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Ready for ITt!

Archaeology graduates into ITT

‘Archaeology is time travel. It's about the magical

links between yesterday and today. It's the assertion
of the lives of ordinary people and the story of how
they have interacted over the centuries with their
environment. Above all archaeology is an act of the
imagination. Why would you not want an archaeology
graduate to teach your children?’
Tony Robinson
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Why should you consider archaeology
graduates for ITT?
This booklet draws attention
to the knowledge, skills and
attributes that archaeology
graduates can bring to
teaching.
It provides information to
help you recognise how
archaeology graduates are
potential trainees for teacher
training and includes –
■ What is archaeology and
what do archaeologists do?
■ What does an archaeology
degree involve?
■ What skills do archaeology
graduates bring to primary
teaching?
■ Why will archaeology
graduates make good
secondary teachers?
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Few archaeology graduates
are accepted on ITT courses,
presumably because
archaeology is not a
mainstream subject. There are
a few archaeology graduates
who have been accepted on
ITT courses and are now
successful teachers, however
many more have been
discouraged from applying or
have been unable to secure a
place on an ITT course.
‘At a time when all
subjects in secondary
schools are experiencing
a shortage of specialist
teachers, we see
archaeology graduates
being turned away from
teacher training by a great
many institutions. It cannot
be right to prevent eager
archaeologists from
entering teaching.’
Council for British Archaeology
‘I decided to do
something a bit more
meaningful…a PGCE
seemed the best option…
However this is where I hit
a stumbling block!
I had great difficulty
convincing universities
archaeology was a
suitable subject to teach…
I became disgruntled and
ended up returning to
archaeology.’
Alison Hamer, Education Officer,
Hampshire and Wight Trust for
Maritime Archaeology
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‘The knowledge, skills
and cross-disciplinary
nature of archaeology will
provide many graduates
with the necessary
foundation to go into
history teaching. The
current reforms to the
history curriculum with an
increasing emphasis on
developing the skills of
historical enquiry and on
the important role of the
heritage sector in
interpreting the past
means that archaeology
graduates are well placed
to make a real
contribution to teaching
and learning of history in
our schools.’
Jerome Freeman,
QCA Adviser for History.
What is archaeology?
Archaeology is the study of
past people through the
objects and traces they left
behind. This study can be
from any period from the very
recent past right back to
prehistory. Objects can
include the remains of the
people themselves (skeletons,
mummies), the things they
made, wore, used or even ate
and the places they lived,
worked, worshiped or visited.
What do archaeologists
do?
Their work is wide-ranging,
including excavation and field
survey, conservation and
research into finds, the
management of computer
databases, illustration and
aerial photography,
interpretation and exhibition
development, liaising with
museums, planning control,
geophysical survey, the
scientific study of biological
remains, and university
teaching. Many go on to
specialise in one or more
areas depending on their
study, interests and expertise.
‘Four key contexts provide the
foundation on which
archaeology degree
programmes are based:
historical and social; ethical
and professional; theoretical;
and scientific.
Archaeology provides a
unique perspective on the
human past, on what it is to
be human. As the only subject
that deals with the entire
human past in all its temporal
and spatial dimensions, it is
fundamental to our
understanding of how we
evolved, how our societies
came into being, and how
they changed over time.
Archaeology can be defined
as the study of the human
past through material remains
(the latter is an extremely
broad concept and includes
evidence in the current
landscape, from buildings and
monuments to ephemeral
traces of activity; buried
material, such as artefacts,
biological remains, and
structures; and written
sources). Archaeology's
chronological range is from
the earliest hominins millions
of years ago to the present
day, its geographical scope is
regionally-specific but
worldwide, its scale of enquiry
ranges from distributions and
processes of change at the
global scale and over
millennia down to the actions
of individuals.’
QAA benchmark statement
August 2006
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What does an archaeology degree involve?
Archaeology degree courses
offer students a breadth of
study, knowledge, skills and
expertise and are available
at over 40 universities and
colleges in England and
Wales. The main content is
benchmarked by QAA.
However, the degree
courses are many and varied
and archaeology
departments can be found
within, for example, schools
of humanities or science,
geography or classics
departments, anthropology
or arts faculties.
These differing departments
reflect the particular
interests of the university,
the course emphasis, their
experience, research
programmes, and national
and international
connections. Many courses
allow students to
concentrate on particular
historic periods or different
archaeological processes.
There are science or arts
archaeology degrees and
single, joint or combined
honours courses. As with
other degree courses their
relevance to the school
curriculum needs to be
judged by the course
information or information
provided by the candidates
being considered for the ITT
course.
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The following universities exemplify the breadth, depth
and variety of archaeology degree courses.
School of History and
Archaeology
www.cardiff.ac.uk/hisar/
BA Archaeology
BA Archaeology and Ancient
History
BA Archaeology and Medieval
History
BA Joint degrees -
Archaeology and other
subjects
BSc Archaeology
BSc Conservation of objects
in museums and archaeology
Cardiff Archaeology and
Conservation is founded on a
deep tradition of providing
students with the key skills
and knowledge necessary for
a career or further study in
archaeology or for
employment in a wide range
of fields. Hands-on experience
on excavations and in the
laboratories is matched by
learning challenges in the
classroom and library.
All students take core skills
modules in writing, speaking,
research design, and data
presentation and archaeology
students are expected to
undertake eight weeks of
funded fieldwork during the
course of their degree. Current
field projects include work in
Egypt, Romania, the Outer
Hebrides, the Scottish
mainland and the Welsh
Marches.
The BA Archaeology is a
three year degree which
provides a level of training,
skill and knowledge that is
respected within professional
archaeology.
Over three years, students
take 360 credits of modules
and are able to balance the
core requirements (e.g.
excavation, archaeological
illustration) with a tremendous
range of period and regional
options (e.g. Neolithic and
Bronze Age Britain, Egypt,
Medieval archaeology).
School of Life Sciences
www.bradford.ac.uk/archsci
BA Archaeology
BSc Archaeology
BSc Archaeological Sciences
BSc Bioarchaeology
BSc Geography and
Archaeology
BSc Forensic and
Archaeological Science
The Department of
Archaeological Sciences has
been awarded "excellence" in
teaching quality assessments,
and is rated five for research.
It combines these two
strengths to offer degrees with
a unique blend of archaeology
and natural sciences in varying
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proportions. A great strength of
the programme portfolio is its
common first year, which
allows students flexibility in
their choice of the final degree
even after they have started
their study in Bradford. All
courses can be completed in
three years or over four years,
spending a year on placement
with an archaeological
organisation or museum. Such
practical training underpins all
teaching provision and is a
reflection of the hands-on
approach to archaeology.
Field projects involving
undergraduate and
postgraduate students are
currently running in Pompeii,
South Asia, Shetland and
mainland-Britain.
BSc Archaeological Sciences
applies the physical and
chemical sciences to resolve
archaeology questions.
Modular course options include
instrumental analysis,
pyrotechnology and metals,
advanced scientific methods of
dating, geophysical
prospection and biomolecules.
BSc Bioarchaeology
investigates human
environments in the past using
human and animal bones, and
other biological evidence.
Modular course options include
ecology and bioarchaeology,
biological anthropology, human
osteoarchaeology,
archaeozoology and
archaeobotany.
School of Geography,
Archaeology and Earth
Resources
www.sogaer.ex.ac.uk/
archaeology/
BA Single Honours
Archaeology
BA Combined Honours
Ancient History and
Archaeology
BA Combined Honours
History and Archaeology
The Archaeology Department
at Exeter has fourteen
permanent members of the
academic staff with
specialisms ranging from the
Palaeolithic to the Middle Ages
and with ongoing research
projects involving students
worldwide. About 250 students
are studying a range of single
honours, combined honours
and modular undergraduate
degrees, and taught and
research postgraduate
degrees.
The degrees in archaeology
combine fieldwork and
practical work with a wide
range of option courses
covering British, European
and World Archaeology
Department of Applied
Sciences, Geography
and Archaeology
www.worcester.ac.uk
BA Honours Archaeology
and Landscape
BA Honours Archaeology
and Heritage Studies
The Department of Applied
Sciences, Geography and
Archaeology teaches subjects
that form part of the
Undergraduate Modular
Scheme and students can
undertake a Single Honours
award, or one involving a
combination of awards within
or between subjects.
Undergraduate degree
courses offered include:
BSc Archaeology and
Landscape
Human activity is explored in
relation to the natural
landscape as a way of
enhancing our understanding
of the different processes that
form and affect the
archaeological record.
Archaeology and Landscape
Studies introduces a wide
range of techniques needed to
decipher the landscape,
including archaeological
excavation, geophysical and
topographical survey, aerial
photographic interpretation
and essential computing skills.
Practical work and field trips
are an essential part of the
degree scheme, allowing
students to apply skills in
landscape observation and
interpretation to the real world.
BA Archaeology and
Heritage Studies
This course focuses on
Britain's past: how it is
'discovered', presented and
interpreted and what we can
learn about the past - and the
present - from these
processes. History,
archaeology and geography
contribute to this
multidisciplinary course.
‘I am certain that an
archaeology graduate
would be armed with at
least as many skills and
qualities as other
graduates.’
Peter Thompson, Archaeological
Field Officer, Warwickshire Museum
‘Provided your planning
for historical knowledge
development throughout
the PGCE course is
systematic, thorough and
closely integrates both
university and school
experience, there is no
need whatsoever to
discriminate against any
candidate who has
specialised in one aspect
of history rather than
another.’
Christine Counsell, Senior Lecturer,
University of Cambridge Faculty
of Education
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What skills do archaeology graduates bring
to primary teaching?
‘A particular strength of
archaeology is that it
includes knowledge, and
analytical and interpretive
skills that can be used for
teaching any subjects in
the National Curriculum.’
Tim Copeland, Centre for Heritage
Education, Cheltenham and
Gloucester College of Higher
Education
‘Archaeology graduates
make good teachers
because the very nature
of archaeology means
they have to be enquiring,
think outside the box, and
like dealing with
challenges and the sorts
of unexpected situations
teaching might throw up.’
Kath Buxton, Ex-teacher, now
Historic Environment Commissions
Programme Manager
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‘Archaeology graduates
tend to be flexible. They
are used to thinking about
connections between
areas of learning. I don’t
think archaeology as a
discipline shouts loud
enough about these and
other transferable
attributes.’
Jim Grant, Assistant Principal,
Cirencester College
‘Archaeology is the
practical application
of maths, science,
technology, English,
history, geography to
a real-world enquiry.
It helps teachers make
connections for pupils
between the world
around them and what
they are taught, and
between the different
subjects they are taught.’
Don Henson, Head of Education
and Outreach, Council for British
Archaeology
‘An archaeology degree
is the ideal training for a
primary teacher. With its
mix of arts, humanities
and sciences,
archaeology touches on
all aspects of the primary
curriculum in a way that
almost no other degree
does. An archaeology
graduate will not only
have had to understand
the relationships between
these areas but will also
have seen them in
practical situations, and is
therefore ready to deploy
them across the primary
curriculum.’
Professor Peter Stone,
Head of School of Arts and
Cultures, Newcastle University
‘These history lessons are
some of the best I have
seen and used; they are
extremely well thought
out, varied and creative
in content and most
importantly, the children
thoroughly enjoy them,
whilst learning and
remembering a great
deal.’
Kirsty Hadfield, Senior Manager,
Minterne Junior School, Kent,
commenting on a colleague with
an archaeology degree
‘I teach an archaeology
module to ITT students
at Trinity and All Saints
College (part of Leeds
University). This is
delivered to all students
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training to be primary Archaeologists use Key Skills

teachers, not just to
history specialists. For me
the joy of working with
trainee teachers is the
knowledge that
archaeology can provide
a means by which
teachers can help
children get directly to
grips with the past. It’s
more immediate than
books and more
engaging than film.’
Dave Weldrake, WYAS Education
and Outreach Coordinator
‘My teacher showed me
how to find out what it
was like to live in a castle.
It was even better than
going to one.’
Ryan Howe, KS1 pupil, whose
teacher has an archaeology degree
‘An archaeologist’s
enthusiasm for learning
and knowledge is often
infectious, inspiring
children to want to learn.’
Susan Dolan, School Governor
‘Students who have
followed AQA's
Archaeology GCE course
will be familiar with a
number of historical
periods in the context of
both British and world
archaeology. The
structure of the course
requires them to underpin
their archaeological
■ Communication: essential for the success of fieldwork;
presenting findings in various formats to different groups
■ ICT: an essential medium for planning, enquiry, processing
and communicating
■ Application of number: underpins every aspect of archaeology,
from measuring, calculating, estimating and defining solutions
■ Working with others: success requires teamwork and flexibility;
ability to interact is central to the success of excavation work
■ Problem solving: excavation work starts with a problem,
amassing, ordering and interpreting data; dealing with
unexpected problems.
knowledge with a sound geographical and
knowledge of historical scientific understanding
chronology, alongside gained through
a consideration of archaeology will be an
archaeological material asset in their teaching of
from geographical and the wider curriculum as
scientific perspectives. they will be able to draw
Students will have been upon real workplace
challenged to think examples of these
thematically, and to use a subjects in use. The
wide range of evidence to interdisciplinary nature of
support their arguments. archaeology makes the
subject a particularly
Anyone who has
successfully completed valuable asset for the
this course will have the primary teacher.’
Dr Rob David, Chair, Archaeology
enthusiasm, knowledge GCE (AQA)
and skill to teach history
in the primary school,
where most children have
a fascination with the
subject, and where so
much of the National
Curriculum benefits from
an archaeological
background. Their

Archaeology involves Thinking Skills

■ Information processing: collating and processing finds;
disseminating information
■ Reasoning: supposition and speculation; using data to
hypothesize; and making informed decisions
■ Enquiry: an essential and inherent skill of any archaeological
investigation
■ Creative thinking: archaeologists need to think outside the box
and to challenge
■ Evaluation: arguments and discussions are always evaluated;
data is assessed for its significance.
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Why will archaeology graduates make good
secondary teachers?
Why secondary history PGCE
courses should welcome
applications from archaeology
graduates?
‘Every year, our group of 25
trainee history teachers at
Cambridge contains some
trainees with degrees in
archaeology. In a course that is
often six times over-subscribed, a
couple of archaeologists always
make it to the top of our selection
procedures, outperforming others
with history degrees. What
matters to the history PGCE team
in Cambridge, both to school-
based mentors and university-
based trainers, is that our history
trainees have a sophisticated
understanding of the discipline of
history. Those who have studied
archaeology invariably bring an
impressive intellectual acuity over
questions of historical evidence
and problems of historical
interpretation. This means that
they hit the ground running as we
try to examine what constitutes a
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rigorous and stimulating historical
task or a worthwhile historical
enquiry for children and
teenagers. This conceptual
precision is at the heart of what
we need in a strong history
teacher – someone who will set
challenging and creative tasks
rather than intellectually sloppy
and historically weak ones. The
sheer historical range of those
who have studied archaeology –
the ability to work with source
material ranging from documents
to ditches, from landscape to
place names – leads to an
impressive ability to interpret and
implement the conceptual
demands of the National
Curriculum for history.
It is these conceptual demands
that are at the heart of strong
subject knowledge. We want to
train teachers with a strong sense
of the structure of the discipline
and a passion for relating that to
exciting learning activities that
will build historical knowledge
and historical curiosity in young
people. Again and again, we find
that those who succeed in
creating exciting, rigorous
learning in the history classroom
are those who can think deeply
about questions of historical
evidence and historical
interpretation, who have a strong
intellectual grasp of how patterns
of change and continuity can be
posited and questioned and who
understand and have intellectual
enthusiasm for problems of
historical causation, historical
significance or historical diversity.
Rich, deep subject knowledge is
essential for good teaching and
this conceptual grasp of the
intellectual structure of the
discipline is what strong subject
knowledge is all about. It is this
kind of understanding that
underpins lively, exciting and
challenging history lessons,
whether with mixed ability 12-
year-olds or with able 17-year-
olds.
Some history PGCE courses, in
their selection criteria, tend to
equate ‘subject knowledge’ only
with substantive knowledge of
particular periods covered. This
is unfortunate, for it is quite
impossible for any history
graduate to have covered all
areas of history in equal depth.
Strong and up-to-date knowledge
of the period being taught is
essential in any history teacher,
but no beginning history teacher
ever possesses this at the outset,
no matter how broad their history
degree. All good history teachers
must continue to top up and
improve the breadth of their
historical knowledge throughout
their careers. A trainee with an
archaeology degree has the
same amount of new, substantive
knowledge to acquire as a
trainee with a history degree who
has specialised only in the
English Civil War, French
Revolution and a selection of
topics from the twentieth century!
Making good the gaps in
substantive knowledge of those
with archaeology degrees is no
greater challenge than making
good the (often vast) gaps in
substantive knowledge of those
with straight history degrees.
This is not to play down the
importance of substantive
knowledge. Indeed it is precisely
because substantive subject
knowledge is so important that I
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value having those with
archaeology degrees in our
Cambridge history group. Very
often, those with an archaeology
background have strong
substantive knowledge on
aspects of ancient and medieval
history. Because a key
mechanism for building subject
knowledge across the PGCE is
peer sharing and peer support,
I wouldn’t be without my
archaeologists and their
contribution to the growth of the
collective historical knowledge of
the group.
Some history ITT courses do not
recruit trainees with archaeology
degrees because they are fearful
of Ofsted’s requirements about
breadth in a trainee’s subject
knowledge. My advice is not to
interpret those particular
requirements so rigidly. Focus
instead on what YOU know to be
the qualities which, when
nurtured, will produce the rigour,
depth, insight and command of
good subject teaching. Follow
your own judgement about the
intellectual strengths and
discipline-specific
understandings that you are after,
about the kind of candidate who
is likely to build rich, broad
historical knowledge, and about
the kind of candidate who is
likely to use that knowledge
skillfully in inspiring pupils to
build their own historical
knowledge and to grow in
historical curiosity.’
Christine Counsell,
Senior Lecturer University of
Cambridge Faculty of Education
Fellow, Wolfson College.
Editor, Teaching History
‘Archaeology is a mongrel
discipline, incorporating
elements of geography, physics,
biology and media amongst
many others. The range and
type of activities good
archaeology graduates have
been involved in is also more
varied than those from other
disciplines.’
Jim Grant, Assistant Principal,
Cirencester College
‘I don't think being an
archaeologist need prevent
anyone becoming a geography
teacher - the transferable skills
that you acquire are similar - an
understanding of landscape,
environment and development;
spatial and cartographical skills
and the use of GIS; graphical
and statistical skills plus the
ability to analyse, evaluate and
interpret data. Content can
always be developed over time.’
Rosemary Hoppitt, Senior Teaching
Practitioner and Lecturer in
Geography at Ipswich Sixth Form
Academy at Suffolk College
‘Archaeology gives you a sense
of place development like no
other subject, ‘if you don’t know
were you have come from, how
do you know where to go?’
Geography is all about the
interrelations of the human with
the physical. Archaeology gives
you that insight into how these
past interrelations over time
have led to what we see and try
to understand today.’
Tavis Walker, student of PGCE
geography, Bath University
‘We need archaeology graduates
in the teaching profession
because they can offer three
clear areas of expertise which are
either lacking (largely or
completely) in education degrees
or in PGCE post graduate
courses – expertise which is
equally applicable to primary or
secondary teaching. First,
archaeologists work with and
through evidence to reach some
kind of understanding about
periods in our past. This
evidence is not only in the form
of objects which can be moved
but also larger objects such as
monuments and ultimately the
evidence of whole landscapes.
The use of primary evidence is
required for studying National
Curriculum history. Second,
archaeologists are taught to
apply a number of skills, critically,
to the subject - skills of enquiry,
thinking, reasoning, evaluation
and information-processing.
These are skills which are
enshrined in the National
Curriculum, not just in history but
other subjects as well. Third,
archaeological degree courses
will often take broad, global
views – broad because
archaeology is not just defined in
terms of ancient history or
prehistory but now encompasses
the modern periods and includes
the protection, management and
citizenship issues of heritage.’
Mike Corbishley, Lecturer of
Heritage Education at the Institute
of Archaeology, University College
London.
Former Head of Education at
English Heritage
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Some archaeology graduates did make it into
teaching. How are they getting on?
Laura Derry
BSc (Hons) Archaeology,
Bournemouth University.
PGCE in primary teaching
at London Metropolitan University
Teacher at Welbourne Primary
School, Tottenham
‘The most important thing I learnt
as an archaeologist is that you
are always learning something
new, both from other people and
circumstances. There is a strong
emphasis in education on being
a ‘lifelong learner’ and
encouraging children to become
independent learners, which
demand teaching skills rather
than facts.
I think it has been my
archaeology work experience that
has been far more useful than
anything I learnt on my course as
it has helped me keep a
perspective in what can be an all-
consuming job: if something
does not get done exactly in time,
the world will keep on turning.
Many of the skills associated with
archaeology have been useful in
teaching, such as being able to
prioritise tasks and keeping on
top of paperwork, patience,
attention to detail and a sense of
humour under difficult
circumstances, getting on and
working with a diverse range of
people.
Archaeologists understand the
importance of keeping an open
mind and being adaptable and
flexible enough to cope with
rapid changes. On a practical
level we are able to enjoy and
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encourage hands-on learning
experiences for our children,
which nurture the problem-
solving and information gathering
skills essential to success in the
adult world.
My advice to archaeology
graduates seeking to become
teachers is to get out there and
get some work experience before
you even consider teaching.
Working with children is a
rewarding and enriching
experience, which can often be
better understood and
appreciated by someone coming
from outside the education
sector.’
Jennifer Till
First Class degree at Nottingham
University.
PGCE at Canterbury Christ
Church University College.
Teacher at Minterne Junior
School, Sittingbourne, Kent
‘I studied the basics of
archaeological theory and
investigation alongside
foundation modules in the
material culture of civilisations
from prehistory to the medieval
period. I also took subsidiary
modules in Roman literature,
anthropology and desktop
publishing. In my second and
third years I began to focus my
studies on the Greek Dark Ages.
I had always aimed to be a
primary teacher and never
imagined that my choice of
degree subject would affect this
ambition. I had seen guidelines
regarding subject choices for
secondary teachers, but not for
primary. However, I was told at a
careers fair that I was unlikely to
be accepted on a teacher-
training course. This left me very
anxious. I decided to apply
anyway, and despite feeling that
I had to justify archaeology and
its role in the curriculum in my
application, I did not seem to
have any problems in securing
a place on the course.
The study of many periods of
history at key stage 2, i.e. the
Romans, Anglo-Saxons, Vikings,
Greeks, Egyptians and Tudors,
rely heavily on archaeology to
provide evidence about the
society and its culture. This is
based upon the fact that written
evidence for these eras is sparse,
non-existent or too complex for
the children of this age range to
interpret. It is vital that children
learn on a first-hand basis where
possible, and archaeology can
provide this for the history
curriculum.
Archaeology incorporates many
subjects, furnishing you with a
background in many of these
areas. During my degree I
studied how to interpret the land
and the influence that people
have on it, embracing
geographical approaches. In my
second year I had to produce a
portfolio of drawings of artefacts,
which involved demonstrating
and rehearsing my artistic skills.
Furthermore, there is an
academic emphasis in the
subject of archaeology and high
standards of literacy skills are
therefore required. Archaeology
also involves using and
understanding scientific
processes. Understandably, this
does not all automatically transfer
to primary education, but it
demonstrates the multi-faceted
nature of archaeology.’
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Tom Ullathorne
BSc Archaeological Sciences
Sheffield University
Primary Education PGCE course
at Moray House, Edinburgh
Teacher at Oaklands School,
Edinburgh
‘It seemed obvious to me, head
down in my grave cut avoiding
the cold North Sea wind at
Whitby, that archaeology should
provide the perfect background
in becoming a primary teacher.
I was face-to-face with history,
used my language skills to
describe what I excavated and
told stories about their formation,
used mental maths skills to
reduce levels, produced scale
drawings and animated sketches
to record what I saw, used maps
to locate features and relate them
to the surrounding landscape.
I had long experience working
with children in archaeological
settings, running a Young
Archaeologists’ Club Branch, as
Education Officer for the Orkney
Barrows Project and providing
fun educational activities on
many sites. I felt I could animate
the “dry bones” of our subject,
keep young people focussed and
send them home with new
knowledge and enthusiasm. So I
applied for PGCE courses across
the country.
The response to my application
(although couched in more
professional terms) was basically
“I love Time Team but what
relevance has it to primary
teaching”, asking me to justify
concrete curriculum skills and
knowledge. After the third year of
applying I got my break, a place
on a Primary Education PGCE
course at Moray House,
Edinburgh. The year of initial
teacher training was as exacting
as reputed, but through an
archaeologist’s hard work,
flexibility and networking skills
I came out a newly-fledged
teacher!
My positions within the
classroom were varied, teaching
children in mainstream primary,
those with severe and complex
support needs and in a nursery
in a deprived area of Edinburgh.
My archaeological experience
furnished me with plenty of
material for teaching history,
environmental science and
creative writing. Most important
was a realisation that the
archaeologist’s eye for detail,
exploration, theorising and
recording are cornerstones of an
experiential curriculum as
provided in nursery and special
schools.’
Julia Murphy
BA Joint Honours in Archaeology
and English
PGCE Secondary English and
History, Westminster College
Oxford (now Oxford Brookes).
Teacher at Ysgol Tre-Gib in
Llandeilo, Carmarthenshire.
‘Having archaeology at degree
level was enough to convince a
headteacher to take me on as
a teacher of history at key stages
2 and 3 - although I had no real
knowledge of the history
curriculum at the time. But, I was
able to learn it all as we went
along.
My degree helped to bring an
extra dimension to my history
teaching: being able to give the
material culture aspect as well as
the documentary. It has also
given me more insight into the
practical applications of knowing
about the past, and to include
more practical activities in my
lessons.
My advice to archaeology
graduates intent on initial teacher
training is to sell yourself to the
tutors interviewing you. Often
they have set ideas about what
archaeology involves, and don't
realise that you may well have
many other skills to offer. If you
did lots of fieldwork then you
probably know just as much or
more about that than geography
graduates. If you took lots of
theory classes, then you will find
overlaps with the English
curriculum.
Just because somebody has a
degree in English or history does
not mean they automatically
know the texts or periods that are
on the National Curriculum.
As long as you are prepared to
undertake background reading in
your subject, your skills will
definitely help you to adapt to any
new subject.’
Richard Chamberlain
Joint Honours Degree in Ancient
History and Archaeology at
Newcastle-upon-Tyne University
PGCE in History at Sussex
University.
Lead Teacher at Cardinal
Newman Roman Catholic School
in Brighton and Hove.
‘The combination of studying
ancient history and archaeology
allowed me to work with a wide
variety of historical sources, such
as written documents, pictorial
sources, artefacts, maps,
buildings and aerial photographs.
This has undoubtedly helped me
to plan and deliver lessons that
draw on a wide variety of
interesting and stimulating
material.
Studying archaeology has
provided me with many
transferable skills such as essay
writing, primary and secondary
source analysis, presentational
skills, research skills, project
management, photography, map
reading and ICT skills.
Knowledge of prehistoric, Roman
and industrial archaeology has
been particularly beneficial at my
current secondary school.
History teaching is a wonderful
occupation for those who wish to
pursue their interest in
archaeology whilst acquiring
broader historical knowledge and
teaching skills.
Archaeology graduates
undoubtedly add an extra
dimension to history departments
and can bring valuable
knowledge and skills that history
graduates simply do not have.
Every department should have
one.’
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Other sources of information

CBA (Council for British Archaeology) Current Archaeology
www.britarch.ac.uk
Website for magazine
Information about degree courses www.archaeology.co.uk
www.britarch.ac.uk/info/univ.html
Information about degree courses
TORC (Training Online Resource www.archaeology.co.uk/further/begin/univs.htm
Centre for Archaeology)
www.torc.org.uk

The Council for British Archaeology and the authors of this booklet would like to thank Christine
Counsell, Mike Corbishley, Jim Grant and Rosemary Hoppitt for contributing material (which
owing to limitations of space we were unable to include all); the teachers who assisted in the
research; and the many professionals who provided endorsements and support for the aims of
this booklet.

Written and compiled by Julie Ward & David Walmsley

Designed by yo-yo.uk.com, York
Printed by Metro Print Management, York
Photographs courtesy of Wessex Archaeology, CBA, Newport Ship Project, Richard Chamberlain,
David Walmsley, Julie Ward, and Centre for Archaeology (English Heritage)
Funding from The Higher Education Academy – Subject Centre for History, Classics and Archaeology
The Teaching and Development Agency for Schools