School of Archaeological, Geographical and Environmental Sciences

University of Bradford

School of Archaeological, Geographical and Environmental Sciences

The School of Archaeological, Geographical and Environmental Sciences embraces interdisciplinary approaches to the study of people and the myriad ways in which they shape and interact with natural and cultural environments, both in the present and in the past. The mission of the School is to provide leadership in subject areas to enhance theory and practice and to develop staff and students to their full potential. 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 course aims to integrate discipline skills in geography, in particular the changing nature of the landscape and the environment and the physical processes that shape them, with archaeological method and theory and themes in world archaeology. Central to these issues is the study of human impact both in the present and in the past. This School-wide course is unique in that it allows students to draw on expertise in two of these areas, obtaining a systematic scientific training in both geography and archaeology, with particular emphasis on discipline areas common to both subjects.

The main aims of the degree programme are to develop the intellectual, scientific and practical skills of the student in the observation, recording, analysis, interpretation and understanding of archaeological and geographic data and information, with specific reference to the interaction between physical and human systems, how communities developed and how we study, preserve and interpret our past. This programme of study aims to:

• deliver a flexible programme of study in Geography and Archaeology, that reflects areas of staff expertise;
• encourage the development of independent learning skills, by providing a supportive, structured environment;
• develop subject knowledge and understanding, and provide training in discipline skills to enable graduates to pursue further programmes of study or careers in geography, archaeology or related practice;
• develop personal transferable skills to enable a significant proportion of graduates to pursue further programmes of study or careers in non-cognate fields;
• provide educational opportunities for mature and alternatively qualified students, as well as for school-leavers and traditionally qualified students.

Learning outcomes indicate what a graduate should know and understand, and be able to do on successful completion of the programme. They have been developed with reference to the Archaeology and Geography subject benchmarks, published by the QAAHE.

When you have completed the BSc (Hons) in Geography and Archaeology you will have acquired the following:

Knowledge and understanding in the context of the subject

• sediment-process-landform interaction at a variety of spatial and temporal scales
• human-landscape interaction and techniques for monitoring and alleviating their impacts
• human biocultural evolution
• archaeological theory and practice
• the formation of the archaeological record; sampling strategies
• excavation and recording; archaeology of the British Isles
• landscape development, the impact of climatic and natural events to the archaeological record, archaeological landscape evolution and evaluation
• principles and methods of environmental archaeology
• growth, decline and sustainability of different human societies within different environmental contexts

Subject specific practical/professional skills

• observe, record accurately and account for natural features of the landscape in the field and in the laboratory
• use field and laboratory equipment safely and competently
• have shown competency in using standard analytical equipment
• use and understand topographic, soil and geological maps
• the recognition and handling of archaeological materials
• the interpretation of stratigraphic sequences
• formulate a research design
• application of a variety of scientific techniques
• the interpretation of archaeological evidence
• the identification and interpretation of environmental evidence
• the analysis of archaeological soil and sediment samples
• the design and completion of a substantial work of independent study.

General/transferable skills (including key skills)

• capacity and desire to learn in both subject and non-subject oriented areas, both individually and in a team
• practical skills in sampling strategies, survey design and data collection in the field and laboratory
• effective communication using written, graphical and oral media
• numerical skills including statistics
• IT skills (especially word processing, use of spreadsheets and WWW)

• management of, and reflection upon, own learning to facilitate continuing learning and personal development
• critical thinking
• team working

• analysis, synthesis evaluation and interpretation of data from a variety of sources
• formulate working hypotheses and test these using appropriate statistical measures
• demonstrate the skills necessary to plan, execute and report a programme of original research

Distinctive features

The possibility of including a one-year placement between stages two and three, which leads to an independent Diploma of Professional Studies

Strong emphasis on fieldwork and the supervised development of practical experience, within Stages 1 and 2 and during the summer vacation between stages one and two: recent fieldwork has included Pompeii, the Yorkshire Dales and Shetland.

Staff research informs much of the curriculum, especially in the final stage (the Department of Archaeological Sciences was awarded a grade 5 in the latest Research Assessment Exercise).

Both Departments have received top accolades for teaching quality. External review of Geography and Environmental Science in 2003 expressed confidence in the academic standards set and achieved and in the learning opportunities offered. Archaeological Sciences was graded as ‘excellent’ in QAAHE subject review result in 2000.

• Dedicated laboratories for scientific analysis, geological collection, dating, environmental study and geophysics.

Curriculum for the award

The programme is offered over 3 or 4 years full-time. The provisions for part-time mode are typically 6 years: the exact arrangements will be discussed with individual applicants. The map of the curriculum shows the core (C) and optional (O) units. In all stages, you will choose options so that you study 120 credits in each year. The curriculum may change, subject to the University's course approval, monitoring and review procedures, as developments are made each year. More detail, including learning outcomes, is available for each unit. There is an External Advisory Board comprising members of the private and public sector that meets biannually to advise on School strategy and the curriculum.

Three years or four years?

A distinctive feature of all awards is the opportunity to undertake a twelve-month industrial placement between Stages 2 and 3, providing experience in a range of work environments frequently targeted by employers and leading to a Diploma of Professional Studies. It is clear that students who do undertake a placement in their third year not only have better scope for employment, but also tend to gain a higher classification in their degree award.

The skills that you acquire on placement will depend upon the specific programme of training and work, but could include aspects of the following:

• Discipline Skills, analysis of landscape formation; sediment analysis and soil identification, the use of analytical instrumentation; geophysical or aerial survey; excavation/fieldwork; post-excavation; artefact conservation and finds management; artefact analysis; scientific dating; Sites and Monument Record management; education, heritage and museum work; forensic investigation, conservation and ecological managements, sustainable development, occupational and / or environmental pollution assessment and control, hazard and risk management, town and countryside planning.
• Personal Transferable Skills, further development of written and oral communication, problem-solving, administrative and IT skills; statistical analysis; time management; the ability to work independently; self-motivation; adaptability; team working.

Progression: a summary (the full progression regulations are maintained on the Web at

To pass and proceed from each stage to the next including eligibility to undertake the placement, and also to be eligible for a classified Honours award, you must achieve at least 40% in 100 credits and 35% in the other 20 credits.

The class and division of the undergraduate Honours degree that you are awarded is based on the overall weighted marks that you receive for each stage. Stage 2 contributes 30%, and stage 3 contributes 70%. The degree is normally awarded on the basis of the following minimum final overall weighted average marks:

If you complete Stage 1 successfully, you are eligible for a Certificate of Higher Education; if you complete stage 2 successfully, you are eligible for a Diploma of Higher Education. The learning outcomes for these awards and the final award are consistent with those of the Framework for Higher Education Qualifications and its descriptors.

If you do not satisfy the Stage 1 progression rules you may be eligible to transfer to the Ordinary Degree in Stage 2. The Ordinary degree comprises 80 credits at Stages 2 and 3, which may be chosen from the range of modules delivered on the Honours programme. On completion of the Ordinary degree you may be allowed to take additional credits to top up to an Honours Degree.

Admission requirements

Each year we admit about 100 undergraduate students to the School.

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 course. Entrance requirements will vary but are set after consideration of each applicant’s academic background and achievements and all other relevant experience. A typical offer to someone seeking entry through the UCAS main scheme would be 220 points (C, C, D), including a minimum of 140 points from two subjects completed at GCE A Level. Applications are welcome from candidates with non-standard qualifications or who, lacking academic qualifications, have significant relevant experience.

Scottish or Irish candidates should have the appropriate Scottish Framework qualifications or Irish Highers. International or European Baccalaureate candidates should write for guidance to the Admissions Tutor, giving details of their subjects. Similarly, mature students, particularly those from Access courses, with experience and motivation should also contact the Admissions Tutor for details of how prior learning and experience may be used during the admissions process.

Applicants whose first language is not English will also be expected to possess a University approved English Language qualification such as IELTS at 6.0 or TOEFL at 550.

Applicants who do not hold the necessary qualifications for the degree course may apply to the Science Foundation Year to obtain the necessary entrance requirements and on successful completion would be guaranteed entry to the degree course. This would serve as year 1 of a 4 year programme (or 5 years with a placement year).

Geography and Archaeology

Code

Semester

Unit Title

EN-2001L

EN-2004D

EN-3001M

EN-3002M

Students must do at least one of the modules labelled O1.*

Students must do at least one of the modules labelled O2.*

Students must do either modules labelled C1 or those labelled C2 but not both. Either C1 or C2 modules are core for students studying for the award of Honours Degree but optional for students studying for the award of Ordinary Degree.

*This does not apply to students studying for the award of Ordinary Degree.

Students are also permitted to take elective modules from elsewhere in the University catalogue, subject to agreement from the host Department and timetabling. Note also that timetabling constraints may mean that only some combinations of core and optional modules are available for any student’s programme of study in any particular academic year.

Teaching, learning and assessment strategies

The teaching, learning and assessment strategies take 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. In particular the combination of modules offered on this course allows you to study specialist areas within archaeology and geography, in addition to examining the synergy between the subjects. You will use skills and knowledge from both subject areas to address the study of human impact on the landscape and environment in the present and the past. The overall structure of the curriculum is one in which there are no option choices at stage 1 but an increasing choice of options through stages 2 and 3. The assessment strategy is designed to provide frequent feedback on smaller pieces of work at Level 1, requiring work of increasing depth and length at Levels 2 and 3, culminating in the planning and execution of a substantial research project, counting for 40 or 50 credits in total. Although the emphasis of your study will depend on the award you choose, there are options available to give you a broader experience from the other awards too In addition, on all courses there is a strong component of field training, giving you the opportunity to develop your intellectual and practical skills with hands-on experience.

Stage 1 provides a foundation for all the awards and ensures an introduction for all students to key elements of the syllabus. These elements include field and project work undertaken in a structured, directed and teamwork context. Concepts, methods and techniques are introduced which facilitate independent work at a later stage. These are supplemented by basic numerical and descriptive statistical skills. The teaching will also incorporate development of non-numerical skills, including elements of reflective learning.

At stage 2 the curriculum introduces the specialization required to meet the needs of specific disciplinary pathways, whilst maintaining the overall importance of field and project work. Fieldwork will now incorporate more detailed examination of characteristic features which reflect your chosen pathway and introduce smaller group work and a range of activities. In stage 2 the project element is derived from fieldwork and provides additional opportunity for exploration of the specific discipline base. General investigation skills continue to play an important role, developing data collection techniques (both quantitative and qualitative) and moving from the simple description to more complex methods of analysis. All students pursue the environmental management case studies module which explicitly develops personal transferable skills, including CV preparation, reflection and teamwork, preparing you for placement and future employment.

The School encourages students to take the optional placement year. The School’s placements are a ‘full immersion’ process, and are in every way analogous to full time employment. Visits from an assigned placement tutor offer you continuity and support during this year. If you successfully undertake the placement you will be awarded a Diploma in Professional Studies.

At Stage 3 you are regarded as an independent learner, having the skills necessary to pursue your own education in a motivated and effective framework. The structure of the curriculum is now much more flexible to adjust to your needs and interests. The only modules undertaken by all students are the Project Preparation and Project modules. The former builds on the research methods and project planning skills acquired at Levels 1 and 2, and guides you through the process of selecting and planning your independent project. In your project work you are required to demonstrate your capacity for supported but independent study, undertaken within the discipline field of your pathway and allowing you to explore and develop your skills and advance your disciplinary knowledge base. Additionally, a reflective element of the project assessment facilitates your examination of your own learning in relation to your subsequent aspirations. Other core modules are determined by your chosen pathway, with a series of options bridging different elements of the curriculum, and enabling you to develop specialist knowledge in areas of choice.

Throughout the course, you will acquire skills that will be useful not only in Geography and Archaeology, but in whatever profession you choose to follow. These will be taught, practised and assessed. They are listed at the start of this document as personal transferable skills. Since 1998, fewer than 8% of our graduates were still seeking work six months after completing their studies.