BA (Hons) Ancient History and Archaeology with Study Abroad

1. Understand basic archaeological techniques and appreciate their major advantages and disadvantages.
2. Appreciate the relationship between data collected in the field and its interpretation.
3. Identify the different roles of professional archaeologists.
4. Understand the chronology of archaeological periods and the main themes in archaeology from early prehistory to the end of the Middle Ages.
5. Show familiarity with some key archaeological sites and finds.
6. Show competence in the various techniques of practical Archaeology and an understanding of their problems and possibilities
7. Use appropriate archaeological terminology.
8. Deploy information from technical projects.
9. Demonstrate understanding (at increasing depth, according to level) of thematic/methodological issues (increasingly complex, according to level).
10. ANCIENT HISTORY: Demonstrate an awareness of the main problems and issues bearing upon Greek and Roman history, and awareness of and critical engagement with aspects of Greek and Roman society, religion and philosophy; be able to analyse them critically and creatively and be able to evaluate the similarities and differences with our own culture (3.2 A1).
11. Demonstrate familiarity with the major Greek and Roman historians sufficient to be able to offer comment and reasoned analysis of their respective historiographical aims, methods, use of sources and their position within the historiographical tradition, and analyse in general terms the complex interrelationship between history, literature, philosophy and ideology in the context of one or more ancient societies (3.2 A2).
12. Evaluate, analyse and synthesise a wide range of sources appropriate to the subject area (3.2 A3).
13. Evaluate, analyse and synthesise a wide range of viewpoints on problems of interpretation and evaluation, and adopt a variety of critical approaches to the subject drawn from different disciplines within the subject area (3.2 A5).

1-3 are developed initially through first year modules, particularly ARC1020, and then through ARC2003/4, and in increasing sophistication through options during stages 2 and 3.

4 and 5 are introduced through first year modules, particularly ARC1010, and developed through thematic options at stages 2 and 3.

6-8 are introduced in ARC1020 and developed in ARC2003/4,and further enhanced through thematic options at stages 2 and 3.

9 is developed through the optional thematic modules taken across all three stages. The level of competence expected of students intensifies at each stage of the programme. Methodological issues area introduced through ARC1020 and developed through ARC2003/4. The chronological and thematic framework are introduced in ARC1010 and optional modules at stage 1 and developed through options at stages 2 and 3. ARC3000 at stage 3 brings the methodological and thematic elements together in an independent research dissertation. 1-3 are developed initially through first year modules, particularly ARC1020, and then through ARC2003/4, and in increasing sophistication through options during stages 2 and 3.

4 and 5 are introduced through first year modules, particularly ARC1010, and developed through thematic options at stages 2 and 3.

6-8 are introduced in ARC1020 and developed in ARC2003/4, and further enhanced through thematic options at stages 2 and 3.

9 is developed through the optional thematic modules taken across all three stages. The level of competence expected of students intensifies at each stage of the programme. Methodological issues area introduced through ARC1020 and developed through ARC2003/4. The chronological and thematic framework are introduced in ARC1010 and optional modules at stage 1 and developed through options at stages 2 and 3. ARC3000 at stage 3 brings the methodological and thematic elements together in an independent research dissertation.

10-13 are all developed in BIO2068.

11 is developed in detail in ARC1007, ARC1008, ARC2514 and ARC3611

These skills are all developed throughout the degree programme, but the emphasis becomes more complex as students move from stage to stage. They are developed through lectures and seminars, assessment of written work, and oral work (both presentation and class discussion).  

14. Draw thematic comparisons between material from different sources.
15. Show awareness of contrasting approaches to research.
16. Judge between competing views.
17. Understand the difference between qualitative and quantitative data.
18. Show clear awareness of the basic philosophical questions arising from academic research.
19. Think and write broadly about large themes.
20. Comprehend complex terminology and discourses.
21. Use a library, field visits and the world-wide web to find information.
22. Deploy critical argument, based on professional standards of evidence use.
23. Identify problems of reliability and bias in, and more generally evaluate, evidence.
24. Collate data from a range of sources.
25. Reference sources accurately in written work, including use of the Harvard system in Archaeology.
26. Answer questions concisely in writing.
27. Present work and answer questions orally.
28. Think of pertinent and intellectually demanding questions to ask other students.
29. Deploy complex terminology in a comprehensible manner.
30. Focus on and comprehend complex texts.
31. ANCIENT HISTORY: (Numbers in brackets refer to the Benchmarking Statement for Classics & Ancient History): Gather, memorize, organize and deploy evidence and information, and show an awareness of the consequences of the unavailability of evidence (3.5 17).
32. Select and apply appropriate methodologies when using primary and secondary historical materials (3.6 19).
33. Demonstrate a professional approach to referencing and the use of bibliography (3.7 25).
34. Synthesise complex and diverse arguments and ideas lucidly and coherently, both orally and in writing (3.6 22).
35. Engage in analytical and evaluative thinking about texts, sources, arguments and interpretations (3.6 20).
36. Engage in lateral thinking, making connections between ideas and information in different fields of their study (3.6 21).
37. Reflect critically on the extent, and limitations, of their learning and understanding (3.5 15).

These skills are developed throughout the degree programme but the emphasis becomes more complex as students move from stage to stage. They are developed through lectures and seminars, written work, and oral work (both presentation and class discussion).

In Archaeology these skills are developed through a mixture of teaching and learning methods including lectures (normally 2 hours), seminars, practical classes/fieldwork and tutorials.

For Ancient History, at Stage 3 seminars are normally 2 hours in length and form the primary teaching and learning medium, with a focus on developing, in the context of their particular subjects, the more complex analytical skills listed opposite.

For Ancient History, skill 24 is developed through feedback on written work (normally delivered one-to-one, as well as in written form at Stage 3). It is also developed through each student's personal development plan.

The assessment is made through a combination of examinations (including essays and gobbet passages for comment); term-time essays and oral presentations. The marking criteria are available in the College Student Handbook.

For Ancient History, skill 24 may be formatively assessed at Stage 1 by means of the compulsory learning notebook (which is part of the assessment for one optional module). 

38. Undertake independent study and work to deadlines.
39. Use a word processor, and the world-wide web.
40. Digest, select and organise material from disparate sources for suitably illustrated, clear and concise written work of varying length.
41. Participate in oral discussions; present and evaluate complex arguments and ideas orally; digest, select and organise material for oral presentations.
42. Work with others as part of a team.
43. Interact effectively with peers and staff
44. Undertake group work, including the presentation and discussion of material in groups.
45. Plan and execute a demanding piece of work over a long time scale.
46. Be able to reflect on the challenges of living and learning in a different environment.
47. Present an argument orally in a clear, organised and effective manner (3.4 23 & 3.7 24).
48. Present an argument in a written form in a clear and organized manner, with appropriate use of correct English (3.4 24)
49. Work creatively, flexibly and adaptably with others, both peers and academic staff (3.6 22 and 3.7 25).
50. Demonstrate autonomy, manifested in self-direction and intellectual initiative, both in learning and study and in the management of time (3.5 14)
51. Participate effectively in oral discussions. (3.6 22)
52. Write and think under pressure and to meet deadlines.
53. Make critical and well-informed use of IT resources (such as e-mail and the World-Wide-Web) to acquire and manipulate general and subject-specific information (3.7 28).
54. Use relevant software and scanning technologies to create clearly presented written assignments and handouts (3.7 B15).
55. Advance linguistic competence independently.
56. Adapt to the culture and working practices of a foreign country.

38 is an essential part of the successful completion of the programme, notably the dissertation.

39 is developed through the requirement that all written work be word-processed, and through use of the internet as a general research tool in all modules. There is further scope for developing IT skills through optional modules.

40 is developed through a variety of written assignments and tutorials throughout the programme.

41 is developed through the self-assessment involved in completing cover sheets for all assignments.

42 is developed through group work and seminars, which form an important component of many option modules.

43 & 44 The skills in 6 and 7 are developed particularly through the archaeology fieldwork/fieldschool modules which involve working as part of a team.

45 is developed through many thematic and skills modules which include group work. 6, 7 and 8 are also developed through interaction in seminars and in discussion with tutors about essay work, and in response to critical review both collective and individual.

46 is developed through the Archaeology Fieldwork Project at stage 2 and dissertation work at stage 3 (both of which work towards an end-of-module deadline).

Ancient History:

(a) Skills 47, 51 and 52 are developed through the preparation and delivery of oral presentations in most modules at all levels, and through the oral discussion of challenging material in all modules in the programme.

(b) Skill 49 is developed through participation in study groups with other students in most modules in the programme. For expectations with regard to study groups see the College Taught Student Handbook (https://intranet.exeter.ac.uk/humanities/studying/taughthandbook/).
(c) Skill 49 is also developed through meetings with personal tutors, one-to-one tutorials giving feedback on written work and through discussion in seminars.
(d) Skills 48 and 52 are developed through examinations at all stages and levels and through written assignments at all stages (see also (a) above).
(e) Skill 50 is an essential part of the successful completion of the programme but is encouraged through preparation for written and oral assignments, general preparation for seminars and through student's individual annual personal development plans. Skill 50 may be further developed at Stage 3 through the optional dissertation module.

(f) Skills 51 and 52 are developed through compulsory oral presentations supported by handouts, each student's personal development plan and through the requirement that all written work should be word-processed. 38 is an essential part of the successful completion of the programme, notably the dissertation.
39 is developed through the requirement that all written work be word-processed, and through use of the internet as a general research tool in all modules. There is further scope for developing IT skills through optional modules.
40 is developed through a variety of written assignments and tutorials throughout the programme.
41 is developed through the self-assessment involved in completing cover sheets for all assignments.
42 is developed through group work and seminars, which form an important component of many option modules.
43 & 44 The skills in 43 and 44 are developed particularly through the archaeology fieldwork/fieldschool modules which involve working as part of a team.

45 is developed through many thematic and skills modules which include group work. 43, 44 and 45 are also developed through interaction in seminars and in discussion with tutors about essay work, and in response to critical review both collective and individual.
46 is developed through the Archaeology Fieldwork Project at stage 2 and dissertation work at stage 3 (both of which work towards an end-of-module deadline).

ILOs 55-56 are developed through the language tuition in stages 1 and 2 and in the year abroad.

Archaeology

The skills in 38, 39 and 40 are assessed in all modules through written assignments. 40 is covered by the fact that students prepare written assignments of differing lengths, ranging from 1,500 word essays through to the 9,000 word dissertation. Assessment of group oral presentations (42, 43, 45) occurs in a variety of modules.
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Ancient History:

(a) Skills 47, 49, 51 and 52 are assessed through the summative assessment of oral presentations at level 3 (10% or 20%). This assessment may also include a formative peer evaluation element.

(b) Skills 48 and 52 are assessed through examinations and written work at all stages and in all modules. See marking criteria in the College Taught Student Handbook.

(c) Skill 53 is assessed through the successful completion of ELE assignments in tandem with the reflective learning notebook attached to one optional module.

(d) Skill 54 is assessed through the assessment of written course-work. See the College Student Handbook for details. The skills in 38, 39 and 40 are assessed in all modules. 40 is covered by the fact that students prepare written assignments of differing lengths,. Formative assessment of group oral presentations ( 42, 43, 45 ) occurs in a range of modules. 46 is covered by the dissertation and ARC2003/2004.