Aims

This module will explore the range, diversity, and complexity of archaeological practice, focussing in particular on its application in commercial heritage contexts. Building upon the introduction of the basic concepts, methods, and skills developed during Stage 1, a more thorough understanding of archaeological practice will be gained, and the great diversity of skills and approaches used by professionals will be emphasised. A key goal of this module is to demonstrate the character and function of commercial archaeology in the UK, and show students the prospects and pathways for careers within this industry.

More specifically, the module aims to:
1. To provide an understanding of the practices, methods and skills used in fieldwork
2. To describe project management in fieldwork and archaeological practice
3. To develop an understanding of the skills needed to describe and process archaeological finds
4. To explore the relationship between theory and practice in fieldwork and recording
5. To develop an understanding of the organisation of British archaeology and its role in the planning
system
6. To outline key issues with the publication of archaeological fieldwork
7. To provide an understanding of the relationship between archaeologists, stakeholders and the
public

Outline Of Syllabus

This module will follow the process of archaeological fieldwork, replicating the order in which they are usually applied (i.e. beginning with desk-based approaches and survey, moving through excavation and recording, and finishing with post-excavation and archiving). The following list of themes to be covered is intended as a guide, and week-by-week delivery may differ slightly.

Introduction to Desk-based assessment
Commercial archaeology in the UK
Using maps and images
Archives and Historic Environment Records
Metal detecting and the Portable Antiquities Scheme
Remote sensing
Stratigraphy and matrices
Survey and excavation
Recording, photography, and illustration
Archaeology in the field: a case study
Post-excavation and archiving
Preservation, conservation, and presentation

Teaching Rationale And Relationship

1.Lectures build on the student’s previous experience of fieldwork by placing it within the broader context of professional archaeological practice.

2.Lectures and practicals provide students with a greater depth of awareness and understanding of professional archaeological practice.

3.Practicals, taught in small groups, will develop a knowledge and understanding of key field skills and analytical skills

4. Summative assessment comprises an archaeological desk-based assessment of a site/landscape of the students' choice. A formative assessment will take place mid-way through the module, ensuring the principles, approaches and construction of a desk-based assessment is understood.

Assessment Rationale And Relationship

Students draw on the knowledge and skills gained through the module to complete a Desk-Based Assessment (DBA), determining the known and potential heritage assets of a selected landscape. DBAs are a crucial tool in the professional heritage sector, often representing the first quantification of archaeological potential and significance in areas of future development. While important documents in their own right, DBAs are also key in shaping further stages of archaeological evaluation and play a large part in ensuring the efficacy and success of future mitigation strategies. Students will generate a hypothetical development at a location of their choice, replicating the research and analysis expected of the commercial heritage sector. This assessment is therefore designed to provide students with a real-world experience of professional practice in British commercial archaeology, while assessing ability to analyse data critically. Submitted work will test intended knowledge and skills outcomes, and develop key skills in research, reading and writing.


Study-abroad, non-Erasmus exchange and Loyola students spending semester 1 only are required to finish their assessment while in Newcastle. Where an exam is present, an alternative form of assessment will be set and where coursework is present, an alternative deadline will be set. Details of the alternative assessment will be provided by the module leader.