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Unit of study_

ARCO2108: Archaeology of Australia's First Peoples

Semester 2, 2023 [Normal day] - Camperdown/Darlington, Sydney

This unit focuses on the central questions asked in Australian archaeology. We prioritise topics such as community-based archaeology, decolonisation and how the past informs contemporary issues, providing requisite knowledge for working in the archaeological sector in Australia. Following the stratigraphic sequence of an archaeological excavation, this subject moves from the present through British invasion and into the deep past to reveal the layers of extraordinary capacity, diversity and complexity of Australia's First Peoples.

Unit details and rules

Unit code ARCO2108
Academic unit Archaeology
Credit points 6
Prohibitions
? 
ARCA2605 or ARCO2001
Prerequisites
? 
12 credit points at 1000 level in Archaeology or (6 credit points at 1000 level in Archaeology and 6 credit points at 1000 level in Anthropology, Geography, Ancient History or Geoscience)
Corequisites
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Amy Way, amy.way@sydney.edu.au
Type Description Weight Due Length
Presentation Tutorial Presentation
15 minute spoken presentation and written submission (1000wds)
25% Please select a valid week from the list below 1000 wds, 15 mins.
Outcomes assessed: LO1 LO4
Assignment Poster
A3 Poster
35% Week 06
Due date: 06 Sep 2023 at 23:59
1500 wd equivalent
Outcomes assessed: LO2 LO4
Assignment Essay
Critical essay on a topic presented in the course.
40% Week 13
Due date: 03 Nov 2023 at 23:59
2000 wds
Outcomes assessed: LO1 LO4 LO3 LO2

Assessment summary

  • Tutorial Presentation: The student will be assigned a tutorial topic. The student is required to present a spoken and written summary of this topic.
  • Essay: The student will prepare a critical essay on a topic of their choice from the list of course topics.  
  • Poster: The student will prepare an A3 poster on a topic of their choice from the list of course topics. 

Detailed information for each assessment can be found on Canvas.

Assessment criteria

Result name Mark range Description
HD 85-100 An authoritative and highly effective response that engages with the full implications of the question. Clearly set out and exceptionally well developed. A considerable degree of independent thought and interpretation is demonstrated, as is an understanding of the full nature and complexity of archaeological data, methodologies and interpretation. Expression is efficient and lucid, without unnecessary complication; in the highest range of this grade expression will be scholarly and elegant. Faultless presentation of citations and bibliography; judicious use of academic conventions.
D 75-84 A sharply-focussed answer that engages with many of the implications of the question and maintains a sophisticated level of analysis throughout. The problem(s) and method of approach are set out clearly. A considerable degree of independent thought is demonstrated, and an understanding of the nature and complexity of archaeological data, methodologies and interpretation. Accurate and lucid English expression is evident, with very few errors of form or style.
Appropriate use of citations and bibliography.
C 65-74 An essay that engages with the question effectively and concisely. The structure of the essay will be clear and will develop a critical argument, using an appropriate range of vocabulary.  The essay will demonstrate some intellectual independence, perhaps drawing on ideas from outside the course. A good standard of written English is maintained, with few errors of form or style. Appropriate use of citations and bibliography.
P 56-64 Sound and competent work which covers the basic subject matter and which understands the question. The structure of the essay will be evident and will show some critical argument, using an appropriate range of vocabulary. Mostly summary rather than analysis and comparison. Limited evidence of original thought; the essay may suggest an awareness of the nature and complexity of archaeological data, methodologies and interpretation. Moderately good English expression, with room for improvement in matters of style and/or grammar and punctuation; some errors and/or omissions in citation and bibliography.
low P 50-55 Sound and competent work which covers the basic subject matter and which mostly understands the question. The structure of the essay will be evident and will show an argument, using an appropriate range of vocabulary. Mostly summary rather than analysis and comparison. Very limited evidence of original thought. Moderately good English expression, with a lot of room for improvement in matters of style and/or grammar and punctuation; several errors and/or omissions in citation and bibliography.
F 0-49

An essay that does not fully understand the question. The structure of the work is not evident. Case studies may be inappropriate or not used. Limited use of secondary sources and no critical comparison of them. The essay will demonstrate no direct evidence of original thought, and little or no awareness of the nature and complexity of archaeological data, methodologies and interpretation. The assignment deals with some of the relevant issues but treats them superficially and is too descriptive. The essay may include factual errors and does not use the appropriate vocabulary. Unsophisticated writing with errors of grammar, syntax, spelling and punctuation; may use inappropriate or inaccurate language. Limited bibliography and/or inconsistent citation.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work. The penalty will be calculated by first marking the work, and then subtracting 5% of the maximum awardable mark for each calendar day after the due date. For work submitted more than ten calendar days after the due date a mark of zero will be awarded.

Academic integrity

The Current Student website  provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.  

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 Course introduction Lecture and tutorial (3 hr) LO1
Week 02 Invasion and the Historical period Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 03 Pre-British contact Lecture and tutorial (3 hr) LO1 LO3 LO4
Late Holocene Lecture and tutorial (3 hr) LO1 LO2 LO3
Week 05 First Farmers: the agriculture debate Lecture and tutorial (3 hr) LO1 LO2 LO3
Week 06 Mid Holocene Lecture and tutorial (3 hr) LO1 LO2 LO3
Week 07 Post LGM Lecture and tutorial (3 hr) LO1 LO2 LO3
Week 08 Surviving the last ice age Lecture and tutorial (3 hr) LO1 LO2 LO3
Week 09 Pleistocene Australia: Mungo and megafauna Lecture and tutorial (3 hr) LO1 LO2 LO3
Week 10 Pleistocene islands Lecture and tutorial (3 hr) LO1 LO2 LO3
Week 11 First People – landing and moving across Sahul Lecture and tutorial (3 hr) LO1 LO2 LO3
Week 12 Back to today: CRM and how to work on country Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 13 Course summary Lecture and tutorial (1 hr) LO1 LO2 LO3

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. LO1: Gain an understanding of the diversity of Australia’s archaeological record, and its relevance to a variety of contemporary issues, from climate change to decolonisation.
  • LO2. LO2: Develop capability to understand and analyse archaeological data, and to interpret these data as evidence for past lives.
  • LO3. LO3: Apply complex and critical thinking to understand the relationships between people, environment, materials, and society.
  • LO4. LO4: Develop capability as independent learners and researchers, demonstrating the ability to communicate complex ideas in a sophisticated manner.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

This section outlines changes made to this unit following staff and student reviews.

This is the first time this unit has been offered.

Disclaimer

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