A-level Archaeology Certificate to be scrapped | The Heritage Trust

/ First Night Design

Sir Tony Robinson (left), Mick Aston and Guy de la Bédoyère on a Time Team shoot in 2007 Image credit Guy de la Bedoyere. Source Wikipedia Commons 

The Guardian reports that the British A-level Archaeology Certificate is to be scrapped –
Sir Tony Robinson, who fronted the hit television show Time Team, has condemned the recent scrapping of archaeology A-level as “a barbaric act”.
 
A petition has been launched to…

Source: A-level Archaeology Certificate to be scrapped | The Heritage Trust

15 thoughts on “A-level Archaeology Certificate to be scrapped | The Heritage Trust”

  1. I studied archaeology at A-Level and was devastated when I found out that there were plans to scrap it. If it wasn’t for A-Level archaeology I wouldn’t have thought of doing a degree in archaeology. I know the same can be said for many of my class mates who were outraged by this. Archaeology is just as relevant as any other subject. It is such a big subject area that Sciences, History, Geography and Anthropology all fit under its wider umbrella. Obviously I know I am late to the conversation but I felt I needed to comment. I have already signed the petition.

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    • As we know, it’s the least of what the Tories have already or are considering scrapping. I didn’t study archaeology but it’s vital to keep it on the curriculum. It relates to so much else and, as you say, how is a student to know if he or she can’t get a taste of it at A-Level. Thank you for visiting and commenting. Much appreciated.

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  2. Pingback: Reblogged: A-Level Archaeology is to be scrapped – sign the petition to stop it here – Archaeology and Anthropology

  5. I can see both sides of the argument. First thought is ‘what kind of meaningful syllabus of such a complex and all ecompassing specialty can — or even should be — taught at age 17 or so. It’s like attempting to pass A Level Medicine
    Second thought, like being an artist or a musician or a nurse or a carer, you just know whether you want to do that forever. If so, nothing will stop you. You sign on as a grunt labourer at a dig somewhere in your own time, while you assiduously do relevant A levels, (perhaps history, geography and another science ) and then you apply to university archaeology departments. They will weed out the passionless, sure enough.
    Secondary education is groundwork. It’s about foundations — bricks and mortar, or used to be — not designing soaring cathedrals that will fall. The post seventies liberalisation of education where ’empowerment’ of ‘young people’ took over from educating ‘children’ is finally coming to an end.

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    • I can see both sides but removing it is a slippery slope, just as it’s been with the removal of drama from the curriculum (which I believe should be certificated in some form since it provides invaluable therapy that feeds into all of life, no matter your profession). It should be there as a foundation course, even if you opt for something else entirely when the time comes. I believe all subjects have something to offer in order to produce a rounded human being if you get my drift.

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      • Just to show that I am not a just a reactionary, perhaps, but I wholeheartedly agree that drama should be central to the curriculum for developing kids. Unlike archaeology, I bet that a large percentage of actors, directors and the rest of today’s band of travelling players did not know or had not the cojones to believe that was what they wanted to do. Even if a kid does not go on to make a career in the profession, that first shuffled and faltering entrance onto the school hall stage, facing a sea of parents and schoolfriends, while remembering the lines and avoiding the scenery builds character in us all.

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          • But I guess my difference as to what should or should not be core is whether the subject teaches more than just the topic itself. Do History of Art, Plant Morphology, Invertebrate Zoology, Nanotechnology, et al, add as much as Drama? Does archaeology as a topic teach any more about anything — and don’t get me wrong have been fascinated by the subject since childhood.
            With drama in performance comes public speaking, overcoming shyness, co-operative efforts to an end, deferred gratification after hard weeks of rehearsal, pride in a project completed. Aside from that there is the theatre visit which for many is the first occasion where they see actors live, before their eyes, rather than digitally on screen. That’s how I differentiate between arguing for drama and against archaeology in a school environment.

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