Archaeological Practice with Professional Placement

This module forms an introduction to the principles and methods upon which the study of archaeology is based and explores a history of the development of the discipline. No prior knowledge of the subject is assumed or expected. The philosophical distinctiveness of the subject is outlined, and the various sub-divisions within archaeology (e.g. environmental archaeology, experimental archaeology) are examined. This leads on to an assessment of the methods of establishing chronological sequences in archaeology, and an overview of the methods to be examined in more detail in later modules. These thematic lectures are buttressed by the use of sessions looking at case studies of recent research projects within the Department in order to help draw together and assist understanding of the key themes.

This module provides a brief conspectus of the historical period from the emergence of civilizations through to the present day. The world context is emphasised and the major developments in each period will be explored. The module is illustrated throughout by case studies through which students can appreciate how ideas about these cultures have developed from the beginnings of antiquarian archaeology to the application of modern theory. Key conceptual issues, such as exchange/trade, colonisation, political, religious and social developments, will be explained and discussed in relation to specific examples.

This module provides an introduction to the development of humans from hominid origins to the writing. Therefore, although the module has a single chronological starting point (c 7.5 my BP), it has a variable end point depending upon the part of the world discussed. The module addresses the main stages of human evolution, starting with the separation of the Hominidae (the human family) from the Pongidae (the apes), then the transition from Australopithecines to Homo and eventually to modern humans. It then examines the origins and development of crucial human processes such as technology, social systems, art, farming and urbanisation, and the significance of their independent invention in different parts of the world. The student will gain a greater awareness of the main sequences of human development on a world scale, and understand how the prehistory of the British Isles is connected to both continental Europe and the wider world.

This module provides an introduction to methods, theoretical underpinning and application of the biological, Earth and physical sciences in archaeology. It also introduces mathematical concepts that are of vital importance in using scientific data in archaeology. The module is divided into five parts comprising: a: methods of age estimation (e.g. chronometric and incremental approaches), b: provenancing studies (e.g. of stone and ceramic artefacts, but also layers on archaeological sites), c: locating archaeological sites (remote sensing), d: palaeoenvironmental reconstruction (e.g. of past vegetation and animals), and d: economic investigation (e.g. subsistence and diet, craft activities). Each theme is explored by first discussing the theoretical basis of approaches that are used, for example introducing uniformitarian concepts when discussing palaeoenvironmental reconstruction examining the range of techniques available, exploring in detail those most frequently used and then discussing how data are interpreted and problems that might result.

Students will be introduced to local sources of archaeological and historical information used to explore, evaluate and manage the historic environment. In addition, an introduction to online resources such as the Archaeological Data Service, Historic Environment Records and EDINA will provide students with a sound guide to their use. These resources will be used to review the archaeological potential of specific archaeological sites.

This module introduces the different fieldwork techniques available to archaeologists and explores how these techniques are employed during different stages of archaeological fieldwork. The module teaches students how each technique works and provides introductory training on the main equipment used in archaeology. The module explores the current planning process in British commercial archaeology and covers all stages of the process, from desk-based assessments to excavations and archiving. Finally, the module equips students with knowledge on how to prepare for a safe and successful fieldwork project.

Archaeologists deal with things. These things (material culture or artefacts) are a way of understanding the lives of the humans who made them. This course presents you with a detailed background to the main categories of material culture that you might encounter on any archaeological sites; these items include: stone tools, pottery, coins, metalwork etc. You will learn about the technology behind these artefacts, and crucially how things that we make do not just have a simple function, but also encode important symbolic information as well. As the majority of archaeological material seen by the public is displayed within museums, you will also consider how material culture is displayed and presented within museums, and the choices made by curators about this. By the end of this course you will look afresh at the way humans make and give meaning to even the most mundane and everyday items.

The module considers means by which students can get the most from classes via note taking and follow-up reading. Assignment structure and how this differs by type is considered, while approaches to research using traditional written and internet sources are also outlined and evaluated. The requirements of and techniques for writing essays, reports and other written assignments are reviewed, and citation and bibliographic skills are developed in practical classes. The importance of illustrations and the use of such media in written assignments, presentations and posters is evaluated, while students’ abilities to present (verbally and in posters) are enhanced in workshops. The final part of the module considers the application of Personal Development Planning (PDP) and Continuing Professional Development (CPD) as means of enabling students to plan and record the skills and experience that they acquire.

Geographic Information Systems (sometimes known as Geographic Information Science), or GIS, is a rapidly expanding and innovative field employed in multiple domains (commercial, industrial, governmental and so forth). It has become a mainstay approach in both geography and archaeology and has been used for decades to resolve spatial questions. These disciplines use GIS for analysing spatial data and planning future work, processing survey and excavation data, as well as managing various types of archival data. During this module we will use social, environmental, historical, archaeological, geographical and geological data to analyse current and past agricultural societies. The module is divided into lecture sessions, practicals and group tutorials, during which the students learn one industry leading software package, work with relevant data and gain theoretical knowledge of the subject.

Innovation is at the heart of this module, where novel ways of looking at the Earth’s surface are being explored by using remote sensing sources and modern measured survey techniques. The combined strength enables us to investigates global trends to local surveys and look at changing landscapes over time. This module thus examines the range of measured survey and remote sensing techniques available for landscape investigation. Each technique is explained and its potential for use in conjunction with other techniques evaluated. The approach throughout is to cover successively complex techniques as the module progresses, ending with dGPS and hyperspectral satellite data. Throughout the measured survey part of the module students will be trained in the use of key equipment, while a case study is the vehicle by which the remote sensing element is examined. Given that both measured survey and remote sensed data are integrated using GIS, students must previously taken an AC or GE GIS module prior to commencing study on Geomatics and Remote Sensing.

All humanities subjects are grounded in theory. These bodies of theory may or may not be explicitly stated, but you use them, whether you are aware of them or not. It is easiest to think of theory as the set of tools that you can use to ‘fix’ or understand a problem. This module considers contemporary theory in archaeology, social anthropology and biological anthropology, drawing on areas of social and cultural theory that have been relevant to archaeologists and anthropologists. You will be encouraged to read and discuss a range of key historical texts and case studies will be used to demonstrate how the theories have been applied in recent archaeological or anthropological research. In this way, you will be able to understand the appropriateness of theories which may be relevant to your research interests and to gain a wider appreciation of how we think through problems and issues.

This module encourages you to apply theoretical and methodological approaches in archaeology to your own research design. The module will refer to key theoretical approaches, and will introduce key methods for archaeological and anthropological research. You will explore a range of sources of information, and a variety of methods for gathering data in archaeological research. You will also examine in depth how independent research is designed and carried out, including the process of research design, ethical considerations, methodological choices, data gathering, data analysis and writing. By the end of the module you should have a sound understanding of how archaeological research is designed and carried out in order to apply this to your own research.

This is a double module. The module comprises four weeks of archaeological fieldwork, to be undertaken on one of the field projects run by the Department of Archaeology, within which the student might be involved in excavation or other field-based tasks. Students can expect to learn a variety of essential archaeological field skills, depending on the nature of the project they are participating in. These will most commonly include: heavy and light excavation; finds and environmental processing; archaeological recording (written and drawn records); and basic surveying. Students will also learn how archaeological projects are organised in the field and the procedure by which they take place. This will be followed by a 12 week post-excavation course that will explore methods of archive collation and analysis.

• Human Bioarchaeology - 15 Credits
• Early Prehistoric Europe - 15 Credits
• Later Prehistoric Europe - 15 Credits
• The Greek World - 15 Credits
• Geoarchaeology - 15 Credits
• Medieval Archaeology - 15 Credits
• Archaeology and Anthropology of Death of Burial - 15 Credits
• Archaeology Field Trip - 15 Credits
• Community Volunteer Placement - 15 Credits
• Period Study: An Introduction to the Archaeology of Roman and Medieval Britain - 15 credits
• The Archaeology of Religion and Ritual - 15 Credits

Geographic Information Systems (sometimes known as Geographic Information Science), or GIS, is a rapidly expanding and innovative field employed in multiple domains (commercial, industrial, governmental and so forth). It has become a mainstay approach in both geography and archaeology and has been used for decades to resolve spatial questions. These disciplines use GIS for analysing spatial data and planning future work, processing survey and excavation data, as well as managing various types of archival data. During this module we will use social, environmental, historical, archaeological, geographical and geological data to analyse current and past agricultural societies. The module is divided into lecture sessions, practicals and group tutorials, during which the students learn one industry leading software package, work with relevant data and gain theoretical knowledge of the subject.

Innovation is at the heart of this module, where novel ways of looking at the Earth’s surface are being explored by using remote sensing sources and modern measured survey techniques. The combined strength enables us to investigates global trends to local surveys and look at changing landscapes over time. This module thus examines the range of measured survey and remote sensing techniques available for landscape investigation. Each technique is explained and its potential for use in conjunction with other techniques evaluated. The approach throughout is to cover successively complex techniques as the module progresses, ending with dGPS and hyperspectral satellite data. Throughout the measured survey part of the module students will be trained in the use of key equipment, while a case study is the vehicle by which the remote sensing element is examined. Given that both measured survey and remote sensed data are integrated using GIS, students must previously taken an AC or GE GIS module prior to commencing study on Geomatics and Remote Sensing.

All humanities subjects are grounded in theory. These bodies of theory may or may not be explicitly stated, but you use them, whether you are aware of them or not. It is easiest to think of theory as the set of tools that you can use to ‘fix’ or understand a problem. This module considers contemporary theory in archaeology, social anthropology and biological anthropology, drawing on areas of social and cultural theory that have been relevant to archaeologists and anthropologists. You will be encouraged to read and discuss a range of key historical texts and case studies will be used to demonstrate how the theories have been applied in recent archaeological or anthropological research. In this way, you will be able to understand the appropriateness of theories which may be relevant to your research interests and to gain a wider appreciation of how we think through problems and issues.

This module encourages you to apply theoretical and methodological approaches in archaeology to your own research design. The module will refer to key theoretical approaches, and will introduce key methods for archaeological and anthropological research. You will explore a range of sources of information, and a variety of methods for gathering data in archaeological research. You will also examine in depth how independent research is designed and carried out, including the process of research design, ethical considerations, methodological choices, data gathering, data analysis and writing. By the end of the module you should have a sound understanding of how archaeological research is designed and carried out in order to apply this to your own research.

This is a double module. The module comprises four weeks of archaeological fieldwork, to be undertaken on one of the field projects run by the Department of Archaeology, within which the student might be involved in excavation or other field-based tasks. Students can expect to learn a variety of essential archaeological field skills, depending on the nature of the project they are participating in. These will most commonly include: heavy and light excavation; finds and environmental processing; archaeological recording (written and drawn records); and basic surveying. Students will also learn how archaeological projects are organised in the field and the procedure by which they take place. This will be followed by a 12 week post-excavation course that will explore methods of archive collation and analysis.

• Human Bioarchaeology - 15 Credits
• Early Prehistoric Europe - 15 Credits
• Later Prehistoric Europe - 15 Credits
• The Greek World - 15 Credits
• Geoarchaeology - 15 Credits
• Medieval Archaeology - 15 Credits
• Archaeology and Anthropology of Death of Burial - 15 Credits
• Archaeology Field Trip - 15 Credits
• Community Volunteer Placement - 15 Credits
• Period Study: An Introduction to the Archaeology of Roman and Medieval Britain - 15 credits
• The Archaeology of Religion and Ritual - 15 Credits

This module provides an opportunity to experience a prolonged period of relevant professional practice. It takes place over a 40 week placement, to be undertaken at one or more host organisations. The placement will involve exposure to professional practice, and might include experience of working with archaeological contractors on excavation and post-excavation tasks; with local authority or national curatorial organisations; in museums; and a range of other relevant host organisations.

This double module is a c. 10,000 word dissertation in archaeology for students studying on any of the Archaeology programmes (except BA Ancient, Classical and Medieval Studies). It enables students to apply their knowledge of archaeological theory and practice, in order to produce a piece of independent research which shows clarity of expression, logical argument and creative thought. The dissertation content/subject matter should reflect their chosen Archaeology pathway. This is an Extended Independent Study module.

This module is composed of four weeks experience on a University of Winchester fieldwork project, or an external project subject to approval by the module leader. This is intended to build upon experience gained on the Level 5 module - Archaeological Fieldwork and Post-fieldwork techniques - by providing a more involved role, through increased responsibility for, and experience of, recording on an archaeological project and interpreting the resultant data. The submission of a diary on completion of the fieldwork assesses a student’s understanding of the site and techniques employed.

This module explores current approaches to project management used in modern commercial (i.e. developer-led) archaeology. The complete project management cycle from production of research designs, budgeting of projects, production of desk-based assessments, management of fieldwork projects and production of reports is considered. The impact and constraints imposed by planning and health and safety law on archaeological projects are then assessed and methods for fulfilling the legislative requirements explored.

This module partially integrates two themes: the means and approaches by which the cultural past is considered at different political levels and the career (or further study) that a student will follow once they have graduated. The first part of the module considers global organisation and protection of cultural heritage, i.e. through UNESCO, while considering a number of case studies where such an approach has been successful and unsuccessful. Cultural heritage law and practice are then considered in a number on non-UK jurisdictions (e.g. USA, France and Germany), to provide an indication of varied practice. Focus is thereafter on the UK, and detailed coverage is given to UK cultural heritage law (Ancient Monuments and Archaeological Areas Act 1979 and the Treasure Act 1996) and guidance (National Planning Policy Framework 2012 revised 2019), before attention is turned to the parties who implement the system (‘curators’ in planning authorities, planning consultants, commercial archaeological units and museums). Evaluating the latter also provides the opportunity to introduce students to careers in the cultural resource management ‘industry’ and further study that would enhance such career possibilities. The careers theme is continued in the second part of the module in which students reflect on the knowledge and skills they have obtained (qualification and memberships too in the case of some students), their aspirations and thus career and further study options. Attention is then turned to applying for jobs and courses of further study, by considering best practice in completing application forms, writing cover ‘letters’ and curricula vitae.

This module, together with the final year project, is the culmination of the Archaeology degree. It provides students the opportunity to consider the multiplicity of archaeological interpretation on the basis of differing lines of evidence and varied approaches of study. Therefore 3-5 archaeological controversies are discussed with the aim of examining how data can be interpreted in various ways, each one of which might be equally valid. Case studies will depend upon staff availability but might include the ‘Younger Fill’/human landscape degradation debate on the interpretation of Late Holocene sediments in the Mediterranean; diffusion models to explain the change from Mesolithic to Neolithic society in Europe; chronologies of colonisation (of for example the Americas and Australia, and of Europe by early forms of Homo and Homo sapiens); origins, causes and effects of diseases in the archaeological and historical record and dating the eruption of Thera and the end of the Minoan civilisation and mid-Holocene vegetation change.

• The Celts - 15 Credits
• Later Prehistoric Wessex - 15 Credits
• The Archaeology of Winchester - 15 Credits
• Caribbean Peoples and Cultures - 15 Credits
• Archaeology of Buddhism - 15 Credits
• The Archaeology of the Southern Caucasus - 15 Credits
• Medieval Religion and Belief - 15 Credits
• Battlefield Archaeology - 15 Credits
• Minoans and Mycenaeans: The Greek Bronze Age - 15 Credits
• The Archaeology of Conflict - 15 Credits

This double module is a c. 10,000 word dissertation in archaeology for students studying on any of the Archaeology programmes (except BA Ancient, Classical and Medieval Studies). It enables students to apply their knowledge of archaeological theory and practice, in order to produce a piece of independent research which shows clarity of expression, logical argument and creative thought. The dissertation content/subject matter should reflect their chosen Archaeology pathway. This is an Extended Independent Study module.

This module is composed of four weeks experience on a University of Winchester fieldwork project, or an external project subject to approval by the module leader. This is intended to build upon experience gained on the Level 5 module - Archaeological Fieldwork and Post-fieldwork techniques - by providing a more involved role, through increased responsibility for, and experience of, recording on an archaeological project and interpreting the resultant data. The submission of a diary on completion of the fieldwork assesses a student’s understanding of the site and techniques employed.

This module explores current approaches to project management used in modern commercial (i.e. developer-led) archaeology. The complete project management cycle from production of research designs, budgeting of projects, production of desk-based assessments, management of fieldwork projects and production of reports is considered. The impact and constraints imposed by planning and health and safety law on archaeological projects are then assessed and methods for fulfilling the legislative requirements explored.

This module partially integrates two themes: the means and approaches by which the cultural past is considered at different political levels and the career (or further study) that a student will follow once they have graduated. The first part of the module considers global organisation and protection of cultural heritage, i.e. through UNESCO, while considering a number of case studies where such an approach has been successful and unsuccessful. Cultural heritage law and practice are then considered in a number on non-UK jurisdictions (e.g. USA, France and Germany), to provide an indication of varied practice. Focus is thereafter on the UK, and detailed coverage is given to UK cultural heritage law (Ancient Monuments and Archaeological Areas Act 1979 and the Treasure Act 1996) and guidance (National Planning Policy Framework 2012 revised 2019), before attention is turned to the parties who implement the system (‘curators’ in planning authorities, planning consultants, commercial archaeological units and museums). Evaluating the latter also provides the opportunity to introduce students to careers in the cultural resource management ‘industry’ and further study that would enhance such career possibilities. The careers theme is continued in the second part of the module in which students reflect on the knowledge and skills they have obtained (qualification and memberships too in the case of some students), their aspirations and thus career and further study options. Attention is then turned to applying for jobs and courses of further study, by considering best practice in completing application forms, writing cover ‘letters’ and curricula vitae.

This module, together with the final year project, is the culmination of the Archaeology degree. It provides students the opportunity to consider the multiplicity of archaeological interpretation on the basis of differing lines of evidence and varied approaches of study. Therefore 3-5 archaeological controversies are discussed with the aim of examining how data can be interpreted in various ways, each one of which might be equally valid. Case studies will depend upon staff availability but might include the ‘Younger Fill’/human landscape degradation debate on the interpretation of Late Holocene sediments in the Mediterranean; diffusion models to explain the change from Mesolithic to Neolithic society in Europe; chronologies of colonisation (of for example the Americas and Australia, and of Europe by early forms of Homo and Homo sapiens); origins, causes and effects of diseases in the archaeological and historical record and dating the eruption of Thera and the end of the Minoan civilisation and mid-Holocene vegetation change.

• The Celts - 15 Credits
• Later Prehistoric Wessex - 15 Credits
• The Archaeology of Winchester - 15 Credits
• Caribbean Peoples and Cultures - 15 Credits
• Archaeology of Buddhism - 15 Credits
• The Archaeology of the Southern Caucasus - 15 Credits
• Medieval Religion and Belief - 15 Credits
• Battlefield Archaeology - 15 Credits
• Minoans and Mycenaeans: The Greek Bronze Age - 15 Credits
• The Archaeology of Conflict - 15 Credits