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Redevelopment in the city of Nottingham

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Changing Places Resources AQA A-level

All my resources for the AQA A-level Changing Places Unit. We have used Ilkeston, Derbyshire and Sneinton, Nottingham, as our local and distance places. You could though adapt these for your students. New resources will be adapted as when taught. 173.2018

Settlement resources

All my settlement resources in one place. Resources will be uploaded when produced. 3.3.2018

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Journal of Transport and Land Use

Vol. 11 No. 1 (2018)

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The importance of understanding perceptions of accessibility when addressing transport equity: A case study in Greater Nottingham, UK

Angela Curl

University of Canterbury

http://orcid.org/0000-0002-8325-190X

DOI: https://doi.org/10.5198/jtlu.2018.1003

Keywords: accessibility, social inclusion, equity, perceptions

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Case Studies in Geography Education as a Powerful Way of Teaching Geography

• First Online: 20 October 2016

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• Eduard Hofmann 5 &
• Hana Svobodová 5  

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A case study presents an appropriate form and method of providing students with a solution of real situations from the surroundings in which they live. This is called “powerful teaching”, and it is designed to help pupils and students to be able to cope with the rigours of everyday life through geography education. This method is not so well known and used in Czechia as abroad, where it is known under the name “powerful knowledge” or “powerful teaching”. For this reason the introductory part of this chapter devotes enough space to understand “powerful learning” and noted how it differs from inquiry-based, project-based, problem-based, student-centred and constructivist approaches to learning. Knowledge from the Czech geography education is in our case used for solving a case study in a decisive process in which students solve options and consequences of the construction of a ski resort in Brno (in Czechia). They submit their conclusions to the municipal council for assessment.

• Powerful teaching
• Field research
• Initial survey
• Analysis of documents
• Direct observation
• Visual recordings
• Audio recordings
• Land-use planning
• Decision-making process

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Hofmann, E., Svobodová, H. (2017). Case Studies in Geography Education as a Powerful Way of Teaching Geography. In: Karvánková, P., Popjaková, D., Vančura, M., Mládek, J. (eds) Current Topics in Czech and Central European Geography Education. Springer, Cham. https://doi.org/10.1007/978-3-319-43614-2_7

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This thesis will argue that the most effective way of understanding the physical development of medieval towns, particularly the larger, more complex, towns and those which lack extensive and detailed contemporary documentation is by a structured integration of the data derived from the archaeological investigation of individual sites with detailed town-plan analyses following the methodology introduced and developed by Conzen. This will be demonstrated by two case-studies, designed to explore the Interaction of the different sources of evidence at two different scales of investigation. The first case-study is a detailed analysis of the plan and development of the whole of a large medieval town,(Worcester), the second is a study of a single street (Pride Hill) in Shrewsbury. The analysis of Worcester illuminates, in particular, the boundaries and internal layout of the late 9th-century burh, suggesting that it was an extension to the pre-existing Roman earthwork circuit and incorporated an area subject to regular town planning, possibly following Wessex models, and an area of irregular settlement that included the bishop of Worcester's haga recorded in 904. The defences were, it is argued, partly dismantled for the extension of urban settlement. The Shrewsbury case-study examines an unusually concentrated building pattern of halls behind the street frontage, and sets this in its contemporary context by an analysis of the contemporary plot-pattern, identified in part by its association with surveyed medieval undercrofts. The earlier history of the area is explored through further analysis of the plot-pattern which predates and is cut by the town wall. It is suggested that the area in question was, like other sectors of the early medieval urban fringe, possibly subject to some type of regular land-allotment for grazing and access to the riverbank. Issues, illustrating the mutually-illuminating character of town plan analysis and urban archaeology, arising from the two case-studies, are discussed. These include the role of archaeology in reconstructing morphological change, the problems of the chronology of urban extensions, archaeology and the interpretation of cartographically-recorded features, and the role of plan-analysis in establishing a contemporary spatial context for individual and multiple archaeological investigations in early medieval towns.

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Archaeology and Geography BA

University Park Campus, Nottingham, UK

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At the University of Nottingham, we have a valuable community of mature students and we appreciate their contribution to the wider student population. You can find lots of useful information on the mature students webpage .

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The school you are joining may also have additional study abroad options available. Please visit the school website for more information.

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Please be aware  that study abroad, compulsory year abroad, optional placements/internships and integrated year in industry opportunities may change at any time for a number of reasons, including curriculum developments, changes to arrangements with partner universities or placement/industry hosts, travel restrictions or other circumstances outside of the university’s control. Every effort will be made to update this information as quickly as possible should a change occur.  

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*For full details including fees for part-time students and reduced fees during your time studying abroad or on placement (where applicable), see our fees page .

If you are a student from the EU, EEA or Switzerland, you may be asked to complete a fee status questionnaire and your answers will be assessed using guidance issued by the UK Council for International Student Affairs (UKCISA) .

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All students will need at least one device to approve security access requests via Multi-Factor Authentication (MFA). We also recommend students have a suitable laptop to work both on and off-campus. For more information, please check the  equipment advice .

Essential course materials are supplied.

You'll be able to access most of the books you’ll need through our libraries, though you may wish to buy your own copies of core texts. We recommend that you budget £100 per year for books, but this figure will vary according to which modules you take and which books you choose to buy. The Blackwell's bookshop on campus offers a year-round price match against any of the main retailers (for example, Amazon, Waterstones, WH Smith). They also offer second-hand books, as students from previous years sell their copies back to the bookshop.

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Many of our excavations incur some expenses, including flights to overseas destinations, and training fees. Where costs are incurred, you will need to pay in advance. You can claim back a proportion of your costs from the department on completion of your fieldwork. In the academic year 2021 to 22 students were entitled to claim back £30 of expenses per day of fieldwork; this amount is subject to change.

More information on fieldwork .

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For volunteering and placements, for example, work experience and teaching in schools, you will need to pay for transport and refreshments.

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Field trips allow you to engage with source materials on a personal level and to develop different perspectives. They are optional and costs to you vary according to the trip; some require you to arrange your own travel, refreshments and entry fees, while some are some are wholly subsidised.

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If you are a student from the EU, EEA or Switzerland, you may be asked to complete a fee status questionnaire and your answers will be assessed using  guidance issued by the UK Council for International Student Affairs (UKCISA) .

All students will need at least one device to approve security access requests via Multi-Factor Authentication (MFA). We also recommend students have a suitable laptop to work both on and off-campus. For more information, please check the equipment advice .

Many of our excavations incur some expenses, including flights to overseas destinations, and training fees. Where costs are incurred, you will need to pay in advance. You can claim back a proportion of your costs from the department on completion of your fieldwork. In the academic year 2021 to 22 students were entitled to claim back £30 of expenses per day of fieldwork; this amount is subject to change.

For additional costs relating to geography please see the Geography BA course page .

Our Alumni Scholarships provide support with essential living costs to eligible students. Find out more about eligibility and how to apply .

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* A 'home' student is one who meets certain UK residence criteria. These are the same criteria as apply to eligibility for home funding from Student Finance.

Course overview

How do human societies develop and continue? What impact does climate and the environment have on society? Geography and archaeology are natural partners for exploring questions like these.

In this course, you will study the relationship between people, landscape and the changing environment from prehistory to the present day.

Skills training across the degree includes:

• archaeological surveying and recording
• cartography
• Geographic Information Systems (GIS)
• archival research methods

You are required to complete 10 days of archaeological fieldwork . This will be through participating in an approved excavation project, or a related placement, in the UK or overseas.

We work closely with the British Geological Survey and the University Nanoscale and Microscale Research Centre, and offer artefact-handling sessions and educational projects at the on-campus University Museum.

As a joint honours student, you will benefit from skills development and assessment methods in both subjects. Each subject is taught separately, but there are uniting themes.

Your departments

See the Department of Classics and Archaeology and School of Geography websites to find out more about what it's like to study with us.

Why choose this course?

• Gain practical and professional experience in our on-campus museum
• Placement opportunities with local and national employers
• Support your studies with our specialist teaching and research laboratories
• No previous experience of archaeology is needed
• Participate in fieldwork, with additional study visits to sites of geographical and archaeological significance
• Take advantage of the opportunity to learn new skills and study abroad
• Top 20 for Archaeology and Forensic Science in the UK (The Times and Sunday Times Good University Guide 2024)

Important information

This online prospectus has been drafted in advance of the academic year to which it applies. Every effort has been made to ensure that the information is accurate at the time of publishing, but changes (for example to course content) are likely to occur given the interval between publishing and commencement of the course. It is therefore very important to check this website for any updates before you apply for the course where there has been an interval between you reading this website and applying.

Indicative modules

Careers Skills for Geographers

Introduction to Geographic Information Systems

Understanding the Past I

Understanding the Past II

Comparative World Prehistory

Rome to Revolution: Historical Archaeology of Britain

Exploring Human Geography

Planet Earth: Exploring the Physical Environment

Exploring Place

Globalisation: Economy, Space and Power

On Earth and Life

Global Challenges

Archaeology: Theory and Practice

Communicating the Past

Archaeology of Anglo Saxon England

The Silk Road: Cultural Interactions and Perceptions

Themes in Near Eastern Prehistory

Pompeii: Art and Culture in a Roman Town

The World of the Minoans

Italy before the Romans

Ancient Metallurgy

• Cultural and Historical Geography

The Changing Environment

Dissertation Preparation

Research Tutorial

Economic Geography

Spatial Decision Making

Techniques in Human Geography

Techniques in Physical Geography

Urban Geography

Medical Geography

Political Geography

Dissertation

Dissertation in Geography

The Archaeology of Anglo-Saxon England

The Origins and Rise of Aegean Civilisation

"Otherness" in Classical Art

Third Year Geography Field Course

Global Climate Change

Landscape, Culture and Politics

Unearthing the Past

Geographies of Violence

Health Geographies

About modules

The above is a sample of the typical modules we offer, but is not intended to be construed or relied on as a definitive list of what might be available in any given year. This content was last updated on Tuesday 3 October 2023.

This module will be delivered by the school’s Careers Advisor and academics from the School of Geography.

You’ll cover:

• self-marketing and CVs
• preparing for interviews and assessment
• careers for geographers
• career planning
• postgraduate study (masters and PhD)
• guest lectures (for example, Royal Geographical Society - Institute of British Geographers)

You will be introduced to and encouraged to make regular use of the Careers and Employability Service to assist with your progress during the module, and to identify opportunities to further your career development.

Learn how to conduct basic spatial analysis by using a contemporary Geographic Information System (GIS).

• What is GIS?
• Applications of GIS
• Spatial data models
• Fundamental spatial analysis
• Cartographic principles behind GIS
• Presenting and sharing the results of GIS analysis

The module will be delivered through theory lectures and practical sessions, and you’ll be provided with associated textbook resources.

Small group tutorials during the autumn and spring semesters will include discussion, essay writing and seminar presentations based on topics from your first-year modules. The classes will develop your skills in problem-solving, communication and reasoning. 

Archaeologists are interested in all aspects of the human past, from ancient landscapes and changing environments, buried settlements and standing monuments and structures, to material objects and evidence for diet, trade, ritual and social life. This module provides a basic introduction to the discipline of archaeology, the process by which the material remains of the past are discovered, analysed and used to provide evidence for human societies from prehistory to the present day.

The autumn semester introduces the historical development of the subject, followed by a presentation of current theory and practice in the areas of archaeological prospection and survey, excavation and post-excavation analysis, relative and absolute dating, the study of archaeological artefacts, and frameworks of social interpretation.

In the spring semester, you will be taken into the field to gain practical experience of core archaeological methods in field survey and buildings archaeology. By the end of the module, we hope that you will have developed a good understanding of the concepts used in archaeology, the questions asked and methods applied in investigating the evidence.

20 credits in the Autumn Semester.

This module builds on the autumn semester module, Understanding the Past I, as an introduction to the core aims and methodologies of Archaeology as a discipline in providing a basic introduction to the process by which the material remains of the past are discovered, analysed and used to provide evidence for human societies from prehistory to the present day. Through lectures, classroom activities and practical fieldwork, students will be introduced to the study of landscape and the built environment, looking at how the archaeological record is both created and investigated. Students will be taken into the field to gain practical experience of core archaeological methods in field survey and buildings archaeology. By the end of the module, we aim to ensure that students will have developed a good understanding of the concepts used in archaeology, the questions asked and methods applied in investigating the evidence.

20 credits in the Spring Semester.

Gain an overview of prehistoric archaeology through global case studies.

We’ll be covering the latest debate and scholarship, on topics such as:

• Human dispersal
• Environmental change
• Food procurement and production
• Monumentality
• Sedentism and urbanisation

By the end of the module, you’ll understand the broad chronological development and key themes in Prehistory, up to the development of writing.

You will also have an appreciation of archaeological approaches in prehistoric periods, and the complexities of integrating varied sources of archaeological evidence including landscapes, monuments, excavated evidence and material culture.

This module is worth 10 credits.

This module gives an overview of the archaeology of the British Isles, from the Roman invasion until the industrial revolution.

This was a period of dramatic change in Britain. Using key sites and discoveries, you will be introduced to the challenges of understanding the archaeology of periods partially documented in textual sources.

You will study:

• The Roman invasion and military and civilian life in the Roman province of Britannia
• Anglo-Saxon and Viking incursions and settlement
• Medieval castles, towns and monasteries
• The impact of the Reformation and the growth of the Tudor state
• The role of industry and urbanisation in the making of modern Britain

Teaching is delivered in a mix of lectures, seminars and a museum session. On average, this will be two hours per week across the spring semester.

You will critically examine the complex relations between people and places through key concepts in human geography.

Themes include:

• environmental
• development

The key themes may vary from year to year. This module provides a foundation for more specialised human geography modules at levels two and three.

This module focuses on dynamic aspects of the Earth and its environment, integrating knowledge of key physical processes and human-Earth system interactions. Key topics considered in this module may include a selection of the following: the atmosphere, the hydrosphere, the biosphere, the geosphere, the cryosphere, environmental change, and/or earth observation.

This module introduces you to geographical research on place, conveying current research in the field, including that carried out within the School of Geography. You will gain knowledge of key concepts and methodological approaches, with understanding developed through the examination of place-based case studies.

Lectures will outline developments in the geographical study of place in recent decades, and explore key themes such as place and memory, place and knowledge, and place and identity. The challenges and opportunities offered by the digital exploration of place will be outlined, using case studies of digital mapping and the public display of geographical information. Regional case studies will show how the research themes presented in the module can be brought together around the study of specific places and landscapes.

Throughout the module, staff will draw upon their own research as well as wider academic literature, giving students a sense of the possibilities of geographical research exploring place.

This module introduces you to contemporary and historical approaches to understanding economic globalisation and its spatial unevenness. You will develop knowledge relating to globalisation as a set of discourses and practices using case studies relating to key themes of relevance.

Lectures will outline the key debates relating to globalisation as a phenomenon and will interrogate the relevance of the concept through an examination of commodities, labour and work, governance and money and finance.

You will also explore the spatial unevenness of globalisation, and develop understanding of the ways in which globalisation has contributed to an increasingly unequal and differentiated society at a variety of scales. Alternatives to globalisation will also be discussed, focusing upon various counter-globalisation strategies in the forms of localism, activism and protest.

Throughout the module, staff will draw upon their own research as well as wider academic literature, giving you a sense of the complexity, and importance, of globalisation as a set of theories and a set of sited realities.

This module explores the deep historical co-evolution of Earth and life and emphasizes uniqueness of place and historical contingency. It explores geological, plate tectonic and paleoenvironmental ideas and research at the global scale, emphasising the role of life in creating past and present planetary environments, and conversely the role of environment and environmental change in the evolution and geography of life. The module serves as useful preparation for a range of second and third year modules on evolution, geology and environmental change, both in geography and in other schools (Life Sciences, Biosciences).

Content to be confirmed.

Archaeological knowledge is built through analysing material remains. We then use theory to create research questions, building interpretations of those remains. Together, these two elements act as evidence for societies in the past and present.

In this module, you will focus on the relationship between concepts, interpretive approaches and analytical frameworks in the design and implementation of archaeological research projects. We introduce the development of archaeological theory and interpretation. Special attention is given to the paradigms put forward over the last 30 years, and the resulting debates.

Topics include:

• uniformitarianism
• ethnography
• ‘New Archaeology’
• processualism and post-processualism
• economic archaeology
• neo-Marxist paradigms

You will develop your knowledge further through in-depth studies of key issues and themes. You will also explore archaeological research in a wide range of different areas and projects.

This module is worth 20 credits.

Get creative and build your knowledge on an aspect of Classics or Archaeology which interests you.

Your aim in this module is to communicate your chosen topic to the general public. How you choose to do that is entirely up to you. You might explore different types of writing, perhaps for children or in the style of a magazine, or you might experiment with a different medium of communication, such as video, website or phone app.

For example, past students have:

• Created a museum exhibition
• Reconstructed an ancient artefact
• Designed a new public engagement strategy for a historic site
• Developed a board game
• Created a marketing campaign

The module convenor will support you to design an appropriate topic and format for your project.

You will develop vital research, project design and communication skills, which are excellent preparation for a range of careers, as well as your third-year dissertation.

“I designed several T-shirts and hoodies which conveyed information about the site’s art and architecture, history, and its eventual ruination by ISIL in 2015. I wanted to combine my interest of fashion with my love for the classical world, and this project gave me the opportunity to do so.”

- Alexander Gadd, Created a clothing brand based on Palmyra 

Read more student experiences about this module.

The module explores the archaeological evidence for the creation and nature of Anglo-Saxon and Anglo-Scandinavian societies in England, from the withdrawal of the Late Roman imperial administration until the immediate aftermath of the Norman Conquest. A range of themes is explored. These include: the creation of Anglo-Saxon societies in different parts of England, from a combined heritage derived from northern Germany, southern Scandinavia and Britain itself; evidence of pagan beliefs and the conversion to Christianity; reflections of social hierarchy in rural settlement and cemetery evidence; transformations from central places to towns; political developments from the heptarchy to the unified Kingdom of England; the Viking impact on England in the ninth and tenth centuries; and eleventh-century England from the Danish to Norman conquests. 

This is a discipline-bridging cross-campus module, involving colleagues from across the School of Humanities.

The Silk Road will be presented as a range of archaeological, historical and scientific themes. Broad cultural themes will be balanced with the presentation of specific case studies, such as:

• The definitions of the Silk Roads
• Byzantine, Islamic and later medieval Silk Roads
• Luxury production
• Trade and exchange from the Roman and later periods
• Ming Dynasty links with the West

Scientific techniques for the analysis of materials, and their role in the interpretation of trade and exchange along the Silk Roads, will also be considered. This could be between, for example, China, central Asia, Scandinavia and the Middle East.

You will critically examine themes in Near Eastern Prehistory. The themes take you from the development of agriculture, pastoralism and sedentism to the appearance of the first cities, states and writing. Drawing directly from current research, you will use case studies to examine these themes. You will use archaeological evidence to understand how these developments are reflected in social, religious, economic and political organisations of the prehistoric Near East. You will attend weekly lectures and seminars. After appropriate guidance, you will take part in learning activities includes:

• setting readings
• running classroom discussions.

You will receive feedback on these participatory activities. You will write an essay for your formal assessment.

This module explores the urban image and visual culture of the best-preserved ancient Roman city, Pompeii, throughout the early imperial period and to its end in AD 79. It examines its history and topography, and analyses individual urban structures, architectural choices, sculptural and other artistic displays and monuments, their place in Roman urban development, their political, social, economic or religious function and their subsequent use and influence, including in the modern reception of ancient Pompeii. 

• problems of studying "urban fabric"
• Pompeii as a melting pot of different cultural traditions
• public and religious spaces in a Roman town (fora and temples, routes through the city, trade and commerce, sculptural/pictorial displays)
• entertainment and hygiene (theatres, baths and brothels)
• the domestic context (intra- and extra-mural living, interior decoration and wall-painting)
• the funerary sphere (self-representation and cultural traditions).

This module will examine what we can learn from human and non-human skeletons, and therefore the lives of people and animals who lived in the past. The module will involve handling real archaeological human and non-human skeletons, learning how to identify their age, sex, stature, pathologies and taphonomy. We will also examine the demography of 19th century Nottingham on a fieldtrip to one of the city’s largest cemeteries. 

In the early 20th century, British archaeologist Sir Arthur Evans’s excavations at the site of Knossos on the island of Crete uncovered the remains of the earliest palatial civilisation in Europe. Knossos, the home of the mythical king Minos and the monstrous Minotaur, became the landmark of a new culture termed as ‘Minoan’. Based on a combination of lectures and workshops, this module introduces students to the origins of the Aegean complex societies from the late 4th millennium BC and to the rise, apogee and fall of the Minoan palatial, state-level societies of the 3rd and early 2nd millennia BC. It investigates the Aegean region’s long-term transformations using archaeological material, iconography and archival data, and encourages the thematic treatment of major social, cultural, political and economic processes such as the Neolithic antecedents; the organisation of proto-urban societies during the Early Bronze Age; transformations and developments during the Middle Bronze Age; palace state formation on Crete; production, trade and consumption in and beyond the island (including: materials and industries, frescoes and the minor arts, textiles and dyes, perfumed oils); introduction and development of administration and early writing; archaeologies of cult and death; the eruption of Thera/Santorini; and the role of the Minoans within the wider Mediterranean and Near Eastern world during the Bronze Age.

This module provides a survey of developments in the Aegean region from the late 4th millennium BC to the early 2nd millennium BC, and considers them within their wider political, economic and social context. By studying and interpreting the surviving archaeological evidence, iconography and written sources, this module will allow students to develop a critical understanding of Greek prehistory and of the developments that led to the rise and fall of the Minoan palatial system, the earliest of its kind in Europe. By the end of the module, students should have gained an understanding of the broad cultural sequence in the Aegean area, of current interpretations and debates in Aegean prehistory, and of broad diachronic and regional trends in the development of human societies in the region between the late 4th and early 2nd millennia BC.

Module description to be confirmed.

This module introduces students to cultural and historical geography, helping them reflect on the legacies of colonialism, travel and exploration, and the cultural turn in the subdisciplines.

Recurring interests include:

• The need to decolonise geography, in terms of lived places and the discipline
• The links between cultural and historical geography and other fields of enquiry in the humanities and social sciences
• The methods and sources used in cultural and historical geographical research, including archives, texts and images, and field study
• The work of key figures from the sub-disciplines past and present

This module considers the mechanisms for and evidence of, global environmental change. Divided into four main themes, the module focuses on current research into:  

• Impacts and prediction of future change
• Instrumental and historical records of environmental change
• Biological, chemical, sedimentary and morphological evidence of change
• Areas of concern in human – environment interactions
• Ocean-atmosphere-terrestrial connectivity and feedback

This module is taught by formal lectures, scheduled preliminary fieldwork, and supervision meetings with your dissertation tutor. It covers the following:

• Introduction to the dissertation process and procedures 
• What is a dissertation? 
• Ethics, risk and safety implications when conducting geographical research 
• Preparing a dissertation proposal 
• Writing and presenting a dissertation
• Evaluation of past dissertations

This module will cover the breadth of world-leading research being carried out in the School of Geography and is reflected in the school's research themes:

• Economic Worlds
• Environment and Society
• Geosciences

This module will cover the following topics:

• Changing economic geographies of the world economy during the 20th and 21st centuries 
• Global cities, financial geographies and advanced producer services 
• Alternative economies and labour resistance 
• Economic geographies of the Global South
• Economic geographies of forced labour and migration
• Feminist economic geography

The module provides students with a grounding in current theory and practice in Geographical Information Systems (GIS). It covers multiple contemporary issues in the field and aims to develop practical skills in GIS so that it can be applied as a tool for solving geospatial problems.

This module allows you to understand and experience human geography research methods through participation in three practical projects. The module covers methods for: arts and humanities research (such as archival research, visual and textual analysis); social science research (such as interviewing, questionnaires and discussion groups); and quantitative human geography research (such as mapping and visualisation).

This module presents the opportunity for hands-on experience of laboratory, field and surveying techniques in physical geography appropriate to the domain of interest of the participants. To achieve these aims all students participate in field projects on a residential field course, some of which are completed in the laboratory back in Nottingham, leading to an individual project.

In addition, you choose further laboratory techniques to investigate in the second semester. The ethical, safety and fieldwork limitations of geographical work are also considered.

This module introduces you to urban geography, including the:

• historical development of urban geography as a sub-discipline
• key thematic areas of contemporary urban geography, including research in the social, economic and cultural and historical geographies of cities
• theoretical underpinnings of approaches to urban geography
• importance of cities in understanding social difference, cultural landscapes and economic development in the Global North and South
• work of key figures from the sub-disciplines past and present

This module explores aspects of medical geography with special reference to the geography of infectious diseases. After studying this module, you’ll be familiar with the major research traditions in medical geography. You’ll learn the core issues and techniques as they relate to such topics as disease origins and distributions, diffusion, forecasting and control.

The module offers a comprehensive overview of the sub-field of political geography, including its history, key concepts and recent developments. It also investigates how geographical approaches can help explain the complexities of political life, more broadly defined. To do so, the module draws from self-titled political geography literature, whilst also exploring how political questions have come to animate the wider field of human geography.

This module offers what may well prove a unique opportunity: the opportunity to engage in prolonged, intensive and productive study of a topic which you have chosen for yourself and on which you will be working very much on your own terms with access to advice and subject to criticism and, on completion, assessment.

This module is built on skills acquired and/or developed in your first and second years (notably in Extended Source Study, Studying Classical Scholarship or Communicating the Past).

This module is primarily dependent on your personal research: it involves a few plenary sessions of formal teaching, and each student is allotted an individual supervisor to guide them through the process.

This is a 10,000 word individual project based on a geographical topic involving fieldwork and/or secondary data, and agreed by the candidate with their tutor and a specialist supervisor.

This module considers the archaeology of England from the end of the Roman occupation until the Norman conquest. You will explore the question of the Romano-British survival and the formation of new Anglo-Saxon societies, evidence of pagan beliefs and the conversion to Christianity; on the development of town and rural settlement patterns, on the role of the church in society and on the Viking incursions and Danish impact on England. 

In the early 20th century, British archaeologist Sir Arthur Evans’s excavations at the site of Knossos on the island of Crete uncovered the remains of the earliest palatial civilisation in Europe. Knossos, the home of the mythical king Minos and the monstrous Minotaur, became the landmark of a new culture termed as ‘Minoan’.

Based on a combination of lectures and workshops, this module introduces students to the origins of the Aegean complex societies from the late 4th millennium BC and to the rise, apogee and fall of the Minoan palatial, state-level societies of the 3rd and early 2nd millennia BC.

The concept of the “Other” has proved extremely influential in Western culture from antiquity until the present. Societies create the “Self” and the “Other” using their own set of categories, including race, ethnicity, culture, gender, sexuality, age and religion.

This course explores the notion of “Otherness” in Greco-Roman visual culture from the eighth century B.C. to the fifth century A.D., discussing how artistic representation and self-representation contributed to constructing and challenging ideas about Greek and Roman identity.

How did the Greeks and Romans use art to construct the “Other” and what can we learn from these representations about the relationships between in-groups and out-groups in the ancient world?

The course also investigates the ways in which Classical art escapes the structuralist binary model of Self-and-Other, merging or inverting these categories. In a brief introduction we will discuss a variety of theories and methodologies that will help students to engage effectively with the visual evidence.

The first part of the course will focus on how different categories of “Other” were gradually shaped in ancient Greek art, reflecting contemporary political, social and cultural developments. We will look at images of hybrid creatures, foreigners, women, slaves, disabled and elderly people, analysing positive and negative connotations of their apparent “Otherness”.

In the second part of the course, we will explore the diversity of Roman visual culture from the Late Republican period to Late Antiquity. As the Empire expanded, images of “Otherness” acquired a broader spectrum of meanings. Sculpture, painting and mosaic decoration from public and private contexts show how “Otherness” could be either repressed or embraced in order to impose, resist or manipulate traditional views of Romanness.

You will choose from one field course to experience geographical fieldwork in a research environment. Field courses include:

• European Urban Geographies (Germany): providing an understanding of the evolution, and socio-economic, political, and cultural dynamics of the city of Berlin
• European Landscapes (Italy): examining the principles of landscape history and historical ecology in Liguria
• Living with climate change in the Yucatan (Mexico): using the lowlands of the Yucatan peninsula to explore the relationship between climate, environment and society exploiting the region's archaeological record of the Maya culture
• River Management and Restoration (USA): examining the river processes and dynamics within the context of the post-1980 eruption landscape of Mt St Helens

Please be aware that to take some field courses, you will be required to have taken previous modules. Requisites are explained when you choose your modules.

The module covers the following:

• A review of modern climate systems and forcings
• Climate modelling, projections of future climate change and their uncertainty
• Controversies around climate change, the argument between believers and sceptics and the ways in which climate change is communicated to and perceived by the public 
• The impact of climate change on the world's physical and built environments, water and food resources, and human health
• Mitigation and adaptation to future climate change including the role played by policy markers and NGOs

The module brings together cultural and political geography to examine the connections of politics, culture and landscape. The focus is on England, where landscape has long been central to questions of power and identity, whether at local, regional, national, international or imperial scales. Relations of power shape landscapes, and the identities of those who inhabit them and move through them. From the agricultural and industrial ‘revolutions’ and the empire of trade in the 18th century, down to the political and cultural upheavals of the 21st century, landscape has played a key role in shaping national identity, in England as elsewhere.

The module traces the history of landscape, culture and politics in England, and shows how legacies of the past shape debates today. From political disputes over the UK’s relationship to Europe, to anxieties over our relationship to land and environment, to the ways in which legacies of empire and slavery inform landscape and recast English identity, the module shows how cultural, historical and political geography helps to make sense of a transforming world.

This module explores the nature of climatic and environmental change, primarily over the Quaternary period. It will consider evidence for rates of past climate change, possible drivers of those changes and the changing balance between natural and anthropogenic drivers of system change. The module shall explore a range of proxy data sources for past environmental change, at different time scales.      The module will be taught in four equally weighted blocks, each focussing on active research areas in quaternary science. The practical nature of research into these topics will be introduced through a series of laboratory and computer practicals.

This module considers the role of political violence in creating the human geographies of Europe, the Americas and Asia in the past and the present. Several different forms of systemic violence are investigating, including inter-state warfare, intra-state civil warfare, colonialism and terrorism. The module traces of the geographical impact of violence through its materiality and technologies, and by reference to historical evolution, geopolitical imaginaries, and rhetorical and epistemological categories. Students will engage with theoretical, moral and legal debates in different regional contexts, and will critically interpret contemporary media reports and debates about the nature and legitimacy of violence within and between nation states.

Grounded in the sub-discipline of health geography, and drawing on relevant interdisciplinary perspectives and critical social theories, this module explores the relationships between health and place. A range of historical and contemporary examples are used to consider how health is constructed at various scales and how health inequities are produced. Material emphasizes critical conceptual and empirical work that advances understandings of health as socially and contextually situated, in counterpoint to approaches that see health as largely individually determined by lifestyle ‘choices.'

How you will learn

You will be taught via a mixture of large-group lectures and smaller, interactive seminars.

You will also have practical teaching:

• In one of our archaeology labs – dedicated to the study of materials, bones, zooarchaeology, archaeobotany, and isotope preparation
• Out in the field – as part of the compulsory fieldwork project and also via practical training at nearby Wollaton Hall

All new undergraduate students are allocated a peer mentor, to help you settle into life at Nottingham.

You are also assigned a personal tutor at the start of each academic year. Your personal tutor oversees your academic development and personal welfare.

Find out more about the support on offer .

Teaching quality

100% of our class of 2020 graduated with a 1st or 2:1 degree classification. Source: UoN student outcomes data, Annual Monitoring (QDS) Analyses 2020.

Nine academics from the Department of Classics and Archaeology have received Advance HE recognition for their contribution to education, becoming Teaching Fellows.

Teaching methods

• Field trips
• Lab sessions
• Practical classes

How you will be assessed

For the Archaeology side of your course:

Our courses are modular, and range from full-year to semester-long modules. Assessment normally takes place towards the end of each semester, while beginners’ language modules are usually assessed by a coursework portfolio running throughout the semester.

Assessment methods – assessment is based on a combination of coursework, including essays, research projects and the dissertation, oral presentations, and formal examinations. The precise assessments vary between modules and across the years of your degree. Some of our modules (such as 'Communicating the Past', or 'Classics and Comics') include the option of producing more artistic or creative coursework projects.

" I designed several T-shirts and hoodies which conveyed information about the site’s art and architecture, history, and its eventual ruination by ISIL in 2015. I wanted to combine my interest of fashion with my love for the Classical world, and this project gave me the opportunity to do so. "

- Alexander Gadd, on his experience doing the 'Communicating the Past' module

Feedback – we offer detailed written comments on all coursework, and the opportunity to discuss ideas and coursework with your tutor is an integral part of your studies at Nottingham. Whether by giving feedback on an essay plan or discussing the results of an assessment, we help you work to the best of your ability. There are appointed days in each semester to get feedback from tutors and module convenors, as well as other opportunities to discuss pieces of work.

Assessment methods

• Portfolio (written/digital)
• Presentation
• Reflective review
• Written exam

Contact time and study hours

You’ll have at least the following hours of timetabled contact a week through lectures, seminars and workshops, tutorials and supervisions.

• Year one: minimum of 12 hours
• Year two: minimum of 10 hours
• Final year: minimum of 8 hours

Your tutors will also be available outside these times to discuss issues and develop your understanding. We reduce your contact hours as you work your way through the course. As you progress, we expect you to assume greater responsibility for your studies and work more independently.

Your tutors will all be qualified academics. You will have a personal tutor from the Department of Classics and Archaeology and a joint honours adviser from the School of Geography.

Sizes of lectures and seminars vary according to topic. A popular lecture may be up to 250 participants, with specialised seminars of 10.

As well as scheduled teaching you’ll carry out extensive self-study such as:

• locating and analysing primary sources
• planning and writing essays and other assessed work
• collaborating with fellow students

As a guide, 20 credits (a typical module) is approximately 200 hours of work (combined teaching and self-study).

On this course you will also undertake 10 days of fieldwork . This usually takes place during the summer break and can involve up to five days in a museum or similar environment.

Careers overview

A degree in archaeology or geography can give you a wide range of transferable skills, including:

• research skills
• communication (both oral and written)
• data analysis
• presentation

Read our Classics and Archaeology student and alumni profiles for more about the range of skills you will gain, as well as the careers which our graduates go into.

You can learn more about subject-related careers opportunities from our Careers and Employability Services:

• Archaeology-related career opportunities
• Geography-related career opportunities

Job prospects

Average starting salary and career progression.

78.8% of undergraduates from the Faculty of Arts secured graduate level employment or further study within 15 months of graduation. The average annual starting salary for these graduates was £23,974.

85.7% of undergraduates from the Faculty of Social Sciences secured graduate level employment or further study within 15 months of graduation. The average annual starting salary for these graduates was £29,197.

HESA Graduate Outcomes (2017 to 2021 cohorts). The Graduate Outcomes % is calculated using The Guardian University Guide methodology. The average annual salary is based on graduates working full-time within the UK.

Careers advice

Studying for a degree at the University of Nottingham will provide you with the type of skills and experiences that will prove invaluable in any career, whichever direction you decide to take.

Throughout your time with us, our Careers and Employability Service can work with you to improve your employability skills even further; assisting with job or course applications, searching for appropriate work experience placements and hosting events to bring you closer to a wide range of prospective employers.

Have a look at our careers page for an overview of all the employability support and opportunities that we provide to current students.

The University of Nottingham is consistently named as one of the most targeted universities by Britain’s leading graduate employers (Ranked in the top ten in The Graduate Market in 2013-2020, High Fliers Research).

University Park Campus

University Park Campus covers 300 acres, with green spaces, wildlife, period buildings and modern facilities. It is one of the UK's most beautiful and sustainable campuses, winning a national Green Flag award every year since 2003.

Course data

Related courses.

Faculty of Social Sciences

3 years full-time

Geography BA Hons

Qualification BA Hons

Entry requirements AAB

UCAS code L700

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Birmingham Case Study

Home > Geotopics > Birmingham

What is the site, situation and connectivity of Birmingham?

Birmingham’s City Structure

How is migration changing Birmingham?

Inequality in Birmingham

What challenges have been created by changes in Birmingham?

How have changes in Birmingham caused economic and population growth?

How has Birmingham been regenerated and rebranded and what have been the impacts?

How has urban living been more sustainable and improved quality of life in Birmingham?

How is Birmingham interdependent with its rural surroundings?

What changes have taken place in rural Worcester?

What are the challenges and opportunities of rural change?

What is rural diversification and what are its environmental impacts?

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