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1. Admissions/ Management Information
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Title of the new programme – including any lower awards
Please provide the titles used for all awards relating to this programme. Note: all programmes are required to have at least a Postgraduate Certificate exit award.

See guidance on programme titles in:
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Masters MSc Material Culture and Experimental Archaeology
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Postgraduate Diploma PG Diploma in Material Culture and Experimental ArchaeologyPlease indicate if the Postgraduate Diploma is available as an entry point, ie. is a programme on which a student can register or as an exit award, ie. that are only available to students exiting the masters programme early, or both.Exit
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Postgraduate Certificate
PG Certificate in Material Culture and Experimental Archaeology
Please indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, or as an exit award, ie. that are only available to students exiting the masters programme early, or both.Exit
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Level of qualificationLevel 7
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This document applies to students who commenced the programme(s) in:2020
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Awarding institutionTeaching institution
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University of York University of York
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Department(s):
Where more than one department is involved, indicate the lead department		Board of Studies
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Lead Department Archaeology
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Other contributing Departments: none
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Route code
(existing programmes only)
PMARCSMCU1
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Admissions criteria
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A good honours degree (an upper second class or first class degree) or an equivalent qualification from an overseas institution in archaeology, history, art history, anthropology, biology or a related field. Other applicants may be considered in exceptional circumstances, such as those who have relevant practical experience in field archaeology. A BSc maybe prerequisite for some optional modules. For foreign language speakers, level 6.5 IELTS/61 Pearson PTE is required.
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Length and status of the programme(s) and mode(s) of study
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ProgrammeLength (years/ months) Status (full-time/ part-time)
Please select		Start dates/months
(if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)		Mode
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Face-to-face, campus-basedDistance learningOther
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MSc Material Culture and Experimental Archaeology1 yearBothSeptember Please select Y/NYesPlease select Y/NNo
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2 yearPart-timeSeptemberPlease select Y/NYesPlease select Y/NNo
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3 yearPart-timeSeptemberPlease select Y/NYesPlease select Y/NNo
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Language(s) of study
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English
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Language(s) of assessment
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English
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2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
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2.a. Is the programme recognised or accredited by a PSRB
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3. Additional Professional or Vocational Standards
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Please Select Y/N: Noif No move to section 3
if Yes complete the following questions
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Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
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Please Select Y/N: Noif Yes, provide details
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(max 200 words)
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4. Programme leadership and programme team
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4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme.
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Aimee Little & Stephanie Wynne-Jones are the programme leaders. There is also significant input from other related programme leads, including Prof Nicky Milner.
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4.b. How are wider stakeholders such as students/ alumni, professional bodies and employers involved in the design of the programme and in ongoing reflection on its effectiveness?
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Generic PLOS (1-5) were developed by our PGT Pedagogy team, composed of 5 members of staff (senior lecturers and associate lecturers), based on existing programme specifications and mapping to the UK Quality Code for HE). They have been refined in consultation with students and staff, taking into account external examiner feedback on the programme. They also reflect feedback provided through Sense Checks on a sample of Master’s programmes from the department. PLOs 6-8, in specific, were developed through thematic workshops and one-on-one staff consultation with Directors of Studies conducted primarily in the Summer term 2017. They have been designed to reflect the particular requirements of the programme.

To develop the programme maps and enhancement plans, as well as the PLOs and SoPs, we conducted a focus group with existing and past Masters students (February 2017), distributed the ASO’s TESTA questionnaire amongst these students (February 2017), and held a half-day Away Day with the vast majority of departmental staff who teach on and lead our Masters programmes (March 2017). We have held small-group pedagogy alignment-oriented sessions with staff members (April/May 2017), have extended our student consultations via the distribution of an online survey (April/May 2017), and hosted a well-attended workshop for all Masters teaching staff (internal and external module leaders) on innovations with teaching and learning, co-led by the E-learning team (October 2017). One-on-one consultations with all Directors of Studies in the run-up to submission and approval of our PDDs (October/November 2017) have been conducted. All Programme Leaders (Directors of Studies) have contributed to this process.
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5. Purpose and learning outcomes of the programme
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5.a. Statement of purpose for applicants to the masters programme
Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
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This MSc provides advanced theoretical and methodological training for new or experienced scholars interested in material culture and the experimental techniques that can be used to explore the manufacture and function of objects in the past. It will provide a broad range of training in all aspects of interpretation and experimentation, giving an essential background for future research, work in museums, heritage and/or curation.This programme runs in parallel with an MA route, but is distinguished by the ISM, which has a scientific focus.

It involves a unique combination of outdoor experimental work at the YEAR Centre with lab and seminar based training, bringing together research strengths within the Department of Archaeology at York. Students will receive a detailed grounding in analytical techniques of experimental and ethnoarchaeology, both of which shape approaches to the material world. A strong emphasis on practical training will provide the skills to undertake independent work with materials.

Students will be working with staff recognised as field leaders in the functional analysis of artefacts, experimental archaeology, ethnoarchaeology and material culture theory. They will work on real research questions as part of ongoing projects, and will contribute to the creation of resources for public dissemination and educational programmes, both for the University of York and our partners in the heritage sector. The programme will provide students with the analytical skills to conduct research with diverse types of material culture and to deconstruct and use existing studies. They will gain hands-on practical experience in the recording, manufacture and functional analysis of artefacts, including microwear and residue analyses. This combination makes the programme ideal preparation for a future in archaeological research, or a career working with objects in museums or heritage organisations.

Students will have the opportunity to work across many research centres at York, including BioArCh, HYMS, Digital Heritage and Conservation, and across period specialisations. The programme also has strong links with museums and heritage institutions in York and surrounding regions. Our students will have the opportunity to participate in fieldtrips designed to inspire their research on objects, and to apply outreach skills using digital media.

The programme is offered full-time, or part-time to suit those in employment, and can be tailored for early- and mid-career professionals or to offer entry-level learning for those at the beginning of their careers. (max 500 words)
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5.b.i. Programme Learning Outcomes - Masters
Please provide six to eight statements of what a graduate of the Masters programme can be expected to do.
If the document only covers a Postgraduate Certificate or Postgraduate Diploma please specify four to six PLO statements for the PG Certificate and four-eight for the PG Diploma in the sections 5.b.ii and 5.b.iii as appropriate.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
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PLOOn successful completion of the programme, graduates will be able to:
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1DEPTH AND BREADTH OF KNOWLEDGE: Demonstrate a deep systematic understanding of disciplinary knowledge of the field of experimental archaeology and material culture studies, and awareness of its breadth and its relevant academic, professional and socio-economic contexts.
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2CRITICAL THINKING AND EVALUATION: Engage critically with current debates and advanced scholarship in local and international research and practice within the field of experimental archaeology and material culture studies in order to evaluate the field of practice.
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3THEORETICALLY/ METHODOLOGICALLY INFORMED DECISION MAKING: Inform decision-making in complex and unpredictable situations by assessing and applying advanced, professional-level theories and methodologies relating to the field of experimental archaeology and material culture studies to diverse problems or complex forms of data.
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4SYNTHESIS AND COMMUNICATION: Confidently synthesise research findings and key scholarly debates, and communicate (through a variety of forms and media) to peers, public and professional audiences in such a way that demonstrates an ability to consider and adapt to their respective needs.
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5INDEPENDENCE: Demonstrate originality in rigorous and imaginative independent inquiry, using advanced research skills, and a clear contribution to the work of a team and an awareness of the diverse strengths of others.
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6APPLICATION OF THEORY, ETHICS AND REFLEXIVE PRACTICE: Confidently apply current theoretical, ethical, and methodological debates in material culture and experimental archaeology to relevant case studies, as a mechanism for reflecting upon their own practice.
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7ESSENTIAL SKILLS FOR MATERIAL CULTURE AND EXPERIMENTAL STUDIES: Confidently demonstrate and autonomously apply scientific skills gained to an individual object-based study, from the design of the research to its critically aware final presentation.
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8APPLIED INTERDISCIPLINARY THINKING AND ANALYTICAL SKILLS: Understand the role of relevant disciplinary and interdisciplinary specialisms in the scientific analysis and theoretical interpretation of material culture and its role in past cultures.
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5.c. Explanation of the choice of Programme Learning Outcomes
Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
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i) Why the PLOs are considered ambitious or stretching?
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The learning outcomes for this programme provide students with opportunities to engage with fundamental aspects of experimental archaeology and material culture study theory and practice, encouraging students to look at different perspectives and challenge their assumptions on their understanding of archaeological material culture and its role in different contexts. Students will be part of a stimulating learning community that will provoke them to critically analyse debates, ethics, public engagement, theoretical concepts and practice in the field of experimental archaeology and material culture studies along with their peers, tutors and the professional community. The learning outcomes also allow students to specialize in specific dimensions of experimental archaeology and material culture studies theory and practice, and their assessments push their learning further, challenging them to produce work which mirrors standard academic and professional outputs and expectations. Students will receive support and guidance to extend their understanding of particular aspects of experimental archaeology and material culture studies through the development of and critical reflection upon an experimental approach of their own choosing and through an independent study project, in which they conduct research to deepen their understanding and develop their own interests.
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ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
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These learning outcomes produce a programme that is distinctive and flexible, allowing students to not only deepen their understanding about a range of aspects of experimental archaeology and material culture studies theory and practice, but also to develop interests to take their engagement further through supported independent research and study. Students are able to guide their own specialisms and tailor the course in ways that most appropriately prepare them for the work place. This will importantly enable graduates to contribute to public, institutional and individual action and debate on pertinent issues pertaining to experimental archaeology and the study of material culture, and thus facilitate their involvement in decision-making. Students will develop their own experiments and projects, reflexively document their practice using a variety of media, and will work with the University of York's YEAR centre to critically develop their applied skills. They will graduate from the MSc with a series of transferable skills including the handling and management of diverse data sets, project planning and assessment, and communication to professional and public audiences. Students will thus be prepared to make a difference both within the heritage sector and beyond, including local government, computing and IT services, business and administration, marketing and public relations, education, and the civil service.
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iii) Please detail how you would support students from diverse entry routes to transition into the programme? For example, disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity
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Students from all backgrounds are welcomed onto the MSc in Material Culture & Experimental Archaeology, enabling their successful transition by the provision of a wide range of support. Our extensive induction programmes lay the foundations for understanding the taught PG experience in archaeology, and the non-assessed Essential Skills module which runs throughout the Autumn and Spring terms, prepares students for all aspects of M-level research and practice, including understanding larger research and professional expectations (e.g., academic integrity, time management, citation, ethics), preparing them for their ISM (e.g., dissertation conception), and honing specific skillsets (e.g., archiving, imaging), including M-level digital literacy. Our PG student handbook, to be launched in 2018, provides a one-stop directory to the department and the PG experience overall. Our extensive internal webpages, our VLE, our mailing lists and use of specific technologies in individual modules (e.g., Google Groups), further connects students and staff. Formative assessment exercises provide students with feedback on their written work and assignment planning. Refresher sessions related to certain skills are also held in the Spring or Summer terms to prepare students for their ISM research. English language training is offered to students whose first language is not English. Most core and options modules combine lecture and seminar or discussion formats to allow input of the theory from lectures to be complemented and discussed in smaller group formats. Specifically this course also allows students to develop their own experimental projects to reflexively and critically develop their applied skills in the field of study. Our TPG programmes provide extensive pastoral and academic supervision support across the whole academic year (including summer).
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iv) Please explain how the design of the programme enables students to progress through to the end of the award? For example, in terms of the development of research skills, enabling students to complete an independent study module, developing competence and confidence in practical skills/ professional skills, (See: QAA Mater's degree characteristics http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2977#.WS1JOevyu70).
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Core modules allow fundamental knowledge to be covered, which is then further developed through students’ choices of specialist Options modules. Students also select four 5-credit skills modules to familiarize them with particular practical aspects of archaeological practice, and to complement their in-depth theoretical learning from the Core and Options modules. The Essential Skills module runs in parallel with the Core, Options and Skills modules, developing students’ capacities with larger and generic research and professional expectations (e.g., academic integrity, time management, citation, ethics), preparing them for their ISM (e.g., dissertation conception), and honing specific skillsets (e.g., archiving, imaging), including M-level digital literacy. From the start of the Spring term, aspects of the ISM are introduced in non-assessed, formative fashion, including preparation of a research proposal, matching of students with dissertation supervisors, and familiarization with the Assessed Lecture component of the ISM. This then leads students seamlessly into the ISM, where research proposals are confirmed, ethics approved (where necessary), and Assessed Lecture conducted.
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v) How the programme learning outcomes develop students’ digital literacy and use technology-enhanced learning to achieve the discipline and pedagogic goals which support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classrooms, response 'clickers' in lectures, simulations, etc).
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Through the two-term compulsory Essential Skills module, all Masters students are introduced to key concepts in digital literacy, including critical thinking through/with digital technologies, use of core technologies like Google Docs and Word, and key skills including digital archiving and imaging. Student learning is supported through live-streaming of our YOHRS and York Seminar Series on Facebook and YouTube, respectively. Individual core, option and skills modules (e.g., CHM2) prioritise technology-enhanced learning through use of Google Groups and experimentation with public-facing communication strategies.
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vi) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)?
The programme's employability objectives should be informed by the University's Employability Strategy:
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This programme is designed for students wishing to pursue either an academic, or potentially commercially led research led career relating to the practice of experimental archaeology or study of material culture. Its style of teaching, learning, and assessment delivers the skills needed for research and experimentation in the field of study, and communicating the results of research. Those who may decide not to follow this career path will have gained key transferrable skills: being able to work independantly and yet discuss ideas with others, handlng and synthesising information, and making presentations. Skills related to employability are also integrated into the Essential Skills module for all taught PG students, including specific Careers-focused and PhD application-focused session. The ISM further exposes students to real-world settings, for example those settings within which they collect data. Emphasis on employability is evident in key induction and dissertation development activities, where consideration of long-term goals is prompted by session leaders. Personal supervision meetings at the start and end of term also see supervisors asking students directly about career development and post-degree aims. Special events, including talks on job opportunities, are arranged across the year by commercially-based members of staff and by our Employability Officer.
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vii) Consultation with Careers
The programme proposal should be discussed with Careers. Please contact your Faculty Employability Manager.
Please provide details of Careers' comments and your response.
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The programme was discussed with Kate Morris, Archaeology Careers Liaison, during February 2017. She felt that the course prepared students well for a career within the heritage sector generally, but links well with specific roles such as Museum Education and Collections Management. Kate also complimented the innovative use of technology and assessment through blogging and video, suggesting that these were good transferable skills; being able to demonstrate that they can communicate their ideas to the public/non-specialists would be very valuable evidence to put on their CV.
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viii) How is teaching informed and led by research in the department/ centre/ University?
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All Masters programmes are directly linked to the Department's research priorities and themes. Students are invited to attend both our YOHRS and York Research seminars, which run across terms 1 and 2 and are also live-streamed and accessible online. All teaching and learning content is designed on the latest research. Most of the teaching staff are recognised experts in their research and professional fields and use their specialist knowledge to inform their teaching. Specifically this program has close links to the University of York's YEAR centre.
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5.d. Progression
For masters programmes where students do not incrementally 'progress' on the completion of a discrete Postgraduate Certificate and Postgraduate Diploma, please summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of the set of modules or part thereof, and provide appropriate detail of the module diet students will need to complete.

This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules and in circumstances where students registered on a higher award will exit early with a lower one.

Note: it is not expected that a position statement is written for each masters PLO, but this can be done if preferred.
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i) If the Postgraduate Certificate is an exit award only please:
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Provide a global statement to explain what a student who exits with a PG Cert award will be able to do (this should capture the extent of the achievement of the programme learning outcomes).

NB: Where more than one PG Cert is available as an exit award a statement should be provided detailing what a student exiting with each award will be able to do		Detail the module diet that students will have to have completed to gain the PG Cert as an exit award.

NB: Where more than one PG Cert is available as an exit award the module diet required for each award should be given
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Work as independent scholars, engaging with current research in experimental archaeology and material culture studies, with awareness of its breadth and its relevant academic contexts; inform decision-making by assessing methodologies relating to the field of experimental archaeology and material culture studies; appreciate the process of creating research reports to a good standard informed by key scholarship, and communicate to peers; with an ability to work effectively as confident members of a team; appreciate broad ethical and professional context in the analysis and interpretation of material culture and its role in past cultures.Successful completion of 2 x 20-credit Core modules, plus 4 x 5-credit Skills modules. No more than 30 credits of failed modules (marks less than 50) and no more than 20 credits of outright fail (marks less than 40). Modules with outright fails must be passed at reassessment for students to be awarded the certificate.
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Provide a global statement to explain what a student who exits with a PG Dip award will be able to do (this should capture the extent of the achievement of the programme learning outcomes)Detail the module diet that students will have to have completed to gain the PG Dip as an exit award
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Work as independent scholars, engaging critically with current research in experimental archaeology and material culture studies, and some awareness of its breadth and its relevant academic, professional and socio-economic contexts; inform decision-making by assessing theories and methodologies relating to the field of experimental archaeology and material culture studies; understand the process of creating research reports to a good standard informed by key scholarly debates, and communicate to peers; with an ability to work effectively as confident members of a team; critically reflect on their own practice; appreciate broad ethical and professional context in the analysis and interpretation of material culture and its role in past cultures.Successful completion of 100 credits of taught modules, plus a 20-credit ISM extended essay in the summer term. No more than 60 credits of failed modules (marks less than 50) and no more than 40 credits of outright fail (marks less than 40). Modules with outright fails must be passed at reassessment for students to be awarded the diploma.
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i) Involvement of partner organisations
Are any partner organisations involved in the delivery of the programme?
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Please Select Y/N: Noif Yes, outline the nature of their involvement (such as contributions to teaching, placement provision). Where appropriate, see also the:
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University guidance on collaborative provision
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N/A
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ii) Internationalisation/ globalisation
How does the programme promote internationalisation and encourage students to develop cross-cultural capabilities?
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The course will use examples from across the globe to illustrate the learning objectives. One of the core modules is ethnoarchaeology, which, by its very definition, is a a cross-cultural study
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iii) Inclusivity
How will good practice in ensuring equality, diversity and inclusion be embedded in the design, content and delivery of the programme?
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This refers to the protected characteristics and duties on the University outlined in the Equality Act 2010
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The course will adhere to the departments rigrous standards on equality, diversity and inclusion.
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6. Reference points and programme regulations
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6.a. Relevant Quality Assurance Agency benchmark statement(s) and other relevant external reference points
Please state relevant reference points consulted (e.g. Framework for Higher Education Qualifications, National Occupational Standards, Subject Benchmark Statements or the requirements of PSRBs): See also Taught Postgraduate Modular Scheme: Framework for Programme Design.
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6.b. University award regulations
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The University’s award and assessment regulations apply to all programmes: any exceptions that relate to this programme are approved by University Teaching Committee and are recorded at the end of this document.
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7. Programme Structure
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7.a. Module Structure and Summative Assessment Map
Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme.

IMPORTANT NOTE:
If the structure of your programme does not fit the usual academic year (for instance students start at the beginning of September or in January) please contact your Academic Quality Team contact in the Academic Support Office for guidance on how to represent the structure in an alternative format.

To clearly present the overall programme structure, include the name and details of each invidual CORE module in the rows below. For OPTION modules, ‘Option module’ or 'Option from list x' should be used in place of specifically including all named options. If the programme requires students to select option modules from specific lists by term of delivery or subject theme these lists should be provided in the next section (7.b).

From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of teaching delivery for the module (if the end of the module coincides with the summative assessment select 'EA'). It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets).

Summative assessment by exams should normally be scheduled in the spring week 1 and summer Common Assessment period (weeks 5-7). Where the summer CAP is used, a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place. (NB: An additional resit assessment week is provided in week 10 of the summer term for postgraduate students. See Guide to Assessment, 5.4.a)
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Full time structure
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CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
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CodeTitle12345678910123456789101234567891012345678910111213
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20Ethnoarchaeology (Core 1)SEA
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20Experimental Archaeology Theory (Core 2)SEA
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20Option 1SEA
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20Option 2SEA
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5Skill 1SEA
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5Skills 2SEA