Degrees Offered

• BA Single Honours Irish (UCAS Code: Q504)
• BA Joint Honours Archaeology and Irish (UCAS Code: VQ45)
• BA Joint Honours English and Irish (UCAS Code: QQ53)
• BA Joint Honours French and Irish (UCAS Code: QR51)
• BA Joint Honours History and Irish (UCAS Code QV51)
• BA Joint Honours International Studies and Irish (UCAS Code: LQF5)
• BA Joint Honours Irish and Politics (UCAS Code: QL52)
• BA Joint Honours Irish and Social Anthropology (UCAS Code: QL56)
• BA Joint Honours Irish and Spanish (UCAS Code: QR54)

Contact Information

For entrance requirements
E: admissions@qub.ac.uk
T: +44 (0)28 9097 3838

For course information
Professor Gregory Toner
Irish and Celtic Studies
School of Modern Languages
T: +44 (0)28 9097 3695
E: celtic@qub.ac.uk
W: http://www.qub.ac.uk/lla

Entrance Requirements

• A-level
  BBB including A-level Irish grade B
  
  
• Irish Leaving Certificate
  B2B2B2B2CC/B2B2B2B2B2 including Higher Level grade B2 in Irish

BA Joint Requirements
For BA Joint Honours the requirements are stated separately under each programme.

For students whose first language is not English
An IELTS score of 6.5 with a minimum of 5.5 in each test component or an equivalent qualification acceptable to the University. Further information on other acceptable English Language qualifications is available here

If you are an international student and you do not meet the English Language requirements, you should consider a preparation course at INTO Queen's University Belfast, which will develop the language skills you need to progress. INTO Queen's University Belfast is based on the University campus and offers a range of courses. For a full list click here

The Subject

The Irish language continues to form an integral part of Irish cultural life as a medium for education, music, literature, drama and television. The language has been spoken for over 2,000 years and boasts a vast early literature of world significance. The emphasis at Queen's is on Modern Irish language and literature as essential elements of contemporary Irish culture and society. Insight into the country's earlier heritage is developed through the study of mythology, poetry and saga.

Course Content

Level 1
At Level 1, the two language modules are concerned exclusively with core oral and written language skills. Learning is enhanced by small-group teaching and computer-assisted language learning methods. Literary skills are developed in the module 'Modern Irish Literature', which focuses, in particular, on prose writing (short stories, novelettes and autobiography). Students are exposed to a wide range of contemporary authors with particular emphasis on texts in Ulster Irish. The fourth module at Level 1 explores the surviving remains of Celtic mythology and religious belief in Ireland and the Continent.

Compulsory
Irish Language 1
Irish Language 2

Optional
Celtic Mythology
Modern Irish Literature

Levels 2 and 3
The language modules at Levels 2 and 3 not only build on the language skills acquired at Level 1, but also contain a literary strand examining contemporary poetry, the short story and the novel. The other modules at Levels 2 and 3 cover a wide variety of topics including folklore, early Irish sagas, and Irish dialects. Students also have the opportunity to learn some Scottish Gaelic, a language and tradition closely related to Irish.

Compulsory
Irish Language and Literature 3
Irish Language and Literature 4
Irish Language and Literature 5
Irish Language and Literature 6

Optional
Early Irish Myths and Sagas
Irish Folklore
Language and Literature in Late Medieval Ireland and Scotland
Middle Irish
Old Irish
Scottish Gaelic Language
The Irish Language in Contemporary Ireland
Ulster Poetry 1650-1850
Varieties of Irish

Click here for more information on modules

Learning and Teaching

At Queen’s, we aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable student to achieve their full academic potential.

Within Geography and Archaeology we do this by providing a range of learning experiences which enable our students to engage with subject experts, develop attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world class library that enhances their development as independent, lifelong learners.   Examples of the opportunities provided for learning on this course are:

• Lectures: introduce basic information about new topics as a starting point for further self-directed private study/reading.  Lectures also provide opportunities to ask questions, gain some feedback and advice on assessments (normally delivered in large groups to all year group peers).
• Practicals:  where students will have opportunities to develop technical skills and apply theoretical principles to real-life or practical contexts.  Many Archaeology, Geographic Information Systems and Physical Geography modules have associated practical classes, ranging from 3 to 9 hours study per week, depending on the module content.
• E-Learning technologies:Information associated with lectures and assignments is often communicated via a Virtual Learning Environment (VLE) called Queen’s Online.  A range of e-learning experiences are also embedded in the degree through, for example:  interactive group workshops in a flexible learning space; IT and statistics modules; podcasts and interactive web-based learning activities; opportunities to use IT programmes associated with design in practicals and project- based work.
• Seminars/tutorials:  Significant amounts of teaching are carried out in small groups (typically 10-20 students).  These provide an opportunity for students to engage with academic staff who have specialist knowledge of the topic, to ask questions and to assess their own progress and understanding with the support of peers.  Students should also expect to make presentations and other contributions to these groups.
• Self-directed study:  This is an essential part of life as a Queen’s student when important private reading, engagement with e-learning resources, reflection on feedback to date and assignment research and preparation work is carried out.
• Work placements and Field Classes:  Students taking ‘Geography at Work’ undertake a work-placement during Level 3 and undertake internal work with the Centre for Archaeological Fieldwork (CAF) as part of ‘Archaeological Excavation’ in Year 2.  These modules provide significant learning and employability enhancement opportunities.
• Supervised projects:  In final year, students will be expected to carry out a significant piece of research on a topic or practical methodology that they have chosen.  They will receive support from a supervisor who will guide them in terms of how to carry out research and who will provide feedback on a number of occasions during the write up stage.
• Personal Tutor:  Undergraduates are allocated a Personal Tutor during levels 1 and 2 who meets with them on several occasions during the year to support their academic development. 

Assessment and Feedback

Assessment (general):  The way in which students are assessed will vary according to the Learning objectives of each module.  Some modules are assessed solely through project work or written assignments.  Others are assessed through a combination of coursework and end of semester examinations.  Details of how each module is assessed are shown in the Student Handbook which is provided to all students during their first year induction.

Feedback (general):  As students progress through their course at Queen’s they will receive general and specific feedback about their work from a variety of sources including lecturers, module co-ordinators, placement supervisors, personal tutors, advisers of study and your peers.  University students are expected to engage with reflective practice and to use this approach to improve the quality of their work. Feedback may be provided in a variety of forms including:

• Feedback provided via formal written comments and marks relating to work that students, as individuals or as part of a group, have submitted. 
• Face to face comment.  This may include occasions when students make use of the lecturers’ advertised “office hours” to help address a specific query.
• Placement employer comments or references.
• Online or emailed comment.
• General comments or question and answer opportunities at the end of a lecture, seminar or tutorial.
• Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid.  In some instances, this may be provided in the form of model answers or exemplars which students can review in their own time. 
• Feedback and outcomes from practical classes.
• Comment and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.

Once students have reviewed their feedback, they are encouraged to identify and implement further improvements to the quality of their work. 

Careers

Overview

Studying for an Archaeology degree at Queen’s will assist students in developing the core skills and employment-related experiences that are valued by employers, professional organisations and academic institutions.  Graduates from this degree at Queen’s are well regarded by many employers (local, national and international) and over half of all graduate jobs are now open to graduates of any discipline, including Archaeology. 

Although the majority of our graduates are interested in pursuing careers in archaeology-related areas (town and country planning, environmental impact, Land and Property Services [formerly Ordnance Survey]) significant numbers develop careers in a wide range of other sectors.  The following is a list of the major career sectors that have attracted our graduates in recent years:

Employer Links – Consultations:We regularly consult and develop links with a large number of employers including, for example, the Northern Ireland Environment Agency (NIEA), National Trust, Ulster Wildlife Trust, who provide both snapshot advice on their work, as well as run more in-depth advice sessions, the latter often at taught Masters level. We also run a careers seminar programme with guest speaker employers and further study coordinators (teacher training, Masters and PhD degrees).

Placement Employers: Our past students have also gained work placement with organisations such as:

Other Employer Links:We benefit greatly from housing the Centre for Archaeological Fieldwork in the school. This self-funded private unit obtains commercial work from NIEA, the police and civil engineering companies, thus exposing students to employers, but also providing the unit with information on what the modern market requires from Archaeology. This information is then fed into the archaeology modules, especially those on excavation techniques.

Pease take a look at www.prospects.ac.uk for further information concerning the types of jobs that attract Archaeology graduates.

Further study is also an option open to Archaeology graduates. Students can choose from a wide range of Masters programmes as well as a comprehensive list of research topics, see: http://www.qub.ac.uk/gap

Other Career-related information: Queen’s is a member of the Russell Group and, therefore, one of the 20 universities most-targeted by leading graduate employers.  Queen’s students will be advised and guided about career choice and, through the Degree Plus initiative, will have an opportunity to seek accreditation for skills development and experience gained through the wide range of extra-curricular activities on offer.  See Queen’s University Belfast fullEmployability Statementfor further information.

Degree Plus and other related initiatives:  Recognising student diversity, as well as promoting employability enhancements and other interests, is part of the developmental experience at Queen’s.  Students are encouraged to plan and build their own personal skill and experiential profile through a range of activities including; recognised Queen’s Certificates, placements and other work experiences (at home or overseas), Erasmus study options elsewhere in Europe, learning development opportunities and involvement in wider university life through activities, such as clubs, societies, and sports. 

Queen’s actively encourages this type of activity by offering students an additional qualification, the Degree Plus Award (and the related Researcher Plus Award for PhD and MPhil students).  Degree Plus accredits wider experiential and skill development gained through extra-curricular activities that promote the enhancement of academic, career management, personal and employability skills in a variety of contexts.  As part of the Award, students are also trained on how to reflect on the experience(s) and make the link between academic achievement, extracurricular activities, transferable skills and graduate employment. Participating students will also be trained in how to reflect on their skills and experiences and can gain an understanding of how to articulate the significance of these to others, e.g. employers.

Overall, these initiatives, and Degree Plusin particular, reward the energy, drive, determination and enthusiasm shown by students engaging in activities over-and-above the requirements of their academic studies. These qualities are amongst those valued highly by graduate employers.

Special Features

Summer School: students receive intensive language teaching in each year and attend a staff-led summer school in the Donegal Gaeltacht.

Support: staff offer support through a personal tutoring system, skills development programme, and a structured feedback framework, helping Level 1 students integrate into university life.