If history is bunk, then archaeology is junk. As a degree course, archaeology tends to appeal to those of a certain mindset – words such as “eccentric”, “masochistic” and “alcoholic” spring to mind. It is essentially the study of the material human past, with the archaeologists endeavouring to find, study and classify the lost and abandoned traces of our ancestors (kind of like a dustman in reverse). Of course, to be able to undertake such a degree, then you have to have a sense of the ridiculous, as the whole subject aims to tackle unanswerable questions, being often ludicrous and ultimately futile. But hey, it is fun – in fact some people would even say it’s the most fun you can have with your pants on!

In your first year, you can expect to be introduced to the basics of the discipline (“this is a trowel” ….. “this is a trench”…etc). Modules will usually cover such topics as overviews of prehistory, Roman, Medieval and sometimes post-medieval periods, as well as introduction to excavation techniques and archaeological science. This is done with the aim of providing semi-competent cheap labour for departmental research programmes (cunningly disguised as “training digs”). In these exercises, undergraduates provide all the sweaty labour, as they become little more than glorified navvies - their basic task being to shift dirt from one part of the site to another, occasionally sieving it into different sizes before dumping it on the spoil heap. However, it must be remembered at all times that the spoil heap will always turn out to be above the most important part of the site, with the size of the heap being inversely proportional to the importance of the archaeology beneath it. And when a spoil heap has to be moved, guess who has to do it?

As with any degree, you will be expected to submit a final year dissertation, but this can be a really positive experience as you get to study exactly what you want within archaeology. In addition to this, you also have an opportunity to show off just how well you have learned to present a grand theory from (by the standards of almost any other subject) incomplete, insubstantial and statistically insignificant material. To be a successful theoretical archaeologist, you must have the ability to witter at great length, use impressive jargon (such as “processual”, “interpretive”, “structuralist”), and remember that quality of content is irrelevant next to the perception of productivity.

● But Seriously…
I certainly enjoyed my three years as a student archaeologist, and I hope many others of you will too - as this category suggests, that degree was at Durham University (1997 – 2000), a large and well-equipped department lurking in the north east of England. The new archaeology department (which moved over to the science campus from a city centre location a few years ago) is in a refurbished building situated between the library and the chemistry building, and very conveniently located for anyone attending one of the hill colleges (between 5 and 10 minutes walk from each). As well as the lecture and tutorial rooms that are to be expected, the department also features a common room, computer access (pretty generous for a department of its size), and a range of specialist labs (such as conservation, archaeological chemistry and skeletal material) and equipment. It is currently ranked as one of the best departments in its field in the UK, having recently scored an amazing 23 out of 24 in a review by the Quality Assurance Agency for Higher Education.

Current entry requirements (A Levels) are quoted as:
- BA Archaeology: BCC (any subject excluding general studies)
- BSc Archaeology: BCD (as above, but including at least 1 science subject)
- Joint Honours: BCC (excluding general studies)
- Combined Honours Soc Sci: ABB
- Natural Science: ABB (including at least 1 science subject)
A Level archaeology is not an entry requirement, and it is stated that a GCSE in a modern foreign language would be helpful.