University of Bradford:
Undergraduate Programme specification
UNIVERSITY OF BRADFORD
School of Life Sciences
School of Archaeological Sciences
Programme titles:
Archaeology
Archaeology with Professional Placement
Awarding and teaching
institution:
University of Bradford
Final and interim awards:
BSc (Honours) [Framework for Higher Education
Qualification Level 6]
Diploma of Higher Education [ Framework for
Higher Education Qualifications Level 5]
Certificate of Higher Education [ Framework for
Higher Education Qualifications Level 4]
Programme titles:
Archaeology
Archaeology with Professional Placement
Programme approved /
accredited by:
Not applicable
Duration:
3 or 4 years full-time; 6 years part-time
UCAS code:
V400, V403
Subject benchmark
statement:
Archaeology (2007)
FHEQ Levels
4, 5 and 6
Date produced:
Last updated :
January 2014
Introduction
The BSc Archaeology is a professionally-focussed degree in archaeology with a
strong fieldwork component and a focus on human osteology and/or the
environment. It has a strong environmental dimension to equip students for
employment in environmental/archaeological consultancies, field units, and
local/central government sector positions.
Archaeology is fundamental to our understanding of how we evolved, how our
communities developed, and how we study, preserve and interpret our past. At
Bradford, our distinctive approach emphasises the integration of the natural and
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physical sciences in this enquiry in accordance with the University's mission, 'Making
Knowledge Work'. A characteristic of Bradford's approach is the examination of
human-environment interactions within a chronological framework, which provides a
time-depth perspective of contemporary concerns such as ecosystems, globalisation
and sustainability. The programme of study will provide the student with a sound
knowledge of current archaeological thinking on many cultures and regions whilst
also providing an understanding of professional practice and how relevant
techniques are used and integrated within commercial and research archaeology.
Archaeological Sciences has an excellent research profile, which supports our
teaching in all areas. Throughout the programme, you will acquire skills that will be
useful not only in Archaeology, but in whatever profession you choose to follow.
These include project and time management, critical review and analytical thinking,
presentational skills, computer and other applied IT skills and the management of
data. These will be taught, practised and assessed. Over the last 15 years, more
than 92% of our graduates had found employment within six months of completing
their studies.
Fieldwork, which contributes to each of the awards, takes place during the summer
vacation between stages one and two: recent sites include Swandro, (Orkney), Old
Scatness (Shetland), Duggleby Howe (Yorkshire) and Dyffryn Lane, (Wales).. Staff
research informs much of the curriculum, especially in the final stage (50% of our
research was recently (RAE 2008) judged to be ‘internationally excellent’, including
20% which was judged to be ‘world leading’)’.
Three years or four years?
You may undertake a placement between stages two and three. It is quite clear that
students who do undertake a placement not only have an even better chance of
employment, but also tend to gain a higher classification in their degree award. Your
degree title will reflect the successful completion of the placement.
When you have completed the placement, you will have acquired the following:


Professional Skills, according to the specific programme of training,
including aerial survey; excavation/fieldwork; post-excavation; artefact
conservation and finds management; artefact analysis, geophysical survey;
Sites and Monument Record management; education, heritage and museum
work.
Personal Transferable Skills, including further development of
communication, problem-solving, administrative and IT skills; time
management; the ability to work independently; self-motivation; adaptability;
team working.
Programme Aims
The programme is intended to:

deliver a flexible programme of study in Archaeology, that reflects areas of
staff expertise, for example in human Osteoarchaeology and
environmental archaeology;
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



encourage the development of independent learning skills, by providing a
supportive, structured environment;
develop wide subject knowledge and understanding, and provide training
in discipline skills to enable graduates to pursue further programmes of
study or careers in archaeology or related practice;
develop personal transferable skills to enable a significant proportion of
graduates to pursue further programmes of study or careers in noncognate fields;
provide educational opportunities for mature and alternatively qualified
students, as well as for school-leavers and traditionally qualified students.
Programme Learning Outcomes
When you have completed the programme you will be able to:
LO1. Appraise theories of human biocultural evolution
LO2. Review archaeological theory and practice; the archaeology of the British
Isles, the scientific principles underlying archaeology, landscape development
and the formation and nature of the archaeological record
LO3. Evaluate archaeological field monuments, principles and methods of
environmental archaeology; concepts of archaeological chronology and
scientific dating techniques
LO4. Review the administrative legislative and financial context of modern
archaeology
LO5. Evaluate sampling strategies and excavation and recording techniques
LO6. Appraise the scientific principles underlying archaeology
LO7. Evaluate archaeological artefacts, materials and production technology
LO8. Evaluate growth, decline and sustainability of different human societies within
different environmental contexts
LO9. Recognise and handle archaeological artefacts and materials
LO10. Interpret stratigraphic sequences and archaeological evidence
LO11. Apply a variety of scientific techniques
LO12. Apply practical field surveying and present survey data
LO13. Review the management of archaeological projects
LO14. Evaluate professional practice in archaeology
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LO15. Interpret artefactual evidence
LO16. Employ excavation and recording techniques
LO17. Identify and interpret environmental evidence
LO18. Formulate a research design;
LO19. Design and complete a substantial work of independent study
LO20. Distinguish between metaphysical concepts and epistemological concerns
LO21. Employ skills in critical thinking and data evaluation, basic numerical and
statistical techniques; independent learning and research, and team working;
LO22. Evaluate scientific concepts;
LO23. Employ IT and computer assisted learning skills; written and oral
communication skills; time management skills; analytical, numerical and
problem solving skills;
LO24. Prepare a curriculum vitae;
LO25. Present within a conference format;
Curriculum
Stage 1
Module
Code
Module Title
Type
Credits
Level
Study
period
AR-1107D
Archaeology of the British Isles
Core
20
4
1
AR-1006D
Archaeological theory and method
Core
20
4
1
AR-1108D
Human Evolution
Core
20
4
1
AR-2304D
Scientific Frameworks for Archaeology
Core
20
4
2
EN-1004D
Field Course I (Malham)
Core
20
4
2
AR-2007D
Humans: Past and Present
Core
20
4
2
Stage 1 introduces the major strands of the degree programme. The first major
strand is fieldwork (Malham Field Course), which prepares the ground for fieldwork
at stage 2. This includes introductions to techniques of field survey and
archaeological geophysics. A second key strand is human osteoarchaeology
(Human Evolution) which introduces concepts and handling of osteoloarchaeological
material to be developed in stage 2. The final key strand is archaeological/
environmental management (Malham Field Course/Humans Past and Present),
preparing the way for Environmental Impact Assessment in stage 2. Human
Evolution and Humans Past and present together give broad coverage of the deep
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human past from the earliest times to relatively modern periods. Archaeological
Theory and Method, together with Scientific Frameworks for Archaeology provide
grounding in the range of approaches to archaeological material and introduce the
distinctive ‘Bradford brand’ which blends the perspectives of the sciences and the
humanities in the study of the human past.
In stage 1 you will develop knowledge and understanding of archaeological
principles, and laboratory skills. By the end of stage 1 you will be able to appreciate
the breadth and range of the discipline, will have gained a broad understanding of
the principles of archaeological theory and practice, an understanding of key themes
and topics in world archaeology, an appreciation of the use of scientific methods in
archaeology, and will have acquired experience of archaeological fieldwork through
guided group-work in the field. As stage 1 is shared with the BA Archaeology and
BSc Archaeological Sciences, it will also be possible for you to change programmes
at this stage if, having gained a fuller understanding of the discipline, you feel that
one of these other programmes will better equip you for the career path you have in
mind.
If you have achieved the regulatory credit points at Level 4 and have achieved
learning outcomes 1-3, 9-12 and, operating only within a context that has been
defined for you, learning outcomes 21-23, you may exit the programme and are
eligible for the award of Certificate of Higher Education.
Stage 2
Module
Code
Module Title
Type
Credits
Level
Study
period
AR-3010D
Archaeology Field Course
Core
20
5
Vacation
AR-3510L
Heritage Management
Core
20
5
3/4
AR-5310M
Artefact Studies
Core
10
5
3
AR-3506M
Theoretical Archaeology
Core
10
5
3
20
5
3
AR-3012D
Britain and Ireland in the Neolithic and
Bronze Age 4000-1000BC
Option1
EN-2314D
Introduction to GIS
Option*
20
5
3
AR-4307D
Advanced Methods in Archaeology
Core
20
5
4
20
5
4
20
5
4
AR-4104D
Celts, Greeks & Romans: the Iron Age
in Europe
Option1
AR-3107D
Ecology and Bioarchaeology
Option*
*students must take one of these options
1 students must take one of these options
Stage 2 develops the fieldwork strand (Archaeology Field Course) and
archaeological/environmental management strand (Heritage Management). The
human osteoarchaeology strand is developed through Bioarchaeology, while
Introduction to GIS provides an option for students who do not which to deal with
human bones to enhance their skills in landscape investigation. Coverage of
aspects of archaeological theory and method (Theoretical Archaeology, Artefact
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Studies) fulfil the major benchmarking requirements in those areas, while the core
module Advanced Methods in Archaeology offers further depth in areas such as
archaeological geophysics. Cultural modules (one of Celts, Greeks & Romans,
Britain and Ireland in the Neolithic and Early Bronze Age) enable you to focus on the
application of archaeological perspectives to well-defined chrono-geographical
blocks.
By the end of stage 2 you will be able to critically discuss current themes, issues and
approaches in archaeology and will have gained a critical appreciation of issues in
heritage management and professional practice (preparing you for the optional
Placement Year). You will have developed skills in archaeological fieldwork as well
as a range of transferable skills (e.g. in data gathering and evaluation, CV
preparation, group-work).
If you have achieved the regulatory credit points at Levels 4 and 5 and have
achieved learning outcomes 1-7 and 9-15 and, operating both within and beyond a
context that has been defined for you, learning outcomes 21-25, you may exit the
programme and are eligible for the award of Diploma of Higher Education.
Stage 3
Module
Code
AR8131K
Module Title
Type
Credits
Level
Study
period
Individual Project
Core
40
6
5/6
AR-5308D
The Viking Settlement of the North
Atlantic
Option1
20
6
5
AR8128D
Forensic Archaeology
Option
20
6
5
AR-5002D
Human Osteoarchaeology
Option *
20
6
5
AR-3012D
Britain & Ireland in the Neolithic &
Bronze Age 4000-1000BC
Option *
20
5
5
AR-8124D
Archaeometry
Option
20
6
6
AR8132D
Reconstructing Past Environments
Option *
20
6
6
AR3101D
Hunter Gatherers: Present and
Past
Option1
20
6
6
AR-6110D
Urbanisation
Option
20
6
6
EN3325D
Geohazards: Past, Present, and
Future.
Option
20
6
6
AR-4104D
Celts, Greek and Romans: the Iron
Age Europe
Option *
20
5
6
AR-6112D
Funerary Archaeology
Option
20
6
6
*students must take one of these options
1 students must take one of these options
Stage 3 develops the fieldwork and archaeological/ environmental
management strands (Reconsructing Past Environments) and provides the
opportunity for students to develop and refine their analytical skills in a major
piece of guided research (Individual Project). The human osteoarchaeology
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strand culminates in the module Human Osteoarchaeology, while
Reconstructing Past Environments also provides an option for students who
do not which to deal with human bones to enhance their skills in landscape
investigation. Other modules are all presented as options, allowing students to
select from a range of cultural/thematic/methodological modules as best suits
their own perceived needs as they acquire greater confidence and
understanding of their personal aspirations and career plans.
By the end of stage 3 you will be able to critically evaluate research in your field,
understand and participate in heritage management exercises geared to the world of
employment in the heritage sector, and further refine your understandings of
archaeological evidence from a range of time-periods and regions. You will have
developed a range of transferable skills (especially in critical thinking, presentation
and team-work).
If you have achieved the regulatory credit points at Levels 4 to 6 and have achieved
learning outcomes 1-20 and operating in a context that is, in part, at the forefront of
the discipline, learning outcomes 21-25, you are eligible for the award of BSc (Hons)
If you have not met the credit requirements for an Honours degree but have
achieved the regulatory credit requirements for the award of an Ordinary degree and
have met learning outcomes 1-17 and 20-25 you are eligible for the award of an
Ordinary degree.
Students who have additionally successfully undertaken placement study are eligible
to be awarded the degree entitled Archaeology with Professional Placement.
The Curriculum meets the requirements of the subject benchmark statement for
Archaeology published by the QAAHE.
The curriculum may change, subject to the University's programme approval,
monitoring and review procedures.
Learning, Teaching and Assessment Strategies
The teaching and learning strategy takes into consideration the learning outcomes,
progression through the levels of study, the nature of the subject and the student
intake, and the need for you to take greater responsibility for your own learning as
you progress through the programme.
The assessment strategy is designed to support the learning outcomes of each
programme and each specific module. A wide range of formative and summative
assessment methods are used, including essays, worksheets, laboratory reports,
group-work, poster (in the placement year) and oral presentations, reflective journals
and examinations.
For example:
1. In the core module Heritage Management at stage 2, students are
expected to set up and work in an interdisciplinary ‘consultancy’ team,
to prepare ‘consultancy-type’ documents, and to make a scoping
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assessment and recommendations about one development proposal.
The group work is formative, preparing students for assessed group
work at stage 3. Summative assessment, via a 1500 word technical
report (70%), assesses the application of knowledge specific to
Heritage management while an oral presentation (30%) assesses skills
in communicating specialist knowledge. The twin forms of assessment
– technical report and oral presentation – are thus specifically geared
to assessing key outcomes for this module.
2 The core module Artefact Studies at stage 3, examines the postexcavation processes with regard to archaeological artefacts resulting
from interventions such as those studied in Heritage Management. This
module draws together observational and identification skills learned
throughout the programme in a critique (50%) and practical exam
(50%).
Part-time (intensive) route
Students may also elect to undertake this degree programme on an intensive
part-time route over four years instead of three years full-time. In such cases
they would follow the programme of study outlined below, undertaking 80
credits per year rather than the 120 credits taken yearly on the full-time route.
Note that this route does not allow for a placement year.
Year 1
Module
Code
Module Title
Type
Credits
Level
Study
period
AR-1107D
Archaeology of the British Isles
Core
20
4
1
AR-1006D
Archaeological theory and method
Core
20
4
1
EN-1004D
Field Course I (Malham)
Core
20
4
2
AR-2007D
Humans Past and Present
Core
20
4
2
Type
Credits
Level
Study
period
Year 2
Module
Code
Module Title
AR-1108D
Human Evolution
Core
20
4
3
AR-5310M
Artefact Studies
Core
10
5
3
AR-3506M
Theoretical Archaeology
Core
10
5
3
AR-2304D
Scientific Frameworks for Archaeology
Core
20
4
4
AR-4307D
Advanced Methods in Archaeology
Core
20
5
4
Type
Credits
Level
Study
period
Year 3
Module
Code
Module Title
AR-3010D
Archaeology Field Course
Core
20
5
Vacation
AR-3510L
Heritage Management
Core
20
5
5/6
AR-3012D
Britain and Ireland in the Neolithic and
Bronze Age 4000-1000BC
Option1
20
5
5
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EN-2314D
Introduction to GIS
Option*
20
5
5
AR-4104D
Celts, Greeks & Romans: the Iron Age
in Europe
Option1
20
5
6
AR-3107D
Ecology and Bioarchaeology
Option*
20
5
6
Type
Credits
Level
Study
period
Year 4
Module
Code
Module Title
AR-3012D
Britain and Ireland in the Neolithic
and Bronze Age 4000-1000BC
Option
20
5
7
EN-2314D
Introduction to GIS
Option
20
5
7
AR-5308D
The Viking Settlement of the North
Atlantic
Option
20
6
7
AR-8128D
Forensic Archaeology
Option
20
6
7
AR-4104D
Celts, Greeks & Romans: the Iron
Age in Europe
Option
20
5
8
AR-3107D
Ecology and Bioarchaeology
Option
20
5
8
AR-8132D
Reconstructing Past Environments
Option
20
6
8
AR-3101D
Hunter Gatherers: Past and
Present
Option
20
6
8
EN-3325D
Geohazards: Past, Present, and
Future.
Option
20
6
8
AR-6112D
Funerary Archaeology
20
6
8
Credits
Level
Study
period
40
6
9
Option
Year 5 (half year only)
Module
Code
AR-5305K
Module Title
Individual Project
Type
Core
Assessment Regulations
This Programme conforms to the standard University Regulations which are
available at the following link:
http://www.bradford.ac.uk/aqpo/ordinances-and-regulations/
Admission Requirements
The University welcomes applications from all potential students regardless of their
previous academic experience; offers are made following detailed consideration of
each individual application. Most important in the decision to offer a place is our
assessment of a candidate’s potential to benefit from their studies and of their ability
to succeed on this particular programme.
Entrance requirements for each
programme will vary but consideration of your application will be based on a
combination of your formal academic qualifications and other relevant experience.
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If you have prior certificated learning or professional experience which may be
equivalent to parts of this programme, the University has procedures to evaluate this
learning in order to provide you with exemptions from specified modules contained
within the curriculum. Please talk to us if you do not fit the standard pattern of entry
qualifications.
The University of Bradford has always welcomed applications from disabled
students, and these will be considered on the same academic grounds as are
applied to all applicants. If you have some form of disability you may wish to contact
the programme leader before you apply.
A typical offer to someone seeking entry through the UCAS main scheme would be
240 points (CCC). Applications are welcome from mature students (those over 21
years of age on entry) and from candidates with non-standard qualifications (eg
Science Foundation Course, BTEC, a 12 unit VCE Double award in science, Scottish
Higher or Irish Leaving Certificate, International Baccalaureate, GNVQ or Access
qualifications in science) or, lacking academic qualifications, having significant
relevant experience. Up to 40 students are admitted to Stage 1 each year.
Learning Resources
The JB Priestley Library on the city campus provides a wide range of printed and
electronic resources to support your studies. We offer quiet study space if you want
to work on your own, and group study areas for the times when you need to discuss
work with fellow students. Subject librarians for each School and Division provide
training sessions and individual guidance in finding the information you need for your
assignment, and will help you organise your references properly.
Student PC clusters can be found in all our libraries and elsewhere on the campus.
Many of these are open all the time. You can also use the University's wireless
network to access the internet from your own laptop. Most of our online journals are
available on the internet (both on and off campus), and you can also access your
University email account, personal information and programme-related materials this
way.
Staff are on hand during the daytime to help you if you get stuck, and there is a 24
hour IT helpline available.
The Divisional student handbook (available on the Divisional web-site) lists specific
resources useful to Archaeology students, including a list of electronic resources
produced by the Subject Librarian.
Students are encouraged to join the Archaeology Society which sponsors social and
academic events, and runs a Coffee Bar in our student common room. Students are
also encouraged to attend the Division’s weekly Guest Lectures where prominent
scholars from other institutions (as well as from within the Division) present cuttingedge research. These lectures are valuable in complementing the formal taught
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component of the programme and confirm the Division’s status as a top research
department.
The Division of Archaeological Sciences is well equipped with teaching and research
laboratories for the specialisms covered in the programme and students use these
facilities in modules and in dissertation research. Specialised laboratories include:
the Biological Anthropology Research Centre (BARC); North Atlantic Research
Laboratory; the Iron Age Research Laboratory; Conservation laboratory; Geophysics
Laboratory; Archaeobotany and archaeozoology research collections. There is also
an extensive collection of over 3000 specimens of rock, minerals and fossils to
support geology and earth science components of the programme, and the ecology
modules are supported by excellent microscope facilities and supporting biological
materials. An excellent stock of field equipment is available for use by students,
including equipment for geophysical and topographic survey (both conventional and
electronic).
Student Support and Guidance
Programme Team
Support for you personally and in your programme of study will be provided both by
the University and the Programme Team. You will be allocated a personal tutor who
is someone with whom you will be able to talk about any academic or personal
concerns. The School will ensure that there is someone available with whom you feel
comfortable to help and support you. You will be provided with a comprehensive
series of handbooks that you can consult on a range of learning issues and your
programme tutors will be available to consult on subject specific queries.
The University and the Division have a well-deserved reputation in this area. You will
be allocated a personal tutor, but in practice all members of staff operate an opendoor policy. Personal tutors and dissertation supervisors also provide guidance for
your personal development planning. If you opt for a placement you will be visited by
your personal tutor and supported by the Placements Tutor and Placements
Secretary.
Students’ Union
We value the feedback provided by students and collaborate with the Students’
Union, through a system of programme representatives and formal staff student
liaison committees, so that any issues you wish to raise are addressed rapidly.
The Students’ Union and the University of Bradford work in partnership to provide
confidential counselling and welfare services where you can get help with any aspect
of your personal or academic life. Student Financial and Information Services
(based in the Hub) will provide you with information about a diverse range of issues
such as council tax, personal safety and tourist information. International Students
can access a range of additional advice and support services through the Students’
Union.
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Employability and Career Development
The University is committed to helping students develop and enhance their
employability profile and capabilities through learning opportunities embedded within
the curriculum.
Furthermore, the University is committed to supporting students to develop their
commitment towards a career pathway(s) and to implementing a career plan.
Professional career guidance and development support is available throughout your
time as a student and as a graduate from Career Development Services. The
support available from Career Development Services includes a wide range of
information resources, one to one appointments, a weekly workshop programme, a
mentoring programme, graduate recruitment and careers fairs, plus information and
help to you find part time work, summer work placements, graduate internship
programmes and graduate entry vacancies. In addition, some students as part of
their programme of study may have the opportunity to complete a Career & Personal
Development accredited module delivered by the Career Development Service.
All students are encouraged to access Career Development Services at an early
stage during their studies and to use the extensive resources available on their web
site www.careers.brad.ac.uk.
Career Development Services annually undertakes a survey of all graduates to find
out their destination six months after graduation. The survey gathers data on the
employment and further study routes graduates have entered and a range of other
information including job roles, name and location of employers, salary details etc.
The survey findings for each programme of study are presented on the programme
information pages on the University website and via Career Development Services’
website www.careers.brad.ac.uk
For this programme specifically, we provide tailored careers advice through our
Personal Tutor system. This begins early, and may be a consideration in the
selection of placement opportunities should you decide to take the 4 year route. The
placement itself provides an excellent introduction to the careers market in
archaeology and equips students extremely well for employment in the
archaeological/heritage sectors. For all students, our investment in fieldwork, and our
dedicated ‘hands-on’ approach to the teaching of archaeology has ensured that
Bradford graduates have long been seen as extremely well-grounded in the skills
and knowledge that employers look for. The Division also organises an employability
workshop in the spring term.
Learner Development Unit for Academic Skills Advice
For undergraduate students who are looking to improve their marks during their time
at university, study skills and maths advice is available to all regardless of degree
discipline or level of study. Students can access a programme of interactive
workshops and clinics which is delivered throughout the year. This is in addition to
our extremely popular face-to-face guidance from our advisers, who also offer a wide
range of online and paper based materials for self-study.
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http://www.bradford.ac.uk/learner-development/
Disability
Disabled students will find a supportive environment at Bradford where we are
committed to ensuring that all aspects of student life are accessible to
everyone. The Disability Service can help by providing equipment and advice to
help you get the most out of your time at Bradford and is a place where you can
discuss any concerns you may have about adjustments that you may need, whether
these relate to study, personal care or other issues. For more information contact
the Disability Service by phoning: 01274 233739 or via email:
disabilities@bradford.ac.uk.
University policies and initiatives
Learning and Teaching
Our University approach to learning, teaching and assessment is encapsulated by an
integrated set of themes and principles within our Curriculum Framework. All of our
degree programmes have been designed to provide you with an inclusive and
engaging learning environment which gives you the opportunity to thrive and develop
in your area of study. Our research-informed programmes have a particular focus on
developing your employability. We also place a strong emphasis on collaborative,
real-world and enquiry-based learning, supported by appropriate learning
technologies. Our assessment is designed not just to measure your achievement,
but also to shape and guide your learning through preparing you for the increasing
level of challenge as you progress through your degree. Together, these lead to you
developing a distinctive set of graduate attributes which will prepare you for life
beyond university.
Ecoversity
Ecoversity is a strategic project of the University which aims to embed the principles
of sustainable development into our decision-making, learning and teaching,
research activities campus operations and lives of our staff and students. We do not
claim to be a beacon for sustainable development but we aspire to become a leading
University in this area. The facilities we create for teaching and learning, including
teaching spaces, laboratories, IT labs and social spaces, will increasingly reflect our
commitments to sustainable development. Staff and student participation in this
initiative is crucial to its success and its inclusion in the programme specification is a
clear signal that it is at the forefront of our thinking in programme development,
delivery, monitoring and review. For more details see www.bradford.ac.uk/ecoversity
The University of Bradford and the School of Life Sciences are committed to the
principles of Education for Sustainable Development as outlined in the UNESCO
definition (see http://info.brad.ac.uk/admin/ecoversity/what-sustainability.php ). The
programme provides opportunities both to explore the sustainable development
challenge (particularly through reflection on the time depth of human interactions
with landscape, ecosystems and resources) and to develop a responsible
professionalism.
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For example, the Stage 1 module ‘Humans Past and Present’ explores a range of
themes relevant to the impact of past human communities on their landscapes and
ecosystems, and examines the ways in which humans have adapted to
environmental change over the long term. A further set of modules develop students’
skills in responsible professional practice: in this respect, the core modules of
Environmental Impact Assessment and Heritage Management are particularly
relevant. Increasingly developing levels of responsibility as students progress, this
pair of modules helps students to develop their skills in problem-based
interdisciplinary holistic learning, as applied to the creation of and support for
culturally and environmentally sustainable environments in specific case study
locations. Themes relating to sustainability and environmental adaptation also occur
in numerous other modules, both core (e.g. Field Course 1 (Malham)) and optional
(e.g. Geohazards).
Further Information:
For further information, please check the University prospectus or contact
Admissions.
The Admissions Office
The Admissions Office
The University of Bradford
Archaeological Sciences/School of Life
Sciences
Richmond Road
Bradford, BD7 1DP
The University of Bradford
UK
Phoenix SW
Richmond Road
Bradford, BD7 1DP
UK
+44 (0)1274 233054
+44 (0)1274 234290
http://www.brad.ac.uk/courses/
http://www.bradford.ac.uk/archenvi/
The contents of this programme specification may change, subject to the University's
regulations and programme approval, monitoring and review procedures.
© University of Bradford
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