Archaeology and anthropology together encompass the study of humankind from the origins of the human species to the present day. Both disciplines have a long history: archaeology grew from 18th-century antiquarianism, while anthropology began even earlier in the first days of colonial encounter. Today both subjects involve a range of sophisticated approaches shared with the arts, social sciences and physical sciences.
The Oxford degree is distinctive in the way it combines archaeology and anthropology throughout the course, offering an unusually broad perspective on human societies from earliest prehistory to the present. Six schools specialise in these subjects: the Schools of Archaeology and of Social and Cultural Anthropology, the Ashmolean Museum, the Pitt Rivers Museum, the Oxford University Museum of Natural History, and the Research Laboratory for Archaeology and the History of Art. All play a key role in the degree, are supported by world-class libraries and are well equipped with laboratories and computing resources.
Oxford’s Archaeology and Anthropology course offers a comprehensive guide to the richness and diversity of human cultural experience throughout space and time. By choosing to study here you will be able to:
- explore how humans evolved
- get to grips with major transformational processes in human history such as the development of farming, the emergence of towns and trading systems and the spread of world religions
- assess the relative importance of environmental, genetic and social factors in understanding patterns of human growth and nutrition
- learn why societies structure their families, economies and political systems in the ways that they do
- investigate how material culture represents and reproduces beliefs and ideologies.
Archaeology and Anthropology opens up a wide range of career opportunities, in part because the degree offers a unique perspective on how human societies operate and develop and on how people interact with each other. This is also due to the intellectually demanding requirements of an Oxford degree, and to its ideal combination of personal learning, independent study and tutorial teaching. Graduates of this course have found opportunities in heritage management, museum curation, education, regional archaeological services, international development, the Civil Service, advertising, marketing, computing, energy supply, community relations, the law and the media.
Fieldwork/work placements/international opportunities
As part of your course you will undertake at least four weeks of fieldwork anywhere in the world (subject to approval by tutors). Recent destinations include South Africa, Canada and Cuba. Fieldwork can take place in field settings, or in a laboratory or museum. Financial support for this fieldwork is available from the University and may be available from your college. You may also engage in fieldwork as part of your final-year dissertation, while other opportunities may exist for work-based learning in the University’s museums.
A typical weekly timetable
Your work is divided among lectures, tutorials and practical classes. In the first year you will spend about six hours a week in lectures, closely tied to the course’s core papers. Lectures for core and option papers take up about ten hours a week in years 2 and 3. Throughout the course, there are one or two tutorials a week, normally in a pair (typically a total of twelve in each term).
To find out more about how our teaching year is structured, visit our Academic Year page.
Four core courses are taken:
First University examinations:
|2nd and 3rd years|
Four core courses are taken:
Final University examinations:
The content and format of this course may change in some circumstances. Read further information about potential course changes.
- A-levels: AAA
- Advanced Highers: AA/AAB
- IB: 38 (including core points) with 666 at HL
- Or any other equivalent (see other UK qualifications, and international qualifications)
If English is not your first language you may also need to meet our English language requirements.
Wherever possible, your grades are considered in the context in which they have been achieved. (See further information on how we use contextual data.)
A background of studying both arts and science subjects can be helpful to students in completing the course, although there are no specific subject requirements for admission. We expect you to have taken and passed any practical component in your chosen science subjects.
Oxford University is committed to recruiting the best and brightest students from all backgrounds. We offer a generous package of financial support to Home/EU students from lower-income households. (UK nationals living in the UK are usually Home students.)
These annual fees are for full-time students who begin this undergraduate course here in 2018.
Total annual fees
& Isle of Man)
EU applicants should refer to our dedicated webpage for details of the implications of the UK’s plans to leave the European Union.
Living costs for the academic year starting in 2018 are estimated to be between £1,014 and £1,556 for each month you are in Oxford. Our academic year is made up of three eight-week terms, so you would not usually need to be in Oxford for much more than six months of the year but may wish to budget over a nine-month period to ensure you also have sufficient funds during the holidays to meet essential costs. For further details please visit our living costs webpage.
A full loan is available from the UK government to cover tuition fees for Home (UK)/EU students undertaking their first undergraduate degree*, so you don’t need to pay your tuition fees up front.
In 2018 Oxford is offering one of the most generous bursary packages of any UK university to those on a family income of around £42,875 or less, with additional opportunities available to those from households with incomes of £16,000 or less. This support is available in addition to the government living costs support. See further details.
Islands students are entitled to different support to that of students from the rest of the UK.
Please refer the links below for information on the support to you available from your funding agency:
Please refer to the "Other Scholarships" section of our Oxford support page.
*If you have studied at undergraduate level before and completed your course, you will be classed as an Equivalent or Lower Qualification student (ELQ) and won’t be eligible to receive government or Oxford funding
Additional Fees and Charges Information for Archaeology and Anthropology
Students must complete at least four weeks of approved fieldwork by the end of the second year. The cost of this will depend on the location. Funding is available from the University and potentially from your college to help towards costs.
All candidates must follow the application procedure as shown in applying to Oxford. The information below gives specific details for students applying for this course.
You do not need to take a written test as part of an application for this course.
As part of your application you will be required to submit two recent marked essays, each written as part of a school or college course within a two-week period or less, preferably in different subjects; you have the option of submitting an additional piece of work composed over a longer period of time if you so wish. You are also required to submit a short essay of no more than 500 words in response to the following question: what can we learn about people, EITHER past OR present, from their material culture? These should be submitted by Saturday 10 November 2018.
See further guidance on the submission of written work.
What are tutors looking for?
Tutors will primarily be looking for an interest in, and enthusiasm for, the study of humans and their material culture, ideally from both humanities and science perspectives, combined with an ability to digest and assimilate significant quantities of data and to argue from evidence. You don’t need any experience of archaeology or anthropology, but fieldwork experience and general reading in the subject further demonstrate your interest and commitment.
Our tutors will be looking for the following qualities at interview:
- an ability to think independently
- potential and motivation for studying archaeology and anthropology
- enthusiasm and interest in the combined disciplines
- commitment to the requirements of the course.
For more detail on the selection criteria for this course, please see the Archaeology website.
You may also like to take a look at the website Discover Anthropology.
Watch a series of short videos of students talking about some aspect of their time at Oxford.
'Choosing Archaeology and Anthropology, for me, was about the amazing breadth of the subject. I had always favoured history and the biological sciences in school, and this degree offers ways to not only combine the two, but also to look at both history and science from a completely new angle. Now that I’m in my second year, I can’t imagine having chosen a different subject.
With my degree, I’ve had the opportunity for field trips, field work in southern England, and am planning on several months in South America, all with help from my tutors and college, who fully support getting out and doing real-life archaeological and anthropological work.'
He currently works as Head of Physics in a north London school says:
‘The skills acquired during my study in Oxford (time management, discussion with peers and superiors, information synthesis and independent study, thought and organisation) are useful to me in both my day-to-day duties and my longer term career aspirations.’
The most unexpected thing about my course:
'How broad it is! The remit for Arch and Anth is essentially every human society in the world both today and throughout the whole of history. You can pretty much study anything within that, which is so exciting! I'd thought it would focus on the big civilisations (Greece, Rome, Inca, Maya, Egypt etc) but actually some of the most interesting stuff turned out to be the slightly more obscure areas, such as gift exchange in modern Japan.'
I wish they'd told me when I was applying to university...
'That it's okay just to be yourself and not feel like you have to fit in with people, because Oxford is so big that you will find people you get on really well with without even needing to try. I realise that after three years here, but I think it would have been nice to hear during my first term so I didn't feel like I had to drink quite so much!'
The best thing that Oxford did for me:
'Believe it or not, being at Oxford really widened my perceptions and led me to challenge a lot of the preconceptions that I'd come here with. This was particularly down to my college (Hertford) as it's really diverse and open to so many different perspectives.'
My favourite Oxford memory is..
'Spending time in the sun with wonderful people, knowing that we all have work we should be doing but just choosing to forget about it for now and enjoy the moment.'
I'd just like to add:
'That Oxford is a totally amazing place to spend three years, and it's just nothing like the way it's presented in the media.'
The Key Information Sets provide a lot of numbers about the Oxford experience – but there is so much about what you get here that numbers can’t convey. It’s not just the quantity of the Oxford education that you need to consider, there is also the quality – let us tell you more.
Oxford’s tutorial system
Regular tutorials, which are the responsibility of the colleges, are the focal point of teaching and learning at Oxford. The tutorial system is one of the most distinctive features of an Oxford education: it ensures that students work closely with tutors throughout their undergraduate careers, and offers a learning experience which is second to none.
A typical tutorial is a one-hour meeting between a tutor and one, two, or three students to discuss reading and written work that the students have prepared in advance. It gives students the chance to interact directly with tutors, to engage with them in debate, to exchange ideas and argue, to ask questions, and of course to learn through the discussion of the prepared work. Many tutors are world-leaders in their fields of research, and Oxford undergraduates frequently learn of new discoveries before they are published.
Each student also receives teaching in a variety of other ways, depending on the course. This will include lectures and classes, and may include laboratory work and fieldwork. But the tutorial is the place where all the elements of the course come together and make sense. Meeting regularly with the same tutor – often weekly throughout the term – ensures a high level of individual attention and enables the process of learning and teaching to take place in the context of a student’s individual needs.
The tutorial system also offers the sustained commitment of one or more senior academics – as college tutors – to each student’s progress. It helps students to grow in confidence, to develop their skills in analysis and persuasive argument, and to flourish as independent learners and thinkers.
The benefits of the college system
- Every Oxford student is a member of a college. The college system is at the heart of the Oxford experience, giving students the benefits of belonging to both a large and internationally renowned university and a much smaller, interdisciplinary, college community.
- Each college brings together academics, undergraduate and postgraduate students, and college staff. The college gives its members the chance to be part of a close and friendly community made up of both leading academics and students from different subjects, year groups, cultures and countries. The relatively small size of each college means that it is easy to make friends and contribute to college life. There is a sense of belonging, which can be harder to achieve in a larger setting, and a supportive environment for study and all sorts of other activities.
- Colleges organise tutorial teaching for their undergraduates, and one or more college tutors will oversee and guide each student’s progress throughout his or her career at Oxford. The college system fosters a sense of community between tutors and students, and among students themselves, allowing for close and supportive personal attention to each student’s academic development.
It is the norm that undergraduates live in college accommodation in their first year, and in many cases they will continue to be accommodated by their college for the majority or the entire duration of their course. Colleges invest heavily in providing an extensive range of services for their students, and as well as accommodation colleges provide food, library and IT resources, sports facilities and clubs, drama and music, social spaces and societies, access to travel or project grants, and extensive welfare support. For students the college often becomes the hub of their social, sporting and cultural life.