UNIVERSITY OF KENT
Programme Specification
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 passes the programme. More detailed
information on the learning outcomes, content and teaching, learning and assessment
methods of each module can be found in the programme handbook. The accuracy of
the information contained in this specification is reviewed by the University and may
be checked by the Quality Assurance Agency for Higher Education.
BSc (Hons) Biological Anthropology
University of Kent
University of Kent
Canterbury Campus
N/A
BSc (Hons)
Biological Anthropology
L620
Anthropology
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Awarding Institution/Body
Teaching Institution
Teaching Site
Programme accredited by:
Final Award
Programme
UCAS Code (or other code)
Relevant QAA subject
benchmarking group(s)
9. Date of production/revision
10. Applicable cohort(s)
14/10/2011
2007 onwards
11. Educational Aims of the Programme
The programme aims to:
1. Prepare graduates for employment and/or further study in their chosen careers
through developing students’ transferable skills.(SB)
2. Develop the critical and analytical powers of the student with respect to
biological anthropology. (SB)
3. Develop critical, analytical problem-based learning skills. (SB)
4. Provide the student with the skills to adapt and respond positively to changes in
the discipline. (SB)
5. Provide students with a broad range of knowledge in the discipline of
anthropology, stressing the need for a biological approach to the subject, and
showing how it is closely linked to other academic disciplines such as biology,
psychology, archaeology and forensic sciences. (SB)
6. Provide a grounding in human and primate biological variation and make explicit
the links between biological and sociocultural processes. (SB)
7. Facilitate the educational experience of students through the provision of
appropriate pedagogical opportunities for learning. (SB)
8. Ensure that the research of School staff informs the design of modules, and their
content and delivery in a manner that is efficient and reliable, and enjoyable to
students. (SB)
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12. Programme Outcomes
The programme provides opportunities for students to develop and demonstrate
knowledge and understanding, qualities, skills and other attributes in the following
areas. The programme outcomes have references to the HEFCE QAA subject
benchmarking statement for Anthropology (with particular reference to the Biological
Anthropology section).
Knowledge and Understanding
Teaching/learning and assessment
methods and strategies used to enable
outcomes to be achieved and
demonstrated
A. Knowledge and Understanding of:
1. Major aspects of human evolution,
including the significant fossil
evidence and its contextual
associations, and behavioural and
ecological reconstructions based on
these. (SB)
2. The similarities and contrasts between
humans and other primates, and their
significance for human adaptive
success. (SB)
3. Selected aspects of primate diversity,
behaviour, and acquaintance with
relevant concepts of primatology.
(SB)
4. Aspects of human genetic and/or
phenotypic diversity, their
evolutionary implications and
significance for schemes categorising
human variability. (SB)
5. The range and flexibility of individual
biological responses, and awareness
of the distinction between such
adaptability and population
adaptation. (SB)
6. Biosocial perspectives on human
ecology, for example, subsistence and
dietary diversity, and comparative
study of health, well-being and
disease across societies and/or over
time. (SB)
7. Consideration of human life history
patterns, reproductive influences, and
population size and structure, and
aspects of applied anthropology,
including development studies. (SB)
8. Awareness of the nature, complexity
and richness of human biological
diversity and have an appreciation of
Teaching and Learning
Acquisition of Programme Learning
Outcomes (PLOs) is through a
combination of lectures, seminars,
laboratory classes and field trips. Core
modules provide a thorough grounding in
core themes within biological
anthropology. At Stage 2, the compulsory
methodology module prepares students
with the analytical and statistical skills
needed to pursue the independent
research module at Stage 3. A broad
range of optional modules in biological
anthropology provide students with the
opportunity to develop their knowledge
and understanding of biological and
evolutionary anthropology in a holistic
way.
Assessment
Assessment at all stages is via a
combination of assessed coursework,
unseen written examinations and project
work. Coursework assessments are very
varied and include analytical essays,
poster presentations, verbal presentations,
research theses, laboratory reports and
portfolios. Progress is monitored
throughout the year through a
combination of assessed coursework and
discussions with academic staff.
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its social and ethical implications.
(SB)
9. For each of these themes an
awareness of evolutionary principles
relevant to the study of human
evolution and adaptation, and which
inform understanding. (SB)
10. In depth understanding of current
issues relating to biological
anthropology.
Skills and Other Attributes
B. Intellectual Skills:
1. Learning and study skills; (SB)
2. The capacity to express one's own
ideas in writing, to summarise the
arguments of others, and to
distinguish between the two; (SB)
3. Independence of thought and
analytical, critical and synoptic skills;
(SB)
4. Scholarly skills, such as ability to
make a structured argument, reference
the works of others, and assess
historical evidence; (SB)
5. Academic skills, such as ability to
make a structured argument, reference
the works of others, and assess
historical evidence; (SB)
C. Subject-specific Skills:
1. Acquaintance with and ability to
interpret varied information on
aspects of human biological diversity;
(SB)
2. Ability to analyse and evaluate
relevant qualitative and quantitative
data utilising appropriate techniques;
(SB)
3. Ability to design and implement a
project involving data collection on
some aspect(s) of biological
anthropology, and to display relevant
investigative, analytical and
communication skills; (SB)
4. Deepened understanding of the
subject, and qualities of mind
associated with intellectual reflection,
evaluation and synthesis. (SB)
5. An ability to understand how human
beings are shaped by and interact with
The attainment of these skills and their
assessment are achieved through the
content and delivery of all the programme
modules in which students will be
specifically directed to all these matters
in the course of lectures, seminars and
classroom work in general.
Written assignments, project work and
oral work in seminars are specifically
designed to inculcate and enhance
intellectual skills over the whole period
of the programme.
Specific modules deal with major
concepts in biological anthropology,
facilitating the acquisition of all subjectspecific skills listed.
In addition, we encourage students to
make intellectual links between the
biological and social phenomena about
which they are learning, in the course of
their reflective learning, reading and
writing.
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their social and physical
environments, and an appreciation of
their social and biological diversity;
(SB)
6. Ability to formulate, investigate and
discuss anthropologically informed
questions; (SB)
7. Competence in using major
theoretical perspectives and concepts
in biological anthropology; (SB)
8. The ability to apply anthropological
knowledge to a variety of practical
situations, personal and professional;
(SB)
D. Transferable Skills:
1. Information retrieval skills in relation
to primary and secondary sources of
information; (SB)
2. Communication & presentation skills
(using oral and written materials and
information technology; (SB)
3. Time planning and management
skills; (SB)
4. Ability to engage in constructive
discussion in group situations and
group work skills; (SB)
5. Statistical& computing methods.
(SB)
Not assessed independently, all are
outcomes of programme specific skills
All modules require the acquisition of
one or more of these skills and instruction
and feedback is provided to students in
relation to their learning and
performance. The School is especially
strong on assisting students in acquiring
IT skills. Group work and communication
skills are particularly encouraged in small
seminar groups where students are
expected to share ideas and discuss
arguments and critical positions, working
sometimes in small groups and
sometimes being required to make
responses as individuals.
For more information on which modules provide which skills, see the module
mapping.
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13. Programme Structures and Requirements, Levels, Modules, Credits and
Awards
The programme is offered on a full-time and a part-time basis. Full-time Students
complete the programme in three years and part-time students normally in six years.
Study on the programme is divided into a number of modules. Single-weighted
modules carry 15 credits and double-weighted modules 30 credits. One credit
corresponds to approximately 10 hours of ‘learning time,’ which includes taught and
supervised classes and all private study and research. The programme is divided into
three stages each comprising 120 credits. Students will normally take modules
equivalent to 60 credits in both terms 1 and 2 and are expected to divide their weekly
workload evenly between all modules. Students must achieve specified requirements
before being permitted to proceed to the next stage. For full-time students each stage
represents an academic year of study. Thus, for a full-time student, each year
involved approximately 1200 hours of learning time. Each module is designated at
one of three ascending levels, Certificate (C), Intermediate (I) or Honours (H). To be
eligible for the award of an honours degree students normally have to obtain 360
credits, at least 210 of which must be Level I or above, and at least 90 of which must
be level H or above.
The structure of the programme is divided into three stages.
At Stage 1 required modules cover basic topics in all aspects of anthropology, as well
as generic academic and study skills. This stage prepares students for the more
advanced and specialised modules at Stages 2 and 3.
In Stage 2 core and subject-specific knowledge and skills are developed. Required
modules provide the necessary grounding in biological anthropology and the
methodological training required for the successful completion of the Stage 3
dissertation module.
In Stage 3 knowledge and skills in the practice of biological anthropology are
consolidated. Students can choose modules alongside their required dissertation
module to contextualisation their knowledge of the broader discipline of
Anthropology.
WILD MODULES: Students may, with approval of the Director of Studies, take up
to 30 credits at Stage 2 and 3 outside of the core modules offered within the School
of Anthropology and Conservation, as long as they are consistent with the main aims
of the programme.
Note: * indicates modules that are non-compensatable and non-condoneable for this
programme.
Code
Title
Stage 1
*Required Modules
SE301
Introduction to Social Anthropology
SE302
Foundations of Biological
Anthropology
5
Level
Credits Term(s)
C
C
30
30
1&2
1&2
SE307
Thinkers and Theories: An
C
Introduction to the History and
Development of Anthropology
SE308
Skills for Anthropology and
C
Conservation
Recommended Modules
SE305
Practical Introduction to Biological
C
Anthropology
SE306
Animals, People and Plants
C
SE309
Violence and Conflict in the
C
Contemporary World
BI307
Human Physiology and Disease
C
OR
BI305
Fundamental Human Biology
C
Stage 2
*Required Modules
SE567
Methodology in Anthropological
H
Science
SE581
Biological Anthropology: The
H
Human Animal
SE582
Comparative Perspectives in Primate H
Biology
Stage 3
*Required Modules
SE533
Project in Anthropological Science
H
Recommended Modules (Stage 2 or 3 unless stated)
SE541
The Evolution of Hominin
H
Behaviour (Stage 3)
SE565
Sex, Evolution and Human Nature
H
(normally Stage 2)
SE566
Human Osteology (Stage 2)
H
SE569
Palaeopathology (Stage 3)
H
SE570
Current Issues in Evolutionary
H
Anthropology (Stage 3)
SE580
Primate Behaviour and Ecology
H
(normally Stage 2)
SE593
The Evolution of Human Diversity
H
(normally Stage 3)
Optional Modules (Stage 2 or 3 unless stated)
DI503
Evolutionary Genetics and
H
Conservation
SE542
Human Ecology
H
SE549
The Anthropology of Health, Illness H
and Medicine
SE568
History of Evolutionary Thought
H
SE575
Medicinal Plants, Traditional
H
Healing, and Drug Discovery
SE585
Anthropology of Eating: From the
H
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15
2
15
1
15
1&2
15
15
2
1 or 2
15
1&2
15
1&2
15
2
15
2
15
1
30
1&2
15
1
15
1
15
15
15
1
1
2
15
2
15
2
15
2
15
15
2
2
15
15
1
1
15
1
Raw to the Cooked
Students may take up to 30 credits of ‘wild’ modules outside of the School.
Appropriate ‘wild’ modules:
PS502
Forensic Archaeology
H
15
2
BI637
Forensic DNA Analysis (normally
H
15
1
Stage 2)
HI724
The Politics of Progress: Science and H
30
1
Social Change, 1815-1895
LW584
Forensic Science in Criminal Trials
H
15
1
LW615
Neuroscience in Law: Forensic,
H
15
1 or 2
Medical and Ethical Aspects
Students may take other ‘wild’ modules options consistent with the programme aims
with the approval of the Director of Studies.
14. Work-Based Learning
Where relevant to the programme of study, provide details of any work-based
learning element, inclusive of employer details, delivery, assessment and support for
students.
 Not Applicable
15. Support for Students and their Learning
 Students are provided with introductory information including access to
handbooks outlining programmes of study within the School and the Faculty as
well as general university information outlining the students' charter and
describing the facilities available on campus. All first year students are enrolled in
an academic skills module (SE308) which covers topics such as plagiarism, good
practice in writing essays and effective exam preparation.
 The School has its own computer room equipped with computers for student use.
These are in addition to the computers available for the general use of students in
common areas such as the library. One member of staff is a technical officer
responsible for IT provision within the School and has special responsibility for
assisting students with IT related problems. The technical officer also offers
support in statistics.
 There is also a biology teaching laboratory. This lab has range of specialist
equipment for use in biological and anthropological science teaching, including
equipment for use in anthropometry and morphometrics, basic molecular biology
equipment, skeletal material and a first rate collection of fossil primate and human
casts, heart rate monitors, and microscopes. These pieces of equipment are used in
taught practical sessions and are also available for use by students for individual
projects.
 The library is well provisioned with anthropological textbooks, current journals,
monographs and new books are regularly ordered so that staff and students can
keep up to date with developments in the discipline.
 All members of staff keep special office hours during the week for any students
who wish to consult them. In addition students are from their initial registration in
the first year all assigned to individual members of staff who act as their tutors
throughout their time at the university. The role of the tutor is to provide advice on
matters ranging from the choice of modules that students should take and general
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academic guidance to personal support in pointing students in the direction of
services which the university can offer the individual.
Among central support services which the university provides are:
1) A Medical Centre on the campus of the university.
2) The Unit for the Enhancement of Learning and Teaching which offers short
sessions on study skills as well as individual advice.
3) A counselling service for students facing personal difficulties.
4) A Careers Office.
5) A Statistics Help Desk
6) Disability and Dyslexia Support Service
16. Entry Profile
Entry Route
For fuller information, please refer to the University prospectus
 Standard offer of 340 UCAS points at A-level (AAB) with flexible offers down to
300 points at A-level (BBB) OR international equivalent OR satisfactory pass in
an approved Foundation or Access programme.
 A-Level Sciences (Biology preferred) or Psychology (B or better).
 International Baccalaureate (IB) 33 points with 17 at Higher level
 BTEC national diploma – 3 Distinctions
 In order to enter directly onto a degree programme foreign students will also need
to demonstrate a proficiency in English.
What does this programme have to offer?
 Biological anthropology draws upon and connects with other disciplines within
the life sciences. As with these, its subject matter is unified by evolutionary
paradigms, and there is a corresponding focus on evolutionary mechanisms and
perspectives. Major, well-defined areas of study include human evolution,
behaviour and ecology, skeletal biology, and primatology. There are also
extensive links to archaeology, psychology and life sciences.
 The programme offers a unique opportunity to study a comprehensive range of
subjects that will prepare students for a variety of careers in related and unrelated
fields.
Personal Profile
 An interest in human or primate biology and/or biologically related systems.
 A willingness to engage in informed debate about current and often controversial
issues relating to the context of humans and other primates and their evolution,
development and environments.
 Suitable levels of numeracy and/or a willingness to develop them.
 A willingness to acquire IT skills.
 A commitment to develop the skills required to analyse real-life problems.
17. Methods for Evaluating and Enhancing the Quality and Standards of
Teaching and Learning
Mechanisms for review and evaluation of teaching, learning, assessment, the
curriculum and outcome standards
 Reliance on external examiners' reports to evaluate the teaching and learning
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standards.
 Compilation of annual reports evaluating the previous year's programme. The
annual report is itself based on evaluations of the teaching of all modules in the
School.
 Scrutiny of student evaluations for each module. In addition to giving numerical
scores relating to teaching and learning the students are also encouraged to write
extensive comments on what they liked and disliked about the module.
 Matters of teaching and learning are also regularly the subject of formal and
informal meetings among members of staff who often teach jointly together and
attend each other's lecture and seminars.
 Individual members of staff sit on national committees that discuss the teaching
and learning of anthropology and report back on discussions to their colleagues.
 Members of staff are actively involved in preparing readers and textbooks for the
teaching of their subject nationally and internationally.
Committees with responsibility for monitoring and evaluating quality and
standards
 A Board of Examiners meets to discuss examination procedures, exam question
papers and the results of exams.
 There is a School Learning and Teaching Committee which receives input from its
own sub-committees and from the Anthropology Academic Committee and
reports to the Faculty Committee of Learning and Teaching which in turn reports
to the University Learning and Teaching Board.
 A staff-student Consultative Committee meets three times a year to discuss
matters relating to teaching and learning. Students are encouraged to bring matters
to the attention of the committee via the Student Rep system.
Mechanisms for gaining student feedback on the quality of teaching and their
learning experience
 In addition to mechanisms mentioned above - committees and students module
evaluations - we encourage students to comment orally on the teaching of modules
mentioning for example aspects of practical work that they have or have not
enjoyed.
 Students have the opportunity to meet with the Programme Convenor (Director of
Studies) several times each year to discuss any problematic issues relating to the
structure or running of the programme.
 Students also have the opportunity to meet with their personal tutor on a regular
basis to discuss any aspect of their academic progress.
Staff Development priorities include:
 All new members of staff are required to take a programme of study leading to a
Postgraduate Certificate in Higher education.
 In addition all new members of staff are assigned mentors or supervisors with
whom they discuss teaching and learning practices and from whom they seek
advice on School learning and teaching procedures.
 The Unit for the Enhancement of Learning and Teaching organises regular inservice short courses and workshops which staff are encouraged to attend.
 There is an annual appraisal system in operation that allows staff the opportunity
to discuss their performance of the previous year and outline their plans for the
coming year.
 Members of staff belong to professional anthropological associations and
regularly attend conferences at which they share information with fellow
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anthropologists from other institutions.
The Anthropology wing of the School holds a regular seminar series for staff and
postgraduates during the year and visiting speakers are invited to discuss their
research.
18. Indicators of Quality and Standards
 Our School is internationally recognised by anthropologists, including those
working in biological anthropology, social anthropology, ethnobiology and
additional sub-fields (e.g. primatology, palaeoanthropology etc). Members of staff
teaching on the programme have active research programmes, resulting in regular
published outputs. Staff are active in developing collaborative research links with
academics at a wider national and international level. Teaching Quality
Assessment: Excellent. Research Assessment Exercise: 5.
 Members of staff regularly sit on national anthropology committees and are
frequently asked to be external examiners for departments of anthropology
nationally and internationally.
The following reference points were used in creating these specifications:
 The national Subject Benchmark Statement for Anthropology (2007). ISBN 9781
844827787:
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Subj
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ect-benchmark-statement-Anthropology-.aspx
The results of the periodic review on anthropology conducted internally within the
university.
The School mission statement.
The School RAE (Research Exercise) statement sent for peer review at a national
level.
The University Plan.
The knowledge and expertise of the biological anthropology teaching staff.
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