UDD BA English and History of Art 2018/2019 Programme Design Document

	A	C	F	G	I	K	L	M	N	O	P	Q	R	S	T	U	V	W	X	Y	Z	AA	AB	AC	AD	AE	AF	AG	AH	AI	AJ	AK	AL	AM	AN
1	Programme Information & PLOs
2	Title of the new programme – including any year abroad/ in industry variants
3	BA (Hons) English/History of Art
4	Level of qualification
5	Please select:				Level 6 / Honours
6	Please indicate if the programme is offered with any year abroad / in industry variants																				Year in Industry Please select Y/N								No
7																					Year Abroad Please select Y/N								No
8	Department(s): Where more than one department is involved, indicate the lead department
9	Lead Department		English
10	Other contributing Departments:		History of Art
11	Programme leaders
12	Chloe Wigston Smith (English); Richard Johns (History of Art)
13	Purpose and learning outcomes of the programme
14	Statement of purpose for applicants to the programme
15	Studying English and History of Art at York will challenge you and inspire you. Our innovative and diverse degree programme combines historical depth with geographical breadth, exploring art and literature from around the world and from classical to contemporary. Supported by world-leading researchers, you will take an active role in determining your course of study, refining your own areas of specialism, managing exciting projects, and developing a sophisticated critical practice. Choosing from a wide range of modules, you will consider the movement of language and concepts across time and space, and you will study works of art and architecture in their historical contexts to understand who creates and who views them, and what they reveal about culture and social relationships. You will be taught via a combination of lectures, active workshops and small seminars, with each stage developing transferable skills for your future. Along the way, you will develop invaluable skills in communication, creativity, leadership, and collaboration, while building expertise in analysis, research, and project management that will serve you in a wide range of careers.
16	Programme Learning Outcomes Please provide six to eight statements of what a graduate of the programme can be expected to do. Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
17	PLO	On successful completion of the programme, graduates will be able to:
18	1	Communicate knowledge of the art and literature of a wide range of periods, and engage creatively and critically with a range of conceptual, theoretical and methodological approaches.
19	2	Take a critical and questioning approach to the ways in which literary and visual culture has been interpreted, and narrated, with reference to the period and tradition in which those interpretations were produced.
20	3	Analyse the affective power of language and visual culture, and their cultural and political impact, and use this awareness to better understand the world and influence others.
21	4	Make connections and comparisons between the ideas, cultures and societies of different time periods and places around the world.
22	5	Exercise independent thought and judgment, construct meaningful research questions and develop well structured evidenced-based arguments in response to them through self-reflection, peer review, and feedback.
23	6	Convey complex ideas with clarity and precision and make sophisticated and persuasive arguments based on both visual and textual materials from a range of sources, primary and secondary, archival and digital.
24	7	Have the initiative to work well both independently and in collaboration with others, managing time effectively, meeting deadlines and taking an analytical approach to extending their own knowledge and skills.
25	Programme Learning Outcome for year in industry (where applicable) For programmes which lead to the title ‘with a Year in Industry’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year in industry b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year in industry by alteration of the standard PLOs.
26	N/A
27	Programme Learning Outcome for year abroad programmes (where applicable) For programmes which lead to the title ‘with a Year Abroad’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year abroad or b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year abroad by alteration of the standard PLOs.
28	N/A
29	Explanation of the choice of Programme Learning Outcomes Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
30	i) Why the PLOs are considered ambitious or stretching?
31	In describing the high-level cognate skills that students attain through a three-year programme of studying English and History of Art, the PLOs define the key attributes that will benefit our graduates in employment or further study. The range of skills captured in the PLOs reflect a diverse, multi-disciplinary approach to literary and visual culture. They signal an ambition that our graduates will be critical thinkers who distinguish themselves by their ability to interpret and express complex ideas, in relation to diverse cultural contexts and in effective language.
32	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
33	The range of staff expertise and module choice across both departments is unusually broad, and the focus on small-group learning across all three years, especially in seminar discussions, requires students to take a highly active role throughout their degree. York English/History of Art graduates go on to pursue careers in a range of different areas because of their facility with texts and visual evidence, their excellent communications skills, their critical faculties and their ability to work independently.
34	iii) How the programme learning outcomes develop students’ digital literacy and will make appropriate use of technology-enhanced learning (such as lecture recordings, online resources, simulations, online assessment, ‘flipped classrooms’ etc)?
35	The PLOs emphasise a strong focus on research, communication and critical enquiry. In order to achieve these outcomes students make use of a range of digital tools, developing a high level of digital literacy over the course of their degree. They become critical and evaluative users of online materials, and understand the potential and problems of using digital resources of a wide variety of types. They know how to create carefully referenced and formatted documents and attractive, well-structured presentations. Students in History of Art work extensively with digital material for class presentations and discussion, including digital recording and editing tools. In their essay research they use databases of critical scholarship, digitised historical texts and cultural artefacts. All modules use the VLE at a minimum as a means of facilitating information transfer and communications, and some modules may use it and other digital resources for more experimental forms of teaching and learning.
36	iv) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)? The programme's employability objectives should be informed by the University's Employability Strategy:
37	http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
38	The PLOs make explicit the skills that will prepare graduates for a range of employment and further study. Students develop high-level skills in time management and are self-reliant. They also know how to work collaboratively. The study of both disciplines helps students develop critical and analytical skills and graduates can produce persuasive arguments that are supported by appropriate evidence.
39	vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
40	Students have a personal supervisor who oversees academic progress. Student and supervisor meet at least once every term to discuss marks and feedback, and the supervisor may make recommendations to a student if they receive notification from tutors that support is needed, or if a student identifies such a need themselves. Because of the preponderance of small-group learning in both departments, students with difficulties may be identified by their module tutors and referred to their supervisor or relevant Chair of the Board of Studies for support. The Disability Officer in both departments ensures that student needs are met in terms of teaching and learning. Supervisory responsibility alternates between English and History of Art from one cohort to another.
41	vii) How is teaching informed and led by research in the department/ centre/ University?
42	All teaching staff in both departments are research active and deliver research-led teaching in their area of specialism. At Stage 1 the module titles and general aims remain fairly constant, but specific content varies from year to year depending on staff research interests. The option modules at Stages 2 and 3 are led by staff research interests and thus evolve continually, typically becoming more ambitious in their engagements with new research at Stage 3. Most new members of staff complete the PGCAP and this ensures that they reflect upon their own practice in the light of research into teaching in Higher Education. The combined degree also has its own committee, which monitors all aspects of the curriculum and makes recommendations to both departments.
43	Stage-level progression Please complete the table below, to summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of each year. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules. Note: it is not expected that a position statement is written for each PLO, but this can be done if preferred (please add information in the 'individual statement' boxes). For a statement that applies across all PLOs in the stage fill in the 'Global statement' box.
44	Stage 1
45	On progression from the first year (Stage 1), students will be able to:											Students will have acquired a broad understanding of literary history and the history of art, including key concepts and a range of interpretative approaches relevant to both disciplines. They will have a growing knowledge of many topics at an introductory level and some at a deeper level, and will be equipped to engage in more advanced ways with particular topics at Stage 2. They will also have begun developing critical enquiry skills, in relation to their research and writing, through reading, classroom discussion, and assessment tasks. Writing skills are a particular focus of Stage 1. Students have a good grasp of the academic apparatus used in writing essays, are able to work collaboratively in small groups, and draw on a widening range of independent study skills.
46	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
47	N/A
48	Stage 2
49	On progression from the second year (Stage 2), students will be able to:											By the end of Stage 2 students will demonstrate in-depth understandings of a range of specialist topics, and engage critically with historiographical issues relating to both disciplines. They will have developed their capacity for examining relevant critical and cultural contexts, while having acquired a deeper sense of historical or periodised approaches that will be taken further in Stage 3. They will have engaged with a wider range of writing tasks, building on the formal writing skills gained in Stage 1, and will be able to plan an independent research project that explores interconnections between literature and art history, identifying appropriate sources and materials, developing a sound research methodology around a robust research question.
50	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
51	N/A
52	Programme Structure
53	Module Structure and Summative Assessment Map Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme. ‘Option module’ can be used in place of a specific named option. If the programme requires students to select option modules from specific lists these lists should be provided in the next section. From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of the module (if the end of the module coincides with the summative assessment select 'EA') . It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets). If summative assessment by exams will be scheduled in the summer Common Assessment period (weeks 5-7) a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place.
54	Stage 1
55	Credits	Module				Autumn Term										Spring Term										Summer Term
56		Code		Title		1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
57		SEE BELOW
58	20	TBC		Approaches to Literature I: Writing Modernity		S					A				EA
59	20	TBC		Approaches to Literature II: Other Worlds												S				A					EA
60	20	TBC		Key Concepts: An Introduction to Genre, Theory, and Writing		S																				A				EA
61	20	HOA00005C		The Materials of Art and Architecture		S								E		A
62	20	HOA00008C		The Art of Describing		S																		E		A
63	20	HOA00007C		Objects in Focus																						S			E	A
64	20	HOA00004C		Reinventing Antiquity												S								E							A
65	Stage 2
66	Credits	Module				Autumn Term										Spring Term										Summer Term
67		Code		Title		1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
68	20	TBC		Critical Practice		S																							E		A
69	20	Various		World Literature Modules												S													E	A		A
70	30	Various		Intermediate Option Modules		S				A					EA
71	10	Various		Topic Modules																						S			E				A
72	20	Various		Intermediate Seminar (Autumn)		S								E		A
73	20	Various		Intermediate Seminar (Spring)												S								E		A
74	20	HOA00031I		Museology and Curatorship																						S			E		A
75	20	HOA00005I		Dissertation Training Module		S																							E			A
76	Stage 3
77	Credits	Module				Autumn Term										Spring Term										Summer Term
78		Code		Title		1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
79	20	Various		Advanced Options (Autumn)		S									E	A
80	20	Various		Advanced Options (Spring)												S									E	A
81	40	Various		Special Subject (Autumn)		S								E		A
82	40	Various		Special Subject (Spring)												S								E							A
83	40	HOA00030H		Dissertation		S																							E	A