Asian Studies and Classical & Archaeological Studies - BA (Hons)

Overview

Asia is a fast-growing economic region as well as a large and diverse continent encompassing many countries, cultures and languages. On our joint honours programme, in Asian Studies alongside Classical & Archaeological Studies you gain insight into different societies spanning continents and millennia.

The course is based in Kent’s School of European Culture and Languages (SECL) which is home to the Department of Classical & Archaeological Studies and the Department of Religious Studies including Asian Studies. You benefit from the wide range of expertise and the interdisciplinary culture within the School.

Asian Studies at Kent takes a multidisciplinary approach. The broad range of topics and methodologies draws on the humanities and social sciences and develops your understanding of Asian cultures, both historically and today.

Our degree programme

In your first year of study, you are introduced to ancient Greek and Roman civilisations and to the principles of archaeological research. You have the opportunity to gain both written and spoken competency in an Asian language and you may choose to study Latin and Ancient Greek.

During all stages of your studies you may select specialist modules that suit your interest. Our broad range of modules include topics like ancient Egypt, everyday life in ancient Greece and Rome, contemporary East Asian politics, and Japanese culture.

In your final year of study, there is an option to take a dissertation module on a subject of your choice or you can complete an archaeological project. This allows you to focus in detail on an area you are particularly passionate about.

Student view

Asian Studies and Classical and Archaeological Studies student Nathan talks about his course at the University of Kent.

Study resources

You may use our specialist laboratory for cleaning and sorting archaeological finds. We also provide expert equipment for geophysical surveys, photography, 3D laser scanning and microscopy. Our archaeology technician is on hand to help you as you work.

Through Kent’s Templeman Library, you have access to a wide range of topical journals and books in hard copy and digital format. You can also gain easy access to international collections in London and local collections such as the Canterbury Cathedral Library.

Your designated academic advisor provides guidance for your studies and academic development. Our Student Learning Advisory Service also offers useful workshops on topics like essay writing and academic referencing.

Extra activities

You may want to join one of the many student-led societies at Kent including:

  • Classics and Archaeological Society
  • Chinese Society
  • Hong Kong Society
  • Japan Society

We work closely with external organisations, such as the Canterbury Archaeological Trust, and you may have the opportunity to take part in fieldwork activities.

Entry requirements

Home/EU students

The University will consider applications from students offering a wide range of qualifications. Typical requirements are listed below. Students offering alternative qualifications should contact us for further advice. 

Please note that meeting this typical offer/minimum requirement does not guarantee an offer being made.Please also see our general entry requirements.

New GCSE grades

If you’ve taken exams under the new GCSE grading system, please see our conversion table to convert your GCSE grades.

  • Certificate

    A level

    BBB

  • Certificate

    Access to HE Diploma

    The University will not necessarily make conditional offers to all Access candidates but will continue to assess them on an individual basis. 

    If we make you an offer, you will need to obtain/pass the overall Access to Higher Education Diploma and may also be required to obtain a proportion of the total level 3 credits and/or credits in particular subjects at merit grade or above.

  • Certificate

    BTEC Level 3 Extended Diploma (formerly BTEC National Diploma)

    The University will consider applicants holding BTEC National Diploma and Extended National Diploma Qualifications (QCF; NQF; OCR) on a case-by-case basis. Please contact us for further advice on your individual circumstances. A typical offer would be to achieve DDM.

  • Certificate

    International Baccalaureate

    34 points overall or 15 points at HL

International students

The University welcomes applications from international students. Our international recruitment team can guide you on entry requirements. See our International Student website for further information about entry requirements for your country. 

However, please note that international fee-paying students cannot undertake a part-time programme due to visa restrictions.

If you need to increase your level of qualification ready for undergraduate study, we offer a number of International Foundation Programmes.

Meet our staff in your country

For more advice about applying to Kent, you can meet our staff at a range of international events.

English Language Requirements

Please see our English language entry requirements web page.

Please note that if you are required to meet an English language condition, we offer a number of 'pre-sessional' courses in English for Academic Purposes. You attend these courses before starting your degree programme. 

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Course structure

Duration: 3 years full-time (4 with a year abroad/placement year), 6 years part-time

Modules

The following modules are indicative of those offered on this programme. This listing is based on the current curriculum and may change year to year in response to new curriculum developments and innovation.  

On most programmes, you study a combination of compulsory and optional modules. You may also be able to take ‘elective’ modules from other programmes so you can customise your programme and explore other subjects that interest you.

Stage 1

Compulsory modules currently include

The purpose of this module is to introduce students to the Hindu and Buddhist traditions, through a consideration of their key concepts, ideas, texts and practices (such as bhakti, moksha, yoga, dharma). The first half of the module will examine some of the most interesting features of the Vedic and post-Vedic tradition: the Upanishads, the Bhagavad Gita and the polytheism of the Mahabharata. The second half will examine the contrasting philosophical positions of the Theravada and Mahayana Buddhist traditions using materials from the Pali canon and several Sanskrit Sutras. Particular attention will be given to the variety of interpretations of the Buddhist 'No-self' doctrine and concept of enlightenment as well as the meaning and function of the Buddha’s career.

Find out more about TH331

This module provides an historical introduction to the philosophical, religious and cultural traditions of East Asia. It will provide a foundation for understanding the historical development, key concepts and important practices of the major worldviews of East Asia with specific reference to traditions such as Buddhism, Confucianism, Daoism, Shinto and other animist traditions.

Find out more about TH348

The module will introduce archaeology as an academic discipline, providing grounding in basic concepts and methodology and techniques of analysis relating to archaeological evidence. It will provide background relevant to other archaeological and historical modules in the Classical & Archaeological Studies and related programmes, through examining aspects of the archaeological process and examples in prehistoric, Roman, medieval and post-medieval contexts. It will enable students to make an informed choice of subsequent modules. Topics will include ceremonial, religious and burial sites, the emergence of settlement sites, the creation and development of towns, trade and exchange, artefactual and landscape studies using cases through time. Seminars will focus on methods and approaches, and the presentation of data and its interpretation.

Find out more about CL329

The history will centre on Athens in the 5th century B.C. We begin with early Athens, then after considering the period of the Persian invasions, we study the developed democracy with its empire under Pericles and its destruction in the Peloponnesian War. After looking at the historical events of this period, we study a range of Greek literature. You will be introduced to the different literary genres of the time, including tragedy and comedy, and will be asked to consider the role of literature as a vehicle for public debate in the democracy, and its treatment of justice, religion, rationalism and patriotic themes.

Find out more about CL368

In this module, we shall begin by examining the history of the last century of the Roman republic. Our focus will be on how that republic fell and was replaced by the empire whose founder was Augustus. Among the themes examined will be political violence, the intrusion of the army into political life and the rise of the warlord. The second half of the module is concerned with the patronage of the arts (poetry, history writing, art and architecture) under Augustus, with the role of the arts as propaganda, and the thesis that writers were recruited to act as spokesmen for the policies and ideals of the principate. The central theme is the creation of enduring images of Rome and Empire, using traditional historical and mythological materials; alongside this, the module treats areas of public policy such as moral legislation, festivals, religious reform and the position of women. The module is also concerned with the responses of the writers, whether as supporters of public policy, or as commenting on and reacting against it. Thus, its content is much better understood as a result of the historical development outlined in the first part of term.

Find out more about CL369

Optional modules may include

This module provides a cross-cultural introduction and exploration of philosophical, religious and cultural traditions which have shaped and informed historical and contemporary ethical judgements and notions of the good life. From ancient Asian, Greek, Jewish, Christian and Islamic philosophies inspired by thinkers such as the Buddha, Plato, Jesus and Mohammed, to modern secular philosophies such as humanism and Marxism, humans have articulated a variety of approaches to ethics, politics, spirituality, and the relationship of the individual to society, in many cases developing legal frameworks for the regulation of issues of ethical concern in areas such as human rights, wealth distribution, medical ethics, the environment and human sexuality.

Find out more about TH349

This module provides a thematic introduction to selected topics and debates that span global philosophical, religious and cultural traditions. It will explore issues such as the nature of reality, of the self, and of goodness or value, the foundations of ethics and the ideal society, and the goals of life in a variety of worldviews. Cross-referencing cultural traditions with broader theoretical and philosophical debates, it seeks to provide a foundation for understanding key concepts and themes found within the world's traditions of philosophy and religion, and exploring their implications for fundamental debates about truth, society, psychology and the good life.

Find out more about TH350

This module will build on from Pre-Intermediate level (LA553) where you learned the vocabularies and grammar used in directions, polite requests, hobbies, illness and personal descriptions in complex structures with a full command of Hiragana, Katakana and a basic 100 Kanji. In this module, you will develop the vocabularies, expressions, sentence structures, grammar that are used in university, part-time work and leisure situations and will learn further 60 new Kanji. You will learn the relevant vocabularies and grammar for seminars prior to each seminar and seminars will focus on you practising these in role play, grammar exercise and writing short compositions in a friendly, stimulating atmosphere. You will also gain the relevant cultural information around the course topics whilst developing speaking, listening, writing and reading skills. You will find example of topics in the 'Learning outcomes' section

Find out more about LA561

The curriculum content is intended to give students some familiarity, with everyday life, activities and the culture in Mandarin Chinese speaking countries.

Topics for listening, speaking, reading and writing will focus on an introductory level of communication skills used in everyday life including greetings and introductions, talking about oneself and getting to know each other. Basic skills useful to people visiting China will be taught including describing preferred drinks and daily activities. An introductory level of Chinese culture will be covered such as social interaction and geography including major cities.

The cultural aspects of the above topic areas will be taught in seminars, by means of Mandarin Chinese course books, audio materials and online resources and through sharing experiences of a tutor and students. Students will have access to these materials and additional resources on Moodle. A range of resources is also available at the library.

Find out more about LA302

The curriculum content is intended to give students some familiarity with everyday life, activities and the Chinese culture.

Topics for listening, speaking, reading and writing will focus on an elementary level of communication skills to explain very simple factual information on personal and very familiar topics such as talking about food, time, asking and giving simple opinions on familiar topics. Basic skills useful to people visiting China will be taught including expressing how to go to/come to somewhere and taking transports. An elementally level of Chinese culture will be covered such as festivals, geography including major cities and famous places.

The cultural aspects of the above topic areas will be taught in seminars, by means of course books, audio materials and online resources and through sharing experiences of a tutor and students.

Students will have access to these materials and additional resources on Moodle. A range of resources is also available at the library.

Find out more about LA303

The module is for students who have never studied Japanese before or have very little knowledge of Japanese. The curriculum content is intended to give students some familiarity, at an introductory level, with everyday life, activities and the culture in Japan. Topics for listening, speaking, reading and writing will focus on an introductory level of communication skills used in everyday life. Basic skills useful to people visiting Japan will be taught including describing locations and shopping. An introductory level of Japanese culture will be covered in seminars.

Find out more about LA304

The module is for students who can read and write Japanese letters, Hiragana and Katakana, and have very basic knowledge and skills of Japanese. The curriculum content is intended to give students some familiarity with everyday life, activities and the culture in Japan. Topics for listening, speaking, reading and writing will focus on an elementary level of communication skills to explain very simple factual information on personal and very familiar topics. Basic skills useful to people visiting Japan will be taught including ordering food, making very simple enquiries and asking for locations. An introductory level of Japanese culture will be covered in seminars.

Find out more about LA305

This module introduces students to some of the most influential theories of World Literature, which are studied alongside a selection of literary examples. The theories include Johann Wolfgang von Goethe's reflections formulated in the first decades of the nineteenth century. Goethe coined the term 'world literature' [Weltliteratur] to describe the international circulation and reception of literary works in Europe.

In the course of the module, we reflect on the relationship between national literatures and world literature, and on the ways in which the literary market facilitates and complicates transnational exchanges of ideas. In addition, students are given the opportunity to hone their close reading skills by studying a selection of ancient and modern world creation myths. These include texts from the Near East, Asia, Africa, the Americas and Europe. The module offers students the unique opportunity to analyse in detail different ways in which cultural backgrounds can shape literary productions, and how stories, motifs and themes travel across national boundaries. In the course of the module, we discuss key literary terms and concepts, including fictionality, literariness, translation, the canon, and the various modes of reception and circulation that shape our understanding of world literature.

Find out more about CP325

Language modules focus on developing students' communicative competence in four skills (reading, writing, listening and speaking) to equip students with a working knowledge of the target language and a sound level of communicative competence and confidence.

By the end of the module, students will be able to demonstrate the ability to take a more active role in and greater ability to sustain communication. Students will be able to express how they feel and opinions in simple terms; initiate and sustain close simple, routine exchanges without undue effort.

Topics at a pre-intermediate level will include everyday communication skills such as asking and giving directions and shopping, skills useful to describe illness, describing people’s appearance and personalities.

The cultural aspects of the above topic areas will be taught through seminars and the means of mandarin Chinese language course books, video, audio materials.

Find out more about LA551

This module will build on from Elementary level (LA305) where you can, in a simple way, introduce yourself and family, express daily routine and describe people with a full command of Hiragana, Katakana and basic 50 Kanji. In this module, you will continue to develop the vocabularies, expressions, sentence structures, grammar that are used in your immediate environment and learn further 50 new Kanji. Seminars will focus on 'practising the language' through communicative activities, grammar exercises and writing short compositions in a friendly, stimulating atmosphere. You will also gain the relevant cultural information around the course topics whilst developing speaking, listening, writing and reading skills. You will find example of topics in the 'Learning outcomes' section.

Find out more about LA553

Language modules focus on developing students' communicative competence in four skills (reading, writing, listening and speaking) to equip students with a working knowledge of the target language and a sound level of communicative competence and confidence.

By the end of the module, students will be equipped to understand and use Mandarin Chinese with a degree of flexibility and a range to a lower intermediate language level. Students will be able to discuss topics that are familiar or pertinent to everyday life such as everyday conversational skills and interactions including entertainments, giving and receiving compliments and gifts.

The module will include study of the target language culture and the development of insights into the China. The cultural aspects of the above topic areas will be taught through seminars and the means of Mandarin Chinese language course books, video, audio materials. There will be a balance between communicative activity and understanding of linguistic structure.

Find out more about LA552

This module introduces the main events and sources of evidence for the history of the Mediterranean between the rise of Macedon and the destruction of Carthage. As such, the lectures, seminars, and readings are based around the history, archaeology, and literature of five ancient societies that met, and fought, during this period: Carthage, Rome, Hellenistic Greece, Egypt, and the Seleucid Empire.

The lectures are thematic, following a loosely chronological framework. For example, they may take as their starting point the accession of Philip II to the Macedonian throne. This may form the basis for broader discussion of the transfer of cultural ideas across the Macedonian empire, for example the Greco-Buddhist art of the Hellenistic Far East. Subsequently, the survey of Mediterranean empires given in the lectures continues by introducing further ancient societies through the lens of thematic topics.

The seminars focus on training in the use and interpretation of ancient literary and material evidence. These may include written evidence, inscriptions and papyri, and art and architecture. Where appropriate, discussion of these sources in the seminars will be used to introduce major debates in the study of the ancient Mediterranean.

Find out more about CL370

This module is intended as an introduction for those new to studying Egyptology, but also those who want to pursue the subject mainly from an archaeological point of view. It will explore the diversity of methodologies and debates concerning Egyptian archaeology. In doing so, it will introduce students to aspects of anthropological and archaeological theory, as well as the relationship between theory, fieldwork, and the resulting interpretation. The aim is to introduce the archaeology of ancient Egypt and its culture, monuments, and civilisation.

The course will develop an understanding of the wide range of archaeological material encountered at Egyptian sites, demonstrating how the study of material culture greatly contributes to the understanding of important aspects of ancient Egyptian culture (history, geography, material remains and society). The history of Egyptology and Egyptian archaeology will also be examined, including discussion of new excavations in Egypt, connecting recent work with the results of projects spanning the late 19th and 20th centuries.

Find out more about CL372

Whether cruel or funny, hostile speech has a pervasive presence in the wealth of textual evidence from classical antiquity. Insulting communications, both formal and informal, reveal social values in an unusually succinct way, while their dependence on situation and context presents complex interpretative challenges.

In this module, insults form the basis for a wide-ranging investigation of classical literature inviting comparison of their literary treatment in different works and/or genres. The module is designed to accommodate various selections of material, which may include Greek literature, Roman literature, or a combination of both. It provides a variety of examples of invective to show the diversity of classical literature and, through the analysis of these examples, raise current debates in classical literary studies. So, for example, the insults found in Catullus may be used to explore the issue of authorial persona and 'sincerity'. Topics covered may include obscenity, debate and competition, laws governing slander and treason, the aesthetics of beauty and ugliness, construction of social categorisations (gender, sexuality, ethnicity, and status), and the conventions of specific genres.

Find out more about CL358

This module gives students a foundation in Ancient Greek, covering the fundamentals of morphology and syntax. By the end of the module, students will be able to read, comprehend, and translate simple sentences and short passages of Ancient Greek.

Find out more about CL359

This module is designed for students who have already acquired some fundamentals of Ancient Greek morphology and syntax. It aims to introduce students to reading and understanding complex sentence and longer passages by providing them with more knowledge of grammar and syntax.

Find out more about CL360

This module gives students a foundation in Latin, covering the fundamentals of morphology and syntax. By the end of the module, students will be able to read, comprehend, and translate simple sentences and short passages of Latin.

Find out more about CL364

This module is designed for students who have already acquired some fundamentals of Latin morphology and syntax. It aims to introduce students to reading and understanding complex sentence and longer passages by providing them with more knowledge of grammar and syntax.

Find out more about CL365

This module provides a general introduction to myth in the ancient world. Scholarship on approaches to mythology will inform the analysis of myth in its ancient setting. The curriculum will be designed to introduce students to a working repertoire of a large span of ancient (e.g. Greek) mythology and to its meanings and functions within its original context. A selection of case-study myths (represented in literature and/or iconography) will be used to examine the potential meanings and social functions of myth in general.

Find out more about CL366

Stage 2

Compulsory modules currently include

This module explores the cultural specificity and diversity of Asian cultures, traditions, social and political systems and literature from a variety of disciplinary perspectives. The topic of Asia will be approached on a thematic basis but with particular emphasis on an understanding of the historical and interpretive challenges to inter-cultural understanding between Asia and Europe/ the West.

Find out more about TH640

Optional modules may include

Language modules focus on developing students' communicative competence in four skills (reading, writing, listening and speaking) to equip students with a working knowledge of the target language and a sound level of communicative competence and confidence.

By the end of the module, students will be equipped to understand and use Mandarin Chinese demonstrating a range of simple and complex structures and vocabulary to an upper-intermediate language level and language skills to adapt to the situation.

By the end of the module, students will be able to communicate with a developed degree of effectiveness, fluency and spontaneity. Students also gains communicative skills in requesting course details from a university, registering on a University course, understanding Chinese higher education system and Chinese festivals and traditions. Various styles of readings are given such as job description and curriculum vitae. Discussions take place in the class on the topic areas covered in the module.

The module will include study of the target language culture and the development of insights into the culture and civilisation of the countries where the language is spoken.

Find out more about LA562

Language modules focus on developing students' communicative competence in four skills (reading, writing, listening and speaking) to equip students with a working knowledge of the target language and a sound level of communicative competence and confidence.

By the end of the module, students will be able to demonstrate the ability to take a more active role in and greater ability to sustain communication. Students will be able to express how they feel and opinions in simple terms; initiate and sustain close simple, routine exchanges without undue effort.

Topics at a pre-intermediate level will include everyday communication skills such as asking and giving directions and shopping, skills useful to describe illness, describing people’s appearance and personalities.

The cultural aspects of the above topic areas will be taught through seminars and the means of mandarin Chinese language course books, video, audio materials.

Find out more about LA551

Language modules focus on developing students' communicative competence in four skills (reading, writing, listening and speaking) to equip students with a working knowledge of the target language and a sound level of communicative competence and confidence.

By the end of the module, students will be equipped to understand and use Mandarin Chinese with a degree of flexibility and a range to a lower intermediate language level. Students will be able to discuss topics that are familiar or pertinent to everyday life such as everyday conversational skills and interactions including entertainments, giving and receiving compliments and gifts.

The module will include study of the target language culture and the development of insights into the China. The cultural aspects of the above topic areas will be taught through seminars and the means of Mandarin Chinese language course books, video, audio materials. There will be a balance between communicative activity and understanding of linguistic structure.

Find out more about LA552

This module will build on from Elementary level (LA305) where you can, in a simple way, introduce yourself and family, express daily routine and describe people with a full command of Hiragana, Katakana and basic 50 Kanji. In this module, you will continue to develop the vocabularies, expressions, sentence structures, grammar that are used in your immediate environment and learn further 50 new Kanji. Seminars will focus on 'practising the language' through communicative activities, grammar exercises and writing short compositions in a friendly, stimulating atmosphere. You will also gain the relevant cultural information around the course topics whilst developing speaking, listening, writing and reading skills. You will find example of topics in the 'Learning outcomes' section.

Find out more about LA553

This module is for students who can deal with most situations likely to arise in everyday life in Japan, and read and write Japanese including around 300 Kanji. The curriculum will focus on living in Japan, by using complex expressions in an appropriate style of speaking. Topics covered in this module vary, including job hunting, a CV in the Japanese style, making a complaint in a shop, and expressing one's opinion in a discussion on formal topics. Students also read and listen to news articles to gain knowledge of social issues and current affairs. Discussions take place in the class on the topic areas covered in the module.

Find out more about LA558

This module is for students who can communicate in Japanese comfortably on familiar topics encountered in everyday life and read and write Japanese including around 200 Kanji. The curriculum will focus on communication in a real life of university student studying in Japan, by using complex expressions in an appropriate style of speaking. Various styles of readings are given such as formal letter, article and website providing factual information. Discussions take place in the class on the topic areas covered in the module.

Find out more about LA559

Language modules focus on developing students' communicative competence in four skills (reading, writing, listening and speaking) to equip students with a working and flexible knowledge of the target language and a firm level of communicative competence and confidence.

By the end of the module students will be equipped to understand and use mandarin Chinese with a degree of flexibility and a range to an intermediate language level.

The curriculum will focus on real-life communication as a university student studying in China, by using complex expressions in an appropriate style of speaking. This includes expressing general culture related customs such as weddings traditions, Chinese traditional clothes, and Chinese cuisines, renting accommodation, describing a room and negotiating prices.

Students also read and listen to some simple news articles to understand relatively familiar topics in newspapers. Students will be exposed to the grammar that are useful when communicating with Mandarin Chinese native speakers for these topic areas.

Find out more about LA560

This module will build on from Pre-Intermediate level (LA553) where you learned the vocabularies and grammar used in directions, polite requests, hobbies, illness and personal descriptions in complex structures with a full command of Hiragana, Katakana and a basic 100 Kanji. In this module, you will develop the vocabularies, expressions, sentence structures, grammar that are used in university, part-time work and leisure situations and will learn further 60 new Kanji. You will learn the relevant vocabularies and grammar for seminars prior to each seminar and seminars will focus on you practising these in role play, grammar exercise and writing short compositions in a friendly, stimulating atmosphere. You will also gain the relevant cultural information around the course topics whilst developing speaking, listening, writing and reading skills. You will find example of topics in the 'Learning outcomes' section

Find out more about LA561

A thread running through this module is a belief that to understand today's China we have to know how it has come to the present. Present-day China is a product of its deep imperial past and of its revolutions in the 20th century, the Republican, the Nationalist and the Communist. Before studying the 'rise' of contemporary China, we must therefore understand the collapse of imperial China in the early 20th century. We can perceive the said rise of China as the process of regaining its rightful place in the Western-dominated international system and of mutual accommodation between China and the rest of the world.

Also, for many students of international relations, China's entry and integration into the international society since the 1970s has been strikingly non-violent. A secondary focus of this module will be on how China and other key members of the world have been mutually accommodating to each other and whether the 'peaceful rise' can continue.

Overall, the module is built on a historical study of China’s foreign relations and theoretical study of International Relations concepts/theories of hegemony, hierarchy, (social) legitimacy and national identity.

Find out more about PO658

This module will address the politics and international relations of East Asia since 1945. We will analyse the causes and significance of events such as the Korean War, the Cultural Revolution, the economic take-off of both Japan and South Korea, China's economic reforms, democratisation and violence across the region, and the growing importance of populism and nationalism.

A central theme of the module will be uncovering the decisions that leaders take in order to hold onto power – from conflict to corruption, purges to propaganda – and how these decisions continue to influence the domestic and international politics of this vitally important region. We will explore differences in the countries’ domestic political systems and their economic and security considerations to shine a light on major historical and contemporary policies.

In seminars and their policy report, students will develop their own expertise on one East Asian country, in order to provide cutting-edge political analysis of the policy challenges that East Asian leaders face today.

Please note that this course covers a wide range of countries and time periods, so to succeed students will need to spend time engaging fully with the readings, lectures, and seminars. Students are expected to read at least two articles/chapters per week, and seminar grades will depend on having carried out these readings.

Find out more about PO683

The module focuses on solidifying students' knowledge of Ancient Greek grammar and vocabulary through exercises and by reading texts in the original. Students will participate in the close reading and interpretation of Greek literary texts through translation. This enhances their understanding of the key themes and ideas in the text.

Find out more about CL755

In addition to consolidating intermediate knowledge of grammar and vocabulary, this module emphasises close reading and interpretation of Ancient Greek literary texts in their literary and cultural contexts.

Find out more about CL756

The module focuses on solidifying students' knowledge of Latin grammar and vocabulary through exercises and by reading texts in the original. Students will participate in the close reading and interpretation of Latin literary texts through translation. This enhances their understanding of the key themes and ideas in the text.

Find out more about CL760

In addition to consolidating advanced knowledge of grammar and vocabulary, this module emphasises close reading and interpretation of Latin literary texts in their literary and cultural contexts.

Find out more about CL761

This module examines in detail the history of the Roman Empire from the commencement of the Principate of Augustus in 30 BC to the death of the Emperor Domitian in AD 96. It will also provide both a survey of a major period of Roman imperial history and an opportunity to study in greater depth the administrative, social, economic and religious developments of this period. Students will read widely from the ancient sources, historical, literary and documentary, and will be introduced to the inscriptional evidence for imperial history. This module will concentrate on the main administrative, social, economic and religious developments throughout the period rather than on the details of political and military history. Students will read widely in the major ancient sources, including Tacitus, Pliny and Suetonius, and will be introduced to the inscriptional and documentary evidence for imperial history.

Find out more about CL587

This module consists of an introduction to the study of the various indigenous languages and scripts of ancient Egypt from the earliest times to the Arab conquest (641 AD). During this period of approximately four thousand years the development of the native Egyptian tongue may be divided into five distinct phases, each of which may be called a separate language in its own right, Old Egyptian, Middle Egyptian, New Egyptian, Demotic and, finally, Coptic. A variety of writing systems were developed to record texts in these languages, depending on the function, social and presentational context and time period of the text: hieroglyphic, hieratic, abnormal hieratic, demotic and Coptic.

The module will first examine the origins of the ancient Egyptian language and its genetic relationship with other North-East African and Western Asian languages based on the latest results of historical linguistics. It will then focus on the development of Egyptian itself through the ages, highlighting its different stages and their particular characteristics. It will also examine the earliest uses and functions of writing in Egyptian society and the role played by writing in the social, economic and cultural development of this unique ancient civilisation. Finally, the module will concentrate on the Middle Egyptian language written in the hieroglyphic writing system and students will be taught to read and translate simple texts in this tongue and script.

Find out more about CL5001

The module covers the study of Roman art and architecture, including the close interpretation of works of art and buildings, and an investigation of the role of art and architecture within the wider Roman world. The geographical area covered will include both Rome and Italy, and provincial Roman sites and material. Aspects to be examined include context, dating, technique, styles and subject matter, and ideology including the role played by art in Roman society. Arranged broadly in chronological order, from the Republican to the late Roman period, the course gives an overview of the varied media and techniques used in Roman art and architecture and the changes in art style that occurred throughout the Roman period.

Find out more about CL609

This module is concerned with the impact of the Classical World on ancient Egypt between Alexander's invasion and the Arab conquest, and on the nature and permanence of the brilliant hybrid civilisation which emerged under Greek and Roman rule.

Alexander entered Egypt as a liberator, but he and his successors created a colonial regime with Greek as the ruling language and Greeks as the ruling elite under their own law. Mercenaries were settled on reclaimed land, Greek cities were founded, especially Alexandria, one of the glories of the ancient world. An elaborate system of economic regulation maximised production to support warfare, city-building and display. The temples became a department of state. New cults were created to unite the two peoples and strengthen the regime. Native Egyptians showed their resentment in disaffection and rebellion. Roman rule (after the spectacular end of the Ptolemaic dynasty) was if anything harsher and more remote, and the rise of the Copts is often interpreted as an anti-Roman, anti-Classical movement.

Yet it is a mistake to see the relationship as wholly negative. Art and architecture flourished – most temples surviving today are the work of the Ptolemies. In civil service, army, business the new regime offered avenues to advancement for native Egyptians. A genuinely bilingual upper class emerged, able to make significant contributions to Classical culture. The ancient religion retained its prestige and was adopted by many Greeks, spreading far outside Egypt. Coptic culture was as much Classical as Egyptian, and Greek language long survived the Arab conquest. Sources for this vivid, complex and often neglected phase of Egyptian history are rich and varied: temples, tombs, remains of cities and villages, mummies, inscriptions, sculpture, coins, and an extraordinary range of papyrus documents, able to offer unique insights into an ancient civilisation.

Find out more about CL650

This module reviews texts relating to sexual behaviour attitudes and relationships throughout Latin Literature, raising questions about both the perception of sexuality in antiquity and how perception was translated into social and political relationships. Because of the nature of its coverage, it can be counted as either a literature or a social history course, and is intended as a wide-ranging complement to both. The module relies on primary texts from a variety of literary genres, from Epic and poetry to private letters, legal texts and inscriptions.

Find out more about CL667

How do you imagine Roman Antiquity? How do the images produced for film, TV and popular fiction reflect the lives of those in antiquity? Can we see the everyday experience of Pliny, Juvenal or Augustine or of those who were killed in the eruption of Vesuvius in AD 79? This module will explore everyday life in the Roman world, from haircuts, tattoos and gestures, to everyday rites and rhythms, whether domestic, social, political or religious, focusing on human experience, with its culturally specific organisation rather than abstract scholarly constructions. It will range from Augustan Rome to Late Antique Constantinople, and will draw on depictions, literary evidence (such as poems), original documents (from personal letters to minutes of meetings), inscriptions and especially archaeology, focusing on key sites where preservation is good, such as Pompeii, Ostia, Sardis and Petra. Here buildings, graffiti, occupation deposits and other traces will allow snapshots of everyday life to be constructed: of the houses, workshops, taverns, temples, theatres and churches of Antiquity. Students will be encouraged to undertake both empirical studies and imaginative reconstructions as part of their assessment, so that they understand the importance not only of describing what evidence remains of everyday life, but of actively reconstructing the past, and of engaging different types of evidence in a critical dialogue.

Find out more about CL674

This module will explore Mediterranean life in the period 283-650, from the time of Diocletian and Constantine to the Arab Conquests covering the world of major figures such as Julian, Augustine, Justinian, and Mohammed. It will separate the complex changes of this period, which have often been lumped together in a single misleading model of 'decline'. Long-term phenomena, such as the centralisation of imperial power, the emergence of a Christian state, the collapse of the Eastern Empire, and the rise of Islam, remain legitimate topics of interest.

Different aspects of society will be explored, using textual, archaeological and iconographic evidence, covering such themes as the emperor and court, war, cities, the countryside, the economy, the end of paganism, and the rise of Christianity. These portraits will draw on the extraordinary preservation of sites and landscapes in North Africa and the East Mediterranean, where cities, villages and monasteries often stand as if they had only recently been abandoned. Rich stratigraphic evidence, from earthquake and abandonment deposits, also makes it possible to perceive the everyday life of the period in a way that is only true of Pompeii in earlier centuries. Students taking this course will develop an understanding of both the last flowering of Greek culture and the cultural foundations of the Middle Ages (in Europe, Byzantium and Islam), revealing an important chapter in our history, which is often ignored but is vital to grasp, to understand the legacy of Antiquity.

Find out more about CL640

The module will allow the student to acquire knowledge and critical understanding of the fundamental principles related to collecting and interpreting objects within museums and managing these institutions. Students will be required to become familiar and engage critically, during the seminars, with the key references on these topics. Students will then be required to apply concepts and principles learnt in class in the context of their internship.

As part of their internship, each student will devise a special project in consultation with the mentor and the module convenor. Precise objectives and skills to be learnt will be recorded and tracked regularly. Students will keep a weekly log of their activities. The placement may take place either at a set period during the Easter vacation or at regular intervals over the Autumn and Spring terms.

Find out more about CL700

This module introduces some of the major works in ancient philosophy in relation to ethics, aesthetics, political theory, ontology and metaphysics. Students will study substantial portions of primary texts by the Presocratics, Plato, Aristotle the Epicureans, Stoics and/or the Skeptics. The emphasis throughout will be on the philosophical significance of the ideas studied. The module will concentrate on understanding key philosophical arguments and concepts within the context of the ancient intellectual tradition. This means that students will gain a critical distance from normative and modern definitions of philosophical terms in order to understand how ancient philosophy generally approached questions and problems with different suppositions and conceptions of reality, reason and the purpose of human existence.

Find out more about CL708

This module explores 5th-century Athenian history through the plays that were put on stage during this period of war and political upheaval. Greek tragedies and comedies produced during this tumultuous period (472-405 BC) offer us some of the most enticing, yet challenging, evidence for the state of Athenian politics and attitudes to contemporary events (especially war and empire). In this module, the evidence of key plays will be set against other forms of historical evidence to illuminate the complex relationship between the types of evidence that survive and the nature of 'making history'.

Find out more about CL713

This module examines in detail the history of the Roman Republic from 350 BC through to 100 BC, and provides both a survey of a major period of Roman history and an opportunity to study in greater depth the political, social, and economic consequences of the development of Rome's imperial ambitions in the Mediterranean. Students will read widely in the ancient sources, historical, literary and documentary. Students will read widely from a range of works including Polybius, Plutarch, Livy, Appian, Cicero, and Sallust.

Find out more about CL732

This module is concerned with the Hellenistic period, which saw an expansion of the Greek world into the Near East and, as a result, the profound political and cultural transformation of the whole of the Eastern Mediterranean. The Hellenistic world played a crucial role not just in the transmission of classical Greek civilisation but also in the shaping of the Roman Empire and its culture, particularly in the Eastern Mediterranean. For these reasons, it is a key period in the development of Greek, Roman and later European civilisations. The module intends to provide a general survey of the political, social, economic and cultural history of the Eastern Mediterranean in the period between 336 and 30 BC, following on from the classical Greek and in part dovetailing with and in part preparing the ground for the Roman historical modules. The module will be taught from a range of sources, historical, literary, papyrological, epigraphic and archaeological. Particular attention will be paid to the interaction between the incoming Graeco-Macedonian and indigenous local populations and the formation of new states and cultures.

Find out more about CL737

Virgil composed the Aeneid in order to provide Rome with an epic equal to any that Homer produced. Commonly regarded as one the greatest epics of the ancient world, the Aeneid is the story of the foundation of Rome; a tale of exile, war, passionate love and the deepest humanity. We will analyse, comment on and explore the epic, book by book. This will be intertwined with a thematic approach, investigating issues concerning the gods, fate, morality, art and gender.

Find out more about CL739

You have the opportunity to select elective modules in this stage.

Year abroad

Going abroad as part of your degree is an amazing experience and a chance to develop personally, academically and professionally.  You experience a different culture, gain a new academic perspective, establish international contacts and enhance your employability.

You can apply to add a Year Abroad to your degree programme from your arrival at Kent until the autumn term of your second year.  The Year Abroad takes place between Stages 2 and 3 at one of our partner universities.  Places and destination are subject to availability, language and degree programme.  For a full list, please see Go Abroad.

You are expected to adhere to any academic progression requirements in Stages 1 and 2 to proceed to the Year Abroad.  The Year Abroad is assessed on a pass/fail basis and will not count towards your final degree classification.

Stage 3

Optional modules may include

The Asia-Pacific is one of the world's most economically and politically dynamic regions. But despite nuclear, territorial, and historical tensions, growing superpower competition, and cross-border threats from crime to the environment, the region has remained relatively peaceful and stable since 1945.

In this module we will begin by explore the puzzle of the region’s stability using approaches drawn from Western and non-Western international relations theories. We will then use these theories to help understand the causes of the region’s most pressing security and development concerns, analyse the likelihood that they will lead to instability and conflict, and evaluate policy measures that might resolve them. We will look at the risk of war over the Taiwan Straits, a nuclear crisis on the Korean Peninsula, territorial disputes in the South China Sea, and historical grievances with Japan, before analysing regional solutions to cross-national security and economic challenges. The module will conclude by examining whether the region’s stability is likely to continue in the face of major shifts in the regional balance of power.

Please note that to succeed in this course students will need to spend time engaging fully with the readings, lectures, and seminars. Students are expected to read at least two articles/chapters per week, and seminar grades will depend on having carried out these readings.

Find out more about PO684

Language modules focus on developing students' communicative competence in four skills (reading, writing, listening and speaking) to equip students with a working and flexible knowledge of the target language and a firm level of communicative competence and confidence.

By the end of the module students will be equipped to understand and use mandarin Chinese with a degree of flexibility and a range to an intermediate language level.

The curriculum will focus on real-life communication as a university student studying in China, by using complex expressions in an appropriate style of speaking. This includes expressing general culture related customs such as weddings traditions, Chinese traditional clothes, and Chinese cuisines, renting accommodation, describing a room and negotiating prices.

Students also read and listen to some simple news articles to understand relatively familiar topics in newspapers. Students will be exposed to the grammar that are useful when communicating with Mandarin Chinese native speakers for these topic areas.

Find out more about LA560

This module is for students who can communicate in Japanese comfortably on familiar topics encountered in everyday life and read and write Japanese including around 200 Kanji. The curriculum will focus on communication in a real life of university student studying in Japan, by using complex expressions in an appropriate style of speaking. Various styles of readings are given such as formal letter, article and website providing factual information. Discussions take place in the class on the topic areas covered in the module.

Find out more about LA559

This module is for students who can deal with most situations likely to arise in everyday life in Japan, and read and write Japanese including around 300 Kanji. The curriculum will focus on living in Japan, by using complex expressions in an appropriate style of speaking. Topics covered in this module vary, including job hunting, a CV in the Japanese style, making a complaint in a shop, and expressing one's opinion in a discussion on formal topics. Students also read and listen to news articles to gain knowledge of social issues and current affairs. Discussions take place in the class on the topic areas covered in the module.

Find out more about LA558

This is a module about the intersection of colonial power relations, anti-colonialism, postcolonialism, feminism, and identity politics in literature that interrogates the influence of imperialism on a sense of self. It considers the writing of a number of authors from Algeria, Morocco, Nigeria, Cuba and India. In light of the complex relationship between coloniser and colonised, we consider the ideology of many of these writers, as well as the ways in which their politics are articulated in their writing, whether fiction or non-fiction. We also examine to what extent this literature is representative of other postcolonial concerns such as nationhood and national consciousness, hybridity and assimilation, and exile and alienation within the larger context of cultural theory. Particularly significant is our interrogation of the violence inscribed in both the colonial system and the colonised's fight for independence as seen from the perspective of Frantz Fanon in Black Skin, White Masks (1952), A Dying Colonialism (1959), and The Wretched of the Earth (1961).

Studying the primary and secondary texts in English, we bring awareness to the reading scene of the translation process as an important development in the transnational study of comparative literature in a globalised world. In so doing, we acknowledge the significance of indigenous languages and dialects as signifiers of subject-hood in conflict with the coloniser's language. By exploring a variety of anti-colonial resistance and liberation discourses in relation to the development of current postcolonial thinking, the module also offers an insight into the history of the discipline of Postcolonial studies.

Find out more about CP652

The curriculum will focus on ordinary people's lives in China and current affairs and issues around the world.

One topic is covered each week or every two weeks, focusing on:

• new phrases and expressions which are practiced during seminars to improve students understanding of the language and the embedded culture elements.

• formal and colloquial expressions will be introduced to help students to be able to confidently understand and convey information about themselves and their environment, and express their feelings and wishes, across the four linguistic skills.

• topics relevant to the modern world and contemporary Chinese society will be studied in depth to improve students’ language ability to account for and sustain views clearly by providing relevant explanations and arguments for and against particular points of view.

Find out more about LA538

Students are required to identify a viable research focus or question for their project which they will then pursue, with supervisory support, in order to submit their final dissertation. In the summer before joining the module, students will be given advice on how to identify their research focus, and by the start of the autumn term in which the module begins they will be expected to have produced a single side of A4 summarising key literature or other sources relevant to their specific project. Individual supervision will begin from the autumn term onwards. Initially this is likely to focus on clarifying the research focus or question, and situating it more deeply in existing literature and debates. Following this a clearer outline plan for conducting the research will be developed, with students then undertaking work necessary to meet each phase of this plan. If the project involves original fieldwork, the student will be expected to submit a research ethics application form for Faculty approval. As the project develops, chapter drafts will be submitted for review and discussion with the supervisor. Supervision contact time is likely to vary according to the project and student need, but will not exceed a total of 6 hours per student (including face to face supervision or time spent writing written feedback to electronically-submitted drafts). Supervisors will provide feedback on chapter drafts, which will need to be submitted to supervisors in good time before supervision meetings, but will not provide feedback on whole draft manuscripts once chapters are completed.

Supervisors will only provide supervisory support during term-time. Once the project has been agreed and a supervisor allocated in the autumn term, students will not normally be allowed to change their fundamental focus of their project (although their specific questions are likely to change as the project develops) or change their supervisor unless in highly exceptional circumstances.

Find out more about TH515

Language modules focus on developing students' communicative competence in four skills (reading, writing, listening and speaking) to equip students with a working knowledge of the target language and a sound level of communicative competence and confidence.

By the end of the module, students will be equipped to understand and use Mandarin Chinese demonstrating a range of simple and complex structures and vocabulary to an upper-intermediate language level and language skills to adapt to the situation.

By the end of the module, students will be able to communicate with a developed degree of effectiveness, fluency and spontaneity. Students also gains communicative skills in requesting course details from a university, registering on a University course, understanding Chinese higher education system and Chinese festivals and traditions. Various styles of readings are given such as job description and curriculum vitae. Discussions take place in the class on the topic areas covered in the module.

The module will include study of the target language culture and the development of insights into the culture and civilisation of the countries where the language is spoken.

Find out more about LA562

This module explores the cultural specificity and diversity of Japanese culture, traditions, social and political systems and literature from a variety of disciplinary perspectives. The topic of Japan will be approached on a thematic basis but with particular emphasis on an understanding of the historical and interpretive challenges to inter-cultural understanding between Japan and Europe/the West.

Find out more about TH649

Traditional Chinese Medicine and other forms East Asian medicine have become available to patients everywhere in the world as Complementary and Alternative Medicine (CAM), but their cultural backgrounds are mostly misunderstood by patients, providers and adversaries. This module explores the historical emergence of East Asian medical systems, their relations to philosophical and religious worldviews and practices, their trajectories from the East to the West, and their relations, interactions and clashes with bio-medicine.

In this module, we read passages from foundational literature such as the Inner Classic of the Yellow Emperor (in English translation) and discuss key texts in which Chinese, Japanese, Korean and Vietnamese doctors argue about the nature of health and medical ethics. We also compare different views of the body, illnesses and therapeutic intervention, and examine the importance of "tradition" in East Asian medicine, Early Modern exchanges with Western medicine and the transformation and globalisation of East Asian medical systems in the twentieth and twenty-first century. Applying comparative and genealogical methods, we discuss East Asian medicines in terms of efficacy, culture, politics and economics and reflect on healthcare, in general, from (multi)cultural perspectives.

Find out more about TH653

This module is an introduction to ancient Greek ritual and religion, including the Mystery cults. The module offers a comprehensive introduction to the major gods and goddesses of ancient Greece, spheres of influence, characters, relationships, exploits, and worship. It is concerned with the analysis of religious festivals, cults, beliefs, and the development of religious architecture. The module additionally briefly contrasts Greek religion to Christianity, as an example of investigating how Greek religion differs from, and resembles modern religions. The materials of the module are drawn from archaeology, Greek poets, artists, playwrights, mythographers, and philosophers from the 10th–2nd centuries BC.

Find out more about CL752

The module provides students with an advanced understanding of Ancient Greek Prose through the reading, translation and interpretation of ancient text(s). Students will gain a systematic understanding of Greek by reading texts in the original with special attention to stylistics, textual criticism and/or thematic development through the use of author- and theme-specific scholarly tools and publications. The emphasis in this module will be on the development of critical skills that aid in the analysis of the text(s) as literature within a broader literary and cultural context.

Find out more about CL753

This module is concerned with the Hellenistic period, which saw an expansion of the Greek world into the Near East and, as a result, the profound political and cultural transformation of the whole of the Eastern Mediterranean. The Hellenistic world played a crucial role not just in the transmission of classical Greek civilisation but also in the shaping of the Roman Empire and its culture, particularly in the Eastern Mediterranean. For these reasons, it is a key period in the development of Greek, Roman and later European civilisations. The module intends to provide a general survey of the political, social, economic and cultural history of the Eastern Mediterranean in the period between 336 and 30 BC, following on from the classical Greek and in part dovetailing with and in part preparing the ground for the Roman historical modules. The module will be taught from a range of sources, historical, literary, papyrological, epigraphic and archaeological. Particular attention will be paid to the interaction between the incoming Graeco-Macedonian and indigenous local populations and the formation of new states and cultures.

Find out more about CL738

This module examines in detail the history of the Roman Empire from the commencement of the Principate of Augustus in 30 BC to the death of the Emperor Domitian in AD 96. It will also provide both a survey of a major period of Roman imperial history and an opportunity to study in greater depth the administrative, social, economic and religious developments of this period. Students will read widely from the ancient sources, historical, literary and documentary, and will be introduced to the inscriptional evidence for imperial history. This module will concentrate on the main administrative, social, economic and religious developments throughout the period rather than on the details of political and military history.

Students will read widely in the major ancient sources, including Tacitus, Pliny and Suetonius, and will be introduced to the inscriptional and documentary evidence for imperial history.

Find out more about CL734

This module takes a critical and interdisciplinary approach to modern interpretations of ancient literature, culture and art. After first developing a rich and detailed view of a key theme in classical studies (e.g. inebriation, madness, divine signs, humour, emotion, ugliness, the senses), the module will then explore how its central theme is addressed both in the ancient world and in twenty-first century debates.

Find out more about CL736

This module explores 5th-century Athenian history through the plays which were put on stage during this period of war and political upheaval. Greek tragedies and comedies produced during this tumultuous period (472-405 BC) offer us some of the most enticing, yet challenging, evidence for the state of Athenian politics and attitudes to contemporary events (especially war and empire). In this module, the evidence of key plays will be set against other forms of historical evidence to illuminate the complex relationship between the types of evidence which survive and the nature of 'making history'.

Find out more about CL714

This module provides an introduction to some of the major works in ancient philosophy in relation to ethics, aesthetics, political theory, ontology and metaphysics. Students will study substantial portions of primary texts by the Presocratics, Plato, Aristotle, the Epicureans, Stoics and/or the Skeptics. The emphasis throughout will be on the philosophical significance of the ideas studied. The module will concentrate on understanding key philosophical arguments and concepts within the context of the ancient intellectual tradition. This means that students will gain a critical distance from normative and modern definitions of philosophical terms in order to understand how ancient philosophy generally approached questions and problems with different suppositions and conceptions of reality, reason and the purpose of human existence.

Find out more about CL709

Virgil composed the Aeneid in order to provide Rome with an epic equal to any that Homer produced. Commonly regarded as one the greatest epics of the ancient world, the Aeneid is the story of the foundation of Rome; a tale of exile, war, passionate love and the deepest humanity. We will analyse, comment on and explore the epic, book by book. This will be intertwined with a thematic approach, investigating issues concerning the gods, fate, morality, art and gender.

Find out more about CL641

How do you imagine Roman Antiquity? How do the images produced for film, TV and popular fiction reflect the lives of those in antiquity? Can we see the everyday experience of Pliny, Juvenal or Augustine or of those who were killed in the eruption of Vesuvius in AD 79? This module will explore everyday life in the Roman world, from haircuts, tattoos and gestures, to everyday rites and rhythms, whether domestic, social, political or religious, focusing on human experience, with its culturally specific organisation rather than abstract scholarly constructions. It will range from Augustan Rome to Late Antique Constantinople, and will draw on depictions, literary evidence (such as poems), original documents (from personal letters to minutes of meetings), inscriptions and especially archaeology, focusing on key sites where preservation is good, such as Pompeii, Ostia, Sardis and Petra. Here buildings, graffiti, occupation deposits and other traces will allow snapshots of everyday life to be constructed: of the houses, workshops, taverns, temples, theatres and churches of Antiquity. Students will be encouraged to undertake both empirical studies and imaginative reconstructions as part of their assessment, so that they understand the importance not only of describing what evidence remains of everyday life, but of actively reconstructing the past, and of engaging different types of evidence in a critical dialogue.

Find out more about CL675

The module is based on individual scholarship and research. The project will be chosen by the student with the advice of the tutor. In terms of the primary data it could involve investigation of antiquarian literature; archive documentation including cartographic sources; Sites and Monuments Records; museum collections; observation of monuments in the field; or participation in approved field work or excavation. Choice of project will be informed by personal interests, the fulfilment of the aims of the module, the availability of expert supervision, and the accessibility of data. Typically the project may have a local or regional focus.

Find out more about CL636

This module will explore Mediterranean life in the period 283-650, from the time of Diocletian and Constantine to the Arab Conquests covering the world of major figures such as Julian, Augustine, Justinian, and Mohammed. It will separate the complex changes of this period, which have often been lumped together in a single misleading model of 'decline'. Long-term phenomena, such as the centralisation of imperial power, the emergence of a Christian state, the collapse of the Eastern Empire, and the rise of Islam, remain legitimate topics of interest.

Different aspects of society will be explored, using textual, archaeological and iconographic evidence, covering such themes as the emperor and court, war, cities, the countryside, the economy, the end of paganism, and the rise of Christianity. These portraits will draw on the extraordinary preservation of sites and landscapes in North Africa and the East Mediterranean, where cities, villages and monasteries often stand as if they had only recently been abandoned. Rich stratigraphic evidence, from earthquake and abandonment deposits, also makes it possible to perceive the everyday life of the period in a way that is only true of Pompeii in earlier centuries. Students taking this course will develop an understanding of both the last flowering of Greek culture and the cultural foundations of the Middle Ages (in Europe, Byzantium and Islam), revealing an important chapter in our history, which is often ignored but is vital to grasp, to understand the legacy of Antiquity.

Find out more about CL638

This module reviews texts relating to sexual behaviour attitudes and relationships throughout Latin Literature, raising questions about both the perception of sexuality in antiquity and how perception was translated into social and political relationships. Because of the nature of its coverage, it can be counted as either a literature or a social history course, and is intended as a wide-ranging complement to both. The module relies on primary texts from a variety of literary genres, from Epic and poetry to private letters, legal texts and inscriptions.

Find out more about CL573

This module is concerned with the impact of the Classical World on ancient Egypt between Alexander's invasion and the Arab conquest, and on the nature and permanence of the brilliant hybrid civilisation which emerged under Greek and Roman rule.

Alexander entered Egypt as a liberator, but he and his successors created a colonial regime with Greek as the ruling language and Greeks as the ruling elite under their own law. Mercenaries were settled on reclaimed land, Greek cities were founded, especially Alexandria, one of the glories of the ancient world. An elaborate system of economic regulation maximised production to support warfare, city-building and display. The temples became a department of state. New cults were created to unite the two peoples and strengthen the regime. Native Egyptians showed their resentment in disaffection and rebellion. Roman rule (after the spectacular end of the Ptolemaic dynasty) was if anything harsher and more remote, and the rise of the Copts is often interpreted as an anti-Roman, anti-Classical movement.

Yet it is a mistake to see the relationship as wholly negative. Art and architecture flourished – most temples surviving today are the work of the Ptolemies. In civil service, army, business the new regime offered avenues to advancement for native Egyptians. A genuinely bilingual upper class emerged, able to make significant contributions to Classical culture. The ancient religion retained its prestige and was adopted by many Greeks, spreading far outside Egypt. Coptic culture was as much Classical as Egyptian, and Greek language long survived the Arab conquest. Sources for this vivid, complex and often neglected phase of Egyptian history are rich and varied: temples, tombs, remains of cities and villages, mummies, inscriptions, sculpture, coins, and an extraordinary range of papyrus documents, able to offer unique insights into an ancient civilisation.

Find out more about CL586

How did the Western Roman Empire undergo its transformation into the early medieval world? This course provides an overview of the period between 300 and 600 A.D., in particular, examining the collision between barbarian and Roman in late Antiquity and the development of the post-Roman and early medieval West, focusing on changes in culture and society through a critical evaluation of evidence from history, art, architecture and archaeology. There will be a focus on Italy, France and Britain, which is intended to provide a manageable and structured course at an appropriate level of detail, with the potential for some depth of analysis. It is also intended to concentrate on those geographical areas which mesh closely with the subject matter of other courses in Roman archaeology and late Antique and medieval history offered by the Classical & Archaeological Studies department.

Find out more about CL591

This module consists of an introduction to the study of the various indigenous languages and scripts of ancient Egypt from the earliest times to the Arab conquest (641 AD). During this period of approximately four thousand years the development of the native Egyptian tongue may be divided into five distinct phases, each of which may be called a separate language in its own right, Old Egyptian, Middle Egyptian, New Egyptian, Demotic and, finally, Coptic. A variety of writing systems were developed to record texts in these languages, depending on the function, social and presentational context and time period of the text: hieroglyphic, hieratic, abnormal hieratic, demotic and Coptic.

The module will first examine the origins of the ancient Egyptian language and its genetic relationship with other North-East African and Western Asian languages based on the latest results of historical linguistics. It will then focus on the development of Egyptian itself through the ages, highlighting its different stages and their particular characteristics. It will also examine the earliest uses and functions of writing in Egyptian society and the role played by writing in the social, economic and cultural development of this unique ancient civilisation. Finally, the module will concentrate on the Middle Egyptian language written in the hieroglyphic writing system and students will be taught to read and translate simple texts in this tongue and script.

Find out more about CL6003

This module will provide a detailed and research-led study of the century of political instability now known commonly to historians as the 'crisis' of the Roman Republic. It begins at the end of the 2nd century BCE amidst a period of rising populism, demagoguery, and socio-economic strain and fragmentation among the traditional elite. Proceeding through the civil wars of the 1st century BCE, from Sulla and Marius, Pompey and Caesar, and finally Antony and Octavian, the study ends with the defeat of Antony and Cleopatra at the Battle of Actium in 31 BCE and the accession of Octavian/Augustus as monarch over the Roman Empire.

The lectures will give detailed discussion of the varying scholarly interpretations of this much-discussed and famous period of Roman history, introducing students to the sources of evidence (historiography, biography, political philosophy, art, coinage, architecture, inscriptions) and providing models of their effective combination. In addition to the chronological survey of the period discussed, lectures will also develop major themes essential to the students' understanding of the century of political crisis that precipitated the transition from Republic to monarchy. Topics covered may include tradition and innovation; art and the political; consensus models; crisis theory; women and the sub-elite as political actors; rhetoric and its abuse; warfare and imperialism.

The seminars will provide hands-on training in the interpretation of the evidence for these periods and themes, both material and literary, arising out of the content of the immediately preceding lecture. Some seminars will also be reserved for discussion in order to clarify best practice for the assessments.

Find out more about CL6004

The module provides students with an advanced understanding of Ancient Greek Verse through the reading, translation and interpretation of ancient text(s). Students will gain a systematic understanding of Greek by reading texts in the original with special attention to stylistics, textual criticism and/or thematic development through the use of author- and theme-specific scholarly tools and publications. The emphasis in this module will be on the development of critical skills that aid in the analysis of the text(s) as literature within a broader literary and cultural context.

Find out more about CL757

The module provides students with an advanced understanding of Latin Prose through the reading, translation and interpretation of ancient text(s). Students will gain a systematic understanding of Latin by reading texts in the original with special attention to stylistics, textual criticism and/or thematic development through the use of author- and theme-specific scholarly tools and publications. The emphasis in this module will be on the development of critical skills that aid in the analysis of the text(s) as literature within a broader literary and cultural context.

Find out more about CL758

The module provides students with an advanced understanding of Latin Verse through the reading, translation and interpretation of ancient text(s). Students will gain a systematic understanding of Latin by reading texts in the original with special attention to stylistics, textual criticism and/or thematic development through the use of author- and theme-specific scholarly tools and publications. The emphasis in this module will be on the development of critical skills that aid in the analysis of the text(s) as literature within a broader literary and cultural context.

Find out more about CL759

You have the opportunity to select elective modules in this stage.

Fees

The 2020/21 annual tuition fees for this programme are:

  • Home/EU full-time £9250
  • International full-time £16200
  • Home/EU part-time £4625
  • International part-time £8100

For details of when and how to pay fees and charges, please see our Student Finance Guide.

Full-time tuition fees for Home and EU undergraduates are £9,250.

For students continuing on this programme, fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.* 

Your fee status

The University will assess your fee status as part of the application process. If you are uncertain about your fee status you may wish to seek advice from UKCISA before applying.

Fees for Year in Industry

Full-time tuition fees for Home and EU undergraduates are £1,385.

Fees for Year Abroad

Full-time tuition fees for Home and EU undergraduates are £1,385.

Students studying abroad for less than one academic year will pay full fees according to their fee status. 

Additional costs

General additional costs

Find out more about accommodation and living costs, plus general additional costs that you may pay when studying at Kent.

Funding

University funding

Kent offers generous financial support schemes to assist eligible undergraduate students during their studies. See our funding page for more details. 

Government funding

You may be eligible for government finance to help pay for the costs of studying. See the Government's student finance website.

Scholarships

General scholarships

Scholarships are available for excellence in academic performance, sport and music and are awarded on merit. For further information on the range of awards available and to make an application see our scholarships website.

The Kent Scholarship for Academic Excellence

At Kent we recognise, encourage and reward excellence. We have created the Kent Scholarship for Academic Excellence. 

The scholarship will be awarded to any applicant who achieves a minimum of AAA over three A levels, or the equivalent qualifications (including BTEC and IB) as specified on our scholarships pages

The scholarship is also extended to those who achieve AAB at A level (or specified equivalents) where one of the subjects is either mathematics or a modern foreign language. Please review the eligibility criteria.

Teaching and assessment

Teaching for all the non-language modules is through a combination of lectures and seminars. Assessment is by coursework (essays and presentations) and written examination.

Language assessment is through a combination of coursework (essays, presentations, projects, translations), unseen written examinations, oral examinations, dissertation, extended essay, and computer-assisted language learning tests.

In addition, independent study is enhanced by the final-year dissertation option, which enables students to pursue a topic in greater depth, linking the different pathways of the degree programme.

Contact Hours

For a student studying full time, each academic year of the programme will comprise 1200 learning hours which include both direct contact hours and private study hours.  The precise breakdown of hours will be subject dependent and will vary according to modules.  Please refer to the individual module details under Course Structure.

Methods of assessment will vary according to subject specialism and individual modules.  Please refer to the individual module details under Course Structure.

Programme aims

For programme aims and learning outcomes please see the programmes specification for each subject below. Please note that outcomes will depend on your specific module selection:

Teaching Excellence Framework

All University of Kent courses are regulated by the Office for Students.

Based on the evidence available, the TEF Panel judged that the University of Kent delivers consistently outstanding teaching, learning and outcomes for its students. It is of the highest quality found in the UK.

Please see the University of Kent's Statement of Findings for more information.

Independent rankings

Classics and Ancient History at Kent was ranked 9th overall in The Times Good University Guide 2020 and 5th for student satisfaction in The Complete University Guide 2021.

Careers

Graduate destinations

As part of your degree, you develop critical thinking, transferable knowledge and skills that enable you to work in a variety of professions.

Our graduates have gone on to work in:

  • archaeology
  • the heritage industry
  • museums
  • journalism
  • the Civil Service
  • media librarianship
  • teaching
  • international institutions and NGOs.

A number of our students also continue to postgraduate study.

Help finding a job

The University has a friendly Careers and Employability Service, which can give you advice on how to:

  • apply for jobs
  • write a good CV
  • perform well in interviews.

Career-enhancing skills

Alongside specialist skills, you also develop the transferable skills graduate employers look for, including the ability to:

  • think critically
  • communicate your ideas and opinions
  • manage your time effectively
  • work independently or as part of a team.

You can gain additional skills by signing up for one of our Kent Extra activities, such as learning a language or volunteering.

Apply for Asian Studies and Classical & Archaeological Studies - BA (Hons)

Full-time study through Clearing

The Start now button below takes you to Kent's short form, which you need to fill in and submit. We'll review your application and let you know if we can offer you a place. If you wish to accept our offer, you need to confirm this via UCAS Track. To do so, you'll need the following:

  • Your UCAS Track login details
  • UCAS code TQ48
  • Institution ID K24
Start now

Part-time study

Apply for part-time study

Contact us

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United Kingdom/EU enquiries

Enquire online for full-time study

Enquire online for part-time study

T: +44 (0)1227 768896

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International student enquiries

Enquire online

T: +44 (0)1227 823254
E: internationalstudent@kent.ac.uk

Discover Uni information

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Discover Uni is designed to support prospective students in deciding whether, where and what to study. The site replaces Unistats from September 2019.

Discover Uni is jointly owned by the Office for Students, the Department for the Economy Northern Ireland, the Higher Education Funding Council for Wales and the Scottish Funding Council.

It includes:

  • Information and guidance about higher education
  • Information about courses
  • Information about providers

Find out more about the Unistats dataset on the Higher Education Statistics Agency website.