Archaeology BA
ABB at A level; graduates earn a median £19,500 three years on.
Typical A level offer
ABB
90% of entrants came with A levels · 95% stay on after year 1 · York course page, Discover Uni
Year 13 · applying
What do you need to get in?
ABBtypical A level offer
Typical offer — the grades most applicants are asked for. Contextual offer: BBB, for applicants from under-represented backgrounds.
York course page, read 19 September 2026 · Discover Uni entry profile
Who actually got in: 90% with A levels. 5% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 45 entrants.
UCAS tariff points — a points scale for grades: A* = 56, A = 48, so A*A*A = 160. Entrants’ totals include extra subjects.
Other qualifications5
| Qualification | Typical offer | Required subjects |
|---|---|---|
| Access | 30 credits at Distinction and 15 credits at Merit or higher | — |
| BTEC | DDMDDM We consider a range of BTEC qualifications equivalent to 3 A Levels, or in combination with A Levels or other qualifications. For example: Distinction, Distinction in BTEC Level 3 National Diploma | — |
| IB | 34 points | — |
| T Level | Distinction overall in following T Level subjects: Accounting; Design and DeveloDistinction overall in following T Level subjects: Accounting; Design and Development for Engineering and Manufacturing; Design, Surveying and Planning for Construction; Digital Business Services; Dig | — |
| Scottish Highers | ABBBB | — |
Years 1–3
What do you study?
6compulsory modules in year 1
Compulsory modules this year: arts & humanities 63% · natural sciences 15% · transversal skills 11% · language & communication 6%.
Module — one course unit, usually a term or a year long; “core” means everyone takes it. One UK credit is about ten hours of study; a full year is 120 credits.
York course page · optional modules vary by year
Year 1 · 6 core · 120 credits ≈ 1,200 hours
- Prehistory to the Present
What you learn (4)
- identify the main chronological phases of world archaeology
- describe the main types of archaeological evidence
- infer past human processes from archaeological material
- explain the range of chronological depth and evidence types in archaeology
- Artefacts and Materials
What you learn (11)
- describe features of archaeological data linked to specific material culture types
- describe the experimental approach used in archaeology
- evaluate strengths and limitations of experimental methods for studying artefacts
- explain methods used to analyse different types of archaeological data
- explain key theoretical approaches applied to artefact study
- describe scientific techniques applied to artefact analysis
- select and organise archaeological data for a seminar presentation
- deliver an oral seminar presentation on archaeological findings
- construct a detailed written essay presenting an argument
- critique archaeological data presented by peers
- debate interpretations of archaeological evidence with others
- Discovering Archaeology
What you learn (5)
- describe the historical development of archaeological fieldwork
- identify a range of techniques used in archaeological fieldwork
- explain logistical considerations involved in planning fieldwork
- apply a range of archaeological field skills in practice
- present fieldwork techniques learned to an audience
- Archaeological Theory
What you learn (4)
- explain the social and political context of archaeology
- compare interpretations of archaeological data across theoretical positions
- describe the development of major archaeological theoretical approaches
- situate own practice within a chosen archaeological theoretical position
- Introduction to Archaeological Science
What you learn (5)
- describe the range of scientific techniques used in archaeology
- locate relevant scientific literature on archaeological topics
- evaluate the strengths and limitations of key science-based archaeological methods
- interpret research papers in archaeological science
- explain the main implications of archaeological science research findings
- Exploring Archaeology
What you learn (8)
- describe how past periods survive within the current landscape
- explain how the past is used within York's present-day urban landscape
- distinguish between tangible and intangible heritage
- evaluate methods used to value, visualise and analyse heritage
- describe the scope of public and community archaeology
- explain how these approaches engage different audiences
- formulate questions on the ethics of archaeological heritage practice
- judge how heritage is constructed from academic and non-academic viewpoints
Year 2 · 2 core, 14 optional · 40 credits ≈ 400 hours
- Post-Excavation
What you learn (4)
- classify excavated materials for further specialist analysis
- evaluate digital datasets generated from archaeological excavations
- explain principles of archaeological assessment applied to fieldwork
- present archaeological findings orally to an audience
- Interpreting Prehistory OR Interpreting Historical Archaeology
What you learn (5)
- compare archaeological developments across different prehistoric periods
- describe key themes and evidence relating to prehistoric societies
- apply established archaeological methods of enquiry to analyse evidence
- construct a critical argument linking evidence across different prehistoric periods
- write an essay that communicates complex archaeological arguments clearly
14 optional modules
- Artefact Analysis
What you learn (7)
- observe and measure the key features of an unfamiliar artefact
- record artefact features to a professional archaeological standard
- research background information on an unknown artefact
- identify common archaeological objects from different periods and regions
- date archaeological objects using typological evidence
- apply analytical methods to classify different artefact types
- interpret artefacts using learned archaeological techniques
- Buildings History
What you learn (6)
- carry out basic literature searches on historic buildings
- identify archive sources relevant to historic buildings
- locate archive sources relevant to historic buildings
- synthesise cartographic, pictorial and documentary sources on buildings
- interpret historic building plans and related documents
- evaluate the reliability of sources used to interpret historic buildings
- Biomolecular Archaeology
What you learn (6)
- identify research questions addressed through analysis of ancient biomolecules
- explain the principles of good laboratory practice
- draft a standard operating procedure for a laboratory process
- explain why consistency, time-keeping and accurate record-keeping matter in lab work
- perform a range of analytical laboratory techniques accurately
- apply learned analytical methods to interpret biomolecular data
- Experimental Archaeology and Material Culture
What you learn (8)
- design a practical experiment addressing a material culture research question
- carry out a practical experiment to investigate a material culture question
- describe the manufacturing process of two different artefact types
- explain the physical properties of two different artefact types
- compile a small reference collection of material samples
- document the composition and provenance of a reference collection
- critique published experimental archaeology research for validity and methodology
- evaluate the significance of results obtained from an experiment
- Field Archaeology Survey Skills
What you learn (9)
- assemble professional geophysical survey equipment
- operate professional geophysical survey equipment
- explain fundamental principles of land survey methods
- set out a survey control framework independently
- capture field data independently using the control framework
- retrieve mapping data sets from discipline-specific digital repositories
- process geophysical survey data using learned techniques
- interpret geophysical survey results
- present geophysical survey findings
- One World Archaeology module: Late Prehistory of Egypt and the Fertile Crescent Settlements and Society
What you learn (3)
- position North African and Near Eastern late prehistory within world archaeology
- summarise current scholarly debates on environmental and societal change in the period
- identify patterns of regional interconnectivity, mobility and cultural exchange
- Illustration
What you learn (5)
- identify artefact material and composition for illustration
- draw artefacts accurately using disciplinary illustration conventions
- record field sections and plans for digitisation and publication
- explain principles of interpretative illustration and reconstruction
- produce a portfolio applying illustration methods and techniques
- Archaeobotany
What you learn (5)
- describe methods used to investigate plant remains at archaeological sites
- describe common plant remains recovered from African and Eurasian archaeological sites
- combine observational data and research findings to evaluate plant sample evidence
- identify common seed types and other plant remains found in archaeological contexts
- apply archaeobotanical techniques to interpret analytical results
- Computational Archaeology
What you learn (6)
- formulate a testable hypothesis from a dataset
- select and apply a suitable statistical test to examine a hypothesis
- report statistical findings clearly and accurately
- explain the methodological approaches used across different scientific studies
- interpret the results reported in published research
- use the R programming language to perform data analysis tasks
- Object Conservation
What you learn (6)
- perform investigative cleaning procedures under supervision
- combine observational data and research findings to inform conservation decisions
- assess the physical condition of archaeological artefacts
- document conservation treatments according to professional standards
- explain how differing contexts influence conservation practice
- assess how context affects choice of treatment options
- Archaeogaming
What you learn (3)
- describe archaeological evidence of historical play and gaming practices
- evaluate how popular culture portrays archaeology
- apply archaeological data using relevant methods to design a game
- Issues in Archaeology and Heritage
What you learn (6)
- identify current issues affecting the historic environment sector
- evaluate theoretical perspectives on heritage sector issues
- evaluate economic and political dimensions of heritage management
- evaluate social and ethical implications within the heritage sector
- communicate archaeological ideas and problems to specialist audiences
- communicate archaeological ideas and solutions to non-specialist audiences
- Settlements and Society
What you learn (5)
- describe how communities inhabited and used varied environments across history
- identify key features of selected archaeological sites
- discuss how site evidence shapes interpretations of past societies
- explain the benefits of comparing settlements across different contexts
- evaluate variation in spatial organisation among different societies
- Human and Animal Bones
What you learn (9)
- identify skeletal anatomy of humans
- identify skeletal anatomy of common domestic mammals
- assess age and sex from human and animal skeletal remains
- describe pathological lesions observed on bone remains
- diagnose pathological conditions from skeletal evidence
- measure human and animal bones using standard protocols
- calculate living stature from human bone measurements
- apply osteological methods to archaeological interpretation
- explain the contribution of osteology to archaeology
Year 3 · 0 core, 15 optional
15 optional modules
- The Neolithic of Britain and Ireland
What you learn (6)
- compare key theories about the Neolithic period in Britain and Ireland
- describe the development of research into the Neolithic period
- evaluate the limitations of archaeological datasets
- evaluate different types of archaeological evidence
- analyse evidence across different timescales
- construct a structured argument supported by case studies
- Human Evolution
What you learn (8)
- compare evolutionary developments across different hominin lineages
- critique major theories of human biological origins
- critique major theories of human cognitive origins
- critique major theories of human social origins
- evaluate different evidence types used in evolutionary research
- assess how evidence informs understanding of human evolution
- construct a structured argument supported by archaeological evidence
- communicate complex evolutionary arguments clearly in writing
- Historic Houses
What you learn (5)
- compare historic house types and characteristics across periods
- discuss key theories and methods relevant to historic house studies
- assess limitations of current debates on historic houses
- evaluate primary archaeological data and evidence critically
- construct a structured argument supported by archaeological evidence
- Ancient DNA
What you learn (8)
- compare applications of DNA analysis across bioarchaeological contexts
- describe laboratory and analytical methods driving advances in ancient DNA research
- outline key milestones in the historical development of ancient DNA research
- assess how DNA-based methods address archaeological research questions
- critique the limitations of DNA-based approaches in archaeology
- evaluate primary scientific data and evidence for reliability and significance
- retrieve relevant scientific literature using bibliographic databases
- construct a structured argument supported by biomolecular and archaeological evidence
- The Archaeology of British Christianity
What you learn (6)
- describe the development of Christian archaeology across British history
- compare archaeological evidence of Christianity across different eras and regions
- evaluate key theories and methods used in archaeological research
- critique ongoing debates and limitations within the discipline
- assess the reliability and significance of primary archaeological data
- construct a coherent argument supported by archaeological evidence
- After Modernity: Archaeologies of the Contemporary World
What you learn (5)
- describe comparative archaeological approaches to the contemporary world
- evaluate key theories and methods in contemporary archaeology
- critique debates and their limitations within the discipline
- assess the reliability of primary archaeological data
- construct a structured argument supported by archaeological evidence
- Archaeology and Mythology of the Greek and Roman Mediterranean
What you learn (5)
- compare archaeological remains across different mediterranean regions and periods
- evaluate key theories and methods used in classical archaeology
- assess scholarly debates and their limitations in the field
- critically evaluate primary archaeological data
- construct a structured argument supported by archaeological evidence
- Archaeology of Disease and Health
What you learn (7)
- identify diseases from archaeological skeletal and material evidence
- compare disease identification methods across different archaeological contexts
- evaluate competing theories on the origin of past diseases
- assess debates on the spread of diseases in past populations
- appraise the historical impacts of diseases on past societies
- critique primary archaeological data for reliability and relevance
- construct a coherent argument supported by archaeological evidence
- Rock Art Heritage
What you learn (7)
- compare approaches to rock art interpretation across contexts
- describe methods used in rock art conservation
- describe approaches to presenting rock art to audiences
- evaluate key theories and methods used in rock art studies
- identify limitations of current debates in rock art research
- assess primary archaeological data for reliability and significance
- construct a structured argument supported by archaeological evidence
- Hunter Gatherer Materials Worlds
What you learn (7)
- describe diverse material culture of Northern European prehistoric hunter-gatherers
- compare material culture patterns across different hunter-gatherer groups and regions
- evaluate key archaeological theories applied to hunter-gatherer studies
- assess research methods used to study prehistoric hunter-gatherer societies
- identify limitations and ongoing debates within hunter-gatherer archaeology
- evaluate primary archaeological data for reliability and relevance
- construct a logically structured argument supported by archaeological evidence
- Viking-Age Scandinavia
What you learn (7)
- compare archaeological evidence across different regions of Viking-Age Scandinavia
- describe the development of scholarly research into Viking-Age Scandinavia
- evaluate key theoretical approaches used in Viking-age studies
- critique methodological approaches applied to Viking-age archaeology
- discuss ongoing scholarly debates within Viking-age studies
- evaluate primary archaeological data for reliability and significance
- construct a structured argument supported by archaeological evidence
- Death and Burial in Later Prehistory
What you learn (7)
- compare death and burial practices across later prehistoric Europe
- describe scientific methods used to analyse prehistoric burial evidence
- describe theoretical approaches applied to interpreting burial evidence
- critique key scholarly interpretations of prehistoric burial evidence
- discuss the limitations of existing interpretations of burial evidence
- evaluate primary archaeological data relating to burial practices
- construct a structured argument supported by archaeological evidence
- Plants and People
What you learn (8)
- compare different types of archaeological evidence for ancient plant use
- identify key literature in archaeobotany and palaeoethnobotany
- explain theoretical issues in reconstructing past plant use
- evaluate ethical issues involved in studying ancient plant use
- assess methodological issues relevant to archaeobotanical research
- describe methods used to study plants in archaeological contexts
- critically evaluate primary archaeological data and sources
- construct a structured argument using archaeological and biomolecular evidence
- Societal Collapse… and how to avoid it.
What you learn (5)
- compare theories explaining societal collapse across different contexts
- evaluate key theories and methods used to study societal collapse
- critique scholarly debates and limitations in collapse research
- assess the reliability of primary archaeological data and evidence
- construct a coherent, well-structured argument using archaeological evidence
- Public Participation in Museums and Archaeology
What you learn (5)
- compare approaches to public participation across museum and archaeology settings
- assess key theories and methods used in public participation debates
- identify limitations of existing theories and methods
- evaluate primary data sources relevant to public participation
- construct a structured scholarly argument on participation issues
“What you learn” restates each module’s published learning outcomes in our own words, as short skill statements in the same form as the GCSE and A level curriculum, with the help of an AI model; fields of knowledge follow the twelve fields of the knowledge sphere. The university’s module page, linked from each title, is the authoritative description.
After graduating
Where does it lead?
£19,500median pay three years after graduating
Lower quarter£16k
Median£20k
Upper quarter£25k
Median — the middle earner: half earned more, half less. Pay is for graduates of this subject at this university who finished in 2016-18, not adjusted for inflation; based on 70 graduates.
Discover Uni dataset (HESA and Office for Students, CC BY 4.0, contains HESA data); earnings from the Longitudinal Education Outcomes data (Department for Education) · aggregation level 14, 23
Half of graduates earned between £15,500 and £24,500. Five years on, the median is £24,500. 90% were in work or further study 15 months after finishing; 25% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 15% left | 95% | 40 |
| In work or study, 15 months on5% studying | 90% | 20 |
| Professional or managerial job | 25% | 15 |
| Pay 15 months on, median | £24,000 | 20 |
| Pay 3 years on, median | £19,500 | 70 |
| Pay 5 years on, median | £24,500 | 80 |
Money
What does it cost?
£10,050a year for UK students, 2027/28 entry
Tuition fee loan — paid straight to the university; repayments start the April after you leave, at 9% of income above the threshold. UK fees are capped by government and rise with inflation; placement and study-abroad years are usually charged at a lower rate.
York fees page · source
About £30,150 in fees over 3 years, covered by a tuition fee loan you repay only when earning above the threshold. International students: £27,800 a year (2027/28).
National Student Survey 2025-26
What do students say?
89%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 80% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 30 students answered
Highest: 100% agreed on question 21; lowest: 54% on question 8.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 96% |
| Question 2 | 93% |
| Question 3 | 82% |
| Question 4 | 79% |
| Question 5 | 89% |
| Question 6 | 93% |
| Question 7 | 82% |
| Question 8 | 54% |
| Question 9 | 86% |
| Question 10 | 89% |
| Question 11 | 86% |
| Question 12 | 75% |
| Question 13 | 89% |
| Question 14 | 89% |
| Question 15 | 96% |
| Question 16 | 93% |
| Question 17 | 79% |
| Question 18 | 82% |
| Question 19 | 93% |
| Question 20 | 96% |
| Question 21 | 100% |
| Question 22 | 86% |
| Question 23 | 70% |
| Question 24 | 56% |
| Question 25 | 62% |
| Question 26 | 89% |
Question texts are published by the Office for Students; the dataset carries only the question numbers.
Modules, entry requirements and fees are facts read from University of York’s course page on 2026-09-19 and may change; the university’s page is authoritative. Descriptions are not reproduced. Outcome figures are from the Discover Uni dataset. University of York is a trade mark of the university; sch.today is independent of it.