MA Iron Age and Celtic Archaeology 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			MA Iron Age and Celtic Archaeology
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8	This document applies to students who commenced the programme(s) in:			2023		Award type			MA
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10	What level is this qualification?			7		Length of programme			1 year
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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	The University's Frameworks for Programme Design
32	The University's Frameworks for Programme Design
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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:	n/a			Transfers out:	n/a
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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	The European Iron Age has become an extremely dynamic focus of contemporary Archaeological research. As a protohistoric period, where archaeological evidence is studied in parallel with often fragmentary Classical sources, it represents a truly interdisciplinary field that draws on a wide and diverse body of evidence. Recent, continent-wide, debates on the nature of ‘Celtic identity’, and the broader meaning of ethnicity in past societies, gives the field direct relevance to contemporary issues. The impact of new scientific methods, most obviously in genetic research, are increasingly informing our ideas and sparking new debates. This programme will provide you with a unique opportunity to contribute to this dynamic interdisciplinary field as the only current UK masters courses specialising in European Iron Age archaeology. The University of York is currently establishing a position as a major centre for Research on the European Iron Age and the Department of Archaeology is home to staff with specialist expertise in the field along with a suite of related research projects of national and international importance. The programme will thus allow you to acquire distinctive expertise in this field of Archaeology. The programme will provide valuable skills for those wishing to pursue a career in the archaeological and heritage sectors. The flexible model of module optionality built into the programme enables you to take modules that combine practical (e.g. laboratory and/or field-based) skills with specialist knowledge of a period from which a great deal of rural/landscape archaeology in the UK derives. This is likely to be of great value for careers in commercial or curatorial archaeology. It will also provide you with a broad range of advanced skills to take forward into other future careers. The programme is offered full-time, or part-time to suit those in employment, and can be tailored for early- and mid-career professionals.
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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	Postgraduate Diploma in Iron Age and Celtic Archaeology			Exit only	Students will have progressed through 4 taught 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.			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.
66	Postgraduate Certificate in Iron Age and Celtic Archaeology			Exit only	Students will have progressed through 4 taught modules to earn this certificate, meaning that their engagement with all PLOs has been fully assessed.			Successful completion of 4 x 20 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.
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68	Programme Learning Outcomes
69	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...'
70	1	DEPTH AND BREADTH OF KNOWLEDGE: Demonstrate an applied, systematic, in-depth understanding of essential disciplinary knowledge of the field of Iron Age and Celtic archaeology, and awareness of its breadth and its relevant academic, professional and socio-economic contexts.
71	2	CRITICAL THINKING AND EVALUATION: Engage critically with current debates and advanced scholarship in local and international research and field practice in order to evaluate archaeological work on the Iron Age.
72	3	THEORETICALLY/ METHODOLOGICALLY INFORMED DECISION MAKING: Inform decision-making in complex and unpredictable situations by assessing and applying advanced, professional-level theories and methodologies relating to Iron Age archaeology to diverse problems or forms of data.
73	4	SYNTHESIS 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.
74	5	INDEPENDENCE: Demonstrate originality in rigorous and imaginative independent inquiry, using advanced research skills.
75	6	RELATIONSHIP WITH OTHER DISCIPLINES: In conjunction with archaeological data, critically assess the scholarship and evidence generated by other related disciplines - including anthropology, ancient history and art history - in order to shed light on themes and questions in Iron Age archaeology.
76	7	ANALYTICAL SKILLS: Apply theoretical interpretations and critical skills to the analysis of artefacts, landscapes and buildings in order to develop better understandings of the Iron Age.
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78	Diverse entry routes
79	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.
80	Students from all backgrounds are welcomed, enabling their successful transition by the provision of a wide range of support. A Dissertation skills module runs throughout the year and prepares students for all aspects of Masters level research and practice. This includes understanding broader research and professional expectations (e.g., academic integrity, time management, citation, ethics and research design), preparing them for their capstone dissertation, and honing specific skill sets (e.g. imaging, making maps), including PGT level digital literacy. Our PG student handbook provides a one-stop directory to the department and the PG experience overall, introduced during the induction week. Our virtual learning environment (VLE), email communications and student-staff forums further connect students and staff. Academic writing skills are supported through students receiving constructive feedback on formative plans for their summative essays. The formative assessment process for all our modules allows early identification of any issues with learning and academic skills. Additional academic English writing support is available via the University’s Writing Centre. 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.
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89	Inclusion
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91	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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93	Employability
94	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.
95	Knowledge of Iron Age archaeology at masters level, will be a valuable skill for students wishing to pursue a career in commercial or curatorial archaeology, particularly since a great deal of rural/landscape archaeology in the UK derives from this period. There are no other degrees programmes in the UK specialising in this field, meaning that students will be in advantageous position when applying to organisations looking for these skills and knowledge-sets. The option to take more skills-based modules as part of the programme enables students to acquire practical (laboratory and/or field-based) skills that will further enhance their employability in the commercial and curatorial sectors. Together, the knowledge and skills content makes this ia highly attractive programme for students seeking to enter the commercial and/or curatorial sectors in archaeology. Skills related to employability are also integrated into the Dissertation module for all taught PG students, including a specific Careers-focused session. The Dissertation further engages students in real-world contexts, for example those in which they collect data, conduct interviews and create record documentation.
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