UCAS code: V400
2016 Entry: 240-280 points
2017 Entry: 96-112 points
*UCAS has changed the way they calculate the tariff for courses starting in September 2017. Find out more about the new tariff.
3 years full-time; 6 years part-time
If English is not your first language:
Year 1/Level 4: IELTS 6.0 (including 6.0 in writing) or equivalent
Course Tuition Fees and Additional Costs
UK/EU/Channel Islands and Isle of Man
2016 Entry Full-time £9,000 p/a
Part-Time £1,125 per 15 credit module. The number of credits available per module may vary. Students can take up to a maximum 90 credits per year, so the maximum fee in a given year will not exceed the government permitted rate of £6,750.
Total Cost £27,000 (3 years)
2016 Entry Full-time £11,300 p/a
Part-Time £1,410 per 15 credit module. The number of credits available per module may vary. Students can take up to a maximum 90 credits per year.
Total Cost £33,900 (3 years)
For further details click here
Optional cost - week-long Archaeology Fieldtrip module costs £150 in Year 2.
Excavation: Four-weeks' compulsory fieldwork for BA/ BSc Archaeology and BSc Archaeological Practice (only two weeks for Combined Hons) takes place over the summer after Year 1, with a further four weeks' optional fieldwork in the summer after Year 2 (compulsory for BSc Archaeological Practice). Students opt to do the fieldwork at one of the Department's research/ training projects. Local projects have no direct costs for student participants. Students who opt to join department-approved research projects elsewhere, either regionally or internationally, may have to cover project-specific costs. At the highest end of this spectrum are the projects in Barbados (£1200 for two weeks); and Georgia (£1500 for four weeks) where the costs include flights, food and accommodation for the duration of the project.
To find out what general costs are included or excluded in the course fees, such as textbooks and travel expenses, please click here
In addition to the mandatory four-week summer training excavation during the first summer vacation, there are additional fieldwork opportunities throughout the year within the UK and abroad. BSc (Hons) Archaeological Practice with Professional Placement includes a year in industry.
Taught elements of the course take place on the King Alfred Campus or at West Downs, Winchester
Suitable for applicants from:
UK, EU, World
Pre-approved for a Masters:
University of Winchester students studying Bachelor Honours degrees are pre-approved to start a Masters degree at Winchester. To be eligible students must apply by the end of March in their final year and meet the entry requirements of their chosen Masters degree.
Terms and Conditions
For more information about the University of Winchester's terms and conditions click here.
Students may wish to pursue the three-year BSc (Hons) Archaeological Practice course or the four-year BSc (Hons) Archaeological Practice with Professional Placement course, which includes a year in industry.
Year 1 provides a sound foundation in both the practice and theory of archaeology. Students are required to attend the summer training excavation for four weeks during the first summer vacation and should ensure that they have accommodation available during late May and June.
Students' learning is enhanced in Year 2 by practical and applied skills such as GIS, Geomatics and Remote Sensing.
Students pursuing the four-year BSc (Hons) Archaeological Practice pathway participate in a year-long industry placement in their third year. This is a non-credit bearing year of study. On successful completion of the placement year, students earn a Portfolio of Professional Practice to demonstrate their experience to potential employers.
In the final year, specific topics are explored in greater depth alongside more advanced vocational modules. Students also complete a dissertation, although those on the three-year pathway can opt to undertake a month-long work-based placement instead.
The Department of Archaeology at the University of Winchester is a Registered Organisation with the Chartered Institute for Archaeologists (CIfA). Students can become Affiliates of the CIfA. After graduation they can build up field experience to progress to full membership categories.
- Introduction to Archaeology
- Development of Archaeology
- The Archaeology of the Historic Period
- World Prehistory
- Introduction to Archaeological Science
- Introduction to Archaeological Resources
- Introduction to Archaeological Fieldwork
- Introduction to Material Culture
- Geographic Information Systems
- Fieldwork 1
- Geomatics and remote sensing
- Research Methods
- Archaeological Theory
Students may choose from a range of optional modules from the list below:
- Early Prehistoric Europe
- Later Prehistoric Europe
- Roman Britain
- The Early Roman Empire
- Representation and Art in Archaeology
- The Archaeology of Gender and the Life Cycle
- The Archaeology of Conflict
- The Archaeology of Religion and Ritual
- Late Roman and Early Medieval Europe
- The Greek World
- Human Bioarchaeology
- Forensic Archaeology
- Theme Study: Exploiting the Greek and Roman Natural World
- Maritime Archaeology
- Medieval Archaeology
- The Archaeology of Death and Burial
- Archaeology Fieldtrip
- Archaeology, Heritage and Society
- Archaeology of Hampshire
- Battlefield Archaeology
- Fieldwork 2
- Archaeological Project Management
Students may choose from a range of optional modules from the list below:
- Depth Study: The Celts
- Depth Study: The Archaeology of Space and Place
- Depth Study: The Archaeology of Buildings
- Depth Study: The Lower and Middle Palaeolithic of Western Eurasia
- Depth Study: Central Southern England in the Roman Period
- Depth Study: Mediterranean Landscape Studies
- Depth Study: Later Prehistoric Wessex
- Depth Study: The Archaeology of Winchester
- Depth Study: Church Archaeology
- Greek Art and Architecture
- Roman Art and Architecture
- Depth Study: Byzantium and Beyond
- Depth Study: The Archaeology of Africa
- Climate Change and People
- Depth Study: The Archaeology of North America 1492-1776
- Religion, Magic and Esoteric Traditions in Post-Medieval Britain
- The Archaeology of Italy
- Comparative Study: Reception of the Classical World: Art and Architecture
- Caribbean Peoples and Cultures
- Archaeology of Buddhism
- Depth Study: The Archaeology of Monasticism
- Depth Study: The Archaeology of Transcaucasia
- The Archaeology of Medieval Religion and Belief
For further information about modules, please view the course leaflet (see right-hand side).
Please note the modules listed are correct at the time of publishing, for full-time students entering the programme in Year 1. Optional modules are listed where applicable. Please note the University cannot guarantee the availability of all modules listed and modules may be subject to change. For further information please refer to the terms and conditions at www.winchester.ac.uk/termsandconditions
The University aims to shape 'confident learners' by enabling students to develop the skills to excel in their studies here and be transferable to further studies or the employment market. Staff and students form a community of learners who, together and independently, seek to generate and exchange knowledge. Over the duration of the course, students develop independent and critical learning, building confidence and expertise progressively through independent and collaborative research, problem solving, and analysis with the support of staff. Students take responsibility for their own learning and are encouraged to make use of the wide range of available learning resources available.
In addition to the formally scheduled contact time (i.e. lectures, seminars etc), students are encouraged to access academic support from staff within the course team, personal tutors and the wide range of services to students within the University.
For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures library
The University is committed to providing timely and appropriate feedback to students on their academic progress and achievement, enabling them to reflect on their progress and plan their academic and skills development effectively. Students are also encouraged to seek additional feedback from their course tutors and lecturers.
At the University of Winchester validated programmes may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances. The University is committed to ensuring that all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used in the programme you are interested in can be found on the course page, by attending an Open Day/Evening, or contacting our teaching staff.
Graduates proceed directly into a career in professional archaeology, for example with a commercial archaeological organisation undertaking developer-led excavation or survey work.
For more information about graduate employment visit - From Freshers to Future - what will yours be?
At the University of Winchester, we are committed to ensuring all our students gain employability skills to enable you to enter graduate level jobs and pursue the profession of your choice, for more information please read the Employability Statement.
The Destinations of Leavers from Higher Education (DLHE) record collects information about what those completing university go on to do six months after graduation. The Careers Service undertakes DLHE on an annual basis through surveys and a data collection process. DLHE is designed and strictly controlled by HESA.
While DLHE provides accurate information about first destinations, the data need to be viewed with some degree of care. Six months after leaving university is often a time of much uncertainty and change for leavers; many will be unsure of their long-term career plans and may take a temporary job or time out. The destinations of graduates only six months out of university do not necessarily reflect longer term career success and are therefore a crude measure of employability. Therefore, DLHE data should be viewed as merely a 'snapshot' of one particular year';s experiences at a specific point in time.