Queen's University Belfast

Archaeology with French

Queen's University Belfast
In Belfast City

Prefer to call the centre directly?

Important information

Typology Bachelor's degree
Location Belfast city (Northern Ireland)
Duration 4 Years
Start Different dates available
  • Bachelor's degree
  • Belfast city (Northern Ireland)
  • Duration:
    4 Years
  • Start:
    Different dates available

Overview 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. 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. 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). We have also introduced the MSci in Archaeology, which is an integrated four-year degree, whereby students can progress directly to Masters-level study in Level 4. View our Archaeology / Palaeoecology (ArcPal) Blog - Study ArcPal at Queen’s Visit the School of Natural and Built Environment Why Queen's?Top ranking: the School has an outstanding reputation for teaching and research with Geography ranked in the world top 100 (QS rankings 2013) and Archaeology ranked 8th in the UK (Guardian University Guide 2014). 
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, bones and other scientific materials and instruments, access to GIS, laser scanning and...

Facilities (1)
Where and when



Belfast City (County Antrim)
See map
University Road, BT7 1NN


Different dates availableNow taking bookings

To take into account

· Requirements

Entry Requirements   Selection Criteria In addition to the entrance requirements below, it is essential that you read the How We Choose Our Students pdf prior to submitting your UCAS application. Entrance Requirements BA Honours A-level: BBB Irish Leaving Certificate: H3H3H3H3H4H4/H3H3H3H3H3 Note: students intending to study Archaeology with another subject should also refer to the subject requirements for the other course. All students: there are no specific subject requirements to study Archaeology and Palaeoecology, although subjects as...

Questions & Answers

Ask a question and other users will answer you

Who do you want to respond to your question/enquiry?

We will only publish your name and question

What you'll learn on the course

Quality Training
Climate Change

Course programme

Course Content (including module information)

All students normally take six Level 1 modules. Single Honours students normally take five Archaeology/Palaeoecology modules. Students on Joint Honours degree programmes normally take three Archaeology/Palaeoecology modules, in addition to three modules from their second subject.

Level 1

Level 1 covers both disciplines, and the modules are introductory courses which assume no previous knowledge. (They may also interest students who are taking another subject as their main degree, but who wish to enhance their knowledge of their human and environmental past and heritage.)

Level 1 modules

  • Ancient Humans and Landscapes
  • Barbarians, Vikings and Traders: The Archaeology of Historic Europe
  • Environmental Change: Past, Present and Future
  • Europe in Prehistory
  • Introduction to World Archaeology
  • Plus choices from Geography and other Schools

Levels 2 and 3

Students explore in detail the themes introduced in Year 1, and Level 2 and 3 modules allow for specialisation and the development of practical skills. Level 2 modules provide skills and concepts necessary for the dissertation that is normally taken at Level 3 for Single Honours students, and for future employment in Archaeology.

Level 2 modules

  • Archaeological Excavation
  • Archaeology and Heritage of Rome (including week-long fieldtrip to Rome)
  • Flints, Farmers and Forts: Ireland in Prehistory
  • From St Patrick to the Plantation: The Archaeology of Historic Ireland
  • Landscapes and Geographical Information Systems (GIS)
  • Maps and Mappings: From the Stone Age to the Digital Age
  • Palaeoenvironmental Techniques
  • Thinking Through Things: Theorising Global Archaeology
  • Plus choices from Geography and other Schools

Level 3 modules

  • Colonialism, Capitalism and Conflict: Exploring the Archaeology of the Modern World
  • Climate Change: Science and Society
  • Dating the Past
  • Medieval Settlement
  • Merchants, Metals and Miners: From Stone to Steel
  • Monuments and Ritual in European Prehistory
  • Quaternary Palaeoecology
  • Society, Death and Disease
  • The Archaeology of Human Evolution
  • Dissertation (double module)
  • Plus choices from Geography and other Schools

In the MSci, Level 4 modules enable students to gain practical experience in digital heritage and field techniques.

Note: some modules may be subject to change

Assessment & Feedback

Assessment (general): The way in which students are assessed will vary according to the Learning objectives of each module. Some modules are assessed solely through project work or written assignments. Others are assessed through a combination of coursework and end of semester examinations. Details of how each module is assessed are shown in the Student Handbook which is provided to all students during their first year induction.

Feedback (general): As students progress through their 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 your 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.
  • Online 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 you 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.

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 student to achieve their full academic potential.

Within Geography and Archaeology 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:

  • 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).
  • 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.
  • E-Learning technologies:Information associated with lectures and assignments is often communicated via a Virtual Learning Environment (VLE) called Queen’s Online. 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 design in practicals and project- based work.
  • 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.
  • 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.
  • Work placements and Field Classes: Students taking ‘Geography at Work’ undertake a work-placement during Level 3 and undertake internal work with the Centre for Archaeological Fieldwork (CAF) as part of ‘Archaeological Excavation’ in Year 2. These modules provide significant learning and employability enhancement opportunities.
  • 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.
  • Personal Tutor: Undergraduates are allocated a Personal Tutor during levels 1 and 2 who meets with them on several occasions during the year to support their academic development.

Additional information

Career Prospects Overview Studying for an Archaeology 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...

Compare to choose better:
See all