What do archaeologists actually do? In this module, you’ll get your head around the skills and techniques archaeologists need to investigate the material remains of the past: from non-invasive and research methods to fieldwork skills and post-excavation analysis.  Practice and develop your observation, recording and interpretation as well as academic skills in a range of seminars, tutorials and practical labs.

1. To explore the nature of archaeological evidence.
2. To introduce students to methodologies for data gathering in archaeology (through research and through field practice).
3. To enable students to identify which techniques are appropriate in particular situations and the sequence in which they may be applied.
4. To enable students to assess the values and limitations of the types of evidence and to encourage students to draw conclusions from the evidence according to recognised principles of archaeological investigation.
5. To develop students’ ability to undertake level-appropriate analysis of the results from various archaeological research and techniques.

The module provides a contextual approach to a synoptic overview of the archaeology of the British Isles from early prehistory to the modern period.  It introduces students to the field archaeology of all periods and a consideration of the key cultural and historical developments over this time.  An illustrative list of topics that may be covered within this module includes: earliest prehistory, Mesolithic hunter-gatherers, the Neolithic and the rise of farming, late Iron Age Britain, Roman Britain, Anglo-Saxon England, the early medieval archaeology of Western and Northern Britain, Vikings, Impact of the Norman Conquest, medieval England, Scotland and Wales in the medieval period, the Age of Transition, the archaeology of capitalism and the Industrial Revolution.

1. To allow students to gain a broad knowledge of British archaeology through the exploration of significant monuments, sites, artefacts and themes.
2. To allow students to develop critical understanding of key issues through in-depth studies of sites and material culture.
3. To familiarise students with key sites, monuments and artefacts types and other sources of evidence and the limitations of archaeological evidence and interpretation.
4. To develop students' ability to assess different archaeological evidence and interpretations and the reasoning behind them.

This module introduces students to the study of material culture in an archaeological context. Key themes include: understanding the physical properties and manufacturing processes of a range of key materials (ceramics; glass; metalwork; organics), an appreciation of the range of techniques used in archaeology to study artefactual assemblages, deposition and post-depositional factors and theoretical approaches to material culture studies. An illustrative list of topics that may be covered within the module includes: site formation processes and the survival of material culture, distribution, communication and consumption, introduction to the study of ceramics, metalwork, coinage, bone and textiles.

1. To help students gain depth of understanding of major issues within a specialised field of archaeology. 
2. To familiarise students with the range of materials surviving as archaeological objects.
3. To examine, through the study in depth of the principal source of evidence available to archaeologists, interpretative issues and to enhance skills in analysis and interpretation.
4. To explore the strengths and weaknesses of rival archaeological interpretative frameworks and to foster original and creative thinking where appropriate.

The module gives students an opportunity for first-hand experience.  Illustrative examples of experiences that might be undertaken include: excavation, finds recording and analysis, other fieldwork and placements within heritage or government archaeological bodies or museums.

1. To provide a basic training in both generic and subject-specific archaeological skills through practical experience.
2. To produce written work demonstrating the application of research skills to a specific project.
3. To gain practical experience of a project and/or with an 'employer'.

This module builds on the introduction to prehistory obtained in Level Four and focuses more in-depth on key research questions in British prehistory and the Roman period.  The module is based on a chronological study and focuses on the wider themes of  art, ritual and ideology, social and economic interaction and identity through in-depth studies of sites, monuments and artefacts.  An illustrative description of topics that might be covered includes: prehistoric rock-art and its interpretation, prehistoric monumental architecture, social stratification in prehistory, artefacts and fragmentation, deposition and hoarding in the Bronze Age, ritual deposition in the British Iron Age, the social archaeology of houses in the British Iron Age and Romanisation and Roman-British interaction.

1. To enable students to gain depth of understanding of particular archaeological periods, including key-sites and types of material culture.
2. To introduce and explore different theoretical approaches to archaeological interpretation.
3. To develop students' understanding of the process of archaeological research and interpretation through in-depth study of key archaeological sites, monuments and artefacts.

This optional, additional placement year offers students a chance to experience working in the heritage industry first-hand. Work placements could include working for a commercial archaeological unit, local government Historic Environment Records/Service, a museum or heritage visitor attraction and will be agreed with the module leader.

Preparation for the placements will take place in Chester in the second part of level 5 and first two weeks of the placement year. Subsequently, students will undertake their work placement with their agreed host organisation.

This module aims to enhance students’ prospects of gaining graduate level employment and enhance their understanding and experience of the heritage sector. It will do this by:

1. Providing an opportunity for students to practice archaeology and heritage in a real-world professional environment;
2. Developing their understanding of a workplace and being an ‘employee’;
3. Enhancing their professional development reflection and planning;
4. Offering an opportunity to apply their academic learning of underlying principles and concepts to an employment context.

The module is designed to develop students' practical skills and applications in archaeological research and analysis.  It builds on skills developed at Level Four and introduces more complex methods, tools for analysis and interpretation. Focus is given to acquiring key and transferable skills related to data management and analysis as well as research project design and management.  Illustrative topics that might be covered include: the use of IT in archaeology, data storage and management, use and design of discipline-specific databases, use and applications of GIS in archaeology and project management and design.  Within the module, students will develop a research project design that ideally will relate to a dissertation topic at Level Six.

1. To enable students to gain depth of understanding in aspects of archaeological research and analysis through practical application of skills and key concepts such as IT in archaeology.
2. To familiarise students with the context and development of archaeological research methods.
3. To develop students' understanding of the process of research and practice through introduction to project design and management.

The module provides a detailed and far-ranging investigation of the archaeology of the contemporary world, here taken to be the 20th and 21st centuries. Building on the growth of the application of archaeological theories and methods to the study of the recent past, the module investigates case studies and themes in archaeological approaches to contemporary material cultures, architectures, settlements and landscapes.  Indicative topics include archaeologies of conflict and protest, law and order, globalisation and locality, remembering and forgetting, urban, industrial and rural communities, consumerism and the body, transport and migration, homelessness and poverty.

1. To help students gain depth of understanding of major theoretical and methodological principles, parameters and debates in contemporary archaeology.
2. To familiarise students with key variations and changes in recent and contemporary societies, as seen in their material culture.
3. To explore different case studies in the archaeology of recent and contemporary pasts'.
4. To explore the strengths and weaknesses of rival archaeological and interdisciplinary approaches to the study of the contemporary past.

This module provides a theoretical and practical introduction to the use of plants, and plant-based material culture, amongst non-agrarian (hunter-gatherers and pastoralist) societies. Students will use ethnographic and archaeological evidence to investigate the cultural significance of plants and their roles in people’s beliefs, as well as the ways in which they were collected, processed, and worked into material culture. They will apply practical methods of ethnobotany, including microscopic analysis of plant remains and associated material culture, as well as experimental archaeology, to answer specific research questions relating to plant-use in the past. Students will also explore the relationships between western and non-western perceptions of plants and the wider environment, through the work of indigenous scholars, and research employing non-western (indigenous) methodologies.

The aim of this module is to introduce students to the cultural and economic role of plants amongst hunter-gatherers and pastoralists, and the archaeological and anthropological methods that are used in their study. They will develop practical and analytical skills through the application of laboratory methods and experimental archaeology, and enhance their verbal and written communication skills by reporting on the results of this work. They will also gain experience of non-western perspectives of the environment, the work of indigenous scholars, and the use of alternative (indigenous) methodologies both for undertaking and disseminating research.

Part A:      

Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:  

• The multiple facets of Global citizenship
• Ethical engagement and practice
• Cross-cultural issues and sensitivity
• Intercultural communication

Theories, models and strategies of learning

• Theories and models Intercultural competence
• Theories and models of Integration and Multiculturalism

• Critical thinking skills and models of Reflection
• Experiential learning models
• Self-directed experiential learning

Personal and placement-related skills

• Enhanced independence
• Improved command of multicultural behaviour
• Increased knowledge and confidence in their individual facets of personal identity
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development
• Team building and team work

Part B:            Overseas

Students will engage in experiential learning activities overseas for at least 150 hours 

The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:

• To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
• To enhance students understanding of the ethical issues related to living and working abroad.
• To increase students Global Citizenship skills
• To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.

To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.

Preparation for the year abroad will take place in Chester during level 5 and will include:

• Cross-cultural issues and sensitivity
• Host-country orientation, study methods– economic, political and social reality of the country
• Orientation specific to exchange – health, education, gender issues
• The United Nations Sustainable Development Goals
• Practical matters relating to living and studying in the wider world

Theories, models and strategies of learning

• Critical thinking skills, experiential learning       and models of reflection

Personal and placement-related transversal skills

• Effective self-motivation and independent resourcefulness
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development

Whilst abroad:

Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.

1. To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
2. To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
3. To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
4. To further develop independent learning techniques.
5. To foster critical evaluation.

Pre-placement:

• Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
• Writing an effective CV. Constructing a letter of application.*
• Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

• The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
• Devising a strategy for integrating into the workplace and work based teams
• Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

• Devising and implementing strategies to improve own approach and performance
• Critical analysis/evaluation of approach to skill development and performance in the workplace;
• Influencing the Placement Provider’s appraisal;
• Devising an action plan to develop gaps in transferable skills based on the placement experiences;

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

• Develop their understanding of workplace practice and lifelong learning;
• Enhance their work readiness and employability prospects through development of transferable skills;
• Take responsibility for their own learning and acquisition of workplace employability skills;
• Articulate, in writing, their employability skills.

The dissertation is a piece of work on an archaeological episode or topic chosen by the student, subject to approval by the programme leader.  The student is supported through tutorial supervision meetings with a designated supervisor.  Primary source material should be utilised to a significant extent.  This may entail a piece of non-invasive fieldwork undertaken by the student, with the findings placed in a broader interpretative and analytical context.  The work may also entail a desk-based assessment or reassessment, interpretation and analysis of existing archaeological data and published sources.  The use of original research, thinking and interpretation is a key element in all types of dissertation projects.   The topic may relate to material discussed or explored in other modules, but may not directly mirror other module assignments or questions. 

1. To enable students to engage in archaeological research and interpretation of a selected topic, through the scholarly use of primary source material drawn from field-work, published data or a mixture of these sources.
2. To enable students to develop to the full their capacity for tutor-supported independent study.
3. To provide tutorial guidance in the practices, processes and methodology of independent research.
4. To prepare students for masters level and postgraduate research and/or other kinds of research, and to increase their confidence in self-motivated and self-disciplined project work.

This module explores the role archaeology plays in contemporary society, both in a professional capacity and as a means for communicating information about the past to the general public.  Topics explored include the current structure of the archaeological profession in Britain and its legislative framework, the development of academic archaeology, archaeology and the media, and careers in archaeology.

1. To help students gain depth of understanding of major archaeological and theoretical issues within specific archaeological contexts.
2. To familiarise students with the archaeology and chronological developments of practice and ethics of archaeology in Britain at the start of the twenty-first century.
3. To explore different theoretical concepts and their application to the archaeology.
4. To explore the strengths and weaknesses of rival archaeological interpretations and theoretical frameworks and to foster original thinking and critical analysis.

This comprises a thematic exploration of the archaeology of death and burial,  considering a range of theoretical and practical issues informing the archaeological study of mortuary behaviour. An illustrative list of topics that may be covered includes: an introduction to palaeopathology, death and gender, anthropological approaches to the study of death, the re-burial debate.

1. To help students gain depth of understanding of major archaeological and theoretical issues within specific archaeological contexts.
2. To familiarise students with the archaeology and chronological developments of death and burial.
3. To explore different theoretical concepts and their application to the archaeology.
4. To explore the strengths and weaknesses of rival archaeological interpretations and theoretical frameworks and to foster original thinking and critical analysis.

This module poses the question ‘How Roman was Roman Britain?’

In order to do this, we need to take a step back and consider the archaeological evidence for life before Roman Britain. Students will therefore be guided in an exploration of Iron Age lifeways: their beliefs, burial customs and other cultural practices, their settlements and the objects they used, as well as social and political organisation of Iron Age societies and the key transformations that took place from c. 800 BC to AD 43.

The module will then address the impact of Rome upon later Iron Age societies. The evidence for the invasion and subsequent incorporation into an empire will be explored. Students will compare and contrast evidence for life on the frontiers of the Roman Empire with that of Romano-British towns and rural settlements. They will explore how material culture, religious practices and the treatment of the dead changed and whether these differences reflect diverse cultural, social or ethnic traits. Themes of colonialism and imperialism, conquest and oppression, social and cultural violence will be investigated and questions around what it meant to be ‘Roman’ in an increasingly globalised world.

1. To familiarise students with the archaeology and chronological developments of Iron Age and Roman Britain
2. To develop students’ ability to identify, analyse, and interpret primary archaeological evidence
3. To apply different theoretical concepts to the interpretation of archaeological evidence
4. To help students develop skills in critical analysis by exploring the strengths and weaknesses of rival archaeological interpretations and ideas

This module allows students to explore the different approaches that archaeologists take to the study of crafts and making in the human past. The module takes an applied approach, using experimental archaeology to investigate the range of activities involved in the crafting process (from the harvesting and preparation of materials to the manufacture of objects themselves), and how these can be reconstructed from the residues of past activity that we see archaeologically. This is supported by lectures and seminars where students will explore the cultural contexts within which these technologies were applied. This includes the ways in which particular world views structured the crafting processes, how arts and crafts were tied to individual and social identity, and how objects and the materials they were made from may have been perceived. The module takes a broad chronological perspective, that includes prehistoric and historic periods, and a wide geographical range that includes northwest Europe, Scandinavia and the Baltic, and the Americas.

1: To familiarise students with the key theoretical and methodological approaches to the study of arts and crafts
2: To develop students’ ability to identify, analyse, and interpret primary forms of archaeological evidence
3. To enhance students' ability to apply different theoretical and methodological frameworks to the interpretation of archaeological evidence
4. To help students develop skills in critical analysis by exploring the strengths and weaknesses of rival archaeological interpretations and ideas