ABCDEFGHIJKLMNOPQRSTUVWXYZAAABACADAEAFAGAHAIAJAKALAMANAOAPAQARASATAUAVAWAXAYAZBA
1
1. Admissions/ Management Information
2
Title of the 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:
3
Masters MSc in Bioarchaeology
4
Postgraduate Diploma PG Diploma in BioarchaeologyPlease indicate if the Postgraduate Diploma is available as an entry point, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.Exit
5
Postgraduate Certificate PG Certificate in BioarchaeologyPlease indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.Exit
6
Level of qualificationLevel 7
7
This document applies to students who commenced the programme(s) in:2019
8
Awarding institutionTeaching institution
9
University of York University of York
10
Department(s):
Where more than one department is involved, indicate the lead department		Board of Studies
11
Lead Department Archaeology
12
Other contributing Departments:
13
Route code
(existing programmes only)		PMBIOSARC1
14
Admissions criteria
15
A good honours degree (upper second or first class) in a relevant subject, or an equivalent qualification from an overseas institution in archaeology, anthropology or a related field. Graduates in a biological subject will also be considered, as will mature students or those with less conventional qualifications but with relevant experience. For foreign language speakers, Level 6.5 IELTS is required.
16
Length and status of the programme(s) and mode(s) of study
17
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
18
19
Face-to-face, campus-basedDistance learningOther
20
MSc in Bioarchaeology 1 yearFull-timeSeptemberPlease select Y/NYesPlease select Y/NNo
21
2 yearPart-timeSeptemberPlease select Y/NYesPlease select Y/NNo
22
3 yearPart-timeSeptemberPlease select Y/NYesPlease select Y/NNo
23
Language(s) of study
24
English
25
Language(s) of assessment
26
English
27
2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
28
2.a. Is the programme recognised or accredited by a PSRB
29
Please Select Y/N: Noif No move to section 3
if Yes complete the following questions
30
3. Additional Professional or Vocational Standards
31
Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
32
Please Select Y/N: Noif Yes, provide details
33
4. Programme leadership and programme team
34
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.
35
Prof. Oliver Craig is the programme leader. There is also significant input from Prof Matthew Collins, Dr Michelle Alexander, Dr Andre Colonese, Prof Oliver Craig and Malin Holst, leaders of the core modules, and other related programme leads.
36
5. Purpose and learning outcomes of the programme
37
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 masters student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
38
The MSc in Bioarchaeology is a well established programme that has run successfully since 2010. The programme provides training in the advanced osteoarchaeological analysis of skeletal remains delivered by the UK’s leading commercial osteoarchaeolgical practitioners and anatomists and is the only programme in the UK to combine this discipline with molecular analysis. Nowhere else can you immerse yourself in the study of stable isotopes, lipid residue analysis, palaeoproteomics and ancient DNA – and take part in cutting-edge science and build essential practical skills in this constantly evolving branch of archaeology.

The programme draws on the Archaeology department’s strengths in bioarchaeology and the world-class facilities at BioArCh, a leading laboratory facility for the study of ancient biological materials. Through a combination of academic studies, practical training and dissertation research, this programme provides an unequalled grounding in all aspects of bioarchaeology theory, investigation and practice. You will study alongside staff and researchers with a diverse range of specialisms working at the cutting edge of bioarchaeological discovery and advancement. You will be given the opportunity to deploy your skills to work on diverse material and datasets that are often ‘fresh out of the ground’ and make valuable contributions to active projects with researchers.

Uniquely, you can also combine bioarchaeology with a range of subjects and tailor your degree to your own interests. You could specialise in the bioarchaeology of the medieval, Viking or prehistoric periods, or you could combine human bioarchaeology with zooarchaeology and orientate your programme towards more advanced studies of bone function and anatomy, or alternatively you could focus on skills such as GIS modelling and field archaeology.

Molecular analysis is used increasingly in archaeology, but the range of osteological and molecular skills offered by the programme provide valuable training and expertise for a wide range of careers and further study. Our graduates are exceptionally well placed for further PhD research and many have gone on to PhD research across the world. However, many graduates have pursued a wide range of professional careers, from osteoarchaeology and environmental archaeology to the medical humanities and laboratory technician work.

The programme is offered full-time, or part-time to suit those in employment.
39
5.b.i. Programme Learning Outcomes - Masters
Please provide six to eight statements of what a graduate of the Masters programme will be able to do.
If the document only covers a Postgraduate Certificate or Postgraduate Diploma please specify four to six PLO statements 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.
40
PLOOn successful completion of the programme, graduates will be able to:
41
1DEPTH AND BREADTH OF KNOWLEDGE: Demonstrate an applied, systematic, in-depth understanding of essential disciplinary knowledge of bioarchaeology, and awareness of its breadth and its application in relevant academic, professional, ethical and socio-economic contexts
42
2CRITICAL THINKING AND EVALUATION: Engage critically with current debates and advanced scholarship in local and international research and practice within bioarchaeology in order to evaluate the field of practice
43
3THEORETICALLY/ METHODOLOGICALLY INFORMED DECISION MAKING: Inform decision-making in complex and unpredictable situations by assessing and applying advanced, professional-level bioarchaeological principles and methodologies to diverse problems or forms of data
44
4SYNTHESIS AND COMMUNICATION: Confidently synthesise research findings and key scholarly debates, and communicate (through a variety of forms and media) to peers, public or professional audiences in such a way that demonstrates an ability to consider and adapt to their respective needs
45
5INDEPENDENCE AND TEAMWORK: Demonstrate originality in rigorous and imaginative independent inquiry, using advanced research skills, and a clear contribution to the work of a team
46
6ESSENTIAL SKILLS IN BIOARCHAEOLOGY: Evaluate the research potential of bioarchaeological remains in a broad range of archaeological settings and recommend suitable biomolecular approaches to their study
47
7APPLIED SKILLS FOR BIOARCHAEOLOGY: Guided by good practice, apply a range of osteological and/or biomolecular analyses within complex research or specialised commercial contexts
48
8ESSENTIAL SKILLS IN HUMAN OSTEOLOGY: Evaluate the research potential of human skeletal anatomy, growth and pathology, and recommend approaches to their analyses
49
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:
50
i) ... in what way will these PLOs result in an ambitious, challenging programme which stretches the students?
51
The learning outcomes for this programme provide students with opportunities to engage in all aspects of bioarchaeology theory, investigation and practice. Students will be provided with advanced yet broad training in the principles and methods of bioarchaeology including the study of stable isotopes, lipid residue analysis, palaeoproteomics and ancient DNA. Students will be based within the Department of Archaeology’s world-leading BioArCh research cluster, drawing on the breadth of expertise in biomolecular and morphometric techniques available at York. Students will gain practical experience handling, identifying, and analysing remains and will learn about human anatomy, about the range of osteological and molecular skills to interrogate archaeological remains, and about key debates in the interpretation of those remains in a wide range of archaeological settings. Students will deploy these skills and knowledge via practical workshops and innovative research exercises. Students will receive support and guidance to extend their understanding of bioarchaeology through a substantial independent study project.
52
ii) ... in what way will these PLOs produce a programme which is distinctive and advantageous to the student?
53
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 bioarchaeology theory, policy 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 and current issues relating to archaeological science. Students will write assessment reports, take part in cutting-edge science and build essential practical skills, and will work directly in our innovative BioArch facilities. They will graduate from the MSc with a series of transferable skills including analytical approaches, handling and management of diverse data sets, project planning and assessment, and communication to professional and public audiences. Students are thus prepared to make a difference both within the archaeological sector and beyond.
54
iii) ... how the design of the programme enables students from diverse entry routes to transition successfully into the programme? For example, how does the organisation of the programme ensure solid foundations in disciplinary knowledge and understanding of conventions, language skills, mathematics and statistics skills, writing skills, lab skills, academic integrity
55
Students from all backgrounds are welcomed onto the MSc in Bioarchaeology, 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. Our TPG programmes provide extensive pastoral and academic supervision support across the whole academic year (including summer). We also host a departmental mature students network that convenes at least once per term, on a flexible schedule to accommodate diverse timetables.
56
iv) ... how the programme is designed to enable students to progress successfully - in a limited time frame - through to the end of the award? For example, the development of higher level research skills; enabling students to complete an independent study module; developing competence and confidence in practical skills/ professional skills. See QAA masters characteristics doument http://www.qaa.ac.uk/en/Publications/Documents/Masters-Degree-Characteristics-15.pdf
57
Core modules allow fundamental knowledge to be covered, which is then further developed through students’ choices of specialist Options modules. Students also select two 5-credit optional skills modules, complemented by two 5-credit core 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.
58
v) ... how this programme (as outlined in these PLOs) will develop students’ digital literacy skills and how technology-enhanced learning will be used to support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classroooms, response 'clickers' in lectures, simulations, etc).
59
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 may prioritise technology-enhanced learning for example through use of Google Groups, or in handling and critically examining complex data sets.
60
vi) ... how this programme (as outlined in these PLOs) will support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)?
The programme's employablity objectives should be informed by the University's Employability Strategy:
61
Students will receive career and research guidance from staff with significant experience in the sector and a track record of successfully placing PhD students within archaeological science. Skills related to employability are integrated into the Essential Skills module for all taught PG students, including specific Careers-focused and PhD application-focused sessions. 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.
62
viii) ... how learning and teaching on the programme are informed and led by research in the department/ Centre/ University?
63
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.
64
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 the PLOs, in terms of the characteristics that you expect students to demonstrate at the end of the set of modules or part thereof. 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.
65
On completion of modules sufficient to obtain a Postgraduate Certificate students will be able to:
If the PG Cert is an exit award only please provide information about how students will have progressed towards the diploma/masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
66
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. Students will have progressed through their two core modules and completed all skills modules to earn this certificate, meaning that their engagement with all PLOs has been fully assessed.
67
On completion of modules sufficient to obtain a Postgraduate Diploma students will be able to:
If the PG Diploma is an exit award only please provide information about how students will have progressed towards the masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
68
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. Students will have progressed through their two core modules, two core skills modules, and a combination of Option and Skills modules, as well as fulfilled an abbreviated version of the ISM module, to earn this diploma, meaning that their engagement with all PLOs has been fully assessed.
69
6. Reference points and programme regulations
70
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:
71
As noted above.
72
6.b. University award regulations
73
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.
74
7. Programme Structure
75
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)
76
Full time structure
77
CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
78
CodeTitle12345678910123456789101234567891012345678910111213
79
20ARC00033MCore 1: Archaeology of human boneSEA
80
20ARC00034MCore 2: Ancient biomolecules or Option 1SEA
81
20Option 1SEA
82
20Option 2SEA
83
5ARC00046MSkills Core 1: Human Bones Practicals ISEA
84
5Skills 3SEA
85
5ARC00050MSkills Core 2: Human Bones Practicals 2SEA
86
5Skills 4SEA
87
80ISMSSSASEA
88
Please indicate when the Progression Board and Final Exam board will be held and when any reassessments will be submitted.
NB: You are required to provide at least three weeks notice to students of the need for them to resubmit any required assessments, in accordance with the Guide to Assessment section 4.9
89
Progression Board
90
Reassessment
91
Exam Board
92
Part time structures
Please indicate the modules undertaken in each year of the part-time version of the programme. Please use the text box below should any further explanation be required regarding structure of part-time study routes.
93
Year 1: Students have some flexibility in the arrangement of their programmes, allowing for family, personal and professional commitments. The ideal models for 2 year and 3 year Masters degrees are outlined below. Students must take 20-credit Core 1 in the Autumn term of Year 1, and ideally Core 2 in Spring term, plus the two 5-credit core skills modules at some point in Year 1 (denoted as Skills Core 1 and Skills Core 2), one in Autumn, one in Spring (as decided in discussion with their personal supervisor and based on their other commitments). NB: Skills 1 should be pursued in either the first or second half of the Autumn term. Skills 2 should be pursued in either the first or second half of the Spring term, as represented in the chart below.

The ISM begins in Year 1, from the start of the Autumn term, via attendance of some or all of the Essential Skills lectures over the course of the year. In Year 2, students will attend any remaining or missed Essential Skills lectures and refresher sessions, followed by submission of non-assessed dissertation proposal in Week 7 Spring term, supervision allocation by the end of Week 9 Spring term, Assessed Lecture in Week 6 of Summer term, non-assessed ethics applications submitted in Week 7 of Summer term, Dissertation submission in Week 13 of Summer Vacation.
94
CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
95
CodeTitle12345678910123456789101234567891012345678910111213
96
20ARC00033MCore 1: Archaeology of human boneSEA
97
20ARC00034MCore 2: Ancient biomolecules or Option 1SEA
98
5ARC00046MSkills Core 1: Human Bones Practicals I or ...SEA
99
5...Skills Core 1SEA
100
5ARC00050MSkills Core 2: Human Bones Practicals 2 or...SEA