds up to a total workload of some 150
hours for the module.
Prerequisites
There are no prerequisites for this module.
2 AIMS, OBJECTIVES AND ASSESSMENT
Aims
The module aims to develop the student’s knowledge and understanding of the history and devel-
opment of education in archaeology, both in the formal curricula at all levels and in non-formal
learning situations for adults and children at archaeological sites, monuments and museums.
An important focus of this module will be the development of a student’s ability critically to analyse
current research and practice in resource provision and services for archaeology and education.
In addition, students will gain an appreciation of issues concerning the links between the formal
curricula and the historic environment.
Objectives
On successful completion of this module a student should:
4 Recognise the nature of archaeology and education in the UK and in some other countries
Be familiar with the development of archaeology and education
Be familiar with and understand the methods used by archaeologists and heritage man-
agers to inform and educate formal groups and the visiting public
Understand the key issues in providing and maintaining on-site and outreach programmes
for archaeological education.
Learning outcomes
A key outcome is to train students for independent research and careers in education services in
the historic environment, in related professions, or in other professions, such as teaching, where
such training will be useful.
On successful completion of this module a student should have acquired skills in:
Critically examining and discussing resources and services provided for archaeological ed-
ucation
Applying learning and research to designing curriculum-based material for educational
groups and information for general visitors to archaeological sites, monuments and muse-
ums.
Coursework
The deadline for the assessment is by 5pm on Wednesday 24th April 2019 - 24/04/2019 (see
notes below for word length and deadlines).
The Module Co-ordinator will discuss with the whole class how the essay may be approached and
will suggest topics. Students are encouraged to submit titles and outlines of any other topic rele-
vant to the module. The Module Co-ordinator is willing to discuss an outline of the student's ap-
proach to the assignment, provided this is planned suitably in advance of the submission date. If
students are unclear about the nature of an assignment, they should discuss this with the Module
Co-ordinator, provided this is planned suitably in advance of the submission date.
Students are not permitted to re-write and re-submit essays in order to try to improve their marks.
Please note that in order to be deemed to have completed and passed in any course, it is neces-
sary to submit the all the assessments.
Word count
The essay for this module will be in the range 3,800 – 4, 200 words. The following should not be
included in the word-count: title page, contents pages, lists of figure and tables, abstract, preface,
acknowledgements, bibliography, lists of references, captions and contents of tables and figures,
appendices.
Penalties will only be imposed if you exceed the upper figure in the range. There is no penalty for
using fewer words than the lower figure in the range: the lower figure is simply for your guidance to
indicate the sort of length that is expected.
In the 2018-19 session penalties for overlength work will be as follows:
5 For work that exceeds the specified maximum length by less than 10% the mark will be
reduced by five percentage marks, but the penalised mark will not be reduced below the
pass mark, assuming the work merited a Pass.
For work that exceeds the specified maximum length by 10% or more the mark will be
reduced by ten percentage marks, but the penalised mark will not be reduced below the
pass mark, assuming the work merited a Pass.
Coursework submission procedures
All coursework must normally be submitted both as hard copy and electronically. (The
only exceptions are bulky portfolios and lab books which are normally submitted as hard
copy only.)
You should staple the appropriate colour-coded IoA coversheet (available in the IoA library
and outside room 411a) to the front of each piece of work and submit it to the red box at the
Reception Desk.
All coursework should be uploaded to Turnitin by midnight on the day of the deadline.
This will date-stamp your work. It is essential to upload all parts of your work as this
is sometimes the version that will be marked.
Instructions are given below.
Note that Turnitin uses the term ‘class’ for what we normally call a ‘module’.
1. Ensure that your essay or other item of coursework has been saved as a Word
doc., docx. or PDF document, and that you have the Class ID for the module
3885506 and enrolment password (this is IoA1819 for all modules this session - note
that this is capital letter I, lower case letter o, upper case A, followed by the current
academic year)
2. Click on http://www.turnitinuk.com/en_gb/login
3. Click on ‘Create account’
4. Select your category as ‘Student’
5. Create an account using your UCL email address. Note that you will be asked
to specify a new password for your account - do not use your UCL password or the
enrolment password, but invent one of your own (Turnitin will permanently associate
this with your account, so you will not have to change it every 6 months, unlike your
UCL password). In addition, you will be asked for a “Class ID” and a “Class enrolment
password” (see point 1 above).
6. Once you have created an account you can just log in at
http://www.turnitinuk.com/en_gb/login and enrol for your other classes without going
through the new user process again. Simply click on ‘Enrol in a class’. Make sure you
have all the relevant “class IDs” at hand.
7. Click on the module to which you wish to submit your work.
8. Click on the correct assignment (e.g. Essay 1).
9. Double-check that you are in the correct module and assignment and then click
‘Submit’
10. Attach document as a “Single file upload”
11. Enter your name (the examiner will not be able to see this)
12. Fill in the “Submission title” field with the right details: It is essential that the
first word in the title is your examination candidate number (e.g. YGBR8 In what
sense can culture be said to evolve?),
13. Click “Upload”. When the upload is finished, you will be able to see a text-only
version of your submission.
14 Click on “Submit”.
If you have problems, please email the IoA Turnitin Advisers on ioa-turnitin@ucl.ac.uk,
explaining the nature of the problem and the exact module and assignment involved.
6One of the Turnitin Advisers will normally respond within 24 hours, Monday-Friday
during term. Please be sure to email the Turnitin Advisers if technical problems prevent
you from uploading work in time to meet a submission deadline - even if you do not
obtain an immediate response from one of the Advisers they will be able to notify the
relevant Module Coordinator that you had attempted to submit the work before the
deadline
3 SCHEDULE AND SYLLABUS
Teaching schedule
Lectures will be held 16:00-18:00 on Mondays, in Room 410.
Syllabus
The following is an outline for the course as a whole and identifies key texts relevant to each ses-
sion. In addition, students will be provided with more detailed readings and website references
during the course and to support assessment work.
1. 07/01/2019 Introduction to course. Archaeology in context. This session will outline the
elements of the course and discuss the trip and practical details. We will look at the way archaeol-
ogists and heritage managers connect with their audiences. We will introduce issues pertaining to
archaeology and education, with the aim of putting the course into context.
Fowler, P J, 1992. The Past in Contemporary Society: Then, Now. London: Routledge.
Holtorf, C, 2007. Archaeology is a Brand! The meaning of archaeology in contemporary popular
culture. Oxford: Archaeopress. INST ARCH AQ GRA.
2. 14/01/2019 Archaeology and school curricula: a world view. In this session we will look at
the place of archaeology in curricula across the world. We will discuss where the teaching of ar-
chaeology may be applicable within curricula.
Case Study: The English National Curriculum
Henson, D, Stone, P & Corbishley, M (eds). 2004. Education and the Historic Environment. Lon-
don: Routledge. INST ARCH AQ HEN.
Corbishley, M, 2011. Pinning Down the Past: Archaeology, Heritage and Education Today. Wood-
bridge: Boydell Press. INST ARCH AG COR (see pages 110-124).
Department for Education. 2014. National Curriculum in England: framework for Key Stages 1 to 4
Updated 02/12/2014. Last accessed 02/01/2019. https://www.gov.uk/government/publications/na-
tional-curriculum-in-england-framework-for-key-stages-1-to-4/the-national-curriculum-in-england-
framework-for-key-stages-1-to-4
3. 21/01/2019 Archaeology and history: focus on teaching resources. Resources for
teaching archaeology will be examined and discussed. Issues around accuracy and bias, past and
present, will be examined.
Case Study: The presentation of prehistoric peoples to young people.
Corbishley, M & Stone, P G, 1994. The teaching of the past in formal school curricula in England
in P G Stone & B L Molyneaux (eds), The Presented Past: Heritage, museums and education.
London: Routledge. 383-394. INST ARCHM 6 STO.
Roberts, M (ed), 2004. After the Wall: History Teaching in Europe since 1989. Hamburg: Körber-
Stiftung. INST ARCH AQ ROB.
BBC, 2019. Hands on History: Teacher’s Resources. Last accessed 02/01/2019.
http://www.bbc.co.uk/schools/primaryhistory/hands_on_history/dig/
74. 28/01/2019 Archaeology across the curriculum. Archaeology may be used in a variety of
subjects other than history, from maths to science, from expressive arts to geography.
Collins, F & Hollinshead, L, 2000. English and the Historic Environment. London: English Heritage.
INST ARCH AQ Qto COL.
Corbishley, M, 2011. Pinning Down the Past: Archaeology, Heritage and Education Today. Wood-
bridge: Boydell Press. INST ARCH AG COR (pages 149-190)
Johnston, V, Corbishley, M, Hollinshead, L, 2004. Exploring Churches. London: The Churches
Conservation Trust. INST ARCH AQ Qto JOH.
Spicer, S & Walmsley, D (eds), 2004. Citizenship: Using the Evidence of the Historic Environment.
London: English Heritage. INST ARCH AG Qto SPI.
Thomas, S & Lea, J (eds), 2014. Public Participation in Archaeology. Woodbridge: Boydell Press.
INST ARCH AG THO.
5. 04/02/2019 Visit to the Museum of London (and London Mithreaum if possible). The aim
of this visit is to examine the ways in which these museums explain the past to their visitors and
makes collections and information available to specialist groups, including school groups.
Museum of London website is http://www.museumoflondon.org.uk/london-wall/ See in particular
the Schools section.
School resources for the London Mithreaum may be found here https://www.londonmithraeum.-
com/learn/
6. 18/02/2019 Archaeology and informal learning. In this session we will address the nature
of lifelong learning, family learrning, adult learning and extracurricular activities. We will assess
the potential for archaeologists to contribute to informal learning.
Campaign for Learning. 2019. Campaign for Learning: Home. Last accessed on 02/01/2019
https://www.campaign-for-learning.org.uk/
Learning and Work Institute. 2019. Learning and Work. Last accessed on 02/01/2019
https://www.learningandwork.org.uk/
7. 25/02/2019 Learning outdoors. Archaeologists work like detectives uncovering clues to the
past. This session looks at the ways in which the archaeological approach may be used to
introduce children, students and the public to learning about the past.
Cracknell, S & Corbishley, M (eds), 1986. Presenting archaeology to young people. Research Re-
port No 64. London: Council for British Archaeology. INST ARCH DAA Qto Series COU 64.
Corbishley, M et al, 2008. Learning Beyond the Classroom: Archaeological Sites and Schools.
Conservation and Management of Archaeological Sites, 10/1, 78-92.
8. 04/03/2019 Learning from objects. This session looks at detective approaches which may
be employed in the classroom, in particular using objects to ask questions about the past. We will
consider the role of outreach in providing opportunities to handle real archaeological material.
British Museum 100 Objects project http://www.ted.com/talks/neil_macgregor_2600_years_of_his-
tory_in_one_object.html
Corbishley, M (ed). 1999. Primary History: Using the evidence of the historic environment. London:
English Heritage. INST AQ Qto COR.
Durbin, G, Morris, S & Wilkinson, S, 1996. Learning from Objects. London: English Heritage. INST
ARCH AQ Qto DUR.
89. 11/03/2019 Archaeology in the media. We will briefly look at how archaeology is portrayed
(and how archaeologists portray themselves) in the movies, on television, on radio and in
newspapers. We will discuss how these preconceptions shape and challenge us as educators.
Ascherson, N, 2004. Archaeology and the British Media, in N Merriman (ed), Public Archaeology,
145-158. London: Routledge. INST ARCH AG MER.
Brittain, M & Clack, T, 2007. (eds), Archaeology and the Media. Walnut Creek, Ca: Left Coast
Press, 11-65. INST ARCH AG CLA.
10. 18/03/2019 Designing activities. This final session draws together our learning and looks
at the practicalities of developing learning strategies and activities.
Florida Public Archaeology Network. 2008. Beyond Artifacts: Teaching Archaeology in the Class-
room. Last accessed on 02/01/2019 http://flpublicarchaeology.org/resources/2008v2BA.pdf
Forestry Commission Scotland. 2017. Outdoor Archaeological Learning. Last accessed on
02/01/2019 https://scotland.forestry.gov.uk/images/corporate/pdf/outdoor-archaeological-learning-
resource.pdf
Hellewell, E. et al. 2012. Life in the Mesolithic. Last accessed on 02/01/2019 https://www.yac-
uk.org/userfiles/file/1457524005_Life_in_Mesolithic_pack_complete.pdf
4 ADDITIONAL INFORMATION
Libraries and Other Resources
You will find that there are relevant resources in the UCL Institute of Education Library: Newsam
Library and Archives, 20 Bedford Way, London WC1H 0AL, please check UCL Explore.
Due to the nature of this field resources are not always academically published. Check the web-
sites of museums, heritage and archaeological sites and bodies for relevant material, for example,
reports, teaching materials, information about events and activities. I would also suggest you keep
informed of news stories around archaeology and education via reputable sources.
Information for intercollegiate and interdepartmental students
Students enrolled in Departments outside the Institute should obtain the Institute’s coursework
guidelines from Judy Medrington’s office (email j.medrington@ucl.ac.uk),. These guidelines will
also be available on Moodle under Student Administration.
INSTITUTE OF ARCHAEOLOGY COURSEWORK PROCEDURES
General policies and procedures concerning modules and coursework, including submission
procedures, assessment criteria, and general resources, are available on the IoA Student
Administration section of Moodle: https://moodle.ucl.ac.uk/module/view.php?id=40867. It is
essential that you read and comply with these. Note that some of the policies and procedures will
be different depending on your status (e.g. undergraduate, postgraduate taught, affiliate, graduate
diploma, intercollegiate, interdepartmental). If in doubt, please consult your module co-ordinator.
GRANTING OF EXTENSIONS: Note that there are strict UCL-wide regulations with regard to the
granting of extensions for coursework. Note that Module Coordinators are not permitted to grant
extensions. All requests for extensions must be submitted on a the appropriate UCL form,
together with supporting documentation, via Judy Medrington’s office and will then be referred on
for consideration. Please be aware that the grounds that are acceptable are limited. Those with
long-term difficulties should contact UCL Student Support and Wellbeing to make special
arrangements. Please see the IoA Student Administration section of Moodle for further
information. Additional information is given here
http://www.ucl.ac.uk/srs/academic-manual/c4/extenuating-circumstances/
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