A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | AA | AB | AC | AD | AE | AF | AG | AH | AI | AJ | AK | AL | AM | AN | AO | AP | AQ | AR | AS | AT | AU | AV | AW | AX | AY | AZ | BA | |
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1 | 1. Admissions/ Management Information | ||||||||||||||||||||||||||||||||||||||||||||||||||||
2 | 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: | ||||||||||||||||||||||||||||||||||||||||||||||||||||
3 | https://www.york.ac.uk/media/staffhome/learningandteaching/documents/policies/Framework%20for%20Programme%20Design%20-%20PG%20-%20April%202019.pdf | ||||||||||||||||||||||||||||||||||||||||||||||||||||
4 | Masters | MA in Roman Archaeology | |||||||||||||||||||||||||||||||||||||||||||||||||||
5 | Postgraduate Diploma | Postgraduate Diploma in Roman Archaeology | Please 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 | |||||||||||||||||||||||||||||||||||||||||||||||||
6 | Postgraduate Certificate | Postgraduate Certificate in Roman 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 | |||||||||||||||||||||||||||||||||||||||||||||||||
7 | Postgraduate Certificate - alternative award title NB the Taught Postgraduate Framework (section F) allows for more than one PGCert title. Consult your AQ Team contact for advice and see sec 5.d | 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||
8 | Level of qualification | Level 7 | |||||||||||||||||||||||||||||||||||||||||||||||||||
9 | This document applies to students who commenced the programme(s) in: | 2020 | |||||||||||||||||||||||||||||||||||||||||||||||||||
10 | Awarding institution | Teaching institution | |||||||||||||||||||||||||||||||||||||||||||||||||||
11 | University of York | University of York | |||||||||||||||||||||||||||||||||||||||||||||||||||
12 | Department(s): Where more than one department is involved, indicate the lead department | Board of Studies | |||||||||||||||||||||||||||||||||||||||||||||||||||
13 | Lead Department | Archaeology | Archaeology | ||||||||||||||||||||||||||||||||||||||||||||||||||
14 | Other contributing Departments: | ||||||||||||||||||||||||||||||||||||||||||||||||||||
15 | Route code (existing programmes only) | ||||||||||||||||||||||||||||||||||||||||||||||||||||
16 | Admissions criteria | ||||||||||||||||||||||||||||||||||||||||||||||||||||
17 | A good honours degree (an upper second class or first class degree) or an equivalent qualification from an overseas institution in archaeology, ancient history, 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 pre-requisite for some optional modules. For foreign language speakers, level 6.5 IELTS/61 Pearson PTE is required. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
18 | Length and status of the programme(s) and mode(s) of study | ||||||||||||||||||||||||||||||||||||||||||||||||||||
19 | Programme | Length (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 | ||||||||||||||||||||||||||||||||||||||||||||||||
20 | |||||||||||||||||||||||||||||||||||||||||||||||||||||
21 | Face-to-face, campus-based | Distance learning | Other | ||||||||||||||||||||||||||||||||||||||||||||||||||
22 | MA in Roman Archaeology | 1 year | Full-time | September | Please select Y/N | Yes | Please select Y/N | No | |||||||||||||||||||||||||||||||||||||||||||||
23 | MA in Roman Archaeology | 2-3 years | Part-time | September | Please select Y/N | Yes | Please select Y/N | No | |||||||||||||||||||||||||||||||||||||||||||||
24 | Dip/Cert in Roman Archaeology | 1 year full-time | Full-time | September | Please select Y/N | Yes | Please select Y/N | No | |||||||||||||||||||||||||||||||||||||||||||||
25 | Language(s) of study | ||||||||||||||||||||||||||||||||||||||||||||||||||||
26 | English | ||||||||||||||||||||||||||||||||||||||||||||||||||||
27 | Language(s) of assessment | ||||||||||||||||||||||||||||||||||||||||||||||||||||
28 | English | ||||||||||||||||||||||||||||||||||||||||||||||||||||
29 | 2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB) | ||||||||||||||||||||||||||||||||||||||||||||||||||||
30 | 2.a. Is the programme recognised or accredited by a PSRB | ||||||||||||||||||||||||||||||||||||||||||||||||||||
31 | Please Select Y/N: | No | if No move to section 3 if Yes complete the following questions | ||||||||||||||||||||||||||||||||||||||||||||||||||
32 | 3. Additional Professional or Vocational Standards | ||||||||||||||||||||||||||||||||||||||||||||||||||||
33 | Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme? | ||||||||||||||||||||||||||||||||||||||||||||||||||||
34 | Please Select Y/N: | No | if Yes, provide details | ||||||||||||||||||||||||||||||||||||||||||||||||||
35 | (max 200 words) | ||||||||||||||||||||||||||||||||||||||||||||||||||||
36 | 4. Programme leadership and programme team | ||||||||||||||||||||||||||||||||||||||||||||||||||||
37 | 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. NB: If the proposal is for a combined programme the name of the Programme Leader (based in the lead Department) and the Associate Programme Leader(s) from the Partner Department(s) should be provided | ||||||||||||||||||||||||||||||||||||||||||||||||||||
38 | Professor Dawn Hadley | ||||||||||||||||||||||||||||||||||||||||||||||||||||
39 | 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? | ||||||||||||||||||||||||||||||||||||||||||||||||||||
40 | The PLOs are adapted from generic PLOs common to all Archaeology masters’ programmes. These were developed by a five-person PGT Pedagogy Team and are based on existing programme specifications, map to the UK Quality Code for HE, and have been refined in consultation with students and staff, taking into account external examiner feedback, focus-groups with current and former students, and data drawn from ASO’s TESTA questionnaire. The programme specific PLOs were developed through one-on-one staff consultations with Directors of Studies. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
41 | 5. Purpose and learning outcomes of the programme | ||||||||||||||||||||||||||||||||||||||||||||||||||||
42 | 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. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
43 | The material remains of the Roman period have long held great significance for the archaeological discipline, starting with the emergence of interest in the Classical past during the 18th-century Grand Tour, and now at the forefront of the latest developments in archaeological science. It is during the Roman period that we see many of the European structures of power, including its symbolism, originate. This programme focuses on continent-wide debates about the nature of European identity, which continue to have direct relevance to contemporary issues, as do the broader meanings of ethnic identity that emerged in the Roman period. The programme will allow students to acquire distinctive expertise in this field of Archaeology, and will be exposed not just to long-standing debates but also new and emergent field of investigation, many stemming from new scientific methods, and others deriving from dynamic fields of enquiry that place discussions about gender, life cycle and contemporary heritage issues to the fore. With its Roman heritage, York is ideally placed to support the integration of such approaches into a study of the Roman period. The programme offers a unique opportunity to study a UK Masters programme specialising in European Roman Archaeology that incorporates funerary archaeology. The programme will provide valuable skills for those wishing to pursue a career in the archaeological and heritage sectors. The uniquely flexible model of skills modules built into the programme enables students to acquire practical (laboratory and/or field-based) skills to combine with specialist knowledge of a period from which a great deal of archaeology in Europe derives. Research-informed teaching will engage students with theories, methods, and debates which are at the forefront of relevant archaeological research in Roman Archaeology. It will also provide students with the opportunity to carry out an independent research project, through a dissertation, requiring higher level academic engagement. This is likely to be of great value for careers in commercial or curatorial archaeology. It will also provide students with a broad range of advanced skills to take forward into a range of other future careers. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
44 | 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. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
45 | PLO | On successful completion of the programme, graduates will be able to: | |||||||||||||||||||||||||||||||||||||||||||||||||||
46 | 1 | DEPTH AND BREADTH OF KNOWLEDGE: Demonstrate an applied, systematic, in-depth understanding of essential disciplinary knowledge of the field of Roman archaeology, and awareness of its breadth and its relevant academic, professional and socio-economic contexts. | |||||||||||||||||||||||||||||||||||||||||||||||||||
47 | 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 Roman Europe. | |||||||||||||||||||||||||||||||||||||||||||||||||||
48 | 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 Roman archaeology to diverse problems or forms of data. | |||||||||||||||||||||||||||||||||||||||||||||||||||
49 | 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||
50 | 5 | INDEPENDENCE: Demonstrate originality in rigorous and imaginative independent inquiry, using advanced research skills | |||||||||||||||||||||||||||||||||||||||||||||||||||
51 | 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 Roman archaeology. | |||||||||||||||||||||||||||||||||||||||||||||||||||
52 | 7 | ANALYTICAL SKILLS: Apply theoretical interpretations and critical skills to the analysis of artefacts, landscapes and buildings in order to develop better understandings of Roman Europe | |||||||||||||||||||||||||||||||||||||||||||||||||||
53 | 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: | ||||||||||||||||||||||||||||||||||||||||||||||||||||
54 | i) Why the PLOs are considered ambitious or stretching? | ||||||||||||||||||||||||||||||||||||||||||||||||||||
55 | Programme outcomes require students to be knowledgeable about concepts and methods, critical of the information they use and the research tools they employ, persuasive and clear in the ways in which they communicate, and interdisciplinary in their approaches. Students will be enabled to express their interpretations and evaluations of previous work through debates with their peers and tutors, mirroring the work done by interdisciplinary research teams. The learning outcomes also allow students to develop skills in independent inquiry, and their assessments enable them to produce work of a high standard in formats expected in academic and professional settings. Students will receive support and guidance to extend their understanding through an independent study project (dissertation) that can be tailored to their own research interests or career aspirations. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
56 | ii) The ways in which these outcomes are distinctive or particularly advantageous to the student: | ||||||||||||||||||||||||||||||||||||||||||||||||||||
57 | The programme is made possible by an imminent appointment in Roman Archaeology, a specialist in the European Roman period and funerary archaeology. The programme requires archaeological evidence to be studied alongside historical sources (e.g. epigraphy, numismatic inscriptions, textual evidence), and core teaching will be interdisciplinary. York is embedded within the remains of a Roman city and the impact of this heritage is evident across the city. The department is seeking to capitalise on this and make York an internationally recognised centre of excellence for the study of the Roman period. The programme will focus on aspects of ethnicity and identity, and the expression of power, facets of European society that resonate across Europe into the 21st century; the current political climate will make study of these themes especially timely. This new programme, and another new one in Iron Age and Celtic Archaeology, will consolidate York's reputation as a centre of excellence for later prehistory and the protohistoric periods. There are no current UK Masters programmes specialising in European Roman Archaeology and incoorporating funerary archaeology. This gives the PLOs a distinctiveness relative to all other UK programmes and presents an advantage to students wishing to acquire distinctive expertise in this area (max 200 words) | ||||||||||||||||||||||||||||||||||||||||||||||||||||
58 | 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 | ||||||||||||||||||||||||||||||||||||||||||||||||||||
59 | Students from all backgrounds are welcome, and indeed a cohort from a range of disciplinary backgrounds will enhance interdisciplinarity and knowledge sharing. Archaeology’s extensive induction programmes outline the taught postgraduate experience, enhanced by the non-assessed Essential Skills module that runs throughout the Autumn and Spring terms. These prepare students for all aspects of M-level practice, including research and professional expectations (academic integrity, time management, citation, ethics), honing specific skill sets, including digital literacy. Archaeology maintains PG handbooks, extensive intranet pages, VLE, mailing lists, and use of specific technologies in individual modules (e.g. Google Groups), all of which connect students and staff. Formative assessments provide feedback on written work and assignment planning. Archaeology offers English language training to non-mother-tongue speakers. All core and options modules include small-group discussion formats and one-one assignment feedback. Extensive pastoral and academic supervision provide support across the whole year. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
60 | 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). | ||||||||||||||||||||||||||||||||||||||||||||||||||||
61 | 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 totalling 20 credits to familiarise them with particular practical skills, and 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. 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 or supplementary advisors, and familiarisation 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. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
62 | 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). | ||||||||||||||||||||||||||||||||||||||||||||||||||||
63 | Through the two-term compulsory Essential Skills module, all Masters students are introduced to key concepts in digital literacy, including critical thinking through and with digital technologies, use of core technologies like Google Docs, Word and digital presentation software, as well as key skills including digital archiving and imaging. These skills will be honed through the production of written assessments and through student oral presentations. Student learning is supported through live-streaming of Archaeology’s YOHRS and York Seminar Series on Facebook and YouTube, respectively. Individual core, option and skills modules often prioritise technology-enhanced learning through use of Google Groups and experimentation with public-facing communication strategies. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
64 | 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: | ||||||||||||||||||||||||||||||||||||||||||||||||||||
65 | http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/ | ||||||||||||||||||||||||||||||||||||||||||||||||||||
66 | Knowledge of Roman archaeology at Masters level, will be a valuable skill for students wishing to pursue a career in commercial or curatorial archaeology, particularly since much rural/landscape archaeology in the UK derives from this period, and knowedge of the European context is essential for students seeking employment in the commercial archaeology or heritage sectors on the continent. 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 flexible model of skills modules built into the programme, which is another unique aspects of the York offer, 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 a highly attractive programme for students seeking to enter the commercial and/or curatorial sectors in archaeology. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
67 | 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. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
68 | It would be interesting to explore the possibility of an alternative form of assessment - i.e. report writing or video creation. This would align well with PLO4 to account for communicating with different audiences. With reference to PLO3 - would it be possible for some of the diverse forms of data that will be presented to the students to come from an external source? Could there me a reflective element of assessment in terms of how well the individual has contributed to the teamwork element in PLO5? Response to Careers consultant: Re PLO3: Data sources include primary excavation and artefact data, academic publications, and archaeological reports produced by a range of commercial and public sector organisations, including published summaries and unpublished client reports (so-called 'grey literature'). The Department hosts the Archaeological Data Service which holds an unparalleled collection of archaeological grey literature, meaning students will be exposed to relevant reports from external professional organisations. Re PLO4: Our skills modules are very much career oriented in the range of transferable and employment skills they develop and are assessed through a diversity of means. The students have a range of options for the four skills modules they will take and typical assessments include professional style reports, logbooks, lab books, online portfolios, group wikis, project proposals etc. Re PLO5: We feel we have an effective approach to fostering teamwork skills though formative assessment and classroom based discussion, presentation and teamwork acitives. Certain skills modules that the students are free to chose have a teamwork based summative assessment. In this way, students chose to build thier own skills portfolios that are bespoke to the pathway they chose through their degrees. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
69 | viii) How is teaching informed and led by research in the department/ centre/ University? | ||||||||||||||||||||||||||||||||||||||||||||||||||||
70 | The programme is made possible by an imminent new appointment in Roman European and funerary archaeology, as well as the recruitment of Professor Ian Armit, a specialist in the Iron Age. Study of the Roman period requires a truly interdisciplinary approach, which this programme will deliver through its core and optional suite of modules. Recent, continent-wide, debates about the nature of European identity, and the broader meaning of ethnicity in past societies, gives the programme direct relevance to contemporary issues, with much that Europe today has in common stemming from the Roman period. The impact of new scientific methods are increasingly informing our ideas and sparking new debates, and York is ideally placed to support the integration of such approaches into a study of the Roman period. The programme is thus directly informed by cutting-edge research. (max 200 words) | ||||||||||||||||||||||||||||||||||||||||||||||||||||
71 | 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. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
72 | i) If the Postgraduate Certificate is an exit award only please: | ||||||||||||||||||||||||||||||||||||||||||||||||||||
73 | 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 either 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 | |||||||||||||||||||||||||||||||||||||||||||||||||||
74 | Students exiting with a PG Cert will have progressed through their two core modules and completed all skills modules to earn this certificate, meaning that their engagement with all PLOs will have been assessed. However, by not taking Options Modules or the ISM their exposure to interdisciplinary approaches (PLO3) will be more limited, and they will have limited experience of research design and problem solving (PLO4) and of analysis and analytical skills (PLO5). Option and skills for all students must be discussed with the programme leader in advance to ensure these produce a coherant programme that furthers the interests and career aspirations of the student. Although students may subsequently choose to leave with a PG Cert, this process of guided skills choices will help ensure maximum coverage of PLOs. | Successful completion of 2 x 20-credit Core modules, plus a total of 20 credits of Skills modules. | |||||||||||||||||||||||||||||||||||||||||||||||||||
75 | ii) If the Postgraduate Diploma is an exit award only please: | ||||||||||||||||||||||||||||||||||||||||||||||||||||
76 | 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 | |||||||||||||||||||||||||||||||||||||||||||||||||||
77 | To earn this diploma students will have progressed through their two core modules (2 x 20 credits) and a combination of Option and Skills modules (totalling 60 credits), and will have completed an abbreviated version of the ISM module (extended essay), meaning that their engagement with all PLOs has been assessed but with limited experience of analysis and analytical skills (PLO5). | Successful completion of 100 credits of taught modules including the two core modules (2 x 20 credits), plus a 20-credit ISM extended essay in the summer term. | |||||||||||||||||||||||||||||||||||||||||||||||||||
78 | 5.e. Other features of the programme | ||||||||||||||||||||||||||||||||||||||||||||||||||||
79 | i) Involvement of partner organisations Are any partner organisations involved in the delivery of the programme? | ||||||||||||||||||||||||||||||||||||||||||||||||||||
80 | Please Select Y/N: | No | if Yes, outline the nature of their involvement (such as contributions to teaching, placement provision). Where appropriate, see also the: | ||||||||||||||||||||||||||||||||||||||||||||||||||
81 | University guidance on collaborative provision | ||||||||||||||||||||||||||||||||||||||||||||||||||||
82 | (max 200 words) | ||||||||||||||||||||||||||||||||||||||||||||||||||||
83 | ii) Internationalisation/ globalisation How does the programme promote internationalisation and encourage students to develop cross-cultural capabilities? | ||||||||||||||||||||||||||||||||||||||||||||||||||||
84 | Core modules discuss Europe-wide issues and themes in archaeology and cognate disciplines. Case-studies and datasets from around the world explored through Core and Option modules permit an in-depth consideration of these themes. The programme has a specific focus on the European context of the Roman period and is inherently international in its focus. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
85 | iii) Inclusivity How will good practice in ensuring equality, diversity and inclusion be embedded in the design, content and delivery of the programme? | ||||||||||||||||||||||||||||||||||||||||||||||||||||
86 | This refers to the protected characteristics and duties on the University outlined in the Equality Act 2010 | ||||||||||||||||||||||||||||||||||||||||||||||||||||
87 | No aspect of the programme is in anyway prejudicial to individuals with protected characteristics, and indeed a diverse student cohort will enhance the diversity of viewpoints contributing to seminar discussions and presentations. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
88 | 6. Reference points and programme regulations | ||||||||||||||||||||||||||||||||||||||||||||||||||||
89 | 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: | ||||||||||||||||||||||||||||||||||||||||||||||||||||
90 | Framework for Higher Education Qualifications (2014) | ||||||||||||||||||||||||||||||||||||||||||||||||||||
91 | 6.b. University award regulations | ||||||||||||||||||||||||||||||||||||||||||||||||||||
92 | 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. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
93 | 7. Programme Structure | ||||||||||||||||||||||||||||||||||||||||||||||||||||
94 | 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) | ||||||||||||||||||||||||||||||||||||||||||||||||||||
95 | http://www.york.ac.uk/about/departments/support-and-admin/registry-services/guide/ | ||||||||||||||||||||||||||||||||||||||||||||||||||||
96 | Full time structure - Full time students take the two 20-credit core modules (one in autumn, one in spring), and options and skills modules to the value of 60 credits (30 in autumn, 30 in spring). Choices of option and skills modules must be decided in consultation with the programme leader to ensure a coherent programme that supports the interests and career aspirations of the student. The 80-credit independent study module (ISM) is primarily undertaken over the summer term and summer vacation, but with the non-assessed Dissertation Preparation Module providing support for dissertation research in the autumn term. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
97 | Credits | Module | Autumn Term | Spring Term | Summer Term | Summer Vacation | |||||||||||||||||||||||||||||||||||||||||||||||
98 | Code | Title | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | ||||||||
99 | 20 | Roman Europe (core 1) | S | E | A | ||||||||||||||||||||||||||||||||||||||||||||||||
100 | 20 | Death, Burial, and Commemoration in the Roman world (core 2) | S | E | A |