Course coordinator
Dr Janette McWilliam
Course overview
- Study period
- Semester 2, 2025 (28/07/2025 - 22/11/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Historical & Philosophical Inq
The course ‘Life, Death, and Entertainment in the Ancient World’ takes a thematic approach. It follows the ancient human life course from birth through to death and commemoration and incorporates important emerging fields of study such as sensory perception, ancient and modern cultural storytelling, and the creation of different types of identity. By focusing on stories about real people preserved in different types of ancient evidence, students are encouraged to think deeply about the role of written and visual storytelling in the creation and transmission of history. Topics such as childhood and families, gender, sexuality, bodily adornment, the social and cultural context of food and dining, lower-class occupations, slavery, intellectual and mass entertainment, physiognomy, disability, and bodily violence will be addressed. Students will also be encouraged to engage critically with ancient evidence, theories, and concepts which have helped to shape the modern world, both positively and negatively.
During ANCH3580, students will develop advanced level discipline specific research and critical evaluation skills. They will work with diverse forms of ancient evidence such as Greco-Roman historical texts and letters, literature, inscriptions, papyri, coinage, art, and architecture as they study topics related to the themes of life, death, and entertainment in the ancient Mediterranean world under Roman rule from the last century BCE to the 3rd- 4th centuries CE.
During ANCH3580, students will develop advanced level discipline specific research and critical evaluation skills. They will work with diverse forms of ancient evidence such as Greco-Roman historical texts and letters, literature, inscriptions, papyri, coinage, art, and architecture as they study topics related to the themes of life, death, and entertainment in the ancient Mediterranean world under Roman rule from the last century BCE to the 3rd- 4th centuries CE. Students will also develop transferable workplace skills by leading and participating in collaborative class discussion, and through the completion of authentic assessment tasks. Students will become engineers who build their own automaton, a self-propelling cart, by following an ancient technical manuscript. In designing projects and developing project pitches, students will be asked to think ethically and innovatively to communicate their research to different audiences by creating different types of appropriate digital content. Thus, this course is also designed to enhance skills in digital literacy, writing persuasively and concisely for different audiences, and in simple and complex problem solving.
Course requirements
Recommended prerequisites
We recommend completing the following courses before enrolling in this one:
ANCH1240, ANCH1250
Incompatible
You can't enrol in this course if you've already completed the following:
ANCH3550 (if completed in 2024 only)
Course contact
Course staff
Lecturer
Dr Janette McWilliam
Miss Kyla Duffy
Ms Tyla Cascaes
Tutor
Mr Oskar Fletcher
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
ANCH3580 is a third-year course which aims to engage students in collaborative discussion and the generation of ideas in both the lecture and tutorial components of the course. Working with Indigenous scholars in the HASS Faculty, course staff aim to underpin the course from Week 1 with some of the concepts of Australian Indigenous storytelling, alongside ideas of ancient cultural storytelling and the formation of identity in Rome and the Mediterranean. ‘Bodily Adornment’ will examine indigenous practices of dress in both Australian and ancient Mediterranean Cultures in the formation and expression of identity. In Week 13, through the theme of ‘Remembering and Forgetting’, the practices of visually manipulating cultural memory are explored in Australian indigenous and ancient Roman cultures.
This course also helps students to develop transferrable workplace skills through assessment tasks designed to give them practical experience in advanced problem-solving (i.e., interpreting a set of instructions to build a self-propelling cart, a task similar to that undertaken by UQ engineering and robotics students (tutorial workshop developed with UQ ITEE/Robotics staff). After undertaking advanced-level research, students will set up and develop a Google Sites Website with content suitable for a chosen audience using three different types of digital content. Before progressing onto their final project, students must write or record a pitch to convince their stakeholders (course staff) that they have a viable project with an achievable timeline. This will also demonstrate their skills in planning, research, the organisation of data, ability to write concisely for a chosen audience persuasively, digital literacy etc.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Students develop a comprehensive knowledge of the lives, beliefs, and customs of underrepresented marginalised ancient social and cultural groups as they study topics related to the themes of life, death, and entertainment in the ancient Mediterranean world under Roman rule from the last century BCE to the 3rd- 4th centuries CE.
LO2.
Students acquire advanced discipline skills through working critically, comprehensively, and ethically with diverse types of ancient evidence, and with a range of ancient and modern historical, archaeological, and material culture methodologies.
LO3.
Through the critical evaluation of diverse types of ancient evidence, theoretical models, methodologies, and ideas, students test and innovatively challenge traditional assumptions and biases about marginalised social and cultural groups below the level of the Greco-Roman elite perpetuated by ancient literary texts and modern misconceptions.
LO4.
By engaging deeply and productively with both examples of ancient Greco-Roman and Australian indigenous written and visual storytelling, and with evidence produced by these indigenous communities, students become culturally aware citizens capable of positive social change who question traditional assumptions and beliefs about the creation and transmission of history.
LO5.
Students demonstrate respect for cultural and social diversity by challenging traditional assumptions about both indigenous Australian and marginalised groups in ancient Greco-Roman society. By studying indigenous methodologies and visual material created by Australian indigenous communities in tandem with evidence about the lives of marginalised ancient peoples, students develop deeper respect for Australian Aboriginal and Torres Strait Islander Indigenous peoples’ values, cultures, and knowledge.
LO6.
Students demonstrate discipline-based and transferrable advanced-level research, thinking, data management and analysis, and problem-solving skills to produce high quality oral and written work for different audiences using evidence-based forms of persuasion.
LO7.
Students are encouraged to become respectful, inspirational leaders by working collaboratively and independently on problems which raise ethical questions about how the history of the ancient and modern worlds has been shaped or recorded, particularly in relation to marginalised ancient social and cultural groups, and indigenous Australian and Torres Strait Islander groups.
LO8.
Alongside developing advanced transferrable workplace skills in digital technologies, students reflect upon the ethical implications of applying different methods of communicating the outcomes of historical and archaeological research to different audiences.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Practical/ Demonstration, Reflection, Tutorial/ Problem Set |
Tutorial Workshop Activities
|
30% |
28/07/2025 - 27/10/2025
Please check Blackboard for information on Topics, Readings, and Dates. Written reflective activities must be included on your project website. |
| Creative Production/ Exhibition, Paper/ Report/ Annotation, Product/ Design, Project, Reflection |
Project Pitch and Storyboard
|
20% |
24/09/2025 2:00 pm
Students must use the Project Pitch Template provided on Blackboard. Your Project Pitch and Storyboard must be included on your final Project Website. You do not have to rewrite your original submissions completely, but it is important to correct any errors in content, spelling and/or grammar before including it. |
| Creative Production/ Exhibition, Paper/ Report/ Annotation, Essay/ Critique, Product/ Design, Project, Reflection |
Project Website
|
50% |
14/11/2025 2:00 pm
Please use the Project Website Template and Checklist provided on Blackboard |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Tutorial Workshop Activities
- Hurdle
- Identity Verified
- Team or group-based
- In-person
- Mode
- Oral, Written
- Category
- Practical/ Demonstration, Reflection, Tutorial/ Problem Set
- Weight
- 30%
- Due date
28/07/2025 - 27/10/2025
Please check Blackboard for information on Topics, Readings, and Dates.
Written reflective activities must be included on your project website.
- Other conditions
- Work integrated learning.
Task description
Tutorial Workshop Activities
Further information on Tutorial Workshop Activities will be available on Blackboard under the Assessment Tab
Students are assessed on participation in tutorial workshops by completing the set readings, contributing to, and helping to foster discussion based on both these readings and the evidence discussed in class, and by participating in skill building tasks in person.
This assessment task is to be completed in-person. The use of generative Artificial Intelligence (AI) or Machine Translation (MT) tools will not be permitted. Any attempted use of AI or MT may constitute student misconduct under the Student Code of Conduct.
Hurdle requirements
Please note that it is a School of Historical and Philosophical Inquiry requires that all assessment worth 15% or more must be completed, otherwise a grade of 2 is awarded. Therefore, students are required to participate in a minimum of 9/10 tutorial workshop activities. Please note that there is a practical (fun) component of the Tutorial Workshop in Week 10 which is held in the lecture hours, so students are required to attend the 2 hours plus the tutorial which follows, based on the course readings. There is no Tutorial Workshop in Week 3.Submission guidelines
In-Class Participation and in-class submission where required
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Please consult with the course coordinator if you are ill, and unable to attend the minimum number of tutorials
Project Pitch and Storyboard
- Hurdle
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Creative Production/ Exhibition, Paper/ Report/ Annotation, Product/ Design, Project, Reflection
- Weight
- 20%
- Due date
24/09/2025 2:00 pm
Students must use the Project Pitch Template provided on Blackboard.
Your Project Pitch and Storyboard must be included on your final Project Website. You do not have to rewrite your original submissions completely, but it is important to correct any errors in content, spelling and/or grammar before including it.
- Other conditions
- Work integrated learning.
Task description
Length: 750 words
Pitching a new project is an essential and critical skill in many workplaces. The aim of a pitch is to persuade a stakeholder such as an employer, prospective client, collaborator, or funding body that your project is viable, achievable (e.g. in terms of timeline and resources), and ultimately worthy of their support. It also provides a stakeholder with the opportunity to offer their valuable feedback.
The stakeholders eager to support your project are the ANCH3580 Course staff. They have established a not-for-profit foundation with the aim of making the course content of ANCH3580 accessible to as many different audiences as possible, so that collectively, we can inspire positive and innovative change in the modern world through knowledge of the past.
Your role is to create a pitch to convince your stakeholders that that you have plans for a clearly defined project website based on ANCH3580 course themes and materials, that you are capable of high level, research, and that you are able to communicate these findings using different formats that are suitable for your chosen audience. Your pitch must also outline the formats you will use to share your high-quality content.
Ultimately, your pitch should demonstrate how you will use your workplace-transferrable skills in planning, research, organisation of data, communication, and digital literacy acquired and/or developed through studying Ancient History at UQ and in ANCH3580 to bring the project to completion.
Further information will be available on Blackboard under the Assessment Tab and will be discussed in class, including the type of AI use that is potentially useful, and that which should be avoided.
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to engage critically in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Hurdle requirements
Please note that it is a School of Historical and Philosophical Inquiry requires that all assessment worth 15% or more must be completed, otherwise a grade of 2 is awarded.Submission guidelines
Please submit on Blackboard as instructed
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/applying-extension
Extension applications must be via my.UQ –> Manage my program - > exams and assessment -> Applying for an extension.
A request for an extension to an assessment due date must be submitted through my.UQ as soon as it becomes evident that an extension is needed, but no later than one
calendar day after the assessment task submission due date and time.
Extension requests may take up to 48 hours to be assessed (not including weekends and public holidays).
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Late submission of assessment will incur a penalty of 10% of the marks available for the assessment item, per calendar day or part-day after the due date, for a maximum of 7
days, after which a mark of zero will be recorded.
Project Website
- Hurdle
- Identity Verified
- Mode
- Oral, Product/ Artefact/ Multimedia, Written
- Category
- Creative Production/ Exhibition, Paper/ Report/ Annotation, Essay/ Critique, Product/ Design, Project, Reflection
- Weight
- 50%
- Due date
14/11/2025 2:00 pm
Please use the Project Website Template and Checklist provided on Blackboard
- Other conditions
- Work integrated learning.
Task description
Length: 2000 words
Ancient History graduates have many transferable skills which make them excellent employees in a diverse range of careers. This assessment task enables you to showcase several of these skills through the creation of a Project Website, which essentially requires you to undertake the type of research you would for an essay, as set out in your Project Pitch, but then to use other modes of communication to share this research more creatively using digital media as well as writing.
Creating a website gives you the opportunity to demonstrate, for example, your high-level research capability, your ability to write concisely and to communicate skillfully, your ability to work ethically and creatively with different forms of digital content to inspire your target audience, and your aptitude for meeting deadlines.
Support materials, including a learning module on setting up a Google Sites Website, will also be available on Blackboard.
Further information about this assessment task will be available on Blackboard under the Assessment Tab
The majority of this task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to engage critically in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. Students may critique AI as part of this project, after consultation with the course coordinator. Use of AI in this course will be discussed in class.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Hurdle requirements
Please note that it is a School of Historical and Philosophical Inquiry requires that all assessment worth 15% or more must be completed, otherwise a grade of 2 is awarded.Submission guidelines
Please use the Project Website Template and Checklist provided on Blackboard.
Your checklist must include the link to your Google Sites Website, and you must ensure that it is accessible to courses staff.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/applying-extension
Extension applications must be via my.UQ –> Manage my program - > exams and assessment -> Applying for an extension.
A request for an extension to an assessment due date must be submitted through my.UQ as soon as it becomes evident that an extension is needed, but no later than one calendar day after the assessment task submission due date and time.
Extension requests may take up to 48 hours to be assessed (not including weekends and public holidays).
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Grade 1, Low Fail (0-24%), is generally awarded in cases where some assessment has been submitted, but it is of wholly unsatisfactory standard or quantity. In work submitted, however, there is no demonstrated evidence of understanding of the concepts of the field of study or basic requirements of the course. |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Grade 2, Fail (25-44%), is generally awarded to work that exhibits deficiencies in understanding and applying the fundamental concepts of the course and field of study, and as such, does not satisfy the basic requirements of the course. Often, one or more major items of assessment will not have been completed. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Grade 3, Marginal Fail (45-49%), is generally awarded if a student has submitted work that attempts to meet the knowledge and skill requirements of the course, but is only able to demonstrate a superficial understanding of the fundamental concepts of the course. Students will usually have attempted all major pieces of assessment and show that they have an identifiable, emerging ability to apply basic knowledge and skills. |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Grade 4, Pass (50-64%), is generally awarded where all major items of assessment have been submitted. An adequate knowledge of the fundamental concepts of the course and field of study should be demonstrated and a functional skill level achieved. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: 5, Credit (65-74%), is generally awarded where all items of assessment have been completed and a substantial understanding of the fundamental concepts of the course and field of study have been demonstrated. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Grade 6, Distinction (75-84%), is generally awarded where all items of assessment have been completed and substantial knowledge of the deeper and more complex aspects of the course and field of study have been demonstrated. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Grade 7, High Distinction (85-100%), is generally awarded where all items of assessment have been completed and there is evidence that the deeper and more complex aspects of the course and field of study have been mastered. |
Additional course grading information
A word count that is within ±10% of the set length (word limit) is acceptable. Word count does not include references in footnotes. However, discursive footnotes are included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.
Assessment Criteria & Marking:
Tutorial Workshop Activities
Your tutorial workshop participation will be assessed according to the following criteria:
- Evidence of preparation for the tutorial workshops, most notably through completing the set readings.
- Evidence of participation in discussions.
- Quality of contributions to discussions.
- Fostering of group discussions, through courteous and respectful interactions with staff and students.
- Participation in and completion of in-class Tutorial Workshop Activities
- Attendance is necessary to fulfill the above criteria, as per the course requirements, but marks cannot be awarded for attendance alone.
To achieve a grade of 7 (High Distinction, 85-100%), your attendance will be flawless and your participation in and completion of tutorial workshop activities exceptional. This grade reflects exceptional levels of preparation, mastery of course materials, and very high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers very effectively.
To achieve a grade of 6 (Distinction, 75-84) your attendance will be excellent and your participation in and completion of tutorial workshop activities very substantial. This grade reflects excellent levels of preparation, knowledge of course materials, and high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers effectively.
To achieve a grade of 5 (Credit, 65 – 74%), your attendance and participation in and completion of tutorial workshop activities will be good. This grade reflects proficient levels of preparation, good knowledge of course materials, and good quality contributions to, and fostering of, group discussions.
To achieve a grade of 4 (Pass, 50 – 64%) your attendance and participation in and completion of tutorial workshop activities will be satisfactory. This grade reflects adequate levels of preparation and knowledge of course materials, and an acceptable quality of contributions to, and fostering of, group discussions.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your attendance and participation in and completion of tutorial workshop activities will be unsatisfactory. This grade reflects irregular attendance and/or participation and superficial knowledge of course materials and basic levels of preparation. However, when in attendance, there is evidence of your ability to demonstrate developing achievement in contributions to, and fostering of, group discussions.
To achieve a grade of 2 (Fail, 25-44%), your attendance and participation in and completion of tutorial workshop activities will be very unsatisfactory. This grade reflects irregular attendance and/or participation, minimal knowledge of course materials, little evidence of preparation, and mixed to low quality of contributions to, and fostering of, group discussions.
To achieve a grade of 1 (Low Fail, 0-24%), your attendance and participation in and completion of tutorial workshop activities will be unsatisfactory. This grade reflects irregular attendance and/or participation, an no evidence of preparation, and little or no evidence of quality of contributions to, and fostering of, group discussions.
Failing Criteria and Academic Misconduct
Fabrication or misrepresentation of sources will result in an automatic maximum grade of 2 for this assessment, regardless of performance in other criteria. This includes but is not limited to: citing non-existent sources or attributing false quotes to real sources. Such issues demonstrate failure to meet the core learning outcomes for the course and may also be referred for academic misconduct
Critical Reflections and Feedback Tasks
- Completion of reflection tasks in your e portfolio based on the lectures, learning modules and Ancient Evidence Spotlight/Skills based on the preparation and discussion questions
- Completion of reflection tasks in your e portfolio based on the interviews about discipline specific and generic skills filmed for the course.
- Completion of reflection tasks based on the interviews about discipline specific and generic skills filmed for the course.
- Completion of the task to provide feedback to another student enrolled in the course
To achieve a grade of 7 (High Distinction, 85-100%) your mastery and execution of the reflection and feedback tasks will be exceptional. This grade reflects exceptional levels of preparation, excellent mastery of ancient evidence, set readings, understandings of issues and course themes, and also an exceptional ability to self-reflect and give quality feedback. You should be able to engage with your peers very effectively. Reflections will be extremely well written and demonstrate your ability to interpret ancient evidence, theoretical concepts and interviews critically and with a very high degree of originality and sophistication, and/or interviews with an exceptional degree of insight and understanding.
To achieve a grade of 6 (Distinction, 75-84) your mastery and execution of the reflection and feedback tasks will be excellent. This grade reflects excellent levels of preparation, very good mastery of ancient evidence, set readings, understandings of issues and course themes, and also a very good ability to self-reflect and give quality feedback. You should be able to engage with your peers very effectively. Reflections will be very well written and demonstrate your ability to interpret ancient evidence, theoretical concepts and interviews critically and with a high degree of originality and sophistication, and/or interviews with an excellent degree of insight and understanding.
To achieve a grade of 5 (Credit, 65 – 74%) your mastery and execution of the reflection and feedback tasks will be good. This grade reflects proficient levels of preparation, good mastery of ancient evidence, set readings, understandings of issues and course themes, and also a proficient ability to self-reflect and give quality feedback. You should be able to engage with your peers effectively. Reflections will be proficiently written and demonstrate your ability to interpret ancient evidence, theoretical concepts and interviews critically and with some originality and sophistication, and/or interviews with a proficient degree of insight and understanding.
To achieve a grade of 4 (Pass, 50 – 64%) your mastery and execution of the reflection and feedback tasks will be satisfactory. This grade reflects adequate levels of preparation, adequate mastery of ancient evidence, set readings, understandings of issues and course themes, and also an adequate ability to self-reflect and give quality feedback. You should be able to engage with your peers proficiently. Reflections will be satisfactorily written and reflect your ability to interpret ancient evidence, theoretical concepts and interviews, and/or interviews with an adequate degree of insight and understanding.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your mastery and execution of the reflection and feedback tasks will be unsatisfactory. This grade reflects unsatisfactory levels of preparation, mastery of ancient evidence, set readings, understandings of issues and course themes, and also an unsatisfactory ability to self-reflect and give quality feedback. However, your work will demonstrate developing skills in interacting with your peers proficiently. Reflections will also demonstrate that you are developing written and reflective skills, that you are developing in your capacity to interpret ancient evidence, theoretical concepts and interviews with an emerging degree of insight and understanding.
To achieve a grade of 2 (Fail, 25-44%) your mastery and execution of the reflection and feedback tasks will be very unsatisfactory. This grade reflects minimal levels of preparation, mastery of ancient evidence, set readings, understandings of issues and course themes, and also an unsatisfactory ability to self-reflect and give quality feedback. Reflections will demonstrate a poor ability or failure to interpret ancient evidence and theoretical concepts, and/or interviews with a poor degree of insight and understanding.
To achieve a grade of 1 (Low Fail, 0-24%) your mastery and execution of the reflection tasks will be very unsatisfactory. This grade reflects no evidence of preparation, mastery of ancient evidence, set readings, understandings of issues and course themes, and also no evidence of your ability to self-reflect or give quality feedback. Reflections will fail to or make no attempt to interpret ancient evidence and theoretical concepts satisfactorily, and/or no attempt to write reflections on interviews.
Failing Criteria and Academic Misconduct
Fabrication or misrepresentation of sources will result in an automatic maximum grade of 2 for this assessment, regardless of performance in other criteria. This includes but is not limited to: citing non-existent sources or attributing false quotes to real sources. Such issues demonstrate failure to meet the core learning outcomes for the course and may also be referred for academic misconduct.
Project Pitch and Storyboard
Your Project Pitch and Storyboard will be assessed according to the following criteria:
1. Appropriate choice of rationale, theme, evidence, and myth to bust
2. Alignment of theme and concept with identified audience, purpose and digital content
3. Project design and planning – including storyboard and timeline
To achieve a grade of 7 (High Distinction, 85-100%) your project pitch demonstrates exceptional achievement. The project design provides an extremely convincing rationale by identifying an appropriate purpose, audience, myth to bust, and digital formats for disseminating information. Extremely effective and creative alignment is achieved between the chosen theme, audience, purpose, and content. The content (evidence) is extremely carefully chosen, and a very convincing explanation is provided for its inclusion. The project storyboard is very creative, and along with the timeline have been very carefully considered and planned. The project plan (storyboard and timeline) is very thorough and realistic, showing an exceptional understanding of project and website design.
To achieve a grade of 6 (Distinction, 75-84%) your project pitch demonstrates advanced achievement. The project design provides a very convincing rationale by identifying an appropriate purpose, audience, myth to bust, and digital formats for disseminating information. Very effective and creative alignment is achieved between the chosen theme, audience, purpose, and content. The content (evidence) is very carefully chosen, and a very convincing explanation is provided for its inclusion. The project storyboard is very creative, and along with the timeline have been very carefully considered and planned. The project plan (storyboard and timeline) is thorough and realistic, showing a very good understanding of project and website design.
To achieve a grade of 5 (Credit, 65-74%) your project pitch demonstrates proficient achievement. The project design provides a convincing rationale by identifying an appropriate purpose, audience, myth to bust, and digital formats for disseminating information. Effective and creative alignment is achieved between the chosen theme, audience, purpose, and content. The content (evidence) is carefully chosen, and a convincing explanation is provided for its inclusion. The project storyboard is creative, and along with the timeline have been carefully considered and planned. The project plan (storyboard and timeline) is thorough and realistic, showing a good understanding of project and website design.
To achieve a grade of 4 (Pass, 50-64%) your project pitch demonstrates functional achievement. On the whole, the project design provides a satisfactory rationale by making a good attempt to identify purpose, audience, myth to bust, and digital formats for disseminating information, though in some instances, not all aspects may align or clearer explanation/s may be needed. Satisfactory alignment is achieved between the chosen theme, audience, purpose, and content. The content (evidence) is well chosen, and clear attempts have been made to explain the reason for its inclusion. The project storyboard and timelines are functional and demonstrate basic planning skills. The project plan (storyboard and timeline) demonstrates a satisfactory understanding of project and website design.
To achieve a grade of 3 (Marginal Fail, 45-49%) %) the project pitch demonstrates developing achievement. The project design may not clearly identify a purpose or audience. A rationale may be provided, but alignment between the chosen theme, audience, purpose, and content is not appropriate or not clear. Some of content (evidence) is appropriate, but this may need further research or may need to be reconsidered. An explanation for the content’s inclusion is attempted but is unclear or lacking in detail. The project plan shows a developing understanding of project and website design. Storyboard or timeline may be missing or unclear or unrealistic. More thought and planning are needed.
To achieve a grade of 2 (Fail, 30-44%) the project pitch demonstrates minimal achievement. The project design fails to identify a purpose and/or audience. The project rationale is missing or unclear or alignment between the chosen theme, audience, purpose, and content is not appropriate., and further research is needed. An explanation for the content’s inclusion is missing or needs explanation. The project plan shows a minimal understanding of project and website design. Storyboard or timeline is missing or unclear. More thought and planning are needed.
To achieve a grade of 1 (Low fail, 1-29%) the project pitch demonstrates limited achievement. Significant aspects of the project pitch (audience, purpose, theme, content, rational, storyboard and/or timeline) are absent or unclear.
Failing Criteria and Academic Misconduct
Fabrication or misrepresentation of sources will result in an automatic maximum grade of 2 for this assessment, regardless of performance in other criteria. This includes but is not limited to: citing non-existent sources or attributing false quotes to real sources. Such issues demonstrate failure to meet the core learning outcomes for the course and may also be referred for academic misconduct.
Project Website
Your project website will be assessed according to the following criteria:
1. Ability to design a cohesive project concept with appropriate content and language for the audience and purpose outlined.
2. Level of research and critical evaluation of evidence, including appropriate referencing.
3. Critique with justification, of a commonly held ‘myth’ in popular culture or perception.
4. Ability to articulate transferrable workplace skill development through reflective statements
5. Overall quality of website, including planning, design, navigation, appropriate choice of digital format and content, and copy editing.
To achieve a grade of 7 (High Distinction, 85-100%) your Website Project demonstrates exceptional achievement. The Website Project shows extremely thorough and careful research, planning and project design, extremely effective website design and navigation, and an extremely convincing and effective overarching theme. The theme is very well supported by carefully chosen evidence and appropriate digital content which align with the identified website audience and purpose. Writing is extremely precise, suited to the chosen audience, and error free. Explanations and justifications are very well supported by critical evaluation of ancient evidence, and where appropriate, modern scholarship, and demonstrate an exceptional understanding of the contribution ancient history studies makes to contemporary social contexts. The evidence evaluations and myth busting sections demonstrate exceptional critical thinking, justification and written communication skills. The employability skills reflections demonstrate a very good depth of awareness and authenticity and are suitable for use in professional applications.
To achieve a grade of 6 (Distinction, 75-84%) your Website Project demonstrates advanced achievement. The Website Project shows very thorough and careful research, planning and project design, very effective website design and navigation, and a very convincing and effective overarching theme. The theme is well supported by carefully chosen evidence and appropriate digital content which align with the identified website audience and purpose. Writing is very precise, suited to the chosen audience, and error free. Explanations and justifications are well supported by critical evaluation of ancient evidence, and where appropriate, modern scholarship, and demonstrate a thorough understanding of the contribution ancient history studies makes to contemporary social contexts. The evidence evaluations and myth busting sections demonstrate very good critical thinking, justification and written communication skills. The employability skills reflections demonstrate a good depth of awareness and authenticity and are suitable for use in professional applications.
To achieve a grade of 5 (Credit, 65-74%) your Website Project demonstrates proficient achievement. The Website Project shows proficient research, planning and project design, effective website design and navigation, and a convincing and effective overarching theme. The theme is satisfactorily supported by carefully chosen evidence and appropriate digital content which align with the identified website audience and purpose. Writing is precise, suited to the chosen audience, and largely error free. Explanations and justifications are supported by critical evaluation of ancient evidence proficiently, and where appropriate, modern scholarship, and demonstrate a good understanding of the contribution ancient history studies makes to contemporary social contexts. The evidence evaluations and myth busting sections demonstrate proficient critical thinking, justification and written communication skills. The employability skills reflections demonstrate some self-awareness and are suitable for use in professional applications with some editing.
To achieve a grade of 4 (Pass, 50-64%) your Website Project demonstrates functional achievement. The Website Project demonstrates a satisfactory level of research, planning and project design, functional website design and navigation. An overarching theme has been identified, and evidence and appropriate digital have been chosen, and attempts have been made to align this evidence and content with the chosen website audience and purpose. Writing is functional, attempts have been made to write for the chosen audience, and may be error free or need some editing. Explanations and justifications are functional, and where appropriate, supported by modern scholarship, and demonstrate an adequate understanding of the contribution ancient history studies makes to contemporary social contexts. Writing skills, evidence evaluations and myth busting sections are adequately addressed. The employability skills reflections demonstrate some self-awareness and may be suitable for use in professional applications with some editing.
To achieve a grade of 3 (Marginal Fail, 45-49%) your Website Project demonstrates developing levels of achievement. The Website Project demonstrates a superficial level of research, and that some attempt has been made in planning and project design, functional website design and navigation, but that further work is needed to achieve a passing grade. Developing skills are evident in attempts to identify an overarching theme, but this theme is not well supported by ancient evidence and/or digital content. Although some attempt has been made to align this evidence and content with the chosen website audience and purpose, further work is needed. Attempts have been made to write for the chosen audience, but flaws remain, and thorough proof-reading may be needed. A developing understanding of the contributions ancient history makes to contemporary social contexts is demonstrated. The evidence evaluations and myth busting sections demonstrate developing written communication skills, and appropriate justification may be absent. The employability skills reflections show developing awareness and need further editing to be suitable for use in professional applications.
To achieve a grade of 2 (Fail, 30-44%) your Website project demonstrates minimal achievement. The Website project does not show suitable project design and planning, and there are noticeable problems with the site design and navigation. The chosen theme is not clear and is not supported by appropriate evidence or multimedia content. Explanations and justifications are not appropriately evidenced. A minimal understanding of the contributions ancient history makes to contemporary social contexts is demonstrated. The evidence evaluations and myth busting sections, if present, demonstrate minimal written communication skills, and appropriate justification is absent. The employability skills reflections, if present, shows minimal awareness and needs further editing to be suitable for use in professional applications.
To achieve a grade of 1 (Low fail, 1-29%) your Website project demonstrates limited achievement. Website design and navigation is problematic demonstrating a lack of planning and project design. There is no clear theme, and inadequate evidence and multimedia content to support this. Significant sections are missing, and there is an absence of evidence to assess understanding of contributions ancient history makes to contemporary social contexts. Employability skills reflection is absent or does not demonstrate suitable awareness of learning and connection to professional contexts.
Failing Criteria and Academic Misconduct
Fabrication or misrepresentation of sources will result in an automatic maximum grade of 2 for this assessment, regardless of performance in other criteria. This includes but is not limited to: citing non-existent sources or attributing false quotes to real sources. Such issues demonstrate failure to meet the core learning outcomes for the course and may also be referred for academic misconduct.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
- Failure to submit all major assessment items (those worth 15% and above) will result in a maximum grade of 2 (Fail).
- By submitting work through Turnitin you are deemed to have accepted the following declaration: ‘I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment’.
- All students must ensure that they receive their Turnitin receipt on every submission of assessment items. YOU MUST CHECK THAT THE RECEIPT CONFIRMS THAT SUBMISSION HAS BEEN SUCCESSFUL.
- A valid Turnitin receipt will be the only evidence accepted if assessments are missing.
Without evidence, the assessment will receive the standard late penalty, or after 7 calendar days, will receive zero. In the case of a Blackboard outage, please contact the Course Coordinator as soon as possible so that they can confirm the outage with ITS.
- It is the responsibility of the student to ensure that they are submitting assessment items on a device that is capable of the task, and that appropriate internet bandwidth and speed is available. If you cannot be sure that your device or internet will enable you to complete or submit an assessment task, you must come onto campus and use one of the University Computers in the Library or Computer Labs.
- Plagiarism, and asking or paying someone else to do your work is cheating and constitutes academic misconduct. See ECP Section 6.1
- Feedback against the assessment criteria in the form of comments on your script will be provided through Turnitin or on your script directly.
- For information on assessment remarks see: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/querying-result
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Additional learning activity information
Lecture and Tutorial Topics Dates and Outlines will be available on Blackboard
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments for Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.