PROGRAMME SPECIFICATION FOR M.PHIL IN CLASSICAL ARCHAEOLOGY. 1. Awarding institution/body University of Oxford

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1 PROGRAMME SPECIFICATION FOR M.PHIL IN CLASSICAL ARCHAEOLOGY 1. Awarding institution/body University of Oxford 2. Teaching institution University of Oxford 3. Programme accredited by n/a 4. Final award M.Phil in Classical Archaeology 5. Programme Archaeology 6. UCAS code n/a 7. Relevant subject benchmark statement Archaeology; Classics & Ancient History 8. Date of programme specification September Educational aims of the programme The aims of the degree are to teach the student to study in depth the archaeology and art of the Classical cultures, focussing as far as possible on the primary evidence, and taking into account recent advances in ideas, information, and techniques; to argue from visual evidence in reconstructing ancient ideas and practices; to combine archaeological evidence with other categories of evidence, such as literary, historical, environmental, and architectural data, to produce an enhanced understanding of past communities; to understand the appropriate theory and methodology of archaeology; to develop the research skills required for further academic or specialist work in Classical Archaeology, in keeping with AHRC guidelines.

2 10. Programme outcomes A. Students will develop a knowledge and understanding of: the archaeology and art of the chosen periods of ancient Mediterranean culture; the relevant scholarly literature, its differing traditions, and its current debates and assumptions; the problems raised by the periods and aspects studied, and the concepts and techniques relevant to them; the strengths and weaknesses of archaeological evidence and the critical evaluation of primary and secondary sources; the nature of different kinds of historical evidence and how to use them; the value of complex visual evidence in illuminating a range of questions; the presentation of clear and well-documented arguments in written form, in proper academic style; the research methods appropriate to Classical archaeology, including qualitative and, where appropriate, quantitative aspects.

3 - 2 - Related teaching/learning methods and strategies Lectures and classes provide some factual information, and present relevant theories and techniques, but also introduce questioning of the evidence and critical assessment of current approaches. Guided reading in the Sackler and other libraries provides the main source of information, reinforces the critical aspects mentioned above, and provides practice in the identification and use of primary and secondary sources. Regular tutorials develop the questioning and weighing of received wisdom and the use of additional information to modify an interpretation; they also develop skills in oral presentation of arguments. Shorter essays (based on the guided reading, and discussed in tutorials) develop the ability to read intelligently, to select evidence, and to develop clear arguments; longer essays (for assessment) extend these opportunities, and provide training in the proper presentation of arguments and ideas on a larger scale. Preparation of a 25,000-word thesis provides training in the collection and analysis of evidence on a large scale, in the critical assessment of current ideas relating to it, and in the presentation of well-documented arguments in a form appropriate for academic publication. Assessment One compulsory 3-hour, unseen, written examination tests range of knowledge, and the ability to select the most telling evidence and arguments to meet a specific question. Pairs of 5000-word essays, covering other course components, test a student s knowledge of distinct aspects of the subject, understanding of the use of evidence, grasp of relevant theories and debates, and ability to present arguments and ideas. The 25,000-word thesis in the second year provides a substantial test of the ability to collect and analyse evidence on a relatively large scale, and of the relevant analytical techniques. It provides a significant test of research aptitude and research training.

4 - 3 - B. Skills and other attributes Students will have the opportunity to develop the following skills during the course: I. Intellectual skills Ability to understand the nature of primary data and the problems of their interpretation; Ability to gather, analyse, and extract significance from, substantial bodies of information; Ability to extract ideas from visual evidence; Ability to assess critically conflicting arguments and to generate reasonable resolutions of them; Ability to present clear, concise, and well-organised answers to specific questions; Ability to organise substantial bodies of information, and to develop arguments based on critical evaluation of both primary evidence and secondary sources, so as to produce longer presentations in proper academic style; Ability to recognise and understand varieties of rhetoric and bias, artful construction and purposeful silence in verbal and visual presentations; Ability to work independently, to think creatively and to judge independently. Teaching/learning methods and strategies: The system of regular essay writing and small-group tutorial discussion is well suited to develop all these skills, and they are significantly enhanced by individual guidance in preparing longer pieces of work (preset essays and 25,000-word thesis). Assessment: All elements of the Qualifying and Final Examinations test these skills. The traditional written examination tests the ability to think clearly and quickly, selecting the most important and discarding the less. The preset essays test information gathering, analysis and critical presentation on a larger scale, while the thesis tests the ability to collect and organise information, to develop and criticise ideas and arguments, and to present these clearly and effectively on a more extensive scale.

5 - 4 - II. Practical skills A variety of practical skills may be learnt during the course, but their number and extent will depend on choices made by the student. All students learn: (a) to plan written work and to write in a coherent and well-structured way to meet given word-limits and time-limits; (b) to use both IT-based and traditional research materials to improve their knowledge and understanding, distinguishing relevant from irrelevant material. (c) basic IT skills, including word-processing, , web-browsing, and databasesearching. Where relevant to their work, students may also learn the use of more advanced IT packages (statistical, GIS and/or CAD). Skills in drawing and photography are also encouraged, and often required. Teaching/learning methods and strategies Instruction in basic and more advanced computing is available within the Institute of Archaeology and in the University Computing Service. Supervisors help with the selection of appropriate packages and their effective use for archaeological research. Advice on drawing and photography is provided by the Institute's Archaeological Imaging Unit. Assessment The practical skills required by each student are demonstrated and assessed mainly in the second-year thesis.

6 - 5 - III. Transferable skills 1. Ability to communicate effectively through written and oral reports; 2. Ability to use information technology, including in all cases web-searching, wordprocessing; 3. Skills in efficient management of time; 4. Ability to discover and exploit sources of necessary information; 5. Ability to analyse and criticise arguments. Related teaching/learning methods and strategies The reading for, and writing of, tutorial essays, and their defence during tutorial discussion develop all these skills in varying degrees; Preparation and presentation of papers in seminars further develop skills in oral presentation; Preparation of the 25,000 word dissertation provides a major training in information retrieval (both by electronic and conventional means), in the organisation of ideas, information and arguments, which can be used in any setting. The need to produce the dissertation to a tight schedule provides excellent experience in organising time, and programming a complex production. Basic computer literacy, word-processing, and internet use, where not already present, are commonly learnt from peers, but formal instruction is also available through the University's IT Services. The Archaeology and Classics web pages provide a ready introduction to electronic sources of information. Assessment The unseen written examination demonstrates ability to provide written presentations within a limited time, selecting the most important information and arguments. Preparation of preset essays and dissertation to a tight schedule test the ability to provide (on differing scales) formal written reports with well-organised information, clear argument, and critical analysis. They also demonstrate skills in information retrieval, time management, and the IT accomplishments needed for proper presentation.

7 Programme Structures and Features The course consists of a first year in which the candidates take a period chosen from List A, and two subjects chosen from Lists B-C (see below), and a second year devoted to a third chosen subject and to preparation of a 25,000-word thesis on an approved topic. All choices must be approved by the Committee for Graduate Studies in Archaeology. The first-year course is virtually identical to that for the Master of Studies in Classical Archaeology, and candidates whose work in the first year meets the requirements for the M.St., but not the standard required for continuing to the second year of the M.Phil. may be offered the M.St. in Classical Archaeology. Learning Year 1 Three courses are chosen from Lists A-C. One must be a period from List A, and not more than one may be from List C. Other subjects may sometimes be approved by the Committee, where they are appropriate to the candidate s course and teaching is available. Subjects (subject to revision) List A: Archaeology of the Aegean to 1100 BC Archaeology of the Greek Dark Age, BC Archaeology and art of the Archaic period, BC Archaeology and art of the Classical period, BC Archaeology and art of the Hellenistic period, BC Archaeology and art of the Late Republican period, BC Archaeology and art of the Early Imperial period, 30BC-AD 120 Archaeology and art of the Middle Imperial period, AD Archaeology and art of the Late Roman and Early Byzantine periods, AD Archaeology and art of the Byzantine period, AD

8 - 7 - List B: Aegean and the East, BC Aegean Bronze Age religion Aegean Bronze Age scripts Aegean Bronze Age trade: interaction and identities Archaeology of ancient Macedonia, BC Archaeology of Athens and Attica, BC (can sometimes be taken as BSA course) Archaeology of Greek Women Archaeology of Roman urban systems Archaeology of the Early Greek polis, BC Archaeology of the Roman economy Burials, settlements, and society in Early Greece, BC Byzantine Constantinople Early Ionia, BC Etruscan Italy Greek and Roman housing Greek and Roman wall painting Greek coinage Greek Funerary Archaeology, BC Greek sculpture Greek vases Historical narrative in Hellenistic and Roman art History of collections: Classical art Landscape archaeology in the Greek and Roman world Late Roman and Byzantine architecture Late Roman and Byzantine mosaics and painting Maritime archaeology of the Greek and Roman Mediterranean Myth in Greek and Roman art Pompeii and Ostia Problems and methods in ancient art history Roman architecture Roman Britain Roman coinage Roman North Africa Roman portraits Roman provincial art Roman sculpture Topics in Aegean prehistory Topography of ancient Rome (can be taken as a BSR course) Town, country and economy in the Late Roman Empire (4th-7th centuries) List C: Any subject offered in the M.St. in Archaeology, Byzantine Studies, Greek and/or Latin Languages and Literature, Greek and Roman History, History of Art, Near Eastern Archaeology, Women s Studies

9 - 8 - Assessment A chosen period from List A is examined by a 3-hour written paper. The two other courses are each examined by a pair of 5000-word essays on different aspects and/or parts of the subject. Year 2 Subjects A further subject is chosen from Lists A-C above (a candidate who chose a subject from List C in the first year may not normally choose a subject from List C in the second year). A 25,000-word thesis is prepared, normally on a topic related to the fourth subject chosen. The thesis topic must be approved by the end of the Trinity Term of the first year. Assessment The further subject is examined by a pair of 5000-word essays on different aspects and/or parts of the subject. The thesis assessment is given double weight.

10 Support for Students and their learning 1. All students have a departmental supervisor, who is responsible for their overall academic progress, but is also a source of more general support. Where problems arise they can consult the Director of Graduate Studies in Archaeology or the Chair of the School of Archaeology. The university has a counselling service which provides advice both immediate and long term to students in need. 2. All students also have a college adviser who provides less specialised academic support (including an alternative route for resolving any problems with a supervisor), and also help with general welfare. This line is extended by the college Women s Advisors, Chaplains, and (if necessary) the Head of the College. There are also college nurses, a college doctor and usually a college dentist. Colleges also administer hardship funds. 3. Those giving the lectures welcome questions from students after lectures or (where lecture sizes are small enough to permit this) during them, or by e- mail. Students receive tutorial or small-group class teaching for all components of their course. These small groups provide the most appropriate forum for discussion of academic problems. 4. The Sackler library has very rich holdings in Classical archaeology, including all the recommended textbooks and wide range of British and international periodicals. In addition students have access to all university libraries (including the Bodleian Library) and to their college libraries, where their tutors may recommend the purchase of recommended textbooks. The Institute of Archaeology also has a small library. 5. The Institute of Archaeology provides a computer room for the use of all graduate students, with 24-hour access. This has a mixture of both Windows and Mac machines offering the usual range of software. A number of computers provide specialist GIS and mapping related software. In addition there are general access terminals located in the library that provide web services and access to the SOLO system, the university's online library catalogue. Students are also able to use laptops in dedicated work areas. Students also have access to networked computers in the Ioannou Centre for Classical and Byzantine Studies. All students have access to networked computers in their colleges, and the majority of college rooms are connected to the University network. 6. There is a Graduate Archaeology Organisation (GAO) run by post-graduates to promote interaction between graduates and academics in Archaeology, which provides an official avenue for issues and concerns of graduate students to be discussed with members of the faculty.

11 Procedures and Criteria for Admission Candidates are normally expected to have a good upper second class honours degree (or equivalent) in a relevant subject, although other evidence of interest and ability may also be accepted. Sufficient knowledge of relevant modern languages (depending on interests) and of English (for non-native speakers) is also required. From the Graduate Admissions Office each application goes to the Director of Graduate Studies, who selects two appropriate colleagues to assess it, and recommend acceptance or rejection. Provided that proper supervision and teaching can be provided, the decision to accept or reject is based on the assessors judgement of the applicant s qualifications, the references, the personal statement of interests and intentions, and the two pieces of written work required. The assessors consider both achievement and potential for study at graduate level in the chosen field. The Director of Graduate Studies evaluates the two assessments, takes further advice where necessary, and decides the outcome. Interviews do not form part of the assessment process. Applications accepted at departmental level pass to the college indicated by the candidate or to the college allocated by the University Graduate Admissions if no preference is expressed. Where the chosen college is not able to accept, the application returns to the Graduate Studies Administrator for Archaeology who liaises with colleges until a place is found.

12 Methods for evaluating and improving the quality and standards of learning Annual examiners reports note any difficulties experienced by students in reaching the course goals, as well as suggesting ways of improving the examination process. The external examiner s report provides valuable insights into best practice at other institutions, and into comparability of standards. Examiners reports are considered each year by the Graduate Studies Committee, which arranges for appropriate changes in the procedures and regulations. The Graduate Studies Committee annually reviews the effect of recent changes, and evaluates other proposals for improving the degree, arranging for changes in the regulations where appropriate. Student progress is monitored by the supervisor s termly report on each student; these reports are monitored by the GSC and also by the Colleges. The GAO is the main mechanism for conveying student feedback on provision. GAO committee members sit on various bodies within the School of Archaeology, including the Graduate Studies Committee. In addition suggestions made by the GAO feedback both in subject areas and in colleges. The University periodically reviews the teaching programmes of all departments. Archaeology will be reviewed in 2013/14. The Classics and Archaeology external advisory committees (each consisting of distinguished archaeologists from UK and European universities) provide suggestions for improvement. The Subfaculty of Archaeology (a broad-based body of those in the University and Colleges concerned with teaching and research in archaeology) provides a regular source of ideas and criticism. New lecturers are assigned mentors who are available to advise on all aspects of teaching. The mentor is also required to attend some of their lectures, and report back to the Social Sciences Division on their quality. Instruction on lecturing and tutoring is also available through the University's Oxford Learning Institute. Regular self-monitoring by academic staff is also encouraged by the University s annual appraisal scheme, and by the inclusion of all relevant academic staff in the admission and examination procedures. The School of Archaeology Graduate Studies Committee has initial responsibility for evaluating suggested changes and putting them into practice. Substantive changes also require the approval of the Committee for the School of Archaeology, the Social Sciences Division, and the Educational Policy and Standards Committee. These bodies also monitor action taken as a result of examiners reports, and review the performance of the degree. also monitor action taken as a result of examiners reports, and review the performance of the degree.

13 Regulation of assessment 1. Candidates must follow for six terms a course of instruction in Classical archaeology. 2. (a) At the end of the first year candidates are required to satisfy the examiners in a Qualifying Examination identical with that for the M.St. in Classical Archaeology, except that candidates for the M.Phil. are not normally allowed to offer a 10,000-word dissertation in place of one subject. (b) The period selected will be examined by a written paper. The other two courses will each be examined by two 5,000-word pre-set essays, which must be submitted by Monday of 2nd week of the term following that in which instruction for the course was given. (c) Candidates whose work in the Qualifying Examination meets the requirements for the M.St. in Classical Archaeology, but not the standard required for continuing to the second year of the M.Phil., may be offered the option of taking the M.St. in Classical Archaeology or of resitting the Qualifying Examination. 3. At the end of the second year candidates are required: (a) to submit by Friday of 6th week of Trinity Term two copies a thesis of not more than 25,000-words on an approved topic; (b) to submit two 5,000-word pre-set essays on the course chosen for the second year, by Monday of 2nd week of the term following that in which instruction for the course was given; (c) to attend an oral examination. 4. The thesis topic and the course chosen must be approved by the Committee for Graduate Studies in Archaeology by the end of the Trinity Term of the first year. 5. Candidates will be expected to show sufficient general knowledge of ancient history and geography for a proper understanding of their subjects, and are advised that adequate reading knowledge of an appropriate language or languages (other than English) may be necessary to reach the standard required by the examiners. 6. One copy of all theses must be deposited with the Clerk of the Examination Schools; successful candidates must deposit a second copy of the thesis in the Sackler Library. 7. Candidates whose work in the Final Examination meets the requirements for the M.St. in Classical Archaeology, but not the requirements for the M.Phil. in Classical Archaeology, may be offered the option of taking the M.St. in Classical Archaeology or of resitting the Final Examination. 8. The examiners may award a Distinction for excellence in the whole examination.

14 Marking Scale Over 79 Outstanding work, including all the qualities listed below, but showing complete command of the subject, originality, evidence of extensive reading, and a developed understanding of the overall context of the problem or question Excellent work, showing an unequivocal grasp of current major issues in the field, and a depth of knowledge of the concepts and material involved. Knowledge, argument and methodology are reviewed critically, with insight and independence of thought. Arguments should show sophisticated reasoning and be clear, well focused and cogent. Thoroughness, insight, wide reading and understanding, clarity of thought and expression, critical ability and originality are all present Work shows consistency, fluency and critical ability in discussing and evaluating evidence and draws upon theories from a variety of sources, with the whole organised into a structured argument. An understanding and assimilation of the relevant literature is demonstrated, and there is a relation of concepts and ideas from different part of the teaching, showing some degree of independence of thought Work shows knowledge and understanding, but there may be little development of ideas and methodology. There are some omissions, shortcomings, or errors of fact, and limited deployment of evidence to support ideas or argument. There is reference to the literature, though not extensive, and there may be limited evidence of critical ability. Candidates must show that they have grasped the fundamental concepts and procedures in the field, and the work is adequately executed, although there may be some lack of clarity and focus Work shows a limited degree of knowledge and understanding of the essential literature for the course. Examination answers contain some relevant material but may demonstrate significant inaccuracies, be insufficiently focused on the question, or simply general and diffuse. Dissertations demonstrate some familiarity with the relevant literature, but may show significant deficiencies in organisation and discussion of ideas, while arguments may be inadequately supported or hard to follow. Practical work shows some ability but aspects of data collection and processing may be problematic. Under 40 Work that shows little understanding of and/or is barely relevant to the question, shows minimal evidence of reading, contains largely erroneous or irrelevant material, and is very short and/or unfocused; may be poorly expressed and organised.

15 Pass and Distinction levels: (i) Qualifying Examination: Candidates whose average mark in the Qualifying Examination is judged by the Examiners to be of the standard required for the degree of MSt in Classical Archaeology but not of the standard required to proceed to the second year of the MPhil in Classical Archaeology, will be granted leave to supplicate for the degree of MSt in Classical Archaeology (ii) Final Result: Candidates whose average mark in the Qualifying and Final Examinations is 70 or above, and whose thesis receives a mark of 70 or above, will be awarded a Distinction. Candidates whose work in the Qualifying and Final Examinations reaches an average of 50 or above, and whose thesis receives a mark of 50 or above, will be awarded a pass. In calculating the average, the marks for the written examination and for each pair of preset essays are given equal weight; the thesis mark is given double weight. An average mark of 60 or above, including a thesis mark of 60 or above, is normally required for progression to DPhil status, but other evidence will also be taken into consideration in reaching a final decision on transfer applications. 16. Indicators of quality and standards Annual examiners reports regularly comment on the standards reached by students, and on the attainment of the course goals. The external examiner s report is particularly valuable in establishing comparability of standards. Regular internal and external (e.g. QAA) reviews assess the course against others within the University and elsewhere. The high RAE (5*) and subsequent REF rating of archaeology at Oxford indicates the quality of the teachers involved in the degree. Comments from the Archaeology external advisory committee indicate general approval of our graduate degrees. Comments on students self-report forms, and the business of the GAO committee indicate general satisfaction with the degree (students are drawn from widely different backgrounds, so have a range of different expectations). Comments from former students (many now employed in university archaeology departments and in archaeological units) and from employers of past students provide sporadic encouragement and criticism.