Evolutionary Anthropology BSc (Hons)

Key information


  • Course length: 3 years
  • UCAS code: V4B1
  • Year of entry: 2020
  • Typical offer: A-level : BBB / IB : 33, with no score less than 4 / BTEC : Applications considered
ace-3

Module details

Programme Year One

You will be introduced to the archaeology of human origins, evolutionary psychology and the principles of anatomy and human biology.

Please note:

Students wishing to take ‘LIFE’ modules must have an A level in Biology or equivalent.

Students wishing to take ENVS111 must have Mathematics, Physics or Chemistry A level or equivalent.

Year One Compulsory Modules

  • Principles of Archaeology (ALGY101)
    Level1
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting50:50
    Aims

    To introduce students to the various theoretical tools, field methods and laboratory techniques that archaeologists use to study and interpret the past; To acquaint students with the types of data archaeologists collect, and how they analyse and interpret these data in order to reconstruct and understand past societies; To develop the student's intellectual skills in terms of knowledge acquisition, research, written and visual communication as well as group work and reflexive evaluation (both self and peer evaluation).

    Learning Outcomes

    (LO1) Acquire essential subject-based knowledge.

    (LO2) Become familiar with scientific equipment, techniques and materials that are used and analysed by applied archaeological science.

    (LO3) Become aware of the relevance of the materials, methods and arguments presented in the module for the study of the past in diverse archaeological contexts.

    (LO4) Become familiar with the main schools of thought and intellectual debates involved in the study, and the critical analysis of specific archaeological subjects, research questions and case-studies.

    (S1) Improving own learning/performance - Reflective practice

    (S2) Communication (oral, written and visual) - Presentation skills - written

    (S3) Communication (oral, written and visual) - Following instructions/protocols/procedures

    (S4) Critical thinking and problem solving - Critical analysis

    (S5) Working in groups and teams - Group action planning

    (S6) Working in groups and teams - Time management

    (S7) Critical thinking and problem solving - Evaluation

    (S8) Research skills - All Information skills

  • The Origins of Humanity (ALGY105)
    Level1
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    T o introduce the study of the early human record using a comparative interdisciplinary approach; To provide a foundation for studying evolutionary anthropology in greater depth; To provide a basic understanding of the deep past for those interested in more recent archaeological and historical periods .

    Learning Outcomes

    (LO1) The student will have gained a broad understanding of the social, biological and technological evolution of humans.

    (LO2) The student will have developed a critical awareness of how early prehistory is constructed using interdisciplinary sources

    (LO3) The student will have developed skills in evaluating primary and secondary sources of information about human evolution.

    (S1) Communication (oral, written and visual) - Presentation skills - written

    (S2) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

    (S3) Time and project management - Personal organisation

  • Introduction to Bioanthropology (ALGY119)
    Level1
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting50:50
    Aims

    To provide a firm background in the anatomy of Catarrhine primates with focus on humans and incorporating additional evidence from the great apes and old world monkeys. Specifically, the course will focus on identification of osteological elements and key muscles with an introduction to the osteology and anatomy of locomotor adaptations including bipedalism, terrestrial / arboreal quadrupedalism and brachiation.

    Learning Outcomes

    (LO1) Students will be able to identify the major bones and muscles of the human body and understand how these relate to other primates.

    (LO2) Students will have a good grasp of the major debates in the origin of human bipedalism

    (S1) Communication (oral, written and visual) - Presentation skills - written

    (S2) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

    (S3) Critical thinking and problem solving - Critical analysis

    (S4) Research skills - All Information skills

  • Issues in Evolutionary Anthropology (ALGY141)
    Level1
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    This module aims to introduce students to current issues in the still developing field of evolutionary anthropology, and provide a level of understanding that will enable you to choose pathways of progression in years two and three. The knowledge gained will be a foundation for students interested in Palaeolithic archaeology, the hominin fossil record and in applying the framework of evolutionary biology to issues of hominin morphology, behaviour, and material culture

    Learning Outcomes

    (LO1) Students will develop a working knowledge of the methodology and conceptual approaches that define evolutionary anthropology. The format will encourage them to become independent researchers, moving away from secondary texts to primary source material.

    (LO2) Students will develop practical skills of group working and public speaking through participation in the seminars.

    (LO3) Students will learn how to distil complex research papers into their vital conclusions, and to highlight any methodological shortcomings, confounds, or alternative hypotheses.

    (LO4) Students will develop the ability to consolidate insights from different academic disciplines, and to reconcile the different perspectives introduced by these disciplines

    (S1) Improving own learning/performance - Reflective practice

    (S2) Communication (oral, written and visual) - Presentation skills – oral

    (S3) Communication (oral, written and visual) - Presentation skills - written

    (S4) Critical thinking and problem solving - Critical analysis

Year One Optional Modules

  • Animal Biodiversity (LIFE112)
    Level1
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting80:20
    Aims

    To foster in students an u nderstanding of structure and function of the basic body plan of the major groups of animals;

    To encourage the a ppreciation of the evolutionary origins of the basic body plan of animals;

    To develop an u nderstanding of how the basic body plan of animals has been modified to adapt to different modes of existence and habitats;

    To develop  knowledge and understanding in animal biodiversity, and the ability to apply, evaluate and interpret this knowledge to solve problems in zoology.

    Learning Outcomes

    (LO1) To identify the structure and function of the basic body plan of the major invertebrate and chordate groups, and the diversity within the groups that has arisen through evolution

    (LO2) To recognize how the basic body plan of animals has been modified to adapt to different modes of existence and habitats

    (LO3) To read and interpret phylogenetic trees

    (S1) Information literacy online, finding, interpreting, evaluating, managing and sharing information

    (S2) Problem solving/ critical thinking/ creativity analysing facts and situations and applying creative thinking to develop appropriate solutions.

  • Bronze Age Civilizations: Mesopotamia and the Mediterranean (ALGY106)
    Level1
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting40:60
    Aims

    This module aims to introduce students to the archaeology and history of the ancient Near East and Aegean from ca. 4,000 to 800 BC;

    To familiarize students with the causes and consequences of the world's earliest examples of urbanization, state-formation, literacy and imperialism and the role that geography, culture and history played in this diversity;

    To introduce students to the possibilities and problems of combining the evidence from ancient texts and archaeological materials to produce interpretations of developments in the past.

    Learning Outcomes

    (LO1) Students successfully completing the module will achieve a basic understanding of the archaeological record of Mesopotamia and the Aegean from ca. 4,000-800 BC, and a particular appreciation of the important evidence this region supplies for issues of global significance, such as the origins of writing, urbanism, state-formation, and imperialism.

    (LO2) Students successfully completing the module will gain significant experience in absorbing, synthesising, and using unfamiliar archaeological and historical evidence for the purposes of investigating questions of general historical and cultural significance.

    (LO3) Students successfully completing the module will further develop their ability to construct and express effective verbal and written argument.

    (S1) Improving own learning/performance - Reflective practice

    (S2) Communication (oral, written and visual) - Listening skills

    (S3) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

    (S4) Time and project management - Personal organisation

    (S5) Critical thinking and problem solving - Critical analysis

    (S6) Research skills - All Information skills

    (S7) Skills in using technology - Using common applications (work processing, databases, spreadsheets etc.)

    (S8) Critical thinking and problem solving - Synthesis

  • Climate, Atmosphere and Oceans (ENVS111)
    Level1
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting80:20
    Aims

    Introduce the climate system, the atmosphere and ocean:

    Address how the climate system varies and how climate is controlled by radiative forcing;

    How the structure of the atmosphere is determined and how the atmosphere circulates;

    How the structure of the ocean is determined and how the ocean circulates;

    How the atmosphere and ocean vary together;

    How the past state of the climate system is affected by the ocean circulation.

    Learning Outcomes

    (LO1) 1. Knowledge and Understanding   a. Understand how physical processes operate within the climate system, the atmosphere and the ocean. b. Appreciate the complexity of the climate system, the effect of radiative forcing, the concept of feedbacks, how rotation affects the circulation; the differences between currents and waves. c. Gain awareness of the similarities and differences between the atmosphere and ocean.

    (LO2) 2. Intellectual Abilities a. To be able to evaluate the relative importance of different physical processes in the climate systemb. To develop critical skills in transferring insight gained from one problem to another problem, such as how the atmosphere circulates from one planet to another planet.

    (LO3) 3. Subject Based Practical Skills   a. Perform simple order of magnitude calculations and make inferences from the results. b. Understand the use of dimensions.

    (LO4) 4. General Transferable Skills   a. Application of numbers, involving order of magnitudes and dimensions. b. Time management. c. Problem solving.

    (S1) Problem solving skills

    (S2) Numeracy

  • Ecology and the Global Environment (LIFE120)
    Level1
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting80:20
    Aims

    This module aims to:

    Describe the physical and chemical contexts of the biosphere, the cycling of important elements at different scales, the distribution of biomes and the ecosystem concept;

    Discuss ecological concepts such as succession, niche, food web theory, ecosystem stability and the impact of human activities;

    Explain conservation of biodiversity at a range of scales;

    Develop knowledge and understanding in ecology, and ability to apply, evaluate and interpret this knowledge to solve problems.

    Learning Outcomes

    (LO1) On successful completion of this module, students should be able to:Identify a range of global problems facing mankind that have ecological origins;

    (LO2) Link each of these problems to key ecological concepts;

    (LO3) Recognize how interactions of individuals, populations and communities with the physico-chemical environment contribute to determining species distributions and abundance, and to the flows of energy and nutrients;

    (LO4) Identify the demographic forces underlying the growth and size of populations and the determination of biodiversity.

    (S1) Students will also develop independent learning and self-evaluation skills.

  • Evolution (LIFE103)
    Level1
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting80:20
    Aims

    This module aims to:
    Describe fundamental genetic mechanisms that are essential for the function and evolution of life;

    Introduce students to fundamental evolutionary concepts and theories, showing how genetic mechanisms help determine the patterns of observed evolution;

    Apply evolutionary concepts to a broad selection of areas of Life Sciences;

    Develop in students the knowledge and understanding of the subject and the ability to apply, evaluate and interpret this knowledge to solve problems in biology.

    Learning Outcomes

    (LO1) Recall how cells evolved

    (LO2) Identify the causes of evolutionary change in populations

    (LO3) Recognize the consequences of evolutionary change for patterns of biological diversity within and amongst populations

    (LO4) Recall fundamental genetic mechanisms (heredity, mutation, meiosis, sex) and show how they influence evolutionary change in populations

    (LO5) Recognize the widespread applicability of evolutionary ideas across the Life Sciences

    (S1) Lifelong learning skills

  • Introduction to Sedimentary Rocks and Fossils (ENVS118)
    Level1
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting75:25
    Aims

    The aim of this module is to provide an introduction to the study of sediments and sedimentary rocks and to introduce the main groups of common fossil.

    The module aims to cover the basic language used to describe sediments and fossils and gives an introduction to a range of physical, chemical and biological concepts.

    The students are introduced to the economic significance of sediments and sedimentary rocks and how fossils provide information on geological time, evolutionary history and ancient environments.

    Learning Outcomes

    (LO1) 1. On successful completion of this module, a student will be able to describe sediments and sedimentary rocks at outcrop, hand specimen and thin section scales, identifying and naming key structures and fabrics.

    (LO2) 2. On successful completion of this module, a student will be able to demonstrate an understanding of the relationships between process and product for both depositional and diagenetic features and be able to discuss the utility of sedimentary rocks to determine processs and, to a lesser extent, environment.

    (LO3) 3. On successful completion of this module, a student will be able to describe, name and identify and interpret the main features of common fossils.

    (LO4) 4. On successful completion of this module, a student will be able to demonstrate an understanding of how organisms are preserved as fossils, and of the utility of fossils to identify ancient modes of life, environments and relative ages of rocks.

    (S1) Problem solving skills

    (S2) Organisational skills

    (S3) Commercial awareness

    (S4) Communication skills

    (S5) Teamwork

    (S6) Lifelong learning skills

  • The Practice of Archaeology (ALGY102)
    Level1
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    This module aims to introduce students to the issues involved in the design and implementation of archaeological research; To introduce students to the challenges facing modern archaeologists; To introduce students to desk-based archaeological assessments; To introduce students to aspects of archaeological mapping and GIS; To introduce students to aspects of field recording; To introduce students to aspects of archaeological data analysis; To introduce students to issues involved in archaeological project and excavation design; To introduce students to issues involved in the interpretation of archaeological sites and cemeteries; To introduce students to principles of heritage and management of archaeological sites.

    Learning Outcomes

    (LO1) To show some understanding of the objectives of archaeological research.

    (LO2) Students should be able to demonstrate an awareness of how archaeology works in both academic and commercial spheres

    (LO3) Students should be able to show critical awareness of the practice of archaeolgical research and research design

    (LO4) Students should be able to show an understanding of how different approaches can lead to different interpretations

    (LO5) Students should be able to show an understanding of desk-based assessment

    (LO6) Students should be able to show an understand some basics of archaeological mapping

    (LO7) Students should be able to show an understanding of basic archaeological data analysis

    (LO8) Students should be able to demonstrate an understanding of aspects of archaeological field recording and data collection.

    (LO9) Students should be able to show an understanding of basic issues around management of archaeological sites.

    (LO10) By the end of the module students should be able to show an understanding of excavation strategy. 

    (S1) Communication (oral, written and visual) - Presentation skills - written

    (S2) Improving own learning/performance - Record-keeping

    (S3) Communication (oral, written and visual) - Following instructions/protocols/procedures

    (S4) Communication (oral, written and visual) - Report writing

    (S5) Time and project management - Project planning

    (S6) Critical thinking and problem solving - Critical analysis

    (S7) Critical thinking and problem solving - Problem identification

    (S8) Skills in using technology - Using common applications (word processing, databases, spreadsheets etc.)

    (S9) Numeracy/computational skills - Confidence/competence in measuring and using numbers

    (S10) Research skills - All Information skills

Programme Year Two

You will take four core modules in archaeology plus your choice of four remaining modules from the selected optional modules list.

Please note:

Students wishing to take ‘LIFE’ modules must have an A level in Biology or equivalent.

Year Two Compulsory Modules

  • Human Origins: Archaeology of the Middle and Later Pleistocene (ALGY229)
    Level2
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting70:30
    Aims

    This module aims to familiarise students with the main outlines of Old World Archaeology from the prime time of Homo erectus (>500,000 years) to the time when Homo sapiens sapiens is fully established;   This module aims to provide students with a critical appreciation of major issues such as language and social evolution.

    Learning Outcomes

    (LO1) Become critically aware of the main goals of interpretation in Palaeolithic Archaeology as part of the framework for studying human evolution, particularly through a multidisciplinary approach embracing archaeological evidence, archaeological ideas (‘culture-historical’, processual, post-processual etc.), ideas of evolutionary psychology, and developments in hominid palaeontology and ecology.

    (LO2) Students will be able to identify the types of evidence used by Palaeolithic archaeologists to build frameworks for studying human evolution (artefact analyses, palaeontology, environmental evidence, genetics, modern analogies).

    (LO3) Students will understand the main biological, cognitive, technological and social developments in human evolution over the last million years in respect of the following phases:  The Acheulean of the late Lower/Middle Pleistocene Old World and archaic humans The Mousterian/MSA industries associated with both archaic species and early modern humans in Africa, the Near East and Europe The Upper Palaeolithic industries of the last 40,000 years in the Near East, North Africa and Europe and the symbolic explosion in Europe

    (S1) Ability to evaluate fast-changing primary data

    (S2) Ability to work with other people and to contribute to decisions

    (S3) Ability to produce clear, structured written work

    (S4) Improving own learning/performance - Reflective practice

  • Human Osteoarchaeology (ALGY266)
    Level2
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting50:50
    Aims

    To understand the use of human skeletal assemblages as archaeology and material culture. Specifically, students will develop rudimentary skills in handling, identification and develop a deep understanding of the key topics in human osteoarchaeology such as task-related indicators on the skeleton and ancient genetics.

    Learning Outcomes

    (LO1) At the end of this module students should be able to describe the principles of handling and identification of human material remains.

    (LO2) Students will be familiar with a number of the main debates such as different approaches to reconstructing diet and DNA analysis.

    (LO3) At the end of this module students should be able to appraise the archaeological implications concerning the regulations for the retention of human materials.

    (S1) Communication (oral, written and visual) - Presentation skills - written

    (S2) Research skills - Ethical awareness

    (S3) Research skills - All Information skills

  • Hunter/gatherer Societies (ALGY228)
    Level2
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    To develop a critical awareness of the limitations and potentials of ethnographic data for interpreting the past; To apply and develop further analytical skills by assessing critically the use of ethnographic analogies for interpreting the archaeological record; To apply anthropological theory and analytical methods to the study of specific hunter-gatherers societies; To develop an evolutionary perspective on hunting and gathering societies; To develop confidence in public speaking and contributing to discussion; To develop confidence in the initiation and completion of independent research.

    Learning Outcomes

    (LO1) On completing this module the student will have gained a familiarity with the place of hunter-gatherers in the development of anthropological theory.

    (LO2) The student will develop an understanding of the impact of climate (rainfall, temperature) on the structuring of habitats and human responses.

    (LO3) The student will develop a critical appreciation of the use of hunter-gatherers in evolutionary anthropology.

    (LO4) The student will build a working knowledge of the diversity of contemporary and historic hunters and gatherers.

    (S1) Communication (oral, written and visual) - Presentation skills - written

    (S2) Communication (oral, written and visual) - Presentation skills - visual

    (S3) Communication (oral, written and visual) - Presentation skills - visual

    (S4) Time and project management - Personal organisation

    (S5) Critical thinking and problem solving - Critical analysis

  • Working With the Past (ALGY248)
    Level2
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    This module aims to provide students with practical skills in archaeology and museology, and encourage awareness of excavations and museums as places of work, thereby supporting the development of key workplace skills as exemplified in the heritage sector.

    Learning Outcomes

    (LO1) Learn the basic practical skills required for archaeological excavation and recording, and develop a critical understanding of such processes.

    (LO2) Understand the nature and limitations of archaeological evidence derived from excavation, and understand the move from description to analysis and interpretation.

    (LO3) Understand the post-excavation process, providing a developed insight into the heritage sector.

    (LO4) Identify key employability skills including project management, accuracy, teamwork and communication.

Year Two Optional Modules

  • Animal Behaviour (LIFE211)
    Level2
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting80:20
    Aims

    Introduce students to the fundamental evolutionary principles that explain a wide range of animal behaviours

    Develop in students and understanding of the evolution of co-operative societies, as well as conflict and conflict resolution

    Learning Outcomes

    (LO1) Apply the principles of behavioural ecology to explain human behaviour

    (LO2) Analyse and interpret examples of behavioural data

    (LO3) Apply fundamental evolutionary principles to explain a wide range of animal behaviours

    (S1) Improving own learning/performance - Self-awareness/self-analysis

  • Animals in Archaeology (ALGY260)
    Level2
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    This module aims to develop students' awareness that faunal studies are a fundamental and integral part of archaeological studies for all periods and cultures, and that they can be utilised to investigate a variety of archaeological topics such as: Site formation processes, taphonomy, environmental conditions, economics and social and religious practices; D evelop students' appreciation of the potentials and limitations of methods of recovery, analysis, interpretation and presentation of primary and secondary data, and the relevance of these factors to theoretical perspectives; Provide a supportive but stimulating environment for students to improve their abilities to communicate ideas and data to an interested 'lay' audience; Develop students' powers of observation and accurate descriptions of archaeological primary materials.

    Learning Outcomes

    (LO1) Select, synthesise and evaluate data relating to a chosen topic and communicate its significance or controversial nature to an intersted but lay audience, in a brief (10 minute) powerpoint presentation

    (LO2) Manipulate and interpret numerical primary data relating to archaeological animal bones, using case studies that include early prehistoric hunted remains and later period remains of domesticated animals.

    (LO3) Critically review the theoretical models used to manipulate and interpret those data and consider alternative methods and complementary types of evidence

    (LO4) Reach a basic level of identification skills for common types of archaeological animal bone remains and demonstrate the ability to accurately describe previously unseen material through original observations and descriptions

    (S1) Improving own learning/performance - Self-awareness/self-analysis

    (S2) Communication (oral, written and visual) - Presentation skills – oral

    (S3) Communication (oral, written and visual) - Presentation skills - visual

    (S4) Communication (oral, written and visual) - Following instructions/protocols/procedures

    (S5) Critical thinking and problem solving - Critical analysis

    (S6) Critical thinking and problem solving - Evaluation

    (S7) Critical thinking and problem solving - Synthesis

    (S8) Information skills - Evaluation

    (S9) Numeracy/computational skills - Confidence/competence in measuring and using numbers

    (S10) Global citizenship - Cultural awareness

  • Artefacts and Technology (ALGY250)
    Level2
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    This module provides an introduction to some of the types of information that can be gained from the study of archaeological artefacts; This module focuses on the artefacts - the materials used, their properties, how far it is possible to determine the origins of raw materials, how materials were processed and how the final artefacts were made and used. A complimentary module, Analytical Methods (ALGY397), is available in year three which is concerned specifically with the techniques used and how they work.

    Learning Outcomes

    (LO1) Students who take this module should gain an appreciation of artefacts as material entities and an understanding the types of information that can be obtained via scientific examination.

    (LO2) Students will gain knowledge about the raw materials used to make artefacts in past, where they came from and how they were then processed into the finished objects. 

    (LO3) Students will gain a basic knowledge of the scientific methods used by professional archaeologists to investigate archaeological artefacts.

    (LO4) Students will acquire skills in the correct handling and investigation of archaeological artefacts.

    (S1) Students will draw down and apply appropriate scholarly, theoretical and scientific principles and concepts to archaeological problems.

    (S2) Students will be equipped to practise core laboratory techniques of recording, measurement and interpretation of archaeological artefacts.

  • Changing Environments (ENVS214)
    Level2
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting70:30
    Aims

    At the end of this module, students will have  a strong understanding of the mechanisms that have shaped our landscape over time; laboratory and computer skills to yield environmental reconstructions; a critical insight of the different techniques and methodologies for reconstructing past environments; an understanding of the importance to study the past to forecast future environmental change.

    Learning Outcomes

    (LO1) At the end of this module, students will have acquired theoretical knowledge of the global changes that have affected the Earth in the recent past

    (LO2) Students will have acquired theoretical knowledge of the key characteristics of important depositional environments

    (LO3) Students will have acquired theoretical knowledge of the major environmental indicators used  in these environments and the dating techniques

    (LO4) Through practical work, you will have acquired practical knowledge of different laboratory techniques needed for environmental reconstruction.

    (S1) Problem solving skills

    (S2) Numeracy

    (S3) IT skills

    (S4) Communication skills

  • Dynamic Stratigraphy (ENVS281)
    Level2
    Credit level7.5
    SemesterSecond Semester
    Exam:Coursework weighting70:30
    Aims
    This Module aims to: examine the controls on the stratigraphic organisation of sedimentary strata, and to foster understanding of how a time framework can be established in such strata; examine the differences between lithostratigraphy and chronostratigraphy and communication of formal stratigraphic nomenclature; introduce the concepts of sequence stratigraphy, seismic stratigraphy and practical core-logging; and enable students to produce well constrained interpretations of the ways in which controlling processes operate to create stratigraphic organization and architecture with particular reference to the dynamic stratigraphy of the UK and Europe.
      Learning Outcomes

      ​Explain the concept of geological time and the differences between lithostratigraphy and chronostratigraphy, and  be able to analyse stratigraphy in terms of space and time and to interpret likely controls on stratal patterns.

      ​Evaluate the geological controls of stratigraphic development though an understanding of the startigraphic evolution of the British Isles and Europe.

      ​Be able to interpret the geological history and stratigraphic evolution of an area by analysing a geological map.

      ​Apply formal stratigraphic nomenclature to the geological record and construct a chronostratigraphic diagram.

      ​Problem solving through working independently and with others on a range of data types to produce integrated solutions.

      ​Develop simple sequence stratigraphic or seismic startigraphic models from outcrop and/or subsurface data and communicate results though graphical means.

    1. Evolution of the Human Mind (ALGY240)
      Level1
      Credit level15
      SemesterFirst Semester
      Exam:Coursework weighting0:100
      Aims

      To provide students with a broad overview of the disparate sources of evidence used to study the mind and its development. To integrate these into an anthropological overview that considers the key drivers and constraints on hominin encephalisation and the archaeologically documented evidence for particular cognitive abilities in prehistory; To develop skills of critical analysis, particularly the assessment of the extent to which competing hypotheses can explain available data. To understand the pitfalls of common analytical techniques for hypothesis testing and prediction.

      Learning Outcomes

      (LO1) Students will develop a critical awareness of how biological and behavioural data are used to construct models of the evolution of human cognition.

      (LO2) Students will learn to evaluate critically contemporary debates, making informed judgements about the relative strengths and weaknesses of particular arguments.

      (LO3) Students will learn how to synthesize different theoretical perspectives and different forms of data from the different subject areas that contribute to the study of human cognition.

      (LO4) Students will develop their abilities to appreciate connections across subject areas, particularly in terms of how archaeological and anthropological data can be contextualised through insights from other disciplines

      (S1) Improving own learning/performance - Reflective practice

      (S2) Communication (oral, written and visual) - Presentation skills - written

      (S3) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

      (S4) Critical thinking and problem solving - Critical analysis

    2. Evolutionary Biology (LIFE213)
      Level2
      Credit level15
      SemesterFirst Semester
      Exam:Coursework weighting70:30
      Aims

      This modules aims to:

      Provide students with a modern framework for understanding how organisms evolve and the major transitions in evolution;

      Explain where heritable phenotypic variation comes from, how it shapes the evolutionary process within species (microevolution) and el ucidate the link between micro- and macro-evolution;

      Describe the factors influencing the genetic constitution of a population;

      Explain how evolution and ecology are linked OR explain how gene sequence data can be used to study evolutionary processes;

      Equip students with knowledge and understanding in evolutionary biology, and the ability to apply, evaluate and interpret this knowledge to solve biological problems.

      Learning Outcomes

      (LO1) Discuss the origins of heritable phenotypic variation;

      (LO2) Describe the main factors that cause changes in the genetic constitution of populations including the basic principles of studying molecular evolution; 

      (LO3) Explain the difference between microevolution and macroevolution and how the two processes are linked;

      (LO4) Explain patterns of biodiversity from an evolutionary perspective;

      (LO5) Describe the major evolutionary transitions;

      (LO6) Explain how ecology influences evolution and evolution influences ecology (Elective option 1) OR Explain the basic principles of studying molecular evolution and interpret genetic sequence data (Elective option 2);

      (LO7) Demonstrate knowledge and critical understanding of the principles of evolutionary biology, and how this knowledge has been applied to solve problems.

      (S1) Improving own learning/performance - Self-awareness/self-analysis

    3. Palaeobiology and Evolution (ENVS283)
      Level2
      Credit level7.5
      SemesterSecond Semester
      Exam:Coursework weighting75:25
      Aims

      1. To introduce evolutionary theory and how fossils contribute to the study of evolution.

      2. To provide an overview of the most important events in vertebrate evolution.

      3. To introduce the main groups of microfossil.

      4. To demonstrate the uses of palaeontological field data.

      Learning Outcomes

      ​1a. On successful completion of this module, students will know the characteristic features and applications of the main groups of microfossil​

      1b. On successful completion of this module, students will understand how evolution occurs and how evolutionary relationships can be deduced from fossils


      1c. On successful completion of this module, students will understand the spatial and temporal controls on biodiversity​ and corresponding patterns in the fossil record

       
      1d. On successful completion of this module, students will know some of the key events in the evolution of vertebrates​

      ​1e. On successful completion of this module, students will understand how palaeontological field data can be used to aid interpretation of palaeoecology, palaeoenvironment and geological history


      ​2a. On successful completion of this module, students will be able to explain the theory of evolution and the fossil evidence for it


      ​2b. On successful completion of this module, students will be able to evaluate the arrangement of taxa on a cladogram in terms of evolutionary relatedness

      ​2c. On successful completion of this module, students will be able to combine palaeontological with other geological data to produce a full account of the palaeoenvironment of a given area

      ​3a. On successful completion of this module, students will be able to use the binocular microscope and camera lucida to produce accurate drawings

      ​3b. On successful completion of this module, students will be able to observe and describe the characteristic features of the main microfossil groups

      ​3c. On successful completion of this module, students will be able to make a full systematic description of a common invertebrate fossil

      ​3d. On successful competion of this module, students will be able to construct a simple phylogeny

      ​4c. On successful completion of this module, students will have developed the ability to present information in a variety of alternative formats such as spreadsheets, charts and graphs

      ​3e. On successful competion of this module, students will be able to construct a stratigraphic range chart

      ​4a. On successful completion of this module, students will have developed time management skills

      ​4b. On successful completion of this module, students will have developed skills in the systematic observation and recording of data

      ​4d. On successful completion of this module, students will be able to write scientific reports effectively

      ​4e. On successful completion of this module, students will have developed the ability to search for, gather and utilise information from a variety of sources

    4. Plants and People in the Past: An Introduction to Archaeobotany (ALGY220)
      Level2
      Credit level15
      SemesterFirst Semester
      Exam:Coursework weighting0:100
      Aims

      To introduce students to the aims, methods and applications of archaeobotany;

      To introduce students to the wider archaeological and palaeoecological questions and issues addressed by archaeobotanical research;

      To familiarise students with the methodologies involved in archaeobotanical  s ampling, identification and data analysis;

      To develop student understanding and appreciation of archaeobotanical science applications in contemporary archaeological practice.

      Learning Outcomes

      (LO1) Students successfully completing this module will be able to recognise and identify the different types of archaeobotanical remains found in archaeological contexts.

      (LO2) Students will achieve a rounded understanding of the different pathways through which archaeobotanical remains enter the archaeological record, and their different preservation conditions.

      (LO3) Students will become familiar with the key research themes and debates in archaeobotany, regarding diet, subsistence, ancient economies, vegetation change and people-environment interactions.

      (LO4) Students will develop a range of data management, quantitative and numerical skills, professional skills (including time management, health and safety procedures), research skills and other transferable skills applicable to academic and non-academic work environments including critical thinking, independent study and research, effective reporting (verbal and written expression) and awareness of controversy in research literature and debate.

      (S1) Improving own learning/performance - Reflective practice

      (S2) Improving own learning/performance - Record-keeping

      (S3) Communication (oral, written and visual) - Presentation skills - written

      (S4) Communication (oral, written and visual) - Following instructions/protocols/procedures

      (S5) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

      (S6) Working in groups and teams - Time management

      (S7) Skills in using technology - Using common applications (word processing, databases, spreadsheets etc.)

      (S8) Numeracy/computational skills - Numerical methods

      (S9) Information skills - Critical reading

      (S10) Critical thinking and problem solving - Synthesis

      (S11) Critical thinking and problem solving - Evaluation

      (S12) Critical thinking and problem solving - Problem identification

      (S13) Critical thinking and problem solving - Creative thinking

      (S14) Critical thinking and problem solving - Critical analysis

      (S15) Analytical observational skills - Scientific laboratory practices

      (S16) Skills in using technology - Information accessing

      (S17) Time and project management - Personal organisation

      (S18) Personal attributes and qualities - Resilience

      (S19) Personal attributes and qualities - Integrity

      (S20) Awareness of professional practices (health and safety rules for working in a laboratory environment)

    5. The Age of Stonehenge: Rethinking British Prehistory (ALGY283)
      Level2
      Credit level15
      SemesterFirst Semester
      Exam:Coursework weighting50:50
      Aims

      To cover British Archaeology from the Neolithic to the Bronze Age periods;

      Moving on from ALGY106 / ALGY131 in year one, to focus on key issues currently under debate in British Archaeology (e.g. the Stonehenge landscape; settlement temporality; mobility and migration; ritual deposition; climate change) to consider how we have often constructed the past in our own image;

      To investigate instead how applied critical thinking is working to uncover the critical 'difference' of the past;

      To develop an understanding of past social practice and to move us toward a new social archaeology.

      Learning Outcomes

      (LO1) Demonstrate a developed knowledge of British Archaeology, a familiarity with the primary archaeological evidence, and an understanding of the different types of social organisation and social change that characterise the periods under discussion.

      (LO2) Demonstrate critical study skills, such as the ability to follow and augment a course of relevant reading and research, make effective notes, and use the material to take part in class debates.

      (LO3) Present archaeological arguments in essays and examinations, be able to support these with relevant case studies, and show a critical awareness of how these are linked to changing debates in the field.

      (LO4) Critically assess the validity of differing archaeological interpretations.

      (S1) Critical thinking and problem solving - Critical analysis

      (S2) Communication (oral, written and visual) - Presentation skills – oral

      (S3) Information skills - Critical reading

      (S4) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

    Programme Year Three

    The required modules are the dissertation (weighted as two modules) and a further two core modules plus four optional modules.

    Please note:

    Students wishing to take ‘LIFE’ modules must have an A level in Biology or equivalent.

    Year Three Compulsory Modules

    • Early Human Ancestors: Archaeology and Behaviour (ALGY363)
      Level3
      Credit level15
      SemesterFirst Semester
      Exam:Coursework weighting70:30
      Aims

      To make a close examination of the emergence of human behaviour from primate origins; To explore the basic evidence recovered from early hominid / hominin living sites aged more than about 0.8 million years and to make a close examination of the issues of the emergence of human behaviour; Following a look at 'pre-archaeological' evidence - including sites and environments of the Miocene and Pliocene and issues such as the origins of bipedalism and hominid diet - to progress to the mainstream archaeological evidence, starting from the major Rift Valley sites of Africa, and working towards important new evidence in South Africa, Asia and Europe; To consider the nature of the evidence for developments in tool use, language, fire-use, diet, geographical dispersals and behavioural complexity through the Pleistocene period.

      Learning Outcomes

      (LO1) In this module students will become familiar with the major early hominid/hominin species evidence and early archaeological sites across the Old World Skills in research, critical analysis, written argument construction, artefact identification and the preparation and delivery of presentations will be developed in the course of the module.

      (LO2) They will become familiar with the nature of the settings of geological, archaeological and environmental evidence and the evidence preserved

      (LO3) They will become aware of questions and debates concerning the potential and limits of inferences about early hominid/hominin behaviour

      (S1) Communication (oral, written and visual) - Presentation skills – oral

      (S2) Ability to work with other people and contribute to decisions

      (S3) to produce clear, structured written work

      (S4) Improving own learning/performance - Reflective practice

    • African Archaeology (after 500,000 Bp) (ALGY360)
      Level3
      Credit level15
      SemesterSecond Semester
      Exam:Coursework weighting0:100
      Aims

      To introduce frameworks for interpreting the later African record; To provide an overview of African environments - present and past - and their impact on the structure of the archaeological record; To review the archaeological and fossil record from the late Middle Pleistocene to the Holocene; To address key issues of behavioural change.

      Learning Outcomes

      (LO1) Students will gain an understanding of the history of archaeological research in Africa

      (LO2) Students will gain a critical awareness of the limitations of the data used by archaeologists to generate theories of behavioural change

      (LO3) Students will gain a working knowledge of regional trends in the African record from the Middle Pleistocene to the Holocene

      (LO4) Students will gain confidence in synthesising and presenting data

      (S1) Self-management readiness to accept responsibility (i.e. leadership), flexibility, resilience, self-starting, initiative, integrity, willingness to take risks, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning

      (S2) Problem solving/ critical thinking/ creativity analysing facts and situations and applying creative thinking to develop appropriate solutions.

      (S3) Literacy application of literacy, ability to produce clear, structured written work and oral literacy - including listening and questioning

      (S4) Information literacy online, finding, interpreting, evaluating, managing and sharing information

      (S5) Information technology (application of) adopting, adapting and using digital devices, applications and services

      (S6) Communication, listening and questioning respecting others, contributing to discussions, communicating in a foreign language, influencing, presentations

    • Dissertation (ALGY450)
      Level3
      Credit level30
      SemesterWhole Session
      Exam:Coursework weighting0:100
      Aims

      The purpose of the dissertation is to demonstrate that the student can identify a research-related issue or problem;

      Students will work independently to design and conduct a scheme of work to explore their chosen research question;

      Students will assemble and analyse both academic literature (references) and primary evidence (sources) to explore their chosen research question;

      Students will present a coherent set of data and arguments in order to analyse and interpret the data.

      Learning Outcomes

      (LO1) By the end of the module students will be able to use appropriate research tools and techniques.

      (LO2) By the end of the module, students will be able to present information and interpretations clearly and systematically, and produce a text written and presented to a professional standard.

      (LO3) By the end of the module, students will be able to cite sources and use appropriate academic conventions for referencing them.

      (S1) Communication (oral, written and visual) - Presentation skills - written

      (S2) Critical thinking and problem solving - Critical analysis

      (S3) Communication (oral, written and visual) - Academic writing (including referencing skills)

      (S4) Time and project management - Personal organisation

    Year Three Optional Modules

    • Analytical Methods in Archaeology (ALGY397)
      Level3
      Credit level15
      SemesterSecond Semester
      Exam:Coursework weighting50:50
      Aims

      This module is designed to provide an introduction to the scientific techniques, other than dating methods, currently used in archaeological research. The main emphasis is on the application of these techniques, their potential and limitations and the forms of data produced.

      Learning Outcomes

      (LO1) Students will gain an understanding of how and when it is appropriate to use the different analytical methods available.

      (LO2) Students will learn how different analytical techniques are employed within archaeology

      (LO3) Students will acquire knowledge of the basic scientific principles involved in analysis, sufficient to be able to appreciate the potential of future developments in techniques.

      (S1) Critical thinking and problem solving - Critical analysis

      (S2) Information skills - Critical reading

    • Archaeology and Heritage in Contemporary Society: Ethical and Political Issues (ALGY399)
      Level3
      Credit level15
      SemesterFirst Semester
      Exam:Coursework weighting50:50
      Aims

      To develop an awareness of the political and ethical issues related to aspects of heritage management; 
 To learn to identify competing conflicts of interest related to human rights, national and group identity, professional and commercial development and claims to authority; To explore the ramifications of following particular courses of action in relation to specific real-world case studies.

      Learning Outcomes

      (LO1) An understanding of the ethical problems of heritage management

      (LO2) An understanding of the political problems of heritage management

      (LO3) An appreciation of conflicts of interest in heritage management

      (LO4) An understanding of the nature of the legal framework for the protection of heritage assets in the UK and abroad

      (S1) An understanding of the ethics and politics related to the protection of heritage

      (S2) Communication (oral, written and visual) – Presentation skills - written

      (S3) Global citizenship – Cultural awareness

      (S4) Critical thinking and problem solving – Critical analysis

      (S5) Commercial awareness – an understanding of the competing commercial interests in heritage management

      (S6) Global citizenship – Ethical awareness

    • Becoming Human: Genomics, Development, and Evolutionary Anthropology (LIFE364)
      Level3
      Credit level15
      SemesterSecond Semester
      Exam:Coursework weighting70:30
      Aims

      1. To develop an understanding of the ancient and modern evolutionary history of the human lineage.

      2. To enable students to appreciate the mechanisms that underlie evolutionary change, with particular reference to examples relating to human evolution.

      3. To be able to critically analyse evidence for evolutionary change in human prehistory at a variety of scales from the genome to morphology, and to develop cogent arguments relating to this analysis.

      Learning Outcomes

      (LO1) Critically analyse the processes that underpin the structure, function, and evolution of the human genome.

      (LO2) Critically discuss the mechanisms of developmental evolution that have accompanied major transitions in vertebrate evolutionary history.

      (LO3) Evaluate patterns in the evolution of features in the human lineage since the last common ancestor of the apes.

      (LO4) Critically analyse the diversity of approaches and fields that encompass modern study of human evolution

      (S1) Communication skills

      (S2) Adaptability

      (S3) Problem solving skills

      (S4) Organisational skills

    • Current Skills and Topics in Evolutionary Biology (LIFE324)
      Level3
      Credit level15
      SemesterSecond Semester
      Exam:Coursework weighting60:40
      Aims

      To develop in students the skills to construct phylogenetic trees and to use them to infer the evolutionary origins of novel traits, using the latest software packages;

      To encourage students to explore key concepts in contemporary evolutionary biology;

      To develop in students knowledge and deep understanding in selected areas of evolutionary biology, providing opportunities for students to apply, critically evaluate and interpret evolutionary knowledge and ideas.

      Learning Outcomes

      (LO1) To construct, graphically display and critically evaluate phylogenetic trees from phenotypic characters and DNA sequences

      (LO2) To use phylogenetic trees to generate and test hypotheses about the evolutionary history of selected traits, and detect molecular signatures of selection within nucleotide or amino acid sequence

      (LO3) To critically evaluate theoretical frameworks and empirical evidence relating to a selection of current research themes in evolutionary biology

      (S1) Problem solving skills

      (S2) IT skills

      (S3) Communication skills

    • Current Topics in Animal Behaviour (LIFE322)
      Level3
      Credit level15
      SemesterSecond Semester
      Exam:Coursework weighting80:20
      Aims

      To develop in students an understanding of the use of evolutionary theory to understand animal behaviour;

      To develop in students the ability to apply, critically evaluate and interpret this knowledge and understanding, to solve complex problems in the study of behaviour;

      To develop in students an understanding how predictive modelling, experimental, and observational approaches integrate to explain animal behaviour.

      Learning Outcomes

      (LO1) To evaluate the use of the adaptationist approach in studying behaviour

      (LO2) To critically appraise factors affecting the evolution of reproductive behaviour and the evolution of altruism and cooperation

      (LO3) To assess comparative approaches in the study of animal cognition and critically evaluate why cognitive processes of animals might not be, and often are not, analogous to human cognitive processes

      (S1) Problem solving skills

      (S2) Communication skills

    • Economic Archaeology and Anthropology (ALGY362)
      Level3
      Credit level15
      SemesterSecond Semester
      Exam:Coursework weighting0:100
      Aims

      To introduce students to the history of economic thought from ancient times to the present day;

      To introduce students to key issues and concepts in the field of economic anthropology;

      To introduce students to the theory and applications of economic archaeology through case studies drawn from various periods of the human past, focusing on the comparative analysis of past economies;

      To enable students to achieve a theoretically and empirically grounded understanding of key anthropological and archaeological concepts in the study of human economics;

      To enhance student appreciation of key intellectual and methodological issues arising from evaluating different theoretical approaches and sources of evidence as pathways for understanding human economic behaviours past and present;

      To foster the development of student critical thinking and analytical approach to evidence and the combined use of different sources of evidence;

      To promote the development of student ability to construct and express effective verbal and written argument.

      Learning Outcomes

      (LO1) Achieve an understanding of how an anthropologically-informed understanding of human economic systems can increase our understanding of the diversity, function and historical context of past economies, and the evolution of human economic behaviours through time, from prehistory to the present. This will be achieved through the exploration of relevant bodies of anthropological and economic theory complemented by the study of relevant archaeological case studies from different time periods and world regions.

      (LO2) Appreciate some of the analytical and methodological issues arising from the use of theoretical approaches in conjunction with appropriate anthropological, historical and archaeological evidence, as sources for understanding human socioeconomics.

      (LO3) Understand the nature of, and intellectual challenges presented by, integrated anthropological and archaeological approaches to the comparative analysis of past economic systems.

      (LO4) Develop transferable skills, applicable to academic and non-academic environments, such as independent reading and research, critical evaluation of contrasting arguments and sources of evidence; effective and concise verbal and written expression; critical thinking; awareness of controversy in literature and debate; time-management.

      (S1) Communication (oral, written and visual) - Presentation skills – oral

      (S2) Communication (oral, written and visual) - Presentation skills - written

      (S3) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

      (S4) Critical thinking and problem solving - Critical analysis

      (S5) Working in groups and teams - Time management

    • Geoarchaeology (ENVS392)
      Level3
      Credit level15
      SemesterSecond Semester
      Exam:Coursework weighting40:60
      Aims

      To provide an understanding the principles and methods of the application of the earth sciences in archaeological investigations.

      To develop an appreciation of the value of a multidisciplinary scientific approach to understanding landscape evolution during archaeological investigations

      To provide an understanding of the principles and methods of archaeological sciences in archaeological investigations.

      To develop an understanding of the techniques used in archaeological sciences during investigation of artefacts and their geological significance .

      To gain experience in the use of multiple data sets from different scientific disciplines used in archaeological analyses.

      To develop experience in communicating between multiple disciplines and both scientifically literate specialist and non-specialist audiences.

      Learning Outcomes

      (LO1) Understand the different aspects of geoarchaeology and scientific archaeology

      (LO2) Know the range of different practical analyses that can be used in geoarchaeological and archaeometric investigations

      (LO3) Understand how and where to apply multiple datasets in geoarchaeological and archaeometric investigations

      (LO4) Critically evaluate competing theories of landscape and palaeoenvironmental development

      (LO5) Critically evaluate the benefits of different techniques and be able to assess the appropriate scientific techniques to answer archaeological questions

      (LO6) Assess and communicate the level of certainty in predictions from imperfect datasets

      (LO7) Use different microscopy techniques to recognise important minerals and alteration products

      (LO8) Use data from a range of scientific methods to interpret landscape and palaeoenvironmental influences, source materials and chronology

      (LO9) Use and correlate stratigraphic data from archaeological sites

      (LO10) Presentation skills for written and oral work and communication of scientific data to different audiences

      (LO11) Working collaboratively to summarise and share information effectively during development of an online resource

      (S1) Communication (oral, written and visual) - Presentation skills – oral

      (S2) Skills in using technology - Using common applications (work processing, databases, spreadsheets etc.)

      (S3) Critical thinking and problem solving - Critical analysis

      (S4) Critical thinking and problem solving - Synthesis

      (S5) Working in groups and teams - Group action planning

      (S6) Numeracy/computational skills - Problem solving

      (S7) Skills in using technology - Online communications skills

    • International Relations in the Ancient World (ALGY364)
      Level3
      Credit level15
      SemesterFirst Semester
      Exam:Coursework weighting50:50
      Aims

      To f acilitate students developing a clear understanding of international relations between Egypt and the Near East during the Late Bronze Age (c. 1550-1200 BCE), with a particular emphasis on the structures and processes of those relations; To h elp students gain a critical appreciation of common approaches to International Relations Theory by their application to Late Bronze Age contexts; To help students develop an understanding of the critical use of sources towards building an independent, evidence-based understanding of ancient society, and communicating that independence of understanding in a coherent form.

      Learning Outcomes

      (LO1) Students successfully completing this module will gain a good understanding of the history and archaeology of Egypt and the Near East in the Late Bronze Age with a particular focus on international relations.

      (LO2) Students successfully completing this module will gain a basic understanding of the principal schools of thought in International Relations, their distinguishing characteristics and their relative strengths and weaknesses.

      (LO3) Students successfully completing this module will gain considerable experience in critically reflecting on the problem of applying interpretive frames of reference developed in modern Western contexts to pre-modern and/or non-Western contexts.

      (LO4) Students successfully completing this module will gain a good understanding of how to read and interpret ancient Egyptian and Near Eastern texts in translation and to use these texts critically in the construction of socio-political and historical arguments.

      (S1) Communication (oral, written and visual) - Presentation skills - written

      (S2) Critical thinking and problem solving - Critical analysis

      (S3) Critical thinking and problem solving - Evaluation

    • Iron Age Europe: Beyond the Celts (ALGY358)
      Level3
      Credit level15
      SemesterSecond Semester
      Exam:Coursework weighting50:50
      Aims

      The aims of the module are to provide a detailed understanding of Later European Prehistory, the types of archaeological evidence encountered, and how to employ critical method in approaching this material.

      Learning Outcomes

      (LO1) Demonstrate a detailed knowledge of the primary archaeological evidence, and an understanding of the different types of social organisation that characterise the Iron Age in Britain and beyond.

      (LO2) Demonstrate advanced study skills, such as the ability to undertake a course of relevant reading, prepare for tutorial sessions with their supervisor, and lead seminar discussions.

      (LO3) Present their own arguments in seminars and essays, supported by relevant case studies and original analysis, and show a critical awareness of how these develop current debates in the field.

      (S1) Critical thinking and problem solving - Critical analysis

      (S2) Communication (oral, written and visual) - Presentation skills – oral

      (S3) Information skills - Critical reading

      (S4) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

    • Palaeolithic Art in Europe (ALGY361)
      Level3
      Credit level15
      SemesterFirst Semester
      Exam:Coursework weighting0:100
      Aims

      To develop a sound knowledge of the range of artworks produced during the Upper Palaeolithic in Europe;

      To develop a critical appreciation of the difficulties in recording cave and portable art works;

      To develop a critical appreciation of the research problems involved in the study of Palaeolithic art;

      To develop a practical understanding of pigments, paints and lighting appropriate to the making of Palaeolithic images.

      Learning Outcomes

      (LO1) To develop a critical appreciation of the principal techniques and models used to infer symbolic activity from Palaeolithic imagery and ornament

      (LO2) To develop a critical appreciation of the social context of the manufacture, observation and use of art and personal ornaments in hunter-gatherer societies

      (LO3) To develop a critical understanding of problems in dating images in the Palaeolithic

      (LO4) To develop a clear knowledge of the range of parietal art from France, Spain and Germany, its representations and dating evidence

      (LO5) To develop a clear knowledge of the range of portable art from France, Spain and Germany, its representations and dating evidence

      (LO6) To develop a discrete research project on a central theme of the study of Palaeolithic art

      (LO7) To excecute a  discrete research project on a central theme of the study of Palaeolithic art

      (S1) Improving own learning/performance - Reflective practice

      (S2) Communication (oral, written and visual) - Presentation skills - written

      (S3) Communication (oral, written and visual) - Communicating for audience

      (S4) Time and project management - Project planning

      (S5) Information skills - Critical reading

    • Past, Present and Future: Global Questions, Answers From Antiquity and the Value of the Past (ALGY383)
      Level1
      Credit level15
      SemesterSecond Semester
      Exam:Coursework weighting0:100
      Aims

      This module aims to prepare students for life after graduation by providing a place in which they can bring together the various subjects that they have learned about and also reflect upon the relevance of knowledge about the past for wider debates about the present and future of humanity;

      To provide additional intellectual training in how to use knowledge and understanding of episodes in human history to inform debate about issues of global importance;

      To enhance employability by preparing students to be able to draw on their knowledge and skills to examine and present crucial issues of wide concern to employers including business, the heritage sector, education, NGO's, local and national governments, policy groups;

      Provide students with the intellectual context to reflect on their academic experiences and bring their expertise to classroom discussion;

      Inspire and enable them to be thoughtful and articulate ambassadors for the ancient world / the value of learning from the past / the value of the ancient world.

      Learning Outcomes

      (LO1) Articulate how our disciplines can inform debate surrounding several major issues facing humanity.

      (LO2) Critically discuss the potential and limitations of making inferences from specific historic examples to contemporary context.

      (LO3) Communicate clearly a detailed understanding of one particular global question/societal question to a non-specialist audience.

      (LO4) Reflect upon and illustrate how the knowledge acquired during the course of their degree enables them to evaluate and discuss these issues.

      (S1) Develop resilience and time management for self-directed research

      (S2) Share knowledge effectively in digital format and show ability to acquire new skills with technology

      (S3) Identify problems and evaluate answers and solutions

      (S4) Communicate information more effectively in written and visual form to a non-specialist audience

      (S5) Collaborate and work with others

    • The Origins of Agriculture and Sedentism in the Near East (ALGY356)
      Level3
      Credit level15
      SemesterSecond Semester
      Exam:Coursework weighting50:50
      Aims

      To examine the development of agriculture, pastoralism and sedentism, all features fundamental to the development of complex and modern society;

      To understand the nature of Neolithic societies in the Near East and thus the social context for and response to the development of agriculture;

      To question when these phenomena appeared, why they might have appeared and how human societies responded to their new opportunities and pressures;

      To develop an understanding of the problems and potential of archaeological methodologies in gaining an understanding of these changes and knowledge of ancillary disciplines relating to palaeoenvironmental studies, archaeobotany and palaeozoology;

      To develop students' critical and analytical approaches to evidence and the combined use of different sources of evidence;

      To develop student's ability to construct and express effective verbal and written argument;

      To provide opportunities for students to reflect on verbal and written feedback;

      To promote identification, recall and deployment of material relevant to a particular question;

      To promote awareness of controversy in technical literature;

      To promote succinct written exposition.

      Learning Outcomes

      (LO1) Students will gain knowledge of the development of the first sedentary and agricultural societies, the transition from Palaeolithic foragers to Neolithic farmers,and critical skills relating to the handling of evidence relevant to these issues and to much of the interpretation of prehistoric archaeology.

      (LO2) Students will develop knowledge of archaeological methodologies applied in the study of agricultural origins, including palaeoenvironmental studies, archaeozoology, archaeobotany, human osteoarchaeology.

      (LO3) Students will develop an understanding of developments in archaeological theory, through an understanding of how those dveelopment has affected interpretations of origins of agriculture.

      (LO4) Students will develop their critical and analytical skills in handling evidence, evaluating the arguments of others and integrating diverse evidence sets.

      (LO5) Students will develop their abilityto construct and express effective and succinct verbal and written argument

      (LO6) Students will develop their ability to reflect on verbal feedback on their work and deploy it to improve their work

      (LO7) Students will develop their ability to identify, recall and deploy material relevant to a particular question

      (LO8) Students will develop their ability to identify and evaluate controversy in archaeological and other literature

      (S1) Improving own learning/performance - Reflective practice

      (S2) Communication (oral, written and visual) - Presentation skills - written

      (S3) Communication (oral, written and visual) - Presentation skills – oral

      (S4) Communication (oral, written and visual) - Listening skills

      (S5) Communication (oral, written and visual) - Influencing skills – argumentation

      (S6) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

      (S7) Time and project management - Personal organisation

      (S8) Skills in using technology - Using common applications (work processing, databases, spreadsheets etc.)

      (S9) Critical thinking and problem solving - Critical analysis

      (S10) Critical thinking and problem solving - Evaluation

      (S11) Critical thinking and problem solving - Synthesis

      (S12) Information skills - Critical reading

    The programme detail and modules listed are illustrative only and subject to change.


    Teaching and Learning

    Your learning will flourish through lectures, seminar discussions, practical classes, oral presentations and tutorial sessions, encompassing both individual study and group work. You’ll be working with a wide range of evidence including ancient texts in translation and physical remains. Students on archaeological programmes may have the opportunity to take placements in the Garstang Museum of Archaeology or National Museums Liverpool. Single Honours and Joint Honours students can develop an individual piece of research on a topic of your own by undertaking a dissertation in the final year. An academic adviser will help you focus on and hone the topic, and meet with you regularly to discuss progress and direction.

    Students will have the opportunity to develop practical skills in archaeology and/or museology. With staff currently engaged at excavations in Greece, Turkey, Jordan, Egypt, Saudi Arabia and Zambia (to name a few), many of our students have been able to gain their experience further afield.