Archaeology with Year Abroad
University of Southampton
UCAS Code: F401 | Bachelor of Science (with Honours) - BSc (Hons)
Entry requirements
A level
Typical Offer: AAB to ABB including a science based subject If you are taking an EPQ in addition to 3 A levels, you will receive the following offer in addition to the standard A level offer: ABB including a science based subject and grade A in the EPQ We are committed to ensuring that all students with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a student’s potential to succeed in the context of their background and experience. Students who are highlighted in this way will be made an offer which is lower than the typical offer for that programme, as follows: ABB including a science based subject* Offers typically exclude General Studies and Critical Thinking.
60 credits with a minimum of 45 credits at Level 3, of which 39 must be at Distinction and 6 credits at Merit, to include 6 Distinctions in a science based subject OR 60 credits with a minimum of 45 credits at Level 3, of which 30 must be at Distinction and 15 credits at Merit, to include 6 Distinctions in a science based subject We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants?who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
Cambridge International Pre-U Certificate - Principal
D3 D3 M2 to D3 M2 M2 in three principal subjects including a science based subject We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants?who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
GCSE/National 4/National 5
Applicants must hold GCSE English language (or GCSE English) (minimum grade 4/C) and mathematics (minimum grade 4/C)
International Baccalaureate Diploma Programme
Pass, with 34 to 32 points overall with 17 to 16 points at Higher Level, including 5 at Higher Level in a science based subject We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants?who are highlighted in this way will be made an offer which is lower than the typical offer for that programme. International Baccalaureate Career Programme (IBCP): Offers will be made on the individual Diploma Course subject(s) and the career-related study qualification. The CP core will not form part of the offer. Where there is a subject pre-requisite(s), applicants will be required to study the subject(s) at Higher Level in the Diploma course subject and/or take a specified unit in the career-related study qualification. Applicants may also be asked to achieve a specific grade in those elements. Please see the University of Southampton International Baccalaureate Career-Related Programme (IBCP) Statement for further information. Applicants are advised to contact their Faculty Admissions Office for more information."
Leaving Certificate - Higher Level (Ireland) (first awarded in 2017)
H1,H2,H2,H2,H2,H2-H1,H2,H2,H2,H3,H3
H1 H2 H2 H2 H2 H2 to H1 H2 H2 H2 H3 H3 including a science based subject We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants?who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
Pearson BTEC Level 3 National Diploma (first teaching from September 2016)
Distinction, Distinction in the BTEC National Diploma in a science based subject plus A to B in an A level OR Distinction, Distinction in the BTEC National Diploma plus A to B in a science based A level. We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants?who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
Pearson BTEC Level 3 National Extended Certificate (first teaching from September 2016)
Distinction in the BTEC National Extended Certificate in a science based subject plus AA to AB in an A level We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants?who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)
Distinction, Distinction, Distinction to Distinction, Distinction, Merit in the BTEC National Extended Diploma in a science based subject OR Distinction, Distinction in the BTEC National Extended Diploma plus A to B in a science based A level. We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants?who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
Offers will be based on exams being taken at the end of S6. Subjects taken and qualifications achieved in S5 will be reviewed. Careful consideration will be given to an individual’s academic achievement, taking in to account the context and circumstances of their pre-university education. Please see the University of Southampton’s Curriculum for Excellence Scotland Statement for further information. Applicants are advised to contact their Faculty Admissions Office for more information.
We normally consider applicants who offer at least 1 Advanced Higher. Applicants presenting with only Highers will be considered on a case by case basis. Where Highers are taken over two years it might be expected that higher grades are achieved, particularly in any specific subjects required. For example, S5 – S6 (2 years): AABBB (A in specific subject) or S6 (1 year): ABBBB (A in specific subject). Unless a more advanced level (Higher or Advanced Higher) is specified in the stated entry requirements, all applicants will be required to have achieved a pass in Mathematics and English at Standard Grade, Grade 3 or National 5, Grade C, the equivalent of GCSE Grade C/ Grade 4" We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner's potential to succeed in the context of their background and experience. Applicants who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
Welsh Baccalaureate - Advanced Skills Challenge Certificate (first teaching September 2015)
AAB to ABB from 3 A levels including a science based subject or AA to AB from two A levels including a science based subject and B from the Advanced Welsh Baccalaureate Skills Challenge Certificate Offers typically exclude General Studies and Critical Thinking. We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants?who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
UCAS Tariff
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About this course
Scientific approaches are increasingly used within many aspects of human activity, and Archaeology is no exception. This programme will consider diverse questions about past humanity: what did climate change mean to people living at the end of the last Ice Age? What can the chemical composition of human bones tell us about diet and mobility in medieval times? You will apply cutting-edge scientific methods questions such as these, and more. The programme allows you to develop your own interests in specialist fields and to take complementary modules in geography, geophysics, and oceanography. Our year abroad courses give undergraduates the opportunity to study for an additional academic year at a university in another part of the world. Destinations include Europe, Asia and North America.
Modules
Compulsory Modules: The Development of Archaeological & Anthropological Thought; Archaeological Methods for Fieldwork and Analysis; Debates and Issues in Archaeological Science; Contemporary Issues and Debates in Archaeology; Professional and Academic Practice; Digging Data: Quantitative Data Analysis in Archaeology; Dissertation. Typical optional modules: Human Origins; Wonderful Things: world history in 40 objects; Ancient and Medieval Worlds; Emergence of Civilisation: domesticating ourselves and others; Landscapes and Seascapes of Britain’s past; Introduction to Ethnography: food and culture; The Power of Rome: Europe’s first empire; Human Dispersal and Evolution; Introduction to Later European Prehistory; Maritime Archaeology; Archaeological Survey for Landscapes and Monuments; Bones, Bodies and Burials: osteology and comparative anatomy; Pots and People: ceramic analysis in archaeology; Critical Chronologies: issues and debates in archaeological dating; Experimental Archaeology: the social prehistory of technology; The Life and Afterlife of the Vikings;- Presenting the Past: museums and heritage; The Archaeology of Seafaring; Stonehenge to Skara Brae: the Neolithic of Britain; Iron Age Societies of Britain and Ireland; Seeing Beneath the Soil: geophysical survey for archaeology; Living with the Romans and exploring their towns and cities; Molecular Archaeology; Ecology of Human Evolution; Later Anglo-Saxon England; GIS for Archaeology; The Archaeology and Anthropology of Adornment
Tuition fees
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The Uni
Main Site - Highfield Campus
Archaeology
What students say
We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.
How do students rate their degree experience?
The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.
Archaeology
Teaching and learning
Assessment and feedback
Resources and organisation
Student voice
Who studies this subject and how do they get on?
Most popular A-Levels studied (and grade achieved)
After graduation
The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.
Archaeology
What are graduates doing after six months?
This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.
Top job areas of graduates
Want to do a job in the arts - with lots of the great outdoors? Try archaeology! There don't tend to be many archaeology undergraduates out there (just under 700 graduated in 2015) - but it's quite a popular subject at postgraduate level. In fact, over a quarter of archaeology graduates take some kind of further study when they graduate - usually more study of archaeology. When you look at the stats, be aware that junior jobs in archaeology are not always well paid at the start of your career, and that temporary contracts are not uncommon. Thankfully, though, unpaid work, whilst not completely gone, is less common than it used to be. The archaeology graduates of 2015 found jobs in archaeology, of course, but also management and heritage and environment work, as well as more conventional graduate jobs in marketing and the finance industry.
What about your long term prospects?
Looking further ahead, below is a rough guide for what graduates went on to earn.
History and archaeology
The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.
£20k
£26k
£29k
Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.
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Post-six month graduation stats:
This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.
It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.
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Graduate field commentary:
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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.
While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?
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