Aims

This module focuses upon the principles and practice of archaeological fieldwork, in both research and commercial heritage settings, in the United Kingdom. Students will be given a foundation in the core skills and concepts of archaeological fieldwork by attending Newcastle University's field school for two weeks in the summer preceding. This learning will be developed via a reflective summative assessment, based upon the skills and experience gained during their field practice. The module will also provide students with crucial research skills, and you be shown how these are deployed in the commercial heritage sector, via generation of an archaeological Desk-Based Assessment (DBA). The module will equip students with an understanding of how to transfer unique skills either into a career pathway or into postgraduate study, in the heritage sector or elsewhere.

Specifically, the module aims to:

1. Provide a practical foundation to the methods and skills required in archaeological fieldwork.

2. Give students the tools to reflect upon your archaeological skills development, and how this can be translated to a variety of professional contexts after graduation.

3. Develop an understanding of the whole process of archaeological project management, from researching and
writing a desk-based assessment, to fieldwork, and post-excavation.

4. Explore the relationship between theory and practice in fieldwork and recording.

5. Equip students with an understanding of the role of archaeology within the UK’s planning system.

6. Outline key issues with the publication of archaeological fieldwork.

7. Provide an understanding of the relationship between archaeologists, stakeholders, and the public.

Outline Of Syllabus

The module is divided into three components.

The first component reflects on the summer fieldwork project, linking to themes developed in ARA1027 (Introduction to Archaeology), and exploring how students' practical experience has helped to consolidate understanding. Students will have recorded their practical learning development over the summer, examples of which will be submitted as an 700-word reflective skills portfolio; this represents the first summative assessment for the module.

The second component develops understanding of artefacts, exploring the way in which post-excavation processes are both informed by, and inform, the interpretation of a site. Artefact teaching will be delivered through a series of finds labs workshops at the beginning of the module, exploring post-excavation processes from recovery through to publication in an excavation report. Building upon the student experience of fieldwork in the summer, this component will provide students with a more holistic understanding of the archaeological fieldwork process from data collection, to synthesis, analyses and dissemination.

Finally, students will apply their newfound insight from previous modules and earlier components of ARA2020 to develop an archaeological Desk-Based Assessment (DBA) Through lectures and workshops based in computer labs, students will learn how to integrate disparate forms of data about sites and landscapes by using Historic Environment Records (HERs), national archives and databases, historic maps, Portable Antiquity Scheme (PAS) data (where applicable), and remote sensing information including aerial photographs, LiDAR, and satellite imagery. DBAs are one of the most widely-used approaches of reporting in the heritage sector, and this project-based learning will provide students with invaluable skills of an industry-standard methodology.

Teaching Rationale And Relationship

1. Students will undertake a rich collective experience in the summer field school. The 70 hours of fieldwork
training is fundamental in achieving the module Aims, and Intended Knowledge and Skills Outcomes. In addition
to providing the practical foundation of the methods and tools of archaeological fieldwork, the field school
is for many students their first practical experience of archaeological skills development. As such, it
provides the platform from which the rest of the module aims, delivered by the methods detailed here, can be
realised.

2. Practical classes consolidate fieldwork learning in the first part of the module. Taught in small groups,
classes will give students the opportunity to undertake post-excavation analysis of finds from their summer
fieldwork experience, developing an understanding of archaeological project management and knowledge of post-
excavation strategy.

3. In the latter part of the module, small-group workshops and seminars will develop research skills especially
of online archives, databases, and use of Geographical Information Systems.

4. Lectures will develop student experience of fieldwork by contextualising it in the broader landscape of
professional archaeology in the UK and equip students with an understanding of the role of archaeology within
the UK's planning system.

5. Engagement with other learning resources will provide understanding of the character and practice of
archaeological resources management as practiced in the professional heritage sector in the UK.

Assessment Rationale And Relationship

The assessment for this module is designed to provide students with a valuable real-world experience of (archaeological) project management, goal-setting, and realisation. The first summative assessment will partly be completed by the students in the field, during the summer, although submission will be online via Canvas at the begging of term.

The Desk-Based Assessment develops important knowledge and cover key skills (independent research, critical thinking, technical writing). Students are expected to come away from the module with a robust understanding of the whole process of archaeological assessment, practice, and recording. The design of the assessments feeds into this, as they sit at different point in the process, from fieldwork, to desk-top analysis and publication.