Module overview
Aims and Objectives
Learning Outcomes
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- Knowledge of EIA process applicable to a range of fields in many countries
- To understand the rationale behind EIA
- the workflows associated with EIA for heritage management
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- Experience of assessment process and report production to stated deadlines
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- Accessing archives and assimilating data
Subject Specific Practical Skills
Having successfully completed this module you will be able to:
- GIS and CAD skills
- To be able to produce a desk based assessment (DBA) of a particular site or landscape drawing on library research, grey literature, historic maps and documents, air photographs and other archived materials.
Syllabus
Learning and Teaching
Teaching and learning methods
| Type | Hours |
|---|---|
| Seminar | 4 |
| Completion of assessment task | 80 |
| Preparation for scheduled sessions | 30 |
| Practical classes and workshops | 6 |
| Wider reading or practice | 10 |
| Lecture | 20 |
| Total study time | 150 |
Resources & Reading list
General Resources
Department of the Environment 1994, PPG 15 Planning Policy Guidance: Planning and the Historic Environment. Department of the Environment..
Planning Policy Statement 5: Planning for the Historic Environment..
Department of the Environment 1994, PPG 16 Planning Policy Guidance: Planning and the Historic Environment. Department of the Environment..
Journal Articles
CARVER, J J (2013). The Challenges and Opportunities for Mega-Infrastructure Projects and Archaeology. Papers from the Institute of Archaeology, [S.l.], 23, pp. 18.
Textbooks
Hunter, J. and Ralston, I. (1993). Archaeological Resource Management in the UK: An Introduction. Alan Sutton.
Howard, P (2007). Archaeological Surveying and Mapping: Recording and Depicting the Landscape. London: Routledge.
Aston, M. (1985). Interpreting the Landscape: Landscape Archaeology in Local Studies. London: Batsford.
Bewley, R., Donoghue, D., Gaffney, V., van Leusen, M., Wise, A. (1998). Archiving Aerial Photography and Remote Sensing Data: A Guide to Good Practice. Archaeology Data Service.
Richards, J. and Robinson, D. (2000). Digital Archives from Excavation and Fieldwork: Guide to Good Practice. Archaeology Data Service.
Rippon, S. (2004). Historic Landscape Analysis: Deciphering the Countryside. Council for British Archaeology.
Barker, P. (1982). Techniques of Archaeological Excavation. London: Batsford.
Assessment
Assessment strategy
This module allows for two modes of assessment; formative and summative. Formative feedback will be used to aid your learning throughout the module via feedback on a blog you will create. Here you will be able to aggregate journal articles, case studies and pose questions. The summative assessment will take the form of a desk based assessment for a terrestrial development. You will be given a project brief and the necessary data to make an assessment. Your first summative assessment will be in the form of an interview where you will outline your initial thoughts on the project. The second assessment will be your written report (following feedback from the interview). This assessment has been designed to directly follow current practice in industry, helping to improve your employability skills.Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Project meeting | 25% |
| Desk-based assessment | 75% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Desk-based assessment | 100% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
| Method | Percentage contribution |
|---|---|
| Assessment tasks | 100% |
Repeat Information
Repeat type: Internal & External