2021-22 BA History and History of Art 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) History/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 AbroadPlease select Y/N								No
8	Department(s): Where more than one department is involved, indicate the lead department
9	Lead Department		History
10	Other contributing Departments:		History of Art
11	Programme Leader
12	Please name the programme leader and any key members of staff responsible for designing, maintaining and overseeing the programme.
13	Hugo Service and Richard Johns
14	Purpose and learning outcomes of the programme
15	Statement of purpose for applicants to the programme
16	By studying History and History of Art at York you can explore the vibrant and diverse nature of human culture across time. The programme at York offers an exceptionally wide variety of specialist options that range from the study of medieval churches to the history of twentieth century Japan. These options build on core courses that allow you to grasp the importance of long term historical trends such as the rise and fall of empires or the impact of technology on work and leisure. In this cutting-edge degree you will be able to pursue your own interests across a range of time periods and areas of the globe, and in your final year produce an extended dissertation on a topic of your own choice. You will gain expertise in the interpretation of visual forms of evidence such as paintings, architecture and material culture along with the ability to produce in-depth analysis of historical texts. You will be adept at employing theory and concepts in your consideration of the factors that have shaped culture and society in the past. You will acquire the ability to produce persuasive and well informed arguments and you will develop sophisticated verbal and written communication skills. History and History of Art graduates are valued in the workplace for their ability to take the lead in project work and undertake independent research. They are critical thinkers, highly skilled in the evaluation of visual and written material, and creative communicators of their ideas.
17	Programme Learning OutcomesPlease 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.
18	PLO	On successful completion of the programme, graduates will be able to:
19	1	Communicate knowledge of past societies and their art and architecture, employing different conceptual, theoretical and methodological approaches to understanding the past and its visual legacies.
20	2	Take a critical and questioning approach to existing interpretations of textual and visual sources, and assess the value and significance of texts and visual and material culture.
21	3	Contextualise visual material in order to explore its meanings and significance while also using this material to extend our understandings of a particular time and place.
22	4	Make connections and comparisons between the ideas, cultures and societies of different time periods and places around the world.
23	5	Carry out an original and independent investigative project using textual and visual sources, including identifying relevant primary material, developing methodologies, interpreting sources in context and constructing meaningful research questions.
24	6	Convey complex ideas with clarity and precision and make sophisticated and persuasive arguments based on both visual and textual evidence.
25	7	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.
27	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.
28	n/a
29	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.
30	Students have the option to apply to spend one term (Autumn or Spring) of Stage Two, or the whole of Stage Two, abroad. Learing outcomes as above, plus develop sophisticated insights into the origin and value of cultural difference and the confidence to negotiate unfamiliar working environments. They may also apply to transfer into the four year History with Year Abroad degree.
31	Explanation of the choice of Programme Learning OutcomesPlease 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:
32	i) Why the PLOs are considered ambitious or stretching?
33	The PLOs describe the high-level cognate skills that students attain through a three year programme of studying History and History of Art, including becoming critical readers who can master and interrogate large volumes of text, becoming astute interpreters of visual evidence, developing excellent independent research skills and being fluent conveyers of argument.
34	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
35	York History/History of Art graduates go on to pursue careers in a large 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 without supervision. Graduates have excellent organisational skills and can organise and execute a project with confidence and professionalism.
36	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)?
37	York graduates learn how to find and evaluate evidence from digital locations and carry out independent research using digital tools and resources. They are critical and evaluative users of online materials—they 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, for their research, and for illustrating written work. All modules use the VLE at a minimum as a means of facilitating information transfer and communications, and some modules may use it for more experimental forms of teaching and learning. In the Dissertation Training Module, for instance, students complete online evaluations of sample dissertation proposals in preparation for workshops. However, we place most emphasis in our degree on face-to-face learning in small groups. More specifically, digital art is an ever more visible and evolving presence in contemporary culture, and an aspect of the discipline that is especially well served by the expertise of the History of Art department.
38	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 employablity objectives should be informed by the University's Employability Strategy:
39	http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
40	See above. Students develop high-level skills in time management and are very 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.
41	vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
42	Students have a personal supervisor who oversees academic progress. 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. The Disability Officer in both departments ensure that student needs are met across the department in terms of teaching and learning. Supervisory responsibility alternates between History and History of Art from one cohort to another.
43	vii) How is teaching informed and led by research in the department/ centre/ University?
44	Lecturers create options for the degree that draw upon their own area of expertise and are informed by their research. Each department has a Teaching Committee that is responsible, with the Chair of the respective Board of Studies, for the development of the curriculum and the quality of teaching. The combined degree also has its own committee (currently chaired by History), which monitors all aspects of the curriculum and makes recommendations to both departments. All History modules and History of Art modules are scrutinized by their respective Teaching Committees. Both departments operate a system of peer support for teaching, and all members of staff are required to respond to student feedback on courses. The chairs of both Teaching Committees attend fora and training sessions run by the university and liaise with the E-learning team to ensure that teaching in both departments is informed by research into teaching in Higher Education. New members of staff are required to complete the PGCAP and this ensures that they reflect upon their own practice in the light of research into teaching in Higher Education.
45	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.
46	Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
50	Stage 1
51	On progression from the first year (Stage 1), students will be able to:											Global statement: By the end of Stage 1 students can demonstrate a broad understanding of historical and art-historical change, 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 have some insight into how to evaluate historical and art-historical argument, and formulate coherent arguments of their own using evidence. They 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.
52	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
53	Individual statements
54	Stage 2
55	On progression from the second year (Stage 2), students will be able to:											Global statement: By the end of Stage 2 students will demonstrate in-depth understandings of a range of historical fields and topics, and engage critically with historiographical issues relating to both disciplines. They will be able to evaluate the uses and significance of a range of textual and visual sources and use them effectively to substantiate an argument. They will have gained further experience in group work. They will be able to plan an independent research project that explores interconnections between history and art history, identifying appropriate sources and materials, developing a sound research methodology around a robust research question. Students will be able to communicate increasingly sophisticated ideas with clarity and precision.
56	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
57	Individual statements
62	Programme Structure
63	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.
64	Stage 0 (if you have modules for Stage 0, use the toggles to the left to show the hidden rows)
78	Stage 1
79	Credits	Module				Autumn Term										Spring Term										Summer Term
80		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
81	20	HIS00084C		Political Communities in World History			S							E	A
82	OR 20	HIS00086C		Societies and Economies in World History			S							E		A
83	OR 20	HIS00085C		Knowledge and Beliefs in World History			S							E		A
84	20	HOA00005C		The Materials of Art & Architecture		S								E		A
85	20	HOA00008C		The Art of Describing		S																		E		A
86	20	HIS00088C		Evidence and Methods													S								E	A
87	20	HIS00087C		Group Project													S											E	A
88	OR 20			Language for Credit
89	20	HOA00004C		Reinventing Antiquity												S								E							A
90	OR	HOA00002C		Theory for Art Historians												S								E	A
91	Stage 2
92	Credits	Module				Autumn Term										Spring Term										Summer Term
93		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
94	10	HIS00112I		Disciplines of History I													S								EA
95	20	HOA00005I		Dissertation Training		S																							E			A
96	20	Various: Option List A		Histories and contexts			S								E		A
97	30	Various: Option List B		Explorations													S								E				A		A
98	20	Various: Option List C		HoA Intermediate Seminar (Autumn)		S								E		A
99	20	Various: Option List C		HoA Intermediate Seminar (Spring)												S								E		A
100	OR	HOA00031I		Museology & Curatorship																						S			E		A
101	Stage 3
102	Credits	Module				Autumn Term										Spring Term										Summer Term
103		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
104	40	Various: Option Lis D		History Special Subject			S																		E				A		A
105	40	Various: Option List E		HoA Special Subject (Autumn)		S								E		A
106	OR	Various: Option List E		HoA Special Subject (Spring)												S								E							A
107	40	HOA00035M		Bridge Dissertation		S																				EA
129	Optional module listsIf the programme requires students to select option modules from specific lists these lists should be provided below. If you need more space, use the toggles on the left to reveal ten further hidden rows.
130	Option List A		Option List B			Option List C					Option List D					Option List E					Option List F					Option List G					Option List H
131	Histories and Contexts		Explorations			History of Art Intermediate					History Special Subject					History of Art Special Subject
132	https://www.york.ac.uk/history/student-intranet/undergraduates/current-programme/histories-contexts/		https://www.york.ac.uk/history/student-intranet/undergraduates/current-programme/explorations/			https://www.york.ac.uk/history-of-art/current/undergraduate/2018-19-intermediate-histart/int_seminar_modules_18-19/					https://www.york.ac.uk/history/student-intranet/undergraduates/current-programme/special-subjects/					https://www.york.ac.uk/history-of-art/current/undergraduate/2018-19-special-subject/special_subjects/