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1. Admissions/ Management Information
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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.

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Masters MA in Early Prehistory and Human Origins
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Postgraduate Diploma PG Diploma in Early Prehistory and Human OriginsPlease 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
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Postgraduate Certificate PG Certificate in Early Prehistory and Human OriginsPlease 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
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Level of qualificationLevel 7
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This document applies to students who commenced the programme(s) in:
2021/22
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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:
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Route code
(existing programmes only)		PMARCSHHO1
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Admissions criteria
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A good honours degree (upper second or first class) in a relevant subject, or an equivalent qualification from an overseas institution in archaeology, anthropology, biology or related fields. Mature students or those with less conventional qualifications but with relevant professional experience in this field will be considered. For foreign language speakers, Level 6.5 IELTS 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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MA Early Prehistory and Human Origins1 yearFull-timeSeptemberPlease 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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Please Select Y/N: Noif No move to section 3
if Yes complete the following questions
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3. Additional Professional or Vocational Standards
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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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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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Dr. Penny Spikins is the programme leader. There is also significant input from Andy Needham, leader of one of the core modules, and other related programme leads.
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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 masters 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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The MA in Early Prehistory and Human Origins is intended for those who wish to develop their knowledge and understanding of human origins from the particular perspective of palaeolithic archaeology, and discuss and debate key issues in this area. You will develop your skills in critical appraisal of interpretations of human origins and issues in early Prehistory drawing on perspectives from studies of material culture, cognitive and social evolution, broader evolutionary theory and anthropology. We will discuss and debate explanations for changes we see through time and space in the archaeological evidence. You are particularly encouraged to develop your own ideas and perspectives on key issues, which can range from the evolution of self-control to Neanderthal childhoods to explanations for the character of European Upper Palaeolithic art.

The programme draws on innovative research at York in social evolution grounded in the use of material evidence, as well as giving you possibilities to develop specialist skills and knowledge in ethnographic approaches, human evolutionary anatomy, prehistoric archaeology, mortuary practices or other related topics through module choices. You will benefit from field trips and the interdisciplinary context provided through PALAEO (Centre for Human Palaeoecology and Evolutionary Origins). You will also have contact with specialists in the field of early prehistory and human development.

MA and MSc students differ specifically in their dissertation research. MA students take a humanities-based perspective, using appropriate skills and knowledge from humanities-based modules. You will decide on whether the MA or MSc route is appropriate for you in consultation with the Programme Leader, and you will discuss appropriate module choices for each route before you begin your programme and during regular supervision meetings across the degree. You will gain various transferable skills including the handling and management of diverse data sets, producing syntheses of these data, being able to critically evaluate your own work and that of others, discussing ideas and interpretations within a group setting, and communicating verbally and in written form to a professional, academic standard. We provide career and research guidance from experienced and knowledgeable staff. Many of our graduates from this programme have gone on to do PhDs in early prehistory, whilst others have used the transferable skills to work in Cultural Heritage Management.

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.
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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 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.
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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 an applied, systematic, in-depth understanding of essential disciplinary knowledge of the field of early prehistory and human origins, 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 study of early prehistory and human origins in order to evaluate the field of practice
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3THEORETICALLY/ METHODOLOGICALLY INFORMED DECISION MAKING: Informed decision-making in complex and unpredictable situations by assessing and applying advanced, professional-level theories and methodologies in the study of early prehistory and human origins to diverse problems or 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 or 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
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6ESSENTIAL KNOWLEDGE: Demonstrate an in-depth and systematic understanding and awareness of archaeological and anthropological evidence relating to early prehistory and human origins
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7CRITICAL AWARENESS OF EXPLANATIONS FOR CHANGE: Show a critical understanding of cultural and evolutionary change in the distant past and issues in interpreting relevant material evidence, in order to develop better understandings of hominin development and human behaviour in the Palaeolithic
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8APPLICATION OF CURRENT INTERDISCIPLINARY APPROACHES: Demonstrate integration of interdisciplinary perspectives on the archaeological evidence for early prehistory and human origins in order to bring relevant approaches from other disciplines to bear on the interpretation of data
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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) ... in what way will these PLOs result in an ambitious, challenging programme which stretches the students?
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The learning outcomes for this programme provide students with opportunities to develop an in-depth knowledge of the Palaeolithic and hominin evolution and development. They also help students to develop academic skills in evaluating archaeological evidence and research. Students will be enabled to express their interpretations of the period and their evaluations of previous work through debates with their peers and tutors, mirroring the work done by academic research teams. The learning outcomes also allow students to develop independent inquiry, and their assessments enable them to produce work of a high standard which echoes academic outputs and expectations. Work includes the evaluation and use of geographical and environmental research, as well as ethnographic and anthropological data. Students will receive support and guidance to extend their understanding of early prehistory and human origins through an independent study project, in which they conduct research to deepen their understanding and develop their own interests.
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ii) ... in what way will these PLOs produce a programme which is distinctive and 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 key aspects of hominin evolution and the archaeology of the Palaeolithic, but also of ethnography and the use of analogy. Students will develop an in-depth knowledge of hunter-gatherer ways of life. This will help them 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 future research. This will enable graduates to contribute to future research into the period and feel confident about engaging in debates about the period in academic forums. Students will engage with ideas about what it is to be human, led by members of staff with key expertise in this area of enquiry. They will graduate from the MA with a series of transferable skills including the handling and management of diverse data sets, producing syntheses of these data, being able to critically evaluate the work of others and themselves, discussing ideas and interpretations within a group setting, and communicating verbally and in written form to a professional, academic standard.
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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
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Students from all backgrounds are welcomed onto the MA in Early Prehistory and Human Origins, 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 Dissertation Preparation 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.
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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
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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 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 Dissertation Preparation 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 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 classrooms, response 'clickers' in lectures, simulations, etc).
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Through the two-term compulsory Dissertation Preparation 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 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 employability objectives should be informed by the University's Employability Strategy:
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This programme is designed for students wishing to pursue a research-led career studying early prehistory and the development of early hominins. Its style of teaching, learning, and assessment delivers the skills needed for research and communicating the results of research. Those who may decide not to follow this career path will have gained key transferable skills: being able to work independently and yet discuss ideas with others, handling and synthesising information, and making presentations. Skills related to employability are also integrated into the Dissertation Preparation 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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viii) ... how learning and teaching on the programme are 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. The YEAR centre, which engages student with experimental archaeology, has good links with research into early prehistory. Most of the teaching staff are recognised experts in their research and professional fields and use their specialist knowledge to inform their teaching.
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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 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.
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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.
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Successful completion of 2 x 20-credit Core modules, plus a total of 20 credits in Skills modules (combination of 10 or 5 credit 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.
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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.
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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 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.
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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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As noted above.
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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 individual 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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Students have some flexibility in the arrangement of their programmes, allowing for personal choice in skills modules. The ideal model incuding 2 x 5 credit skills modules per term outlined below, however, of 2021/22, new 10 credit skills modules have been introduced. Students can chose to take one 10 credit or two 5 credit modules per term for a total of 20 credits in skills modules overall.
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CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
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CodeTitle12345678910123456789101234567891012345678910111213
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20ARC00018MBecoming human (Core 1)SEA
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20ARC00019MHunter Gatherers of the Upper Paleolithic (Core 2)SEA
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20Option 1SEA
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20Option 2SEA
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20Skills options (5 or 10 credit modules for a total of 20)SEASE
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80ISMSSSASEA
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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
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Progression BoardMay
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ReassessmentAugust
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Exam Boardlate October
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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.
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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 two 5-credit skills modules at some point in Year 1 (denoted as Skills 1 and Skills 2), ideally one in Autumn, one in Spring (as decided in discussion with their personal supervisor and based on their other commitments).

The ISM begins in Year 1, from the start of the Autumn term, via attendance of some or all of the Dissertation Preparation lectures over the course of the year. In Year 2, students will attend any remaining or missed Dissertation Preparation 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

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.
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CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
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CodeTitle12345678910123456789101234567891012345678910111213
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20ARC00018MBecoming human (Core 1)SEA
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20ARC00019MHunter Gatherers of the Upper Paleolithic (Core 2)SEA
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5Skills 1 or...SSEEA
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5...Skills 1SSEEA
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5Skills 2 or...SSEEA
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5...Skills 2SSEEA
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80ISMS