PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
MSc Bioarchaeological and Forensic Anthropology
Final award (BSc, MA etc):
MSc
(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 2014-15 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)
Level 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:
Postgraduate Archaeology
Professional body accreditation
(if applicable):
Date of next scheduled
accreditation visit:
n/a
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EDUCATIONAL AIMS OF THE PROGRAMME:
To develop students’ interest in, knowledge and understanding of the study of skeletal and dental remains in
archaeology, the evolution and origins of modern humans, demography, development of disease, and the
application of forensic anthropological methods and techniques to modern and ancient material.
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
A Knowledge and understanding of:
1. Basic skeletal and dental anatomy
2. Variation in skeletal and dental form
within populations, between males
and females, between populations
3. Evolution of modern humans
4. Development of bones and teeth in
relation to diet and health
5. Estimation of age at death from bone
and tooth development, and the study
of palaeodemography
6. Identification of diseases and injuries
in the skeleton and dentition, and the
study of palaeoepidemiology
7. The position of 2-6 above in the wider
context of archaeology
8. Key methods for the analysis of
skeletal and dental remains, and for
the organisation of a research project
in this field
9. Learn and apply forensic
anthropological techniques to modern
and archaeological skeletal material
Teaching/learning methods and strategies:
Acquisition of 1, together with elements of 2, 4, 5, 6, 8 &
9 is through weekly practical classes and work with the
teaching collection in the students’ own time (in booked
sessions). Lectures and seminars, with conversations
during practicals, are designed to develop 2-9. The
report written in the “Methodology and issues in
bioarchaeology and palaeoepidemiology” GPC gives an
opportunity to apply all these concepts in a limited
practical situation. This also provides a solid
introduction to the organisational and practical issues
needed in the Dissertation Project which, supported by
supervisory sessions, gives the student experience of
the planning, execution, analysis and writing stages of a
research project.
Assessment:
Testing of the knowledge base is through a combination
of class tests (1, 2, 4-6, 9), essays (2-7, 9) a short report
on a small group of material (7 & 8), and a large report
on a research project (1-9).
B: Skills and other attributes
Intellectual (thinking) skills:
- able to:
1. reason critically
2. apply biological, forensic and
archaeological concepts
3. identify and solve problems
4. analyse and interpret data
5. exercise independence of thought
Teaching/learning methods and strategies:
Intellectual skills are developed through the teaching
and learning programme outlined above, and in section
14. Each course involves discussion of key issues,
practice in applying concepts both orally and in writing,
analysis and interpretation of material, and feedback on
work produced.
Assessment:
All the various assessment methods used place great
emphasis on the student’s ability to demonstrate skills 15 through coherent written responses to problems or
tasks set. The more extended reports provide perfect
vehicles for the demonstration of these skills
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C: Skills and other attributes
Practical skills (able to):
1. identify the components of the
skeleton and dentition
2. label their main features
3. measure variation in form and present
the results
4. use knowledge of bone and tooth
development to estimate age-atdeath
5. recognise the main pathological
conditions seen in skeletons
6. describe skeletons and reason from
their particular features
7. retrieve, select and use information
from a variety of sources
Teaching/learning methods and strategies:
Practical sessions, supported by large handouts and key
texts provide training in the key skills 1-6. Students work
on these skills in their own time, using the teaching
collections. All the skills are particularly developed in
the short report for the “Methodology and issues in
bioarchaeology and palaeoepidemiology” course and
also, depending on the particular research topic chosen,
the longer Project.
Assessment:
Weekly informal question and answer sessions at the
start of each practical make it possible to check on the
previous week’s assignments. The main formal
assessment is through class tests, but the reports also
provide an excellent assessment of practical skills.
D: Skills and other attributes
Transferable skills (able to):
1. communicate ideas both orally and
through written work.
2. manage time and work to deadlines
3. participate constructively in group work
4. work independently
5. find information and use information
technology
6. be self-reliant
7. assess the relevance and importance
of the ideas of others
8. present and assess variation in form,
using basic statistical methods
Teaching/learning methods and strategies:
All the component courses require regular written work,
and regular feedback on this is given to help develop
skill 1. Skill 2 is learned through management of time to
meet deadlines (notified at the start of the course), and
in carrying out project work. Skills 3 and 7 are
developed in seminars and practical classes. Skills 4
and 6 are developed through presentations in seminars
and project work. Students use IT throughout the
course, but also carry out particular specialist tasks
using IT, to develop skill 5.
Assessment:
Effective communication is an important criterion in
assessing all elements of the student’s work, and the
regular feedback/marks reflect this. Skills 4, 6 and 7 are
assessed in essays and reports. Skill 5 is clearly
assessed through the assembly of information for
essays and reports, and their production. Skills 2 and 3
are not formally assessed but are integral to the
successful completion of this programme
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-benchmark-statements);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
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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):
Date of production
Professor Simon Hillson
Date of review:
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
October 2015
October 2015
January 2014
October 2015
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