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 highlights
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. In 2021–22, these laboratories received a major state-of-the-art upgrade, with £5m of investment through the UKRI World Class Labs and Capability for Collections Fund, and the Department for Economy, Northern Ireland.
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, 2020 and 2023
3rd place for Student Experience (Times and Sunday Times Good University Guide 2022)
1st place for Student Satisfaction (Complete University Guide 2022).
World Class Facilities
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/
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.
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.
Note: some modules may be subject to change
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 historical archaeology in a global context.
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’.
Programme Director for Archaeology and Archaeology-Palaeoecology
Natural and Built Environment Dr Patrick Gleeson is an archaeologist interested in the later prehistoric and medieval archaeology of Europe. He was awarded a Philip Leverhulme Prize in 2022 for this work, recognising the international impact of his research. His current research focus is the archaeology of cult, rulership, kingdoms and governance in the first millennium AD of northern Europe. He is particularly interested in the use of large scale remote sensing, G.I.S. and the application of new and novel methodologies at a landscape scale in these areas. Ongoing field projects include Dunseverick Promontory, Kedrah Fort, Lagore Crannog, Navan Fort, the Rock of Cashel, Knockainy and Milfield.
Contact Teaching Hours
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
Medium Group Teaching
6 (hours maximum) 6 hours of practical classes, workshops or seminars each week, some weeks will have additional field classes
Small Group Teaching/Personal Tutorial
2 (hours maximum) 2 hours of tutorials (or individual project supervision) each week
Large Group Teaching
6 (hours maximum) 6 hours of lectures
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.
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 a student progresses 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.
The information below is intended as an example only, featuring module details for the current year of study (2024/25). 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.
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 archaeology
Skills
• 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 skills
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.
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.
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/
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.
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.
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.
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.
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 thesis
Skills
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 project
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.
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 Ireland
Skills
Critical thinking; Oral and written communication skills; Digital presentation skills; Independent study; Group work; Use of library and digital resources
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
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.
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 data
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
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.
The module covers the application of geoscience to criminal investigations. The range of geoscience disciplines will range from the macro- to the micro and will all centre on physical geography.
Learning Outcomes
Application of new and routine geoscience techniques to aspects of geography that the students will not have encountered before. They will thus gain an understanding of the importance of precise field recording and multi-disciplinary approaches to problem-solving. Upon completion of the module, the successful student will be able to: Understand the range of geoscience techniques applied to criminal, humanitarian and environmental legal investigations. Argue for the appropriate use of techniques in different (macro to micro, environment-specific) investigations. Stand by their decisions and results in a legal framework: to have notes examined, their observations questioned and their arguments countered. Provide evidence of the historical and scientific background to their arguments. Present their Geoforensic skills in both a technical, detailed manner and transpose this to an easy to understand synopsis, such as presented to a jury.
Skills
Subject Specific Skills\T,P,A Landscape interpretation, T. remote sensing, T. geophysics, T, P, A best practice in note-taking and recording. Cognitive Skills\ P, A Generating arguments based on hard data, presented in support of succinct arguments. P, A. Questioning assumptions. Transferable Skills\ P. Debating (including legal issues), T, P, A. precise recording for auditing, assessing, stock-taking. T, P, A Landscape interpretation for planning.
Digital Archaeology: Engagement and Interpretation
Overview
This module focuses on digital archaeology, both for the presentation and the interpretation of archaeological evidence. The lectures analyse a variety of digital techniques, by discussing their theoretical background, uses and methodologies. Wider discussions on how digital archaeology fits within archaeological theory help contextualise current trends. Practical classes will allow students to experiment with tools such as Sketchup, photogrammetry and laser scanning, while seminars are an opportunity to discuss key papers that highlight the uses and limitations of these technologies.
Learning Outcomes
Learning outcomes:
• An understanding of the key digital techniques including 3D modelling, rendering software, photogrammetry, drones, GIS and laser scanning.
• An insight into how technology complements interpretation, with a focus on the role of science in archaeology. This will include elements of archaeology theory such as processualism and phenomenology.
• An ability to critically analyse archaeological contexts and theories, and successfully create 3D models based on the most current site interpretation.
• An understanding of the limits of technology and the risks of overreliance on flashy new technology.
• An awareness of methods of disseminating uncertainty, such as publishing paradata and metadata.
Skills
Upon completion of the module, student will be able to:
• Create 3D models using a variety of methods, for the presentation and interpretation of archaeological sites.
• Critically assess digital archaeology, understanding its strengths and limitations.
• Write metadata and paradata for digital archaeology, outlining choices made during modelling.
• Augment other research with appropriate and informative reconstructions that facilitate comprehension of archaeological contexts.
• Use digital archaeological methods for outreach with wide audiences and further understanding of archaeological sites.
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 arguments
Skills
• Written and oral self-expression
• Group work
• Website investigation
• Time management
• Critical thinking
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 format
Skills
• Numerical analytical skills
• Presentation skills
• Written and oral self-expression
• Independent research
• Team-work
• Time management, organisation and planning
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 others
Skills
Undertanding of the basic techniques of human osteoarchaeology
Practical analysis of Post-Medieval grave memorials
Written self-expression
Critical analysis of reports/papers
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.
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 + If not offered at Higher Level/GCSE, then Standard Level grade 4 in Mathematics.
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.
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
How we choose our students
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.
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 Community Archaeology (Archaeological Fieldwork) in the School. This self-funded private unit obtains commercial work from the Department for Communities, landscape partnerships, Heritage Lottery Fund, 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.
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/Future Ready 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/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU 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.
The tuition fees quoted above for NI and ROI are the 2024/25 fees and will be updated when the new fees are known. In addition, all tuition fees will be subject to an annual inflationary increase in each year of the course. Fees quoted relate to a single year of study 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
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.
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. 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 programme 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.
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.
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 2025 from early September 2024.
The advisory closing date for the receipt of applications for entry in 2025 is still to be confirmed by UCAS but is normally in late January (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 2025) subject to the availability of places. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applications from International and EU (Other) students are normally considered by Queen's for entry to this course until 30 June 2025. If you apply for 2025 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.
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 2025.
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.
