University of Bradford:
Undergraduate Programme specification template
UNIVERSITY OF BRADFORD
School of Life Sciences
Division of AGES
Programme/course title: BA (Hons) in Archaeology
Awarding and teaching
institution:
University of Bradford
Final award:
BA (Hons) [National Qualifications Framework
level H]
Programme title:
Archaeology
Programme approved /
accredited by:
Not applicable
Duration:
3 or 4 years full-time; 6 years part-time
UCAS code:
V401, V402
Subject benchmark
statement:
Archaeology
Last updated :
February 2010
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Introduction
The BA Archaeology programme centres on field archaeology with a strong
professional focus. It will equip students for employment in
environmental/archaeological consultancies, field units, 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.
Archaeology, the study of the past through its material remains, is increasingly
closely associated with a wide range of other disciplines in the Humanities, the
Social Sciences and the Sciences. At Bradford, our distinctive approach emphasises
this integration in accordance with the University's mission, 'Making Knowledge
Work'. BA Archaeology aims to provide a comprehensive introduction to the world of
modern archaeology, with an emphasis on the cultural aspects. 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.
AGES has an excellent research profile, which supports our teaching in all areas.
Throughout the course, 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, less than 8% of our
graduates were still seeking work six months after 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 Pompeii, the Yorkshire
Dales, Hadrian’s Wall, Old Scatness (Shetland) and Cambridgeshire. 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. You
will also receive a Diploma of Professional Archaeological Studies when you
complete the placement successfully.
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.
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
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 the areas of archaeological fieldwork and
consultancy, prehistoric archaeology and environmental archaeology;

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:
Knowledge and Analysis
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;
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LO6. Evaluate growth, decline and sustainability of different human societies within
different environmental contexts;
Professional Skills
LO7. Recognise and handle archaeological artefacts and materials;
LO8. Interpret stratigraphic sequences and archaeological evidence
LO9. Formulate a research design;
LO10. Apply a variety of scientific techniques;
LO11. Design and complete a substantial work of independent study;
LO12. Apply practical field surveying and present survey data;;
LO13. Distinguish between metaphysical concepts and epistemological concerns
LO14. Review the management of archaeological projects
LO15. Evaluate professional practice in archaeology
LO16. Employ excavation and recording techniques
Personal Transferable Skills
LO17. Employ skills in critical thinking and data evaluation, basic numerical and
statistical techniques; independent learning and research, and team working;
LO18. Prepare curriculum vitae;
LO19. Evaluate scientific concepts;
LO20. Present within a conference format;
LO21. Employ IT and computer assisted learning skills; written and oral
communication skills; time management skills; analytical, numerical and problem
solving skills;
Curriculum
Stage 1
Module
Code
Module Title
Type
Credits
Level
Study
period
AR1107D
Archaeology of the British Isles
Core
20
1
1
AR1006D
Archaeological theory and method
Core
20
1
1
AR1108D
Human Evolution
Core
20
1
1
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AR2304D
Scientific Frameworks for Archaeology
Core
20
1
2
EN1004D
AGES Field Course I (Malham)
Core
20
1
2
AR2007D
Humans Past and Present
Core
20
1
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 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 human past from the
earliest times to the present day. 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 BSc Archaeology and
BSc Archaeological Sciences, it will also be possible for students to change
programmes at this stage if, having gained a fuller understanding of the discipline,
they feel that one of these alternative programmes will better equip them for the
career path they have in mind.
Stage 2
Module
Code
Module Title
Type
Credits
Level
Study
period
AR3010D
Archaeology Field Course
Core
20
2
Vacation
EN-2003L
Environmental Impact Assessment
Core
20
2
3/4
new
Professional Practice in Archaeology
Core
10
2
3
AR3506M
Theoretical Archaeology
Core
10
2
3
AR3012D
Britain and Ireland in the Neolithic and
Bronze Age 4000-1000BC
Core
20
2
3
new
Advanced Methods in Archaeology
Option
20
2
4
AR4104D
Celts, Greeks & Romans
Core
20
2
4
EN-2004D
AGES Field Course II (Majorca)
Option
20
2
4
Stage 2 develops the fieldwork strand (Archaeology Field Course, Majorca Field
Trip) and archaeological/environmental management strand (Environmental Impact
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Assessment, Majorca Field Trip). Coverage of aspects of archaeological theory and
method (Theoretical Archaeology, Professional Practice in Archaeology) fulfil the
major benchmarking requirements in those areas, while the optional module
Advanced Methods in Archaeology offers further depth. Cultural modules (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 you will have gained a critical appreciation of issues
in heritage management and professional practice (preparing them 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).
Stage 3
Module
Code
Module Title
Type
Credits
Level
Study
period
new
Advanced Field Course
Core
20
3
Vacation
AR8131K
Individual Project
Core
40
3
5/6
new
Vikings
Option
20
3
5
AR8128D
Forensic Archaeology
Option
20
3
5
new
Environmental Law and Governance
Option
20
3
5
new
Professional Project
Core
20
3
6
AR8132D
Reconstructing Past Environments
Option
20
3
6
AR3101D
Hunter Gatherers: Present and Past
Option
20
3
6
EN3325D
Geohazards: Past, Present, and Future.
Option
20
3
6
new
Urbanisation
Option
20
3
6
Students may also draw up no more than 20 credits of Level 2 modules, which may
include Introduction to GIS, Advanced Methods in Archaeology, or Bioarchaeology
Stage 3 develops the fieldwork (Advanced Archaeology Field Course, Professional
Project) archaeological/environmental management strands (Professional Project)
and provides the opportunity for you to develop and refine your analytical skills in a
major piece of guided research (Individual Project). Other modules are all presented
as options, allowing you to select from a range of cultural/thematic/methodological
modules as best suits your own perceived needs as you acquire greater confidence
and understanding of your 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 enhanced skills in archaeological fieldwork, beyond those available in
most undergraduate courses in the sector, as well as a range of transferable skills
(especially in critical thinking, presentation and team-work).
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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 course approval, monitoring
and review procedures.
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 course.
The assessment strategy is designed to support the learning outcomes of each
course and each specific module. A wide range of formative and summative
assessment methods are used, including essays, worksheets, laboratory reports,
group-work, poster and oral presentations, reflective journals and examinations.
For example:
1. In the core module Environmental Impact Assessment at stage 2,
students are expected to set up and work in an interdisciplinary
‘consultancy’ team, to prepare ‘consultancy-type’ CVs, and to make a
scoping 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 3000 word
technical report (80%), assesses the application of knowledge specific
to environmental management while an oral presentation (20%)
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. In the core module Professional Project at stage 3, which develops the
skills and knowledge learned in Environmental Impact Assessment,
students in groups learn in how to tender for, cost and carry out a deskassessment in relation to a ‘real’ development proposal for a client.
This module draws together skills learnt throughout the course in a
mock consultancy situation, drawing on archaeological and
environmental knowledge. Through challenging groups to take full
responsibility for both the process and outcome of their work, this
module develops skills in project planning, group working and
reflection. Students learn through a series of structured workshops,
field visits (both laboratory and field-based) and group-work.
Assessment is tailored to address the specific needs of the module.
There will be formative opportunity to hand in one set of meeting
agenda/minutes for inspection and comment. Summative assessment
includes a second set of agenda/minutes submitted as a piece of group
work (20%), as well as a tender document (a group report) (50%) and a
reflective summary submitted as an individual piece of work (30%).
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Part-time (intensive) route
Students may also elect to undertake this degree programme on an intensive parttime 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
AR1107D
Archaeology of the British Isles
Core
20
1
1
AR1006D
Archaeological theory and method
Core
20
1
1
EN1004D
AGES Field Course I (Malham)
Core
20
1
2
R2007D
Humans Past and Present
Core
20
1
2
Type
Credits
Level
Study
period
Year 2
Module
Code
Module Title
AR1108D
Human Evolution
Core
20
1
3
New
Professional Practice in Archaeology
Core
10
2
3
AR3506M
Theoretical Archaeology
Core
10
2
3
AR2304D
Scientific Frameworks for Archaeology
Core
20
1
4
AR4104D
Celts, Greeks & Romans
Core
20
2
4
Type
Credits
Level
Study
period
Year 3
Module
Code
Module Title
AR3010D
Archaeology Field Course
Core
20
2
Vacation
EN-2003L
Environmental Impact Assessment
Core
20
2
5/6
AR3012D
Britain and Ireland in the Neolithic and
Bronze Age 4000-1000BC
Core
20
2
5
New
Advanced Methods in Archaeology
Option
20
2
6
EN-2004D
AGES Field Course II (Majorca)
Option
20
2
6
AR8132D
Reconstructing Past Environments
Option
20
3
6
AR3101D
Hunter Gatherers: Present and Past
Option
20
3
6
EN3325D
Geohazards: Past, Present, and Future.
Option
20
3
6
new
Urbanisation
Option
20
3
6
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Year 4
Module
Code
Module Title
Type
Credits
Level
Study
period
new
Advanced Field Course
Core
20
3
Vacation
new
Vikings
Option
20
3
7
AR8128D
Forensic Archaeology
Option
20
3
7
new
Environmental Law and Governance
Option
20
3
7
new
Professional Project
Core
20
3
8
AR8132D
Reconstructing Past Environments
Option
20
3
8
AR3101D
Hunter Gatherers: Present and Past
Option
20
3
8
EN3325D
Geohazards: Past, Present, and Future.
Option
20
3
8
new
Urbanisation
Option
20
3
8
Credits
Level
Study
period
40
3
9
Year 5 (half year only)
Module
Code
AR8131K
Module Title
Individual Project
Type
Core
Assessment Regulations
This Programme conforms to the standard University Assessment Regulations which
are available at the following link:
http://www.brad.ac.uk/admin/acsec/QA_Hbk/Undergrad_Regs_.html
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.
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.
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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 and our specialist libraries in the School
of Health and the School of Management provide 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 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 24/7. 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 course-related materials this way.
Staff are on hand during the daytime to help you if you get stuck, and there is a 24/7
IT helpline available.
The AGES 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 AGES Society which sponsors social and
academic events, and runs a Coffee Bar in our student common room. Students are
also encouraged to attend AGES weekly Research Seminars where prominent
scholars from other institutions (and from within AGES) talk on cutting-edge research
– a valuable complement to the formal taught component of the programme which is
a major benefit of AGES status as a top research department.
AGES is well equipped with teaching and research laboratories for the specialisms
covered in the course 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).
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Student Support and Guidance
Course Team
Support for you personally and in your course of study will be provided both by the
University and the Course 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
course 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.
The Hub, Student Support Centre
The Hub, Student Support Centre provides a central reception where students can
receive information, advice and guidance on a whole range of topics about their life
at University. The Hub is located in the Richmond Building adjacent to the Atrium.
The teams located within The Hub:





Accommodation
Admissions
o Education Liaison
o Enquiries
Student Administration and Support
o Bursaries and Financial Support
o Finance and Credit Control Group
o Payzone
o Records and Tuition Fees
International Office
Customer Service Team
www.brad.ac.uk/hub
+44 1274 232233
Students’ Union
We value the feedback provided by students and collaborate with the Students’
Union, through a system of course 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
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(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 Student’s
Union.
Careers and Employability
The University is committed to helping students develop and enhance employability
and this is an integral part of many programmes. Specialist support is available
throughout the course from Career Development Services including help to find part
time work while studying, placements, vacation work and graduate vacancies.
Students are encouraged to access this support at an early stage and to use the
extensive resources on the web site www.careers.brad.ac.uk.
Discussing options with specialist advisers helps to clarify plans through exploring
options and refining skills of job-hunting. In most of programmes there is direct input
by Career Development Advisers into the curriculum or through specially arranged
workshops. These may take place as early as year 1, or may be achieved through a
customised Career and Personal Development module in year 2 or 3 which is
developed in close cooperation with the academic department. An annual First
Destination Survey leads to compilation of a report on the outcomes of all
programmes and to the development of an annually updated Traffic Light Analysis of
Employability which is used as a performance indicator.
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.
Learner Development Unit (LDU)
The Learner Development Unit provides support in all aspects of academic, maths,
numeracy and interpersonal skills. A programme of interactive workshops is
delivered during both semesters which complements individual support available
from Advisers and the wide range of interactive online materials available from the
LDU website (www.bradford.ac.uk/LSS/learnerdevelopment ).
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
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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
ESD & 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.
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 Professional Project are particularly relevant.
Developing increasingly 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. AGES Field Course 1 (Malham)) and optional (e.g.
‘Urbanisation’).
A further set of modules develop students skills in responsible professional practice:
in this respect, the core modules of Environmental Impact Assessment and
Professional Project are particularly relevant. Developing increasingly 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.
Further Information:
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For further information, please check the University prospectus or contact
Admissions.
The Admissions Office
The Admissions Office
The University of Bradford
AGES/School of Life Sciences
Richmond Road
The University of Bradford
Bradford, BD7 1DP
Phoenix SW
UK
Richmond Road
Bradford, BD7 1DP
UK
+44 (0)1274 233054
+44 (0)1274 23XXXX
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 course approval, monitoring and review procedures.
© University of Bradford
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