Programme Specification Title: History Final Award: Bachelor of Arts with Honours (BA (Hons)) With Exit Awards at: Certificate of Higher Education (CertHE) Diploma of Higher Education (DipHE) Bachelor of Arts with Honours (BA (Hons)) To be delivered from: Level Date Level 1 or Certificate of Higher Education (CertHE) 2015-16 Level 2 or Diploma of Higher Education (DipHE) Level 3 or Bachelor of Arts with Honours (BA (Hons)) Page 1/40
Table Of Contents 1. Introduction... 3 2. Basic Programme Data... 4 3. Programme Description... 5 3.1 Overview... 5 3.2 Aims and Objectives... 5 3.3 Variations to Standard Regulations and Guidance... 6 4. Programme Outcomes... 7 4.1 Knowledge and Understanding... 7 4.2 Subject Specific Intellectual Skills... 7 4.3 Subject Specific Practical Skills... 7 4.4 Transferable Skills and Attributes... 7 5. Learning, Teaching and Assessment Strategies... 9 5.1. Learning and Teaching Strategy... 9 5.2. Assessment Strategy... 12 6. Programme Structure... 13 Appendix I - Curriculum Map... 15 Appendix II - Assessment Map... 21 Appendix III - Benchmark Analysis... 36 Appendix IV - Benchmark Statements(s)... 39 Page 2/40
1. Introduction This document describes one of the University of Lincoln's programmes using the protocols required by the UK National Qualifications Framework as defined in the publication QAA guidelines for preparing programme specifications. This programme operates under the policy and regulatory frameworks of the University of Lincoln. Page 3/40
2. Basic Programme Data Final Award: Programme Title: Exit Awards and Titles Bachelor of Arts with Honours (BA (Hons)) History Certificate of Higher Education (CertHE) Diploma of Higher Education (DipHE) Bachelor of Arts with Honours (BA (Hons)) Subject(s) History Mode(s) of delivery Full Time Part Time Is there a Placement or Exchange? UCAS code Awarding Body Campus(es) School(s) Programme Leader Relevant Subject Benchmark Statements Professional, Statutory or Regulatory Body Accreditation No V100 University of Lincoln Lincoln Campus Programme Start Date 2015-16 Lincoln School of Humanities (name no longer in use, Academic Board 09 07 14) Cairo Hickman (chickman) Page 4/40
3. Programme Description 3.1 Overview 3.2 Aims and Objectives The BA (Hons) History programme aims to: Deepen students understanding of past societies and cultures Enable students to acquire skills of critical analysis of both primary and secondary sources Foster in students an appreciation of the contested nature of historical enquiry and interpretation Develop in students a range of personal and transferable skills relevant to employability and lifelong learning A knowledge of the past is vital for individuals, organisations and society, both as a creative resource, and for a deeper understanding of the building blocks of identity on the regional, national and international level. Rival claims on contemporary power often rest in part on competing interpretations of the past. Knowledge of the past can therefore be used to inform current debates. In addition, students of history acquire skills of analysis, argument and communication which help them to develop as individuals, as responsible contributors to organisations, and as articulate, critical members of a democratic society. The BA (Hons) History programme is distinctive in that it provides students with the opportunity to engage with a wide range of chronological periods and explore differing territories, whilst providing them with core linking themes, most notably, through strands entitled Concepts and Debates, Historical Skills and Sources and Methods. Students are able also to select modules located within the following strands: American History, Culture and Identity and State and Society. A key component of the programme is the emphasis placed upon primary source analysis. Within the programme, a variety of assessment forms are used from traditional essays and examinations to presentations, critical book reviews and projects. The aim is to provide students with a wide variety of high-level skills which will enhance their employability at the end of their degree studies. QAA Subject Benchmark Statement(s): The BA (Hons) History programme responds to the United Kingdom QAA benchmark statement(s) for the subject of History. Benchmarking Analysis provides a detailed specification of the relationship between this programme's curriculum and the relevant QAA benchmark. Internal contexts: The BA (Hons) History degree programme is located within the Department of Humanities and forms part of a suite of related subjects, including American Studies, English, and Media, Culture and Communications. History has been taught as an undergraduate subject at the University and its predecessor institutions for many years, often as part of a joint honours Humanities-related undergraduate course. In recent years, however, the subject has been taught as a single as well as a joint honours subject. Undergraduate numbers have grown significantly since the single honours degree was first offered in 1999, when a cohort of approximately 15 single honours students began the course. In 2007-8, some 60 single honours History students enrolled on the first year of the undergraduate programme. In recent years, in part as a response to the growth of undergraduate student numbers, academic staffing has been increased. This has enabled an expansion of the programme in terms of both its chronological and territorial range. The undergraduate History programme forms a key part of the History provision at Lincoln. Since 2005, the History portfolio has Page 5/40
been extended with the delivery of a MA in Historical Studies. A number of History postgraduate research students are also enrolled in the Department of Humanities. The undergraduate History programme at Lincoln is delivered in an increasingly research-orientated environment. The undergraduate programme has been developed so as to allow students to benefit as much as possible from the research enthusiasms of the academic staff. A number of History academic staff contribute to the work of one of the Faculty s research centres. Established in 2005, the Centre for Regional and Local History is devoted to the study of regional and local history in an international context; and to informing the history of Lincolnshire and the East Midlands by placing it in that wider setting. The Centre supports a range of publication and research activities, including the International Journal of Regional and Local Studies. A number of day schools and conferences have been held under the auspices of the Centre, including, in 2007, the Northern Women s History Day School and the international symposium Radical Cultures and Local Identities. The Centre also has strong links with regional and local history in the East Midlands and Lincolnshire and co-operates closely with Lincoln Record Society, the Survey of Lincoln, and the new county museum. An annual local history conference is organised in association with the Society for Lincolnshire History and Archaeology. In recent years members of the Centre have supervised a number of postgraduate students who have successfully completed research degrees. Topics have included Lincolnshire rural women workers and The exercise of power: the case of Grimsby 1840-1900. Current postgraduate research projects with a local and/or regional dimension include, Lincolnshire population trends in the second half of the nineteenth century, Changing agricultural practice in twentieth century Lincolnshire and Bishop Thomas Watson of Lincoln. External contexts: In recent years, as HESA statistics indicate, there has been a steady growth in full-time undergraduate History students. In 2002-3, 30,675 full-time students studied the subject at undergraduate level. This had increased to 34,080 in 2005-6. The expansion of the subject at Lincoln over this period has exceeded this national pattern of growth. At national level, the subject of History is buoyant, with much interest in the subject clearly being expressed through a variety of popular cultural forms, most notably on television and in the proliferation of popular history books. The flowering of public history is explored within a number of modules which comprise the undergraduate History programme at Lincoln. Within the locality, the pursuit of History is of significant cultural importance. The city and surrounding region has a range of thriving History-related societies. The delivery of History-related programmes at Lincoln in part both enables this local demand to be met and also provides opportunities for a variety of fruitful University and community engagements and projects to be undertaken. 3.3 Variations to Standard Regulations and Guidance None Page 6/40
4. Programme Outcomes Programme-level learning outcomes are identified below. Refer to Appendix I Curriculum Map for details of how outcomes are deployed across the programme. 4.1 Knowledge and Understanding On successful completion of this programme a student will have knowledge and understanding of: 1 the past through learning about the social, political and economic structures, cultures and belief systems of a chronological and geographical range of societies. 2 complex bodies of historical information 3 current and past debates within the study of history 4 aspects of continuity and change expressed in literary, material and visual culture and history of different periods and places 5 comparative perspectives and approaches in relation to a range of histories of different countries, societies and cultures. 4.2 Subject Specific Intellectual Skills On successful completion of this programme a student will be able to: 6 critically interpret a range of primary sources including visual and material culture products. 7 synthesise complex bodies of information 8 explain and evaluate the relationship between primary and secondary source material. 9 demonstrate an understanding of different historical approaches and methods 10 develop cogent arguments in relation to historical issues and debates, and support such arguments. 4.3 Subject Specific Practical Skills On successful completion of this programme a student will be able to: 11 Present work in an appropriate register and employ relevant scholarly apparatus, deploying appropriate bibliographic and presentational skills. 12 Identify and evaluate sources of information 13 apply skills of historical analysis across time and/ or place. 14 recognise the methodological implications of using a range of primary source materials. 4.4 Transferable Skills and Attributes On successful completion of this programme a student will be able to: Page 7/40
15 be self-reflective and give and receive constructive criticism. 16 communicate effectively and appropriately in oral and written contexts 17 work independently in pursuit of objectives under their own direction and motivation 18 demonstrate continuing development of self awareness through effective time management, sensitivity to diversity and the ability to continue learning 19 develop their own positions in relation to debates, identifying their own issues and questions For details of each module contributing to the programme, please consult the module specification document. Page 8/40
5. Learning, Teaching and Assessment Strategies 5.1. Learning and Teaching Strategy The learning and teaching strategy adopted within the BA (Hons) History programme is set out below. Intellectual independence is one of the most important qualities of mind of the history student. By the time students graduate, they will be expected to think of themselves as independent learners. History modules will encourage and support them to achieve this by using flexible and varied means of teaching, learning and assessment. Students will learn to work in groups and individually, to produce reports, essays and book reviews, to assess themselves and their peers and to give presentations. They will learn to identify, use and evaluate a wide variety of source materials including personal testimony, photographs, newspapers, CD ROM s and on-line sources, novels, films and government documents. They will have the opportunity to work extensively with new technologies including the use and creation of multimedia packages in relation to the subject matter of history. The degree reflects the University's primary objective 'to be recognised for teaching and learning that is informed by research' [Strategic Plan Overview 2007-12, p.2]. Several modules are directly linked to staff research interests, such as the level two modules Environmental History ; The Birth of the Modern Age? and, at level three, modules including The Middle class and Urban Britain, 1780-1900, Coal, Culture and Community. Other modules are pre-empting new research, such as the Representations of the First World War module. There is also an emphasis throughout the programme on positioning the students as active participants in the research process both through the Sources and Methods strand where heavy emphasis is laid upon techniques for historical research and also through assessment strategies, which include the production of primary research-informed outputs, culminating at level three in the production of work such as the independent study and oral history project. Such assessment forms involve students as active participants in collaborative or individual research projects. History modules incorporate a wide range of teaching, learning and assessment methods, reflecting the broad nature of the learning outcomes for the subject. At all levels, lectures with follow-up seminars are the norm in most modules, though there are workshops for more practical, primary-source driven work. The seminar is the core teaching and learning activity, as it is seen as the most effective way of encouraging active debate rather than the passive acquisition of information. Although a good deal of work is tutor-led at first, student independence is encouraged. Student choice is one of the ways in which this is achieved: choice within modules, and, in the final year of study, choice between modules. The Independent Study at level three is taught through individual tutorials, a teaching method not employed at earlier levels. At this stage, students are expected to be able to manage the process of setting up a research topic, and negotiating the management and completion of the project with the tutor. Student progression is ensured through a developing set of learning outcomes at each level. At level one, students are expected to: identify and locate appropriate source materials within the university start to evaluate primary source materials show an awareness of theories and concepts of history identify arguments in secondary material identify appropriate forms of analysis and enquiry Page 9/40
In addition, they will make some progress in IT, group work, presentations, and written work of various kinds. At level two, students are expected to: gather, assimilate and interpret appropriate material from a wider variety of sources deepen their critical analysis of primary sources, and use them more extensively identify and analyse key themes and arguments in secondary material recognise and appraise a range of theoretical perspectives design and manage a more complex research project demonstrate capacity for independent learning and reflection demonstrate enhanced skills in group work, presentation, IT and written work At level three, students are expected to: engage in independent research using a wide variety of source both readily available and more difficult to access be able to manage large amounts of information explain and evaluate the relationships between primary and secondary material appreciate and critically evaluate current and past debates within the study of history be aware of different historical methodologies be aware of continuity and change over various time spans develop a cogent argument of their own in relation to issues and debates, and to support this argument thoroughly show a high level of critical reflection upon their own work evaluate and apply theoretical frameworks themselves show high levels of communication skills in writing and presentation work as a highly effective group member The learning outcomes for individual modules encompass these points, as well as outcomes of subject knowledge. Personal Development Planning (PDP) As outlined in the QAA documentation relating to PDP processes, these will complement the formal curriculum by: helping students to: reflect critically on their own learning, behaviours and achievements; be more independent and effective learners and value their own capability through improved self-awareness; motivate themselves; be aware of how they can apply their learning in contexts other than the academic curriculum; enhance their ability to present themselves to others; improve their employability; and encourage a positive attitude to the idea of learning throughout life. PDP is likely to involve an individual in: gathering information on learning experiences and achievement; reflecting on learning experiences and achievement; identifying new learning needs and creating development plans; reviewing their progress towards the achievement of goals they have set. and develop their capacity to: Page 10/40
recognise, value and evidence their own learning in academic and non-academic contexts; evaluate and recognise their own strengths and weaknesses and identify ways in which perceived weaknesses might be improved and strengths enhanced; utilise their own records and evidence of learning to demonstrate to others what they know and can do; recognise how achievements that are not part of an academic programme might be accredited; plan and take responsibility for their personal, educational and career development. Characteristics of effective PDP practice: The key lesson from institutions that have already implemented such policies in higher education is that PDP should be integral to learning. Students do not participate in such processes for altruistic reasons: they have to perceive the investment they make will be valued. PDP is likely to be most effective when it is: a mainstream academic activity linked to the learning objectives/ outcomes of programmes undertaken regularly supported and valued by staff supported by institutional structures, resources and expertise owned by the learner seen to be valued by society (e.g. employers and Professional Bodies) Students are more likely to value PDP if they see that academic staff themselves are involved in PDP processes, e.g. through appraisal and development policies or portfolio building linked to professional accreditation or CPD requirements. In order to embed PDP as fully as possible within the History programme, the following measures will be undertaken, in line with the practice outlined in the QAA recommendations: at the start of a programme, students will be introduced to the opportunities for PDP, through the induction process, the use of academic tutors and through the first year unit Communication Skills. Students will be allocated an academic tutor whom they will be able to contact regarding their academic work throughout their degree studies. students will be provided with opportunities for PDP at each stage of their programme, most notably in Historical Communication Skills at level one; Career Planning and Independent Study Preparation at level two; and Independent Study at level three. the rationale for PDP at different stages of a programme will be explained for the benefit of students (e.g. in level handbooks and module guides); On completion of their programme students will have: participated in PDP in a range of learning contexts at each stage or level of their programme; demonstrated that they can access and use the aids and tools provided by the institution to help them reflect upon their own learning and achievements and to plan for their own personal, educational and career development; with support, created their own learning records containing information on the qualities and skills they can evidence which can be drawn upon when applying for a job or further study. General: The primary responsibility for developing, updating and maintaining their Personal Learning Records rests with the individual student, with staff support. Page 11/40
Students are introduced to PDP its purposes, obligations and anticipated benefits, at an early point in their HE experience. Career planning and advice is embedded into the programme: at level two, for instance, students undertake a module exploring Career Planning and Independent Study Preparation, which ensures that due attention is paid to life following graduation. As part of this process, the critical self-reflection which is a central element of PDP is tested. At the outset of level three, as part of the induction process, careers advice and resources associated with careers are brought to the attention of students at a critical point in their studies. Within the Faculty, a Writing Centre has been established in order to aid students with writing challenges, which may have been identified by academic staff in feedback. The Writing Centre is staffed by a Royal Literary Fellow who is attached to the Faculty. The Faculty aims to continue the operation of the Centre once the Royal Literary Fellowship funding expires. This facility operates in addition to the University s disability service, DART, which inter alia provides support for students with dyslexia. 5.2. Assessment Strategy The assessment strategy adopted within the BA (Hons) History programme is designed to allow students to demonstrate their achievement of the above learning outcomes, and therefore incorporates a variety of methods. Different skills are called for in examinations, presentations, projects, book reviews, portfolios and essays. Each level offers a range of these assessment methods. To a certain extent, there is more emphasis on independent work in level three, and more on tutor-led work in level one, but the aim has been to allow students to experience all kinds of assessment from the outset. Although considerable emphasis is placed on the essay as a significant format for the assessment of skills of debate, argument and evidence, a variety of forms of assessment are used to test different learning outcomes. The programme includes coursework and timed examinations (involving both seen and unseen papers). Assessment Map gives a top-level indication of the scheduling and distribution of assessment modes within the programme. Details of module assessment strategy are included with each module specification. Assessment weightings vary within modules. In assigning weighting to assessment components, due attention has been paid to the number of learning outcomes being tested. Care has been taken to ensure that there is broad comparability between the assessment diets associated with modules at the same level. The programme team members have also sought to ensure that, within the options presented, there is a wide variety of assessment methods from which to select. As a guiding principle, students will have the opportunity throughout the programme to build upon the assessment experiences they have gained earlier in their studies. Page 12/40
6. Programme Structure The total number of credit points required for the achievement of Certificate of Higher Education (CertHE) is 120. The total number of credit points required for the achievement of Diploma of Higher Education (DipHE) is 240. The total number of credit points required for the achievement of Bachelor of Arts with Honours (BA (Hons)) is 360. Level 1 Title Credit Rating Core / Optional Communication Skills 2015-16 15 Core Representing the Past 2015-16 15 Core Making Modern Europe 2015-16 30 Core Introduction to Early Modern Visual Culture, 1400-1700 2015-16 15 Core East meets West: Conflict and Coexistence in the Mediterranean, c. 15 Core 500-1250 2015-16 Research Skills and Project Management 2015-16 15 Core The United States from Colonies to Superpower 2015-16 15 Core Level 2 Title Credit Rating Core / Optional Career Planning and Independent Study Preparation 15 Core Themes in Regional and Local History 15 Optional The Birth of the Modern Age? British Politics, 1885-1914 15 Optional New Directions in History 15 Core Environmental History 15 Optional Early Modern Family: Households in England c.1500-1750 15 Optional Medieval Man and the Supernatural c. 1200-1500 15 Optional Themes in American Cultural History 15 Optional Hell and Damnation, life and afterlife: cultures of belief in England 15 Optional c.1550-1750 Ted and Bill's Excellent Adventures: The Norman Conquest in 15 Optional Context Italy, a Contested Nation. Social and political conflicts from Garibaldi to Berlusconi 15 Optional The Rise of Islam: Religion, culture and war in the Middle East in late 15 Optional antiquity From Caesar to Arthur: The Rise and Fall of Roman Britain 15 Optional Urban Life and Society in the Middle Ages 15 Optional Disease, Health, and the Body in Early Modern Europe 15 Optional Gender in Nineteenth-Century Britain 15 Optional Struggles for Equality in C20 Europe 15 Optional Education and the State in Post-War England 15 Optional Counter Cultures of the 1960s 15 Optional Grand Expectations? America during the Cold War 15 Optional Study Period Abroad: History 60 Optional Science and Religion 15 Optional Heroes, Dames and Bad Guys: Popular Culture and Identity in Britain 15 Optional Page 13/40
1918-1929 Level 3 Title Credit Rating Core / Optional Oral History Project 30 Optional Representations of the First World War 15 Optional Ireland: the Politics of Home Rule 15 Optional History Work Placement 15 Optional The Social Construction of Sexuality, 1780-1930 15 Optional The European Union since 1945 15 Optional China and the West 1793-1911 15 Optional History Independent Study 30 Core American Dreams, American Nightmares: The Fiction of American 15 Optional History, 1850-1906 The Middle Class in Urban Britain 1780-1900 15 Optional Stories of Glories I: History, legend, and the origins of King Arthur 15 Optional Anarchy is order. Anarchism and social movements in Modern 15 Optional Europe China and the West II: 1911-2008 15 Optional The Goths: Barbarians through history? 15 Optional Chivalry in Medieval Europe 15 Optional Stories of Glories 2 15 Optional What is the Renaissance? 15 Optional Exhibiting the World in the Nineteenth Century 15 Optional Consuming Societies: Western Europe 1600-1800 15 Optional Britain and the World, c. 1899-1922 15 Optional 'O Bella Ciao' Fascism and Anti-fascism in Italy 15 Optional Darwin's Dangerous Idea 15 Optional The Enemy Within: Class Conflict and the Media in Post War Britain 15 Optional From Revolution to New Republic: The United States 1760-1841 15 Optional This is Britain: 20th Century Britain through the Media Archive of Central England (MACE) 15 Optional Page 14/40
Appendix I - Curriculum Map This table indicates which modules assume responsibility for delivering and ordering particular programme learning outcomes. Key: Delivered and Assessed Delivered Assessed Level 1 Communication Skills 2015-16 East meets West: Conflict and Coexistence in the Mediterranean, c. 500-1250 2015-16 Introduction to Early Modern Visual Culture, 1400-1700 2015-16 Making Modern Europe 2015-16 Representing the Past 2015-16 Research Skills and Project Management 2015-16 The United States from Colonies to Superpower 2015-16 PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 Communication Skills 2015-16 East meets West: Conflict and Coexistence in the Mediterranean, c. 500-1250 2015-16 Introduction to Early Modern Visual Culture, 1400-1700 2015-16 Making Modern Europe 2015-16 Representing the Past 2015-16 Research Skills and Project Management 2015-16 The United States from Colonies to Superpower 2015-16 PO13 PO14 PO15 PO16 PO17 PO18 PO19 Page 15/40
Level 2 Career Planning and Independent Study Preparation Counter Cultures of the 1960s Disease, Health, and the Body in Early Modern Europe Early Modern Family: Households in England c.1500-1750 Education and the State in Post-War England Environmental History From Caesar to Arthur: The Rise and Fall of Roman Britain Gender in Nineteenth-Century Britain Grand Expectations? America during the Cold War Hell and Damnation, life and afterlife: cultures of belief in England c.1550-1750 Heroes, Dames and Bad Guys: Popular Culture and Identity in Britain 1918-1929 Italy, a Contested Nation. Social and political conflicts from Garibaldi to Berlusconi Medieval Man and the Supernatural c. 1200-1500 New Directions in History Science and Religion Struggles for Equality in C20 Europe Study Period Abroad: History PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 Page 16/40
Ted and Bill's Excellent Adventures: The Norman Conquest in Context The Birth of the Modern Age? British Politics, 1885-1914 The Rise of Islam: Religion, culture and war in the Middle East in late antiquity Themes in American Cultural History Themes in Regional and Local History Urban Life and Society in the Middle Ages Career Planning and Independent Study Preparation Counter Cultures of the 1960s Disease, Health, and the Body in Early Modern Europe Early Modern Family: Households in England c.1500-1750 Education and the State in Post-War England Environmental History From Caesar to Arthur: The Rise and Fall of Roman Britain Gender in Nineteenth-Century Britain Grand Expectations? America during the Cold War Hell and Damnation, life and afterlife: cultures of belief in England c.1550-1750 Heroes, Dames and Bad Guys: Popular Culture and Identity in Britain 1918-1929 Italy, a Contested Nation. Social and political conflicts from Garibaldi to Berlusconi Medieval Man and the Supernatural c. 1200-1500 New Directions in History Science and Religion Struggles for Equality in C20 Europe Study Period Abroad: History PO13 PO14 PO15 PO16 PO17 PO18 PO19 Page 17/40
Ted and Bill's Excellent Adventures: The Norman Conquest in Context The Birth of the Modern Age? British Politics, 1885-1914 The Rise of Islam: Religion, culture and war in the Middle East in late antiquity Themes in American Cultural History Themes in Regional and Local History Urban Life and Society in the Middle Ages Level 3 'O Bella Ciao' Fascism and Anti-fascism in Italy American Dreams, American Nightmares: The Fiction of American History, 1850-1906 Anarchy is order. Anarchism and social movements in Modern Europe Britain and the World, c. 1899-1922 China and the West 1793-1911 China and the West II: 1911-2008 Chivalry in Medieval Europe Consuming Societies: Western Europe 1600-1800 Darwin's Dangerous Idea Exhibiting the World in the Nineteenth Century From Revolution to New Republic: The United States 1760-1841 History Independent Study History Work Placement PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 Page 18/40
Ireland: the Politics of Home Rule Oral History Project Representations of the First World War Stories of Glories 2 Stories of Glories I: History, legend, and the origins of King Arthur The Enemy Within: Class Conflict and the Media in Post War Britain The European Union since 1945 The Goths: Barbarians through history? The Middle Class in Urban Britain 1780-1900 The Social Construction of Sexuality, 1780-1930 This is Britain: 20th Century Britain through the Media Archive of Central England (MACE) What is the Renaissance? 'O Bella Ciao' Fascism and Anti-fascism in Italy American Dreams, American Nightmares: The Fiction of American History, 1850-1906 Anarchy is order. Anarchism and social movements in Modern Europe Britain and the World, c. 1899-1922 China and the West 1793-1911 China and the West II: 1911-2008 Chivalry in Medieval Europe Consuming Societies: Western Europe 1600-1800 Darwin's Dangerous Idea Exhibiting the World in the Nineteenth Century PO13 PO14 PO15 PO16 PO17 PO18 PO19 Page 19/40
From Revolution to New Republic: The United States 1760-1841 History Independent Study History Work Placement Ireland: the Politics of Home Rule Oral History Project Representations of the First World War Stories of Glories 2 Stories of Glories I: History, legend, and the origins of King Arthur The Enemy Within: Class Conflict and the Media in Post War Britain The European Union since 1945 The Goths: Barbarians through history? The Middle Class in Urban Britain 1780-1900 The Social Construction of Sexuality, 1780-1930 This is Britain: 20th Century Britain through the Media Archive of Central England (MACE) What is the Renaissance? Page 20/40
Appendix II - Assessment Map This table indicates the spread of assessment activity across the programme. Percentages indicate assessment weighting. Level 1 01 02 03 04 05 06 07 08 09 10 11 12 Communication Skills 2015-16 50 50 East meets West: Conflict and Coexistence in the Mediterranean, c. 500-1250 2015-16 10 40 50 Introduction to Early Modern Visual Culture, 1400-1700 2015-16 25 25 50 Making Modern Europe 2015-16 40 Representing the Past 2015-16 20 80 Research Skills and Project Management 60 2015-16 The United States from Colonies to 50 Superpower 2015-16 13 14 15 16 17 18 19 20 21 22 23 24 Communication Skills 2015-16 East meets West: Conflict and Coexistence in the Mediterranean, c. 500-1250 2015-16 Introduction to Early Modern Visual Culture, 1400-1700 2015-16 Making Modern Europe 2015-16 40 20 Representing the Past 2015-16 Research Skills and Project Management 40 2015-16 The United States from Colonies to 50 Superpower 2015-16 Page 21/40
Communication Skills 2015-16 East meets West: Conflict and Coexistence in the Mediterranean, c. 500-1250 2015-16 Introduction to Early Modern Visual Culture, 1400-1700 2015-16 Making Modern Europe 2015-16 Representing the Past 2015-16 Research Skills and Project Management 2015-16 The United States from Colonies to Superpower 2015-16 Communication Skills 2015-16 East meets West: Conflict and Coexistence in the Mediterranean, c. 500-1250 2015-16 Introduction to Early Modern Visual Culture, 1400-1700 2015-16 Making Modern Europe 2015-16 Representing the Past 2015-16 Research Skills and Project Management 2015-16 The United States from Colonies to Superpower 2015-16 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 Communication Skills 2015-16 East meets West: Conflict and Coexistence in the Mediterranean, c. 500-1250 2015-16 Introduction to Early Modern Visual Culture, 1400-1700 2015-16 Making Modern Europe 2015-16 Representing the Past 2015-16 Research Skills and Project Management 2015-16 49 50 51 52 EP Page 22/40
The United States from Colonies to Superpower 2015-16 Level 2 01 02 03 04 05 06 07 08 09 10 11 12 Career Planning and Independent Study Preparation Counter Cultures of the 1960s 100 Disease, Health, and the Body in Early 5 40 55 Modern Europe Early Modern Family: Households in England c.1500-1750 Education and the State in Post-War England 30 70 Environmental History 10 90 From Caesar to Arthur: The Rise and Fall of Roman Britain 40 60 Gender in Nineteenth-Century Britain 60 60 Grand Expectations? America during the Cold War 50 50 Hell and Damnation, life and afterlife: cultures of belief in England c.1550-1750 40 60 Heroes, Dames and Bad Guys: Popular 25 25 50 Culture and Identity in Britain 1918-1929 Italy, a Contested Nation. Social and political conflicts from Garibaldi to Berlusconi Medieval Man and the Supernatural c. 1200-1500 New Directions in History Page 23/40
Science and Religion 100 Struggles for Equality in C20 Europe 40 60 Study Period Abroad: History 100 Ted and Bill's Excellent Adventures: The Norman Conquest in Context The Birth of the Modern Age? British Politics, 100 1885-1914 The Rise of Islam: Religion, culture and war 50 50 in the Middle East in late antiquity Themes in American Cultural History Themes in Regional and Local History Urban Life and Society in the Middle Ages 25 25 50 Career Planning and Independent Study Preparation Counter Cultures of the 1960s Disease, Health, and the Body in Early Modern Europe Early Modern Family: Households in England c.1500-1750 Education and the State in Post-War England Environmental History From Caesar to Arthur: The Rise and Fall of Roman Britain Gender in Nineteenth-Century Britain Grand Expectations? America during the Cold War Hell and Damnation, life and afterlife: cultures 13 14 15 16 17 18 19 20 21 22 23 24 25 75 40 Page 24/40
of belief in England c.1550-1750 Heroes, Dames and Bad Guys: Popular Culture and Identity in Britain 1918-1929 Italy, a Contested Nation. Social and political conflicts from Garibaldi to Berlusconi Medieval Man and the Supernatural c. 1200-1500 New Directions in History 60 40 Science and Religion Struggles for Equality in C20 Europe Study Period Abroad: History Ted and Bill's Excellent Adventures: The Norman Conquest in Context The Birth of the Modern Age? British Politics, 1885-1914 The Rise of Islam: Religion, culture and war in the Middle East in late antiquity Themes in American Cultural History 20 Themes in Regional and Local History Urban Life and Society in the Middle Ages 25 25 Career Planning and Independent Study Preparation Counter Cultures of the 1960s Disease, Health, and the Body in Early Modern Europe Early Modern Family: Households in England c.1500-1750 Education and the State in Post-War England 25 26 27 28 29 30 31 32 33 34 35 36 60 Page 25/40
Environmental History From Caesar to Arthur: The Rise and Fall of Roman Britain Gender in Nineteenth-Century Britain Grand Expectations? America during the Cold War Hell and Damnation, life and afterlife: cultures of belief in England c.1550-1750 Heroes, Dames and Bad Guys: Popular Culture and Identity in Britain 1918-1929 Italy, a Contested Nation. Social and political 100 conflicts from Garibaldi to Berlusconi Medieval Man and the Supernatural c. 1200-1500 New Directions in History Science and Religion Struggles for Equality in C20 Europe Study Period Abroad: History Ted and Bill's Excellent Adventures: The Norman Conquest in Context The Birth of the Modern Age? British Politics, 1885-1914 The Rise of Islam: Religion, culture and war in the Middle East in late antiquity Themes in American Cultural History 80 Themes in Regional and Local History 100 Urban Life and Society in the Middle Ages 75 75 Page 26/40
Career Planning and Independent Study Preparation Counter Cultures of the 1960s Disease, Health, and the Body in Early Modern Europe Early Modern Family: Households in England c.1500-1750 Education and the State in Post-War England Environmental History From Caesar to Arthur: The Rise and Fall of Roman Britain Gender in Nineteenth-Century Britain Grand Expectations? America during the Cold War Hell and Damnation, life and afterlife: cultures of belief in England c.1550-1750 Heroes, Dames and Bad Guys: Popular Culture and Identity in Britain 1918-1929 Italy, a Contested Nation. Social and political conflicts from Garibaldi to Berlusconi Medieval Man and the Supernatural c. 1200-1500 New Directions in History Science and Religion Struggles for Equality in C20 Europe Study Period Abroad: History Ted and Bill's Excellent Adventures: The Norman Conquest in Context The Birth of the Modern Age? British Politics, 37 38 39 40 41 42 43 44 45 46 47 48 Page 27/40
1885-1914 The Rise of Islam: Religion, culture and war in the Middle East in late antiquity Themes in American Cultural History Themes in Regional and Local History Urban Life and Society in the Middle Ages Career Planning and Independent Study Preparation Counter Cultures of the 1960s Disease, Health, and the Body in Early Modern Europe Early Modern Family: Households in England c.1500-1750 Education and the State in Post-War England Environmental History From Caesar to Arthur: The Rise and Fall of Roman Britain Gender in Nineteenth-Century Britain Grand Expectations? America during the Cold War Hell and Damnation, life and afterlife: cultures of belief in England c.1550-1750 Heroes, Dames and Bad Guys: Popular Culture and Identity in Britain 1918-1929 Italy, a Contested Nation. Social and political conflicts from Garibaldi to Berlusconi Medieval Man and the Supernatural c. 1200-1500 New Directions in History Science and Religion Struggles for Equality in C20 Europe Study Period Abroad: History Ted and Bill's Excellent Adventures: The Norman Conquest in Context The Birth of the Modern Age? British Politics, 1885-1914 The Rise of Islam: Religion, culture and war in the Middle East in late antiquity Themes in American Cultural History Themes in Regional and Local History Urban Life and Society in the Middle Ages 49 50 51 52 EP Page 28/40
Level 3 01 02 03 04 05 06 07 08 09 10 11 12 'O Bella Ciao' Fascism and Anti-fascism in Italy 30 70 American Dreams, American Nightmares: 50 50 The Fiction of American History, 1850-1906 Anarchy is order. Anarchism and social movements in Modern Europe Britain and the World, c. 1899-1922 100 China and the West 1793-1911 20 80 China and the West II: 1911-2008 Chivalry in Medieval Europe 15 35 50 Consuming Societies: Western Europe 1600-1800 40 60 Darwin's Dangerous Idea 20 80 Exhibiting the World in the Nineteenth Century 40 60 From Revolution to New Republic: The United 50 60 States 1760-1841 History Independent Study 15 History Work Placement 25 Ireland: the Politics of Home Rule Oral History Project Representations of the First World War Stories of Glories 2 Stories of Glories I: History, legend, and the origins of King Arthur 25 75 Page 29/40
The Enemy Within: Class Conflict and the 100 Media in Post War Britain The European Union since 1945 30 70 The Goths: Barbarians through history? 50 50 The Middle Class in Urban Britain 1780-1900 10 90 The Social Construction of Sexuality, 1780-1930 This is Britain: 20th Century Britain through the Media Archive of Central England (MACE) 25 15 What is the Renaissance? 5 15 30 50 13 14 15 16 17 18 19 20 21 22 23 24 'O Bella Ciao' Fascism and Anti-fascism in Italy American Dreams, American Nightmares: The Fiction of American History, 1850-1906 Anarchy is order. Anarchism and social 30 movements in Modern Europe Britain and the World, c. 1899-1922 China and the West 1793-1911 China and the West II: 1911-2008 30 Chivalry in Medieval Europe Consuming Societies: Western Europe 1600-1800 Darwin's Dangerous Idea Exhibiting the World in the Nineteenth Century From Revolution to New Republic: The United States 1760-1841 Page 30/40
History Independent Study 85 History Work Placement 75 Ireland: the Politics of Home Rule Oral History Project 25 15 Representations of the First World War 25 Stories of Glories 2 25 Stories of Glories I: History, legend, and the origins of King Arthur The Enemy Within: Class Conflict and the Media in Post War Britain The European Union since 1945 The Goths: Barbarians through history? The Middle Class in Urban Britain 1780-1900 The Social Construction of Sexuality, 1780-1930 This is Britain: 20th Century Britain through the Media Archive of Central England (MACE) What is the Renaissance? 60 10 90 'O Bella Ciao' Fascism and Anti-fascism in Italy American Dreams, American Nightmares: The Fiction of American History, 1850-1906 Anarchy is order. Anarchism and social movements in Modern Europe Britain and the World, c. 1899-1922 China and the West 1793-1911 25 26 27 28 29 30 31 32 33 34 35 36 70 Page 31/40
China and the West II: 1911-2008 70 Chivalry in Medieval Europe Consuming Societies: Western Europe 1600-1800 Darwin's Dangerous Idea Exhibiting the World in the Nineteenth Century From Revolution to New Republic: The United States 1760-1841 History Independent Study History Work Placement Ireland: the Politics of Home Rule 100 Oral History Project 60 Representations of the First World War 75 Stories of Glories 2 75 Stories of Glories I: History, legend, and the origins of King Arthur The Enemy Within: Class Conflict and the Media in Post War Britain The European Union since 1945 The Goths: Barbarians through history? The Middle Class in Urban Britain 1780-1900 The Social Construction of Sexuality, 1780-1930 This is Britain: 20th Century Britain through the Media Archive of Central England (MACE) What is the Renaissance? 37 38 39 40 41 42 43 44 45 46 47 48 Page 32/40
'O Bella Ciao' Fascism and Anti-fascism in Italy American Dreams, American Nightmares: The Fiction of American History, 1850-1906 Anarchy is order. Anarchism and social movements in Modern Europe Britain and the World, c. 1899-1922 China and the West 1793-1911 China and the West II: 1911-2008 Chivalry in Medieval Europe Consuming Societies: Western Europe 1600-1800 Darwin's Dangerous Idea Exhibiting the World in the Nineteenth Century From Revolution to New Republic: The United States 1760-1841 History Independent Study History Work Placement Ireland: the Politics of Home Rule Oral History Project Representations of the First World War Stories of Glories 2 Stories of Glories I: History, legend, and the origins of King Arthur The Enemy Within: Class Conflict and the Media in Post War Britain The European Union since 1945 The Goths: Barbarians through history? The Middle Class in Urban Britain 1780-1900 Page 33/40
The Social Construction of Sexuality, 1780-1930 This is Britain: 20th Century Britain through the Media Archive of Central England (MACE) What is the Renaissance? 'O Bella Ciao' Fascism and Anti-fascism in Italy American Dreams, American Nightmares: The Fiction of American History, 1850-1906 Anarchy is order. Anarchism and social movements in Modern Europe Britain and the World, c. 1899-1922 China and the West 1793-1911 China and the West II: 1911-2008 Chivalry in Medieval Europe Consuming Societies: Western Europe 1600-1800 Darwin's Dangerous Idea Exhibiting the World in the Nineteenth Century From Revolution to New Republic: The United States 1760-1841 History Independent Study History Work Placement Ireland: the Politics of Home Rule Oral History Project Representations of the First World War Stories of Glories 2 Stories of Glories I: History, legend, and the origins of King Arthur The Enemy Within: Class Conflict and the Media in Post War Britain The European Union since 1945 The Goths: Barbarians through history? The Middle Class in Urban Britain 1780-1900 The Social Construction of Sexuality, 1780-1930 This is Britain: 20th Century Britain through the Media Archive of Central England (MACE) 49 50 51 52 EP Page 34/40
What is the Renaissance? Page 35/40
Appendix III - Benchmark Analysis This table maps programme learning outcomes to relevant QAA subject benchmark statements or PSRB guidelines. Knowledge and Understanding PO1 PO2 PO3 PO4 PO5 PO1 PO2 PO3 PO4 PO5 Hist01 Hist02 Hist03 Hist04 Hist05 Hist06 Hist07 Hist08 Hist09 Hist10 Hist11 Hist12 Hist13 Hist14 Hist15 Hist16 Subject Specific Intellectual Skills PO6 PO7 PO8 PO9 PO10 PO6 Hist01 Hist02 Hist03 Hist04 Hist05 Hist06 Hist07 Hist08 Hist09 Hist10 Hist11 Hist12 Hist13 Hist14 Hist15 Hist16 Page 36/40
PO7 PO8 PO9 PO10 Subject Specific Practical Skills PO11 PO12 PO13 PO14 PO11 PO12 PO13 PO14 Hist01 Hist02 Hist03 Hist04 Hist05 Hist06 Hist07 Hist08 Hist09 Hist10 Hist11 Hist12 Hist13 Hist14 Hist15 Hist16 Transferable Skills and Attributes PO15 PO16 PO17 PO18 PO19 PO15 Hist01 Hist02 Hist03 Hist04 Hist05 Hist06 Hist07 Hist08 Hist09 Hist10 Hist11 Hist12 Hist13 Hist14 Hist15 Hist16 Page 37/40
PO16 PO17 PO18 PO19 Page 38/40
Appendix IV: Benchmark Benchmark Statement(s) Page 39/40
Powered by TCPDF (www.tcpdf.org) University of Lincoln Programme Specification - Bachelor of Arts with Honours (BA (Hons)) History Hist01 - Commands of a substantial body of historical knowledge. Hist02 - The ability to develop and sustain historical arguments in a variety of literary forms, formulating appropriate questions and utilising evidence. Hist03 - An ability to read, analyse and reflect critically and contextually upon contemporary texts and other primary sources, including visual and material sources like paintings, coins, medals, cartoons, photographs and films. Hist04 - An ability to read, analyse and reflect critically and contextually upon secondary evidence, including historical writings and the interpretations of historians. Hist05 - An appreciation of the complexity of reconstructing the past, the problematic and varied nature of historical evidence. Hist06 - An understanding of the varieties of approaches to understanding, constructing, and interpreting the past; and, where relevant, a knowledge of concepts and theories derived from the humanities and social sciences. Hist07 - The ability to gather and deploy evidence and data to find, retrieve, sort and exchange new information. Hist08 - A command of comparative perspectives, which may include the ability to compare the histories of different countries, societies, or cultures. Hist09 - Awareness of continuity and change over extended time spans. Hist10 - An understanding of the development of history as a discipline and the awareness of different historical methodologies. Hist11 - An ability to design, research, and present a sustained and independently-conceived piece of historical writing. Hist12 - The ability to address historical problems in depth, involving the use of contemporary sources and advanced secondary literature. Hist13 - Clarity, fluency, and coherence in written expression. Hist14 - Clarity, fluency, and coherence in oral expression. Hist15 - The ability to work collaboratively and to participate in group discussion. Hist16 - Competence in specialist skills which are necessary for some areas of historical analysis and understanding, as appropriate. Page 40/40