BSc|Undergraduate
Archaeology-Palaeoecology
Academic Year 2023/24
BBB
6 years (Part Time)
3 years (Full Time)
V400
This course offers a Single Honours degree programme examining the human past from a scientific perspective, including the opportunity to gain hands-on experience in working with archaeological material and undertaking fieldwork.
Archaeology explores a wide range of evidence that documents the human past – from artefacts, monuments and settlements to entire landscapes – and from these interprets how societies have adapted and developed. Modules focus on different periods of World, European and Irish/British archaeology, from human origins to modern times and heritage. Queen's University Belfast is one of the best places to study Archaeology in the UK, scoring third place for student experience in the Times and Sunday Times Good University Guide 2022 and, once again, first place for student satisfaction in the Complete University Guide 2022.
Palaeoecology studies environmental evidence to assess the impact of natural events and human activities on landscapes, climate and changing environments. Modules examine themes such as ancient environments, evolution, economic and climate change.
The combined disciplines progressively develop general and specific knowledge and skills, through excavation, fieldwork, overseas fieldtrips, laboratory and practical work. A wide range of career options are available to our graduates including careers in commercial archaeology, survey, heritage management and many more, both within and beyond the heritage sector.
As well as the Single Honours BA in Archaeology and BSc in Archaeology-Palaeoecology, Queen's offers several degrees which combine Archaeology (the study of past human activities) and Palaeoecology (the study of past environments) with other subjects (Languages, Geography and History). All of those Single Honours and Joint Honours degrees offer a module pathway that is fully accredited by the Chartered Institute for Archaeologists (CIfA) and University Archaeology UK (UAUK).
Archaeology-Palaeoecology Degree highlights
Global Opportunities
- Students on this programme benefit from a broad range of study-abroad and international placement opportunities, e.g. in Australia, Canada, France, Germany, Italy, Malta, Portugal and Spain.
- Students are also eligible to apply to the University’s Study USA and Study China programmes.
http://www.qub.ac.uk/directorates/sgc/careers/GlobalOpportunities/
World Class Facilities
- The School boasts the internationally renowned 14CHRONO Centre for Radiocarbon Dating, the Centre for Archaeological Fieldwork, departmental collections and laboratories for study of artefacts, human, animal and plant remains and other scientific materials and instruments, access to GIS, laser scanning and specialist teaching laboratories.
- The University’s McClay Library holds one of the most comprehensive collections of resources on Irish, British, European and World Archaeology in Ireland and the UK, and provides state-of-the-art study facilities. The McClay Library also holds a wide collection of resources for the study of Palaeoecology.
https://www.qub.ac.uk/about/Campus-and-facilities/The-McClay-Library/
Internationally Renowned Experts
- On this programme you will be taught by academics who are internationally renowned experts at the top of their respective fields.
Student Experience
- Archaeology at Queen’s stands out for its sustained excellent teaching record, having scored 95% overall student satisfaction in the UK National Student Surveys 2019 and 2021, and 100% overall student satisfaction in the UK National Student Surveys 2017, 2018 and 2020.
- 3rd place for Student Experience (Times and Sunday Times Good University Guide 2022)
- 1st place for Student Satisfaction (Complete University Guide 2022).
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Course content
Course Structure
Introduction | All students normally take six courses per stage (a stage equals one academic year of full-time study), each covering a distinct theme. Single Honours students normally take at least five Archaeology/Palaeoecology courses. Students on Joint Honours degree programmes normally take three Archaeology/Palaeoecology courses, in addition to three courses from their second subject. Students enrolled on this programme have the opportunity to undertake an optional additional year of study, either between Stages 2 and 3 or after completing Stage 3, spent studying abroad or on a workplace placement. At the end of Stage 3, students with very good performance also have the opportunity to switch to our undergraduate Masters programme (MSci). In the MSci, Stage 4 courses enable students to deepen their theoretical knowledge, to gain additional practical experience and further to broaden their skills base. Note: some modules may be subject to change |
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Stage 1 | Themes covered in Stage 1 include an introduction to world archaeology and to archaeological fieldwork techniques, as well as the relationship between past human societies and their natural environment, and in particular the long-term impact of environmental change on humans. |
Stage 1 Optional Courses | Optional courses at Stage 1 explore, amongst other themes, European prehistory and the historic archaeology of Europe. |
Stage 2 | At Stage 2, students explore in more detail the themes introduced at Stage 1 and develop both their theoretical background knowledge and their practical skills, with some scope for specialisation. In particular, Stage 2 courses provide competencies and concepts necessary for the dissertation that is normally taken at Stage 3, and for future employment in Archaeology and Palaeoecology as well as a wide range of other fields. |
Stage 2 Optional Courses | Optional courses at Stage 2 focus on the archaeology of Ireland and of other specific geographical areas, as well as on archaeological palaeoenvironmental, and geospatial techniques. |
Stage 3 | At Stage 3, students dedicate a substantial part of their time to their chosen dissertation project, building on the knowledge and skills they have acquired through Stages 1 and 2. |
Stage 3 Optional Courses | Students at Stage 3 have the opportunity to choose from a wide range of optional courses focusing on specialist themes, ranging in time from the evolution of early humans to the Middle Ages, and covering fields as diverse as population studies, ritual and religion, prehistoric monuments and advanced GIS skills. |
Supplement – Optional Additional Year | Students enrolled on this programme have the opportunity to undertake an optional additional year of study, either between Stages 2 and 3 or after completing Stage 3. The additional year can be spent studying abroad at one of our international partner universities or on a UK or international workplace placement. Depending on the chosen option, the degree title awarded will then be ‘BSc Archaeology-Palaeoecology with International Study’, ‘BSc Archaeology-Palaeoecology with Placement’, or ‘BSc Archaeology-Palaeoecology with International Placement’. |
People teaching you
Dr Patrick GleesonProgramme Director for Archaeology and Archaeology-Palaeoecology
Natural and Built Environment
Dr Patrick Gleeson is a archaeologist interested in the later prehistoric and medieval archaeology of Europe. His current research focus is the archaeology of cult, rulership, kingdoms and governance in the first millennium AD of northern Europe. He currently has ongoing field projects examing later prehistoric and early medieval power centres, cult and royal landscapes in Ireland and Scotland, including Kedrah Fort, Lagore Crannog, Navan Fort, the Rock of Cashel and Knockainy.
Contact Teaching Times
Personal Study | 24 (hours maximum) 22-24 hours studying and revising in your own time each week, including some guided study using handouts, online activities etc |
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Medium Group Teaching | 6 (hours maximum) 6 hours of practical classes, workshops or seminars each week, some weeks will have additional field classes |
Large Group Teaching | 6 (hours maximum) 6 hours of lectures |
Small Group Teaching/Personal Tutorial | 2 (hours maximum) 2 hours of tutorials (or individual project supervision) each week |
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 each student to achieve their full academic potential.
Within Archaeology and Palaeoecology 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:
- E-Learning technologies
Information associated with lectures and assignments is often communicated via a Virtual Learning Environment (VLE) called Canvas. 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 web design in practicals and project-based work. - 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). - Personal Tutor
Undergraduates are allocated a Personal Tutor who meets with them on several occasions during the year to support their academic development. - 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. - 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. - 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. - 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. - Work placements and Field Classes
Students gain practical fieldwork experience through the teaching excavation at Stage 1 and will normally have the opportunity to build further experience though volunteering on staff-led field projects throughout Stages 2 and 3. Students enrolled on the MSci are offered the opportunity of gaining fieldwork experience at an advanced level at Stage 4.
Assessment
Details of assessments associated with this course are outlined below:
- The way in which students are assessed will vary according to the learning objectives of each course. Some courses are assessed solely through project work or written assignments. Others are assessed through a combination of coursework and exams. Details of how each course is assessed are explained in the general course catalogue and in the handbook for each individual course available to students.
Feedback
As students progress through their degree 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 their 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.
- On-line 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 students 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.
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Overview
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Modules
Modules
The information below is intended as an example only, featuring module details for the current year of study (2022/23). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
- Year 1
Core Modules
Introduction To World Archaeology (20 credits)Introduction To World Archaeology
Overview
Archaeology seeks to understand past human culture through the systematic study of material remains. This module serves as an introduction to the incredible scope of the global discipline of archaeology. Two seminars introduce contentious issues in archaeology and demonstrate differences of interpretation and approach by different scholars. Four practicals provide an introduction to key skills including archaeological site recording and the analysis of past material culture.
The module is divided into two parts. In Part 1 students will gain an introduction to different techniques and practical approaches used by archaeologists to learn more about the past. Lectures will explain how sites are located and excavated, how the discoveries are scientifically dated and what happens to the remains – environmental samples, human and animal remains and material culture – that are discovered. In Part 2 a collection of case studies have been selected from around the world – Borneo, China, Egypt, Italy, Russia, the Americas, amongst others – and will demonstrate how key archaeological discoveries have played a contribution in the understanding of key issues of the past.Learning Outcomes
• To develop an understanding of the application of key archaeological concepts and methods
• To foster awareness of the scope of archaeological enquiry
• To build awareness of current issues and debates in global archaeology
• To instil an appreciation of the range of sources examined in archaeology
• To develop the ability of critically assessing competing hypotheses in archaeology
• To equip students with core study skills for archaeologySkills
• Critical thinking and oral expression
• Critical thinking and written expression
• Time management and self-directed learning
• Structured academic writing
• Ability to properly cite references and to create bibliographies
• Ability to systematically undertake library research
• Ability to synthesise complex information
• Ability to undertake practical tasks
• Experience of working within a small group
• Observational skillsCoursework
75%
Examination
25%
Practical
0%
Stage/Level
1
Credits
20
Module Code
ARP1013
Teaching Period
Autumn
Duration
12 weeks
Archaeological Excavation (20 credits)Archaeological Excavation
Overview
Excavation of an archaeological site; recording of stratigraphy and features; understanding the reasons for excavation. Daily attendance on an excavation approved by the department for a prescribed period (up to four weeks, normally in June) is required.
Learning Outcomes
Introduces students to one of the basic methods of acquiring archaeological data and studying the techniques involved.
Skills
Understanding the reasons for the methodology used on the excavation and experience in use of that methodology. Understanding and experience in recording the stratigraphic sequence uncovered.
Coursework
75%
Examination
25%
Practical
0%
Stage/Level
1
Credits
20
Module Code
ARP1014
Teaching Period
Spring
Duration
16 weeks
Environmental Change: past, present and future (20 credits)Environmental Change: past, present and future
Overview
This module provides an introduction to the principles and techniques used to reconstruct past environments and detect environmental change mostly during the last 2.6 million years, the Quaternary. It looks at the history of palaeoecology and the underlying theory and ecological principles that enable the interpretation of information from ancient deposits. The primary palaeoecological techniques and their limitations are described. Case studies show how some techniques have been applied to provide a range of palaeoenvironmental information.
Learning Outcomes
Students will acquire a knowledge and understanding of the principles of palaeoecology and will be able to understand the main methods used to reconstruct past environments.
Skills
Synthesis of information; Presentation of academic argument. Written self expression. Data interpretation and presentation. Library use. Website investigation. Time management.
Coursework
50%
Examination
20%
Practical
30%
Stage/Level
1
Credits
20
Module Code
ARP1007
Teaching Period
Spring
Duration
12 weeks
Ancient Humans and Landscapes (20 credits)Ancient Humans and Landscapes
Overview
This module introduces students to the evolution of hominins in changing global environments, from primate origins to the beginning of settled societies. Lectures and practicals introduce the timeframes of changing environments in which people evolved, patterns of evolution, the appearance of our own species, dispersal throughout the world and the ancient beginnings of human impact on the planet.
Knowledge gained in the lecture course will be assessed by multiple choice tests and two written assessments. The practical programme will introduce skills in bibliographic and literature search, graphical display, and the analysis of research data relating to the investigation of early humans. Skills relating to the analysis and documentation of artefacts and stratigraphy and sedimentology will be introduced.Learning Outcomes
On successful completion of this course, students will be able to
• Show an understanding of the environmental, chronological and cultural context for human evolution [assessed mainly by essay, but also CT and portfolio]
• Show an understanding of records of ancient humans and landscapes [assessed mainly by essay, but also CT]
• Demonstrate a knowledge of the key evidence and terminology relating to environmental and human evolutionary changes throughout the Quaternary [assessed mainly by CT]
• Show an ability to handle and present data, and to undertake basic statistical analysis [assessed by portfolio]Skills
Skills
Subject-specific skills
You will be able to search, extract and use data from a range of academic literature. You will be able to use the MS Excel program to display, describe and carry out simple analysis of archaeological data, including basic statistics.
You will be able to analyse artefacts and document them photographically and by drawing.
Cognitive skills
You will be able to explain (i) the patterns and process of hominid evolution and (ii) the background pattern of global climate change.
Further details, including a full breakdown of Transferable skills and Module Guide example, can be found at the following link:
https://archaeology-palaeoecology-qub.com/gap1001-ancient-humans-landscapes/Coursework
80%
Examination
20%
Practical
0%
Stage/Level
1
Credits
20
Module Code
ARP1006
Teaching Period
Autumn
Duration
12 weeks
Optional Modules
Themes in Historical Archaeology (20 credits)Themes in Historical Archaeology
Overview
The course examines major themes in historical archaeology in a global context. It examines the ways in which material evidence is used to understand societies of the historic period, from the birth of Christ to the present day. It will examine the use of historical sources in the study of the past, archaeological approaches to myth, religion, the growth and collapse of Empires, archaeologies of conflict, warfare and propaganda. Students will gain understandings of how to challenge historical paradigms through the use of material evidence, and examine current debates in historical archaeology worldwide.
Learning Outcomes
To introduce students to the study of the physical remains of historical periods globally within context.
To challenge their preconceptions of the historic period and the application of archaeology.
The course provides a background to understanding the major developments and debates in historical archaeology in recent decades.Skills
Introducing students to assessing the evidence of the material remains of the past against the documents.
Evaluating the power and truth of the images popularly associated with historical periods globally.Coursework
30%
Examination
40%
Practical
30%
Stage/Level
1
Credits
20
Module Code
ARP1010
Teaching Period
Spring
Duration
12 weeks
Europe in Prehistory (20 credits)Europe in Prehistory
Overview
This module examines the later prehistory of Europe, from the beginnings of settled farming society in the Near East (c. 10,000 years ago) to the European Iron Age and the dawn of historic times (c. 50 BC). Geographically, the scope of the module spans across Europe and the Mediterranean, from Russia and the Levant to Ireland and Spain. The material and ideas presented provide an important base for subsequent modules on the history and prehistory of Europe, Britain, and Ireland, setting a chronological scene against which to understand the emergence of complex human society.
Two themes run through the course: human adaptation to change (climate, environment, food, technology, social structure) and the emergence of different cultural responses through time and space (such as settlement, economic strategies, material culture, art, burial, status, trade and ethnicity). Prehistoric archaeology is interested in recording how humans deal with change over time and in understanding how to measure time in the remote past through a variety of chronological methods (14C and dendro-dating, other scientific and material culture-based dating techniques). Later prehistoric archaeology also examines the origins of new technologies and social structures, such as domestication of plants and animals, metals, writing and urban life, and seeks to understand the many factors that trigger change and development.
The aim of the course is to provide students with an introduction to the major themes of study and the principal issues of European prehistory. It includes many of the classic sites and cultures that typify the early history of the continent, and some of the theories and models that have resulted from their study.Learning Outcomes
- A broad understanding of the development of human societies in Europe from c. 10,000 years ago to the 1st century BC.
- An understanding of the nature and range of the archaeological record.
- An awareness of the complexities and limitations of archaeological interpretation.
- An awareness of present debates and controversies in prehistoric archaeology.
- An understanding of the multi-disciplinary nature of archaeology, the wide variety of sources, and evidence on which modern archaeology draws, e.g. environmental, historical and ethnographical.Skills
- Critical thinking and oral expression.
- Time management and self directed learning.
- The ability to write structured academic style essays, presenting clear unbiased arguments.
- Ability to cite references and create bibliographies.
- The ability to undertake library-based research, making full use of bibliographic sources.
- Critical analysis of competing hypotheses of text and other media.
- Critical synthesis of diverse information.Coursework
100%
Examination
0%
Practical
0%
Stage/Level
1
Credits
20
Module Code
ARP1008
Teaching Period
Autumn
Duration
12 weeks
- Year 2
Core Modules
Palaeoenvironmental Techniques (20 credits)Palaeoenvironmental Techniques
Overview
Through a series of lectures and practicals, this module will provide students with a flavour of some of the leading techniques and proxies used to reconstruct past environments. Lectures will present an overview of the methodological principles and applications, showcasing relevant scientific studies to illustrate the potential of the techniques. A field trip and practicals will provide students with hands-on experience, including coring, stratigraphic recording, proxy identification and analysis, and sample preparation. Relevant statistical and graphical techniques to interpret fossil proxy time series and put them onto secure time-scales will also be introduced. The practicals are intended to give students a taster for a range of palaeoenvironmental techniques that could be employed for their Level 3 dissertations.
Learning Outcomes
By completing this module, students will:
-obtain a greater understanding of past events of abrupt climate and environmental change, -obtain a greater understanding of how these events have been reconstructed from a range of fossil evidence, -be aware of the potential and limitations of fossil proxy evidence in informing us about environmental change, and -be able to put current climate change into a longer-term context.Skills
Subject-specific skills
Hands-on experience with the most important proxies, produce and interpret fossil proxy diagrams, work with relevant software Cognitive skills Students will be able to assess, interpret and evaluate evidence from fossil proxy deposits for past events of abrupt climate change.
Transferable skills
Students will be able to use different pieces of software, and write succinct summaries of research.Coursework
100%
Examination
0%
Practical
0%
Stage/Level
2
Credits
20
Module Code
ARP2051
Teaching Period
Autumn
Duration
12 weeks
Archaeological Excavation (20 credits)Archaeological Excavation
Overview
Excavation of an archaeological site; recording of stratigraphy and features; understanding the reasons for excavation. Daily attendance on an excavation approved by the department for a prescribed period (up to four weeks, normally in June) is required. This module is compulsory for Single Honours students if Archaeological Excavation was not taken at Stage 1 (normally only available to students transferring in from other programmes or institutions).
Learning Outcomes
Introduces students to one of the basic methods of acquiring archaeological data and studying the techniques involved.
Skills
Understanding the reasons for the methodology used on the excavation and experience in use of that methodology. Understanding and experience in recording the stratigraphic sequence uncovered.
Coursework
75%
Examination
25%
Practical
0%
Stage/Level
2
Credits
20
Module Code
ARP2039
Teaching Period
Spring
Duration
16 weeks
Thinking through Things Theorizing Global Archaeology
Overview
This module introduces students to the range of archaeological thought. Many of the theoretical issues currently being debated have a long history, and their placement in a broader social and political context is a necessary adjunct to a fuller understanding of where the discipline is now. In addition, the module will focus in more detail on a selected number of key topics for further exploration, such as the nature of archaeological assemblages, the concept of culture, the processual-postprocessual debate, gender, and the so-called 'interpretative' approaches. The module will also introduce students to methodological concepts and the techniques of research design, in preparation for their thesis.
Learning Outcomes
By the end of the course, students will be expected to have acquired:
- A broad knowledge and understanding of archaeological interpretation, and its social and political context
- An appreciation of the relationship between archaeological theory and practice
- An understanding of current issues and debates in archaeological theory, and of the major terms used in such debates
- An understanding of how to appraise archaeological research;
- An understanding of how to prepare a substantial research project or thesisSkills
Ability to undertake guided library and web-based research
- Ability to present a succinct summary of arguments in written format
- Ability to critically assess complex and competing hypotheses
- Ability to summarise and discuss key points from selected readings and to communicate these to a seminar group
- Ability to assess and design a research projectCoursework
100%
Examination
0%
Practical
0%
Stage/Level
2
Credits
20
Module Code
ARP2043
Teaching Period
Spring
Duration
12 weeks
Optional Modules
The Archaeology of Islands (Residential Fieldtrip Module)
Overview
This module will introduce students to the archaeology of islands. Opening weeks will provide an overview of the conceptual issues surrounding the study of islands including the physical geography of islands, theories of island colonisation, concepts of insularity, material adaption and evolution in insular environments, and social resilience and decline on islands. This section of the course will be assessed through an essay. Following this, students will explore concepts through specific island case studies presented by staff and through directed leaning and seminars. This will be assessed via short projects/ posters. The module will have a substantial residential field work component; so the penultimate weeks will focus on preparation, exploring in depth issues specific to the fieldwork destination (currently Malta). Students will also receive training in basic recording methods prior to the fieldtrip and presentations to the class on sites (with an accompanying prepared fact sheet).
Learning Outcomes
- An understanding of themes central to island archaeology including colonisation, insularity, adaptation and material evolution, climate resilience and collapse of island cultures;
- Critical interpretation of monuments, architecture, building materials and artefacts, within an island context;
- An awareness of current debates in island archaeologies;
- Critical understanding of how heritage Is presented as part of contemporary island identities;
- An understanding of the relevance of studying islands to current society.Skills
· Observation and interpretation of material culture in the field and landscape
· Discussion skills
· Research skills
· Preparation of site reports and effective writing
· Presentation skills
· Critical understanding of popular archaeological media
· Teamwork and organisationCoursework
100%
Examination
0%
Practical
0%
Stage/Level
2
Credits
20
Module Code
ARP2058
Teaching Period
Spring
Duration
12 weeks
Archaeology in Practice (20 credits)Archaeology in Practice
Overview
This module focuses on the acquisition of fundamental skills needed in Archaeological Practice. Students will develop core practical, computing and digital data skills used in archaeological assessments, survey, excavation and reporting. While these are essential for those going on to practice as archaeologists, many of the skills acquired will be useful in careers outside the archaeological and heritage sectors and for dissertations. Learning will be through weekly lectures, practicals, directed and independent weekly reading and digital-portfolio tasks. Students will be introduced to the legislative framework for U.K. commercial archaeology, the basic principles of site and soil formation and sampling, landscape survey, artefact analysis and curation, illustration, photography and data management. They will undertake weekly practical sessions to develop skills in a wide array of techniques from flotation to the use of differential GPS equipment and fieldwalking. The overarching aim is for students to achieve a basic understanding and competence in core techniques which will provide them with a solid basis for professional accreditation with e.g. The Institute of Archaeologists of Ireland (IAI) or the Institute of Field or Archaeologists (IfA), and the ability to plan their continued professional development independently.
Learning Outcomes
Having completed this unit the student is expected to have developed and demonstrated:
• Familiarity with legal, policy, and ethical archaeological frameworks in the UK
• Familiarity with the principles of the archaeological process in professional practice including: desk-based assessment, survey and excavation and the appropriate use of techniques.
• The ability to find and interrogate relevant digital datasets
• A basic appreciation of what causes variation in different evidence classes (e.g. taphonomy; recovery procedures) and the effect of these on interpretations.
• An appreciation of the importance primary data recovery and new information through practical/field experience
• An understanding of the fragile and non-renewable nature of the archaeological resource and the need for sustainable approaches to its use and conservation
• Familiarity with the diverse sources of evidence used by archaeologists
• An understanding of where to find jobs in the archaeology and heritage sectors and sound knowledge of the skills and experience required for professional accreditation.Skills
On the completion of this module students should:
• Understand the key components of a desk based assessment
• Be able to practise, under supervision, core archaeological and landscape survey fieldwork techniques
• Be able to practise, under supervision, core post-excavation/post-survey techniques including: basic stratigraphic interpretation, phasing, data archiving, processing and sorting of environmental samples.
• Have developed basic skills graphics software, GIS and web-design
• Have a basic understanding of landscape, stratigraphic and soil formation processes and sampling strategies.
• Be able to discover and recognise the archaeological significance of material remains and landscapes.
• Have developed basic skills in the analysis of spatial data to determine where archaeological traces survive in present day landscapes.
• Be aware of the interactions of biological, environmental and socio-cultural
influences in human ecology
Transferable Skills
Generic and employability skills include:
• Effective time management
• Collaborating effectively in a team via experience of working in a group, through fieldwork, laboratory and/or project work
• Demonstrating a positive and “can do” approach to practical problems
• Preparing effective written communications for different readerships
• Making effective and appropriate graphic visual outputs
• Making effective and appropriate use of information technology including web page design
• Making critical and effective use of information retrieval skills using paper based and electronic resources
• applying numeracy in practical contexts
• Technical expertise and transfer of learning between performance situations
• Analysis, critical thinking and interpretation skills - especially of spatial dataCoursework
100%
Examination
0%
Practical
0%
Stage/Level
2
Credits
20
Module Code
ARP2057
Teaching Period
Autumn
Duration
12 weeks
From St Patrick to the Plantation: The Archaeology of Historic Ireland
Overview
The study of Ireland from the 5th to 17th centuries through the physical remains of the past rather than documentary history. Early Christian crafts and settlements; the impact of the Vikings; the lordships of the Anglo-Normans and the problems of the later Middle Ages.
Learning Outcomes
1)An understanding of the key areas of archaeological evidence of the period; 2)appreciation of the relationship between archaeological and documentary evidence; 3)appreciation of the role of excavation in the study of the period; 4)an understanding of Ireland's position in medieval Europe.
Skills
1)Identifying evidence cited by authors holding different views on issues within the period; 2)An introduction to assessing the results published in primary sources, especially excavation reports.
Coursework
60%
Examination
40%
Practical
0%
Stage/Level
2
Credits
20
Module Code
ARP2045
Teaching Period
Spring
Duration
12 weeks
Ireland in Prehistory (20 credits)Ireland in Prehistory
Overview
This course surveys the archaeology of Ireland from c. 8000 BC to the coming of Christianity. The course begins with the background to human colonisation of this island. It traces the evidence for Ireland’s first colonists and their cultural development, seen in such sites as the hunting-fishing camp at Mount Sandel, up until the arrival of the earliest farming communities. The settlements, economies, megalithic tombs such as Newgrange and other ritual structures of Ireland’s first farmers are examined within the framework of both their environmental and social context. The course then takes up the earliest metal-using communities of the Bronze Age and follows the rise of bronze- and iron-using elites in Ireland. Special attention is given to sites such as Navan Fort, the problem of the origins of the Irish, to what extent earliest Irish traditional literature provides a ‘window on the Iron Age’, and consideration of the main debates in Irish prehistory.
Learning Outcomes
• An awareness of major issues in the study of prehistoric Ireland
• Initiative in the acquisition and synthesis of evidence-based archaeological material, using a range of library and digital sources
• Proficiency in oral and written communication skills, including academic referencing
• A familiarity with the material cultural of prehistoric IrelandSkills
Critical thinking; Oral and written communication skills; Digital presentation skills; Independent study; Group work; Use of library and digital resources
Coursework
40%
Examination
20%
Practical
40%
Stage/Level
2
Credits
20
Module Code
ARP2041
Teaching Period
Autumn
Duration
12 weeks
Landscapes and Geographical Information (GIS) (20 credits)Landscapes and Geographical Information (GIS)
Overview
This module explores the multifaceted nature of landscape through the use and application of spatial technologies such as Geographical Information Systems (GIS), Global Navigation Satellite Systems (GNSS), including Global Positioning Systems (GPS), and remote sensing such as aerial and satellite imagery.
Learning Outcomes
The module introduces students to spatial technologies using a hands-on approach through practical exercises designed to help improve employability and subject skills as geographers and archaeologists, and also to equip students with technical skills applicable to independent research, for example in dissertations at Level 3. The module also raises conceptual questions about the nature of landscape, and how landscapes change over time, as well as opening up the advantages and also the limitations of using spatial technologies in landscape-based research. Students will analyse a range of spatial data, including digital mapping, and also collect field-survey data using GPS. The aim of the module then is to explore landscapes through a range of spatial and temporal scales, connecting past and present, using a combination of lecture, laboratory and field-teaching.
Skills
Written and oral skills; Information Computer Technology including Geographical Information Systems (GIS) and bibliographic databases; information sourcing and synthesis; critical evaluation and decision making; individual learning; group working and team skills.
Coursework
100%
Examination
0%
Practical
0%
Stage/Level
2
Credits
20
Module Code
GGY2002
Teaching Period
Autumn
Duration
12 weeks
- Year 3
Core Modules
Archaeology/Palaeoecology Dissertation (40 credits)Archaeology/Palaeoecology Dissertation
Overview
A dissertation based on a personal project which may be fieldwork, laboratory-, museum- or library-based (or a combination), prepared over the summer vacation and written up for submission during the second semester of Level 3.
Learning Outcomes
To introduce students to independent research; to provide training and experience in the application of Archaeological and/or Palaeoecological techniques.
Skills
Field skills and experience, including self-reliance and decision-making. Observation, recording and analysis of data. Report writing.
Coursework
100%
Examination
0%
Practical
0%
Stage/Level
3
Credits
40
Module Code
ARP3056
Teaching Period
Full Year
Duration
24 weeks
Independent Project (20 credits)Independent Project
Overview
This module is not a standard option but is provided: (i) to accommodate visiting students at Stage 3 and (ii) to provide an alternative to the double-weighted Archaeology / Palaeoecology dissertation module under exceptional circumstances, as advised by supervisor; compulsory if a dissertation module is not taken; not otherwise available.
The Individual Project allows the student to work on an area of archaeology or palaeoecology which interests him/her by critical analysis of a particular problem. The module will enable students to conduct a line of independent research in the field of archaeology or palaeoecology and thus contribute to knowledge in the chosen discipline. The project will often involve collecting and analyzing primary data. Normally, the material has either never been published or the student brings analytical techniques to bear on it which have not been used before. By undertaking the Independent Project, students will consolidate analytical and critical skills developed during the degree programme, whilst learning “how” research is done.
The Independent Project is to be seen in terms of half of the standard undergraduate dissertation, taking up one module instead of two. As such, it can be used to demonstrate to future employers or third level institutions that a student has conducted an independent piece of research. Much of the information in this module guide is therefore common to both this module and the standard ArcPal Dissertation module.Learning Outcomes
An in-depth understanding of a specific area within the disciplines of archaeology and/or palaeoecology; An understanding of the development of the growth of archaeological thought or palaeoecological debate; through reading past literature on a topic; The application of critical or organisational skills in an individual research context; An understanding of the context of a piece of research in relation to other information on the area or period
Skills
Designing, researching and completing a substantial piece of individual research; Understanding of the way data-gathering relates to the later analysis and conclusions; Bibliographic research; Time management of a project over an extended period
Coursework
100%
Examination
0%
Practical
0%
Stage/Level
3
Credits
20
Module Code
ARP3069
Teaching Period
Both
Duration
12 weeks
Optional Modules
The Archaeology of Ancient Greece (Residential Fieldtrip Module)
Overview
This module will introduce students to the archaeology of ancient Greece. It will provide students with an experience of Greek landscape, monuments and material culture, facilitating a greater understanding of the societies with emerged in the region from the prehistoric through Byzantine periods. It consists of a 10-day study tour to Greece followed by related class sessions during Semester 1. The tour will be led by academics from the Irish Institute of Hellenic Studies at Athens (IIHSA) while class sessions will be in QUB, and will focus on building skills associated with field-based research including site recording techniques and approaches, and individual research projects on places visited during the fieldtrip.
Learning Outcomes
Upon completion of the module, students will be able to:
• Understand the sites of ancient Greece in their landscape context;
• Demonstrate a good understanding of key periods of Greek prehistory and history;
• Analyse archaeological evidence in the field and record information on sites from first-hand observation;
• Communicate effectively about archaeological sites and their contexts both orally and in writing;Skills
• Prepare detailed reports based on field-based observations and scholarly research;
• Record monuments in the field using a notebook, including characterisation and interpretation of archaeological and built structures;
• Communicate research clearly and effectively in both written reports and oral presentation.Coursework
100%
Examination
0%
Practical
0%
Stage/Level
3
Credits
20
Module Code
ARP3009
Teaching Period
Autumn
Duration
12 weeks
Maps and Mappings (20 credits)Maps and Mappings
Overview
Mapping is fundamental to how geographers, archaeologists, architects and planners construct and convey their ideas. More broadly, maps reflect the conditions and cultural contexts in which they are made and used, from the distant past through to the present-day. Addressing conceptual, empirical and technical approaches to cartography, this module explores in critical ways the complexity of maps and mapping through focusing on: 1. Histories of cartography; 2. Mapping and landscapes; and 3. Spatialities of mapping. The module consists of lectures on these three core topics, associated practical exercises and discussions undertaken as group-work activities, as well as field- and archival-study to explore the relationships between mapping and landscape. The module is designed to provide students with exposure to cartography as an interpretative tool for use in research, and to develop critical awareness of the power of maps and mapping.
Learning Outcomes
Through completing this module students will acquire a deeper understanding and appreciation of cartography, particularly in the subject areas of geography and archaeology, recognising that maps are culturally-embedded and socially-constructed; they will be able to evaluate the role and application of mapping for studying places and landscapes, with opportunities for field-study; they will be able to assess recent critical debates about cartographers and cartography; they will have an understanding of the potential cartography has as a research tool for use in independent study.
Skills
Subject-related: Include map interpretation and map drawing; relating cartographic content to landscapes and places; ability to make use of digital and analogue mapping to generate and evaluate cartographic/landscape histories.
Cognitive skills: Students will be able to describe, assess and analyse key elements of the history of cartography, and critically evaluate academic debates on maps and mapping.
Transferable skills: Students will be able to create structured topic-work through independent study, work in groups in preparation of and participation in class-practicals, and present and evaluate information using analogue and digital mapping.Coursework
100%
Examination
0%
Practical
0%
Stage/Level
3
Credits
20
Module Code
GGY3090
Teaching Period
Spring
Duration
12 weeks
Critical Thinking and the Past (20 credits)Critical Thinking and the Past
Overview
In this module, we will look at a range of often controversial arguments within and outside Archaeology and Palaeoecology, and focus on ways of reasoning and logical fallacies within those arguments. Topics discussed include ‘fringe’ science where a degree of archaeology is involved, such as the so-called ‘crystal skulls’ or the existence of giants or extremely long-lived humans as supposedly documented within religious texts, but also wider debates using Earth-(pseudo)science such as the age of the Earth, supposed evidence for a global flood, flat Earth, chemtrails and global warming denial.
While discussing these topics, we will look at the nature of arguments made, and identify logical fallacies. We will also look at hypothesis testing. It is hoped that this module will equip the students with enhanced capabilities to apply critical thinking during and after their studies.Learning Outcomes
On successful completion of this module, the student will:
- have acquired knowledge on lines of reasoning
- have applied critical thinking to a range of topics inside and outside archaeology
- be able to identify logical fallacies in argumentsSkills
• Written and oral self-expression
• Group work
• Website investigation
• Time management
• Critical thinkingCoursework
50%
Examination
0%
Practical
50%
Stage/Level
3
Credits
20
Module Code
ARP3089
Teaching Period
Autumn
Duration
12 weeks
Kingship and Religion in the First Millennium AD (20 credits)Kingship and Religion in the First Millennium AD
Overview
The early medieval period represents a key period of transformation in European society, one in which new belief systems, strategies of rulership, social and economic structures laid the foundations for emerging national identities, state-level polities and the commercialisation that characterised late and post medieval society. This module examines key and emerging themes in the archaeology of early medieval Europe. Focusing on Ireland, Britain and Scandinavia in particular, it examines how societies both within and beyond the late Roman Empire transformed in the 4th to 11th centuries. The module debates aspects of migration and ethnicity, cosmology, the rise of new belief systems, the development of kingship, emergence of kingdoms, warfare and violence, economic and governmental structures, the Viking Age, emergence of aristocracy and urbanism, all of which cover key debates and trends in current research. Specific topics examined will include:
The North European ‘Iron Age’
Regionality and the Fall of Rome
Migration and Ethnicity
Art and Material Culture
Archaeologies of Belief
Cult and Kingship
Death, Belief and Commemoration
Conversion and Christianisation
Christian Spaces and Royal Places
Settlement and Landscape
Trade and Exchange
Kingdoms and Governance
The Origins of the Viking Age
Urbanism and Trade Systems
Ethnicity and Rural Landscapes
Religion and SocietyLearning Outcomes
1. an knowledge of the sources used by early medieval archaeologists in Europe
2. an understanding of the methods used by early medievalists for analysing data from a range of sources.
3. an understanding of key themes relating to early medieval EuropeSkills
1. the ability to identify and use effectively specialist publications including fieldwork reports, surveys, and excavation reports.
2. the ability to collect, collate and analyse data from a range of different sources relating to themes in the early medieval archaeology of Europe using relevant techniques.Coursework
90%
Examination
0%
Practical
10%
Stage/Level
3
Credits
20
Module Code
ARP3085
Teaching Period
Autumn
Duration
12 weeks
Society, Death and Disease (20 credits)Society, Death and Disease
Overview
The module will have three main themes - human osteoarchaeology and its contribution to our understanding of life in the past, the study of funerary monuments and disease and its impact on past societies. In the first theme, students will be introduced to the study of archaeological human remains and what the osteological and palaeopathological analysis of past people can contribute to the studies of societies. Four practical sessions will provide an opportunity to identify human bones
and to determine the age, sex and stature of a human skeleton. Theme 2 will focus on the information that can be gained from the study of funerary monuments and, in particular, Post-Medieval grave memorials. Fieldtrips will be made to Friar's Bush and Balmoral cemetries and students will be required to undertake a project on an aspect of grave memorials. The final theme will investigate a number of diseases of considerable antiquity, including leprosy and tuberculosis, which have had a strong impact on past human societies.Learning Outcomes
An appreciation of human osteoarchaeology and palaeopathology
An understanding of some of the contentious themes in osteoarchaeology
An appreciation of multidiscplinary research
An ability to critically evaluate scientific reports/papers
An understanding of Post-Medieval grave memorials
Competence in communicating ideas and arguments clearly to othersSkills
Undertanding of the basic techniques of human osteoarchaeology
Practical analysis of Post-Medieval grave memorials
Written self-expression
Critical analysis of reports/papersCoursework
0%
Examination
30%
Practical
70%
Stage/Level
3
Credits
20
Module Code
ARP3053
Teaching Period
Spring
Duration
12 weeks
Volcanoes: environmental and societal impacts (20 credits)Volcanoes: environmental and societal impacts
Overview
Throughout the Earth’s history, volcanoes have helped shape the landscape, have altered the climate, and have devastated local environments and societies within their reach. They have also yielded rich soils and important mineral deposits, and are of considerable economic value in terms of geothermal energy and their lure for geotourism and adventure tourism. Not surprisingly, these immensely powerful forces of nature have for millennia been the dual source of fascination, myths and legends on the one hand, and destruction and terror on the other, and still humans chose to live in their shadows. This module will investigate the relationship between volcanoes, the environment and humans. Drawing on palaeoenvironmental, archaeological and historical data, we will examine the local and wider impacts of volcanic eruptions on the environment and climate, and the repercussions for human populations, cultures and societies, in the past and today. We will consider the role of palaeovolcanism in identifying volcanic hazards, informing risk assessments and developing mitigation strategies. Finally, we will contemplate modern perceptions of volcanoes and the threats they pose, including the growing popularity of volcano geotourism in the face of personal danger.
Learning Outcomes
On successful completion of this module, students should be able to:
• Consider hypotheses of volcanically-driven environmental change in a global context
• Evaluate the positive and negative impacts of volcanic activity on human cultures and societies
• Describe the hazards associated with different forms of volcanic activity and illustrate their mitigation with appropriate case studies
• Conduct independent and group research using library and digital resources
• Evaluate, analyse and plot numerical data in a digital formatSkills
• Numerical analytical skills
• Presentation skills
• Written and oral self-expression
• Independent research
• Team-work
• Time management, organisation and planningCoursework
0%
Examination
40%
Practical
60%
Stage/Level
3
Credits
20
Module Code
ARP3080
Teaching Period
Spring
Duration
12 weeks
Advanced Geographical Information Systems (20 credits)Advanced Geographical Information Systems
Overview
This module introduces the principles of Geographical Information Systems (GIS) and Science. Theoretical knowledge will be developed through lectures and reading while understanding of these concepts will be enhanced through the practical exercises. The practical sessions will be conducted using the ArcGIS software.
Learning Outcomes
Students who complete the module should: gain a sound understanding of the principles of GIS; gain the capability to apply a GIS package and apply knowledge to use other packages; develop the ability to understand and critically assess applications of GIS.
Skills
(T: taught; P: practiced; A: assessed)
Enhanced ability to use computers effectively in spatial data input, analysis and presentation (T,P,A).Coursework
100%
Examination
0%
Practical
0%
Stage/Level
3
Credits
20
Module Code
GGY3060
Teaching Period
Autumn
Duration
12 weeks
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Entry Requirements
Entrance requirements
A level requirements BBB + GCSE Mathematics grade C/4 A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to a grade A at A-level and a Distinction being equated to a grade B at A-level. |
Irish leaving certificate requirements H3H3H3H3H4H4/H3H3H3H3H3 + if not offered at Higher Level then Ordinary Level grade O4 in Mathematics |
Access Course Successful completion of Access Course with an average of 65%. GCSE Mathematics grade C/4 or equivalent in Access Course. |
International Baccalaureate Diploma 32 points overall including 6,5,5 at Higher Level + GCSE Mathematics grade C/4 Standard Level grade 4 would be acceptable in lieu of the GCSE requirement. |
BTEC Level 3 Extended/National Extended Diploma QCF BTEC Extended Diploma (180 credits at Level 3) with overall grades DDD + GCSE Mathematics grade C/4. RQF BTEC National Extended Diploma (1080 GLH at Level 3) with overall grades DDD + GCSE Mathematics grade C/4. |
Graduate A minimum of a 2:2 Honours Degree + GCSE Mathematics grade C/4 |
All applicants There are no specific subject requirements to study Archaeology and Palaeoecology, although subjects as diverse as Art, Physics, Biology, Geography, Geology, Classical Civilisation, History, Chemistry, Mathematics or Languages have all been helpful in the past. |
Selection Criteria
In addition, to the entrance requirements above, it is essential that you read our guidance below on 'How we choose our students' prior to submitting your UCAS application.
Applications are dealt with centrally by the Admissions and Access Service rather than by the School of Natural and Built Environment. Once your on-line form has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form. Decisions are made on an ongoing basis and will be notified to you via UCAS.
For entry last year, applicants for this degree must have had, or been able to achieve, a minimum of five GCSE passes at grade C/4 or better (to include English Language and Mathematics), though this profile may change from year to year depending on the demand for places. The Selector also checks that any specific entry requirements in terms of GCSE and/or A-level subjects can be fulfilled.
For applicants offering Irish Leaving Certificate, please note that performance at Irish Junior Certificate (IJC) is taken into account. For last year’s entry applicants for this degree must have had, a minimum of 5 IJC grades C/Merit. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied.
Offers are normally made on the basis of three A-levels. Two subjects at A-level plus two at AS would also be considered. The minimum acceptable is two subjects at A-level plus one at AS though applicants offering this combination will be considered on an individual basis depending on the degree for which they have applied. The offer for repeat candidates may be one grade higher than for first time applicants. Grades may be held from the previous year.
Applicants offering two A-levels and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification), or one A-level and a BTEC Diploma/National Diploma (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent) will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected and any subject requirements must be met.
Applicants offering other qualifications will also be considered. The same GCSE (or equivalent) profile is usually expected of those applicants offering other qualifications.
Those offering a relevant Higher National Certificate (HNC) or Diploma (HND) are considered individually on their own merits for entry to Stage 1. For applicants offering a HNC, the current requirements are successful completion of the HNC with 1 Distinction and remainder Merits. For those offering a HND, at least at least one first year unit must be at Merit grade. Where offers are made students would be expected to achieve Merits in all units assessed in final year. For those offering a HNC or HND, some flexibility may be allowed in terms of GCSE profile.
The information provided in the personal statement section and the academic reference together with predicted grades are noted but, in the case of degree courses in the School of Natural and Built Environment, these are not the final deciding factors in whether or not a conditional offer can be made. However, they may be reconsidered in a tie break situation in August.
A-level General Studies and A-level Critical Thinking would not normally be considered as part of a three A-level offer and, although they may be excluded where an applicant is taking four A-level subjects, the grade achieved could be taken into account if necessary in August/September.
Applicants are not normally asked to attend for interview.
If you are made an offer then you may be invited to a Faculty/School Visit Day, which is usually held in the second semester. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice and the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.
If you cannot find the information you need here, please contact the University Admissions and Access Service (admissions@qub.ac.uk), giving full details of your qualifications and educational background.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
An IELTS score of 6.5 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
- Academic English: an intensive English language and study skills course for successful university study at degree level
- Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
International Students - Foundation and International Year One Programmes
INTO Queen's offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
- Foundation
The INTO progression course suited to this programme is
http://www.intostudy.com/en-gb/universities/queens-university-belfast/courses/international-foundation-in-engineering-and-science.
INTO - English Language Course(QSIS ELEMENT IS EMPTY)
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Careers
Career Prospects
Introduction
Studying for an Archaeology and Palaeoecology 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.
Employment Links
We regularly consult and develop links with a large number of employers including, for example, the Historic Environment Division at the Department for Communities, 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).
We benefit greatly from housing the Centre for Archaeological Fieldwork in the School. This self-funded private unit obtains commercial work from the Department for Communities, the police and civil engineering companies, thus exposing students to employers, but also providing the teaching with information on what the current employment market requires from Archaeology and Palaeoecology graduates.
Additional Awards Gained(QSIS ELEMENT IS EMPTY)
Prizes and Awards
In addition to the prizes and awards available to all QUB students, a number of prizes and scholarships are available specifically to undergraduate students in Archaeology and Palaeoecology; normally these are awarded on an annual basis:
The Basil Wilson Prizes
The Kerr Fieldwork/Visit Award
The Kerr Final Year Dissertation Prize
The Kerr MSci Prize
The Kerr Meritorious Performance Prize
The Kerr Prize (one each at Stages 1, 2, and 3)
The Kerr Undergraduate Scholarship
Degree plus award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Degree Plus. It's what makes studying at Queen's University Belfast special.
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Fees and Funding
Tuition Fees
Northern Ireland (NI) 1 | £4,710 |
Republic of Ireland (ROI) 2 | £4,710 |
England, Scotland or Wales (GB) 1 | £9,250 |
EU Other 3 | £23,100 |
International | £23,100 |
1 EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees quoted relate to a single year of study and will be subject to an annual inflationary increase, unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library.
If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. A programme may have up to 6 modules per year, each with a recommended text.
Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a final year includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
Archaeology-Palaeoecology costs
The cost of travel and entrance fees for one-day or half-day field trips across all academic years is included in the course fee, but students are expected to pay for subsistence costs.
Participation in a four-week field excavation module at Stage 1 is a requirement of the programme. The School will cover the cost of transport to the site from the University, and will provide all necessary equipment for the excavation. Students are expected to supply their own waterproof clothing and sturdy footwear.
At Stage 2 students may choose optional modules that have associated field trips costs ranging from £50 to £500. Alternative non-field based options are available at no cost.
If students choose to take a supplementary Additional Year that incurs travel costs (either locally or abroad), they will be required to fund these.
A limited amount of funding may be available to contribute towards these additional costs, if the placement takes place through a government student mobility scheme.
How do I fund my study?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Information on funding options and financial assistance for undergraduate students is available at www.qub.ac.uk/Study/Undergraduate/Fees-and-scholarships/.
Scholarships
Each year, we offer a range of scholarships and prizes for new students. Information on scholarships available.
International Scholarships
Information on scholarships for international students, is available at www.qub.ac.uk/Study/international-students/international-scholarships/.
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Apply
How and when to Apply
How to Apply
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/students.
When to Apply
UCAS will start processing applications for entry in autumn 2023 from 1 September 2022.
Advisory closing date: 25 January 2023 (18:00). This is the 'equal consideration' deadline for this course.
Applications from UK and EU (Republic of Ireland) students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2023) subject to the availability of places.
Applications from International and EU (Other) students are normally considered by Queen’s for entry to this course until 30 June 2023. If you apply for 2023 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Further information on applying to study at Queen's is available at: www.qub.ac.uk/Study/Undergraduate/How-to-apply/
Terms and Conditions
The terms and conditions that apply when you accept an offer of a place at the University on a taught programme of study. Queen's University Belfast Terms and Conditions.
Additional Information for International (non-EU) Students
- Applying through UCAS
Most students make their applications through UCAS (Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2023. - Applying direct
The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application. Find out more. - Applying through agents and partners
The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult the Agent List to find an agent in your country who will help you with your application to Queen’s University.
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Fees and Funding