MSc Funerary 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			MSc Funerary Archaeology
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8	This document applies to students who commenced the programme(s) in:			2023		Award type			MSc
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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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28	Reference points
29	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).
30	The University's Frameworks for Programme Design
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32	Credit Transfer and Recognition of Prior Learning
33	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
34	No
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36	Exceptions to Regulations
37	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.
38	N/a
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40	Internal Transfers
41	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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43		Transfers in:	n/a			Transfers out:	n/a
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46	Statement of Purpose
47	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.
48	Funerary Archaeology combines the analysis of human remains with their archaeological context to examine how past societies responded to and treated their dead. It is therefore interdisciplinary in its nature, blending socially aware research questions, with established and new bioarchaeological methods. This Masters programme will provide the opportunity for you to engage with cutting edge theoretical and methodological skills to analyse and interpret human remains and their burial contexts, opening the door to new insights into the past. The MSc in Funerary Archaeology allows you to focus your studies and your dissertation on the social and cultural questions archaeology asks of the burial record. The programme draws on the York Archaeology Department's interdisciplinary strengths in both archaeological method and theoretical approaches, offering the chance to develop skills in a range of different methods and techniques. You will be focusing on a range of topics from identity, landscape, osteology, palaeopathology, social structure, commemoration and memory, ritual and belief, and the body. The programme covers attitudes and responses to death from the first evidence for the special treatment of human remains by hominids up to the place of funerary rites in modern day societies, but with a particular focus on the interpretively challenging evidence from Prehistory. The analysis of human remains and their archaeological context are taught in a flexible modular system that allows you to tailor the programme to your particular methodological or period interests. This degree is for anyone interested in studying Funerary Archaeology from a wide range of perspectives, which are at the frontiers of both archaeological method and theory. It is primarily for students with previous experience in archaeology, anthropology, history, art history, biology or related fields, but students from a wide variety of academic backgrounds are encouraged to apply. The programme provides a range of transferable skills and is a solid foundation for a wide range of careers in research or professional settings. MA and MSc students differ specifically in their dissertation research. MSc students take a sciences-based perspective, using appropriate skills and knowledge from science-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. Our graduates have pursued academic and teaching careers, gained positions in museums, local authorities and national heritage bodies, and work in commercial archaeology. 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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59	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).
60	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
61	PG Diploma in Funerary 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.
62	PG Certificate in Funerary 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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64	Programme Learning Outcomes
65	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...'
66	1	DEPTH AND BREADTH OF KNOWLEDGE: Demonstrate an applied, systematic, in-depth understanding of essential disciplinary knowledge of funerary archaeology, and awareness of its breadth and its relevant academic, professional and socio-economic contexts.
67	2	CRITICAL THINKING AND EVALUATION: Engage critically with current debates and advanced scholarship in local and international research and practice within funerary archaeology in order to evaluate the field of practice.
68	3	THEORETICALLY/ METHODOLOGICALLY INFORMED DECISION MAKING: Inform decision-making in complex and unpredictable situations by assessing and applying advanced, professional-level funerary archaeology theories and methodologies to diverse problems or forms of data.
69	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.
70	5	INDEPENDENCE: Demonstrate originality in rigorous and imaginative independent inquiry, using advanced research skills, and a clear contribution to the work of a team.
71	6	APPLICATION OF THEORY, ETHICS AND REFLEXIVE PRACTICE: Confidently apply current theoretical, ethical and methodological debates in funerary archaeology to relevant case studies and contemporary practice.
72	7	ESSENTIAL SKILL S FOR FUNERARY ARCHAEOLOGY: Apply an advanced understanding of human skeletal anatomy, growth and pathology, and explain its relevance to archaeology.
73	8	APPLIED SKILLS IN FUNERARY ARCHAEOLOGY: Assess and evaluate the role of relevant disciplinary and interdisciplinary specialisms in the analysis and interpretation of human remains and their funerary contexts as applied to research, public and/or commercial practice.
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75	Diverse entry routes
76	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.
77	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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86	Inclusion
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88	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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90	Employability
91	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.
92	Skills related to employability are integrated into the Dissertation module for all taught PG students, including a specific Careers-focused session. The dissertation 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.
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98	[For Undergraduate and Integrated Masters Programmes Only]
99	Are you offering any variations of this programme, such as additional years abroad or industry?
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