Outline

Overview

This unit provides in-field archaeological experience. The course consists of a combination of classroom tuition, hands-on activities, and/or practical skills development. Activities can include museum or site visits, survey and excavation, and material culture analysis. The content and nature of the experience will be based in departmental research areas. Fieldwork opportunities can be based in Australia or overseas.

Unit details and rules

Academic unit	Archaeology
Credit points	6
Prerequisites ?	TEST
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	Basic understanding of archaeological methods and materials.
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Amy Way, amy.way@sydney.edu.au
Lecturer(s)	Lesley Beaumont, lesley.beaumont@sydney.edu.au
	James Flexner, james.flexner@sydney.edu.au
	Stavros Arthur Paspalas, stavros.paspalas@sydney.edu.au
	Charlotte Feakins, charlotte.feakins@sydney.edu.au
Tutor(s)	Wayne Brennan, wayne.brennan@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Assessment 3: Post-fieldwork essay Essay	60%	- Due date: 23 Sep 2024 at 23:59	2500 words
Outcomes assessed:
Small continuous assessment	Assessment 2: Fieldwork Log Field notebook/Academic Journal	20%	Ongoing Due date: 29 Jul 2024 at 23:59	1000 words
Outcomes assessed:
Assignment	Assessment 1: Preparation Report Consulting Reports & Legislative framework which guides archaeology in NSW.	20%	Week 11 Due date: 30 Aug 2024 at 23:59	1000 words
Outcomes assessed:

Assessment summary

Please refer to Canvas for further information.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	An authoritative and highly effective response that engages with the full implications of the question. The issues and methodology are set out clearly, critical arguments are exceptionally well-developed, and there is a clear and complete understanding of the material and vocabulary/terminology. Case studies will relate directly to the question. Evidence is provided of wide-ranging and insightful use of relevant literature, some of which has been located by the student. 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. The conclusion expresses the candidate's independent jusdgement in a mature way. 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.
Distinction	75 - 84	A sharply-focused 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, and different arguments are presented critically, with a good understanding of the material and vocabulary/terminology. Case studies will relate clearly to the question. Critical use of relevant literature is made, showing ability to make comparison between different secondary interpretations and to quote/reference aptly. A considerable degree of independent thought is demonstrated, and an understanding of the nature and complexity of archaeological data, methodologies and interpretation. The assignment concludes with a synthesis which is not just a summary, and shows some independence of view. Accurate and lucid English expression is evident , with very few errors of form or style. Apprpriate use of citations and bibliography.
Credit	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. Case studies will be used and evaluated. Use of relevant literature will show an ability to make comparisons between different interpretations and to quote/reference aptly. The essay will demonstrate some intellectual independence, perhaps drawing on ideas from outside the course; it will show an awareness of the nature and complexity of archaeological data, methodologies and interpretation. The conclusion will summarise the positionon argued and show some critical awareness of relevant issues. A good standard of written English is maintained, with few errors of form or style. Appropriate use of citations and bibliography.
Pass	50 - 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 a critical argument, using an appropriate range of vocabulary. Case studies will be used and discussed. Use and reference of several sources, but mainly through summary rather than analysis and comparison. There will be limited evidence of original thought; the essay may suggest an awareness of the nature and complexity of archaeological data, methodologies and interpretation. The conclusion will summarise the position argued. Moderately good English expression, with room for improvement in matters of style and/or grammar and punctuarion; some error and/or omissions in citation and bibliography.
Fail	0 - 49	An essay that may not fully understand the question, that may include factual errors and that does not use the appropriate vocabulary. 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. Unsophisticated writing with errors of grammar, syntax, spelling and punctuation; may use inappropriate or inaccurate language. Limited bibliography ad/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.

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.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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	Learning outcomes
-	Learning cultural heritage mapping skills. Dates: 15-19 July (9am – 12 noon). Location: Archaeology Hub, on campus. See Canvas site for more details.	Block teaching (15 hr)
-	Cultural heritage mapping in the field. Dates: 22 -27 July. Location: Nowley Farm, 608 Howes Hill Road, Spring Ridge NSW 2343. See Canvas site for more details.	Block teaching (40 hr)

Attendance and class requirements

Attendance: students are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board which will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.
Lecture recording: Lectures will be recorded where and when possible and made available to students on the LMS. However, you should not rely on lecture recording to substitute your classroom learning experience.
Preparation: students should commit to spend approximately three hours’ preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.

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.

Required readings

See Canvas Module on Readings.

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. demonstrate a clear understanding of the methodologies employed by archaeologists
LO2. develop an ability to understand and interpret sites and artefacts in terms of social life in the past and present
LO3. apply theoretical knowledge to practical contexts
LO4. demonstrate a sophisticated ability to access, organise, and communicate knowledge in written English
LO5. work effectively as part of a team, and to collaborate with the local community.

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.

No changes have been made since this unit was last offered.

Additional information

Work, health and safety

Fieldwork safety briefing will be carried out before commencement of fieldwork.

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

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

ARCO3404: Archaeology in the Field

Intensive June - July, 2024 [Block mode] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links