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University of Bradford

Forensic Archaeology and Anthropology

UCAS Code: F405

Bachelor of Science (with Honours) - BSc (Hons)

Entry requirements


A level

B,B,C

112 UCAS tariff points to include at least one A Level Science subject.

As UCAS tariff. Science subject is required.

112 UCAS tariff points to include at least 1 Higher Level Science subject at grade 6 plus 2 other Higher Level subjects at grade 5. Plus HL 3 or SL 4 in Maths and English Language and Literature A or English B. (Language A: Literature, Literature and Performance and Language ab initio are not accepted).

Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)

DMM

As UCAS tariff. Science subject required.

As UCAS tariff. To include one Advanced Higher Science subject.

UCAS Tariff

112

112 UCAS tariff points to include at least one A Level Science subject. Plus GCSE English, Maths and a Science at grade C or 4 (equivalents accepted).

100%
Applicants receiving offers

About this course


Course option

4years

Sandwich | 2019

Subject

Forensic archaeology

This degree explores how archaeological techniques and the analysis of human remains are used in a forensic (medico-legal) context.

You will gain a full grounding in archaeological excavation, surveying and recording of crime scenes.

In addition, you will also learn about human anatomy and anthropological analysis of human remains, including age, sex, ancestry assessment and the analysis and interpretation of trauma.

Specialist modules will allow you to understand how scientific techniques are used to build up a biological profile of unidentified remains; processes of decomposition (and preservation) of human tissues and associated materials; trauma analysis; and forensic identification of living people.

You'll also gain an understanding of scientific principles and how data should be presented in a legal context.

**Professional accreditation**
This course is accredited by The Chartered Society of Forensic Sciences.

**Rankings**
We are ranked 3rd in the UK for Forensic Science in the Complete University Guide 2020.

We are also ranked in the top 200 universities in the world for Archaeology in the 2019 QS World University Rankings by subject.

Modules

Year 1: Archaeological Theory and Method (core), Field Recording Methods (core), Independent Study for Forensic Scientists (core), Introduction to Biological Anthropology (core), Principles of Forensic and Crime Scene Investigation (core), Scientific Frameworks (core) Year 2: Archaeology Field Course (core), Biometrics and Human Identification (core), Forensic Examination and Analysis of Physical Evidence (core), Human Remains and Environmental Evidence (core), Instrumental Analysis (option), Laboratory Science (option), Relevant elective module (option), Virtual Anatomy for Forensic Sciences (option) Year 3: Placement year Year 4: Forensic Anthropology (core), Forensic Archaeology (core), Forensic Research Project (core), Forensic Taphonomy: the degradation of human remains and death-scene materials (core), Interpretation and Presentation of Forensic Evidence for Forensic Science (core), Advanced Methods in Forensic Anthropology (option), Relevant elective module (option)

Assessment methods

The teaching and learning strategy takes into consideration the learning outcomes, progression through the levels of study, the nature of the subject and the student intake, and the need for you to take greater responsibility for your own learning as you progress through the programme. The assessment strategy is designed to support the learning outcomes of the BSc Forensic Archaeology and Anthropology and to assess your knowledge and understanding of the three themes: forensic archaeology, forensic anthropology and interpretation and evaluation of physical evidence. A wide range of formative and summative assessment methods are used, including essays, worksheets, laboratory reports, reflective journals and examinations, to help you develop a wide range of subject specific, personal transferable and professional skills. Formal lectures will facilitate your acquisition of knowledge and understanding and discipline specific professional skills. Laboratory sessions run in conjunction with the theoretical components will give you the opportunity to enhance your understanding of particular topics. Field courses and simulated crime scenarios allow you to develop core scene-based skills.These will also help to develop professional skills personal transferable skills. Directed study, involving directed reading of appropriate texts and the preparation of assessed work, is used to develop all learning outcomes. The simulated crime scenes, field courses and laboratory work allow for the further development of all the learning outcomes and career development

Tuition fees

Select where you currently live to see what you'll pay:

Channel Islands
£9,250
per year
England
£9,250
per year
EU
£9,250
per year
International
£18,420
per year
Northern Ireland
£9,250
per year
Scotland
£9,250
per year
Wales
£9,250
per year

The Uni


Course location:

University of Bradford

Department:

School of Archaeological and Forensic Sciences

TEF rating:

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What students say


We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.

66%
low
Forensic archaeology

How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.

Forensic and archaeological sciences

Teaching and learning

87%
Staff make the subject interesting
81%
Staff are good at explaining things
81%
Ideas and concepts are explored in-depth
84%
Opportunities to apply what I've learned

Assessment and feedback

Feedback on work has been timely
Feedback on work has been helpful
Staff are contactable when needed

Resources and organisation

95%
IT resources
68%
Course specific equipment and facilities
44%
Course is well organised and has run smoothly

Student voice

Staff value students' opinions

Who studies this subject and how do they get on?

75%
UK students
25%
International students
30%
Male students
70%
Female students
67%
2:1 or above
9%
Drop out rate

Most popular A-Levels studied (and grade achieved)

D
C
A

After graduation


The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Forensic and archaeological sciences

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

£18,800
low
Average annual salary
97%
med
Employed or in further education
65%
low
Employed in a role where degree was essential or beneficial

Top job areas of graduates

14%
Natural and social science professionals
13%
Science, engineering and production technicians
10%
Sales assistants and retail cashiers
What do graduate employment figures really tell you?

The statistics here primarily reflect the prospects for forensic science graduates - they make up over three quarters of the group. While there are not a lot of jobs available in forensics itself just at the moment, reflected in the overall unemployment rates for forensic science graduates, there are still jobs for graduates from these subjects as they learn useful analysis techniques that some employers can find in short supply. Last year's graduates went into analysis work in labs, technician roles and general research, and for those looking a little wider, business roles and management also employed forensics graduates. Some graduates join the police with this degree and that can be a good source of sponsorship and work experience.

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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Course location and department:

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Teaching Excellence Framework (TEF):

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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

We calculate a mean rating of all responses to indicate whether this is high, medium or low compared to the same subject area at other universities.

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This information is from the Higher Education Statistics Agency (HESA).

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

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Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

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