BA (Hons) Archaeology and Heritage Programme Specification 2023-24

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1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2023-24
3	Revised February 2023
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6	Programme Title			BA (Hons) Archaeology and Heritage
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8	This document applies to students who commenced the programme(s) in:			2023		Award type			BA
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10	What level is this qualification?			6		Length of programme			3 years
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12	Mode of study (Full / Part Time)			Full time
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14	Will the programme use standard University semester dates?			YES		For York Online programmes, will standard dates for such programmes be used?
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16	Awarding institution			University of York		Board of Studies for the programme			Archaeology
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18	Lead department			Archaeology		Other contributing departments
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20	Language of study and assessment			English		Language(s) of assessment			English
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22	Is this a campus-based or online programme?			Campus-based
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24	Partner organisations
25	If there are any partner organisations involved in the delivery of the programme, please outline the nature of their involvement. You may wish to refer to the Policy on Collaborative Provision
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29	Reference points
30	Please state relevant reference points consulted in the design of this programme (for example, relevant documentation setting out PSRB requirements; the University's Frameworks for Programme Design (UG or PGT); QAA Subject Benchmark Statements; QAA Qualifications and Credit Frameworks).
31	This programme has been designed in accordance with the University's Institutional Framework for Taught Programme Design and Undergraduate Programme Design Policy, and QAA Subject Benchmark Statement for Archaeology 2022. This is a PSRB accredited programme Chartered Institute for Archaeologists (CIfA) requirements.
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34	Credit Transfer and Recognition of Prior Learning
35	Will this programme involve any exemptions from the University Policy and Procedures on Credit Transfer and the Recognition of Prior Learning? If so, please specify and give a rationale
36	No
37	No
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39	Exceptions to Regulations
40	Please detail any exceptions to University Award Regulations and Frameworks that need to be approved (or are already approved) for this programme. This should include any that have been approved for related programmes and should be extended to this programme.
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44	Internal Transfers
45	Please use the boxes below to specify if transfers into / out of the programme from / to other programmes within the University are possible by indicating yes or no and listing any restrictions. These boxes can also be used to highlight any common transfer routes which it would be useful for students to know.
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47		Transfers in:	Yes, students may transfer into the programme in First Year in accordance with University Regulations			Transfers out:	Yes, students may transfer out of the programme in accordance with University Regulations.
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50	Statement of Purpose
51	Please briefly outline the overall aims of the programme. 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.
52	At York, we are proud to be at the forefront of archaeological research and innovative teaching, employing a wide range of teaching methods and assessments. Our range of expertise truly covers the whole of the human past from the very beginnings of prehistory to contemporary archaeology. The BA in Archaeology and Heritage degree reflects the multidisciplinary nature of our subject, incorporating aspects of the humanities, sciences and social sciences important for careers both within the heritage sector and beyond. Developed in response to demand within the growing and significant heritage sector, this is a challenging and socially important degree programme, as well as being an attractive general degree. This degree course combines depth of knowledge about the human past with an informed and practical understanding of what that knowledge represents in contemporary society, and how it can best be managed for the future: in short, why the past matters, and to whom. As well as engaging with key themes and debates in archaeology, you are trained in the hard skills entailed by data generation and analysis; in the design and execution of both independent and team projects; and in the presentation of ideas to public and professional audiences through written, visual, and oral forms of presentation, using a range of digital applications. This degree programme provides you with a range of highly transferrable skills required by graduates for future employment and our graduates have gone into careers in diverse areas such as archaeology and heritage, law, local government planning, chartered surveying and land management, accountancy and financial services, teaching and the police and civil service. The city of York itself has a rich heritage and we have strong links with historic museums, archives, visitor attractions, archaeological resources and professional expertise. A variety of hands-on practical based experience is offered, including participation in field-based, heritage practice project linked to an excavation in the Yorkshire region in addition to a choice of wide ranging specialised skills relevant for heritage practice in the discipline. Our hallmark is small group teaching with approachable, friendly staff which generates our strong sense of community.
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63	If there are additional awards associated with the programme upon which students can register, please specify the Statement of Purpose for that programme. This will be most relevant for PGT programmes with exit awards that are also available as entry points. Use additional rows to include more than one additional award. Do not include years in industry / abroad (for which there are separate boxes).
64	Exit Award Title			Is the exit award also available as an entry point?	Outcomes: what will the student be able to do on exit with this award?			Specify the module diet that the student will need to complete to obtain this exit award
65	Certificate of Higher Education			No	Students will meet all PLOs (1-8) to a basic level.			120 credits
66	Diploma of Higher Education			No	Students will meet all PLOs (1-8) to an intermediate level.			240 credits; at least 90 credits I-level.
67	Ordinary Degree			No	Students will meet all PLOs (1-8).			300 credits; at least 90 credits I-level; at least 60 credits H-level
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69	Programme Learning Outcomes
70	What are the programme learning outcomes (PLOs) for the programme? (Normally a minimum of 6, maximum of 8). Taken together, these outcomes should capture the distinctive features of the programme and represent the outcomes that students progressively develop in the programme and achieve at graduation. PLOs should be worded to follow the stem 'Graduates will be able to...'
71	1	Engage critically in debates around scholarship that inform current archaeological and heritage issues applicable to multiple periods of human society, using evidence from the UK and elsewhere in the world.
72	2	Design, execute and evaluate archaeological and heritage research projects to a standard informed by key theoretical, scientific, legal and professional principles and methodologies in an international context.
73	3	Generate, document and manage primary archaeological and heritage data from diverse sources of evidence and contexts and conduct analysis using a range of digital technology.
74	4	Operate effectively as constructive and inclusive leaders and confident participants in teamwork in challenging environments and using data from multi-disciplinary field projects.
75	5	Apply critical and creative approaches to problem-solving in complex situations with diverse, fragmentary datasets that reflect biases in their generation, survival, identification and documentation.
76	6	Resolve challenges in interpretation and presentation from an interdisciplinary perspective with agility and awareness of ethical issues.
77	7	Confidently explain, communicate and debate ideas through written, visual, and oral forms of presentation to a wide range of public and professional audiences using print and digital media.
78	8	Contribute as independent scholars in the field of archaeological heritage practice through rigorous and imaginative inquiry in multi-disciplinary contexts .
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80	Diverse entry routes
81	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.
82	From the outset in the first semester of the first year, the ‘Artefacts and Materials’ module in particular focuses on the transition to university level archaeological study. This module introduces students to academic writing and presentation skills early on and students become familiar with the department’s marking grade descriptors. Essay writing skills throughout our degree are supported through students receiving constructive feedback on formative preparation for the summative essays. The formative assessment process for all modules allows early identification of any issues with learning and academic skills. Development of academic skills is embedded into all modules across the three years, helping students build on their writing and presentation skills as they progress. All students are assigned a personal supervisor who can identify additional needs of students during one-to-one personal supervision meetings and can refer them to other resources in the university such as the Academic Skills Community. The department also has dedicated provision for disability and welfare needs, ensuring students with disabilities are appropriately supported. Special arrangements for assessment are put in place as required, tailored to individual student needs. Our UG student handbook provides a one-stop directory to the department and the UG experience overall, introduced during the induction week. Our virtual learning environment (VLE), email communications and student-staff forums further connect students and staff.
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91	Inclusion
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93	Please confirm by ticking the box on the right that the design, content and delivery of the programme will support students from all backgrounds to succeed. This refers to the University's duties under the Equality Act 2010. You may wish to refer to the optional Inclusive Learning self-assessment tools to support reflection on this issue.
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95	Employability
96	Please give a brief overview - no more than 5 sentences - of how the programmes helps develop students' employability. Your Faculty Employability Manager can help reflection on this issue. This statement will be used by Marketing as the basis for external content with respect to employability.
97	Archaeology is an excellent degree for providing a broad range of skills which are integral to students’ employability and this is central to our programme design. Every year has a cumulative skills-based focus on abilities in writing, critically assessing evidence, independent research, working collaboratively and oral communication, qualities valued by all employers across a wide range of sectors into which our students gain successful employment. We also encourage social, cultural and global awareness and ethical practice. Our teaching engages with a wide range of partners and projects in the city and region to introduce students to careers in the sector and beyond. A key focus of our degree is training in oral presentations: from the first year we teach in small groups and train students to develop presentations to the class and by the third year they chair seminars they have designed themselves. Professional skills are integral to our degree in all years; we are accredited by the Chartered Institute for Archaeologists (CIfA) and the BAJR (British Archaeological Jobs Resource) Skills Passport is introduced from the first year. We encourage students' critical reflection on this flexible range of skills. Personal development is central to our first year ‘Discovering Archaeology’ module and revisited in the second and third year modules ‘Post Excavation’ and ‘Dissertation’, the latter including a CV workshop, with a view to helping students think beyond the university about their future careers.
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