AQA 7016 SP 2017

DRAFT SPECIFICATION AS ARCHAEOLOGY DRAFT 7016 Specification For teaching from September 2017 onwards For AS exams in 2018 onwards Version 0.1 July 2016 DRAFT SPECIFICATION AS Archaeology DRAFT 7016 AS exams June 2018 onwards Version 0.1 July 2016 Contents Introduction 1.1 Why choose AQA for AS Archaeology 1.2 Support and resources to help you teach 1.3 Draft specification DRAFT SPECIFICATION Specification at a glance 2.1 Subject content 2.2 Assessments 5 7 Subject content 3.1 Archaeology in practice 3.2 Themes in world archaeology: depth study 3.3 Themes in world archaeology: breadth studies Scheme of assessment 4.1 Aims 4.2 Assessment objectives 4.3 Assessment weightings General administration 5.1 Entries and codes 5.2 Overlaps with other qualifications 5.3 Awarding grades and reporting results 5.4 Re-sits and shelf life 5.5 Previous learning and prerequisites 5.6 Access to assessment: diversity and inclusion 5.7 Working with AQA for the first time 5.8 Private candidates 13 14 19 19 19 20 21 21 21 21 21 22 22 22 23 Visit aqa.org.uk/7016 for the most up-to-date specification, resources, support and administration DRAFT SPECIFICATION Are you using the latest version of this specification? • • You will always find the most up-to-date version of this specification on our website at aqa.org.uk/7016 We will write to you if there are significant changes to the specification Visit aqa.org.uk/7016 for the most up-to-date specification, resources, support and administration AS Archaeology DRAFT 7016 AS exams June 2018 onwards Version 0.1 July 2016 Introduction 1.1 Why choose AQA for AS Archaeology DRAFT SPECIFICATION Archaeology is a great way to explore the past It also helps develop valuable skills to ensure your students stand out from the crowd Higher education and businesses value the independent research, teamwork, leadership and project management skills you’ll help your students to develop You can find out about all our Archaeology qualifications at aqa.org.uk/archaeology 1.1.1 A specification designed for you and your students This new qualification retains much of the content that we know you and your students enjoy Topics are clearly and logically structured and learning includes: • an understanding of the nature of archaeological evidence and what examining such evidence can tell us about past human societies • an understanding and practical application of archaeological techniques, including contemporary techniques • the practice of responsible archaeology • how to analyse archaeological material and data 1.1.2 Clear, well structured exams, accessible for all To enable your students to show their breadth of knowledge and understanding, we’ve created a simple and straightforward structure and layout for our papers, using a mixture of question styles 1.2 Support and resources to help you teach We’ve worked with experienced teachers to provide you with a range of resources that will help you confidently plan, teach and prepare for exams 1.2.1 Teaching resources Visit aqa.org.uk/7016 to see all our teaching resources They include: • specimen papers and mark schemes to show the standards required and how your students’ papers will be marked • sample schemes of work and teacher guides to help you plan your course with confidence • a phone and email based subject team to support you in the delivery of the specification • training courses to help you deliver AQA archaeology qualifications 1.2.2 Preparing for exams Visit aqa.org.uk/7016 for everything you need to prepare for our exams, including: • past papers, mark schemes and examiners’ reports • specimen papers and mark schemes for new courses Visit aqa.org.uk/7016 for the most up-to-date specification, resources, support and administration • Exampro: a searchable bank of past AQA exam questions • example student answers with examiner commentaries 1.2.3 Analyse your students' results with Enhanced Results Analysis (ERA) Find out which questions were the most challenging, how the results compare to previous years and where your students need to improve ERA, our free online results analysis tool, will help you see where to focus your teaching Register at aqa.org.uk/era 1.2.4 Keep your skills up-to-date with professional development Wherever you are in your career, there’s always something new to learn As well as subject specific training, we offer a range of courses to help boost your skills • Improve your teaching skills in areas including differentiation, teaching literacy and meeting Ofsted requirements • Prepare for a new role with our leadership and management courses You can attend a course at venues around the country, in your school or online – whatever suits your needs and availability Find out more at coursesandevents.aqa.org.uk 1.2.5 Help and support Visit our website for information, guidance, support and resources at aqa.org.uk/7016 If you'd like us to share news and information about this qualification, sign up for emails and updates at aqa.org.uk/from-2017 Alternatively, you can call or email our subject team direct E: archaeology@aqa.org.uk T: 0161 958 3861 1.3 Draft specification This draft qualification has not yet been accredited by Ofqual It is published to enable teachers to have early sight of our proposed approach to AS Archaeology Further changes may be required and no assurance can be given that this proposed qualification will be made available in its current form, or that it will be accredited in time for first teaching in September 2017 and first award in August 2018 Visit aqa.org.uk/7016 for the most up-to-date specification, resources, support and administration DRAFT SPECIFICATION For information about results, including maintaining standards over time, grade boundaries and our post-results services, visit aqa.org.uk/results AS Archaeology DRAFT 7016 AS exams June 2018 onwards Version 0.1 July 2016 Specification at a glance This qualification is linear Linear means that students will sit all their exams at the end of the course 2.1 Subject content DRAFT SPECIFICATION Core content Archaeology in practice (page 9) Themes in world archaeology: depth study (page 13) Themes in world archaeology: breadth studies (page 14) 2.2 Assessments Paper What's assessed • Section A: Archaeology in practice • Section B: Themes in world archaeology: depth studies • Section C: Themes in world archaeology: breadth studies How it's assessed • Written exam: hours • 100 marks • 100% of AS Questions A combination of multiple choice, short response and extended writing questions Visit aqa.org.uk/7016 for the most up-to-date specification, resources, support and administration DRAFT SPECIFICATION Visit aqa.org.uk/7016 for the most up-to-date specification, resources, support and administration AS Archaeology DRAFT 7016 AS exams June 2018 onwards Version 0.1 July 2016 Subject content 3.1 Archaeology in practice This section of the specification has been updated to take account of the dramatic impact of scientific techniques, particularly in reconnaissance and post-excavation and dating, and the impact of new discoveries on our understanding of human evolution DRAFT SPECIFICATION 3.1.1 The nature and types of archaeological evidence This section underpins all other parts of the specification Students should be familiar with the range of artefacts, features and environmental evidence most commonly encountered in the archaeological record and which are used to construct accounts of past human activity They should be able to explain and illustrate their value and limitations both generally and in given scenarios They should be familiar with the evidence available in a range of different types of sites including burials (including human remains), buildings and other structures, sites and settlements, botanical and faunal remains and landscapes Students should understand that the principle of stratification is central to all archaeological investigation and the key concept of archaeological context (referring to the layer in which archaeological material is found) Students should become able to understand and translate the recording formats found in site reports These include maps, plans, sections and matrices, photographs and drawings, data tables for ecofacts and artefacts, summative dating tables and written reports Students should understand the value of secondary sources used by archaeologists, particularly for desktop surveys They should be able to understand and translate from maps, plans, photographs (including aerial photography), illustrations, historic accounts and records and written sources 3.1.2 Site formation processes The archaeological record is never static and archaeologists need to understand the processes which shape the evidence from the past which is available to study These are termed transformation or formation processes • Transformation processes: • formation processes • post-depositional processes • recovery processes • How material entered the archaeological record: • behavioural processes ‒ how was material acquired and used by humans • depositional processes ‒ how was it discarded or became buried • curation and structured deposition • The natural (N-transforms) and cultural (C-transforms) factors which impact on archaeological sites and materials: • taphonomy • The impact of decisions taken by archaeologists including selection, available technology and specialists Visit aqa.org.uk/7016 for the most up-to-date specification, resources, support and administration 3.1.3 Discovery and survey • Desktop survey: • historic accounts and illustrations • old maps and plans • antiquarian accounts • documentary collections and databases • photographic collections • oral accounts • Geographic Information Systems (GIS) • OS maps • archaeological reports • Landscape survey: • surface survey including transects • field walking including set up and process • micro-contour survey • standing building survey • the use of total stations and GPS systems • sampling techniques (random, stratified, systematic and stratified-systematic) • coring, augering and shovel-pit testing • geochemical prospection (phosphate, lipids and heavy metals) • Geophysical survey: • resistivity • magnetometry including the use of Caesium Magnetometers and use in underwater survey • Ground Penetrating Radar (GPR) • metal detectors • sonar • Remote sensing: • aerial photography including the identification of vertical and oblique photographs, crop, soil and parch marks, shadow sites • lidar • satellite survey 3.1.4 Excavation, recovery and on-site recording This section focuses on the destruction of the archaeological record through excavation and its translation into the archives and reports of the record preserved by archaeologists Archaeological sites are individual and once excavated are lost Students should understand the reasons for excavation and the strategies employed by archaeologists to recover as much data as possible from the process • Archaeological decision making: • reasons for excavation: rescue, salvage and research • ethical considerations and local community issues • excavation strategy • preservation ‘in situ’ and ‘preservation by record’ 10 Visit aqa.org.uk/7016 for the most up-to-date specification, resources, support and administration DRAFT SPECIFICATION This section covers the range of ways that archaeological sites and landscapes are discovered, explored and recorded without excavation Students will need to understand the principles underlying each method and their value and limitations to archaeology, both generally and in given scenarios: DRAFT SPECIFICATION AS Archaeology DRAFT 7016 AS exams June 2018 onwards Version 0.1 July 2016 • Principles of excavation: • stratigraphy and context • ethical considerations and local community issues • excavation strategies including identification of trial trenching, test pits/sondages, open area, box grid, trenches, planum method, block lift and micro-excavation • Process of excavation: • tools and techniques • recovery of artefacts and environmental evidence including sieving, metal detection and flotation • features, sections and cuts • issues related to standing buildings • issues related to underwater or waterlogged sites • issues related to urban contexts • recovery of human remains including techniques and ethical considerations • on-site ‘first aid’ for fragile finds and materials • Recording of excavation: • context sheets, section drawings and plans • photographs and digital records • note books • site matrix 3.1.5 Post-excavation analysis This section focuses upon the techniques used by archaeologists to analyse and record the most common types of material recovered from the archaeological record Students should understand the principles behind each technique and their value and limitation, both generally and in given scenarios Students should be able to translate from the most common types of illustration and tables produced by archaeologists • Processing of finds and samples: • stabilising and conserving finds and materials • cleaning • initial sorting and use of reference materials • use of specialists and the nature of their reports • Analysis of lithics, ceramics and metals: • visual examination including use of microscopes and SEM • categorisation by physical properties and typology • characterisation including petrology • identification of manufacturing techniques including use of x-rays • drawing finds process and what it can reveal; comparison with photographs • Analysis of organic materials: • the nature of organic materials and reasons for their survival • analysis and recording of organic artefacts • animal bones: sexing and ageing and how numbers and size are calculated and recorded • microfauna and their value in reconstructing environments • soils and sediments • analysis and recording of plants and pollen and their value in reconstructing past environments including interpretation of common graphs and tables • Analysis of human remains: • hard and soft tissue Visit aqa.org.uk/7016 for the most up-to-date specification, resources, support and administration 11 • analysis of age, sex, disease and trauma, diet, lifestyle and cause of death • DNA analysis for relationships and population studies • Analytical techniques from physics and chemistry: • basic principles and value and limitations of characterisation and trace-element analysis using x-ray fluorescence, spectrometry and neutron activation analysis • basic principles and value and limitations of organic residue analysis including lipid analysis • basic principles and value and limitations of isotope studies into diet and sources of material and populations This section focuses upon the principles and techniques used to date archaeological sites and materials Students need to understand the principles underpinning each technique and their value and limitation, both generally and in given scenarios Students should be able to translate from the most common types of dating tables produced by archaeologists • Relative dating: • archaeological periods and their relationship to geological and historical periods • historical dating, superposition and the terms Terminus Post Quem and Terminus Ante Quem • typology and seriation • archaeological cultures • pollen and faunal dating • obsidian hydration • Absolute dating: • dendrochronology • varves, sea cores and ice cores • radiocarbon dating including the application of Bayesian statistical methods • thermoluminescence dating • potassium Argon dating • calibration of radiometric techniques 3.1.7 Interpretation This section focuses on the techniques archaeologists use to make sense of archaeological data in order to construct accounts of what life was like in the past, including how tools were used and what people believed Students need to understand the principles behind these techniques and their value and limitation, both generally and in given scenarios They need to be able to apply this understanding synoptically alongside an understanding of archaeological methods in order to explain and assess reasons for different interpretations by archaeologists • Identification and interpretation of patterns: • repeated patterns including both faunal assemblages and assemblages of artefacts • signatures of different activities • analysis based on stratigraphy or site formation processes including the concept of palimpsests and taphonomic studies • spatial patterns including inter-site and intra-site analysis and activities in ‘off-site areas’ or the ‘taskscape’ • The use of analogies in archaeology: • historical analogies • ethnographic analogies and ethnoarchaeology • analogies from animal behaviour 12 Visit aqa.org.uk/7016 for the most up-to-date specification, resources, support and administration DRAFT SPECIFICATION 3.1.6 Dating AS Archaeology DRAFT 7016 AS exams June 2018 onwards Version 0.1 July 2016 • experimental archaeology 3.2 Themes in world archaeology: depth study This topic develops students' knowledge and understanding of the culture of a particular past human society based on what archaeological evidence can tell us The economic basis and settlements of each culture must be studied along with four other key areas: DRAFT SPECIFICATION • • • • social organisation and why this may have developed the belief system(s) and rituals art technology Students will study the prescribed archaeological context below This is made up of the five prescribed sites or pairs of sites also listed below An archaeological context in defined as a time span and place where the activity of a past human society can be studied using data, buildings, artefacts and remnants left behind The archaeological context we have selected for the AS depth study is pre literate to ensure that all students can focus upon physical evidence It has distinctive art and ritual practices associated with it The study of this depth context will give students a foundation in understanding European prehistory This understanding will be further developed via their breadth study, either through the study of later periods in Europe or through contrasting study of contexts on other continents 3.2.1 The Ice Age settlement of central and western Europe Prescribed sites: Rock shelters and caves of the Vézère Valley Dolní Věstonice and Pavlov Pincevent and the Paris Basin Stellmoor-Meiendorf Star Carr This context is best known for the cave art of France and Spain It also saw the spread of a rising population of humans northwards into hostile habitats and the development of new kinds of tools, weapons and settlements The most well known debate, which links art and beliefs, continues to be around the nature and meaning of cave art and associated carvings on stone, bone, ivory and antler The use of ethnographic analogies for shamanism have been particularly influential both for cave sites and the later hunting sites of northern Europe Another key debate revolves around whether the survival and expansion of human populations was due more to technological innovations such as fish-hooks or social adaptations such as division of labour, specialisation and long distance networks The selection of prescribed sites reflects both key developments during this period as well as accessibility in terms of resources The sites of the Vézère Valley and those of the Dolní Věstonice complex enable exploration of different modes of adaptation at the height of the Ice Age and to compare and contrast evidence for religion, art and social organisation Pincevent and related sites and the Stellmoor complex represent movement away from core areas by pioneer groups and different adaptation strategies for survival in tundra conditions Star Carr, represents the final stage Visit aqa.org.uk/7016 for the most up-to-date specification, resources, support and administration 13 in this process as the ice retreated to be replaced with more wooded environments in the early Mesolithic Europe Key methodological links include the challenges of excavating in deeply stratified caves, rock shelters and wet sites and the associated problems of recovery and preservation Ethnography and experimentation has been particularly influential in interpretations The impact of scientific techniques is particularly evident in the application of DNA studies to determine the direction of human migration and to establish the relationships between early European populations AS students will complete one breadth study This breadth study must focus on a single thematic area and extend across a minimum of three archaeological contexts, though centres may draw from more than three archaeological contexts if they wish Each archaeological context must cover a minimum of five sites which schools and colleges choose themselves Ensure that the chosen sites collectively provide sufficient examples to discuss all the concepts and issues listed under the selected themes, can be used to compare and contrast between societies, and also discuss continuity and change over time Schools and colleges must choose from the list of prescribed breadth contexts below Note that certain archaeological contexts are not suitable for studying particular themes Guidance about which archaeological contexts can be used to study each theme is given in the following sections: the Cradle of Humanity: Lower Palaeolithic Africa the spread of human species across the world Ice Age hunting societies of Eastern Europe Mesolithic Europe the origins of agriculture in the Fertile Crescent the origins of agriculture in East Asia and Oceania the European Chalcolithic the emergence of civilisations in Mesopotamia and Egypt the emergence of civilisations in Meso America and the Andes 10.the emergence of civilisations in South and East Asia 11.the development of unequal societies in the Bronze Age of Central and Northern Europe 12.palace civilisations of the Eastern Mediterranean 13.the Iron Age in Northern Europe 14.Roman Europe 15.the early Medieval (migration) period in Northern Europe 16.Medieval Europe 17.the Archaeology of forager and herder societies in North America and Northern Eurasia 18.post-Medieval Europe We have selected most of the prescribed contexts to include cultures where schools and colleges already have teacher expertise, materials and links to local resources Schools and colleges continue to have the freedom to construct a course which makes educational and logistical sense to them, reflecting the increasing diversity of student heritage in their selection 3.3.1 People and their activities in relation to sites in the landscape This theme is concerned with the relationship between human groups and the landscape, including sites, structures, boundaries and the relationships between them Students should be familiar with 14 Visit aqa.org.uk/7016 for the most up-to-date specification, resources, support and administration DRAFT SPECIFICATION 3.3 Themes in world archaeology: breadth studies AS Archaeology DRAFT 7016 AS exams June 2018 onwards Version 0.1 July 2016 the sources used by archaeologists investigating sites, landscape and structures and the analogies used to recognise and interpret them Models drawn from ethnography, geography and engineering will be useful but these must be rooted in consideration of archaeological examples DRAFT SPECIFICATION The following issues should be considered when teaching this theme: • the adaptation of people to their landscapes, including the human impact on the environment, the constraints on human activity imposed by the environment Human exploitation of the landscape, mobility and sedentary strategies and the location of sites • the functions of particular sites or areas within sites, including the archaeological signatures of different activities, how sites are identified and differentiated from other areas of human activity; the siting, growth, reorganisation and abandonment of particular sites; the relationship between contemporary sites • continuity and change in settlements and settlement patterns including the emergence of complex and specialised settlements • reconstruction and understanding of structures and buildings, their significance and form, including the classification of different functions of buildings and structures (including ritual, defensive, economic and social) • territory and boundaries, including the way human groups identified with particular areas of the landscape, and the nature of boundaries in the past The following archaeological contexts are suitable for teaching this theme: • • • • • • • • • • • • • • • • Ice Age hunting societies of Eastern Europe Mesolithic Europe the origins of agriculture in the Fertile Crescent the origins of agriculture in East Asia and Oceania the European Chalcolithic the emergence of civilisations in Mesopotamia and Egypt the emergence of civilisations in Meso America and the Andes the emergence of civilisations in South and East Asia the development of unequal societies in the Bronze Age of Central and Northern Europe palace civilisations of the Eastern Mediterranean the Iron Age in Northern Europe Roman Europe the early Medieval (migration) period in Northern Europe Medieval Europe the Archaeology of forager and herder societies in North America and northern Eurasia post-Medieval Europe 3.3.2 People and their activities in relation to economics and material culture This theme is concerned with the economic strategies employed by past populations and the material culture they developed, including art and technology Students should be familiar with the sources used by archaeologists investigating economic activities and the analogies used to recognise and interpret them This includes a broad understanding of the scientific methods used to investigate sites and materials The following issues should be considered when teaching this theme: Visit aqa.org.uk/7016 for the most up-to-date specification, resources, support and administration 15 • the exploitation of plants and animals, including identification of past subsistence and diet, the different ways animals and plants were exploited for food, and non-food uses of animals and plants (including trees) • extraction and production, including technology and organisation, artefacts and their manufacture and use evidence of specialist production in the past and the function of art in the past • economic strategies, including ways of coping with uncertain food supplies; the relationships between resources and site location, and permanence and function; different modes of exchange of goods (including reciprocity and redistribution), and the nature and function of trade • economic change, including major changes in the economic basis of societies in the past, changes in past technology and intensification of production and the impact of these changes • • • • • • • • • • • • • • • • • • the Cradle of Humanity ‒ Lower Palaeolithic Africa the spread of human species across the world Ice Age hunting societies of Eastern Europe Mesolithic Europe the origins of agriculture in the Fertile Crescent the origins of agriculture in East Asia and Oceania the European Chalcolithic the emergence of civilisations in Mesopotamia and Egypt the emergence of civilisations in Meso America and the Andes the emergence of civilisations in South and East Asia the development of unequal societies in the Bronze Age of central and northern Europe palace civilisations of the eastern Mediterranean the Iron Age in northern Europe Roman Europe the early medieval (migration) period in northern Europe Medieval Europe the Archaeology of forager and herder societies in North America and Northern Eurasia post-Medieval Europe 3.3.3 People and their activities in relation to society in the past This theme is concerned with past societies and the ways in which people have organised themselves to achieve economic, social and political goals Students need to be familiar with the sources used by archaeologists to research past societies This should include burial evidence, human remains, building and other structures, artefacts and sites or settlements Other evidence may be useful, including literary texts and art, but these will not be the sole focus of questions Students should also understand the analogies used to recognise and interpret aspects of the societies they have studied The following issues should be considered when teaching this theme: • migration of populations in the past including the contribution of typology and genetics to our understanding • organisation of human societies in groups, including the organisation of social units, families and households; variations in basic social organisation (including seasonality); the nature and workings of religious and military organisations; the usefulness of labels such as band, egalitarian, tribe, transegalitarian, chiefdom, state/empire and civilisation and how we might identify them 16 Visit aqa.org.uk/7016 for the most up-to-date specification, resources, support and administration DRAFT SPECIFICATION The following archaeological contexts are suitable for teaching this theme: AS Archaeology DRAFT 7016 AS exams June 2018 onwards Version 0.1 July 2016 • social differentiation, including the nature of, and reasons, for differences between individuals or groups in the past (including status differences, age, gender, ethnicity); evidence for presence or absence of ranking or stratification and its causes; and evidence for specialists and how they operated within society • power and social control, including evidence for individuals or groups having power over others, and how it was maintained in the past; the nature of warfare in the past • social change, including identification and causes of social change in the past and the impact of trade and large scale surpluses on society in the past DRAFT SPECIFICATION The following prescribed archaeological contexts are suitable for teaching this theme: • • • • • • • • • • • • • • • • • the Cradle of Humanity ‒ Lower Palaeolithic Africa Ice Age hunting societies of Eastern Europe Mesolithic Europe the origins of agriculture in the Fertile Crescent the origins of agriculture in East Asia and Oceania the European Chalcolithic the emergence of civilisations in Mesopotamia and Egypt the emergence of civilisations in Meso America and the Andes the emergence of civilisations in South and East Asia the development of unequal societies in the Bronze Age of Central and Northern Europe palace civilisations of the Eastern Mediterranean the Iron Age in Northern Europe Roman Europe the early Medieval (migration) period in Northern Europe Medieval Europe the Archaeology of forager and herder societies in North America and northern Eurasia post-Medieval Europe 3.3.4 People and their activities in relation to religion and ritual This theme is concerned with ritual and beliefs in past societies including the reasons for and functions of different forms Students should be familiar with the sources used by archaeologists to research past religions This should include burial evidence, human remains, building and other structures, artefacts and sites or settlements Other evidence may be useful, including literary texts and art, but these will not be the sole focus of questions Students should also understand the analogies used to recognise and interpret the religions and rituals they have studied The following issues should be considered when teaching this theme: • ritual activities, including how ritual activities are related to beliefs, different types of ritual (including personal rituals and organised group activities), structure/organisation of rituals, and specialist religious and ritual organisations • mortuary practices, including treatment of bodies and related practices • ritual locations and structures, including how rituals can be shown to have taken place at particular locations and/or in specific structures, association with the surrounding landscape, and how locations/structures act as a focus for belief • symbolic expression, including art works, and the use of symbols and how these can be interpreted • ritual artefacts including the function and interpretation of artefacts in relation to religion and ritual Visit aqa.org.uk/7016 for the most up-to-date specification, resources, support and administration 17 • • • • • • • • • • • • • • • • Ice Age hunting societies of eastern Europe Mesolithic Europe the origins of agriculture in the Fertile Crescent the origins of agriculture in East Asia and Oceania the European Chalcolithic the emergence of civilisations in Mesopotamia and Egypt the emergence of civilisations in Meso America and the Andes the emergence of civilisations in South and East Asia the development of unequal societies in the Bronze Age of Central and Northern Europe palace civilisations of the Eastern Mediterranean the Iron Age in Northern Europe Roman Europe the early medieval (migration) period in Northern Europe Medieval Europe the Archaeology of forager and herder societies in North America and Northern Eurasia post-Medieval Europe 18 Visit aqa.org.uk/7016 for the most up-to-date specification, resources, support and administration DRAFT SPECIFICATION The following archaeological contexts are suitable for teaching this theme: AS Archaeology DRAFT 7016 AS exams June 2018 onwards Version 0.1 July 2016 Scheme of assessment Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers This specification is designed to be taken over one or two years This is a linear qualification In order to achieve the award, students must complete all assessments at the end of the course and in the same series DRAFT SPECIFICATION AS exams and certification for this specification are available for the first time in May/June 2018 and then every May/June for the life of the specification All materials are available in English only Our AS exams in Archaeology include questions that allow students to demonstrate their ability to: • • • • recall information apply their knowledge and understanding in practical contexts draw together information from different areas of the specification construct arguments and write persuasively in order to substantiate judgements 4.1 Aims Courses based on this specification should encourage students to: • understand past human societies and develop archaeological skills through experience of a broad and balanced course of study • understand archaeological terms, concepts and skills • practically apply archaeological skills and methods to both primary and secondary archaeological material and data • demonstrate their breadth and depth of archaeological knowledge and understanding, and an awareness of chronology • understand what archaeological evidence can tell you about the nature of past societies, human achievements, beliefs, moral values and attitudes and their impact on individuals, groups and whole societies as reflected in material remains • understand the intrinsic value and significance of archaeology and its importance in contemporary society and heritage • appreciate the importance of local social, cultural, religious and ethnic diversity issues to the practice of archaeology 4.2 Assessment objectives Assessment objectives (AOs) are set by Ofqual and are the same across all AS Archaeology specifications and all exam boards The exams will measure how students have achieved the following assessment objectives • AO1: Demonstrate knowledge and understanding of archaeological skills, methods, themes, issues and contexts Visit aqa.org.uk/7016 for the most up-to-date specification, resources, support and administration 19 • AO2: Apply archaeological skills and methods using archaeological terminology and conventions, to interpret secondary archaeological material and data • AO3: Analyse and evaluate: • secondary archaeological material and data • archaeological interpretations • archaeological themes, issues and contexts Assessment objectives (AOs) Component weightings Overall (approx %) weighting (approx %) Paper AO1 38 38 AO2 32 32 AO3 30 30 Overall weighting of components 100 100 4.3 Assessment weightings The marks awarded on the papers will be scaled to meet the weighting of the components Students’ final marks will be calculated by adding together the scaled marks for each component Grade boundaries will be set using this total scaled mark The scaling and total scaled marks are shown in the table below Component Maximum raw mark Scaling factor Maximum scaled mark Paper 100 x1 100 Total scaled mark: 100 20 Visit aqa.org.uk/7016 for the most up-to-date specification, resources, support and administration DRAFT SPECIFICATION 4.2.1 Assessment objective weightings for AS Archaeology AS Archaeology DRAFT 7016 AS exams June 2018 onwards Version 0.1 July 2016 General administration You can find information about all aspects of administration, as well as all the forms you need, at aqa.org.uk/examsadmin 5.1 Entries and codes DRAFT SPECIFICATION You only need to make one entry for each qualification – this will cover all the question papers, non-exam assessment and certification Every specification is given a national discount (classification) code by the Department for Education (DfE), which indicates its subject area If a student takes two specifications with the same discount code, further and higher education providers are likely to take the view that they have only achieved one of the two qualifications Please check this before your students start their course Qualification title AQA entry code DfE discount code AQA Advanced Subsidiary GCE in Archaeology 7016 TBC This specification complies with: • • • • Ofqual General conditions of recognition that apply to all regulated qualifications Ofqual GCE qualification level conditions that apply to all GCEs Ofqual GCE subject level conditions that apply to all GCEs in this subject all other relevant regulatory documents The Ofqual qualification accreditation number (QAN) is TBC 5.2 Overlaps with other qualifications There is overlapping content in the AS and A-level Archaeology specifications This helps you teach the AS and A-level together 5.3 Awarding grades and reporting results The AS qualification will be graded on a five-point scale: A, B, C, D and E Students who fail to reach the minimum standard for grade E will be recorded as U (unclassified) and will not receive a qualification certificate 5.4 Re-sits and shelf life Students can resit the qualification as many times as they wish, within the shelf life of the qualification Visit aqa.org.uk/7016 for the most up-to-date specification, resources, support and administration 21 5.5 Previous learning and prerequisites There are no previous learning requirements Any requirements for entry to a course based on this specification are at the discretion of schools and colleges 5.6 Access to assessment: diversity and inclusion The subject criteria have been assessed to see if any of the skills or knowledge required present any possible difficulty to any students, whatever their ethnic background, religion, sex, age, disability or sexuality Tests of specific competences were only included if they were important to the subject As members of the Joint Council for Qualifications (JCQ) we participate in the production of the JCQ document Access Arrangements and Reasonable Adjustments: General and Vocational qualifications We follow these guidelines when assessing the needs of individual students who may require an access arrangement or reasonable adjustment This document is published at jcq.org.uk 5.6.1 Students with disabilities and special needs We're required by the Equality Act 2010 to make reasonable adjustments to remove or lessen any disadvantage that affects a disabled student We can make arrangements for disabled students and students with special needs to help them access the assessments, as long as the competences being tested aren't changed Access arrangements must be agreed before the assessment For example, a Braille paper would be a reasonable adjustment for a Braille reader To arrange access arrangements or reasonable adjustments, you can apply using the online service at aqa.org.uk/eaqa 5.6.2 Special consideration We can give special consideration to students who have been disadvantaged at the time of the assessment through no fault of their own – for example a temporary illness, injury or serious problem such as family bereavement We can only this after the assessment Your exams officer should apply online for special consideration at aqa.org.uk/eaqa For more information and advice visit aqa.org.uk/access or email accessarrangementsqueries@aqa.org.uk 5.7 Working with AQA for the first time If your school or college hasn't previously offered our specifications, you need to register as an AQA centre Find out how at aqa.org.uk/becomeacentre 22 Visit aqa.org.uk/7016 for the most up-to-date specification, resources, support and administration DRAFT SPECIFICATION General qualifications are designed to prepare students for a wide range of occupations and further study Therefore our qualifications must assess a wide range of competences AS Archaeology DRAFT 7016 AS exams June 2018 onwards Version 0.1 July 2016 5.8 Private candidates DRAFT SPECIFICATION This specification is not available to private candidates Visit aqa.org.uk/7016 for the most up-to-date specification, resources, support and administration 23 Get help and support Visit our website for information, guidance, support and resources at aqa.org.uk/7016 You can talk directly to the Archaeology subject team: E: archaeology@aqa.org.uk DRAFT SPECIFICATION T: 0161 958 3861 aqa.org.uk Copyright © 2015 AQA and its licensors All rights reserved AQA retains the copyright on all its publications, including the specifications However, schools and colleges registered with AQA are permitted to copy material from this specification for their own internal use AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (company number 3644723) Our registered address is AQA, Devas Street, Manchester M15 6EX [...]... information and advice visit aqa. org.uk/access or email accessarrangementsqueries @aqa. org.uk 5.7 Working with AQA for the first time If your school or college hasn't previously offered our specifications, you need to register as an AQA centre Find out how at aqa. org.uk/becomeacentre 22 Visit aqa. org.uk /7016 for the most up-to-date specification, resources, support and administration DRAFT SPECIFICATION General... subject team: E: archaeology @aqa. org.uk DRAFT SPECIFICATION T: 0161 958 3861 aqa. org.uk Copyright © 2015 AQA and its licensors All rights reserved AQA retains the copyright on all its publications, including the specifications However, schools and colleges registered with AQA are permitted to copy material from this specification for their own internal use AQA Education (AQA) is a registered charity... AS Archaeology DRAFT 7016 AS exams June 2018 onwards Version 0.1 7 July 2016 5.8 Private candidates DRAFT SPECIFICATION This specification is not available to private candidates Visit aqa. org.uk /7016 for the most up-to-date specification, resources, support and administration 23 Get help and support Visit our website for information, guidance, support and resources at aqa. org.uk /7016 You can talk directly... Europe 18 Visit aqa. org.uk /7016 for the most up-to-date specification, resources, support and administration DRAFT SPECIFICATION The following archaeological contexts are suitable for teaching this theme: AS Archaeology DRAFT 7016 AS exams June 2018 onwards Version 0.1 7 July 2016 4 Scheme of assessment Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa. org.uk/pastpapers... mark: 100 20 Visit aqa. org.uk /7016 for the most up-to-date specification, resources, support and administration DRAFT SPECIFICATION 4.2.1 Assessment objective weightings for AS Archaeology AS Archaeology DRAFT 7016 AS exams June 2018 onwards Version 0.1 7 July 2016 5 General administration You can find information about all aspects of administration, as well as all the forms you need, at aqa. org.uk/examsadmin... service at aqa. org.uk/eaqa 5.6.2 Special consideration We can give special consideration to students who have been disadvantaged at the time of the assessment through no fault of their own – for example a temporary illness, injury or serious problem such as family bereavement We can only do this after the assessment Your exams officer should apply online for special consideration at aqa. org.uk/eaqa For... taphonomic studies • spatial patterns including inter-site and intra-site analysis and activities in ‘off-site areas’ or the ‘taskscape’ • The use of analogies in archaeology: • historical analogies • ethnographic analogies and ethnoarchaeology • analogies from animal behaviour 12 Visit aqa. org.uk /7016 for the most up-to-date specification, resources, support and administration DRAFT SPECIFICATION 3.1.6... including sites, structures, boundaries and the relationships between them Students should be familiar with 14 Visit aqa. org.uk /7016 for the most up-to-date specification, resources, support and administration DRAFT SPECIFICATION 3.3 Themes in world archaeology: breadth studies AS Archaeology DRAFT 7016 AS exams June 2018 onwards Version 0.1 7 July 2016 the sources used by archaeologists investigating sites,... transegalitarian, chiefdom, state/empire and civilisation and how we might identify them 16 Visit aqa. org.uk /7016 for the most up-to-date specification, resources, support and administration DRAFT SPECIFICATION The following archaeological contexts are suitable for teaching this theme: AS Archaeology DRAFT 7016 AS exams June 2018 onwards Version 0.1 7 July 2016 • social differentiation, including the... (AOs) are set by Ofqual and are the same across all AS Archaeology specifications and all exam boards The exams will measure how students have achieved the following assessment objectives • AO1: Demonstrate knowledge and understanding of archaeological skills, methods, themes, issues and contexts Visit aqa. org.uk /7016 for the most up-to-date specification, resources, support and administration 19 • AO2: