University of Bradford: Undergraduate Programme Specification Template

University of Bradford: Undergraduate Programme specification template

UNIVERSITY OF BRADFORDSchool of Life SciencesDivision of AGESProgramme/course title: BA (Hons) in Archaeology

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.
• 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 non-cognate 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;

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

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

Stage 2 develops the fieldwork strand (Archaeology Field Course, Majorca Field Trip) and archaeological/environmental management strand (Environmental Impact 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

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 developsthe 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).

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 desk-assessment 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%).

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

Year 2

Year 3

Year4

Year5 (half year only)

Assessment Regulations

This Programme conforms to the standard University Assessment Regulations which are available at the following link:

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.

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.