Graduate Certificate of Ancient History
AHIS19CTV1
| Minimum number of credit points | 16 |
| Minimum number of credit points at 600 level | 8 |
| Minimum number of credit points at 800 level or above | 8 |
| Completion of other specific minimum requirements as set out below |
In order to graduate students must ensure that they have satisfied all of the general requirements of the award.
Specific minimum requirements:
Credit points
600 level
800 level
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
| AQF Level | Level 8 Graduate Certificate |
| CRICOS Code | 084522A |
| Overview and Aims of the Program | Graduates in the Graduate Certificate of Ancient History will have broad knowledge in this discipline and skills for further learning. Students in this program will have the opportunity to gain advanced and integrated understanding of a complex body of knowledge in a range of the disciplines offered: Ancient Greece, Rome, Ancient Egypt, Ancient Israel, Early Christianity, Coptic Studies, and Ancient Languages. In addition to the coursework offered through a program of seminars, students may conduct research in their chosen field. Students may enroll in the program in internal or external modes. The program will cater for students who wish to further their studies from their love of Ancient History, support specific professional development (eg. teachers), and prepare students for entry to the Master of Ancient Hsitory. Foundational units are offered for students who enter the program without a relevant major in their degree. Students may advance from the Graduate Certificate into the Graduate Diploma or Master of Ancient History. |
| Graduate Capabilities | The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows: Interpersonal or social capabilities |
| Program Learning Outcomes | By the end of this program it is anticipated you should be able to: KNOWLEDGE AND UNDERSTANDING 1. demonstrate a specialised body of knowledge in Ancient History that includes the understanding of recent developments in one or more of the following disciplines: Ancient Greece, Rome, Ancient Egypt, Ancient Israel, Early Christianity, Coptic Studies, Ancient Languages (K) 2. apply knowledge of research principles and methods relevant to Ancient World studies in one or more of the fields of archaeology; art and architecture; epigraphy; historiography, language and literature; material culture; numismatics (K) 3. understand, respect and display professional (academic), ethical and sustainability principles and values (E) SKILLS AND CAPABILITIES 4. conceptualize, apply, analyze, synthesize, and/or evaluate theoretical, methodological, historical and linguistic information about ancient Egypt and/or the Near East and/or Greece and/or Rome and/or Late Antiquity and scholarship on these cultures gathered from, or generated by, observation, experience, reflection, reasoning, or communication (K, T) 5. integrate knowledge, imagination (looking at ideas and concepts from meaningful original perspectives, and evaluation (employing critical thinking) as a foundation for creative learning behaviour (K, T) 6. utilize clear, coherent, evidence-based communication in the exposition of knowledge and ideas about Ancient History studies (K, C) APPLICATION OF KNOWLEDGE AND SKILLS 7. utilize effectively appropriate research methods and tools, balancing creativity and initiative with knowledge of the subject and scholarship (P) 8. demonstrate professionalism in the application of knowledge and skills (J, E). |
| Learning and Teaching Methods | We expect our students to engage with learning and achieve the learning outcomes through: • Acquisition: production of assessment tasks designed to develop and integrate knowledge and skills and support their application. • Practice: independent and in-class practice to reinforce knowledge and skills. • Discussion: teacher-led discussion of key historical features and themes pertaining to the study of Ancient History. • Collaboration: collaboration in group activities. • Production: critical engagement with primary/secondary evidence and material culture (especially at advanced levels). • Inquiry: inquiry within the research component of assessment tasks (especially at advanced levels). Across this program we employ blended learning to support these processes. Production of assessments, collaborative work, and discussions of historical features and themes pertaining to the study of Ancient History are coordinated using iLearn sites in combination with class-room teaching. We focus on ancient evidence as artefacts, incorporating extensive analysis of documentary materials (inscriptions, papyri, ostraca, etc.) as well as literary texts and material culture. This broad spectrum of information provide the basis for critical engagement and inquiry into the significance of historical features and themes for the study of relevant ancient cultures, pursued. Ancient languages are available as options and are taught through close analysis of the grammar and syntax of relevant texts. |
| Assessment | The assessment methods used to assess learning outcomes vary in some respects according to the special demands of individual units. The methods used across the program (not in every unit) may be summarized as follows: • Tests on ancient language grammar and syntax assess foundational knowledge and skills. • Formal tutorial participation (incorporating directed discussion of questions set for each meeting or online forum) as well as individual and/or group presentations assess the integration of foundational knowledge and skills. • Evidence-based analyses and essays test not only the integration of foundational knowledge and skills, but also foster the creative application of historical skills and analysis of ancient cultures. • Final examinations allow students to demonstrate their overall command of unit content. Assessment tasks are carefully graduated to guide and focus engagement with the learning outcomes. Carefully scaffolded and sequenced assessment tasks are a feature (including low-risk activities, encouraging regular practice and reinforcement of knowledge and skills and their integrated application. Modified development of content across assessments is also important to this program's methodology, with a view to systematic development of control over the learning outcomes. The assessment regime is designed to account for both assessment of learning and assessment for learning. In-class or online quizzes periodically test student control over foundational knowledge and skills. Evidence-based oral and/or written exercises provide both a process by which students can learn to integrate the foundational knowledge and skills and an opportunity to assess their competency in this area. Textual, documentary and material analyses and essays continue to assess foundational knowledge and historical skills. They also require students to put these skills to new uses by formulating arguments and applying their communicative and analytical skills creatively in a broader context. Final examinations are not normally required: they may be utilized (eg in language units) to provide a summative assessment of command over unit content. Naturally enough, this assessment regime encourages and rewards regular and systematic learning. Specific assessments also foster independent investigation, the development of research skills, and reflection on the significance of historical features and themes for the study of relevant ancient cultures. To this end, regular practice and revision of knowledge and skills are crucial. The program deploys early low-risk assessments, major research-based assessments, and final overview-assessments. |
| Recognition of Prior Learning | Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. Information can be found at: https://mq.edu.au/rpl |
| Support for Learning | Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus. |
| Program Standards and Quality | The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability | Graduates of this program receive a qualification that will enhance their employment opportunities in all areas of the public service and private enterprise. In the face of unprecedented change and uncertainty at both a local and global level, organisations are seeking graduates who can think critically and react positively to these changes. Graduates are in an ideal position to meet this challenge with their ability to think independently, reason logically, and communicate clearly. Our graduates have gone on to become: • diplomats • publishers • writers • museum curators • journalists • public servants • consultants • archivists • librarians • politicians • public relations advisers • media managers • policy advisers • marketing generalists • producers • researchers. |
| Assessment Regulations | This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
| Accreditation | This is an Australian Qualifications Framework (AQF) accredited qualification. |
Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.
Inherent requirements for Macquarie University programs fall under the following categories:
Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.
Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.
Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements