A level in Archaeology...

[CG1]

Hallo folks,

I was wondering if there are any A level teachers out there in the site who have any commments or advice about the subject. I worked in archaeology for several years and then (for reasons that I'm not entirely sure) went into the classroom to help fund my PhD. The result is that I really, really, really wish I was still out in the field instead of constantly scratting around for resources and thinking up trip suggestions.

Anybody want to share any tips or techniques for inspiring A level archaeologists as there seems to be little in the way of archaeology specific teaching websites.

Thanks for reading,

Chris [:0]

[BAJR Host]

Now this should be intersting... though possibly quiet!

thanks Chris

Constant development is the law of life, and a man who always tries to maintain his dogmas in order to appear consistent drives himself into a false position.
Mohandas Gandhi

[Curator Kid]

There was a Shire book called Teaching Archaeology in Schools - although I suspect that might have been aimed lower than A Level.

http://www.amazon.co.uk/Teaching-Archaeology-Schools-Shire-archaeology/dp/0852636229/ref=sr_1_2?ie=UTF8&s=books&qid=1246360182&sr=1-2

I've never seen an A Level syllabus. Do you have a link to one? I doubt there's many teachers on the forum to offer advice, but there are plenty of archaeologists who might be able to - if we knew the sort of areas in question... :face-approve:

[Oxbeast]

EH puts a lot into teaching resources, and a lot of the data is web accessible.
http://www.english-heritage.org.uk/server/show/nav.1505

Pastscape is particularly good, and I suppose you could set assignments where people has to pull records from the NMR for a mock up of a DBA or something....

[oldgirl]

Might also be worth talking to your local Archives/History Centre as well. Some of them may have teaching related staff/resources, esp if you're looking at DBAs.

[oldgirl]

PS I'm sure you've tried the CBA. Unfortunately, their link to teaching plans etc seems to not be working. I know that both Swindon and Cirencester colleges offer A level archaeology, perhaps contacting those tutors/others teaching A level might be a good idea? Depends where you're based of course!

edited due to an inability to type

[Windbag]

Apologies for going off-topic, but from the title I expected this to be a discussion on the advantages of the dumpy level over the EDM in archaeological excavation!

[Ilikediggingunderwater]

I was taught a-level archaeology by John Buglass a few years ago. I know he doesn't teach it anymore, but he had loads of notes which he e-mailed me for something else. IM me if you want his e-mail address (its wrong in the IfA handbook).

[CG1]

Hi Guys,

Thanks first of all for your responses and ideas! The AQA specification etc. can be found (for anyone who's interested!) at http://www.aqa.org.uk/qual/gce/archaeology_new.php and then just click on 'Specification'. In a nutshell the AS (first year) consists of two modules - one on 'Religion and Ritual' (I'm teaching European Prehistory this year, two years of Egytology :) have taken their toll...) and the other on 'Archaeological Skills and Methods'. This module in particular is best learnt in the field as far as possible as I'm sure many of you would agree. So... apologies in advance to any units or workers in the north east as you may get some 'whiney' emails asking for college visits soon!

And for A2 they undertake a research project so that means that where we are they've tended to do things on Hadrian's Wall or various medieval buildings and also complete a thematic module on economics, material culture, society and the like.

Anyway, once again, thanks for your ideas and advice and I'll keep in contact,

All best,

Chris

:face-approve:

[troll]

One thing that tends to inspire young uns is the involvement of re-enactment societies. Theres plenty of quality societies about and for the Roman period I would recommend the Ermine Street Guard. Technology, innovation, belief systems, social culture and taboos...theres plenty of knowledgable society members that cover most major periods and inviting them along tends to lift the subject off the page.
A good few years ago (on the advice of a teacher), I included major chunks from a book " the psychology of religion" -can`t remember the author but the relevence of behavioural dynamics became all too clear when I presented the concepts to the class. It prompted some amazing discussions that rumbled on for weeks.
Might also be worth considering inviting a number of multi-discipline types for their input....psychologists have an interesting tilt on "ritual" as do evolutionary biologists/anthropologists. Just to throw a spanner in...get them to read "The Blind Watchmaker" by Richards Dawkins....
Also..."Inside The Neolithic Mind" by Lewis-Williams and David Pearce.
Worth a gander also is... "The Mind In The Cave" by Lewis-Williams.

..knowledge without action is insanity and action without knowledge is vanity..(imam ghazali,ayyuhal-walad)

[Unitof1]

troll, g nose what your x li8fes like


edited because

it had Tobye

[amiable drudge]

quote:Originally posted by Unitof1

troll, g nose what your x li8fes like


edited because

it had Tobye



now, that's almost worth a PhD!

[troll]

I`m sorry, I have no idea as to what you are talking about unit. I was of the impression that a subscriber (CGI) was interested in improving the A-Level experience of a classroom of students.What on earth does your post actually mean and further, just how is it a relevant and positive contribution to the requests of CGI?

..knowledge without action is insanity and action without knowledge is vanity..(imam ghazali,ayyuhal-walad)

[amiable drudge]

CG1; many years ago i was taught by this chap

http://www.hull.ac.uk/history/Staff/Academic/Peter_Halkon.html

Peter Halkon, who may have a better idea of what's what in the world of education. he's a top-notch Good Egg, too.

and i like the irony of you wanting to get back into the field becuae you're tired of 'scratting around for resources'...!

good luck, good hunting!


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