Ancient World

Study mode:On campus Study type:Full-time Languages: English
Local:$ 11.5 k / Year(s) Foreign:$ 22.1 k / Year(s) Deadline: Feb 15, 2025
16 place StudyQA ranking:5329 Duration:3 years

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Students on this flexible three-year programme may choose from a vast range of modules covering ancient history, literature, languages and archaeology. It offers great flexibility in the possible combination of modules and provides an entry to the classics for those who have not studied Greek or Latin at school.

In each year of your degree you will take a number of individual modules, normally valued at 0.5 or 1.0 credits, adding up to a total of 4.0 credits for the year. Modules are assessed in the academic year in which they are taken. The balance of compulsory and optional modules varies from programme to programme and year to year. A 1.0 credit is considered equivalent to 15 credits in the European Credit Transfer System (ECTS).

This flexible programme offers an almost entirely free choice of modules covering classical literature, history and archaeology, and does not require prior knowledge of Greek or Latin. In the first year, all students must take at least 1.0 credit of either Latin or Greek – they continue with this same language in the next year to complete the 1.5 credit requirement. All students must take one history module and one archaeology module in their first year and there is also a compulsory module on the ancient world. In the third year, students must take an Extended Essay module.

 

 

A levels

Grades

AAB

Subjects

No specific subjects.

GCSEs

English Language at grade B, Mathematics at grade C and an ancient or modern foreign language at grade C (to be attained prior to admission).

IB Diploma

Points

36

Subjects

A score of 17 points in three higher level subjects, with no score lower than 5.

Accepted equivalent qualification(s) for Russia

Successful completion of one year of a Bachelor Degree or Specialist Diploma at a Russian university recognised by UCL, with an average of 4.5/5.

 

 

 

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