the archaeologist · 2 the archaeologist 3 training and education the plan for this ta is to look...

Spring 2008Number 67

This issue:

TRAINING INARCHAEOLOGY

The ArchaeologyTraining Forumvisionp4

WorkplacelearningBursaries – atraining successp6

Safety training at seap16

Starting out inarchaeologyp22

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Contents

Editorial

From the Finds Tray

The Archaeology Training Forum vision Kenneth Aitchison and Mike Heyworth

Continuing Professional Development: a brave new direction for IFA Kenneth Aitchison and

Roger White

Workplace Learning Bursaries – a training success Kate Geary

Benefits of bursaries: Zooarchaeology at Cardiff Richard Madgwick

Benefits of bursaries: Computing at York Emma Jane O’Riordan

Benefits of bursaries: Digital survey techniques at AOC Archaeology Group Gemma Hudson

and Graeme Cavers

Training Headland Archaeologists Mike Middleton

Training in heritage consultancy with the Museum of London Archaeology Service Jon Chandler

Wet Dreams – future training in maritime archaeology with the Nautical Archaeology Society

Mark Beattie-Edwards

Safety training at sea Antony Firth

Getting started: bursary schemes in Wessex Archaeology Roland Smith

Training for the profession: the Silchester experience Amanda Clarke

(Middle) East meets (South) West: a cross-cultural approach to field training Niall Finneran

Starting out in archaeology Richard Constable

IFA Finds Group training days Nicky Powell

Building skills: training in buildings archaeology and conservation Catharine Cavanagh

Historic Environment Local Management (HELM) update Adina Gleeson

Training for the Portable Antiquities Scheme Sally Worrell

England’s Past for Everyone Catherine Cavanagh and Aretha George

Volunteering opportunities with the Young Archaeologists’ Club Nicky Milsted, YAC

Communications Officer

Buried under Bidford: historic environment records and a community project Christina Evans

Teaching archaeology: changing patterns in UK Higher Education Timothy Darvill

Teach archaeology, not (just) history John Collis

Schools and Further Education: engaging with the historic environment Don Henson

Course: Introduction to risk management Nick Waloff

The new British Archaeological Awards Alison Taylor

Archaeology and political advocacy Peter Hinton and Alison Taylor

W(h)ither the profession: a response Kenneth Aitchison

New members

Letters

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O N T E N T S

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S p r i n g 2 0 0 8 N u m b e r 6 7

C

2 3T h e A r c h a e o l o g i s t

Training and education

The plan for this TA is to look at issues of trainingfrom varying viewpoints. We therefore start withappreciative accounts of the scheme of bursariesthat IFA is running with support from the HeritageLottery Fund. Kate Geary sets the scene for this, andwe hear from individual bursary holders who areclearly now set for glittering careers in their chosenpathways. Commercial archaeological organisationsset out the professional ways they approachequipping staff with new skills, we hear from ProfTim Darvill on the new university approach toteaching archaeology, and learn how training isoffered to local government through EH’s HELMproject and to the public through VCH’s England’sPast for Everyone. We see how the needs of childrenare met through the Young Archaeologists’ Cluband those of new graduates through training infieldwork. From school children to senior managers,there are inspiring case histories and ideas andopportunities for training and education in this TA.

In the next TA we will look at responses to therecent IFA survey of members’ opinions of ourpublications and other services. One immediate

concern your Editor felt should be clarified is theYearbook and directory, which members felt should becirculated widely as a promotional tool. In fact,thanks to our publishers at CathedralCommunications, not only do all IFA members getcopies at no charge to IFA (we simply provideeditorial text and illustration), but it is circulated forfree to 3000 architectural, civil engineering andsurveyors practices, government agencies andamenity groups, developers and specialist buildingcontractors, local government officers andenvironmental impact consultants, and is thereforean important way of informing vital sectors of thevalues of archaeology and the work of our membersand RAOs. The Yearbook should be coming throughyour letter box very soon and, apart from being auseful reference tool, we hope you feel it gives aworthy picture of the scope of our profession today.If not, please send your editor ideas for moreimprovement.

And a final reminder – have you booked yet for the IFA Annual Conference in Swansea, 18-20March? There may still be places available, so if you still need to do so, [email protected].

Alison [email protected]

Ed

it

or

ia

l FROM THE FINDS TRAY

Mary Rose Heritage Lottery successThe Mary Rose Trust has just heard that it has secured amajor grant from the Heritage Lottery Fund of £21 millionto complete conservation and to build a permanentmuseum in Portsmouth Historic Dockyard to house thehull and artefacts. The Trust has already received almost£7 million so far, and was looking for a total of £35 millionto preserve the hull and artefacts and display themtogether in a permanent museum.

Construction Skills Certification Scheme (CSCS)UpdateSeveral house builders and developers now require theCSCS card from all site visitors and operatives, and theyneed some form of accreditation in all tenders. There aretwo forms of card, the occasional visitor’s card (yellow)and the construction related occupations card (white).Each costs £25 and the test £17.50 plus VAT. There is notraining but All the questions and all the answers for theCITB Health and Safety Test published by CITB (ISBN1857512137) is available. Book the test and apply for thecard online via www.cscs.uk.com.

Finds Group seminar: Slags and wastersWednesday 4 June 2008, LAARC, Eagle WharfRoad, LondonSpeakers including Lynne Keys and RoyStephenson will talk about aspects of industrialresidues, including metal working and potteryproduction. The seminar will be complemented bya hands-on workshop in the autumn. See IFAFinds Group webpage for full programme, joiningdetails and application form.

Details: Nicky Powell [email protected]

Contributions and letter/emails are always welcome. TA is made

digitally available through our website 6 months after publication and if

this raises copyright issues with any authors, artists or photographers,

please notify the editor. Accessed digitally, web links are especially

useful in articles, so do include these where relevant. Short articles (max.

1000 words) are preferred. They should be sent as an email attachment,

which must include captions and credits for illustrations. The editor will

edit and shorten if necessary. Illustrations are very important. These can

be supplied as originals, on CD or as emails, at a minimum resolution of

500 kb. More detailed Notes for contributors for each issue are available

from the editor. Opinions expressed in The Archaeologist are those of the

authors, and are not necessarily those of IFA.

EDITED by Alison Taylor,

IFA, SHES, University of

Reading, Whiteknights,

PO Box 227

READING RG6 6AB

DESIGNED and TYPESET

by Sue Cawood

PRINTED by Duffield

Printers Ltd (Leeds)

Notes to contributors

Themes and deadlines

Summer: Archaeology and

archaeologists in Europe

deadline: 1 April 2008

Autumn: IFA Conference papers and

Annual Report

deadline: 15 June 2008

S p r i n g 2 0 0 8 N u m b e r 6 7

Museum of London seminar: London delftwarestudy daySaturday 17 May 2008, LAARC Eagle Wharf RoadThis seminar will coincide with the launch of a newMoLAS publication on excavated delft productionsites. This will be an opportunity to hear about newand recent finds and visit MoL reserve collections.

Details: Museum of London box office, Tel: 0870 444 3850, [email protected]

IFA Finds Group list of specialists The IFA Finds group is now maintaining a list of specialists athttp://www.archaeologists.net/modules/icontent/index.php?page=202 (or find via the Find Group’s page on IFA’swebsite). There are currently 90 specialists on the list, fromanimal bone to worked stone. It includes freelance findsworkers as well as individuals in contracting organisations.The list will be updated regularly, and may be modifiedsubject to user feedback. It is open to members and non-members of IFA, and is intended to help locate those workingand researching in a specific subject.

If you would like to be included, contact [email protected].

Phil Mills, Chair IFA Finds Group

Delftware saucers from Glasshouse Street © MoLAS

CPD4 5T h e A r c h a e o l o g i s t

All around us the archaeological profession

is being reshaped into the ‘Historic

Environment’. Archaeologists are called

upon to deal with historic buildings, wrecks

and landscapes while coping with the

constant flow of new technologies and

approaches. If you want to keep ahead, to

seek an edge that will give you a better

chance of that new job (and its higher

salary) you need to show more than just

enthusiasm on your CV. You need training,

and you need to keep training throughout

your career to stay up to date. As is often

the case, it is best to do this little and often:

it isn’t rocket science but it does need

thought and some record keeping. There is

a term for this: Continuing Professional

Development, CPD.

In 2000, IFA launched its CPD programme, bringingus into line with professional institutes such asRIBA, RICS, IHBC, ICON, et al. The difference isthat with them, CPD is compulsory whereas for IFAit has been a professional obligation for members tomaintain, enhance and update their skills andcompetences (see note attached to rule 1.4 of theCode of conduct). That is about to change. IFACouncil has decided that members will soon notonly have to demonstrate their competence whenjoining the Institute, but must show they arekeeping their skills up-to-date through personalcommitment to CPD. IFA staff and members of theProfessional Training Committee are working onupdating the CPD guidance to members – a starthas been made by Roger White, chair of PTC, whohas produced a guide (www.archaeologists.net>training >CPD or http://tinyurl.com/2fwz88) –

and further material will be produced soon.Updated guidance to Validation committee andrevised sections of the Applicants’ Handbook will becomplete by our 2008 AGM.

This will then be tested by Council members andother volunteers by April 2009, allowing refining ofCPD guidance and the Applicants Handbook, forimplementation from AGM 2009. From that point,we will expect new applicants to submit PersonalDevelopment Plans and CPD logs as part of thevalidation process, and an annual random sample ofa percentage of the membership will be asked toproduce CPD evidence to maintain membership (aswell as Council members, candidates to join Counciland IFA staff).

This may seem like box-ticking and we appreciatethat some may feel this is irrelevant: ‘I know how todo my job and why should I have to prove it?’ Itisn’t irrelevant. For a start, it will mean that thepublic, our clients and other stakeholders can haveconfidence in our work and its quality because wecan demonstrate that our skills are current andcontinuously updated. From a more personal pointof view, the process allows us to identify strengthsand weaknesses. It permits us to take a look at thedirection we are going, and at the new opportunitiesthat might arise as a result of new initiatives orprocedures. In short, you can translate CPD in twoways: Continuing Professional Development, orContinuing Personal Development: both will be ofinterest and value to members of IFA at whateverlevel.

Kenneth AitchisonIFA head of professional development

Roger WhiteChair of IFA Professional Training CommitteeUniversity of Birmingham, Institute of Archaeologyand Antiquity

CONTINUING PROFESSIONAL DEVELOPMENT: a brave new direction for IFAKenneth Aitchison and Roger White

The Archaeology Training Forum is therepresentative body for organisationsconcerned with training provision anddemand in the UK’s historic environment.IFA works closely with other organisationson this Forum to make sure that trainingfor archaeologists at all stages in theircareers is taken forward in an effectiveand connected way.

The Forum is aware that there are longstandingproblems with career development, that entryroutes to professional archaeology are limited,career progression is difficult, the sector lacksdiversity and pay is poor. The Forum considers thatengaging with skills issues is one good way toaddress these issues, and has developed a vision

Demand for structured and appropriate training ishigh across the archaeological profession and theavocational sector, and this demand is likely toincrease as external drivers, including the WhitePaper on heritage protection, the Leitch report on skills,and governmental housing policy will all contributeto the growth and development of the sector. So far,development of National Occupational Standardsand the NVQ in Archaeological Practice have beenkey initiatives, but their use and accessibility stillneed to be strongly supported before they fullyrealise their potential. Provision of relevant

information will be one key component and furtherdevelopment of the Forum’s dedicated traininginformation service (www.torc.org.uk) will berequired.

The Forum’s specific aims, all focused on that visionfor the future of archaeological training and careerdevelopment, now include

• working closely with Creative and CulturalSkills, the Sector Skills Council

• supporting the NVQ in Archaeological Practice

• using the National Occupational Standards inArchaeological Practice

• supporting learners at work and workers inlearning

• embedding Apprenticeships

• supporting the avocational sector.

These aims will lead to specific initiatives,contributing both to ATF’s Vision and the future ofthe archaeological profession in the UK. Aconference is being planned in mid 2008 to publicisethe achievements to date and foster debate on thenext steps.

Kenneth AitchisonIFA head of training and standards

Mike HeyworthChair, Archaeology Training ForumDirector, Council for British Archaeology

Kenneth Aitchison and Mike Heyworth vision

S p r i n g 2 0 0 8 N u m b e r 6 7

for archaeology to be a meritocratic discipline that is open

to all, with archaeologists able to gain qualifications that

demonstrate their expert skills, competence and

knowledge and whose capabilities and achievements can

be appropriately valued and rewarded.

The Archaeology Training Forum

7T h e A r c h a e o l o g i s t6

We always knew these placements would bepopular, given the lack of opportunities forstructured training in archaeology. What we weren’tsure was the response from potential hosts. After acautious start however we have organisationsqueuing up, and the experience of hosting aplacement has been found extremely positive for theorganisations involved. Organisations offeringplacements have ranged from national agencies(English Heritage and the Royal Commissions),through local authorities and universities toindependent companies and charitableorganisations. In some cases trainees are employeddirectly by the host organisation and in others byIFA and seconded to the host. All placements have astructured training plan identifying the aims of theplacement and how they will be achieved, alearning agreement recording trainee achievements,and a three-way contract formalising the roles andresponsibilities of trainee, host and IFA.

Funding from the Heritage Lottery Fund isspecifically targeted at capacity building: it is notHLF’s role to fund training for the sector and therewill be no extensions or opportunities to apply forfurther grants. Sustainability has been a concern fromthe outset, and the success of placements hashighlighted the demand for high quality training ofthis kind. The English Heritage EPPIC placementscheme, now also administered by IFA, has beenequally successful and, while funding for placementsin 2008/9 has recently been confirmed, it isdetermined on a year by year basis. To secure longterm sustainability we now need other organisationsto take up the model of structured training and to useit their own workplaces. To this end, documentation

– training plans, learning agreements, contracts etc –is available on the Bursaries page of the IFA website.These can be downloaded and adapted by thoseintroducing structured training schemes or toformalise current on-the-job training.

For the second year, HLF and EPPIC placementschemes will be showcased at IFA’s annualconference. Details, with case studies and podcastsfrom last year’s conference, are available athttp://www.archaeologists.net/modules/icontent/index.php?page=156. Placement opportunities forthe third year of the project have now beenfinalised, but organisations wishing to offerplacements for the final year will find details of howto proceed on the website too.

Kate GearyIFA training and standards co-ordinator

My 12 month HLF internship in zooarchaeology at

Cardiff University finished in December. Having

completed a Masters in osteoarchaeology shortly

before applying for the position, I had already

learned techniques of zooarchaeological analysis

but found it difficult to get employment using the

skills I had gained; the same stumbling block

always arose – lack of professional experience.

The placement provided me with tremendouslydiverse experience, and also opportunities todevelop a range of zooarchaeological skills to aprofessional level under the guidance of wellestablished specialists. The bulk of my time atCardiff has been spent analysing skeletal materialand writing the resulting assessments and reports.This has included research on faunal assemblagesspanning the Bronze Age to post-medieval periodfrom the whole of Britain, and incorporated analysisof birds, small mammals and amphibians. Inaddition I gained experience of the isotopic analysisof skeletal material at the McDonald Institute,Cambridge, and assisted with the maintenance andexpansion of Cardiff University’s referencecollection and creation of a website for CardiffOsteoarchaeological Research Group. I have alsobeen fortunate enough to work on projects in Wales,Scotland and Albania.

Dissemination of research findings has been acrucial feature of the internship. I have presentedpapers and posters at several British and Europeanconferences as well as publishing two academicpapers. This has ensured that my work has beensubject to academic rigour and is completed to aprofessional standard.

Since the placement, I have extended researchcarried out during the internship on skeletalmaterial from later prehistoric British middens aspart of an AHRC-funded PhD at Cardiff. Mychances of obtaining funding were unquestionablyenhanced as a result of the workplace learningbursary scheme, which has furnished me with theskills and experience to embark upon a career inzooarchaeological research.

IFA internships are beneficial to all parties.Successful applicants gain valuable experience andtraining, institutions get enthusiastic trainees, andarchaeology as a discipline benefits from moreskilled individuals with professional experience

Richard MadgwickSchool of History & ArchaeologyCardiff UniversityHumanities BuildingColum DriveCardiff CF10 3EU029) 20879049

[email protected]

Workplace Learning Bursaries – a training successKate Geary

Benefits of bursaries:

Zooarchaeology at Cardiff Richard Madgwick

S p r i n g 2 0 0 8 N u m b e r 6 7

Back in 2006 we reported on our successful HLF bid to fund

workplace learning bursaries. Now, half way through a four-year

programme, eighteen bursaries have been awarded in specialist

areas as diverse as finds and environmental work, buildings

recording, digital archaeology, maritime archaeology and rural

heritage management. Eight placements have been completed,

with two trainees leaving their placements early after successfully

applying for jobs. So far, all our completers have moved on to

jobs in related subjects or to further study. Case studies (p7–9)

give a flavour of placements; more information is available on

the IFA website (below).

Gemma Hudson, IFA bursary holder, learning

and working with AOC Archaeology

Practical training: zooarchaeology at Cardiff

bursaries

bursaries

T h e A r c h a e o l o g i s t

My HLF bursary post was split between the

Archaeology Data Service (ADS) and Internet

Archaeology, both based at King’s Manor, York. The

two roles required different skills and techniques

although there was some overlap.

At ADS, my tasks included website design,validation and maintenance, production and editingof the online ADS newsletter, and creation andmounting of both standard and non-standardproject digital archives. Whilst working for InternetArchaeology I was involved with creation ofmetadata for new and old articles, proceduredevelopment, mark-up of new articles, liaising withauthors, marketing, and learning different aspectsof electronic publishing. I was also able to sit in onthe lectures and practicals for the Masters inArchaeological Information Studies. This teachinginvolved working with GIS, 3D modelling, theory,archiving and electronic publication.

The first archive I worked on at ADS was Quantifyingthe Functional Utility of Handaxe Symmetry: AnExperimental Butchery Approach (http://ads.ahds.ac.uk/catalogue/resources.html?butchery_ba_2006). Thiswas a good collection to start with, as the downloadsconsisted of simple PDF files and it was easy to learnhow to create, preserve and disseminate these. By thetime I left York, though, I had worked on a greatvariety of archives and collections, my final projectbeing The Silchester Project: Roman Town Insula IX. TheDevelopment of an Urban Property c. AD 40-50 – c. AD250 (http://ads.ahds.ac.uk/catalogue/resources.html?silchester_ahrc_2007), a complex collectionwhich the authors wanted as an interactive databasewith image gallery. The archive would also beavailable through an Internet Archaeology article aspart of the Linking Electronic Archives andPublication project (LEAP).

For the journal I marked up articles for publicationand creating metadata. I also went through backissues to bring the XHTML and occasionally the CSSup to date. The task with most responsibility waspublication of the Mesolithic themed Issue 22(http://intarch.ac.uk/journal/issue22/) – everythingfrom liaison with authors through to publication.

I now work as a Research Assistant in the Universityof Reading, working on the JISC-funded VirtualEnvironments for Research in Archaeology project,where we hope to create a way for archaeologists tocapture and share information digitally before,during and after excavation. My role is to translatethe wishes of the Silchester team into something forthe Systems Engineering RA to work on. I am alsodeveloping on-site training for staff and students sothey can use new technologies for digital recordingand evaluating the performance of our trials.

I don’t think I would have stood a chance of gettingthis job without the experience I gained from myplacement and think that the practical opportunitiesthey give people are a fantastic and useful idea.

Emma Jane O’Riordan Research Assistant, Virtual Environments for Researchin ArchaeologyDepartment of Archaeology, University of ReadingWhiteknightsReading RG6 6AY0118 378 7564 [email protected]

Under the supervision of Graeme Cavers at AOC

Archaeology Group, the HLF bursary holder,

Gemma Hudson, has gained experience in survey

techniques such as short and medium-range laser

scanning, differential GPS and total station survey.

She has conducted surveys on sites across

Scotland varying from historic building recording

and landscape survey to experimental

archaeology, her work ranging from field survey to

data processing and producing the finished article,

whether this is 3D data representation, CAD

drawing or illustration for the client.

Gemma has built on her existing CAD skills andproduced a wide range of detailed 2D elevationdrawings, plans and sections of buildings whichshe had assisted in scanning. She has also got togrips with processing the point clouds producedby laser-scanning and manipulating them for usein AutoCAD or for production of video or imagerepresentations. She has gained archaeologicalsurvey skills using survey grade GPS and totalstations, and has become central to the company’sstrategy in disseminating these skills more widelythroughout its staff. Other skills include collating,analysing and presenting surveyed data usingmapping, GIS and illustration packages such asArcGIS, AutoCAD and Adobe Illustrator. UsingArcGIS, large data sets are managed to producedata terrain models of various types and todevelop find translocation models fromexperimental archaeology projects. This work feeds into development of AOC survey techniquesto ensure we create the best archaeological records possible, as well as providing clients withthe most useful data and illustrations, along withimproving archiving methods. She is also training other AOC staff to use the survey

equipment, embedding survey skills within allAOC fieldwork staff.

Success of the bursary so far is evident fromGemma’s handling of survey data and in thenumber and quality of surveys that AOC haveaccomplished using her skills. The placement hasdeveloped the skills of the bursary holder, as wellas helping to develop and refine the companypartners’ survey expertise more generally.

Gemma Hudson and Graeme CaversAOC Archaeology Group

8 9S p r i n g 2 0 0 8 N u m b e r 6 7

bursaries

bursariesBenefits of bursaries:

Computing at York Emma Jane O’Riordan

Benefits of bursaries:

Digital surveytechniques Gemma Hudson and Graeme Cavers

The Silchester Project, an interactive database with image gallery

Gemma Hudson, laser scanning the environs of Ormaig rock art, Argyll

Headland has always recognised the valueof investing in training, for qualified andtrained staff are a rare commodity, but thechallenge has always been in predictingfuture needs. Now we are trying to pre-empt problems and resource skills gapsbefore they develop. It has only been bydeveloping and investing in the systemsand structure identified below that wehave been able to grow and to deliver aconsistent quality service to our clientsand opportunities for career developmentto our staff.

Company structureFirst attempts at informal training included writtenguidance aimed at standardising procedures.Practical guidance too was always useful, but it wasnot until mapping the company against NationalOccupational Standards (NOS) that a structuredtraining programme began to develop. These totallychanged the way we looked at training and careerdevelopment. Previously, our training was focused

on skills and knowledge. NOS changed thelanguage. Skills and knowledge were still importantbut NOS replaced these with responsibility as theprimary focus to training. The mapping process wasnot easy, but, as a result of this exercise, Headlandwas able to identify five levels of responsibility andthen to define the roles needed within theorganisation for the company to perform moreefficiently. The process, known as Functionality,looked at what roles the company needed and whatroles hold responsibility, without reference toavailable staff. The aim was to define a companystructure where responsibilities and roles are clearlymapped out.

Training auditAs with NOS mapping, creating a functionalstructure was painful and tortuous, but this nowprovides a clear framework, allowing us to providestaff with new job titles accompanied by functional,NOS compliant, job descriptions that clearly definethe roles and responsibilities expected. With astructure in place, we could run a training audit,asking staff what training they needed, withreference to their new job descriptions. It alsolooked separately at the company’s needs, aimingto identify potential skills and/or knowledge gapswithin the functional structure. This ran parallel toan annual review system which allocated allpermanent staff a line manager who, together withthe employee, defined personal developmentobjectives and reviewed them every six months.

The aim now is to set up a structure where annualreviews are complemented by an annual skills auditwhich feeds back into the annual review process bydefining a series of broad areas where linemanagers can target training and development.Known as ‘Key Results Areas’ the intention is tofocus staff training in areas where staffdevelopment complements the company’s needs.We need to allow training to be bought in, set upand programmed while also listing objectives byindividual so that individuals and line managerscan monitor career and professional development.

11

Training Headland ArchaeologistsMike Middleton

Company manualWe also want to build practical guidance resourcesinto a company manual of policies, procedures andguidance documents, providing something thatremains relevant, current and accessible. Our plan isto produce a comprehensive guidance index thatdefines why a task is important; who is responsible;what guidance is required or available and where itis located. The belief is that the guidance index willbe a small document providing a way into moredetailed guidance and identifying where guidanceis lacking. In this case, the index identifies who bestto talk to. It also identifies where guidance needs tobe produced.

With most structures and systems in place we arebeginning to see the benefits. Based on an agreedtraining programme, developed using the results ofthe skills audit and annual reviews, a budget can bebuilt into project costing calculations. A tangiblebenefit has been the ability to identify skills gaps.This enabled Headland to host an IFA HLF bursaryposition and also to define recruitment needs. Only through investment in training can wecontinue to deliver a quality archaeological serviceto our clients as well as the best possible career interms of development and advancement to our staff.

Mike MiddletonTraining Manager, Headland Archaeology Ltd,Edinburgh

Photographs: Brian Mac Domhnaill & Tom Small

S p r i n g 2 0 0 8 N u m b e r 6 7

What is a company

manual? Functionality

mapped out the

company’s structure and

defined roles,

responsibilities, policies

and procedures.

Combined with existing

practical guidance by

way of a guidance

index, it will provide

Headland with a

comprehensive guidance

document

Finds bag or finds tray?

Training can only

prepare you for so much

but having a clearly

defined structure

supported by clear job

description that defines

roles and responsibilities

makes it easy for staff to

know when to seek

support and who from.

How do you decide who

is more senior between

various specialists? The

National Occupational

Standards in conjunction

with Functionality

allowed Headland to

differentiate by mapping

out their roles and

responsibilities rather

than trying to

differentiate using their

very different skills and

knowledge.

10 T h e A r c h a e o l o g i s t

MoLAS

T h e A r c h a e o l o g i s t 13

It is widely recognised that cultural heritageconsultancy is a discipline in its own right and, aswith archaeological fieldwork and post-excavationwork, requires development of a broad range ofspecialist skills over a number of years. Over thelast year, the Museum of London ArchaeologyService (MoLAS) has introduced a six-month in-house training programme that provides firmfoundations on which to develop the necessaryskills and knowledge required of consultancy work.Trainees are selected internally with an interviewand written test (a simple map regression exercise;essentially to see if they have reasonable writingskills). The successful candidate is given anintroduction to the current legislative and planningframework (how it came about and how it isapplied); client/curator/ contractor relationships;the purpose, sources and content of archaeologicaldesk-based assessments (DBAs) and EnvironmentalImpact Assessments (EIAs), and the types ofmitigation strategies that might be recommended asa next stage of work.

The training is acquired whilst working on projects,under close supervision. The principles ofcontinuous performance management are applied,and progress is reviewed with a formal appraisal at

three months. Subject to satisfactory progress, thetraining is extended for a further three months.Following a final appraisal at six months, uponsuccessful completion of the training, the candidateis taken on as core staff within the MoLASAssessment Team.

Skills that the training aims to develop include

• report writing• figure preparation• knowing the range of data sources available for

consultation • using archives, record offices and local studies

libraries• understanding legislative and planning policy

frameworks • understanding geology and topography and

using geotechnical data • assessing past impacts• understanding the range of potential impacts

from various construction activities • understanding architectural and engineering

drawings • making the most of site visits, use of correct

recording procedures, interpreting earthworks• identification and interpretation of features

visible as cropmarks or earthworks on airphotographs

• characterising the historic landscape• developing sound judgement regarding

archaeological potential and significance • outlining suitable mitigations strategies and

recommendations for further work • understanding Environmental Impact

Assessment methodology and approach• learning to communicate with the clients and

other specialists• using ArcGIS (Geographical Information System)

and Aerial (air photo rectification software)

For the client, DBAs (and in particular EIAs), areimportant at an early stage of the planning process.The assessment needs to be ‘fit for purpose’,consulting the right sources, with the correctconclusions regarding archaeological potential andthe archaeological implications of the developmentproposals. The study often goes on to form thebedrock for subsequent stages (ie fieldwork).

The current market for archaeological assessmentwork is competitive. Goodtraining is essential in order to beable to produce high qualityassessments within the timescalestypically required of thecommercial archaeology. It isunrealistic to expect someone withlittle or no consultancy experienceto achieve this withoutconsiderable training (regardless ofwhether the individual hassubstantial fieldwork experience).‘Getting up to speed’ is one of thekey training goals but in realitycan take years. Good training isessential preparation for aworking environment that has theconstant pressure of delivery anddeadlines, often entailing workingsimultaneously on a number ofprojects at differing stages ofcompletion. Not everyone issuited, and this often emergesduring the training.

Several staff have been trained inthis way and are now valuablemembers of the Assessment Team.This has been achieved without itbeing a significant overhead to theorganisation. We are now lookingat a range of possibilities forextending the training, withpartnerships and secondments toother organisations, and linkingup with other environmentalspecialists.

Jon Chandler Assessment ManagerMuseum of London ArchaeologyService

12

in heritage consultancy with the Jon ChandlerTraining Museum of London Archaeology Service

S p r i n g 2 0 0 8 N u m b e r 6 7

MoL

AS

Archaeological features map. Crown Copyright. City of London 100023243 2007

Horwood’s map of 1799, georeferenced

MoLAS Assessment Team uses the latest

technology, including ArcGIS, AutoCAD

2007, air photograph rectification

software, and Rockworks deposit

modelling software. The team is supported

by in-house specialists on the built

heritage, geoarchaeology and geomatics.


For more information on the Nautical ArchaeologySociety, see www.nauticalarchaeologysociety.org

Mark Beattie-EdwardsProject ManagerNautical Archaeology [email protected]

assessment can also be difficult on real sites and theresults difficult to quantify. Imagine supervising atrainee on land excavating fragile organics, with agale blowing them away while a fog reducesvisibility to less than a metre! To overcome this,NAS has developed a simulated underwaterexcavation course as part of its Part 3 modules,where a simulated stratified site is created within abox that the students are required to excavate,record and interpret. Archaeological practitionerswill still need evidence that they have excavatedreal sites satisfactorily, but NAS believes that themost accurate assessment of competence can bemade when the assessor already knows what theexcavation should reveal.

So what will the future of vocationaltraining look like for maritime archaeology?The aspiration is that the VocationalQualification will become an acceptedmeasure of workplace skills within ourprofession, and that employers and curatorswill take the qualification seriously enoughto consider it a valuable employee andvolunteer commodity.

The first officially recorded training coursein underwater and foreshore archaeologyprovided by the Nautical ArchaeologySociety (NAS) was delivered in 1986 atBristol University. Since then, NAS has seen 10,000 people attend its UK trainingevents and has exported the trainingprogramme to twelve countries around theworld. Now, NAS is becoming anassessment centre for the new VocationalQualification in Archaeological Practice.

Protection and educationSuccessful development of the NAS trainingprogramme stems from mass participation ofvolunteer divers on the Mary Rose project. This‘community archaeology’ excavation significantlyraised the public profile of underwater archaeologyand was followed in 1989 by the important policypaper Heritage at Sea, which was presented to theUK government by the Joint Nautical ArchaeologyPolicy Committee. That document set out proposalsfor the ‘better protection of archaeological sitesunderwater’ and included the statement that‘education can play almost as important a role aslegislation in the protection of the underwater culturalheritage’. With funding from the Department ofNational Heritage (now DCMS) in 1991 it paved theway for NAS to develop a modular training syllabusthat positively encourages public participation inmaritime archaeological investigations.

Accreditation Although widely accepted as an indication oftraining and skills in archaeological techniques theNAS Training Programme has never been accreditedby an awarding body as a formal qualification. Aspart of a strategic review NAS has now identifiedthat the Vocational Qualification will provide a route

to a nationally recognised measure of competency atboth project officer grade (Level 3) and projectsupervisor/manager grade (Level 4). NAS hasalready registered its interest with EDI to establishitself as an assessment centre, has registered twoassessors and one internal verifier, and has got itsfirst candidate (an IFA HLF Workplace Bursarystudent) enrolled at Level 3.

Formulating the mechanics and resources requiredto deliver the qualification is more complicated. Thefirst step has been to look critically at the currenttraining programme and to map it against theNational Occupation Standards (NOS) forArchaeological Practice. As a direct result of thisreview NAS has already introduced a new modulewithin its Part 3 syllabus on Managing Archaeology.

Competent practitionersWhen looking at the pedagogy of the NASprogramme and incorporation of the vocationalqualification it becomes apparent that the twoprogrammes already overlap well (see flowdiagram) – both are modular, learner-centric andincorporate a variety of assessment methods(courses, practical assessment, report and portfoliosubmission) and at their core both aim to create acompetent practitioner who is an asset to thepractice of archaeology.

Simulated underwater excavationOf course there are still issues that require formaldefinitions for assessment purposes and agreementwith the NVQ awarding body. For example, can ashipwreck be constituted a workplace? And will it bepermissible to assess competence in underwaterexcavation in a simulated environment rather thanon an actual site? NAS believes that using asimulated environment for assessment exercises ismore appropriate than excavating a real site, asunderwater excavation is rarely undertaken andshould be carried out by people who can alreadydemonstrate their competence. The logistics for

S p r i n g 2 0 0 8 N u m b e r 6 7

Underwater excavation

course using a

simulated archaeological

site. Photograph: Mark

Beattie-Edwards

Flow diagram of NAS training programme and that proposed for implementation of the NVQ with the NAS

Wet Dreams –future training in maritime archaeologywith the Nautical Archaeology SocietyMark Beattie-Edwards


oastal and marine archaeology, as part of thebroader discipline of archaeology, involves a whole

range of cross-cutting specialisms: maritime history or techniques of investigation, for

example. A degree of specialism in the business ofarchaeology is also required, which again can besupported by training in, for example, marinelegislation, Environmental Assessment, MS Projectand so on. There is also training required simply to‘be’ at the coast or at sea. This training is principallyconcerned with staying alive in a hazardousenvironment.

The most obvious example is diver training. Divingas such is not too difficult, and tens of thousands ofpeople go diving recreationally with relatively littletraining, and without mishap. Diving at work is abit different and, generally speaking, needs acommercial diver training course recognised by theHealth and Safety Executive (HSE). There areseveral levels of training available. At WessexArchaeology we require ‘HSE Surface Supplied’(previously known as HSE III) as a minimum.

Commercial diver training is expensive and requiresa 5-6 week course. Wessex is not able to meet allcosts, but does support staff with leave and softloans. Divers also need to pass a medicalexamination each year, and to maintain First Aid atWork (FAW) training, preferably including OxygenAdministration. Wessex meets these costs directly,and we also assisted a local doctor in becoming‘HSE-recognised’. We also provide paramedictraining for selected diving staff. As a member of theAssociation of Diving Contractors (ADC), we alsosupport the ADC Diving Supervisors Scheme, whichinvolves pre-qualification on the basis of experienceplus an examination, a benchmark for assessingcompetence in supervising diving operations.

People working offshore also have medicalexaminations for work, and all staff involved incoastal and marine work – on survey boats, on thewaterside or on dredgers, for example – undertake aone-day course in Personal Survival Training. Most

Coastal and Marine staff have also undergone VHFradio training and training in boat handling.

Training alone will not make the sea safe, but it isan essential component – combined with the rightequipment and thorough safety management – inenabling staff to work confidently despite thehazards. And this, in turns, means that they can geton with doing good archaeology.

Antony FirthHead of Coastal and Marine ProjectsWessex Archaeology

‘It’s a Catch 22 situation’. How oftenhas this been said by recent graduatesdesperate to start a professional careerbut faced by advertisements requiringprevious professional archaeologicalexperience?

Wessex Archaeology took a step to address thisproblem in 1998, introducing a ‘bursary’ scheme for recent graduates. The scheme targeted talentedrecent graduates from our local universities whowanted to pursue a professional career but whowere starting from a position of no or very limitedpractical experience. Starting with Southampton, the scheme was expanded to include Bournemouthand Winchester.

Laura Catlin, who joined Wessex in 2004 fromSouthampton said that ‘having spent three years at university being told that there was no work incommercial archaeology and that jobs were likegold dust, the bursary scheme seemed like asolution to this problem. It offered 6 monthsexperience and employment, an opportunity toogood to miss.’

The scheme emphasises hands-on practicalexperience, with training and professionaldevelopment opportunities provided ascircumstances arise. Although the focus is onfieldwork, there are opportunities to gain experienceand learn skills in other areas. Laura added ‘I was

taught other skills like finds and environmentalprocessing, surveying and training in how toresearch and write a desk-based assessment.’ StellaDe-Villiers (2007) also acknowledges that theexperience she has gained has been ‘important in myfuture career. This scheme definitely has a future’.

Inevitably the bursary introduces recent graduatesinto situations that could not have been anticipatedat university. Mike Dinwiddy (1999) recalls findingladies’ suspender clips during a metal detectingsurvey near Gravesend. With remarkable insight,not to say knowledge of underwear, he interpretedthis as representing the high numbers of land girlsworking the fields of Kent during the second worldwar.

Today, virtually all the participants are stillemployed by Wessex Archaeology, although thescheme also provides a platform to move into otherareas. Catharine McHarg, for example, is nowEducation Officer at the National MonumentsRecord Centre, Swindon. The most senior is GailWakeham who joined in 1998 and is now a SeniorProject Officer. She says ‘Wessex has an excellentcareer structure; if you’re willing to work hard youcan progress if you want to’.

Wessex Archaeology’s home grown scheme may notbe as well structured as the recent and successfulEPPIC and HLFfunded WorkplaceLearning Bursaries,but it has encouragedand supported severalgraduates in achievingtheir ambitions ofhaving successfulcareers. As LauraCatlin says ‘thescheme not only has afuture at Wessex but issomething that shouldbe considered by otherarchaeological units’.

Roland SmithWessex Archaeology

Setting off safely. Copyright Wessex Archaeology

Getting started:

bursary schemes

in WessexArchaeology

Roland Smith

S p r i n g 2 0 0 8 N u m b e r 6 7

Wessex Archaeology’s

successes through the

bursary scheme, Laura

Catlin, Mike Dinwiddy,

Stella De-Villiers and Gail

Wakeham

SAFETY TRAINING at SEAAntony Firth

C

Training alone

will not make

the sea safe, but

it is an essential

component in

enabling staff to

work confidently

despite the

hazards.


The QAA Subject Review of Archaeology singledout the Silchester Field School, run by theDepartment of Archaeology at the University ofReading, in 2001: ‘It…provides a coherent and well-delivered field course much appreciated bystudents. It is an example of the integration ofresearch and professional practice into theundergraduate programme and allows directexperience of field methods, interpretation andcommunication with the public.’ Each year over 300participants take part in the excavation, which runsfor six weeks. Alongside Reading undergraduatesthere are students from other universities, overseasstudents, A-level students, mature students andthose attending out of interest.

Developmental training programmeOver the last six years, the Field School hasprogressed to providing a developmental trainingprogramme. The first two weeks at Silchester providea theoretical basis which is consolidated during thesecond fortnight. A teaching and learningenvironment is created which combines short talkswith regular hands-on experience, encouraging

students to work in small groups to solve problemsand assess challenges. All students gain transferableskills, interacting with the public on Open Days,working with visiting schools and devising teamsituations to solve archaeological problems (and toget the toilets cleaned and the tea made!). Themodule assessment focuses on self-evaluation,continuous assessment and a practical on-site ‘exam’.

Doing and teachingAll participants are trained to be ‘thinking’ fieldarchaeologists and take full responsibility (undersupervision) for excavation and recording of theirown area – and are encouraged to follow thisthrough into post-excavation processes, anunderstanding of the site’s IntegratedArchaeological Database and the part their ownrecords will play in the project’s web-basedpublications. The best way to learn is to do it, andthe second best way is to teach someone else – andSilchester provides this fully inclusivearchaeological experience to all participants.

First contractsAt Reading, a compulsory module, ProfessionalCareers in Archaeology, ‘aims to introduce studentsto a wide range of activities and duties undertakenby professional archaeologists in Britain’ (Part 2Module Handbook). The module uses professionalfield archaeologists (eg from Oxford Archaeologyand Cotswold Archaeology), who offer practicaladvice on gaining that first elusive field contract.Students are encouraged to explore availableopportunities, to think ahead and create a portfolioof achievements. Assessment on this module is viawritten exercises covering self-assessment, careerprofiling and self-promotion.

19

Traineeships Within the Department, a second year FieldworkGroup consists of students who want a career infieldwork. These students receive details ofexcavations and other projects and often use thesefor dissertation topics, thus allowing integration ofpractical and academic work. They also becomeeligible for Silchester traineeships, which addsgreatly to the student practical experience, expandstheir CVs and helps them onto the first step of theprofessional archaeology ladder. For a basic hourlywage, 44 hours a week, all trainees contribute to theinformal basic training of all newcomers to theirsupervisory team, undertake any excavation orrecording which requires an experienced eye, guideand encourage newcomers, be aware of site etiquetteand help enforce this within the team, and carry outduties assigned on a daily basis by their Supervisor.Up to ten Trainee posts are filled each season,including Finds, Planning and Science Trainees.Their training cannot simulate the workingenvironment of a pressurised commercial excavationbut it does the next best thing, helping students feelcomfortable in any archaeological situation.

Each season Silchester hosts representatives fromprofessional archaeological organisations, who talkabout opportunities and openings as well as givingadvice on how to apply for jobs. At this stage thetrainees can hand over their CVs and receive callsfor interviews. The Field School Director is availableto provide verbal references. The reputation of theSilchester Field School provides a ‘stamp’ whichhelps fast track Reading graduates into professionalvacancies, and to date all of our graduating thirdyears with a Silchester ‘Traineeship’ have walkedinto field posts.

EmploymentHow successful is Silchester at creating a linkbetween that first fieldwork experience andemployment? Look no further than OxfordArchaeology, the foremost local employer ofReading archaeology graduates. In 2005, OxfordArchaeology was the single biggest employer ofALL Reading graduates after the National HealthService. Not bad for a comparatively smalluniversity department and a degree often dismissedas being without job prospects. In 2005, 19% foundfull time work with a professional archaeologicalunit and in 2006 34% had. Oxford Archaeology itselfboasts over 22 Reading graduates currently in thefield and eight in the office.

The training excavation at Silchester thereforebridges undergraduate inexperience and thecompetitive world of the digger. Training andassessment at the end of the undergraduate firstyear lead to consolidation and broadening ofexperience in the second year both in the field andin the classroom, which in turn leads toresponsibility in the third year. The Reading degreeis designed to give equal weight to transferable andacademic skills, and the Silchester module isdesigned to provide an environment which fostersteamwork, numeracy, data-analysis andcommunication. Teaching and learning at Silchesterare an innovative combination of interactive on-sitesessions, reinforced by practical expression in a realwork situation.

Amanda ClarkeDirector, Silchester Field SchoolDepartment of Archaeology, University of Reading

Training for the profession:the S i l c h e s t e rexperience Amanda Clarke

‘Fieldwork constitutes an essential aspect of the engagement with professional practice’QualityAssuranceAgencyArchaeologicalBenchmarkingStatement

S p r i n g 2 0 0 8 N u m b e r 6 7

Teamwork in action

at Silchester 2006;

the Xth season of

work in Insula IX

(below)

Silchester’s teaching

and learning

environment

(below right)

A busy working day

at Silchester Insula

IX (below)

A teaching session in

Silchester’s marquee

(below left)


introduced. A morning at Tintagel introducedstudents to site presentation and management, aswell as engaging in non-invasive buildingsrecording on the chapel structure of St Juliot; (basicstructures of church or mosque are broadly similar).A visit to the Historic Environment Service atCounty Hall in Truro provided the basics ofcomputer databases underpinning the HER,planning issues, and the story behind creation of theCornwall and west Devon UNESCO WHS.

Such issues are alien to archaeologists in the UAEand many countries in the region, althoughrumours suggest the first Gulf HER might not be faroff. The pace of development in Abu Dhabi andDubai is well known; as exotically-shaped islandsproliferate off the littoral and new resorts takeshape, archaeology of the prehistoric and pre-Islamic periods is being lost. We have given food forthought, and for this we thank Steve Hartgrovesand his team for a stimulating morning.

HISTORICAL LINKSJoe Parsons left the students in no doubt of thehistorical significance of the landscape that theywere investigating, though Arthurian connectionshad to be treated with care (and yes, these areknown in the Arab Emirates). King Arthur’s Stoneis dated to approximately 540AD, and it would begood to know more about the people that lived herethen and in earlier years. In an interview on RadioCornwall, one of the more voluble students, Aziz alHajri, gleefully told our interviewer that he waslooking for coins or pottery which could link theTintagel region to his homeland in the Gulf. In fact,given the concentration of eastern Mediterraneanpottery at Tintagel in early medieval contexts hemay not be too far off the mark.

Information on Tintagel and its presentation isavailable at www.arthur-online.co.uk; theexcavation archive created by Nick Hanks atwww.handstones.pwp.blueyonder.co.uk/nickhanks/profexcavation.htm. Anyone interested in aneducational visit or for more extendedarchaeological training programmes please [email protected].

Niall Finneran Dept Art History and Archaeology, SOAS, LondonContinuing Education, University of [email protected]

Nick Hanks English Heritage, [email protected]

CONTEXT RECORDING FOR ARABIAThe programme had to be concentrated and wide-ranging, covering skills required in the heritageenvironment. Traditional approaches to survey weretackled by Nick Hanks and Geoffrey Tassie;Geoffrey has recently completed a field manual –Standards of archaeological excavation: methodology,recording techniques, and conventions: Field Handbook –for teaching in Southwest Asia and Africa, and thisformed the basis of the teaching material on site.The importance of recording in different media,photographic, drawn and written, was emphasised.Excavation focused upon the use of single contextrecording, which (especially in academic circles) israrely used in Southwest Asia and Africa, althoughthe situation is gradually improving. Traditionaltechniques prevail, and the three Cs – Clearance,Cleaning, and Claiming it – are still practised, witharchaeologists leaving labourers to excavate the siteand bring them finds. Our approach, (withsimplified context recording sheets translated intoArabic), placed responsibility upon thearchaeologist, and to our delight the studentsresponded very positively. In some small way, wemight have contributed to the development of fieldarchaeology methodology in the Arabian Peninsula.

ARCHAEOLOGICAL CONTINUUMA trip to Bodmin Moor under expert guidanceintroduced the concept of archaeological landscapethrough the environs of Rough Tor, where thearchaeological continuum of Cornwall, fromprehistoric to medieval to industrial, could be

Joe ParsonsArthurian Centre, Slaughterbridge, Camelford,[email protected]

Geoffrey TassieInstitute of Archaeology, [email protected]

The need for fieldwork training as part of a two-year museum studies course for seven students from the United ArabEmirates led to work at Joe Parsons’ sites(already tested in 2005 and 2006) at theArthurian Centre at Slaughterbridge,Camelford, North Cornwall. We can nowreflect on the experience of training sevenBedouin students in British fieldarchaeology during a week of fine weather, culture shocks (on both sides), and no end of excitement, overshadowedby the shades of Arthur.

LIFE AND DEATH, BATTLES AND GARDENSSlaughterbridge contains a useful range ofarchaeology, both historical and medieval, and isclose to the rich archaeological landscape of BodminMoor and the dramatic medieval sites of Tintagel.The site includes Old Melorn, a DMV withdistinctive standing walls infilled by shillit (slateaggregate) which, although hard to dig, makes foreasy recognition of features. Special interest attachesto the inscribed Ogham stone (popularly known asthe Arthur Stone) adjacent to the site, there areremains of an 18th-century garden constructed byLady Falmouth who then lived at Worthyvalemanor, and the river crossing is the allegedbattlefield of Camlann, King Arthur’s last battle intradition and also (more reliably) a skirmish betweenBritons and Anglo-Saxons in the 9th century.

S p r i n g 2 0 0 8 N u m b e r 6 7

Nick Hanks leads a

landscape archaeology

seminar in a prehistoric hut

circle on Bodmin Moor.

Photograph: G Tassie

Trowelling floor deposits

of the major structure at

Old Melorn. Photograph:

G Tassie

Aziz Al-Hajri critiques

English Heritage signage

at Tintagel. Photograph:

G Tassie

Niall Finneran explains

the finer points of

building recording at

Tintagel. Photograph:

G Tassie

(Middle) EAST meets (South) WEST: a cross-cultural approach to field training

Niall Finneran

23S p r i n g 2 0 0 8 N u m b e r 6 7T h e A r c h a e o l o g i s t

As a student I was involved in three seasons atSilchester (p18) but wanted also to get trainingsomewhere completely different. During Julytherefore I spent two weeks on a training dig inCumbria. The excavation was run by NorthPennines Archaeology (NPA) and was split into anongoing investigation into industrial archaeology atNenthead and a dig at Dilston Castle. I started atDilston where, in addition to excavating remains ofthe castle I was involved with filming down apossible drainage tunnel; exciting as no one hadgone quite that far before. At the mine we clearedout an old smelting hut, drew plans, took levels andlearned how to move a TBM. This work wascomplemented with photography at the nearbystone circle, finds washing and an introduction todigitising plans with CAD. We were taken on aguided tour of the mine and to places of localinterest such as Hadrian’s Wall, Penrith Castle andthe stone circle of Long Meg and her daughters. Thework was involved but not too strenuous; certainlynot as hardas other digs I have been onsubsequently, and the working party was onlyabout ten people, so there was little room forslacking.

I enjoyed the variety in the work and found theintroduction to local history useful. However, I feelthat I needed more than a fortnight to get properlysettled. The team members were mostly verywelcoming and the accommodation was good,although we had to cook for ourselves. The twoweeks cost £228, including membership of the NPAfor a year. The excavation was quite a change fromSilchester and the training felt more comprehensive.I would recommend it for any students wishing toexpand their skills base, though it would not beappropriate for more experienced diggers.

The majoradvantage withSilchester was thepotential fornetworking. Manyof my peersbecame trainee

supervisors and will no doubt work their way up tobeing supervisors. For students interested inworking for organisations such as Oxford or WessexArchaeology, Silchester is a great place to makethose connections. However, I think if students onlyattend Silchester, they will get an unrealistic pictureof what the wider world of archaeology is reallylike. My recommendation is to try Silchester, but tocomplement that experience with other digs.

As much as dig experience is necessary, working inother areas is also important. After graduating in2006, I started work for IFA as the part-time adminassistant. This has supplied excellent opportunitiesfor experience and training, notably observingmeetings of Council and Validation committee. Thelatter showed me what the IFA expect from amembership application – good experience and adedication to archaeology. The annual conferenceswere great opportunities to meet other membersand network. Getting involved behind the scenes isfun as well as useful.

Overall, working for the IFA has been a great helpand has increased my career options. I now have abetter understanding of what is required to getahead in the world of archaeology.

Richard ConstablePart-time admin [email protected]

22

Starting out in archaeology

Richard Constable

A few years ago, Annette Hancocks (then a FindsGroup committee member), carried out a surveyinto the state of finds work. One important questionregarded training; what training those who workedwith finds were getting and what they needed. Theanswers were diverse, but the same specialismskept cropping up: pottery, building materials andosteology. One of the first IFA Finds Group trainingsessions held was on human bone, which provedpopular and was over subscribed. Since then, theFinds Group has worked on a yearly programme ofa seminar in the spring, accommodating the AGM,with a hands-on session or workshopcomplementing it in the autumn. So far, humanbone, metal finds, building material and organicfinds have been covered. Other needs have provedso popular, notably building materials, that theyhave been held independently in other parts of thecountry.

The skills of a wide range of professionals have beentapped into and many have given freely of theirtime. Curators from museums, university lecturers,freelance specialists and archaeologists have allgiven papers and taken part in the workshops. Mostoften, the seminars and workshops have been held atthe London Archaeological Archive and ResearchCentre (LAARC), where the huge archaeologicalresource can be accessed. Here there is also space tolay out finds and examples. People giving papersand providing training come from all parts of thecountry.

At the end of each seminar, a feedback form isoffered and the comments collated and noted.Comments generally range from good to excellent,suggesting the level of training is right. This isimportant, as the sessions are targeted at all levels,

including students, archaeologists and findsworkers in varying stages of their careers as well asproviding continuing professional development.The answer to what other or further training isneeded then shapes the forthcoming workshop andthe themes for successive years.

The IFA Finds Group seminar this year will be Slagsand wasters. Speakers including as Lynne Keys andRoy Stephenson will talk about all aspects ofindustrial residues, including metal working andpottery production. It will be held at the LondonArchaeological Archive and Research Centre, EagleWharf Road, London on Wednesday 4 June. Theseminar will be complemented by a hands onworkshop in the autumn. Further details from theSecretary Nicky Powell, and keep an eye on the IFAFinds Group webpage for full programme, joiningdetails and a form.

The Finds Group seminar dovetails with a Londondelftware study day on Saturday 17May 2008 at Eagle Wharf Road, tocoincide with the launch of anew MoLAS publication onexcavated delft productionsites. This will be anopportunity to hear aboutnew and recent finds andvisit MoL reservecollections. Further details from the MoL box office (Tel: 0870 444 3850)[email protected]

Nicky Powell Museum of London Archaeology [email protected]

IFA FINDS GROUP TRAINING DAYSNicky Powell

FINDS GROUPAfter graduating from

Reading with a degree

in Archaeology I knew

that I wanted a career

in archaeology but in

what aspects, and how

should I start? Clearly I

needed more practical

experience before feeling

confident to apply for

the jobs I saw in JIS.

Queen Anne charger.

A London delftware

study day will be held

on 17 May

B U I L D I N G S K I L L S : training in buildings archaeology and conservation

Catharine Cavanagh

?

25S p r i n g 2 0 0 8 N u m b e r 6 7

What is buildings analysis?

What skills do you need for the job?

How do you acquire them?

Every practitioner will have a different answer.Whether your background is in archaeology,engineering, architectural history or conservation,the emphasis should be on understanding buildingsin their physical context and the people associatedwith them, not simply recording. Tasks range fromphysical repair and conservation to recording andadvice on heritage-led regeneration. These requireskills ranging from photography to social history, tomanagement and legislation, so a multi-disciplinaryteam is often the best approach.

Ways of learningThere are different ways of learning. What aboutwork-shadow, finding a mentor or a job swap? Whynot join a vernacular buildings group for practicalexperience? Local authorities, amenity societies andthe national heritage agencies provide writtenadvice on conservation issues. An extensive library

of English Heritage and local authority policy andguidance is available at www.helm.org.uk. Thereare books and websites on specific building typesand materials, while lectures and conferences are agood way of keeping up to date. The IFAconference, with a day on buildings archaeology,and IHBC’s annual school, are excellent CPD, as arethose run by the Association of IndustrialArchaeology, the Construction History Society andthe Historic Farm Buildings Group Conference.

IHBC has a requirement for each member toundertake 50 hours of CPD over any 2-year period,and IFA is working towards it being a compulsoryrequirement.

CoursesThe IHBC yearbook lists a wide variety of trainingcourses and events, and the Archaeology TrainingForum’s website, www.torc.org.uk, though it hasnot been updated since 2004, gives an idea ofcourses available. The education section of BritishArchaeological Jobs Resource www.bajr.org.ukwebsite has a useful course finder. They’re alsodeveloping an online CPD log, which will dovetailwith the IFA’s. It is also worth looking at what other

disciplines and professional institutes have to offer,such as IHBC, RICS, and so on.

English Heritage’s Professional Training in the HistoricEnvironment short courses at Oxford UniversityDepartment of Continuing Education are designedin association with the Archaeology TrainingForum, IHBC and IFA. These are repeated annuallyand include Architecture for Archaeologists and aBuilding Survey Week.

Accredited training For those interested in longer-term study, manyuniversities and other higher education instituteshave modules on the historic built environment,often as part of wider archaeological or landscapecourses. York University and Edinburgh College ofArt run MAs in Conservation Studies, while OxfordBrookes does MSc/PGDip/PGCert HistoricConservation and Ironbridge an MA in HistoricEnvironment Conservation. Reading University hasa distance-learning Postgraduate Diploma inBuilding Conservation based at The College ofEstate Management. Birkbeck offers standingbuilding recording as part of an MA Archaeologycourse, with the opportunity to visit developmentsites, and a Standing Building Recording Week atSyon House/Park.

In Scotland, Edinburgh College of Art offers an MAin Traditional Building Skills. These include craftssuch as brickwork, lime plaster, thatching andironwork, for which there is a shortage of skilledpractitioners. The Society for the Protection ofAncient Buildings (SPAB) has run repair coursessince 1950, while Dundee University and West DeanCollege (with the Weald & Downland Open AirMuseum in Sussex) provide building conservationmaster classes. Short courses at York are designed toupdate professional skills in the conservation andmanagement of a range of historic fabrics. TheConference on Training in ArchitecturalConservation lists more courses www.cotac.org.uk.Rural skills are kept alive in many areas, forexample by the Devon Earth Building Associationand the Devon Rural Skills Trust. Essex CountyCouncil courses at Cressing Temple includerepairing historic windows and timber framing.And societies offer training on specific materials,such as the Scottish Lime Centre Trust.

FundingEmployers should provide or pay for training, soensure they are part of your training plan.Organising and speaking at conference sessions canensure free entry. Also, conference organisers oftenoffer bursaries to students or hardship funds, as

does IFA. Funding for postgraduate courses isavailable from the normal sources, such as AHRC,and universities offer grants and studentships.

There are also opportunities for on-the-job training.IFA Workplace Learning Bursaries funded by theHeritage Lottery Fund offer industry-recognisedworkplace training built around the NationalOccupational Standards in Archaeological PracticeIFA also administers the English HeritagePlacements in Conservation (EPPIC) programme, inpartnership with English Heritage and IHBC.Another bursary scheme by English Heritage, theNational Trust, CADW, Construction-Skills and theNational Heritage Training Group has received HLFfunding for about 80 bursaries over four years,providing NVQ Heritage Skills Level 3,www.buildingbursaries.org.uk

IFA Buildings Archaeology GroupBAG is the biggest special-interest group in the IFA.Our newsletter has updates on policy, book reviews,articles and case studies, and it lists courses andconferences. It is also a means of publicising thework you do, and being on the committee is goodexperience!

Articles, information and case studies for thenewsletter are always welcome. Alternatively, whynot help the IFA train others by offering trainingplacements or helping to set up seminars withBAG? Conference papers are published on theGroups pages of the IFA website. Join BAG bycontacting [email protected]; it’s freeto IFA members and £10 for non-members.

Catherine CavanaghIFA Buildings Archaeology [email protected] (with thanks to David Connnolly, David Divers,Geraint Franklin and Jon Lowe)

Students studying

for Historic

Conservation MSc at

Oxford Brookes

University during a

fieldtrip to see

masonry restoration

at Hereford

Cathedral © English

Heritage,

photograph: Patrick

Booth


(HELM)

HELM

27S p r i n g 2 0 0 8 N u m b e r 6 726 T h e A r c h a e o l o g i s t

ince 2002 when TA last covered trainingand education (TA 43), one of the risingstars has been the English Heritage HistoricEnvironment Local Management (HELM)programme. Established in 2004, HELM

set out to provide local authorities with increasedskill and confidence to manage change in thehistoric environment. Over 3000 people from localauthorities have received HELM training, more than200 publications on key policy issues have beendisseminated, there have been half a million visitsto the HELM website and the e-newsletter goes toover 1000 people. Elected Members are HistoricEnvironment Champions in 62% of local authorities.

■ Diverse guidanceHELM support assists local authority officers(conservation staff and non-heritage professionals),as well as elected Members, and English Heritage iscurrently broadening the HELM audience toinclude other decision makers. Guidance tailoredfor distribution through HELM covers topics asdiverse as regeneration, housing, renewable energy,farming historic landscapes, areas of outstandingnatural beauty, historic school buildings, transportand streetscapes. In January 2008 policy documentswere published on mineral extraction and climatechange in the historic environment. These freepublications can be downloaded fromwww.helm.org.uk, or hard copies ordered [email protected].

■ CoursesHELM also offers free training for officers onspecific historic environment issues facing localauthorities. Last year’s programme includedtraining on new design in historic areas, historicarea appraisal and management, characterisation,assessing and managing farm buildings andmanaging change in churches. Forthcoming trainingevents and booking forms can be downloaded fromthe training section of www.helm.org.uk, orrequested from [email protected]. Professional Training in the HistoricEnvironment short courses are also offered inpartnership with Oxford University Department ofContinuing Education. Intended for historicenvironment practitioners and postgraduatestudents, these courses are designed by EnglishHeritage in association with the Archaeology

Training Forum (p4), IHBC) and IFA. A list ofOUDCE courses is available on the HELM website.The website also contains the latest publications,news and a database of case studies and localauthority guidance. An interactive map of Englishlocal authorities includes information on theirhistoric environment services. We are alwayslooking for ideas to improve the HELM website –contact [email protected].

■ Champions Historic Environment Champions perform a vitalrole in advocating the role of the historicenvironment. English Heritage provides trainingand advice, but Champions are most effective whenthey have a close relationship with their in-househistoric environment staff. If your authority iswithout a champion and you would like furtherinformation please email [email protected].

■ HELM in 2008One primary objective is to develop support forimplementation of the new heritage protectionsystem, as set out in Heritage protection for the 21stcentury (DCMS: 2007). Core activities will continue,with events covering topics such as the newheritage protection system, ‘enabling development’,new design in historic areas, master planning forthe historic environment, historic area appraisal andmanagement, assessing and managing farmbuildings, historic school buildings and managingchange in churches. Dates and booking forms areavailable on the HELM website training section.

New policy, guidance and standards will includeguidance on micro-renewable energy, an updatedversion of ‘enabling development’ and Local AreaAgreements. Case studies will include findingsfrom pilot projects set up to test the proposedheritage protection reforms. E-learning will bepiloted from March 2008, with the first module onChampioning the Historic Environment. Another twoare planned for officers on new design in a historiccontext and planning related issues. A secondNational Champions Conference will provideelected Members with an update on heritageprotection reforms. There will also be a ‘refresh’ on the Building in Context toolkit for Design andHistoric Environment Champions. Further

information can found on the HELM and Buildingin Context websites, www.bulding-in-context.org.Changes facing local authorities in the next threeyears include

• reform of the planning system, as set out in theCLG Planning White Paper 2007

• reform of the heritage protection system, as setout in the DCMS Heritage Protection WhitePaper 2007

• increasing importance of place shaping and placemaking, particularly the strengthened role of theLocal Strategic Partnerships, SustainableCommunity Strategies and Local/Multi AreaAgreements

• strong emphasis on local government serviceimprovement and efficiency, such as the newRegional Improvement and EfficiencyPartnerships

• local and regional government restructuring,such as new Unitaries and strengthening ofRegional Development Agencies

This changing policy context brings with it newchallenges for training. In particular HELM hasbeen identified in the DCMS Heritage ProtectionWhite Paper (2007) as a key delivery agent for thenew heritage protection system, and so EnglishHeritage will implement a step change in the adviceand support provided to local authorities bybuilding on the current HELM programme.

To keep up-to-date with the latest guidance,training and news visit www.helm.org.uk, whereyou can also register to receive the e-newsletter. Forcomments and questions relating to HELM [email protected]

Adina GleesonHELM Project Manager020 7973 [email protected]

H istoric Environment Local Management update Adina Gleeson

HELM home page

S

29S p r i n g 2 0 0 8 N u m b e r 6 728 T h e A r c h a e o l o g i s t

The Portable Antiquities Scheme has covered the wholeof England and Wales since 2003 and currently employs36 Finds Liaison Officers (FLOs). Their primary aim is torecord archaeological objects reported by members ofthe public and publish these on the Scheme’s website(http://www.finds.org.uk/).

Palaeolithic to Post-MedievalFLOs come from a wide range of heritage sectorbackgrounds: many have worked as fieldarchaeologists in the contract sector, others inmuseums or in local government archaeology. Someare recent graduates with undergraduate andpostgraduate qualifications, though most have hadsubsequent employment. Artefact expertise ofnewly appointed FLOs is typically limited toindividual materials or periods, a consequence ofthe dearth of artefact-based university courses andlimited relevant work experience but, as FLOs, theywill have to identify an enormous range of artefactsof Palaeolithic to post-medieval date.

Practical identificationInitial training is in the use of the PAS database,procedures for reporting potential treasure findsand in financial and IT issues. Because mostartefacts reported to PAS are metal detected, theinitial emphasis in training lies on metallic artefacts.Finds Advisers (Sally Worrell, Sam Moorhead,Helen Geake, John Naylor, Kevin Leahy and GeoffEgan), curators at the British Museum and otherexternal specialists deliver a rolling programme oftraining in identification and reporting of artefactsand coins, and in conservation and photography.Where possible, courses are tailored to smallgroups, with opportunities for practicalidentification and handling, and there is occasionaltargeted one-to-one training. The Scheme’s internalforum also facilitates peer learning, encouragingFLOs with particular skills to share their expertise.

Pottery and lithicsIn 2006 ceramic training for FLOs was conducted bypottery specialists around the country. Eleventraining days held in Salisbury, Taunton, London,Bedford, Norwich, Worcester and Lincoln drew onthe expertise of twenty specialists to give a multi-period introduction to regional ceramic traditions,and guidance on identification, dating andreporting. Several lithic training days wereconducted by Clive Bond, who has also written acomprehensive guide to flint identification andreporting.

Personal safety training is delivered by the SuzyLamplugh Trust and conservation training by

York Archaeological Trust (YAT) to PAS staff andsome finders. YAT also prepared a booklet ofconservation advice for finders and web pages onthe PAS website (www.finds.org.uk/conservation/).Training in artefact photography and image editing was provided by Stuart Laidlaw (Institute of Archaeology). Specialists from English Heritagehave spoken to the PAS on Battlefield Archaeology and artefacts (Paul Stamper and Glenn Foard) and a day organised by the AncientMonuments Laboratory, English Heritage, tookplace on identification of slags and other industrial waste (Justine Bayley and DavidDungworth).

We also want to enhance FLOs’ understanding ofthe analytical possibilities of artefacts they haverecorded. Laboratories at the Institute ofArchaeology (UCL), British Museum, NationalMuseum of Wales in Cardiff and Oxford Universityhave all undertaken analyses. Study days are beingplanning to develop understanding of thepossibilities offered by techniques such as XRF,SEM and C14 dating.

Passing on trainingFLOs and other PAS staff also pass on training totemporary assistants, work experience students andvolunteers in artefact recording. We encourageFLOs to work with school children as part of theiroutreach role and some are actively involved intheir local Young Archaeology Clubs. Furthertraining to enhance this aspect of outreach isplanned, drawing on the experience of the Scheme’sEducation Co-ordinator (Cei Paynton) and otherFLOs. FLOs also advise and train finders onappropriate conservation and artefact caretechniques, map-reading and the use of GPSequipment.

This training must be amongst the most extensiveof any archaeological organisation. The programmeis considered essential to the proper functioning ofthe Scheme and to enhancing the opportunities forCPD of FLOs, who are often at an early stage oftheir career. It is important to emphasise thecontinuous character of this training, but its scope isobviously dependent on funding.

Sally WorrellFinds Adviser (Prehistoric and Roman)Institute of Archaeology, [email protected]

CASE STUDYPeter Reavill

When I started as an FLO I was warned that I faced a huge

learning curve, familiarising myself with the multiple facets of

the job and getting a grip on most British artefact types.

Training also had to take into account regional variation in

both artefact types and distribution. Since the initial basic

introductory sessions (around ten days), training has been

systematically reinforced and built upon by further courses

(usually 6-8 days a year) with contributions from academics,

numismatists, and artefact specialists. These courses have

included detailed study of Roman finger rings and the mind

boggling complexity and minutiae of medieval coin studies.

The training acts as a focus but it is still up to us to continue

with our own research and reading. For me it is the

combination of organised learning and personal study which

has seen the best and most effective results.

One of the strengths of the PAS is its training. This enables us

to make the best possible record of artefacts discovered by the

public, and to impart knowledge which improves finders’

understanding too.

Peter Reavill

Finds Liaison Officer for Herefordshire and Shropshire

[email protected]

Training for the

PORTABLE ANTIQUITIES

SCHEMESally Worrell

Roman intaglio and

finger ring training

with Martin Henig

at the British Museum

© S Worrell

National

Archaeology

Week YAC event

at Lancaster,

2007, with Dot

Broms, FLO

Cumbria and

Lancashire

© Wendi Terry,

YAC

Frank Basford, Isle of Wight FLO (second

right), explaining the use of GPS to the Isle of

Wight Metal Detecting club © Frank Basford

30 T h e A r c h a e o l o g i s t 31

would interact, support and work professionallytogether. One group recorded thirty farmsteadswithin the project area, of which four were selectedfor detailed recording by Keystone historicbuildings consultants. English Heritage artists usedthese surveys to produce cut-away, birds-eye-viewreconstruction drawings showing how the earlyfarmsteads functioned. Another group recordedpublic rights of way and green lanes, the originalroutes between farmsteads, villages and churches. A third group compared the physical remains ofdeserted farmsteads and cottages with first editionOS maps and census material.

Volunteers are now planning to go back and collectoral histories from farmers, as the number ofworking farms in Exmoor continues to decline. Apaper on this project forms part of the BuildingCommunities session at the IFA conference inSwansea in March.

Burford: surveying buildingsIn Burford, some 180 buildings were examined by36 volunteers working in small teams of mixedexperience, to encourage informal mentoring andsupport from peers. The success of the project waslargely down to our partnership with theOxfordshire Buildings Record (OBR), whichpromotes interest in vernacular buildings andencourages the community to record them. TheVolunteer Group Leader, David Clarke, wasrecruited from the OBR team, providing invaluableexpertise and on-the-spot training. The volunteers’work fed into a gazetteer and chapters onarchitectural history to be published in April 2008.Enthusiastic volunteers are still studying wills andprobate even though the project has beencompleted.

Effective trainingTraining has ranged from basic Latin to oral historyinterviewing and transcribing. In Exmoor, much ofthe training was to support accurate recording andidentification of interesting features, whilst inOxfordshire the focus was on reading wills andprobates, building survey, palaeography andphotography.

We have learnt that the following are key toeffective training for volunteers

• a dedicated skills manager and project-specific

coordinators to help define policy, recruitvolunteers, manage activities, evaluate trainingand deal with finances

• skills passed on by more experienced volunteershelp sustain future activities

• partnerships with local studies archives,museums, societies, volunteer bureaux andEnglish Heritage

• access to experts to ensure quality control• good publicity to recruit volunteers who reflect

the diversity of the local community• publishing results through websites, exhibitions,

lectures, books and resources for schools (andcelebrations - tea and cake never go amiss)

• measuring the quality of the volunteer experienceand aiming for quality photography todemonstrate this.

Based on ten projects to date we have produced avolunteer toolkit for future Victoria County Historyprojects. The work is reviewed at our annualLearning Forum, and a programme of independentevaluation is ongoing. So far, we’ve found thattraining has boosted confidence and enabledvolunteers to apply their skills to their own projects.

Catherine CavanaghProject Manager, Victoria County [email protected]

S p r i n g 2 0 0 8 N u m b e r 6 7

Heritage Lottery Funding of £3.4 million has enabled the Victoria CountyHistory to undertake an ambitious programme ofvolunteer projects. Since 2005, over 200 volunteershave been trained as part of the England’s Past forEveryone project, and volunteers in ten countiesfrom Cornwall to County Durham are helping toresearch their local history. The results arepublished as paperbacks, schools resources,exhibitions and via an online, interactive databasewww.ExploreEnglandsPast.org.uk.

Almost any project can incorporate training forvolunteers, but it needs to be embedded into theorganisation’s policy so that communityinvolvement is properly planned from the outset.One benefit is that partnerships are developed withthose who do not usually fund archaeology, but therelationship has to be reciprocal. Training helpsensure high-quality research and means volunteersget something in return for their work. A goodtraining programme can also provide continuingprofessional development for staff.

Volunteers bring their own skills to an organisation,such as IT, events organisation and localknowledge. They also act as user groups forevaluating outputs such as websites. Our volunteersrange from professional historians to those with noexperience of history or archaeology, but all havefound that skills gained from other professions, aswell as enthusiasm for the subject, are invaluable.Volunteers are good ambassadors for a project, notonly helping to spread the word but gaining accessto people and places that may be wary oforganisations such as local authorities. So it isimportant that they are confident in the projectthey’re working on.

Two very different projects illustrate approaches totraining in archaeological fieldwork and some of thelessons we have learnt.

Exmoor: recording a threatened landscapeVolunteers trained in photography, record officeuse, understanding the landscape and buildingsurvey have created a database of farm buildings onExmoor. This is becoming a key resource in theconservation of the National Park’s builtenvironment.

Volunteers completed skills assessment forms,allowing three task groups to be selected which

Studying deserted

farmsteads at

Prescott, Exmoor

© University of

London

Training by James

Davies, English

Heritage photographer

in Oxfordshire

© University of

London

Aretha GeorgeEducation and Skills Manager,Victoria County [email protected]

England’s Past for EveryoneCatherine Cavanagh and Aretha George

“I have been fascinated working with tithe maps and earlycensuses. It has been awesome to touch, smell and see the oldpapers and hand written scripts.” Juliet, Exmoor

“I love old buildings and like to unravel the sequence of alterations,think abut the people who made the changes and why.”Heather, Oxfordshire

“Farmstead recording is a great way to learn. I have seen into thedarkest, cobwebbiest corners and met numerous animals and fowl. Ihave seen new parts of Exmoor and met many new people whilstbringing much interest and enthusiasm to the project.” Sue, Exmoor

YAC


Support and trainingAll new leaders complete an application form andsupply two referees. Police records checks will alsobe carried out. YAC’s Network and Events Officer,Wendi Terry, responsible for co-ordination,supervision and training of volunteers, is alwaysready with advice and support, before and afterapplications. Leaders of new branches receive theYAC Leaders’ Handbook, which outlines bestpractice for running a YAC Branch, including childprotection, activity programme planning, runningevents, insurance and safety. A concise version isavailable to holiday leaders.

New branches are visited by Wendi prior to starting monthly meetings, and YAC staff visitbranches regularly once they are up and running.Volunteer development is taken very seriously andsupport is given through a Leaders’ email network,enabling volunteers to swap ideas and experiences.YAC also provides archaeological skills training,specific training for holiday leaders, and an annualLeaders’ weekend, which is also a fantastic socialevent. A special YAC Leaders’ section of our website provides useful documents anddownloadable activity ideas. Training is given inchild protection, risk assessments, minibus drivingand first aid.

For more information about volunteeringopportunities with the Young Archaeologists’ Club, contact Wendi Terry, YAC Network andEvents Officer, YAC, St Mary’s House, 66 Bootham,York YO30 7AZ, Tel 01904 671417,[email protected]. Please also visit ourwebsite at: www.britarch.ac.uk/yac

Nicky MilstedYAC Communications Officer

Membership includes a quarterly magazine, YoungArchaeologist, with news, activities, competitions,behind-the-scenes reports from Time Team, worldarchaeology features, and book reviews and articlesby members. UK members receive a YAC Pass,which provides free entry or discounts atarchaeological and historical museums andproperties. YAC organises the annual YoungArchaeologist of the Year Award and runs populararchaeological holidays. Its branches, which spreadfrom Cornwall to Orkney, meet once a month andoffer activities such as excavation, fieldwalking,learning archaeological techniques, site visits,ancient craft activities, talks and games.

Volunteer opportunitiesYAC currently has around 400 volunteers, who runlocal branches and supervise residential

archaeological holidays. Each branch is run by ateam of volunteers, and these decide upon theirprogramme. The Branch Leader is responsible forthe set up and overall management of the branchand ensures the safe running and general well beingof members. Assistant Leaders support the BranchLeader and may take on a specific role such astreasurer or membership secretary. Helpers ensurethat the activity sessions run smoothly, safely andare fun but are not asked to take directresponsibility for the members. Holidays are run bya team of volunteers, often with staff from YAC HQalso present. Being a volunteer on these popularholidays is an ideal way to get involved without aregular monthly commitment.

Volunteers come from different social, cultural andeconomic backgrounds, including professionalarchaeology. The diverse mixture gives the Club awide range of skills and experiences. We are alwayslooking for more enthusiastic people to get involvedand would love to welcome more members of IFA,whether joining an existing branch or holidayleadership team or opening a new branch.

S p r i n g 2 0 0 8 N u m b e r 6 7

Volunteering opportunitieswith the YoungArchaeologists’ Club

Nicky Milsted, YAC Communications Officer

YAC Leaders

practising

archaeological skills

at a training day

held in conjunction

with York

Archaeological

Trust. © YAC

Two YAC members work together to plan a feature at

Colvend in Dumfries and Galloway, an excavation run by

Stewartry Archaeological Trust. YAC is proud to operate in

partnership with a number of archaeological and heritage

organisations across the UK. © YAC

The Young Archaeologists’ Club, which is part of CBA, is

the only nationwide club for young people aged 8–16

interested in archaeology. It caters for around 3000 young

people, has a network of more than seventy branches –

and it needs volunteers with archaeological experience to

continue this exceptional form of ‘training’ for our

youngest generation.

YAC works with archaeological organisations and research

projects to provide real excavation experience for members.

This YAC member is digging alongside volunteers for the

Bamburgh Research Project at Bamburgh Castle. © YAC

One of YAC’s more ambitious projects was to

rebuild Stonehenge half-size using wood,

cardboard and the help of children at English

Heritage’s Festival of History in 2005. Here,

YAC volunteers relax with TV archaeologist

Julian Richards after the completion of our

monument. © YAC

YACVolunteering with YAC is a superb way of being involved with thefuture of archaeology, as two of our Leaders testify:

“The highs have included examining environmental finds and soilsamples which involved getting exceedingly wet; fieldwalkingmostly when the sun shone, but occasionally in the rain (morewet); and visiting historic and prehistoric sites.“

“All the leaders are volunteers with one abiding passion – to sharetheir knowledge and expertise, and we give members theopportunity to find out about the archaeological aspects of bothcommonplace and unusual places.”

VM, Leicestershire Branch

“I have recently become a volunteer in the North Downs Branchof YAC. My team is really great, enthusiastic and hard working.Seeing the kids learning and enjoying the archaeology and historyreally gives me a huge buzz. This is such a fantastic opportunity tocapture the imaginations of a new generation who will beresponsible for looking after our future heritage.”

SE, North Downs branch


diverse audiences and used formats that encourageparticipation. Simple conventions maybe, but theevidence was that, in Warwickshire at least, we hadnot always followed them. We now have a strategywith guidance to staff on running successful events.

Communities, minerals and archaeologyBuried Under Bidford, a one-year ALSF fundedproject based around a village in southWarwickshire, was the first to be delivered usingthese guidelines. The Bidford community is affectedby sand and gravel extraction and has strong viewsabout the minerals planning process. HER staff werethought well suited to interact with the communityand to facilitate discussions about the mineralplanning process, and an outreach programme wasdesigned. Its particular aims included increasing thepublic profile of the HER and its resources, findingways to use it within children’s education andincreasing the quantity and quality of informationheld.

In 2006, Extracting Warwickshire’s Past was a projectwith public events and practical exercises fromwhich a strategy for delivering exciting, meaningfulHER outreach was created. This was built aroundthe principles of appreciating and understanding

Comic It has always been difficult to fit archaeology intothe National Curriculum, to identify and reachsuitable school contacts and to work within therestrictions of the school timetable. We decided thatit was time to use the HER resources in a novelfashion – an archaeological comic. Working with the company inHeritage, we used archaeologicalsites found during quarrying around Bidford tocreate a comic for primary school children. To meet educational and archaeological criteria andcomplement an area of key stage 2, the comicfocused on the Roman period. To reinforce thecomic’s learning goals, children from BidfordPrimary School took part in a Roman day led byeducation specialists History off the Page, when theybecame Romans and archaeologists for the day. The comic itself has proved popular not just withchildren but with previously uninterested adults. Its visual nature has enabled staff to mount anexhibition linking the objects and sites mentionedwithin the comic’s story.

The exhibition and comic have been hugelybeneficial for the HER in gaining contacts inschools, disseminating information to schoolchildren and engaging new audiences.

Documentary researchTo meet people’s increasing interest in the history oftheir local area we were keen to run documentaryresearch training sessions. It was anticipated thatthe resulting research could bridge gaps in thequality and quantity of HER information, especiallyon post-medieval and modern landscapes. Sessionswere built around Warwickshire Local Studies Toolkit,created by the HER in 2006 as part of the ExtractingWarwickshire’s Past project and available online. Thesessions led participants through the basics ofdocumentary research and provided them withskills to investigate local history further. Alreadyresults are positive, with participants submittinginformation to the HER about 19th-century Bidford.

Fieldwork Among the public there is also a strong desire to beinvolved in archaeological fieldwork. ALSF fundinghas allowed the HER to organise severalfieldwalking training sessions to meet this need. Aspart of the Bidford project, fields near the villagewere investigated over three weekends andparticipants were taught how to undertake afieldwalking survey and deal with the subsequentfinds processing. As expected, these events proved

extremely popular and were attended by all ages. It was extremely rewarding to see over twentyfamilies taking part.

Fieldwork events proved ideal in educating thepublic and encouraging engagement. Participantslearnt a new set of skills, whilst HER staff explainedwhat the HER holds, the importance of reportingand recording finds and how people can understandtheir historic environment. At the same time, stafflearned what community groups value in their localhistoric environment and how to better meet theirneeds. Visitor numbers to HER offices and onlineservices have increased significantly as a result.

The next step is to build on this success elsewherein Warwickshire whilst developing rapport withthose who have already participated.

For further information about the WarwickshireHER’s outreach projects please contactChristina Evans (below), to view theWarwickshire Local Studies Toolkit or learnmore about the archaeology ofWarwickshire visit http://timetrail.co.uk,and for further information aboutinHeritage and History off the page visithttp://www.inheritage.co.uk andhttp://www.historyoffthepage.co.uk

Christina Evans01926 418023

[email protected]

S p r i n g 2 0 0 8 N u m b e r 6 7

Encouraging use of the HER

Image from the

Buried under

Bidford comic.

Illustration by

Marvin Harding

Buried under Bidford: historic environment recordsand a community project

Christina Evans

The staff of Warwickshire Historic Environment Record (HER)

has worked for twelve years to develop interesting outreach

events and activities. Notable successes include our online

HER (http://timetrail.co.uk), but awareness amongst the

general public remains low. Our task, with support from the

English Heritage Aggregates Levy Sustainability Fund

(ALSF), has been to improve this situation through work with

specific communities and individuals, involving them in the

discovery of Warwickshire’s heritage.

36 37

Higher education in the UK has never suffered somany conflicting and competing pressures andinterests. Centre stage is the success in raisingparticipation rates, which have shot from 10% ofpost A-level school leavers in higher education in1980 to around 43% in 2003-04, with a target of 50%by 2010. In 1996-97 4189 students enrolled onundergraduate archaeology programmes in the UK;by 2004-05 this had risen by 75% to 7315. But it hasa cost. Courses have become increasingly ‘unitised’,with individual modules representing comparableteaching time, self-directed study time andassessment. Curriculum Frameworks have beendeveloped to facilitate comparison and movementbetween courses and between institutions, and tobetter define levels of study. On a European scalethese frameworks will help harmonise the content,structure, and duration of degree programmesunder the Bologna Process launched in 1999, andallow an EU-wide Credit Transfer Scheme.

As higher proportions of the working populationhave HE qualifications the issue of employabilitybecomes paramount. Old tensions between coursesthat prepare students for careers in particularprofessions and courses that provide generaleducation with wide application have never beenfar from the surface. Accepting that becoming acompetent practitioner involves a combination ofeducation, training, and experience it is relevant toask how much of each can realistically be deliveredwithin a three or four year course. The answer is notmuch, and the imperative is to focus on education,with less training and experience. Even so, a lot hasto be packed into a short time, and so quality interms of courses and their delivery has increasinglycome under the spotlight.

Concern for qualityassurance shifted up a gearin 1997 when government

created the Quality Assurance Agency (QAA) andcharged it with setting and maintaining standards

across the sector. Attention was focused both oninstitutional arrangements and subject provision. Theformer is achieved through Institutional Audits, thelatter through peer review. Initially the work ofindividual departments was scrutinised through theTeaching Quality Assessment, later known as SubjectReview. All archaeology departments were subject tothis in 2000–02, and most achieved a score of 22 ormore out of 24, allowing them to be considered‘excellent’. One criticism of the Subject Review wasthat it focused on process rather than content, ashortcoming QAA attempted to rectify throughSubject Benchmarks to inform itself, universities,programme designers, and potential students whatan undergraduate programme might cover.

Even before the SubjectReview was complete theSubject Committee for

Archaeology (SCFA) was asked by QAA to developa subject benchmark statement for undergraduatecourses. This was done by a sub-committee chairedby Professor Graeme Barker, and after considerableconsultation the statement was published in 2000. Ithas been used widely in the development, validation,and review of new units and programmes.

In 2005 SCFA was asked by QAA to update thestatement in light of changes within the disciplineand related professional practice. A sub-committeechaired by the author undertook the review,drawing on views and ideas provided byarchaeology departments across the UK, and IFA.The revised statement was published in January2007 (QAA 2007) and contained four main changes:increased recognition of archaeological sciences;more attention to the ethical, professional, and legalcodes that bear on the practice of archaeology;greater emphasis on post-excavation analysis andreporting; and better recognition of archives asprimary sources, with collections-based, record-based, and artefact-based studies particularlyhighlighted.

Divergent missions and novel routewaysAxiomatic within the terms of the Benchmark is theneed for breadth as well as depth. Individualuniversities are increasingly defining distinctivemissions, and attaining these will involvesharpening the focus of particular courses. Courseswill be located at different points within a triangledrawn between the complementary archaeologies ofthe humanities, sciences, and professional practice.There will be differences in attention paid to the keycurriculum areas: knowledge of the human past ascurrently understood; the theory, historicaldevelopment, and socio-political context of thediscipline; and the practice and delivery ofarchaeological investigations and other researchactivities in the field, laboratory, archive and office.

Students considering going to university need tounderstand the differences between courses, somost departments now run taster-days andintroductions. Exploiting diversity through unitisedcurriculum frameworks also means that theemployability agenda can be addressed. Studentswanting a career in archaeology can select unitsappropriate to their ambitions, while those pursuinga career elsewhere can choose a different route. Themapping of unit content onto the NationalOccupational Standards will provide a useful base-map on which to chart the value of programmes tothose wishing to work in particular fields. However,it is also important to recognise the detailedcontribution that degree courses make to other areasof academic and intellectual development.

At Bournemouth we have fashioned a series ofdefined routes as coherent programmes variouslyprivileging knowledge sets (PrehistoricArchaeology; Roman Archaeology), theory andsocio-political context (Archaeology; HeritageConservation), or practice (Field Archaeology;Marine Archaeology; Archaeology and ForensicScience). Achieving a balance between curriculumareas is important, as, to paraphrase Kant, ‘Theorywithout practice is hollow, but practice withouttheory is blind’. Importantly, each also makes acontribution to the three strands of employability –education, training, and experience – in a way thatcan be developed post-graduation by employersand the professional institute.

Timothy DarvillDirector of the Centre for Archaeology, Anthropology and HeritageSchool of Conservation SciencesBournemouth UniversityFern BarrowPoole. Dorset BH12 [email protected]

QAA [Quality Assurance Agency]. 2007. Subject benchmark statement: Archaeology 2007. Gloucester: QualityAssurance Agency 166 02/07www.qaa.ac.uk/academicinfrastructure/benchmark/honours/archaeology.asp>


changing patterns in UK Higher EducationTimothy Darvill

S p r i n g 2 0 0 8 N u m b e r 6 7

Billown, Isle of Man. Recording finds as part

of Bournemouth University Fieldschool

Billown, Isle of Man. Excavating features as

part of Bournemouth University Fieldschool

Billown, Isle of Man.

Environmental

sampling as part of

Bournemouth

University

Fieldschool

Teaching archaeology:

SubjectBenchmark

Quality Assurance

38 39

Power of Place (English Heritage 2000) recommendedthat the historic environment should be placed atthe heart of education. It also proposed that thereshould be greater public engagement, that barriersto access should be removed and that greatersupport should be given to the voluntary heritagesector. These recommendations were reinforced byThe Historic Environment: a force for our future (DCMS2001), which promised increased opportunities inEnglish higher and further education for peoplewith an interest in the historic environment, andalso recognised the need to provide skills trainingfor the heritage sector. There has been some progresstowards realising these recommendations and actionpoints, but not all recent changes to the educationsystem have been of benefit for archaeology or havehelped to further historic environment education,and some are a distinct threat to its continuingviability.

• At school

The curriculum at key stage 3 (11-14 year-olds) inEngland has been radically revised, slimming downthe content to allow teachers greater flexibility.Current schemes published by the Qualificationsand Curriculum Authority have little in the way ofarchaeological or historic environment content.

• Further Education

Archaeology had a good presence in education at 14to 19. Unfortunately, the AQA awarding bodyabolished its GCSE in archaeology from 2006. ASand A level still exist and attract around 2000students a year, a mix of older people as well as 18year-olds. Unfortunately, the Learning and SkillsCouncils now target their funding at 16-19 year-oldsand the delivery of economically relevant vocational


I must be clear that I do not mean archaeology in anarrow sense – digging holes to solve some localquestion; rather I am talking about the span ofhuman achievement: our origins and colonisation ofthe planet; beginnings of tool making; developmentof agriculture; origins of urbanisation, of metallurgy,of writing; indeed all the features that produced thegreat ‘civilisations’ of the past. Nor am I arguingthat the written history of the British Isles shouldnot be studied, but it needs a wider context. It istime to move on from an obsession with theArmada and our various wars and teach historyrelevant to all our citizens, whatever their origin.Given continued immigration, this should be ahistory we all share, not something narrowlyBritish.

Archaeology has the advantage over traditionaldocument-based history in its wide range oftechniques, which blurs distinctions between theArts, Social Sciences and Pure Sciences andencompasses scientific techniques, laboratoryanalysis, problems of social organisation, andenvironmental and geographical approaches.

Though original documents are now available onthe Web, archaeology offers more tangible evidenceof even our recent history – the cities, towns andvillages we live in, industries and institutions wework in, roads we walk down, and fields wecultivate. Archaeologists are trained to study andexplain all these.

Our universities produce over a thousandarchaeology students a year, and archaeology hasalready proved a good subject for those who want ageneral degree, with transferable skills such as‘team work’, field and laboratory work, statistics,and scientific training, as well as the traditionalskills of the historian (critical analysis of sources,and an ability to present them as essays).

A survey of Sheffield Archaeology graduates in theearly 1990s showed about a third had gone intoteaching, but with the advent of the NationalCurriculum they are excluded from this career.Even the GCSE in archaeology was closed down,although we do now have a new GCSE HistoryPilot that mixes academic history with archaeologyand heritage management (and which OFSTEDwould like to see extended to AS/A level). Still,despite a recent campaign to make PGCE coursesavailable to archaeology graduates, includingexposure on the Today programme with TonyRobinson and Don Henson of CBA, the situationhas only marginally improved, despite archaeologygraduates being better trained for teaching thanhistorians. It is time to rethink the teaching ofhistory, and not simply by historians; a united frontof archaeologists and ancient, medieval and modernhistorians will influence government far more thanthe present disjointed efforts.

We should be producing informed ‘citizens of theworld’ not ‘Little Britons’.

John Collis9 Clifford RoadSheffield S11 9AQTel: 0114 258 [email protected]

skills. Archaeology is not included as a relevantvocational qualification by most FE colleges. Theswitch in funding is already leading to the closureof archaeology courses (DfES figures published in2006 showed an overall decline of 600,000 adults nolonger enrolling on all FE courses). Where coursescontinue, students may be charged the fulleconomic cost, making such courses far lessattractive. For some students, the AS/A level is away into full-time education after many years away,and the first stepping stone towards universityentry and a career in the archaeology profession.

• Continuing Education

Universities have a long history (since thepioneering work of WG Hoskins in the 1930s) ofproviding archaeology courses for the generalpublic, through what used to be called extra-muraleducation. Many courses led to the creation of local

Schools Further Education: engaging with the historic environment

Don Henson

&We all know that archaeology and the historic environment are great educational resources.

Archaeology is a particularly good subject for engaging young people in the application of

knowledge and skills to practical, real-world situations, and the place of the historic environment

in formal education is a key underpinning for public involvement with physical heritage.

S p r i n g 2 0 0 8 N u m b e r 6 7

Recent discussions about the narrow

range of the history curriculum (too much

Tudors and the Second World War) suggest

it is time for a fundamental rethink about

how history is taught in schools.

Unfortunately, when the national curricula

were written, only a narrow spectrum of

those who deal with human history was

consulted, with archaeologists, who have a

wider view, excluded. The result is that

children are taught a limited range of the

history of humanity, both in time and space.

Te a c h a r c h a e o l o g y ,

n o t ( j u s t ) h i s t o r y John Collis

'Practising maths is just part of the experience when learning to record archaeological sites.

Photograph: Don Henson'

4140

heritage societies, and were a forum whereprofessional support was given to the voluntarysector. However, with a tightening of funding rules,a lack of inclusion of part-time archaeology withinhigher education research assessment funding, andgreater emphasis on vocational training, universitieshave been re-assessing their continuing educationprovision. A survey by CBA in 2004 looked at thechanges in provision over the previous five years,and the trend over the next year into 2006. In 1999,there were over 1300 courses across the UK inaspects of past material culture and the historicenvironment, which was projected to fall to justover 1000 by 2006. There was also a projected 26%decline in universities offering archaeology throughcontinuing education, and of 49% in locationswhere courses were held.

These three areas of education enable a greater partof the population to understand the historicenvironment and gather support for the work ofarchaeologists. They provide entry points for alifelong engagement with the historic environment,widening the pool of researchers and fieldworkersfar beyond the profession.

• Research

Engaging with the Historic Environment is a CBAproject, funded by English Heritage to undertake

research into key stage 3, AS/A level andcontinuing education. Research will cover

• current use of archaeology by teachers at keystage 3, especially the learning outcomes ofworking with the historic environment, todevelop guidance and schemes of work forQCA to support the new KS3 curriculum

• the take up of AS/A level archaeology; whostudies it and why, leading to a marketing planto attract more colleges and schools to offer it

• the social and perhaps economic value of adultcontinuing education courses in archaeology, tohelp stem the haemorrhaging of archaeologypart-time courses for adults,

Project officers Andy Holland (key stage 3 andAS/A level) and Richard Lee (continuing education)will be happy to hear from any archaeologistsactively engaged in work with schools, AS/ A levelstudents or adult education.

• Opportunities

CBA, through Heritage Link, is involved in a majorDCMS initiative to support built environmenteducation, Engaging Places. CBA is also involvedthrough Heritage Link in the Learning Outside theClassroom Manifesto, supported by the Departmentfor Children, Schools and Families (DCSF). A newAS/A level in archaeology will be offered by theAQA Awarding Body from 2009, and CBA will be ina good position to make sure that this is taken upby schools and colleges through the projectresearch. Efforts to maintain the role of adulteducation in lifelong learning for people of all agesare being led by NIACE (The National Institute ofAdult Continuing Education) through a report onthe social and economic benefits of lifelong learning(NIACE 2006) and through an independentcommission of inquiry. CBA’s work will feed intothe work of this commission and make sure that theimportance of adult learning in archaeology ishighlighted.

Many of you will be hearing from us again over thenext two years as we seek to make sure thatarchaeology has the place in education that itdeserves, and that people have the opportunities toengage with archaeology that they deserve.

Don HensonCBA, Head of Education and OutreachSt Mary’s House, 66 BoothamYork, YO30 7BZ


A one-day course has been organised by WaloffAssociates Ltd in association with IFA to introduceheritage and archaeological organisation managersto concepts of risk management in the context of avolatile and uncertain future. It will provide anoverview of key techniques and approaches whichcan be used to identify, assess and evaluate risk.Participants will be helped to develop riskmanagement techniques appropriate to theirbusiness, based on outcomes of the risk appraisalprocess. It will explore how risk management canimprove relationships with existing clients andsecure new ones. The course is aimed at directorsand senior managers, strategic decision-takers andpolicy makers, and board members, of heritage andarchaeological organisations.

Course tutors are Nicholas Waloff MA BPhil FRSAand Robert Hill MRICS MIFA of Waloff AssociatesLtd. Both have many years’ experience across UKsectors in business planning and management, andin developing business-related training anddevelopment courses for the heritage sector. Thecourse will be interactive, and will use case studiesfrom heritage/archaeology and other sectors of theUK economy.

9.00am Coffee and registration9.30am Introductions and housekeeping 9.45am Overview (Nick Waloff)

why is risk management so important for your organisation?current risk perspectives ‘risk culture’ and risk appetitecategorising riskslinkages between strategic and operational risk

10.30am Coffee/tea10.45am Risk Mapping

what do you need to know – internally and externally?how can you best ‘map’ risk?how do you validate your risk map?

11.20am Risk Appraisalprocess of risk appraisalmethods for assessing riskscoring and prioritising optionsrisk registers

11.50am Risk Managementmitigating or eliminating risk?developing risk management policiessetting rates of return and optimum risksecuring internal management commitment

12.30pm Risk Monitoring/Evaluationmonitoring procedures information requirements and use by all staffmeasuring effectivenesslinks to corporate governance

1.00pm Lunch2.00pm Resourcing issues

identifying and allocating tasks and resourcesreal cost implications – of managing and not managing risk!enhancing your relationships with clients and stakeholders

2.30pm Implementationputting your ideas into effect using risk management systemsrisk control, crystallisation, risk adjustment and recovery

3.15pm Tea3.30pm Embedding risk in your business plan and planning processes

building risk assessment outcomes into your business planreviewing potential impacts of risk crystallisationprojections and forecasting

4.15pm The secrets of successkey features of successful risk managementten golden rules for stifling initiativepreparing yourself

4.45pm Conclusions and feedback5.00pm Close

AN INTRODUCTION TO RISK MANAGEMENTNick Waloff

S p r i n g 2 0 0 8 N u m b e r 6 7

Practical skills fit into the National Curriculum and can be

learned outside the class room. Photograph: Don Henson

Courses will be held at

1 April 2008 Royal Institution of Chartered Surveyors London

2 April 2008 University of Birmingham 9 April 2008 University of York

Cost (payable in advance, including lunch):£282.00 (inc. VAT)

For further details see IFA website or contactNick Waloff, Managing Director, Waloff Associates Ltd, 16 Mount Eaton Court,Mount Avenue, Ealing, London W5 2RF

[email protected] (DDL 020-8998-3364 mob: 07710-225638)


The British Archaeological Awards, first

launched in 1976, became the most prestigious

as well as most wide ranging archaeological

awards in Britain, growing to fourteen categories

and incorporating every aspect of British

archaeology. A dedicated committee ran the

Awards on a biennial basis until 2006.

But, as archaeology itself grew in ways that couldnot be envisaged thirty years ago, it was realised atthat time that the Awards needed an overhaul to fitthem for the modern world. In particular, as IFAmembers will be well aware, they need to take onboard the work of professional archaeologists aswell as increased public interest and involvement,and more varied means for both gaining anddisseminating knowledge in a technological age. Gill Andrews was asked to conduct a thoroughreview, and came up with a new constitution,streamlined categories of awards with formalcriteria attached, an improved system for runningjudging panels, and a more open system oforganising the whole programme in accordancewith requirements of Charity Commissioners. Aftermuch debate and refinement, revisions wereformally approved in October 2007.

The Chair is Prof David Breeze, I am the Secretary,Christopher Catling is Treasurer, and Sarah Howellthe Administrator.

The awards are currently for■ Best Archaeological Project■ Best Independent or Amateur Archaeological

Project■ Best Archaeological Book■ Best Scholarly Archaeological Book■ Best Archaeological TV/Radio Programme■ Best Archaeological Discovery■ Best Archaeological Innovation ■ Best ICT Project ■ Lifetime Achievement in Archaeology■ Young Archaeologist of the Year

General criteria for these awards are■ Contribution to knowledge■ Strong research focus■ Commitment to recognised professional

standards and ethics■ Involvement of the local community, including

new audiences ■ Effective dissemination and presentation,

including commitment to publication and archiving

■ Innovation and originality of approach, methodology and presentation

Detailed criteria for each award are onwww.britarch.ac.uk/awards.

What is now important is that that all archaeologistsand archaeological organisations consider whetherany of their projects are candidates for the variousAwards (which bring good publicity, for runners up as well as winners), so that in 2008 we can trulyaward the very best.

Entries should describe the project in no more than 1000 words, demonstrating how they fulfil the criteria and including contact details for theproject. Entries should be sent as email and hardcopy to Sarah Howell, Administrator for BAA, c/o Robert Kiln Charitable Trust, 15a Bull Plain,HERTFORD, SG14 1DX, 01992 554962,[email protected], by 31 May 2008. The Awards ceremony will be held at the BritishMuseum, Monday 10 November 2008.

For further details [email protected], or Sarah Howell(above), or see the BAA website,www.britarch.ac.uk/awards.

Alison Taylor

T H E n e w B R I T I S H A R C H A E O L O G I CA L AWA R D S

Alison Taylor

The Archaeology Forum The main medium for IFA’s advocacy and lobbyingis The Archaeology Forum (TAF). Through this,independent national archaeological bodies discussmatters of common concern. The Forum, convenedby IFA, aims to establish shared positions, acommon vision of joint needs and to promote clearand consistent messages on archaeological policy inthe historic environment sector. It is a UK-widepartnership that works alongside Heritage Link(England), the Built Environment Forum Scotland(BEFS), Wales Environment Link (WEL) andNorthern Ireland Archaeology Forum (NIAF), and isconcerned with understanding, protection andappreciation of the historic environment.

Draft Heritage Protection Bill for England and WalesAt TAF’s February meeting in Cardiff it was agreedthat key priorities in 2008 include encouragingpolitical support for the Heritage Protection Bill inEngland and Wales and ensuring adequate guidanceon archaeology in the planning process. The draftHeritage Protection Bill is promised for late Marchor early April, so we do not yet know if we willneed to work with parliamentarians to seekimprovements through pre-legislative scrutiny, or ifour support for the Bill must be conditional. It isanticipated the draft Bill – high-level enablinglegislation – will be accompanied by ‘statutoryguidance’. Protocol requires that both Bill andguidance are drafted by DCMS, Welsh AssemblyGovernment and English Heritage without inputfrom IFA or other Forum members, so we do expectthere will be some opportunities for improvement.

But not for ScotlandScottish minister for Minister for Europe, ExternalAffairs and Culture, Linda Fabiani has announcedthat the Scottish Government does not intend totackle problems with similar heritage protectionlegislative reform, but has instructed HistoricScotland to work through the Scottish HistoricEnvironment Policy process and the concordat withScottish local authorities which ensures adequateprovision on local historic environment services.

PPG revisionsIn England IFA and ALGAO have met with theDepartment of Communities and Local Governmentto discuss the vulnerable status of local authorityarchaeological services. The spectre of a singleplanning policy covering everything (raised duringearlier stages of planning reform) has receded,though it is evident that not all the current PPGsand PPSs will survive. Probably there may be abouteight policies: one of them may be dedicated to thehistoric environment and will encapsulate the keyprinciples of PPGs 15 and 16, with supplementaryguidance in a planning circular. It seems, therefore,that it could be a couple of years before we see long-sought reforms to the PPGs to encourage publicparticipation, better dissemination of results and torestrict some works to accredited organisations andindividuals; but now is the time to step up thelobbying. We’ve also made it clear to governmentthat the PPGs bring in about £140m of private sectorfunding annually (five-year old figures: the latestProfiling the profession should allow an updatedestimate), and that we cannot afford any weakeningof present provision.

Finally, it’s quango-burning time in Scotland again.First Minister Alex Salmond has announced plans toreduce Scotland’s 199 national public bodies by 25%.The Historic Environment Advisory Council forScotland is to be thrown into the new conflagration– Historic Scotland can provide ministers with allthe advice they need – and RCAHMS (now anRAO), the National Archives of Scotland andHistoric Scotland have been instructed to rationalisetheir functions – reprieve again from recurrentgovernment desires for HS-RCAHMS merger thathas little sectoral support. TAF and IFA ScottishGroup will need to work with BEFS as theimplications emerge.

TAF members are Association of Local Government ArchaeologicalOfficers UKCouncil for British Archaeology Institute of ConservationInstitute of Field Archaeologists Institute of Historic Building ConservationNational TrustNational Trust for ScotlandRescue: the British Archaeological TrustSociety of Antiquaries of London Society of Antiquaries of ScotlandStanding Conference of Archaeological UnitManagersSociety of Museum Archaeologists

A r c h a e o l o g y

politicaladvocacy

Peter Hinton and Alison Taylor

&

S p r i n g 2 0 0 8 N u m b e r 6 7 43


Conflicts) Bill, published this January, which willallow government to ratify the Hague Convention.This Convention, which originated in 1954 inresponse to massive destruction during the secondworld war but which the UK (and US) did not sign,gained support in response to destruction andlooting of archaeological sites and museums in Iraq.Apart from responsibilities abroad, the UK will bedesignating its own sites for protection. These willinclude all scheduled archaeological sites, as theHeritage Bill will equate them with Grade I listedbuildings in new lists, and also ‘designated wrecks’.

MPs also agreed to give whatever help was neededto support proper archaeological excavation ofhuman remains after recent changes in advice fromthe new Ministry of Justice, which exposedarchaeologists to potential legal challenges.

••••• Just as TA was being prepared for press thenews came that James Purnell was moving to betterthings and Andy Burnham MP was taking over asCulture Secretary with DCMS. His background is inthe Treasury, and searches for his interests mostlyended in football, but he did an important stint withperhaps our best Culture Secretary, Chris Smith,and in that role was involved in restoring free entryto museums and galleries. He is also keen on grassroots involvement in governance, so we hope hewill be listening to what representative bodies suchas IFA say as well. •••••

Peter HintonChief executive, [email protected]

Alison TaylorEditor, [email protected]

Kenneth Aitchison

The All Party Parliamentary Archaeology GroupAPPAG met in January to give opinions andrecommendations on archaeological issues. Themost urgent was the Portable Antiquities Scheme,where freezing of funds and a proposed change inresponsibility from the British Museum to theMuseums, Libraries and Archives Council will resultin losses of 4-5 key posts on 31 March. MPs’postbags have been bulging with objections to thecuts and to the move away from the BritishMuseum, and Tim Loughton MP has requested aWestminster Debate. His petition for an Early DayMotion has already been signed by 161 MPs, andthere is an online petition http://petitions.pm.gov.uk/PAS-Funding/ for anyone else who wishesto give their support to PAS.

Good news is the Draft Cultural Property (Armed

and pension contribution requirements, which IFARegistered Archaeological Organisations have tomeet and (through the democratic will of themembership) we have changed rule 5.5 of the Codeof conduct so that anyone (individual members, notjust registered organisations) employingarchaeologists has to give reasonable considerationto these requirements .

And that’s just the first step. Benchmarking ofarchaeological salaries against other industries isalmost certainly going to lead to significantincreases in the recommended minima over comingyears (see Kate Geary, TA 65).

So, clearly, IFA needs to not only be doing thesethings, but shouting them from the rooftops too.Mike’s article has pointed this out to us. I also thinkhe is right about the mistake of archaeologicaloutreach focusing too much on children. In myopinion, there has been too much face-painting andnot enough client liaison.

Kenneth AitchisonIFA , head of professional development

S p r i n g 2 0 0 8 N u m b e r 6 7

?�

W(h ) i t he r t he p ro f e s s i ona re sponse

Michael Heaton’s article in TA 66 is, without doubt, provocative. What it

made me feel particularly aware is that IFA has a problem communicating

with its members. My response to so many of the points he made was to think

– but we are doing that! Why is he being so deliberately contrary? Surely he

knows that! But then – if even as long standing an IFA Member as Mike, who

is also a recent member of the Committee on Working Practices in

Archaeology, is unaware of the work being done, then clearly we have a

problem telling the membership and stakeholders what it is that we are doing

to further the profession of archaeology.

In terms of training and skills, we have developedand launched the NVQ in Archaeological Practiceand are actively working with universities to helpthem match their course content to the vocationalqualification. We are supporting and deliveringyear-long bursary funded placements, which arebeing extraordinarily well received by participants,host organisations and the participants’ subsequentemployers (p6–9) – I think these are the best thingthat IFA has ever done.

In terms of developing a closer relationship with theconstruction industry we have been contributing tothe CIRIA (Construction Industry Research andInformation Association) Managing ArchaeologicalRisk in Construction project, we are on the ICE’s SiteInvestigations Steering Group and have beenworking with CITB to develop a professionalarchaeology route (rather than just a technicianroute) to ensure archaeologists are able to get CSCScards which allow them on to construction sites. Interms of demonstrating our professionalcompetence, we are at last moving towards a systemwhereby members have to not only show that theyare skilled, but that they are keeping their skills upto date through compulsory CPD (p5).

In terms of financial rewards, we have enhanced therecommended pay minima by linking the financialbottom line to holidays, working time, sick leave

Useful links for consultations and Parliamentary work in progress include

Historic Environment Advisory Council for Scotland’ reports on heritage legislation and local governmentwww.heacs.org.uk/documents/2008/minresp1.pdf and www.heacs.org.uk/documents/2008/minresp2.pdf.

Heritage protection and planning reform in England and Wales - analysis of consultation responses to the Heritage WhitePaper for England http://www.culture.gov.uk/Reference_library/Publications/archive_2007/hp21century_consresponsesnov07.htm

and for Waleshttp://www.cadw.wales.gov.uk/upload/resourcepool/Heritage%20Protection%20Consultation%20summary5506.htm

progress with the Draft Marine Bill in Westminsterhttp://www.defra.gov.uk/environment/water/marine/uk/policy/marine-bill/index.htm

Margaret Hodge’s speech to Heritage Link’s Heritage Dayhttp://www.culture.gov.uk/Reference_library/Minister_Speeches/margaret_hodge/

James Purnell’s speech at the Heritage Counts launch, Greenwich, http://www.culture.gov.uk/Reference_library/Minister_Speeches/James_Purnell/heritage_counts.htm

Hague Conventionhttp://www.culture.gov.uk/Reference_library/Publications/archive_2008/draft_cultprop_armedconflict_bill.htm

47S p r i n g 2 0 0 8 N u m b e r 6 7T h e A r c h a e o l o g i s t

New members

ELECTED Member (MIFA)

Tomas Alusik

Peter Cardwell

Jonathan Chandler

Michael Diack

Sue Farr

Daryl Garton

Gavin Kinsley

Walter McCall

Andrew Norton

Andrew Townsend

Alice Ullathorne

Sadie Watson

Steven Willis

Associate (AIFA)

Michael Bamforth

Nicolas Bigourdan

Alistair Hill

Benjamin

Holloway

Maurice Hopper

Guy Kendall

James McMeekin

Joe Somerville

Robert Tickle

Richard Whaley

Practitioner (PIFA)

Hazel Butler

Ross Cameron

Elin Evertsson

Diana Forster

Simon Haddrell

Chloe Hunnisett

Sally Lewis

Eloise Metson

Emma Nordström

Laura Piper

Katie Sludden

Student

Graham Arkley

Adam Barker

Alistair Byford-

Bates

Daniel Carter

Christopher Crabb

Jennifer Cronin

Katie Dyer

James Fenner

Angela Fitzpatrick

Fiona Fleming

Helen Foster

Simon Hotchkiss

Nigel Joyner

Gavin Mather

Patrick Moan

Emily Peto

Michael Puntorno

Ken Saito

Joanne Stables

Angharad

Stockwell

Helen Taylor

Lyle Tompsen

Panagiota

Tsilogianni

Ryan Watts

Duncan Wright

Affiliate

David Applegate

Jim Ball

Rebecca

Beardmore

Julie Bowen

Elizabeth Cross

Kevin Fromings

Sarah Howard

Priya Kanji

Nigel Lake

Victoria Park

Christine

Schepens

Brian Tansey

Carole White

Gordon Wilkie

ME

MB

ER

S

46

Le

tt

er

s

Member (MIFA)

Duncan Hale

Rebecca Loader

Richard Meager

Bruno Mezec

Tom Wilson

Emma Wood

Jenny Young

Associate (AIFA)

Margaret

Broomfield

Elizabeth Gardner

Alison Nicholls

Thomas Woolhouse

Practitioner (PIFA)

George Carstairs

Graeme Collie

Catrin Matthews

Daniel Tarrant

TRANSFERS

Dear Editor

The future of IFA - again

The need for increasing cooperation with otherorganisations is acknowledged by Mike Dawson inTA 66, but briefly and almost as an aside, implyingthat it is not a high priority. As Michael Heatonpoints out in the same TA, members of otherprofessional institutes are not aware of IFA.

IFA as an organisation is introverted – it providesexcellent services to its members but does notadequately promote the profession. There is anurgent and overriding need for IFA to be moreextrovert and this needs to be high on the agendafor its future development. Archaeologists do notwork in isolation – indeed a strength of ourprofession is our proven ability to work closely withother professionals. Many archaeologists spendmore of the average working day with non-archaeologists than with archaeologists. I wouldstrongly support the formation of a single instituteof historic environment professionals but this initself does not address the broader issue. IFA needsto establish contact and maintain links withinstitutes of related professions – a start was made

with ICE in relation to contractual arrangements but there also need to be links with RTPI, RICS,RIBA and the Landscape Institute.

Individual IFA members need to take opportunities to attend regional meetings of theseorganisations; regional IFA groups should organisejoint meetings (some years ago the IFA WestMidlands Regional Group organised a verysuccessful joint seminar with the regional RTPIbranch); but above all IFA needs to take theinitiative on a national level.

Such contact will demonstrate and emphasise thatarchaeologists have an equal professional status toplanners, surveyors, architects and landscapearchitects. It follows that our true value can then bereflected appropriately in fee and salary levels.

Mike HodderPlanning ArchaeologistBirmingham City Council [email protected]

Dear Editor

Archaeologists’ pay

We read with interest Michael Heaton’s article‘W(h)ither the profession?’ (TA 66) but would liketo point out a number of inaccurate statementsmade in the feature.

Whilst it is our opinion that the vast majority ofarchaeologists are currently underpaid incomparison to other professions, Heaton appears topropagate a worrying belief that graduate pay (iesite/HER assistant) is at an acceptable level. Hisstatement that graduate archaeologists earn thesame as graduate surveyors (c.£12-14k) is notsupported by the RICS’s own annual survey of payand bonuses for 2007 (RICS/Macdonald & Co.2007) which gives the average salary for the 18-22age group is £17,000 plus bonus. At 23-26, it is£25,000 plus bonus. The results presented in termsof years’ experience show an even more alarming

discrepancy. The average salary with 3-6 yearsexperience is £36,200 plus an average bonus of£6891.

While Heaton’s figures appear wildly inaccuratethere is a further issue. Most contracts offered tograduates in the construction industry arepermanent. This is not the case in archaeology.Whilst most site assistant jobs are advertisedaround £13-15000, how many new site assistants areemployed for a full 52 weeks of the year?

TrainingHis comparison of training in the constructionindustry is also misleading. He states that acquiringChartered status usually rests wholly with theindividual and not with the employer, using theRICS’s Assessment of Professional Competence


Le

tt

er

s(APC) as an example. However, this ismisunderstanding the construction industry.Employers often offer graduates employmentcontracts that are specifically tailored towardssuccessfully progressing through the APC andachieving Chartered status. A recent survey byBuilding magazine asking how much employersspent supporting employees through the RICS APC ‘only revealed the diversity of training programmes and the anxiousness of firms toprovide the most comprehensive support’ (Puckett2007). Turner and Townsend responded that theyestimate it costs them £12000 per candidate to cover ‘training sessions, workshops, mockinterviews, travel, preparation, interviewpreparation, feedback sessions, mentoring, reviews and study time’ required to successfullyundertake the APC (ibid).

Heaton believes that many graduate archaeologistsare ill-equipped for the demands of professionalarchaeology. However, he is apparently unawarethat this is also true in the construction industry, butthat training is widely recognised as an investmentin the future, both for the employee and employer.Undoubtedly archaeology graduates requiretraining to allow them to be successful, yet fewreceive the formalised training graduates in otherindustries expect. Whilst the introduction of anNVQ in Archaeological Practice (or an APC) has thepotential to raise standards, we cannot expect it tobe successful if the financial burden falls entirely onthe individual. Archaeological companies mustaccept that they have a responsibility for stafftraining and development.

Under-valued?/No client focusValid points were made in these sections. We do‘undervalue ourselves and our skills’, and this isreflected in inadequate charge-out rates for all staff.Working within the competitive tendering system,

the problem is compounded as organisationscompete to put in the cheapest bid. Clearly, asarchaeologists, we need to establish appropriateprofessional relationships with clients and to paydue attention to the needs of development projects.However, whilst we continue to operate from aweak position, there is an inherent danger thatclient demands are allowed to undermine thearchaeological process, particularly once excavationwork is underway.

Mike Heaton believes that archaeologists are nottreated as professionals and that we cannot expectto be treated as such if we don’t place the correctvalue on our position within the developmentprocess. How can we call ourselves professional ifwe are not paid and trained accordingly? We agreethat much needs to be done to improve the client-archaeologist relationship, but we must not allowthis to be done at the expense of the archaeology.The process of ‘professionalisation’ should includearchaeologists staffing and supervising excavationsites. The quality of the archaeological record is asmuch dependent on their input as it is on themanagerial staff who set up and budgetarchaeological projects.

Andrew Walsh and Jez TaylorIFA Diggers Forum

RICS/Macdonald & Co 2007 The 2007 RICS andMacdonald & Company Salary and Benefits Survey,http://www.rics.org/NR/rdonlyres/CEBAE4CE-61C0-4509-A545-13F33B2A818B/0/salary_survey2007.pdf

Puckett K 2007 Assessment of prolonged cruelty,http://www.building.co.uk/story.asp?sectioncode=35&storycode=3101066&c=1 (Building, issue 48)

the archaeologist · 2 the archaeologist 3 training and education the plan for this ta is to look...

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