1. A2 Archaeology AQA Level 4

2. A2 Archaeology Units ► Unit 4: Archaeology Investigation  Coursework ► Internally marked, externally moderated by AQA. ► All candidates must undertake a piece of coursework of approximately 3500-4000 words in length. in length. ► This constitutes 20% of the overall A level mark. It is internally marked and externally moderated. ► 20% of A Level  3500-4000words  60 marks

3. The chosen investigation should... ► Have a strong archaeological content, i.e. not be too heavily based on historical evidence or scientific research - e.g. biological or chemical analysis of material ► Be so structured as to ensure the candidate has recurrent access to the physical evidence ► Offer opportunities for ‘desktop’ (secondary/tertiary-based research) and ‘fieldwork’ (primary-based research) ‘fieldwork’ (primary-based research)

4. The chosen investigation should... ► Relate as far as possible to an individual candidate’s interests in terms of period of study ► Be more than a basic factual account. It must be an investigation of a question, issue or problem issue or problem ► Clearly relate to named site(s), monument(s) or museum(s)

5. Additional requirements ► It is expected that within the completion of this Unit the candidate is quite likely to meet ‘archaeologists’ on sites or in museums or in archives or SMRs or similar ► Such support is welcomed but must be acknowledged in an Appendix ► Availability of secondary sources is important and these may go beyond the school or local library ► Candidates must be able to undertake personal observation and investigation

6. Additional requirements ► The investigation requires activity on the part of the candidate and should not be viewed as a researched essay primarily constructed from literary/web resources ► The investigation must be manageable: big enough to be reported in 3500-4000 words but not so big that candidates are limited to superficial surveys in which they cannot show their ability to use evidence and make judgements.

7. Additional requirements ► The Bibliography must list all sources used and candidates should pay particular regard to the avoidance of any doubt over the origins of material in their presented studies. presented studies. ► Quotes from texts or the internet should be referenced and any illustrations which are not the candidate’s should have their source acknowledged in the caption. acknowledged in the caption.

8. Students must..... ► Show understanding of the way archaeological methods and concepts can be transferable within the discipline. ► Students are encouraged to recognise, celebrate and develop these links by clear and regular reference thus demonstrating the integrated nature of their studies.

9. Students must..... ► For example, a study of a collection of neolithic axes in a museum has its main links to ARCH3 via Economics and Material Culture (extraction, manufacture, use, specialists, trade and exchange) but may also link to status (People and Society) ► or religion and ritual (ARCH1), Cultural Resouce Management (museums) and methodology (typology and thin-sectioning).

10. Choosing a topic area The Personal Investigation could relate to: ► The archaeological landscape of a given area – either urban or rural ► A study of a site or a group of sites ► The study of material deposited in a museum, e.g. stone artefacts or a type of pottery

11. Choosing a topic area ► A critical appraisal of the state of knowledge of the archaeological record in a given area ► The identification, planning, carrying out and evaluation of an archaeological experiment or reconstruction ► Issues linking archaeology to the community: conservation and preservation of the archaeological resource in the UK; display and presentation; resource management.

12. Choosing a topic area ► The title of the Investigation must be posed as a question. ► The question should enable candidates to demonstrate high level conceptual, analytical and evaluative skills. ► Question stems such as ‘to what extent’, ‘how far’, ‘how successfully’, ‘how important’ are to be encouraged. ‘What’ and ‘how’ should be avoided.

13. Some examples of titles Sites and Monuments Consider local and manageable surveys of lesser known sites in preference to well known and well-published ones. Consider local and manageable surveys of lesser known sites in preference to well known and well-published ones. ► To what extent are different fieldwork methods appropriate when trying to identify Roman roads north of Silchester? ► How effective is an archaeological study in assessing the ritual importance of the ► stone settings in the Badgworthy area of Somerset? ► How far can an archaeological study reveal the function of a cross-dyke at Dead ► Woman’s Ditch, Somerset and its relationship with other contemporary features?

14. Some examples of titles Material evidence Consider sufficiency of data (not too much, nor too little), access issues and relevant skills e.g. illustrating ► How far can a study of quern stones in Newark Museum aid understanding of Iron Age and Romano-British settlement in the area? ► How effective is the Portable Antiquities Scheme in increasing archaeological awareness of occupation in North Yorkshire? ► How important is the Bronze Age hoard from Carnforth?

15. Some examples of titles Industrial and Modern archaeology ► To what extent can a typology of boot-scrapers be established in Southwell,Notts? ► How far can archaeological evidence in and around Himley Park be used to reconstruct the activities associated with ice storage for the Himley estate? ► How difficult are the fieldwork problems presented by a study of Wigsley airfield, Notts?

16. Some examples of titles Experimental archaeology Candidates will need to access relevant examples of original material and possess craft skills at a level appropriate to their intended activity. They should not be tempted to ‘have a go’ at crafts and levels beyond their expertise. Candidates will need to access relevant examples of original material and possess craft skills at a level appropriate to their intended activity. They should not be tempted to ‘have a go’ at crafts and levels beyond their expertise. ► To what extent can we understand the resource implications of decorated Beaker pottery from archaeological experiments? ► How far is it possible to test the efficacy of Romano-British spindle whorls?

17. Sources of evidence ► Candidates will need to compile a list of primary, secondary and tertiary sources of evidence that they have used, so it is sensible to have a reasonable idea of what may be available before they start.

18. Make a plan of your personal study!