How do I revise Qualifications Scotland Level 3 NVQ Certificate in Archaeological Practice for Qualifications Scotland Occupational Qualification?

Always cross-reference your recorded measurements against project specifications; demonstrate this in your evidence by including a checksheet or verification log.

Qualifications Scotland Level 3 NVQ Certificate in Archaeological Practice

QUALIFICATIONS-SCOTLAND

vocational

This subtopic covers the essential principles and practical techniques for safeguarding archaeological items from deterioration through controlled environmental conditions, regular monitoring, and proactive protective measures. Learners will gain competence in assessing risks, establishing preservation protocols, and implementing appropriate storage and handling procedures to maintain the integrity and longevity of artefacts, ecofacts, or structural remains. Mastery of these preventative care procedures is critical to ensuring the evidential and historical value of items is preserved for future research and public interpretation.

Objectives

Exam Tips

Pitfalls

Key Terms

Mark Points

Subtopics in this area

Qualifications Scotland Level 3 NVQ Certificate in Archaeological Practice

Topic Overview

The Level 3 NVQ Certificate in Archaeological Practice is a vocational qualification designed for individuals working or volunteering in archaeology. It focuses on developing practical skills and knowledge required for archaeological fieldwork, including excavation, recording, and post-excavation analysis. This qualification is part of the Qualifications Scotland Occupational Framework and is equivalent to A-level study, providing a pathway to higher education or employment in archaeology.

Students will learn to apply archaeological techniques in real-world settings, such as identifying features, contexts, and artefacts; using surveying equipment; and maintaining health and safety standards. The course emphasises competence in practical tasks, underpinned by theoretical understanding of archaeological principles, legislation, and ethics. Successful completion demonstrates readiness for roles such as archaeological technician, site assistant, or further study in archaeology or heritage management.

This qualification is vital for preserving and interpreting the past, contributing to our understanding of human history. It fits within the wider Applied Science curriculum by integrating scientific methods—like stratigraphy, dating techniques, and environmental analysis—with hands-on practice. Students gain transferable skills in observation, documentation, and teamwork, which are valuable in many careers.

What You Need to Demonstrate

Key skills and knowledge for this topic

Award credit for demonstrating the ability to accurately measure and record environmental parameters such as temperature, relative humidity, and light levels using calibrated monitoring equipment.
Credit should be given when the candidate identifies specific risks to an item based on its material composition and proposes suitable environmental control measures (e.g., silica gel for metals, acid-free packaging for organics).
Evidence must show that the candidate has successfully developed a written preservation framework, including clear protocols for monitoring frequency, acceptable parameter ranges, and escalation procedures for out-of-specification readings.
For application methods, assessors should look for proper handling techniques, selection of inert storage materials, and correct use of protective enclosures or supports.
Award credit for demonstrating accurate interpretation of the customer's request, including clarifying any ambiguous terminology or scope.
Look for evidence of using at least two distinct, authoritative data sources (e.g., Historic Environment Records, museum catalogues, excavation reports) to compile information.
Assess the final presentation for logical structure, correct referencing, and appropriate language tailored to the customer's level of expertise and specified format.
Award credit for correctly identifying a range of primary and secondary information sources relevant to archaeological research objectives, including grey literature and digital databases.

Marking Points

Key points examiners look for in your answers

Award credit for demonstrating the ability to accurately measure and record environmental parameters such as temperature, relative humidity, and light levels using calibrated monitoring equipment.
Credit should be given when the candidate identifies specific risks to an item based on its material composition and proposes suitable environmental control measures (e.g., silica gel for metals, acid-free packaging for organics).
Evidence must show that the candidate has successfully developed a written preservation framework, including clear protocols for monitoring frequency, acceptable parameter ranges, and escalation procedures for out-of-specification readings.
For application methods, assessors should look for proper handling techniques, selection of inert storage materials, and correct use of protective enclosures or supports.
Award credit for demonstrating accurate interpretation of the customer's request, including clarifying any ambiguous terminology or scope.
Look for evidence of using at least two distinct, authoritative data sources (e.g., Historic Environment Records, museum catalogues, excavation reports) to compile information.
Assess the final presentation for logical structure, correct referencing, and appropriate language tailored to the customer's level of expertise and specified format.
Award credit for correctly identifying a range of primary and secondary information sources relevant to archaeological research objectives, including grey literature and digital databases.
Award credit for applying systematic data collection methods (e.g., field surveys, artefact recording) that adhere to professional standards and ethical guidelines.
Award credit for analysing research information using appropriate archaeological techniques such as spatial analysis, typological classification, or statistical methods to draw valid conclusions.
Award credit for presenting results in a clear, logically structured format (e.g., technical report, site record) that includes accurate citations, methodology, and addresses the research objectives.
Award credit for demonstrating systematic identification of item-specific handling requirements, referencing material fragility, size, weight, and environmental sensitivity (e.g., RH and light levels).
Credit must be given for selecting and justifying packing methods and materials that mitigate risks during transit, such as vibration, shock, and climatic fluctuations.
Assess for evidence of proactive transportation monitoring, including use of data loggers, condition checks at intervals, and contingency plans for emergencies.
Look for clear documentation of installation procedures at the new location, including acclimatization protocols, handling by qualified personnel, and final condition reports.
Award credit for demonstrating a valid self-assessment method, such as mapping current skills against National Occupational Standards or project role requirements, with documented evidence of identified gaps.
Award credit for providing specific examples of feedback sought from colleagues (e.g., 360-degree feedback, peer observation, project de-briefs) and explaining how that feedback was used to create a personal development plan.
Award credit for accurately describing key managerial competences (e.g., risk assessment, team leadership, ethical resource management, stakeholder communication) and linking them to real scenarios in archaeological operations.
Award credit for articulating a clear connection between personal development activities (e.g., attending a health and safety course) and an improved organisational outcome (e.g., reduced accident rates, enhanced legal compliance).
Award credit for demonstrating the ability to identify specific handling requirements based on item material, fragility, dimensions, and conservation condition.
Award credit for producing or selecting packing solutions that provide adequate support, cushioning, and environmental protection, with justification linked to the item's needs.
Award credit for showing evidence of transport monitoring, such as checks on shock, vibration, temperature, and humidity, recorded at regular intervals.
Award credit for documenting the installation process, including verification that the new location meets specified environmental and security standards before and after item placement.
Award credit for demonstrating consistent application of agreed classification systems (e.g., pottery fabric series, lithic typologies) when recording finds.
Credit should be given for accurate data entry into digital or physical recording systems, with clear audit trails.
Evidence of maintaining data integrity through regular backups, version control, and adherence to data protection protocols.
Award credit for demonstrating consistent and correct use of personal protective equipment (PPE) appropriate to the archaeological task, such as hard hats, high-visibility vests, and steel-toed boots.
Credit should be given for conducting a pre-work risk assessment and documenting hazards specific to the site, like unstable trenches, overhead cables, or contaminated soil.
Evidence must show correct procedures for reporting and responding to emergencies, including calling emergency services, administering basic first aid, and following site evacuation plans.
Assessors should look for the learner's active involvement in toolbox talks or safety briefings, with documented input on hazard identification and control measures.
Award credit for demonstrating correct selection and preparation of appropriate hand tools and equipment (e.g., trowels, shovels, recording sheets) specific to the assigned task.
Assess evidence that the learner consistently follows site safety procedures, including identification of underground services, use of personal protective equipment (PPE), and safe excavation practices.
Look for clear, accurate completion of context recording sheets, with well-drawn plans and sections at appropriate scales, properly labelled with site codes, context numbers, and orientation.
Evaluate the learner’s ability to apply appropriate intrusive techniques (e.g., single-context excavation, sample collection) under guidance, while maintaining stratigraphic integrity.
Award credit for demonstrating the ability to correctly set up and calibrate geophysical survey equipment according to manufacturer guidelines and site-specific requirements.
Credit is given for producing a clear, legible, and accurately annotated field log that records environmental conditions and any potential obstructions.
Assessors should look for evidence of a completed record schedule that correctly references spatial data and follows project documentation protocols.
Evaluate the learner’s competence in identifying and selecting appropriate non-intrusive techniques based on the site context and investigation aims.
Award credit for producing a personal development plan that identifies specific archaeological skills gaps (e.g., geophysical survey, osteology) and outlines realistic, time-bound learning activities.
Evidence of applying time management tools (e.g., Gantt charts, daily logs) to meet project deadlines on an excavation or post-excavation task, demonstrating adaptability when priorities change.
Demonstrate protection of individual interests by consistently following site health and safety protocols, including risk assessments, manual handling, and lone working procedures.
Show how community interests were protected through adherence to ethical guidelines, such as obtaining informed consent from landowners, engaging with local groups, and ensuring proper curation of finds.
In managing resources, evidence of cost-effective procurement and maintenance of tools and materials, with consideration of environmental sustainability.
Award credit for demonstrating knowledge of ideal temperature and relative humidity ranges for different material types (e.g., metals, ceramics, organics).
Evidence of ability to use environmental monitoring equipment (e.g., hygrothermographs, data loggers) and interpret data.
Show awareness of passive and active control methods (e.g., silica gel, HVAC systems) and how to implement them.
Demonstrate understanding of the impact of light, pests, and pollutants on stored items and appropriate mitigation.
Include clear records of environmental checks and corrective actions taken.
Award credit for demonstrating correct identification of material types and their associated deterioration mechanisms, and selecting appropriate stabilisation techniques accordingly.
Award credit for accurately interpreting and following a conservation plan, including adherence to specified methods, materials, and health and safety protocols (e.g. COSHH, PPE).
Award credit for producing comprehensive condition documentation, including clear diagrams or photographs, before, during, and after treatment.
Award credit for executing routine cleaning and repair with precision, avoiding over-treatment and maintaining the object’s diagnostic features and patina.
Award credit for evaluating treatment effectiveness through objective comparison of pre- and post-treatment condition, and reflecting on any deviations or improvements needed.
Award credit for demonstrating a methodical approach to assessing item dimensions, material, and condition to determine accommodation needs.
Evidence must show the ability to source and set up appropriate storage materials (e.g., archival boxes, silica gel) and environmental monitoring equipment.
Expect clear documentation of accommodation plans, including justification for chosen methods and compliance with institutional guidelines.

Examiner Tips

Expert advice for maximising your marks

💡When preparing evidence, include annotated photographs, data logs, and signed witness statements to demonstrate consistent monitoring practice over time.
💡In assignments, always reference recognised conservation standards (e.g., BS 4971 for archival storage, relevant CIfA guidelines) to show professional awareness.
💡For the framework development task, clearly differentiate between preventive and interventive conservation, focusing on the former as per the unit.
💡Practice writing risk assessments for commonly encountered materials (iron, wood, textiles) to streamline assessment tasks.
💡For the portfolio, include a full communication trail showing how you refined the customer's initial query to ensure a precise match with their needs.
💡Document your data-gathering process, including rejected sources, to demonstrate critical selection and to justify the reliability of the final compilation.
💡When completing assignments, explicitly reference the research objectives throughout the collection, analysis, and reporting phases to demonstrate a clear thread of inquiry.
💡Familiarise yourself with typical assessment criteria for archaeological reports by reviewing exemplar documents from your awarding organisation or professional body, such as the Chartered Institute for Archaeologists (CIfA) standards.
💡Practice using digital tools for data management and presentation (e.g., GIS, databases) as these are often assessed in practical tasks; ensure you can explain your methodological choices.
💡Always adhere to ethical guidelines regarding site integrity and data sharing; examiners look for awareness of professional responsibilities.
💡Always structure your evidence around the complete transfer cycle: pre-handling assessment, packing, in-transit monitoring, and final installation.
💡Reference vocational standards (e.g., CIfA Guidelines, museum registration schemes) to demonstrate professional context in your written accounts.
💡Use annotated photographs and signed checklists as evidence to strengthen your portfolio for each performance criterion.
💡When describing monitoring, mention specific tools (e.g., shock indicators, thermohygrographs) and how data informs decisions.
💡In your portfolio, ensure your reflective accounts are directly cross-referenced with specific evidence (e.g., witness testimonies from colleagues, minutes from feedback meetings, completed skills audits) to satisfy assessment criteria conclusively.
💡When discussing organisational contribution, use concrete language such as 'As a result of my updated first-aid training, our team was able to respond effectively to an incident on site, minimising downtime' to demonstrate authentic impact.
💡Prepare thoroughly for professional discussions by rehearsing how you would explain the relationship between identified competence gaps, the development actions taken, and the direct benefits to your colleagues' safety and the project's integrity.
💡In your portfolio evidence, include annotated photographs of packing processes and monitoring equipment readings to demonstrate practical competence.
💡Reference the learner’s own workplace procedures and relevant professional guidelines (e.g., CIfA standards) when explaining handling and transportation decisions.
💡Always follow the site-specific recording manual and agreed typologies; refer to the project data management plan during practical assessments.
💡Practice using common archaeological databases (e.g., ICAHM, HER systems) to build confidence in data entry and querying.
💡Double-check all entries for typographical errors and completeness, as marks are often lost for minor inaccuracies.
💡When providing portfolio evidence, include annotated photographs and witness statements that clearly link your actions to specific health and safety procedures.
💡In oral questioning, be prepared to explain the rationale behind risk control measures, not just state them.
💡For the emergency response criteria, ensure your evidence covers both minor incidents (e.g., cuts) and major emergencies (e.g., fire, discovery of ordnance).
💡Highlight instances where you proactively improved safety, such as reporting a new hazard or suggesting a safer work method, to demonstrate full integration of health and safety into your practice.
💡Build a comprehensive portfolio of evidence by documenting multiple intrusive investigation episodes across different site types (e.g., urban, rural, wetland) to demonstrate breadth of competence.
💡During assessment observations, verbally explain your reasoning for tool choices and excavation approaches to show underpinning knowledge (e.g., 'I’m using a wooden skewer here because the soil is sensitive to trowel damage').
💡Cross-reference your records with those of the supervising archaeologist to ensure consistency and highlight your ability to work as part of a team.
💡Familiarise yourself with the project’s Written Scheme of Investigation (WSI) and research design, and be prepared to show how your contribution aligns with the defined aims and methods.
💡Always cross-reference your recorded measurements against project specifications; demonstrate this in your evidence by including a checksheet or verification log.
💡When preparing records, use the templates provided by your workplace or awarding body as they model the expected format and terminology.
💡In your reflective account or witness testimony, explicitly match each action to the relevant performance criteria to show comprehensive coverage.
💡Practice interpreting sample geophysical data sets to build confidence in distinguishing between archaeological features and modern disturbances.
💡When compiling your portfolio, use real examples from your archaeological work; annotate documents (e.g., risk assessments, skills audits) to show how you applied the principles in practice.
💡For the time management objective, include evidence of you adapting to unexpected finds or weather delays; your assessor will look for reflection on how you reprioritised tasks.
💡To demonstrate protection of community interests, go beyond policy: show minutes of community consultations, letters of permission, or records of public open days that you helped organise.
💡Remember that NVQ evidence is about your actual practice; avoid theoretical descriptions and instead provide witness testimonies, photographs, and work products that prove your competence.
💡Reference specific material types and their unique environmental needs in your evidence to show depth of knowledge.
💡Use real examples from your workplace to illustrate practical application of control methods.
💡Meticulously document all monitoring activities, including any anomalies and how you addressed them.
💡Demonstrate your ability to not just record data but to analyse trends and take proactive corrective measures.
💡Discuss cost-effective and sustainable solutions for environmental control to show professional awareness.
💡Always begin by reviewing the conservation plan in full and discuss any ambiguities with the supervising conservator before commencing practical work.
💡Build a portfolio of detailed treatment reports, as these serve as primary evidence for assessment and demonstrate your ability to document professionally.
💡When stabilising or cleaning, take progressive photographs and notes; this not only supports evaluation but shows assessors your controlled approach.
💡For evaluation, use specific criteria such as colour change (Munsell or spectrophotometer), weight change, or microscopic imaging to quantify success.
💡Integrate health and safety considerations naturally into your practical demonstrations, showing assessors that safe practice is automatic.
💡When planning accommodation, always reference your organisation’s collection management policy and health and safety regulations.
💡For practical assessments, demonstrate proper handling techniques and the use of personal protective equipment when moving items into storage.

Common Mistakes

Pitfalls to avoid in your exam answers

Students often overlook the importance of recording baseline environmental data before implementing control measures, leading to inability to assess changes over time.
A common error is applying generic storage solutions without considering the specific material vulnerabilities of different archaeological finds (e.g., treating dry bone like ceramics).
Candidates may focus only on immediate visible damage while neglecting slow accumulative deterioration such as corrosion from off-gassing storage materials.
Mistaking passive monitoring for active control; failing to intervene when environmental readings are outside safe thresholds.
Misinterpreting the request by focusing on a related but incorrect period or material type without seeking clarification from the customer.
Over-relying on a single, non-specialist source such as a general website, leading to incomplete or inaccurate data compilation.
Presenting raw data without synthesis or explanation, making the information inaccessible to a non-specialist customer.
Confusing primary and secondary sources, leading to inappropriate reliance on unverified secondary materials without critical evaluation.
Failing to document the provenance and context of collected data, which undermines the reliability and reproducibility of findings.
Overlooking biases in data collection methods, such as selective recording or incomplete sampling strategies.
Presenting results without linking them back to the original research objectives, resulting in a report that lacks focus and analytical depth.
Assuming generic packing solutions apply to all items without assessing individual material vulnerabilities (e.g., using acidic cardboard for metals).
Neglecting to record detailed condition reports before and after each phase, leading to disputes or undetected damage.
Failing to account for the impact of vibration and orientation during transport, particularly for composite or friable objects.
Omitting post-transport acclimatization before unpacking, causing thermal or moisture shock.
Confusing self-assessment with simple self-criticism, failing to use structured, evidence-based criteria or professional standards to judge competence.
Gathering feedback but not documenting or acting upon it, or only seeking positive feedback and ignoring constructive criticism.
Listing generic management skills (e.g., 'good communication') without contextualising them to archaeology, such as stakeholder negotiation with heritage bodies or coordinating trench safety.
Failing to demonstrate a measurable impact on the organisation, instead just stating personal benefits like 'I would feel more confident' without tying development to project success rates, legal compliance, or team capability.
Assuming a one-size-fits-all packing method for all archaeological items, neglecting varying material sensitivities (e.g., metal vs. organic).
Failing to record the condition of items before packing, leading to disputes over damage responsibility.
Overlooking the need for continuous environmental monitoring during transportation, especially for fragile or moisture-sensitive items.
Not confirming that the receiving location is prepared (e.g., stable climate, secure mountings) before installation, risking immediate degradation or damage.
Failing to cross-reference finds with context sheets, leading to loss of spatial provenance.
Inconsistent terminology when describing artifact attributes, causing difficulties in data retrieval and analysis.
Neglecting to record metadata (e.g., date of entry, recorder’s name) which undermines the reliability of the dataset.
Assuming that health and safety responsibilities lie solely with the site supervisor rather than being a shared responsibility.
Failing to recognize that archaeological sites may contain hazardous materials like asbestos or lead, requiring specialist handling.
Neglecting to secure the site properly against unauthorized access, leading to potential accidents or theft of artifacts.
Overlooking the importance of checking and maintaining safety equipment, such as fire extinguishers and first aid kits, before work commences.
Learners often fail to maintain clean and vertical section edges, leading to inaccurate stratigraphic profiles and misinterpretation of context relationships.
Omitting essential metadata on records, such as date, initials, weather conditions, or grid references, making records unreliable for future analysis.
Confusing fills and cuts when defining context boundaries, particularly in complex sequences with diffuse interfaces.
Neglecting to use the correct sampling strategy for environmental or finds retrieval, resulting in biased or incomplete data collection.
Students often confuse non-intrusive techniques (e.g., magnetometry) with intrusive practices (e.g., test-pitting), leading to incorrect application in simulated tasks.
A common error is failing to regularly check and record grid reference updates when moving survey grids, causing spatial data misalignment.
Some learners neglect to document temporary obstructions (e.g., parked vehicles) in field notes, which can compromise subsequent data interpretation.
Misinterpreting geophysical anomalies without understanding the underlying physical properties, resulting in inaccurate preliminary identifications.
Failing to link personal development goals directly to specific archaeological competencies required for the role, instead providing generic 'soft skill' targets.
Neglecting to document changes in priorities when managing time and resources, leading to an unrealistic fixed plan that does not reflect actual site conditions.
Confusing protecting community interests with simply following legal requirements, without genuinely engaging with community stakeholders or considering intangible heritage.
Overlooking the need for continuous updating of knowledge regarding health and safety legislation specific to archaeology, such as working with contaminated land or human remains.
Overlooking the specific environmental requirements of different materials, applying a one-size-fits-all approach.
Misinterpreting monitoring data, leading to incorrect adjustments or no action.
Ignoring seasonal variations and assuming that storage conditions remain constant throughout the year.
Neglecting integrated pest management as part of environmental control.
Failing to consider the cumulative effect of light exposure, even at low levels.
Applying a generic treatment approach without considering the specific material composition and degradation state of each artefact.
Over-cleaning artefacts, such as using abrasive methods or strong solvents that remove original surfaces, tool marks, or residues of archaeological significance.
Failing to record the initial condition in sufficient detail, making it impossible to assess the impact of the treatment or justify interventions.
Misinterpreting the conservation plan, e.g., using irreversible materials or techniques that complicate future analysis or re-treatment.
Neglecting to evaluate the treatment formally, relying instead on subjective impressions without measurable criteria or peer discussion.
Assuming all items can be stored under the same conditions, without considering material-specific needs like humidity control for metal versus organic materials.
Neglecting to label or document storage locations, leading to misplacement and loss of provenance.

Frequently Asked Questions

Common questions students ask about this topic

Key Terminology

Essential terms to know

Be able to control the environment to preserve and protect items, Be able to monitor and modify the environment and the condition of an item, Know how to develop a framework for the protection of an item, Know how to apply methods for the protection of an item

Be able to interpret customers requests for information on the material remains of past communities, Be able to access data sources and compile data on the material remains of past communities, Be able to collate and present data to meet customers’ requirements, Know how to interpret customers requests for information on the material remains of past communities, Know how to access data sources and compile data on the material remains of past communities, Know how to collate and present data to meet customers requirements

Be able to identify the sources and availability of information, Be able to collect information to achieve research objectives, Be able to analyse research information, Be able to report results, Know how to apply procedures for the collection and presentation of information

Be able to identify the handling requirements of an item, Be able to pack an item for transportation to a new location, Be able to monitor the transportation of items, Be able to monitor the installation of items within a new location

Know how to make judgements about their own level of competence, Know how to gain feedback from colleagues to support personal development, Know the key competences needed by managers working in archaeological operations, Know how personal development can contribute to the success of the organisation

Know how to identify the handling requirements of an archaeological item, Know how to pack an archaeological item for transportation to a new location, Know how to monitor the transportation of items, Know how to monitor the installation of items within a new location

Be able to classify and compile data on the material remains of past communities, Be able to maintain data and records on the material remains of past communities, Know how to agree methods for classifying and compiling data on the material remains of past communities, Know how to maintain data and records on the material remains of past communities

Be able to operate safely in the workplace, Be able to effectively respond to emergencies, Be able to assist in ensuring the security of the workplace, Know how to apply organisation procedures to ensure health and safety, Know how to effectively respond to emergencies, Know how to assist with the security of the workplace

Be able to prepare for investigation operations, Be able to undertake intrusive investigations, Be able to prepare records and schedules, Know how to implement intrusive investigations, Know the different techniques applicable to intrusive investigations, Know how to prepare records of intrusive investigations

Be able to prepare for investigation operations, Be able to observe and record measurements when implementing non-intrusive investigations, Be able to prepare records and schedules, Know how to implement non-intrusive investigations, Know the different techniques applicable to non-intrusive investigations, Know how to prepare records of non-intrusive investigations

Be able to develop their own knowledge and skills to improve performance, Be able to manage their time and resources to meet objectives, Be able to protect individual and community interests

Be able to identify the appropriate environment in which to maintain and protect items, Be able to control the environment to preserve and protect items, Know about the different environments applicable to archaeological items, Know how to monitor the suitability of the storage environment

Be able to apply routine stabilisation techniques, Be able to implement routine cleaning and repair techniques, Know how to apply routine stabilisation techniques, Know how to follow a conservation plan, Know how to treat the deterioration of an item, Know how to implement routine cleaning and repair, Know how to evaluate the effectiveness of a treatment

Be able to identify the accommodation requirements of an item, Be able organise the preparation of facilities to accommodate items, Know how to identify the accommodation requirements of archaeological items, Know how to organise the preparation of facilities to accommodate archaeological items

Ready to test yourself?

Practice questions tailored to this topic

Qualifications Scotland Level 3 NVQ Certificate in Archaeological Practice

Subtopics in this area

Topic Overview

What You Need to Demonstrate

Marking Points

Examiner Tips

Common Mistakes

Frequently Asked Questions

Key Terminology

Ready to test yourself?

Related Topics in QUALIFICATIONS-SCOTLAND vocational Applied Science

Apply preventative care procedures to items

Classify, compile and maintain data on the material remains of past communities

Contribute to health and safety when conducting archaeological operations

Contribute to intrusive investigations in archaeological operations

Qualifications Scotland Level 3 NVQ Certificate in Archaeological Practice

Subtopics in this area

Topic Overview

What You Need to Demonstrate

Marking Points

Examiner Tips

Common Mistakes

Frequently Asked Questions

What is the difference between a context and a feature in archaeology?

How do I get a job in archaeology with this NVQ?

Do I need to be good at science to do this course?

What equipment do I need for fieldwork?

How is the NVQ assessed?

Can I study this NVQ online?

Key Terminology

Ready to test yourself?

Related Topics in QUALIFICATIONS-SCOTLAND vocational Applied Science

Apply preventative care procedures to items

Classify, compile and maintain data on the material remains of past communities

Contribute to health and safety when conducting archaeological operations

Contribute to intrusive investigations in archaeological operations