• Class Number 3627
  • Term Code 3430
  • Class Info
  • Unit Value 6 units
  • Mode of Delivery In Person
    • Dr Mathieu Leclerc
    • Dr Mathieu Leclerc
  • Class Dates
  • Class Start Date 19/02/2024
  • Class End Date 24/05/2024
  • Census Date 05/04/2024
  • Last Date to Enrol 26/02/2024
SELT Survey Results

The first millennium CE was a turbulent period in western Eurasia: Empires formed and crumbled, new social formations emerged, new technologies were invented, and the seeds of the modern world were planted. In this course, students will explore the shifting social, political and ideological conformations of first millennium CE Europe through the lens of the archaeological record.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

  1. critically evaluate key social, political, and cultural developments in first millennium CE Europe;
  2. analyse the catalysts driving social and economic life in Europe in the first millennium CE;
  3. explain major concepts, sites, and archaeological assemblages in the context of early medieval societies;
  4. think, write and argue with the major concepts, themes and theories relevant to first millennium CE Europe using supporting evidence from the archaeological record; and
  5. engage critically with key debates and controversies in early Medieval European studies.

Research-Led Teaching

Students will carry out independent research on a topic of their choice to produce a scholarly podcast relevant to the course topic. Workshops will focus on the diversity of research methods used to study the first millennium CE in Europe, including hands on work with archaeological materials in some weeks.

Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

Students will be given feedback in the following forms in this course:

  • written comments
  • verbal comments
  • feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session Summary of Activities Assessment
1 Introduction to the course and the prehistoric background
2 Roman frontiers
3 End of Empire
4 Migrations and Invasions 1: The Goths Big Question Project research proposal
5 Migrations and Invasions 2: The Vandals
6 Migrations and Invasions 3: The Franks
7 Pagans and Christians in the Early Middle Ages
8 Al-Andalus and Islamic Europe Big Question Project Annotated bibliography
9 Viking Raiders and Traders
10 Viking Magic and Mounds
11 The Viking World
12 Early Medieval Legacies Big Question Podcast and podcast reflection

Tutorial Registration

Required: on the wattle page

Assessment Summary

Assessment task Value Learning Outcomes

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details


ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Value: 10 %
Learning Outcomes: 1,2,4,5


A variety of required and supplementary readings will be prepared for each week’s topic. You will be required to ‘guide’ the discussion of this material twice during the semester. To do so, you will read not only the required resources, but also the majority of the supplementary readings to gain a fully rounded appreciation of the topic at hand.


You should prepare notes on this material to briefly introduce the Required resources (key points, author’s background, major case studies, how the readings fit with the larger topic).


Using this context, you will:

·      Create a new post on the course forum and include these notes as well as some indicative questions, thoughts or issues you felt needed more clarification;


·      Develop a variety of general and more specific discussion questions for the weekly seminar to encourage your classmates to engage with the reading and discuss it. It's perfectly fine to ask questions you don't have the answer for (encouraged even!) and if you didn't understand something, make a note of it because chances are your classmates didn't either.

Assessment Task 2

Value: 15 %
Learning Outcomes: 1,4,5


You should start thinking early about what you want to focus on for your end of semester research project. You will submit a 500-1000-word proposal which presents your developing ideas about your final project. The proposal has two parts:


A Title (descriptive, interesting, and creative) – This does not need to take the form of a question and probably should not


A description of your research topic, a research question that you will address (only 1!), the significance of the topic to this course, evidence that a sufficient literature exists for your study, why this topic interests you, an outline of your proposed research project, and a list of the sources that you have been able to find thus far.

Assessment Task 3

Value: 25 %
Learning Outcomes: 3,4,5


As you begin to research your research project, you will need to produce an annotated bibliography (examples and helpful resources will be made available on wattle) of key references. This annotated bibliography should be 3-5 pages in length and include at least 15 references. Reference types should include key books, chapters and journal articles.


Your annotations should address (briefly! Complete sentences not required!):

The main points/thesis of the work, effectiveness of the arguments

The author’s authority (eg, what other work in the field has he or she done? What do published reviews say about the work?), point of view, etc.

Contextualisation of the work within its larger field

Relevance to your research topic

Assessment Task 4

Value: 40 %
Learning Outcomes: 1,2,3,4,5


You are required to carry out independent research on a topic of your choice which is relevant to the themes of the course. You will produce a 15-minute podcast that identifies and digs into a clear research question developed to give insight into the archaeology of Europe in the first millennium CE. You should use clear and explicit case studies of archaeological material to support your argument.


Your podcast should do more than just describe this body of research: it should expand on it to argue a point which increases our understanding. You should choose a single, clear case study to apply your ideas.


For the podcast, you need to:

Outline the history of research - set the scene, how did we get here? who are the big players? what are the primary interpretations?

Present your own approach. Why do you think this is an important topic/approach for the present and future of European archaeology? What are we learning? What don't we know? What are the major conflicts? Are they resolvable?

Develop a clear case study 

Assessment Task 5

Value: 10 %
Learning Outcomes: 4,5


Your podcast should be accompanied by a 1000-word reflective statement that both explains the aims of your podcast, the choices you made in developing it and how (or whether) you felt the process improved your understanding of European prehistory.


This reflective statement should be written to the highest academic standards and, if appropriate, fully and completely referenced (reference lists will not count towards the word count).

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.


The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

  • Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
  • Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

Dr Mathieu Leclerc

Research Interests

European Archaeology, Material Culture Studies, Social Theory

Dr Mathieu Leclerc

By Appointment
By Appointment
Dr Mathieu Leclerc

Research Interests

Dr Mathieu Leclerc

By Appointment
By Appointment

Responsible Officer: Registrar, Student Administration / Page Contact: Website Administrator / Frequently Asked Questions