This course provides an opportunity for students to participate in new learning abroad opportunities, such as faculty-led study tours, offered by the School of Culture, History and Language. This shell course is intended for newly developed in-country classes whose offering is dependent on external circumstances, such as first-time New Colombo Plan funding or government approval, and in-country classes intended as a one-time only offering.

Information on each topic offered within this course will be outlined in the 'Other Information' section, including the topics offered, and information on the unit value, convener, academic session and indicative workload. The topics offered through this shell course will typically be made available through a competitive selection process.

Field schools run within this shell code will be applicable to students enrolled in any postgraduate degree program.

Learning Outcomes

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

1. To develop expertise about relevant theories and concepts related to the field of study
   
2. To understand the practical, empirical, social, and/or individual dimensions of the field of study through field school participation
   
3. To develop communication skills in a variety of formats and to diverse audiences
   
4. To engage with a variety of practitioners and local perspectives across cultural and social differences in respectful and informed ways
   

Recommended Resources

Whether you are on campus or studying online, 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 the whole class, to groups, to individuals, focus groups

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). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	This is a hands-on, archaeological excavation-based course run by staff from the School of Culture, History and Language, ANU, with collaborators from the Research Centre for Archaeological Heritage at the Autonomous University of Barcelona (Ceparq-UAB), Bellaterra, Spain. The main emphasis in this course is the development of competency and familiarization with a range of practical skills associated with archaeological research; particularly excavation, recording and post-excavation analysis This course will provide students the opportunity to acquire a wide range of practical digital skills in recording, such as mapping, artefact analysis and inventorying. With the stress on practical skill development, this intensive field-based course offers the unique opportunity to participate in the excavation of Abric Pizarro, a Neanderthal site in the northeast of Spain, dated to between 60,000-80,000 years ago, comprising one of the few archaeological sites dated to this period worldwide.	Learning outcomesUpon successful completion, students will have the knowledge and skills to: To develop expertise about relevant theories and concepts related to the field of study To understand the practical, empirical, social, and/or individual dimensions of the field of study through field school participation To develop communication skills in a variety of formats and to diverse audiences To engage with a variety of practitioners and local perspectives across cultural and social differences in respectful and informed ways

Tutorial Registration

There are no tutorials

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Teamwork and Daily Participation	10 %	18/09/2026	3,4
Supervised research proposal	55 %	20/10/2026	1,2
Field Skills Competency Demonstration	35 %	18/09/2026	1,2

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

Policies

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 Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

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 ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

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

Teamwork and Daily Participation

Students will be assess on their daily participation during the field school. This includes their participation in collaborative tasks, such as equipment transport, excavation tasks, laboratory tasks and cataloguing.

Rubric

FAIL	PASS	CREDIT	DISTINCTION
No participation in either task	Participates in tasks after being asked to	Participates in tasks willingly	Initiates participation in tasks

Assessment Task 2

Supervised research proposal

Students select a topic related to an aspect of the cultural material or proxies recovered during their fieldwork at Abric Pizarro. They can select topics such as the analysis of stone artefacts, analysis of bone remains, palaeoenvironment, or biomolecular archaeology among others

Your research proposal should include:

-Abstract

-Aims, objectives and research questions

-Background/literature review

-Results obtained for Abric Pizarro or nearby Neanderthal sites addressing the topic

-Discussion of these results significance to address the topic

-Conclusion and proposal of new research line on the topic to be develop in Abric Pizarro or nearby sites

The word count is 4,000 words

Talk to your lecturer about the topic you chose and ask for advice

Rubric

CRITERIA	FAIL	PASS	CREDIT	DISTINCTION	HIGH DISTINCTION
Strong and logical structure. Content tells a coherent story. Criteria weight: 20%	An inconsistent or non-existent structure that is lacking in logic and method. Lacks too many necessary components	An inconsistent structure that is somewhat logical and methodical. Lacks necessary components	Consistent structure that is somewhat logical and methodical. Does not include all necessary components	A structure that is mostly logical and methodical and largely consistent  Includes all necessary components	Well organized with a clear structure that is logical and methodical and consistent. Includes all necessary components
Site background. Aims & objectives. Diagrams and photos. Topic description. Results from published sources. Range and use of bibliographic sources. Correct referencing of bibliographic sources using Harvard style. Criteria weight: 60%	Aims & Objectives poorly expressed and not explained. Lacking background. Results and topic poorly described. Poor use of diagrams, annotations and references providing the reader with insufficient understanding of the methods and results	Aims & Objectives vaguely expressed but not sufficiently explained. Poor background. Topic and results minimally described. Little use of diagrams, annotation and references providing the reader with minimal understanding of the methods and results	Aims & Objectives expressed but not adequately explained. Some background but incomplete. Topic and results partially described; less than accurately or not sufficiently recorded. Some use of diagrams, annotation and references to provide the reader with a partial understanding of the methods and results.	Aims & Objectives clearly expressed but not fully explained. Topic and results are clearly described; accurately but not comprehensively recorded. Good use of diagrams, annotation and references to provide the reader with a clear understanding of the methods and results.	Aims & Objectives clearly expressed and explained. Topic and results clearly described; accurately and comprehensively recorded; some critically analysis. Excellent use of diagrams, annotation and references to provide the reader with a comprehensive understanding of the methods and results.
Discussion. Conclusions. Recommendations Criteria weight: 20%	Little discussion, lacking coherency or comprehension or understanding; Poor or lacking conclusions, inconsistency, poor understanding or confused arguments. Successes and limitations poorly understood or incoherently expressed.	Little discussion, lacking coherency or comprehension or understanding. Few conclusions, lacking consistency, understanding or clear arguments; Successes and limitations vaguely understood or not coherently expressed	Some discussion but lacking coherency or comprehension; Vague conclusions, lacking consistency or clear arguments; Successes and limitations partially understood but not coherently expressed	Logical discussions but lacking complete comprehension;  Clear conclusions, consistently and intelligently argued; Successes and limitations understood and coherently expressed.	Thoughtful, logical, innovative discussions; Some critical analysis; Clear, well-constructed, interesting and intelligently argued conclusions; Successes and limitations well understood, comprehensively and coherently expressed

Assessment Task 3

Field Skills Competency Demonstration

This task comprises students demonstrating their engagement and progress for specific field skills, such as 3D plotting and topography, stratigraphic assessments, wet sieving and material cataloguing. Students will be interviewed and evaluated by the course convenor at the end of week 1 (4/09/2026) and re-evaluated at the end of week 3 (17/09/2026).

Rubric

HAND TOOL AND EXCAVATION (20%)	SIEVING (20%)	STRATIGRAPHIC ASSESSMENT (20%)	FINDS PROCESSING (20%)	FINDS RECORDING (20%)
Some problems in technique. Does not use different tools (25%)	Some problems in technique (25%)	Little understanding (25%)	Problems with labelling and organising material (25%)	Problems with database use. No experience on field recording (25%)
Good skills under supervision. Supervised use of different tools (50%)	Good skills under supervision (50%)	Understanding under supervision (50%)	Correct organization, some problems with labelling (50%)	Good use of database under supervision. Experience on field recording (50%)
Very good skills under some supervision (75%)	Very good skills under some supervision (75%)	Understanding under some supervision (75%)	Correct labelling and organization (75%)	Very good use of database under some supervision. Good skills on field recording (75%)
Excellent skills requiring no supervision with different tools (100%)	Excellent skills requiring no supervision (100%)	Assess effectively under no supervision (100%)	Excellent labelling and organization (100%)	Excellent use of database without supervision. Excellent skills on field recording (100%)

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

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

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

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Canvas site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions 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).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students