readyfor itt booklet - archaeology and teachers

‘Archaeology is time travel. It's about the magicallinks between yesterday and today. It's the assertionof the lives of ordinary people and the story of howthey have interacted over the centuries with theirenvironment. Above all archaeology is an act of theimagination. Why would you not want an archaeologygraduate to teach your children?’Tony Robinson

Ready for ITt!Archaeology graduates into ITT

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Few archaeology graduatesare accepted on ITT courses,presumably becausearchaeology is not amainstream subject. There area few archaeology graduateswho have been accepted onITT courses and are nowsuccessful teachers, howevermany more have beendiscouraged from applying orhave been unable to secure aplace on an ITT course.

‘At a time when allsubjects in secondaryschools are experiencinga shortage of specialistteachers, we seearchaeology graduatesbeing turned away fromteacher training by a greatmany institutions. It cannotbe right to prevent eagerarchaeologists fromentering teaching.’Council for British Archaeology

‘I decided to dosomething a bit moremeaningful…a PGCEseemed the best option…However this is where I hita stumbling block!I had great difficultyconvincing universitiesarchaeology was asuitable subject to teach…I became disgruntled andended up returning toarchaeology.’Alison Hamer, Education Officer,Hampshire and Wight Trust forMaritime Archaeology

Why should you consider archaeology graduates for ITT?

This booklet draws attention to the knowledge, skills andattributes that archaeologygraduates can bring toteaching.

It provides information to help you recognise howarchaeology graduates arepotential trainees for teachertraining 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?


‘The knowledge, skillsand cross-disciplinarynature of archaeology willprovide many graduateswith the necessaryfoundation to go intohistory teaching. Thecurrent reforms to thehistory curriculum with anincreasing emphasis ondeveloping the skills ofhistorical enquiry and onthe important role of theheritage sector ininterpreting the pastmeans that archaeologygraduates are well placedto make a realcontribution to teachingand learning of history inour schools.’Jerome Freeman, QCA Adviser for History.

What is archaeology?Archaeology is the study ofpast people through theobjects and traces they leftbehind. This study can befrom any period from the veryrecent past right back toprehistory. Objects caninclude the remains of thepeople themselves (skeletons,mummies), the things theymade, wore, used or even ateand the places they lived,worked, worshiped or visited.

What do archaeologistsdo?Their work is wide-ranging,including excavation and fieldsurvey, conservation andresearch into finds, themanagement of computerdatabases, illustration andaerial photography,interpretation and exhibitiondevelopment, liaising withmuseums, planning control,geophysical survey, thescientific study of biologicalremains, and universityteaching. Many go on tospecialise in one or moreareas depending on theirstudy, interests and expertise.

‘Four key contexts provide thefoundation on whicharchaeology degreeprogrammes are based:historical and social; ethicaland professional; theoretical;and scientific.

Archaeology provides aunique perspective on thehuman past, on what it is tobe human. As the only subjectthat deals with the entirehuman past in all its temporaland spatial dimensions, it isfundamental to ourunderstanding of how weevolved, how our societiescame into being, and howthey changed over time.Archaeology can be definedas the study of the humanpast through material remains(the latter is an extremelybroad concept and includesevidence in the currentlandscape, from buildings andmonuments to ephemeraltraces of activity; buriedmaterial, such as artefacts,biological remains, andstructures; and writtensources). Archaeology'schronological range is fromthe earliest hominins millionsof years ago to the presentday, its geographical scope isregionally-specific butworldwide, its scale of enquiryranges from distributions andprocesses of change at theglobal scale and overmillennia down to the actionsof individuals.’

QAA benchmark statement August 2006


Archaeology degree coursesoffer students a breadth ofstudy, knowledge, skills andexpertise and are availableat over 40 universities andcolleges in England andWales. The main content isbenchmarked by QAA.However, the degreecourses are many and variedand archaeologydepartments can be foundwithin, for example, schoolsof humanities or science,geography or classicsdepartments, anthropologyor arts faculties.

These differing departmentsreflect the particularinterests of the university,the course emphasis, theirexperience, researchprogrammes, and nationaland internationalconnections. Many coursesallow students toconcentrate on particularhistoric periods or differentarchaeological processes.

There are science or artsarchaeology degrees andsingle, joint or combinedhonours courses. As withother degree courses theirrelevance to the schoolcurriculum needs to bejudged by the courseinformation or informationprovided by the candidatesbeing considered for the ITTcourse.

School of History andArchaeologywww.cardiff.ac.uk/hisar/

BA ArchaeologyBA Archaeology and AncientHistoryBA Archaeology and MedievalHistoryBA Joint degrees -Archaeology and othersubjects BSc ArchaeologyBSc Conservation of objectsin museums and archaeology

Cardiff Archaeology andConservation is founded on adeep tradition of providingstudents with the key skillsand knowledge necessary fora career or further study inarchaeology or foremployment in a wide rangeof fields. Hands-on experienceon excavations and in thelaboratories is matched bylearning challenges in theclassroom and library.

All students take core skillsmodules in writing, speaking,research design, and datapresentation and archaeologystudents are expected toundertake eight weeks offunded fieldwork during thecourse of their degree. Currentfield projects include work inEgypt, Romania, the Outer

Hebrides, the Scottishmainland and the WelshMarches.

The BA Archaeology is athree year degree whichprovides a level of training,skill and knowledge that isrespected within professionalarchaeology.

Over three years, studentstake 360 credits of modulesand are able to balance thecore requirements (e.g.excavation, archaeologicalillustration) with a tremendousrange of period and regionaloptions (e.g. Neolithic andBronze Age Britain, Egypt,Medieval archaeology).

School of Life Scienceswww.bradford.ac.uk/archsci

BA ArchaeologyBSc ArchaeologyBSc Archaeological SciencesBSc BioarchaeologyBSc Geography andArchaeologyBSc Forensic andArchaeological Science

The Department ofArchaeological Sciences hasbeen awarded "excellence" inteaching quality assessments,and is rated five for research. It combines these twostrengths to offer degrees witha unique blend of archaeologyand natural sciences in varying

What does an archaeology degree involve?

The following universities exemplify the breadth, depthand variety of archaeology degree courses.


proportions. A great strength ofthe programme portfolio is itscommon first year, whichallows students flexibility intheir choice of the final degreeeven after they have startedtheir study in Bradford. Allcourses can be completed inthree years or over four years,spending a year on placementwith an archaeologicalorganisation or museum. Suchpractical training underpins allteaching provision and is areflection of the hands-onapproach to archaeology.

Field projects involvingundergraduate andpostgraduate students arecurrently running in Pompeii,South Asia, Shetland andmainland-Britain.

BSc Archaeological Sciencesapplies the physical andchemical sciences to resolvearchaeology questions.Modular course options includeinstrumental analysis,pyrotechnology and metals,advanced scientific methods ofdating, geophysicalprospection and biomolecules.

BSc Bioarchaeologyinvestigates humanenvironments in the past usinghuman and animal bones, andother biological evidence.Modular course options includeecology and bioarchaeology,biological anthropology, humanosteoarchaeology,archaeozoology andarchaeobotany.

School of Geography,Archaeology and EarthResourceswww.sogaer.ex.ac.uk/archaeology/

BA Single HonoursArchaeology BA Combined HonoursAncient History andArchaeology BA Combined HonoursHistory and Archaeology

The Archaeology Departmentat Exeter has fourteenpermanent members of theacademic staff withspecialisms ranging from thePalaeolithic to the Middle Agesand with ongoing researchprojects involving studentsworldwide. About 250 studentsare studying a range of singlehonours, combined honoursand modular undergraduatedegrees, and taught andresearch postgraduatedegrees.

The degrees in archaeologycombine fieldwork andpractical work with a widerange of option coursescovering British, Europeanand World Archaeology

Department of AppliedSciences, Geographyand Archaeologywww.worcester.ac.uk

BA Honours Archaeology and LandscapeBA Honours Archaeologyand Heritage Studies

The Department of AppliedSciences, Geography andArchaeology teaches subjectsthat form part of theUndergraduate ModularScheme and students canundertake a Single Honoursaward, or one involving acombination of awards withinor between subjects.Undergraduate degreecourses offered include:

BSc Archaeology andLandscapeHuman activity is explored inrelation to the naturallandscape as a way ofenhancing our understandingof the different processes thatform and affect thearchaeological record.Archaeology and LandscapeStudies introduces a widerange of techniques needed todecipher the landscape,including archaeological

excavation, geophysical andtopographical survey, aerialphotographic interpretationand essential computing skills.Practical work and field tripsare an essential part of thedegree scheme, allowingstudents to apply skills inlandscape observation andinterpretation to the real world.

BA Archaeology andHeritage StudiesThis course focuses onBritain's past: how it is'discovered', presented andinterpreted and what we canlearn about the past - and thepresent - from theseprocesses. History,archaeology and geographycontribute to thismultidisciplinary course.

‘I am certain that anarchaeology graduatewould be armed with atleast as many skills andqualities as othergraduates.’Peter Thompson, ArchaeologicalField Officer, Warwickshire Museum

‘Provided your planningfor historical knowledgedevelopment throughoutthe PGCE course issystematic, thorough andclosely integrates bothuniversity and schoolexperience, there is noneed whatsoever todiscriminate against anycandidate who hasspecialised in one aspectof history rather thananother.’Christine Counsell, Senior Lecturer,University of Cambridge Faculty of Education


‘A particular strength ofarchaeology is that itincludes knowledge, andanalytical and interpretiveskills that can be used forteaching any subjects inthe National Curriculum.’Tim Copeland, Centre for HeritageEducation, Cheltenham andGloucester College of HigherEducation

‘Archaeology graduatesmake good teachersbecause the very natureof archaeology meansthey have to be enquiring,think outside the box, andlike dealing withchallenges and the sortsof unexpected situationsteaching might throw up.’Kath Buxton, Ex-teacher, nowHistoric Environment CommissionsProgramme Manager

‘Archaeology graduatestend to be flexible. Theyare used to thinking aboutconnections betweenareas of learning. I don’tthink archaeology as adiscipline shouts loudenough about these andother transferableattributes.’Jim Grant, Assistant Principal,Cirencester College

‘Archaeology is thepractical application of maths, science,technology, English,history, geography to a real-world enquiry. It helps teachers makeconnections for pupilsbetween the worldaround them and whatthey are taught, andbetween the differentsubjects they are taught.’Don Henson, Head of Educationand Outreach, Council for BritishArchaeology

‘An archaeology degreeis the ideal training for aprimary teacher. With itsmix of arts, humanitiesand sciences,archaeology touches onall aspects of the primarycurriculum in a way thatalmost no other degreedoes. An archaeologygraduate will not onlyhave had to understandthe relationships between

these areas but will alsohave seen them inpractical situations, and istherefore ready to deploythem across the primarycurriculum.’Professor Peter Stone, Head of School of Arts andCultures, Newcastle University

‘These history lessons aresome of the best I haveseen and used; they areextremely well thoughtout, varied and creative in content and mostimportantly, the childrenthoroughly enjoy them,whilst learning andremembering a greatdeal.’Kirsty Hadfield, Senior Manager,Minterne Junior School, Kent,commenting on a colleague with an archaeology degree

‘I teach an archaeologymodule to ITT students at Trinity and All SaintsCollege (part of LeedsUniversity). This isdelivered to all students

What skills do archaeology graduates bring to primary teaching?


training to be primaryteachers, not just tohistory specialists. For methe joy of working withtrainee teachers is theknowledge thatarchaeology can providea means by whichteachers can helpchildren get directly togrips with the past. It’smore immediate thanbooks and moreengaging than film.’Dave Weldrake, WYAS Educationand Outreach Coordinator

‘My teacher showed mehow to find out what itwas like to live in a castle.It was even better thangoing to one.’Ryan Howe, KS1 pupil, whoseteacher has an archaeology degree

‘An archaeologist’senthusiasm for learningand knowledge is ofteninfectious, inspiringchildren to want to learn.’Susan Dolan, School Governor

‘Students who havefollowed AQA'sArchaeology GCE coursewill be familiar with anumber of historicalperiods in the context ofboth British and worldarchaeology. Thestructure of the courserequires them to underpintheir archaeological

knowledge with a soundknowledge of historicalchronology, alongside a consideration ofarchaeological materialfrom geographical andscientific perspectives.Students will have beenchallenged to thinkthematically, and to use awide range of evidence tosupport their arguments.

Anyone who hassuccessfully completedthis course will have theenthusiasm, knowledgeand skill to teach historyin the primary school,where most children havea fascination with thesubject, and where somuch of the NationalCurriculum benefits froman archaeologicalbackground. Their

geographical andscientific understandinggained througharchaeology will be anasset in their teaching ofthe wider curriculum asthey will be able to drawupon real workplaceexamples of thesesubjects in use. Theinterdisciplinary nature ofarchaeology makes thesubject a particularlyvaluable asset for theprimary teacher.’ Dr Rob David, Chair, ArchaeologyGCE (AQA)

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 boxand to challenge

■ Evaluation: arguments and discussions are always evaluated; data is assessed for its significance.

Archaeologists use Key Skills

■ 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.


Why secondary history PGCEcourses should welcomeapplications from archaeologygraduates?

‘Every year, our group of 25trainee history teachers atCambridge contains sometrainees with degrees inarchaeology. In a course that isoften six times over-subscribed, acouple of archaeologists alwaysmake it to the top of our selectionprocedures, outperforming otherswith history degrees. Whatmatters to the history PGCE teamin Cambridge, both to school-based mentors and university-based trainers, is that our historytrainees have a sophisticatedunderstanding of the discipline ofhistory. Those who have studiedarchaeology invariably bring animpressive intellectual acuity overquestions of historical evidenceand problems of historicalinterpretation. This means thatthey hit the ground running as wetry to examine what constitutes a

rigorous and stimulating historicaltask or a worthwhile historicalenquiry for children andteenagers. This conceptualprecision is at the heart of whatwe need in a strong historyteacher – someone who will setchallenging and creative tasksrather than intellectually sloppyand historically weak ones. Thesheer historical range of thosewho have studied archaeology –the ability to work with sourcematerial ranging from documentsto ditches, from landscape toplace names – leads to animpressive ability to interpret andimplement the conceptualdemands of the NationalCurriculum for history. It is these conceptual demandsthat are at the heart of strongsubject knowledge. We want totrain teachers with a strong senseof the structure of the disciplineand a passion for relating that toexciting learning activities thatwill build historical knowledgeand historical curiosity in youngpeople. Again and again, we findthat those who succeed increating exciting, rigorouslearning in the history classroomare those who can think deeplyabout questions of historicalevidence and historicalinterpretation, who have a strongintellectual grasp of how patternsof change and continuity can beposited and questioned and whounderstand and have intellectualenthusiasm for problems ofhistorical causation, historicalsignificance or historical diversity.Rich, deep subject knowledge isessential for good teaching andthis conceptual grasp of theintellectual structure of the

discipline is what strong subjectknowledge is all about. It is thiskind of understanding thatunderpins lively, exciting andchallenging history lessons,whether with mixed ability 12-year-olds or with able 17-year-olds. Some history PGCE courses, intheir selection criteria, tend toequate ‘subject knowledge’ onlywith substantive knowledge ofparticular periods covered. Thisis unfortunate, for it is quiteimpossible for any historygraduate to have covered allareas of history in equal depth.Strong and up-to-date knowledgeof the period being taught isessential in any history teacher,but no beginning history teacherever possesses this at the outset,no matter how broad their historydegree. All good history teachersmust continue to top up andimprove the breadth of theirhistorical knowledge throughouttheir careers. A trainee with anarchaeology degree has thesame amount of new, substantiveknowledge to acquire as atrainee with a history degree whohas specialised only in theEnglish Civil War, FrenchRevolution and a selection oftopics from the twentieth century!Making good the gaps insubstantive knowledge of thosewith archaeology degrees is nogreater challenge than makinggood the (often vast) gaps insubstantive knowledge of thosewith straight history degrees. This is not to play down theimportance of substantiveknowledge. Indeed it is preciselybecause substantive subjectknowledge is so important that I

Why will archaeology graduates make goodsecondary teachers?


value having those witharchaeology degrees in ourCambridge history group. Veryoften, those with an archaeologybackground have strongsubstantive knowledge onaspects of ancient and medievalhistory. Because a keymechanism for building subjectknowledge across the PGCE ispeer sharing and peer support, I wouldn’t be without myarchaeologists and theircontribution to the growth of thecollective historical knowledge ofthe group. Some history ITT courses do notrecruit trainees with archaeologydegrees because they are fearfulof Ofsted’s requirements aboutbreadth in a trainee’s subjectknowledge. My advice is not tointerpret those particularrequirements so rigidly. Focusinstead on what YOU know to bethe qualities which, whennurtured, will produce the rigour,depth, insight and command ofgood subject teaching. Followyour own judgement about theintellectual strengths anddiscipline-specificunderstandings that you are after,about the kind of candidate whois likely to build rich, broadhistorical knowledge, and aboutthe kind of candidate who islikely to use that knowledgeskillfully in inspiring pupils tobuild their own historicalknowledge and to grow inhistorical curiosity.’

Christine Counsell, Senior Lecturer University ofCambridge Faculty of Education

Fellow, Wolfson College. Editor, Teaching History

‘Archaeology is a mongreldiscipline, incorporatingelements of geography, physics,biology and media amongstmany others. The range andtype of activities goodarchaeology graduates havebeen involved in is also morevaried than those from otherdisciplines.’

Jim Grant, Assistant Principal,Cirencester College

‘I don't think being anarchaeologist need preventanyone becoming a geographyteacher - the transferable skillsthat you acquire are similar - anunderstanding of landscape,environment and development;spatial and cartographical skillsand the use of GIS; graphicaland statistical skills plus theability to analyse, evaluate andinterpret data. Content canalways be developed over time.’

Rosemary Hoppitt, Senior TeachingPractitioner and Lecturer inGeography at Ipswich Sixth FormAcademy at Suffolk College

‘Archaeology gives you a senseof place development like noother subject, ‘if you don’t knowwere you have come from, howdo you know where to go?’Geography is all about theinterrelations of the human withthe physical. Archaeology givesyou that insight into how thesepast interrelations over timehave led to what we see and tryto understand today.’

Tavis Walker, student of PGCEgeography, Bath University

‘We need archaeology graduatesin the teaching professionbecause they can offer threeclear areas of expertise which areeither lacking (largely orcompletely) in education degreesor in PGCE post graduate

courses – expertise which isequally applicable to primary orsecondary teaching. First,archaeologists work with andthrough evidence to reach somekind of understanding aboutperiods in our past. Thisevidence is not only in the formof objects which can be movedbut also larger objects such asmonuments and ultimately theevidence of whole landscapes.The use of primary evidence isrequired for studying NationalCurriculum history. Second,archaeologists are taught toapply a number of skills, critically,to the subject - skills of enquiry,thinking, reasoning, evaluationand information-processing.These are skills which areenshrined in the NationalCurriculum, not just in history butother subjects as well. Third,archaeological degree courseswill often take broad, globalviews – broad becausearchaeology is not just defined interms of ancient history orprehistory but now encompassesthe modern periods and includesthe protection, management andcitizenship issues of heritage.’

Mike Corbishley, Lecturer ofHeritage Education at the Instituteof Archaeology, University CollegeLondon.

Former Head of Education atEnglish Heritage


Laura DerryBSc (Hons) Archaeology,Bournemouth University.PGCE in primary teaching at London Metropolitan UniversityTeacher at Welbourne PrimarySchool, Tottenham‘The most important thing I learntas an archaeologist is that youare always learning somethingnew, both from other people andcircumstances. There is a strongemphasis in education on beinga ‘lifelong learner’ andencouraging children to becomeindependent learners, whichdemand teaching skills ratherthan facts.I think it has been myarchaeology work experience thathas been far more useful thananything I learnt on my course asit has helped me keep aperspective in what can be an all-consuming job: if somethingdoes not get done exactly in time,the world will keep on turning.Many of the skills associated witharchaeology have been useful inteaching, such as being able toprioritise tasks and keeping ontop of paperwork, patience,attention to detail and a sense ofhumour under difficultcircumstances, getting on andworking with a diverse range ofpeople.Archaeologists understand theimportance of keeping an openmind and being adaptable andflexible enough to cope withrapid changes. On a practicallevel we are able to enjoy and

encourage hands-on learningexperiences for our children,which nurture the problem-solving and information gatheringskills essential to success in theadult world.

My advice to archaeologygraduates seeking to becometeachers is to get out there andget some work experience beforeyou even consider teaching.Working with children is arewarding and enrichingexperience, which can often bebetter understood andappreciated by someone comingfrom outside the educationsector.’

Jennifer TillFirst Class degree at NottinghamUniversity.PGCE at Canterbury ChristChurch University College.Teacher at Minterne JuniorSchool, Sittingbourne, Kent

‘I studied the basics ofarchaeological theory andinvestigation alongsidefoundation modules in thematerial culture of civilisationsfrom prehistory to the medievalperiod. I also took subsidiarymodules in Roman literature,anthropology and desktoppublishing. In my second andthird years I began to focus mystudies on the Greek Dark Ages.

I had always aimed to be aprimary teacher and neverimagined that my choice ofdegree subject would affect thisambition. I had seen guidelinesregarding subject choices forsecondary teachers, but not forprimary. However, I was told at acareers fair that I was unlikely tobe accepted on a teacher-

training course. This left me veryanxious. I decided to applyanyway, and despite feeling that I had to justify archaeology andits role in the curriculum in myapplication, I did not seem tohave any problems in securing a place on the course.The study of many periods ofhistory at key stage 2, i.e. theRomans, Anglo-Saxons, Vikings,Greeks, Egyptians and Tudors,rely heavily on archaeology toprovide evidence about thesociety and its culture. This isbased upon the fact that writtenevidence for these eras is sparse,non-existent or too complex forthe children of this age range tointerpret. It is vital that childrenlearn on a first-hand basis wherepossible, and archaeology canprovide this for the historycurriculum.Archaeology incorporates manysubjects, furnishing you with abackground in many of theseareas. During my degree Istudied how to interpret the landand the influence that peoplehave on it, embracinggeographical approaches. In mysecond year I had to produce aportfolio of drawings of artefacts,which involved demonstratingand rehearsing my artistic skills.Furthermore, there is anacademic emphasis in thesubject of archaeology and highstandards of literacy skills aretherefore required. Archaeologyalso involves using andunderstanding scientificprocesses. Understandably, thisdoes not all automatically transferto primary education, but itdemonstrates the multi-facetednature of archaeology.’

Some archaeology graduates did make it intoteaching. How are they getting on?


Tom UllathorneBSc Archaeological SciencesSheffield UniversityPrimary Education PGCE courseat Moray House, EdinburghTeacher at Oaklands School,Edinburgh‘It seemed obvious to me, headdown in my grave cut avoidingthe cold North Sea wind atWhitby, that archaeology shouldprovide the perfect backgroundin becoming a primary teacher. I was face-to-face with history,used my language skills todescribe what I excavated andtold stories about their formation,used mental maths skills toreduce levels, produced scaledrawings and animated sketchesto record what I saw, used mapsto locate features and relate themto the surrounding landscape. I had long experience workingwith children in archaeologicalsettings, running a YoungArchaeologists’ Club Branch, asEducation Officer for the OrkneyBarrows Project and providingfun educational activities onmany sites. I felt I could animatethe “dry bones” of our subject,keep young people focussed andsend them home with newknowledge and enthusiasm. So Iapplied for PGCE courses acrossthe country. The response to my application(although couched in moreprofessional terms) was basically“I love Time Team but whatrelevance has it to primaryteaching”, asking me to justifyconcrete curriculum skills andknowledge. After the third year ofapplying I got my break, a placeon a Primary Education PGCEcourse at Moray House,Edinburgh. The year of initialteacher training was as exactingas reputed, but through anarchaeologist’s hard work,flexibility and networking skills I came out a newly-fledgedteacher! My positions within theclassroom were varied, teachingchildren in mainstream primary,

those with severe and complex support needs and in a nursery in a deprived area of Edinburgh. My archaeological experiencefurnished me with plenty ofmaterial for teaching history,environmental science andcreative writing. Most importantwas a realisation that thearchaeologist’s eye for detail,exploration, theorising andrecording are cornerstones of anexperiential curriculum asprovided in nursery and specialschools.’

Julia MurphyBA Joint Honours in Archaeologyand EnglishPGCE Secondary English andHistory, Westminster CollegeOxford (now Oxford Brookes).Teacher at Ysgol Tre-Gib inLlandeilo, Carmarthenshire.

‘Having archaeology at degreelevel was enough to convince aheadteacher to take me on as a teacher of history at key stages2 and 3 - although I had no realknowledge of the historycurriculum at the time. But, I wasable to learn it all as we wentalong.My degree helped to bring anextra dimension to my historyteaching: being able to give thematerial culture aspect as well asthe documentary. It has alsogiven me more insight into thepractical applications of knowingabout the past, and to includemore practical activities in mylessons.My advice to archaeologygraduates intent on initial teachertraining is to sell yourself to thetutors interviewing you. Oftenthey have set ideas about whatarchaeology involves, and don'trealise that you may well havemany other skills to offer. If youdid lots of fieldwork then youprobably know just as much ormore about that than geographygraduates. If you took lots oftheory classes, then you will findoverlaps with the Englishcurriculum.

Just because somebody has adegree in English or history doesnot mean they automaticallyknow the texts or periods that areon the National Curriculum. As long as you are prepared toundertake background reading inyour subject, your skills willdefinitely help you to adapt to anynew subject.’

Richard ChamberlainJoint Honours Degree in AncientHistory and Archaeology atNewcastle-upon-Tyne University PGCE in History at SussexUniversity. Lead Teacher at CardinalNewman Roman Catholic Schoolin Brighton and Hove.‘The combination of studyingancient history and archaeologyallowed me to work with a widevariety of historical sources, suchas written documents, pictorialsources, artefacts, maps,buildings and aerial photographs.This has undoubtedly helped meto plan and deliver lessons thatdraw on a wide variety ofinteresting and stimulatingmaterial.Studying archaeology hasprovided me with manytransferable skills such as essaywriting, primary and secondarysource analysis, presentationalskills, research skills, projectmanagement, photography, mapreading and ICT skills.Knowledge of prehistoric, Romanand industrial archaeology hasbeen particularly beneficial at mycurrent secondary school. History teaching is a wonderfuloccupation for those who wish topursue their interest inarchaeology whilst acquiringbroader historical knowledge andteaching skills.Archaeology graduatesundoubtedly add an extradimension to history departmentsand can bring valuableknowledge and skills that historygraduates simply do not have.Every department should haveone.’


Other sources of information

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

CBA (Council for British Archaeology)www.britarch.ac.uk

Information about degree courseswww.britarch.ac.uk/info/univ.html

TORC (Training Online ResourceCentre for Archaeology)www.torc.org.uk

Current Archaeology Website for magazinewww.archaeology.co.uk

Information about degree courseswww.archaeology.co.uk/further/begin/univs.htm

Written and compiled by Julie Ward & David WalmsleyDesigned by yo-yo.uk.com, YorkPrinted by Metro Print Management, YorkPhotographs 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


readyfor itt booklet - archaeology and teachers

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