Independent Learning Archaeology Field School (ILAFS) Access Cambridge Archaeology (ACA) Independent Learning Archaeology Field School (ILAFS)

What is ILAFS? The programme consists of: Independent Learning Archaeology Field School is a 3 day programme aiming to encourage and prepare participants for higher education through research, excavation, and teaching. The programme consists of: Day 1 and 2: Introduction and archaeological excavation. Day 3: Visit to the University of Cambridge Post-ILAFS: Four weeks to write a report on your results. This will then be graded by the University of Cambridge and you will be given written feedback and awarded a certificate.

What students will get out of it For more please see: www.access.arch.cam.ac.uk/schools/ilafs/learning-objectives Life skills: Working with top academics and other university members/staff Raising aspirations Independent work- in control of their own learning Organisation and leadership Perseverance Understanding the past from another perspective Communication Discovering new knowledge previously unknown to anyone Taking on an unfamiliar task and achieving success Academic and learning skills: Working to a set standard Hands-on learning outside the classroom Working with new people- other schools University-style learning and lectures; really understanding what it’s like to study & live at HE Creative thinking Seeing university life outside study Technical report writing Practical skills and use of tools Working at a university level – skills for GCSE and beyond Citizenship: Meeting the public Research skills Team working Experience analysing and presenting data

Days 1 & 2: Excavation Students are split into teams of 4 from different schools and excavate a test pit in a garden or public space. Interacting with new people and the public. If you are concerned about a student, ACA can accommodate their needs - just let us know in advance. Each group has a supervisor provided by the schools. This could be a teacher, support, facilities or admin staff or a 6th form student gaining them valuable skills. All supervisor duties are explained on Day 1. ACA staff constantly check on groups throughout the day, are first aiders, and can be contacted by mobile at any time. We have had people with broken legs (see picture) and reduced mobility still participate in the excavations.

Day 3: University of Cambridge Only 1 or 2 staff members from each school is needed as all activities are in groups. Hot lunch meal provided. If it is a long journey for your school, students and staff may want to bring their own snacks (and coffee). A morning lecture gives all information need to complete the report. 10:45 am Arrival and registration 11:00 Lecture and discussion: ILAFS research aims and report writing skills. 12:00 Toilet break 12:10 Writing your report 12:35 Lunch and College tour 2:00 Tour of the Museum of Archaeology and Anthropology 3:00 3:10 University talk from a Schools Liaison Officer 3:50 Feedback forms 4:00 Departure We have had people with broken legs (see picture) and reduced mobility still participate in the excavations.

After ILAFS: the written report School may wish to give further support when writing the report but it is not essential. Any questions about the report can be directed to ACA. ACA will mark any report submitted, even if late. Participants get a 6 page letter detailing feedback on their excavation work and the written report, and a certificate. We have had people with broken legs (see picture) and reduced mobility still participate in the excavations.

Participating You main contact is the ‘Beacon School’. They will let you know how many pupils you can bring and the number of supervisors you will need to provide (up to 1:4). If you have any questions you can also contact Access Cambridge Archaeology directly. Schools should confirm their involvement and the number of pupils several months in advance of the trip. All pupil forms must be sent to ACA at least 3 weeks before. Please ensure everyone participating reads all the information so they are fully prepared. We have had people with broken legs (see picture) and reduced mobility still participate in the excavations.

Impact and feedback “Day Three at Cambridge was incredibly valuable. The experience confirmed my every aspiration and expectation!”(ZC NWA/16), “I felt that this was a great experience and has been very beneficial for me. I felt that the staff from ACA have been very helpful in terms of making information very accessible to everyone.” (PG NWA/16). “I really enjoyed doing something practical, because in school we just learn from books.”(EP-R ERU/16), “The staff were really kind and informative- really hope to go again in year 12!” (MC ERU/16). “Really rewarding experience- something different. Definitely enthused and inspired students.” (CK WAL/16). “Opportunity to see the bigger picture and be involved in an activity that is seen to have status.” (JM BRU/16). “Brilliant to be able to encourage hardworking, bright students who do not have advantages maybe others have. As a teacher gives a great sense of this is why I do my job. Hope this gives students greater aspiration and therefor better life chances.” (SB RIS/16) “Great insight into higher education. Brilliantly organised. Getting out of comfort zone. Working with other pupils and having to interact and work as a team. Great insight into how to write their report up.” (RR RIS/16) “Inspiration that comprehensive school children can attend a uni like Cambridge.” (JB RIS/16). “I especially enjoyed how independent the process was in a close group.”(TP BLO/16), “The lectures were good and taught us to a level we are not used to. The information I have learnt will be invaluable to the writing of the report.” (TM BLO/16). “Being able to find out more about the university and life makes me want to experience the opportunity to go to uni.” (BE WAL/16), “The best part was meeting new people and being independent” (KB WAL/16). “A sense of awareness in the local community and an understanding of the university itself” (AG WAL/16). ), “I was motivated by the long-term value of the experience. It will be both a useful skill and a good experience for my CV/applications. “(DC RMP/16). We have had people with broken legs (see picture) and reduced mobility still participate in the excavations.

Have fun and explore something new!