Archaeology (with Foundation Year)

This module is designed to support students with the transition to university, the development of the academic skills and attributes necessary for successful future study and the foundations of a developing sense of vocation. Through a carefully structured and scaffolded series of seminars and workshops, students will be supported in building their self-awareness of, and confidence in, themselves as active learners. Delivered in the context of their subject area and aligned with the development of academic skills and attributes required across all Foundation Year modules, workshops will focus on academic skills such as referencing, selecting and using valid academic resources, reading/researching for academic purposes, using feedback constructively and gaining confidence in contributing to discussions and debates. Coordinated assessment points across the Foundation Year experience enables this module to provide students with ongoing support and opportunities to practice and develop their skills and confidence with a range of written and oral assessment types relevant to their subject area as they progress through the year.

This module introduces students to invaluable meanings and understandings that are gained from being at university and participating in wider intellectual discussions and debates. Within the context of each Discipline foundation year, students are introduced to a range of thinkers and questions that have important in various ways across the discipline. Designed to further encourage the foundations of intellectual curiosity and critical thinking within and beyond their own subject, students will come to understand that inter and cross disciplinarity has an essential role to play in the academy and to their own intellectual progression.

The past can be studied from numerous perspectives and in a variety of ways. This module introduces students to how historians, anthropologists, archaeologists and classicists have studied past societies and cultures across the globe. This is achieved by looking at the specific themes of conflict, culture, social relations and beliefs in various parts of the world from prehistoric times until the late twentieth century. We will also consider how current societies remember and examine the past and what it says about the contemporary world.

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. 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.

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.

• Geographic Information Systems - 15 Credits
• Geomatic and Remote sensing - 15 Credits
• Human Bioarchaeology - 15 Credits
• Early Prehistoric Europe - 15 Credits
• Later Prehistoric Europe - 15 Credits
• The Archaeology of Conflict - 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

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.

• Geographic Information Systems - 15 Credits
• Geomatic and Remote sensing - 15 Credits
• Human Bioarchaeology - 15 Credits
• Early Prehistoric Europe - 15 Credits
• Later Prehistoric Europe - 15 Credits
• The Archaeology of Conflict - 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 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 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.

• Fieldwork 2 - 15 Credits
• Archaeological Project Management - 15 Credits
• 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 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.

• Fieldwork 2 - 15 Credits
• Archaeological Project Management - 15 Credits
• 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