STUDENT HANDBOOK

BSc (Hons) Archaeology and Anthropology

2016 - 2017

Course Leader: Rick Peterson School of Forensic and Applied Sciences

All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Head of School. This applies to the materials in their entirety and to any part of the materials. If there is any conflict between the regulations mentioned in this booklet and the UCLan Academic Regulations then the latter represent the definitive information. The full list of options indicated may not all be delivered every year, and this may depend on how many students choose that particular option. When accepting your offer of a place to study on this course, you are accepting that not all of these options will be running. At (or before) the start of each year, you will have an opportunity to discuss your course and preferred options with your tutor. The University will do all it reasonably can to ensure that you are able to undertake your preferred options.

UNIVERSITY OF CENTRAL LANCASHIRE

Mission and Values We create positive change in our students, staff, business partners and wider communities, enabling them to develop their full potential by providing excellent higher education, innovation and research.

Our values:

• The pursuit of excellence in all that we do. • Equality of opportunity for all, supporting the rights and

freedoms of our diverse community. • The advancement and protection of knowledge, freedom of

speech and enquiry. • Supporting the health, safety and wellbeing of all.

Student Check List You must read this handbook and check off the Induction Week tasks once they are completed. Check off items on the lower list once you understand and acknowledge your responsibilities. If you have any queries please see your Academic advisor.

In Induction Week I have:

Confirmed that I have enrolled with the University

My student number is:

Registered to use the library and computer system

Read this course handbook

Let the Course Leader (if I wish to) know of any disability which may affect my studies to ensure I receive appropriate support

I understand that I am responsible for:

Making sure my programme of study is the correct one to take me to my target award

Notifying the University immediately if I change my local or home address

Notifying the School Office (01772 891990/1991, fosterhub@uclan.ac.uk) of any absence and providing a medical note

Reading and following health and safety regulations

Making certain that I know, and keep to, assessment deadlines

Handing in assignments in accordance with the guidelines in the Student Guide to Assessment i.e. through BlackBoard and Turnitin unless advised otherwise

I must maintain contact with my Academic advisor who is:

Name:

Email:

Room Number:

Telephone Number:

Contents Who’s Who in Archaeology and Anthropology ........................................................... 5

Who’s Who in the School of Forensic and Applied Sciences ..................................... 7

1 Introduction to Archaeology and Anthropology at UCLan .................................... 8

1.1 Career Opportunities ........................................................................................................... 10

1.2 Student Charter ................................................................................................................... 10

1.3 Communication ................................................................................................................... 10

1.4 Supporting Diversity at UCLan ............................................................................................. 11

1.5 External Examiner ................................................................................................................ 11

2.1 Aims of the Course .............................................................................................................. 12

2.2 Learning Outcomes of the Courses ..................................................................................... 12

3 The Course in Detail .......................................................................................... 13

3.1 How the Course works ......................................................................................................... 13

3.2 How the Courses are Managed ........................................................................................... 13

3.3 Course Structure .................................................................................................................. 14

3.4 Accreditation of Prior Experience and Learning (APL) ........................................................ 18

3.5 Part Time Students .............................................................................................................. 18

3.6 Progression .......................................................................................................................... 18

3.7 How the Courses are Delivered ........................................................................................... 18

3.8 Learning Resources .............................................................................................................. 18

3.9 How much work do I have to do? ........................................................................................ 19

3.10 Attendance .......................................................................................................................... 20

4 Assessment and Progression ............................................................................ 22

4.1 Introduction ......................................................................................................................... 22

4.2 Presentation of Written Work ............................................................................................. 23

4.3 When will the Assessments take place? .............................................................................. 23

4.4 Assessment arrangements for students with a disability ................................................... 23

4.5 Submission of Assessments ................................................................................................. 23

4.6 Deadlines for Assessments .................................................................................................. 23

4.7 Extensions ............................................................................................................................ 24

4.8 Extenuating Circumstances ................................................................................................. 25

4.9 Feedback .............................................................................................................................. 26

4.10 Cheating, Plagiarism, Collusion and Re-presentation ......................................................... 27

4.11 Referencing .......................................................................................................................... 28

4.12 What if I fail a Module? ....................................................................................................... 29

4.13 Progression Regulations ...................................................................................................... 29

4.14 Final Awards ........................................................................................................................ 30

4.15 Exit Awards .......................................................................................................................... 31

4.16 Appeals ................................................................................................................................ 31

5 Student Support, Guidance and Conduct .......................................................... 33

5.1 Student Support and Guidance ........................................................................................... 33

5.2 Academic advisors ............................................................................................................... 33

5.3 Who do I ask for Help/Guidance/Advice? ........................................................................... 34

5.4 Students with Disabilities .................................................................................................... 35

5.5 Health and Safety ................................................................................................................ 35

5.6 Conduct................................................................................................................................ 35

5.7 Students’ Union ................................................................................................................... 37

5.8 Where do I get Information? ............................................................................................... 37

5.9 Data Protection.................................................................................................................... 38

6 Student Voice .................................................................................................... 39

6.1 Course Representatives and School President .................................................................... 39

6.2 Student Staff Liaison Committee (SSLC) Meetings .............................................................. 40

6.3 Complaints ........................................................................................................................... 40

7 Personal Development Planning ....................................................................... 41

8 Appendix – Programme Specification ............................................................... 43

Who’s Who in Archaeology and Anthropology Your archaeology degree will include modules taught by archaeologists and anthropologists within the School.

Allison Card Lecturer in Anthropology Email ACard1@uclan.ac.uk Telephone 4333 Room, MB130

Vicki Cummings Reader in Archaeology Email vcummings1@uclan.ac.uk Telephone 3499 Room MB107B

Rachel Cunliffe Lecturer in Anthropology Email recunliffe@uclan.ac.uk Telephone 3755 Room MB129

Peter Cross

Lecturer in Anthropology Email pacross1@uclan.ac.uk Telephone 4153 Room MB129

Jim Morris Lecturer in Archaeology Email jmorris9@uclan.ac.uk Telephone 4150 Room MB107D

Rick Peterson Course Leader Archaeology and Anthropology Lecturer in Archaeology Email rpeterson@uclan.ac.uk Telephone 3495 Room MB107C

David Robinson Lecturer in Archaeology Email dwrobinson@uclan.ac.uk Telephone 3756 Room MB107D

Duncan Sayer Lecturer in Archaeology Email: dsayer@uclan.ac.uk Telephone 4175 Room MB107C

Michael Wysocki Academic Lead for Forensic Sciences Lecturer in Archaeology and Anthropology Email mpwysocki@uclan.ac.uk Telephone 4389 Room JBF009

Who’s Who in the School of Forensic and Applied Sciences Archaeology and Anthropology is part of the School and you will need to know staff from other parts of the School who have more general responsibilities. Gary Bond BSc, PhD (Chemistry) Head of School ,Professor (Materials Chemistry) e-mail: gbond@uclan.ac.uk Telephone 3535 Room JBF105 Carol Cox BSc (Hons), MSc, PGCE Programme/Student Experience Co-ordinator E-mail: ccox1@uclan.ac.uk Telephone 3757 Room MB056 Claire Williamson Retention Tutor Course leader MSc Document analysis e-mail: clwilliamson@uclan.ac.uk Ext 4152 Room MB128 Arati Iyenger Disabilities Lead Senior Lecturer (Biological Sciences) e-mail: aiyengar@uclan.ac.uk Ext 3925 Room MB130 Administrative Staff Campus Admin Services provides academic administration support for students and staff and are located at Foster 058 and is open from 8.45am until 5.15pm Monday to Thursday and until 4.00pm on Fridays. The hub can provide general assistance and advice regarding specific processes such as extenuating circumstances, extensions and appeals. Course specific information is also available via school Blackboard sites.

The hub telephone number for the is 0177289 1990/1991

The hub email is : fosterhub@uclan.ac.uk

1 Introduction to Archaeology and Anthropology at UCLan This Handbook is an introduction to our BSc (hons) Archaeology and Anthropo logy degree. It should tell you everything you need to know about how the course works and what you need to do at various stages of your academic career. Although we have tried to make it as thorough as possible there may be occasions when you need more information, the handbook also tells you where to go to find this information. You need to read this handbook now, but you also need to keep it with you for the next three years, it is your basic guide to how the degree and the School of Forensic and Applied Sciences work. Archaeologists and Anthropologists both study people and human society. On this course students study the two related subjects as parts of an integrated degree. Archaeology and Anthropology are vibrant, research-active disciplines at UCLan. Students on this course will be able to combine cultural and biological anthropology and archaeology to study human cultures from the present day back to the evolutionary origins of humanity. The subjects are supported by state of the art laboratory facilities, teaching collections and generous fieldwork funding to ensure that teaching on the degree is research-informed, practical and genuinely international in outlook. UCLan students examining medieval pottery from the Liverpool Museum’s reserve collection

Archaeology and anthropology are both taught within the School of Forensic and Applied Sciences. We have been teaching both disciplines for over ten years. The School is located within two purpose-built buildings on the Preston campus with outstanding facilities for multi-disciplinary science and research. These include four specialist laboratories for teaching and research in anthropology and archaeology and first class teaching collections of human and animal bone and archaeological artefacts. Field teaching is also a core part of both disciplines. Generous University funding ensures that we are able to offer all students international experience as part of this teaching. The School has state of the art geophysical and topographic survey equipment. As part of our strong commitment to employability, staff from professional

and governmental organisations teach on many of our modules. We think our archaeology and anthropology degree gives our graduates excellent employment prospects. We have good contacts with local commercial archaeologists and museums; practitioners from outside the University teach on the degree. You will be taught practical skills and procedures relevant to the modern workplace. Almost more importantly, we think they will be great fun: the enthusiasm of staff on this course is second to none, and they have designed modules to be enjoyable and involving as well as educational. Archaeology and anthropology are always something special in terms of study; they generate course camaraderie through field trips and discussion classes, and offer the opportunity to get outside on a regular basis and to travel to different parts of the country and the world. We think you will love doing your archaeology and anthropology degree at UCLan. We all learn in different ways and you will find that we use a range of learning and teaching methods. We have a strong commitment to providing you with support, through constructive feedback, and through a well-organised Academic advisor system. All the courses in the School have a strong element of practical and field work. This will begin during your very first week at UCLan, which is spent on a training excavation, and continues for the next three or four years – allowing you to build up the skills and knowledge you need. We believe firmly in the value of developing personal skills in our undergraduates, rather than emphasising the accumulation of information. Consequently, while we do provide many different kinds of learning experience, we expect you to take substantial responsibility for your education. You need to be engaged in your work and enthusiastic about it. Personal study, using the books, periodicals and other resources in our libraries and in the School, will be a substantial part of your work programme. To be successful, you need to be motivated, and to make a personal commitment to the subject. You also need to understand that archaeology teaching takes place throughout the year. You will need to set aside time during your first summer for at least four weeks full- time work on archaeological excavations or museum placements. This can be undertaken in short blocks or a single placement but you must be prepared to make the commitment of time necessary.

We also encourage extra-curricular interests, normally leaving Wednesday afternoons free for sports, and the School provides a base for several societies. These provide lots of social, developmental and informative opportunities which we encourage you to join in.

1.1 Career Opportunities Your University experience is not only about achieving your chosen award, it is also about developing as a person and realising your potential. We want you to gain the skills and attitudes that will help you to achieve your goals and aspirations. Your future is important to us, so to make sure that you achieve your full potential whilst at University and beyond, your course has been designed with employability learning integrated into it. This is not extra to your degree, but an important part of it which will help you to show future employers just how valuable your degree is. These “Employability Essentials” take you on a journey of development that will help you to write your own personal story of your time at University:

• To begin with, you will explore your identity, your likes and dislikes, the things that are important to you and what you want to get out of life.

• Later, you will investigate a range of options including jobs and work experience, postgraduate study and self- employment,

• You will then be ready to learn how to successfully tackle the recruitment process.

You will be able to record your journey using Pebblepad, the University’s e-portfolio system, which will leave you with a permanent record of all the fantastic things you have achieved during your time at UCLan. It’s your future: take charge of it! Careers offers a range of support for you including:-

• career and employability advice and guidance appointments • support to find work placements, internships, voluntary opportunities, part-time

employment and live projects • workshops, seminars, modules, certificates and events to develop your skills

Daily drop in service available from 09:00-17:00 for CV checks and initial careers information. For more information come along and visit the team (in Foster building near the main entrance) or access our careers and employability resources via the Student Portal. 1.2 Student Charter The Student Charter has been developed by the University and the Students’ Union so that students gain the maximum from their UCLan experience. It is a two-way commitment or ‘contract’ between the University and each individual student. It acts as a means of establishing in black and white what students can expect from the University and the Union in terms of support, and in return what we expect from our students. Read the full Charter here

1.3 Communication The University expects you to use your UCLan email address and check daily for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded unread. Staff aim to reply to emails within one working day.

1.4 Supporting Diversity at UCLan UCLan recognises and values individual difference and has a public duty to promote equality and remove discrimination in relation to race, gender, disability, religion or belief, sexual orientation and age. During your time at UCLan we expect you to be able to: • Experience "an integrated community based on mutual respect and tolerance where

all staff and students can feel safe, valued and supported" • Contribute to creating a positive environment where discriminatory practices and

discrimination no longer happen Please review the UCLan Equality and Diversity Policy for further information. 1.5 External Examiner The University has appointed an External Examiner to your course who helps to ensure that the standards of your course are comparable to those provided at other higher education institutions in the UK. The name of this person, their position and home institution can be found below. If you wish to make contact with your External Examiner, you should do this through your Course Leader and not directly. You can access the External Examiner’s report via the Course site on Blackboard. The School will also send a sample of student coursework to the external examiner(s) for external moderation purposes, once it has been marked and internally moderated by the course tutors. The sample will include work awarded the highest and lowest marks and awarded marks in the middle range. Dr Mark Gillings, Reader in Archaeology, University of Leicester

2 Aims and Outcomes of the Courses

All courses at the University have overall aims and learning outcomes, which describe what you will achieve on your course of study. 2.1 Aims of the Course This programme offers the student an opportunity to develop a knowledge and understanding of the related disciplines of archaeology and anthropology. Students will acquire the analytical and interpretive techniques to study both biological and social anthropology. They will study the archaeological remains of selected time periods, and develop the skills to understand the nature and origins of archaeological evidence and how this is acquired and interpreted. 2.2 Learning Outcomes of the Courses All degree courses are designed to get across certain learning outcomes. These learning outcomes describe the things you should know and the skills you should have at the end of your degree. The following table shows the learning outcomes for Archaeology and Anthropology.

BSc (hons) Archaeology and Anthropology Knowledge and Understanding Explain and describe the archaeology of Britain & Ireland, and of other parts of the world where appropriate Describe and identify human osteological material in both archaeological and anthropological analysis Describe and identify the archaeology of selected chronological periods Explain and interpret different human cultures Explain and use the means which archaeological and anthropological data are acquired and analysed Explain the importance of the recovery of primary data through practical experience Subject Specific Skills Apply the core fieldwork techniques of identification, surveying, excavating, recording, measurement, analysis and interpretation Observe and describe different classes of primary archaeological and anthropological data, and objectively record their characteristics Independently carry out practical techniques important in cultural and biological anthropology Critically interpret anthropological data and write reports Assemble coherent research/project designs and complete a substantial piece of independent supervised research (the Dissertation) Thinking Skills Draw down and apply appropriate scholarly, theoretical and scientific principles and concepts to archaeological and anthropological problems Discover and define the significance of material culture and landscapes Marshal and critically appraise other people’s arguments Produce logical and structured arguments supported by relevant evidence Evaluate different cultures, and deal with unfamiliar situations Evaluate one’s own and others’ opinions critically. Other skills relevant to employability and personal development Communicate to different kinds of audience Effectively apply numeracy and IT skills Identify and evaluate different roles within groups and teams, and adopt and accommodate a range of personal styles Self-manage and reflect as part of on-going professional development e.g. self-review, action planning, production of a CV Retrieve information using paper-based and electronic resources Collate and evaluate information from a range of sources

3 The Course in Detail

3.1 How the Course works Your degree is made up of modules, which can be full modules with a weighting of 20 credits, half modules (weighting 10 credits), or double modules (weighting 40 credits). Typically, degree programmes consist of a mixture of half, full and double modules. To achieve a BSc Honours degree you must study the equivalent of 18 full modules over the three years of the course as described in the following tables. Listed below are the different credits that are needed to achieve a Bachelor of Science Honours degree, a Bachelor of Science degree without honours, Diploma of Higher Education or a Certificate of Higher Education. Full time students will take six modules in each of the three or four years of their studies; part time students can take up to four modules per year. An individual programme will be worked out for part-time students to fit in with their needs and the pre- requisite requirements of any of the modules. The academic year is divided into 2 semesters. Semester 1 runs from 14 September 2015 to 22 January 2016. Semester 2 runs from 25 January 2016 to 28 May 2016. 3.2 How the Courses are Managed At the front of this handbook you will find the names, telephone numbers, email addresses and room numbers of key people involved in the running of the Archaeology and Anthropology degree. Do not hesitate to contact them if you are unclear about anything. Rick Peterson is the Course Leader for BSc Archaeology and Anthropology. He is responsible for planning and co-ordinating course delivery on the first three years of both programmes and the presentation of assessment results to the External Examiner at the Assessment Boards. You should see Rick about anything that cannot be handled by a Module Tutor, Academic advisor or Retention Tutor. Each module you will study has a Module Tutor. The Module Tutor is responsible for the planning, delivery and assessment of the module. In some cases the Course Leader may also be the Module Tutor. You should see the Module Tutor about anything to do with their module. In addition, there is a retention tutor for the course and their details can be found at the beginning of this book. They are responsible for organising groups for tutorials and practical sessions and authorising extensions to coursework deadlines if you have an acceptable reason for not completing your work on time. This is the person you should see if you wish to request an extension on any piece of work. The Course Leader, Retention Tutor and Module Tutors form the Course Team which meets regularly to review the progress of the Course and take account of your comments - both positive and negative. Adjustments will be made to the delivery of the Course if

the Team feel that changes are necessary to make delivery and/or organisation better. At the end of the academic year all modules undergo review. The University operates a quality assurance scheme which requires the Course Leader to report periodically to the Head of School to keep them in touch with progress. Every year the Course Leader submits a detailed report to the Head of School. Your comments are important to the successful running and evolution of the Course and its delivery. For this reason you will be asked to meet with your fellow students and elect two Course Representatives from each year. They will meet with the Course Team (called the Staff Student Liaison Committee) once a semester to represent the views of the students. This is one route for your comments to be discussed and fed into the system. We will report how we have dealt with your comments back to the next meeting of the Staff Student Liaison Committee and minutes will be posted on the notice board. In addition, we will give you module evaluation questionnaires to complete at the end of each module. Your comments will be taken into account by the Staff Student Liaison Committee and where appropriate actions taken. We also encourage you to feedback comments to the Course Team on an ad hoc basis. Your feelings and thoughts are valuable and we want to hear them. 3.3 Course Structure Introduction Here we explain the nature of the degree programme available in Archaeology and Anthropology. No two Universities offer quite the same courses or choices and it is very important that you read about your programme below, and if you have any queries to ask your Academic advisor for clarification. An essential feature of our modular degrees is that, with the advice of your Academic advisor and other staff in the School, you will have choice about the focus of your degree, making decisions about which modules you want to take in second and third year. So, now let’s outline your Level 4 (first year) programme and the choices you need to make first. Level 4 In the first year we specify all six of the modules you will take. These are known as compulsory modules. Compulsory modules FZ1201 The Archaeology of Britain (20 credits) FZ1202 Introduction to Archaeology (20 credits) FZ1204 Study Skills for Archaeology and Anthropology (20 credits) FZ1054 Introduction to Osteology and Anthropology (20 credits) FZ1206 Introduction to Cultural Anthropology (20 credits) FZ1205 Bones, Bodies and Burial (20 credits)

Students learning about geophysical surveying techniques as part of FZ1202 Introduction to Archaeology

We teach your second and third year programme by rotating the availability of OPTIONAL modules. We do this to increase the range of choice and it means that we will offer you a Level 5 and Level 6 versions of the OPTIONAL modules in each year of your programme, with each module being available once only. For example, if you want to study Hunter-Gatherers:past and present, you will need to include it in the year it is to be delivered. More guidance on how this system operates will be provided by your Course Leader and Academic advisor.

Level 5 At Level 5 all students take 4 COMPULSORY modules and 2 OPTIONAL modules to bring your total to 6. Compulsory Modules FZ2201 Archaeological Fieldwork I (20 credits) FZ2202 Research and Study (20 credits) FZ2051 Forensic Anthropology (20 credits) FZ2211 Cultural Anthropology in Theory and Practice (20 credits) Optional Modules Chose two modules from this list: FZ2203 Later Bronze Age and Iron Age Britain (20 credits) FZ2204 Neolithic & Early Bronze Age Britain and Ireland (20 credits) FZ2207 Hunter-Gatherers: Past and Present (20 credits) FZ2208 Life and Death in Medieval Britain (20 credits) FZ2209 Archaeology and Anthropology of the Modern World (20 credits) FZ2205 Roman and Post Roman Britain (20 credits) NT2013 Environmental Change (20 credits)

UCLan anthropology students learning traditional bead-making skills from their Maasai hosts in Southern Kenya

Level 6 At Level 6 all students take the COMPULSORY modules of FZ3202 Archaeology and Anthropology Dissertation (40 credits) and FZ3212 Debates in Anthropology (20 credits). Thereafter you make up the total to 6 modules with OPTIONAL modules from the list below. FZ3203 Hunter-Gatherers: Past and Present (20 credits) FZ3204 Life and Death in Medieval Britain (20 credits) FZ3205 Archaeology and Anthropology of the Modern World (20 credits) FZ3207 Later Bronze Age and Early Iron Age Britain (20 credits) FZ3208 Neolithic and Early Bronze Age Britain and Ireland (20 credits) FZ3209 Roman and Post Roman Britain (20 credits) FZ3051 Forensic Taphonomy (40 credits) The full list of options indicated may not all be delivered every year, and this may depend on how many students choose that particular option. When accepting your offer of a place to study on this course, you are accepting that not all of these options will be running. At (or before) the start of each year, you will have an opportunity to discuss your course and preferred options with your tutor. The University will do all it reasonably can to ensure that you are able to undertake your preferred options.

The Course at a Glance BSc (Hons) ARCHAEOLOGY AND ANTHROPOLOGY YEAR 1 Semester 1 FZ1201

Archaeology of Britain

(20 credits)

FZ1202 Introduction to Archaeology (20 credits)

FZ1204 Study Skills (20 credits)

FZ1206 Introduction to

Cultural Anthropology (20 credits)

FZ1054 Introduction to Osteology and Anthropology (20 credits) Semester 2 FZ1205 Bones, Bodies & Burial

(20 credits)

YEAR 2 Semester 1

FZ2201 Archaeological

Fieldwork 1 (20 credits)

FZ2202 Research &

Study (20 credits)

FZ2211 Cultural

Anthropology in Theory in

Practice (20 credits)

FZ2051 Forensic

Anthropology (20 credits)

Option Option

Semester 2

YEAR 3 Semester 1

FZ3202 Archaeology and Anthropology

Dissertation (40 credits)

FZ3212 Debates in

Anthropology (20 credits)

Option Option Option

Semester 2

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3.4 Accreditation of Prior Experience and Learning (APL) If you consider that you may have already achieved some of the learning outcomes of the course through previous learning, please consult your Course Leader and gain advice from the APL unit to find out whether you can make a claim for accreditation of prior learning for part of your course. 3.5 Part Time Students Part-time students typically take four modules each year. An individual programme will be worked out for each student to fit in with their needs and the pre-requisite requirements of any of the modules. 3.6 Progression Discussions about your progression through the course normally take place in February each year. It is an opportunity for you to make plans for your study over the next academic year. The course team will tell you about the various modules/ combinations available and you will both agree on the most appropriate (and legal) course of study for you. A progression talk will be held by the Course Leader in February explaining which modules you should study next year and what options are available to you. 3.7 How the Courses are Delivered Your time will be evenly divided between fieldwork, practical exercises and more formal lectures. We will help you develop your skills as an archaeologist and anthropologist and focus on the particular areas of the subject that interest you. Lectures normally last for an hour and practical sessions for two or three hours. Most modules will also hold seminars; giving you the opportunity to discuss particular sites or subjects in detail. In lectures, seminars and practicals we will be expecting contributions from you. We will expect you to have followed up reading from previous sessions and to be prepared to make relevant comments in discussions and to get involved. Excavation and other kinds of fieldwork are an integral part of the degree. They are a central part of how we teach you at UCLan. The practical emphasis starts at the beginning of the degree; before we go anywhere near a lecture theatre your first week is spent on one of the University’s training excavations learning how to dig. During the rest of the degree you will spend a f u r t h e r f o u r we e k s on placement – working on real excavations, helping to do cutting edge research. 3.8 Learning Resources Extensive resources are available to support your studies provided by LIS – library and IT staff. Take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study.

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LIS provide access to a huge range of electronic resources – e-journals and databases, e-books, images and texts. Course and module materials are not provided in ‘hard copy’ format, however, wherever practicable, lecture notes and/or presentations, seminar materials, assignment briefs and materials and other relevant information and resources are made available in electronic form via BlackBoard. This is the brand name for the on-line Virtual Learning Environment (VLE) that the University uses to support and enhance teaching and learning. All students can access the BlackBoard spaces for the course and modules that they are registered for. Once logged into your BlackBoard area you can access material from the course and all of the modules you are studying without having to log in to each module separately. You can expect that, on the Course page, you will be able to access:

1. Course Handbook 2. Student Guide to Assessment 3. Timetables 4. Minutes of SSLC Meetings 5. External Examiners report

You can expect that, on each module space, you will be able to access:

1. Module Description 2. Module Booklet 3. Assignment briefs (including a marking scheme), if not included in the module

booklet 4. Generic feedback on coursework assignments 5. Handouts for tutorials and practicals 6. Lecture notes (no later than 48hrs after the date of the lecture). 7. A past exam paper (if there is an exam in the module) 8. Generic feedback on the examination paper

3.9 How much work do I have to do? The answer to that question is ‘a lot depends on you’. As a rough guide the normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve – this includes attendance at UCLan and time spent in private study. On average, then, you should be planning to do between 36 and 40 hours per week. Any lesser commitment is unlikely to produce a good degree. You should bear this in mind if you intend to undertake part-time employment or pursue other interests outside the curriculum. There is no check on this, no-one will ask whether you are doing the private study – but it will become apparent in essays and at exam time if you have not! Remember that some archaeology teaching takes place out in the field, or on various excavations, and these modules take place during the summer.

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Your timetable may look empty compared with students on other degrees but don’t take this to mean that you will be doing less work. You should be prepared to commit the full amount of time to both your private study in term time and to your fieldwork placements over the summer. 3.10 Attendance You are required to attend all timetabled learning activities for each module. Students should report non-attendance to the hub email – FosterHubAttendance@uclan.ac.uk or by telephoning the hub on 01772 891990 or 01772 891991. Exceptional requests for leave must be made to the Programme Co-ordinator or nominee (usually the Course Leader). You should contact the School Office as above and your request will be forwarded to the appropriate person. For International Students under the Visas and Immigration (UKVI) Points Based System (PBS) - you MUST attend your course of study regularly; under PBS, UCLan is obliged to tell UKVI if you withdraw from a course, defer or suspend your studies, or if you fail to attend the course regularly. Unauthorised absence is not acceptable and may attract academic penalties and/or other penalties. Some practical sessions may involve assessed work so if you miss the practical without good reason you will attract a score of 0% in that assessment. In the event of absence due to illness, a medical certificate must be produced. If you have not gained the required authorisation for leave of absence, do not respond to communications from the University and if you are absent for four weeks or more, you may be deemed to have withdrawn from the course. If this is the case, then the date of withdrawal will be recorded as the last day of attendance. Your attendance at classes will be monitored using the Student Attendance Monitoring system (SAM) and you can check your attendance record through MyUCLan. Each time you are asked to enter your details on SAM you must remember that the University has a responsibility to keep information up to date and that you must only enter your own details on the system. To enter any other names would result in inaccurate records and be dishonest. Any student who is found to make false entries can be disciplined under the student guide to regulations. 3.11 Study Skills

All of the courses within the School have a study skills module to assist with the development of your academic and employability skills. There are a variety of other services that support Schools and these include: WISER

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LIS

Student Support The 'i' is a central Student Information Centre and your first point of contact. You can obtain information on a wide range of topics including Council Tax Exemption Certificates, Bank and Confirmation of Study Letters, Portable Financial Credits, (continuing students only, Printing and Printer Credit, UCLan Cards, the ‘i’ shop and UCLan Financial Support Bursary (first year students only).

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4 Assessment and Progression 4.1 Introduction Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances allow you to defer your assessment. The Course Team recognise the main purpose of assessment as:

• the diagnosis of strengths and weaknesses of individual students • encouragement to students to be involved in determining their own performance • evaluation as to whether or not the student has met the learning outcomes of the

module and programme in order to progress to the next level or achieve an exit award

Assessment is continuous and uses both formative and summative methods. Formative assessment relates to the continuing and systematic appraisal of the degree of learning. This helps you by providing feedback on the appropriateness of your study skills in meeting the learning objectives. It also assists the academic staff by providing information as to the appropriateness of the learning environment in facilitating student learning. Formative assessment includes assessment strategies that encourage the student and tutor to build on the student’s strengths and to plan remedial help to correct identified weaknesses. Formative assessment encourages the development of personal self-awareness and self-evaluation such that corrective change can be instigated by the individual. The nature of formative assessment varies between modules. In some there are short tests or essays, while in others there is informal feedback via activities such as tutorials or discussion of experiment results during laboratory sessions. It is important that we try to match assessment to the learning outcomes of each module. Sometimes we need to assess how well you have assimilated facts, sometimes we need to assess your understanding, and at other times your application of the facts. Often we need to test all of these learning outcomes at once. In addition, we need to assess skills, such as your ability to communicate your ideas. The assessment methods and what we are trying to assess by the particular method are shown below: Examinations Short answer questions are usually looking for how well you

have learned factual information. Essay questions are looking for your understanding and critical analysis skills.

Presentations Your presentational skills under pressure are being assessed here, as is the ability to think on your feet using the facts that you have learned.

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Essays Non-examination situation essays assess your understanding of the subject and ability to do research, as well as your written communication and critical analysis skills.

Case studies These assess the application of theory to practical situations.

They also assess either your written or oral presentation skills when communicating your deliberations to the class or marker.

Projects These assess the application of the information that you have

gained, and assesses your skills in bringing a large body of work together in a concise coherent report.

You will find a detailed breakdown of the assessments in the individual module booklets. 4.2 Presentation of Written Work The way in which you present your work will be taken into account when arriving at the final grade for the assessment. To assist you in this regard, refer to the Student Guide to Assessment, produced by the School, which accompanies this handbook. 4.3 When will the Assessments take place? The course team, through the Retention Tutors, try to spread the assessment load. Nevertheless, it is important that you plan your work carefully in order to meet assessment deadlines. You may have more than one deadline at the same time, and you are expected to manage your time sufficiently well to meet all deadlines whilst continuing with your attendance at classes. 4.4 Assessment arrangements for students with a disability Arrangements are made for students who have a disability/learning difficulty for which valid supporting evidence can be made available. Contact the Disability Adviser for advice and information: disability@uclan.ac.uk. 4.5 Submission of Assessments Normally all work should be submitted through BlackBoard and Turnitin. Information about the requirements for individual assessments and their respective deadlines for submission/examination arrangements will be provided in the assignment brief or in the module booklet that will be posted on BlackBoard. All work should be submitted with a completed assessed work cover sheet with the declaration signed. These assessed work cover sheets can be obtained on the module and course pages on BlackBoard. Once the work has a FULLY completed and signed cover sheet attached, it should be submitted through the assignment drop-box on BlackBoard. 4.6 Deadlines for Assessments

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In the workplace you will be faced with many deadlines. Assessment deadlines will help you to develop a personal ethos which will enable you to cope with tight work schedules. We expect work to be handed in on time. A deadline is set at a particular time on a particular day and work submitted after this time without an extension granted by the relevant Retention Tutor will be penalised. If you submit work late and unauthorised, a universal penalty will be applied in relation to your work:

• If you submit work within 5 working days following the published submission date you will obtain the minimum pass mark for that element of assessment.

• Work submitted later than 5 working days after the published submission date will be awarded a mark of 0% for that element of assessment.

• Unauthorised late submission at resubmission will automatically be awarded a mark of 0% for that element of assessment.

If you have problems that prevent you meeting a deadline for submission, it is imperative that you contact your Retention Tutor before the deadline expires. The contact details can be found on the relevant noticeboard outside JBF201. This regulation is not intended to be draconian. However, since in most cases work will be returned to students with specimen answers and feedback, it would delay the return of coursework to the rest of the group if this regulation were not adhered to. Rather than disadvantage the majority of students for the sake of the few, this regulation will be strictly implemented. 4.7 Extensions Assignments must be submitted no later than the date on your assignment brief. If you anticipate that you will have difficulty in meeting assessment deadlines or you have missed or are likely to miss in-semester tests you must report this at the earliest possible opportunity to the Retention Tutor. Authorisation of the late submission of work requires written permission. Your School is authorised to give permission for one extension period of between 1 and 10 working days where appropriate evidence of good reason has been accepted and where submission within this timescale would be reasonable taking into account your circumstances (Academic Regulations). You should complete and submit an extension request form, with any supporting evidence, to your Admin Hub. Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php We aim to let you know if the extension has been granted within 1 working day of the receipt of the request.

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If you are unable to submit work within 10 working days after the submission date due to verifiable extenuating circumstances, you may submit a case for consideration in accordance with the University’s Policies and Procedures on Extenuating Circumstances (Academic Regulations and Assessment Handbook). 4.8 Extenuating Circumstances Some students face significant events in their personal life that occur after their course has started, which have a greater impact on their students than can be solved by the use of an extension. If this applies to you, the University is ready to support you both with regard to your course and your personal wellbeing through a process called Extenuating Circumstances (see Academic Regulations and Assessment Handbook). Normally extenuating circumstances will relate to a change in your circumstances since you commenced your course, which have had a significant, adverse effect on your studies. Everyday occurrences such as colds or known conditions such as hay-fever will not qualify unless the effects are unusually severe and this is corroborated by a medical note. The University does not look sympathetically on absences or delays caused by holiday commitments or by work commitments in the case of full-time students. The normal work commitments of part-time students would not constitute an extenuating circumstance. A disability or learning difficulty does not constitute an extenuating circumstance (see Academic Regulations). Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php You can apply for extenuating circumstances online via myUCLan. You must apply no later than 3 days after any examination or assessment submission date. Do not wait until you receive your assessment results to submit a claim. It is in your own interests to submit the claim as soon as possible. You will be expected to re-submit claims for extenuating circumstances for each semester. All evidence that is provided relating to extenuating circumstances will be treated in a sensitive and confidential manner. Supporting evidence will not be kept for longer than is necessary and will be destroyed shortly after the end of the current academic year. Further information about the submission process is available at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstance_submission.php In determining assessment recommendations, Assessment Boards will consider properly submitted claims from students who believe their performance has been adversely affected by extenuating circumstances. N.B. Assessment Boards are not permitted to alter individual assessment marks to take account of extenuating circumstances (Academic Regulations and Assessment Handbook). .

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4.9 Feedback UCLan is committed to giving you clear, legible and informative feedback for all your assessments (Academic Regulations). You are expected to review and reflect on your feedback and learn from each experience to improve your performance as you progress though the course. You will be provided with generic feedback for in-module formative and summative elements of assessment which contribute to a module within 15 working days of the scheduled submission or examination date. Generic feedback on end of module assessment and dissertations will be made available within 15 days of publication of results. Feedback may be oral, written, posted on a website or other.

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4.10 Cheating, Plagiarism, Collusion and Re-presentation

You are required to sign a declaration indicating that individual work submitted for an assessment is your own. Work submitted without such a declaration will not be marked. The use of work produced for another purpose by you, working alone or with others, must be acknowledged. If you attempt to influence the standard of the award you obtain through cheating, plagiarism or collusion, it will be considered as a serious academic and disciplinary offence as described within the Academic Regulations and the Assessment Handbook

• Cheating is any deliberate attempt to deceive and covers a range of offences described in the Assessment Handbook.

• Plagiarism describes copying from the works of another person without suitably attributing the published or unpublished works of others. This means that all quotes, ideas, opinions, music and images should be acknowledged and referenced within your assignments.

• Collusion is an attempt to deceive the examiners by disguising the true authorship of an assignment by copying, or imitating in close detail another student’s work - this includes with the other student’s consent and also when 2 or more students divide the elements of an assignment amongst themselves and copy one another’s answers. It does not include the normal situation in which you learn from your peers and share ideas, as this generates the knowledge and understanding necessary for each individual to independently undertake an assignment; nor should it be confused with group work on an assignment which is specifically authorised in the assignment brief.

• Re-presentation is an attempt to gain credit twice for the same piece of work.

Normally you will be required to submit your assignment through BlackBoard and Turnitin and its contents will automatically be scanned against a variety of resources to check the original source of the material. The process of investigation and penalties which will be applied can be reviewed in the Assessment Handbook. If an allegation is found to be proven then the appropriate penalty will be implemented: In the case of a single offence of cheating, plagiarism, collusion or re-presentation:

• the penalty will be 0% for the element of assessment, and an overall fail for the module.

• the plagiarised element of assessment must be resubmitted to the required standard and the mark for the module following resubmission will be restricted to the minimum pass mark.

• when it is detected for the first time on a resubmission for an already failed module, no further resubmission for the module will be permitted, and the appropriate fail grade will be awarded

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In the event of a repeat offence of cheating, plagiarism, collusion or re-presentation (irrespective of whether the repeat offence involves the same form of unfair means) on the same or any other module within the course: • The appropriate penalty will be 0% for the module with no opportunity for re-

assessment. This penalty does not preclude you being able to retake the module in a subsequent year.

The penalties will apply if you transfer from one UCLan course to another during your period of study and module credits gained on the former course are transferred to the current course. Contact the Students’ Union Advice and Representation Centre by emailing: suadvice@uclan.ac.uk for support and guidance This may have severe implications for your ability to complete your course of study. You can find more about the various forms of plagiarism and how to avoid it in the following publications:

Bone, Alison, Plagiarism: a guide for law lecturers, UK Centre for Legal Education, 28th October 2003 (www.ukcle.ac.uk/resources/plagiarism.html). Smith, Jean et al, How to avoid plagiarism (www.northwestern.edu/uacc/plagiar.html ). Extract from University of Brighton Student Guide, All my own work? Plagiarism and how to avoid it, UK Centre for Legal Education, 12th July 2003 (http://www.ukcle.ac.uk/resources/trns/plagiarism/guide.html).# Writing Tutorial Services, Plagiarism: What It is and How to Recognize and Avoid It, Indiana University, Bloomington, IN, USA (http://www.indiana.edu/~wts/pamphlets/plagiarism.pdf).

4.11 Referencing All academic writing must be referenced. If you use other people’s ideas without referencing them you are plagiarising their work. You should use the Harvard system of referencing within your text. This will take the form: surname, year of publication, page number, and is enclosed within brackets. For example (Bradley 1998, 277). At the end of your essay you should provide an alphabetical list of all the works you cite using the following formats: For books:

Hendry, J. 1999. An introduction to social anthropology: other people's worlds. London: MacMillan.

For papers in journals:

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Tilley, C. 1996. The powers of rocks: topography and monument construction on Bodmin Moor. World Archaeology 28, 161-76.

For papers in on-line journals:

Pettitt, P. 2003. Discovery, nature and preliminary thoughts about Britain’s first cave art. Capra 5 – available at – http://www.shef.ac.uk/~capra/5/pettitt.html – viewed 27/04/04.

For papers in edited volumes:

Zihlman, A. 1985. Australopithecus afarensis: two sexes or two species? In Tobias, P.V. (ed.) Hominid Evolution, Past, Present, and Future. Alan R. Liss, New York, 213-220. 4.12 What if I fail a Module? If you fail a module the Assessment Board may offer reassessment (of coursework, examination or both) or may exercise its discretion to compensate the failure of a module in circumstances such as significant and acceptable extenuating circumstances where the learning outcomes have still been met. In the latter case you will be allowed to progress as if you had passed the module. This decision is taken at the discretion of the Board (in line with the University Regulations) and will depend upon the specific circumstances surrounding the failure. However, the dissertation cannot be compensated in this respect and there are strict limits on the number of modules that can be compensated within each Stage of any degree programme. A compensated module is still regarded as a fail, but an exit award may then be made. 4.13 Progression Regulations Stage 1 to Stage 2 (level 4 to level 5)

a) To proceed from year 1 to year 2 of the programme of study, normally you must pass ALL six modules. If you do not pass all the modules you cannot normally progress into the second year of the degree. Exceptionally, if you fail a single module the Assessment Board has the discretion to allow you to retake that module in the subsequent academic year as an extra module (ie 7th module).

Another possibility, entirely at the discretion of the Assessment Board, if you fail one or more modules you may be permitted to re-take just the failed modules in the subsequent academic year as a part-time student. Once you have passed those modules you could then be allowed to progress to year 2 of the course in the subsequent academic year. (You should, however, be aware that you cannot get a student loan or some other types of funding as a part-time student.)

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You will not normally be allowed to attempt more than six additional modules in order to complete Stage One and progress to Stage Two.

b) If you fail a component of assessment and are required to be reassessed in

that component, the maximum mark you can be awarded for any reassessed component is the minimum pass mark (ie 40% or P or S) and this mark will contribute to the overall aggregate mark for the module.

A module, or a component within it, may be reassessed only once, whether that is in-module reassessment or at the end of the module,

At the end of year 2: a) To proceed to year 3 Honours you must normally pass all six modules. b) If you fail one module the Assessment Board has the discretion to allow you to

retake that module in the subsequent academic year as an extra module (i.e. 7th module). If you fail more than one module but have an overall APM (Average Percentage Mark) of greater than 40% you may, at the discretion of the Assessment Board, be allowed to proceed to Honours on a part-time route (i.e. you may be permitted to re-take just the failed modules in the subsequent academic year as a part-time student. Once you have passed those modules you could then be allowed to progress to year 3 of the course in the subsequent academic year).

You will not normally be allowed to attempt more than six additional modules in order to complete Stage Two (years 2 and 3 combined). If you attempt 16 modules at stage Two and fail more than four modules you cannot be awarded an honours degree, but will receive any lower award (Certificate of Higher Education, Diploma of Higher Education or pass degree) for which you have qualified.

4.14 Final Awards Successful completion of your programme of study will lead to the award of BSc (Hons) Archaeology and Anthropology. The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations..

For the BSc (Hons) Archaeology and Anthropology degree classification is based on the highest classification achieved from either:

1. The Average Percentage Mark (APM) of your level 5 and 6 modules (generally taken in years 2 and 3 of a full time course) weighted

30:70. or

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2. Your Average Percentage Mark (APM) in year 3 only (i.e. your level 6 modules)

In either case the Average Percentage Mark (APM) will be calculated and used to determine the award classification as follows: APM 70-100% First Class Honours Degree 60-69.99% Upper Second Class Honours Degree 50-59.99% Lower Second Class Honours Degree 40-49.99% Third Class Honours Degree A minimum APM of X9.5 will be rounded up automatically to the next degree classification. In addition for Honours awards the Assessment Board may, by the discretion given to it in the Academic Regulations, classify students by taking into account their overall profile and performance with the normal minimum requirement that:

1. A minimum of 3 modules (60 credits) at level 6 are in the classification band And

2. The APM is no lower than 2 percentage points below that required for the higher classification.’ And

3. The dissertation module must be in the classification awarded (or above). 4.15 Exit Awards There are also several alternative ‘exit’ awards shown in the table below.

Bachelor Pass Degree 320 credits, including a minimum of 180 from level 5 modules or above and 40 from level 6 modules

Diploma of Higher Education

240 credits including a minimum of 100 from level 5 modules

Certificate of Higher Education

120 credits, including, 100 credits from level 4 modules

For calculating awards 1 module = 20 credits 4.16 Appeals If you consider that you have a reason to appeal against an assessment board decision, please bear in mind that your reasons must fall within the grounds specified in the University Academic Regulations: Section I. You cannot appeal simply because you disagree with the mark given. The specified grounds for appeal are:

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1. that an Assessment Board has given insufficient weight to extenuating

circumstances;

2. that the student’s academic performance has been adversely affected by extenuating circumstances which the student has, for good reason, been unable to make known to the Assessment Board;

3. that there has been a material administrative error at a stage of the examining process, or that some material irregularities have occurred;

4. that the assessment procedure and/or examinations have not been conducted in accordance with the approved regulations.

If you want to appeal, then you must do so within 14 days of your results being published. The onus is on you to find out your results and submit your appeal on time. Contact the Students' Union Advice Centre suadvice@uclan.ac.uk for support and advice. The dates for the publication of results can be found on the academic calendar.

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5 Student Support, Guidance and Conduct

5.1 Student Support and Guidance Perhaps the most important thing that the School of Forensic and Applied Sciences will give you is support. We will guide you through the subject and instil in you the critical and enquiring characteristics required of an investigator. In your course you will be presented with a vast amount of information and knowledge. Equally important, though, is the manner in which you develop as an individual over that period, and the skills you acquire which can be used other than in investigative work. Employers are looking for skills such as: • Self-organisation • Assertiveness • Good communication skills • Team work • Problem solving 5.2 Academic advisors You will be assigned an Academic advisor who will assist with Academic related problems. You will find out more about them and their role in induction week. They are responsible for providing you with support and advice in relation to your programme of studies, assistance in accessing other services available to students within the University, and to offer whatever help and assistance they can to make your time at the University a satisfying and stimulating experience. Their job is not to have all the answers but they will be able to direct you to the person or place where they can be found. Your Academic advisor should be supportive, helpful and try to understand (but not necessarily share) your point of view when you need advice. At times it may be necessary for them to challenge you over your progress, performance or attendance, but it is not their role to constantly monitor you in these areas as may have happened at school or college. You should meet your Academic advisor during induction week and time has been allocated on the induction timetable to enable to you do this. During this meeting you should make arrangements about the process by which future regular contact will be maintained. You should meet with your Academic advisor regularly. You should have at least four meetings in Year 1, with at least three of these being ‘one to one’ meetings. There should be at least three contacts in Year 2, one of which should be ‘one to one’ and two during Year 3. There will be appointment sheets by staff offices so that you can arrange meetings either by booking an appointment or emailing them (details of this are at the front of the booklet). Throughout the year contact with your Academic advisor is usually maintained through e-mail, you should check your UNIVERSITY e-mail account regularly.

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Both you and your tutors should keep appropriate records of meetings and this may form part of your Personal Development Process. If you need to get advice in an emergency or when your Academic advisor is not available then you can go and see your Retention Tutor or Course Leader, or go to the Foster Hub (FB058) and staff there will endeavour to find a member of staff who can deal with your enquiry. If you have good reason for wishing to change your Academic advisor, then this can be arranged by contacting the Student Experience Co-ordinator, Carol Cox, e-mail: ccox1@uclan.ac.uk Ext 3757 Room MB056. 5.3 Who do I ask for Help/Guidance/Advice? Any problems you may choose to discuss with a member of staff, academic or otherwise, will be treated in strict confidence and will not be divulged to anyone without your permission (including parents). It is highly unlikely that you will have a problem we have not encountered before. The important thing is not to sit on a problem and hope it will go away – it will not! As to whom you should ask, that depends on the nature of the problem:

• Learning/teaching in a module. Each module has a Module Tutor – a member of staff responsible for that module. The Module Tutor will be your first port of call for questions about the learning/teaching within the module.

• Which options to take – Electives – structure of your course – progression (moving from year to year). These are questions for your Academic advisor. He or she will meet with you at the start of the course and will remain your Academic advisor throughout your time throughout the course.

• Welfare, money, housing, health, personal problems. The 'i' is a central

Student Information Centre and your first point of contact. You can obtain information on a wide range of topics including Council Tax Exemption Certificates, Bank and Confirmation of Study Letters, Portable Financial Credits, (continuing students only, Printing and Printer Credit, UCLan Cards, the ‘I’ shop and UCLan Financial Support Bursary (first year students only).

• Administrative questions. Foster Hub 058. They can help you with your academic records and other administrative matters.

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5.4 Students with Disabilities If you have a disability that may affect your studies, please either contact the Disability Advisory Service - disability@uclan.ac.uk - or let one of the course team know as soon as possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments. The School has a named lead for students with disabilities - Arati Iyengar. Arati’s contact details can be found at the beginning of this book and you can contact her direct for further advice/support. 5.5 Health and Safety As a student of the University you are responsible for the safety of yourself and for that of others around you. You must understand and follow all the regulations and safety codes necessary for a safe campus environment. Please help to keep it safe by reporting any incidents, accidents or potentially unsafe situations to a member of staff as soon as possible. Safety assessments have been undertaken for each module of your course and you will be advised of all applicable safety codes and any specific safety issues during the induction to your course and modules. You must ensure that you understand and apply all necessary safety codes. These form an essential element of your personal development and contribute to the safety of others. In particular, laboratories are hazardous areas unless all safety regulations are known and implemented. Specific details of the School safety policies are given to you in separate safety documentation. In particular you should note the requirement that laboratory coats and safety glasses should be worn at all times in the laboratory. Safety glasses are not required when the laboratory is used only for data handling exercises. University excavations will be covered by detailed risk assessments and all personal protective equipment you need will be issued to you by the School. 5.6 Conduct You will be expected to abide by the Regulations for the Conduct of Students in the University. UCLan expects you to behave in a respectful manner demonstrated by using appropriate language in class, and switching mobile phones / other devices off prior to attending classes. If your behaviour is considered to be unacceptable, any member of staff is able to issue an informal oral warning and the University will support staff by invoking formal procedures where necessary. You can read more about UCLan expectations in the regulations for the Conduct of Students.

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5.7 Students’ Union The Students’ Union is the representative body for all UCLan students. The organisation exists separately from the University and is led by the elected officers of the Student Affairs Committee (SAC) as well as representatives on the Students’ Council. The Students’ Union building is located at the heart of the Preston campus, and is the hub for all student activities. Representation and campaigning for students’ rights is at the core of what we do and is encompassed by our tag line of, Making Life Better for Students. Should you wish to make a change to any aspect of your student experience, whether it be academically related or not, then the Union is where your voice can be heard, actions taken, or campaigns launched. Your Union is also the home to a fantastic range of student-led societies, sports teams and multitudes of volunteering opportunities. You can also receive help in finding part-time work, whilst you study. Not sure where to go? Pop into the Opportunities Centre on the ground floor of the Students’ Union building and someone will point you in the right direction. We hope your time at University is trouble-free, but should you come into difficulties around anything from academic appeals, to issues with housing, benefits or debt, then our dedicated staff team in the Advice and Representation Centre are on hand to help. As we are independently run from the University, we can offer truly impartial advice. More information on all these things, as well as details about all our (not-for-profit) commercial services, including our student supermarket (Essentials) and student-bar (Source) can be found at http://www.uclansu.co.uk/. The Opportunities Centre is the Union’s One Stop Shop to find employment or volunteering whilst you study. It has thousands of jobs and voluntary positions advertised, agency work through the Bridge and information on over 2000 volunteer positions within the Union. 5.8 Where do I get Information? BlackBoard will be used to provide you with nearly all the information you need. You should see the BlackBoard space for your course for your timetables, information on progression, details of exams etc. In addition ‘Year notice boards’ are located in Maudland Building, on the first floor outside MB114. These notice boards will give you general information such as any last minute changes in arrangements, details of exams, details of your Retention Tutor and will also direct you to more specific notice boards elsewhere. It is your responsibility to check that board daily to find out things that affect you. Every student has an e-mail address at the University and we will disseminate information via that medium so you must check your inbox on a daily basis.

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5.9 Data Protection All of the personal information obtained from you and other sources in connection with your studies at the University will be held securely and will be used by the University both during your course and after you leave the University for a variety of purposes. These are all explained during the enrolment process at the commencement of your studies. If you would like a more detailed explanation of the University’s policy on the use and disclosure of personal information, please contact the Information Governance Officer, Legal Services, Strategic Development Service, University of Central Lancashire, Preston, PR1 2HE.

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6 Student Voice

You can play an important part in the process of improving the quality of this course through the feedback you give. In addition to the on-going discussion with the course team throughout the year, there are a range of mechanisms for you to feedback about your experience of teaching and learning. We aim to respond to your feedback and let you know of our plans for improvement. The Students’ Union can support you in voicing your opinion, provide on-going advice and support, and encourage your involvement in all feedback opportunities. They will be asking that you complete the National Student Survey (during semester 2 for students in their final year of study) or the UCLan Student Survey (all other students). The Students’ Union and University work closely together to ensure that the student voice is heard in all matters of student life. We encourage students to provide constructive feedback throughout their time at University, through course reps, surveys and any other appropriate means, The Union’s Student Affairs Committee (SAC), members of Students’ Council and School Presidents each have particular representative responsibilities, and are involved with decision making committees as high as the University Board. Therefore it is very important students engage with the democratic processes of the Students’ Union and elect the students they see as most able to represent them. The SEA and the Students’ Union can support you in voicing your opinion, provide on-going advice and support, and encourage your involvement in all feedback opportunities. They will be requesting that you complete the National Student Survey (during semester 2 for students in their final year of study). Other feedback mechanism exist, such as the SSLCs, which are mentioned below, and staff are encouraged to get module feedback either through feedback sessions or MEQs ( Module Evaluation Questionnaires). 6.1 Course Representatives and School President A course representative is a student who represents their fellow students’ views and opinions to the course team, School, University and students’ union. Course representatives work proactively and diplomatically to improve the academic and non-academic experiences of students. The role of a course representative is extremely beneficial to both students on your course and the University. It enables students to have ownership of their student experience and voice their opinions and share positive practice with the course team, primarily the Student Staff Liaison Committee Meetings (see below). Course representatives will be elected every year either in April or September. Alongside receiving recognition, support and respect being a course representative is a great opportunity to enhance your employability skills. If you are interested in becoming a course representative and wish to find out more about the role visit the Students’ Union website or by emailing: coursereps@uclan.ac.uk.

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School Presidents meanwhile are annually elected representatives who voice the opinions of students within each school. They communicate and engage with students in their school to gain feedback and work in partnership with senior management to create positive change. They are also trained to support and signpost course representatives where needed. If you wish to find out who is your School President or more about the role visit the Students’ Union website or email: coursereps@uclan.ac.uk 6.2 Student Staff Liaison Committee (SSLC) Meetings The purpose of a SSLC meeting is to provide the opportunity for course representatives to feedback to staff about the course, the overall student experience and to inform developments which will improve future courses. These meetings are normally scheduled once per semester. Meetings will be facilitated using guidelines and a record of the meeting will be provided with any decisions and / or responses made and / or actions taken as a result of the discussions held. The meetings include discussion of items forwarded by course representatives, normally related to the following agenda items (dependent on time of year). The course team encourage student feedback in all areas and recognise that additional items for discussion may also be raised at the meeting

• Update on actions completed since the last meeting • Feedback about the previous year – discussion of external examiner’s report;

outcomes of National /UCLan student surveys. • Review of enrolment / induction experience; • Course organisation and management (from each individual year group, and

the course overall); • Experience of modules - teaching, assessment, feedback; • Experience of academic support which may include e.g. Personal

Development Planning, academic advisor arrangements; • Other aspects of University life relevant to student experience e.g. learning

resources, IT, library; • Any other issues raised by students or staff.

6.3 Complaints The University recognises that there may be occasions when you have cause for complaint about the service you have received, when this happens, the complaints procedure is intended to provide an accessible, fair and straightforward system which ensures an effective, prompt and appropriate response. Click on this link for more information Complaints Procedure.

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7 Personal Development Planning While you are at University, you will learn many things. You already expect to learn lots of facts and techniques to do with archaeology and anthropology, but you will also learn other things that you might not be aware of. You will learn how to study, how to work with other people, how to manage your time to meet deadlines, and so on. If you are to be an employable graduate it is vital that you can list the skills employers value in your CV. Employers are looking for skills such as: • Self-organisation • Team work • Good written communication • Good oral communication • Problem solving So, we have introduced a system that aims to: • Help you to identify the skills you should be developing, • Help you to identify the ones you are weak in, and • To take action to improve those skills. This approach can broadly be described as Personal Development Planning and can be defined as: A structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development. The University puts a high priority on your personal development, and so keeping a record of your achievements is encouraged and will help when you are applying for jobs. When you ask staff for a reference, they could use this information to help them provide more rounded detail. In archaeology and anthropology you will also be asked to keep a record of all your training. In a practical subject like this; employers will expect you to have a clear grasp of which techniques you have learnt, which you are expert in and which need further work. They will also want to know what sites and periods you have been working on. You should use it to reflect on how your skills are developing and where they need work and to compile a CV of your skills and experience when you are applying for work. There are three main elements to supporting PDP in archaeology and anthropology. The first is the Structured Learning Environment, this might be a lecture, a seminar, or – and this is central to our whole approach to PDP – an excavation, field trip or other practical exercise. The Structured Learning Environment is the place where you and your lecturers are face to face and where you encounter data and evidence that build up into your knowledge of the subject.

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The second important element is Feedback, responses from your lecturers and other students that let you know how successful you have been at learning and developing. The final very important element is Reflection. This is the process of you thinking through and understanding how and why you have developed and learned as you did. What you have done well at and what needs further work. Each of these three elements is supported at every level of the archaeology and anthropology degree as shown below. Level Structured

Learning Environment

Feedback

Reflection

Academic knowledge of the subject

Assessment and in seminars

End of semester CV review; Module Evaluation Questionnaires (MEQs)

1 Excavation and basic technical training, C & IT skills

On site and by assessment Student excavation reports; MEQs

Interpersonal and teamwork skills

On site and through Academic advisor (PT) system

PT meetings; end of semester CV review

Academic knowledge of the subject

Assessment and in seminars

End of semester CV review; MEQs

2 Excavation and advanced technical training

On site and by assessment Student excavation reports; MEQs

Interpersonal and teamwork skills

On site and through PT system

PT meetings; end of semester CV review

Independent research skills

Study supervisor meetings; assessment

Independent study report; end of semester CV review

Academic knowledge of the subject

Assessment and in seminars

End of semester CV review; MEQs

3 Critical evaluation skills In seminars and through assessment

Supervisor meetings; MEQs

Interpersonal and teamwork skills

On site and through PT system

PT meetings; end of semester CV review

Independent research skills

Study supervisor meetings; assessment

Dissertation; end of semester CV review

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8 Appendix – Programme Specification

UNIVERSITY OF CENTRAL LANCASHIRE

Programme Specification

This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. Sources of information on the programme can be found in Section 17

1. Awarding Institution / Body

University of Central Lancashire

2. Teaching Institution

University of Central Lancashire

3. University School/Centre

School of Forensic and Applied Sciences

4. External Accreditation

N/A

5. Title of Final Award

BSc (Hons) Archaeology and Anthropology

6. Modes of Attendance offered

Full Time

7. UCAS Code

4P49

8. Relevant Subject Benchmarking Group(s)

Archaeology Anthropology

9. Other external influences

N/A

10. Date of production/revision of this form

January 2015

11. Aims of the Programme This programme offers the student an opportunity to develop a knowledge and understanding of the related disciplines of archaeology and anthropology. Students will acquire the analytical and interpretive techniques to study both biological and social anthropology. They will study the archaeological remains of selected time periods, and develop the skills to understand the nature and origins of archaeological evidence and how this is acquired and interpreted.

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12. Learning Outcomes, Teaching, Learning and Assessment Methods A. Knowledge and Understanding A1. Explain and describe the archaeology of Britain & Ireland, and of other parts of the world where

appropriate A2. Describe and identify human osteological material in both archaeological and anthropological

analysis A3. Describe and identify the archaeology of selected chronological periods A4. Explain and interpret different human cultures A5. Explain and use the means which archaeological and anthropological data are acquired and

analysed A6. Explain the importance of the recovery of primary data through practical experience Teaching and Learning Methods (A1-A5) Acquisition of core knowledge mainly through lectures supplemented by seminars, directed reading and independent study, but augmented by a wide variety of field experiences and where appropriate, laboratory work. (A5-A6) A period of excavation will allow students to train in practical skills and concepts of archaeological fieldwork. Assessment methods (A1-A6) Assessment will be through coursework (essays, field reports, oral presentations, the dissertation) and examinations. B. Subject-specific skills B1. Apply the core fieldwork techniques of identification, surveying, excavating, recording,

measurement, analysis and interpretation B2. Observe and describe different classes of primary archaeological and anthropological data,

and objectively record their characteristics B3. Independently carry out practical techniques important in cultural and biological anthropology B4. Critically interpret anthropological data and write reports B5. Assemble coherent research/project designs and complete a substantial piece of independent

supervised research (the Dissertation) Teaching and Learning Methods (B1) will be achieved through excavations and preparatory lectures on technique and safety assessment. Lectures, seminars and laboratory practical work will support (B2). The dissertation, and associated module on research skills, will support (B3-B5). Assessment methods Assessment will be through coursework (essays, a project reporting excavation experience and results, short reports, computer practicals), examinations and the written dissertation. C. Thinking Skills C1. Draw down and apply appropriate scholarly, theoretical and scientific principles and concepts to

archaeological and anthropological problems C2. Discover and define the significance of material culture and landscapes C3. Marshal and critically appraise other people’s arguments C4. Produce logical and structured arguments supported by relevant evidence C5. Evaluate different cultures, and deal with unfamiliar situations C6. Evaluate one’s own and others’ opinions critically, Teaching and Learning Methods

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(C1-C6) Lectures and seminars, field visits, talks by external professionals, field study and laboratory work form the major methods of teaching and learning, plus in-class discussion and individual meetings with dissertation tutors (C2-C6). Assessment methods Assessment will be through coursework (essays, computer-based reports, individual and group projects, field reports, in-class tests, student initiated reports, oral presentations), the dissertation and examinations. D. Other skills relevant to employability and personal development D1. Communicate to different kinds of audience D2. Effectively apply numeracy and IT skills D3. Identify and evaluate different roles within groups and teams, and adopt and accommodate a

range of personal styles D4. Self-manage and reflect as part of on-going professional development e.g. self-review, action

planning, production of a CV D5. Retrieve information using paper-based and electronic resources D6. Collate and evaluate information from a range of sources. Teaching and Learning Methods Personal Development will take place at all levels of the programme and through the wide range of activities on the degree. Most of these skills are introduced in year one Study Skills, and are further developed through end of year reflective review and discussion with personal tutors, through group work and seminars. All learners will use information technology throughout the course and will be involved in communicating findings of individual and group work (D.1, D.2, D.3,D.4). The development of a critical approach to interpretation and learning is progressive and culminates in the production of a dissertation (D.1, D.2, D.5, D.6). Assessment methods Assessment is primarily through coursework exercises, some of which include an element of reflection, group assignments, posters, oral presentations on project work and on dissertations, and in the assessment of the dissertation. Formative assessment makes an important contribution to the development of these skills. 13. Programme Structures*

14. Awards and Credits*

Level Module Code

Module Title Credit rating

Level 6 FZ3202 FZ3212 FZ3051 FZ3203 FZ3204 FZ3205 FZ3207 FZ3208 FZ3209

Archaeology and Anthropology Dissertation Debates in Anthropology plus 60 optional credits from: Forensic Taphonomy Hunter Gatherers: Past and Present Life and Death in Medieval Britain Archaeology and anthropology of the Modern World Late Bronze Age and Iron Age Britain Neolithic and Early Bronze Age Britain and Ireland Roman and Post Roman Britain

40

20

40 20 20 20

20

20

20

Bachelor Honours Degree Requires 360 credits at Level 4 or above including a minimum of 220 at Level 5 and 100 at Level 6 Bachelor Degree Requires 320 credits at Level 4 or above including a minimum of 180 at Level 5 or above and 60 at Level 6

Level 5 FZ2201 FZ2202 FZ2051 FZ2211

Archaeological Fieldwork I Research and Study Forensic Anthropology Cultural Anthropology in Theory and Practice plus 40 optional credits from:

20 20 20 20

HE Diploma Requires 240 credits at Level 4 or above including a minimum of 100 at Level 5 or above

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NT2013 FZ2204 FZ2203 FZ2205 FZ2207 FZ2208 FZ2209

Environmental Change Neolithic and Early Bronze Age Britain and Ireland Late Bronze Age and Iron Age Britain Roman and Post Roman Britain Hunter Gatherers: Past and Present Life and Death in Medieval Britain Archaeology and Anthropology of the Modern World

20 20

20

20 20 20 20

Level 4 FZ1201 FZ1202 FZ1206 FZ1204 FZ1205 FZ1054

The Archaeology of Britain Introduction to Archaeology Introduction to Cultural Anthropology Study Skills for Archaeology and Anthropology Bones, Bodies and Burial Introduction to Osteology and Anthropology

20 20 20

20

20 20

HE Certificate Requires 120 credits at Level 4 or above

15. Personal Development Planning This is a structured and supported process undertaken by an individual to reflect upon their own learning, performance and / or achievement and to plan for their personal, educational and career development. PDP is delivered and monitored through skills modules and the personal tutor system. Students are provided with a PDP handbook in electronic format and are introduced to the idea by their personal tutor (PT). Their PT will then guide them throughout their time at university, both in constructing their PDP and in making sure that they are developing the right skills, helping them to identify and address any issues. Each student sees their PT six times a year (seven in first year) for a small group tutorial where the PT and other students will discuss a particular skill or employability issue. Typically the student will have prepared a document or done a task in preparation for the meeting. Topics targeted at meetings include time management and vocabulary developing at Level 4, ranging up to psychometric testing and help with job applications at Level 6. These tutorials help students to identify and develop their skills and also encourage a culture of confidence between tutee and PT, so that if any specific problems arise with a student the PT will be in a position to assist. The PT topics are constantly reviewed and updated in response to current practice in the workplace and to feedback from PTs and tutees. PTs insist on seeing a completed PDP before writing references. There are three main elements to PDP in Archaeology and Anthropology. 1) The Structured Learning Environment: the lecture; seminar; lab session; excavation; field survey or other practical exercise. 2) Feedback: supported through one to one direct contact during fieldwork; assessment and assessment meetings on formally submitted work; meetings with personal tutor – in particular the review of the student’s developing CV undertaken at the end of every semester. 3) Reflection: supported through assessed reflective reports on fieldwork; module evaluation questionnaires; facilitated by personal tutor meetings and end of semester CV reviews. 16. Admissions criteria Programme Specifications include minimum entry requirements, including academic qualifications, together with appropriate experience and skills required for entry to study. These criteria may be expressed as a range rather than a specific grade. Amendments to entry requirements may have been made after these documents were published and you should consult the University’s website

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for the most up to date information.

Students will be informed of their personal minimum entry criteria in their offer letter.

Applicants will normally be required to have, one of: BBC at A2, ND with DMM, IB- 24P. Pass Access Course with Merits in 30 Level 3 Credits. In addition applicants will be required to have five GCSE passes at Grade C or equivalent including Maths and English. Applicants will be required to have a minimum level of proficiency in English Language equivalent to IELTS grade 6 with no subscore lower than 5.5 Applications from individuals with non-standard qualifications, relevant work or life experience and who can demonstrate the ability to cope with and benefit from degree-level studies are welcome. If candidates have not studied recently they may be required to undertake an Access programme. APL/APEL will be assessed through standard University procedures. Please consult the UCLAN admissions department for the most up to date requirements. 17. Key sources of information about the programme • University web site (www.uclan.ac.uk) • UCAS web site (www.ucas.ac.uk) • School website (www.uclan.ac.uk/forensic) • Course Leader • Admissions tutor

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18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Programme Learning Outcomes

Level

Module Code Module Title

Core (C), Compulsory (COMP) or Option (O)

Knowledge and understanding Subject-specific Skills Thinking Skills Other skills relevant to

employability and personal development

A1 A2 A3 A4 A5 A6 B1 B2 B3 B4 B5 C1 C2 C3 C4 C5 C6 D1 D2 D3 D4 D5 D6

Leve

l 6

FZ3202 Archaeology and Anthropology Dissertat COMP X X X X X X X X X X X X X X X X X X X X X FZ3212 Debates in Anthropology COMP X X X X X X X X X X X X X FZ3051 Forensic Taphonomy O X X X X X X X X X X X X X X X X X FZ3203 Hunter Gatherers: Past and Present O X X X X X X X X X X X X X X X X X FZ3204 Life and Death in Medieval Britain O X X X X X X X X X X X X X FZ3205 Archaeology and anthropology of the Mo O X X X X X X X X X X X X X X X X FZ3207 Late Bronze Age and Iron Age Britain O X X X X X X X X X X X X X FZ3208 Neolithic and Early Bronze Age Britain O X X X X X X X X X X X X FZ3209 Roman and Post-Roman Britain O X X X X X X X X X X X X

Leve

l 5

FZ2201 Archaeological Fieldwork I COMP X X X X X X X X X X X X X X FZ2202 Research and Study COMP X X X X X X X X X X X X X X X X X X X X X X FZ2203 Late Bronze Age and Iron Age Britain O X X X X X X X X X X X X X FZ2204 Neolithic and Early Bronze Age Britain O X X X X X X X X X X X X FZ2205 Roman and Post Roman Britain O X X X X X X X X X X X X FZ2211 Cultural Anthropology in theory and prac COMP X X X X X X X X X X X X X X X X FZ2207 Hunter Gatherers: Past and Present O X X X X X X X X X X X X X X X X X FZ2208 Life and Death in Medieval Britain O X X X X X X X X X X X X X FZ2209 Archaeology and anthropology of the O X X X X X X X X X X X X X X X X FZ2051 Forensic Anthropology COMP X X X X X X X X X X X X X X X X X NT2013 Environmental Change O X X X X X X X X X X X X X X

Leve

l 4

FZ1201 The Archaeology of Britain COMP X X X X X X X X X X FZ1202 Introduction to Archaeology COMP X X X X X X X X X X X X X X X FZ1206 Introduction to Cultural Anthropology COMP X X X X X X X X X X X X X X X X FZ1204 Study Skills for Archaeology and Anthro COMP X X X X X X X X X X X X X FZ1054 Introduction to Osteology and Anthropo COMP X X X X X X X X X X X X X X X X X X X FZ1205 Bones, Bodies and Burial COMP X X X X X X X X X X X X X X X X X X

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