Outline

Overview

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

Academic unit	Archaeology
Credit points	6
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
Prohibitions ?	ARCA2605 or ARCO2001
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Amy Way, amy.way@sydney.edu.au
Tutor(s)	Wayne Brennan, wayne.brennan@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Presentation	Tutorial Presentation Spoken Presentation: In-tutorial presentation on the weekly topic. This will be a 10 minute spoken presentation in-class on the tutorial topic of the week. 1,000 wd equivalent, 20% of total mark.	20%	Multiple weeks	10 minutes 1000 word equiv.	AI allowed
Outcomes assessed:
Contribution	Tutorial participation Tutorial participation (10%) RATIONALE: A key aim of this unit is to foster debate on central issues. Participation in the tutorials is essential for this discussion and providing an assessment weighting supports this participation.	10%	Ongoing	-	AI allowed
Outcomes assessed:
Out-of-class quiz	Early Feedback Task #earyfeedbacktask	0%	Week 01 Due date: 08 Aug 2025 at 23:59	Short quiz	AI allowed
Outcomes assessed:
Presentation	Poster Visual presentation on a current news item in the discipline (e.g., destruction of Juukan Gorge site in Western Australia or the raising of Warragamba Dam wall). Presented on A3 paper. 1500 wd equivalent, 30% of total mark.	30%	Week 05 Due date: 05 Sep 2025 at 23:59 Closing date: 12 Sep 2025	Presented on A3 paper. 1500 wd equivalen	AI allowed
Outcomes assessed:
Written work	Essay Essay on a current debate in the discipline (e.g., on the practice of agriculture by First Nations’ ancestors) and evaluating the role archaeological evidence plays in the debate. 2000 words (40% of total mark).	40%	Week 13 Due date: 07 Nov 2025 at 23:59 Closing date: 30 Nov 2025	2000 words	AI allowed
Outcomes assessed:
= early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

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.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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 University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

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.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Course introduction	Lecture and tutorial (3 hr)
Week 02	Invasion and the Historical period	Lecture and tutorial (3 hr)
Week 03	Pre-British contact	Lecture and tutorial (3 hr)
Week 04	Late Holocene changes in the record	Lecture and tutorial (3 hr)
Week 05	First Farmers: the agriculture debate	Lecture and tutorial (3 hr)
Week 06	Mid Holocene	Lecture and tutorial (3 hr)
Week 07	Post LGM	Lecture and tutorial (3 hr)
Week 08	Surviving the last ice age	Lecture and tutorial (3 hr)
Week 09	Pleistocene Islands	Lecture and tutorial (3 hr)
Week 10	Pleistocene Australia: Mungo and megafauna	Lecture and tutorial (3 hr)
Week 11	First People – landing and moving across Sahul	Lecture and tutorial (3 hr)
Week 12	Back to today: CRM and how to work on country	Lecture and tutorial (3 hr)
Week 13	Course summary	Lecture (2 hr)

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

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.

Outcomes
Graduate qualities

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
Learning outcomes

Responding to student feedback

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

This is the first time this unit has been offered.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

ARCO2108: Archaeology of Australia's First Peoples

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links