PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
MA Principles of Conservation
Final award (BSc, MA etc):
MA
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
N/A
(where applicable)
Intake cohort(s) to which this
programme specification is applicable:
from session 2012-13 onwards
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Social and Historical Sciences
Parent Department:
Institute of Archaeology
(the department responsible for the administration of
the programme)
Departmental Web page address:
http://www.ucl.ac.uk/archaeology/
(if applicable)
Method of study:
The programme can be taken either full-time or part-time
Full-time/Part-time/Other
Criteria for admission to the
programme:
http://www.ucl.ac.uk/prospective-students/graduate-study/
Length of the programme:
One calendar year full-time, two calendar years part-time
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
7
N/A
(see Guidance notes)
Brief outline of the structure of the
programme / its assessment:
(see guidance notes)
Board of Examiners:
http://www.ucl.ac.uk/archaeology/studying/masters/degrees
Name of Board of Examiners:
MA Principles in Conservation
Date of next scheduled
accreditation visit:
Professional body accreditation
(if applicable):
1
EDUCATIONAL AIMS OF THE PROGRAMME:

to provide a wide-ranging and challenging introduction to issues involved in the conservation of archaeological
sites and objects.

to encourage critically aware perspectives on professional practice and research processes.

to provide an in-depth understanding of approaches to collections management, risk assessment, conservation
strategies, ethics, management, professionalism, presentation and interpretation.

to prepare students for further training in research or in professional practice
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
A: Knowledge and understanding
knowledge and understanding of:
1. theoretical perspectives in
conservation, the history and
development of conservation,
and the range of contexts in
which it is practiced today.
2. the processes by which
archaeological objects were
made from their raw materials,
and the processes by which they
deteriorate, whether in situ,
during burial, or on display.
3. the role of international charters
and codes of ethics.
4. current developments in the
conservation profession (e.g.
definition of competence,
accreditation, and the role of
professional bodies).
5. current approaches to the
management and documentation
of collections.
6. procedures for the
commissioning and management
of conservation projects
Teaching/learning methods and strategies:
Each aspect will be taught through seminars, lectures
and small-group tutorials. Practical exercises and
demonstrations will be used where appropriate. Visits to
conservation workshops and museums will reinforce the
teaching of 5 and 6.
Assessment:
Students undertake a condition survey in the College
Collections, providing direct assessment of 5 and 6.
Essays provide assessment of 1-4. The preparation of a
poster may draw on any of the 6 items.
2
B: Skills and other attributes
Intellectual (thinking) skills:
1. to be aware of the use and
significance of archaeological
and ethnographic objects in
society today.
2. to be aware of ethical issues in
the conservation of
archaeological and ethnographic
objects
3. to recognize a range of options
for the long-term care and
conservation of archaeological
and ethnographic objects
4. identify and solve problems
5. synthesise data and reach
appropriate conclusions
Teaching/learning methods and strategies:
Intellectual skills will be developed through class
discussion and through tutorial groups. Both the
condition survey and the environmental monitoring
project will require students to apply critical skills to
practical problems, and will encourage active learning
and problem solving.
Assessment:
These skills will be assessed by essays and by the
practical projects. The latter will provide direct
assessment of 4 and 5 in particular. They will be
designed to ensure that they cannot be completed
without critical understanding of key principles. Students
will not follow prescribed procedures; they will have to
develop their own procedures in the light of available
knowledge.
C: Skills and other attributes
Practical skills (able to):
1. able to undertake a condition
assessment and to set out
options for subsequent
conservation.
2. able to monitor the environment
in a gallery, storeroom or show
case, and make
recommendations for
implementing any necessary
improvements, and to stabilise
objects by the control of their
environment.
3. able to carry through a
substantial programme of
independent research
demonstrates theoretical
understanding and practical
competence in aspects of
archaeological conservation.
4. evaluate materials for use in
museum showcases
5. undertake bibliographic searches
Teaching/learning methods and strategies:
1, 2 and 4 will be taught by lectures, practical
demonstrations and by projects undertaken by the
students. Laboratory staff will be on hand during the
execution of projects to give one-to-one advice and
instruction as required.
3 and 5 will be learned through the dissertation, and
appropriate skills will be taught through small-group
discussions and through one-to-one supervision.
Assessment:
1 will be assessed directly through the condition survey;
2 will be assessed directly through the monitoring
project; and 4 will be assessed directly through a project
designed to evaluate showcase materials. 3 and 5 will
be assessed by means of the dissertation.
3
D: Skills and other attributes
Transferable skills (able to):
1. manage time and work to
deadlines
2. work in teams
3. demonstrate understanding and
tolerance of others
4. collect and manipulate data, and
present it effectively
5. communicate effectively by
means of written reports and
posters
6. synthesize and evaluate the
views of others
Teaching/learning methods and strategies:
2 and 3 will be developed through collaborative work on
projects. Students will work in collaboration to amass
the maximum amount of data, and will need to plan rotas
and schedules to ensure smooth team-working and the
sharing of results. 1, 4, 5 and 6 will be developed
through tutorials, through preparing a poster for display
in the Institute of Archaeology, and through writing up
the assessed reports.
Assessment:
2 and 3 will not be assessed directly, although
successful team-working will be necessary to ensure the
satisfactory completion of the practical projects. 1 is
assessed through successful completion of the projects,
which will require input at pre-determined intervals
throughout the course. 4, 5 and 6 are assessed directly
by means of the poster and the written reports.
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
(http://www.qaa.ac.uk/en/Publications/Documents/qualifications-frameworks.pdf);
 the relevant Subject Benchmark Statements:
(http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmarkstatements);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
Please note: This 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. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each course unit/module can be found in the
departmental course handbook. The accuracy of the information contained in this document is reviewed by the
College and may be checked by the Quality Assurance Agency.
Programme Organiser(s)
Name(s):
Dr Renata Peters
Date of production:
08.04.03
Date of Review:
October 2015
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
October 2015
October 2015
4